.................... . 2
Options ..................... . 4
Visiting Students. ............... 5
Calendar. ....................... 6
About This Catalog. ................ 7
Interim Courses ...................8
Lifetime Sports. ................. . 4 4
Interim Abroad .................. 4 5
Othe... Show more
.................... . 2
Options ..................... . 4
Visiting Students. ............... 5
Calendar. ....................... 6
About This Catalog. ................ 7
Interim Courses ...................8
Lifetime Sports. ................. . 4 4
Interim Abroad .................. 4 5
Other Courses .................. . 4 7
Introduction.
Introduction to Interim
Interim is an integral part of the school year at Augsburg
College. The College follows a 4- 1-4 calendar, with fall and
spring semesters of approximately 14 weeks separated by a
four-week January Interim. Interim is intended to be a time
for both students and faculty to employ styles of teaching and
learning and to investigate questions and topics in places and
ways not possible during the regular term.
Interim is an opportunity for intense concentration on a
single course of study. Since one Interim course equals a fulltime load, students should plan to spend the same amount of
time in class and preparing for class as they would for a fourcourse load during fall or spring semesters. Students should
be prepared for at least 40 class hours during the Interim and
should anticipate the equivalent of the normal two hours of
study for each class hour. Since the course length is only 3 '12
weeks, attendance at every class is imperative. While it is
expected that students will attend every class period, instructors will establish the precise attendance policy for their
courses. Students can register for only one course
credit during Interim. There is no tuition refund for a
student who chooses not to enroll in an Interim course.
Most Interim courses are graded traditionally on a 4.0 to 0.0
scale. Students generally have the option to register on a
PassINo credit basis. A few Interim courses are graded only on
the PIN system; this is indicated in the course description.
Some courses are offered for either upper or lower division
credit. Such Interim courses have two numbers listed and
students must select which is most appropriate for their
needs. Students registering for upper division credit should
anticipate additional assignments and a more rigorous grading standard. Some courses, especially courses with travel
requirements, have additional fees associated with them.
These fees, although intended to be accurate, may change
and students should check with the instructor to verify the
final costs.
Students are required to complete at least 33 course credits
for graduation. This course total must include two Interims
for students who enter with fewer than 14 courses. Freshmen
are required to take an Interim course their first year. A
maximum of four Interim course credits may be counted
toward the 33 course credits required for graduation.
Transfer students should refer to their transfer credit
evaluation form or consult the registrar for the number
of Interim courses required.
Day school students (3.0 credits or more for fall) can take a
total of 1.0 course credit. They may take two half-credit classes. They may also take a lifetime sport (zero credit). The lifetime sport is at no additional charge if they are full-time students (fall term). If less than full-time, they will be charged.
Weekend students can take 1.0 course credits in Interim as a
cross registration but will be charged day school tuition ($1,564)
per course credit. If they do so they may take only 1.0 additional
course credits in Weekend College for winter trimester.
Augsburg College, as affirmed in its mission, does not discriminate on the basis
of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its
education policies, admissions policies, scholarship and loan programs, athletic
and/or school administered programs, except in those instances where religion is
a bonafide occupational qualification. Augsburg College is conimitted to providing reasonable accommodations to its employees and its students.
Any questions concerningAugsburgs compliance with fideral or state regulations implementing equal access and opportunity can be directed to Lora Steil,
affirmative action coordinator, Ofice of Human Resources, CB 79,Augsburg
College, 2211 Riverside Ave., Minneapolis, MN 55454. She can be reached by
telephone, (612) 330-1023; or by e-mail, ateil@augsburg.edu>.
Options
International Interim-Students are invited to participate in
the international Interim courses offered by the Upper
Midwest Association for Intercultural Education (UMAIE)
and other consortia. These course opportunities are listed on
page 45. Some courses have early registration deadlines.
Internships deadline-Friday, December 11. January Interim
internships must be planned in advance. Students electing an
internship must meet departmental requirements and present
a signed internship-learning agreement plan to the Center for
Service, Work, and Learning (1st floor Memorial) by the first
day of Interim classes. The learning-agreement forms are
available in the same office. Internships during Interim must
involve full-time work placements for approximately four
weeks. Assistance for planning internships is available in the
Center for Service, Work, and Learning.
Independent studylresearch or directed study-Students
may elect a program of independent study (upper division
499) or directed study (lower division 299) for Interim.
Faculty members are strongly discouraged from accepting
responsibility for more than one independent study per
Interim. Students choosing to pursue independent or directed
study must:
1. Meet departmental requirements
2. Present to the registrar a copy of the proposed study
plan approved by the supervising faculty member and
the directedlindependent study registration form.
These forms must be submitted by December 1.
Appropriate study proposal and registration forms can
be obtained in the Office of the Registrar.
Interims at other schools-Augsburg students may enroll at
any other 4- 1-4 institution that offers a reciprocal Interim
arrangement. Catalogs of these Interim programs are available
in the registrar's office. Registration for Interims at the other
ACTC colleges will be at Augsburg during the regular registration period. Most courses taught during the Interim at other
4-1-4 schools are accepted for credit by Augsburg, but may
not necessarily be accepted as meeting Augsburg's general
education requirements.
Visiting Students
Augsburg College welcomes students from other 4-1-4
schools for the January Interim without tuition charges, provided the student's home institution agrees not to charge
tuition to Augsburg students for the January term. The waiver
of tuition does not include special fees, housing, or board
costs. Other students will be charged $1,564 for the Interim
course. Students interested in registering for an Augsburg
Interim should write to the Office of the Registrar for application forms or use the forms provided by the Interim office at
their own school. There is an application processing fee of
$10. Students are welcome to stay on campus but are not
required to do so. Requests for Interim housing should be
made to the Office of Residence Life.
It should be noted that neither ACTC exchange students nor
visiting students may register for 199,299,399, or 499 courses.
Interim Calendar 1999
November 16 to December 4 . .........Interim registration
January 4 . ......................... First day of Interim
Time I-9:00 a.m. (first day)
Time 11-1:15 p.m.
January 5
............ Last day to register or add a class or
cancel a class without a notation
January 15. .................... Last day for determining
grading option with registrar
January 15 ......... Last day for withdrawing from courses
.............................. Interim ends
February 1 ......................Spring semester begins
February 5 ............... Interim grades due to registrar
January 27
The time, number, and length of meetings as well as the
beginning time will be arranged the first day of class. The
daily schedule for Interim is divided into two blocks of time:
Time I: 8:00 a.m. to 11:45 (Note: on the first day, Time I
classes will begin at 9:00 a.m.)
Time 11: 1:15 p.m.-5:00 p.m.
Note: Martin Luther King Day will be observed at Augsburg
with a special convocation on Monday, January 18, at 1:00 p.m.
Afternoon classes begin following the convocation.
About This Catalog
The catalog lists courses by departments in alphabetical order.
At the end of the book are listings of other courses not
offered by Augsburg but recognized by the College for Interim
credit. Additional descriptions and information about these
courses are available in the Interim Office, Memorial 226.
Students may also register for one of the lifetime sports listed
at the end of the catalog. Courses that include travel are
marked with an airplane.
+
For More Information
For more information contact Barbara Pappenfus in the
Interim Office at (612) 330-1 150.
Accounting
See listing under Business, pg. 9.
Introduction to Drawing in Architecture
ART 100-J
lnstructor: Staff
This course develops basic skills involved ,in perceiving and
representing the material environment. Sketching and drawing conventions are employed to study visual phenomena
and forms.
Liberal Arts Perspective: Aesthetics
Maximum Enrollment: 20
Time: Ii
Room: Old Main 17
Tribal Arts And Culture
ART 290-J
Instructor: Steve Chapman
The rich heritage of indigenous cultures is explored through
the visual arts, particularly within the United States. Other
content includes poetry, dance, mythology, ritual, religion,
and drama of many American Indian tribes. Students will
produce various art projects in weaving, basket making, pottery, sculpture, or prints.
Maximum Enrollment: 20
Time: Ii
Room: Old Main 4
Seeds of Change
BIO 145-J
Instructor: Esther McLaughlin
We will use a few historically, economically, and medically
important plants to study some of the ways in which humans
and plants interact, biologically and otherwise. Plants are not
only at the b0tto.m of our food chain but also play a part in
non-food aspects of our lives, either directly (e.g., medicines,
fibers, dyes) or indirectly (e.g., how food crises have influenced human migrations). We will study the uses, biology,
natural history, and classification of several important plants.
Evaluation will be based on three or four 40-minute exams,
several quizzes, and an oral presentation.
Liberal Arts Perspective: Natural World 2
Maximum Enrollment: 20
Time: I1
Room: Science 205
Internal Audit and
Management Consulting
ACC 424-J
Instructor: Stuart Stoller
Auditing through an interdisciplinary approach. Using
techniques discussed in accounting, finance, management,
marketing, and MIS, we examine a business' internal control
systems and operating efficiency. By stepping away from the
traditional textbook approach we incorporate creativity and
discussion. Major topics include: business valuation techniques, "just-in-time" philosophy, efficiency improvement
techniques, disaster recovery planning, and report writing.
Students will be evaluated by classroom quizzes, a project,
and final examination.
Prerequisites: ACC 221 & 222, BUS 242, 252,331, ECO 113, MIS 175 & 379
Graduation Skill Requirements: Speaking, Writing
Maximum Enrollment: 20
Time: I1
Room: Old Main 11
Advanced Computing for Business
MIS 370-J
Instructor: Wayne Olhoft
Objectives are to learn concepts underlying creation of Web
pages and business communication via the Internet. Use of
relational databases for advanced queries, forms, and reports.
Basics of event-driven programming for solving business related problems. Students will complete three major projects and a
few minor assignments. The course requires significant effort
on projects and constant access to a computer. Cooperation
with fellow students in learning to apply concepts is encouraged. A good grasp of MS Access is required or the willingness
to exercise exceptional effort in learning the tool.
Prerequisite: MIS 175, CSC 170, consent of the inslructo~or Math Placemenl Group 3
Maximum Enrollment: 20
Time: I1
Room: Lindell I6
International Business in French
and English
BUS 295/495-J
FRE 295/495-J
Instructors: Magda Paleczny-Zapp and Paty Pezechkian- Weinberg
This course focuses on opportunities and challenges of doing
business in the enlarged European Union and is designed to
give you the skills and the cultural insights needed to do business in French and with the members of the European community. Through the study of governmental agencies, management, marketing, and media, we will discuss and analyze some
of the hottest issues of the European business world today. This
course provides the appreciation of cultural differences and
world-view perspectives and offers the opportunities to discover professional vocabulary usually not covered in a language
class. It will help you gain a better comprehension of the sociocultural, economic and political structures of France as com-
pared to those in the U.S.Students are required to read and
prepare assigned articles (in French and English) at home for
class discussions. You will be required to prepare two presentations (one in French) of 10 minutes each on a related subject. You will be assigned translations and case studies to be
performed in class and at home, and to write commentary (in
French and English) on articles. No final exam.
Prerequisites: Business 362 and French 21 1 or consent of the instructors.
Maximum enrollmenl: 25
Time: I
Room: Old Main 10
Responding to the Challenge of Japan
BUS 368-J
Instructor: Steven LaFave
An examination of current Japanese business practices using a
cultural perspective. A multimedia approach will be employed
involving film, television documentaries, radio speeches, and
readings from current periodicals in addition to text materials. A seminar model will be used with substantial participation expected on the part of the students. Evaluation will be
based on a paper, two 20-minute sessions of seminar leadership, class participation, and mid-term and final examinations. This class should be of interest to anyone majoring or
minoring in international business or any field of business
administration, as well as anyone interested in Japan. Students
who cannot attend every class should not enroll in this
course.
Prerequisite: Junior standing or consenl of the instructor
Liberal Arts Perspective: IntercuNural Awareness 1
Maximum Enrollment: 20
Time: I
Room: Old Main 29
Introduction to Polymer Chemistry
and American Plastic
CHM 104-J
Instructor: Ron Fedie
Previously there was the Stone Age, Iron Age, and Bronze Age.
Now we live in the Age of Plastics. Without this innovative
technology, life as we know it would be much different. The
variety of polymer molecules and their properties make up
various plastics. Through chemistry the variations are endless.
Many items and materials such as coatings, adhesives,
leisure/sports equipment, construction supplies, automobile
parts, clothes, medical supplies, cosmetics, and others used
every day come from different polymer molecules. In this
course we will explore and discuss the world of polymer
chemistry with a special focus on plastic. There are both synthetic and natural polymers. Most plastics come from synthesized polymers found in "plastic" wrap and trash bags. A
common natural polymer, polyisoprene, is collected from the
sap of rubber tree-golf balls and latex gloves are just two of
its popular uses. The class will also focus on the book
American Plastic: A Cultural History by Jeffrey Meikle.
Themes from the book, the different types of polymers used,
and recent themes such as the recycling of plastics will be
discussed. There will be supplemental handouts on some of
the important natural polymers not covered in the book.
There will be labs in which some polymer molecules will be
made and the various properties will be explored. This will
help to give a hands-on experience with the seemingly unlimited possibilities of properties in these long chain molecules.
Prerequisite:Malh Placement Group 2
Liberal Arts Perspeclive: Natural World 1 or 2
Maximum Enmllmenl: 25
Time: I1
Room: Science 315
Introduction to Computer Science and
Communications
CSC 160-J
Instructor: Larry Ragland
This course introduces the major areas of computer science
and computer communications. These areas are: algorithms,
algorithm design, algorithm efficiency, hardware, logical circuit design, computer organization, software and operating
systems, programming languages, operating systems, theory
of computation, mathematical foundations of computer
science, Turing machines, computer communications and the
Internet, packet switching, Internet services, and operation.
This course will consist of lecture/discussion times with frequent in-class lab exercises on the topics above. Grading will
be based on examinations, labs, and homework. This is not a
course in computer applications or how to use computers,
although we may touch on these topics.
Prerequisite: Math Placement Group 3
Maximum Enrollment: 15
Time: I
Room: Sverdrup 212
Economics of Urban Issues
ECO 110-J
Instructor: Satya Gupta
Study of economic implications of the many problems facing
a metro-urban environment. Some of the topics to be discussed are: crime prevention, health issues, discrimination,
education, etc. Basic microeconomics tools of analysis will be
developed in class. This is a basic course designed for those
students who do not plan to major in economics, business
administration, accounting, or MIS. Three objective examinations.
Liberal Arts Perspective: City or Social World 1 or 2
Maximum Enrollment: 15
Time: I
Room: Old Main 11
Contemporary Economic Issues
EGO 195-J
lnstructor: Jeanne Boeh
This course will focus on using the basic tools of economic
analysis to analyze current policy questions. The course will
emphasize the skills of critical thinking and speaking.
Students will read articles presenting at least two sides of an
issue. Classroom and out-of-classroom assignments will be
geared toward developing thinking skills necessary to evaluate
policy positions. This course does not serve as a substitute for
either Economics 112 or 113. Course grade will be based on
two in-class tests, assignments, and participation.
Prerequisite: Student must have passed Critical Thinking assessment or have
successfully completed GST 100.
Graduation Skill Requirement: Critical Thinking
Maximum Enrollment: 25
Time: I
Room: Old Main 13
International Education
EDU 353-J
lnstructor: Rich Germundsen
This seminar-style course presents an examination and comparison of selected Western and non-Western educational systems with special attention on Scandinavian and Central
American models. The course also draws attention to our personal responsibilities to educate ourselves so that we can
understand and participate in the emerging global society.
There will be lectures, discussions, and presentations by students and guest speakers. Student evaluation will be based on
class presentations and investigative projects.
Liberal Arls Perspective: Social World 2
Maximum Enrollmenl: 15
Time: I
Room: Sverdrup 17
Practicum and Seminar in Special
Education
EDU 491-J
Instructor: Susan OJConnor
A supervised field placement that serves people with disabilities, plus an on-campus seminar. Students planning to take
this course should consult with the special education coordinator about a placement prior to registering for the course.
Students must complete designated hours of fieldwork as well
as written and reading assignments.
Prerequisite: EOU 282, completion of courses for special education minor,
or consent of instructo~
Maximum Enrollmenf: 9 (This course involves fieldworksupe~isionfor the faculty member)
Time: 11
Room: Sverdrup 4
American Dialects: Differences and
Attitudes
ENG 219-J
Instructor: John Schmit
Language plays an important role in our socialization and
acculturation. The way we speak tells others who we are and
tells us who others are. Our speech is a reflection of our social
and economical standing and our cultural background. For
this reason we should expect women to speak differently from
men. And yet somehow we do not. We should expect anyone
from a different background to have differences of language.
Even more importantly, we must understand these differences
in order to make sure that we understand speakers from different language communitites. This course will examine the
dialects of various English-speaking communities and attempt
to describe and understand their rules of speech: their grammatical rules, phonological rules, and their rules on discourse.
It will include lectures, student presentations, and student-led
discussions. Besides presenting a topic, students will write a
paper on the presentation topic and take a final exam.
Liberal Arts Perspective: Intercultural Awareness 1
Maximum Enrollment: 25
Time: I1
Room: Old Main 29
Topics: Introduction to Asian
American Literature
ENG 282/382-1
Instructor: Joan Thompson
In an essay about multicultural American literature, Walter J.
Ong writes that "literature is organized experience and consciousness. Since cultures organize experience and consciousness variously, the study of the literature of another culture
opens new vistas both into the exterior world and into the
human heart." This course will explore some of these vistas
through readings and discussions of nonfiction works, poetry,
short stories, a play, and a novel by Asian American authors.
Some ideas the writers take as subjects through their art
include definitions of an Asian American voice, explorations of
cultural and individual identity, visions of community, and
coming of age. Class sessions will include discussion of the
historical and social contexts that influence the writers studied.
In addition to the reading, students will view at least one Asian
American film and possibly attend a relevant performance or
reading. Course grades will be based on reading journal, a
short paper, a final exam, class attendance, and participation.
Upper division students will read an additional novel and
write a research-based paper on it.
Liberal Ads Perspective: Intercultural Awareness 1
Maxium Enrollment: 25
Time: I1
Room: Old Main 16
Topics: The Heroic Journey
ENG 282-J
Instructor: Joan Griffin
"The hero:' says Joseph Campbell, "is the man or woman who
has been able to battle past his personal and local historical
limitations to the generally valid, normally human forms."
This struggle, the heroic journey, is a quest for wholeness, for
harmony with oneself, one's society, and even the universe.
The journey may be physical, moral, psychological, or spiritual, but it always concludes with the regeneration of the hero
and/or the redemption of the hero's society. This course will
study archetypal patterns of the heroic journey as well as specific examples of such journeys, emphasizing the work of
Joseph Campbell, but also citing studies of the hero by Lord
Ragland, Carol Pearson, and Richard Slotkin, among others.
We will note that major heroic genres in western traditionthe epic and romance-almost always assume that the hero is
usually a warrior and aristocrat. Thus we will analyze typical
elements of the heroic warrior myth as depicted in ancient
and medieval epics and romances, but will also pay particular
attention to its appearance in contemporary American popular narratives. We will consider the implications of the enduring popularity of this rendition of the heroic journey. The
heroic journey, however, is a human journey, and thus the
course will also emphasize the heroic journeys of women as
well as of men who may be neither aristocratic nor warriors.
As a lower division literature course, ENG 282 does not
assume that the student is proficient in literary analysis.
Rather the course will help students develop analytic and critical reading, thinking, and writing abilities. Course requirements: There will be 15 class meetings, each lasting three to
four hours. Course grades are based on class attendance and
participation as well as on daily writing and formal papers. If
you must miss more than one or two classes or frequently
leave class early, you should not take this course.
Prerequisite: ENG 111 recommended but not required
Liberal Ads Perspective: Western Heritage 1 or 2
Maximum Enrollment: 25
Time: I
Room: Science 213
School Health Curriculum
(0.5 course credit)
HPE 320-J
lnstructor: John Rohwer
Techniques for developing a course of study based upon
growth and development for grades K-12. Special work units
in nutrition and diseases. This is a one-half credit course.
Prerequisile: HPE 110
Maximum Enrollment: 20
Time: I -M, bl! and alternale F (1/4, 1/6, 1111, 1/13, 1/15, 1/18, 1/20, 1/25, 1/27)
Room: Melby 202
Administration and Supervision of
School Health Program
(0.5 course credit)
HPE 410-J
Instructor: John Rohwer
Historical background, legal bases, school health services, and
relationships to community health programs and resources.
This is a one-half credit course.
Prerequisite: HPE 110
Maximum Enrollmenl: 20
Time: 1-6Th, and allernate F (1/5, 1/7, 118, 1/12, 1/14, 1/19, 1/21, 1/22, 1/26)
Room: Melby 202
Sailing in the Virgin Islands
HPE 455-J
lnstructor: Joyce Pfaff
Designed for the beginning and intermediate sailor interested
in the art and practice of sailboat cruising. The course will
take the participant to a competent level of sailboat handling
(anchoring, mooring, helming, and crewing). The student
will live aboard a 43'46' f~ed-keelsailboat with five to six
other people and will function as an active crew member.
Actual on-the-water instruction will be the major part of the
course. Sailing will include cruises to the various islands and
cays in the British and American Virgin Islands. Snorkeling
and wind surfing will be available on an optional basis. Some
classes will be held in December prior to leaving for the Virgin
Islands in January.
The course cost is $2,950, which includes airfare for Augsburg
day students and qualifying 4-1-4 students. Others will have to
pay regular Interim tuition in addition to this course cost in
order to receive academic credit. PIN ONLY.
Applications may be picked up from the office of Joyce Pfaff,
Melby Hall 12 1, Augsburg College. They must be turned in with
deposit and appropriate signature before final acceptance is given.
Prerequisites: Permission from Joyce Pfaff, health and physical education department,
(612) 330-1247; no smoking is allowed; basic swimming skills
Graduation Skill Requirement: Lifetime Sport, also one course credit upper division
Maximum Enrollment: 10 (a wailing list will be kept after the original 10 spols are filled)
Topics in World Histo :
History by Hollywoo
IT
HIS 195-J
Instructor: Rick Nelson
How accurate is our understanding of the past? How do we
attempt to secure that understanding? Why is history biased?
Can there be history without bias? Should history have entertainment as a goal? These questions, and others, form the basis
for an inquiry into the writing of history and the portrayal of
historical characters, events, and themes depicted in the cinema. Filmmakers have presented history in ways ranging from
the mundane to the sublime. In this course we will view
selected films and through readings, lectures, and discussions
examine some of the successes and failures of "History by
Hollywood." This course is intended for first-year students.
Others may enroll with permission.
Prerequisite: One history course or consent of instructor
Liberal Arts Perspective: Western Heritage 1 or 2
Maximum Enrollment: 25
Time: I
Room: Lindelll6
Shaping Human Reality:
Women, Fire, and Dangerous Things
INS 240-J/440-J
Instructor Jose Bourget
This course offers an open, fun, and adventurous environment for exploring how culture shapes human reality.
Intercultural principles are studied in the context of personal,
national, and global differences. Students identify the factors
that shape their ways of seeing the world and, through experiential activities, discover how similar factors help shape distinctive ways of seeing the world among those who are culturally different. Specific cross-cultural competencies are then
presented to help students embrace a diverse and complex
world. In addition to required readings, students will be evaluated on the basis of a journal (15 percent), completion and
analysis of a self-assessment questionnaire (15 percent),
writing of critical incidents (20 percent) and culture-specific
reports (20 percent), and daily quizzes (30 percent).
Liberal Arts Perspectives: Intercultural Awareness 1 or Human Identity
Maximum Enrollment: 30
Time: I
Room: Sverdrup 20
Literacy in the City:
Service-Learning Externship
INS 298-J
Instructor: Garry Hesser
The course, taught by the experiential education staff, will
explore literacy in the city. Students will work in groups at
least two days a week at one of the four literacy centers close
to campus. A twice-weekly seminar will focus on current
issues in literacy through readings, guest speakers, films, and
reflection exercises. Students will complete short seminar
exercises, set team externship goals, keep individual journals,
and make a final group presentation.
Liberal Arts Perspective: The City
Maximum Enrollment: 20
Time: I1
Room: Old Main 18
Work in the City:
Career Exploration Externship
INS 298-K
Instructors: Lois Olson and Lynda Olson
Discover the world of work in the city. This course introduces
students to the nature of work, its role and value to the individual and to society. Seminar format will focus on work as
viewed by this generation and the requirements to succeed
both now and in the future. Special emphasis will be on selfdiscovery learning activities, visits to Twin Cities businesses
and community organizations, and panels of professionals.
Students will keep an individual journal, write a 2-3 page
integrative paper and give a final class presentation.
This course is intended to help students make the connections
between their interests and abilities, their education, and the
work world. If you are an Augsburg freshman, you won't want
to miss this hands-on experience for understanding organizations that are part of the city and why and how they function.
Liberal Ads Perspective: The City
Maximum Enrollment: 20
Time: I
Room: Old Main 23
Native American Storytelling
INS 495-J
Instructor: Staff
The objective of the course is to study Native American storytelling from a cultural perspective. An appreciation of oral
traditions will be emphasized and studied within the broader
context of world mythologies. Students will learn how the art
of storytelling is an integral component of the story content.
Students will be expected to perform storytelling and to
research the various tribal storytelling traditions. Students will
be evaluated on their knowledge of Native American storytelling and their ability to demonstrate the art of storytelling.
Maximum Enrollment: 20
Time: I1
Room: Old Main 27
Management Information Systems (MIS)
See listing under Business, pg. 10
Finite Mathematics
MAT 121-J
Instructor: Anthony Dunlop
How were the resources effectively allocated to the battlefields
in Europe during World War II? Did you know that one of the
first applications, other than gambling, of probability theory
was in genetics-n
the questions of whether the recessive
genotypes would eventually die out? How do we build the most
cost-effective telecommunication network of satellites given the
cost factors between pairs of satellites? The above questions are
from the main topics to be discussed in this course: linear programming, counting and probability, and graph theory. The
format of each session will be a combination of small-group
activities and lecture. You will be evaluated by methods such as
class participation, quizzes, and exams. Finite Mathematics is
intended for students in Math Placement Group 3 or higher
who need a course in Quantitative Reasoning or who are interested in MIS and lor computer science.
Prerequisite: Math Placement Group 3
Graduation Skill Requirement: QuantitativeReasoning
Elective foc MIS major, economics major
Maximum Enrollment: 25
Time: I
Room: Sverdrup 208
Mathematics for the Liberal Arts
MAT 131-J
Instructor: Rebekah Valdivia
An examination of the interaction between the development
of mathematics and that of civilization. Course activities will
include a balance of doing mathematics and exploring historical and cultural aspects of mathematics. Evaluation will
include projects, essays, homework, and exams.
Prerequisite: Math Placement Group 3
Liberal Arts Perspective: Western Heritage 1 or 2
Graduation Skill Requirement: Critical Thinking
Maximum Enrollment: 18
Time: I
Room: Science 108
Math of Interest
MAT 173-J
Instructor: Ken Kaminsky
Learn how to determine the monthly payments on a house or
car. Find out how much you need to be socking away now to
have a million when you retire. Learn how annuities, perpetuities and life insurance work, and more. Evaluation will be
based on classroom participation, quizzes, and a final examination.
Prerequisite: Math Placement Group 3 or 4 or consent of instructor
Graduation Skill Requirement: OuantilativeReasoning
Maximum Enrollment: 25
Time: I
Room: Science 212
International Business in French
and English
FRE 295/495-J
BUS 295/495-J
Instructors: Magda Paleczny-Zapp and Pary Pezechkian-Weinberg
See course information listed under BUS 2951495-J, pg.10.
Beginning Norwegian I
NOR I l l - J
Instructor Staff
This course is for students with no previous background in
Norwegian. It aims to develop basic skills in speaking, listening,
reading, and writing as tools for communication and for
understanding Norwegian culture. Classroom practice focuses
on both presentation of vocabulary and structures and the use
of the language in everyday contexts. Evaluation will be based
on participation, daily assignments, quizzes, and a final exam.
Liberal Arts Perspective: Intercultural Awareness 2
Maximum Enrollment: 20
Time: I1
Room: Science 213
Beginning Russian
RUS I l l - J
lnstructoc John Van Cleve
So where else in this booklet are you going to find a course
that spends a third of Interim on the alphabet? It's got four
more letters than ours, but some of the letters are the same.
There is just one new sound-the same "r" that's in Spanish.
The alphabet that features a backwards "R" and an "H"that
morphs into an "0"gets a lot of use in international business,
in science, and in the arts. More Europeans speak Russian
natively than any other language: 170 million native speakers.
The course will hit vocabulary, sentence structure, communication, and culture-like any other foreign-language course
on campus. And that alphabet means you'll be giggling all the
time.
Liberal Ads Perspective: lnlercullural Awareness 2
Maximum Enrollmenl: 30
Time: I
Room: Old Main 22
Spanish and Latin-American
Culture Through Film
SPA 248-J
lnstructoc Romin Soto
An introduction to the main cultural and political issues
(social conflicts, sexism, race, ethnicity, religion, language,
exile, or immigration) that characterized contemporary
Spanish and Latin-American societies as they have been portrayed in films and plays. Developed mainly through the
viewing of films and class discussions, the course is complemented with brief readings and audio-visual materials on the
historic, literary, and social aspects that contribute to the
background of these films. Most of the films are in Spanish
with English subtitles, and all the class work is in English. The
evaluation is based on class participation; brief weekly, writting assignments; and a short term paper.
Liberal Arts Perspective: lnlercullural Awareness 1
Maximum Enrollment: 20
Time: I1
Room: Old Main 23
*
Topics: Sounds and Sights of Europe
MUS 179-1
See page 48.
Topics: Sounds and Sights of China
MUS 2954
Instructor: Robert Karlen
Music, art, and architecture, as expressions of Chinese culture
over its 5,000-year history, will be examined, studied, and
experienced in four of the most important cities of China.
While lectures and required readings will provide basic factual
material, students will be able to experience Chinese music in
concerts and opera performances, examine many forms of art
works in museums, and observe Chinese principles of architecture expressed in palaces, temples, pagodas, gateways, and public builidings. There will be opportunities to informally meet
English-speaking musicians and artists.
Group discussions and assigned readings increase student sensitivity to architecture and other visual art seen in the museums. Students will listen critically to concerts of musical masterpieces heard at each site. Relationships among the various
art mediums come to life through these experiences. There is
also ample time for independent exploration. Evaluation is
based on full participation in all course-related group activities, a daily professional journal, artlmusic critique sheets, and
exams over material covered.
Fee: $2,995 includes all air and surface travel, hotel accommodations, daily continental breakfast, four group meals, and
tickets to five cultural performances.
Registration for this Interim course must be made before
November 10 at the International Programs Office, CB 307,
Augsburg College, 221 1 Riverside Avenue, Minneapolis, MN
55454. Offered on a PIN basis only. A meeting will be held at
Augsburg College on Saturday, November 21. For more information you may call Cynthia Truitt Lynch, (612) 330-1650.
Maximum Enrollment: 20-25
Survey of Rock History and
Musical Style, 195 1 1971
-
MUS 204-J
Instructor: 0. Nicholas Raths
An introduction to the fundamentals of music and musicology as they occur within the context of rock's inception (1950s)
and maturation (1960s) periods. This course will examine the
historical background, musical content, and methods of
selected artists and their work. Evaluation will be based on
class participation, a comprehensive term paper, exam, and a
group performance project. For non-music majors.
Liberal Ads Perspective: Aesthetics
Maximum Enrollment: 30
Time: I1
Room: Music 3
Seminar: Printing Music
at the Computer
MUS 295-J
Instructor: Stephen Gabrielsen
The program Finale will be explored. This computer program
makes it possible for music students to generate professionallevel musical scores. Daily assignments will be given with the
end goal of developing proficiency at printing music at the
computer.
Prerequisite: Note-reading abilily
Maximum Enrollment: 20
Time: I
Room: Foss Mac Classroom
Introduction to Music Theatre
Performance
MUS 235-J/THR 235-J
Instructors: Sonja Thompson and Martha Johnson
This interdisciplinary course will be co-taught by music and
theatre faculty. The goal will be to integrate training and performance techniques from music and theatre to help students
gain knowledge, experience, and skills in various genres of
music theatre (musicals, opera, plays involving singing and
music, and new music theatre). The course will also explore
the power of music theatre that links it with ritual, ceremony,
and spiritual tradition. Another goal of the course is to give
students the opportunity to increase their level of comfort
and skill on stage. The course will culminate in a public performance of scenes from music theatre. Grading will be based
on student scenelrole research, class and rehearsal commitment, and final performance. Interested students will be auditioned in December so that appropriate material can be
assigned to them. Students of all levels are welcome to take
this course.
Liberal Arts Perspective: Aesthetics
Maximum Enrollmenl: 25
Time: I1
Room: Saleren Auditorium
f
Topic: History of Caribbean Music
Studied in Miami and Jamaica
(UMAIE Course)
MUS 295-K
Instructor: Robert Stacke
Miami and Jamaica are considered the centers of Caribbean
music, where composition, recording, and world distribution
take place. The goal of this 19-day seminar is to examine and
reflect on historical, socio-political, and religious aspects of
Caribbean music. Caribbean musical forms, such as reggae
and salsa, have long been popular and effective means of
expressing cultural difference and social discontent, particularly for those with African heritage. This course will explore
the world of Caribbean music through visits to recording studios, clubs where Caribbean music is performed, and neighborhoods that brought about this music. Also studied in
depth will be social issues that have influenced music like reggae. Cities to be visited are Miami; and Montego Bay, Negrel,
and Kingston in Jamaica.
Cost is $2,460, which includes all travel, accommodations,
breakfast, and tuition. Evaluation will be done on attendance
at all sessions, keeping a journal, and a final project with
an explanation paper. This is open to all students, not just
music majors.
Liberal Arts Perspective: Intercultural Awareness 1
Maximum Enrollment: 30
The Philosophy of Socrates
PHI 231-J
Instructor: David Appolloni
We shall examine the historical and intellectual background
of Socrates and what our sources allow us to say about his
person and teachings. We shall clari@and critically examine
Socrates' key teachings: that virtue is a form of knowledge and
that all virtues are somehow one; that evil is ignorance;
whether or not virtue can be taught; that it is impossible for a
wrong doer to be happy; and that being a citizen requires
obedience to the state's laws, even if this means accepting
one's own death. There will be take-home written assignments and weekly quizzes.
Liberal Arts Perspective: Western Heritage 1 or 2
Maximum Enrollment: 20
Time: I
Room: Old Main 16
Meister Eckhart: Mystic and
Philosopher
PHI 295-J
Instructor: Mark Fuehrer
An in-depth study of the mystical writings of the medieval
mystic and philosopher, Meister Eckhart. His writings will be
studied with an attempt made to relate his ideas on God to
the soul and the world. The last week of the course we will
spend in retreat in a lodge on Lake Superior where evening
sessions will be devoted to students presenting their meditations on the topics covered in the course.
Prerequisite: Wrilten permission of professor
Graduation Skill Requirement: Wriling
Maximum Enrollment: 15
Time: I
Room: Sclence 319
Topics: Ethical Issues in Medicine and
Biology
PHI 4 10-J
Instructor Bruce Reichenbach
Conducted as a seminar, the course will focus on the relation
of science and ethics and on diverse ethical structures. Using
ethical models, it will address such topics as the environment
and species preservation, artificial reproduction, genetic engineering and cloning, technology, and mindlbrain identity.
Students will be evaluated with tests, papers, and a presentation.
Prerequisite: Preferably a course in philosophy
GraduationSkill Requirement: Writing
Maximum Enrollment: 25
Time: I
Room: Anderson Seminar Room
Spreadsheet Physics
PHY 151-J
Instructor Jeffrey Johnson
Spreadsheets (e.g., Lotus 123, Excel) have been used extensively
in business for years. However, it is also possible to use spreadsheets to solve physics problems without using high-powered
mathematics. Spreadsheets allow the student who is not an
expert in mathematics to experience physics on a more intuitive level. We will use Excel to solve problems in a wide variety
of physics areas including planetary and projectile motion.
This is also a fun way to learn spreadsheets, which have
become very useful in the home. Grading will be based on
spreadsheet projects, homework, and a final exam.
Prerequisile: Malh Placemenl Gmup 3
Gradualion Skill Requiremenl: (luantitative Reasoning
Maximum Enrollmenl: 20
Time: I
Room: Foss 42
Social Justice in America
POL 140-J
Instructor Andrew Aoki
Students develop and defend their own standards of social
justice, using those standards to assess conditions in urban
America. Substantial participation in class discussions
required. Course has two goals: developing student thinking
about social justice, including greater awareness of conflicts
between justice and other values; and increasing student ability to understand urban problems as issues of justice and other
central values. Evaluation will be based on participation in
discussion and other class activities, on two short (4-6 page)
papers and on a final exam. Because of the compressed time
frame of the Interim schedule and the importance of material
covered on the first day of class, no one will be admitted to
the class who does not attend the first day of class, unless
receiving prior permission of the instructor.
Liberal Ads Perspective: The Cily
Maximum Enrollment: 20
Time: I
Room: Music 22
Topics: Constitutional Ideals
and Legal Realities
POL 195-J
Instructor Andrew Kurvers Spalding
What are the principles of freedom and justice embedded in
the American political system? And how have those principles
been realized in modern constitutional law? In the course, we
will begin by studying the ideas of human nature, liberty, and
good government that informed the framing of the U.S.
Constitution. We will then consider certain important and
controversial cases of the U.S. Supreme Court. Touching on
issues such as free speech, separation of powers, and racial
equality, we will discuss the extent to which the United States
has succeeded in protecting the rights of all citizens.
Requirements will include class participation, two very short
papers, and a final exam.
Maximum Enrollment:25
Time: I
Room: Science 315
International Negotiations
POL 295-J
Instructor: Joe Underhill-Cady
The course will examine the dynamics and challeges of resolving international disputes through negotiation and diplomacy. It will involve extensive use of role playing and simulation
and prepare students for participation in the national Model
United Nations conference. Students will be evaluated on the
basis of their performance, on participation, midterm and
final exam, and "position papers" they will complete in preparation for participation in the Model UN conference.
Prerequisite: POL 160 or permission of instructor
Liberal Arts Perspective: Western Heritage
Maximum Enrollment: 25
Time: I1
Room: Sverdrup 208
Principles of Psychology
PSY 105-J
Instructor: Grace Dyrud
An introduction to the methods and approaches used in psychology for the purpose of understanding behavior.
Applications of psychological concepts to everyday situations
are emphasized. Evaluation will be based on means of two
tests and two lab reports.
Liberal Arts Perspective: Human Identity
Maximum Enrollment: 25
Time: I1
Room: Old Main 10
Psychology and Law
PSY 335-J
Instructor: Nancy Steblay
Application of psychological principles and research methodology to legal processes and issues. The course emphasizes
three content areas: eyewitness issues (such as lineup and
interview procedures), courtroom procedures (jury selection,
jury decision-making, pretrial publicity), and psychological
profiles of offenders and victims. Grades will be based on
exams and one paper.
Prerequisite: PSY 105
Maximum Enrollment: 25
Time: 11
Room: Old Main 25
Idealism and the Adolescent
PSY 370-J
Instructor Duane Johnson
Inquiry into the nature and presence of idealism in the life of
the adolescent person. Theoretical bases for such idealism will
be considered. Idealism directed toward other persons and
society will be the main focus. This course will be conducted
as a seminar with a high level of student contribution and
participation. Attendance at each class session is required.
Procedures will include class discussion, frequent short
papers, and frequent oral reports. Typewriting or equivalent
word processing will be required.
Students are requested to read at least three articles by Robert
Coles before the start of the Interim. Library reference work
will be a part of the course process. Offered only on P/N basis.
Prerequisite: PSY 101, PSY 102, or PSY 105
Maximum Enrollment: 15
Time: I
Room: Science 205
Basics in Youth and Family Ministry
REL 235-J
Instructor: Richard Hardel
This course will provide students with the history and development of youth and family ministry in the U.S. It will provide
students with basic skills and understanding for designing an
effective youth and family ministry in a congregation. Students
will study the latest research on children, youth, and families
from Search Institute and learn the new paradigm of home and
congregation in partnership for teaching and nurturing faith.
They will learn the latest conceptual model of a holistic
approach to youth and family ministry.
Prerequisite: REL 111 or 221
Maximum Enrollmenl: 40
Time: I
Room: Murphy Place 100
Religions of China and Japan
REL 373-J
Instructor: John Benson
This course will study the historical development of the chief religions of China and Japan: Confucianism, Taoism, Buddhism, and
Shinto. The approach will be both cultural and literary, paying
attention to texts, rituals, and the various arts of these two traditions. Some attention will also be given to the those East Asian
religions that have migrated to the United States and are present
today in the Minneapolis-St. Paul area. Class meetings will include
lectures, audio-visuals, and some organized group discussions.
There will be a guest lecture by a practitioner of Zen Buddhist
meditation, one by a representative of the Nichiren Shoshu group
in St. Paul, and a trip to the Minneapolis Museum of Art. Assigned
work will include daily textbook readings, two short (1-2 page)
papers, and preparation of a book review to be written and presented to the class at the end of the Interim. In addition, there will
be two one-hour tests of the short-answer type, using review questions, one at the mid-point of course, and one at the end.
Prerequisite: REL 111, 221, or 331
Liberal Ads Perspective: Christian Faith 3
Maximum Enrollmenl: 30
Time: I1
Room: Music 22
Varieties of Christian Spirituality
REL 440-J
Instructor Janelle Bussert
A study of selected spiritualities from the Christian tradition
and of contemporary developments, including 12-step spirituality, feminist, ecological, and non-Western Christian spiritualities. An introduction to the basic practices of spirituality,
especially prayer and meditation. Evaluation methods include
quizzes, experiential journals, class presentation, and a final
paper.
Prerequisite: Religion 1 11, 221, or 331
Liberal Arts Perspective: Christian Faith 2 or 3
Maximum Enrollment: 25
Time: I1
Room: Murphy Place 111
The Bible: Language and
Interpretation
REL 445-J
Instructor Phil Ouanbeck I1
A study of the use and function of language in the Bible. The
importance of recognizing the varied character of language
for understanding the biblical text. Grades will be based on
class participation, two presentations to the class, and an
examination.
Prerequisite: Religion 111 or 221
Liberal Arts Perspective: Christian Faith 1 or 3
Maximum Enrollment: 25
Time: I
Room: Old Main 18
Exploring Human Services
SWK 257-1
SWK 257-J
Instructors: Mary Lou Williams and Lois Bosch
Experiential learning occurs as students volunteer 80 hours in
a service agency or institution that they select. The placement
must be approved by course faculty and supervised by agency
staff. The course is designed to help students learn about
themselves in relation to a possible major or future career in
the human services.
The three-hour weekly seminar is devoted to discussions that
assist students in integrating agency experiences and readings
that explore the historical development of social welfare as an
institution and the nature and value system of social work as
a profession. Students will also examine and critique the manner in which social, economic, and political structures impact
diverse groups in society. Students will focus on their own
responsibilities in society, as well as examine their personal
value system in relation to special concerns, such as poverty
and the "isms." Detailed information will be sent to students
at the close of Interim registration.
Liberal Arts Perspective: The City
Maximum Enrollment: 60, 2 sections
Time: I
Room: Foss 21 A and B
Field Work I: Integrative Seminar
S WK 307-J
Instructor: Mike Schock
Junior social work majors are required to have 240 hours of
supervised professional experience in a social work agency.
This small group seminar supports the first 120 hours of this
placement and is facilitated by the faculty member who serves
as liaison to the student's practicum field agency. The course
provides structure and process for students to integrate learning from their practicum and academic coursework focusing
on generalist practice with individuals.
Prerequisites: Candidacy status, SWK 301, and SWK 306
Graduation Skill Requirement: Writing
Maximum Enrollment: 12
Time: I
Room: Murphy 111
Field Work Ill
SWK 466-1 (variable 1.0 credit or 0.5 credit)
Instructor Maria Dinis
This is a continuation of Field Work 11; a total of 60 (for the
0.5 credit option) or 120 hours. Responsible, supervised professional social work experience, including work with individuals, families, groups and communities in a social service
agency. Integrative weekly seminar (two hours). Students will
be evaluated by: (1) weekly theorylpractice papers integrating
course content with work setting, (2) attendancelparticipation, and (3) field site supervisor's evaluation.
Prerequisite: S WK 462
Maximum Enrollment: open
Time: I (class will meet in small groups, no more than 11 at a time)
Room: Old Main 21
Human Community and
the Modern Metropolis
soc 21 1-J
Instructor: Gordon Nelson
This course will examine the extent to which the experience
of the community is possible in the context of the metropolitan situation. The course will focus on the Twin Cities metropolitan area. Each member of the class will be responsible for
a class presentation, which must reflect on-site observation in
a particular locale within the metropolitan area. In addition,
class participation and a final examination will be bases for
evaluating performance in the course.
Liberal Ads Perspective: The Cify
Maximum Enrollment: 25
Time: 1
Room: Music 24
Topics: Cultures of Violence
SOC 295-J
Instructor: James Vela-McConnell
Street gangs and warfare. Police brutality and genocide.
Domestic abuse and terrorism. What are the dynamics underlying these and other forms of violence? What do they have in
common? How do they differ? This course takes violence in its
many forms as a topic for sociological analysis and concludes
with an examination of non-violent alternatives. With this in
mind, we will compare different theoretical perspectives on
violence, such as psychological, social psychological, and
socio-cultural perspectives. The course will involve a combination of lecture and discussion based on readings and videos,
debate of current issues in the field, and guest speakers from
and field trips to local organizations dealing with problems of
violence. Students will be expected to research, write about,
and present on the sociological dimensions of a particular
form of violence. In addition, there will be short reaction
papers based on the readings, and classroom participation will
be an important part of grading.
Maximum Enrollment: 20
Time: I1
Room: Old Main 13
The Fun and Challenge of Advanced
Public Speaking
SPC 295-J
Instructor: Robeit C. Groven
Are you tired of courses where you listen to lecture and read
volumes day after day? Did you just start to get good at public
speaking when your class ended? This class will focus on
sharpening your public speaking skills by using intensive
practice techniques and participating in extracurricular
speech tournaments. These tournaments are a fun and exciting opportunity to learn public speaking by doing. Students
will write, perform, and compete in a variety of speech events.
Most class time will focus on the nuts and bolts of assembling
speeches for competition. This class will rapidly enhance the
Lifetime Sports
The following activities are available to students during
Interim, and students may register for these classes as well as
for a regular course. These activities do not carry course credit but d o meet the lifetime sports requirement for graduation.
Lifetime Sport: Pickleball
HPE 002-P
Instructor: Brian Ammann
Practice and playing of pickleball. Grading: PIN only.
Graduation Skill Requirement: Lifetime Sport
Maximum Enrollment: 20
Time: 12:OO-1:OO M, 7; M! Th, F
Room: Melby Gym-norlWsouth courts
Lifetime Sport: Ultimate Frisbee
HPE 002-F
Instructor: Marilyn Florian
Practice and playing of ultimate frisbee. Grading: PIN only
Graduation Skill Requirement: Lifetime Sport
Maximum Enrollment: 20
Time: 12:OO-1:OO M, b Th, F
Room: Air Structure
Lifetime Sport: Badminton
HPE 002-6
Instructor: Brian Ammann
Practice and playing of badminton. Grading: PIN only.
Gradualion Skill Requirement: Lifetime Sport
Maximum Enrollment: 20
Time: 11:OO-12:OOM, 7; M! Th, F
Room: Melby Gym-north/south courts
Lifetime Sport: Golf
HPE 002-6
Instructor: Brian Ammann
Practice in the various shots used in the game of golf.
Grading: PIN only
Graduation Skill Requirement: Lifetime Sport
Maximum Enrollment: 16
Time: 1:OO-2:00 M, 7; M! Th, F
Room: Air Structure
Interim Abroad
UMAIE
SPP 201-1
Augsburg is part of a consortium called UMAIE, Upper
Midwest Association for Intercultural Education, that offers
overseas learning experiences during the Interim. Further
information about the following courses can be obtained
from Cynthia Truitt Lynch at the Center for Global
Education, CB 307, Augsburg College, 221 1 Riverside Ave.,
Minneapolis, MN 55454, (612) 330-1650. These courses are
offered on a PIN basis only and generally carry a lower
division number.
African Philosophy Through Kenyan Material Culture
Americans in Paris: The Lost Generation
Anglican Way
Art, Arias, and Architecture:
Central Europe from the Alps to the Adriatic
Australia's Business Climate
Bcrlin nnd Prog~rc:C!ritrirnl,Pnlitirnl, u?ld
E a l ~ o m i cIlynottlics o l Qlrl Cnpitnl5 in n New Erdropu
Coral I(qJs in the I'lrilippil~~s
R P ~ I Il-ln,\nii:
lllr rttntr Itnpcicts or1 Ili.npicnl RL'PJ~
TItc EtlgliFl~SC!I001 C I I I I I Flrttzily
Eurapu ntrri ;lie Rise of M n ~ l u rScict~ce
i~
Explrrre I'rnr: Lniltl of Arivcnhln
The Greek Experience
Hawaii: Multicultural Communication in Organizational Settings
History of C~ribhcunMusic (see pg. 31)
History of tftc Oiyr?rpics
History and ??rr~ctict
of Medicine and Science in China:
A C o r ~ i p n r i s oWith
~ ~ the Wfit
lrrnovnfinris r r r ~ r fOrgntrizarion itt Scnt~dittnvirj
ftltermeriintc SpanisI1 l , n 1 1 ~ 1 r nrind
g C14lttlrein Sor~ther~r
Spnin
Irclttncl: tlttrlerstnnrii~pl:Clrrislin)~Crllic Spirit~rnrify
Li~~~rlsnlprs
oj' F~ditlt:Cntlrc,rlrrrls, Ahbi:ys, nncl I'nnslrcr
Law in London and Dublin
Ma rry Fcices of Jtdpnrr
Nn~rrml History $Xtnzania-East
Africa
ihris nncl Landon-Sculptors in Cities and Environs
Performing Arts in Russian
Rnlr q r t l ~ Artist
e
in Contempi~rflryEgypt
Socinl Corlflict and Recor~cilrntiotrit1 Jrdnnd
Sorrvrls n ~ wSights
i
of Eurnpc (scc~~g.
48)
Theater in and Around London
This is New Zealand
Sounds and Sights of Europe
(UMAIE Course)
MUS 179-1
Instructor: Roberta Kagin
Much of American history and culture is derived from that of
European cities such as Paris, Vienna, and Prague. This course
provides an opportunity to visit some of the great European
cultural centers that provided the impetus for development of
cultural life in the New World.
Group discussions and assigned readings increase student
sensitivity to architecture and other visual arts seen in the
museums. Students listen critically to concerts of musical
masterpieces heard at each site. Relationships between the
various art mediums come to life through these experiences.
There is also ample time for independent exploration.
Evaluation is based on full participation in all course-related
group activities, a daily professional journal, art-music
sheets, and exams over material covered.
For information about this course, call Prof. Roberta Kagin,
(612) 330-1273.
Liberal Arts Perspective: Aesthetics
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A Greeting
from the
President
Welcome to Augsburg College
from all of us who teach, study
and work here. It is always a
pleasure to introduce the
Augsburg experience to prospective students and to welcome
new and returning students.
Some people refer to us as "the
small town campus in the heart of
the city." That phrase does indeed
capture our character and our
strength as a college. Augsburg is
an affordable, quality liberal arts
college of the church, a place
where people know and care
about you. Here you can also gain
"real world" experience to complement your education - before
you enter the workplace for the
first time.
The College continues to grow
and build on its long tradition of
academic excellence. I invite you
to become a part of the Augsburg
experience by joining this caring
and diverse community of learners and teachers.
I look forward to meeting you
on campus.
Sincerely,
Charles S. Anderson, Ph.D.
President
Fall Term 1996
Summer .........................................
Freshman regstration
Sept. 1-3/Sun.-Tues. ....................New student orientation
Sept. 4/Wed. ................................. Upperclass validation
Sept. 4/Wed. .................................Classes begin
Sept. 10/Tues. ............................... Last day to register
Sept. 10/Tues. ............................... Last day to add a class, drop a class without notation on
record
Oct. 25/Fri. ....................................Mid-term break begins
Nov. 8/Fri. .................................. Last day to designate grading option
Nov. 15/Fri. ..................................
Last day to withdraw from class
Nov. 18-Dec. 6/Mon.-Fri. ........... Interim registration
Nov. 18-Dec. 6/Mon.-Fri. ........... Spring term registration
Nov. 28/Thurs. .......................... Thanksgiving recess begins
Dec. 2/Mon. ..................................Classes resume
Dec. 13/Fri. ................................... Classes end
Dec. 16-19/Mon.-Thurs............... Final exams
Interim Term 1997
Jan. 6/Mon. ................................... Interim classes b e p
Jan. 7/Tues. ................................... Last day to register, add a class, or drop a class without
notation on record
Jan. 17/Fri. ................................... Last day to designate grading option, or withdraw from ,
class
Jan. 29/Wed. .................................Classes end
Spring Term 1997
Feb. 3/Mon. ................................... Classes begin
Feb. 7/Fri. ...................................... Last day to register
Last day to add a class or drop a class without notation
Feb. 7/Fri. ..................................
on record
Mar. 24/Mon. ................................Mid-term/Easter break begins
Apr. 1/Tues. ................................ Classes resume
.
......... Last day to designate grading option
Apr. 11/Fri. .................... .
Apr. 18/Fri. ................................... Last day to withdraw from a class
Apr. 28-May 9/Mon.-Fri. ............ Early regstration for fall
May 16/Fri ................................. Classes end
May 19-22/Mon.-Thurs. .............Final exams
May 25/Sun. .................................
Baccalaureate/Commencement
1997-1998 ACADEMIC
CALENDAR
rENTATlVE - CONSULT THE 1997-1998 ACTC CLASS SCHEDULE OR AUCSBURC
IECISTRAR'S OFFICE FOR CHANCES
Fall Term 1997
Summer .......................................... Freshman registration
Aug. 31-Sept. 2/Sun.-Tues. ........ New student orientation
Sept. 3/Wed. .................................
Upperclass validation
Sept. 3/Wed. .................................
Classes b e p
Sept. 9/Tues. .................................
Last day to register
3ept. 9/Tues. ................................. Last day to add a class, drop a class without notation on
record
Dct. 24/Fri. .................................... Mid-term break b e p s
Nov. 7/Fri. ....................................Last day to designate grading option
Nov. 10-28/Mon.-Fri. .................. Interim regstration
Nov. 14jFri.. ................................. Last day to withdraw from class
Nov. 17-Dec. 5/Fri.-Fri................ Spring term registration
Nov. 27/Thurs. ............................. Thanksgving recess begins
Dec. 1/Mon. .................................. Classes resume
Dec. 12/Fri. ................................... Classes end
Dec. 15-18/Mon.-Thurs. .............. Final exams
Interim Term 1998
[an. 5/Mon. ...................................Interim classes begin
[an. 6/Tues. ................................... Last day to register, add a class, or drop a class without
notation on record
[an. 16/Fri. .....................................Last day to designate grading option, or withdraw from a
class
[an.28/Wed. .................................
Classes end
Spring Term 1998
Feb. 2/Mon. ...................................Classes begin
Feb. 6/Fri. .................................... Last day to register
Feb. 6/Fri. ...........................
.
......Last day to add a class or drop a class without notation
on record
Mar. 23/Mon. ................................Mid-term break begins
Mar. 3O/Mon.. ..............................Classes resume
Apr. 9/Thurs. ................................Last day to designate grading option
4pr. 10/Fri. ...................................Easter break begins
Apr. 14/Tues. ................................
Classes resume
Apr. 17/Fri. ...................................Last day to withdraw from a class
Apr. 20.-May l/Mon-Fri. ............ Early registration for fall
May 15/Fri ....................................
Classes end
May 18-Zl/Mon.-Thurs. ............. Final exams
May 24/Sun. ................................. Baccalaureate/Commencement
5
-
Area Code
612
Academic Advising ............................................................................................................
330-1025
330-1024
Academic Affairs ...................................................................................................................
Admissions .............................................................................................................................
330-1001
Toll free number ..............................................................................................1-800-788-5671
Alumni/Parent Relations .................................................................................................... 330-1171
330-1242
Athletics ..................................................................................................................................
Business Office (fees and accounts) ....................................
...............................................
330-102s
Career Services ......................................................................................................................330-1162
. .
College Pastor/Campus Mlrustry ....................................................................................330-1732
330-118C
College Relations (news and publications) ......................................................................
Conference/Events Coordinator ........................................................................................ 330-1105
,.,..................................... 330-1612
Development (financial gifts to the college) ............................
Facilities Management ......................................................................................................
330-1104
Financial Aid (scholarships) .................................... .....................................................
330-1046
General Information (other office numbers; business hours only) ............................
330-100C
Graduate Programs ..............................................................................................................
330-17%
Human Resources .................................................................................................................330-1058
Interim Office.........................................................................................................................330-1024
330-100C
Lost and Found ......................................................................................................................
330-1219
President .................................................................................................................................
.
......................................................................................
Registrar ....................................... .
330-103t
Residence Life (Housing) ..............................................................................................330-1105
Student Activities Office ................................................................................................330-1113
Student Affairs ......................................................................................................................330-116C
Student Government Office ................................................................................................330-lllC
Summer School Office ..........................................................................................................330-179E
Weekend College ..................................................................................................................330-1782
Mailing Address:
2211 Riverside Avenue
Minneapolis. Minnesota 55454
Web Site Address:
http: / /www.augsburg.edu
Majors Offered - 8
About Augsburg - 9
Mission Statement - 9
History - 9
Campus Location - 11
Facilities and Housing Associated Support
Organizations- 13
Accreditation and
Membership - 14
Augsburg Facts and Fig1
Accounting
General Accounting
Managerial Accounting
Public Accounting
Art
Art History
Studio Art
Biology
Business Administration
Business Administration/Finance
Business Adrninistration/Intemational
Business
Business Administration/Management
Business Administration/Marketing
Chemistry (B.A. or B.S.)
Communication
General Communication Studies
Mass Communications
Organizational Communication
Computer Science (B.A. or B.S.)
Computational Economics
East Asian Studies1
Economics
Applied Economics
Economics
Economics/Business Administration
Education
Education Studies (non-licensure)
Elementary Education Studies (nonlicensure)
Kindergarten-Elementary (licensure)
Secondary (non-major, licensure only)
Engineering
English
~ e i l t Education
h
History
International Relations
Management Information Systems
Mathematics
Applied Mathematics
Mathematics
Metro-Urban Studies
Modem Languages
French
German
Norwegian
Spanish
Music
Music (B.A.)
Music Education (B.M.)
Music Performance (B.M.)
Music Therapy (B.S.)
Nordic Area Studies
Nursing (B.S. - Weekend College only)
Philosophy
Physical Education
Physician Assistant
Physics (B.A. or B.S.)
Space Physics (B.S.)
Political Science
Psychology
Religion
Youth and Family Ministry
Russian, Central and East European Area
Studies '
Social Science
Social Work (B.S.)
Sociology
Theatre Arts
Transdisciplinary
Women's Studies
It is possible for students to complete
other majors through the Associated
Colleges of the Twin Cities (ACTC).
Students who wish to do so must apply
through the Augsburg Registrar's Office.
Cooperative Program of the Associated Colleges of
the Twin Cities and agreements with the University of
Minnesota. It is possiblefor students to take beginning1
interrnediate/advanced courses not available at consortium colleges in Arabic, Chinese, Hebrew, Japanese,
Russian, and other infrequently taught languages.
Students register directly with the ACTC o f i e .
'Dual degree programs with the University of
Minnesota Institute of Technology, Washington
University School of Engineering and Applied Science
and Michigan Technological University.
A
\ t Augsburg College, we believe that
the college experience should be a time of
exploration, of discovery, of new experiences and new possibilities. We also
believe that a liberal arts education is your
best preparation for living in the fastpaced, changing and complex world of
today and tomorrow. Upon graduation,
you will be able to demonstrate not only
the mastery of a major field of study, but
also the ability to think critically, solve
problems and communicate effectively.
Select from 50 majors
Augsburg offers more than 50 majors or you can create your own major either on
campus or through the Associated Colleges
of the Twin Cities (ACTC). (See page 49 for
a complete list of majors and minors.) This
five-college consortium allows students to
take courses on other campuses without
charge. The ACTC includes Augsburg
College, Harnline University, Macalester
College, the University of St. Thomas, and
the College of St. Catherine.
We emphasize values, perspectives,
experience and skills
The heart of an Augsburg education is
the Augsburg Curriculum - the College's
general education program that structures
your liberal arts studies through challenging and thought-provoking courses that
require students to consider important
issues and examine values questions. These
liberal arts perspectives include western
heritage, intercultural awareness, human
identity, the social world, Christian faith,
the city, aesthetics and the natural world.
At the same time, courses across all
disciplines stress the skills that will serve
you for a lifetime - writing, speaking,
critical t h d u n g and quantitative reasoning, to name a few.
Thanks to Augsburg's prime location in
the heart of a thriving metropolitan area,
many courses are able to offer rich and
varied learning opportunities in real-life
situations through academic internships,
experiential education, volunteer community service and cultural enrichment. In a
sense, the resources of the Twin Cities are
an extended campus for Augsburg
students.
Students who graduate from Augsburg
are well prepared to make a difference in
the world. They stand as testaments to the
College motto, "Education for Service,"
and to the Mission of the College:
To nurture leaders in service to the world
by providing high quality educational opportunities which are based in the liberal arts and
shaped by the faith and values of the Christian
Church, by the context of a vital metropolitan
setting, and by an intentionally diverse campus
community.
A College of the Church
Augsburg was the first seminary
founded by Norwegian Lutherans in
America, named after the confession of
faith presented by Lutherans in Augsburg,
Germany, in 1530. Augsburg opened in
September, 1869, in Marshall, Wisconsin,
and moved to Minneapolis in 1872. The
first seminarians were enrolled in 1874, and
the first graduation was in 1879.
l o About Augsburg
-
Early Leaders Establish a Direction
The Focus Changed
August Weenaas was Augsburg's first
president (1869-1876).
This attitude began to change after
World War I. In 1911, Georg Sverdrup, Jr.,
became president. He worked to develop
college departments with an appeal to a
broader range of students than just those
intending to be ministers. Augsburg
admitted women in 1922 under the
leadership of Gerda Mortensen, Dean of
Women. She spent the next 52 years at the
College as a teacher and administrator.
Professor Weenaas recruited two
teachers from Norway - Sven Oftedal and
Georg Sverdrup. These three men clearly
articulated the direction of Augsburg: to
educate Norwegian Lutherans to minister
to immigrants and to provide such "college" studies that would prepare students
for theological study.
In 1874 they proposed a three part plan:
first, train ministerial candidates; second,
prepare future theological students; and
third, educate the farmer, worker and
businessman. The statement stressed that a
good education is also practical.
Augsburg's next two presidents also
emphatically rejected ivory tower concepts
of education. This commitment to church
and community has been Augsburg's
theme for over one hundred years.
Education for Service
Keeping the vision of the "non-elitist"
college, Georg Sverdrup, Augsburg's
second president (1876-1907),required
students to get pre-ministerial experience
in city congregations. Student involvement
in the community gave early expression to
the concept of Augsburg's motto, "Education for Service."
In the 1890s, Augsburg leaders formed
the Friends of Augsburg, later called the
Lutheran Free Church. The church was a
group of independent congregations
committed to congregational autonomy
and personal Christianity. This change
made Augsburg the only higher educational institution of the small Lutheran
body. But the college division was still
important primarily as an attachment to
the s ~ m i n a ~ .
The College's mission assumed a
double character - ministerial preparation
together with a more general education for
life in society. In 1937, Augsburg elected
Bernhard Christensen, an erudite and
scholarly teacher, to be president (19381962).His involvement in ecumenical and
civic circles made Augsburg a more visible
part of church and city life.
After World War 11, Augsburg leaders
made vigorous efforts to expand and improve academic offerings. Now the College
was a larger part of the institution than the
seminary, and received the most attention.
Accreditation for the College
Augsburg added departments essential
to a liberal arts college, offering a modem
college program based on general education requirements and elective majors.
With curriculum change came a long effort
to become accredited.
The College reached accreditation in
1954, although many alumni had entered
graduate schools and teaching positions
long before that time.
A study in 1962 defined the College's
mission as serving the good of society first
and the interests of the Lutheran Free
Church second. The Seminary moved to
Luther Theological Seminary (now Luther
Serninarv) in St. Paul in 1963.
About Auasbura l1
A College in the City
President Oscar A. Anderson (19631980) continued Augsburg's emphasis on
involvement with the city. He wanted to
reach out to nontraditional student
populations, ensuring educational opportunity for all people. During his years of
leadership the College became a vital and
integral part of the city. Also in these years,
Augsburg added the Music Hall, Mortensen
Tower, Umess Tower, the Christensen
Center, Ice Arena and Murphy Place.
Dr. Charles S. Anderson has led the
College since 1980. He guides Augsburg's
commitment to liberal arts education,
spiritual growth and freedom, diversity in
enrollment and programs and a curriculum
that draws on the resources of the city as
extensions of campus and classroom.
Augsburg continues to grow under his
leadership. Some of the accomplishments
during his tenure include instituting three
graduate degree programs, hosting
national and international figures at
College-sponsored forums and events,
increased accessibility, and the addition of
the Foss Center for Worship, Drama and
Communication and the Oscar Anderson
Residence Hall.
Augsburg continues to reflect the
commitment and dedication of the
founders who believed:
An Augsburg education should be
preparation for service in community and
church;
Education should have a solid liberal
arts core with a practical dimension in
order to send out productive, creative and
successful citizens;
The city -with all its excitement,
challenges and diversity - is an unequaled
learning laboratory for Augsburg students.
Augsburg is a quality liberal arts
institution set in the heart of a great
metropolitan center. There are now more
than 13,000 Augsburg alumni. In a world
that has changed much since those first
days of the College, Augsburg still sends
out graduates who make a difference
where they live and work.
In addition to a traditional undergraduate liberal arts and sciences "day" program,
Augsburg offers a Weekend College
program for nontraditional students and
master's degree programs in social work,
leadership and education-leadership.
CAMPUS LOCATION
Augsburg's campus is located in the
heart of the Twin Cities, surrounding
Murphy Square, the first of 155 parks in
Minneapolis, the "City of Lakes." The
University of Minnesota West Bank
campus and one of the city's largest
medical centers -Riverside Medical
Center - is adjacent to the campus, with
the Mississippi River and the Seven
Comers theater district just a few blocks
away. Downtown Minneapolis and St.
Paul, home to a myriad of arts, sports,
entertainment and recreation opportunities, are just minutes west and east via
Interstate 94, whch forms the southern
border of the campus. (See map in back.)
Convenient bus routes run throughout
the city and connect with the suburbs.
Reaching the Twin Cities is easy. Most
airlines provide daily service to Minneapolis-St. Paul International Airport, and bus
or train connections can be made from all
areas of the United States.
l2 About Augsburg
W FACILITIES AND HOUSING
Instruction facilities and student
housing at Augsburg are conveniently
located near each other. A tunnel/ramp/
skyway system connects the two tower
dormitories, the five buildings on the
Quadrangle, plus Music Hall, Murphy
Place, and the Foss, Lobeck, Miles Center
for Worship, Drama and Communication.
Admissions Office - The central
Admissions Office is located at 628 21st
Avenue South and provides offices for the
admissions staff and a reception area for
prospective students and their parents.
American Indian Support Program
and Afrikana Support Program Offices Located at 620 21st Avenue South, these
programs provide support services and
information to American Indian and Black
students.
Anderson Hall -Named in honor of
Oscar Anderson, president of Augsburg
College from 1963 to 1980, this residence
hall is the newest building on campus.
Located at 2016 S. Eighth Street, Anderson
Hall contains four types of living units and
houses 192 men and women and the
Physician Assistant Program. (1993)
Anderson-Nelson Athletic Field - The
athletic field, located at 725 23rd Avenue
South, is the playing and practice field of
many of the Augsburg teams. An airsupported dome covers the field during the
winter months, allowing year-around use.
Center for Global Education Located at 609 22nd Avenue South,
provides offices for the Global Center staff
and a resource room for those interested in
global issues. It is also the office for the
Coordinator of Academic Programs
Abroad.
East Hall -Houses the Minnesota
Minority Education Partnership (MMEP)
and the Center for Atmospheric Space
Sciences at 2429 S. Eighth Street.
Foss, Lobeck, Miles Center for
Worship, Drama and Communication Establishes a new "front door" for the
College on Riverside Avenue. The Foss
Center is named in recognition of the gifts
of Julian and June Foss and was built with
the additional support of many alumni and
friends of the College. The TjornhomNelson Theatre, Hoversten Chapel and the
Arnold Atrium are also housed in this
complex, which provides space for the
Campus Ministry program, drama and
communication offices. The Foss Center's
lower level is home to the Gage Family
Academic Enrichment Center, which
includes the Learning Skills Office, the
CLASS (Center for Learning and Adaptive
Student Services) Program, the Groves
Computer Lab, the Karen Housh Tutor
Center and the John Evans Learning
Laboratory. (1988)
Christensen Center - Center with
spacious lounges and recreational areas,
dining areas, bookstore and offices for student government and student publications.
The JeroyC. Carlson Alumni Center Named in 1991 to honor Jeroy C. Carlson,
senior development officer and former
alumni director, upon his retirement from
Augsburg. The Center also houses the
offices of Alumni/Parent Relations and is
located at 2124 S. Seventh Street.
College Relations House - Located at
709 23rd Avenue South, provides offices for
College Relations staff, who oversee public
relations and publications for the College.
Ice Arena - Two large skating areas
for hockey, figure skating and recreational
skating for Augsburg and the metropolitan
community. (1974)
About Augsburg 13
Library/lnformation Technology
Center (under construction) - This new
four-level brick structure is scheduled to
open during the 1997-'98 academic year. It
will house all library functions and bring
together the computer technology resources of the College. construction is in
progress on the block of campus bordered
by 22nd and 21st Avenues, and by Riverside Avenue and Seventh St.
Melby Hall -Named in honor of J. S.
Melby (dean of men from 1920 to 1942,
basketball coach and head of the Christianity Department). It provides facilities for
the health and physical education program,
intercollegate and intramural athletics,
fitness center and general auditorium
purposes. (1961)
Mortensen Tower - Named in honor
of Gerda Mortensen (dean of women from
1923to 1964), it has 104 one and twobedroom apartments that house 312 upperclass students, plus conference rooms and
spacious lounge areas. (1973)
Music Hall - Contains Sateren Auditorium, a 217-seat recital hall, classroom
facilities, two rehearsal halls, music
libraries, practice studios and offices for the
music faculty. (1978)
Old Main - Home for the Modem
Language and Art Departments, with
classrooms used by other departments.
Extensively remodeled in 1980, Old Main
combines energy efficiency with architectural details from the past. It is included
on the National Register of Historic
Places. (1900)
Science Hall - Houses classrooms,
well-equipped laboratories, a mediumsized auditorium and faculty offices. In
1960 the Lisa Odland Observatory on the
roof was completed. (1949)
South Hall and Annex Houses - All
are located in or near the campus area and
provide additional housing accommodations for students, faculty and staff.
George Sverdrup Library - Named in
honor of Augsburg's fourth president, it
contains reading rooms, seminar rooms,
work rooms, the Augsburg archives,
classrooms and faculty offices. (1955)
Sverdrup-Oftedal Memorial Hall Named in honor of Augsburg's second and
third presidents, it provides space for
administrative and faculty offices. (1938)
2222 Murphy Place -Houses offices
for Weekend College, Graduate and Special
Programs, Cooperative Education and
classrooms. (1964)
Urness Tower -Named in honor of
Mr. and Mrs. Andrew Umess, who have
p e n several generous gfts to the College.
The tower provides living quarters for 324
students. Each floor is a "floor unit,"
providing 36 residents, housed two to a
room, with their own lounge, study and
utility areas. (1967)
ASSOCIATED SUPPORT
ORGANIZATIONS
Augsburg College has a commitment to
lifelong learning and to programs which
increase both individual and group
understanding and achievement. In
addition to the programs listed below, the
College is also home to Elderhostel and
College of the Third Age programs.
Inter-Race: The International Institute
for Interracial Interaction - Inter-Race
facilitates interracial understanding in
families, schools, places of work, communities and society. The Institute provides
training and consultation, research,
education, resource centers, publications,
l4 About Augsburg
-
public policy and legal study in five
centers. Inter-Race is located at 600 21st
Avenue South.
Minnesota Minority Education
Partnership (MMEP) -The Minnesota
Minority Education Partnership, Inc., is a
nonprofit membership organization that
works closely with students, the communities of color and representatives from
education, business, government and nonprofits to develop programs that help
students of color succeed academically. By
drawing on the talents and resources of
others concerned with the success of
students of color, MMEP creates collaborative, workable approaches to complex
problems. MMEP believes that concentrating on the needs of students of color helps
them move from thinking to doing, from
wanting to having, and from dreaming to
achieving. The MMEP office is located in
East Hall.
Nordic Center - The Nordic Center
promotes interest in contemporary
Norway, encourages the pursuit of Nordic
studies and nurtures intercultural relations
between the United States and the five
Nordic nations of Denmark, Finland,
Iceland, Norway and Sweden. The Nordic
Center is located at 2400 Butler Place.
Augsburg Youth and Family Institute
- The Institute is designed to help
churches better serve the c h a n p g needs of
youth and families. The Institute offers
academic programs at both undergraduate
and graduate levels, as well as seminar1
workshops, a resource center and counseling services.
POLICIES
It is the policy of Augsburg College not
to discriminate on the basis of race, creed,
national or ethnic origins, age, gender,
sexual preference, marital status or
handicap as required by Title IX of the 1972
Educational Amendments or Section 504 of
the Rehabilitation Act of 1973, as amended,
in its admissions policies, educational
programs, activities and employment
practices. Inquiries regarding compliance
may be directed to the coordinators listed
on page 44 or to the Director of the
Minnesota Department of Human Rights,
Bremer Tower, Seventh Place at Minnesota
Street, St. Paul, MN 55101.
The College and its faculty subscribe to
the Statement of Principles on Academic
Freedom as promulgated by the American
Association of University Professors and
the Association of American Colleges.
ACCREDITATION AND MEMBERSHIPS
Augsburg College is accredited by the
North Central Association of Colleges and
Schools and the National Council for the
Accreditation of Teacher Education
(Secondary and Elementary). Our programs are approved by the American
Chemical Society, the Council on Social
Work Education (BSW and MSW), National
Association for Music Therapy, Inc., and
the National League for Nursing.
Augsburg College is an institutional
member of the National Association of
Schools of Music (NASM), the Council of
Independent Colleges, the American
Association of Colleges and Universities,
and the American Association of Higher
Education.
We are members of the Associated
Colleges of the Twin Cities (ACTC),
Lutheran Education Council in North
America and Minnesota Private College
Council.
About Augsburg
Augsburg College is registered with the
Minnesota Higher Education Services
Office. Registration is not an endorsement of the institution. Registration
does not mean that credits earned at the
institution can be transferred to other
institutions or that the quality of the
educational programs will meet the
standards of every student, educational
institution or employer.
5
1 Location - Augsburg College was
founded in 1869 in Marshall, Wis. The
College moved to Minneapolis in 1872.
1 Religious Affiliation - The Evangelical
Lutheran Church in America (ELCA).
Although a strong plurality of students
are Lutheran, 20 percent represent other
Protestant denominations and 21
percent represent the Roman Catholic
Church.
II Accreditation - North Central
Association of Colleges and Schools,
National Council for Accreditation of
Teacher Education. Approved by the
American Chemical Society, Council on
Social Work Education, National
Association for Music Therapy, Inc.,
National Association of Schools of
Music, and National League for Nursing.
1 Member - Associated Colleges of the
Twin Cities, Lutheran Education
Council in North America, Minnesota
Private College Council. Registered
with the Minnesota Higher Education
Coordinating Board, as described on
page 14.
1 Enrollment (Fall 1995-'96) - 2,858
students from 37 states and 31 nations.
1 Graduates - 13,225 undergraduates
from 1870 through August 31,1995.
II StudentIFaculty Ratio - 14 to 1.
Undergraduate class size averages 20-25.
II Campus - 16 major buildings. Major
renovations in 1979-'80 with special
emphasis on accessibility.
1 Accessibility - Augsburg is now one of
the most accessible campuses in the
region. A skyway-tunnel-elevator
system provides access to 10 major
buildings without going outside.
II Degrees Granted - B.A., B.S., B.M.,
M.A., M.S.W.
1 Financial Aid -Over 85 percent of the
students receive some form of fmancial
aid from the College and many other
sources.
II Library - Over 175,000 items, direct
access to over 1,300,000 through CLIC,
the Twin Cities private college library
consortium. The new Library and
Information Technology Center is
scheduled to open during the 1997-'98
academic year.
School Year - Semesters from September to May, 4-1-4 calendar, wifh January
Interim. Two summer school sessions.
Augsburg Weekend College - trimesters, September to June. Augsburg
Graduate Program - trimesters,
September to June.
LI Majors - More than 50 majors in 23
departments.
1 Off Campus Programs - Center for
Global Education, Student Project for
Amity Among Nations (SPAN), Higher
Education Consortium for Urban
Affairs (HECUA), International
Business Program, Upper Midwest
Association of Intercultural Education
(UMAIE) and extensive cooperative
education and internship programs.
1 Athletic Affiliation - Minnesota Intercollegiate Athletic Conference (MIAC),
and National Collegiate Athletic
Association (NCAA), Division 111.
II Policy - Augsburg College does not
discriminate on the basis of race, creed,
national or ethnic origin, age, gender,
sexual preference, marital status or
handicap as required by Title IX of the
1972 Educational Amendments or
Section 504 of the Rehabilitation Act of
1973, as amended, in its admission
policies, educational programs, activities and employment practices.
A
ugsburg College is looking for
students with intelligence and character.
We want people who can benefit from and
contribute to their community, the College
community and the community at large.
Selection of students for Augsburg
College is based upon careful consideration
of each candidate's academic achievement,
personal qualities and interests, participation in activities and employment, and
potential for development as a student and
as a graduate of Augsburg College. The
College selects students on individual merit
without regard to race, creed, disability,
national or ethnic origin, sex or age.
Visit the Campus
Because firsthand appraisal of programs, facilities and academic atmosphere
is valuable, freshman and transfer applicants are encouraged to visit the campus
and meet with an Admissions Counselor.
Arrangements may be made to meet with a
member of the faculty and to attend classes
when school is in session.
Augsburg's Admissions staff is ready
to help students and parents with college
planning. Call any weekday between 8:00
a.m. and 4:30 p.m. - (612) 330-1001 or tollfree (800) 788-5678. We'll answer your
questions and arrange a tour for you
(including Saturday mornings during the
school year). The Admissions Office is
located on the comer of Seventh Street and
21st Avenue South in Minneapolis. (Please
call first.)
FRESHMEN
Application for Admission -Applicants should complete the application for
admission and the essay and return them
to the Admissions Office together with the
nonrefundable $20 application fee.
Transcripts - An official transcript
from the high school is required of freshman applicants. Freshman applicants who
are still high school students at the time of
application should have their most recent
transcript sent, followed by a final transcript upon graduation. Graduate Examinz
tion Degree scores (G.E.D.) may be presented instead of the high school transcripl
Test Scores - Freshman applicants are
required to submit results from the college
entrance examination. The American
College Test (ACT) is preferred. Results
from SAT or PSAT are also accepted. It wil
suffice if test scores are recorded on the
official high school transcript.
Additional Information- If there is
personal information that may have
affected the applicant's previous academic
performance, it may be included with the
application or discussed personally with a
Admissions Counselor. Academic recommendations may be required by the
Admissions Committee before an admissions decision is made.
On occasion, the Admissions Committee may also defer a decision on a candidate's admission until other information
has been received. For example, more
recent test scores, results of the present
semester's course work, additional letters
of recommendation or writing samples
may be requested by the Committee. If
additional credentials are needed, the Admissions Office will inform the candidate.
Notification of Admissions DecisionAugsburg College uses a "rolling" admissions plan. Students are notified of the
admissions decision, usually within two
Admissions
weeks after the application file is complete
md has been evaluated by the Admissions
Zomrnittee.
Confirmation of Admission -Ac:epted students who are applying for
'inancia1aid are asked to make a $100 *
uition deposit within 30 days of their
hancial aid notification. Extensions may
Je requested in writing to the Director of
Financial Aid.
Accepted students who are not applyng for financial aid are asked to make a
6100 * tuition deposit. Those students who
~ i s to
h live in College housing must also
submit a $100 housing deposit.
*Nonrefundable after May 1.
Early Admission of Freshmen
Students of exceptional ability who
~ i s to
h accelerate their educational proTarn may be granted admission to begin
ill-time work toward a degree after
:ompletion of their junior year or first
;emester of their senior year of high school.
4pplicants must complete the normal
~roceduresfor freshman applicants,
;ubmit two academic recommendations
rom their high school faculty and arrange
1 personal interview with the Director of
Jndergraduate Admissions.
Students from Minnesota who are
nterested in the possibility of enrolling at
4ugsburg under the auspices of the
vlinnesota Post Secondary Enrollment
lptions Act should contact the Admissions
Iffice for specific information.
I TRANSFER STUDENTS
Augsburg College welcomes students
who wish to transfer from other accredited
:alleges or universities. College credit is
panted for liberal arts courses satisfacto-
rily completed at accredited institutions.
The College reserves the right not to grant
credit for courses where it considers the
work unsatisfactory, to grant provisional
credit for work taken at unaccredited
institutions and to require that certain
courses be taken at Augsburg.
Augsburg College limits transfer course
work from two-year colleges once a student
has reached junior status. If all transfer
work has been taken at a two-year college
as a freshman or sophomore, a maximum
of 17 Augsburg courses, or 96 quarter
credits, will be accepted toward the
number of Augsburg course credits
required for the baccalaureate degree.
A cumulative grade point average
(GPA) of 2.2 (on a 4.0 scale) or better is
required on previous college work.
Acceptance of courses submitted for
transfer is done by the Office of the
Regstrar based upon the official student
transcript(s).Acceptance of courses
presented for a major or minor also
requires approval of the department.
Students transferring from the Minnesota State University and College System
who have completed the Minnesota
Transfer Curriculum, have earned the
Associate of Arts degree from MNSCU
and have a 2.5/4.0 cumulative GPA or
higher will be given transfer status as
outlined below.
The following applies only to the
MNSCU AA graduate:
1. Admission will be with junior standing.
A maximum of 17 Augsburg equivalent
courses (96 quarter credits or 64 semester
credits from a community college) will be
accepted once junior status is reached. No
additional courses may be transferred from
a community college.
19
- Admissions
2. All Augsburg general education
requirements will be waived except:
The City Perspective
Two courses in Christian Faith (any
two areas)
The language requirement as stated
One course that meets the quantitative
reasoning graduation skill requirement
One graduation skill writing course in
their major
become candidates for a degree by petitioning through the Registrar's Office.
Students regularly enrolled at another
college may take course work at Augsburg
College as a special student (non-degree).
A transcript must be sent to the Admissions
Office by the student's home institution.
An application form for special student
(non-degree)status is available from the
Admissions Office.
3. One interim course is required.
Note: Courses with D grades will not be
accepted as prerequisites or for application to
majors. Some Augsburg majors require additional prerequisite course work beyond the A.A.
degree. Also, the Physician Assistant major
requires a higher cumulative GPA than 2.5.
Students are advised to consult major departmentsfor major requirements upon transfer.
Admission to a major, as well as
admission to the College, is sometimes
necessary. Please check with the Admissions Office and departmental section of
this catalog.
W SPECIAL STUDENTS (SECOND DEGREE)
Students who have completed a four
year degree at an accredited college or
university may complete a second degree
at Augsburg College.
Depending on the student's previous
degree, completion of a second major (nondegree) may also be an option. Second
degree requirements include: a minimum
of eight course credits taken at Augsburg,
completion of a major, and completion of
any liberal arts requirements not covered
by the previous degree.
W FORMER STUDENTS
Students who have interrupted attendance at Augsburg College without
requesting a leave of absence and who
wish to return must apply for readmission
through the Registrar's Office. Students
who have attended other institution(s) during their absence from Augsburg must
have an official transcript sent from each
institution to the Registrar's Office. Returning students do not pay the application fee.
W SPECIAL STUDENTS (NON-DEGREE)
In some circumstances, people may be
admitted as special students (non-degree)
and granted the privilege of enrolling in
courses for credit. Subsequently they may
Augsburg welcomes students from
countries around the world. (See International Programs on page 42.)
International students should contact
the Admissions Office for an International
Student Application and information on
the application procedure. Applications
must be received two months prior to the
start of the semester: July 1for fall, Dec. 15
for spring.
For more information, call (612) 330-1001
or 1-800-788-5678 (toll free), or write to:
International Student Admissions
Augsburg College
2211 Riverside Avenue
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College Costs
Tuition and Fees - 22
Room and Board -22
Special Fees - 22
Deposits and Payments - 23
Financial Policies
Refunds - 24
Financial Aid
How and When to Apply - 26
Kinds of Aid
Merit Scholarships - 27
Gift Assistance - 28
Loan Assistance - 28
Student Employment - 29
Sponsored Scholarships - 30
A
11students receive financial help
indirectly, since a quality liberal arts
education costs more than tuition and fees
cover. The College raises that difference in
gfts - from alumni, faculty, staff, parents,
church, friends, foundations and endowment income.
Audit Fee
(for part-time students)
per course ..................................... $
However, the primary responsibility for
paying for a college education rests on
students and their families. Financial aid is
intended to supplement those resources.
Room Rent
(includes telephone
and basic service) ......................... $ 2,45(
The Board of Regents has approved the
costs listed below for the 1996-'97 academic
year. The Board reviews costs annually and
makes changes as required. The College
reserves the right to adjust charges should
economic conditions necessitate.
1 TUITION, FEES, ROOM AND BOARD
Tuition
(full-time enrollment) ................. $13,140
This rate applies to all full-time students
attending in September 1996. Students are
considered full-time when they take three
or more courses during the semester terms.
The charge includes tuition, general fees,
facility fees and admission to most Collegesupported events, concerts and lectures.
The amount is payable in two equal
installments at the beginning of each
semester.
Tuition
(part-time enrollment)
per one-credit course .................. 16 1,420
This rate applies to students taking fewer
than three courses in a semester and/or an
Interim only. Part-time students taking
Lifetime Sports are charged the audit rate
for that course.
536
Full-time students may audit a course
without charge. Part-time students taking
Lifetime Sports are charged the audit rate
for that course.
(Room rates and housing options are
available through the Office of Residence
Life.)
Full Board
(19 meals a week)
........................
$ 2,3W
Other board plans are available as defined
in the housing contract booklet available
from the Office of Residence Life.
Partial board
(14 meals a week)
........................
Flex 5 point plan ..........................
Student Activity Fee .....................
$ 2,27t
$ 2,071
$
13(
1 OTHER SPECIAL FEES
(NONREFUNDABLE)
Fees Billed on Student Account
Student Activity Fee (part-time
students) .................................
$ 61
ACTC Bus (full-time
students only)............................. $ 1t
Late Registration (per day
after classes begin) ...................... $ 2!
Registration Change after first five
days (cancel/add/change/grade
option, or combination
at one time)
$ !
Music Therapy Internship
(one-half course credit) ............... $ 53(
Private Music Lessons, per ,
semester (14 lessons)
$ 30'
...
...............,..............
..................
Financial Information 23
Student Teaching (per course
for full-time students) ................. $ 55
Student Teaching (per course
for part-time students) ................ $ 110
Study Abroad (in approved
non-Augsburg programs) ........... $213
Fees Payable by CheckICash
Application (new and/or
special students) ......................... $
Vursing Comprehensive Exam ......... $
Locker Rental (commuters) ............... $
Student Parking Lot Permit
- car .......................................... $
-motorcycle ............................. $
rranscript Fee (per copy
after first, which is free) .............. $
Special Examinations,
Cap & Gown Costs
20
16
30
90
45
2
(Scheduleon file
in Registrar's Ofice)
I BOOKS AND SUPPLIES
These costs are estimated to be $585 per
{ear.
B DEPOSITS
inrollment Deposit
(nonrefundable) .......................
is returned to the student account (less all
charges for damages and/or fines) at the
end of the occupancy period covered by the
contract. New contracts may be terminated
for Fall or Spring Term by following the
conditions delineated in the housing
contract. The resident will be responsible
for all costs incurred due to late cancellation or lack of proper notification. If the
new contract is cancelled prior to July 1for
Fall Semester or January 1for Spring
Semester, $50 will be forfeited from the
$100 deposit as a service charge. The entire
deposit will be forfeited if cancellation is
after these dates.
$ 100
Required of all new students after
icceptance. The Enrollment Deposit is
zredited to the student's account only when
us/her enrollment is terminated. Any net
:redit balance (after all charges and/or
ines) will be refunded upon request of the
itudent. For more information, contact the
4dmissions Office.
-lousing Damage Deposit ............... $ 100
Required of all resident students at the
ime of signing a contract, to reserve a
lousing assignment. This deposit is
setained against damages and/or fines and
PAYMENTS
Semester Fees - Prior to the start of
each semester a Statement of Estimated
Charges showing basic charges and
financial aid credits designated by the
Student Financial Services Office is sent to
the student from the Business Office.
Payment Options - (1)Annual
payments, due August 15 as billed;
(2) Semester payments, due August 15 and
January 15 as billed; (3) Payment Plan Upon application and after College
approval, a three-month plan is available
each semester. Details are included with
the Estimate of Charges letter; (4) 10-month
Payment Plan - Upon application, College
approval, and payment of a $50 adrninistrative fee, the annual charges may be paid
in 10 equal installmentsbeginning July 15
and ending April 15. No finance charge
will be assessed on accounts which are
current. An application will be sent upon
request.
Financial Information
A finance charge is applied at a simple
rate of 1percent per month on any account
with an open balance of 30 days or more or
on a 10-month payment plan is wluch
payment is not current.
Tuition is set on an annual basis,
payable in two equal installments at the
beginning of each semester.
Registration is permitted only if the
student's account for a previous term is
paid in full.
Augsburg College will not release
academic student transcripts until all
student accounts are paid in full or, in the
case of student loan funds administered by
the College (Federal Perkins Student Loan
including the National Defense and
National Direct Student Loans and the
Nursing Student Loan), are current
according to established repayment
schedules and the loan entrance and exit
interviews have been completed.
for tuition and/or room (except for the
minimum deduction of $100 to cover
administrative costs).
Augsburg College Refund Policy:
Applies to Augsburg students who
withdraw from all courses in a term and
are not receiving Federal Title IV financial
aid (Federal Title IV financial aid includes
the Pell Grant, SEO Grant, Perkins Loan,
Stafford Loan and PLUS Loan). This policy
also applies to all students who drop
courses during a term.
Refund Amount
100%
Through the first five days of
classes (less $100 administrative
fee)
90%
From the sixth day through the
tenth day of classes
80%
From the 11th day through the
15th day of classes
70%
From the 16th day through the
20th day of classes
60%
From the 21st day through the
25th day of classes
50%
From the 26th day of classes
through the midpoint of the
term.
W REFUNDS
Students who withdraw from Augsburg
College may be eligible for a refund of a
portion of their charges based on the
appropriate refund schedule. Financial aid
may be adjusted for those students who
withdraw from the College or drop
course(s) and receive financial assistance.
Students who wish to withdraw from
Augsburg should complete the Leave of
AbsencelWithdrawal from College form
available in the Academic Advising Center
or the Registrar's Office. It must be filled
out completely, signed and turned in to the
Regstrar's Office. Students who properly
withdraw, change to part-time, are
dismissed or are released from a housing
contract will have their accounts adjusted
Refund Period
Pro-Rata Refund Policy: Applies to
Augsburg students who withdraw from al:
courses during their first term at Augsburg
and receive Federal Title IV financial aid
(Federal Title IV financial aid includes the
Pell Grant, SEO Grant, Perkins Loan,
Stafford Loan and PLUS Loan).
Tuition, fees and room costs will be
calculated based on the pro-rated portion
of the term completed. The student may bc
eligible for a pro-rata refund up to the 60
percent point in time of the term. The
student account will be credited for that
portion of tuition and room for which the
Financial Information 25
student was not enrolled. This calculation
will use federal govenunent guidelines.
All students who wish to be considered
for financial assistance must establish
financial aid eligibility on an annual basis.
This includes completing the application
process as outlined below and meeting the
academic progress standards outlined in
the brochure, Academic Progress Standards
for Financial Aid. This brochure is available
Augsburg College is required by federal from Student Financial Services and is
regulations to complete two refund calcula- distributed to students on an annual basis.
tions for students who have completed at
Financing higher education could be the
least one full term at Augsburg and receive most significant investment a person or
Title IV funds. Refunds will be based on
family makes in a lifetime. Proper planning
and wise choices are important, not only in
the calculation which provides for the
choosing a college, but also in the methods
greatest refund of tuition, fees and room
used to pay for it. Augsburg College,
charges to the student's account and the
through its Office of Student Financial
greatest refund of financial aid dollars to
Services, will help students and their
the fund from which they were awarded.
families protect access to a quality
The refund calculations used are the
Augsburg education in a time of increasing
Augsburg College Refund Policy as stated
financial challenge.
above and the Federal Refund Policy as
stipulated by federal guidelines stated
Financial assistance awarded through
below.
Augsburg may be a combination of
Federal Refund Policy: Applies to
returning Augsburg students who withdraw from all courses for the current term
and receive Federal Title IV financial aid
(Federal Title IV financial aid includes the
Pel1 Grant, SEO Grant, Perkins Loan,
Stafford Loan and PLUS Loan).
Refund Amount
Refund Period
100%
Through the first day of classes
(less $100 administrative fee)
90%
After the first day of classes
through the 10 percent point in
time of the term
50%
After the 10 percent point in time
through the 25 percent point in
time of the term
25%
After the 25 percent point in time
through the 50 percent point in
time of the term
Students may appeal refund decisions
through the Petition Committee.
scholarships, grants, loans and part-time
work opportunities. The College cooperates
with federal, state, church and private
agencies in providing various aid programs. During the 1995-'96 academic year,
nearly eight out of 10 students at Augsburg
received financial assistance.
The primary responsibility for financing
a college education rests upon the student
and family. Financial aid supplements
student and family resources.
The Free Application for Federal
Student Aid (FAFSA)and the Augsburg
Financial Aid Application help determine
the amount of assistance for which a
student is eligible. This analysis takes into
account such family financial factors as
current income, assets, number of depen-
- Financial Information
dent family members, other educational
expenses, debts, retirement needs and
special considerations.
HOWTO APPLY
The following are required to process
your financial aid application:
1.Be admitted to Augsburg as a regular
student or be a returning student in good
academic standing with the College.
2. Complete the Free Application for
Federal Student Aid (FAFSA)or the
Renewal FAFSA. FAFSA forms are
available from the Student Financial
Services Office at Augsburg College or
from high school guidance counselors.
Renewal FAFSAs will be mailed to those
students who applied for assistance during
the prior school year. Be sure to include
the Augsburg College Code, 002334, on
your application. Mail your application to
the processing agency after Jan. 1.
Applications must be mailed by April 15
for priority consideration.
3. Complete the Augsburg Financial
Aid Application and submit it to Student
Financial Services.
4. All applicants (and parents of dependent students) are required to provide a
copy of their most recent federal income
tax retum and W-2(s). Spouse's tax returns
are also required if filing separately.
5. New transfer students must submit a
financial aid transcript from each postsecondary institution previously attended
before financial aid will be offered. Forms
are available from the Admissions or
Student Financial Services offices.
WHAT HAPPENS NEXT?
Once all documents are received, we
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determine financial aid eligibility for all
available programs. A financial aid
package will be sent to the student. This
package includes:
Letter detailing the financial aid
award
Information regarding financial aid
programs and requirements for continued
eligibility
Subsidized/Unsubsidized Stafford
loan application promissory note
Students are encouraged to complete
and retum one copy of their award letter to
Student Financial Services. In addition, the
student must complete and return the
Stafford loan application promissory note
to receive Stafford loan funds. Applications
for the SELF loan and the Parent PLUS loan
are sent upon request.
KINDS OF AID
A student applying for aid from
Augsburg applies for assistance in general
rather than for a specific scholarship or
grant (except as noted). The various forms
of aid available are listed here for information only.
In addition to aid administered by
Augsburg College, students are urged to
investigate the possibility of scholarships,
grants and loans that might be available in
their own communities. It is worthwhile to
check with churches, the company or business employing parents or spouses, high
schools, service clubs and fraternal organizations for information on aid available
to students who meet their requirements.
In addition to these sources, some students
are eligible for aid through Vocational
Rehabilitation, Educational Assistance for
Veterans, Educational Assistance for
Veterans' Children and other sources.
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Merit Scholarships
President's Scholarships - President's
Scholarships, which assure g f t assistance
equal to tuition, are awarded annually to
the most academically qualified full-time
freshmen students. These scholarships are
awarded without regard to need. The
awards are renewable for three years based
on academic performance at Augsburg.
Because this is a unified program, full
tuition is assured; that is, the College
guarantees the difference between nonAugsburg grants and scholarships (such
as state scholarships, Pel1 grants, etc.) and
full tuition. Special application is due
Feb. 15. Details are available from the
Admissions Office.
Regents' Scholarships - The Regents'
Scholarships are awarded to incoming fulltime freshmen of lugh academic achievement. Depending on high school class rank
or college entrance test score, Augsburg
will award scholarships of $1,500 to $5,000
each, renewable each year, regardless of
financial need. No special application is
required, but application for admission
must be made by May 1.
Regents' Transfer Scholarships Regents' Transfer Scholarships are
awarded to all transfer students who are
transferring from a two-year college with a
minimum of 84 quarter credits (56 semester
credits) and at least a 3.0 cumulative GPA.
Depending on college GPA, Augsburg will
award scholarships of $3,000 to $5,000 per
year to full-time transfer students in the
day schedule regardless of financial need.
No special application is required, but
application for admission must be made by
May 1.
Transfer Merit Scholarships Transfer Merit Scholarships up to $5,000
are available to full-time students in the
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day schedule who are direct transfers to
Augsburg College following two years of
full-time study at a community college or
other approved two-year college. Students
must have maintained at least a 3.3 GPA on
a 4.0 scale and accumulated a minimum of
84 quarter credits in transfer. Scholarships
are awarded without regard to need and
will be renewed for a second year based on
a cumulative GPA of at least 3.0. Special
application is due May 1. Details are
available from the Admissions Office.
Phi Theta Kappa Scholarships These new scholarships are designated for
transfer students from community colleges
who are members of Phi Theta Kappa. To
qualify for one of these $5,000 annual
renewable awards, students must have
completed at least 84 credits and have a
minimum GPA of 3.3 during two years of
full-time study. Award decisions are based
on academic record, letters of recomrnendation, co-curricular activities and a
personal statement. Application deadline is
May 1.
Performing Arts Scholarships - These
recognize student excellence in music or
theater. Students with talents in music
(vocal or instrumental), acting, stage design
or production are qualified for this $1,500
annual award. Selection is based on
individual performance auditions, good
academic standing and letters of recommendation. These scholarships are renewable as students maintain involvement with
a co-curricular performance group.
Application deadline is Feb. 15.
Hoversten Peace Scholarships Recognize students who have demonstrated a commitment to peace, service and
community. Examples of involvement of
recent scholarship recipients included
Amnesty International, Habitat for
27
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28 Financial Information
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Humanity, community service and church
activities. Application deadline is March 15.
Community and Public Service
Scholarships - Recognize students of high
academic ability for their demonstrated
contribution to community or public
service. Students eligible for this $2,000
annual, renewable scholarship are those
who have actively participated in community or public service projects and are
planning careers in this area of study.
Application deadline is March 15.
Lutheran Leader Scholarships These scholarships recogruze incoming
freshman of high academic achievement
with a demonstrated record of leadership
within their congregations. Students
eligible for the $1,500 annual renewable
award are those who rank in the top 30
percent of their high school class and have
the recommendation of their pastor.
Application deadline is Feb. 15.
Paired Resources in Ministry and
Education (PRIME) Awards -Augsburg
College will match the first $500 a year of a
student's scholarship or grant from a
Lutheran congregation. The scholarship or
grant check from the congregation must be
received at Augsburg by Oct. 1.
Gif? Assistance (Need Based)
Augsburg Tuition Grants - Available
to students who have shown academic
potential and have financial need. A
student's academic performance, financial
need, and high school and community
involvement are taken into consideration.
Minnesota State Scholarships
and Grants - Awarded by the state to
Minnesota residents who have financial
eligibility. For 1995-'96, these ranged from
$300 to $5,890.
Federal Supplemental Educational
Opportunity Grants - A federal program
administered by the College. To be eligible,
a person must be a U.S. citizen or permanent resident, have exceptional financial
need as defined by the program and be
capable of maintaining satisfactory
academic standing at the College. Awards
range up to $4,000 annually.
Federal Pell Grants - Federal Pel1
grants are awarded to students attending
eligible institutions of higher education and
are based on financial need as defined by
program guidelines. The maximum grant
for 1995-'96 was $2,340. Application is
made by filing the FAFSA.
Bureau of Indian AffairsITribal and
State Indian Scholarships - Bureau of
Indian AffairsITribal and State Indian
Scholarships and Augsburg American
Indian Scholarships are available to Indian
students (both full and part-time) who
meet specific criteria. For Bureau of Indian
AffairsITribal and State Gdian Scholarships, students must be of 1/4 degree
Indian ancestry and be enrolled with a
federally recognized tribe. Eligibility
criteria for Augsburg American Indian
Scholarships vary. Contact the American
Indian Support Program Office. Indian
grants supplement all other forms of
financial aid. Questions may be directed to
the American Indian Support Office on
campus or to your local BIA, Tribal or State
Indian Education Office.
Loan Assistance
Federal Perkins Student Loan -A
federally funded program administered
through Augsburg College for students
who demonstrate financial eligibility. No
interest accrues nor do payments have to
be made on the principal at any time you
own onwr\lloA
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Financial Information
interest of 5 percent and repayment of
principal (at the minimum of $40 a month)
begin nine months after you leave school.
Repayment may extend up to 10 years. The
loan offers a teacher cancellation clause.
The maximum which may be borrowed for
undergraduate study is $15,000 ($30,000
including graduate school).
Federal Stafford Student Loans
Subsidized and Unsubsidized Stafford
Loan funds are obtained directly from a
lender or state agency in states which
provide such programs. Subsidized
Stafford Loans are need-based loans which
the federal government subsidizes by
paying the interest while the student is in
school and during the grace period.
For the Unsubsidized Stafford Loan,
interest begins accruing on the date of
disbursement and the borrower is responsible for all interest. The borrower may
choose to make payments while in school
or may defer payments and allow interest
to accrue and be capitalized (added to the
balance of the loan).
The interest rate for new borrowers
through the Subsidized and Unsubsidized
Stafford Loan is variable and changes
annually on July 1,based on the 91-day
Treasury Bill.
The following borrowing limits
apply to the Stafford Loan program after
July 1,1994:
Freshmen: $6,625 annually (Combined
Subsidized and Unsubsidized Stafford)
Sophomores: $7,500 annually (Combined
Subsidized and Unsubsidized Stafford)
Juniors/Seniors: $10,500 annually
(Combined Subsidized and
Unsubsidized Stafford)
Aggregate maximum: $46,000 (Combined Subsidized and Unsubsidized)
Federal Nursing Student Loan -A
federal program with provisions similar to
the Federal Perkins Student Loan program,
but restricted to applicants accepted or
enrolled in our program leading to the
baccalaureate degree in nursing. Recipients
must have financial need and be registered
at least half time. The maximum loan is
$4,000 per year.
Federal Parent Loan Program (PLUS)
- PLUS is a loan program to help parents
meet college costs of their dependent
children. Parents may borrow up to the
cost of attendance (minus other aid).
Repayment begins within 60 days of check
disbursement at a variable interest rate not
to exceed 9 percent and a minimum
payment of $50 per month. Application
forms are available at Augsburg College or
the lending institution.
The Student Educational Loan Fund
(SELF) - SELF is administered through the
Minnesota Higher Education Services
Office. Applications are available from the
Office of Student Financial Services.
Undergraduate freshmen and sophomores may borrow up to $4,500 per year
minus any other student loan indebtedness;
juniors and seniors up to $6,000 year.
Maximum undergraduate borrowing is
$25,000. The minimum loan amount per
year is $500. The interest rate is variable.
Interest payments begin 90 days after the
loan is disbursed and continue quarterly
thereafter, while the student is enrolled.
Principal payments begin the 13th month
after you leave school. There are no
deferments.
Student Employment
Augsburg College provides work
opportunities for students. Assignment is
based on need and potential competence in
29
30 Financial Information
-
performing the duties assigned. Part-time
work provided by the College is considered
financial aid, just like scholarships, loans
and grants. A maximum of 15 hours of
on-campus employment per week is
recommended.
All on-campus work is governed by
policies stipulated in the work contract
issued to the student employee for each
placement. Payment is made monthly by
check to the student employee.
Federal College Work Study Program
and Minnesota State Work Study
Program - Under these programs the
federal or state government supplies funds
on a matching basis with the College to
provide part-time work opportunities.
Augsburg College, through generous
gifts from alumni, faculty, staff and friends
of the College, offers more than 400
sponsored scholarships.
All returning students are encouraged
to apply for these funds by completing the
Sponsored Scholarship Application. This
form is available each February for the
upcoming school year. Selection is based on
academic achievement, financial need and
selection criteria established by the donor.
A list of scholarships follows.
Note: For a complete description of
Augsburg scholarships, request a copy of
the Scholarship Catalog Supplement from
the Office of Admissions.
* Indicates endowed scholarships.
GENERAL SCHOLARSHIPS
ADC TelecommunicationsScholarships
Charles and Ellora Alliss Educational
Foundation Scholarships
Henry and Leona Antholz Scholarship*
Class of 1931 Scholarship*
Dain Bosworth/IFG Foundation Scholarship
Alma Jensen Dickerson Memorial Scholarship*
Oliver M. and Alma Jensen Dickerson
Memorial Scholarship*
Elias B. Eliason Sr. Memorial Scholarship*
M. J. Estrem Scholarship*
E.W. Hallet Scholarship
W.R. Hotchkiss Foundation Scholarship
Reuben I. and Marion Hovland Scholarship*
Tze-Lien Yao-Hsieh, Lenorah Erickson and
Mildred Joel Memorial Scholarship*
Edwin C. Johnson Scholarship*
Jostens Foundations Scholarships
Floyd Lorenzen Memorial Scholarship
Memorial Scholarship Foundation Scholarships*
Minnesota Mining and Manufacturing
Company Liberal Arts Scholarships
Minnesota Scholars Fund Scholarship
Northern States Power Company Scholarship
Norwest Foundation Scholarship
Clifford and Martha Nylander Scholarshipa
Marvin T. Nystrom Scholarship*
Rev. Martin J. and Olga S. Olson Scholarship
Casey A.T. O'Neil Foundation Scholarship
Pentair Challenge Program Scholarship
John G. Quanbeck Scholarship Fund*
Martin and Esther Quanbeck Scholarship*
Rahr Foundation Scholarships
Readers Digest Endowed Scholarship*
St. Luke's Lutheran Church Centennial
Scholarship*
Genevieve E. Stelberg Memorial
Scholarship*
Ernest and Vivian Tinseth Scholarship*
UPS Foundation Scholarship
Robert W. Warzyniak Memorial Scholar-L.
-*
Lea A. and Elsie L. Wildung Endowment
Fund*
Edward Yokie Memorial Scholarship*
I SPECIAL SCHOLARSHIPS
lohn Andrew Adam Memorial Scholarship*
Aid Association for Lutherans
Alne-Swensen Scholarship*
American Express Minnesota Foundation/
IDS Financial Service, Inc.
C.A.L. and Esther Anderson Scholarship
Charles and Catherine Anderson Diversity
Scholarship*
Phyllis M. Baker Memorial Scholarship*
leroy C. and Lorraine M. Carlson Scholarship*
Carl C. and Kathleen A. Casperson
Scholarship*
Mildred Ryan Cleveland Memorial
Scholarship*
Laura Ann Erickson Memorial Scholarship*
David J. Formo Memorial Scholarship*
lulian P. Foss Scholarship*
Kay Halverson Scholarship*
Hanwick Thanksgiving Scholarship*
King Harald Scholarship
Rev. John Hjelmeland Endowed Scholarship Fund*
Hormel Foods Company Scholarship
Hoversten Peace Scholarship*
hternational Dairy Queen, Inc. Scholarship
Catha Jones Memorial Scholarship*
I'orgney and Valborg Kleven Memorial
Scholarship*
Harold B. and Laura M. Lanes Scholarship*
Mary E. Larsen International Studies
Scholarship*
Floyd Lorenzen Memorial Scholarship*
Lutheran Brotherhood Lutheran Senior
College Scholarship
Lutheran Brotherhood Opportunity
Scholarship
McVay Foundation Scholarship*
Financial Information 31
Minnesota Power Company Scholarship
Forrest T. Monson and Thelma (Sydnes)
Monson Scholarship*
Marilyn and John Paul Nilsen Scholarship*
Rev. Horace E. Nyhus Memorial Scholarship*
Ole K. and Evelyn L. Olson Scholarship*
Timothy 0 . Olson Memorial Scholarship*
Jay and Rose Phillips Family Foundation
Scholarship
ReliaStar Foundation Scholarship
Clayton and Ruth Roen Memorial Scholarshp*
John and Agnes Siverson Scholarship*
Genevieve E. Stelberg Memorial Scholarship*
Student Government Alumni Scholarship
Dr. James L. Tuohy Scholarship
MULTICULTURAL/INTERNATlONAL
STUDENT SCHOLARSHIPS
Kent Anderson American Indian Scholarship*
Ada Bakken Memorial-American Indian
Scholarship*
CBS Foundation Scholarship
Grace Jewel Jensen Buster Memorial
Scholarship*
Cargill Foundation American Indian
Scholarship
First Bank System Foundation Scholarship
General Mills Foundation Scholarship
General Mills Southeast Asian Scholarship
Grand Metropolitan American Indian
Scholarship
Grand Metropolitan Food Sector Foundation Scholarship*
Hearst American Indian Scholarship*
Grace Anne Johnson Memorial Scholarship*
Kerridge/Mueller American Indian
Scholarship
Little Six, Inc. Scholarship*
McKnight Foundation Scholarship
Financial Information
Medtronic Foundation Scholarship
Minnesota Indian Teacher Training
Partnership
Marilyn Peterson Memorial Scholarship*
Prairie Island Indian Community Scholarship*
Shakopee Mdewakanton Dakota Community Scholarship*
Marlys Johnson Simengaard Memorial
Scholarship*
St. Paul Companies, Inc. Scholarship
St. Paul Companies, Inc. Teaching Assistants scholarship
James R. Thorpe Foundation Scholarship
Trinity Lutheran Congregation 125th
Anniversary Scholarship*
UPS Foundation
West Publishing Company Scholarship
Westwood Lutheran Church Second Mile
Mission Scholarship*
Women of the ELCA (Evangelical Lutheran
Church in America) Native Women's
Achievement Award
PUBLIC SERVICE SCHOLARSHIPS
Margaret E. Andrews Public Service
Scholarship Fund
Kleven Public Service Scholarship Fund
Person Public Service Scholarship Fund
Adeline Marie (Rasmussen)Johnson
Memorial Scholarship*
Martin 0 . and Sylvia A. Sabo Scholarship
for Leadership in Public and Community
Service
Joel and Frances Torstenson Scholarship in
Urban Affairs*
DEPARTMENTAL SCHOLARSHIPS
Art
Lucy Bodnarczuk Memorial Scholarship
August Molder Memorial Art Scholarship*
Queen Sonja Art Scholarship
Athletic
Paul Dahlen Memorial Scholarship*
David Gronner Memorial Scholarslup*
Keith Hoffman Memorial Scholarship*
Rory Jordan Memorial Scholarship
Magnus and Kristofa Kleven Scholarship*
Roy and Eleanor Krohn Scholarship*
Hoyt Messerer Athletic Scholarship*
Robert D. and Carolyn W. Odegard
Scholarship
James P. Pederson Memorial Scholarship*
Stan Person Memorial Scholarship*
Biology
Biology Scholarships
Robert Ellingrod Memorial Scholarship
Dr. Kenneth D. and Mrs. Linda (Bailey)
Holmen Biology Scholarship*
Business Administration1Accounting1
Economics
Allianz Life Insurance Company Scholarship
Marianne Anderson Entrepreneurial
Scholarship*
Augsburg Business Alumni Scholarship
Fund*
Farmers Insurance Group of Companies
Scholarship
Forss-Herr Scholarship*
Gamble-Skogmo Foundation Scholarship*
Mildred and Eleanor Krohn Scholarship*
Gertrude S. Lund Memorial Scholarship*
Minnesota Mutual Life Scholarship
David L. Shaver Memorial Scholarship*
Clair E. and Gladys I. Strommen Scholarship
Leland and Louise Sundet Scholarship*
Joan L. Volz Business Scholarship*
Chemistry
Courtland Agre Memorial Scholarship
Augsburg College Chemistry Alumni
Scholarship*
Chemistry Department Scholarships
Financial Information
Robert Ellingrod Memorial Scholarship
Carl Fosse Chemistry Scholarship*
Dr. Kenneth D. and Mrs. Linda (Bailey)
Holmen Chemistry Scholarship*
Minnesota Mining and Manufacturing
Company Chemistry Scholarship
Conrad Sunde Memorial Chemistry
Scholarships*
Dr. Bemhardt J. Kleven Scholarship*
Theodore and Lucille Nydahl History
Scholarship*
Education
Peggy Christensen Benson Memorial
Scholarship
Sam Coltvet Memorial Choral Music
Scholarship*
Rev. Clement A. Gisselquist Church Music
Scholarship*
David Gronner Memorial Scholarship*
Marjorie and James R. Gronseth Jr. Memorial Music Scholarship*
Lynn Halverson Cello Scholarship*
0 . I. Hertsgaard Scholarship*
Bernice Kolden Hoversten Memorial
Choral Scholarship*
Ruth Krohn Kislingbury Choral Music
Scholarship*
Leonard and Sylvia Kuschel Scholarship*
Kenneth 0 . Lower-Nordkap Male Chorus
Music Scholarship*
Arthur Carl Marnmen Music Scholarship*
Lucille H. Messerer Music Scholarship*
Music Education Scholarship
Edwin W. and Edith B. Norberg Scholarship*
Lois Oberhamer Nye Memorial Scholarship*
Henry P. Opseth Music Scholarship*
Performing Arts Scholarship (Music)
Rev. Mark Ronning Memorial Instrumental
Music Scholarship*
St. John's Lutheran Church - John Norris
Memorial Scholarship*
Leland B. Sateren Choral Music Scholarship*
Mayo Savold Memorial Scholarship*
Marilyn Solberg Voice Scholarship*
S. Luther Kleven Family Scholarship*
Elva B. Lovell Life Scholarship*
David Mathre Scholarship*
Debra Boss Montgomery Memorial
Scholarship*
Barbara Tjomhom and Richard K. Nelson
Scholarship*
English
Dagny Christensen Memorial Scholarship*
Anne Pederson English Scholarship*
Prof. P. A. Sveeggen Memorial Scholarship*
Foreign Language
Emil M. Fossan Modem Language Scholarship*
Mimi Baez Kingsley Modem Language
Scholarship*
Theodore and Virginia Menzel Scholarship*
Health-Related
Augsburg Nurses Alumni Association
Scholarship*
Blue Cross and Blue Shield of Minnesota
Scholarship
Eleanor Christensen Edwards Memorial
Scholarship*
Linnea A. Danielson Scholarship*
Dr. James L. Tuohy Scholarship
History
Rev. and Mrs. 0.J. Haukeness History
Award
H. N. Hendrickson History Scholarship*
John R. Jenswold Memorial Scholarship*
Mathematics and Computer Science
Allianz Life Insurance Company Scholarship
Mathematics Scholarship
Music
33
34 Financial Information
-
String Scholarships
John and Vera Thut Scholarship*
Tinseth Music Education Scholarship
Nordic Area Studies
Olaf Gaastjon Memorial Scholarship*
Iver and Myrtle Olson Scholarship*
Philosophy
Kenneth C. Bailey Philosophy Scholarship*
Dr. Kenneth C. and Mrs. Dorothy A. Bailey
Scholarship*
Physics
Robert Ellingrod Memorial Scholarship
Theodore J. Hanwick Physics Scholarship*
Alfred A. Iverson Scholarship
NASA Space Grant Scholarship
Leif Sverdrup Physics Scholarship*
Political Science
Myles Stenshoel Scholarship"
Psychology
Jacob and Ella Hoversten Scholarship*
Rev. and Mrs. George Pauluk Scholarship
Religion and Christian Service
Scholarships
C.A.L. and Esther J.E. Anderson Scholarship*
Kyle A. and Sandra L. Anderson Scholarship
Norman and Louise Bockbrader Scholarship*
Andrew and Constance Burgess Scholarship*
Thorvald Olsen and Anna Constance
Burntvedt Memorial Scholarship*
Rev. Donald C. Carlson Memorial Scholarship Fund
Henning and Sellstine Dahlberg Memorial
Scholarship*
Ernest S. Egertson Family Scholarship*
Luthard 0 . Gjerde Scholarship*
Dave Hagert Memorial Scholarship*
Elias P. Harbo Memorial Scholarship*
Arnold and Neda Hardel Memorial
Scholarship*
Helen (Mohn) Henderson Memorial
Scholarship*
Iver and Marie Iverson Scholarship*
Rev. Arnold J. Melom Memorial Scholarship
Gerda Mortensen Memorial Scholarship*
Onesirnus Scholarship*
Philip and Dora Quanbeck Scholarship*
Johan H. 0 . Rodvik Memorial Scholarship'
Rev. Olaf Rogne Memorial Scholarship*
Rev. Lawrence and Gertrude Sateren
Scholarship*
Paul G., Jr., and Evelyn Sonnack Scholarship*
Roy C. and Jeanette Tollefson Scholarship
Morris G. C. and Hanna Vaagenes Mission
ary Scholarship Fund*
Johan L. Weltzin Memorial Scholarship*
Social Work
Edwina L. Hertzberg Scholarship
Arvida Norum Memorial Scholarship*
Steen Family Scholarship Fund for Minority Social Work Students*
Bodo F. Suemnig Memorial Scholarship*
Lisa M. Weeding Memorial Scholarship
Edwin Yattaw Memorial Scholarship*
Sociology
Adolph Paulson Memorial Prize*
Speech/Communication/ Theatre Arts
Ailene Cole Theatre Arts Scholarship*
Performing Arts Scholarship (Drama)
Esther J. Olson Memorial Theatre Arts/
Religion Scholarship*
Campus Ministry - 36
Student Government - 36
Student Activities - 36
Social, Cultural, Recreational
Fine Arts - 37
Athletics & Sports - 37
Intramurals - 37
Student Affairs - 38
Academic Enrichment - 38
Program for Students with
Disabilities (CWS) - 38
I
T I P ~ ~ ~ I P ~ ; CLi:c
~ . L Pro:]rClm - 12
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Colleae Policies - A3
Student Standards of Behavior,
Complaints, Records - 43
Family Educational Rights
and Pr~vacyAct - 43
Discrimination Complainb - 44
E
xperiences in the classroom are an
impo&t part of college life, but learning
and development also occur in formal and
informal activities of the College and the
metropolitan area. Whether students are
residents or commuters, the climate for
learning and living at Augsburg will add
dimension to their education.
As a college of the church, we are
concerned about spiritual as well as
academic and social growth. Our concern
for spiritual growth is evident in the
opportunities we encourage and provide
for students to explore their own faith.
Because our campus is comprised of
individuals from many different religious
and cultural backgrounds, our worship life
is characterized by a similar diversity and
richness of tradition. Bible studies, growth
groups, outreach teams and community
outreach opportunities, retreats, peace and
justice forums, concerts and gatherings are
examples of the wide variety of activities
on campus.
This ministry finds its most visible
expression in chapel worship where
students, faculty and staff gather each day
to give thanks and hear the Gospel
proclaimed by a number of speakers and
musicians. Each Wednesday night students
gather for Holy Communion. On Sundays,
Trinity Lutheran worship services are held
on campus, with many other churches
within walking distance.
We seek to develop a free and open
environment where people are encouraged
to use and discover the gfts and sense of
call and vocation that God has given them.
As a college of the church, we encourage
students to form values guided by our
Christian heritage, which will be the basis
for the kind and quality of life that reaches
beyond their years at Augsburg.
The College Pastor and Campus
Ministry staff have offices in the Foss,
Lobeck, Miles Center for Worship, Drama
and Communication and are available for
spiritual guidance, counseling, support or
information.
Through student government students
secure a closer relationship with and better
understanding of the administration and
faculty, and provide input into the decision-making process at Augsburg. Student
government also sponsors and directs
student activities, protects student rights
and provides the means for discussions
and action on all issues pertaining to
student life at Augsburg.
Student government is organized into
the executive branch, the legislative branch
and the judicial branch. Elections are held
in the spring for the next year. Freshmen
elect their representatives in the fall of their
first year. Many kinds of involvement are
possible -program planning, writing,
editing or service opportunities. If you
want to get involved, contact the president
or vice president of the Student Body in
their offices in the lower level of the
Christensen Center.
The Student Activities program creates
opportunities for students to enhance their
leadership skills through active involvement in developing events, activities and
organizations which serve the student community. Hundreds of major programming
Student Life
efforts and targeted activities for specific
student interests are generated through
these efforts and make Augsburg a dynamic
and enjoyable interactive environment.
Throughout the year, a variety of social
and cultural activities take place on campus
as well as in the Twin Cities. These
activities include dances, films, theme
events, name entertainment and visiting
personalities in various fields.
The Christensen Center is the focus of
leisure-time activity on campus. Cooper's
Attic (the gameroom and student lounge) is
a popular hangout located in the lower
level. Many of the clubs that unite classroom and non-classroom related interests
meet here. Student offices in this area
include the College newspaper, the
Augsburg Echo; the yearbook, The
Augsburgian; Student Government and the
Augsburg Student Activities Council.
KCMR, a student-operated nonprofit radio
station serving the needs of Augsburg and
the surrounding Cedar-Riverside community, is located in Umess Tower.
FINE ARTS
Students have many opportunities to
participate in music and drama. In addition
to appearing on campus and in the city, the
Augsburg Choir, Concert Band and
Orchestra perform on national and
international tours. Many other ensembles
are available to cover the entire range of
musical styles and previous musical
experience. Students stage several plays on
campus each year under the direction of
the Theatre Arts Deparbnent and have the
opportunity to attend a series of on-campus
workshops with visiting arts professionals.
INTERCOLLEGIATE ATHLETICS
Augsburg is affiliated with the Minnesota Intercollegate Athletic Conference
(MIAC) and is a member of the National
Collegiate Athletic Association (NCAA)
Division IU.Men annually compete in
football, soccer, cross country, basketball,
ice hockey, wrestling, baseball, tennis, track
and field and golf. Women annually compete in volleyball, cross country, soccer,
basketball, ice hockey, softball, tennis, track
and field and golf.
When Augsburg announced on Feb. 17,
1995 that it was adding women's ice hockey
as a varsity sport, it became the first college
or university in Minnesota to do so. The
women's ice hockey program at Augsburg
offers participants the same opportunities
that the men's program receives.
INTRAMURALS
Every student is urged to participate in
some activity for recreation and relaxation.
An intramural program provides competition in a variety of team sports as well as
individual performance activities. Broomball has been an especially popular coed
sport. Check schedules for times when there
is open use of the gymnasium and ice arena.
SPORTS AND RECREATION
At Augsburg, sports are for the average
student as well as the intercollegiate
athlete. The campus offers on a space
available basis a double-rink ice arena,
gymnasium, six tennis courts, a fitness
center with workout machines and weight
room, and an air supported dome over the
athletic field for winter fitness use by
walkers and runners. (See Fitness Center
on Dage 41.)
37
38 Student Life
-
The Student Affairs Division is comprised of a variety of programs, services
and activities dedicated to complementing
and enhancing students' educational
experience and the academic programs of
Augsburg College. These programs,
services and activities provide students
with an enriched collegiate experience
which celebrates our rich diversity of
student needs and interests; attends to the
social, cultural and career development of
students; and enhances students' academic
performance through direct intervention
and environmental management. The
following information provides a brief
introduction to the major efforts of the
Student Affairs Division.
GAGE FAMILY ACADEMIC ENRICHMENT CENTER
The Gage Family Academic Enrichment
Center, located in Rooms 17 and 18 of Foss
Center is designed to offer students study
skills assistance so that they may achieve
academic success. The Center contains four
offices: The Learning Skills Office, The
Tutor Center, The Learning Laboratory,
and The Center for Learning and Adaptive
Student Services (CLASS).
The Learning Center, located in Room
17, Foss Center, assists students in improving their skills in such areas as time
management, notetaking, textbook reading
and comprehension, test-taking, and
concentration and memory improvement.
Diagnostic testing is also available to assess
skills in reading, vocabulary, spelling,
study strategies and leafning styles. The
staff will assist students in developing
effective and efficient study skills.
The Karen M. Housh.Tutor Center,
located in Foss Center, Room 18, arranges
for students to meet with tutors for content
tutoring in most freshman and sophomorelevel courses. The Center also notifies
students of tutoring labs available, as well
as supplementary instruction sessions, in
which tutors attend the classes and lead
discussions after class on major concepts of
the course.
The JohnEvans Learning Laboratory,
located in Foss Center, Room 18, offers
students the opportunity to improve skills
in reading, writing and mathematics
through the use of computer software.
Tutors are available to demonstrate the
uses of the software, and students are able
to monitor their progress.
PROGRAM FOR STUDENTS WITH
DISABILITIES (CLASS)
The CLASS program serves over 150
students and is recognized nationally as a
leader in the field of educating students
with diagnosed learning and physical
disabilities. The CLASS program is a logica
outgrowth of the College's commitment to
provide a high quality liberal arts education for students with diverse backgrounds
experiences and preparation. Augsburg ha:
a commitment to recruit, retain and
graduate students with learning and
physical disabilities who demonstrate the
willingness and ability to participate in
college-level learning.
The staff includes four licensed learning
disabilities specialists, a physical disabilities specialist, and accommodation
specialists, who supervise work-study
students and coordinate accommodation
services for students. One-on-one meetings
between students and specialists are the
centerpiece of the program model. Accommodations include individualized academic support, testing arrangements, tapec
Student Life 39
:extbooks, peer tutors, securing notetakers,
vccess to and training on computers, and
~daptivetechnology, such as a Braille
?rinter, dictation and voice recognition
joftware, and adaptive keyboard equipment. Modified and accessible dormitory
rooms are available.
ship applications, orientation and registration, course work selection, individual education plans, academic advising, career
counseling, employment, community and
professional referrals, internships, student
housing and crisis intervention. It advises
and supports the Intertribal Student Union.
The Groves Computer Lab is especially
lesigned for students with disabilities and
:ontains computers and adaptive equipment
to assist them in their academic progress.
Intertribal Student Union: lTSU serves
as a peer support group for incoming and
currently enrolled American Indian students. ITSU also organizes and co-sponsors
cultural events.
During the 1980s Augsburg spent
nearly one million dollars to make the
:ampus accessible to persons with physical
disabilities by constructing a skywaytunnel-elevator system that connects 10
major buildings. Augsburg has the oldest
md most extensive learning disabilities
program among the private colleges in
Minnesota.
For more information, please contact
the CLASS office at 612-330-1053 to request
3 copy of the CLASS brochure and/or
schedule an appointment with a specialist.
I AMERICAN INDIAN SUPPORT
PROGRAM
The American Indian Support Program,
located at 621 21st Avenue South, is a
multifaceted office established in 1978 to
recruit and retain American Indian
students. It is a national model of success
and continues to have one of the highest
retention and graduation rates of Indian
students in the state of h4innesota.
Components of the program are:
American lndian Support Services:
Assistance in admissions procedures,
financial aid procedures including BIA,
Tribal and Minnesota Indian State Scholar-
Minnesota lndian Teacher Training
Partnership: MNITm is a cooperative
effort between Augsburg College and the
Minneapolis Public School District,
intended to increase the number of
American Indian teachers in the Minneapolis public schools. Funded by the Minnesota State Legislature in 1990, this project is
designed as a special grant and loan
forgiveness program. Students who are
awarded state teaching licensure may then
apply for loan forgiveness for each year the
student teaches, one fifth of the loan will be
forgiven.
American lndian Studies Minor: An
academic component encompassing the
range of American Indian contributions to
North American culture. Courses offered
include art, religion, history, literature,
Ojibwe language and women's issues. For
more information, contact Dr. Virginia
Allery, 6121330-1385, or see course listings
under Interdisciplinary Studies in the
academic section of the catalog.
Anishinabe Library Project: Over 1,000
books, a variety of journals and scholarly
publications, research materials, American
Indian magazines and newspapers and
over 125 VHS videos are housed in the
Sverdrup Library and at the American
Indian Support Program Office. The library
Student Life
project offers both a historical and contemporary perspective on the cultures of
various tribal nations in the United States.
ASIAN AMERICAN SUPPORT
PROGRAM
The Asian American Support Program
was created in 1992 to recruit and retain
Asian American students and to enhance
the quality of their total experience while at
Augsburg College. The program seeks to
create opportunities where Asian American
students can be involved in and contribute
to all aspects of academic and student life.
The Program provides assistance in the
admissions and financial aid application
procedures, orientation, registration and
course work selection, career development,
academic and non-academic difficulties,
and employment and placement referrals.
The Asian American Association is
affiliated with the Support Program. The
Association carries out various activities
during the academic year to increase the
network of friendship and support for Asian
American and other students at Augsburg.
AFRIKANA SUPPORT PROGRAM
The Afrikana Support Program is
committed to enhancing the education and
personal development of students of
African descent, and to promote cultural
and historical awareness, academic
achievement and social interaction. It
sponsors events and activities, such as
celebrating Martin Luther King's birthday,
Afrikana History Month, the Each One
Reach One mentoring program and
Augsburg Black Alumni Council gatherings.
The Pan-Afrikan Student Union (PASU)
provides support to students, including a
schedule of social and cultural activities.
The headquarters is in the Afrikana
Support Program Office, as is the PanAfrikan Center.
HISPANIC/LATINO SUPPORT
PROGRAM
The Hispanic/Latino Support Program
offers students individualized attention in
many areas, including academic support,
counseling and advocacy.
Students find assistance in: admissions
and financial aid procedures, orientation
and registration, academic planning, career
counseling, housing, internships and
employment and placement referrals.
The program advises the Latino Student
Association and supports academic, social,
cultural events, and other activities that
improve the academic and personal
development of Hispanic/Latino students
and provides awareness of the unique
aspects of the Hispanic culture.
The Career Services Department is
committed to assisting all students with
their career planning. This process is an
important part of a student's development
while attending college. To aid students in
this process, Career Services offers students
the opportunity to actively participate in
career seminars, career assessments, oneon-one counseling, self-paced computer
career planning modules, and use of the
Alumni Resource Network for informational interviews.
Services are available to all students,
but some programs are sponsored especially for seniors. Seniors are encouraged to
attend one of three annual job fairs with
recruiters representing business, education
or nonprofit and government sectors. There
Student Life
is also an annual graduate and professional
school fair for seniors to explore educational options after graduation.
W CENTER FOR COUNSELING AND
HEALTH PROMOTION
Counseling
Counseling provides a supportive
environment where students have many
opportunities to gain self-awareness
through personal exploration with the
assistance of trained, experienced counselors. Counselors serve as advocates providing support and assistance with direction.
Services include individual counseling,
group counseling, psychological testing,
assessment and referral, workshops, and
consultation and outreach.
Through the relationship with a skilled
counselor, a student may discuss personal
issues such as stress, depression, roommate
problems, intimacy and sexuality, drug
use, family problems, motivation, transitions, breaking away from family, selfimage, difficult decisions, eating concerns,
etc. Counseling is an educational process in
which students learn to think objectively
about themselves and learn methods of
understanding themselves and others.
Professional counseling can make a
substantial contribution to the educational
experiences of the student by providing the
opportunity for increased self-understanding and personal growth.
Health Promotion
Health Promotion offers a wide
spectrum of activities and events that
increase awareness of health issues and
assist students in adapting new behaviors
for a healthier lifestyle. Health Promotion
also works with various campus agencies
to foster positive change within the campus
environment.
Professional staff offer private consultations, individual assessments and group
workshops to accommodate the needs of all
students. Topics include varied health
issues such as fitness, nutrition, weight
management, stress reduction, alcohol and
other drug use, sexuality, etc. Students
interested in health issues can combine
learning and practice through involvement
with Health Promotion services. Academic
and practicum opportunities are also
available to students from a variety of
academic disciplines.
W HEALTH SERVICE
Riverside University Family Practice
Clinic serves as the Augsburg College
Health Service and is a family practice
residency clinic affiliated with the University of Minnesota. The clinic is located five
blocks from campus at 2615 Franklin
Avenue South. Many services are available
for all Augsburg students. Please refer to
the Student Guide handbook for details.
Students must check family health
insurance coverage to determine if they are
included. If not, contact the Health Service
Coordinator for information regarding
student health insurance and other services
available through RUFPC.
W FITNESS CENTER
Located on the lower level of Melby
Hall, the Fitness Center was built in 1993
and equipped with stationary bicycles, stair
steppers, a treadmill and other aerobic
workout machines. It includes a weight
room with universal and free weight
systems. All staff, students and faculty may
use the Center.
41
42 Student Life
-
The International Student Services
Office in the Admissions House focuses on
the needs of international students. It also
serves as a resource for those interested in
international events and global issues.
International Students - International
students receive assistance in meeting their
educational objectives through advising on
academic concerns, immigration and visa
problems, financial matters, practical
matters and personal concerns.
New international students participate
in an orientation program before the
beginning of the term which provides
practical information on housing, banking,
using local transportation and course
registration. Students also learn about the
U.S. educational system and adjusting to
life at Augsburg.
(Also see English as a Second Language
on page 73.)
Augsburg Community - Study abroad
Augsburg recognizes the importance of
the residence experience during the college
years. Research indicates that students who
live on campus wiU be more likely to
complete their college degree successfully.
Augsburg provides a diverse and dynamic
residence program which fosters the
development of community, and supports
and enhances the academic experience.
Live-in staff assist students by providing
social and educational programming,
facilitating conflict resolutions and assisting in emergencies.
Each complex contains 24-hour study
rooms, computer services, laundry and
vending services and access to security staff.
Augsburg expects all freshmen and
sophomores, not living at home, to live in
college-operated housing. Housing for
married students and students with
families is available.
Students rent a room at the beginning of
the Fall Term for the entire academic school
year. New students receive room assignments the summer before they arrive at
Augsburg. Upper-class students make
housing arrangements in the spring. All
resident students must sign room and
board contracts.
works to utilize the cross-cultural perspectives of its international students and
students with experience overseas to
educate the college community on world
issues. This is done through faculty, staff
and student development programs which
include activities sponsored by the CrossFreshmen and transfer students are
Cultural Club, forums on world issues
urged to make the tuition deposit by June 1
sponsored by the Global Community and
Amnesty International student groups, and in order to secure housing. Students who
seminars focusing on issues of cross-cultural deposit after June 1will be provided
housing only if space is available.
communication for faculty and staff.
(Also see Study Opportunities Abroad
on page 53 and Student Teaching Abroad
on page 56.)
All students living on campus must pay
a $100 deposit when they sign the housing
contract. The fee is credited to the student's
account when he or she moves out.
The College houses approximately 700
students in residence hall rooms, apartments, floor houses and townhouses. A
Student Life 43
wide variety of options are available,
including single rooms.
Urness Tower -All new students and
some upper-class students live in Urness
Tower. This 11-story high-rise houses 324
students. Each floor is considered a houseunit providing 36 students (two to a room),
with their own lounge, study and utility
areas. In Urness Tower, rooms are furnished with a bed, dresser, desk and chair.
Linens are not provided.
Mortensen Tower - This building is a
13-story high-rise apartment building. It
contains 104 one-bedroom and twobedroom apartments to accommodate 312
upper-class students. Mortensen Tower is
carpeted, air conditioned and contains
kitchen units. It is otherwise unfurnished.
Anderson Hall -Opened in fall 1993,
this is the newest residence hall. It contains
four types of living units: two-bedroom
apartments, two-room suites, floor houses
and townhouses. This residence houses 192
men and women. All rooms are furnished
with beds, dressers and desks. It is
equipped with telephones, cable TV and
computer hook-ups.
Special Interest Housing - Students
may submit proposals in the spring for a
program which allows them to live as a
group with a special educational contract.
Examples of programs include Campus
Ministry, healthy living options and
international floors.
W FOOD SERVICE
The Commons - Situated on the top
floor of the Christensen Center, this is the
main food service facility for students,
faculty and staff. This pleasant, spacious
room features small table units for easy
conversation and overlooks the College
A . - A
----
1-
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XK-.-L--C
------
TL-
portions are generous and modestly priced.
Students on board plan who live in residence halls eat their meals in the Commons.
Murphy's - Located on the ground
floor of the Christensen Center, Murphy's
features gnll items, pizza, soups, sandwiches and salads, desserts and beverages.
Augsburg provides a variety of board
plan options for those living in College
houses or nearby apartments.
W STUDENT STANDARDS OF BEHAVIOR,
COMPLAINTS, RECORDS
The College has adopted a statement of
standards for student behavior and has provided for due process in matters of disciplinary action, grievances and grade appeal.
The College operates in compliance
with the Family Education Rights and
Privacy Act. Students have the right to
inspect certain official records, files and
data which pertain to them and which are
maintained in the Office of the Registrar
and the Placement Office, and to challenge
inaccurate or misleading information.
Persons seeking additional information
on these topics should contact the Vice
President for Student Affairs Office.
W FAMILY EDUCATIONAL RIGHTS AND
PRIVACY ACT
The Family Educational Rights and
Privacy Act (FERPA) of 1974, as amended,
provides certain rights to students regarding their education records. Each year
Augsburg is required to give notice of the
various rights accorded to students
pursuant to FERPA. A copy of Augsburg's
policy is published in this catalog on page
75 and in the Student Guide distributed
44 Student Life
-
Augsburg College understands that no
information other than "Directory Information" can be released without the written
permission of the student. Students must
give permission in writing for educational
information to be released to anyone
outside of the official personnel (faculty
and administration) at Augsburg. This
means that faculty or others cannot write
letters of support/recommendation or
nominate students for awards unless
explicit written permission is given by the
student to release non-"Directory Information." It is not sufficient to ask for letters of
recommendation.
Complete information about Augsburg's
procedures with regard to FERPA are
available from the Office of the Registrar.
DISCRIMINATION COMPLAINTS
The College has designated the following persons as coordinators for discrimination inquiries or grievances:
Affirmative Action Coordinator (for
matters based on race, creed, national or
ethnic origin) - Contact the Office of
Finance and Management, Ground Floor,
Memorial Hall (612/330-1026).
504 Coordinator (for matters based on
physical or mental handicap) - Contact
Vern M. Bloom, Assistant Professor of
Social Work, Memorial Hall 332 (612/3301133).
Title IX Coordinator (for matters based
on sex or marital status) - Contact William
R. Rosser, Vice President for Student
Affairs, First Floor, Memorial Hall
(612/330-1160).
Employment - Contact Director of
Personnel, Ground Floor, Memorial Hall
(612/330-1058).
AU correspondence should be addressed to the designated individual at
Augsburg College, 2211 Riverside Avenue,
Minneapolis, MN 55454. Formal grievance
procedures are described in the Student
Guide. Copies are available from the
Human Resources Office.
A
ugsburg College constructs its
curriculum upon the premise that students
must be educated as fully human persons intellectually, spiritually and physically. To
act effectively, human beings must have a
broad grasp of the world from which they
have come as
as the
in which
they live. By providing courses in the
humanities, natural sciences and social
sciences, the genera' education
introduces students to the breadth and
complexity of knowledge and culture.
Required courses in religion are designed to acquaint students with the
Christian tradition and encourage them to
reflect upon the importance and meaning of
spirituality in their lives. Recreation courses
offer opportunities to develop skills in
exercise and sporting activities.
Students choose from over 50 major
areas of study to gain a depth of knowledge
in a discipline and to prepare for a career or
further study. Thus, through a balance of
curricular activities supported by full
programs in student life and religious life,
an Augsburg education strives to educate
students in a real world for the real world.
W DECREES OFFERED
Augsburg offers the Bachelor of Arts,
the Bachelor of Music and the Bachelor of
Science undergraduate degrees. Augsburg
also offers the Master of Arts in Leadership, the Master of Arts in EducationLeadership and the Master of Social Work
graduate degrees.
W ACADEMIC CALENDAR
Augsburg follows the 4-1-4calendar,
with Fall and Spring Semesters of approximately 14 weeks separated by a 4week
January Interim. Full-time students nor-
mally take four course credits each semester
and one course during Interim. A maximum
of three course credits can be earned in the
two annual summer sessions, one of four
weeks and one of six weeks.
The calendar is coordinated with those
of the four other colleges of the Associated
Colleges of the Twin Cities, so students can
take courses on another campus during the
regular term. (See Registration on page 59 .
and Calendars on pages 4 and 5.) January
Interim is particularly intended to be a
time for both students and faculty to
employ different styles of teaching and
learning and to investigate questions and
topics in places and ways not possible
during the regular term.
The Interim catalog, published in the fall
of each year, is distributed to all students
and is available by contacting the Interim
Office. In addition to classes offered on
campus, Augsburg offers a variety of travel
opportunities within the United States and
abroad. Augsburg offers two Summer
School sessions. The Summer School catalog
is published in the winter of each year, is
distributed to all students, and is available
by contacting the Summer School Office.
Augsburg Weekend College and
Graduate Programs follow a trimester
calendar (see Augsburg Weekend College
and Graduate Programs, pages 57 and 58).
W FACULTY
The heart of any educational institution
is its faculty. Augsburg College is particularly proud of the excellence and commitment of its professors. Most faculty hold a
doctorate or other terminal degree and all
consider teaching to be the focus of their
activity. Faculty are involved in social,
professional and a variety of research
.."L:..:L:-
I...L
--.,&
.I
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.-
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Academic Information
ing their teaching. They are actively
The Audio-Visual Center houses a large
involved in an exciting faculty development collection of sound recordings, video tapes
program which introduces them to current
and films, and supplies media equipment
thought in many fields but especially in
free of charge for instructional use. Audio
teaching techniques and theories.
and video tape duplication within the
limits
set by copyright law is available. The
Augsburg's size and small classes
Center
supplies television sets, VCRs,
encourage its tradition of close involvement
video
cameras,
video editing, tape recordbetween professors and students. Faculty
ers,
microphones,
slide, overhead, filmact as academic advisers and participate
strip,
opaque
and
movie
projectors as well
regularly in campus activities. Every
as
screens
and
carts.
Film
bibliographies
freshman is assigned a First Year Experiand
advice
on
materials
selection
are
ence (FYE) adviser and, later, chooses a
available.
Facilities
for
classes
in
broadcastmajor adviser. In this close interaction,
ing are located in the Center.
faculty act as both mentors and models for
students.
The Library and Information Technology Center is scheduled to open during the
1997-98 academic year. The new four-level,
LIBRARY A N D AUDIO-VISUAL
77,000-square foot facility will house all
SERVICES
library functions and bring together the
A relaxed atmosphere, a carefully
other computer departments of the college.
selected collection of both print and nonIn addition, the Center will include an Art
print resources, a helpful staff and friendly Gallery, the Special Collections and
student library assistants are the strengths
Archives, a Curriculum Library and
of the Augsburg Library. The main library
Instructional Technology Lab, library
houses over 175,000 books, journals, records instruction classroom, and facilities for
and microforms. Music, chemistry and art
media viewing and listening. A bridge will
history slide libraries are located within
link the new building to the current library
departmental areas.
which will be renovated to house addiA service-oriented staff provides
tional computer labs and multi-media
students with assistance to meet diverse
classrooms, as well as a lounge and
information needs including instruction in
vending area.
the use of the library, reference service and
guidance in pursuing research. Students
COMPUTER RESOURCES
have access to a wide variety of local,
Augsburg College has built a reputation
regional, national and international
as
a
leader in its commitment to provide
databases. Arrangements are made for
students
with the best access to information
access by students with physical limitations
technology
and training. In Newsweek
and special needs.
magazine's Cyberscope section on Aug. 1,
Students have access via a computerized 1994, Augsburg was cited as one of two
online catalog and daily courier service to
first-rate sources for information about the
all the library holdings of the seven private Internet.
liberal arts colleges of the Twin Cities.
Students have access to over 125 onElectronic access to the world of scholarship
campus computer systems, including 50
is available through the Internet.
47
- Academic Information
personal computers in a main computer
center, 30 personal computers in the
residence halls (available 24 hours a day),
plus another 25 computers located in the
general department offices and the
Sverdrup Library.
FIRST YEAR EXPERIENCE PROGRAM
WE)
The FYE program assists students in
their first Augsburg registration, provides
orientation events before classes begin, and
also includes a seminar series.
A campus-wide computer network
offers a full range of network services.
Augsburg College, a member of the
National Science Foundation's Internet
since 1990, is connected to hundreds of
universities in the U.S. and around the
world. Internet access and a renewed focus
on educational technology allows
Augsburg to integrate these electronic
resources into many different areas of the
learning process.
FYE reflects the College's commitment
to a meaningful introduction to college for
our students - an enriching beginning for
a college career. To provide focus for this
introduction, the FYE seminar is centered
on a series of themes. These themes are
reflected in and expanded upon in readings, discussions and other activities.
Diversity, tradition, change, ways of
knowing and what it means to be an
educated person are all themes associated
with the program. (Also see page 136.)
The construction of the new Library/
Information Technology Center will
enhance further the College's computer
resources for students.
Augsburg maintains its own Gopher
and World Wide Web site. The Web
address is: http: / /www.augsburg.edu
(Also see Honors Computing and
Communication Labs under Honors
Program on page 52.)
ACADEMIC ADVISING CENTER
The Academic Advising Center advises
all incoming students with undeclared
majors, provides information on matters of
general education, administers and tracks
all entry level skills assessments, interprets
catalog and graduation skills requirements,
and advises students who have been placed
on academic probation and reentering
suspended students regarding GPA
requirements. The Center also coordinates
summer advising for the orientation
program and provides in-service training
and development for faculty advisers.
DIVISIONS AND DEPARTMENTS
The College curriculum is offered by 23
departments which are grouped into four
divisions for administrative and instructional purposes.
Humanities - Douglas Green (Chair).
Art, English, Modem Languages, Philose
phy, Religion, Speech, Communication,
Theatre Arts, College Librarians.
Natural Science and Mathematics Larry Ragland (Chair). Biology, Chemistry,
Mathematics, Computer Science, Physics.
Social and Behavioral Sciences Garry Hesser (Chair). Business Administration, Accounting, Economics, History,
Management Information Systems (MIS),
Political Science, Psychology, Sociology.
Professional Studies - Vicki Olson
(Chair). Education, Health and Physical
Education, Music, Nursing, Social Work.
Academic Information
MAJORSAND MINORS
Majors, or concentrations of study, may
be within one department, within one
division or cross academic disciplines.
Some students decide on a major or majors
before they enter college. Others test a
variety of disciplines before deciding.
Normally a major should be elected by the
end of the fourth semester and earlier in
some disciplines. Details of majors and
minors are in the course description
section. Unless otherwise indicated, majors
are part of the Bachelor of Arts degree.
Students may contact the Registrar
about creating a student-designed major.
Accounting
General Accounting
Managerial Accounting
Public Accounting
Art
Art History
Studio Art
Biology
Business Administration
Business Adrninistration/Finance
Business Administration/Intemational
Business
Business Administration/Management
Business Administration/Marketing
Chemistry (B.A. or B.S.)
Communication
General Communication Studies
Mass Communications
Organizational Communication
Computer Science (B.A. or B.S.)
Computational Economics
East Asian Studies'
Economics
Applied Economics
Economics
Education
Education Studies (non-licensure)
Elementary Education Studies
(non-licensure)
Kindergarten-Elementary(licensure)
Secondary (non-major, licensure only)
Engineering
English
Health Education
History
International Relations
Management Information Systems
Mathematics
Applied Mathematics
Mathematics
Metro-Urban Studies
Modem Languages1
French
German
Norwegian
Spanish
Music
Music (B.A.)
Music Education (B.M.)
Music Performance (B.M.)
Music Therapy (B.S.)
Nordic Area Studies
Nursing (B.S. - Weekend College only)
Philosophy
Physical Education
Physician Assistant
Physics (B.A. or B.S.)
Space Physics (B.S.)
Political Science
Psychology
Religion
Youth and Family Ministry
Russian, Central and East European Area
Studies
Social Science
Social Work (B.S.)
Sociology
Theatre Arts
Transdisciplinary
-
49
- Academic Information
Accounting
American Indian Studies
Art
Art History
Stud10 Art
Biology
Business Administration
Chemistry
Communication
Computer Science
East Asian Studies
Economics
English
Health Education
History
International Business
International Relations
Linguistics
Management Information Systems
Mathematics
Metro-Urban Studies
Modem Languages'
French
German
Norwegian
Spanish
Music
Nordic Area Studies
Philosophy
Physical Education
Physics
Political Science
Psychology
Religion
Social Welfare
Sociology
Russian, Central and East European Area
Studies'
Special Education
Theatre Arts
Theatre Arts
Theatre History and Criticism
Women's Studies
It is possible for students to complete
other majors through the Associated
Colleges of the Twin Cities (ACTC).
Students who wish to complete a major
offered at one of the other ACTC colleges
must apply through the Augsburg
Registrar's Office.
I CooperativeProgram of the Associated C o k p 4
the Twin Cities and agreements with the Unmersity
Minmwiz lf is possible for students to take bqimfing!
infemd&/admnced courses not available at amsortium 00lLzp in Arabic, Chinese, Hebrew, lapme,
Russimr,and ofher infrequently taught Ianpges.
Students register directly with the ACTC office.
ZDunldegree programs with the University of
Minnesota Institute of Technology, Washington
U n i m d y School of Engineering and Applied Science,
and Midigan Technological University.
OTHER STUDY PROGRAMS
Teaching Licensure
Teaching Licensure programs are
offered at Augsburg in KindergartenElementary Education and the following
fields in Secondary Education: EnglishLanguage Arts, French, German, Life
Science, Mathematics, Physical Science
(Chemistry or Physics), Science (grades59)
Social Studies, Spanish, Speech, Theatre
Ark, and in the special areas of Art 6-12),
Band (K-12) and Classroom Music (grades
5-12), Orchestra (K-12) and Classroom
Music (grades 5-12), Vocal and Classroom
Music 6-9), Vocal and Classroom Music
(grades 5-12), Health (K-12) and Physical
Education (K-12). (See Education Department on pages 117-126.)
Students planning to teach on the
secondary level have advisersboth in the
Education Department and the area of Iheb
academic major(s).
Pre-Professional Programs
Students who plan to enter the fields
of law. medicine. dentistrv. ministrv.
Academic Information
science, pharmacy or engineer-
-etr-
ng can profit from a liberal arts education
t Augsburg.
It is recommended that requirements for
dmission to graduate schools or xminaries
e reviewed and the course of study at
Lu&Sburg planned accordingly. A faculty
dviser is available in each field to assist
tudents in their planning. Studentswho
vant to plan a pre-professionalprogram
hould contact the Assistant to the Dean for
Lcademic Advising early in their freshman
.earto arrange for help from the approprite faculty adviser.
Pre-Dentistry -These courses are
mommended to fulfill the minimum
q u k m e n t s of the School of Den*
at
he University of Minnesota: ENG, two
auses;BIO 111,112; PHY 121,122; CHM
15,116 (or 105,106),351,352; MAT 124;
5Y 105. Requirements at other universities
"a7 varyPre-Engineering -See Engineering
legree and major requirements on pages
2i-128.
Pre-Law - Students considering a
a -in law should examine the handbook
tublished by the Association of American
a w Schools. Students may wish to take
aw-related courses to help determine their
&rest in law. Pre-law students should
najor in a discipline of their own chousjng
md will satisfy most law school entrance
quimments with a record of solid achieve
llent coupled with an acceptable LSAT score.
Pre-Medicine -Many medical schools
m
e encouraging a liberal arts education to
y for study in medicine. While a
mjor in chemistry and biology is not
q u i d to apply to medical schools, many
t d e n t s with an interest in the sciences
b o w to major in these fields. Course work
L
.
3
. ,
3 . 1
--1 1 -
includes: CHM 115,116 (or 105,106); CHM
351,352; BIO 113,114; MAT 145,146; PHY
121,122. Because admissions requirements
can vary between medical colleges (e.g.
some require a course in Biochemistry or in
Vertebrate Anatomy), students should
consult with a prehealth sciences adviser in
the Biology or Chemistry departments.
Pre-Occupational Therapy, PrePhysician's Assistant and Pre-Physical
Therapy -Course work in preparation
for these training programs should be
discussed with a faculty member in the
Biology Department.
Pre-Pharmacy -Augsburg has a
program designed to fulfill minimum
requirements of the College of Pharmacy at
the University of Minnesota: BIO 113,114;
CHM 115,116 (or 105,106),351,352; ECO
112 or 113; ENG 111and a second course;
MAT 145,146; PHY 121,122; electives from
humanities, literature and the arts to fulfill
the semester hour requirements. Requirements at other universities may vary.
Pre-Seminary -A student may enter a
theological seminary with any of several
different majors, such as history, philose
phy, English, psychology, sociology or
religion. Recommended preparation
includes REL 111,221; at least two semesters of history (Western Civilization); one or
more courses in the history of philosophy
and Greek in the junior and/or senior year.
Pre-Veterinary Medicine -To meet
minimum requirements of the College of
Veterinary Medicine at the University of
Minnesota, these courses are recommended:
ENG, two courses; MAT 145,146; public
speaking,one course; CHM 115,116 (or 105,
loti), 351,352,353; BIO 113,114; PHY 121,
122; economics, one course; two courses in
art, literature, music, humanities, theatre, or
U ~ w Division
r
modern lanrmaees: and
51
52 Academic Information
-
anthropology, economics, geography,
history, political science, psychology or
sociology courses to fulfill the rest of the
curriculum requirements. Requirements at
other universities may vary.
HONORS PROGRAM
The Honors Program is designed to
challenge and encourage the most academically distinguished students at Augsburg.
The program combines academic and
cultural components with social activities.
Members of the program normally enter as
freshmen, but students may enter the
program as late as the beginning of the
junior year. Students graduate from the
Honors Program upon successful completion of the program, which is noted on
the transcript and which provides an
advantage for both employment and
graduate school application.
The Honors Program at Augsburg was
awarded a National Science Foundation
Grant, for the years 1995-1997, to establish
two Honors Computing and Communications Labs, one in Foss 20 and the other in
Library 20, and to put the program on a
computational footing. Students entering
the program as freshmen are required to
take an Honors version of CSC 160,
Introduction to Computer Science and
Communications, which establishes crisp
computing and communications skills at
the outset of their collegiate careers. Other
courses in the program make use of these
computing skills in lab-oriented sequence
exploring literature, writing, history,
religion, philosophy and social and natural
science.
During the junior and senior years,
students take four mini-seminars (one full
course credit upon completion), one each
semester and participate in a six-week
Monday Forum program each term.
Seniors take a Senior Seminar during
Interim, which satisfies a Perspective
requirement, and are obliged to complete
an approved Honors project. Some seniors
satisfy this requirement by serving on the
Augsburg Honors Review, a yearly journal
which publishes outstanding student
papers.
Requirements center on full participation in the program and the maintenance of
at least a 3.3 GPA the freshman year, a 3.4
the sophomore year, and a 3.5 the last two
years. Please direct enquiries to Dr. Joan
Griffin, Associate Director of the Honors
Program, 330-1045, or Dr. Lany Crockett,
Director of the Honors Program, 330-1060.
INTER-INSTITUTIONAL PROGRAMS
Augsburg cooperates with other colleges
and institutions in the Twin Cities area on
several programs.
Library and Media Center -Through
CLIC, the Twin Cities private colleges
library consortium, the Augsburg community has direct access to over 1,300,000
volumes.
Associated Colleges of the Twin Cities
(ACTC) -Full-time weekday students at
Augsburg and the St. Paul colleges and
universities of Hamline, Macalester, St.
Catherine and St. Thomas may elect a
course each semester at one of the other
campuses. No additional fee is required for
such an exchange, except for private
instruction in music or approved independent studies. Students may elect to participate in the cooperative program to gain new
perspectives, to get better acquainted with
the other schools or to undertake a specific
course or major not offered on the home
campus. The colleges have coordinated
ralendars The Tntenm term mav alsn he
-
Academic Information
taken on another campus. A regularly
scheduled bus shuttles students between
the campuses.
Augsburg College also cooperates with
other colleges in planning study opportunities for the January Interim.
Higher Education Consortium for
Urban Affairs (HECUA) -Augsburg, in
cooperation with 17 other colleges and
universities, offers off-campus study
semesters in Scandinavia, South and Central
America and the Twin Cities.
(See HECUA programs on page 55.)
Air Force ROTC -Augsburg students
may participate in the Air Force ROTC program at the University of St. Thomas under
the ACTC consortium agreement. Students
are eligible to compete for two and three
year AFROTC scholarships. For more information, contact the Office of the Registrar.
Army ROTC -Augsburg students
may participate in the Army ROTC program at the University of Minnesota under
an agreement between Augsburg, the
University of Minnesota, and the program.
For more information, contact the Office of
the Registrar.
Naval ROTC -Augsburg students
may participate in the Naval ROTC program at the University of Minnesota under
an agreement between Augsburg, the
University of Minnesota, and the program.
For more information, contact the Office of
the Registrar.
Note: A maximum of one full Augsburg
course credit of military science studies may
apply toward the total credits required for
graduation. Additional military science
credits beyond the one credit allowed will
be classified as nondegree credits.
OPPORTUNITIES FOR STUDY ABROAD
An increasing number of Augsburg
students are taking advantage of the
opportunity to gain academic credit for an
overseas experience. Through study abroad
students may meet with grassroots women's
organizations in Mexico, work in a small
business or artisan program in Kenya,
examine Scandinavian perspectives on
world peace in Norway, or thrill to the
sounds of The Magic Flute at the Viennese
state opera house. Study abroad provides
opportunities to develop critical thinking
skills, strengthen language competencies,
further career paths, experience different
cultures, and gain knowledge about the
increasingly interdependent world.
Academic Requirements and Credit
Study abroad is an integral part of
several majors at Augsburg, but will add an
international dimension to any academic
program. Students normally receive the
same number of course credits abroad as if
studying on-campus. Courses abroad can
fulfill major, general education, and
graduation requirements when approved by
academic advisers and department chairs
before departure.
Students receive advice on selecting
programs which best fit their academic,
career and personal objectives. Assistance is
provided with application, course registration, financing, and travel arrangements.
Orientation and reentry programs assist
students in integrating the experience abroad
into their course work and personal lives.
Eligibility and Application
All students in good academic standing
(a minimum GPA of 2.5) at Augsburg may
apply for permission to study off-campus.
Although foreign language skills are an
53
54 Academic Information
-
some time to prepare for studying abroad,
students should start planning during their
freshman and sophomore years.
The deadline for application is Dec. 15
for off-campus study the following year.
Costs and Financial Aid
The cost of many programs is equivalent to full tuition, room and board for a
semester on-campus. Financial aid is
granted on the same basis as on-campus
study. Cost estimates are drawn up to
assist the Financial Aid Office in awarding
aid to students studying overseas.
The Center for Global Education
The Center for Global Education
facilitates cross-cultural learning experiences which prepare people to think more
critically about global issues and to work
toward a more just and sustainable world.
The Center's programs explore a diversity
of viewpoints and are grounded in the
perspectives of the poor and of others
struggling for justice and human dignity.
The Center's study programs are
conducted in Central America, Mexico,
Namibia and Norway. Students experience
three distinct types of living situations,
which include living with other participants
in a community house, spending several
days in a rural setting and several weeks
living with host families. They also travel
together on two-week seminars -in
Mexico to Central America, and in Namibia
to South Africa. The cost of these programs
is equivalent to full tuition, room and board
for one semester on-campus plus airfare.
Moss, offers this semester or year-long
exchange program in Moss, Norway.
Students are taught in English. Coursg
offered may meet perspectives for g
d
education requirements, or count as
electives in Communication and Nordic
Area Studies. Students live with host
families on the island of Jeley or in studen
housing- To be discontinued Fall 1997.
Women and Development: Latin
American Perspectives - Fall
This program explores the experience oi
women in Latin America, focusing on their
roles in economic development, social
change strategies, and the connections
women are drawing among issues of
gender, race, class and global economics.
The program offers credit in Religion,
Political Sence and Spanish. Application
deadline: April 1.
Sustainable Development and Social
Change (Guatemala, El Salvador, N i i
gua) - Fall
This program introduces students to tht
key issues facing the Central Amerians- Fc
two decades the people of Central Amaim
have been in upheaval and have experienced fundamental social and political
change. Students examine the impact of
revolution and civilwar on the lives and
culture of the people and the environment
of Guatemala,El Salvador, and Nicaragua
Course credit may be earned in Spanish,
Religion,Sociology, and Economics.
Application deadline: April 1.
Southern Africa Societies in Transition
- Fall
Augsburg College/Ostfold, Norway Semester or Academic Year
Augsburg, in cooperation with the
University of North Dakota and the city of
This intensive program of study and
travel is designed to introduce participants
to the central issues facing Southern Africa
Namibia is a nation that has recently gainw
Academic Information
dependence and is making a transition
mncolonialism to independence. Students
dl explore the complex political, social and
amomic dynamics of building a new
ation.Credit may be earned in History,
bliiical Science and Religion. Internships
re available with development agencies~pplicationdeadline: April 1.
iender and the Environment: Latin
-can
Perspectives (Mexico) -Spring
This program introduces students to the
m%-econornicand political issues of the
*with
a focus on the impact of
nvironmental policies on the lives of
romen and men from varying economic
lasses and ethnic groups in Mexico and
h k d America. Students examine this
omplex web of issues and how the people
&Mexicoare responding to the pressures
nfamily, society, and the natural environoentCentral to this program is a service
mning course, in which students gain
landson experience in community service
ndsocialjustice organizationsby conduct~g participatory research or serving as an
Riemalongside people working on gender
ndlor environmental issues. Course credit
may be earned in Spanish, Sociology,
kligion,and Interdisciplinary Studieselication deadline: Oct. 15.
Women and Development: A Southern
Lfrica Perspective - Spring
This intensive study and travel program
i designed to introduce participanb to the
e n i d issues facing Southern A£rica, with
mphasis on the experience of women The
~ogram
introduces students to the skuggle
If women in Southern Africa, to the history
&theirrole in society, and to the situation
bat exisis for women in Africa. Students
may earn credit in Political Science, Religion
nd Sociology. Internships are available
with agencies providing special services to
women Application deadline: Od. 15.
The Higher Education Consortium for
Urban Affairs (HECUA)
Augsburg, in consortium with other
colleges and universities, offers programs
through HECUA in four different full
semester programs in Norway, Ecuador or
Colombia. All programs emphasize the
impact of the social change and crosscultural factors on the human community.
HECUA programs emphasize intense
language experience, internships and field
trips.
For more information on international
HECUA programs, see the listings under
International Studies, and for non-international programs, see MetrwUrban Studies
under Interdisciplinary Studies.
Scandinavian Urban Studies Term:
Noway - Fall
This interdisciplinaryprogram focuses
on contemporary Scandinavian society,
culture and language, and the development
of cities, urban problem solving and urban
life. Local, regional, and international field
study and site visits in other countries
including
- the former Soviet Union, will
provide comparative perspectives on
welfare states and global politics. Application deadline: March 15.
Community Internships in Latin America:
Colombia - Fall or Spring
This interdisciplinaryprogram enables
the student to combine intense involvement in a community-based organization
with study of the community development
process and inaeasing language skills.
Students study philosophical and ideological perspectives of a variety of community
55
5 Academic Information
agencies or groups working with or for
low-income and other disenfranchised
populations in Latin America. Application
deadlines: Nov. 1for Spring Term and
March 15 for Fall Term.
Culture and Society in Latin America:
Colombia or Ecuador - Spring
This interdisciplinaryprogram focuses
on development and social change in Latin
America through the study of ideology, as
reflected in literature, the arts and the
ways in which ideologies shape perceptions of social realities. Application
deadline: Nov. 1.
Student Teaching Abroad
Selected Education Department students may participate in the International
Student Teaching Abroad program coordinated through Moorhead State University
or the University of Minnesota, Morris.
Students have options for student teaching
in dozens of countries through the International Independent School Network.
Students who teach abroad will also do
part of their student teaching under direct
Augsburg faculty supervision. For additional information, contact the Education
Department.
Interim Abroad
Each January, 25 to 30 courses are
offered around the world by Augsburg
professors and through the Upper
Midwest Association for International
Education (UMAIE).Course registration is
held during the Spring and Fall Terms for
the following January. Application
deadline: Oct. 25.
EXPERIENTIAL EDUCATION
PROGRAMS
One advantage of Augsburg's metro
location is its highly successful Experiential
Education programs which link the
College's academic program to Twin Cities
employers and organizations. The result is
a resume that is more attractive to potential
employers after graduation.
Through Internships, Cooperative
Education and Community ServiceLearning, Augsburg students integrate and
expand their liberal arts education by
embracing the worlds of work and service.
Each work or community service placement is closely related t i a student's major,
course work or career interest. Augsburg's
Internship, Cooperative Education and
Community Service programs link employers, community organizations and the
academic program in ways that enrich and
expand a student's educational experience
and personal development. An underlying
assumption is that a liberal arts education
is an effective preparation for careers and
citizenship. The integration of "knowing
and doing" adds breadth and depth to the
liberal arts curridum and assists students
in making more informed academic, career
and personal decisions.
The College's metropolitan location
makes possible a wide range of opportunities. Students have gained valuable
learning experiences in small and mid-size
companies, large corporations, nonprofit
organizations, schools, government agencies and community-based organizations.
Academic Internships
An academic internship is a carefully
planned work-based learning experience
where a student focuses on specific academic and individual learning objectives. A
-
Academic Information 57
2arning agreement plan, negotiated with a
aculty supervisor and work supervisor,
d i n i n g the internship objectives, stratejes and evaluation methods is required.
in academic internship is approved,
upervised and evaluated by a faculty
nember in the department in which the
tudent wishes to earn the Internship credit.
Jpper Division Internships are numbered
*99and Lower Division Internships are
lumbered 199 (see pages 78-79.)
Internships are available in all majors
nd can be taken during a semester (or
Yeekend College trimester), Interim or
ummer session. For extension of an
nternship beyond one term see Evaluation
tnd Grading on page 69.
A maximum of four courses of Internhip may count toward the total courses
equired for the degree.
Iooperative Education
Cooperative Education is a college
,upported and monitored, paid, workearning experience that is closely related to
I student's major or career objective. The
;oal is to combine theory with practice in
vork or service-based settings.
Students also earn money to help defray
rducational costs while gaining important
)n-the-jobexperience. Job placements
ypically are part-time during the academic
rear and/or full-time summer. Co-op jobs
Ire flexible and can begin and end anytime.
zo-op Ed is not credited in and of itself, but
I non-credit Cooperative Education
ranscript entry is available during the
lcademic terms the student is employed.
b o p Ed students are encouraged to
:omplete at least one Internship for credit in
:onjunction with their Cooperative Educaion participation. Ceop Ed is avadable to
Yugsburg students who have completed
their freshman year and are in good
academic standing.
Service-Learning
Augsburg's Service-Learningprogram
combines response to human needs in the
community with a conscious awareness and
understanding of issues, reflection and
educational growth. Augsburg students
learn from and about the community and
society in whch they live by participating in
orientation sessions, direct service-learning
activities and seminars or class discussions.
Through direct service, such as volunteering
at a homeless shelter, tutoring, building
housing for low-income people or working
with environmental groups, students
engage in a dynamic and interactive educational approach which employs reciprocal
learning between the student@)and the
community. Service-Leaming includes
course-embedded community service,
tutoring, internships, cooperative education
and a wide range of volunteer options.
The Service-LearningProgram works
with community organizations and
organizes specific projects to enhance
student involvement and also assists with
and supports the integration of servicelearning into departmental courses. The
program works closely with the student
directed Augsburg LINK program and
Campus Ministry.
WEEKEND COLLEGE
Augsburg Weekend College provides an
educational alternative for adult students
who work or have other commitments
during the week. It is a means by which
men and women may earn a college degree,
complete a second major or pursue a
personal interest or skill.
Academic Information
Weekend College classes meet on
alternate weekends. There are three
trimester terms during the early September
through June academic year. Students may
take from one to four classes each term.
Although the Augsburg Weekend
College program involves the same courses
as the day school program, the curriculum
is limited to selected liberal arts courses and
the following majors: Accounting, Business
Administration (specializationsin finance,
internationalbusiness, management and
marketing), Communication (concentrations
in general communication, organizational
communication and mass communication),
Computer Science, Economics, Elementary
and Secondary Education, English, Management Information Systems, Nursing,
Psychology, Religion, Social Work and
Studio Art.
W GRADUATE PROGRAMS
Augsburg College offers three
graduate degree programs: the Master of
Arts in Leadership, the Master of Arts in
Education-Leadership and the Master of
Social Work. Catalogs for each degree
program should be consulted for complete
information.
Designed for working adults, the
Augsburg Graduate Program operates on
alternate Saturdays and alternate Thursday
evenings. There are three trimester terms
from early September through June of the
academic year.
The Master of Arts in Leadership
program is based on the subject matter and
approaches of the traditional liberal arts.
This cross-disciplinary program directs its
academic content and pedagogical approaches at situations, issues and problems
relevant to organizational leaders.
A~~v~hi~ro's
nrnoram r ~ r n c m i 7 ~that
s
today's leaders need a broad spectrum of
abilities to provide them with a more
comprehensiveunderstanding of their
world.
The Master of Arts in EducationLeadership program values the role that
good educators play in the lives of students
and operates from the belief that educators
need to exercise leadership within the
workplace without relinquishing the role of
teacher. The program promotes leadership
as a process, promotes productivity within
and beyond the organization and works
toward progress.
The Master of Social Work at Augsburg
offers two concentrations: Family Practice
and Program Development, Policy and
Administration. In the Family Practice concentration, students concentrate on empowering the family nurturing systems from a
developmental and holistic perspective.
The Program Development, Policy and
Administration concentrationhas been
developed in response to the growing
demand for creative leadership and
administration of policies and services that
respond to human need.
OTHER PROGRAMS
Continuing Education Program
Augsburg College offers selected
courses through Continuing Education.
Inquiries should be addressed to the Office
of the Associate Dean for Academic Affairs.
Canadian Program
The Canadian Program was inaugurated
in 1985with endowment from the
Mildred Joel Bequest for Canadian Studies.
The program supports special events and
conferences as well as student internships
and faculty activity in Canadian studies.
uty involvement, increased awareness
~f the importance of Canadian/U.S. relaions, and provision of opportunities to
earn directly from Canadians through visits
md exchanges. For more information
:ontact Milda K. Hedblom, Canadian
?rogram Coordinator.
Elderhostel and College of the Third Age
Augsburg College has a commitment to
ifelong learning and is host to both
Elderhostel and College of the Third Age
xograms. For more information, contact the
Academic Dean's office.
Academic Information
only in alternate years, students should
also consult with departmental advisers
when planning their academic program.
Separate catalogs of courses are
published by the Interim Office, Summer
School Office, Weekend College Office
and Graduate Program Office for those
sessions at Augsburg, listing registration
times and procedures.
Specific information on registration and
help with registration on another campus
are available from these offices:
Office of the Registrar -Science Hall
114, for Fall and Spring Terms
Interim Office -Memorial Hall 230
I REGISTRATION
Summer School Office -2222 Murphy
Place
A student must be registered for a
:ourse to receive credit for it.
Weekend College Office -2222
Murphy Place
Full-time students normally register for
four course credits per semester and one
:ourse during Interim. Students registered
for three or more course credits in a
semester are classified as full-time students. To register for more than 4.5 course
:redits, students must contact the
Registrar's office to petition the Committee
Dn Student Standing for permission.
Graduate Program Office -2222
Murphy Place
Although a student may register up to
five days after the semester begins,
registration is encouraged at the regularly
scheduled time. Special fees are charged for
late registration. Special fees also are
harged for cancelling or adding courses or
hanging grading option after the first five
days of a semester.
A joint class schedule is published each
spring by the Associated Colleges of the
Twin Cities, listing courses and their location at the five colleges for the following
academic year. As some courses are offered
Pre-Registration
Freshmen and transfer students may
pre-register during summer for courses in
the fall. AU currently enrolled students
may pre-register during the fall for the
Spring Term and during the spring for the
Fall Term.
Class Confirmation (payment of fees)
AU students must confirm their registration with a signature and final payment
arrangements prior to the start of classes.
Students who do not confirm their
registration before the first day of classes
(unless special arrangements have been
made) will lose all classes. They may
register and confirm during the first five
days, but special late fees are assessed and
added to their account.
59
Academic Information
Withdrawal from College
Former Students
Students are urged not to abandon
courses for which they are registered
because this may result in a failing grade
on their official academic record. Cancellation of courses or withdrawal from College
must be completed in the Office of the
Registrar. A Leave of Absence/Withdrawal
from College form may be obtained in the
Academic Advising Center or in the Office
of the Registrar. Withdrawal from College
cannot occur during final examination
week unless a petition is approved by the
Student Standing Committee. Withdrawal
from College and any consequential
adjustments in accounts are effective as of
the date the Withdrawal from College form
is returned to the Office of the Registrar.
Former Augsburg students, readmitted
to complete a degree after being away fror
the college for at least one calendar year,
have a choice between using the catalog in
effect when they first enrolled, if possible,
or using the catalog in effect at the point o
readmission. Students must meet all of the
requirements in effect under the catalog
they choose. Choosing to complete under
the current catalog will require reevaluation of prior course work, including
transfer credit, to determine applicability t
current academic requirements.
Leave of Absence
The responsibility for seeing that all
degree requirements are satisfied rests wit
the student. Academic Advisers, Academil
Advising Center, Department Chairpersons, the Assistant to the Dean for Academic Advising and the Registrar are
available for counsel and assistance in
program planning.
Students may request a Leave of
Absence for academic or personal reasons.
A Leave of Absence/Withdrawal from
College form must be picked up in the
Academic Advising Center or the Office of
the Registrar. It must be signed by Advising Center staff or authorized representative. The completed form must be submitt ~ to
d the Office of the Registrar.
A leave of absence may be granted for
one term or one academic year. If an
extension is needed, an updated Leave of
Absence form must be submitted to the
Office of the Registrar prior to the expiration of the previous leave of absence
period or an application for readmission
will be required.
A student on leave of absence is responsible for keeping the Office of the Registrar
informed of his or her mailing address. All
deadlines for financial aid and housing must
be observed by the returning student. A
leave of absence does not defer payment of
GRADUATION REQUIREMENTS
Students who enter an academic
program with a baccalaureate or higher
degree should contact the Registrar's Offic
about specific requirements for a second
baccalaureate degree or for the equivalent
of a major. See page 20: Admissions - Special
Students (Second Degree).
Each student must apply for graduation. Students should apply at the start of
their last academic year to confirm remain
ing graduation requirements. Application
forms are available in the Registrar's Offic
All degree and course requirements
must be completed and verified in the
Academic Information
This quick reference checklist is an
bbreviated version of the General Educaon Curriculum requirements for graduaon. As a summary, it is not comprehenive and cannot substitute fully for the
~mpletedegree requirements which begin
n page 60. Students are advised to read
erefully the full graduation requirements
nd to consult frequently with their
dvisers to ensure that all requirements are
let for graduation.
All new freshmen and all freshman
nd sophomore transfer students must
omplete the following requirements
,rior to graduation (transfer credit may
pply to these requirements):
1 Complete the FYE Fall Orientation and
Seminar. (Sophomore transfer students
are exempt.)
1 Satisfy entry level skill requirements in
Mathematics
Writing
Critical Thinking
I Demonstrate proficiency in two
different Lifetime Sports.
1 Achieve a Math Placement Group score
of 111.
1 Complete 33 course credits. Of these:
11must be Upper Division (numbered 300 or above)
Two must be Interim courses
No more than 13 courses may be in
any one department, with the
following exceptions:
Accounting (B.A. ) ..............14
Music Education (B.M.) ........ .17
Music Performance (B.M.) . . . . . . .20
Music Therapy (B.S.) . . . . . . . . . . . .17
Physician Assistant (B.A.) . . . . . 19.5
Social Work (B.S.) .............. .15
Other maximums are described on
page 55.
O Completion of a major.
17 Maintain minimum grade point
average.
U Complete courses that fulfill the
following Perspective Requirements:
Three Christian Faith perspectives
One City perspective
Two Western Heritage perspectives
from different departments
One Human Identity perspective
One Aesthetic perspective
Two Social World perspectives, from
different departments
One Intercultural perspective
Two Language perspectives, in other
than your native language
Two Natural World perspectives,
from different departments unless a
year-long sequence is taken
C1 Complete courses that fulfill the
following Graduation Skills with a
minimum grade of 2.0 or P. (These
requirements may be met with courses
in the major or perspectives.)
Two courses in writing (one within
the major)
One course in critical thinking
One course in speaking
One course in quantitative reasoning
Two lifetime sports
61
62 Academic Information
-
All transfer students (entering with
14 or more credits) must complete the
following requirements prior to graduation (transfer credit may apply to these
requirements):
n
Satisfy entry level skill requirements in
writing.
Demonstrate proficiency in two
different Lifetime Sports.
U Achieve a Math Placement Group score
of m.
Complete 33 course credits. Of these:
11 must be Upper Division (numbered 300 or above)
Two must be Interim courses (The
number of interim courses required
may be adjusted for transfer students
- consult your evaluation of transfer
credit)
No student will be permitted to
count more than three courses from
the same department in meeting
perspective requirements.
No more than 13 courses may be in
any one department, with the
following exceptions:
Accounting (B.A. ) ............. .14
Music Education (B.M) ......... . 1 7
Music Performance (B.M.) ...... .20
Music Therapy (B.S.) . . . . . . . . . . . .17
Physician Assistant (B.A.) . . . . . 19.5
Social Work (B.S.) .............. .15
Other maximums are described on
page 63.
O Completion of a major.
Maintain minimum grade point
average.
Ei Complete courses that fulfill the
following Perspective Requirements:
Two Christian Faith perspectives
(One Christian Faith perspective
for transfer students entering with
24 or more course credits)
One City perspective
One Western Heritage perspective
One Human Identity perspective
One Aesthetic perspective
One Social World perspective
One Intercultural perspective
Two Language perspectives, in other
than your native language
One Natural World perspective
fl Complete courses that fulfill the
following Graduation Skills with a
minimum grade of 2.0 or P. (These
requirements may be met with courses
in the major or perspectives.)
One course with a writing component within the major
One course with a critical thinking
component
One course in speaking
One course in quantitative reasoning
Academic Information
:ontinuedfrom page 60
Registrar's office prior to the anticipated
date of graduation (there may be no
incompletes or open courses on the
academic record).
Degree requirements include completion of a minim- number of credits, a
major, the First Year Experience (FYE), a
minimum GPA, residence, and general
education courses.
Requirements For Undergraduate
Graduation:
1. Completion of 33 course credits At least 11course credits must be Upper
Division, numbered in the 300s and 400s.
Not more than 13 course credits may be in
one department, except in certain approved
majors: Accounting (B.A.) - 14; Music
Education (B.M.) - 17; Music Performance
(B.M.) - 20; M9ic Therapy (B.S.) - 17;
Physician Assistant (B.A.) - 19.5; and Social
Work (B.S.) - 15.
The course total must include two
Interims for students whose complete
academic work is at Augsburg.
For transfer students, the course total
must include one less Interim course than
the number of years at Augsburg (but no
more than two Interim courses are required). This is calculated on each transfer
student's evaluation of transfer credits.
No more than these maximums may be
applied toward the 33 total course credits
required: two Interim courses; two courses
by independent/directed study; four
courses of internship; and eight course
credits with a grade of Pass (P). Nontraditional grading (P) also has these limits: two
in the major except Elementary Education
(two in the major plus student teaching)
and Nursing (no P/N grading is pennit-
ted); one in the minor if approved by the
department chairperson. Interim courses
taken that are not counted among the credit
total for graduation requirements (extra
interim courses) may still be counted for
meeting perspective or graduation
skills requirements.
2. Completion of a Major - Requirements for each major are listed under the
departmental headings.
3. First Year Experience (FYE) -All
students who enter the College as freshmen
in the weekday schedule program must
complete satisfactorily the FYE Fall
Orientation and Seminar. See the program
section on the First Year Experience for a
full description.
4. Grade Point Average -2.0 for
most majors. A minimum grade point
average of 2.0 is required over all courses
taken and specifically over all courses
which apply toward a major or special
program. Some majors, licensure and
certification require higher grades in each
course or a higher grade point average.
(For example, see licensure in education,
music education, music performance,
music therapy, nursing, social work.) See
the departmental section for details.
5. Residence - The last year of fulltime study or equivalent (no less than 7 of
the last 9 credits) must be completed at
Augsburg or within an approved ACTC
exchange program. No less than a total of 9
credits are to be taken at Augsburg College.
Contact the Registrar if an official interpretation is needed. Some departments have a
minimum number of courses which are
required to be taken in residence within
the major. Consult the catalog description
of the major or the chairperson of the
department.
63
- Academic Information
SKILLS COMPONENT
Entry Level Skills Requirements
The entry level skills tests are inventory
assessments in:
Writing
Mathematics
Critical thinking
Placement in writing courses, math
courses and critical thinking courses is
determined by the assessments (see
page 71.)
Freshmen (all students entering Augsburg
with fewer than seven college credit
courses) and Sophomore Transfer
Students having fewer than 14 courses:
Take entry level skills assessments
and satisfy requirements.
If skill levels are deficient, students
will be enrolled in the appropriate course
or advised on preparation for retaking the
respective tests. Students are required to
take the assessments before registering for
the second term and to have demonstrated
removal of deficiencies by the end of their
first year at Augsburg.
Effective Writing or its equivalent is
required. Students who do not satisfy the
entry level skill in writing will be required
to take ENG 101 Developmental Writing
before ENG 111 Effective Writing. Freshmen should complete the writing requirement before the beginning of their sophomore year.
Students who have college credit for a
critical thinking or logic course are exempt
from the critical thinking inventory.
Freshman and Sophomore transfer
students will be required to satisfy all the
graduation skill course requirements.
Advanced Transfer Students
Transfer students who enter with 14
credits or more are exempt from critical
thinking assessments.
Those who have not passed the
equivalent of ENG 111 Effective Writing
course must take the entry level test in
writing. Augsburg's entry level test in
writing will determine placement in an
appropriate writing course.
Advanced transfer students are
required to satisfy all the graduation skill
course requirements, except that only the
writing component course within the majc
is required.
Math Requirement
In order to graduate, students must tal
the Math Placement exam and achieve a
score placing them in Group III(college
algebra skills).
Students with an acceptable transfer
mathematics course will have their
placement level determined by the
Registrar's Office. Students who have
passed the College Board Advanced
Placement Exam should consult the
Mathematics Department. Math placemen
is indicated on the Evaluation of Transfer
Credit form for students who have transfe
courses in college-level math.
All students are required to have their
Math Placement Group determined. The
exam is given during college registration
sessions and at other announced times
during the year. Students needing to
advance their Math Placement Group maj
take the appropriate MAT course or study
on their own and retest. Additional
information about the Math Placement
Exam is available from the Academic
Advising Center.
Academic Information
Please note that all students must attain
~tleast Math Placement Group 111. In
tddition, many courses have Math Placenent Group requirements. In particular,
dIS 379,479; CSC 170,210; SOC 362; PHY
-03; all MAT courses; and all courses with
t Graduation Skill Component in Quantitaive Reasoning have at least Math Placenent Group III as,a prerequisite. In
tddition, MIS 175 and introductory Physics
:ourses have at least Math Placement
;roup I1 as a prerequisite. Students should
,efer to the course descriptions to check the
dath Placement Group prerequisites for
:ourses that they are interested in taking.
Lraduation Level Skills
General Education includes enhancenent of certain skills during the years in
:ollege. Slulls related to writing, critical
hinking, speaking and quantitative
,easoning are deliberate components of
:ertain courses. Completion of the requisite
:ourses with a minimum grade of 2.0 or P
s required for graduation. Students are
'equired to have two courses with writing
:omponents (at least one within the major)
md one course each with critical thinking,
;peakingand quantitative reasoning
:omponents. These courses can simultaleously satisfy skill requirements and
paduation requirements for the major or
;enera1 education perspectives.
All Writing Graduation Skill courses
lave the prerequisite of ENG 111, all
bantitative Reasoning Graduation Skill
:ourses have the prerequisite of Math
racement Group In, and all Critical
b & i n g Graduation Skill courses have the
>rerequisiteof passing the Entry Level
Zritical Thinking Assessment.
Lifetime Sports
Two different lifetime sports are
required. Students in the Day program who
are not Health and Physical Education
majors or in intercollegiate athletics may
test out of one lifetime sport. Weekend
College students may test out of two
lifetime sports. Lifetime Sports are nocredit courses, are not counted as meeting
Interim course requirements and are not
included in the 33 course requirement.
LIBERAL ARTS PERSPECTIVES
The General Education Liberal Arts
Perspectives have the primary goal of
providing the basis for beginning to
understand what it means to be a human
being. The goals of the Perspectives are
achieved through a variety of courses
which have been approved as meeting the
criteria established for each Perspective.
Students will choose from a list of
courses meeting the Liberal Arts Perspectives, available from the Office of the
Registrar. These choices are controlled by
the following policies:
1. A student will choose a minimum
of one course from each required perspective category.
2. No single course can fulfill the
requirements in two or more categories.
3. No student will be permitted to
count more than three courses from
the same department in meeting perspective requirements.
4. No student may count more than one
course from the same department in
meeting the requirements of any single
perspective emphasis area except:
Up to three courses in religion may be
used to meet the perspective, "The Charac-
65
66 Academic Information
-
ter and Mission of Augsburg College: The
Christian Faith."
Up to two courses in a year-long
sequence of approved natural science
courses may be used to meet the perspective, "The Natural World."
Up to two courses of the same modem
language may be used to meet part of the
perspective, "Intercultural Awareness."
RATIONALE FOR PERSPECTIVES
Augsburg, in its Mission Statement,
declares the College exists "To nurture
future leaders of service in the world by
providing high quality educational
opportunities which are based in the liberal
arts and shaped by the faith and values of
the Christian church, by the context of a
vital metropolitan setting, and by an
intentionally diverse campus community."
One way which the College seeks consciously to realize this Mission is through
its General Education curriculum.
The Augsburg faculty has designed a
cohesive academic program incorporating
general education, major courses, supporting courses and elective courses leading to
the bachelor's degree. The core of the
Augsburg curriculum is found in the
liberal arts as expressed in the General
Education component of the college curriculum which is divided under two headings: liberal arts perspectives and skills.
The term "perspective" assumes that
not only are we engaged in the search for
truth, but that this requires the searcher to
consider questions from a variety of
viewpoints, each of which has something
valuable to contribute to the whole. These
perspectives are not strictly identified with
traditional disciplines, but are understood
in ways which encourage multi-disciplin-
ary reflections on the questions at issue.
They combine concerns about content with
those of process and approach, directed
ultimately to making the student a more
effective learner and participant in society.
The following requirements reflect the
way in which Augsburg has chosen to view
the liberal arts. Two of the four features of
the Mission Statement are embodied in the
General Education Perspectives: "The
Character and Mission of Augsburg
College: The Christian Faith and the City."
These Perspectives emphasize that the
College's affiliation with the Lutheran
Church, its insistence on the value of
knowing the approach which derives from
the Christian roots of the College and its
location in the city, deserve special
consideration in Augsburg's educational
program.
The third feature - that Augsburg is a
liberal arts institution - is also emphasized in the other General Education
Perspectives. Certain dimensions of human
life - of what it is to be human -form thc
core of the required liberal arts experience.
These overall perspectives on what it is to
be human can themselves be studied from
the vantage points of the various academic
disciplines.
Students need to learn about themselves, about what it is to be a person.
Hence, the Perspective on Human Identity.
But the person exists in both a social
community and a natural world. Hence,
the importance of the Perspectives on the
Social World and the Natural World.
Because the way in which we understand
ourselves derives largely from our Western
heritage, students need to learn about and
reflect on sipficant aspects of this
heritage. Thus, the Perspective on the
Western Heritage. At the same time, to
Academic Information
focus on the West alone would be ethnocentric. We live in a global society. Hence
the Perspective on Inter-Cultural Awareness. Attention to moral values is found not
only in the Perspective on the Character
and Mission of the College: the Christian
Faith, but throughout the other perspectives as well. The Perspective on Aesthetic
Values enables students to focus on
aesthetic works created by themselves or
others, which convey fundamental insights,
express beauty and enhance life.
Finally, the Mission Statement emphasizes that we are concerned with academic
excellence. Tlus has a number of features,
including the way we teach all the courses
in General Education. Beyond this,
academic excellence presupposes that
students have the requisite skills to do
college-level work. The General Education
Requirements are couched in a context
which pays attention to the skills of both
incoming and graduating students. Entrylevel skill requirements in a number of
critical areas, including reading, writing,
mathematics and critical thinking, will be
assessed and help given to students who
need it. Graduation-level skills are also
emphasized, so that students not only
maintain but develop their skills during
their Augsburg experience.
The General Education Requirements
provide a coherent way to address the
Mission of Augsburg College. They are not
the only way, neither do they guarantee
that students who graduate from Augsburg
possess the desired knowledge and
character traits. What they do is provide a
coherent description of the context in
which we liberally educate students, a
clear statement of expected outcomes and
an opportunity for students to see and
understand the complexity of what it is to
be human and Christian in an urban set tin^.
THE EIGHT PERSPECTIVE
REQUIREMENTS
Perspective: The Character and Mission of
Augsburg College: The Christian Faith
This Perspective focuses on Augsburg
as a College of the Evangelical Lutheran
Church in America. As a college of the
Church, Augsburg accepts as a basis for its
educational program the doctrines of the
Christian faith as revealed in Scripture and
the creeds affirmed by the Lutheran
Church. It consciously affirms that all
students should reflect upon the Christian
Scriptures, theologcal concepts, ethical
values, their own faith and values, and
religious concepts outside of the Christian
faith as part of becoming educated.
Christian Faith (CF 1, 2 and 3)
Area 1 is biblical studies, Area 2 covers
Christian theology and area 3 includes the
study of values or religions outside the
Christian faith. Three course credits are
required to meet this Perspective except for
the following:
Transfer students entering with 14-23
course credits will be required to take two
courses in the Christian Faith Perspective
while registered at Augsburg.
Transfer students entering with 24 or
more course credits will be required to take
one course in the Christian Faith Perspective while registered at Augsburg.
Perspective: The Character and Mission of
Augsburg College: The City
This Perspective focuses on the
College's location in the heart of a metropolitan area. From this Perspective,
students should gain an understanding of
and critically reflect upon the city with its
diverse populations, cultural, govemmen-
67
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Academic Information
tal and economic institutions, and opportunities and challenges. In addition, students
should experience the community and
should explore opportunities for service in
the community.
This requirement must be covered
either by specific courses, by internship
and education experiences or by designated or college approved non-credit
experiences (such as volunteer service or
college programs). Experiences that satisfy
the requirement must be accompanied by
GST 209 seminar related to the perspective.
The City (C)
One course credit or experience is
required to meet h s Perspective.
Perspective: Western Heritage
This Perspective is intended to help
students critically examine themes (found,
for example, in literature, philosophy and
the arts) and events that have historically
shaped Western civilization. Attention
should be paid to the contributions of and
to critiques of Western thought by women
and ethnic minorities.
Western Heritage (WH 1 and 2)
Two course credits from different
departments are required to meet this
Perspective. One course is required to meet
this Perspective for transfer students
entering with 14 or more course credits.
Perspective: Human Identity
This Perspective is intended to help
students view themselves as persons, men
and women with unique abilities, values,
beliefs, experiences and behaviors.
Human ldentity (HI)
One course credit is required to meet
Perspective: Aesthetics
Aesthetic creations convey fundaments
insights and values, express beauty and
enhance life. This Perspective focuses on
aesthetic qualities in artistic expressions by
oneself and others.
Aesthetics (A)
One course credit is required to meet
this Perspective.
Perspective: The Social World
This Perspective is intended to help
students learn to identify, examine and
critique social, economic or political
systems: to understand how and why such
systems develop, to see the connections
among these systems and to use this
knowledge as a participant in society.
Social World (SW 1 and 2)
One course must focus on current
theories and methods of a social science.
Two course credits from different departments are required to meet this Perspective. One course is required to meet this
Perspective for transfer students entering
with 14 or more course credits.
Perspective: intercultural Awareness
This Perspective is intended to complement the Western Heritage Perspective by
expanding students' awareness of other
cultures. One course is required in which
students critically reflect upon ways their
own cultural biases operate when confronting other cultures. They should become
better able to communicate with persons of
other cultural backgrounds partially by
being introduced to a specific culture other
than European or mainstream North
American cultures.
In addition, students are to gain entry
Academic Information 69
md read a language other than their
native language. For this part of the
Perspective, students are required to have
jemonstrated proficiency in a modem
ianguage or American Sign Language for
nearing students.
The modem language requirement will
3e determined by assessing previous
2xperience and subsequent placement.
Intercultural Awareness (IA 1)
The study of a specific, non-Westem
:ulture and how that culture has shaped
the world. One course credit is required to
meet this part of the Intercultural Awareness Perspective.
(IA 2 and 3)
Study of a modem language other than
khe native tongue. Up to two course credits
~f a beginning language or one at your
placement level is required. Students with
previous language study should contact an
ldrnissions counselor or the Registrar's
3ffice for placement information. Students
whose native language is not Enghh should
:ontact the Academic Advising Center.
Modem Language
Course Placement
Experience
or Requirement
,-.
Lollegelevel -none
:0-2 semesters in High School)
111,112
Zollege level - 111
:3-4 semesters in High School)
112
Zollege level - 112
:4-6 semesters in High School)
211
Zollege level - 211
:7 semesters in High School)
212
Zollege level - 212
:8 or more semesters in High School) No
course
required
Students who are required to complete
two semesters of modem language must
complete the requirement with sequential
courses in the same language. Hearing
students who have demonstrated competence in American Sign Language by
passing an approved course sequence will
have fulfilled IA-2 and IA-3 Perspectives.
Perspective: The Natural World
This Perspective is intended to help
students understand themselves in relation
to the physical world. Their active role as
observers, explorers and moral agents will
be emphasized. Sufficient technical training
in scientific knowledge, concepts and
methods will be provided to equip students for critical and intelligent participation in public debates on technical issues.
Natural World (NW 1 and 2)
Two course credits from different
departments are required to meet this
Perspective unless an approved one-year
sequence is taken. One course is required to
meet h s Perspective for transfer students
entering with 14 or more course credits.
EXPLANATION OF GRADES
Student achievement in courses is
measured primarily by final examinations.
Shorter tests, written papers, oral reports
and other types of evaluation also are used.
Most courses are offered with grading
options - traditional grading on a 4.0 to
0.0 scale or the Pass/No Credit system,
in which P means a grade of 2.0 or better
and N means no credit and a grade of less
than 2.0.
PassINo Credit
Students who choose the P/N option
are cautioned:
2
Academic Information
In order to receive a grade of P, a
student must achieve at least a grade of 2.0.
1.0
Some graduate and professional
schools do not look favorably on a large
number of P-graded courses, or rank
each as a "C".
0.5
0.0
P-graded courses do not count
toward the requirement that 14 traditionally graded course credits be earned at
Augsburg in order to be considered for
graduation with distinction. Transfer
students should be especially aware of
this requirement.
See P/N limitations under Graduation Requirements, page 63.
Certain courses have restrictions and
are offered on one grading system only
(i.e., Lifetime Sports are graded only P/N).
In courses where there is a choice,
students will be graded on the traditional
system unless they indicate on their
registration that they wish to use the
P/N grading option. Any changes in choice
of grading system must be made according
to dates published each term. A fee is
charged for any changes after the first five
days of classes. All changes in grading
option that are made after initial registration require the signature of an adviser or
the instructor.
Numeric Grades
Numeric grades are used with these
definitions:
4.0
3.5
3.0
2.5
2.0
Achieves highest standards of
excellence
Achieves above basic course
standards
Meets basic standards for the
course
Performance below basic course
standards
Unacceptable performance (no
credit for the course)
Grades of P (Pass) or N (No credit) are
not computed in the grade point average.
An incomplete grade (I) may be given
only in the case of extreme emergency. To
receive an incomplete grade, a student
must receive permission of the instructor oj
the course; must file a form stating the
reasons for the request, the work required
to complete the course, the plan and date
for completing the work with comments
from the instructor; and must file the form
with the Office of the Registrar. If permission is granted, the necessary work must be
completed in enough time to allow
evaluation of the work by the instructor
and filing of a grade before the final day of
the following semester. If the work is not
completed by that date, the grade for the
course becomes a 0.0.
Internships, Independent Studies and
Directed Studies may sometimes last
longer than one term. When this is the case,
they must be completed by the grading
deadlines within one year from the
beginning of the first term of registration.
A grade of X is given by the instructor to
indicate that the study is extended. It is
expected that students given X extensions
will continue to communicate with their
instructors and demonstrate that satisfactory progress is being maintained. A final
grade will be issued at the end of the term
in which the work is completed and
evaluated (but not longer than one year).
An instructor reserves the discretion of not
giving an X where satisfactory progress is
not demonstrated. If the course is not
complete, a grade of 0.0 will be assigned.
Academic Information
A course in which a grade of 0,0.5,1.0,
1.5, or N has been received may be re2eated for credit. Courses in which higher
yades have been earned may not be
aepeated for credit and a grade, but may be
iudited. All courses taken and grades
2arned each term remain on the academic
.ecord. O n y the credits and grades earned
he second time, for legitimately repeated
:ourses, are counted toward graduation
md in the grade point average.
A course is given a grade of W when it
s dropped after the deadline for dropping
:lasses without a notation on the record.
Iuditing Courses
Students who wish to take courses
~ i t h o ucredit
t
or grade may do so by
.egistering for Audit (V). Full-time
itudents may audit a course without
:barge. The charge for part-time students is
isted under College Costs in the Financing
four Education section on page 22. The
jignature of the instructor is required to
.egister an audit. Students who audit a
:ourse should confer with the instructor
vithin two weeks of the beginning of the
, e m to determine expectations, attendance
md any other requirements. If expectations
lave been met, the course will be listed on
he transcript as having been audited. If
:xpectations have not been met, the
:ourse will be listed with a grade of W
Withdrawn).
kade Point Average
The grade point average (GPA) is
)ased on final grades for all work at
lugsburg. It does not include credit and
~ a d points
e
for work transferred from
)her colleges. Courses taken on the P/N
;rading option are recorded, but not
:omputed in the GPA. The formula for
:om~utinethe GPA is:
GPA = Total grade points divided by
number of courses taken.*
*Courses with 0 to 4 grade assigned
Classification
Students are classified in August and at
the end of the Fall and Interim terms.
Sophomores - Seven courses
completed.
Juniors - 16 courses completed.
Seniors - 24 courses completed.
International Baccalaureate Program (IB)
Courses earned from the International
Baccalaureate Program will be considered
by the College for advanced placement and
appropriate credit. Departmental guidelines are available at the Registrar's Office.
ASSESSMENT OF PREVIOUS
LEARNING (APL) PROGRAM
Augsburg College recognizes that
learning can and does take place in many
life situations. Some of this learning may be
appropriate for credit recognition within
the disciplines that compose the academic
program of a liberal arts college. The APL
program (Assessment of Previous Learning) at Augsburg provides a means by
which a student's previous learning, other
than that which is transferred from another
accredited institution, may be presented for
examination for possible credit toward the
completion of a baccalaureate degree.
Not all learning from life experience,
however, is appropriate for credit recognition at a liberal arts college. Such learning
must meet two essential criteria: 1)it is
relevant to course work in a field of study
within the Augsburg liberal arts curriculum, and 2) it can be objectively demon-
71
72 Academic Information
-
strated either by comprehensive examination or committee evaluation.
The APL program at Augsburg provides several means by which students
may have their previous learning assessed
for credit recogrution. The following is a
brief description of each of these means of
assessment:
Advanced Placement Program
Test (AP) - Advanced placement in
courses beyond the beginning level is
granted to students with scores of 3,4
and 5 on the CEEB Advanced Placement
Program Test. Additional credit or placement is at the discretion of the department.
Inquiries should be addressed to the Office
of the Registrar.
The College Level Examination
Program (CLEP) - This is a series of
standardized tests which have been
developed by the College Board and are
offered to students for a small fee at
regional testing centers. (The regional
testing center for this area is the University
of Minnesota.) Students who score at or
above the 65th percentile on a subject
examination may receive academic credit
for that subject at Augsburg College.
Additional information about CLEP tests is
available from the Office of the Registrar
and the Academic Advising Center.
Departmental Comprehensive Exams
- These are available for students to use in
obtaining credit for previous learning if the
following conditions are met:
There is a departmental instrument
available for the subject area in question.
There is a faculty member designated
by the department to administer the exam.
The Registrar approves the student's
request to take the exam. Credit for
departmental exams is available on a pass/
no credit basis only, and there is a charge
per exam of one-half of tuition for a full
course credit.
The Portfolio Assessment Program This is a credit assessment alternative in
which a faculty team completes a credit
evaluation of a learning portfolio submitted by the student. The faculty team is
composed of two faculty members from
fields of study directly related to the
student's previous learning. Students who
wish to prepare a portfolio of previous
learning for credit assessment should
consult the Office of the Registrar. In
completing the evaluation of a student's
previous learning, the faculty team applies
the following criteria:
There is documentable evidence of a
cognitive component in the previous learning experience that involved prescribed
and/or systematic study of content material found within liberal arts course work.
The learning has been objectively
verified by individuals in addition to the
presenting student.
The learning lends itself to both
qualitative and quantitative measurement.
The learning relates well to the
student's educational goals.
The learning and skills involved
are current and could be used at the
present time.
Students may apply for the credit
assessment process after completing at
least four courses/credits of academic
work at Augsburg College with a cumulative Augsburg GPA of at least 2.5. It is
strongly recommended that the process no
be used when four or fewer courses remair
for graduation. There is an application
deposit to initiate the credit assessment
process, and a charge for each semester
Academic Information
credit applied to the student's transcript if
credit is approved. Credit is available on a
pass/no credit basis only.
Transcript credit will be granted on the
basis of semester credits, and the total
number of credits granted will be divided
by four to determine the number of course
credits applied to graduation. These credits
will be recorded with the course number of
APL 2xx. Application of this credit toward
the Liberal Arts Perspective requirements,
Upper Division requirements and academic
majors and minors may be subsequently
addressed by the departments involved in
response to a formal request by the student.
Maximum Credit Accepted for
Previous Learning -While Augsburg
College recogruzes the validity of
learning that takes place outside the
traditional classroom, this learning must be
placed in the context of formal study in
campus-based liberal arts courses. Therefore, Augsburg places a maximum of eight
courses (about one-fourth of a baccalaureate degree) on transcript credit that is
obtained through previous experiential
learning. In compiling the eight courses of
credit for previous experiential learning,
the student may use any combination of
the four assessment processes available
in the APL program: AP exams, CLEP
exams, departmental comprehensive
exams and credit granted through portfolio
assessment.
English as a Second Language (ESL)
Program
Students who declare a language other
than English to be their primary language
or who are citizens of another c o w must
take the ESL placement test in conjunction
with the English writing placement test at
orientation. Students' placement in ESL,
ENG 101 Develoumental writ in^. or ENG
111 Effective Writing will be determined by
their scores on the Michigan test (80-100
range for exemption from ESL) and by a
writing sample.
Near the end of each term of the English
as a Second Language course, an objective
test will be administered to all students in
the class. The score on this test and the
grade eamed in the class will determine
whether additional ESL course work is
required. Usually a score of 80 to 100 and a
course grade of 3.5 or 4.0 will fulfill the
student's ESL requirement.
All students whose native language is
not English must stay enrolled in ENG
217/218 until such time that they pass ESL
placement test at 80 percent or higher. The
ESL course can only be counted twice in
the total number of courses required for
graduation.
Students who fulfill the ESL requirement, by examination or by course completion, have completed the modem language
requirement for graduation.
1 ACADEMIC PROGRESS, PROBATION
AND DISMISSAL
The College requires that students
maintain the following cumulative grade
point averages (GPA):
Freshman -A student who has taken
fewer than seven courses with a cumulative GPA of 1.6 or higher
Sophomore -A student who has
taken fewer than 16 courses with a cumulative GPA of 1.7 or higher
Junior- A student who has taken
fewer than 24 courses with a cumulative
GPA of 1.9 or higher
Senior - A student who has taken 24
or more courses with a cumulative GPA of
9
n
-- L:-L--
73
2 Academic Information
It should be noted that a minimum
GPA of 2.0 is required for graduation with
certain majors requiring a higher minimum GPA.
decision within 10 days to the Committee
on Student Standing.
Students whose academic achievement
falls below these guidelines will either be
placed on scholastic probation at the end of
the term or will be continued on probation
or will be dismissed from the College. In
addition, a freshman who receives two zero
grades or a sophomore who receives three
zero grades will be considered for probation or dismissal. However, dismissal from
the College is not automatic. Each case is
reviewed by the Committee on Student
Standing. Evidence of the student's
commitment to academic progress is the
major consideration in deciding whether or
not to dismiss a student. Students who
have a poor academic record may be
strongly advised to withdraw before the
end of a term. Those on probation who
voluntarily withdraw from the College, as
well as those who are dismissed, must have
special permission to re-enroll.
The Dean's List, compiled after
each semester, lists students whose grade
point average for a semester is 3.5 or
better. Students must be full-time students
(a minimum equivalent of three full
course credits for a weekday schedule
student or two equivalent full course
credits for a Weekend College student),
graded on the traditional grading system,
with no incompletes in courses offered for
credit. Courses taken outside of a program's calendar (i.e., crossover courses
taken in a Weekend College trimester term
by a day program student or in a semester
term by a Weekend program student) are
not calculated when determining the
Dean's List. If permission is given by the
student, an announcement is sent to the
hometown newspaper of each student on
the Dean's List.
Students may be removed from
probation when the cumulative GPA
reaches the minimum levels stated above.
Students placed on probation as freshmen
for having earned two zero grades may be
removed from probation if their classification changes to sophomore, if they have not
earned additional zero grades, and if their
cumulative GPA reaches 1.7. Students
placed on probation as sophomores for
having earned three zero grades may be
removed from probation if their classification changes to junior and their cumulative
GPA reaches 1.9.
The College reserves the right to
dismiss any student who does not meet the
guidelines stated above. Once a student is
dismissed, he or she may appeal the
Dean's List
Qualification for Commencement
Augsburg College has one commencement ceremony per academic year in the
month of May. Undergraduate students
who will not have met degree requirement$
by the end of the Spring Term may quahfy
to participate in commencement if: 1) no
more than 3 course credits/requirements
will remain in their program at the end of
the Spring Term, and 2) the remaining
requirements will be completed in the
Summer or Fall Terms following participation in commencement. Candidates for
graduation who will complete Summer or
Fall Terms will be noted as such in the
commencement program.
Academic lnformation
Veterans of Military Service
Augsburg is approved by the State
Approving Agency for Veterans Education.
Veterans should consult with the Office of
the Registrar about completion of the
enrollment certificate and the forwarding
of other information to the Veterans
Administration. Veterans will need to meet
the requirements of the Veterans Adrninistration regarding repayment of educational
assistance funds received.
I FOUR YEAR ASSURANCE PROGRAM
This program applies to students who
enter the Day School schedule as full-time
freshmen in the fall of 1996 and thereafter.
New freshmen are assured that they will be
able to graduate in four years - if they
maintain continuous full-time enrollment
for four years, maintain a 2.0 GPA and
follow advising guidelines - or they will
receive the remaining required courses free
of additional tuition. A few professional
majors are excluded from this program.
Students must complete a formal advising
agreement with the College by the end of
their sophomore year (16 course credits are
completed) in order to qualify. Contact the
Academic Advising Center for details.
FAMILY EDUCATIONAL RIGHTS AND
PRIVACY ACT NOTICE
The Family Educational Rights and
Privacy Act of 1974, as amended (FERPA)
provides certain rights to students regarding their education records. Each year
Augsburg College is required to gyve notice
of the various rights accorded to students
pursuant to FERPA. In accordance with
FERPA, you are notified of the following:
Right to Inspect and Review Education
Records - You have the right to review
and inspect substantially all of your
education records maintained by or at
Augsburg College.
Right to Request Amendment of Education Records - You have the right to seek
to have corrected any parts of an education
record whch you believe to be inaccurate,
misleading or otherwise in violation of
your right to privacy. Tlus includes the
right to a hearing to present evidence that
the record should be changed if Augsburg
decides not to alter your education records
according to your request.
Right to Give Permission for Disclosure
of Personally Identifiable lnformation You have the right to be asked and to give
Augsburg your permission to disclose
personally identifiable information
contained in your education records, except
to the extent that FERPA and the regulations regarding FERPA authorize disclosure without your permission.
Right to withhold Disclosure of
"Directory Information" -FERPA uses
the term "Directory Information" to refer to
those categories of personally identifiable
information that may be released for any
purpose at the discretion of Augsburg
College without notification of the request
or disclosure to the student.
Under FERPA you have the right to
withhold the disclosure of the "Directory
Information" listed below. Please consider
very carefully the consequences of any
decision by you to withhold "Directory
Information." Should you decide to inform
Augsburg College not to release "Directory
Information," any future request for such
information from persons or organizations
outside of Augsburg College will be refused.
75
2
Academic Information
"Directory Information" includes
the following:
The student's name;
The student's address;
The student's telephone number;
The student's date and place of birth;
The student's major field of study;
The student's participation in
officially recognized activities and
sports;
The student's degrees and awards
received;
The weight and height of members of
athletic teams;
The student's dates of attendance;
The most recent previous educational
agency or institution attended by the
student; and
The student's photograph
Augsburg College will honor your
request to withhold all Directory Information but cannot assume responsibility to
contact you for subsequent permission to
release it. Augsburg assumes no liability
for honoring your instructions that such
information be withheld. Forms for
withholding disclosure of "Directory
Information" are available from the
Registrar's Office. If the completed form is
not received by the Registrar prior to Sept.
15, it will be assumed that all "Directory
Information" may be disclosed for the
remainder of the current academic year. A
new form for withholding disclosure must
be completed each academic year.
Right to Complain to FERPA Office You have the right to file a complaint with
the Family Educational Rights and Privacy
Act Office, Department of Education, 600
Independence Ave. S.W., Washington, D.C.
20202, concerning Augsburg's failure to
comply with FERPA.
Right to Obtain Policy: -You have the
right to obtain a copy of the written
Augsburg policy regarding FERPA. A copy
may be obtained in person from the
Registrar's Office.
A
\ s a liberal arts institution, Augsburg
College believes that knowledge and truth
are interrelated and are integrated into a
whole. The tradition of the academic
world, however, divides this unified truth
into more manageable parts: the academic
disciplines. The knowledge of individual
disciplines is subdivided into courses
which make it more accessible to students.
These courses can be arranged in various
ways to construct majors, to create the
substance of a broad general education and
to give students the opportunity to study
areas of particular individual interest.
Descriptions of courses are arranged by
departments and programs. These descriptions offer a brief summary of the subject
matter to aid students in planning a
program. A syllabus containing a more
detailed explanation of content, approach
and requirements for a particular course can
be obtained from the instructor.
Department entries also contain a
narrative discussion of the educational
philosophy of each department, its goals
and its place in the College's program. A
listing of requirements for individual majors
and minors follows the narrative.
Class Schedule
Courses listed are subject to change. In
general, classes are offered Fall and/or
Spring terms unless otherwise indicated.
The Schedule of Classes published by the
Associated Colleges of the Twin Cities
(ACTC) each spring lists offerings and
locations for Fall and Spring terms.
Since some courses are offered alternate
years, it is important that the student review
with an adviser to ensure that all requirements can be met.
Descriptions and schedules for courses
offered in January Interim, Summer School,
Augsburg Weekend College and the Master
of Arts in Leadership, Master of Arts in
Education-Leadership and the Master of
Social Work programs are published in
separate catalogs.
Credits
A full course is offered for one course
credit. A few fractional courses, for one-half
or one-quarter course credit, are offered in
the Division of Professional Studies. Unless
noted, all courses are one course credit. A
full course has the approximate value of
four semester credits or six quarter hours.
Most courses meet for three 60-minute
periods or two 90-minute periods a week, in
addition to laboratories.
Numbering
Courses numbered below 300 are Lower
Division courses. Courses numbered 300
and above are classified as Upper Division.
In general, courses in the 100s are primarily
for freshmen, 200s for sophomores, 300s for
juniors, and 400s for seniors.
Prerequisites
Courses that must be taken before
enrolling in a higher level course are listed
in the course description. A student may
enroll in a course when a prerequisite has
not been fulfilled if there is prior approval
by the professor teaching the course.
Every department offers opportunities
Departments and Programs 79
course description and process for registering is normally the same for each department. Some departments have additional
statements and that will be found in the
departmental course listing.
INTERNSHIPS
Registration for Internships consists of
the following steps:
1. Obtain the Internship Registration
Permission Form from the Internship and
Cooperative Education Office and secure
the signatures of the faculty supervisor and
director of Internships and Cooperative
Education.
199
399
2. Register for a 199 or 399 Internship
during the registration period. The signed
permission form must be turned in at the
time of registration. (Students may preregister without a placement secured, but a
suitable internship must be found by the
end of the registration or drop/add period.)
3. A learning agreement (forms are
available from the Internship and Cooperative Education Office) must be negotiated
with the faculty member responsible for
grading the experience and the work
supervisor. The completed original is
turned in to the Internshp and Cooperative
Education Office, with copies made for the
faculty, supervisor and student.
lnternship
A work or service-based learning experience at the sophomore level in whch a student,
faculty member and site supervisor design a learning agreement which links the ideas
and methods of the discipline with the opportunities inherent in the placement. Participation in a concurrent seminar is often expected. Prior to the beginning of the term/
registration, interested students must consult with the departmental Internship Coordinator and the Internship Office regarding requirements and permission to register.
lnternship
A work or service-based learning experience at the junior-senior level in which a student,
faculty member and site supervisor design a learning agreement which links the ideas
and methods of the discipline with the opportunitiesinherent in the placement. Participation in a concurrent seminar is often expected. Prior to the b e p n i n g of the term/
registration, interested students must consult with the departmental Internship Coordinator and the Internship Office regarding requirements and permission to register.
DIRECTED AND INDEPENDENT STUDIES
299
Directed Study
An opportunity to study topics not covered in the scheduled offerings under the
direction of an Instructor. Open to all students, but normally taken by sophomores and
juniors. Approval must be secured from the instructor and the department chairperson
in writing before the term in which the study is undertaken.
499
Independent StudyIResearch
An opportunity for advanced and specialized research projects. Normally open to junior
and senior majors. Approval must be secured from the instructor and the department
8o
-
ACCOUNTING
See listing under Business Administration
and Management Information Systems.
AMERICAN
INDIAN
STUDIES
See listing under Interdisciplinary Studies.
&
t is important as a field of study for
our time. Our survival as a culture may
very well depend on whether we are able
to create order and beauty in the design
and function of communities. Realizing
this, we have made design and sensitivity
to all aspects of visual experience central to
the art program at Augsburg.
Giving and receiving visual messages is
so much a part of everyday life that it is
often taken for granted. At the same time,
however, the interchange of visual ideas is
frequently misunderstood. The task of the
artist, art teacher and art historian is to
celebrate visual experience through a
variety of media and art examples. In short,
the visual arts teach us how to see.
Because of the College's commitment to
the liberal arts, the visual arts, as taught at
Augsburg, draw ideas and inspiration from
all disciplines. Art as a human activity does
involve manual skill, although to become
broadly significant it should interact with
the content available in other fields, such as
language, history, drama, music, literature,
philosophy, theology, business, physical
education and science.
A liberal arts college like Augsburg is
an ideal setting for the study of art because
it provides a constant possibility for the
interaction of ideas, disciplines and
attitudes. At Augsburg, art study is further
enhanced by associations with a sipficant
number of art galleries and museums in the
Twin Cities area.
Art Faculty
Kristin Anderson (Chair), Norman Holen,
Philip Thompson
Studio Art Major
Majors are required to begin their programs with the Studio Arts Foundations:
ART 102 Design
ART 107 Drawing
One course in two-dimensional art from:
ART 118 Painting I
or ART 223 Printmaking I
Art
or ART 225 Communication Design I
or ART 360 Watercolor Painting
One course in three-dimensional art from:
ART 221 Sculpture I
or ART 250 Ceramics I
Five additional studio arts courses
ART 240 Art History Survey
And two additional art history courses
Senior studio majors must participate in at
least one exhibit during their final year.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers which
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to change
after publication of this catalog. Students
therefore should consult with the
Augsburg Education Department to
identify current Minnesota teacher
Licensure requirements.
Art History Major
Eight art history courses including:
ART 240 Art History Survey
ART 388 19th and 20th Century Art
Two studio courses:
ART 102 Design
or ART 107Drawing
ART 118 Painting I
or ART 221 Sculpture
Honors Majors
GPA of 3.5 in the major and overall,
portfolio of artwork (studio majors) or
research (art history majors) reflecting high
quality work, and special projects such as
senior exhibition and research. Application
should be made to the Department Chair
before the last tern of the senior year.
Studio Art Minor
Five courses including ART 240, ART
107 and three additional studio courses.
Art History Minor
Five art history courses including
ART 240.
Certificate in Art
Eight art courses, including at least one
in art history. Up to four courses may be
taken in one studio area or in art history.
I STUDIO ART FOUNDATIONS
Note: All studio courses require work outside of class sessions.
9RT 102
Design
A study of design as the unify~ngfoundation for the visual arts. Two- and
three-dimensionalprojects demonstrating the use of the basic design
elements and principles.
9RT 107
Drawing
Drawing in graphite pencils, pen and pastel pencils. Subjects include stilllife, figures, building interiors and exteriors and experimentalwork.
81
-
** Art
STUDIO ART
ART 100, 300 Special Topics
Occasional courses dealing with subjects not usually offered by the
Department.
ART 106
Calligraphy I
Introduction and practice of calligraphic writing and designing with
emphasis on the broad-edged pen.
ART 118
Painting I
Introduction to painting media and technique in acrylic and oil.
ART 132
Photography
The camera used as a tool for visual creativity, expression and communication with attention to black and white photographic processes. Students
need access to a 35 mm, single lens reflex camera. Materials will cost
approximately $200-225.
ART 221
Sculpture I
An introduction to sculpture. Choice of media: clay, wood, alabaster,
welded steel and bronze, plaster, and plexiglass. Learn to model, carve,
cast, weld and assemble the respective media.
ART 223
ART 224
Print Making I
An introduction to traditional and experimentalmedia and methods of
printing. Intaglio, relief, stencil and mono methods are explored.
Publication Design
An introduction to basic publication formats and production using
electronic layout software, emphasizing principles and tools of typography, layout and color.
ART 225
Communication Design I
An introduction to the principles and techniques of graphic design.
Students will use the computer to develop their visual communication
skills as they create designs using typography, symbols, logos and
illustrations.
ART 250
Ceramics I
An introduction to the making of pottery with an emphasis on
handbuilding and glazing.
ART 290
Tribal Arts and Culture
The rich heritage of indigenous cultures is explored through the visual
arts, particularly within the United States. Other content includes poetry,
dance, mythology, ritual, religion and drama of many American Indian
tribes. Students will produce various art projects in weaving, basketmaking, pottery, jewelry, sculpture or prints.
ART 306
Calligraphy II
Advanced work in calligraphic media and design.
Art 83
ART 330
ART 351
Communication Design II
An advanced study of graphic design using the computer to create visual
communications for the print medium. (Prereq.: ART 225)
Ceramics II
Advanced work in ceramics with an emphasis on throwing or
handbuilding and a continuation of glazing. (Prereq.: ART 250)
ART 355
Painting II
Advanced study of painting. (Prereq.: ART 118)
ART 360
Watercolor Painting
Design concepts using descriptive and experimental techniques in
transparent watercolor.
ART 368
Print Making II
Advanced work with color and composition in various media, including
silk-screen, etching and woodcut, including Japanese woodcut technique.
(Prereq.: ART 223)
ART 478
Sculpture II
Advanced work in sculpture. Choice of media: clay, wood, alabaster,
welded steel and bronze, plaster, and plexiglass. (Prereq.: ART 221)
ART HISTORY
ART 240
Art History Survey
A survey of art of the Westem world from prehistoric to modem times.
Includes reading, research, viewing of slides and visits to museums.
Note: Thefollowing courses are offered intermittently, usually two or three sections a year.
ART 352
Women and Art
A study of the creative role of women in the visual arts, including the fine
arts, the "traditional" arts and the work of Native American women.
(Prereq.:ENG 111)
ART 382
Scandinavian Arts
The visual arts in Scandinavia from the Stone Age to the present, including architecture, folk arts, painting, sculpture and design.
ART 385
Prehistoric and Ancient Art
The art of the Ice Age through the Roman period to the 4th century A.D.
ART 386
Medieval Art
Early Christian through late Gothic and proto-Renaissance painting,
sculpture and architecture in Europe. (Prereq.: ENG 111)
ART 387
Renaissance and Baroque Art
European painting, sculpture and architecture, from the 14th through the
18th centuries. (Prereq.: ENG 111)
- Art
ART 388
19th and 20th Century Art
European painting, sculpture and architecture from Neoclassicism
through the present. (Prereq.: ENG 111)
ART 389
American Art
A study of early colonial through contemporary American art, architecture and folk arts.
Internships and Independent Study Courses:
ART 199
Internship
See description on page 79.
ART 299
Directed Study
See description on page 79.
ART 399
Internship
See description on page 79.
ART 499
Independent StudyIResearch
See description on page 79.
ASIANSTUDIES
See listing under East Asian Studies.
B
iolow is the study of life and it is
natural that we, as contemplative living
zreatures, seek a deeper understanding of
the living world that envelops us. This
search has led to the realization that the
tarth is filled with an enormous variety of
living organisms. Since humans are a part
3f the biological world, an understanding
~f the basic biologcal processes common to
311 organisms, as well as those features
which are unique to humans, is essential to
~ttainself-understanding
- and to provide a
basis for wise decisions.
-<
Even the simplest organisms are
incredibly complex and a complete
understanding of even one of these has, as
yet, eluded biologsts, even though some
~rganismshave been subjected to years of
intensive scrutiny. Biology will thus
zontinue to be a fertile field for research for
many years to come.
Still, in recent decades great strides
have been made in understanding important biological processes, particularly those
at the cellular, molecular, and ecosystem
levels. Biological research has also provided some extremely important benefits to
humans, including advances in medicine,
3griculture and food science.
Because a complete understanding of
2iological systems depends on applications
~f the principles of physics and chemistry,
3 firm background in the physical sciences
is also important, to support the student's
xoad-based understanding of biology.
For many, an undergraduate major in
2iology serves primarily as a basis for
hrther study. Augsburg graduates have
3one on to further studies in the Life
;ciences, leading to careers in college or
miversity teaching, basic and applied
research, and public health. Others have
mtered professional programs in medicine,
veterinary medicine and dentistry. Other
graduates have gone directly into a variety
of careers, including secondary education
and laboratory technology.
Biology Faculty
Esther McLaughlin (Chair),William
Capman, Mary K. Chelberg, Robert
Herforth, Dale Pederson
5
e n
Major
Nine courses including:
BIO 113 General Biology
BIO 114 General Biology
BIO 215 Introductory Cellular Biology
and at least one from each of the five
following groups:
I.
BIO 351 Invertebrate Zoology
BIO 352 Comparative Vertebrate
Zoology
BIO 473 Animal Physiology
11.
BIO 361 Plant Biology
BIO 440 Plant Physiology
111.
BIO 355 Genetics
BIO 481 Ecology
IV.
v.
BIO 471 Advanced Cellular and
Molecular Biology
BIO 474 Developmental Biology
BIO 367 Biochemistry
BIO 476 Microbiology
The ninth course may be any Upper
Division biology course, including an
Interim course.
BIO 491 Seminar (non-credit) is
required of all juniors and seniors.
86 Biology
-
Required Supporting Courses
CHM 1051106 Principles of Chemistry
or CHM 1151116 General Chemistry
CHM 223 Elementary Organic Chemistry
or CHM 3511352 Organic Chemistry
PHY 116 Introduction to Physics
or PHY 1211122 General Physics
Math Placement Group IV
a two-semester sequence in organic
chemistry. Many medical schools also
require two semesters of calculus. Students
should consult the pre-medical adviser in
the department for information specific to
medical school application.
Graduate and Professional Training
GPA of 3.5 in biology and 3.0 overall,
active participation in seminar, one course
of approved Independent Study with an
oral defense of the research report. Application should be made no later than the
first term of the senior year.
Graduate programs in biological fields
require coursework similar to that for premedical education, and may also require
undergraduate research experience. Health
care professions (physician assistant,
physical therapist, veterinarian, etc.) have
specific requirements which should be discussed with an adviser in the department.
Minor
Teaching Licensure Major
Five courses, including BIO 113,114
and three Upper Division courses; CHM
105/106 or CHM 115/116.
The State of Minnesota has specific
licensing requirements for teachers which
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to change
after publication of this catalog. Students
therefore should consult with the
Augsburg Education Department to
iden* current Minnesota teacher
licensure requirements.
Honors Major
In planning their courses of study,
students are encouraged to work closely
with members of the Biology faculty.
Normally both General Biology and
Principles of Chemistry (or General
Chemistry) should be taken in the first
year, and Introductory Cellular Biology
and Organic Chemistry in the second year.
Pre-medical Biology Major
The same as the biology major, including a two-semester sequence in physics and
Cooperative Education
The Department works with the
Cooperative Education Office in identifying and defining Co-op Ed experiences in
laboratories and other settings in the Twin
Cities. Students interested should consult
with the Biology Department Cooperative
Education Coordinator.
Biology 87
BIO 101
Human Biology
An introduction to basic biological principles with a human perspective.
Includes discussion of the molecular and cellular basis of life, genetics,
organ systems, and human impact on the environment. (Three hours
lecture. A student may not receive credit for both BIO 101 and 103. Does
not apply to the major or minor. Fall)
BIO 102
The Biological World
The basic concepts of biology pertaining to both plants and animals are
emphasized. The nature of science and the approach used by scientists to
gather and analyze data and propose and test theories are considered.
(Three hours lecture, three hours laboratory. Does not apply to the major
or minor. Spring)
BIO 103
Human Anatomy and Physiology
A survey of the structure and function of the human body. (Three hours
lecture, three hours laboratory. A student may not receive credit for both
BIO 101 and 103. Does not apply to the major or minor. Fall)
BIO 105
Biology and Society
The biological basis for problems facing society, such as pollution, genetic
engineering, AIDS, extinction, global warming, hunger, cancer. (Three
hours lecture. Does not apply to the major or minor. Spring)
BIO 113
General Biology - lntroductory Organismal Biology
An introduction to organismal biology for science majors, including
diversity, physiology, and structure. BIO 113 and 114 must be taken in
sequence except by permission of instructor. (Three hours lecture, four
hours laboratory. Fall)
BIO 114
General Biology - lntroductory Genetics, Evolution & Ecology
An introduction to cellular functioning, metabolism, classical and population genetics, evolution, and ecology. BIO 113 and 114 must be taken in
sequence except by permission of instructor. (Three hours lecture, four
hours laboratory. Spring)
BIO 215
lntroductory Cellular Biology
An introduction to structure and function in tissues, cells, and subcellular
organelles. (Three hours lecture, four hours laboratory. Prereq.: BIO 113,
114, CHM 106 or 116, CHM 223 or 352, or concurrent registration in 223 or
351. Fall)
BIO 351
Invertebrate Zoology
A study of the invertebrate animals stressing classification, morphology,
behavior, life history and phylogeny. (Three hours lecture, four hours
laboratory. Prereq.: BIO 113,114. Fall: alternate years)
BIO 353
Comparative Vertebrate Zoology
Vertebrate phylogeny approached by comparative study of structure and
function of the major organ systems. (Three hours lecture, three hours
..
---
.
88 Biology
-
BIO 355
Genetics
Principles of heredity, integrating classical and molecular analysis. (Three
hours lecture, four hours laboratory. Prereq.: BIO 215. Fall)
BIO 361
Plant Biology
A survey of the major groups of algae, fungi and plants, including the
study of structure, physiology, life histories and phylogeny. (Three hours
lecture, four hours laboratory. Prereq.: BIO 113,114. Fall '96, Spring
thereafter)
BIO 367
Biochemistry
An introductory consideration of biological macromolecules and their
components, energetics, and intermediary metabolism and its integration.
(Three hours lecture. Prereq.: BIO 215, CHM 223 or 352. Fall)
BIO 440
Plant Physiology
A consideration of the process involved in photosynthesis, growth,
development and water relations in plants including the relationship of
process to structure and life history. (Three hours lecture, four hours
laboratory. Prereq.: BIO 215 and CHM 223 or 352. Fall: alternate years)
BIO 471
Advanced Cellular and Molecular Biology
An examination of mechanisms of molecular genetics, recombinant DNA
technology, maintenance of cellular compartments, cell-signaling, cell
cycle, and cytoskeleton-extracellularmatrix interactions. (Three hours
lecture, four hours laboratory. Prereq.: BIO 215. Spring)
BIO 473
Animal Physiology
A study of digestion, respiration, circulation, excretion, movement and
sensory perception as well as neural and hormonal control of these
functions, emphasizing vertebrates. (Three hours lecture, four hours
laboratory. Prereq.: BIO 215; PHY 116 or 122, or consent of the instructor.
Fall)
BIO 474
Developmental Biology
A consideration of the physiological and morphological changes which
occur during embryonic development of animals, including genetic
control of development. (Three hours lecture, four hours laboratory.
Prereq.: BIO 215. Spring)
BIO 476
Microbiology
An introduction to the study of microorganisms. Environmental, indus-
trial and medical issues are discussed, with particular attention paid to
human pathogens. (Three hours lecture, three hour laboratory, one hour
tutorial. Prereq.: BIO 215. Spring)
BIO 481
Ecology
A study of interactions between organisms and the biotic and abiotic
environment. Topics include physiological ecology, energy flow, nutrient
cycling, a survey of biomes, population and community ecology, and
conservation. (Three hours lecture, four hours laboratory, some Saturday
field trips. Prereq.: BIO 215, MPG IV.Fall)
BIO 491
Biology 89
Seminar (.O course)
A weekly meeting of biology majors. Active participation by juniors and
seniors is required, including an oral presentation by seniors. Guest
speakers are often invited. A noncredit requirement for the major. (Spring)
Internships and Independent Study Courses:
BIO 199
Internship
See description on page 79. (Prereq.: BIO 113,114)
BIO 299
Directed Study
See description on page 79.
BIO 399
Internship
See description on page 79. (Prereq.: BIO 215)
BIO 499
Independent StudyIResearch
See description on page 79. (Prereq.: BIO 215)
INFORMATION
SYSTEMS- BUS, ACC,
0
ur mission is to prepare students
for professional careers in business or for
paduate studies. This preparation involves
a curriculum that stresses analysis and
communication, emphasizes both theory
and practice, and is shaped by the needs of
the business community. The Department
fosters close ties with the corporate
community which provide a wealth of
practical expertise, a variety of internship
opportunities, and future job prospects.
The faculty believe they can best
serve both the student and the community
by providing an education that is technically competent, ethically based, and
socially aware.
Faculty
MIS
major there are four specializations:
Marketing, Management, Finance, and
Jntemational Business. Within the Account
ing major there are three specializations:
General Accounting, Public Accounting,
and Managerial Accounting.
Graduation Requirements
To graduate without intentionally
taking courses in excess of the minimal
number required (see page 63), students
must avoid taking too many electives or
exceeding the 13-course limit per academic
department. Courses designated as ACC,
BUS, and MIS are considered as being in
the same academic department. Taking
extra electives, or choosing a particular
combination of major and minor may
require students to complete more than
the minimum number of credits required
for graduation.
Arnin Kader (Chair, International Business
Coordinator),John C. Cerrito (Management
Coordinator), Steven J. LaFave, Lori L.
Lohman, Fekri Meziou (Marketing CoordiTransfer Students
nator), Thomas Morgan, Milo A. Schield
(Finance Coordinator),Magdalena M.
Transfer students must complete at
Paleczny-Zapp, Kathy Schwalbe (MIS
least four of the Upper Division courses
Coordinator), and Stuart M. Stoller
required in the major at Augsburg or
(Accounting Coordinator).
obtain an exemption from the Department.
Transfer courses must be approved by the
Department. Courses taken more than 10
years ago will not be accepted.
Majors
Advisina
J
The Department of Business, Administration, Accounting and MIS offers three
majors: Business Administration (BUS),
Accounting (ACC), and Management
Mormation Systems (MIS).
Specializations
Within the Business Administration
Students who plan to major in Business
Administration, Accounting or MIS are
strongly encouraged to select a departmental adviser who teaches in their major. This
should be done by the end of the sophomore year at the latest. In addition to
advising, departmental faculty can counsel
mninrc nn their r n r ~ ~ rnccict
c
mainrc in
Business Administration
2btaining internships or jobs, and provide
letters of recommendation for prospective
2mployers or graduate programs.
Internships
Students are strongly encouraged to
work with the Cooperative Education and
Department faculty to obtain an Internship
:BUS/ACC/MIS 399) during their junior or
T
he major in Business Administration
xepares students for professional careers
n business administration or for graduate
studies. The four specializations within this
najor share a common business core. This
:ommon core provides students with a
>roadfoundation so they can readily adapt
:o internal changes in interests and goals
md to external changes in circumstances
md opportunities.
3usiness Core
LO courses including:
3CO 112 Principles of Macroeconamics J
ICO 113 Principles of Microeconomics v
VIIS 175 Principles of Computing f o r d
Business
2CC 221 Principles of Accounting I fl
4CC 222 Principles of Accounting I1
3US 242 Principles of Management
3US 252 Principles of Marketing
vIIS 379 Quantitative Methods for
Business and Economics
3US 301 Business Law
3US 331 Financial Management
senior year. Although an Internship counts
as part of the 13 courses allowed in the
major, students may petition for an
exception. An Internship may satisfy the
perspective on the City. Internships can
provide students with experience that may
be valuable in competing for jobs after
graduation. Consult your adviser on this
matter.
Specialization in Marketing
Business core plus 3 courses:
BUS 352 Marketing Research and
Analysis
BUS 355 Marketing Communications
or BUS 357 Advertising
BUS 450 Marketing Management
Specialization in Management
Business core plus 4 courses:
BUS 340 Human Resource Management
BUS 440 Operations Management
BUS 465 International Management
MIS 376 Project Management
or ECO 318 Management Science
Specialization in Finance
Business core plus 4 courses:
ACC 322 Accounting Theory and
Practice I
BUS 433 Financial Theory: Policy
and Practice
BUS 438 Investment Theory
and one of the following:
ECO 311 Public Finance
ECO 312 Intermediate Macroeconomics
ECO 313 Intermediate Microeconomics
ECO 315 Money and Banking
MIS 479 Intermediate Quantitative
Methods for Business and
91
92 Business Administration
-
Specialization in International Business
Business core plus 4 courses:
BUS 362 International Business
BUS 465 International Management
BUS 466 International Marketing
and one additional in either BUS 362
International Business or ECO 360 International Economics.
Students must also complete three
semesters of a foreign language (or
equivalent).The language requirement
may be waived for international students.
Contact the International Business Coordinator for details on language equivalents or
other configurations.
Combined Major in Business
Administration and Economics
11courses including:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
ECO 313 Intermediate Microeconomics
and one other Upper Division Economics
course
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting I1
BUS 242 Principles of Management
BUS 252 Principles of Marketing
MIS 379 Quantitative Methods for
Business and Economics
BUS 242
or BUS 331 Financial Management
and one other Upper Division Business
Administration, Accounting or MIS course
Honors Major
GPA of 3.5 in the major and 3.1 overall;
a senior thesis and comprehensive oral
exam in the major field of concentration.
Interested juniors or seniors should contact
the Department Chair.
Minor in Business Administration
Six courses including:
ECO 112 or ECO 113, ACC 221 and 222,
BUS 242 and 252, BUS 331 or MIS 379.
This minor is automatically completed
while completing a major in Accounting or
MIS.
Minor in International Business
Six courses including:
ECO 112 or ECO 113, ACC 221, BUS 242 or
BUS 252, and three courses in International
Business (one may be in International
Economics).
Students should consult the area
coordinator concerning acceptable alternatives in International Economics.
Principles of Management
Development of the theory of management, organization, staffing,
planning and control. The nature of authority, accountability and responsibility; analysis of the role of the professional manager.
BUS 252
Principles of Marketing
Principles of basic policy and strategy issues in marketing. Legal, ethical,
competitive, behavioral, economic and technological factors as they affect
product, promotion, marketing channel and pricing decisions.
BUS 295
Topics
T
PC-IIITPC
dicrii~cinn<m e ~ t i n with
v ~ members nf the staff or visiting
-
Business Administration
faculty regarding research methodology and readings in the areas of
business administration. (Prereq.: consent of instructor)
IUS 301
Business Law
Legal rules relating to contracts, agency, negotiable instruments, property
and business organizationsunder the Uniform Commercial Code.
IUS 302
Business Ethics
Examines individual choices in business; analyzes and evaluates various
business practices; emphasizes conceptual precision in thinking, writing
and speaking. (Prereq.: BUS 301 or PHI 120 or PHI 125, or jr/sr standing)
IUS 331
Financial Management
Topics related to theory of acquisition, fund allocation and management,
sources and uses of long and short-term funds, capital cost/budgeting,
leverage, dividend policy. (Prereq.: ECO 113, ACC 222)
IUS 340
Human Resource Management
Personnel function in business, acquisition and utilization of human
resources; desirable working relationships; effective integration of the
worker with the goals of the firm and society. (Prereq.: BUS 242)
IUS 352
Marketing Research and Analysis
Research process as an aid to decision-making; methodology; results;
evaluation of effectiveness. (Prereq.: BUS 252,357, ECO 113, or consent of
instructor)
IUS 355
Marketing Communications
Integration of advertising, public relations, sales promotion design,
evaluation, and personal selling into a coherent promotion mix. (Prereq.:
BUS 252) Note: Either 355 or 357 can be taken for graduation credit but not
both.
IUS 368
IUS 433
Advertising
An introduction to print and broadcast advertising and promotion as
important elements in modem marketing and communications. Note:
Either 355 or 357 can be taken for graduation credit but not both.
International Business
Introduction to problems/possibilities and appreciation of perspective
required for successfully doing business in an international context.
(Prereq.: ECO 112 or 113, and BUS 242 or 252, or consent of instructor.
Spring)
Responding to the Challenge of Japan
An examination of current Japanese business practices from a cultural
perspective. TV documentaries, readings from periodicals, plus participation in a seminar model. (Prereq.: Junior standing or consent of instructor)
Financial Theory: Policy and Practice
A system's approach to financial structure and policy. Emphasis on
decision making, presentation through literature, readings, lectures and
case material. (Prerea.:BUS 331. ACC 322)
93
-
94 Business Administration
-
BUS 438
Investment Theory
Appraisal of the risk/return relationships of various types of securities:
extensive coverage of capital markets and portfolio management. (Prereq
all core courses or consent of instructor)
BUS 439
Risk Management and Insurance
Analyzes exposure to accidental loss -its identification, measurement
and evaluation. Reviews techniques for loss prevention and control.
Surveys primary types of insurance. (Prereq.: BUS 331 and MIS 379)
BUS 440
Operations Management
Concepts and principles related to the management of operating functions. Taught from a managerial viewpoint with examples from various
industries and sectors. (Prereq.: BUS 242)
BUS 450
Marketing Management
Integration of marketing with other business functions; marketing
management and decision-making, planning marketing programs,
channels of distribution, pricing, product selling promotion policies.
(Prereq.: BUS 352 and either BUS 355 or 357)
BUS 465
International Management
Private sector manager's perspective of national/intemational institution
and strategies, structure, practices and effects of a national corporation in
the world today. (Prereq.: BUS 242. BUS 362 is recommended)
BUS 466
International Marketing
This course examines those issues and activities unique to marketing in a
international setting. Emphasis is also placed on adaptation of a marketing mix according to the international marketing environment. (Prereq.:
BUS 252,362)
BUS 495
Topics
Lectures, discussions, meetings with members of the staff or visiting
faculty regarding research methodology and current national and
international business problems and policies. (Prereq.: consent of instructor)
lnternships and Independent Study Courses:
BUS 199
Internship
See description on page 79.
BUS 299
Directed Study
See description on page 79.
BUS 399
Internship
See description on page 79.
BUS 499
Independent StudyIResearch
See description on page 79.
In.
he major in accounting prepares
tudents for professional careers in a wide
rariety of accounting-related positions.
'his major has three tracks: General
iccounting, Professional Accounting and
vlanagerial Accounting. The General
iccounting specialization is adequate for a
vide variety of positions. The Professional
iccounting track includes two specializaions: public accounting and managerial
:ccounting.The public accounting specialzation is recommended for positions with
:PA firms. The managerial accounting
pecialization is recommended for positions
vith large or rapidly-growing companies.
The two professional specializations
elate to two professional designations: the
3PA and the CMA. A Certified Public
iccountant (CPA) focuses on external
eporting; a Certified Management
iccountant (CMA) focuses on internal
eporting. The public accounting specialzation includes the materials emphasized
)n the CPA exam; the managerial specialzation includes the materials emphasized
In the CMA exam. Both the CPA and CMA
lesignation have an experience requirenent in addition to passing the national
!xam. Under the rules of the Minnesota
itate Board of Accountancy, Accounting
najors in the Public Accounting specializaion are qualified to sit for the CPA
:xamination during their last semester.
iccounting Core
4 courses are required for this major (an
lxception to the 13-course limitation)
ncluding:
T O 112 Principles of Macroeconomics
3C0 113 Principles of Microeconomics
dIS 175 Principles of Computing for
~usiness
BUS
BUS
ACC
ACC
MIS
242
252
221
222
379
BUS 301
BUS 331
ACC 322
ACC 323
ACC 324
ACC 425
Principles of Management
Principles of Marketing
Principles of Accounting I
Principles of Accounting I1
Quantitative Methods for
Business and Economics
Business Law
Financial Management
2
Accounting Theory and
Practice I
Accounting Theory and
Practice I1
Managerial Cost Accounting
Advanced Accounting
Students are encouraged to take the
courses in the sequence given above.
Specialization in General Accounting
No additional courses required.
Specialization in Public Accounting
Accounting Core (14 courses) plus ACC 326
Tax Accounting and 423 Auditing.
Specialization in Managerial Accounting
Accounting Core (14 courses) plus ACC 424
Internal and Operational Audit and MIS
375 Management Information Systems in
the Organization.
Honors Major
GPA of 3.5 in the major and 3.1 overall;
a senior thesis and comprehensive oral
exam in the major field of concentration.
hterested juniors or seniors should contact
the Department Chair.
Minor in Accounting
Six courses including:
ACC 221,222, BUS 331 or ACC 324, ACC
322,323
and one of the following: MIS 175,379,
ECO 112 or 113.
This minor is recommended for majors
--
. .
-
2
Accounting
ACC 221
Principles of Accounting I
Introduction to business activities, basic concepts and fundamentals of
accounting, the accounting cycle and preparation of financial statements.
ACC 222
Principles of Accounting II
A continuation of 221. Introduction to business activities, accounting for
corporations.Basic concepts and fundamentals of managerial accounting,
planning and controlling processes, decision-making and behavioral
considerations. (Prereq.: ACC 221)
ACC 295
Topics
Lectures, discussions, meetings with members of the staff or visiting
faculty regarding research methodology and readings in the areas of
business administration. (Prereq.: consent of instructor)
ACC 322
Accounting Theory and Practice I
An analysis of financial accounting with emphasis on accounting theory
pertaining to financial statements, income concepts, valuation concepts,
FASB statements and other relevant issues as applied to assets. (Prereq.:
ACC 222)
ACC 323
Accounting Theory and Practice II
A continuation of 322. An analysis of financial accounting with emphasis
on accounting theory pertaining to financial statements, income concepts,
valuation concepts, FASB statements and other relevant issues as applied
to liabilities and stockholders' equity. (Prereq.: ACC 322)
ACC 324
Managerial Cost Accounting
Accounting tools for heavy manufacturing systems as well as for managerial decision making. Planning, budgeting, standard cost systems, as well
as other quantitative and behavioral topics. (Prereq.: ACC 221,222, BUS
242,252, MIS 379, or consent of instructor)
ACC 326
Tax Accounting
The more common and important provisions of planning and compliance
for income taxes. (Prereq.: ACC 221, BUS 331, ECO 112,113, or consent of
instructor)
ACC 423
Auditing
Internal and external auditing procedures. Emphasis on the CPA's role to
form the basis of opinion on a set of financial statements. (Prereq.: ACC
323)
ACC 424
Internal and Operational Audit
Integrating the business arts of accounting, finance, management, marketing and MIS to incorporate and learn the techniques of internal and
operation auditing using problem-solving. (Prereq.: ECO 113, ACC 221,
222, BUS 242,252,331, MIS 175,379)
ACC 425
ACC 495
-
Accounting 97
Advanced Accounting
Topics
Lectures, discussions, meetings with members of the staff or visiting
faculty regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor)
Internships and Independent Study Courses:
ACC 199
ACC 299
ACC 399
ACC 499
-
Accounting for business combinations, consolidations, governmental
accounting, partnership accounting and fund accounting. (Prereq.:
ACC 323)
Internship
See description on page 79.
Directed Study
See description on page 79.
Internship
See description on page 79.
Independent StudyIResearch
See description on page 79.
T
he major in Management Information
Systems prepares students for professional
careers in information systems. MIS studies
information systems as both a resource and
a tool for decision-making. Students learn
to analyze and evaluate existing systems
and to design and program new systems.
MIS is an extensive major (16 courses) and
includes courses from Computer Science,
Mathematics, Economics, Business and
Accounting, as well as from MIS.
Management Information Systems Major
16 courses including:
A. Six courses in Economics, Business and
Accounting:
ECO 113 Principles of Microeconomics
BUS 242 Principles of Management
BUS 252 Principles of Marketing
BUS 331 Financial Management
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting II
B. Three courses in Mathematics and
Computer Science:
CSC 170 Structured Programming
MAT 121 Finite Mathematics
or any higher level math course
and one of the following:
CSC 210 Data Structures
CSC 270 FORTRAN
CSC 271 COBOL
CSC 272 UNIX and C
C. Seven courses in MIS:
MIS 175 Principles of Computing for
Business
or CSC 160 Introduction to
Computer Science and
Communications
MIS 370 Advanced Computing for
Business
or CSC 352 Data Base Management
and Design
MIS 375 Management Information
Systems in the Organization
MIS 379 Quantitative Methods for
Business and Economics
MIS 475 Systems Analysis and Design
MIS 476 Information Systems Projects
and one of the following:
MIS 376 Project Management
MIS 479 Advanced Quantitative
Methods for Business and
Economics
ECO 318 Management Science
CSC 340 Introduction to Networking
and Communications
Honors Major
GPA of 3.5 in the major and 3.1 overall;
a senior thesis and comprehensive oral
exam in the major field of concentration.
Interested juniors or seniors should contact
the Department Chair.
Minor in MIS
Seven courses including:
MIS 175 or CSC 160, ACC 221, BUS 242 or
BUS 252, MIS 370 or CSC 352, MIS 375,
ECO 113 and one of the following: MIS 376
475,479 or ECO 318
Mathematics Placement Croup (MPC)
Requirements
MIS 175,370,379,479, CSC 170,210 and
all 100 level Math courses have Placement
Group requirements. Since all majors in
Business, Economics and MIS must take
MIS 379, they all must have at least MPG III.
MIS
MIS 175
Principles of Computing for Business
An introductory course to develop understanding of basic computing
concepts and specific skills in using microcomputer software (Windows,
Word, Excel, Access, PowerPoint, e-mail, and the World Wide Web).
Emphasis on solving business-related problems using software, especially
Excel. Students with a strong computer background are encouraged to
take MIS 370 instead of M E 175. (Prereq.:MPG 11)
MIS 295
Topics
Lectures, discussions, meetings with members of the staff or visiting
faculty regarding research methodology and readings in the area of
Management Information Systems.
MIS 370
Advanced Computing for Business
This course provides more in-depth use of business software like Excel,
Access, and the World Wide Web. Students will also learn to program
Windows applications using tools like Visual Basic. (Prereq.: MPG III,
MIS 175 or CSC 160 or strong computer background)
MIS 375
Management Information Systems in the Organization
Broad understanding of using information systems to support organizational objectives. Topics include strategic uses of information systems,
business process re-engineering, understanding the technology architecture and information systems resources. (Prereq.:ACC 221, BUS 242 or
252, and one computer course such as MIS 175,370, or CSC 160)
MIS 376
Project Management
Develops project management skills needed to define, plan, lead, monitor, and complete projects. Combines theories, techniques, group activities, and computer tools such as Microsoft Project. Emphasizes technical
and communications skills needed to manage inevitable changes.
(Prereq.:ACC 221, BUS 242, MIS 175 or 370.)
MIS 379
Quantitative Methods for Business and Economics
An introduction to quantitative reasoning to assist students in reading
and interpreting data. Topics include descriptive measures, probability,
sampling distributions, estimation and hypothesis testing with emphasis
on applied problems in business and economics. (Prereq.: MIS 175 and
either Math Placement Group III or a grade of at least 2.0 in MAT 104)
MIS 475
Systems Analysis and Design
Develops skills in using systems development methodologies and
Computer Aided Software Engineering (CASE) tools. Techniques used
include data and process modeling, file and database design, and user
interface design. A course-long project is used to complete a rudimentary
system design. (Prereq.: MIS 375 and 370 or CSC 352)
MIS 476
Information Systems Projects
Using skills developed in MIS 376 and 475, generate a complete and
99
loo
MIS
MIS 479
Intermediate Quantitative Methods for Business and Economics
Utilize computer packages relevant to statistical analysis. Areas of interest
include statistical descriptions, analysis of variance and statistical inference plus linear models, queuing models and Monte Carlo simulations.
(Prereq.: MIS 379) ,
Internships and Independent Study Courses:
MIS 199
Internship
See description on page 79.
MIS 299
Directed Study
See description on page 79.
MIS 399
Internship
See description on page 79.
MIS 499
Independent Study/Research
See description on page 79.
c
hemistry is the science of the changes
in matter, examining those changes and
working toward an understanding of them.
Correlating the results of physics and
opening the vistas of molecular biology,
chemistry has been described as the central
science because matter includes the entire
physical world such as the things we use,
the food we eat and even ourselves.
Chemists as scientists must be knowledgeable in fact and theory for solving
scientific problems, and also capable
of providing a public understanding of
their work including potential problems
as well as benefits.
Chemists as people must be broadly
educated in order to understand themselves and their society. The liberal arts as
offered in the General Education Curriculum is imperative if a chemist is to be both
truly human and truly scientific.
The Department is on the List of
Approved Schools of the American
chemical Society (ACS) and offers a
chemistry major which meets the chemistry
background required by many fields.
Consonant with these ideas, the
Department of Chemistry has established
the following objectives to help its students
develop into mature scientists:
*To provide a course of study of
sufficient rigor and depth to enable our
graduates who complete our ACS chemistry major to compete successfully with
their peers of similar ability in graduate
school or research positions.
*To provide programs of study for
professional goals in addition to the
traditional positions as chemists.
*To provide an atmosphere of learning
so that students will want to remain
lifelong learners, thereby remaining
competent in their field however that may
change after graduation, and be able to
move into new areas as opportunities arise.
*To encourage students to take a broad
view of their education and to seriously
study areas outside of the sciences.
*To present the excitement of chemistry
to non-science majors as an example of the
methodology of the natural sciences in
examining the world around us. The
presentation of major concepts underlying
the changes in matter, the opportunity to
examine change in the physical world and
the reflection of the implications and
limitations of science in our society will
enhance the ability of non-science persons
to make better value judgments concerning
science questions in their own endeavors.
Chemistry Faculty
Joan C. Kunz (Chair), John J. Carroll, Arlin
E. Gyberg, Sandra L. Olmsted
BACHELOR OF ARTS
Graduation Major in Chemistry
CHM 105,106 Principles of Chemistry
or CHM 115,116 General Chemistry
CHM 351,352 Organic Chemistry
CHM 353 Quantitative Analytical
Chemistry
CHM 361 Physical Chemistry
CHM 363 Physical Chemistry Laboratory
CHM 491 Chemistry Seminar
and one additional course from:
CHM 364 Physical Chemistry
CHM 464 Advanced Organic Chemistry
CHM 481 Advanced Analytical Chemistry
CHM 482 Advanced Inorganic Chemistry
CHM 483 Quantum Chemistry
lo*
-
Chemistry
BIO 367 Biochemistry
Also required:
PHY 121,122 General Physics I, I1
MAT 145,146 AUGMENT Calculus
I & I1
or one year of calculus
Because Upper Division courses have
mathematics and physics prerequisites,
students should plan to take MAT 145,146
in the freshman year and PHY 121,122 in
the sophomore year.
Teaching Licensure in Physical Science
The State of Minnesota has specific
licensing requirements for teachers which
may differ slightly in emphasis from the
Augsburg major requirements. The
state requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with
the Augsburg Education Department to
idenfdy current Minnesota teacher licensure requirements.
Pre-Medical Chemistry Major
The same as the Graduation Major. In
addition, medical schools expect at least
two courses (and usually more) in biology.
Students should consult members of the
Chemistry Department for assistance in
planning a course program early in their
college career.
E BACHELOR OF SCIENCE
American Chemical Society Approved
Major
12 courses including:
CHM 105,106 Principles of Chemistry
or CHM 115,116 General Chemistry
CHM 351,352 Organic Chemistry
CHM 353 Quantitative Analytical
Chemistry
CHM 361,363 Physical Chemistry and
Laboratory
CHM 364,365 Physical Chemistry and
Laboratory
CHM 464 Advanced Organic Chemistry
CHM 481 Advanced Analytical Chemistry
CHM 482 Advanced Inorganic Chemistry
CHM 483 Quantum Chemistry
CHM 491 Chemistry Seminar
MAT 145,146 AUGMENT Calculus
I & I1
or one year of calculus
MAT 245 Mathematical Structures
or approved math course
PHY 121,122 General Physics I, I1
(should be taken in sophomore
year)
Recommended: Modem Physics, additional mathematics, research experience,
reading ability in German and computer
proficiency.
Honors Major
Full ACS major; GPA of 3.5 in chemis-
try, mathematics and physics, 3.0 overall;
one course or summer of approved
research; participation in seminar.
Minor
Five courses which must include:
CHM 105,106 or CHM 115,116, CHM 353,
and two other Chemistry courses from:
CHM 223, CHM 351,352, CHM 361, or BIO
367
Note: credit will not be granted for both
CHM 105 and 115, or for both CHM 106
and 116. Other restrictions are in the course
descriptions.
Chemistry lo3
A prerequisite must be completed with a grade of 2.0 or P, or higher to count, otherwise, permission
of the instructor is necessary. These requirements also must be met when using thefirst term of a
two-term course in registeringfor the second term.
CHM 100
Chemistry for Changing Times I
Designed for the liberal arts student. Emphasis is upon developing basic
chemistry concepts using examples primarily from inorganic chemistry.
Does not count toward a chemistry major or minor nor apply as prerequisite for other chemistry courses. (Prereq.: MPG 11)
CHM 101
Chemistry for Changing Times II
Second semester of the year-long course. Applies concepts from CHM 100
to environmental, organic and biochemical problems of societal interest. A
laboratory is included with this course. Does not count toward a chemistry major or minor nor apply as prerequisite for other chemistry courses.
(Prereq.: CHM 100, MPG III)
CHM 105
Principles of Chemistry
Topics in this course include an introduction to matter, chemical change,
chemical reactions, chemical bonding, energetics and equilibrium. The
sequence, CHM 105,106, is designed for students who have not studied
chemistry in high school or who are less confident about their background
in chemistry. Students may go into CHM 351 or 353 from CHM 106 and
major in chemistry. (Three hours of lecture, one three-hour laboratory.
Prereq.: MPG II. Fall)
CHM 106
Principles of Chemistry
CHM 106 is a continuation of CHM 105 with more emphasis upon
equilibrium and the chemistry of the elements. (Three hours of lecture,
one three-hour laboratory. Prereq.: CHM 105, MPG m.Spring)
CHM 115
General Chemistry
An intensive course for pre-medical students and future chemists.
Includes chemical equations and calculations, energetics, and bonding
theory with examples from inorganic chemistry. (Three one-hour lectures,
one three-hour laboratory. Prereq.: high school chemistry, MPG III. Fall )
/'
CHM 116
CHM 223
General Chemistry
A continuation of Chemistry 115. Emphasis on equilibrium and solution
chemistry including kinetics and electrochemistry. (Three one-hour
lectures, one three-hour laboratory. Prereq.: 115. Spring)
Elementary Organic Chemistry
This one-semester course is designed for students whose professional
goals require a survey of organic chemistry. Topics covered include
synthesis, properties and reactions of selected aliphatic and aromatic
compounds. This course will not count toward achemistry major, nor will
credit be given for this course if CHM 351,352 is taken, nor does it fulfill
the prerequisite requirement for CHM 352, nor does it meet biochemistry
'04 Chemistry
requirements for other programs. (Prereq.: CHM 106 or 116. Three onehour lectures, one three-hour laboratory. Fall)
CHM 351,352 Organic Chemistry
Important classes of organic compounds with special emphasis on
mechanisms and multi-step synthesis. Descriptive material is correlated
by means of modem theories of chemical bonds, energy relations and
reaction mechanism. (Three one-hour lectures, one four-hour laboratory.
Prereq.: CHM 106 or 116. Fall: CHM 351; Spring: CHM 352)
CHM 353
Quantitative Analytical Chemistry
Covers gravimetric and volumetric analysis and solution equilibrium in
detail and gives an introduction to electrochemicaland spectrophotometric techniques of analysis. The laboratory involves quantitative analysis of
a variety of samples, and includes trace analysis. (Three hours of lecture,
one four-hour laboratory. Prereq.: CHM 106 or 116. MPG III. Fall)
CHM 361
Physical Chemistry
The basic theoretical concepts of chemistry; thermodynamics, kinetics and
quantum chemistry. (Three one-hour lectures. Prereq.: CHM 106 or 116;
MAT 145,146; PHY 121,122. Fall)
CHM 363
Physical Chemistry Laboratory
(.5 course)
Physical Chemistry Laboratory introduces students to techniques of data
collection and experimental application of concepts presented in Physical
Chemistry lecture. CHM 363 is to be taken in the fall and involves
experiments related to CHM 361. (One four-and-one-half hour laboratory.
Prereq.: CHM 361 or concurrent registration.)
CHM 364
Physical Chemistry
Applications of concepts studied in CHM 361 to areas of solutions, phase
equilibria, electrolytes, molecular structure and electrochemistry. (Three
one-hour lectures. Prereq.: CHM 361. Spring)
CHM 365
Physical Chemistry Laboratory
(.5 course)
CHM 365 is to be taken the second semester and involves experiments
relating to CHM 364. (One four and one-half hour laboratory. Prereq.:
CHM 364 or concurrent registration. Spring)
CHM 464
Advanced Organic Chemistry
Organized around the problems of identifymg organic compounds in the
laboratory. Lecture topics include structure-spectracorrelations for IR,
UV, NMR and mass spectroscopy; use of the literature (including
Beilstein); and further study of organic reactions. (Three hours of lecture,
six hours of laboratory. Prereq.: CHM 352,353,361 or consent of instructor. Some reading knowledge of German recommended. Fall)
CHM 481
Advanced Analytical Chemistry
Emphasis on instrumental methods of analysis. Atomic, molecular, and
electron spectroscopy, radiochemical, chromatography, thermal, and
electroanalytical methods are covered. (Three one-hour lectures, one fourand-one-half hour laboratory. Prereq.: CHM 353,361 or consent of
-
Chemistry 105
CHM 482
Advanced Inorganic Chemistry
Correlation of inorganic reactions using the electrostatic and molecular
orbital models. Reactivity and bonding in coordination, cluster and
organometallic compounds are considered. The laboratory uses preparations of a variety of techniques. (Three one-hour lectures, one three-hour
laboratory. Prereq.: CHM 352,361 or consent of instructor. Fall)
CHM 483
Quantum Chemistry
Presents quantum theory in terms of Schrodinger'swave equation and
uses the equation to solve molecular model problems. Approximate
solutions are introduced and used to develop molecular orbital theory for
molecules. (Three one-hour lectures. Prereq.: CHM 364 or consent of
instructor. Spring)
CHM 491
Chemistry Seminar
(.O course)
This seminar, which has no course credit, is a weekly meeting of chemistry majors under the direction of the Augsburg Chemistry Society. Juniors
and seniors are expected to participate, with seniors presenting papers.
Outside visitors are also invited to participate.
CHM 497
Introduction to Chemistry Research
Chemistry majors planning research careers need research experience
before graduation which may be obtained by working on a summer
research project (not counted as a course) or by research participation
during the academic year (which may be counted as a course). Cooperative Education is an excellent opportunity to be involved in industrial
research projects. (Prereq.:junior or senior standing)
Internships and Independent Study Courses:
CHM 199
lnternship
See description on page 79.
CHM 299
Directed Study
See description on page 79.
CHM 399
lnternship
See description on page 79.
CHM 499
Independent StudyIResearch
See description on page 79. (Prereq.:junior or senior standing)
LOMMUNICATION
See listing under Speech/Comunication
and Theatre Arts.
T
he Augsburg Computer Science
Department strives to give students a
sound theoretical and practical foundation
in computer science. We offer both a B.A.
and a B.S. major. The computer science
curriculum places emphasis on networks,
communications and the use of computers
as an information access tool. The course
work provides students a strong base in
computer science, with emphasis on
concepts rather than on applications. We
encourage students to strengthen their
course work by electing an Internship or
Cooperative Education experience. Our
location in the Twin Cities provides us an
excellent resource of such experiences for
students, and allows them to add practical
applications to their education.
Computer Science Faculty
Larry Ragland (Chair), Larry Crockett,
Noel Petit, Charles Sheaffer
BACHELOR OF ARTS
Computer Science Major
11courses including:
CSC 160 Introduction to Computer
Science and Communications
CSC 170 Structured Programming
CSC 210 Data Structures
CSC 320 Algorithms
CSC
~ h e o r yof Computation
CSC
Introduction to Networking
and Communications
CSC
Principles of Computer
Organization
CSC
Advanced Topics in Computer
Science
Augment Calculus I
MAT
or
MAT 122 Calculus for the
Social and Behavioral Sciences
and two electives from CSC courses above
200, at least one of which is above 300.
BACHELOR OF SCIENCE
Computer Science Major
15 courses including:
CSC 160 Introduction to Computer
Science and Communications
CSC 170 Structured Programming
CSC 210 Data Structures
CSC 320 Algorithms
CSC 330 Theory of Computation
CSC 340 Introduction to Networking
and Communications
CSC 345 Principles of Computer
Organization
CSC 4-40 Advanced Networking and
Communications
CSC 495 Advanced Topics in Computer
Science
MAT 145 Augment Calculus I
MAT 146 Augment Calculus I1
MAT 245 Mathematical Structures and
Reasoning I
MAT 246 Mathematical Structures and
Reasoning I1
or MAT 247 Introduction to
Applied Mathematics
or MAT 355 Numerical Analysis
and two electives from CSC courses above
200, at least one of which is above 300.
Computational Economics
The computational economics major ha!
been designed to serve a need for students
to have some basic understanding of
computer science and economics. The
major requires six courses from computer
science and six from economics with a
required capstone Independent Study.
Students interested in this major should
C o m ~ u t e rScience
2onsult with the faculty in computer
science, in economics, or one of the
:oordinators.
Coordinators: Jeanne Boeh, Department of Economics. Larry Ragland,
Department of Computer Science.
Major in Computational Economics
K4T 145 Augment Calculus I
or MAT 122 Calculus for the
Social and Behavioral Sciences
CSC 160 Introduction to Computer
Science and Communications
CSC 170 Structured Programming
CSC 210 Data Structures
CSC 340 Introduction to Networking
and Communications
CSC 345 Principles of Computer
Organization
CSC 495 Advanced Topics in Computer
CSC 160
Science
112 Principles of Macroeconomics
113 Principles of Microeconomics
312 Intermediate Macroeconomics
313 Intermediate Microeconomics
318 Management Science
315 Money and Banking
or ECO 415 Managerial Economics
CSC 499 Independent Study
or ECO 499 Independent Study
ECO
ECO
ECO
ECO
ECO
ECO
Computer Science Honors Major
GPA of 3.5 in computer science and
mathematics, GPA of 3.1 overall, and an
independent study project.
Computer Science Minor
Six courses including CSC 160,170,210,
345, MAT 145, and one Upper Division
Computer Science course.
Introduction to Computer Science and Communications
Use of the computer as an information accessing tool through e-mail,
Internet, newsgroups, and remote access to the library; an introduction to
computer science topics in hardware, software, and theory. (Prereq.:MPG
m)
CSC 170
Structured Programming
An introduction to problem-solving, algorithm development and programming using C. (Prereq.: MAT 114 or MAT 122 or BUS 279 or MPG IV)
CSC 210
Data Structures
Data structures such as linked lists, stacks and queues; recursion; objects,
classes and methods. (Prereq.: CSC 170)
CSC 261
Electronics
See under PHY 261.
CSC 270
FORTRAN
Study of the FORTRAN programming language. It is assumed that the
student has a knowledge of programming methods and has done programming in some other language. (Prereq.: CSC 170 or another course
with a study of a programming language)
'07
lo8
-
Computer Science
CSC 271
COBOL
Study of the COBOL programming language. It is assumed that the
student has a knowledge of programming methods and has done programming in some other language. (Prereq.: CSC 170 or another course
with a study of a programming language)
CSC 272
UNlX and C
Study of UNIX operating system and the C programming language. It is
assumed that the student has a knowledge of programming methods and
has done programming in some other language. (Prereq.: CSC 170 or
another course with a study of a programming language)
CSC 320
Algorithms
A systematic study of algorithms and their complexity, including searching/sorting; mathematical algorithms, scheduling, and tree and graph
traversal algorithms. The limitations of algorithms, the classes P and NP,
NP-complete problems and intractable problems. (Prereq.: CSC 210 and
MAT 145)
CSC 330
Theory of Computation
Basic theoretical principles embodied in formal languages, automata and
computability. Topics include regular and context-free languages, finite
automata, Turing machines, the halting problem and unsolvability.
(Prereq.: CSC 170 or 345; MAT 145)
CSC 340
Introduction to Networking and Communications
Principles and methods of data communications, information theory,
distributed processing systems, network protocols and security, standards, network management and general computer interfacing. (Prereq.:
csc 345)
CSC 345
Principles of Computer Organization
An introduction to computer architecture, processors, operating systems,
instruction sets and assembly language programming. (Prereq.: CSC 160)
CSC 352
Database Management and Design
Structure of database management systems, query facilities, file organization and security, and the development of database systems. (Prereq.: CSC
210)
CSC 440
Advanced Networking and Communications
Network management; client/se~erdatabases and workstations; TCP/IP,
IPX, Appletalk networks. (Prereq.: CSC 340)
CSC 445
Operating Systems and Computer Architecture
Elements of operating systems, memory and process management,
interactions among major components of computer systems, and a
detailed study of the effects of computer architecture on operating
systems. (Prereq.: CSC 345)
Com~uterScience
CSC 450
Principles of Programming Languages
Principles that govern the design and implementation of programming
languages. Topics include programming language syntax and semantics,
parsing, compilers, interpreters, data structures, control structures and the
run-time environment. (Prereq.: CSC 210)
CSC 495
Advanced Topics in Computer Science
Study of advanced topics from areas of computer science not included in
other courses. This course may be repeated when the topics vary. (Prereq.:
consent of instructor)
Internships and Independent Study Courses:
CSC 199
Internship
See description on page 79.
CSC 299
Directed Study
See description on page 79.
CSC 399
Internship
See description on page 79.
CSC 499
Independent StudyIResearch
See description on page 79.
109
A
major in East Asian Studies is
offered through Augsburg and the other
Associated Colleges of the Twin Cities
(ACTC). This is an inter-college, interdepartmental program which is available
as a result of the cooperation and crossregistration possibilities among Augsburg
College, Hamline University, Macalester
College, The College of St. Catherine and
the University of St. Thomas. The program
pools the resources and expertise within
the five institutions. This major enables
students to acquire a broad knowledge of
Japan, China and other East Asian nations
and to gain a functional knowledge of the
language of one country.
Career opportunities for those who
attain a liberal arts degree in East Asian
Studies include government service,
international business, journalism, language instruction, Asian arts and intercultural communication. The major provides a
foundation for graduate work in various
fields such as anthropology, economics,
history, international relations, business,
law, political science, sociology and theatre.
This major is also recommended for those
interested in education and work with
social and recreational agencies.
East Asian Studies Faculty
Martha Johnson, Director
Major in East Asian Studies
Nine courses are required for the major.
Courses in the major must be approved by
the campus adviser, and are distributed as
follows: four courses in an East Asian
language; four additional courses, two of
which must be Upper Division (strongly
recommended that one of these be a historj
course on China or Japan); and an East
Asiarl Studies Seminar. A term of study
abroad and the completion of a minor in
another discipline are strongly recommended.
Study abroad opportunities for the
semester or a year are available in Hong
Kong, Japan, Korea and the People's
Republic of China. Study abroad strengthens the East Asian studies major by
offering a cross-cultural experience in the
country of specialization.
Language Courses
Hamliie University offers elementary
and intermediate courses in Chinese.
Macalester College and the University of
St. Thomas offer elementary and intermedi.
ate courses in Japanese. There is a contractual arrangement with the University of
Minnesota to take Chinese or Japanese
languages (without extra tuition charges);
see campus adviser. Non-majors may also
take the Chinese and Japanese language
courses.
-
East Asian Studies
Minor in East Asian Studies
Five courses, no more than two of
which may be in the language. A minor in
East Asian studies provides exposure to an
area of East Asia which would complement
other disciplines.
Note: Interim courses or new courses
related to the East Asian Studies Program
may be substituted when appropriate, with
the consent of the campus adviser. Faculty
advising is recommended at all stages of
the major to plan a coherent and effective
program.
Each campus has a member on the
ACTC East Asian Studies committee who
can assist students. The current advisers
are: Augsburg College - Martha Johnson
330-1715, Hamline University - Richard
Kagan 641-2433, Macalester -Yue-him
Tam 696-6262, St. Catherine -Martha
Hardesty 690-6189, St. Thomas - Robert
Foy 962-5603.
Approved Augsburg College courses
for the East Asian Studies Program (consult
program director for ACTC listing of
approved courses):
BUS 368 Responding to the Challenge
of Japan
HIS 104 The Modem Non-Westem
World
PHI 355 Asian Philosophy
POL 363 Russian and Chinese Foreign
Policy
REL 356 History of Religions
THR 245 Introduction to Asian and
Asian American Theatre
Students may also take Independent
Studies (299,499) or topics courses relating
to East Asian Studies in various departments, subject to consent of instructor and
approval of program director.
111
T
he Economics Department offers a
program which stresses a strong theoretical
background, quantitative analysis and an
emphasis on national and international
issues. Students who graduate with an
Economics major are well prepared to
continue their education in a variety of
fields or to work successfully in business
and government because of the strong
liberal arts emphasis within the major.
Currently, four majors are offered. The
Economics major is designed primarily for
students who are planning graduate or
advanced professional studies. The
Applied Economics major generally leads
to careers in the business world or govemment. Computational Economics meets the
challenge of the changing career opportunities in the fields of Economics and Computer Science. Finally, the combined
Economics/Business Administration major
is designed for those who want more flexibility in planning their program of study.
The study of Economics provides a firm
foundation for confronting change because
it presents a disciplined way to analyze
and to make choices. Some reasons for
studying Economics are: Economics deals
with current problems; Economics is a
successful and prestigious social science;
Economics employs theoretical models and
the scientific method; an Economics major
prepares students for community leadership; and an Economics major leads to a
great diversity of career opportunities.
These include careers in business, law,
teaching, journalism, politics, banking and
finance, service in government, educational
administration, private and public intemational service and industrial relations. A
degree in Economics may prove to be a
valuable credential.
Students are also able to combine an
Economics major with other disciplines
such as Business Administration, Intemational Relations, Mathematics, Computer
Science, Management Information Systems
(MIS), Political Science, History and Nordic
Area Studies.
Transfer students majoring in the Economics Department must take at least four
Upper Division Economics courses at Augsburg, one of these must be ECO 312 or 313.
Internships are recommended. Students
must consult with the Department chair
and the Internship office before registering
for academic credit.
Economics Faculty
Satya P. Gupta (Chair),Jeanne Boeh,
Edward Sabella
Maior in Economics
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
ECO 313 Intermediate Microeconomics
ECO 414 Welfare Economics
and three other Upper Division courses:
MIS 175 Computers for Business,
Accounting, Economics and
MIS
MIS 379 Quantitative Methods for
Business and Economics
MAT 114 Elementary Functions
or MAT 121 Finite Mathematics
or MAT 122 Calculus for the Social
and Behavioral Sciences
The complete calculus sequence is very
strongly recommended for those planning
graduate study in Economics. Computer
courses are also stron~lvrecommended.
Economics 113
Major in Applied Economics
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 311 Public Finance
or ECO 312 Intermediate
Macroeconomics
or ECO 315 Money and Banking
ECO 313 Intermediate Microeconomics
ECO 360 International Economics
ECO 318 Management Science
or ECO 415 Managerial Economics
ECO 413 Labor Economics
ECO 399 Internship Program
or ECO 499 Independent Study
MIS 175 Computers for Business,
Accounting, Economics and
MIS
MIS 379 Quantitative Methods for
Business and Economics
ENG 223 Writing for Business and the
Professions
PHI 120 Ethics
or PHI 125 Ethics and Human
Identity
Major in Computational Economics
See Computer Science, page 106.
Combined Major in Economics and
Business Administration
Five Economics courses including:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
ECO 313 Intermediate Microeconomics
And one other Upper Division Economics
course
and six Accounting/Business Administration/MIS courses including:
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting I1
BUS 242 Principles of Management
BUS 252 Principles of Marketing
BUS 331 Financial Management
or MIS 379 Quantitative Methods for
Business and Economics
and one other Upper Division Business
course
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers
which may differ slightly in emphasis
from the Augsburg major requirements.
The state requirements may also be
subject to change after publication of this
catalog. Students therefore should consult
with the Augsburg Education Department
to iden* current Minnesota teacher
licensure requirements.
Honors Major
GPA of 3.5 in the major and 3.0
overall; a senior thesis and comprehensive
oral examination in the major field of
concentration.
Minor in Economics
ECO 112,113,312,313, and one
additional Economics Upper Division
course. Other configurations may be
permitted by consulting with the Department chair.
Note: Students who plan to major in the
Department are strongly encouraged to
select a Department adviser as soon as
possible in order to carefully plan their
program of study.
In addition to the courses listed on the
following pages, these topics have been
offered under ECO 295,495 Topics:
Consumer Economics, Research Methods
for Economics and Business, Advanced
Economic Theory, Decision-Making with
Finite Markov Chains, Soviet Economy,
Economics of Mutual Funds and Health
Economics.
Economics
ECO 110
Economics of Urban Issues
Study of economic implications of many problems facing a metro-urban
environment. Some of the topics to be discussed are fundamental
microeconomic tools, e.g. crime prevention, education, discrimination.
(This is a basic course designed for those students who do not plan to
major in Economics or Business Administration or MIS).
ECO 112
Principles of Macroeconomics
An introduction to macroeconomics: national income analysis, monetary
and fiscal policy, international trade. Application of elementary economic
theory to current economic problems. May be taken independently of
ECO 113or 110. ECO 112 and 113may be taken in either order. (Prereq.:
MPG 11)
ECO 113
Principles of Microeconomics
An introduction to microeconomics: the theory of the household, firm,
market structures and income distribution. Application of elementary
economic theory to market policy. May be taken independently of ECO
110 or 112. ECO 112 and 113may be taken in either order. (Prereq.:
MPG 11)
ECO 219
History of Economic Thought
A chronological study of the major economic thinkers in the political,
economic, philosophical and social settings of the time. Emphasis will be
on tracing long-term secular trends in economic thinking. (Prereq.: ECO
112 or 113)
ECO 295
Topics
Lectures, discussions, meetings with members of the staff or visiting
faculty regarding research methodology and current national and
international economics problems and policies.
ECO 311
Public Finance
Analysis of the principles of taxation and public expenditures; the impact
of fiscal policy on economic activity; debt policy and its economic implications. (Prereq.:ECO 113. Fall: alternate years)
ECO 312
Intermediate Macroeconomics
Determinants of national income, employment and price level analyzed
via macromodels. Attention paid to areas of monetary-fiscal policy,
growth and the role of expectations. (Prereq.: ECO 112. Fall)
ECO 313
Intermediate Microeconomics
Theory of resource allocation, analysis of consumer behavior, firm and
industry; the pricing of factors of production and income distribution;
introduction to welfare economics. (Prereq.: ECO 113. Spring)
ECO 315
Money and Banking
Functioning of the monetary and banking systems, particularly commercial banks, the Federal Reserve System and its role in relation to aggregate
Economics
economic activity. Emphasis placed on monetary theory and policy.
(Prereq.: ECO 112. Fall: alternate years)
ECO 317
Comparative Economic Systems
This course focuses on comparing the performance of various countries
that rely on different economic systems for the allocation of resources,
including systemic changes in Eastern Europe. Theoretical models are
examined and compared to real-world variants. (Prereq.: ECO 112 or 113:
on demand)
ECO 318
Management Science
Provides a sound conceptual understanding of the modem techniques of
management science to prepare students to make better business and
economic decisions. Emphasis is on applications such as transportation,
marketing, portfolio selection, environmental protection, the shortest
route, inventory models, etc. (Prereq.: ECO 113, MPG m. Fall)
ECO 360
International Economics
A study of the underlying forces affecting the economic relations among
nations. Development of the basis for international trade; balance of
payments; exchange rate systems and commercial policy. (Prereq.: ECO
113. Spring: alternate years)
ECO 360
Environmental Economics and Sustainable Development
This course addresses the environmental problems such as tropical
deforestation, despoilation of air and water, ozone depletion, global
warming, etc. that arise in the process of economic development to better
the standard of living of the developed and developing countries.
(Prereq.: ECO 112 or 113: on demand)
ECO 413
Labor Economics
Analysis of labor markets: labor as a factor of ~roduction:determination
of wage collective bargaining; labor legislation and effects upon society.
(Prereq.: ECO 313. Spring: alternate years)
ECO 414
Welfare Economics
Basic concepts and propositions; Pareto optimality, economic efficiency of
alternative market structures; social welfare functions; normative concepts of economic theory. (Prereq.: ECO 313. Spring: alternate years)
ECO 415
Managerial Economics
Integrates economic theory and corresponding practices in business.
Among the topics considered are theories and practices in forecasting,
estimation of demand and cost functions, and an analysis of economic
problems of relevance to management. (Prereq.: MIS 379, ECO 313: on
demand)
ECO 416
Mathematical Economics
Mathematical economics with emphasis on the application of mathematical tools to the areas of micro and macro economic theory. (Prereq.: ECO
312,313, MAT 122)
-
- Economics
ECO 495
Topics
Lectures, discussions, meetings with members of the staff or visiting
faculty regarding research methodology and current national and
international economic problems and policies.
Internships and Independent Study Courses:
ECO 199
Internship
See description on page 79.
ECO 299
Directed Study
See description on page 79.
ECO 399
Internship
See description on page 79. (Prereq.: 50 percent of major or consent of
instructor)
ECO 499
Independent StudyIResearch
See description on page 79.
T
he Education Department maintains
teacher education programs which are fully
accredited by the Minnesota Board of
Teaclung and the National Council for
Accreditation of Teacher Education
(NCATE). These programs lead to endorsements or licensure for kindergarten,
elementary, a wide variety of secondary
subject areas, and K-12 licenses in art,
health, music, or physical education.
Students must apply for acceptance into
the Education Department prior to beginning 300-400 level courses. State law
requires completion of the PPST-PRAXIS
Exam prior to beginning 300400 level
courses. Students complete a semester of
full-time student teaching within the
Department's 45-mile service area.
The Education Department offers nonlicensure majors in elementary education
and education studies.
All students are expected to obtain an
Education Department adviser at the outset
of coursework.
Student Teaching Abroad
Selected Education Department
students may participate in an Interna-
Kindergarten-Elementary Major and
Licensure Requirements:
EDU 210 Learning and Development
in an Educational Setting
EDU 265 Orientation to Education in an
Urban Setting and Field
Experience
EDU 341 Media Technology
tional Student Teaching Abroad program.
Students have options for student teaching
in dozens of countries through the international and American School network. Those
interested in further information should
contact the Education Department.
Students who student teach abroad will do
part of their student teaching in the Metro
area under direct Augsburg faculty
supervision.
Education Faculty
Rich Germundsen (Chair), Mary Ann
Bayless, Linda Dyer, Joseph Erickson, Ann
Fleener, Gretchen Irvine, Susan O'Comor,
Vicki Olson, Jean Strait
Note:
Major changes in Minnesota teacher
licensure are expected to be implemented
prior to the year 2000. At the date of this
catalog printing those changes have yet to
be announced. All candidates for teacher
licensure will have to meet the standards
set by the State and meet the State's
timeline requirements. Teacher candidates
are strongly encouraged to maintain
frequent contact with an Education
Department faculty adviser.
EDE 351 Techniques of Teaching
Reading
EDE 352 Creating Learning
Environments: Kindergarten Elementary and Field
Experience
EDE 381 Kindergarten-Elementary
Curriculum: Art, Music
l8 Elementary Education
-
EDE 382 Kindergarten-Elementary
Curriculum: Mathematics
EDE 383 Kindergarten-Elementary
Curriculum: Physical Education
EDE 384 Kindergarten-Elementary
Curriculum: Social Studies,
Thematic Studies
EDE 386 Kindergarten-Elementary
Curriculum: Children's
Literature
EDE 387 Kindergarten-Elementary
Curriculum: Language Arts
EDE 388 Human Relations
EDE 481,482,483 Student Teaching K-6
EDE 484 Student Teaching K-6 (optional)
HPE 115 Health and Chemical
Dependency Education
HPE 116 Health Concepts for Educators
PHY 103 Conceptual Physics
or MAT 131 Mathematics for the
Liberal Arts
and EDE 377 K-El Science Methods
PHY 103
Students must complete an academic
minor.
If students also desire kindergarten
endorsement, EDE 375 Discovery Learning
in the World of Kindergarten is required.
A GPA of 2.5 overall, 2.5 in the major,
2.0 in the minor, and grades of P in student
teaching courses are required for licensure,
as well as minimum grades of 2.0 in all
Education courses. The equivalent of two
full courses graded P/N plus student
teaching is the maximum allowed for the
elementary education major. P/N grades
for EDU 388 Human Relations and student
teaching are counted in the eight P/N
graded course maximum allowed for
graduation for all elementary and secondary teacher education degree students. The
criteria for acceptance into the Department
Licensure Program are available in the
Education Department.
Conceptual Physics
(See Physics Department for course description.)
EDU 265
Orientation to Education in an Urban Setting and Field Experience
Investigates various aspects of the teaching profession, with opportunity
for in-school work. Open to all students. (Prereq.: sophomore standing
and ENG 111)
EDU 282
Introduction to Special Education
(See Special Education for course description.)
EDE 295
Topics in Education
Study of selected topics in education that arenot treated extensively
through current course offerings. Specific topics will be announced.
EDU 341
Media Technology
(.5 course)
Psychological and philosophical dimensions of communication
through the use of instructional technology. Selection, preparation,
production and evaluation of effective audio-visual materials for teaching/learning situations. Computer training will be included in this course.
ID,,,,,
. DDCT\
Elementary Education 119
EDE 351
Techniques of Teaching Reading
The study and utilization of a variety of teaching techniques and resources
in reading, including the diagnosis and correction of reading difficulties.
(Prereq.: PPST)
EDE 352
Creating Learning Environments: Kindergarten-Elementaryand Field
Experience
The study of strategies and methods of teaching and learning in the
contexts of educational, psychological and sociological theories.
(Prereq.: PPST)
EDE 375
Discovery Learning in the World of Kindergarten
(.5 course)
Study and utilization of a variety of techniques and resources for teaching
kindergarten. (Prereq.: PPST, jr/sr standing, take as close to student
teaching as possible)
EDE 381
Kindergarten-ElementaryCurriculum: Art, Music
(.5 course)
Examination and preparation of materials and resources for art and music
taught at the kindergarten and elementary levels. Laboratory experiences.
(Prereq.: PPST)
EDE 382
Kindergarten-ElementaryCurriculum: Mathematics
(.5 course)
Examination and preparation of materials and resources for mathematics
at the kindergarten and elementary levels. Laboratory experiences.
(Prereq.: PPST)
EDE 383
Kindergarten-ElementaryCurriculum: Physical Education, Health
Examination and preparation of materials and resources for physical
education and health at the kindergarten and elementary levels. Laboratory experiences. (Prereq.: PPST)
EDE 384
Kindergarten-ElementaryCurriculum: Social Studies, Thematic Studies
(.5 course)
Examination and preparation of materials and resources for social studies
and thematic teaching at the kindergarten and elementary levels. Laboratory experiences. (Prereq.: PPST)
EDE 386
Kindergarten-ElementaryCurriculum: Children's Literature
(.5 course)
Examination and preparation of materials and resources for children's
literature at the kindergarten and elementary levels. Laboratory experiences. (Prereq.: PPST)
EDE 387
Kindergarten-ElementaryCurriculum: Language Arts
(.5 course)
Examination and preparation of materials and resources for language arts
at the kindergarten and elementary levels. Laboratory experiences.
(Prereq.: PPST, EDU 265)
EDU 388
Human Relations
(.5 course)
Emphasis on the study of values, of communication techniques, and of the
major minority groups in Minnesota for the development of interpersonal
relations skills applicable to teaching and other professional vocations.
-
.
,.
- 0 . .
..
..
- Elementary Education
EDS 478
School and Society
(See Secondary Education for course description.)
EDE 481,482,483,484 Student Teaching K-6 and Seminar
Observing and teaching at the kindergarten and elementary levels under
the supervision of college and elementary school personnel. (Prereq.: All
K-Elementary course work satisfactorily completed, admission into the
Education Department Licensure program, PPST, P/N grading only.)
EDU 491
Practicum and Seminar in Special Education
(See Special Education for course description)
EDE 495
Topics in Education
(.5 course)
Study of selected topics in education that are not treated extensively
through current course offerings. Specific topics will be announced.
EDE 498
Independent Study
(.5 course)
Study of specific areas in education as determined by candidate seeking
licensure in a teaching area. May be taken more than once for credit (by
permission).
Internships and Independent Study Courses:
EDE 199
Internship
See description on page 79.
EDE 299
Directed Study
See description on page 79.
EDE 399
Internship
See description on page 79.
EDE 499
Independent StudyIResearch
See description on page 79. A projected program must be outlined and
approved by the Kindergarten-Elementary education faculty.
I
t is the responsibility of each student to
neet all specific requirements of the
iducation Department. Secondary Educaion students are expected to consult with
{ducationfaculty regarding state requirenents for teacher licensure, in addition to
:onferring with the student's major field
~dviser.
Licensure Requirements in the state of
vfinnesota for teaching in secondary
;chools are met through the Augsburg
Zollege Education Department Licensure
xogram: Baccalaureate degree; academic
najor in an approved teaching area; and
he following courses:
3DU 210 Learning and Development in
an Educational Setting
!DU 265 Orientation to Education in an
Urban Setting and Field
Experience
3DU 341 Media Technology
ZDS 350 Reading in the Content Areas
ZDS 354 Creating Learning
Environments: Secondary Field
Experience
EDU 388 Human Relations
EDS 478 School and Society
EDS 481,482,483 Student Teaching/
Seminar
EDS 484 Student Teaching/Seminar (for
Art, Health, Music, and Physical
Education teaching majors)
HPE 114 Health Safety Education (or
equivalent) (for Art, Health,
Music, and Physical Education
teaching majors)
Secondarv Education
HPE 115 Health and Chemical
Dependency Education
HPE 116 Health Concepts for Educators
Methods course in major/minor areas
GPA of 2.5 overall, 2.5 in Education, 2.5
in teaching major/minor and P in student
teaching required. All required EDU/EDS
courses must have a grade of 2.0 or higher.
Application for and acceptance into the
Augsburg Licensure Program required.
Criteria for admission to the program are
available in the Education Department.
Art, Health, Music, and Physical
Education Licensure
A person preparing for licensure in one
of these areas follows the secondary
education program even though he or she
plans to teach at the elementary school
level. A person with a major in one of these
special areas will take four courses in
student teaching and do some student
teaching at both the secondary and
elementary levels. In addition to 354, the
art major will register for 361,362; the
music major for 355-359.
Art, health, and physical education
teacher education programs lead to
licensure for grades K-12. Music teacher
education programs lead to licensure in the
following areas: 1) Band (K-12) and
classroom music (5-12); 2) Orchestra (K-12)
and classroom music (5-12);3) Vocal and
classroom music (K-9); or 4) Vocal and
classroom music (5-12).
121
'2 Secondary Education
Modern Language Licensure
minor fields providing the student has a 2.
For modem language teachers (French,
German, Spanish), see Modem Language
Department for information on the
required competency exams.
GPA inthat
has
the
methods course for that field,
has
student taught in the field. Students may
not student teach in a minor only.
Licensing in a Minor Field
(Also see Natural Science Licensure on
page 192 and Social Studies Licensure on
Page 230.)
Teacher licensure is available in several
EDU 210
Learning and Development i n an Educational Setting
A survey of educational psychology topics as applied to teaching and
learning. Special emphasis is placed on classroom applications. PSY 105
Principles of Psychology is strongly recommended.
EDU 265
Orientation t o Education in an Urban Setting and Field Experience
Investigates various aspects of the teaching profession, with opporhmity
for in-school work. Open to all students. (Prereq.: sophomore standing
and ENG 111)
EDS 282
Introduction t o Special Education
(See Special Education for course description.)
EDS 295
Topics i n Education
Study of selected topics in education that are not treated extensively
through current course offerings. Specific topics will be announced.
EDU 341
Media Technology
(.5 course)
(See Elementary Education for course description) (Prereq.: PPST)
EDS 350
Reading in the Content Areas
(.5 course)
The study and utilization of a variety of techniques and resources to assisl
students in teaching reading through the content areas. Major: Required
for Secondary Education. Upper Division. (Prereq.:PPST)
EDS 354
Creating Learning Environments: Secondary and Field Experience
The mastery of theories and their application for teaching in learning
settings. Laboratory experiences. (Prereq.: PPST)
EDS 355
Music Methods (K-12)
Trends and issues in music education. The development of music skills
and teaching procedures for school music K-12. Workshops and laboratory experience. (Prereq.: EDS 354 and PPST. Spring)
EDS 356, 357, 358 Music Methods: Brass and Percussion, Woodwinds, Strings
(.5 course each)
Study and application of instructional methods, materials and techniques.
Courses offered on two-year cycle. Even year: Woodwinds. Odd year:
R,-,,
A
,
D,rr..rr:,,
CC:,-.ID-,-,,
. DDCT\
Secondary Education '23
Art Methods (Elementary and Junior High School)
Procedures, materials and issues relating to the teaching of art in the
elementary, middle and junior high schools. For art teaching majors only.
(Prereq.: EDS 354 and PPST. Fall)
Art Methods (Senior High School)
(.5 course)
Procedures, materials and issues relating to the teaching of art in the
senior high school. (To be taken concurrently with 361. Prereq.: EDS 354
and PPST. Fall)
English Methods
Materials and methods suitable for students in secondary schools.
Emphasis on the preparation of lesson and unit plans. Some teaching
experience in a local high school. The study of adolescent literature is
included. (Prereq.: EDS 354 and PPST. Joint day school and WEC. Fall)
Physical Education Methods (K-6)
(See Health and Physical Education Department for course description.
Prereq.: PPST)
Modern Language Methods
(.5 course)
World language learning theory. The theory and practice of world
language teaching. (Prereq.: EDS 354 and PPST. Consult with the Modem
Language Department. Joint Day School and WEC. Fall)
Physical Education Methods (7-12)
(.5 course)
(See Health and Physical Education Department for course description.
Prereq.: PPST)
Natural Science Methods
(-5 course)
Course structures, goals, and procedures in science education. Consideration of ability levels of students. Survey and assessment of classroom
textbooks and materials. Development of a file of teaching materials and
references. Consult with the Education Department. (Prereq.: EDS 354 and
PPST. Joint day school and WEC. Fall)
Social Studies Methods
(.5 course)
Introduction to the teaching of social sciences and history in secondary
school classrooms. Emphasis on instructional strategies and curriculum
development. Consult with the Education Department. (Prereq.: EDS 354
and PPST. Joint day school and WEC. Fall: WEC)
Speech and Theatre Arts Methods
(.5 course)
The teaching of basic speech, interpretative reading, discussion and
theatre, and directing of co-curricular speech and theatre activities.
(Prereq.: EDS 354 and PPST. Spring)
Mathematics Methods
(.5 course)
Study of the basic techniques and materials for teaching secondary school
mathematics, and the consideration of trends and issues in mathematics
education. Consult with the Education Department. (Prereq.: EDS 354 and
PPST. Spring)
'24
Secondary Education
EDU 388
Human Relations
(.5 course)
(See Elementary Education for course description.)(Open to all.)
EDS 478
School and Society
Emphasis on points of view about the role of school in modem society an1
final theoretical preparation to approach student teaching. (Prereq.: senio:
standing, EDU 265 and PPST)
EDS 481,482, 483,484 Student Teaching and Seminar
Observing and directing learning at the secondary level under supervisio:
of college and secondary school personnel. Three courses required of all 7
12 licensure majors and four courses required of K-12 Art, Music, and
Physical Education licensure majors. ~ o kor
r more courses required of
double majors. (Prereq.: completion of all education coursework and
admission to the Department, PPST, P/N grading only.)
EDS 495
Topics in Education
Study of selected topics in education that are not treated extensively
through current course offerings. Specific topics wiU be announced.
EDS 498
Independent Study
(.5 course)
Study of specific areas in education as determined by candidate seeking
licensure in a teaching area. May be taken more than once for credit (by
permission).
See Department listing for a description ofthefollowing approved elective:
HPE 410
Administration and Supervision of the School Health Program
(See Health and Physical Education Department for course description.
Prereq.: PPST)
Internships and lndependent Study Courses:
EDS 199
Internship
See description on page 79. Student must consult with the departmental
Internship Coordinator before registering for academic credit.
EDS 299
Directed Study
See description on page 79.
EDS 399
Internship
See description on page 79. Prior to the beginning of the term, interested
students should consult with the departmental Internship Coordinator
regarding requirements and permission to register.
EDS 499
Independent Study/Research
See description on page 79. A projected program must be outlined which
meets the approval of education faculty.
Non-Licensure Education Majors -
on-Licensure Education Studies Major
3U 265 Orientation to Education in an
Urban Setting and Field
Experience
or EDU 264 Orientation to
Education (.5)
with EDS 252/EDE 263 Clinical
Experience
DU 210 Learning and Development
DU 353 Intemational Education
DE 352 or EDS 354 Creative Learning
Environments
DE 386 Kindergarten-Elementary
Curriculum: Children's
Literature
DU 388 Human Relations
DE or EDS 399 Internship
DS 478 School and Society
. Select one from the following:
NG 223 Writing for Business and the
Professions
DL 325 Public Administration
3C 349 Complex Organizations
3C 362 and 363 Statistical Analysis
and Research Methods
SY 357 Behavior Analysis
SY 230 and 330 Research Methods I & II
. Select one from the following:
SY
SY
SY
SY
PC
WK
367
369
361
371
345
361
Behavior Analysis
Psychological Assessment
Personality
Psychology of Gender
Organizational Communication
Social Responses to Human
Needs
Other A, B course options may be
ossible. Students must achieve a minilurn grade of 2.0 in each Education course.
.minimum GPA of 2.0 in the major is
Non-Licensure Elementary Education
Major
Complete the same coursework as listed
in the Elementary major but delete the
student teaching courses (EDE 481-484).
Complete two additional courses from the
following:
EDU 353 Intemational Education
EDE 399 Internship
ENG 223 Writing for Business and the
Professions
POL 325 Public Administration
PSY 355 Brain and Behavior
PSY 356 Environmental Psychology
PSY 359 Psychologcal Assessment
SOC 349 Complex Organizations
SPC 345 Organizational Communication
SWK 361 Social Responses to Human
Needs
Other course options may be possible.
Complete an academic minor or second
major. Minimum grade of 2.0 is required in
all Education courses. A cumulative, major,
and minor GPA of 2.0 is required for
graduation.
Minor
The Special Education minor offers 6
courses (5 plus 1prereq. for PSY course)
that encompass an interdisciplinary
perspective related to the field of disability.
The minor is designed to fit the needs of
students in various disciplines interested in
disability issues. This minor consists of a
minimum of six courses:
EDU 282 Introduction to Special
Education
EDE 491 Practicum and Seminar in
Special Education
SOC 231 Family Systems: A cross
cultural perspective
PSY 102 The Individual in a Social
World
or PSY 105 Principles of
Psychology
either course is a required prerequisite for
PSY 351,352,353, or 357.
EDU 282
Choose one from the following:
PSY 351 Developmental Psychology:
Child
PSY 352 Developmental Psychology:
Adolescent and Young Adult
PSY 353 Developmental Psychology:
Middle and Older Adult
One course from the following:
SOC 265 Culture, Ethnicity, Gender,
and Race
SWK 260 Humans Developing
SWK 361 Social Responses to Human
Needs
EDU 495 Topic in Education: Only Topic
in Special Education
PSY 361 Psychological Assessment
PSY 357 Behavioral Analysis
Prerequisite: EDU 282, PSY 230
Students should contact the Director oj
Special Education at the outset of
coursework.
Introduction to Special Education
An introduction to issues facing people with disabilities. Critical issues
related to schools, family and society are examined, as well as existing
attitudinal barriers and current methods of support. (Fall)
EDU 491
Practicum and Seminar in Special Education
A supervised field placement in a facility for an exceptional population
plus on-campus seminar. (Students planning to take this course should
consult with the Special Education Coordinator about a placement prior
to registering for the course. Prereq.: completion of special courses for
Special Education minor or consent of instructor. Spring)
'NCINEERINC
I
A
ugsburg College has cooperative
rrange&ents kith three universities to
low-the student to earn a Bachelor of Arts
egree from Augsburg College and an
ngineering degree from either the
rniversity of Minnesota Institute of
echnology, Minneapolis; Washington
rniversity School of Engineering and
,pplied Science, St. Louis, Missouri; or
Iichigan Technological University,
[oughton,Michigan. Because of the special
:quirements and opportunities of these
rograms, early consultation with the
,ugsburg Engineering Adviser is necesary. Applications for these programs
$quirethe recommendation of the
agsburg Enpeering Adviser.
ngineering Adviser
tuart Anderson
lniversity of Minnesota
The Institute of Technology and
~ugsburgcooperative arrangement
rovides for two dual degree engineering
rograms:
achelor of Arts/Bachelor of Engineering
B.A. / B.E.) enables students to receive a
'achelor of Arts degree from Augsburg
Iollege and a Bachelor of Engineering
egree from the University of Minnesota.
he program typically involves three years
t Augsburg and two years at the Institute
f Technology.
Students may apply for the program
fter completing the sophomore year. At
hat time, they will be informed of their
tatus in the program and any further
onditions necessary for final acceptance
to the program. Formal application to the
nstitute of Technology may be completed
luring the second semester of the junior
,ear at Augsburg.
Bachelor of ArtsIMaster of Engineering
(B.A. / M.E.) enables students to receive a
Bachelor of Arts degree from Augsburg
College and a Master of Engineering degree
from the University of Minnesota. This
program involves four years at Augsburg
and, typically, two years at the Institute of
Technology.
The curriculum is the same as the B.A./
B.E. curriculum with the addition of several
extra courses that are completed at
Augsburg during the senior year to
minimize the number of undergraduate
courses, if any, that students must take at
the University before proceeding through
the graduate curriculum. The number of
such courses varies by IT department and
area of emphasis within a department.
Application for admission into the
B.A./M.E. program should be initiated
during the second semester of the junior
year at Augsburg. Formal application for
the program may be completed during the
senior year. Those admitted will receive
special counseling from the Institute of
Technology staff regarding courses that
should be taken during the senior year at
Augsburg. Participants in the B.A./M.E.
program are not guaranteed admission to
the Institute of Technology.
Washington University (Three Year Plan)
Michigan Technological University (Dual
Degree Plan)
These two programs enable students to
receive a Bachelor of Arts degree from
Augsburg and a Bachelor of Engineering
degree from Washington University School
of Engineering and Applied Science or
Michigan Technological University in a
five-year period.
12*
-
Engineering
The first three years are spent at
Augsburg followed by two years at the
affiliated university. Students accepted into
the program will be considered for
admission to the engineering school if they
will complete course requirements, have
the requisite cumulative grade point
average and are recommended by the
Engineering Adviser of Augsburg College.
Students are also encouraged to explore
opportunities for graduate work at
Washington University and Michigan
Technological University. Further information on these and other graduate programs
is available from the Augsburg Engineering
Adviser.
Financial Aid: Students receiving
financial aid who are participants in these
dual degree programs will be encouraged
to apply to the engineering school of their
choice for continuing support. Their
applications will be evaluated using need
and academic performance as criteria.
Minimum course requirements for
admission to the Dual Degree or ThreeTwo Programs:
CHM 115 General Chemistry
CHM 116 General Chemistry
CSC 170 Structured Programming
ENG 111 Effective Writing
PHY 121 General Physics I
PHY 122 General Physics I1
Four Mathematics courses are required:
MAT 145 AUGMENT Calculus I
MAT 146 AUGMENT Calculus 11
MAT 245 Mathematical Structures and
Reasoning I
MAT 247 Mathematical Structures and
Reasoning I1
Additional courses to meet general
education requirements and a total of 27
courses at Augsburg. Normally MAT 124,
125 or 145,146 and PHY 121,122 are taker
in the freshman year. Students interested i
Chemical Engineering also should take
CHM 351,352.
- ENG
T
hose who study. English
believe that
.
m intense concern for words, ideas, and
images helps people understand who they
Ire and who they can become. Writing
helps all of us clarify and share our
thoughts. Literature helps us contemplate
the pains and joys of human existence.
Through the study of English we see life's
complexity, experience life as others do,
and better understand the world in which
we live and work.
English relates closely to other majors.
With the other arts, English is concerned
with the pleasure that comes from artistic
creation and with the contemplation of
works of art. With psychology and sociology, English is concerned with individual
and group behavior. With philosophy,
English is interested in ideas and in the
relation between meaning and language.
With science, English is interested in
discovering order and determining
structures. With speech and communication, English studies the effective use of
language. With history and the other social
sciences and humanities, English studies
the way people have acted and thought at
different times and in different cultures.
The Augsburg English Department
integrates its program with the cultural
opportunities of this vital urban area.
Augsburg students can walk to assigned or
recommended plays, films, and readings
available near the campus. English majors
have the opportunity to use and refine their
skills through working in Internships on
and off campus, tutoring English as a
Second Language (ESL) students, tutoring
in the Writing Lab, or participating in the
Cooperative Education Program.
Students with an Augsburg English
major pursue careers in elementary,
secondary and college education, joumal-
ism, government, law, the ministry, library
science, medicine, advertising, public
relations, publishing, writing and other
professions and businesses.
English Faculty
Kathryn Swanson (Chair),Candyce Clayton,
Robert Cow& Cathleen Dalglish, Pauline
Danforth, Douglas Green, Joan Grifh,
David Hudson, Susan Hyman, Diana
Kordas, Marilyn Kramer, Roseann Lloyd,
John Mitchell, Catherine Nicholl, Ronald
Palosaari, John S h t
Major
Nine courses above 111, including:
ENG 225 Intermediate Expository
writing
ENG 245 Introduction to Literature
One course in European literature:
ENG 271 European Literature: Homer to
Dante
or ENG 272 European Literature:
Renaissance to the Modem
Period
Two survey courses in British literature
from:
ENG 331 British Literature: Medieval to
Elizabethan
ENG 336 British Literature: 17th and
18th Centuries
ENG 337 British Literature: the
Romantics and the Victorians
One Upper Division course in American
literature:
ENG 350 American Literature to 1920
or ENG 351 American Literature
,
Since 1920
One 400 level course
Two additional electives
130
-
English
Majors are encouraged to consult their
adviser
A student
with a
Or
program
that involves considerable work in the
English Department should also work
closely with an adviser in the Department.
English-Language Arts Teaching Major
10 courses, including those listed under the
maior. and:
ENG '345 Introduction to the English
Language
ENG 399 Internship in Teaching Writing
EDS 364 English Methods
and one course with a component in nonWestern literature (for example, ENG 361).
In addition, the ACTC courses, Communication Skills in the English Classroom
and Teaching Mass Media, are required.
Courses in early American literature,
Shakespeare, and film are recommended.
Students are encouraged to take courses
toward their major during the freshman
and sophomore years, and apply for
teacher education no later than the spring
of their junior year.
Students in this program must work
with advisers in the English Department
and the Education Department in order to
meet the professional requirements within
the Education Department as well as the
requirements for the major.
Honors Major
GPA of 3.5 in the major and 3.0 overall;
submit proposal to Department Chair by
Oct. 15 in senior year for Department
approval. Submit and defend paper before
faculty committee. Honors project may be
an Independent Study program (refer to
Departmental guidelines).
Minor
Five courses above ENG 111, including
ENG 245; an Upper Division literature
course; and an additional writing course.
Concentration in Writing
Five courses in writing (above ENG
111).
Transfer Students
Note: Transfer undergraduate majors
must take at least three of their English
courses at Augsburg. Transfer students
who minor in English must take at least
two of their English courses at Augsburg.
Transfer English Education students
with a B.A. in English from another college
must take at least three of their English
courses at Augsburg (preferably Upper
Division). These courses must be taken
before the Department can recommend a
student for student teaching.
The English Placement Test
A writing sample is required of
students to determine their placement in
an appropriate writing class. Students who
do not show competence in composition
skills - such as stating and supporting a
thesis, organizing clearly, and constructing
paragraphs and sentences - are required
to enroll in ENG 101 Developmental
Writing where they receive more individual instruction than is possible in
ENG 111Effective Writing. These students
must pass ENG 101 Developmental
Writing before enrolling in ENG 111
Effective Writing.
Students in Effective Writing (ENG 111)
and Developmental Writing (ENG 101) can
-
English 131
elect the traditional grading system or P/N
grading in consultation withtheir instructor up through the last week of class
(without special permission/petition).
Students who choose to receive a traditional grade in either course will receive a
grade of N if their work is below a 2.0.
ENC 101
Prerequisites
Effective Writing is strongly
recommended but not a prerequisite for a
Lower Division literature course. Prerequisite for an Upper Division literature course
is ENG 245
to Literature
or consent of the instructor.
Developmental Writing
A preparatory course for ENG 111Effective Writing, this course is
required of students identified by the English Placement Test as needing
additional preparation in composition. Students receive course credit, but
this course does not fulfill the graduation requirement in writing. The
minimum passing grade for this course is 2.0.
ENC 111
Effective Writing
Emphasis is on exposition, including learning research techniques and
writing critical reviews. Attention is given to increasing students' effectiveness in choosing, organizing and developing topics, thinking critically,
and revising for clarity and style. A Writing Lab is provided for those
needing additional help. The minimum passing grade is 2.0.
ENC 216
American Indian Literature
A study of representative works of poetry and fiction by selected American Indian writers. Discussion and analysis on ways in which literature
reflects and illuminates American Indian culture and traditions. (Spring)
ENC 217,218 English as a Second Language
Understanding spoken American English, speaking, reading college-level
materials, and writing are the skills emphasized in these two courses.
Testing determines placement in these courses, and testing, as well as
course performance, determines whether the ESL requirement is met.
Students continue in ESL until the requirement is completed. (Fall: ENG
217; Spring: ENG 218)
ENC 223
Writing for Business and the Professions
A practical course designed to improve writing skills for those preparing
for business and professional careers. The writing of reports, letters and
proposals is emphasized. Students are encouraged to use material from
their own areas of specialization. (Prereq.: ENG 111)
ENC 225
Intermediate Expository Writing
This course builds on the practices and methods of Effective Writing
ENG 111. Its workshop format stresses style and organization, the process
of revision, self and peer evaluation, and the relationship between reading
and writing. (Prereq.:ENG 111)
ENC 226
lntroduction to Creative Writing
The purpose of the course is to introduce students to the process of
creative writing and to various genres, emphasizing poetry and short
fiction, but including journal keeping and creative prose. (Prereq.: ENG
111. Fall)
ENC 227
Journalism
An introductory newswriting course with emphasis on writing for the
print media. Students consider how to recognize news, gather and verlfy
facts, and write those facts into a news story. An introduction to legal and
ethical questions is included. (Prereq.: ENG 111)
ENC 241
lntroduction to Cinema Art
An investigation of the cinematic qualities, theoretical principles, and
historical evolution of the film medium. Includes the viewing and analysis
of both feature length and short films illustrating the international
development of film form and selected esthetic movements. (Spring)
ENC 245
lntroduction to Literature
An initiation into the formal study of fiction, poetry and drama, drawing
on works from several periods, different cultures and races, and male and
female writers. Introduction to Literature aims in particular to develop
students' critical and analytical skills in reading literature and writing
about it as the prerequisite for all upper level courses in literature.
ENC 251
Readings in American Literature
An introduction to representative works that yield an understanding of
the Westem heritage and American world views. Themes could include
the emergence of national identity, the relationship between humankind
and God, the place of women and of racial and ethnic minorities in the
development of American thought. (Fall)
ENC 271
European Literature: Homer to Dante
Study of major works of Greek and Roman literature, including Homer,
Virgil, Aeschylus, Sophocles, and Dante. Works are studied with reference
to their mythological foundations, their cultural background, their
influence on later literature, and their enduring relevance. (Fall)
ENC 272
European Literature: From the Renaissance to the Modern Period
Study of masterpieces of literature, chiefly European, from the medieval to
the modem period, including such authors as Moliere, Cervantes,
Rabelais, Voltaire, and Ibsen. (Spring)
ENC 282
Topics in Literature
Individual courses designed to investigate specific themes, movements,
authors or works. The subjects selected for study in any year are listed in
English 133
the class schedule for that year. Recent offerings have included Contemporary Poetry and Women and Fiction.
ENC 327
Advanced Journalism: Interviewing and Editing
Emphasis is on interviewing, organizing and writing the story, editing the
work of others, and learning layout and design. Students conduct interviews and critique the interview skills of others and laboratory sessions
devoted to layout and design. (Prereq.: ENG 227. Alternate years)
ENC 331
British Literature: Medieval to Elizabethan
A study of Chaucer and the medieval milieu, as well as the development
of English poetry and drama in the English Renaissance. (Prereq.: ENG
245 or consent of instructor. Fall)
ENC 336
British Literature: 17th and 18th Centuries
Reading, analysis and discussion of works of selected writers from the
metaphysical poets to Blake, with attention to the historical, intellectual
and social influences and the major Literary movements. (Prereq.: ENG 245
or consent of instructor. Fall)
ENC 337
British Literature: the Romantics and the Victorians
A study of major writers of the 19th century, emphasizing Romantic and
Victorian poetry, Victorian prose, and two or three novels of the period.
Relationships among these writers are emphasized, and their lasting
contribution to the forms of poetry and prose. (Prereq.: ENG 245 or
consent of instructor. Spring)
ENC 341
Advanced Creative Writing
The purpose of this course is to help the experienced student improve
creative writing in a single genre, as announced in the class schedule.
(Prereq.: ENG 226 or consent of instructor on the basis of submitted work.)
ENC 345
Introduction to the English Language
A structural and historical overview of theoretical and social issues
concerning the English language, including theories of language acquisition. Students are introduced to the primary components of linguistics, the
development of the English language, and the social impact of language.
(Prereq.: ENG 245 or consent of instructor. Fall)
ENC 347
Quantitative Journalism:Computer-Assisted Reporting and Research
This course introduces students to computer-assisted informational
investigation and the interpretation of quantitative data in the writing of
expository essays and news reports. This course is designed for persons
wishing to explore the use of computer-assisted research and those
preparing to enter the communication professions. (Prereq.: ENG 225 or
ENG 227 or consent of instructor. MPG 111.)
ENG 350
American Literature to 1920
Reading and analysis of selected American writers from colonial times to
WWI. Issues relating to race, class, and gender, conceptions of the
individual in relation to society, and regional differences are studied.
(Prereq.: ENG 245 or consent of instructor. Fall)
'34 English
ENC 351
American Literature Since 1920
A study of some recent and contemporary works. Writers are selected to
represent the literary variety and the regional, ethnic and racial diversity
of the men and women who have responded significantly in literary
works to the changing conditions of modem American life. (Prereq.: ENG
245 or consent of instructor. Spring)
ENC 361
Studies in Modern Fiction
Emphasis is on significant works of selected prose writers, chiefly nonWestem, of the 20th century. (Prereq.:ENG 245 or consent of instructor.
Fall)
ENC 382
Topics
Individual courses designed to investigate specific themes, movements,
authors or works. The subjects selected for study in any year are listed in
the class schedule for that year. (Prereq.:ENG 245 or consent of instructor
All 400-level courses will involve some reading and study of literay criticism or, in the case of
writing classes, of what writers and/or composition theorists have to say about writing.
ENC 423
Studies in the British Novel
A survey of the development of the novel in England from its 18th cen?
beginnings to the 20th century. Novels studied are selected from the
works of such authors as Defoe, Richardson, Fielding, Steme, Austen,
Dickens, Bronte, Eliot, Joyce, and Woolf. (Prereq.: ENG 245 or consent of
instructor. Alternate years)
ENC 438
Shakespeare
Study of major plays -comedies, histories and tragedies. Additional
plays are assigned for reading analysis. (Prereq.: ENG 245 or consent of
instructor. Spring)
ENC 445
Creative Non-Fiction: Advanced Expository Writing
Designed for the self-motivated writer, the course emphasizes the
conventions of professional writing, including appropriate styles, voice,
subjects, and techniques for gathering information. (Prereq.: ENG 225 and
consent of instructor. ~ l t e m a t years)
e
ENC 480
Criticism
The course focuses on a variety of recent critical theories and approaches
with which graduate programs in English expect some familiarity. In a
seminar setting, students read and discuss original theoretical essays and
experiment with applications to a small group of literary and cinematic
texts. (Prereq.: ENG 245 or consent of instructor. Alternate years)
ENC 482
Topics in Language and Literature
Jhdividual courses designed to investigate specific themes, movements,
authors or works. The subjects selected for study in any year are listed in
the class schedule for that year. Sample topics include Contemporary
Poetry and Women and Fiction. (Prereq.: consent of instructor)
English 135
lee Department listing for a description of the following approved elective:
'HR 325
Playwriting
nternships and Independent Study Courses:
.NC 199
lnternship
See description on page 79.
.NC 299
Directed Study
See description on page 79.
.NC 399
lnternship
See description on page 79.
.NC 499
Independent StudyIResearch
See description on page 79. Open to junior or senior English majors with
an overall GPA of 3.0 and consent of Department Chair.
lee listing under Interdisciplinary Studies.
T
he initial months after entering
college as a first year student are a period
of transition. The faculty and staff wish to
assist students in making a successful
transition to being college students and to
help them become part of this academic
community. Students are introduced to the
character of the College, its heritage as an
urban liberal arts college of the church, the
process of learning in a community where
ideas are valued and treated seriously, and
the logistics of being college students.
The First Year Experience (ME)
is
composed of three parts: Summer Registra-
FYE 101
FYE Seminar
tion, Fall Orientation, and the FYE Seminars.
Participation in the Fall Orientation
program and in the FYE Seminars is
required of all students who begin
Augsburg College as freshmen in the day
schedule program. Students who meet the
requirement satisfactorily by attendance at
and participation in an FYE Seminar will
receive a notation of a passing (P) grade f o
FYE 101 on their official transcript and a
0.25 credit. Students without a P for FYE
101 will not be permitted to graduate with
an Augsburg degree.
(.25 course)
A series of Fall term meetings with an M E adviser to discuss issues
related to becoming an active member of the Augsburg College comrnunity of learners. Discussion will be based upon readings from a variety of
disciplines and sources collected in the Augsburg Anthology. (P/N grading
only; evaluation based on attendance and participation.)
FOREIGNLANGUAGES
See listing under Modem Languages.
FRENCH
See listing under Modem Languages.
s
ome courses help to integrate learning
around topics in ways which are different
from the more traditional disciplines. Gen-
CST 009
Cooperative Education
era1 Studies includes specialized academic
enrichment programs, an integrative proseminar created by cooperating faculty.
(.O course)
Placement in a Co-op Education assignment, satisfactory completion of
the evaluation process, and participation in seminars conducted by
Cooperative Education staff. No course credit.
CST 100
Critical Thinking
A course to enhance the ability of students to analyze, synthesize and
evaluate claims, this course is designed specifically to strengthen critical
thinking skills of entering students who are determined to need such skill
enhancementby the entry critical thinking assessment.
CST 140
Introduction to the Liberal Arts
An introduction to the philosophy of the liberal arts curriculum and
improving those skills important to academic success: reading comprehension, notetaking and textbook reading, time management, vocabulary,
spelling, test-taking, concentration and memorization, conflict management, assertiveness training, and motivation strategies.
CST 209
City Seminar: Experiential Education
(.O course)
Students engaged in a minimum of 50 hours of internship/service/
cooperative education use that experience as a catalyst for learning about
the Twin Cities as an urban community system. Students do a series of 5-6
reflective assignments designed to introduce them to a systematic way of
thinking about how their particular organization functions in the larger
community. The semhar enables the student to meet the objectives of the
City Perspective. Permission of Instructor. Non-credit.
GERMAN
See listing under Modem Languages.
v
irtually all students at Augsburg
College will interact at some point in their
college years with the Department of
Health and Physical Education. It is the
philosophy of the Department to provide
quality experiences in professional preparation and education for lifelong participation in physical activity. In addition, the
f l e d athlete as well as the occasional
participant will find ample opportunity for
athletic and develovmental activities.
The
Education
provides the organizational framework for
a wide range of educational experiences,
including several major and minor programs: general education in Physical
Education; men's and women's intercollegiate athletic programs; intramural
programs for men and women; and athletic
facilities for developmental and recreational activities.
The Health Education Department
prepares students for careers in school
health education and wellness. This
program offers a comprehensive health
component in examining prevention and
promotion needs for individuals, schools
and the community.
All Health and Physical Education
majors must receive a grade of 2.0 in all
courses with an HPE prefix applying to the
major.
Health and Physical Education Faculty
Carol Enke (Chair), Brian Ammann,
Richard Borstad, Marilyn Florian, Paul
Grauer, Alvin Kloppen, Patricia Murphy,
Jack Osberg, Joyce Pfaff, Jeff Swenson
HEALTH EDUCATION
Health Education Major
HPE 101 Fitness For Life
HPE 110 Personal and Community
Health
HPE 114 Health and Safety Education
HPE 115 Health and Chemical
Dependency Education
HPE 316 Human Sexuality
m E 320 School Health Curriculum
mE 390 Instructional Methods and
Materials
HPE 410 Administration and Supervision
of the School Health Program
HPE 450 Current Health Issues
BIO 103 Human Anatomy and
Physiology
PSY 201 Health Psychology
PSY 351 Developmental Psychology:
-Child
or PSY 352 Developmental
Psychology: Adolescent and
Young Adult
BIO 220 Microbiology
(at St. Catherine's)
Must have instructor's certification for CPR
and first aid.
Recommended:
HPE 355 Tests and Measurement
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers which
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with
Health and Physical Education 139
the Augsburg Education Department to
identify current Minnesota teacher
licensure requirements.
Minor
HPE 101,110,114,115,216,320,390,
450, BIO 103. Students interested in the
Teaching Minor should consult with the
Health Education Department Adviser.
1 PHYSICAL EDUCATION
Physical Education Major
HPE 101 Fitness for Life
HPE 114 Health and Safety Education
HPE 115 Health and Chemical
Dependency Education
HPE 210 Introduction to Physical
Education
HPE 220 Motor Learning
HPE 223 Team Sports
HPE 231 Individual and Dual Sports
HPE 232 Dance
HPE 254 Introduction to Development/
Adapted Physical Education
HPE 340 Organization and
Administration of Physical
Education Programs
HPE 350 Kinesiology
HPE 351 Physiology of Exercise
HPE 355 Tests and Measurement
HPE 473 Physical Education Curriculum
HPE 475 Prevention and Care of Athletic
Injuries
BIO 103 Human Anatomy and
Physiology
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers which
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with
the Augsburg Education Department to
identify current Minnesota teacher
licensure requirements.
Minor
HPE 101,115,210 223,231,232,351.
There is no PE teaching minor in Minnesota
Public Schools.
Coaching Endorsement (not a major)
BIO 103 Human Anatomy and
Physiology
HPE 114 Health and Safety Education
HPE 310 Psychology of Sport
HPE 350 Kinesiology
HPE 475 Prevention and Care of Athletic
Injuries
HPE 489 Practicum (arrange through
Department Chair)
One course from:
HPE 476 Coaching of Football
HPE 477 Coaching of Basketball
HPE 478 Coaching of Hockey
HPE 479 Coaching of Track and Field
W E 480 Coaching of Baseball/Softball
HPE 483 Coaching of Volleyball
Internship in Athletic Training
BIO 103 Human Anatomy and
Physiology
W E 110 Personal and Community
Health
HPE 114 Health and Safety Education
HPE 350 Kinesiology
HPE 351 Physiology of Exercise
HPE 475 Prevention and Care of Athletic
Injuries
And advanced athletic training (ACTC
schools)
Also required: 1500 hours of practical
experience under the direction of a
Certified Athletic Trainer.
140
-
Health and Physical Education
HEALTH EDUCATION
HPE 101
Fitness For Life
A course designed to provide the knowledge and skills to modlfy personal health and fitness. (Fall and Spring)
HPE 110
Personal and Community Health
Modem concepts and practices of health and healthful living applied to
the individual and the community. (Fall)
HPE 114
Health and Safety Education
(.5 course)
Principles and practices of safety education in school and community life.
National Safety Council First Aid and CPR certification. (Fall and Spring)
HPE 115
Health and Chemical Dependency Education
(.5 course)
An analysis of chemical abuse and what can be done for the abuser.
Includes information about school health education and services. (Fall and
Spring)
HPE 116
Health Concepts for Educators
(.5 course)
A course to prepare future teachers for their role in the school health
program. Includes common childhood health problems with an emphasis
on prevention. (Fall and Spring)
HPE 316
Human Sexuality
A study of the psychological, social and biological components of human
sexuality. Open to all students. (Spring)
HPE 320
School Health Curriculum (.5 course)
Techniques for developing a course of study based upon growth and
development for grades K-12. Special work units in nutrition and diseases.
(Prereq.: HPE 110. Interim - odd numbered years)
HPE 355
Tests and Measurement
(.5 course)
Survey of basic statistical procedures and evaluation of tests in health and
physical education.
HPE 410
Administration and Supervision of the School Health Program
(.5 course)
Historical background, legal bases, school health services and relationships to community health program and resources. (Prereq.: HPE 110.
Interim - odd numbered years)
HPE 450
Current Health Issues
(.5 course)
This course uses "critical thinking" skills to examine current health issues
in text and media from a sociological, political, economical and medical
perspective. (Prereq.: HPE 110. Fall - even numbered years)
-
Health and Physical Education 141
I PHYSICAL EDUCATION
IPE 002, 003 Lifetime Sports
(.O course)
Three hours per week. Two Lifetime Sports meet the General Education
requirements. (Part-time students should consult with Department Chair.)
No course credit. (Fall and Spring)
IPE 101
Fitness for Life
A course designed to provide the knowledge and skills to modify personal health and fitness. (Fall and Spring)
IPE 210
Introduction to Physical Education
(.5 course)
History, principles and philosophy of physical education and sport.
(Spring)
IPE 220
Motor Learning
(.5 course)
The study of the processes associated with developing motor skills
relative to physical activity. (Spring)
IPE 223
Team Sports
Theory and practice in team sports including history, rules and skill
development. (Spring)
IPE 231
Individual and Dual Sports
Theory and practice in skills, teaching, and officiating individual and dual
sports including history, rules and skill development. (Fall)
IPE 232
Dance
(.5 course)
Theory and practice in performing American heritage and international
folk dances. Practice in teaching and performing selected social dances.
(Interim)
IPE 254
Introduction to Developmental/Adapted Physical Education
(.5 course)
A general overview of developmental/adapted physical education from
early childhood to grade 12 and the role of school-based health and
educationprograms for special needs and handicapped students.
(Fall)
IPE 310
Sport Psychology
(-5 course)
The application of psychology to athletes and athletic situations. Psychology of Sport deals with the effect of psychological factors on behavior in
sports, and the effect that participation in sport or physical activity has on
the performer. (Spring - even numbered years)
IPE 340
Organization and Administration of Physical Education Programs
(.5 course)
A survey of management, leadership and decision making for Physical
Education and athletic programs. (Prereq.: HPE 210. Fall)
IPE 350
Kinesiology
(.5 course)
Mechanics of movement with special emphasis upon the muscular system
and analysis of movement. (Prerea.:BIO 103. Fall)
'42 Health and Physical Education
HPE 351
Physiology of Exercise
The major effects of exercise upon the systems of the body and physiolog
cal principles applied to exercise programs and motor training. (Spring)
HPE 355
Tests and Measurement
(.5 course)
Survey of basic statistical procedures and evaluation of tests in health ant
physical education. (Fall)
HPE 365
Physical Education Methods (K-6)
Procedures, materials and issues for teaching physical education in
grades K-6. An in-depth view of all aspects of teaching physical education to elementary aged children. (Consult with Department Chair
for prerequisites. Fall)
HPE 368
(.5 course)
Physical Education Methods (7-12)
Procedures, materials and issues for teaching physical education in
secondary schools. (Consult with Department Chair for prerequisites.
Spring)
HPE 473
Physical Education Curriculum
(.5 course)
Examination and preparation of materials and resources for physical
education with laboratory experience. (Prereq.:HPE 210. Fall)
HPE 475
(.5 course)
Prevention and Care of Athletic Injuries
Preventing and treating common athletic injuries. Practical experience in
taping and training room procedures. (Prereq.: BIO 103, HPE 350. Interin
HPE 476
Coaching of Football
(.5 course)
Theory, technique and administrative aspects of coaching football.
(Fall - odd numbered years)
HPE 477
Coaching o f Basketball
(.5 course)
Theory, technique and administrative aspects of coaching basketball.
(Interim - odd numbered years)
HPE 478
Coaching of Hockey
(.5 course)
Theory, technique and administrative aspects of coaching hockey.
(Interim - even numbered years)
HPE 479
(.5 course)
Coaching of Track and Field
Theory, technique and administrative aspects of coaching track and field
(Spring - even numbered years)
HPE 480
Coaching of Baseball/Softball
(-5 course)
Theory, technique and administrative aspects of coaching baseball and
softball. (Spring - odd numbered years)
HPE 483
Coaching of Volleyball
(.5 course)
Theory, technique and administrative aspects of coaching volleyball.
(Interim - odd numbered years)
HPE 489
Health and Physical Education 143
[ternshipsand Independent Study Courses:
PE 199
Internship
See description on page 79.
PE 299
Directed Study
See description on page 79.
PE 399
Internship
See description on page 79.
PE 499
Independent Study/Research
See description on page 79. Open only to junior or senior majors.
H
istory is to society what memory is
to an individual; it brings to a civilization
an understanding of its identity. The
distinguished medievalist J.R. Strayer
expressed it this way: "No community can
survive and no institution can function
without constant reference to past experience. We are ruled by precedents fully as
much as by laws, which is to say that we
are ruled by the collective memory of the
past. It is the memory of common experiences which makes scattered individuals
into a community."
The study of history enables us to deal
more knowledgeably with continuity and
change in society. The construction of an
informed sense of our past is a fundamental ingredient in appreciating and understanding the present as well as anticipating
the future. History majors are prepared to
be active and contributing members of
their society. The study of history, which
has long held a major role in the liberal
arts, is an entry to elementary and secondary education, graduate study in several
fields, and a wide range of employment
opportunities which require abilities in
communication, conceptualization, and
processing of information.
History Faculty
Richard Nelson (Chair),Jacqueline deVries,
William Green, Donald Gustafson, Christopher Kimball
Major
Eight courses plus one seminar. At leas
four of these courses must be Upper
Division. A major must have at least one
course (either survey or upper level) from
each of the four areas: ancient and medieval; modem Europe; U.S.; and nonWestem.
Teaching Licensure
The State of Minnesota has specific
licensing requirements for teachers
which may differ slightly in emphasis fron
the Augsburg major requirements. The
state requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with
the Augsburg Education Department to
identify current Minnesota teacher
licensure requirements.
Minor
Five courses, at least t h e e of which
must be Upper Division.
Honors Major
GPA of 3.6 in the major and 3.0 overall;
except in special instances, application
before the end of the first term of the junio
year; two years of a foreign language at thc
college level (or its equivalent); an honors
thesis (equal to one course credit) to be
defended before a faculty committee.
History 145
Prerequisites
First year students should enroll in
me or more of the 101-104 courses. 200eve1 courses are normally reserved for
ophomore or Upper Division students.
Jpper Division courses are numbered
100and above.
llS 101
llS 102
llS 103
l l S 104
l l S 220
l l S 221
llS 222
Satisfactory completion of a Lower
Division course is normally required before
enrolling in an Upper Division course. See
instructor for permission.
Transfer Students
Transfer students planning a major
must normally take at least three of their
courses at Augsburg. A minor normally
requires two courses taken at Augsburg.
The Beginning of Western Culture
An analysis of the primary civilizations in the Near East, the classical
world of Greece and Rome, and the Middle Ages of Europe into the 13th
century.
The Shaping of Western Civilization
A consideration of European institutions and values from the waning of
the Middle Ages through the remodeling of Europe by Napoleon.
The Modern World
A study of the main currents in Western civilization from the time of
Napoleon to the present.
The Modern Non-Western World
An introduction to various centers of cultural and political power in Asia
and Africa of the last 200 years.
America to 1815
A survey of the contacts between American, African, and European
cultures and the political, religious, and racial diversity which formed
colonial life including a study of independence, expansion, and democratization of the new republic.
19th Century U.S.
A survey emphasizing cultural, social, political, and economic changes
resulting from immigration, expansion, sectionalism, slavery, Civil War,
and Reconstruction.
20th Century U.S.
A survey focusing on the nation's adjustment to industrialization and
urbanization, the emergence of the U.S. as a world power, the rise of a
strong federal government, the implications of increasing racial and ethnic
diversity, and the impact of affluence.
146
-
History
HIS 225
History of the Twin Cities
The Minneapolis and St. Paul area serve as a case study for the themes of
frontier urbanization, industrialization and economic change, transportation, immigration and ethnicity, and urban politics and reform.
HIS 228
American Legal History
An examination of the social, economic and intellectual factors in American history which, combined with English and cclonial antecedents,
contributed to the emergence of our modem legal system.
HIS 241
Topics in African-American History
Selected topics in African-American history not regularly examined in
other departmental offerings. The specific topics to be offered will be
announced prior to registration.
HIS 242
History of African-American Civil Rights, 1619-1915
A survey of the development of African-American civil rights focusing on
legal, economic, and political issues influenced by race and class, emphasizing emancipation and integration of slaves and former slaves.
HIS 243
History of African-American Civil Rights, 1915-1972
A continuation of History 242 with special emphasis on the contributions
of W.E.B. DuBois, Marcus Garvey, A. Philip Randall, Charles Houston,
Thurgood Marshall, and Martin Luther King, Jr.
HIS 2461371
The American and Scandinavian Shared Heritage
Key aspects of the cultural history of the United States and Scandinavia
from the 19th century to the present with emphasis on the Atlantic
migration and the similarities and differences between these cultures.
(Offered only in the Augsburg College/Ostfold, Norway program. See
International Studies)
HIS 31 1
Topics in Women's History
Exploration of selected topics in women's history not regularly examined
in other departmental offerings. The specific topic to be offered will be
announced prior to registration.
HIS 326
American Indian History
A study of the native people of North America from the pre-Columbian
period through European exploration and settlement to the present,
emphasizing American Indian contributions to world culture, tribal
structure and inter-governmentalrelations.
HIS 331
Topics in U.S. History
In-depth exploration of selected topics in U.S. history not regularly
examined in other departmental offerings. The specific topics to be offerec
will be announced prior to registration.
HIS 332
History of U.S. Foreign Relations
A survey of U.S. foreign relations from the American Revolution through
the Cold War, emphasizing changing definitions of war and peace,
tensions between internationalism and isolationism, the emergence of the
. . A
. ...
History
HIS 335
American Urban History
A study of urban development from colonial and frontier beginnings
through the age of industrialization to the present, including the dynamics
of urban growth and planning, politics and reform, and the growth of
urban culture.
HIS 336
American Labor History
A survey of the history of work and the worker, primarily in the late 19th
and 20th centuries, emphasizing the nature of work, working class life and
community, evaluation of organized labor, and the relationship of
workers and union to the state.
HIS 346
Namibia and South Africa: An Historical Perspective
A survey of Namibia and South Africa including the experience of
indigenous peoples, the impact of South African occupation, the war for
independence, and the roots of apartheid and its institutionalization.(For
offerings see International Studies)
HIS 347
MesoAmerica: Legacy of the Conqueror
Four specific mini-courses together provide an overview of Mexico's
historical development from pre-Colurnbian times to the present day.
(For offerings see International Studies)
HIS 352
Modern Germany
A survey of the social, political and cultural development of Gemany
after 1871 focusing on the question of Germany's sondenveg (special path)
and examining such topics as romanticism, unification, the rise of National Socialism, and the Holocaust.
HIS 354
Britain and the Commonwealth Since 1688
This course will take a distinctively interdisciplinary approach (sources
will include literature, film, music, and artwork) to explore a period of
dramatic change in British politics, society, culture and international
status.
HIS 360
The Ancient Near East and Greece to 338 B.C.
Civilization of the Near East from earliest times through its extension and
elaboration by the Greeks. Emphasis is placed on cultural borrowing,
achievement in the arts, religion and political institutions.
HIS 361
Hellenistic Greece and Rome to 330 A.D.
Alexander's Empire, the Hellenistic kingdoms and the rise of Rome as the
world's greatest power, emphasizing personalities, the arts, and Rome's
contributions in law and the political process.
HIS 370
The Late Middle Ages to 1560
A study of the scholastic tradition and the role of the Church and state,
emphasizing modifications of these institutions by the Italian Renaissance
and the early years of the Reformation.
HIS 380
The History of Women in the West to 1870
A thematic and comparative examination with primary focus on Europe
L
A
.
.
.
.I
L
-
-
- -
-
..
147
- History
public roles, sexuality, life cycles and familial roles in the Renaissance,
early American, Edightment, and Victorian periods.
HIS 381
The History of Women in the West Since 1870
A continuation of HIS 380. Emphasizing class, racial and ethnic differences among women, this class examines the changing legal, political,
economic, social and sexual status of women in Europe and North
America since the Victorian period.
HIS 440
Topics in World History
This course will investigate topics in world history which are not included
in regular course offerings. The specific topics to be offered will be
announced prior to registration.
HIS 474
The World and the West
Europe's discovery of the rest of the world, cultural interaction and
conflict, the building of European empires in Asia and the Americas, and
the breakdown of these imperial systems at the end of the 18th century.
HIS 495
Seminar
This course is required for the major and enrollment is normally restricted
to students who have nearly finished their course work. Selected topics
will be announced prior to registration. Permission of the instructor is
required. (Offered at least once each year, during the Fall term.)
lnternships and Independent Study Courses:
HIS 199
Internship
See description on page 79.
HIS 299
Directed Study
See description on page 79. A maximum of one course in Directed Study
may be applied to the major.
HIS 399
Internship
See description on page 79.
HIS 499
Independent StudyIResearch
See description on page 79. A maximum of one course in Independent
Study may be applied to the major. (Prereq.: 3.5 GPA in History)
I
nterdisciplinary Studies covers a
oad spectrum of experience and course
ork. Through Interdisciplinary courses,
udents gain greater insight and undermding of cultures and perspectives
fferent from their own. Through these
.periencesstudents are better prepared
become contributing members of the
obal community.
Augsburg also offers students the
)portunity to major and minor in
'omen's Studies, and to minor in Metrorban Studies and American Indian
udies.
For other Interdisciplinary course
itings, see International Studies.
American Indian Studies is a minor that
ves students the opportunity to learn
,out the original, indigenous cultures of
4s 105
North America. Courses are cross-disciplinary representing religion, language, art,
history, English and women's studies
departments. Interdisciplinary courses are
offered as well in cinema and contemporary issues. This integrated course of study
exposes students to the beauty and richness
of the diverse tribal cultures still existing in
our c o w today.
Coordinator
Virginia Allery
Minor
Students must take five courses in
American Indian Studies to get a minor.
The only requirements are INS 105 and at
least one Upper Division course. These
courses may also be taken as part of majors
or minors in other academic subjects or to
meet distribution/general education
requirements.
Introduction to American Indian Studies
This course is an introduction to the content areas of the American Indian
Studies curriculum, including an overview of American Indian history,
American Indian literature, federal Indian policy, land issues, reservation
and urban issues, cross-cultural influences, art, music and language.
(Required for American Indian Studies minor.)
JB 111, OJB112 Beginning Ojibwe
NC 216
I S 233
(See Modem Languages for course description.)
American Indian Literature
(See English Department for course description.)
Women: A Cross-Cultural Perspective
This course examines a variety of issues conceming the biological,
evolutionary and historical origins of women's roles and status in society.
- Interdisciplinary Studies
Comparative roles of women are examined in tribal contexts across
various indigenous cultures. Studies include the role of women in Native
American and African tribes, peasant societies of eastern Europe, Mexico
the Middle East and China. (Cross-listed with the Women's Studies
Department.)
INS 260
Contemporary American Indians
This course examines the situation of American Indians in the United
States since the Indian Reorganization Act (1934).Emphasis is on such
current issues as tribal sovereignty, treaty rights and education. The
tension of cultural change and religious, traditional persistence among
selected American Indian tribes today is highlighted.
INS 264
American Indians in the Cinema
Various images of the North American Indian, created by Hollywood anc
television, are studied. Films are viewed from 1913 to the present in orde
to provide an understanding of how American Indians were portrayed ir
film historically, how this image has evolved over the past century and is
reflective of Western cultural ideologies.
ART 290
Tribal Arts and Culture
(See Art Department for course description.)
INS 320
American Indian Women
The focus is on the roles played by women in the tribal cultures of North
America. It explores the continuity of women's roles over time, as well as
changes in these roles, precipitated by the influence of Western colonialism. It examines the life histories of Indian women and assesses their
contributions to Indian community life today. (Prereq.: one course in
Women's Studies or American Indian Studies or consent of instructor.
This course also applies to Women's Studies.)
HIS 326
American Indian History
(See History Department for course description.)
REL 370
American Indian Spirituality and Philosophical Thought
(See Religion Department for course description.)
REL 231
Religion in African-American History
(See Religion Department for course description.)
INS 232
The African-American Experience in America
An o v e ~ e w
of the major issues related to the African-Americanexperience, focusing on historical, sociological, economic, legal and psychological aspects of that experience.
HIS 241
Topics in African-American History
(See History Department for course description.)
Interdisciplinary Studies 151
Metro-Urban Stcldies is a transdisci)linary major and minor taught by faculty
n sociology, economics, history, political
icience, psychology and other related
iisciplines. The Metro-Urban Studies
wogram seeks to blend classroom and field
:xperience, theory and internships whch
ocus the content of liberal leanring on the
netropolitan community and the process
)f urbanization.
The Metro-Urban Studies major and
ninor are designed to provide underpaduate preparation for postgraduate
;tudies in planning, architecture, law,
sublic administration, environmental
;tudies, social welfare, government,
:omunity organization and theology.
t'he program and General Education City
>erspectiveintroduce students to the wide
rariety of developing careers related to
lrban and metropolitan affairs and equip
itudents with the analytical and theoretical
001s required to understand the metropolian community.
Internships, Community Service,earning and Cooperative Education are
ivailable as ways to enhance the quality of
he major and make fuller use of the
!xtensive metropolitan opportunities
ifforded by the College's location. The
ligher Education Consortium for Urban
4ffairs (HECUA) and Associated Colleges
)f the Twin Cities (ACTC) enrich the
~verallprogram.
Metro-Urban Studies Faculty
2arry Hesser (Director, SOC), Andrew
4oki (POL), Jeanne Boeh, (ECO), Robert
Zlyde, Norman Ferguson (PSY), Chris
Gmball (HIS),Michael O'Neal (SOC)
Major
10 courses including:
POL 122 Metropolitan Complex
SOC 211 Community and the
Modem Metropolis
HIS 225 History of the Twin Cities
HIS 335 Urban American History
PSY 356 Environmental Psychology
SOC 362 Statistical Analysis
or MIS 379 Quantitative Methods for
Business and Economics
SOC 363 Research Methods
or POL 484 Political Analysis
Seminar
SOC 381 The City and Metro-Urban
Planning
INS 399 Internship
Plus one additional approved urbanrelated course. (Courses fulfilling the City
Perspectives generally meet the urbanrelated requirement.)
HECUA off-campus programs are
highly recommended, especially the MUST
Twin Cities program. Students interested in
graduate school are encouraged to take
ECO 113 Principles of Microeconomics.
Minor
POL 122, SOC 211, HIS 225 and two of
the following: PSY 356, HIS 335, SOC 381 or
INS 399.
The Internship, INS 399, is highly
recommended where appropriate. Other
combinations are feasible if approved by
the Director of the Program.
15*
-
Interdisciplinary Studies
Internships and Independent Study Courses:
INS 199
Internship
See description on page 79.
INS 299
Directed Study
See description on page 79. (Prereq.:POL 122 or SOC 211)
INS 399
Internship
(2 course credits)
See description on page 79. Internships place students with sponsoring
organizations that provide supervised work experience for a minimum of
24 hours a week.
INS 498
Independent Study - Metropolitan Resources
An independently designed course which a student (or group of students)
develops utilizing the metropolitan resources available, e.g., lectures,
symposia, performances, hearings. The course is designed in consultation
with and evaluated by a Department faculty member. (Prereq.: POL 122 oi
SOC 211 and consent of instructor)
INS 499
Independent StudyIResearch
See description on page 79. (Prereq.: POL 484 or SOC 363)
INTRODUCTION TO URBAN STUDIES
OPTIONS THROUGH HECUA
Augsburg co-founded and plays a
leading role in the Higher Education
Consortium for Urban Affairs. Through
HECUA, Augsburg students have access to
six interdisciplinaryfield learning programs of exceptional quality, located in
Scandinavia, South America, Central
America and the Twin Cities.
Also see International Studies listings.
I. Metro-Urban Studies Term (MUST)
This "Semester in the Cities" program focuses upon the Twin Cities metro area.
INS 358
Reading Seminar: Diversity and Unequal Urban Development
Interdisciplinaryreadings connect experiences and direct observation
with theory and research on the impact of race, class and gender on social
inequality and unequal urban development. Competing theories and
strategies for urban and neighborhood development are examined in the
context of dominant ideology and perspectives of people who challenge it.
INS 359
Field Seminar: Urban Inequality and Social Change
Concrete conditions of life and community issues in different neighborhoods provide varying - at times competing -views on the Twin Cities
Interdisciplinary Studies 153
and oral history provide data to idenhfy inequality and to assess theories
and strategies for explaining and overcoming it.
INS 399
Internship
(2 course credits)
See description on page 79.
11. City Arts
Study of the politics of artistic expression and the relationship between emerging art and
urban cultures. Minneapolis-St. Paul provides rich resources for the program.
INS 330
Field Seminar: Emerging Art and Urban Cultures
Exploration of life experiences and works of artists, cultural workers and
community organizers for understanding the differences between formal
institutional art and community-based art forms. Interviews and participant observation at arts performances and cultural events.
INS 331
The Politics of Artistic Expression
Study of the social and cultural history of urban art, the role of art and
culture in everyday life, and the relationship between intellectual discourse and the politics of cultural work. Readings, films and discussions
integrate aesthetic theory and artistic expression with issues of social
change and activism.
INS 399
Internship
See description on page 79.
Major
(Formerly Scandinavian Area Studies)
Nordic Area Studies is an interdisciplinary program drawing on the combined
resources of the ACTC schools and the
Nordic Center at Augsburg College. The
curriculum treats Norden (Denmark,
Finland, Iceland, Norway and Sweden) not
only as a geographical area, but as an
integrated cultural region with a shared
history, common values, and a high degree
of political, social, and economic interdependency. Courses in Nordic Area Studies
postulate a Nordic regional identity as a
context in which to appreciate the differences between the five individual countries
and to understand the complexity of their
interactions among
. themselves and the
global community.
Coordinator
Eight Upper Division courses.
Minor
Four Upper Division courses.
Other Requirements
Note: At least four of the Upper
Division courses required for the major
must be Augsburg courses. The remainder
may be transfer credits included in the
major on approval of the program coordinator. Students graduating with a major or
minor must also present the equivalent of
intermediate level competence in a
Scandinavian language. See Norwegian
language course listings under the Modem
Language Department.
Recommended supporting preparation:
Study in Denmark, Norway, Sweden,
Finland or Iceland (see International
- Interdisciplinary Studies
Metro-Urban Studies, SUST or Oslo Year
Program), and elective courses or a second
major such as Norwegian, History, Political
NAS 330
Science, Urban Studies, Business Administration, International Relations, Sociology
or Social Work.
Contemporary Norden
A broad survey of Nordic culture with special emphasis on conditions and
developments in the 20th century. No knowledge of Scandinavian
language required. (Fall: alternate years)
NAS 351
The Modern Nordic Novel
Lectures illustrate the development of the Nordic novel. Class discussion
is based on reading selected works in translation from all five Nordic
countries. Norwegian majors will be required to do appropriate readings
and written work in Norwegian. (Spring: alternate years)
NAS 352
The Modern Nordic Drama
Readings include dramatic works by Ibsen, Strindberg, and selected 20th
century dramatists. Lectures provide a context for understanding the
development of Nordic drama. Norwegian majors will do appropriate
readings and written work in Norwegian. (Spring: alternate years)
NAS 372
Norwegian Language and Culture
(See International Studies, Scandinavian Urban Studies Term.)
NAS 377
Scandinavia in the World
(See International Studies, Scandinavian Urban Studies Term.)
ART 382
Scandinavian Arts
(See Art Department.)
NAS 393
Norwegian Art and Literature: Perspectives on Social Change
(See International Studies, Scandinavian Urban Studies Term.)
NAS 394
Urbanization and Development in Scandinavia
(See International Studies, Scandinavian Urban Studies Term.)
Internships and Independent Study Courses:
NAS 199
Internship
See description on page 79.
NAS 299
Directed Study
See description on page 79.
NAS 399
Internship
See description on page 79.
NAS 499
Independent StudyIResearch
See description on page 79.
I
nternational Relations is an interdisciplinary major which offers the student both
breadth and depth. The student may focus
on a discipline or geographic area of the
world. The program consists of a core of
seven courses and six electives chosen from
a wide list of courses offered at Augsburg
and other colleges. Students are encouraged to consider foreign study for an
Interim or semester. Competency in one
language is required, and some students
study two languages.
The goal of the program is to give
students a broad exposure to international
studies with considerable freedom to
choose options for specialization. Students
in the recent past have focused their
studies on Latin America, the Middle East,
Western Europe, Russia and East Central
Europe, the Far East, Southeast Asia, etc.
Recent students have had double
majors in History, Political Science,
International Business or a foreign language. Numerous combinations of majors
and minors are possible with the Intemational Relations major.
Director
Two of the following:
HIS 332 History of U.S. Foreign
Relations
POL 363 Russian and Chinese Foreign
Policy
POL 461 Topics in International Politics
Also, the equivalent of four tenns of college
work in a modem language
Required electives
Six of the following (not more than three
from any one discipline may be counted
toward the major):
BUS 362,364,368,465,466
ECO 314,317,360,365
HIS 352,440,474
PHI 355
POL 350,351,359,382,459
REL 356,420
SOC 336
SPC 329
FRE 332, GER 332, NOR 331, SPA 331, SPA
332, NAS 330 (See Modem Languages.)
Interim courses, seminars, Independent
Study, topics courses and courses at other
colleges/universities can be considered
here with the approval of the Program
Director, as well as a fourth term or higher
of college work in a second language.
Norma Noonan
Honors Major
Required courses:
ECO 112 Principles of Macroeconomics
or ECO 113Principles of
Microeconomics
HIS 103 The Modem World
or HIS 104 The Modem Non-Western
World
POL 158 Political Patterns and Processes
or POL 160 World Politics
POL 490 Seminar in International
GPA of 3.6 in the major; 3.0 overall.
In addition to fulfjlling the requirements
for the major, the student must complete
an Honors Thesis no later than March 1of
the senior year and must defend the thesis
before a faculty committee. Students should declare their intention to
complete an Honors Major by the end of
their junior year.
Minor
ECO 112 or 113, HIS 103 or 104, and
'26
International Studies
POL 363 or 461. One year of modem
language. Three courses from the list of
required electives for the major. Not more
than two courses from any department can
count toward the minor.
Note: Only the fourth or higher term of
languages counts toward the major;
1
nternational Study at Augsburg College
is intended to motivate students to act
responsibly and effectively in society by
expanding their awareness of other
cultures, deepening their understanding
of the human condition on a global scale,
and helping them to understand the
connections between social justice and
global interdependence. The Center for
Global Education administers international study opportunities available
to Augsburg students.
Study abroad is an integral part of
several majors at Augsburg, but will add
an international dimension to any academic program. Students majoring in a
variety of disciplines, from the natural
sciences to mathematics, study abroad each
year. Students normally receive the same
number of course credits abroad as they
would if studying on-campus. Courses
abroad can fulfill major, distribution1
general education and graduation requirements when approved by the Director of
Academic Programs Abroad and appropriate faculty before departure.
prerequisite courses or competencies
cannot be credited toward the 13 required
courses. Students should confer with the
Program Director about regional and
disciplinary concentrations possible within
the major; for example, a concentration in a
geographic area or one of the major
disciplines in the program.
All students in good academic standing
(a minimum GPA of 2.5) at Augsburg may
apply for permission to study off-campus
through the Center for Global Education.
Students must apply by Dec. 15 for study
off-campus for the next year. The cost for
many programs is equivalent to full room,
board and tuition for a semester on-campus
plus airfare. Financial aid is granted on the
same basis as on-campus study.
International study programs approved
through Augsburg are listed below. For
information on these or other programs,
contact the Director of Academic Programs
Abroad.
THE CENTER FOR GLOBAL
EDUCATION
The Center for Global Education
facilitates cross-cultural learning experiences which prepare people to think more
critically about global issues and to work
toward a more just and sustainable world.
The Center's programs explore a diversity
of viewpoints and are grounded in the
International Studies
?erspectives of the poor and of others
struggling for justice and human dignity.
The Center's study programs are
:onducted in Mexico, Central America,
Vamibia, and Norway. Students experience
three distinct types of living situations,
which include living with other participants in a community house, spending
several days in a rural setting and several
weeks living with host families. They also
travel together on two-week seminars: in
Mexico to Central America, and Namibia to
South Africa.
I WOMEN AND DEVELOPMENT: LATIN AMERICAN PERSPECTIVES (MEXICO) - FALL
This program explores the experience of women in Latin America, focusing on their
roles in economic development, social change strategies, and the connections women are
drawing among issues of gender, race, class, and global economics.
Courses are offered for credit in the disciplines as listed. INS 311 and POL 359 are also
~pprovedfor credit in Women's Studies. Application deadline is April 1.
5PA 116, 216, 316 Intensive Individualized Spanish
Intensive, individualized instruction for several hours a day for four
weeks at the beginning of the semester, taught by Mexican instructors.
(Required course. Placement level determined by Program Director.)
INS 311
The Development Process
Students reflect critically on issues of development, hunger, injustice, and
human rights, with special emphasis given to the experience of women.
Latin American development and educational theories and practices are
examined, as well as social change strategies.
POL 359
Topics: Women in Comparative Politics -Women in Latin America
An examination of critical global issues affecting Latin America and the
impact these factors have on women: diminishing resources and sustainable development, refugee issues, foreign debt and international trade,
political ideologies, and revolution. (Required course.)
REL 366
The Church and Social Change in Latin America
This course focuses on the relationship of the church to poverty, political
oppression and social injustice in Latin America. Central to the course is
an examination of the emerging "Theology of Liberation."
I GENDER AND THE ENVIRONMENT: LATIN AMERICAN PERSPECTIVES (MEXICO) SPRING
This program introduces students to the socio-economic and political issues of the
region with a focus on the impact of environmentalpolicies on the lives of women and men
from varying economic classes and ethnic groups in Mexico and Central America. Students
2xamine this complex web of issues and how the people of Mexico are responding to
pressures on family, society, and the natural environment. Application deadline is Oct. 15.
157
'58
International Studies
SPA 116, 216, 316 Intensive Individualized Spanish
Intensive, individualized instruction for several hours a day for four
weeks, taught by Mexican instructors. (Placementlevel determined by
Program Director.)
SPA 356
Latin American Literature - 20th Century Voices
Students examine issues of social change through the voices of contemporary Latin American writers. Attention is given to short stories, poetry,
and testimonials of indigenous peoples, Central American refugees.
SOC 286
Social Stratification
Students examine the key social, political and economic forces which have
shaped the experience of women and men in the region. Particular
attention is paid to the forms, causes and consequences of inequality
which exists in Latin American societies.
REL 311
Theology, Ethics, and The Environment
This course focuses on the ethical implications of policies which affect the
environment in Mexico and Central Ameria. Students examine different
religious and ethical perspectives and visit a variety of sites where
environmental devastation has taken place, as well as ecological reserves.
SOUTHERN AFRICA SOCIETIES IN TRANSITION (NAMIBIA)
- FALL
This intensive program of travel and study is designed to introduce participants to the
central issues facing Southern Africa. Namibia is a nation that has recently gained
independence and is making a transition from colonialism to independence. Students will
explore the complex political, social, and economic dynamics of building a new nation.
Application deadline is April 1.
INS 312
The Development Process - Southern Africa
This course provides the opportunity to reflect critically on issues of
development, hunger, injustice and human rights and examines basic
theories of development as well as particular strategies of development
that are being implemented in Namibia and South Africa.
REL 346
The Church and Social Change in Southern Africa
This course examines the changing role of the church in the midst of the
political transformations of Southern Africa. Students will meet with
people representing a variety of religious perspectives and roles within
churches and religious organizations.
HIS 346
Namibia and South Africa: An Historical Perspective
This course is an overview of the history of Namibia and South Africa,
including the experience of indigenous peoples, the impact of occupation
by South Africa and the war for independence.
POL 353
Political and Social Change in Namibia: A Comparative Perspective
This course is an integrative seminar for the semester and examines the
legacy of apartheid in Namibia with particular focus on the social and
political movements that have evolved in the struggle for independence.
International Studies
I AUGSBURG COLLEGE OSTFOLD, NORWAY - SEMESTER OR ACADEMIC YEAR
Augsburg, in cooperation with the University of North Dakota and the city of Moss,
~ffersthis semester or year-long exchange program in Moss, Norway. Twenty U.S.
itudents and 20 Norwegian students join to explore the cross-cultural dimensions of a
~arietyof fields. To be discontinued in Fall 1997.
UOR 1111112 Beginning Norwegian
This course aims to develop the four basic language skills of speaking,
listening, reading and writing. Special emphasis is placed on helping
students learn to use Norwegian in their daily lives. Television, movies,
newspapers, and visits by native Norwegians are utilized.
IlS 2461371
The American and Scandinavian Shared Heritage
An exploration of key aspects of the cultural history of the United States
and Scandinavia from the 19th century to the present. Emphasis is on the
Atlantic migration and the similarities and differences between these
cultures, especially in their movement from agrarian to industrial society.
UAS 2501350 Comparative Social Structures in Scandinavia and the United States
This course examines concepts basic to the study of sociology, including
group interaction, social institutions and culture. It also explores the
development and current status of social structure in Scandinavia and the
United States.
iPC 332
Intercultural Communication
This course explores both the opportunities and the problems associated
with communication between people from different cultural backgrounds.
Factors such as ethnocentrism, stereotyping, prejudice, role expectation,
values, and non-verbal symbols are examined.
iPC 346
Theories of Communication and Media
This course explores the relationship between communication and media
by examining texts, ideas, media products, and technical facilities. Special
attention will be given to the social, psychological, ethical and demographic issues from U.S. and Scandinavian cultures.
'OL 250
Comparative Politics: Scandinavia and the U.S.
This course examines the political and administrative systems of the U.S.
and Scandinavian countries with an emphasis on Norway. Particular
attention is given to the common origins of political tradition and practices in the U.S. and Norway.
I SUSTAINABLE DEVELOPMENT AND SOCIAL CHANGE: GUATEMALA, EL SALVADOR,
NICARAGUA - FALL
This program introduces students to the key issues facing the Central Americans. For
wo decades the people of Central America have been in upheaval and have experienced
imdamental social and political change. Students examine the impact of revolution and
:ivil war on the lives and culture of the people and the environment of Guatemala, El
ialvador, and Nicaragua. Application deadline is April 1.
159
1
60
-
International Studies
SPA 116, 216, 316 Intensive Individualized Spanish
Intensive, individualized instruction for several hours a day for four
weeks at the beginning of the semester, taught by Guatemalan instructors.
(Placement level determined by Program Director)
SOC 267
Cultural Ecology
This course focuses on social movements in the region and their relationship to the environment. Students explore impact of ongoing colonization
and modernization on indigenous cultures.
ECO 325
Sustainable Development
This course examines the concepts of economic development and growth
in the "Third World." Students are introduced to the theories of economic
development and definitions of sustainable development. They study the
relationship between economic development and ecological damage.
REL 366
Church and Social Change in Latin America
This course explores the role of religion in Latin American societies, past
and present, given the factors of political oppression and social injustice.
Students examine the "theologies of liberation."
W WOMEN AND DEVELOPMENT:A SOUTHERN AFRICA PERSPECTIVE (NAMIBIA)
SPRING
-
This intensive travel and study program is designed to introduce participants to the
central issues facing Southern Africa, with emphasis on the experience of women. The
program introduces students to the struggle of women in Southern Africa, to the history
of their role in society and to the situation that exists for women in Africa. Application
deadline is Oct. 15.
SOC 236
Family Systems and Social Policy in Southern Africa
Using a cross-cultural approach, this course examines the family as a social
institution in Namibia and South Africa. A farnily stay will serve as a laboratory for students to observe various aspects of family life in Namibia.
INS 312
The Development Process - Southern Africa
This course provides the opportunity to reflect critically on issues of
development, hunger, injustice, and human rights, with special emphasis
given to the experience of women. The course examines basic theories of
development.
REL 346
The Church and Social Change in Southern Africa
This course examines the changing role of the church in the midst of the
political transformations of Southern Africa. Students meet with people
representing a variety of religious perspectives and roles within churches
and religious organizations.
POL 359
Topics: Women in Comparative Politics - Southern Africa
This course is an integrative seminar focusing on the participation of
women in struggles for liberation in Southern Africa and on their emerging role in newly independent Namibia.
International Studies
THE HIGHER EDUCATION CONSORTIUM FOR URBAN AFFAIRS (HECUA)
Augsburg, in consortium with other
colleges and universities, offers programs
through HECUA in four different full
semester programs in Norway, Colombia
and Ecuador. All programs emphasize the
impact of social change and cross-cultural
factors on the human community. HECUA
programs include intense language
experience and field study. The cost is
equivalent to full tuition, room and board
for one semester on-campus plus airfare.
For non-international HECUA courses,
see Interdisciplinary Studies (INS), MetroUrban Studies.
SCANDINAVIAN URBAN STUDIES TERM: NORWAY (SUST)
- FALL
This interdisciplinaryprogram focuses on the contemporary Scandinavian societies
and issues of the development of cities, urban problem solving and urban life. Local,
regional and international field study and site visits in Scandinavia and the former Soviet
Union.
INS 372
Norwegian Language
Intensive language instruction at beginning or intermediate levels, with
emphasis on conversational listening and speaking skills. Students with
advanced Norwegian language proficiency have the option of studying
Norwegian literature. Students should consult with the Chair of the
Modem Language Department for language credit.
INS 377
Scandinavia in the World
Exploration of Scandinavian viewpoints as small power nations in a world
of super powers and their role in issues of peace, conflict resolution and
arms control, East-West relations, European security, trade and the Third
World.
INS 393
Scandinavian Art and Literature: Perspectives on Social Change
Social change and issues of change and development in Norway as
reflected in its art and literature. Selected works for s w e y of Norwegian
history with emphasis on the contemporary period. Field study, site visits
(theaters, museums, galleries) and discussions with artists active in a
variety of media.
INS 394
Urbanization and Development in Scandinavia
Examination of urban economic, social and cultural policies and practices
as a reflection of issues of the modem welfare state and social democracies. Includes historical survey of transformations from rural and regional
cultures to urbanized and advanced industrialized nations. Emphasis on
Norway, with field travel to other capitals for a comparative view.
161
16*
-
International Studies
SOUTH AMERICAN URBAN SEMESTER: COLOMBIA OR ECUADOR (SAUS) - FALL
This semester in the city program is located in either Bogota, Colombia or Quito,
Ecuador. This interdisciplinaryprogram focuses on the relationships between Third
World development and the consequences of urbanization, especially inequality in Latin
America. Analyses of competing theories of development are integrated with field study
in the host city and outlying regions.
INS 261
Spanish Language
All students take Spanish at the intermediate level or conduct an Independent Study if they are at an advanced level (see below). Language
emphasizes acquisition of skills for maximum participation in SAUS
program and field work.
INS 361
Introduction to Latin America
Overview of Latin American geography, history, economy, politics,
culture and arts with emphasis on program sites as case studies. Focus is
on economic development issues, theories and models applicable to
Latin America.
INS 362
Urbanization in Latin America
The development of cities and implications for social change in Latin
America. Topics include history of cities, rural-urban migration, industrialization, environmental issues, governmental policies and urban elites.
Models and theories of urbanization and development are compared.
INS 363
Wealth, Poverty and Community Development
The plight and prospects of the urban poor in Latin America. Emphasis
on field study in barrio communities and site visits to public and private
agencies dealing with urban problems.
COMMUNITY INTERNSHIPS IN LATIN AMERICA: ECUADOR (CILA)
- FALL OR SPRING
This interdisciplinaryprogram enables the student to combine intense involvement in
a community-based organization with the study of community development process and
the increase of language skills.
CULTURE AND SOCIETY IN LATIN AMERICA: COLOMBIA OR ECUADOR - SPRING
This interdisciplinaryprogram focuses on developments and social change in Latin
America through the study of ideology, as reflected in literature, the arts and the ways in
which ideologies shape social realities.
INS 360
Latin American Literature: Perspectives on Social Change
Study of selected literary works that illustrate social realities and express
a variety of perspectives on Latin American societies and social change.
Historical survey of the dominant trends in Latin American thought as
manifested in major artistic periods.
INS 364
Latin American Arts and Society
Introduction to theoretical frameworks for examining the relationships
International Studies 163
among art, ideology and society. Intensive readings include works by
theorists from Europe, the U.S. and Latin America.
INS 367
Ideologies of Social Change in Latin America
Theories of ideology and overview of Latin American ideologies related to
development and social change. Emphasis on current debates and their
implications, with special attention to ideologies of diffusion, dependence
and Marxism.
Internships and Independent Study Courses:
Check with the spec$c International Studies program directorfor requirements in the program.
INS 199
INS 299
INS 399
INS 499
Internship
See description on page 79.
Directed Study
See description on page 79.
Internship
See description on page 79.
Independent StudyIResearch
See description on page 79.
See listing under Business Administration,
Accounting and Management Information
Systems.
A
t least since Socrates, scholars have
appreciated the value of mathematics in
developing the skills of critical thinking,
understanding abstract concepts, and
analyzing and solving problems. Coupled
with the more modem needs of quantitative reasoning, these skills are still essential
for any liberally educated person. Mathematics courses at Augsburg are intended
to help develop these skills in three ways.
Mathematical ideas have had a formative impact on the development of civilization. Since a liberal education should
include a variety of perspectives on our
culture and heritage, a study of mathematics and its influences is an important part
of a liberal arts education.
The Department aims to provide its
majors with skills necessary to serve the
larger community through a variety of
careers. Mathematics majors are prepared
for graduate school or work in industry or
service professions. Students may pursue a
concentration in applied mathematics or
the more traditional major. Internship and
Cooperative Education options help
students take advantage of Augsburg's
proximity to the many technically-oriented
enterprises in the city.
Additionally, an increasing number of
academic disciplines require a working
knowledge of the tools of mathematics.
This Department serves students majoring
in a wide variety of fields. Toward the goal
of serving students with a diversity of
needs, the Department uses a calculus
curriculum in which students leam
concepts in the context of learning skills of
mathematical investigation. A major
federal grant supported the development
of this AUGMENT curriculum.
Mathematics Faculty
Ken Kaminsky (Chair), Larry Copes,
Suzanne Doree, Rebekah Valdivia
Major
Eight courses including:
MAT 145 AUGMENT Calculus I
MAT 146 AUGMENT Calculus 11
MAT 245 AUGMENT Calculus 111
MAT 246 AUGMENT Linear Algebra
MAT 314 Abstract Algebra
MAT 324 Analysis
MAT 491 Mathematics Colloquium
(junior and senior years)
CSC 170 Structured Pronrarnminn
or CSC 270 FORT&
or CSC 272 Unix and C
And three electives from MAT courses
above 200, at least two of which are above
300.
.,
Note: At least two mathematics courses
above 300 must be taken at Augsburg.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to change
after publication of this catalog. Students
therefore should consult with the
Augsburg Education Department to
identify current Minnesota teacher
licensure requirements. For many years,
however, the mathematics requirements f o
licensure have been the same as for the
major, with the electives specified as MAT
351, MAT 373, and MAT 441.
Mathematics
Mathematics Major with concentration in
Applied Mathematics
Ten courses including:
MAT 145 AUGMENT Calculus I
MAT 146 AUGMENT Calculus I1
MAT 245 AUGMENT Calculus JlI
MAT 246 AUGMENT Linear Algebra
MAT 247 Modeling and Differential
Equations
MAT 324 Analysis
MAT 491 Mathematics Colloquium
(junior and senior years)
PHY 121 General Physics I
PHY 122 General Physics 11
CSC 170 Structured Programming
or CSC 270 FORTRAN
or CSC 272 Unix and C
And three electives from:
bMT/PHY 327 Special Functions of
Mathematical Physics
MAT 328 Complex Analysis
MAT 355 Numerical Analysis
MAT 373 Probability and Statistics I
MAT 374 Probability and Statistics I1
MAT 481 Topics in Mathematics (must
be approved)
Note: At least two mathematics courses
above 300 must be taken at Augsburg.
Honors Major
GPA of 3.5 in the major, 3.1 overall, and
Independent Study at an advanced level.
Mathematics Minor
MAT 145 AUGMENT Calculus I
MAT 146 AUGMENT Calculus II
hlAT 245 AUGMENT Calculus m
MAT 246 AUGMENT Linear Algebra
or MAT 247 Modeling and
Differential Equations
And one elective above MAT 300.
Note: At least one mathematics course
above 200 must be taken at Augsburg.
Math Placement Group (MPG)
Before enrolling in any mathematics
course, the student must have appropriate
math placement. All students are required
to have their Math Placement Group
(MPG) determined. In some cases, students
who have transferred in a college-level
mathematics course taken at another
college may have their Math Placement
Group determined by the Registrar's
Office. Students who have passed the
College Board Advanced Placement Exam
should consult with the Mathematics
Department. All other students must take
the Augsburg Math Placement Exam. The
exam is given during college registration
sessions and at other announced times
during the year. Students needing to
advance their Math Placement Group may
work with the Academic Enrichment
Center to take the appropriate MAT course
or study on their own and retest. Additional information about the Math Placement Exam is available from the Academic
Advising Center.
Prerequisites
A course must be completed with a
grade of 2.0 or higher to count as a prerequisite for a mathematics course.
165
-
166
Mathematics
MAT 105
Applied Algebra
Concepts of linear, exponential, logarithmic and other models. Emphasis
on applicationsto the social and natural sciences, business and everyday
life. Successful completion advances students to MPG III. Students in
MPG 111or IV should consult the department, as should students preparing for MAT 114. (Prereq.:MPG I1 and either a year of high school algebra
or consent of instructor)
MAT 114
Precalculus
Concepts of algebraic, exponential, logarithmic and trigonometric
functions. For students planning to take MAT 145. Students who have
completed MAT 145 or calculus may register for credit only with consent
of instructor. Successful completion advances student to MPG N.(Prereq.:
MPG m)
MAT 121
Finite Mathematics
Concepts from areas such as combinatorics, probability, matrices, linear
programming and graph theory. (Prereq.: MPG III. Fall, odd years)
MAT 122
Calculus for the Social and Behavioral Sciences
Concepts of differential and integral calculus with applications in the
social and behavioral sciences. Students who have completed MAT 145
may not register for credit. (Prereq.:MPG 111. Offered occasionally)
MAT 131
Mathematics for the Liberal Arts
An examination of the interactionbetween the development of mathematics and that of civilization. Primarily for students not intending further
study in mathematics. Students who have completed MAT 145 may not
register for credit. (Prereq.:MPG III. Offered occasionally)
MAT 145,146 AUGMENT Calculus 1 & 11
Concepts of calculus. Emphasis on skills of mathematical investigations.
(Prereq.:MPG IV for MAT 145; MAT 145 or consent of instructor for MAT
146. Fall: MAT 145; Spring: MAT 146)
MAT 153
The Beauty of Fractal Mathematics
Concepts of fractal geometry. Emphasis on using computer software to
experience mathematics as a form of artistic expression. (Prereq.: MPG III.
Offered occasionally)
MAT 245
AUGMENT Calculus Ill
Concepts of vectors and multivariable calculus. Emphasis on using logical
structures to read proofs. (Prereq.: MAT 146. Fall)
MAT 246
AUGMENT Linear Algebra
Concepts from linear algebra and other fields such as dynarnical systems,
analysis, number theory, and abstract algebra. Emphasis on using logical
structures to write proofs. (Prereq.: MAT 245. Spring)
MAT 247
Modeling and Differential Equations
A --l:--L.---
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Mathematics
modeling, differential equations and numerical methods. Part of AUGMENT program. (Prereq.: MAT 245. Spring)
MAT 314
Abstract Algebra
Concepts such as groups, rings, integral domains and fields. (Prereq.:
MAT 246. Fall)
MAT 324
Analysis
Concepts of calculus in a more abstract setting. (Prereq.: MAT 246 or 247.
Spring)
MAT 327
MAT 328
Special Functions of Mathematical Physics
(See PHY 327)
Complex Analysis
Concepts such as complex functions, limits, derivatives, integrals, series,
conformal mapping and applications. (Prereq.: MAT 246 or 247. Fall, even
years)
MAT 351
Modern Geometry
Concepts such as projective geometry, non-Euclidean geometries, transformations, and fractals. (Prereq.: MAT 246. Spring, even years)
MAT 355
Numerical Analysis
Concepts such as approximating solutions of nonlinear equations, linear
systems of equations and differential equations, curve fitting, and error
analysis. (Prereq.: MAT 245, computer programming course. Offered
occasionally)
MAT 363
Chaotic Dynamical Systems
Concepts such as periodicity, bifurcation and many aspects of fractals.
(Prereq.: MAT 246 or 247. Spring)
MAT 373
Probability and Statistics I
Concepts such as enumeration techniques, discrete and continuous
probability distributions, Chebyshev's inequality and the central limit
theorem. (Prereq.: MAT 245. Fall)
MAT 374
Probability and Statistics II
Concepts such as sampling distributions associated with the normal and
other distributions, methods of estimation, hypothesis testing, regression,
analysis of variance and nonparametric statistics. (Prereq.: MAT 373.
Spring)
MAT 441
Foundations of Mathematics
Concepts such as set theory, logic, axiomatics, and development of the
real number system. (Prereq.: MAT 314, Coreq.: MAT 324. Spring, odd
years)
MAT 481
Topics in Mathematics
Study of an advanced topic. (Prereq.: MAT 246 or MAT 247 and consent of
instructor. Interim or Spring)
- Mathematics
MAT 491
Mathematics Colloquium
(.O course)
Information about contemporary developments, career opportunities, and
other interesting ideas in mathematics presented by students, faculty
members or outside visitors. Carries no course credit. (Fall, Spring)
Internships and lndependent Study Courses:
MAT 199
lnternship
See description on page 79.
MAT 299
Directed Study
See description on page 79.
MAT 399
lnternship
See description on page 79.
MAT 499
lndependent StudyIResearch
See description on page 79.
METRO
URBAN
STUDIES
See listing under Interdisciplinary Studies.
T
he Modem Languages Department at
Augsburg College contributes many
ways to realizing the College's mission of
providing liberal arts education for service
in today's world. The Department is
committed to the view that education
should go beyond career preparation and
that familiarity with the language and
culture of another people is an essential
step in the development of a truly global
perspective.
The Modem Languages Department
offers language, literature, and culture
courses leading to majors in French,
German, Norwegian and Spanish. Introductory courses in Arabic, Ojibwe and
Russian are offered at Augsburg, and
courses in Chinese, Japanese, Latin and
Greek are available to Augsburg students
through the College's affiliation with
ACTC, a consortium of Twin Cities
colleges.
In addition to courses in language and
culture, the Department offers linguistics
courses in which students may go beyond
the study of individual languages to
investigate the general principles that
operate in and shape all languages.
Knowledge of several languages,
perhaps combined with the study of
linguistics, is essential in preparing for
careers in second-language education and
translation, but also represents a valuable
special qualification in many other professions. Students anticipating careers in
international business, social work, the
diplomatic corps, the health professions, or
the ministry may wish to take a second
major or minor in modem languages. In
addition, a minor in languages or linguistics is a valuable research tool for those
intending to pursue graduate study in most
academic disciplines.
Modern Languages Faculty
Frankie Shackelford (Chair), Ruth Aaskov,
Mary Kingsley, Pary Pezeckian-Weinberg,
R o m h Soto, Donald Steinmetz
Major
Majors must take nine Upper Division
courses, five to seven of them at Augsburg
and two to four on an approved studyabroad program.
The major consists of 9 Upper Division
courses including: 350; two courses in
culture; two courses in language (311 or
above); two courses in literature; two
electives (from any of the three areas
above).
Minor
Minors must take at least two Upper
Division courses at Augsburg. 311 is a
prerequisite to all other Upper Division
courses.
The minor must include four courses
above 212, including one each in language,
literature and culture.
Honors Major
Majors seeking Departmental honors
must apply in the junior year. Requirements: 3.3 GPA in the major, 3.0 GPA
overall and honors thesis demonstrating
ability in Independent Study for one course
credit. Consult Department Chair for
details.
'70
Modern Languages
Transfer Students
Teaching Licensure
Transfer students intending to major or
minor in languages must take a ininimum
of one Upper Division course per year at
Augsburg. See Department faculty for
limits on non-Augsburg courses.
Teacher candidates in French, German
and Spanish must consult with the Department of Education for specific information
and enrollment in the program as well as
for information on Special Methods
courses. All transfer teacher candidates,
including those who have completed a
college language major elsewhere, must
take at least two courses in language,
literature, or culture at Augsburg. A 3.0
average in Conversation and Composition
(311) is a Departmental requirement for
teaching majors. Licensure requires
successful completion of the Competency
Exam prior to student teaching. See
requirements for State of Minnesota
Licensure for Teaching in Secondary
Schools under Department of Education.
Study Abroad
Study abroad is required of all language
majors (minimum of one semester) and
highly recommended for minors. An
advanced-level Internship in the major
language (399) or an interdisciplinary
Internship (INS 199), linking language
skills with community service and career
exploration, is strongly encouraged.
W CHINESE (CHN)
Chinese language studies are possible through a contractual arrangement with the
ACTC East Asian Studies Program and the University of Minnesota East Asian Language
Department. See East Asian Studies Director for more information.
FRENCH (FRE)
FRE 111, 112 Beginning French
Aimed to develop communication skills of understanding, speaking,
reading and writing. Through conversations, classroom practice and
readings, these courses work toward the discovery of French culture and
way of life. Four class meetings per week. Laboratory work is an integral
part of the course. (Fall: 111;Spring 112)
FRE 211, 212
Intermediate French
Selected articles, interviews and literary readings are the basis of practice
in communication, vocabulary building and developing greater ease in
reading and writing French. Review of basic structures and grammar.
Laboratory work. (Fall: 211; Spring: 212)
FRE 243
French Literature in Translation
Major representative works of French literature are read in English
Modern Languages 171
translation. Through assigned readings, class discussion and written
reaction, students become acquainted with artistic qualities and culturalhistorical sigruficance of these works. Sophomore standing. Does not
count toward a French major or minor. (On demand)
FRE 311
Conversation and Composition
Explores topics of current interest in both oral and written form to build
fluency, accuracy and facility of expression in French. Emphasis on
vocabulary enrichment, grammatical refinements, effective organization
of ideas. Laboratory assignments. A prerequisite to other Upper Division
courses. (Fall)
FRE 312
French Expression
A two-pronged approach to coherent and correct expression in speaking
and writing. Attention to grammatical structures, French turns of phrase
and elementary stylistics for business and personal use. French phonology
and speech group practice, study of spoken models from the media.
(Prereq.: FRE 311 or consent of instructor. On demand)
FRE 331
French Civilization: Historical Perspective
A study of the diversified development of the French from their beginnings to the modem period. Special attention to cultural manifestations of
French intellectual, political, social and artistic self-awareness. Readings,
reports, extensive use of audio-visual materials. In French. (Prereq.: FRE
311 or consent of instructor. Spring: on rotational basis)
FRE 332
French Civilization Today
Topics in 20th-century problems, ideas. Cultural manifestations that
promote understanding of French-speaking people and their contribution
to the contemporary scene. Readings, reports, extensive use of audiovisual materials and periodicals. In French. (Prereq.: FRE 311 or consent of
instructor. Spring: on rotational basis)
FRE 350
Introduction to Literature for Language Students
Theory and practice of literary studies. A theoretical component (in
English) treats the basic principles of literature, literary genres and
different approaches to literary analysis. Students apply the elements of
theory through reading, analyzing and discussing selected works.
(Prereq.: FRE 311 or consent of instructor. On demand)
FRE 351, 353 Survey of French Literature I, II
The study of major French authors and literary movements in France
through the reading of whole literary works where possible. Lectures,
discussion, oral and written reports in French. (Prereq.: FRE 311 or
consent of instructor. Spring: on rotational basis)
FRE 355
20th Century Literature
A survey of the major French literary movements since World War I,
including the novel, the theater, poetry, the essay, and criticism. Classes,
oral and written reports and laboratory texts in French. (Prereq.: FRE 311
or consent of instructor. Spring: on rotational basis)
'72
Modern Languages
FRE 41 1
Advanced Conversation and Composition
By means of reading, speaking and writing on topics of intellectual, social
or political interest, the student acquires extensive training in the four
skills at an advanced level. Attention to accuracy and effectiveness,
characteristic levels of expression, refinements in style and organization.
Laboratory assignments. (Prereq.: FRE 311 or consent of instructor. Fall)
FRE 450
French Seminar: Novel, Drama, Poetry, Short Story
In-depth study of a topic or genre in French literature. Student presentations in French. For advanced students. (See also Interim Catalog. Prereq.:
FRE 311 or consent of instructor. On demand)
Internships and Independent Study Courses:
FRE 199
Internship
See description on page 79.
FRE 299
Directed Study
See description on page 79.
FRE 399
Internship
See description on page 79.
FRE 499
Independent StudyIResearch
See description on page 79.
GERMAN (GER)
GER 111,112 Beginning German
Aims at developing basic skills. Classroom practice in speaking, understanding and reading and writing basic German. Goals: ability to read
extended narratives in simple German, insights into German culture and
participation in short conversations. Laboratory materials available. ( F a
111;Spring: 112)
GER 211, 212 Intermediate German
Aims at developing basic skills into working knowledge of German.
Review of basic structures with emphasis on extending range of vocabulary and idiomatic expression through reading and discussion of materials
representing contemporary German life and literature. (Fall. 211; Spring:
212)
GER 244
German Literature in Translation
Principal works of German literature representing Medieval to modem
periods are read and discussed in English. Readings are considered in the
context of German cultural history as well as in context of the universal
human condition. Credit for this course does not apply to a German major
or minor. Sophomore standing. (On demand)
Modern Languages 173
GER 31 1
Conversation and Composition
Aims at developing facility in the use of grammatical structures, vocabulary and idiomatic expressions most common in colloquial German.
Intensive practice in speaking is supplemented with exercises in written
composition. (Fall)
GER 331
German Civilization and Culture I
Follows the cultural and social development of the German-speaking
peoples from the prehistorical Indo-European origins (ca. 3,000 B.C.) to
the Thirty Years War (1643). In German (Prereq.: GER 311 or consent of
instructor. Spring: on rotational basis)
GER 332
German Civilization and Culture II
Survey of cultural currents that have shaped Germany, Austria and
Switzerland since the Age of Enlightenment. The contemporary scene is
considered in view of its roots in the intellectual, geopolitical, artistic and
scientific history of the German-speaking peoples. In German. (Prereq.:
GER 311 or consent of instructor. Spring: on rotational basis)
GER 350
Introduction to Literature for Language Students
Theory and practice of literary studies. A theoretical component (in
English) treats the basic principles of literature, literary genres and
different approaches to Literary analysis. Students apply the elements of
theory through reading, analyzing and discussing selected works.
(Prereq.: GER 311 or consent of instructor. On demand)
GER 351
German Literature through the 18th Century
Survey of heroic, courtly, Reformation, Baroque, Enlightenment, Storm
and Stress, Classic and Romantic literature. Readings and discussion in
German supplemented by lectures on the history of German literature in
its cultural and geopolitical context. (Prereq.: GER 311 or consent of
instructor. Spring: on rotational basis)
GER 352
German Literature: The 19th Century
Study of later Romanticism, Young-Germany, Poetic Realism, Naturalism
and Impressionism. Lectures include the literary reaction to the decline of
idealistic philosophy and the rise of technology and science. Readings and
discussion in German. (Prereq.:GER 311 or consent of instructor. Spring:
on rotational basis)
GER 353
German Literature: The 20th Century
Literary responses to the crises and upheavals of our time. Writers of
international stature are discussed: Kafka, Hesse, Mann, Brecht. Readings
in German with class discussions designed to aid students' self-expression
in German. (Prereq.: GER 311 or consent of instructor. Spring: on rotational basis)
GER 41 1
Advanced Conversation and Composition
Aims at developing and refining the student's use of German as a vehicle
for expressing ideas and opinions. Emphasis on written composition
including control of style. Oral practice through use of German as
classroom laneua~e.(Prerea.:GER 311 or consent of instructor.Fall)
74 Modern Languages
-
CER 451
German Prose
Reading and discussion of German prose masterpieces from Goethe to the
present. Lectures treat the development of the epic genre as a mirror of
cultural and geopolitical history. (Prereq.: GER 311 or consent of instructor. On demand)
CER 452
German Drama
Representative dramatic works from late 18th century to the present are
discussed and read as symptomatic of perennial human concerns.
Lectures treat the historical development of the drama. (Prereq.: GER 311
or consent of instructor. On demand)
Internships and Independent Study Courses:
CER 199
Internship
See description on page 79.
CER 299
Directed Study
See description on page 79.
CER 399
Internship
See description on page 79.
CER 499
Independent StudyIResearch
See description on page 79.
JAPANESE (JPN)
Japanese language studies are possible through a contractual arrangement with the
ACTC East Asian Studies Program and the University of Minnesota East Asian Language
Department. See East Asian Studies Director for more information.
LINGUISTICS (LIN)
LIN 289
Introduction to Linguistics
An introduction to linguistic analysis and general linguistic principles,
with focus on linguistic universals and psycholinguistics. Theoretical
questions will be approached by studying samples of various languages.
No prerequisite. Recommended for all language majors and minors.
(On demand)
LIN 311
Theories of Grammar
Comparative analysis of various views of language represented in current
linguistic research with the aim of distinguishing underlying philosophical assumptions, investigational criteria and explanatory goals. The
theories will be contrasted with those of adjacent disciplines. (On demand)
Internships and Independent Study Courses:
LIN 299
Directed Study
See description on page 79.
-
Modern Languages 175
LIN 499
Independent StudyIResearch
See description on page 79.
NORWEGIAN (NOR)
Two courses in Norwegian are also offered as part of the 0stfold Program, listed
under International Studies.
NOR 111, 112 Beginning Norwegian
Introduction of the four basic language skills: speaking, listening, reading
and writing. Stress is on communication and its cultural context. Laboratory work expected. (Fall: 111;Spring: 112)
NOR 21 1
Intermediate Norwegian
Continued acquisition and refinement of communication skills (speaking,
listening, reading, writing). Emphasis is on social or cultural contexts and
integrated vocabulary clusters. Selected readings in Norwegian are used
as a basis for class activities and writing exercises. Includes grammar
review. Laboratory work expected. (Prereq.: NOR 112 or equivalent. Fall)
NOR 31 1
Conversation and Composition
Practice in spoken and written Norwegian with emphasis on communicative contexts and integrated vocabulary. Readings in history, social science
and literature form a basis for class activities and frequent writing
practice. (Prereq.: NOR 211 or equivalent. Spring)
NOR 331
NOR 350
Norwegian Civilization and Culture
A two-tiered approach allows students to place contemporary cultural
developments, such as Norway's changing role in the global community,
into an historical context. Readings in history are supplemented by
lectures, newspaper articles and video tapes. In Norwegian. (Prereq.: NOR
311 or consent of instructor. Fall: alternate years)
Introduction to Literature for Language Students
Theory and practice of literary studies. A theoretical component (in
English) treats the basic principles of literature, literary genres and
different approaches to literary analysis. Students apply the elements of
theory through reading, analyzing and discussing selected works.
(Prereq.:NOR 311 or consent of instructor. On demand)
NOR 353
Survey of Norwegian Literature
Selected readings in contemporary Norwegian literature provide a
basis for the study of major works from earlier periods, including several
in nynorsk. Readings, lectures, discussion, journals, essays and oral
reports in Norwegian. (Prereq.:NOR 311 or consent of instructor. Fall:
alternate years)
NOR 41 1
Advanced Conversation and Composition
Extensive practice in spoken and written Norwegian, based on literary
and cultural readings. Students serve as peer-tutors for those registered in
NOR 311. Readings, journals, discussion, role-playing, written and oral
6
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Modern Languages
Internships and Independent Study Courses:
NOR 199
lnternship
See description on page 79.
NOR 299
Directed Study
See description on page 79.
NOR 399
lnternship
See description on page 79.
NOR 499
Independent StudyIResearch
See description on page 79.
Two courses in Ojibwe (Cruppewa) are offered at Augsburg, both as part of the
Modem Language Department and as part of the American Indian Studies minor.
OJB111, 112 Beginning Ojibwe
An introduction to the language and culture of the Ojibwe (Chippewa),
Emphasis is on vocabulary, reading, writing and conversational skills.
Classroom practice will include linguistic patterns and oral interaction.
RUSSIAN (RUS)
One year of Russian is offered at Augsburg. Russian language studies may be continued in the ACTC Russian, Central and East European Studies Program, which requires
two years of language for the major (see page 227). See Russian, Central and East European Studies Program Campus Adviser for more information.
RUS 111, 112 Elementary Russian
Aimed to develop reading, writing, understanding and conversational
skills through oral classroom practice, elementary readings, short compositions and a growing acquaintance with Russian culture. Extensive use of
the language lab. (Fall: 111;Spring: 112)
SPANISH (SPA)
Courses in addition to those below are offered through various programs listed under
International Studies.
SPA 111, 112 Beginning Spanish
Aims to develop the four basic skills: understanding, speaking, reading
and writing of elementary Spanish. Introduction to culture of Spanishspeaking world. Laboratory work is an integral part of the course. (Fall:
111; Spring: 112)
SPA 21 1, 212 Intermediate Spanish
Through the reading of selected Latin American and Spanish texts that
stimulate intellectual growth and promote cultural understanding,
SPA 249
SPA 311
SPA 312
SPA 331
SPA 332
SPA 350
SPA 352,353
SPA 354
-
Modern Languages 177
students review all of the basic structures of Spanish and build conversational skills through class discussions. ( F a 211; Spring: 212)
Selected Works of Spanish and Latin American Literature in
Translation
Major works of Spanish and Latin American literature. Through background reading and class discussion in English the student is acquainted
with the salient artistic qualities and cultural-historical significance of the
readings. Credit for this course does not apply to a Spanish major or
minor. (On demand)
Conversation and Composition
Thorough oral and written practice in correct expression with the aims of
fluency and facility. Enrichment of vocabulary. Laboratory work. This
course is a prerequisite for all Upper Division courses. (Prereq.: SPA 212
or equivalent. Fall)
Spanish Expression
Intended for students who have a basic command of writing and speaking
skills in Spanish and wish to expand them. Intensive practice to improve
oral and written expression with emphasis on conversational facility,
stressing idiomatic usage and the finer points of grammar. (Spring: on
rotational basis)
Spanish Civilization and Culture
Study of the Spanish character and of Spanish contributions to world
civilization through historical, intellectual, literary and artistic movements. h Spanish. (Prereq.: SPA 311 or consent of instructor. Spring: on
rotational basis)
Latin American Ciiilization and Culture
A study of the d t u r a l heritage of the Spanish American countries from
the preColumbian civilizations to the present. In Spanish. (Prereq.: SPA
311 or consent of instructor. Spring: on rotational basis)
Introduction to Literature for Language Students
Theory and practice of literary studies. A theoretical component (in
English) treats the basic principles of literature, literary genres and
different approaches to literary analysis. Students apply the elements of
theory through reading, analyzing and discussing selected works of
literature. (Prereq.: SPA 311 or consent of instructor. On demand)
Survey of Spanish Literature I, II
A study of representative authors in Spanish literature, supplemented by
lectures on the literary movements and development of Spanish literature.
Lectures, discussion, written and oral reports in Spanish. (Prereq.: SPA
311 or consent of instructor. Spring: on rotational basis)
Representative Hispanic American Authors
An introduction to Spanish-Americanliterature. Lectures, discussions,
written and oral reports in Spanish. (Prereq.: SPA 311 or consent of
instructor. Note: Students who have taken SPA 356 [taught in Mexico]
178
--
Modern Languages
SPA 41 1
Advanced Conversation and Composition
Emphasis on increasing facility and correctness of written and oral
expression through conversations, discussions, reports, debates, written
compositions and grammatical exercises. (Pre;eq.: SPA 311 or consent of
instructor. Fall)
SPA 456
Spanish Drama
Study of the masterpieces of dramatic literature in Spain. Oral and written
reports in Spanish. Emphasis on the Golden Age and the Modem Period.
(Prereq.: one survey course. Spring: on rotational basis)
SPA 457
Spanish Novel
Study of the outstanding novelists of the 19th and 20th century in Spain.
Oral and written reports in Spanish. (Prereq.: one survey course. Spring:
on rotational basis)
Internships and Independent Study Courses:
SPA 199
Internship
See description on page 79.
SPA 299
Directed Study
See description on page 79.
SPA 399
Internship
See description on page 79.
SPA 499
Independent StudyIResearch
See description on page 79.
MUS
M
usic has the power to move and
:hange us. Whether we experience music
is a listener, teacher or performer, it adds
i sigruficant and satisfying dimension to
Iur lives.
The Music Department at Augsburg
Zollege offers courses in music and music
2erformance to give students access to this
sential aspect of human history and
:ulture. In addition, all students of the
Zollege community have the opportunity
:o participate in choral and instrumental
membles which perform locally, nationilly and internationally.
Augsburg College is an institutional
nember of the National Association of
Schools of Music and the National Associaion for Music Therapy. The Music Departnent serves the general education needs of
itudents and offers professional training in
nusic. The Music major combines a broad
:ducation in the liberal arts with preparaion for graduate and professional opportuuties. Students may choose from among
our majors in three degree programs:
3achelor of Arts -Music Major; Bachelor of
vlusic - Performance Major; Bachelor of
vlusic - Music Education Major, and
3achelor of Science - Music Therapy Major.
Pauline Sateren, Robert Stacke, Sonja
Thompson
Music Performances Coordinator
Mary Ella Pratte
Bachelor of Arts
Freshmen will enroll in the regular
Bachelor of Arts program. Theory and
keyboard placement tests are required of
all incoming students and will be given
during the first week of classes. The
petition to be accepted as a B.A. candidate
will be submitted to the Department prior
to registration for Upper Division courses.
Bachelor of Music - Education
In addition to opportunities as profesiional musicians, teachers of music and
nusic therapists, graduates have access to a
vide variety of careers! Leaders in the
xofessions and business regard a liberal
lrts major as an excellent preparation for
,atisfyingand effective service in many
bccupational areas.
Theory and keyboard placement tests
are required of all incoming students and
will be given during the first week of
classes. Students wishing to become
Bachelor of Music - Education candidates
must perform (Level I1 repertoire) in their
major performance medium for a faculty
panel. They may then apply, with a copy of
their transcript, to the Department for
admission to the Bachelor of Education
program (by end of sophomore year).
Additionally, Music Education majors must
apply to the Education Department for
acceptance into the music education
licensure program. Departmental approval
and a cumulative GPA of 2.5 in all music
courses is necessary for the education
licensure program.
vlusic Faculty
Bachelor of Music - Performance
vlerilee Klemp (Chair),Jill Dawe, Bridget
)oak, Stephen Gabrielsen, Nancy
h n d a h l , Peter Hendrickson, Robert
Carl&, Roberta Metzler, Paul Ousley,
Theory and keyboard placement tests
are required of all incoming students and
will be given during the first week of
classes. Students wishing to become
1
80
Music
Bachelor of Music - Performance candidates must perform (Level 11repertoire) in
their major performance medium for a
faculty panel. They must then apply to the
Department before the end of their second
semester of study. A cumulative GPA of 2.5
in music courses and a 3.0 in performance
studies must be maintained.
Bachelor of Science - Music Therapy
Theory and keyboard placement tests
are required of all incoming students and
will be given during the first week of
classes. The piano proficiency exam must
be completed. Students should consult
with the Director before applying to the
Music Therapy program. An equivalency
program is available for those who have a
four-year college degree.
Music Minor
Candidates must apply to the Department prior to registration for Upper
Division courses (see Student Handbook).
Freshman Performance Scholarships
May be available to freshmen taking
lessons for credit. Consult with individual
instructors or the Music Office.
in a major ensemble of their major instrument during their residency at Augsburg.
In certain circumstances, this may be
waived for equivalency students.
Ensembles
Auditions for membership in ensemble:
are scheduled, following application,
during summer orientation sessions,
during the first week of the school year, or
by arrangement with the individual
ensemble director.
Honors Major
Candidates for the honors program are
nominated each spring from among those
juniors who have attained a GPA of at leas
3.0 in music courses. A faculty committee
must approve the candidate's honors
project proposal and certify successful
completion. The following possibilities are
indicative of acceptable projects: a senior
thesis and its defense; an additional senior
recital of graduate quality; composition of
work for vocal and/or instrumental
ensemble; conducting an ensemble concert
or combinations of the above. Consult the
Music Department Student Handbook for
more information.
Transfer Students
Transfer/Equivalency/Certification
students will enter the music program on
probation, subject to Departmental
approval. A performance hearing that is
supported by a department application and
the student's transcript(s)will take place
the first semester in residence. All students
will be required to take the theory placement test the first week of class. Passing the
piano proficiency test the first semester of
residence is strongly recommended.
All students are required to participate
Core Curriculum (required of all majors):
MUS
MUS
MUS
MUS
MUS
MUS
MUS
MUS
MUS
MUS
101
102
111
112
201
202
211
212
231
232
Materials of Music I
Materials of Music I1
Aural Skills I
Aural Skills 11
Materials of Music IJI
Form and Analysis
Aural Skills IJI
Aural Skills IV
History and Literature of Music
History and Literature of Music I
lus ensemble participation, performance
tudies, and recital requirements as given
nder each specific degree and major.
ilso, French or German study as stated in
;enera1 Education Requirements and in
pecific degree requirements.
I BACHELOR OF ARTS
llusic Major
Offers the broadest education in liberal
rts and prepares the student for the
reatest range of graduate, business and
lrofessional opportunities. Students who
?tend to pursue non-performance gradute study, or desire to enter one of the
nany music-related business fields of
mployment, most often choose this course
f study.
Requirements: 12 course credits
:ore curriculum plus:
h e music credit elective
md two semesters chosen from:
hUS 311,312 Composition
AUS 341 Basic Conducting
hUS 342 Choral Conducting
AUS 344 Instrumental Conducting
/IUS 331 Music of the Baroque Era
LUS 332 Music of the Classical Era
LUS 333 Music of the Romantic Period
LUS 334 Music of the 20th Century
LUS 458 Senior Recital
'erformance Studies
iight quarter course credits in the major
instrument/voice
iight quarter course credits in a major
Augsburg ensemble on the major
instrument/voice
'our semesters in a non-credit small
Augsburg ensemble
Ceyboard proficiency
'ass three Music Repertoire tests
Music
Consult the Music Department Student
Handbook for more information on
individualized degree requirements.
Music Minor
Six course credits including:
MUS 101,102 Materials of Music I, I1
MUS 111,112 Aural Skills I, 11
MUS 231 History and Literature of Music I
or MUS 232 History and Literature of
Music 11
MUS 341 Basic Conducting
And one additional course in Music
History or Conducting
Plus four consecutive quarter courses
in a major ensemble concurrent with
four quarter courses of Performance
Studies in the student's major instrument.
Music minors also must pass one Music
Repertoire test.
BACHELOR OF MUSIC
Music Education Major
Offers students the preparation
necessary to become teachers of music in
the public schools. This preparation
includes course work which allows the
student to become certified to teach at the
elementary through the secondary levels.
Requirements: 16.5 course credits
Core curriculum plus:
MUS 311,312 Composition I, 11
MUS 341 Basic Conducting
MUS 342 Choral Conducting
or MUS 344 Instrumental
Conducting
Performance Studies
Two quarter course credits in the major
instrument/voice
Four half course credits in the major
instrument/voice
181
18*
-
Music
Two full course credits in the major
instrument/voice
Two quarter course credits in the minor
instrument/voice
MUS 358 Half junior recital
MUS 459 Full senior recital
Eight quarter course credits in a major
Augsburg ensemble on the major
instrument/voice
Four semesters in a non-credit small
Augsburg ensemble
Improvisation competency on major
instrument or voice
Keyboard proficiency
Pass three Music Repertoire tests
Achieve a cumulative GPA of 2.5 in all
music courses and in the major performance medium.
Choose one area of emphasis:
Vocal emphasis - MUS 251,252,253,
254,435
Instrumental emphasis - MUS 152,
155, and one course credit of music elective
Other Requirements
HPE 114 Health and Safety Education
HPE 115 Health and Chemical
Dependency Education
HPE 116 Healthy Concepts for Educators
EDU 210 Learning and Development in
an Educational Setting
EDU 265 Orientation to Education in an
Urban Setting and Field
Experience
EDS 341 Media Technology
EDS 350 Reading in the Content Areas
EDS 354 Creating Learning
Environments: Secondary and
Field Experience
EDS 355 Music Methods (K-12)
Take three of the following four:
EDS 356,357,358,359 Music Methods:
Brass and Percussion,
Woodwinds, Strings, Vocal
rnc
900
..--- D-I-L---
u
EDS 478 School and Society
EDS 481,482,483,484 Student Teaching
and Seminar
Consult the Education Department and
Music Department Student Handbook anc
program adviser.
BACHELOR OF MUSIC
Music Performance Major
This degree emphasizes intensive work
in the major private study area. The
program is made available only to a few
students of exceptional performing ability
who are selected on the basis of an audition/application process.
The program prepares performers for
professional performing opportunities
and/or graduate school auditions.
Requirements: 19.5 course credits:
Core Curriculum plus:
MUS 311,312 Composition I, 11
MUS 341 Basic Conducting
MUS 342 Choral Conducting
or MUS 344 Instrumental
Conducting
Performance Studies
Two quarter course credits and six full
course credits in the major instrument/
voice
Two quarter course credits in the minor
instrument/voice
MUS 358 Full junior recital
MUS 459 Full senior recital
Eight quarter courses in a major Augsburg
ensemble on the major instrument/voicc
Four semesters in a non-credit small
Augsburg ensemble
Keyboard proficiency test
Pass three Music Repertoire tests
Achieve a cumulative GPA of 2.5 in all
music courses and 3.0 in the major
Music
hoose one area of emphasis:
Vocal emphasis - MUS 251,252,253,
54,435, one course credit of music
ective. French or Geman to fulfill
inguage requirement.
Piano or Organ emphasis - MUS 301,
32,436,456, one-half course credit of
lusic elective.
Instrumental emphasis - MUS 301,302,
ne and one-half course credits of music
lectives.
Consult the Music Department Student
[andbook for more information.
I BACHELOR OF SCIENCE
lusic Therapy Major
Fulfills academic and clinical requireLents for registration with the National
ssociation for Music Therapy, Jnc., and
repares students for the professional
?rtificationexamination developed by the
ertification Board for Music Therapists.
his course of study is chosen by students
rhowish to become registered music
lerapists. Consult Department for
zcreditation details.
Requirements: 16.5 course credits
ore curriculum plus:
he of the following three:
MUS 152 Basics of Singing or
MUS 155 Class Piano or
MUS 158 Class Guitar
KJS 271 Music Therapy Techniques and
Materials
IUS 274,275 Music Therapy Practicums
IUS 311 or 312 Composition I, I1
KJS 341 Basic Conducting
IUS 372,373 Psychologcal Foundation of
Music I, I1
[US 374,375 Music Therapy Practicums
IUS 472 Human Identity Through the
MUS 473 Music Therapy Senior Seminar
MUS 474,475 Music Therapy Practicums
MUS 479 Music Therapy Clinical
Internship
Performance Studies
Eight quarter course credits in the major
instrument/voice
MUS 458 Half senior recital
Eight quarter course credits in a major
Augsburg ensemble on the major
instrument/voice
Two semesters in an Augsburg small
ensemble (no credit)
Keyboard proficiency, guitar proficiency
Pass three Music Repertoire tests
Achieve a minimum grade of 2.5 in each
music therapy course
Additional required courses:
EDS 282 Introduction to Special
Education
Two of the following three:
EDS 356,357,358 Music Methods: Brass
and Percussion, Woodwinds,
Strings
PSY 105 Principles of Psychology
PSY 362 Behavior Disorders
BIO 103 Human Anatomy and
Physiology
SOC 362 Statistical Analysis
or PSY 230 Research Methods:
Design, Procedure and Analysis I
APPLIED MUSIC
Ensembles (MUE)
One quarter course credit per semester
is granted to members of major ensembles
(MU! 111,112,121,141). Other ensembles
carry no credit. Traditional grading is
required for music majors and minors in
..
-
.
.
183
'84
Music
regster for credit with either traditional or
P/N grading, 'or may choose no credit
status with audit (V) designation. A
maximum of two course credits in ensemble may be counted toward graduation
requirements.
Performance Studies for Credit
Four elements are required of music
majors/minors - lessons, jury examination at end of each semester, mandatory
attendance at student performance recitals,
master classes, and attendance at off- and
on-campus performances. See Music
Department Student Handbook for details.
Areas of Concentration
The music major/minor student must
declare an area of concentration. A
secondary area, required of Music Education students, necessitates additional
lessons, jury examination and performance.
Lessons: Private instruction in voice,
piano, organ and any instrument is
available for all students in the following
categories:
No credit - one half-hour lesson and
three hours of practice per week.
One-quarter course credit - one halfhour lesson and four hours of practice per
week.
One-half course credit - two halfhour lessons and eight hours of practice
per week.
One course credit - two half-hour
lessons and 12 hours of practice per week.
Performances: All students registered
in Performance Studies for credit must
perform each year in a general student
recital, at the end of each semester for a
faculty panel (jury examination), and
additional performances as required by th
instructor.
Listening: All music majors/minors
registered in Performance Studies for
credit are required to attend designated
music events during each semester
(recommended: four on-campus and four
professional off-campus events for music
majors, and a total of four events for musi
minors during each semester). Failure to
attend the required number of recitals,
major ensemble concerts, other designatec
events, the Student Performance recitals
and master classes will be a factor in
determining the final grade received in
Performance Studies. Music majors must
pass a total of three Music Repertoire test:
music minors must pass one. Consult the
Music Department Student Handbook for
contents of Music Repertoire tests and
specific degree requirements.
Recitals: A committee composed of thc
student's teacher and two other music
faculty members will determine the final
grade for all recitals. A pre-recital hearing
may be requested for students performing
recitals that partially fulfill degree require
ments. The charge of the recital jury shall
be to determine if the recital is likely to be
adequately prepared by the recital date fo
the student to receive a grade of 3.0 (B.M.
Performance) or 2.5 (B.A., B.M.- Educatio
B.S.) as specified in Department guideline
Concurrent registration in Performance
Studies in the major performance medim
is required for recital performance.
Students should carefully read the
Music Department Student Handbook anc
consult regularly with their applied
teacher. The following guidelines provide
an outline of requirements and procedure
which must be followed by all recitalists.
Music 18s
Departmental Sponsorship
Level IV for Music Performance majors.
Recitals required for the fulfillment of
the B.M., B.A. or B.S. degree requirements
or Honors Major will be sponsored by the
Music Department. Other student recitals
may be departmentally sponsored.
2. B.M. degree senior recitals (MUS 459)
will be one hour in duration at repertoire
Level IV for Music Education majors and
one hour in duration at Level V for Music
Performance majors.
3. B.A. and B.S. degree senior recitals
(MUS 458) will be one-half hour in duration at repertoire Level m.
Duration and Repertoire Level
All departmentally sponsored recitals
must be representative of the academic
guidelines set forth in this catalog and
Repertoire Lists available in the Music
Department.
Keyboard Proficiency
1.B.M. degree junior recitals (MUS 358)
will be one-half hour in duration, and will
be at repertoire Level 111 for Music Education majors and one hour in duration at
B.A., B.M. and B.S. candidates must
pass the Piano Proficiency test by the end
of their sophomore year. Consult the Music
Department Student Handbook for specific
requirements.
Many music courses are offered alternate years. Consult the ACTC Class Schedule or
the Music Department for course offerings in each term.
THEORY
MUS 101
Materials of Music 1
(.5 course)
Notation, scales, intervals, triads, keyboard harmony and principles of
part writing. To be taken concurrently with MUS 111. (Prereq.: Theory
Placement Test. Fall)
MUS 102
Materials of Music 11
(.5 course)
Diatonic harmony, secondary dominants and simple modulations. To be
taken concurrently with MLJS 112. (Spring)
MUS 111
Aural Skills 1
(.5 course)
Rhythmic and melodic dictation, interval and triad recognition, sight
singing and harmonic dictation to parallel progress in MUS 101. (Prereq.:
concurrent registration in/or completion of MUS 101. Fall)
MUS 112
Aural Skills 11
(.5 course)
Development of listening and reading skills to parallel progress in MUS
102. (Prereq.: concurrent registration in/or completion of MUS 102.
Spring)
- Music
MUS 201
Materials in Music 111
(.5 course)
Continuation of MUS 102 with chromatic harmony and modulation.
(Prereq.: MUS 102. Fall)
MUS 202
Form and Analysis
(.5 course)
Musical structures of common practice period and introduction to 20th
century practice. (Prereq.: MUS 201. Spring)
MUS 21 1
Aural Skills 111
(.5 course)
Melodic, harmonic dictation and sight singing to parallel progress in MUS
201. (Prereq.: MUS 211 and concurrent registration in/or completion of
MUS 201. Spring)
MUS 212
Aural Skills IV
(.5 course)
Further development of listening skills to parallel progress in MUS 202.
(Prereq.: MUS 211 and concurrent registration in/or completion of MUS
202. Spring)
MUS 301
Counterpoint 1
(-5 course)
Sixteenth through 18th century contrapuntal techniques including double
counterpoint, passacaglia, fugue and canon. (Prereq.:MUS 201,211.
Alternate years: Fall 1997)
MUS 302
Counterpoint 11
(.5 course)
Study of contemporary counterpoint including works of Schoenberg,
Bartok, Hindemith, Stravinsky and Carter. (Alternateyears: Spring 1998)
MUS 31 1
Composition 1
(.5 course)
Study of notational systems, score layout, calligraphy, physical basis of
sound, ranges of and arranging music for voices and instruments. Simple
forms and tonal harmonic materials are employed. (Prereq.: MUS 202. Fall)
MUS 312
Composition 11
(.5 course)
Advanced arranging for vocal and instrumental ensembles of varying
sizes and types. Contemporary techniques, atonal systems, and larger
forms are studied and used. (Prereq.: MUS 311 or permission of instructor.
Spring)
MUS 341
Basic Conducting
(.5 course)
Study of fundamental conducting patterns and baton technique. Score
analysis and preparation. Rehearsal techniques. Basic nomenclature.
(Prereq.: Pass piano proficiency test. Fall)
MUS 342
Choral Conducting
(.5 course)
Choral literature and organization. Vocal methods and voice selection.
Advanced conducting techniques with class as the choir. (Prereq.: Pass
piano proficiency test. Alternate years: Spring 1997)
MUS 344
Instrumental Conducting
(.5 course)
Preparation of and conducting instrumental literature. Advanced conducting techniques. Organization of inskumental ensembles. (Prereq.: Pass
piano proficiency test. Alternate years: Spring 1998)
Music
I HISTORY AND LITERATURE
MUS 130
Introduction to Music in the Fine Arts
Relationship between music of each period and the other fine arts. For
non-music majors.
MUS 231
History and Literature of Music I
A study of the evolution of music from antiquity to 1750. (Prereq.: MUS
112,201.Fall)
MUS 232
History and Literature of Music II
Continuation of MUS 231 from 1750 to the present. (Prereq.: MUS 112,201.
Spring)
f i e following four half-courses are extensive studies of special eras in the history of music:
MUS 331
MUS 332
Music of the Baroque Era
(.5 course)
(Prereq.: MUS 231,232. Altemate years: Fall 1996)
Music of the Classical Period
(.5 course)
(Prereq.: MUS 231,232. Alternate years: Spring 1997)
MUS 333
Music of the Romantic Period
(.5 course)
(Prereq.: MUS 231,232. Alternate years: Fall 1997)
MUS 334
Music of the 20th Century
(.5 course)
(Prereq.: MUS 231,232. Alternate years: Spring 1998)
WUS 432
MUS 435
WUS 436
WUS 498
Church Music and Worship
Development and influence of church music as evidenced in contemporary worship practices. Designed for the general as well as the music and
theology student.
Voice Repertoire
(.5 course)
Interpretation, style and programming of the song literature from the 16th
century to the present, with an emphasis on literature and source materials used for teaching voice. (Prereq.: MUS 231,232. Alternate years: Fall
1996 and Spring 1997)
Piano Repertoire
(.5 course)
Study of the piano literature from the 17th century to the present by
listening, analyzing and performing. (Prereq.: MUS 231 and 232. Alternate
years: Spring 1997)
lndependent Study
(.5 course)
Advanced research and projects not otherwise provided for in the
Department curriculum. Open only to advanced students upon approval
by the faculty.
'nternships and Independent Study Courses:
WUS 199
Internship
See descri~tinnnn nape 79
187
'88
Music
MUS 299
Directed Study
See description on page 79.
MUS 399
Internship
See description on page 79.
MUS 499
Independent StudyIResearch
See description on page 79. Open only to advanced students upon
approval of the faculty.
TECHNIQUE
MUS 152
Class Voice
( 2 5 course)
Fundamentals of tone production and singing.
MUS 155
Class Piano
(.25 course)
Basic keyboard familiarity, including scales, chords, arpeggios, sightreading, and simple accompaniment and music reading skills necessary
to pass the Piano Proficiency Test. (Prereq.: MUS 101 or consent of
instructor)
MUS 158
Class Guitar
(.25 course)
Beginning techniques of classic guitar. (Spring)
MUS 251
English Diction
(.25 course)
Fundamental course in correct standard English diction for singing.
Familiarization with the International Phonetic Alphabet. Open to all
students registered for vocal instruction. (Alternate years: Fall 1997)
The following three quarter-courses are continuations of MUS 251 with application for the
Italian, German and French languages.
MUS 252
Italian Diction
(.25 course)
Familiarization with the International Phonetic Alphabet and its application to basic Italian song literature. (Prereq.: MUS 251. Alternate years:
Fall 1997)
MUS 253
German Diction
(.25 course)
Continued use of the International Phonetic Alphabet in basic German
song and choral literature. (Prereq.:MUS 252. Alternate years: Spring
1998)
MUS 254
French Diction
(.25 course)
Continued use of the International Phonetic Alphabet in basic French song
and choral literature. (Prereq.: MUS 252. Alternate years: Spring 1998)
MUS 358
Junior Recital
(.O course)
B.M. candidates only. Half recital at repertoire Level 111, Music Education
majors or full recital at Level IV, Music Performance majors. No course
credit. The private instructor may request a pre-recital hearing.
MUS 456
Piano Pedagogy
(.5 course)
Principles, methods, materials and techniques for teaching piano. Survey
Music
of various pedagogical schools of thought. (Alternate years: Spring 1998)
MUS 458
Senior Recital
(.O course)
Half recital by B.A. or B.S. candidates at repertoire Level HI. No course
credit. The private instructor may request a pre-recital hearing.
MUS 459
Senior Recital
(.O course)
B.M. candidates only. Repertoire Level IV for Music Education majors and
Level V for Music Performance majors. No course credit. The private
instructor may request a pre-recital hearing.
H THERAPY
MUS 271
Music Therapy Techniques and Materials
(.5 course)
Study of non-symphonic instruments, Orff-Schulwerk, applications of
recreational music activities to clinical settings. Includes on-campus
practicum with children.
MUS 272
Human Identity through the Creative Arts
A study of the aesthetic expression and experience as they relate to human
identity, with an emphasis on psychological, cultural and biological
aspects of musical behavior. An understanding of the relationships of the
creative therapies of art, music, drama and movement. (Alternateyears:
Fall 1997)
MUS 274,275 Music Therapy Pradicums
(.O course)
Volunteer work in a clinical setting, two hours per week. No course credit.
MUS 372
Psychological Foundations of Music I
An objective approach to musical stimuli and response, with an emphasis
on acoustics and sociopsychologicalaspects of music. An understanding
of the research process and development of an experimental research
project. (Alternateyears: Fall 1996)
MUS 373
Psychological Foundations of Music II
Implementation of group and individual research projects, emphasis on a
multidisciplinary approach to music therapy. Theories of learning music,
musical talent and performance. (Alternate years: Spring 1997)
MUS 374, 375 Music Therapy Practicums
(.O course)
Volunteer work in a clinical setting, two hours per week. No course credit.
(Prereq.: Pass keyboard proficiency test)
MUS 472
Human Identity through the Creative Arts
(See course description for MUS 272.) Enrollment for Upper Division
credit required for music therapy majors, and will include an additional
course module. (Alternateyears: Fall 1997)
MUS 473
Music Therapy Senior Seminar
Class discussions of theories and research as they apply to therapeutic
settings including discussion of professional ethics. A holistic approach to
therapy with music. (Alternate years: Spring 1998)
189
'90
Music
(.25 course each)
MUS 474,475 Music Therapy Practicums
Volunteer work under the supervision of a registered music therapist, twc
hours per week. (Prereq.:three of MUS 274,275,374,375, Pass keyboard
proficiency test)
MUS 479
Music Therapy Clinical Internship
(.5 course)
Full-time placement in an NAMT internhip setting for six months.
Application for Internship sites must be made nine months in advance.
Sites in Minnesota are limited. (Prereq.: Completion of all other graduation requirements)
I ENSEMBLES AND PERFORMANCE
Ensembles (MUE)
then made at the discretion of the appropri
ate faculty. For Jazz Ensemble members hi^
preference is given to Concert Band
members.
These musical organizations exist not
only for the benefit of the music student,
but for any student who wishes to participate. Membership is determined by
audition during the first week of Fall semester or by arrangement with the ensemble
director. Assignment to an ensemble is
While the Department strongly encourages both formal
Informal ensemble
experience, onlymembership in ~
~
d
Orchestra, Choir or Riverside Singers will
satisfy the major, minor
or ~~~~~~l
~
d
~~ ~ ~ ~
tsome
~ i insku~~
~i
ments are available for use by students.
STUDIES
MUE 111
Augsburg Choir (.25 course)
MUE 112
Riverside Singers (.25 course)
MUE 113
Vocal Chamber (.O course)
MUE 114
Masterworks Chorale (.25 course)
MUE 121
Orchestra (-25 course)
MUE 122
String Ensemble (.O course)
MUE 131
W o o d w i n d Chamber Music (.O course)
MUE 141
Concert Band (.25 course)
MUE 142
Brass Ensemble (.O course)
MUE 143
Jazz Ensemble (.O course)
MUE 144
Percussion Ensemble (.O course)
Music
'erformance Studies (MUP)
Private instruction for credit is graded
raditionally. All areas of study are
vailable to the non-music major or minor.
U1lessons are adapted to the individual
leeds of the student and those bearing
redit are supplemented by accompanying,
nsemble participation and other perfor-
mances. Repertoire lists are graded I-V to
indicate levels of achievement and the
following expectations: No-credit study has
no repertoire requirements; Music Minor
- Level I; B.A. and B.S. Majors - Enter I
and attain Ill; B.M. - Education Major Enter II and attain IV; B.M. -Performance
Major - Enter II and attain V.
I LESSONS:
AUP 111-411 Voice
MUP 137-437 Horn
AUP 121-421 Violin
MUP 141-441 Trumpet
AUP 122-422 Viola
MUP 142-442 Trombone
AUP 123-423 Cello
MUP 143-443 Baritone
A UP 124424 Bass
MUP 144-444 Tuba
AUP 131-431 Oboe
MUP 152-452 Piano
AUP 132-432 Bassoon
MUP 159a
AUP 133-433 Clarinet
MUP 161-461 Guitar
AUP 134-434 Saxophone
MUP 171-471 Percussion
AUP 135-435 Flute
MUP 181-481 Organ
Tote carefully the following provisions:
1. Performance study registration
c a r s the first week of classes.
2. A
of study is l4 weeks of
:ssons and coaching. Any lessons
uring the Interim or Summer are
rranged privately with the teacher.
Piano accompanying
MUP 191-491 Harp
3. A student who cannot attend a
scheduled lesson is required to notify the
teacher at least 24 hours in advance;
otherwise, except for illness immediately
prior to a lesson, the student will forfeit
the right to a make-up lesson.
4. Credit is granted only for study
with faculty members of the Augsburg
College Music Department.
191
T
he Natural Science Licensure program for teachers is designed to provide
strong preparation for science teaching and
to satisfy Minnesota licensure requirements.
The program of courses is designed to
provide a broad, basic background in
science and allow for specialization in an
area. The following programs assume that
the student will meet the Distribution/
General Education Requirements of the
College, the requirements for appropriate
majors, the courses required in the Department of Education and, in the physical
sciences, have at least one year of calculus.
Consult with the Department of Education
for requirements in Education. Early
consultation with adviser is essential.
Coordinator
Arlin Gyberg
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers
which may differ slightly in emphasis from
the Augsburg major requirements. The
state requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with
the Augsburg Education Department to
identify current licensure requirements.
Broad Base Requirements
Two Earth Science (PHY 101 Astronomy,
PHY 106 Meteorology or Geology)
BIO 113,114 General Biology
PHY 116 Introduction to Physics
or PHY 121,122 General Physics I, I1
CHM 105,106 Principles of Chemistry
or CHM 115,116 General Chemistry
Biology Major
(for licensure in Life Science)
Broad Base Requirements, plus:
BIO 215 Introduction to Cellular Biology
BIO 491 Seminar
Six other Biology courses, including at least
one from each of the following groups:
BIO 351 Invertebrate Zoology
or BIO 353 Comparative Vertebrate
Zoology
or BIO 473 Animal Physiology
BIO 361 Plant Biology
or BIO 440 Plant Physiology
BIO 367 Biochemistry
or BIO 471 Advanced Cellular and
Molecular Biology
BIO 476 Microbiology
or BIO 481 Ecology
And one course in Organic Chemistry
Physical Science Broad Base Requirement
Two courses: one in Earth Science (Astronomy, Meteorology or Geology), and
one in General Biology.
Chemistry Major
(for licensure in Physical Science)
Physical Science Broad Base Requirement
Graduation Major in Chemistry:
CHM 105,106 Principles of Chemistry
or CHM 115,116 General Chemistry
CHM 351 Organic Chemistry
CHM 352 Organic Chemistry
CHM 353 Quantitative Analytical
Chemistry
CHM 361 Physical Chemistry
CHM 363 Physical Chemistry Laboratory
CHM 491 Chemistry Seminar
MAT 145,146 AUGMENT Calculus I, I1
or MAT 124,125 Calculus I, I1 (WEC
only
One advanced Chemistry Course
One year of General Physics
Two Physics courses above General Physics
(Recommended:PHY 245 Modem
Natural Science
Physics Major (for licensure in Physical
Science)
Physical Science Broad Base Requirement
Graduation Major in Physics:
PHY 121 General Physics
PHY 122 General Physics
PHY 245 Modem Physics
PHY 351 Mechanics I
PHY 362 Electromagnetic Fields I
PHY 363 ElectromagneticFields II
PHY 395 Comprehensive Laboratory
PHY 396 Comprehensive Laboratory
MAT 145,146 AUGMENT Calculus I, I1
or MAT 124,125 Calculus I, 11
(WEC only)
MAT 245 AUGMENT Calculus 111
MAT 247 Modeling and Differential
Equations*
Two additional Physics courses above 122
One year of General Chemistry
One course of Organic Chemistry and
One course of Analytical Chemistry
*Note: PHY 327 Special Functions of
Mathematical Physics may substitute for
MAT 247
NORDIC
AREASTUDIES
See listing under Interdisciplinary Studies.
NORWEGIAN
See listing under Modem Languages.
193
-
T-
he Augsburg Nursing Program is
designed exclusively for registered
nurses
who want to increase their opportunities in
the health-care field.
The scope of nursing practice is
changing and expanding. Nurses are being
called on to function in a variety of settings
that differ from those in the past. Today
nurses work in hospitals, clinics, corporations, government agencies, schools and
community organizations. Some are selfemployed, rurming their own businesses.
All of these nurses provide comprehensive
health assessment for individuals from all
cultures and socioeconomic levels. From
helping parents have safe deliveries of
healthy d a n t s to coordinating home care
for the dying, nurses assist people through
the entire life span.
The bachelor's degree equips the nurse
with a working knowledge of the biological, physical, social, behavioral and nursing
sciences. The nursing program at Augsburg
College also provides the educational
opportunities to increase skills in critical
thinking, clinical investigation and
decision-making that prepare nurses to
handle challenging new positions in
today's health-care field.
Augsburg's nursing program, leading
to a Bachelor of Science degree with a
major in Nursing, is accredited by the
National League for Nursing. Graduates of
the program are eligible to apply for public
health nurse registration in Minnesota.
With two additional courses, they are
eligible to apply for school nurse certification.
Nursing Department Faculty
Beverly Nilsson (Chair),Lucie Ferrell,
Sharon McDonald, Pamela Weiss
Major
Ten courses including:
NUR 305 contemporary Nursing I:
Communication
NUR 306 Contemporary Nursing 11:
Paradigms in Nursing
NUR 310 Community Health Nursing I
NUR 311 Community Health Nursing 11:
Practicum
NUR 330 Trends and Issues in Nursing
NUR 350 Introduction to Nursing
Research
NUR 403 Contemporary Nursing 111:
Families
NUR 423 Practicum in Nursing: Nursing
of the Family
NUR 431 Leadership and Management:
Theorv and Practice
PHI 380 ~thics'ofMedicine and Health
Care
A minimum grade of 2.0 in each nursing
course and cumulative GPA of 2.5 at the
completion of Level I and Level I1 courses
of study are required. Students also must
complete Augsburg's residence and
General Education Requirements.
The program has been planned so that
the Nursing major can be completed within
two academic years; however, students
may pursue their studies at a slower pace.
Courses in the Nursing major are
offered on weekends with practicum
courses requiring additional weekday
time. While courses are designed so that
the major can be completed within two
years, more time may be required to
complete the total course of study depending on the number of credits transferred
from other colleges or universities. Students in nursing may take non-nursing
courses in both Day School and Weekend
Nursina
College. Students interested in pursuing
the Nursing major should consult with an
adviser from the Nursing Department for
program planning.
Honors Major
GPA of at least 3.6 in the major and 3.3
overall; application to the Department
Chairperson by Nov. 1of the senior year;
recommendation by Nursing faculty;
honors thesis to be defended before a
faculty committee by April 15. Candidates
register for NUR 499 to complete the thesis.
The following steps may be taken in
any order, but all must be completed prior
to application for admission into the
Nursing major.
1. Admission to Augsburg College:
Before you can apply for the Nursing
Program, you must first be admitted to
Augsburg College. All applicants must
present a high school diploma or equivalent and a 2.2 GPA.
2. Graduation from an accredited
nursing program: Applicants must have
graduated from an NLN accredited
associate degree or diploma nursing
program with a 2.5 overall GPA.
3. Unencumbered RN licensure: The
applicant must be a registered nurse who is
licensed and currently registered to
practice in Minnesota prior to be-g
the nursing major.
4. Prerequisite course content: The
following content must have been com-
pleted with a minimum grade of 2.0 chemistry, anatomy and physiology,
microbiology, English composition,
introductory sociology and introductory
psychology. These courses may be taken at
Augsburg or at another accredited college
or university.
5. Current clinical practice: Applicants
must give evidence of current clinical
nursing practice (within the past five
years). This may include graduation from a
school of nursing, work experience, or
completion of a nursing refresher course or
an acceptable equivalent.
6. Applicants must carry their own
malpractice insurance and current CPR
certification.
Options for Completing the Degree
Augsburg recognizes that nurses have
a variety of time schedules, personal
responsibilities and work demands that
must be taken into account in any decision
to work toward a college degree. For this
reason, Augsburg offers full and part-time
sequential alternatives for pursuing this
degree.
The entire Nursing major is available
only through Augsburg's Weekend
College. Classes usually meet on alternate
weekends for one 3 1/2 hour time block.
Clinical practice usually occurs on weekdays.
Students also can complete their
liberal arts General Education Requirements by taking courses in Day School and
Weekend College. It is recommended that
most liberal arts courses be taken before
starting the Nursing major.
195
- Nursing
NUR 305
NUR 306
Contemporary Nursing I: Communication
Introduces the components of the professional role and continues the
professional socialization process. Theories about how individuals and
groups communicate are applied to changing professional roles and
practice.
Contemporary Nursing II: Paradigms in Nursing
An introduction to the idea of theory-based nursing practice. Nursing
theory and conceptual models for nursing practice are studied and then
utilized in a patient/client situation.
NUR 310
Community Health Nursing I
Introduces the theory and methods that are essential to maintain or
improve the health of culturally diverse individuals, families and communities. Students will learn assessment and intervention skills which will be
utilized to deliver ethically appropriate health care within the diversity of
the city.
NUR 31 1
Community Health Nursing II: Practicum**
Provides a clinical experience in community-based health care delivery
systems. Students will apply nursing process, teaching/leaming theory
and basic public health principles with culturally diverse clients throughout the life span. (Prereq.: NUR 310)
NUR 330
Trends and Issues in Nursing
A transitional course designed to investigate the current responsibilities of
the professional nurse. Economic, social, political and professional trends
and issues are explored in relation to their implications for a changing
practice. Students demonstrate formal presentation skills to prepare them
for their new roles as professionals.
NUR 350
Introduction to Nursing Research
Emphasis on research process and methods in nursing. Ethical issues in
nursing research are explored. Students critique nursing research for its
value in nursing practice and design a research proposal. (Prereq.: MPG
111)
NUR 403
Contemporary Nursing Ill: Families
Provides a theoretical basis for nursing interventions with culturally
diverse families and explores theories related to family structure and
function throughout the life span. The role of the nurse in family health
care is examined. (Prereq.: NUR 311)
NUR 423
Practicum in Nursing: Nursing of the Family**
Clinical practice offering the student an opportunity to provide complex
nursing care to culturally diverse families in selected practice settings.
(Prereq.:NUR 403)
NUR 431
LeadershipIManagement:Theory and Practice**
Examines the professional nurse roles of leader and manager. Concepts of
Nursina
change, conflict and system dynamics are explored. Ethics, accountability
and advocacy in the leader-manager role are studied. Application of
theory occurs in selected practice settings.
NUR 432
Topics in Nursing
Provides opportunities for in-depth exploration of selected topics in
nursing. The subjects studied will vary depending upon the interests of
the faculty and students.
Independent Study:
NUR 499
Independent StudyIResearch
See description on page 79.
Note: If NUR 311 and NUR 423 are not taken immediately following their respective
theory courses, students are required to consult with faculty prior to registration regarding review of the theoretical content. Students who decelerate for more than five years
may be asked to audit courses already taken. There is a fee to audit courses.
** This course involves an addifional clinical fee.
197
T
he Philosophy Department assists
students to understand issues raised in the
traditional areas of plulosophy. We
consider questions about what knowledge
is and how we know, about the nature of
reality, about the basis for making moral
judgments, and about the rules for correct
reasoning. Our goals are to instill in
students a love of truth, to inspire a
curiosity about the sigruficance and
meaning of the world they experience, and
to develop the skills of critical analysis and
creative synthesis.
The department places a special
emphasis on the history of philosophy,
offering four courses covering the period
from the ancient Greeks to the end of the
20th century. In these courses students are
taught how to read, understand, and
criticize great texts of Western civilization,
and to see how ideas have developed and
matured through the centuries. The
department also offers other courses where
philosophy, its methods and ideas are
applied to other disciplines like relipon,
science and the arts.
The major has been carefully planned so
that students can easily graduate with two
majors. Though some majors continue on
to graduate school in philosophy, most use
the major to prepare for other professional
studies such as law, medicine or the
Christian ministry. Philosophy majors
generally outperform others on graduate
entrance in examinations in medicine and
law. Others enter the work place, confident
that the study of philosophy has pven
them the ability to think critically.
Philosophy Department Faculty
Mark Fuehrer (Chair),David Apolloni,
Paul Holmer (distinguished visiting
professor), Bruce Reichenbach
Major
Nine courses including:
PHI 230 Logic
PHI 241 History of Philosophy I: The
Classical Philosophers
PHI 242 History of Philosophy 11:
Medieval and Renaissance
Philosophy
PHI 343 History of Philosophy 111:
Enlightenment and 19th
Century Philosophy
PHI 344 History of Philosophy IV: 20th
Century Philosophy
A 400 level course (other than PHI 499)
Three elective courses in Philosphy
Note: Five courses must be Upper Division.
Honors Major
Admission to the Philosophy Honors
program is by recommendation of the
Philosophy faculty. Such recommendations
will be made at the end of the junior year.
The program will consist of an honors
thesis on an approved topic of the student's
choice that involves research above the
course level, and a defense of this thesis
before the faculty of the Department.
Minor
Five courses, including two from PHI
241,242,343 and 344.
-
Philosophy 199
PHI 110
Introduction to Philosophy
This course introduces students to typical philosophical problems (like
how we know, can we have certain knowledge, are there universal moral
principles), to philosophical vocabulary, and to critical thinking.
PHI 120
Ethics
By studying our moral beliefs, ethics helps students consider the bases
they use to make moral judgments. The course explores major philosophical approaches to evaluating moral actions, and then applies them to
contemporary issues. Christian ethics will inform our considerations.
Students taking PHI 120 may not take PHI 125.
PHI 125
Ethics and Human Identity
A philosophical study of the role of human understanding, feelings and
action with respect to the pursuit of happiness. Beginning by asking what
the end or purpose of human life is, we decide on the moral and intellectual virtues required to reach the end. Topics of friendship and human
love are followed by an analysis of human happiness. Students taking PHI
125 may not take PHI 120.
PHI 175
Philosophy of Love and Sex
We begin by trying to decide what it is to be in love with someone, and
how this differs from just being friends or sexually desiring them. We then
consider issues such as the ethics of sex, sexual attraction, marriage,
adultery and homosexuality.
PHI 230
Logic
Students learn to distinguish arguments from exposition. Then they learn
the rules which govern valid arguments and develop their ability to
recognize and construct sound arguments. The last part of the course
focuses on inductive reasoning.
PHI 241
History of Philosophy I: The Classical Philosophers
The writings of Plato and M o t l e are the foundations of all philosophical
thought in Western cidization. In this course students read and analyze
some of the key works by Plato and Aristotle, as well as Stoic, Epicurean
and Neoplatonic writings.
PHI 242
History of Philosophy II: Medieval and Renaissance Philosophy
Students will read writings by various Medieval and Renaissance philosophers in order to understand the process of philosophical assimilation
involved in constructing a Christian philosophy. (Suggested prior course:
PHI 241. Spring)
PHI 260
Philosophy and the Arts
What is artistic creativity? What is a work of art and what makes great
works of art great? What is it to appreciate works of art?Is one's appreciation of music or art simply a matter of taste? Does aestheticexperience
differ from oBtm kinds of experience?
*zPhilosophy
PHI 343
History of Philosophy Ill: Enlightenment and 19th Century Philosophy
This course studies the major rationalists of the 17th century (Descartes,
Spinoza, Leibniz), the major empiricists of the 18th century (Locke,
Berkeley, Hume), Kant's synthesis of philosophy, and 19th century
Idealism and the reaction to it (Man, Kierkegaard, Nietzsche). (Suggested
prior course: PHI 241 or 242. Fall)
PHI 344
History of Philosophy IV: 20th Century Philosophy
What lies behind 20th century philosophy's love affair with language? Is
truth that which works? Can we remake philosophy as a rigorous science?
These and other issues are dealt with in a study of the major representatives of linguistic analysis, pragmatism, and existentialism. (Suggested
prior courses: PHI 241,242, and 343)
PHI 350
Philosophy of Religion
We systematically investigate a series of questions about religion. What is
the relation between faith and reason? Does God exist, and if so, what can
be said about God? Can God's goodness be reconciled with human
suffering? Are miracles and life after death possible? (Suggested one prior
course in philosophy)
PHI 355
Asian Philosophy
A study of the basic concepts and philosophies that underlie Hinduism,
Buddhism, Confucianism and Taoism. (Suggested:one prior course in
philosophy. Alternate years)
PHI 360
Political Philosophy
The question, "What is just society?" is considered with the answers given
in the 20th century by Utilitarianism, liberalism, Marxism, Communitarianism, libertarianism and feminism. (Meets graduate skill component
of speaking)
PHI 365
Philosophy of Science
The course explores what scientific knowledge is, whether the scientist's
knowledge of the world is profoundly different and better than that of the
non-scientist, and what degrees of certainty are yielded by scientific
methods. Students will also research and develop philosophical responses
to issues in this area. (Suggested prior course: PHI 230 or one course in
natural science)
PHI 370
Existentialism
Studies in the writings -both philosophical and Literary - of prominent
Existentialist authors. We will examine what it means to be a being-in-theworld and explore such themes as absurdity, freedom, guilt, despair and
paradox. (Suggested: one prior course in philosophy. Alternate years)
PHI 380
Ethics of Medicine and Health Care
Application of ethical principles to problems which arise in the areas of
health care and delivery, allocation of scarce resources, human experimem
tation, genetic engineering, abortion, care for the dying and euthanasia.
PHI 410
Topics in Philosophy
Advanced studies covering either an individual philosopher or a specific
area of philosophy, such as philosophical movements, the history of an
idea or specific problem, or inter-disciphary problems. Seminar format.
May be taken more than once for credit. (Suggested prior courses: any
from PHI 241,242,343,344 or consent of instructor. Offered annually)
Internships and Independent Study Courses:
PHI 199
Internship
See description on page 79.
PHI 299
Directed Study
See description on page 79.
PHI 399
Internship
See description on page 79.
PHI 499
Independent StudyIResearch
See description on page 79.
See listing under Health and Physical
Education.
T
he Augsburg Physician Assistant
Program is designed for students interested
in careers as health care providers.
The physician assistant concept
originated during the mid-1960s. Physicians and educators recofized there was a
shortage and uneven distribution of
primary care physicians. To combat these
problems, the physician assistant program
h a s developed. h physician assistits
must, by law or regulation, have a supervising physician. An important element of
the physician assistant education is the
emphasis on patient education.
-
The Augsburg Physician Assistant
Program is a 27-month program of study
for students with at least 64 semester hours
of college credit. A new class of 24 students
begins each May. Students who intend to
enter the Physician Assistant Program must
apply by Dec. 31 of the previous year. The
program is very competitive and not all
students who apply are accepted. Physician
Assistant students who have not previously obtained a baccalaureate degree will
earn a Bachelor of Arts in Physician
Assistant Studies upon successful completion of the Program.
The Augsburg Physician Assistant Program is currently in the process of obtaining accreditation from CAAHEP (Cornrnission on Accreditation of Allied Health
Education Programs). At the time of printing of this catalog, the Program was six
months from the site visit for accreditation.
The mission statement of the Augsburg
Physician Assistant Program is to be
generalist Physician Assistant professionals, well educated in theory and practice,
dedicated to excellence in performance,
with the highest standards of ethics and
integrity, committed to lifelong personal
and wrofessional develowment. reswectful
and sensitive to persons of all cultures and
backgrounds, and oriented toward service
to underserved populations.
Physician Assistant Department Faculty
Dawn B. Ludwig (Chair),Lisa Howe,
David Johnson, Manuel Kaplan, Martha
Kelly, Terry Lewis
Major
First Year (Twelve Months)
Twelve courses including:
PA 311 Human Anatomy and
Neuroanatomy
PA 321 Human Physiology
PA 331 PA Seminar
PA 351 Pharmacology I
PA 361 Clinical Medicine I
PA 371 History & Physical Exam
Skills I
PA 341 Current Trends
PA 362 Clinical Medicine 11
PA 352 Pharmacology 11
PA 363 Clinical Medicine lTI
PA 372 History & Physical Exam
Skills II
PA 380 Emergency Medicine
and three supporting courses including:
PSY 368 Behavioral Health Care I
PSY 369 Behavioral Health Care 11
PHI 380 Ethics of Medicine and Health
Care
Second Year (Fifteen Months)
Clinical rotations in prearranged health
care facilities including:
Family Medicine .............................. 6 weeks
Internal Medicine ............................ 6 weeks
Emergency Medicine ......................6 weeks
6 weeks
OB/GYN ...........................................
Psychiatry ................... ,
.
,
................ 6 weeks
Surgery ...........................................
6 weeks
Phvsician Assistant 203
Pediatrics ..........................................6 weeks
Elective Rotations ............................6 weeks
Family Medicine Preceptorship ... Final 12
weeks of
program
A minimum grade of 2.0 in each
Physician Assistant and supporting
course of study is required. Students in the
degree program also must complete
Augsburg's residence and General Education requirements.
The program is planned so the major
will be completed in 27 months. The
courses are offered consecutively, with subsequent courses based on material taught
in previous courses; therefore students are
accepted for full-time study only.
The following steps must be completed
to apply for admission into the Physician
Assistant Program.
1. Prerequisite Course Content: The
following courses must have been completed at Augsburg (or an approved
equivalent course at another accredited
institution)with a GPA of 2.0 or better:
BIO 113 General Biology
BIO 114 General Biology
PA 311
BIO 367
BIO 476
CHM 105
CHM 106
CHM 223
PSY 105
MPG ILI
Biochemistry
Microbiology
or CHM 115 General Chemistry
or CHM 116 General Chemistry
Organic Chemistry
Principles of Psychology
2. Recommended courses include:
Genetics, Anatomy, Physiology. Also
recommended is a cumulative and science
GPA of 3.0 or better to remain competitive
with all potential applicants.
3. All General Education Perspectives
(except The City, one Writing Skill,
Speaking Skill, Critical Thinking and
Quantitative Reasoning), must have been
completed. The above perspectives and
skills are expected to be in the physician
assistant curriculum.
4. Submit a complete application to the
program prior to the deadline, usually the
end of December. Call the office for the
official deadline each year. A complete
application packet includes: the application, three or four letters of reference, an
application fee, and an official transcript
from each post-secondary school attended.
5. Application and admission to
Augsburg College prior to matriculation to
the Physician Assistant Program.
Human Anatomy and Neuroanatomy
This course takes a regional approach to the study of human anatomy.
The course will involve dissection of human cadavers. This course is
offered only to students accepted into the Physician Assistant Program.
Human Physiology
A course involving lectures, demonstrations, discussions, and laboratory
exercises designed to present general physiological principles involving
the nervous, respiratory, cardiovascular, gastrointestinal, endocrine
systems and the special senses. (Prereq.:Admission to the P.A. Program)
*04
-
Physician Assistant
PA 331
PA Seminar
A seminar exploring the history and role of physician assistants, including
the laws and regulations governing their practice and education. (Prereq.:
Admission to the P.A. Program or consent of instructor)
Current Trends
This course will educate the student in understanding medical literature,
research of literature, and analysis of medical articles. (Prereq.: Admission
to the P.A. Program)
Pharmacology l
This course will cover drug metabolism, chemotherapy, toxicology and
prescriptive practice as related to disease processes of the autonomic,
cardiovascular, respiratory, and gastrointestinalsystems. (Prereq.: Admission to the P.A. Program and successful completion of summer semester)
Pharmacology ll
This course will cover drug metabolism, chemotherapy and prescriptive
practices as related to the pediatric, dermatologic, otolaryngologic, endocrine, and gynecologic systems. (Prereq.: PA 351)
Clinical Medicine I
A course designed to teach pathologic process, clinical disease, treatment
and the clinical skills associated with the cardiovascular, respiratory,
gastrointestinal,renal and endocrine systems. (Prereq.: Admission to the
P.A. Program and successful completion of summer semester)
Clinical Medicine II
A course designed to teach pathologic process, clinical disease, treatment
and the clinical skills associated with the otolaryngologic, ophthalmalogic
and neurologic systems. (Prereq.: PA 361)
Clinical Medicine Ill
A course designed to teach pathologic process, clinical disease, treatment
and the clinical skills associated with the rheumatologic, orthopedic,
gynecologic, obstetric, pediatric, geriatric, dermatologic and immunologic
systems. (Prereq.: PA 36
t?
History and Physical Exam Skills I
A lecture/discussion/laboratory course with extensive clinical exposure
designed to demonstrate and apply the techniques and skills essential to tlinterviewing and physical examination of patients. (Prereq.: Admission to
the P.A. Program)
History and Physical Exam Skills II
A lecture-discussion-laboratory course with extensive clinical exposure
designed to demonstrate and apply the techniques and skills essential to tlinterviewing and physical examination of patients. (Prereq.: PA 371)
Emergency Medicine
A lecture-lab course designed to educate the student in common emergenc
procedures. Topics covered will be adult and pediatric trauma, surgical
- PHY
P
hysicists are not only curious about
the world, but ambitious as well. Their aim
is to understand the fundamental prin:iples which describe and govern all
physical aspects of the universe. Called
"natural philosophers" in previous
centuries, physicists investigate natural
systems by means of controlled experimentation and mathematical analysis. Physics
includes the study of systems ranging in
size from sub-atomic particles to the largest
of galaxies and from the relative stillness of
near absolute zero temperature to the fiery
activity of the stars. As a fascinating and
expanding area of study and as a basic
science, physics plays an important role in
many of the liberal arts disciplines and
contributes to society's understanding of
such areas as energy, weather, medical
science and space exploration.
Recognizing the importance of physics
in contemporary life and realizing that
keeping abreast of the rapid advances is an
ever increasing challenge, the Department
intends to bring to the students not only
basic concepts but also insights into recent
developments. In this process, the faculty
expects challenges to arise, be met and
stimulate sound thinking, perceptive
judgment and an interest in experimental
techniques.
To this end a rigorous major provides
students with the in-depth preparation
required for graduate study. More than
two-thirds of the graduates in Physics have
completed or are currently working toward
graduate degrees at a number of fine
universities across the nation. A major in
physics provides flexibility. It also serves as
a stepping stone for graduate work in
related areas such as computer science,
atmospheric science and meteorology,
astronomy, oceanography, biophysics,
environmental science, engineering and
medical and health related fields.
In addition, the Physics program at
Augsburg functions in a supportive role
for students majoring in mathematics,
chemistry, biology and computer science.
The Department also supervises the
Pre-Engineering program with degree programs avdable at cooperating universities
at both the bachelor's and the advanced
degree levels.
The Department maintains active
research programs through its Center for
Atmospheric and Space Sciences. Several
students work each academic year and
summer as research assistants in these
efforts, which are supported by NASA, the
National Science Foundation and other
federal agencies.
The Department also administers
Augsburg College's portion of funds
designated for the Minnesota Space Grant
College Consortium, funded by NASA.
Cooperative Education, internshp and
undergraduate research programs provide
opportunities for students to apply their
physical science knowledge and problem
solving skills in practical situations in
industrial, governmental and academic
settings. Students may participate in
alternating term Cooperative Education
programs or work part-time during two or
more academic terms. Internship opportunities alone generally involve only one
semester.
The Department serves the liberal arts
tradition by offering courses for the nonscience students that will enable them to
attain a general understanding of a
particular area of science. These courses
seek to provide the basic starting point for
further study and the opportunity to enable
students to follow new developments with
some denree of comvrehension.
*"- Physics
Physics Department Faculty
Jeffrey Johnson (Chair),Stuart Anderson,
Mark Engebretson, Kenneth Erickson,
William Monsma
Physics Research Staff
Anthony Hansen, William Jasperson,
David Venne. Atmospheric Sciences
Research Group, Augsburg College Center
for Atmospheric and Space Sciences
BACHELOR OF ARTS
Major
13 courses including:
PHY 121 General Physics I
PHY 122 General Physics I1
PHY 245 Modem Physics
PHY 351 Mechanics I
PHY 362 Electromagnetic Fields I
PHY 363 ElectromagneticFields II
PHY 395,396 Comprehensive Laboratory
Two elective Physics courses above PHY
122
MAT 145,146 AUGMENT Calculus I, II
or MAT 124,125 Calculus I, I1
(WEC only)
MAT 245,247 AUGMENT Calculus III and
Modeling and Differential
Equations
or MAT 245 AUGMENT Calculus I11
and PHY 327 Special Functions of
Mathematical Physics
or MAT 224,226 Calculus III,
DifferentialEquations (WEC
only)
BACHELOR OF SCIENCE
Major
17 courses including:
PHY 121 General Physics I
PHY 122 General Physics II
PHY 245 Modem Physics
PHY 261 Electronics
PHY 351 Mechanics I
p m 352 ~ ~ ~ h11 a n i ~ ~
PHY 362 Electromagnetic Fields I
PHY 363 ElectromagneticFields 11
PHY 395 comprehensive Laboratory
PHY 396 Comprehensive Laboratory
PHY 486 ~ u a t u m
Physics I
One Physics course above PHY 122
CHM 105,106 Principles of Chemistry
or CHM 115,116 General Chemistry
MAT 145,146 AUGMENT Calculus I, 11
or MAT 124,125 Calculus I, I1
P C only)
D and
MAT 245,247 AUGMENT Calculus J
Modeling and Differential
Equations
or MAT 245 AUGMENT Calculus 111
and PHY 327 Special Functions of
Mathematical Physics
or MAT 224,226 Calculus 111,
Differential Equations (WEC
only)
BACHELOR OF SCIENCE
Physics Major With Concentration in
Space Physics
18 course credits. It is the same as the
B.S. major, with the addition of PHY 320
and PHY 420, and the omission of the
elective Physics course.
Honors Major
A GPA of 3.5 in physics and 3.0 overall.
An independent investigation of a physics
topic with an oral defense of the written
Physics 207
esearch report. Application for the honors
najor should be made no later than the
irst term of the senior year.
In planning their courses of study,
tudents are encouraged to work closely
vith members of the Physics faculty.
dormally, students should have MAT 124
)r 145,125 or 146, and PHY 121,122 during
he freshman year, and MAT 224 or 245
nd 226 or 247 (or PHY 327) during the
ophomore year.
'eaching Licensure Major
The State of Minnesota has specific
icensing requirements for teachers which
nay differ slightly in emphasis from the
iugsburg major requirements. The state
equirements may also be subject to change
fter publication of this catalog. Students
herefore should consult with the
iugsburg Education Department to
dentify current Minnesota teacher
icensure requirements.
'HY 101
Minor
Seven courses including:
PHY 121 General Physics I
PHY 122 General Physics 11
Three elective Physics courses above
PHY 122
MAT 145,146 AUGMENT Calculus I, 11
or MAT 124,125 Calculus I, I1
(WEC only)
Society of Physics Students
The Augsburg chapter of the Society of
Physics Students provides students the
opportunities of membership in a national
physics society and of participating in the
physics community on a professional basis.
Membership in the Society is open to all
students interested in physics.
Sigma Pi Sigma
Membership in the Augsburg chapter of
this national physics honor society is open
to those students who have completed the
equivalent of a minor in physics, have a
GPA of 3.0 in physics and overall, and rank
in the upper third of their class.
Astronomy
A descriptive course covering our solar system, stars and galaxies. In
addition the course traces the development of scientific thought from
early civilization to the present day. Night viewing and laboratory
sessions are important components of the course. (Three one-hour
lectures. Prereq.: MPG 11. Fall, Spring)
'HY 103
Conceptual Physics
An introductory course in which the applications, problems, and experi-
ments are selected to illustrate fundamental principles of physics. The
course stresses a hands-on intuitive approach to physics. (Two three-hour
lectures/laboratories. Prereq.: MPG III. Fall, Spring)
'HY 106
Introductory Meteorology
A survey of the basic principles involved in understanding the earth's
weather and climate. Topics include winds, fronts, cyclones, clouds and
precipitation, thunderstorms, tornados and hurricanes, climate and
*08
-
Physics
climate change, global warming and ozone depletion. (Three one-hour
lectures, one two-hour laboratory. Prereq.: MPG II. Fall)
PHY 116
Introduction to Physics
An algebra-based introductory course in which the applications, problems
and experiments are selected to ilIustrate fundamental principles and
provide a broad survey of physics. (Three one-hour lectures, one two-hou
laboratory. Prereq.: MPG III. Fall)
PHY 121
General Physics I
A rigorous study of classical physics including mechanics and wave
motion. Designed for physics majors, pre-engineering students and other
specified majors. (Three one-hour lectures, one three-hour laboratory.
Prereq.: MAT 145 or concurrent registration. Fall)
PHY 122
General Physics II
A rigorous study of classical physics including thermodynamics, electricity, magnetism, and optics. Desiged for physics majors, pre-engineering
students and other specified majors. (Three one-hour lectures, one threehour laboratory. Prereq.: PHY 121, MAT 146 or concurrent registration.
Spring)
PHY 245
Modern Physics
An introduction to modem physics from a historical and experimental
basis. Relativity, quantum effects, atomic and molecular physics, nuclear
and solid statehhysics. This course indicates the need for, i d develops
the experimentalbasis of, quantum mechanics. (Three one-hour lectures,
one one-and-one-half hour laboratory. Prereq.: PHY 122. Fall)
PHY 261
Electronics
A review of AC and DC circuits and study of analog electronics comprise:
the first half of the semester. The second half includes study of digital
electronics culminating in analysis and use of microprocessors and
microcomputer systems. (Three one-hour lectures, one three-hour
laboratory. Prereq.: PHY 116 or 122; and MAT 122 or 125 or 146. Spring.
Cross-listed with Computer Science Department.)
X PHY 320
Introduction to Space Science
A survey of the earth's space environment including solar, planetary,
magnetospheric, ionospheric and upper atmospheric physics (solar
dynamics, the bow shock, magnetopause, radiation belts, plasma sheet,
magnetic storms, substorms, current systems, particle precipitation and
aurora). (Three one-hour lectures. Prereq.: PHY 245. Spring)
PHYIMAT 327 Special Functions of Mathematical Physics
An introduction to special functions in physics and engineering (complex
numbers, partial differentiation, Fourier series, series solution of selected
differential equations, Legendre, Bessel and other orthogonal functions,
and functions of a complex variable). (Three one-hour lectures. Prereq.:
PHY 122 or consent of instructor, MAT 224 or 245 or equivalent. Spring.
Cross-listed with Mathematics Department.)
Physics 209
Mechanics I
Classical mechanics in terms of Newton's laws of motion and the Lagrangian and Hamiltonian formalisms. Topics include conservation
principles, single particle motion, gravitation, oscillatory systems, central
force motion, and two-particle kinematics. (Three one-hour lectures.
Prereq.: PHY 122, MAT 226 or 247 [or PHY 3271. Fall)
Mechanics II
Classical mechanics in terms of Newton's laws of motion and the Lagrangian and Hamiltonian formalisms. Topics include dynamics of rigid
bodies, systems of particles, noninertial reference frames, thermodynamics
and statistical mechanics. (Three one-hour lectures. Prereq.: PHY 122, PHY
351, MAT 226 or 247 [or PHY 3271. Spring)
Electromagnetic Fields I
The classical electromagnetic field theory is developed using the vector
calculus throughout. Topics include electrostatics, solution of Laplace's
and Poisson's equations, and electric properties of materials. (Three onehour lectures. Prereq.: MAT 226 or 247 [or PHY 327. Fall)
Electromagnetic Fields II
The classical electromagnetic field theory is developed using the vector
calculus throughout. Topics include magnetostatics, magnetic properties
of materials, and the theory of electromagnetic radiation based on
Maxwell's equations. (Three one-hour lectures. Prereq.: PHY 362, MAT
226 or 247 [or PHY 327. Spring)
Comprehensive Laboratory 1
(.5 course)
An emphasis on independent laboratory investigations, including
participation in physics seminars. Experiments in the area of mechanics,
thermodynamics, vacuum physics, electronics, electricity, magnetism,
optics and modem physics. (One three-hour laboratory and one seminar
hour per week. Prereq.: junior or senior standing or consent of instructor.
Fall)
Comprehensive Laboratory 11 (.5 course)
A continuation of PHY 395. (One three-hour laboratory and one seminar
hour per week. Prereq.: PHY 395, junior or senior standing or consent of
instructor. Spring)
Plasma Physics
A rigorous study of the fundamentals of plasma physics including plasma
parameters, plasma drifts, particle motion, electric and magnetic fields,
Boltzmann equation, magnetohydrodynamics, plasma waves, instabilities,
transport processes and applications to laboratory and space plasmas.
(Three one-hour lectures. Prereq.: PHY 362,363 or concurrent registration)
Quantum Physics I
A development from first principles, including de Broglie's postulates, the
Schroedinger equation, operators, wave functions, expectation values,
angular momentum and approximation methods. Applications include
*lo
-
Physics
potential wells and barriers, the harmonic oscillator, and the hydrogen
atom. (Three one-hour lectures. Prereq.: PHY 245,351. Fall)
PHY 488
Quantum Physics II
The application of quantum mechanics to specific topics chosen from the
areas of solid state physics, atomic and molecular physics, nuclear physics
and particle physics. (Three one-hour lectures. Prereq.: PHY 486. Spring)
Internships and Independent Study Courses:
PHY 199
Internship
See description on page 79.
PHY 299
Directed Study
See description on page 79.
PHY 399
Internship
See description on page 79.
PHY 499
Independent Study/Research
See description on page 79. Open to juniors and seniors with departmental
approval.
I
Ipirmly grounded in the liberal arts
tradition, political science has roots in the
humanities, including philosophy and
history. Through its use of statistical
analysis, it relates not only to other
behavioral sciences, but also to mathematics and the sciences generally. The role and
sigruficance of authority in human affairs
establish the focus of political science;
because politics is a central and enduring
reality in the world, it affects and is
affected by many other human concerns.
As an academic discipline, political
science uses systematic inquiry and
analysis to examine political reality and to
suggest and test alternatives.The student
who majors in political science will explore
political ideas and values, investigate
political cooperation and conflict, analyze
md compare political systems and develop
perspectives on international relations. In
the process, the student will be encouraged
to relate insights from other liberal arts
disciplines such as philosophy, psychology,
?conomics,history and sociology to the
study of politics.
Providing work in several sub-fields of
~oliticalscience, the major supplies the
xeadth appropriate for graduate work in
h e discipline, as well as in public adminisration, public policy analysis, law and
>herprofessions. It also serves as a
bundation on which to develop careers in
?ublic service, business, communications
md other fields. Legislative and other
hternships, as well as significant indepenlent research projects, are within easy
"eachof Augsburg Political Science
;tudents in the Twin Cities area. Combined
~ i t broad,
h
balanced and flexible course
~fferings,these special opportunities
mhance the student's potential for graduIte study and a successful career.
Augsburg Political Science students
have the benefit of an experienced faculty
that brings a balanced expertise to the
course offerings, as well as special
strengths in interpreting politics in the
contexts of the mass communications
media, communism and American public
law. The Departmental faculty is cornmitted to the view that the study of politics,
involving as it does an understanding of
the human heritage and the importance of
informed choice in human affairs, is an
important aspect of liberal learning.
Political Science Faculty
Milda Hedblom (Chair), Andrew Aoki,
Phlipp Fishman, Mary Ellen Lundsten,
William Morris, Norma Noonan
Major
Nine courses:
POL 158 Political Patterns and Processes
POL 484 Political Analysis Seminar
Required elective - one of the following:
POL 121 American Government and
Politics
POL 122 Metropolitan Complex
POL 160 World Politics
POL 170 Law in the United States
And at least five other Upper Division
courses in four out of five political science
areas. A seminar in one of the five areas
may be counted for that area. Only one
mternsxp may count for an Upper
Division area.
POL 483 Political Statistics/Methodology
H~~~~~~~i~~
The Honors Major in Political Science
includes the requirements listed above,
*?
Political Science
plus the following: The student's GPA
must be 3.5 in the major and 3.0 overall.
The student must take an Honors Independent Study and a seminar, and must subni
an Honors Thesis to be defended before a
faculty committee. Students may work
with any member of the Department on
their Honors Thesis. For specific requirements, consult the Department Chair.
Students should apply for the Honors
major no later than the junior year.
Minor
Five courses, including POL 121 or 122
or 170; POL 158; and at least three Upper
Division courses in three out of five
political science areas.
Political Science Areas
(I) American Government and Politics,
(LI) Comparative Politics and Analysis, (111
International Politics, (IV) Public Law, and
(V) Political Theory and Analysis. Any
course listed in more than one area may be
counted in only one area toward major or
minor requirements.
Note: Students interested in secondary
education may take a Political Science
major in combination with specified social
science courses, in compliance with state
requirements. For more information, see
the Department Chair.
See the class schedule for precise listin!
of terms in which courses are offered.
POL 483 may not usually be used for a
minor.
I I. AMERICAN GOVERNMENT AND POLITICS
POL 121
American Government and Politics
The politics of American government including the forms of political
ideas; the pattern of participation; the dynamics of congressional,
presidential and bureaucratic policy making; and current issues in
American society.
POL 122
Metropolitan Complex
Examines politics in metropolitan areas, emphasizing central cities and
focusing on actors, structures and other influences on urban public policy
Discussion-lecture,case studies of the Twin Cities metro area, and
meetings with public officials and activists.
POL 325
Public Administration
The politics of public administration and bureaucratic policy-making in
the United States; governmental regulation, promotion and management,
emphasizing political and economic interaction. (Prereq.: one course in
Political Science or consent of instructor)
Political Science
OL 326
Political Parties and Behavior
The political behavior of the electorate emphasizing public opinion and
political parties in the electoral process. Field work with political parties
and interest groups and media in presidential elections (optional in nonpresidential election years). (Prereq.: one course in Political Science or
consent of instructor. Fall term of election years)
OL 342
Mass Communications in Society
Effects of mass communications on individual behavior; the uses and
control of mass media for political and social purposes including a study
of censorship, newsmaking, entertainment and public affairs programming. (Prereq.:junior or senior standing or consent of the instructor)
OL 370
Constitutional Law
(See Section IV for description.)
OL 375
Media Law
(See Section IV for description.)
OL 421
Topics in American Politics
Selected themes, including legislative, executive or judicial process, and
policy process in American politics; national, urban or state focus; topic to
be included in subtitle. (Prereq.: one course in Political Science or consent
of instructor)
I II. COMPARATIVE POLITICS AND ANALYSIS
OL 158
Political Patterns and Processes
An analysis of basic patterns in the political system and decision-making
process with some comparison of major political systems and discussion
of contemporary issues.
OL 350
Topics In European Politics
Study of the political behavior, institutions and processes of European
states. The course will focus on either European Community Law and
Politics or Domestic Politics in European states. (Prereq.: one course in
Political Science or consent of instructor)
OL 351
Topics In Communist/Post-Communist Systems
Analysis of the former Soviet Union and/or other communist/postcommunist states in terms of political behavior, evolution, institutions
and political processes. (Prereq.: one course in Political Science or consent
of instructor)
OL 359
Topics: Women in Comparative Politics
Various aspects of women in comparative politics will be explored.
Themes and countries vary. (Prereq.: one course in Political Science or
consent of instructor)
213
-
*I4
- Political Science
POL 459
Topics in Comparative Politics
Selected themes including interpretations of political systems and
comparisons of political processes such as political participation, political
development, political change and revolution. Topic to be included in
subtitle. (Prereq.: one course in Political Science or consent of instructor)
H Ill. INTERNATIONAL POLITICS
POL 160
World Politics
Introduction to the processes and issues of international politics, includinl
the dynamics of the international system, theories of international
relations, and a focus on recent problems.
POL 363
Russian and Chinese Foreign Policy
Analysis of theory and policy in the foreip policy process in Russia (and
the former USSR) and China. (Prereq.: one course in Political Science or
consent of instructor)
POL 461
Topics in International Politics
Selected themes including interpretations of international politics, foreign
policy decision making, simulations of international problems. Topic to
be included in subtitle. (Prereq.: one course in Political Science or consent
of instructor)
POL 490
Seminar in International Relations
Capstone seminar for students majoring in international relations; analysi
of some methods for studying international relations; analysis of major
trends; senior thesis. Open to other students by consent of instructor.
(Prereq.:four courses in the International Relations sequence)
IV. PUBLIC LAW
POL 170
Law in the United States
A survey of American law and legal process. Theories of law; law and
society; roles of courts, police, lawyers and juries; the United States
Constitution as "supreme" law; law as politics; historic and contemporaq
legal issues.
POL 370
Constitutional Law
The legal-political-philosophicalrole of the Supreme Court in the American political system in sigruhcant decisions affecting the allocation of
powers in the national government and in the federal system. (Prereq.:
POL 170 or consent of inshctor)
POL 371
Topics in Constitutional Law
Selected topics in constitutionallaw, especially civil rights. Content will
vary, defined by the subtitle of the course. (Prereq.: POL 170 or consent
of instructor)
-
Political Science
'OL 375
Media Law
Study of key issues and contemporary conflicts in media law and
regulation, including the uses of law to settle disputes about media
content, access, ethics and ownership. (Prereq.: one course in Political
Science, POL 342, or consent of instructor)
I V. POLITICAL THEORY AND ANALYSIS
'OL 158
Political Patterns and Processes
(See Section I1 for description.)
'OL 380
Western Political Thouqht
A study of influential
philosophers, emphasizing the values,
goals and assumptions which continue to inform and to rationalize
human governance. (Prereq.: one course in Political Science or consent
of instructor)
'OL 381
Topics in Democratic Theory
A study of democratic theories. Topics vary and may include the emer-
gence of political democracy in comparative perspective or American
political thought. Topic to be included in the subtitle. (Prereq.: one course
in Political Science or consent of instructor)
OL 382
Marxist Theory
Origins and evolution of Marxist theory and movements emphasizing
Marxism as developed in Russia and China. Consideration of the political, social, and economic dimensions of the theories, with some focus on
the changing role of Marxist doctrines in society. (Prereq.: POL 158 or
consent of instructor)
OL 484
Political Analysis Seminar
An analysis of different approaches and theories in the study of politics
including an examination of the requirements of science as a model for
political study. Major research is required. (Prereq.:POL 158, POL 483,
and two Upper Division courses, or consent of instructor)
I VI. SEMINARS, INDEPENDENT STUDY AND INTERNSHIPS
OL 295
Lower Division Seminar
Special topics. Consult Department Chair concerning terms and subject
matter. (On demand)
OL 483
Seminar in Political Statistics and Methodology
An introductory survey of the methods of political science with an
emphasis on quantitative reasoning and resear& design including
evaluation of existing research in the field.Discussion of experimental
designs, descriptive and inferential statistics, computer methods and
issues in the construction and execution of political survey.
OL 495
Seminar
Selected topics. Consult Department Chair concerning terms and subject
215
*I6
Political Science
Internships and Independent Study Courses:
POL 199
Internship
See description on page 79. P/N grading unless internship supemisor
grants exception.
POL 299
Directed Study
See description on page 79.
POL 399
POL 499
Internship
See description on page 79.
Independent StudyIResearch
See description on page 79.
P
sychology, with its emphasis on
behavioral observation and data, provides
a perspective on human activities which is
an integral part of a liberal education. The
goal of the Psychology program is the
improved understanding of human
behavior by studying how people cope
with their environment and interact with
each other.
The Department's courses have three
basic goals: (1)to introduce the student to
the current information and methods in
psychology as well as earlier approaches to
psychological questions; (2) to develop the
abiity to analyze, interpret and evaluate
behavioral research, and (3) to provide
practice in the application of these principles. The Department program provides
an emphasis on both field experiences and
the theoretical foundation for graduate
study in psychology and related areas.
Internships are designed to provide
students with practical pre-professional
experience. On-the-job experience gives
students the opportunity to test career
fields and develop professional contacts.
Psychologists use a variety of methods
to study behavior, including experimentation, observation and clinical case analysis.
Faculty members in the Department of
Psychology at Augsburg have varied
professional specializations which include
areas such as counseling, physiological
psychology, human development, personality, social, cognitive and organizational
psychology and analysis of public policy.
The Psychology program's emphasis on
the use of a problem solving approach, the
acquisition of information about human
development and interaction, and the
development of human relations skills can
be beneficial in careers in business,
education and other social services, the
church and government, as well as in
careers such as research, law and medicine.
Psychology Facully
Nancy Steblay (Chair), Grace Dyrud,
Norman Ferguson, Emily Hause, Duane
Johnson, Victoria Littlefield, Bridget
Robinson-Riegler
Major
10 courses including:
PSY 102 The Individual in a Social
World
or PSY 105 Principles of Psychology
PSY 230 Research Methods: Design,
Procedure and Analysis I
PSY 330 Research Methods: Design,
Procedure and Analysis 11
PSY 399 Internship
PSY 381 Psychology in Historical
Perspective
or PSY 493 Seminar: Contemporary
Issues
PSY 354 Cognitive Psychology
or PSY 355 Brain and Behavior
PSY 325 Social Behavior
or PSY 359 Psychological Assessment
Three additional Psychology courses.
Note: A minimum of five courses must
be from Augsburg. No more than two
courses from among PSY 299,399, and 499
may be counted. It is recommended that
Psychology majors take additional course
work from other areas that will complement and strengthen their particular
interests and skills in psychology. All
Psychology majors must have an adviser in
the Psychology Department.
*I8
-
Psychology
Teaching Licensure Major
Honors Major
The State of Minnesota has specific
licensing requirements for teachers which
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to change
after publication of this catalog. Students
therefore should consult with the
Augsburg Education Department to
identdy current Minnesota teacher
licensure requirements.
GPA of 3.5 in the major and 3.0 overall,
and completion of a high quality research
project culminating the major program.
Application for honors consideration must
be made during the junior year. Please
consult the Department Chair for more
detailed requirements.
Transfer course policy for psychology
majors and minors: Transfer credits must
be approved by the Department Chairperson. Only those psychology courses
successfully completed (2.0 or above)
within the last 10 years will be considered.
PSY 101
Minor
Five courses, including PSY 102 or 105,
and four electives. A minimum of two
courses must be from Augsburg. No more
than two courses from among PSY 299,399
and 499 may be counted.
Self-Identity and Values
A study of self-identity and values as related to personal life. This course
uses a psychological perspective to explore the role of the individual in
the larger social context. Major topics include the acquisition, development and evolution of self-identity and values and the influence of sex
roles. (This course does not substitute for PSY 105 as a prerequisite to
Upper Division psychology courses.)
PSY 102
The Individual in a Social World
A scientific investigation of the behavior of the individual as it occurs in
social environments. Examples of human behavior, such as aggression,
prejudice and group processes, which are best understood through
analysis of both individual and social factors, will serve as the course
framework. (This course does substitute for PSY 105 as a prerequisite to
Upper Division psychology courses.)
PSY 105
PSY 201
Principles of Psychology
An introduction to the methods and approaches used in psychology for
the purpose of understanding behavior. Applications of psychological
concepts to everyday situations are emphasized.
Health Psychology
Impact of psychological, behavioral, social, and biological interactions on
health. Topics include: wellness, health promotion, and maintenance;
Psychology
prevention and treatment of illness; stress management; lifestyles; health
system policies; and cross-cultural perspectives. The course encourages
students to become more proactive in their own health and lifestyle
choices. (Prereq.: PSY 102 or 105)
PSY 230
Research Methods: Design, Procedure and Analysis I
Part I of a two-term sequence. Scientific method as practiced in psychology. Emphasis on skills of bibliographic research, research design and
data collection, statistical analysis and interpretation, computer-assisted
data analysis and MA-style presentation of research findings. PSY 230
must precede 330. (Prereq.: PSY 102 or 105; MPG III)
PSY 325
Social Behavior
Social factors which influence individual and group behavior in
naturalistic and laboratory settings. Topics include: social cognition,
group behavior, social influence, attitude formation and change. (Prereq.:
PSY 230)
PSY 330
Research Methods: Design, Procedure and Analysis II
Part 11of a two-term sequence. See PSY 230. PSY 330 should be taken in
the term immediately following PSY 230.230 may be taken for one course
credit without taking 330. (Prereq.: PSY 230 gith a grade of 2.0 or higher)
PSY 351
Developmental Psychology: Child
Emphasis on normal child development and behavior. Consideration of
theoretical systems used for viewing development sequence and continuity. Inquiry into practical implications and applications of data and theory
with respect to the development of children. (Prereq.: PSY 102 or 105)
Developmental Psychology: Adolescent and Young Adult
Emphasis on normal development and behavior. Consideration of data
and theory related to development during the adolescent and young adult
periods of life. (Prereq.: PSY 102 or 105)
Developmental Psychology: Middle Adult and Older Adult
Emphasis on normal development and behavior. Consideration of data
and theory related to development during the middle adult and older
adult periods of life. Includes perspectives on death and dying. (Prereq.:
PSY 102 or 105)
'SY 354
Cognitive Psychology
Theory, data, and practical applications relevant to the following topics:
attention, perception, pattern recognition, memory, mental imagery,
problem solving, decision-making and language. (Prereq.: PSY 230)
'SY 355
Brain and Behavior
Interactions between the brain, nervous system, and behavior. Topics
include the mind-brain relationship; sleep, wakefulness, and dreaming;
emotions; learning and memory; psychological disorders; biology of
personality; effects of drugs on behavior; and the biology of consciousness. (Prereq.: PSY 230)
219
220
-
Psychology
PSY 356
Environmental Psychology
This course uses a cultural-ecologicalviewpoint to study the influence
which the environment, both natural and human-made, has on behavior.
Major topics include: overcrowding and environmental stress; territoriality; defensible space and crime; and specific environments such as room,
buildings and cities. (Prereq.: PSY 102 or 105)
PSY 357
Behavior Analysis
Principles of learning. Behavior change principles and their application to
instruction. Behavior change and individualized instruction projects.
(Prereq.: PSY 102 or 105)
PSY 359
Psychological Assessment
Theory and scientific methods of collecting data and information to assess
human aptitudes, achievement, personality, abnormal behavior, vocational interests, and impacts of the environment on behavior. Examination of a variety of tests, concepts of reliability and validity, and legal and
ethical issues. (Prereq.: PSY 230)
PSY 361
Personality
An introduction to the field of personality study, including theory,
research, assessment and contemporary applications. (Prereq.: PSY 102
or 105)
PSY 362
Behavior Disorders
An introduction to maladaptive human behaviors from social, organic
and psychological points of view. (Prereq.: PSY 102 or 105)
PSY 368
Behavioral Health Care I: Clinical Assessment
(Physician Assistant Program Requirement) Application of psychological
theory, research, and clinical principles to health care practice. Emphasis
on biopsychosocial health model, recognition of patient psychopathology,
developmental health issues, practitioner-patientinteraction. (Prereq.:
Junior standing in PA program or PSY 355 and instructor approval)
PSY 369
Behavioral Health Care II: Clinical Intervention
(Physician Assistant Program Requirement) Continuation of PSY 368.
Specific skills and knowledge for effective clinical interviewing, diagnosis, and development of appropriate behavioral health care plans.
(Prereq.: PSY 368)
PSY 371
Psychology of Gender
Emphasis on the social construction of gender and its impact on the lives
and behavior of individuals. Consideration of such topics as cognitive,
physical and social development, social relationships, and economic and
political power. (Prereq.: PSY 102 or 105)
PSY 373
Industrial/Organizational Psychology
Theoretical conceptualizations and practical applications of behavior in
organizations. The study of the individual, groups, structure and change
and development in organizations. Consideration of topics such as
Psychology 221
performance appraisals, training, decision-making and teamwork.
(Prereq.: PSY 102 or 105)
'SY 381
Psychology in Historical Perspective
Historical development of psychological viewpoints and theoretical
positions. (Prereq.: two PSY courses)
'SY 485
Counseling Psychology
Principles, methods and attitudes involved in the counseling process.
Consideration given to goals and ethical guidelines for a counseling
relationship. (Prereq.: three PSY courses and junior class standing)
'SY 490
Current Topics in Psychology
Study of selected areas and topics in psychology that are not treated
extensively through current course offerings. Specific topics will be
published prior to registration. (Prereq.:PSY 230 and consent of instructor)
'SY 493
Seminar: Contemporary Issues
Discussion of contemporary societal issues from a psychological viewpoint. Consideration of the approaches and methods used by psychologists in studying such issues. (Prereq.: five PSY courses)
nternships and lndependent Study Courses:
'SY 199
'SY 299
'SY 399
'SY 499
Internship
See description on page 79. (Prereq.: PSY 102 or 105 and one other
psychology course)
Directed Study
See description on page 79. (Prereq.: PSY 102 or 105)
Internship
See description on page 79. Participation in a concurrent seminar is
required. (Prereq.: PSY 330)
Independent StudyIResearch
See description on page 79. (Prereq.: PSY 330)
A
ugsburg College understands itself
as a college of the church and it is persuaded that the Christian faith provides an
appropriate perspective from which to
undertake its educational task. The biblical
faith and tradition of the Christian church
have influenced the whole world and they
have affected and continue to influence
language, literature, history, values and
political structures.
While the fundamental orientation of
this College is to the Christian faith, it is
also true that the field of religion obviously
includes more than is represented by the
Christian faith. Large segments of the
earth's population live by religious
concepts and ideas which are different
from Christianity.The Department of
Religion seeks to introduce students to
some of these major religious traditions.
It is the hope and expectation of the
Department that students will become
better acquainted with the content and
character of the Christian faith, enabling
them to reflect theologcally on their own
religious commitment. Courses in religion
are not intended to be footnotes to courses
in other disciplines and departments. The
study of religion and the discipline of
theology have an integrity of their own.
The College offers both a major and a
minor in Religion and a major in Youth and
Family Ministry.
Religion Faculty
Lynne Lorenzen (Chair),John Benson,
Bradley Holt, Philip Quanbeck 11, Beverly J.
Stratton, Mark Tranvik
BACHELOR OF ARTS
Religion Major
Eight courses including:
REL 111 Introduction to Theology
REL 221 Biblical Studies
REL 356 History of Religions
REL 481 Contemporary Theology
REL 495 Seminar
Three additional Religion courses, of whicl
2 must be Upper Division courses.
Note: Seminar, especially for majors,
should be taken in the junior or senior yea]
Before t a h g the seminar, each major mus
have written one formal research paper
and placed it on file with the Department
Chair. Only one Interim course may be
applied to the major. One New Testament
Greek course may be applied to the major.
Honors Major
GPA of 3.5 in the major and 3.0 overall;
research project approved by the Department and colloquium with the Department
Application must be received by the
Department by Dec. 30 of the student's
senior year.
Minor
Five courses. Not more than one Interin
course may be counted for the minor.
Note: Not all courses that meet Christian Faith perspectives are REL courses anc
do not count toward the Religion major or
minor.
Youth and Family Ministry Major
The major in Youth and Family Ministry prepares persons for faithful work as
youth and family ministers in Christian
congregations and other ministrv settings.
Religion
'his major is interdisciplinary, combining a
ore study of theology and Bible with
upporting course work in the social
ciences. A distinctive part of the major is
he combination of practical and theologia1 training, using resources of the
iugsburg Youth and Family Institute.
hdents are accepted into the program
hrough a two-step candidacy process.
This major requires an approximately
00-hour intemshp administered by the
iugsburg Youth and Family Institute in
~artnershipwith a congregation. It may be
~ossiblefor the intem to receive a stipend
or this internship.
The two-step candidacy process begins
vhen the student applies for candidacy,
~ormallyin the fall of the sophomore or
mior year. Two of the theology core
ourses must be completed before making
pplication to the program. An essay, one
?tter of reference, an assessment instruaent called "Self Portrait" and an interiew is required for candidacy review. The
?achingstaff will conduct step one. The
econd step will be conducted by the Youth
nd Family Institute staff with help of
xperienced pastors, a member of the
eligon faculty and youth and family
zinisters. This usually follows the intemhip in the fall of the senior year. Retaking
le "Self Portrait," an essay, an assessment
f the internship and an interview are
:quired. This step is very important
)r recommending the students for
mployment.
Sajor
en courses including:
EL 111 Introduction to Theology
EL 221 Biblical Studies
.EL 362 Theology of the Reformers
EL 481 Contemporary Theology
EL 495 Seminar
Youth and Family Ministry core:
REL 235 Basics in Youth and Family
Ministry (Interim)
REL 232 Peer Ministry: Principles and
Leadership (Interim)
REL 399 Internshp
Theology elective: choose one of the
following:
REL 356 History of Religions
REL 353 Denominations and Religous
Groups in America
REL 373 Religions of China and Japan
Youth and Family Ministry elective: choose
one of the following:
REL 342 Theology of Youth and Family
Living
REL 343 Theology of Marriage (Interim)
REL 358 Life and Work of the Church
MUS 432 Church Music and Worship
and six supporting courses:
EDU 210 Learning and Development in
an Educational Setting
SOC 121 Introduction to Human Society
SOC 231 Family Systems: A Cross
Cultural Perspective
EDU 265 Orientation to Education
(w /field work)
or SWK 463 Community Development and Organizations
PSY 105 Principles of Psychology
or PSY 102 The Individual in a
Social World
PSY 351 Developmental Psychology:
Child
or PSY 352 Developing
Psychology: Adolescent and
Young Adult
or SWK 260 Humans Developing
Note: A student with a YFM major may
not also major or minor in Religion.
223
224
Reliaion
Religion 111,221 or 331 is prerequisite
to all other courses. REL 111or 221 is
expected to be taken in either the freshman
or sophomore year at Augsburg. Junior or
senior transfer students who are required
REL 111
to take two CF courses may take REL 331
as the prerequisite for other courses.
Department approval is necessary
before courses taken in other colleges can
be accepted for Religion Department credii
All majors must have an adviser in the
Department.
Introduction to Theology
An introduction to the academic discipline of theology and to the
dialogue between the church and the world which concerns Christian
doctrine.
REL 221
Biblical Studies
The origin, literary character and transmission of the biblical documents.
The task of biblical interpretation. The history of Israel and the emergence
of the church.
REL 231
Religion in African-American History
An examination of selected topics related to the Black experience, e.g.,
African backgrounds, religion under slavery and evangelicalism.
REL 232
Peer Ministry
The student will be trained to train high school and junior high youth to
serve as peer ministers in their congregations and communities. They will
learn and practice communication skills, facilitate small groups, and learn
the role of^alistener/helper. Peer Ministry integrates theact of caring and
serving others with a Christian belief and values system. (Prereq.: REL
221 or REL 111)
REL 235
Basics in Youth and Family History
This course will provide students with the basic understanding and skills
for designing an effective youth and family ministry for a congregation.
Students will study the latest research on American youth and their
families from Search Institute. They will learn a conceptual model for
youth and family ministry. (Prereq.: REL 221 or REL 111)
REL 331
Foundations in Bible and Theology
An advanced introduction to the biblical and theological foundations of
the Christian faith, focusing on writing and advanced critical thinking
skills. Open only to advanced transfer students. Not accepted for credit
for students who have taken REL 111or REL 221.
REL 342
Theology of Youth and Family Living
Contemporary theories of youth and family living are examined within
the context of Christian teachings. Course focuses on family systems and
families in crisis.
REL 353
Denominations and Religious Groups in America
denominations and of many contemporary American religious groups.
Some controversial religious movements will also be considered.
REL 356
History of Religions
An introductory survey of some of the major living religions of the world,
including Hinduism, Buddhism, Confucianism, Taoism, Shinto and Islam.
REL 357
Survey of Church History
A survey of Christian history in the early, medieval, Reformation and
modem periods. Some attention to primary sources, in addition to
interpretations of the periods in question.
REL 358
Life and Work of the Church
Congregational life in its varied character with attention to Christian
education and curriculum, youth work and parish work.
REL 360
Religion and Society
An examination of the interaction of religion and society in terms of
sociological analysis with particular emphasis on contemporary sociological research on religious movements in American society.
REL 361
The Church in the First Four Centuries
A study of the early Christian Church, including persecution and martyrdom, councils and creeds, and conflict with Gnosticism and mystery
religions.
REL 362
Theology of the Reformers
An introduction to the theological thought of the Protestant reformers of
the 16th century. Special attention to the writings of Martin Luther and
other representative figures.
REL 363
Religion in America
A study of the history of religion in America. Special attention to the rise
of religious liberty, revivalism, denominations and the responses of
religion to the challenges of its environing culture.
REL 370
American Indian Spirituality and Philosophical Thought
Religious beliefs, spiritual customs and philosophy of North American
Indians are studied. TribaI simiIarities and differences are explored as are
tribal relationships with nature, religious oversight of life cycles, sacred
ritual ceremonies and beliefs in an afterlife.
REL 420
The Russian Orthodox Church
Theology and history will be studied primarily from the perspective of
those Christians who live in Greece, Turkey and Eastem Europe, with
special attention to the Orthodox Church in Russia.
REL 441
Feminism and Christianity
Attention will be given to religious influences on societal roles for women
and men, feminist interpretation of the Bible and the impact of feminism
on Christian theology, especially in terms of language and metaphor.
REL 471
Jesusand His Interpreters
226
-
Religion
dealing with their context, literary structure and relationships. Attention to
the variety of interpretations given the person of Jesus.
REL 472
Paul the Apostle
A study of the Apostle Paul including his historical background, his relationship to the early church and some of the themes found in his writings.
REL 475
Judaism
An introduction to the Jewish faith as the tradition has developed as well
as attention to current issues facing the Jewish community. The Jewish
Chatauqua Society annually makes a grant to Augsburg College in partial
support of this course in Judaism.
REL 481
Contemporary Theology
An introduction to some representative trends in Christian theological
thought today, as seen from the systematic perspective, in the light of the
continuing theological task of the Christian Church.
REL 483
Christian Ethics
The bases of Christian social responsibility, in terms of theological and
sociological dynamics. Emphasis on developing a constructive perspective
for critical reflection upon moral action.
REL 486
Psychology of Religion and Theology
A study of current psychological views of religion in the context of the
traditional Christian view of human nature. Special attention will be given
to the classics in the field by Freud, Jung, and William James, and to those
Christian theologians who have been influenced by them.
REL 490
Topics in Religion
Individual study in selected religion courses not addressed in regular
course offerings.
REL 495
Seminar
Selected topics. Required of majors in the junior or senior year. Others by
permission of instructor. (Fall)
internships and lndependent Study Courses:
REL 199
REL 299
Internship
See description on page 79. Limited to special cases.
Directed Study
See description on page 79.
REL 399
Internship
See description on page 79.
REL 499
Independent StudyIResearch
See description on page 79.
See Department listing for a description of the following approved elective:
RELIPHI 350
Philosophy of Religion
T
his major, offered through the
Associated Colleges of the T&I Cities
(ACTC), seeks to give the broadest possible
exposure to the history politics, economics,
literature and philosophy of central and
eastern Europe and Russia. This interdisciplinary major offers an opportunity to
become well-acquainted with societies in
socio-economical and political transition as
well as the rich literary and cultural
achievements of the area. Experience with
the Russian language or, through the
University of Minnesota, one of the
eastern European languages, is required.
Russia, Central and East European Studies
is a sound liberal arts major offering
considerable flexibility and career opportunities, especially when combined with
another major or minor in business, economics, history, language and literature or
political science.
Courses are offered at Augsburg
College, H a m h e University, Macalester
College, the College of St. Catherine, and
the University of St. Thomas, thus drawing
on the faculty and resources of the five
ACTC institutions.
Adviser
Magda Paleczny-Zapp
B. Area Studies Courses:
Track #1: Concentration in Humanities
Five Courses: Four courses from the list
of approved courses in Track #1, plus one
course from Track #2, as approved by
adviser.
Track #2: Concentration in Social Sciences
Five Courses: Four courses from the list
of approved courses in Track #2, plus one
course from Track #1, as approved by
adviser.
C. Two other courses selected from
either Track #1 or Track #2.
D. Students are strongly recommended
to take a third year of Russian or any other
East European language. A program of
study abroad in Russia or one of the central
or East European countries, during a
semester, an interim or during the summer,
is strongly encouraged. All options should
be discussed with the student's adviser.
TRACK #I
HUMANITIES CONCENTRATION
HISTORY:
HIST 55
HIST 60
Major
Eleven courses, including language and
area studies courses:
A. Language Courses: Two years of
basic college Russian, Polish, SerboCroatian, Czech, Hungarian or equivalent
competencies.
History and Philosophy of
Socialism - M
State and Society in Tsarist
Russia - M
History of the Soviet Union and
its Successors - M
HIST 314 Social and Intellectual History
of Early Modem Europe - T
HIST 331 Eastern Europe, 1699-1914 - T
HIST 333 Eastern E
~1914 to~
~
Present -T
HIST 62
~
228
-
Russian, Central and East European Studies
GEOGRAPHY:
HIST 464 Seminar in European History
(Requires Permission of
Adviser) -T
HIST 337 Modem Russia from the Empire
to Revolution - H
HIST 373 Heart of Europe: Central and
Eastern Europe in the 20th
Century - H
HIST 348 Russia and Soviet Union in the
20th Century - A
HIST 350 Russia: Keivan State to the
Ctirnean War - C
HIST 351 Russia: Last of the Romanovs,
Bolshevik Interlude, and the
Russian Republic - C
HJST 352 The Eastern Church - C
ECON 35
ECON 317
RUSSIAN LITERATURE:
ECON 349
19th Century Literature in
Translation - M
RUSS 62 20th Century Literature in
Translation - M
ENGL230 Literature in Translation - C
RUSS 61
ADVANCED MNGUAGE:
RUSS 41A Russia in Russian - Speaking/
Listening - M
RUSS 41B Russia in Russian - Reading/
Writing - M
CULTURE:
RUS 50-01 Topics (Requires Permission of
Adviser) - M
RUS 55 Russian Culture - M
RUS 56 Soviet Mass Culture - M
THEOLOGY:
REL 420 The Russian Orthodox
Church - A
TRACK #2
SOCIAL SCIENCES CONCENTRATION
GEOG 45
Regonal Geography of the
Post-Soviet Union - M
ECONOMICS:
ECON 25
ECON 495
ECON 349
ECON 346
Comparative Economic
Systems - M
Economics of the Transition - M
Comparative Economic
Systems - A
Topics (Requires permission of
adviser) - A
Comparative Economic
Systems - T
Topics: Country and Area
Studies in Economics (Requires
permission of adviser) - T
Comparative Economic
Systems - C
POLITICAL SCIENCE:
POSC 220 Introduction to Comparative
Government - C
POSC 225 Introduction to World
Politics - C
POSC 376 Marxism - C
POL 350 Comparative Politics of the
New Europe - T
POL 424 Seminar in International Politics
(Requires permission of
adviser) - T
POL 454 Seminar in Comparative Politics
(Requires permission of
adviser) - T
POL 351 Topics in Communist/PostCommunist Systems (Requires
permission of adviser) - A
POL 363 Russian and Chinese Foreign
Policy - A
POL 362 Politics of Change: Eastern
European Political Systems - H
BADM350 International Marketing and
Management - C
Russian, Central and East European Studies 229
RUSSIAN LANGUAGE COURSES:
RUSS 111,112 Elementary Russian - M
RUSS 11 Elementary Russian I - M
RUSS 12 Elementary Russian I1 - M
RUSS 15 Intensive Elementary
Russian - M
RUSS 111 Elementary Russian I - T
RUSS 112 Elementary Russian I . - T
RUSS 21 Intermediate Russian I - M
RUSS 22 Intermediate Russian I1 - M
RUSS 23 Russian Conversation - M
RUSS 25 Intensive Intermediate
Russian - M
RUSS 211 Intermediate Russian I - T
RUSS 212 Intermediate Russian I1 - T
RUSS 31 Advanced Russian I - M
RUSS 32 Advanced Russian 11- M
RUSS 33 Advanced Russian
Conversation - M
Students may take other Eastern
European language courses that are offered
at the University of Minnesota through
ACTC. See your adviser or contact the
ACTC office for further information.
Students may not receive credit for the
same course taken on different campuses.
The folIowing courses are considered to be
equivalent to one another:
HIST 60 M = HIST 337 H
HIST 333 T = HIST 373 H = MST 348 A =
HIST 351 C
ECON 25 M = ECO 317 A = ECON 349 T =
ECON 349 C
FACULTY ADVISING
Students should consult an adviser
regularly in order to secure a coherent and
effective program. Each ACTC institution
has a faculty member on the Russian,
Central and East European Studies
Committee. These advisers can help with
selection of courses, recommendations for
study abroad, and consideration of career
options.
The current advisers are: Augsburg,
Magda-Paleczny-Zapp, 330-1761; Hamline,
Karen Vogel, 641-2973 and Nick Hayes,
641-2314; Macalester, Gary Krueger, 6966222; St. Catherine, Sr. Margery Smith, 6906553; and St. Thomas, Sr. Mary Shambour,
962-5164.
Location: A = Augsburg; H = Hamline;
M = Macalester; C = St. Catherine; T = St.
Thomas.
See Nordic Area Studies under Interdisciplinary Studies.
S
tudents preparing to teach social
studies on the high school level must
complete, in addition to the professional
requirements to be met within the Department of Education, a competency-based
program designed to provide a broad
foundation in the social sciences.
Coordinator
Jerry Gerasimo
Social Studies Teaching Licensure
Seven courses:
ECO 112 Principles of Macroeconomics
or ECO 113 Principles of
Microeconomics
HIS 222 20th Century U.S.
POL 158 Political Patterns and Processes
PSY 105 Principles of Psychology
SOC 121 Introduction to Human Society
SOC 336 Introduction to Cultural
Anthropology
One course in geography (human or
cultural)
Plus a major in one of five fields economics, history, political science,
psychology or sociology. Geography and
anthropology are also acceptable fields,
although they are not offered as majors on
the Augsburg campus.
Students considering a career in
social studies education should consult, as
soon as possible, the Augsburg Department
of Education and the Social Studies
Coordinator.
For students beginning in Fall 1994 or
later: New requirements for the Social
Studies Licensure were under consideration as this catalog went to press. Contact
Prof. Gerasirno and the Department of
Education for information on curriculum
and requirements.
T
he Social Work major prepares
graduates for entry-level generalist
professional practice in the field of human
services. The program is accredited by the
Council on Social Work Education and
leads to a Bachelor of Science degree. The
program is based on a generalist model of
practice, enabling graduates to work with
individuals, families, groups, communities
and to develop and analyze social policy.
Courses within the program utilize a
student empowerment model for teaching
and learning.
Augsburg's social work major provides
a strong foundation for graduate studies in
a variety of fields. Since 1991 Augsburg has
offered a full-time Master of Social Work
degree on a weekend schedule.
The College's commitment to the liberal
arts is highly compatible with education for
professional social work practice. The
liberal arts foundation, with its emphasis
on breadth of understanding, cultural and
ethnic diversity, openness to new ideas,
analysis and synthesis, is ideal for social
work education. As Sir Richard Livingston
has said, "A technician is a person who
knows e v e r y k g there is to know about
his/her job except its ultimate purpose and
social consequence." Effective social
workers go beyond being technicians.
Augsburg social work graduates are entrylevel professionals.
Augsburg College's motto, "Education
for Service," exemplifies the philosophy of
the Social Work Department. Unique
learning opportunities for field work
placement and cultural enrichment are
hrovided by a metropolitan setting known
for a humane quality of life which is
enhanced by the arts, outstanding human
services and a highly-educated populace.
Social work opportunities abound. Minne.
.
.
.
of its social services. The Twin Cities, as the
hub for these services, provides both a
variety of field placements for social work
students and external experts for the
classroom. The ethnic and economic
diversity present in this metropolitan area
provides opportunities for social work
students to learn to understand, appreciate,
respect and work with people different
from themselves and to be enriched by this
opportunity to interact with diverse clients
and professionals.
The Social Work Program strives to
contribute to its environment as well as to
gain from it. Appropriately, social work
students have been involved in a wide
variety of community service efforts
including helping to develop the LINK
program on campus, mobilizing students
to assist a social service agency in their
annual Christmas giving program, and
tutoring at a local neighborhood center.
The Social Welfare minor and electives
in the Department allow students to
support another major while gaining
knowledge about human needs and
growth, human services and the methods
of effective citizenship. Students taking
these courses have the opportunity to
become knowledgeable about public issues
and develop and nurture a perspective that
sees the central importance of diversity to
the social fabric of this country. But beyond
knowledge, students are encouraged to use
their talents and skills to address the needs
of society in the interest of the public good,
always emphasizing social justice.
Social Work Faculty
Rosemary Link (Chair), Anthony Bibus
(BSW Program Director), Vem Bloom
(Field Coordinator),Maria Brown, Francine
Chakolis, Blanca Rosa Egas, Hans Eriksson,
..
..
.
..< ..
-
-
-
232
Social Work
Paulsen, Glenda Dewberry Rooney,
Michael Schock, Edward Skarnulis, Clarice
Staff (MSW Director), Mary Lou Williams
Major
11core courses:
SWK 361 Social Responses to Human
Needs
SWK 363 Methods and Skills of Social
Work
SWK 364 Field Work I
SWK 365 Quantitative Analysis and
Program Evaluation
SWK 461 Advanced Methods and Skills
in Social Work
SWK 462 Field Work I1
SWK 463 Community Development and
Organization
SWK 465 Social Policy: Analysis and
Development
SWK 466 Field Work I11
SWK 467 The Social Worker as
Professional
SWK 469 Field Work IV
and seven supporting courses:
SWK 257 Exploring Human Services
SWK 260 Humans Developing
BIO 101 Human Biology
PSY 105 Principles of Psychology
SOC 121 Introduction to Human Society
SOC 231 Family Systems: A CrossCultural Perspective
SOC 265 Culture: Ethnicity, Gender and
Race
A minimum grade of 2 0 is required
for each course in the core program and a
2.0 average is required in the supporting
program.
Concentration
Concentrations in Aging, Chemical
Dependency, Crime and Corrections, Social
Ministries, and Youth are possible. A
concentration consists of courses descriptive of functional, dysfunctional and
programmatic aspects, plus field work
placement in the senior year in the special
area. For Social Ministries, a minor in
Religion with specific coursework is
required. Completion of a concentration is
noted on the transcript.
Candidacy
Social Work majors must be granted
candidacy status before the beginning of
the senior year. Certain 400 level courses
list candidacy as a prerequisite. A written
self-statement, reference letters, and the
completion of all core and supporting
program courses below the 400 level is
necessary for candidacy review.
Social Welfare Minor
Six courses including:
SWK 257 Exploring Human Services
SWK 260 Humans Developing
SWK 361 Social Responses to Human
Needs
SWK 463 Community Development and
Organization
SOC 265 Culture: Ethnicity, Gender and
Race
and one course from:
SWK 465 Social Policy: Analysis and
Development
POL 121 American Government and
Politics
POL 158 Political Patterns and Processes
POL 325 Public Administration
School Social Work Licensure
Requirements
State Department of Education-required
coursework includes EDU 255; HPE 115,
and 400 hours in a senior year field
Social Work
placement in a school setting. See adviser
for additional specifics.
Social Ministries
This concentration helps to focus social
workers on work in church congregations
or church sponsored social programs and
projects. The concentration was designed
by the Departments of Religion and Social
Work. The concentration is achieved by
completing the following course of study:
Major in Social Work Core Program
SWK 257 Exploring Human Services
SWK 260 Humans Developing
SWK 361 Social Responses to Human
Needs
SWK 363 Methods and Skills of Social
Work
SWK 364 Field Work I (Social Work)
SOC 365 Quantitative Analysis and
Program Evaluation
SWK 461 Advanced Methods and Skills
in Social Work
SWK 463 Community Development and
Organization
SWK 462 Field Work II (In Social
Ministries Setting)
SWK 466 Field Work I11 (Interim, Social
Ministries Setting continued
from SWK 462)
SWK 469 Field Work IV (In Social
Ministries Setting continued
from SWK 466 Interim)
SWK 465 Social Policy: Analysis and
Development
SWK 467 The Social Worker as
Professional
Required Supporting Program for the
Social Work Major (includes a Sociology
Minor)
PSY
BIO
SOC
SOC
105
101
121
231
Principles of Psychology
Human Biology
Introduction to Human Society
Family Systems: A Cross
Cultural Perspective
SOC 265 Culture: Ethnicity, Gender
and Race
SOC 375 Social Psychology
Social Ministries Minor in Religion
Required course - choose one:
REL 111 Introduction to Theology
or
REL 221 Biblical Studies
Suggested courses - choose four:
REL 231,263,342,343,353,360,363,366,
370,415,441,483.
ELECTIVE COURSES OPEN TO ALL STUDENTS
SWK 230
Global Peace and Social Development
This course offers a framework of non-violent social change and development in the global context. It also identifies the focus of social work in
addition to many other disciplines which are vital to fostering peace.
SWK 257
Exploring Human Services
This course is designed to help students learn about themselves in relation
to a possible major or future career in social work. Students must arrange
233
-
2ySocial Work
to perform 80 hours of work in a human service agency and must attend
the weekly seminar.
SWK 260
Humans Developing
This course provides an understanding of human growth through life and
of the sociocultural, biological and psychological factors which influence
the growth of individuals and families. Growth related to diverse populations and groups or special stresses is also a focus.
SWK 361
Social Responses to Human Needs
This course describes the historical and contemporary systems of human
service. The values and social movements which form charitable and
governmental responses to human needs will be explored. (Prereq.:junior
standing or consent of instructor)
SWK 463
Community Development and Organization
This course focuses on locality development and social change through
community organization, social planning and social action, with emphasis
on history, theories and issues relevant to social protest and change; the
role of staff and of the functions and interrelationships of community
organizations; and practice in the local community. (Prereq.: senior
standing or consent of instructor)
SWK 465
Social Policy: Analysis and Development
This course includes the study of theories of social policy formulation and
methods of analysis. Development and implementation will be viewed
firsthand through work with a public policy agency or official. (Prereq.:
SWK 361,463 and senior standing or consent of instructor.)
* Can be taken in coordination with Cooperative Education, which may provide payment
for work in field sites.
COURSES RESERVED FOR SOCIAL WORK MAJORSONLY
SWK 363
Methods and Skills of Social Work
This course covers the basic features of the helping process, theoretical
foundations, principles and techniques of social work with individuals
and small gr6ups, A d developmeit of relationship-buildingskills.
Includes video-taping laboratory sessions. (Prereq.: SWK 361, junior
standing)
SWK 364
Field Work I*
Beginning supervised professional experience in a social work agency
which focuses on interviewing experience and relationship building. A
total of 120 hours, plus one small group supportive/discussion seminar
per week. (Prereq.: SWK 361, junior standing, concurrent with SWK 363)
SWK 365
Quantitative Analysis and Program Evaluation
This is an overview of commonly-used research methods, especially
exverirnental desiens and avvlications to vroeram evaluations. vlus use of
-
Social Work
SWK 461
Advanced Methods and Skills in Social Work
This course builds skills in the problem-solving model with diverse
populations through lecture, classroom exercise and regular class work
focusing on generalist practice in social group and family work. (Prereq.:
candidacy status)
SWK 462
Field Work II*
Progressively responsible supervised professional social work experience
including work with individuals, families, groups, communities in a social
service agency. A total of 120 hours, plus one seminar per week. (Prereq.:
candidacy status; concurrent with SWK 461)
SWK 466
Field Work 111
(.5 or 1.0 course*)
Continuation of field work, a total of 60 or 120 hours. (1/2 course option
during Interim.) (Prereq.: candidacy status)
SWK 467
The Social Worker as Professional
Professional ethical practice, bureaucratic survival, job attainment, and
strategies for agency change and empowering clients will be studied. The
field work practice becomes the laboratory for class exercises. (Prereq.:
candidacy status)
SWK 469
Field Work IV*
Continuation of SWK 466. A total of 120 hours plus a weekly seminar.
(Prereq.: candidacy status. Concurrent with SWK 467)
Internships and lndependent Study Courses:
SWK 199
Internship
See description on page 79.
SWK 299
Directed Study
See description on page 79.
SWK 399
lnternship
See description on page 79.
SWK 499
lndependent StudyIResearch
See description on page 79.
* Can be taken in coordination with Cooperative Education, which may provide payment
for work in field sites.
235
S
ociology is the study of society as a
whole and of human social organization
and groups. The sociological perspective
provides a way to better understand the
social world and how individuals come to
think and act as they do.
The goal of the Department is to help
students develop their understanding of
the social order and how it affects them in
their daily lives. Sociology majors develop
an understanding of the theories of society
and social groups, learn to create and use
sociological tools of analysis, and learn
how to apply sociological concepts to the
solution of social problems.
Students are encouraged to select as
electives some of the non-traditional
learning models available, such as internships, independent study, Interim courses
and field studies. The Department urges
students to use Augsburg's metropolitan
setting as a laboratory for learning.
Internships and Cooperative Education
enable majors to apply the theories and
research skills of sociology while they
explore career alternatives. Augsburg
alumni who have majored in sociology are
currently employed in the human resources
departments of both government and
private corporations, in industrial relations
work and in program evaluation. Others
have used their majors as preparation for
advanced study in areas such as law, the
ministry, social work, urban planning and
criminal justice.
Sociology Faculty
Diane Pike (Chair), Jerry Gerasimo, Garry
Hesser, Gordon Nelson, Michael O'Neal,
Rita Weisbrod
Major
10 courses including:
SOC 121 Introduction to Human Society
SOC 349 Complex Organizations
SOC 362 Statistical Analysis
SOC 363 Research Methods
SOC 375 Social Psychology
SOC 485 Modem Sociological Theory
and four additional Sociology courses.
Note: SOC 399 is highly recommended.
Concentration in Crime and Community
Society is increasingly concerned about
crime. Not surprisingly, many of our
students are interested in the field of
criminal justice.
The concentration is not a traditional
criminal justice major. Rather, the focus is
on understanding crime in the community
with respect to the prevention and solution
of problems that lead to crime, as well as
understanding the criminal justice system
developed to respond to it. Students
interested in community crime prevention
as well as the traditional aspects of criminal
justice - courts, prisons, probation, and
law - will be served by this major. See
Department Chair for specific requirements.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers
which may differ slightly in emphasis
from the Augsburg major requirements.
The state requirements may also be subject
to change after publication of this catalog.
Students therefore should consult with
the Augsburg Education Department to
identify current Minnesota teacher
licensure requirements.
Sociology 237
Honors Major
To complete the Honors Major in
Sociology, the student must have a
minimum GPA of 3.5 in the major and
overall. In addition, she or he must: 1)
successfully complete an internship,
independent study or cooperative education experience; 2) submit a portfolio of
completed papers and projects, including a
theory paper, a research methods project,
and two projects or papers of the student's
choosing; and 3) write an acceptable
reflective statement on the sociology major
and on the work included in the portfolio.
SOC 121
An application for the Honors Major
can be obtained from the Department
Chair. A letter of intent to apply for Honors
should be received by the Chair no later
than Nov. 1of the senior year. The application and portfolio must be submitted for
Department acceptance by March 1.
Minor
Five courses including SOC 121 and
two Upper Division courses (i.e., SOC 300
and above), at least one of which must be
taken at Augsburg College.
Introduction to Human Society
What is society and how does it make us who we are? Sociology offers
insights into discovering the world and one's place in it. Course study
focuses on an understanding of culture, social structure, institutions and
our interactions with each other. (Fall, Spring)
SOC 21 1
Community and the Modern Metropolis
How is community possible in the face of multicultural, economic and
ideological forces that are characteristic of urban life? The cultural and
structural dynamics of the Twin Cities are a basis for exploring this
possibility. (Fall, Spring)
SOC 231
/ ~ a m i l ~ Systems: A Cross-Cultural Perspective
The family system is explored among world cultures and within mainstream and sub-cultures in the United States. Students prepare and deliver
oral reports on world family patterns, American sub-cultures and family
processes. (Fall, Spring)
SOC 265
1--
Culture: Ethnicity, Gender and Race
Why do we set people aside for negative special treatment? How are they
stigmatized? The people to whom we do this are often reflections of our
own fears. A sociological analysis of "self" and "other" provides a way to
examine racism, sexism and other "-isms." Offered on P/N basis only.
(Fall, Spring)
SOC 277
Introduction to Criminology
How do we understand crime in American society? How can our community respond to crime? Topics include: theories and patterns of crime,
criminal justice and criminal policy. (Fall)
238
-
Sociology
SOC 300,301, 302, 303, 304 Special Topics in Sociology
A variety of topics offered periodically depending on needs and interests
which are not satisfied by regular course offerings. (Prereq.: consent of
instructor)
SOC 336
Introduction to Cultural Anthropology
The concept of culture is examined in anthropology. An analysis of basic
assumptions underlying the ideas of "nature," "primitive," "c~vilizedand
"progress." The course will examine the person's relation to culture and
conduct an analysis of selected aspects of Western culture. (Prereq.: SOC
121 or consent of instructor. Fall, Spring)
'
SOC 349
Complex Organizations
What is the nature of these modem organizations in which we spend so
much of our daily lives? Organizations as corporate actors are analyzed
with respect to their goals, culture, technology and structure, as well as
corporate deviance. (Prereq.: SOC 121 or consent of instructor. Spring)
SOC 360
Religion and Society
An examination of the interaction of religion and society in terms of
sociological analysis with particular emphasis on contemporary sociological research on religious movements &d institutions in American society.
(Prereq.: SOC 121 recommended. Fall)
SOC 362
Statistical Analysis
This course is an introduction to descriptive and inferential statistics in the
social sciences; as such, it provides a foundation for understanding
quantitative analysis -be it in an academic journal or a daily newspaper.
(Prereq.: MPG III. Fall)
SOC 363
Research Methods
Good research - do you know it when you see it? Can you produce it
yourself? Social science research skills are learned through the practice
and application of the basic tools of valid and reliable research design and
data analysis. (Prereq.: SOC 362 or consent of instructor. Spring)
SOC 375
Social Psychology
An examination of the ideas of group, role and self in the understanding of
the relationship between the individual and society. A look at the major
assumptions and processes underlying our everyday life using interaction
theories. (Prereq.: SOC 121 or consent of instructor. Fall, Spring)
SOC 381
The City and Metro-Urban Planning
~ r n ~ h a scenters
is
on alternative theoEies and approaches to planning and
shaping metropolitan areas. Readings, simulations, outside speakers and
walking research field trips in a seminar format. (Prereq.: SOC 121 or 211
or consent of instructor. Spring)
SOC 485
Modern Sociological Theory
An examination of the major theoretical traditions within sociology,
tracing the course of their development in the 19th and 20th centuries.
(Prereq.: two courses in Sociology including SOC 121 or consent of
Sociology 239
SOC 498
Independent Study - Metropolitan Resources
An independently designed course a student (or group of students)
develops, making extensive, systematic and integrated utilization of
resources available in the metropolitan community, supplemented by
traditional college resources. (Prereq.: SOC 121 or 211 and/or consent of
instructor. Fall, Spring, Summer)
Internships and Independent Study Courses:
SOC 199
Internship
See description on page 79.
SOC 299
Directed Study
See description on page 79.
SOC 399
Internship
See description on page 79.
SOC 499
Independent StudyfResearch
See description on page 79. (Prereq.: SOC 121, consent of instructor and
Department Chair. Fall, Interim, Spring)
SPANISH
See listing under Modem Languages.
O
_
ur quality of life, both personally
and profes~ional~y,
depends in large part
>
m
e
quality
of
our communication. A
-communication major at Augsburg is
designed to enhance understanding of
communication in a variety of contexts and
to improve communication skills.
Since communication careers demand
a broad educationa1background, the
Department strongly encourages a second
major or two minors in fields such as
business, economics, English, history,
international relations, political science,
psychology, religon, social work or
sociology.
The Augsburg Communication major
focuses on competency in both speech and
writing, as well as effective use of media.
Since the study and practice of communication is grounded in both the humanities
and the social sciences, majors are encouraged to include such related subjects as
aesthetics, ethics, philosophy, logic,
literature, statistics and research methods
in their programs.
Prospective majors should meet with
a Departmental Adviser as early as possible to design an approved major program, preferably by the end of the sophomore year.
Speech, Communication and Theatre Arts
Faculty
James Hayes (Chair),Deborah Bart, Julie
Bolton, Michael Burden, Anne Holmquest,
Martha Johnson, David Lapakko
BACHELOR OF ARTS
Communication Major
12 courses overall - seven required
core courses and five courses within one of
three emphases. For transfer students, at
least six of these 12 courses must be Upper
Division courses offered at Augsburg.
Required of all Communication majors:
SPC 111 Public Speaking
or SPC 112 Contest Public Speaking
SPC 188 Forensics Practicum
(non-credit)
SPC 351 Argumentation
SPC 352 Persuasion
SPC 354 Interpersonal Communication
SPC 355 Small Group Communication
POL 342 Mass Communication in Socieg
One of the following: ENG 223,225,226,
227.
Rhetoric Emphasis
Five additional electives from the
following: SPC 329,343,345,347,399,495,
499; THR 350,360; LIN 311; PHI 230; PSY
325,371; SOC 362,375.
Organizational Communication
Emphasis
Five additional eIectives from the
following: SPC 329,345,399,495,499; ART
132,225,330; SPC 329,345; BUS 340,355 or
357,450; CSC 160; PSY 325,371,373; SOC
265,349,375.
Mass Communication Emphasis
Five electives from the following: SPC
343,347,348,399,495,499; ART 132,225,
330; ENG 226,241,327,347; POL 375; THR
232,325,350,360.
For All Three Emphases
Majors must participate in Augsburg's
Interscholastic Forensics Program by
attending at least two interscholastic
speech tournaments. Registering for and
completing SPC 188 (Forensics Practicum)
is required to document participation.
Students should be aware that the toumament season is essentially from October
through mid-March, and should plan
schedules accordingly.
All majors should plan to include at
least one Internship (SPC 399) as one of
their electives.
Students may petition the Department
to include as part of their major concentration other Augsburg courses not listed
above. Such requests must be submitted in
writing to the Departmental Adviser for
prior approval. Also, students may petition
to include up to three courses from other
ACTC schools as electives, with prior
approval of the adviser or Department
chair.
Honors Major
The Honors major is designed to
encourage overall excellence as well as
outstanding achievement on a specific
project of special interest to the student.
Honors majors must maintain a 3.5 GPA in
the major and a 3.0 GPA overall, and, as
part of their major program, complete a
substantial independent project of honors
quality (SPC 499 registration).Honors
candidates should meet with their Departmental Adviser prior to their senior year to
develop a proposal for the honors project.
Communication Minor
Six courses including:
SPC 111 Public Speaking
or SPC 112 Contest Public Speaking
POL 342 Mass Communication In
Society
SPC 351 Argumentation
or SPC 352 Persuasion
SPC 354 Interpersonal Communication
SPC 345 Organizational Communication
or SPC 355 Small Group
Communication
ENG 223,225,226 or 227
Note: For transfer students, at least
three of these six courses must be Upper
Division courses offered at Augsburg.
Prospective minors must obtain prior
approval from a Communication faculty
adviser.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers which
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to change
after publication of this catalog. Students
therefore should consult with the
Augsburg Education Department to
identify current Minnesota teacher
licensure requirements.
SPC 111
Public Speaking
The course focuses on speech preparation, organization, audience
analysis, style, listening, and overcoming speech fright. (Note: Students
may take either SPC 111and 112 for credit, but not both. Fall, Spring)
SPC 112
Contest Public Speaking
Theory and practice of speaking in formal contest situations. Students
must attend three interscholastic speech tournaments in at least two of the
following: informative speaking, persuasive speaking, Lincoln-Douglas
debate, speaking to entertain and/or communication analysis. (Note:
Students may take either SPC 111or 112 for credit, but not both. Fall)
SPC 188
Forensics Practicum
A non-credit experience in forensics. Students must attend two interscholastic forensics tournaments between October and March. (Fall, Spring)
SPC 329
Intercultural Communication
This course explores cultural differences and their implications for
communication, including differences in values, norms, social interaction,
and code systems. (Fall: alternate years)
SPC 343
Broadcast Production I
Introduction to video production with an emphasis on creative concept
development, script-writing, directing and producing for video. (Fall)
SPC 345
Organizational Communication
An examination of communication in organizational settings. Focuses on
topics such as superior-subordinate relationships, management styles,
motivation of employees, organizational culture, effective use of meetings
and sources of communication problems. (Fall: alternate years)
SPC 347
Documentary Video
A video production course which integrates lecture and criticism with
hands-on experience dealing with non-fiction subjects.
SPC 348
Broadcast Production II
This course combines studio and field production with special emphasis
on post-production editing. Students work in production teams to create
and produce a one-hour magazine format news program. (Prereq.: SPC
343 or 347)
SPC 351
Argumentation
Develops critical thinking skills by study of the theory and practice of
argument, evidence, fallacies, and refutation. Includes how to build and
analyze public arguments that confront students in their everyday lives.
SPC 352
Persuasion
Examination of the process of influence in a variety of social contexts,
paying special attention to the psychological aspects of persuasion.
(Spring)
SPC 354
Interpersonal Communication
A study of the dynamics of human interaction through verbal and nonverbal messages; emphasis on factors that build relationships and help to
overcome communication barriers. (Fall, Spring)
SPC 355
Small Group Communication
A study of group dynamics and leadership with emphasis on decision
making, leadership styles and conflict management. (Spring)
SPC 495
Communication Topics
Selected topics in communication with emphasis on the use of primary
sources and methodology of research.
Internships and Independent Study Courses (see descriptions on page 79):
SPC 199
Internship
SPC 299
Directed Study
SPC 399
Internship
SPC 499
Independent Study/Research
See Department listings for the following approved electives:
ART 132
Photography
ENG 347
Quantitative Journalism
ART 225
Communication Design I
LIN 311
ART 330
Communication Design II
Theories o f Grammar
(see Modern Languages)
BUS 340
Human Resource
Management
PHI 230
Logic
POL 342
Marketing
Communications
Mass Communication i n
Society
POL 375
Media Law
BUS 357
Advertising
PSY 325
Social Behavior
BUS 450
Marketing Management
PSY 371
Psychology of Gender
CSC 160
Introduction t o Computer
Science and Communications
PSY 373
Industrial/Organizational
Psychology
SOC 265
ENG 226
Introduction t o Creative
Writing
Culture: Ethnicity, Gender
and Race
SOC 362
Statistical Analysis
ENG 241
Introduction t o Cinema
Art
SOC 375
Social Psychology
BUS 355
T
he study of theatre is essential to a
liberal arts education in that theatre is a
way to experience, experiment and
integrate knowledge from many disciplines, such as: art, music, history, philosophy, religion and literature. For this reason
we offer liberal arts connections through
cross disciplinary and interdisciplinary
courses. As well, we offer a solid base in
classical, modem and contemporary
theatre while incorporating non-Western
and nontraditional theatre to support our
commitment to the multicultural experience.
At Augsburg we seek to create every
opportunity for students to grow as human
beings by encouraging connections
between theory and application through
course study, production work and the
Artist Series. Theatre productions are
created as unique learning laboratories in
creative collaboration with faculty and
artists-in-residence. Augsburg is an ideal
place to study theatre as it is located in a
major theatre center. Students expand their
knowledge of theatre not only by attending, but by working with numerous local
theatre artists and professional theatre
companies.
Augsburg theatre students participate
in all aspects of theatre production, while
learning skills such as creative problem
solving, critical thinking, collaboration,
public relations, leadership and articulation
of ideas both verbally and visually that
translate to a variety of careers. We help
prepare students to enter graduate school,
law school, semina~y,education, business
and various communication fields including professional theatre, television, film
and journalism.
BACHELOR OF ARTS
Theatre Arts Major
10 courses including:
THR 222 Introduction to Theatre
THR 228 Introduction to Stagecraft
THR 232 Acting
THR 328 Theatrical Design
THR 361 Theatre History and Criticism I
THR 362 Theatre History and Criticism I1
THR 366 Stage Direction I
Three of the following:
THR 116 Creative Drama
THR 245 Introduction to Asian and Asian
American Theatre
THR 325 Playwriting
THR 350 Voice and Diction
THR 360 Interpretive Reading
THR 365 Advanced Acting
THR 399 Internship
or THR 499 Independent Study in
Theatre
Ten production units in three or more
of the following areas: performance (3
required), artistic (1 required), and
production (4 required).
Unless you are a transfer student, all
core courses must be taken at Augsburg,
therefore, careful, early planning is
required.
Freshmen planning to major in theatre
arts should b e p with courses THR 116,
222,232; sophomores: THR 228,245,361,
362; juniors: THR 325,328,350,360,361,
365; seniors THR 365,366.
Please Note: Several courses are offered
alternate years only. Thirteen theatre
courses are allowed toward graduation.
A capstone course, such as an internship, is encouraged,but not required. THR
226 Movement is recommended.
Majors must participate in two out of
hree dramatic productions every year.
itudents must maintain an overall 2.0 GPA
o have major participation in productions.
ionors Major
Designed to encourage overall excelence as well as outstanding achievement
)n a specific project of special interest to
he student. Honors majors must maintain
1 3.5 GPA in the major and a 3.0 GPA
werall and, as part of their major program,
momplete a substantial independent project
)f honors quality (THR 499). Honors
mandidates should meet with their Departnental Adviser prior to their senior year to
levelop a proposal for the honors project.
Transfers: Transfer students are
equired to take three Augsburg Upper
Iivision theatre arts courses.
rheatre Arts Minor
;ive courses including:
:HR 222 Introduction to Theatre
:HR 228 Introduction to Stagecraft
or THR 328 Theatrical Design
:HR 232 Acting
:HR 361 Theatre History Criticism I
or THR 362 Theatre History
Criticism I1
X R 366 Stage Direction 1
;ive production units in the following
reas: performance (2 required), artistic (1
equired), and production (2 required).
Theatre Arts
Theatre History and Criticism Dramaturgy
Minor
Five courses:
THR 222 Introduction to Theatre
THR 325 Playwriting
THR 361 Theatre History Criticism I
THR 362 Theatre History Criticism I1
A directed studies course in dramaturgy or
theatre criticism or theatre history
Teaching Licensure Major
Students interested in the Theatre
Teaching Licensure major should consult
with the Theatre Department faculty for
course requirements. Students should also
consult with the Augsburg Education
Department to identify current Minnesota
teacher license requirements.
245
*fi
Theatre Arts
THR 116
THR 222
Creative Drama
A study of theatrical movement, mime, mask, acting with an emphasis on
active participation and reflective writing. (Fall)
Introduction to Theatre
A survey of dramatic art including major historical periods, plays, artists;
dramatic structure, principles; basic concepts and techniques of the play
production process. Students attend and review stage productions. (Fall)
THR 228
Introduction to Stagecraft
Introduction to the backstage world of the theatre; its organization, crafts,
magic and art. Technical production experience, practical projects and
theatre tours. Open to all students. Lab required. (Fall)
THR 232
Acting
An introduction to the art of acting. Focus on physical, mental and
emotional preparation and exploration of the creative approach to scene
and character study in American drama. Students attend and review live
productions. (Spring)
TH R 245
Introduction to Asian and Asian American Theatre
A survey of the theatrical performance styles, aesthetic theories and plays
of traditional Asia and Asian American cultures. The course includes
lectures, films, videos and demonstrationsby visiting performers. (Fall:
alternate years)
THR 325lENG 325 Playwriting
An introductory course in writing for the stage, television and film.
Students will learn the basics of dramatic structure, methods of script
analysis and techniques for the development of playscripts from idea to
finished product. (Prereq.:ENG 111and one literature course. ENG 226
also recommended. Fall: alternate years)
THR 328
Theatrical Design
Introduction to scenery and lighting design for the stage. Each student
will execute two design projects dealing with stage design process. Class
will take theatre tours, have visiting designers and practical involvement
with the Augsburg spring production. (Lab required, materials needed.
Prereq.: permission of instructor. Spring)
THR 350
Voice and Diction
A study of vocal skills including tone production, breathing, placement,
relaxation, resonating, articulating, listening, introduction to phonetics
and the vocal mechanism. Theory and practice are combined in oral
projects, reports and papers, voice tapes and individual coaching. ( F a
alternate years)
THR 360
Interpretive Reading
Basic principles of oral interpretation of prose, poetry and drama. Study,
discuss, practice and perfom readings in prose, poetry and drama before
Theatre Arts
-HR 361
Theatre History and Criticism I
An overview of theatre history, dramatic literature and criticism from the
classical Greek through the Medieval period. Reading of several plays and
attendance at local theatre productions are required. Need not be taken
sequentiallywith THR 362. (Fall or Spring)
'HR 362
Theatre History and Criticism II
An overview of theatre history, dramatic literature and criticism from the
Elizabethan through the contemporary theatres. Reading of several plays
and attendance at local theatre productions are required. Need not be
taken sequentiallywith THR 361. (Fall or Spring)
'HR 365
Advanced Acting
This course explores the elements of characterization through character
analysis and extensive scene, monologue study. Emphasis is on a variety
of roles from the classics (Shakespeare,French neoclassicism, restoration
comedy, realism and non-realism), culminating in public recital. (Prereq.:
THR 222 and THR 232. Spring or Fall)
'HR 366
Stage Direction I
Basic directorial techniques: play analysis, production organization,
technical collaboration, casting, rehearsals, blocking and characterization.
Direction of two pieces required, the latter for public recital. Permission
from instructor required. (Prereq.; THR 361, THR 362, THR 328. Spring)
'HR 495
Theatre Topics
Selected topics in theatre.
rztemships and Independent Study Courses:
'HR 199
Internship
See description on page 79.
'HR 299
Directed Study
See description on page 79.
'HR 399
Internship
See description on page 79.
'HR 499
Independent StudyIResearch
See description on page 79.
247
See listing under Speech, Communications
and Theatre Arts.
See Metro-Urban Studies listing under
InterdisciplinaryStudies.
T
he program in Women's Studies
provides students with the opportunity to
examine critically women's contributions
and experiences in various historical and
cultural contexts. This is an inter-college
program with course offerings at Augsburg
College, Hamline University, the College of
St. Catherine and the University of St.
Thomas. Courses are drawn from many
disciplines and combine theoretical,
practical and research components that
focus not only on gender, but also acknowledge that race, class and sexual identity are
crucial aspects of women's experiences.
The Women's Studies Program offers
both a major and a minor, and provides
students with academic preparation for
careers in human services, education, and
social work as well as graduate study.
Women's Studies Faculty
Lynne Lorenzen (Coordinator),Kristin M.
Anderson, Maria Brown, Jacqueline
DeVries, Grace B. Dyrud, Milda Hedblom,
...
. - . . + . . . - .
. - . . . ..
Beverly J. Nilsson, Norma Noonan, Randi
Quanbeck, Nancy K. Steblay, Beverly J.
Stratton
Major
Ten courses which must include WST
201 Foundations in Women's Studies, WS'
495 (Seminar), and WST 199 or WST 399
(Internships).The remaining seven
electives are to be selected from approved
Women's Studies courses. At least three
courses must be Upper Division courses.
Students may take courses at any of the
colleges participating in the Women's
Studies Program. However, at least three
courses must be completed at Augsburg.
The writing component of the Graduation
Skills Requirements for the Women's
Studies major must also be completed at
Augsburg. Each student's program must
have the written approval of the Women':
Studies Program Coordinator.
Women's Studies
Minor
F~~~courses which must include WST
201; three electives, one of which must be
Upper Division; and WST 495 or 499.
Courses may be taken from the other
WST 201
ACTC colleges as well as Augsburg. Each
student's program must have the written
the
Studies
Coordinator.
Foundations in Women's Studies
This multidisciplinary course introduces students to the contributions of
women in history, religion, literature, philosophy, sciences and the arts,
and how the questions and methodologies of these disciplines differ when
seen from women's perspectives. Students will also study the diversity of
women's experiences in terms of race, sexual orientations and class.
INS 233
Women: A Cross Cultural Perspective
This course will examine a variety of issues concerning the lives of women
in non-Western societies, including their economic, political and social
contributions, familial roles, and status in society. Emphasis will be placed
on the comparative roles of women in different cultures.
WST 265
Women in American Culture
Through a discussion of works by women historians and selections from
women's journals, speeches, literature and other aesthetic creations, the
class analyzes the position of women in American culture. Emphasis will
be placed on the perspectives of women of minority groups.
WST 281
Topics in Women's Studies
INS 31 1
The Development Process
(See International Studies, Women and Development.)
INS 320
American Indian Women
(See American Indian Studies for course description.)
WST 325
African American Women: Social, Historical and Creative Perspectives
This course examines the historical roots of African American women
from Africa to locations in the United States and other parts of the African
Diaspora. The effects of slavery and its resulting effect on African women
are examined, as well as past and current contributionsby African
American women.
WST 350
Quest for Identity: German-JewishWomen Writers in Exile
This course will explore and identify issues of personal and community
identity for German-Jewishwriters in exile during WWII. Each work
represents a strategy for survival and provides insight into the author's
muse.
249
*zWomen's Studies
WST 481
Topics i n Women's Studies
WST 495
Women's Studies Seminar
This advanced course will include student research and presentations that
incorporate feminist theory. The seminar is required of all majors and
minors who do not elect to do an Independent Study (499). It is offered at
a different college each year.
Internships and Independent Study Courses:
A n y must be approved in writing by Women Studies Program Coordinator.
WST 199
lnternship
See description on page 79.
WST 299
Directed Study
See description on page 79.
WST 399
lnternship
See description on page 79.
WST 499
Independent Study/Research
See description on page 79.
See department listingsfor descriptions of the following approved electives:
ART 352
Women and Art
ENC 282 or 482 Topics i n Literature: Women and Fiction
HIS 311
Topics i n Women's History
HIS 380
History of Women in the West t o 1870
HIS 381
History of Women in the West Since 1870
POL 421
Topics i n American Politics
POL 459
Topics in Comparative Politics
PSY 371
Psychology of Gender
REL 441
Feminism and Christianity
Chair
Barbara C. Gage
Vice Chair
Raymond A. Grinde
Secretary
Inez M. Schwarzkopf
Treasurer
David L. Swanson
The year in parentheses after each name is the expiration date of current term. An asterisk before a
name indicates the person is an Augsburg graduate.
Dr. Charles S. Anderson
The Rev. Roger C. Eigenfeld (2000)
Ms. Barbara C. Gage (1998)
*Mr. Raymond A. Grinde (1996)
Ms. Carolyn T. Groves (1996)
Mr. Thomas K. Guelzow (1998)
Mr. Norman R. Hagfors (2001)
Mr. James E. Haglund (2000)
Ms. Beverly J. Thompson Hatlen (1999)
Mr. Allen A. Housh (2001)
President, Augsburg College, Minneapolis,
Minn.
Senior Pastor, St. Andrew's Lutheran Church,
Mahtomedi, Minn.
Vice President, Gage Marketing Group,
Plymouth, Minn.
Retired businessman, Roseville, Minn.
Administrator, S.J.Groves & Sons Company,
Minneapolis, Minn.
Guelzow & Senteney, Ltd., Eau Claire, Wis.
President, Norsen, Inc., Minneapolis, Minn.
President/Owner, Central Container
Corporation, Minneapolis, Minn.
Homemaker, Apple Valley, Minn.
President, A.A. Housh and Associates, Edina,
h.
*Dr. George 0 . Johnson (1996)
Associate Professor and Division Head,
Health ServicesAdministration, University of
Minnesota, Minneapolis, Minn.
*Dr. Ruth E. Johnson (2000)
Assistant Professor of Medicine, Director of
Mayo Breast Clinic, Rochester, Minn.
T h e Hon. LaJune Thomas Lange, J.D. (2001) Judge, Hennepin County Government Center,
Minneapolis, Minn.
T h e Rev. Maynard L. Nelson (1996)
Retired Senior Pastor, Calvary Lutheran
Church, Minneapolis, Minn.
Mr. Richard A. Norling (1998)
President and Chief Executive Officer,
Fairview Hospital and Healthcare Services,
Minneapolis, Minn.
*Mr. Glen E. Person (1999)
Retired businessman, Eden Prairie, Minn.
*Mr. Harvey M. Peterson (1996)
President, Catco Company, St. Pad, Minn.
Mr. Wayne G. Popham (2000)
Senior Attorney, Popham, Haik, Schnobrich &
Kaufman, Minneapolis, Minn.
Board of Regents
Mr. Curtis A. Sampson (2001)
*Ms. Inez M. Schwarzkopf (1998)
Mr. Glen J. Skovholt (2000)
*Ms.Gladys I. Strornmen (1996)
Mr. Leland N. Sundet (1998)
Mr. David L. Swanson (1996)
*Ms. Jean M. Taylor (2000)
Mr. Michael W. Thompson (2001)
Ms. Pamela L. Tibbetts (2000)
Ms. Kathryn H. Tunheim (1998)
*Mr. William A. Urseth (1998)
*Ms.Joan L. Volz (2000)
flo wiger, Ph.D. (2001)
Ms. May Ka-Yee Yue (2000)
President and Chief Executive Officer,
CommunicationSystems, Hector, Minn.
Assistant Vice President, Mission Investment
Fund - ELCA, St. Paul, Minn.
Vice President, Government and Community
Affairs, Honeywell, Inc., Minneapolis, Minn.
Homemaker, St. Paul, Minn.
Chairman and Chief Executive Officer, Sundet
Companies, Eden Prairie, Minn.
Retired businessman, Minneapolis, Minn.
Vice President of Development, Taylor
Corporation, Eagan, Minn.
Realtor, Edina Realty, Inc., Edina, Minn.
Senior Vice President and Administrator,
Fairview Hospital, Minneapolis, Minn.
Principal and President, Tunheim Santrizos
Co., Minneapolis, Minn.
C h a i i a n and Chief Executive Officer,
Upland Global Corp., Minneapolis, Minn.
Attorney, U.S. West Communications, Vice
President and General Manager, Interconnect,
Denver, Colo.
Associate Professor of Ethnic Studies, Metro
State University, Minneapolis, Minn.
President, Financial Services Associates, Inc.,
Edina, Minn.
IN AMERICA
(ELCA)
Chair
Executive Director
Dr. Mary Ann Shealy
The Rev. W. Robert Sorensen
Secretary
Assistant Director for Finance
Kathryn A. Swanson
Sue Rothrneyer
Vice-Chair
Director for Colleges and Universities
Gladystine B. Hodge
Mr. James M. Unglaube
Asst. Dir. for Colleges and Universities
E3
Begnning year of service is indicated with parentheses.
Officers of the College
Charles S. Anderson (1976). President. B.A., St. Olaf College; M.A., University of Wisconsin; B.Th., Luther Theological Seminary; Ph.D., Union Theological Seminary, New
York.
Marie 0.McNeff (1968). Vice President for Academic Affairs and Dean of the College,
Professor of Education. B.S., M.Ed., Ed.D., University of Nebraska.
Michael D. Ranum (1988). Vice President of Finance and Management. B.A., Concordia
College; M.B.A., University of Minnesota.
Gregory H. Ritter (1988). Vice President for Institutional Advancement. B.S., University of
Minnesota; M.Div., United Theological Seminary.
William R. Rosser (1986). Vice President for Student Affairs and Dean of Students. B.A.,
Taylor University; M.S., University of Kentucky.
Richard J. Thoni (1972). Vice President for Enrollment Management. B.A., St. Olaf College;
Ph.D., University of Minnesota.
A
Ruth L. Aaskov (1960). Associate Professor of Modem Languages. B.A., Augsburg College;
M.A., Middlebury College; Ph.D., University of Wisconsin.
Duane L. Addison (1994). Instructor, part-time, Religion. B.A., University of Minnesota;
B.D., Luther Theological Seminary; M.A., Ph.D., Yale University.
Michael L. Agin (1993). Instructor, part-time, Education. B.S., Beloit College; M.A., Loyola
University; Ph.D., University of Wisconsin-Madison.
Virginia P. Allery (1993). Associate Professor of Education. Director of American Indian
Studies Minor. Co-director of the Center for Global Education. B.S., Viterbo College;
M.S., Eastern Montana College; Ph.D., University of Minnesota.
Earl R. Alton (1960).Associate Dean of Academic Affairs. Professor of Chemistry. B.A., St.
Olaf College; M.S., Ph.D., University of Michigan.
Brian R. Ammann (1988). Instructor of Health and Physical Education. Men's Basketball
Coach. B.A., Augsburg College; M.S., North Dakota State University.
Edwin D. Andersen (1987). Instructor, part-time, Education. B.A., Macalester College;
M.S.T., Illinois Institute of Technology; Ph.D., University of Minnesota.
Kristin M. Anderson (1984).Assistant Professor of Art. A.B., Oberlin College; M.A.,
University of Minnesota; M.A., Luther-Northwestern Seminary.
Lisa Carney Anderson (1995). Instructor, part-time, Biology. B.A., Ohio Wesleyan University; M.S., Wright State University; Ph.D., University of Minnesota.
Stuart M. Anderson (1989). Assistant Professor of Physics. B.A., Augsburg College; Ph.D.,
University of Minnesota.
Trudi J. Anderson (1990). Studio Artist/Flute, part-time, Music. B.M., Augsburg College;
M.M., Northwestern University.
Andrew L. Aoki (1988). Associate Professor of Political Science. B.A., University of Massachusetts-Amherst; M.A., University of Wisconsin-Madison.
Augsburg College Faculty 255
David B. Apolloni (1989). Assistant Professor of Philosophy. B.A., University of Minnesota;
M.Div., Luther-Northwestem Seminar; Ph.D., University of Minnesota.
Teri L. Aslakson (1993). Instructor, part-time, Economics. B.A., St. Olaf College.
Mark Attridge (1991). B.A., University of Minnesota - Duluth; M.A., University of
Wisconsin - Milwaukee; Ph.D., University of Minnesota.
Salah Ayari (1995). Instructor, part-time, Modem Languages. Maitrise Combinee de
Langues, Institut Bourguiba des Langues Vivantes, Tunis; M.A., University of Minnesota.
Matthew C. Barber (1992). Studio Artist/Percussion, part-time, Music. B.M., University of
Michigan.
Deborah L. Bart (1981). Assistant Professor of Speech, Communication, and Theatre Arts.
B.A., M.A., University of Minnesota.
Mary Ann Bayless (1990). Associate Professor of Education. B.S., University of Minnesota;
M.A., San Diego State University; Ph.D., University of Minnesota.
Aroti G . Bayman (1996). Instructor, part-time, Education. B.S., University of Minnesota;
M.A., University of Edinburgh.
Marilyn D. Bennett (1995). Instructor, part-time, Physician Assistant Studies. B.A., Pomona
College; Registered Physical Therapy, Children's Hospital of Los Angeles School of
Physical Therapy; Ph.D., University of Minnesota.
Fohn E. Benson (1963).Professor of Religion. B.A., Augsburg College; B.D., Luther Theological Seminary; M.A., Ph.D., Columbia University.
Anthony A. Bibus, I11 (1992). Assistant Professor of Social Work. B.A., University of St.
Thomas; M.A., University of Virginia; Ph.D., University of Minnesota.
Beverly J. Blinde (1992). Instructor, part-time, Social Work. B.A., M.S.W., University of
Nebraska.
Vernon M. Bloom (1965). Assistant Professor of Social Work. B.A., M.S.W., University of
Minnesota.
leanne M. Boeh (1990).Associate Professor of Economics. B.S., M.A., Ph.D., University of
Illinois.
Lynn Allen Bollman (1991). Instructor, part-time, Art. B.A., Augsburg College; M.A.,
University of Northem Colorado; M.F.A., University of Minnesota.
lulie H. Bolton (1976). Professor of Speech, Communication, and Theatre Arts. B.S., M.F.A.,
University of Minnesota.
Maria L. Brown (1980). Associate Professor of Social Work. B.A., M.A., American University; M.S.W., University of Minnesota.
Laine Bryce (1978). Studio Artist/Bassoon, part-time, Music. B.A., University of Minnesota.
Priscilla K. Buffalohead (1981).Instructor, part-time, Sociology. B.A., M.S., University of
Wisconsin-Madison.
Michael R. Burden (1990).Assistant Professor of Speech, Communication and Theatre Arts.
B.A., Augsburg College; M.F.A., University of Minnesota.
*2Augsburg College Faculty
Janelle M. Bussert (1994). Instructor, part-time, Religion. B.A., Luther College; M.Div., Yale
University.
C
William C. Capman (1994). Assistant Professor of Biology. B.A., University of Illinois Chicago; Ph.D., University of Ilhois - Champaign-Urbana.
John J. Carroll (1995). Assistant Professor of Chemistry. B.S., William and Mary's; Ph.D.,
University of Wisconsin - Madison.
Jonathan P. Case (1995). Instructor, part-time, Religion. A.A., Central College; B.A., M.A.,
Southern Nazarene University; M.Div., Nazarene Theological Seminary; Th.D., Luther
Seminary.
John C. Cemto (1983). Assistant Professor of Business Administration/Accounting/MIS.
B.A., Rhode Island College; M.S., University of Wisconsin-Stout.
Margaret M. (Peggy) Cemto (1991). Instructor, part-time, Business Administration/
Accounting/MIS. B.A., University of Minnesota; M.A., Hamline University.
Francine Chakolis (1983). Assistant Professor of Social Work. B.S., Augsburg College;
M.S.W., University of Minnesota.
Steven D. Chapman (1991). Instructor, part-time, Art. B.A., Augsburg College; M.A.,
Hamline University.
Mary Knop Chelberg (1992). Assistant Professor of Biology. B.S., University of Illinois,
Urbana-Champaign; Ph.D., University of Minnesota.
Michael G . Chovanec (1995). Instructor, part-time, Social Work. B.S.W., M.S.W., University
of Wisconsin-Milwaukee; Ph.D., University of Minnesota.
Tara Christopherson (1992). Instructor, part-time, Art. B.S., University of Wisconsin-Stout.
Rosalie V. Clark (1979). Instructor, part-time, Social Work. B.A.S., M.S.W., University of
Minnesota.
Candyce L. Clayton (1990). Instructor, part-time, English.
Elaine R. Cline (1990). Library Director. B.A., College of William and Mary; M.L.S.,
University of Michigan.
Joseph R. Clubb (1994). Instructor, part-time, Social Work. B.S.W., St. John's University;
M.S.W., University of Minnesota.
Robert W. Clyde (1967). Associate Professor, part-time, Sociology, Institutional Research
Analyst. B.A., Coe College; M.A., Rockford College; Ph.D., University of Iowa.
Joan L. Conners (1996). Instructor, part-time, Political Science. B.A., M.A., Marquette
University; A.B.D., University of Minnesota.
Lawrence E. Copes (1980). Professor of Mathematics. B.A., Illinois Wesleyan University;
M.A., Ph.D., Syracuse University.
Robert J. Cowgill (1991). Assistant Professor of English. B.A., M.A., Ph.D., University of
Minnesota.
Larry J. Crockett (1985). Professor of Computer Science. B.A., M.A., Pacific Lutheran
University; M.Div., Luther Theological Seminary; Ph.D., University of Minnesota.
Augsburg College Faculty
D
Cathleen A. (Cass) Dalglish (1986). Assistant Professor, part-time, English. B.A., College of
St. Catherine; M.F.A., Vermont College; Ph.D., University of Minnesota.
Pauline Brunette Danforth (1996). Instructor, part-time, English. B.A., Bernidji State
University; M.A., University of Minnesota.
Linda M. Davis (1996). Instructor, part-time, Mathematics. B.S., Michigan State University;
Ph.D., University of Minnesota.
Jill A. Dawe (1994). Assistant Professor. B.Mus., Memorial University of Newfoundland;
M.M. and D.M.A., Eastman School of Music.
Mary E. Dean (1990). Instructor, part-time, Business Administration/Accomting/MIS.
B.A., University of Massachusetts; J.D., Suffolk University; M.L.T., Georgetown
University.
Mark E. Deming (1996). Instructor, part-time, Health and Physical Education. B.A.,
Augsburg College.
Jacqueline R. DeVries (1994). Assistant Professor of History. B.A., CaIvin College; M.A.,
Ph.D., University of Illinois-Urbana.
Steven G . Dixon (1994). Assistant Professor, Librarian. B.S., Utah State University; M.L.S.,
University of Arizona.
Bridget A. Doak (1996). Instructor, part-time, Music. B.M., University of Dayton; M.A.,
Saint Mary's University.
Suzanne I. Dorke (1989). Assistant Professor of Mathematics. B.A., University of Delaware;
M.A., University of Wisconsin.
Susan Sacquifne Druck (1993). Studio Artist/Voice, part-time, Music. B.A., Iowa State
University; M.A., University of Iowa.
Francoise M. duRivage (1993). Instructor, part-time, Modem Languages. B.A., Universite
de Bordeaux 1.1;M.A., Universite de Paris IV (Sorbonne); M.A., Ph.D., Duke University.
Linda D. Dyer (1995). Assistant Professor of Education. B.S., Bridgewater State College;
M.S., Mankato State University; Ph.D., University of Minnesota.
Grace B. Dyrud (1962). Professor of Psychology. B.A., M.A., Ph.D., University of Minnesota.
E
Blanca-Rosa Egas (1991). Associate Professor of Social Work. M.P.H., University of Minnesota; Lic.Ed., M.D., University of Guayaquil, Ecuador.
Mary G . Endorf (1986). Instructor, part-time, MAL Program. B.A., Hamline University;
M.S., SUNY - Cortland; Ph.D., University of Minnesota.
Mark J. Engebretson (1976). Professor of Physics. B.A., Luther College; M.Div., Luther
Theological Seminary; M.S., Ph.D., University of Minnesota.
Carol A. Enke (1986). Instructor, Health and Physical Education. B.S., M.Ed., University of
Minnesota.
Joseph A. Erickson (1990). Assistant Professor of Education. B.A., M.A., University of St.
Thomas; M.A., Luther-Northwestern Theological Seminary; Ph.D., University of
Minnesota.
*zAugsburg College Faculty
Kenneth N. Erickson (1964).Professor of Physics. B.A., Augsburg College; M.S., Michigan
State University; Ph.D., Colorado State University.
Lynn M. Erickson (1991).Studio htist/Tnunpet, part-time, Music. B.A., Bethel College;
M.F.A., D.M.A., University of Minnesota.
F
Heidi M. Farrell(1995).Instructor, part-time, Modem Languages. B.A., Augsburg College;
M.A., Middlebury College; J.D., University of Minnesota.
Thomas J. Feldstein (1995).Instructor, part-time, Physician Assistant Studies. B.S., University of Minnesota; Phm.D., University of Minnesota.
Norman B. Ferguson (1972).Professor of Psychology. B.A., Franklin and Marshall College;
M.S., Ph.D., University of Wisconsin.
Lucie K. Ferrell(1992).Associate Professor of Nursing. B.S., College of St. Catherine; M.N.,
University of California-Los Angeles, Ph.D., Adelphi University.
Anita L. Fisher (1991).Instructor, part-time, Modem Languages. B.A., M.A., University of
Montana.
Phillip F. Fishman (1988).Assistant Professor, part-time, Political Science. B.S., University
of Wisconsin-Madison; J.D., Washgton University; M.S.W., St. Louis University.
Ann C. Fleener (1987). Assistant Professor of Education. B.S., M.A., Ph.D., University of
Minnesota.
Marilyn E. Florian (1980).Assistant Professor of Health and Physical Education, Women's
Athletic Director. B.A., Augsburg College; M.S., St. Cloud State University.
Bruce D. Forbes (1990).Instructor, part-time, Religion. B.A., Morningside College; M.Th.,
Perkins School of Theology; Ph.D., Princeton Theological Seminary.
Karen B. Franzmeier (1993).Instructor, part-time, Education. B.A., Concordia College;
M.A., University of Minnesota.
Robert P. Friederichsen (1971).Assistant Professor, part-time, Art. B.A., Bethel College;
M.A., Pennsylvania State University.
Mark L. Fuehrer (1969).Professor of Philosophy. B.A., University of St. Thomas; M.A.,
Ph.D., University of Minnesota.
C
Stephen M. Gabrielsen (1963).Professor of Music. B.A., Augsburg College, D.M.A.,
University of Minnesota.
George M. Gaetano (1993).Instructor, part-time, Speech, Communication, and Theatre
Arts. B.A., Hunter College; M.A., University of Minnesota; Ph.D., University of
Minnesota.
Jeny Gerasimo (1971).Professor of Sociology. B.A., Lake Forest College; M.A., Ph.D.,
University of Chicago.
Richard A. Germundsen (1987).Associate Professor of Education. B.S., Mankato State
University; M.A., American University; Cand. Mag.,Universitet i Bergen, Norway;
Ph.D., University of Minnesota.
Robert J. Geroux (1996).Instructor, part-time, Political Science. B.A., Gonzaga University;
Augsburg College Faculty 259
Jennifer L. Gerth (Loubriel) (1994).Studio Artist/Clarinet, part-time, Music. B.A., St. Olaf
College; M.M., Northwestern University.
Patricia K. Gladchild (1995). Instructor, part-time, Political Science. B.A., M.A., A.B.D.,
University of Minnesota.
Joseph Michael Gonzalez-Campoy (1995). Instructor, part-time, Physician Assistant
Studies. B.A., Macalester College; M.D., Ph.D., Mayo Medical School and Mayo
Graduate School.
Paul H. Grauer (1979). Instructor, Health & Physical Education. Men's Athletic Director.
B.S., Concordia of Nebraska; M.Ed., University of Nebraska; M.A., Ph.D., University of
Minnesota.
Karen M. Graves (1991). Instructor, part-time, Education. B.A., St. Cloud State University;
M.A., University of St. Thomas.
Nansee L. Greeley (1996). Instructor, part-time, Education. B.A., M.A., University of
Minnesota.
Douglas E. Green (1988). Associate Professor of English. B.A., Amherst College; M.A.,
Ph.D., Brown University.
William D. Green (1991). Assistant Professor of History. B.A., Gustavus Adolphus College;
M.A., Ph.D., J.D., University of Minnesota.
Richard A. Gresczyk (1990). Instructor, part-time, Modem Languages. B.S., M.Ed., University of Minnesota.
Joan L. Griffin (1986). Associate Professor of English. A.B., Washington University; M.A.,
Ph.D., Harvard University.
Nancy J. Grundahl(1993). Instructor, part-time, Music. B.M., St. Olaf College; M.F.A.,
University of Minnesota.
Nancy G. Guilbeault (1988). Instructor, part-time, Health and Physical Education, Director
of Counseling. B.A., M.A., Ph.D., University of Minnesota.
Konrad E. Gunderson (1994). Instructor, part-time, Business Administration/Accounting/
MIS. B.A., Luther College; MS., University of Wisconsin-Madison; Ph.D., University of
Nebraska-Lincoln.
Satya P. Gupta (1976). Professor of Economics. B.S., MS., Agra University, India; M.S.,
Ph.D., Southern Illinois University.
Donald R. Gustafson (1961).Professor of History. B.A., Gustavus Adolphus College; M.A.,
Ph.D., University of Wisconsin.
Arlin E. Gyberg (1967). Professor of Chemistry. B.S., Mankato State University; Ph.D.,
University of Minnesota.
Abo El-Yazeed T. Habib (1989). Instructor, part-time, Business Administration/Accounting/MIS. Master of Accounting, Cairo University, Egypt; M.A., Mankato State
University; Ph.D., University of North Texas.
Panduleni S. Hailonga (1993). Academic Coordinator, Academic Programs in Namibia.
B.S., Windhoek College of Nurses; M.S., Leeds Metropolitan University, United
Kingdom.
260
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Augsburg College Faculty
Roxanne Hale (1991). Instructor, part-time, Modem Languages. B.A., University of the
Paclfic; M.A., University of Minnesota.
Anthony R. Hansen (1990). Instructor, part-time, Physics. B.A., University of MinnesotaMorris; MS., Ph.D., Iowa State University.
Daniel S. Hanson (1988).Instructor, part-time, MAL Program. B.A., Augsburg College;
M.A., University of Minnesota.
Dolores V. Hanson (1993). Instructor, part-time, Education. B.S., University of Minnesota;
B.S., Moorhead State University.
John A. Hanson (1991). Instructor, part-time, Psychology. B.S., University of Wisconsin-Eau
Claire; MS., University of Wisconsin-Stout; M.S.Ed., University of Wisconsin-Oshkosh;
Ph.D., University of Toledo.
M. Anaam Hashmi (1990). Instructor, part-time, Business Administration/Accounting/
MIS. B.E., N.E.D., University of Engineering & Technology, Karachi, India; M.B.A, Ball
State University; D.B.A., Kent State University.
Emily L. Hause (1995). Assistant Professor of Psychology. B.A., University of WisconsinMadison; M.A., Ph.D., Ohio State University.
James T. Hayes (1991). Assistant Professor of Speech, Communication, and Theatre Arts.
B.S.E., M.S., Emporia State University; Ph.D., University of Wisconsin-Madison.
Robert G. Hazen (1995). Instructor, part-time, Education. B.A., Macalester College; B.S.,
M.Ed., University of Minnesota.
Milda K. Hedblom (1971).Professor of Political Science, Director of Canadian Studies
Program. B.A., Macalester College; M.A., J.D., Ph.D., University of Minnesota.
Peter A. Hendrickson (1994).Assistant Professor and Director of Choral Activities. B.A.,
Augsburg College; M.A. Columbia University; D.M.A., Manhattan School of Music.
Robert S. Herforth (1967). Professor of Biology. B.A., Wartburg College; M.S., Ph.D.,
University of Nebraska.
Alice L. Hermann (1993). Academic Coordinator, Academic Programs in Central America.
B.S., University of Nebraska; M.A., Kent State University.
Garry W. Hesser (1977). Professor of Sociology, Director of Experiential Education, Director
of Metro-Urban Studies. B.A., Phillips University; M.Div., Union Theological Seminary;
M.A., Ph.D., University of Notre Dame.
Norman D. Holen (1964). Professor of Art. B.A., Concordia College, Moorhead; M.F.A.,
University of Iowa.
Paul L. Holmer (1986).Distinguished Visiting Professor, part-time, Philosophy. B.A., M.A.,
University of Minnesota; Ph.D., Yale University.
Anne M. Holmquest (1991).Assistant Professor of Speech, Communication, and Theatre
Arts. B.F.A., Drake University; M.A., Ph.D., University of Iowa.
Bradley P. Holt (1981). Professor of Religion. B.A., Augsburg College; B.D., Luther Theological Seminary; M.Phil., Ph.D., Yale University.
Marilyn N. Horowitz (1988). Instructor, part-time, Business Administration/Accounting/
MIS. B.A., M.B.E., University of Minnesota.
Mary A. Budd Horozaniecki (1988).Studio Artist/Violin and Viola, part-time, Music. B.M.,
TnAiana T T n i x r n r c i h r
Augsburg College Faculty 261
Kenneth B. Huber (1989). Studio Artist/Piano, part-time, Music. B.M., M.M., Indiana
University.
David Hudson (1990). Instructor, part-time, English. B.A., M.A., Ph.D., University of
Minnesota.
Susan A. Hyman (1994). Instructor, part-time, English. B.A., M.A.W., University of Iowa;
Ph.D., University of Minnesota.
I
Gretchen Kranz Irvine (1993). Assistant Professor of Education. B.S., College of St. Teresa;
M.S., University of Wisconsin-River Falls; Ph.D., University of Minnesota.
J
Lisa E. Jack (1994). Instructor. B.A., Occidental College; M.A., Ph.D., University of Southern
California.
W. Pearl Jackson(1995). Instructor, part-time, Social Work. B.S.W., Fort Valley State
College; M.S.W., University of Minnesota.
William H. Jasperson(1990). Instructor, part-time, Physics. M.B.A., University of Minnesota. B.S., M.S., Ph.D., University of Wisconsin.
David A. Johnson (1995). Instructor, part-time, Physician Assistant Studies. B.S., University
of Wisconsin-Madison; PA Certification, University of Wisconsin-Madison.
Duane E. Johnson (1968). Professor of Psychology. B.A., Huron College; B.A., University of
Minnesota; M.E., South Dakota State University; Ph.D., University of Minnesota.
JeffreyE. Johnson(1985). Associate Professor of Physics. B.S., M.S., M.B.A., Ph.D., University of Minnesota.
Martha B. Johnson(1988). Associate Professor of Speech, Communication, and Theater.
Director, East and Southeast Asian Studies. B.A., M.A., Ph.D., University of WisconsinMadison.
David R. Jones (1995). Instructor, part-time, Business Administration/Accounting/MIS.
B.S., University of Wisconsin-Lacrosse; M.S., University of St. Thomas.
JeffreyF. Judge (1995). Instructor, part-time, Modem Languages. B.A., Augsburg College,
M.A., Middlebury College.
K
Amin E. Kader (1974). Associate Professor of Business Administration/Accounting/MIS.
B.Comm., University of Cairo, Egypt; M.B.A., University of Michigan.
Gerald T. Kaminski (1994). Instructor, part-time, Business Administration/Accounting/
MIS. B.S., M.S., Case Western Reserve; M.B.A., College of St. Thomas.
Kenneth S. Kaminsky (1987). Professor of Mathematics. A.B., M.S., Ph.D., Rutgers State
University.
JaneA. Kammeman (1986). Instructor, part-time, Business Administration/Accounting/
MIS. B.A., University of California; J.D., University of Minnesota.
Manuel E. Kaplan (1995). Medical Director, Assistant Professor of Physician Assistant
Studies. B.S., University of Arizona; M.D., Harvard Medical School.
262
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Augsburg College Faculty
Robert A. KarlCn (1959). Professor of Music. B.M., New England Conservatory; M.A.,
University of Minnesota.
Tish Keahna (1996). Instructor, part-time, American Indian Studies. J.D., University of
Minnesota.
Martha H. Kelly (1995). Academic Coordinator, Assistant Professor of Physician Assistant
Studies. B.A., Michigan State University; PA Certification, Bowman Gray School of
Medicine.
John W. Kenny (1992). Instructor, part-time, Psychology. B.A., John Carroll University;
M.A., Ph.D., University of Illinois-Urbana.
Christopher W. Kimball(1991). Associate Professor of History. B.A., McGill University;
M.A., Ph.D., University of Chicago.
Mary A. Kingsley (1965). Associate Professor of Modem Languages. B.A., St. Olaf College;
M.A., Middlebury College.
Vivian L. Klauber (1996). Instructor, part-time, Health and Physical Education. B.A.,
George Washington University; M.A., SUNY - Albany.
Merilee I. Klemp (1980). Assistant Professor of Music. B.A., Augsburg College; M.A.,
University of Minnesota.
Alvin L. Kloppen (1976). Assistant Professor of Health and Physical Education. B.S.,
Augustana College; M.A., University of South Dakota.
Boyd N. Koehler (1967). Associate Professor, Librarian. B.A., Moorhead State College;
M.A., University of Minnesota.
Diana I. Kordas (1995). Instructor, part-time, English. B.A., M.A., SUNY - Buffalo; M.A.,
California State University - Dominguez Hills.
Marilyn A. (Lynn) Kramer (1994). Instructor, part-time, English. B.A., University of
Wisconsin - Madison; M.A., University of Wisconsin - Milwaukee.
Carol F. Kuechler (1994). Assistant Professor of Social Work. B.A., Marquette University;
M.S.W., University of Wisconsin-Madison; Ph.D., University of Minnesota.
Thomas L. Kuhlman (1990). Instructor, part-time, Psychology. B.A., Marquette University;
M.A., Xavier University; Ph.D., Case Western Reserve University.
Diane 0.Kuhlmann (1995). Instructor, part-time, Business Administration/Accomting/
MS. B.A., M.B.T., M.B.A., University of Minnesota.
Joan C. Kunz (1987). Associate Professor of Chemistry. B.S., University of Missouri-St.
Louis; Ph.D., University of Wisconsin-Madison.
Scott E. Kuster (1994). Academic Coordinator, Academic Programs in Namibia. B.A.,
School of International Affairs at George Washington University; M.A., School of
Education at the American University.
L
Steven J. LaFave (1991). Assistant Professor of Business Administration/Accomting/MIS.
B.A., Michigan State University; M.A., University of Michigan; M.B.A., University of
Minnesota.
David V. Lapakko (1986). Assistant Professor of Speech, Communication, and Theatre Arts.
B.A.. Macalester College: M.A.. Ph.D.. Universitv of Minnesota.
Augsburg College Faculty 263
Andrew P. Lawson (1992). Instructor, part-time, Sociology. B.S., Portland State University;
M.Ed., Penn State University.
Patrick R. Leacock (1995). Instructor, part-time, Biology. B.A., M.S., University of Minnesota.
Caroline M. Lemen (1991). Studio Artist/French Horn, part-time, Music. B.A., Potsdam
College of Arts and Science, SUNY; M.M., Northwestern University.
Mark Lester (1995). Academic Coordinator, Academic Programs in Nicaragua. B.A., St. Pius
X Seminary; M.A., Mount St. Mary's Seminary.
Cheryl J. Leuning (1996). Instructor, part-time, Nursing. B.A., Augustana College; M.S.,
University of Minnesota; Ph.D., University of Utah.
Terry L. Lewis (1995). Clinical Coordinator, Assistant Professor of Physician Assistant
Studies. B.S., Sienna Heights College; PA Certification, Baylor University.
Lynn E. Lindow (1985). Instructor, part-time, Education. B.S., Mankato State University;
M.S. North Dakota State University.
Rosemary J. Link (1986). Associate Professor of Social Work. B.A., University of
Southampton; M.Sc., London University; Ph.D., University of Minnesota.
Victoria M. Littlefield (1992).Assistant Professor of Psychology. Director of Faculty
Development. A.B., University of Michigan-Flint; M.A., Ph.D., Miami University.
Roseann Lloyd (1995). Instructor, part-time, English. B.S., M.A., University of Minnesota.
Lori L. Lohman (1990). Assistant Professor of Business Administration/Accounting/MIS.
B.A., M.B.A., University of Minnesota.
J. Lynne F. Lorenzen (1988).Associate Professor of Religion. B.A., University of Iowa;
M.Div., Luther Seminary; M.A., Ph.D., The Claremont Graduate School.
Kristen Melum Lowe (1996). Instructor, part-time, Art. B.F.A., Minneapolis College of Art
and Design; M.F.A., School of the Museum of Fine Arts/Tufts University.
Dawn B. Ludwig (1995). Director, Assistant Professor of Physician Assistant Studies. B.A.,
University of Colorado, Denver; M.S., University of Colorado Health Science Center;
PA Certification, University of Colorado Health Science Center.
Steven P. Lund (1982). Studio Artist/Trombone, part-time, Music. B.S., University of
Minnesota.
Mary Ellen Lundsten (1977). Assistant Professor, part-time, Political Science. B.A., Smith
College; M.A., Johns Hopkins School of Advanced International Studies; Ph.D.,
University of Minnesota.
Ann Lutterman (1993). Academic Coordinator, Academic Programs in Mexico. B.A.,
Earlham College; M. Div., Yale Divinity School.
M
Karen M. Mateer (1984).Assistant Professor, Librarian. B.S., University of South Dakota;
M.A., University of Iowa.
John B. McAllister, 111(1991). Instructor, Global Education. B.A., Bates College; M.A.,
University of Minnesota.
Elena McCollim-Medina (1991). Instructor, Global Education. B.A., University of Califor-
264
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Augsburg College Faculty
Esther G. McLaughlin (1989).Associate Professor of Biology. B.A., Ph.D., University of
California-Berkeley.
Mary Lee McLaughlin (1993). Assistant Professor, Librarian. B.A., Western Michigan
University; A.M.L.S., University of Michigan; M.A., Michigan State University.
Patrick Mendis (1995). Instructor, part-time, Business Administration/Accounting/MIS.
B.S., University of Sri Lanka, Ceylon; M.A., Hubert H. Humphrey Institute of Public
Affairs; Ph.D., University of Minnesota.
Roberta K. Metzler (1974). Associate Professor of Music. B.A., Park College; B.Music Ed.,
M.Music Ed., University of Kansas.
Cynthia J. Meyer (1994). Instructor, part-time, Psychology. B.A., Macalester College; M.A.,
Ph.D., University of Minnesota.
Fekri Meziou (1987). Associate Professor of Business Administration/Accounting/MIS.
B.A., University of Tunis, Tunisia; M.A., Ph.D., University of Minnesota.
Ernest Miel (1993). Instructor, part-time, Education. B.A., University of Minnesota; B.A.,
M.Ed., Macalester College.
Jeannette H. Milgrom (1992). Instructor, part-time, Social Work. B.S.W., Christian Social,
Academy, Groningen, Netherlands; M.S.W., University of Minnesota.
David M. Miller (1996). Instructor, part-time, Social Work. A.S.S., Nassau Community
College; B.A., M.S., and C.A.S., SUNY - Albany; A.B.D., Temple University.
Kinney G . Misterek (1989).Instructor, part-time, Business Administration/Accounting/
MIS. B.S., M.B.A., University of South Dakota; M.B.T., University of Minnesota.
John R. Mitchell (1968). Associate Professor of English. B.A., Maryville College; M.A.,
University of Tennessee.
William B. Monsma (1987). Instructor, part-time, Physics. B.A., Calvin College; M.Div.,
Calvin Seminary; Ph.D., University of Colorado.
Thomas F. Morgan (1983). Professor of Business Administration/Accounting/MIS.B.S.,
Juniata College; M.B.A., University of Denver; M.S., University of Oregon; Ph.D.,
University of Minnesota.
William D. Moms (1987). Assistant Professor, part-time, Political Science. B.A., Oakland
University; Ph.D., Camegie-Mellon University.
Garth M. Momsette (1996). Instructor, part-time, Economics. B.S., University of Oregon;
M.S., University of Wyoming.
Joseph E. Myss (1994). Instructor, part-time, Business Administration/Accounting/MIS.
B.S., St. Joseph's College; M.B.A., Indiana University.
Patricia A. Murphy (1995). Assistant Professor of Health & Physical Education. B.S., M.S.,
Mankato State University.
N
Sharol A. Nau (1993). Instructor, part-time, Art. B.A., Carleton College; M.F:A., Michigan
State University.
Eliawira N. Ndosi (1990).Instructor, part-time, Economics. B.A., Carleton College; M.A.,
University of Minnesota.
Augsburg College Faculty 265
Gordon L. Nelson (1967).Professor of Sociology. B.A., M.A., University of Minnesota; B.D.,
Luther Theological Seminary; M.A., Ph.D., University of Chicago.
Richard C. Nelson (1968).Professor of History. B.A., University of Nebraska; M.A., Ph.D.,
University of Minnesota.
Jack Nelson-Pallmeyer (1984).Instructor, part-time, Religion. B.A., St. Olaf College; M.Div.,
Union Theological Seminary.
Catherine C. Nicholl(1973).Professor of English. B.A., Hope College; M.A., University of
Michigan; Ph.D., University of Minnesota.
Beverly J. Nilsson (1977).Professor of Nursing. B.S.N., M.S., Ph.D., University of Minnesota.
Norma C. Noonan (1966).Professor of Political Science. B.A., University of Pennsylvania;
M.A., Ph.D., Indiana University.
0
Celeste M. O'Brien (1975). Studio Artist/Piano, part-time, Music. B.A., Hamline University.
Susan E. O'Connor (1994).Assistant Professor of Education. B.S., University of Minnesota;
M.S., Ph.,D., Syracuse University.
Michael E. O'Neal(1989). Assistant Professor, part-time, Sociology. B.A., University of
Missouri; M.A., Ph.D., University of Minnesota.
William H. Ojala (1995).Instructor, part-time, Chemistry. B.S., College of Great Falls,
Montana; Ph.D., University of Minnesota.
Wayne Olhoft (1993).Instructor, Business Administration/Accomting/MIS. B.A., Metropolitan State University, St. Paul, Minnesota; M.B.A., University of Minnesota.
Sandra L. Olmsted (1979).Assistant Professor of Chemistry. B.A., Augsburg College; M.S.,
University of Wisconsin; Ph.D., University of Minnesota.
Stephen T. Olsen (1992).Instructor, part-time, Speech, Communication, and Theatre Arts.
B.A., St. Olaf College; MA., Ph.D., The Pennsylvania State University.
Bettye Olson (1992). Director, College of the Third Age. B.S., M.Ed., University of Minnesota.
Lila J. Olson (1990). Instructor, part-time, Music. B.M., University of Kansas; M.M.,
University of Nebraska.
Vicki B. Olson (1987).Associate Professor of Education. B.S., M.A., Ph.D., University of
Minnesota.
Jack W. Osberg (1991). Instructor, Health and Physical Education. Head Football Coach.
B.A., Augsburg College.
Paul H. Ousley (1993).Orchestra Director. B.M., University of Wisconsin-Eau Claire; M.M.,
Eastman School of Music.
Magdalena M. Paleany-Zapp (1986).Associate Professor of Business Administration/
Accounting/MIS. B.A., M.A., Central School for Planning and Statistics, Warsaw,
Poland; Ph.D., Akademia Ekonomiczna, Krakow, Poland.
266
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Augsburg College Faculty
Ronald G . Palosaari (1965).Professor of English. B.A., Bethel College; B.Div., Bethel
Seminary; M.A., Ph.D., University of Minnesota.
Sharon K. Patten (1991). Associate Professor of Social Work. B.A., St. Olaf College; M.S.W.,
M.A., Ph.D., University of Minnesota.
Catherine L. Paulsen (1990). Instructor, part-time, Religion. B.A., St. Olaf College; M.A.,
Lone Mountain College.
Curtis Paulsen (1990). Associate Professor of Social Work. B.A., St. Olaf College; M.S.W.,
University of Minnesota; Ph.D., Fielding Institute.
Richard W. Pearl (1992).Instructor, part-time, Education. B.A., M.A., University of St.
Thomas.
Dale C. Pederson (1992). Associate Professor of Biology. B.A., Augsburg College; Ph.D.,
University of Minnesota.
Thomas J. Pederson (1995). Instructor, part-time, Mathematics. B.S., Georgia State University; M.A., University of Minnesota.
Paul E. Pender (1985).Instructor, part-time, Business Administration/Accomting/MIS.
B.A., M.B.A., University of Wisconsin.
Rick A. Penning (1993). Studio Artist/Voice, part-time, Music. B.A., Luther College; M.M.,
University of Cincinnati.
William S. Perkins (1995). Instructor, part-time, Business Administration/Accomting/
MIS. B.A., University of Detroit.
Curtis C. Peter (1983). Instructor, part-time, Religion. B.A., Wartburg College; M.Div.,
Wartburg Theological Seminary.
Noel J. Petit (1984).Professor of Computer Science. B.A., St. Olaf College; M.S., Ph.D.,
University of Minnesota.
Ronald W. Petrich (1980). Instructor, part-time, Education. B.A., Augsburg College; M.A.,
United Theological Seminary.
Pary Pezechkian-Weinberg (1994). Assistant Professor of Modem Languages. B.A.,
National University, Tehran; M.A., University of Nice; Ph.D., UCLA.
Joyce M. Pfaff (1966). Associate Professor, part-time, Health and Physical Education. B.A.,
Augsburg College; M.Ed., University of Minnesota.
Diane L. Pike (1981). Professor of Sociology. A.B., Connecticut College; Ph.D., Yale University.
Sandra L. Powers (1990). Studio Artist/Clarinet, part-time, Music. B.M., Eastman School of
Music; M.M., Northwestern University.
T. Peter Przytula (1993). Instructor, part-time, Political Science. M.A., University of Lo&,
Poland; M.A., Ph.D., University of Minnesota; Ph.D., University of Poznan, Poland.
Q
Philip A. Quanbeck (1957). Professor of Religion. B.A., Augsburg College; B.D., Augsburg
Theological Seminary; M.Th., Ph.D., Princeton Theological Seminary.
Philip A. Quanbeck, I1 (1987). Assistant Professor of Religion. B.A., St. Olaf College;
M.Div., Luther Theological Seminary.
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Augsburg College Faculty 267
R
Larry C. Ragland (1985). Professor of Computer Science. B.S., M.A., Central Missouri State
College; Ph.D., University of Texas at Austin.
0.Nicholas Raths (1987). Instructor, part-time, Music. B.M., M.M., University of Minnesota.
Margaret A. Reed (1994). Instructor, part-time, Education. Ph.D., University of Minnesota.
Bruce R. Reichenbach (1968). Professor of Philosophy. B.A., Wheaton College; M.A., Ph.D.,
Northwestern University.
Mary K. Roberts (1994). Instructor, part-time, Education. B.A., Mount Marty College; M.A.,
University of St. Thomas.
M. Bridget Robinson-Riegler(1994). Assistant Professor of Psychology. B.A., Indiana
University; Ph.D., Purdue University.
Carlos Robles-Cruz (1993). Instructor, part-time, Speech, Communication, and Theater
Arts. Diploma in Theater Arts, Institute Arte Escenico, Mexico City.
Steven W. Roecklein (1996). Instructor, part-time, Social Work. B.S., Wisconsin State
University; M.S., M.S.W., University of Wisconsin; Ph.D., Iowa State University.
Glenda D. Rooney (1992). Associate Professor of Social Work. B.S., University of North
Texas; M.S.W., University of Illinois; Ph.D., University of Minnesota.
Patricia L. Rude (1990). Instructor, part-time, Education. B.A., Gustavus Adolphus College;
M.Ed., University of Minnesota.
Patricia L. Rustad (1996). Instructor, part-time, Physician Assistant Studies. B.S., Colorado
State University; MS., University of Colorado.
s
Edward M. Sabella (1967). Professor of Economics. B.S., University of Rhode Island; Ph.D.,
University of Minnesota.
Pauline T. Sateren (1974). Assistant Professor, part-time, Education. B.A., Northwestern
College; M.M.Ed., University of Colorado.
Merlyn E. Satrom (1995). Insb-uctor, part-time, Religion. B.A., Luther College; M.Div.,
Luther Theological Seminary; D.Th., Philipps-Universitat, Marburg/Lahn, Germany.
Edwin J. Saugestad (1959). Associate Professor of Health and Physical Education. B.A.,
Augsburg College; M.A., University of Minnesota.
Milo A. Schield (1985). Associate Professor of Business Adrninistration/Accounting/MIS.
B.S., Iowa State University; MS., University of Illinois; Ph.D., Rice University.
John S. Schmit (1990). Assistant Professor of English, part-time. B.S., St. John's University;
M.A., University of New Orleans; Ph.D., University of Texas.
Michael D. Schock (1993). Assistant Professor of Social Work. B.A., University of Washington; M.S.W., University of Minnesota; Ph.D., University of Washington.
Janet L. Vatsaas Schubert (1994). Instructor, part-time, Modern Languages. B.A., Augsburg
College; Diplomprme i norsk sprdk og litteratur, University of Oslo.
Sandra Nei Schulte (1987). Costume Designer, part-time, Speech, Communication, and
Theatre Arts. B.A., M.A., M.F.A, University of Minnesota.
- Augsburg College Faculty
David G . Schwain (1995). Instructor, part-time, Business Administration/Accounting/MIS.
B.B.A., University of Cincinnati; M.B.A., Harvard Graduate School of Business.
Kathryn A. Schwalbe (1991). Assistant Professor of Business Administration/Accounting/
MIS. B.S., University of Notre Dame; M.B.A., Northeastern University, Ph.D., University of Minnesota.
Laura Sewell (1991). Studio Artist/Cello, part-time, Music. B.M., The Juilliard School;
M.M., The Cleveland Institute of Music.
Frankie B. Shackelford (1990). Associate Professor of Modem Languages. B.A., Texas
Christian University; Ph.D., University of Texas.
Timothy J. Shaw (1995). Instructor, part-time, Physician Assistant Studies. B.A., St. Mary's
College; Ph.D., University of Minnesota.
Charles M. Sheaffer (1995). Assistant Professor of Computer Science. B.A., Metropolitan
State University; M.S., Ph.D., University of Minnesota.
Ryan Rae Sheppard (1994).Instructor, part-time, Sociology. B.S., University of Minnesota;
M.A., University of Southern California.
Judith E. Shevelev (1993). Academic Coordinator, Academic Programs in Mexico. B.A.,
University of California at Davis; M.A., Columbia University.
Deep Shikha (1991). Instructor, part-time, Economics. B.A., Delhi University, India; M.A.,
M.Ph., Delhi School of Economics; Ph.D., Louisiana State University.
Edward R. Skarnulis (1990).Professor of Social Work. B.A., Omaha University; M.S.W.,
Ph.D., University of Nebraska.
Gail S. Smogard (1993). Instructor, part-time, Speech, Communication and Theatre Arts.
B.A., St. Cloud State College; M.F.A., Southern Methodist University.
Paul M. Sotkiewicz (1995). Instructor, part-time, Economics. B.A., University of Florida;
M.A., University of Minnesota.
Roman Soto-Feliu (1993). Assistant Professor of Modem Languages. B.A., M.A.,
Universidad de Concepcion, Chile; Ph.D., The Catholic University of America.
Robert J. Stacke (1990). Assistant Professor of Music, Band and Jazz Director. B.A.,
Augsburg College; M.A., University of St. Thomas.
Clarice A. Staff (1995). Assistant Professor of Social Work. B.A., Augsburg College; M.S.,
D.S.W., Columbia University.
John J. Stangl(1991). Instructor, part-time, Education. B.S., M.A., University of Minnesota.
Nancy K. Steblay (1988). Associate Professor of Psychology. B.A., Bemidji State University;
M.A., Ph.D., University of Montana.
John P. Stein (1992). Instructor, part-time, Economics. B.S., University of Detroit; M.A.,
University of Illinois.
Donald B. Steinmetz (1968). Professor of Modem Languages. B.A., M.A., Ph.D., University
of Minnesota.
Stuart M. Stoller (1986). Associate Professor of Business Administration/Accounting/MIS.
B.S., M.S., Long Island University.
Jean R. Strait (1994).Assistant Professor of Education. B.S., University of Pittsburgh; M.S.,
Moorhead State University; Ph.D., University of Minnesota.
Augsburg College Faculty 269
Dianne L. Strandberg (1989). Instructor, part-time, Education. B.S., M.S., Mankato State
University.
Beverly J. Stratton (1986). Associate Professor of Religion. B.A., M.A., Boston University;
M.A., D.Th., Luther Seminary.
Grace K. Sulerud (1966). Associate Professor, Librarian. B.A., Augsburg College; M.A.,
University of Minnesota; M.A., University of Minnesota. (NOTE: one M.A. in English
Literature; one M.A. in Library Science)
Kathryn A. Swanson (1985). Professor of English. B.A., St. Olaf College; M.A., Ph.D.,
University of Minnesota.
Gabriela Sweet (1992).Instructor, part-time, Modem Languages. B.S., State University of
New York, Oneonta.
William Swenson (1989). Instructor, part-time, MAL Program. A.B., Ph.D., University of
Chicago.
T
Philip J. Thompson (1959). Professor of Art. B.A., Concordia College, Moorhead; M.F.A.,
University of Iowa.
Sonja K. Thompson (1993). Instructor, part-time, Music. B.M., University of Minnesota;
M.M., The Juilliard School.
Mark D. Tranvik (1995). Assistant Professor of Religion. B.A., Luther College; M.Div., Yale
University; Th.D., Luther Seminary.
James G . Trelstad-Porter (1993). Academic Coordinator, Academic Programs in Mexico.
B.A., Augustana College; M.A., American University.
Cynthia K. Troy (1990). Instructor, part-time, Psychology. B.A., University of California,
Santa Cruz; Ph.D., University of Minnesota.
U-v
Rebekah Valdivia (1995).Assistant Professor of Mathematics. B.A., University of Wisconsin; M.S., Ph.D., Washington State University.
David E. Venne (1992). Instructor, part-time, Physics. B.S., University of Minnesota; Ph.D.,
Iowa State University.
Joseph M. Volker (1993).Instructor, part-time, M.A.L. Program. B.A., University of
California-Irvine; M.A., Ph.D., University of Minnesota.
W-X-Y-z
Anthony R. Wagner (1993). Instructor, part-time, Social Work. B.A., M.S.W., University of
Minnesota.
Ronald F. Walter (1988).Instructor, part-time, Modem Languages. B.A., Swarthmore
College; M.A., Ph.D., Indiana University.
Donald M. Warren (1980). Instructor, part-time, Introduction to Liberal Arts, Director of
Academic Enrichment. B.A., M.A., University of Minnesota.
Catherine M. Warrick (1996). Instructor, part-time, Education. B.A., Pasadena College;
M.A., University of Southern California; Ph.D., Indiana University - Bloomington.
270
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Augsburg College Faculty
Charee M. Watters (1990). Instructor, part-time, Business Administration/Accounfing/MIS
B.A., University of Minnesota; M.Org.L., College of St. Catherine; M.B.A., University of
St. Thomas.
Rita R. Weisbrod (1991). Assistant Professor of Sociology. B.A., M.A., University of
Minnesota; Ph.D., Comell University.
Pamela J.Weiss (1983). Associate Professor, Nursing. B.A., University of Nebraska; M.P.H.,
Ph.D., University of Minnesota.
Patricia F. Weiss (1991). Associate Professor, part-time, Education, Paideia Associate-inResidence. B.A., Boston College; M.Ed., Ph.D., University of North Carolina, Chapel
Hill.
JeanH. Whalen (1995).Instructor, part-time, Education. B.S., M.A., University of Minnesota.
Mary Louise Williams (1984). Assistant Professor of Social Work. B.F.A., M.S.W., University of Pennsylvania.
Thearhice Williams (1993). Instructor, part-time, Social Work. B.A., University of Illinois;
M.S.W., University of Pennsylvania.
Marcus A. Wing (1995). Instructor, part-time, Education. B.S., Moorhead State University;
M.S., Winona State University; Ph.D., University of Minnesota.
Maria K. Woroby (1990). Assistant Professor, Librarian, Director of Women's Studies. B.S.,
M.A., University of Minnesota.
Angela J. Wyatt (1981). Studio Artist/Saxophone, part-time, Music. B.A., St. Olaf College,
Certificate, L'Academie Intemationale, Nice, France.
Robert D. Wykstra (1989). Instructor, part-time, Business Administration/Accomfing/
MIS. B.A., Calvin College; M.B.A., Westem Michigan University.
Fidel Xinico (1995).Academic Coordinator, Academic Programs in Guatemala. B.A.,
Francisco Marroquin in Guatemala; M.Div., St. Paul Seminary at the University of St.
Thomas, Minnesota.
William C. Youngblood (1990). Instructor, part-time, Psychology. B.A., Valparaiso University; M.A., Indiana University; M.Div., Bethel Theological Seminary; Ph.D., University
of Minnesota.
Beth L. Zemsky (1995). Instructor, part-time, Social Work. B.S., Comell University; M.Ed.,
M.S.W., Washington University.
Stephen Y. Zheng (1990). Assistant Professor of Mathematics. B.S., Sichuan University;
Ph.D., University of Minnesota.
Lyla M. Anderegg, Professor Emerita of Psychology. B.A., University of Minnesota; M.A.,
Northwestern University.
Barbara L. Andersen, Professor Emerita of English, B.A., Northwestern College, M.A.,
Northwestern University.
Ernest W. Anderson, Professor Emeritus of Health and Physical Education. B.A., Augsburg
College; M.Ed., University of Minnesota.
Dr. Oscar A. Anderson, President Emeritus. B.A., St. Olaf College; B.D., Luther Theological
Seminary; L.L.D., Concordia College, Moorhead.
Margaret J. Anderson, Professor Emerita, Library. B.S., M.A., University of Minnesota.
Dr. Raymond E. Anderson, Professor Emeritus of Speech, Communication and Theatre.
B.S., M.A., Ph.D., University of Minnesota.
Valeria Baltina, Professor Emerita of Modem Languages. Magister der Philosophia,
University of Latvia.
Dr. Richard A. Borstad, Professor Emeritus of Health & Physical Ed., B.A., M.A., Ph.D.,
University of Minnesota.
Dr. Carl H. Chrislock, Professor Emeritus of History. B.A., Augsburg College; M.A., Ph.D.,
University of Minnesota.
L. Gracia Christensen, Professor Emerita of English. B.A., Hunter College; M.A., Radcliffe
College.
Dr. Ailene Cole, Professor Emerita of Speech, Communication and Theatre. B.A., Gustavus
Adolphus College; M.A., Ph.D., University of Minnesota.
Dr. Beverly C. Durkee, Professor Emerita of Mathematics, B.A., B.S.L., B.S.Ed., M.A.,
University of Minnesota; Ph.D., Arizona State University.
Dr. Sheldon P. Fardig, Professor Emeritus of Education. B.A., Carleton College, M.M.,
Ph.D., Northwestern University.
Henry G. Follingstad, Professor Emeritus of Mathematics. B.E.E., MS., University of
Minnesota.
Dr. Orloue Gisselquist, Professor Emeritus of History. B.A., M.A., Ph.D., University of
Minnesota.
Dr. Theodore J. Hanwick, Professor Emeritus of Physics. B.E.E., M.S., Polytechnic Institute
of Brooklyn; Ph.D., New York University.
Katherine Hemig, Artist-in-Residence Emerita, Music. M.A., University of Minnesota.
Dr. Edwina L. Hertzberg, Professor Emerita of Social Work. B.A., Cedar Crest College;
M.S.W., Ph.D., University of Minnesota.
Dr. JohnR. Holum, Professor Emeritus of Chemistry, B.A., St. Olaf College; Ph.D., University of Minnesota.
Dr. Irene Khin Khin Jensen,Professor Emerita of History. B.A., Rangoon University,
Burma; M.A., Bucknell University; Ph.D., University of Minnesota.
*?
Faculty Emeriti
Dr. Einar 0.Johnson,Professor Emeritus of Education. B.A., Concordia College; M.A.,
Ph.D., University of Washington.
Dr. James D. Johnson,Professor Emeritus of Music. M.S., Julliard School of Music; Ph.D.,
University of Minnesota.
Mary E. "Mimi" Johnson,Professor Emerita of Modem Languages, B.A., Smith College;
M.A., Columbia University; M.A., University of Minnesota.
Edwin D. Mickelberg, Professor Emeritus of Biology. B.A., Augsburg College; M.A.,
University of Minnesota.
Dr. Mildred K. Mueller, Professor Emerita of Education. B.A., M.A., Central Michigan
University; Ed.D., University of Minnesota.
Edor C. Nelson, Professor Emeritus of Health and Physical Education. B.A., Augsburg
College; M.Ed., University of Minnesota.
Dr. Patricia A. Parker, Associate Academic Dean Emerita. B.A., Eastern Michigan University; M.A., Ph.D., University of Michigan.
Lauretta E. Pelton, Professor Emerita of Education. M.Ed., Marquette University.
Marianne B. Sander, Dean of Students Emerita. B.A., Valparaiso University, M.A., University of Minnesota.
Dr. Leland B. Sateren, Professor Emeritus of Music. L.H.D., Gettysburg College; D.Mus,
Lakeland College.
Marjorie H. Sibley, Professor Emerita, Library. B.A., M.A., University of Illinois; M.A.,
University of Minnesota.
Dr. Eugene M. Skibbe, Professor Emeritus of Religion. B.A., St. Olaf College; B.Th., Luther
Seminary; Th.D., University of Heidelberg, Germany.
Dr. Myles C. Stenshoel, Professor Emeritus of Political Science. B.A., Concordia College,
Concordia Theological Seminary; M.A., Ph.D., University of Colorado.
Dr. Ralph L. Sulemd, Professor Emeritus of Biology, B.A., Concordia College, Moorhead;
M.S., Ph.D., University of Nebraska.
Dr. Paul T. Steen, Professor Emeritus of Sociology. B.A., Gustavus Adolphus; M.A., Ph.D.,
University of Minnesota.
Dr. Joel S. Torstenson, Professor Emeritus of Sociology. B.A., Augsburg College; M.A.,
Ph.D., University of Minnesota.
Interstate 94 East
College Map Information
1. Admissions Weekday Program Office
2. Air Structure Enhance
November through March
3. American Indian Support and Black Student Affairs
4. Anderson-Nelson Athlefc Field and Seasonal Air Structure
5. Center for Global Educationand InternationalPrograms
6. Christensen Center
7. College Relations
8. East Hall
9. Foos, Lobeck, Miles Center for Worship,
Drama and Communication
10. Husby-SirommenTennis Couds
11. Ice Arena
12. Jeroy C. Carlwn Alumni Center
13. Maintenanceand Grounds Shop
14. MortensenTower
+
15. Murphy Place
Weekend College Admissions and
Graduate Programs Offices
16. Murphy Square
17. Music Hall
18. Nordic Center
19. Old Main
20. Oscar Anderson Hall
21. Quad
22. Science Hall
23. Securily DispatchCenter
24. Shipping and Receiving
25. Si Melby Hall
26. Sverdrup library
27. Sverdrup-Onedal Memorial Hall
Master of Social Work Admissions
28. Urness Tower
29. Youth and Family lnstiie
Parking Lots
A. Admissions Parking
for prospective students and their parents
B. Faculty/StM/Commuter/Resident Parking
C. Faculty/Staff Parking
D. Faculty/Staff/Commuter Parltmg
E. Commuter Sheet Parking
F. Resident Parking
G. Visitor Parking
H. Riverside Professional BuildingRamp
b~isability
access
-
=
\
DOWNTOWN
MINNEAPOLIS
Directions to Campus
Public Parking
From Minneapolis on 1-94 East Take the Riverside/25th Avenue exit and
turn left on 25th Avenue, turn left on
Riverside Avenue, turn left at 21st Avenue
South.
AU posted Augsburg College faculty/staff/
From St. Paul on 1-94 West Take the Riverside Avenue exit, turn right
at Riverside, turn left at 21st Avenue South.
From the south on 35W Follow 1-94 signs, take the Riverside/25th
Avenue exit, turn left on 25th Avenue, turn
left at Riverside, turn left at 21st Avenue
South.
From the north on 35W Take the Washington Avenue exit, turn left
on Washington (turns to the right onto
Cedar Avenue), turn left at Riverside
Avenue, turn right at 21st Avenue South.
commuter lots are free and open for use
from 430 p.m. Friday through Sunday
evening. Lots are located on Seventh Street
between 21st and 22nd Avenues and north
of Eighth Street between 24th and 25th
Avenues. Most street parking is four hour
parking, seven days a week. Additional
parking is available in the Riverside Medical
Center ramp, or University of Minnesota
parking lots on the north side of Riverside
Avenue.
.
-
-
.-
-
-
-
I-'
.
'.'I
--
About Augsburg 9,251
Academic Advising Center 48
Academic Affairs 6,59
Academic Calendar 4,5,46
Academic Information 46
Academic Internships 56
Academic Policies and Procedures 59
Academic Progress, Probation and
Dismissal 73
Academic Skills Enrichment 38
Accessibility 16
Accounting 90,95-97
Accreditation and Memberships 10,14,16
Activities 36
Admissions 18-20
Administrative Officers of the College 254
Advanced Placement Program Test (AP)72
Afrikana Support Program 40
Air Structure 37
Alumni Center 12
American Lndian Studies 39,149-150
American Lndian Support Program 39
Anderson Hall 12,43
Anderson-Nelson Athletic Field 12
Anishinabe Library Project 39
Annex Houses 13
Application Procedures 18,26
Art 80-84
Art History 81,83
Asian American Support Program 40
Asian Studies 110-111
Assessment of Previous Learning (APL)
Program 71
Associated Colleges of the Twin Cities
(ACTC) 52
Associated Support Organizations 13
Athletic Affiliation 16
Athletics 37
Audio-Visual Services 47
Audit Fee 22
Auditing Courses 71
Augsburg Echo 37
Augsburg Youth and Family Institute 14
Augsburgian, The 37
Biology 85-89
Board of Regents 252-253
Books and Supplies 23
Business Administration 90-94
Business Administration and
Economics 92
Calendar 4,5,46
Campus Location 11,16,273-274
Campus Map 273-274
Campus Ministry 36
Campus Tours 18
Canadian Program 58
Career Services 40
Center for Global Education 12,54,156
Center for Global Education Courses 157160
Center for Learning and Adaptive Student
Services (CLASS) 38
Chemistry 101-105
Chinese 170
Choir 37,190
Christensen Center 12
Class Confirmation 59
Class Schedule 78
Classification (Class Year) 71
Coaching Endorsement 139
College Costs 1996-'97 22
College Level Examination Program
(CLEP) 72
College of the Third Age 59
College Relations 6,12
Commencement 74
Commons 43
Communication 240-243
Community and Public Service
Scholarships 28
Community Internships in Latin America
55-56,162-163
Community Service-Leaming 56,57
Computational Economics 106-107
Computer Resources 47
Computer Science 106-109
Concert Band 37,190
Continuing Education Program 58
:ooperative Education 56,57
:ounseling 41
:ounseling and Health Promotion 41
:ourse Descriptions 78-250
:redits 78
1
lean's List 74
legrees Offered 8,46,49-50
lepartmental Comprehensive Exams 72
Iepartments and Programs 48,78-250
leposits 19,23,42
)evelopment 6
lirectory 6
lisabled Student Program 38
lismissal 73
Iivisions and Departments 48
lormitories 12,42
Iual Degree Programs 8,50,127
:arly Admission of Freshmen 19
:ast Asian Studies 110-111
:ast European Studies 49,50,227-229
last Hall 12
:cho 37
lconomics 92,112-116
:ducation 117-126
;ducationfor Service 10
:lderhostel 59
ilementary Education 117-120
:mployrnent 29,40
lngineering 127-128
:nglish 129-135
Inglish as a Second Language (ESL)
Program 73
:nglishPlacement Test 130
:nglish-LanguageArts Teaching Major 130
.nrollment 16
: n r o h e n t Deposit 23
Insembles 180,183,190-191
Intry-level Skills 64
,thnicStudies 150
:valuationand Grading 69
.vangelicalLutheran Church in America
(ELCA) 16,253
,xperientialEducation Programs 56-57
xplanation of Grades 69
Index
Facilities and Housing 12,42
Facts and Figures 16
Faculty 46,254-270
Faculty Emeriti 271-272
Family Educational Rights and Privacy Act
(FERPA) 43,75-76
Federal Work Study Program 30
Fees 22-23
Finance Specialization (Business
Administration) 91
Financial Aid 16,25-30
Financial Policies 24-25
Fine Arts 37
First Year Experience 48,63,136
Fitness Center 41
Food Service 43
Foreign Languages 69,136,169-178
Former Students 20
Foss, Lobeck, Miles Center for Worship,
Drama and Communication 12
Four Year Assurance Program 75
French 170-172
Freshman Performance Scholarships 180
Freshmen 18
Full-time Students 22
C
Gage Family Academic Enrichment
Center 38
General Education Curriculum 60-65
General Education Requirements 60-65
General Studies 137
German 169,172-174
Gift Assistance 28
Global Education Center 12,54,156
Global Education Program
Courses 157-160
Grade Point Average 71
Grading 69
Graduate Program Office 59
Graduate Programs 58
Graduation Level Skills 65
Graduation Requirements 60-65
Grants 28
Gymnasium (Si Melby Hall) 13
277
278
-
Index
Health and Physical Education 138-143
Health Promotion 41
Health Service 41
HECUA Courses 161-163
Higher Education Consortium for Urban
Affairs (HECUA) 53,55,161-163
Hispanic/Latino Support Program 40
History 144-148
History of Augsburg College 9
Honors Program 52
Housing 12,22,42
Hoversten Peace Scholarships 27
Language Courses 169-178
Learning Disabilities Program 38
Learning Laboratory 38
Leave of Absence 60
Liberal Arts Perspectives 65-69
Library and Information Technology
Center 13,16,47,52
Lifetime Sports 65
Linguistics 174-175
Loan Assistance 28-29
Location 11,273-274
Lutheran Leader Scholarships 28
Ice Arena 12
Incomplete Grade 70
Independent Studies 79
Information Technology Center 13,16
Inter-InstitutionalPrograms 52
Inter-Race 13
Intercollegiate Athletics 37
InterdisciplinaryStudies 149-154
Interim 46
Interim Abroad 56
Interim Office 59
International Baccalaureate Program (IB)
71
International Business Minor 92
International Business Specialization
(Business Administration) 92
International Programs 42
International Relations 155-156
International Student Services 20
International Students 42
International Studies 156-163
Internships 55,56-57,78-79
Intertribal Student Union 39
Intramural Athletics 37
Majors and Minors 8,49-50,78-250
Management Information Systems 98-100
Management Specialization (Business
Administration) 91
Maps 273,274
Marketing Specialization (Business
Administration) 91
Master's Degrees 46,58
Math Placement Group (MPG) 64-65
Mathematics 164-168
Mathematics Placement Group (MPG)
Requirements 64-65
Media Center 52
Melby Hall 13
Memberships 14,16
Memorial Hall 13
Merit Scholarships 27
Metro Urban Studies 151-153
Minnesota Indian Teacher Training
Partnership (MNITTP) 39
Minnesota Minority Education Partnership
(MMEP) 14
Minnesota Work Study Program 30
Minority Studies 149-154
Minors 49-50,78-250
MIS Courses 98-100
Mission Statement 9
Modem Languages 169-178
Mortensen Tower 13,43
Murphy Place 13
Murphy's 43
Music 179-191
Japanese 174
KCMR Radio 37
Music Education 181-182
Music Ensembles 180,183,190
Music Hall 13
Music Performance Major 179-180,182-183
Music Therapy Major 179,180,183,189-190
Vatural Science 192-193
Yo-Credit Grades 69-70
Vordic Area Studies 153-154
Vordic Center 14
Norwegian 175-176
Votification of Admissions Decision 18
Vumber Grades 70
Vumbering of Courses 78
Vursing 194-197
3ff-Campus Programs 16
3fficers of the College 254
3jibwe 169,176
31d Main 13
3rchestra 37
Xentation (FYE) 48,63,136
astfold, Norway Exchange
Program 54,159
Paired Resources in Ministry and
Education (PRIME)Awards 28
?art-Time Students 22
?ass/No Credit 69-70
?astor 36
?ayments 23
?erformance Studies 184
?erformingArts Scholarships 27
?erspective Requirements 65,67-69
?erspectives (Rationale) 66-69
?hilosophy 198-201
?hi Theta Kappa Scholarships 27
?hysical Disabilities Program 38
?hysical Education 138-143
?hysician Assistant Program 202-204
?hysics 205-210
'iano Proficiency Test 185
Index
Policies 14,16,43,75
Political Science 211-216
Portfolio Assessment Program 72,73
Pre-ProfessionalPrograms 50-52
Pre-Registration 59
Prerequisites 78
President's Greeting 2
President's Scholarships 27
Probation 73-74
Psychology 217-221
Refunds 24-25
Regents 252-253
Regents' Scholarships 27
Registration 59-60
Religion 222-226
Religious Affiliation 16
~esidenceLife Program 42-43 (Also See
Housing)
Residence Requirements 63
Room and Board 22
ROTC 53
Russian 176,227-229
Russian, Central and East European
Studies 227-229
Scandinavian Studies 153-154
Scandinavian Urban Studies 55,161
Scholarships 27-28,30-34
School Year 4,5,16
Science Hall 13
Secondary Education 121-125
Service-Learning 57
Sigma Pi Sigma 207
SkiUs Requirements 64-65
Social, Cultural, Recreational Activities 37
Social Studies 230
Social Welfare Minor 232
Social Work 231-235
Society of Physics Students 207
Sociology 236-239
Space Physics 206
Spanish 176-178
279
Index
Special Education 126
Special Interest Housing 43
Special Students (Non-Degree) 20
Speech/Communication and Theatre Arts
240-247
Sponsored Scholarships 30-34
Sports 37
Student Activities 36-37
Student Affairs 38-39
Student Educational Loan Fund (SELF) 29
Student/Faculty Ratio 16
Student Government 36
Student Life 36-44
Student Newspaper 37
Student Project for Amity Among Nations
(SPAN) 16
Student Publications 37
Student Rights 36,43,44,78
Student Standards of Behavior, Complaints,
Records 43
Student Teaching Abroad 56,117
Studio Art 80-83
Study Abroad 53-56,156-163
Summer School Office 59
Support Programs 39-40
Sverdrup Library 13
Sverdrup-OftedalMemorial Hall 13
Teaching Licensure 50,117 (Also See
Majors)
Test Scores 18
Theatre Arts 244-247
Transcripts 18
Transfer Scholarships 27
Transfer Students 19-20,61-62,64
Tuition, Fees, Room and Board 22-23
Tutor Center 38
Upper hhdwest Association of Intercultural
Education 16
Urban Studies 151-153
Urness Tower 13,43
Veterans 75
Weekend College 57-58
Withdrawal from College 60
Women's Hockey 37
Women's Studies 248-250
Work Study Program 30
Yearbook 37
Youth and Family Institute 14
Youth and Family Ministry Major 222-226
Show less
AUGSBURG
COLLEGE
INTERIM
1989
......................2
Calendar ............................3
About this Catalog ..........3
Introduction
..............................3
Visiting Students .............4
Courses ..............................5
Options
Introduction to Interim
Interim is an... Show more
AUGSBURG
COLLEGE
INTERIM
1989
......................2
Calendar ............................3
About this Catalog ..........3
Introduction
..............................3
Visiting Students .............4
Courses ..............................5
Options
Introduction to Interim
Interim is an integral part of the school year at Augsburg College. The
College followsa 4-1-4 calendar,with Fall and Spring semestersof approximately 14 weeks separated by a four-week January Interim. Interim is
particularly intended to be a time for both students and faculty to employ
styles of teaching and learning and to investigate questions and topics in
places and ways not possible during the regular term.
Since one Interim course equals a full-time load, students should plan to
spend the same amount of time in class and preparing for class as they
would for a four-course load during Fall and Spring semesters. Students
can register for only one course credit during Interim. There is no tuition
refund for a student who chooses not to enroll in an Interim course.
Most Interim courses are graded traditionally on a 4.0 to 0.0 scale. Students
generally have the option to register on a Pass/No credit basis. A few
Interim courses are graded only on the P/N system; this is indicated in the
course description.
Some courses are offered with either upper or lower division standing.
Such Interim courses have two numbers listed and the student must select.
Students registering for upper division standing should anticipate additional assignments and a more rigorous grading standard.
To graduate, an Augsburg student is required to complete 35 courses of
which at least three must be Interim courses (or one Interim less than the
number of years of full-time enrollment at Augsburg; e.g., a transfer
enrolled full time for two years is required to complete one Interim for
graduation).
It is the policy of Augsburg College not to discriminate on the basis of race,
creed, national or ethnic origin, age, marital status, sex or handicap as
required by Title IX of the 1972Educational Amendments or Section504 of
the Rehabilitation Act of 1973, as amended, in its admissions policies,
educational programs, activities and employment practices.
For More Information
Interim Office (Memorial 230)
Interim Secretary, Kay Thomsen at 330-1025
Interim Director, Dr. Don Gustafson, at 330-1192(Memorial 114b)
Interim Calendar 1989
................................................Interim Registration
.............................................................Late Interim Registration
...........................................................................First Day of Interim
October 31-November 4
December 5
January 3
Class I 9 a.m.
Class I1 1p.m.
January 4
January 16
.................................................
Last Day for CanceYAdd
..............................................Last Day for Determining Grading
System with Registrar
January 20 ....................................Last Day for Withdrawing from Courses
January 27 .....................................................................................
I n t e r Ends
January 31 .....................................Validation of Spring Class Registration
................................................................
Spring Semester Begins
February 1
The time and number and length of meetings as well as the beginning
time will be arranged the first day of class. The daily schedule for
Interim is divided into two blocks of time:
Time 1: 8 a.m. to Noon (on the first day of classes Time I classes will
begin at 9 a.m.)
Time 11: 1p.m. to 5 p.m.
Note: Martin Luther King Day will be observed at Augsburg with a
special convocation on Monday, January 16, at one o-clock.
About this Catalog
The catalog lids courses by departments. Dcpartrnmts arc listcd in
alphahctical order. At Ihc end of the book are listings ;sf other courscs
not offered by Aupburg hut recognized by the collugc for Interim credit.
Furthcr descriptions and informat inn about these courses are availablc in
tlw Intcrim Office, Mcmorial230. Studcnts may also register for one of
the Lifetime Sports listed at the end of the Catalog.
Options
International Interim - Students are invited to be part of one of the 24
international interims offered by the Upper Midwest Association for
International Education (UMAIE). These course opportunities are listed
near the end of this catalog.
Internships - Studcnts electing an internship n~ustprescnt a cnrnplctcd
internship learning contract to t hr In tcrnsliip Officc (Mcrnorial230) no
btcr than Tuesday, Novembcr 22. Cnnlmcl forms ary availablc in thc
same office.
Independent or Directed Study - Students may elect a program of independent study (upper division 499) or directed study (lowerdivision 299)
for Interim. Faculty members are strongly discouraged from accepting
responsibility for more than one independent study per Interim. Students
choosing to pursue independent or directed study must:
1. Meet departmental requirements.
2. Present to the Registrar for approval a copy of the proposed study
plan approved by the supervising faculty member. This proposal must
be submitted at least one week before registration and no later than
December 5. Appropriate study proposal forms can be obtained in the
Interim Office.
Interims at Other Schools - Augsburg students may enroll at any other
4-14 institution which offers a reciprocal Interim arrangement. Catalogsof
these Interims can be consulted in the Interim Office. The Interim Secretary
will help students in applyingfor registrationat other schools. Registration
for Interims at the other Twin Cities collegeswill be at Augsburg during the
regular registration period. Most coursestaught during the Interim at other
4-14 schools are accepted for credit by Augsburg, but may not necessarily
be accepted as meeting Augsburg's distribution requirements. This qualification particularly affects courses offered for the Religion requirement.
Visiting Students
Augsburg College welcomes students from other 4-1-4 schools for the
January Interim without tuition charges provided the student's home
institutionagrees not to charge tuition to Augsburg students for the January
term. The waiver of tuition does not include special fees, housing or board
costs. Other students will be charged $595 for the Interim course. Students
interested in registering for an Augsburg Interim should write to the
Interim Director for application forms or use the forms provided by the
interim office at their own school. There is an application processing fee of
$10. Students are welcome to stay on campus but are not required to do so.
Requests for Interim housing should be made to the Interim Office.
Courses
Art
Calligraphy
ART 106-490011306-49002
drawing skills with emgiven to the historical deements of design through
and assignments center
pecial attention given to
cia1 styles. Three original projon quality of work plus
r division students are
historical writing styles
:
er and mat board
Room: Old Main 4
Biology
Ecology of the Southwestern U.S. Deserts
BIO 113-490051313-49006
I
4
,
I
.;
Instructor: Neal Thorpe
Thiscourse willbegin with a considerationof the general characteristics of the four desertson the North Arnerian continent. Emphasis will be placed on the Sonoran Desert of southern Arizona and
California and northern Sonora, Mexico. Topics discussed will
include the p l ~siu raphy of dcwrL andsca s, desert climates,
nd animal life, and
mils, the
survival mec
ra a
a. Studies will be
conducted in southern Arizona and California, including the Arizona-Sonora Desert Museum, Saguaro National Monument, Organ Pipe CactusNational Monument,Joshua TreeNational Monument, Death Valley, the Grand Canyon, Ihe Boyce Thompson
Arboretum of the University of Arizona, and the Santa Catalina
Mountains. H
diskrk&sknied
'
.
Grades will be based on examinationsand written work. Students
taking the course to fulfill distribution requirements will be expected to acquire a general knowledge of the subjects studied and
to write a paper on a selected topic. Students taking the course for
upper division credit will be expected to probe the subjects in
greater depth and will be required to write a research paper that
will be presented orally to the class. Enrollment preference will be
given to biology majors.
I
There will be some class days on campus both before and after the
trip.
.
I
The cost will range from $600 to $750, depending upon enrollment,
and will cover airfare, ground transportation, lodging(camping),
admission fees, and meals. Initial deposit is due by November 4.
Prerequisities: Permission of Instructor; BIO 112 for 313 level
Distribution: Biology-Chemistry
Time: I
Room: Science 214
Viruses: At the Threshold of Life
BIO 116-49003
Instructor: Robert Herforth
Most biologists consider viruses to be the simplest form of life.
genes surrounded by a
n and multiply only as
eeming simplicity, some
mans are caused by vie forms of cancer. This
major discoveries on
of viruses, and their
c will also look at the
viral invasion, at the
drugs, and at some
g AIDS. Grades will
during the course.
Room: Science 213
,
Botany, Birds and Blight
BIO 117-49004
Instructor: Gloria Warner
Thiscourseoffersanopportunity for hands-on experiences in areas
of biology which may not be available to students in their regular
be as exciting and
arn various ways to
plant structure and
tification and Como
2. Studentswil
of Natural Hist
for a week at the Bell Museum
tification and a t
Grades will be based on class participation and exams.
Distribution: Biology-Chemistry
Time: I1
Room: Science 214
.
Business
Management Simulation Games
BUS 278-49007/37&49008
Instructor: Amin Kader
During this course, students will be grouped into teams to play a
computerized business management exercise. Each team will
control a company which manufactures and sells similarproducts.
Each team will attempt to outperform other teams by selecting
what appears to be the optimal operating strategy. This strategy
will involve setting production volume, marketing expenditures,
and selling prices and determining plant and securities investments as well as stockholders dividends.
Studcnts registering for upper division credit will be expected to
have had at Icasi one business course and to be able to apply
1
I
I
business concepts learncd.
The lower division credit is designed for students who are interested in business but who have had no academic business training.
This level will require students to rely on systematicand deductive
analysis which will allow students to discover for themselves the
relationship between the various component parts of the business
decision. The lower version of the computerized game will be used
for this group.
Prerequisite: For 378 -BUS 242 or 252,BUS 221 or 331 andECO 112
or permission of instructor
Time: I1
Room: Murpy Square 3
Entrepreneurship
BUS 295.49009
Instructor: John Cerrito
who are not majoring
for starting and running a
small business.
The student will
management
aspcts of small busincss
a business plan for ia
studies.
Business major&ay not take this course for credit.
Time: I
Room: Murphy Square 3
.
I
Chemistry
Chemistry for Changing Times
CHE 100-49010
Chemistry has beeniinlin~atclya part of liberal education for
centuries. The early sikntists were considcrd to be philosophers
and their societies wcrPp11ilowplzicr I societies. In recent decades
the human seeking of pcxsonal indcpcnduncc has led to chemistry
becoming a part of evcrychy 1i fc fo the point of actual dependence
on chemistry. We live in a korld of pesticides, fertilizers, plastics,
"the pill", food additives aiqdprocessed foods, vitamin supplements, the energy crisis, chcmical dependency, biocides, pollutants, drugs, searching for lifc cm other planets, genetic manipulation, and it goes on and on. Etnoiions and mental disorders can
often be traced to chemical irnbalancc. The common dragged out,
grumpy feeling after an afternoon nap is a result of a chemical imbalance. The na turc of a hangover is the result of a complex system
of altered body chemistry. Even lcarhi ng appears to be the result
of chemical reaction to form a "rncrnoly molecule". Most of the
problems we &ce are molecular in na tnrc. What thenbut chemistry
can better help us to understand ourselves, our society, our world,
and our universe? Come join us as we b k c a molecular look at the
human ct~ndition.
d
This c ' urw will be offered in a lecture/discussion format. Films
will sdpplcrncni the lecture/discussion periods. Daily quizzes will
be u d for evaluation. This course meets a distribution need but
+'
does not satisfy prerequisites for Chemistry 106 or 116.
Distribution: Biology-Chemistry
Time: II
Room: Science 315
History of Chemistry
CHE 125-49011
Instructor: Jean C. Kunz
This course seeks
chemistryfrom ancien
science of today. The
on the discovused a few ele11 examine the
I
the powerful modem
sed primarily upon a
Distribution: Biology-Chemistry
Time: I
Room: Science 315
Computer Science
Fortran
CSC 270-49012
Instructor: Larry Ragland
A study of the FORTRAN programming language for students
with some previous knowledge of programming. This course will
expand a student's knowledgeof programming and programming
languages through presentation of the features of FORTRAN together with programming techniquesfor using those features. This
course will involve lectures and programming assignments in
FORTRAN. Evaluation will be based on the programming assignments and examinations.
Prerequisites: One course with a study of computer language
(e.g. CSC 170 or MAT 175)
Time: I
Room: Science 212
I
I
Economics
Welfare Economics
ECO 414-49013
Instructor: Ed Sabella
The course will include basic concepts and propositions, Pareto optimality, economic efficiency of alternative market structures; socia1welfare functions; and normative concepts of economic theory.
Grades will be based on examinations and homework projects.
Prerequisites: ECO 313 (or consent of instructor)
Time: I1
Room: Old Main 11
I
I
Education
C( International Education
EDS 245-49014
Instructor: Richard Germundsen
Modem communication, ease of intercontinental travel, and the
proliferation of supernational corporate structures demand increased awareness of other nations' cultural infrastructures. This
course presents an examination and comparison of selected Western and non-Western educational systems as well as an investigationof possiblecareersininternationaleducation. Specialattention
will be directed toward Scandinavian,Central and South American
models. There will be lectures, discussions and guest speakers.
Student evaluation will be based on quizzes, class participation,
and an investigative project.
Prerequisites: Sophomore standing, or permission of instructor
Time: I1
Room: Library 4
Media Technology
EDE 341-49015
Instructor: JohnBollis
Students will be involved with the psychological and physical dimensions of communication through the use of instructional and
informational technology.
Class members will be exposed to the selection, preparation, production and evaluation of effective audio-visual materials for
teaching/learning situations. Computer training will be included
and each student will leave the class with word processing skills.
Students will survey current software materials for educational
and instructional settings.
This is a hands-on course intended for elementary and secondary
education majors. Grades will be based on projects, papers and
final exam. This is a one-half credit course.
Prerequisites: Passing of PPST and admittance to Education
program in process
Time: I Tuesdays and Thursdays and alternate Fridays
Room: Foss 170
w
Discovery Learning in the World of Kindergarten
EDE 37549016
Instructor: Mary Endorf
Thisclassprepares students for the unique experiencesand responsibilities of a kindergarten classroom.
This class will:
A. Focus on a sequence of learning for the kindergarten child.
B. Stresscurriculumdevelopment and instructional systemswhich
are supported by current research and practices in education
settings.
C. Stress key adult/child relationships.
D. Stress process - "how to learn".
E. Share researched based findings about developmentally appropriate classroom organizational plans.
F. Recognize continuities and discontinuities in development
(characteristics of the kindergarten child).
G. Examine appropriate developmental instruction practices.
H. Examine appropriate curriculum design and instructional
programs meeting the needs of the kindergarten student.
I. Explore current methodologies in the instruction of the kindergarten child.
J. Include guest speakers and field trips.
Objectives of the Class: At the completion of this class the student
will be able to identify:
1. Developmental needs of the kindergarten.
2. Discuss the different approaches to kindergarten education and
the theories behind these approaches.
3. Organizea classroom environment to meet the learning needs of
students.
4. Identify and create a curriculum plan for teaching kindergarten
that meets both the students' needs and the teaching style of the
teacher.
Grades will be based on projects, discussionand examination.
is a one-half credit course.
Prerequisites: Passing of PPST and admittance to Education
program in process.
Time: I Mondays and Wednesdays and alternate Fridays
Room: Library 4
Human Relations
EDS 388-49017
Instructor: Mildred Mueller
This class provides a valuable insight into the values, cornrnunication techniques, cultural mores and other unique characteristicsof
major minority groups in Minnesota. This class is taught from a
perspective of minority group members with interaction from
class members.
How do you blend and honor the diverse cultures in a classroom
setting? How might you gain more knowledge of our global
society? These and many more questions will be addressed in this
course.
Students will develop interpersonal relation skills applicable to
teaching and other profesiional vocations.
This is a one-half credit course.
Prerequisites: Passing of PPST and admittance to Education
program in process
Time: I1 Tuesdays and Thursdays and alternate Fridays
Room: Old Main 21
Student Teaching
EDS 481-49018; EDE 481-49022
EDS 482-49019; EDE 482-49023
EDS 483-49020; EDE 483-49024
EDS 484-49021; EDE 484-49025
Instructors: Marie McNeff, Ann Fleener, Vicki Olson
Observing and directing learning under supervision of college and
secondary school personnel. This is a full day experience in a
school. Grading is P/N only.
Prerequisites: Acceptance in Education Program and permission
of instructor.
English
The Short Sto y -Elements of Fiction
ENG 240-490271340-49020
Instructor: Kathryn Swanson
fiction? What elements of fiction
What is fiction? What is
should be considered in making an evaluation? In this course,
students will find answers to these questions by reading a variety
of fictional works and by writing their own fiction.
Although the
Students are expected to riad the s t h s and novel, participate in
class discussions, write iw analysis
a selected short story,
write an original d~c>rl,itn
ry, and take scvqal quizzes and a final
exam.
I
Students taking th? course for upper division will read an additional novel end@rcyarc a substantial paper/class presentation
based on it.
Prerequisites: Effective Writing
Distribution: English-Speech
Time: I
Room: Music 22
Re-Visions:
Contemporay British and American Drama (1965- )
ENG 249-49026
Instructor: Douglas E. Green
Who are the new Shakespeares and O'Neills, Shaws and Millers?
Are there any grand new sights and sounds on English and American stages?
This course will encourage students to assess the current state of
British and American theater: the relation to national (and transAtlantic) trends and traditioning; the variety of issues, concerns,
and themes; the diversity among playwrights themselves; the
various modes of production. Readings will be drawn from the
works of playwrightslikeOrton,Stopperd,Shepard,Mamet, Wilson,
Churchill, Norman, Fornes, and others. There will also be some
pairing of current works with "classic" pieces. Depending on
January offerings in the Twin Cities, the class will also attend one
or possibly two productions by contemporary playwrights, for
which there will be a fee. Evaluation will be based on a number of
short papers, class participation, and a comprehensive exam.
Prerequisites: ENG 111(Effective Writing) or
consent of instructor
Distribution: English-Speech
Time: 11
Room: Music 22
Rock 'N' Roll: Lyric, Metaphor, Lore
ENG 355-49029
Instructor: John Mitchell
Feature films, ranging from
Wall, will also be examined
Students will be rebased upon
Prerequisites: ENG 111(Effective Writing)
Time: II
Room: Science 123
I
'I
'
I
French
French Literature in Translation
FRE 243-49030
Instructor: Ruth Aaskov
Study of representative shorter French works in English translation. By reading and analysisof a common core of varied works we
will strengthen communicationand critical skills, develop cultural
sensitivity,and become acquainted with significant French writers.
Mini-lectures and study guides will help focus attention on the
works. Much class time daily will be devoted to small group
discussion and exchange of ideas. Evaluation based on group
work, progress, quizzes, writing assignments, and a short independent study.
Prerequisites: Sophomore standing
Distribution: English-Speech
Time: II
Room: Old Main 25
German
Introduction to Yiddish
GER 220-49076
Instructor: Don Steinmek
What do the works of Sholem Aleichem (which inspired "Fiddler
on the Roof ), Isaac Singer (Nobel Prize for Literature), and several
other great writers have in common? They were wri tten in Yiddish.
How did expressions like "chuspe," shnook," "klutz," "kitch,"
"schmaltz" and "shitik" get into English? Again, the answer is
Yiddish. Yiddish is closely related to German and in this Interim
you can learn to read Yiddish as well as you can read German.
Grades will be based on performance and at least two tests.
Prerequisites: One year of college German or permission of
instructor
Time: I
Room: Old Main 12
Health and Physical Education
IITheonj, Technique and Administrative
Aspects of Coaching Football
7
.L
-1
1 x 1
L
'
HPE 224-49035
I- Instructor: Bill Huns tock
Students will learn the history of the game of football and of the
people who made major advances in the game. Attention will be
given to the organization and administration of a footballprogram
including staffing, player personnel, practice organization and
game day organization. There will be stress on the methods of
teaching individual, group and team skills and on strategies of
offense and defense. Students will practice teaching methods in
actual football practices. There will also be attention given to the
ethics of coaching football.
This course will be taught in conjunction with a 16 day trip to
Australia by the college football varsity for exhibition games and
workshops.
Prerequisites: Permission of instructor
Time: I
Room: Murphy Square 4
IIRecreational Rhythms and Activities
HPE 232-49032
Instructor: Pam Schreurs
Theory and practice in teaching and performing American heritage
and international folk dances. Exposure to New Games concepts
and activities. The majority of the course grade is based on
participation in class activities, a teaching assignment, and a written test.
This is a one-half credit course.
Time: I1 Monday and Wednesday and alternate Fridays
Room: Melby 202
k d m i n i s t r a t i o n and Supervision of the School Health
Program
HPE 41G49033
Instructor: Richard Borstad
Historical background, legal bases, school health services, and relationships to community health program and resources. Methods
and materials in health education with laboratory experience in
classroom and community.
Periodic exams coveringlecture and textbook assignments; written
summaries of professional journal articles; in-class activities, including a presentation on a teaching method.
Prerequisites: HPE 320
Time: I
Room: Murphy Square 2
Sailing in the Virgin Islands
"
h i
HPE 45S-49034
/ - Instructor: Joyce Pfaff
Designed for the beginning and intermediate sailor interested in
the art and practice of sailboat cruising. The course will focus on
taking the participant to a competent level of sailboat handling
(anchoring, mooring, helming and crewing). The student will live
aboard a 42' fixed keel sailboat with five or six other people and will
function as an active crew member.
-
Actual on-the-water instruction will be the major part of the course.
This will be supplemented by sessions dealing with safety, boat
handling, boat systems, provisioning, trip planning, piloting and
navigation. Sailingwill include cruises to various islandsand cays
in the British and American Virgin Islands.
Snorkeling and windsurfing will be available on an optional basis.
Evaluation will be based on individual demonstrated competencies in crewing and leadership in the role of "acting captain". A
daily ships log will be kept 6y all participants and a final written
exam will be given. P/Ngrading only.
The course will last January5-24. The fee of $2300 includes roundtrip transportation from Minneapolis, administrative fee, boat
rental, snorkeling gear and two meals a day. Final payment is due
October 31.
Prerequisites: Permission of Marilyn Florian, Women's Athletic
Director
Distribution: Lifetime sports
II Coaching of Basketball
HPE 477-49036
Instructor: Brian Ammann
Theory, technique and administrative aspects of coaching basketball. Exams, on-the-floor coaching techniques, and a scouting
report will be the methods of evaluation.
This is a one-half credit course.
Time: I Tuesdays and Thursdays and alternate Fridays
Room: Melby 111
II Coaching of Hockey
HPE 478-49037
Instructor: Ed Saugestad
The theory, techniques and administrative aspects of coaching
hockey. Evaluation will be on the basis of exams, on-the-ice
coaching techniques and scouting reports.
This is a one-half credit course.
Time: I Monday through Wednesday and alternate Fridays
Room: Melby 111
Officiating of Basketball
HPE 481-49038
Instructor: Al Kloppen
This course will focus on learning the rules and mechanics of the
game of basketball. There will be practical experienceon the floor.
Students completing the course should be ready for certification by
the Minnesota High School Association. Grade evaluation will be
based upon tests, papers prepared and performance on the floor.
While there are no prerequisites, it is highly advisable that students
have some basketball playing experience.
This is a 1/2 credit course.
Time: I1 Tuesdays and Thursdays and alternate Fridays.
Room: Melby 202
His tory
Eastward to A m e h : Limited Hospitality
HIS 220-49039
Instructor: Khin Khin Jensen
Course will focus on Asian immi ation to the United States in the
&&18th m N r y and tLun of
2Olh century. The Chinese,
la-,
K~xemandFill
e x p i a m will receive specialattenti011 ~ ~ o n c l u d wthacompmmt
r
on the changesin the U.S.
Immigration laws in the post-world war I1 period. Students will
study the pattern of Asian immigration, the areas they settled in,
the contributions made by these ethnic groups to the American
economic scene and the role of "new Asian immigrants" since the
end of the Vietnam war. The course will highlight the politics of the
Immigration laws and the gradual opening of the United States to
some Asian immigration.
Content and teaching style: Lectures, class discussions, audiovisuals and reports on the A-Vs. There will be a mid-term and a
final project (a paper-topic to be selected the first week of the term
in consultation with the instructor) due the last day of the term.
Distribution: History-Philosophy
Time: I
Room: Old Main 13
p
8L
Gandhi and Martin Luther King:
The Images and the Reality
HIS 440-49040
Instructor: Don Gustafson
ies of our century, in-
Grading will be l m d on papers, class participation and a final
exam.
Prerequisites: Sophomore status or above and at least one college
history or political science course.
Time: I1
Room: Foss Seminar
In terdisciplinavy -FXE
The capstone of the Augsburg First Year Experience (FYE)is a special
Interim course designed for first year students that will grow out of The
Augsburg Anthology. For the 1989 Interim there will be a single course
with four sections, each taught by a different faculty member. The
course will provide full credit and will satisfy the Urban distribution
requirement. One part of this course will be a series of lectures for the
entire college community.
Measuring the Elusive Ideal:
Realized and Unrealized Dreams
INS 189-49041
Instructors: Larry Crockett, Joan Griffin, Ron Palosaari,
Bruce Reichenbach
What went wrong in Vietnam? Why do serious racial problems
persist in America? Why do so many families have such different
expectations about males and females? Why do so many foreign
countries dislike America?
In this course we will consider these and other issues by a comparison between ancient Athens and modern America, looking for
similarities and differences. Using both ancient and modern texts
we will examine how each nation created an image of itself as a
people dedicated to certain ideals. We will see some ways in which
the ideals were compromised, reinterpreted, or abandoned.
Students will participate in the course through assigned readings,
analysis of films, several short papers or daily journals, and participation in a group project. In addition, a final examination will help
students integrate various aspects of the learning experience.
Prerequisites: Freshman status
Distribution: Minority-Urban
Time: I
Room: Science 123
The Redemocratization Process in South America
INS 219-49074
Instructor: Maria de la Luz Silva
Profesor Maria de la Luz Silva is a Fulbright scholar from Chile
who is spending part of the 1988-89 school year at Augsburg.
In the first part of this course she will focus on the origin and
characteristicsof the authoritarian regimes of Argentina, Uruguay
and Chile. In the second part of the course students will examine
the evolution and transformation within these states and particularly consider the emergence and development of democratic
alternatives. Finally, Professor Silva will analyze Chile as a special
case study of retarded transformation.
Time: I1
Room: Old Main 22
Externship: Linking Education and the World of Work
INS 299-49042
Instructors: Gany Hesser and Lois Olson
Learn from your experience. Discover new ways to learn by
observing, collaborating, and reflecting on your experiences.
The externship is a modified internship consisting of a half-time
placement and active participation in a seminar that meets twice a
week. Each student will be assisted in the process of securing an
unpaid placement where s/he can obtain valuable first hand experience in the world of work.
The course is designed to achieve two major objectives: 1)to enable
students to observe and experience the relationships between the
worlds of work and the classroom; and 2) to expand the students'
abilities to learn from first hand experience.
Each participant will observe and work approximately20 hours per
week in a placement which matches his/her major or career interests. The seminar will meet twice a week for approximately two
hours. Evaluation will be based upon the overall quality of participation, supervisor assessment, critical incident analysis, journal/
log and seminarparticipation. The course is offered on a P/Nbasis.
Participants will complete a resume by November 23 and secure a
placement before the end of Fall classes (December 9).
Prerequisites: Permission of instructor and placement secured
by December 9.
Time: 11
Room: Murphy Square 2
~ ~ c o n o m i cthe
s , Environment and Appropriate Technology
INS 218-49043
Instructor: Tom Morgan
The objective of this course is to help students develop a clearer
sense of the critical importance the physical environment and our
natural resources continue to play in the economic well-being in
our global economy. We will first briefly review historical relationships between the physical environment,technologicalchange and
economic development. We will then develop some basic economic tools which we will use to analyze decisions regarding our
use of the environment in technological and economic develop
ment. Finally we will consider alternative (appropriate) technological applicationsbeingexperimentedwith as potential solutions
to environmental problems. Course material will be presented
through a blend of reading, lecture, discussion and site visits.
Course grade will be based upon short papers and presentation of
their research into specific environmental/technologicalissue.
Time: I1
Room: Science 319
Mathematics
r( Finite Mathematics
MAT 121-49044
Instructor: Bev Durkee
A study of the finite mathematics models involved in elementary
statistics: sets, counting techniques, probability, averages, deviations, and distributions. This course should provide students with
the mathematical tools sufficient to understand simple statistical
and probabilistic information. Class sessions will include lectures,
discussion, and group activities. Homework, a midterm exam, and
final exam will be the primary basis for course grades.
Prerequisites: Math placement: Group 111
Time: I
Room: Science 112
Math of Interest
MAT 173-49045
Instructor: Ken Kaminsky
Have you ever wondered why women have been charged more
than men for annuities and received lower pension benefits than
men? Or why women have paid less than men for life insurance?
Or how life insurance premiums are calculated? Or how installment loan payments are figured out? Or how much money to
invest in order to accumulate a certain lump sum or annual payment at a certain date in the future? Then this course may be meant
for you. These and other interesting and useful topics in the
mathematics of financial transactions will be covered.
Evaluation will be based on classroom participation and quizzes.
This course should be useful for students in business and economics or for any students interested in careersin finance-related fields.
Prerequisites: Group I11 on math placement test or equivalent.
Distribution: Mathematics-Physics
Time: I1
Room: Old Main 27
Music
willi
Improvisation in Music
MUS 129-49048
Instructor: Steph Gabrielsen
every day for three hours, and each
Improvisation i
usic m
meetings, using a variety of imstudent
provisational t W es and styles.
Prerequisite: M m ability on a musical instrument or
instructor's p
Distribution:
Music
Time: I
Room: Music 4
'1
n
Sounds and Sights of Europe
MUS179-49047
Instructors: Robert Karlen and Roberta Mebler
The churches and cathedrals of London, Cologne, and Munich
served to inspire the building of places of worship in this country;
the orchestras of these cities represent some of the oldest and finest
of their kind; and have been long emulated by our own ensembles.
The original scores of Handelfs "Messiah" in London's British
Museum, the home and paintings of Rembrandt in Amsterdam, the
awe-inspiring Cologne cathedral, are only a few of the highlights of
our encounte
concert p d o
and visits to
marksare planned. For tho= with a Bpedal interestin music therapy, visits will be made to the Nordoff-RobbinsCentrein England
and hospitals .researching musk and medicine b~ Herdeclce and
Ludmwhefd, West Gemany. The compmhmsive feeof $226
includes travel to nine cities in three countries (England, Holland
and Germany), breakfast daily, five group dinners, and several
cultural performances.
Registration for this interim must be made before October 26 at the
International Programs Office, 2018 Eighth Street. This course is
offered on a P/NP basis only.
The History of Jazz
MUS 241-49049
Instructor: David Hawley
The United States Congress has declared jazz a national treasure.
America's improvisational art form has not only influenced the
nature of our
but has also been the
throughout the world.
This course will cxarninb\lt! cyajoti~nof jazz from itsblack secular
roots to the current electr ,dallyinfluenced contemporary idiom.
The characteristicsof sig$can t performers from each period will
be analyzed as well as<-,tileiwlucncc of this art form on artists of
reading assignments will
and selected filmsand video
two written and listening
exams.
Distribution: Art-Music
Time: I1
Room: Music 2
NOR 111-49050
background in Nonvesin speaking, listening,
Classroom practice
d structures and the
.
Room: Old Main 29
Philosophy
On Dreams
PHI 200-49051
Instructor: Mark Fue
some an-
assignments. Evaluation will be traditional.
Time: I
Room: Old Main 22
Phusics
J
Introduction to Weather
PHY 106-49052
Instructor: Noel Petit
A study of the scienceof meteorology which will provide a working
knowledge of the principles of atmospheric science. Attention will
be given to four basic areas observing the weather changes and
understanding the world's climate. Related topics to be included
are: hydrology (study of the earth's water cycle), pollution, economic effects of the weather, and weather's impact on world
events. This course is designed to be an elective or satisfy the
Mathematics-Physics distribution requirement for the liberal arts
student.
The course will have two weeks of class lecture and laboratory
followed by a two-week trip through the Southeast United States
visiting major weather facilities. The itinerary will include stops at
Kansas City, Missouri; Oklahoma City, Oklahoma; Vicksburg and
Gulfport, Mississippi;Tampa, Miami, Cocoa Beach, Daytona Beach
and Gainesville, Florida. At each site there will be a tour and
explanatory program for the functions of that facility. Topics of the
visits will be severe storms, control of the water in the Mississippi
River basin, automated weather observation at sea, television
station weather facilities, hurricane tracking, weather satellites,
and agricultural weather. During the trip the student will maintain
a journal of weather and site visits. Daily weather maps will be
created using portable weather satellite reception systems carried
on the trip. This trip will not only allow visits of operational
weather facilities, but also will allow the student to experience the
full range of climates across the US from north to south. Daily
quizzes and lectures will be given during the travel. Grades will be
based upon the journal, two hourly examinations and an individual project completed during the trip.
The cost will be approximately $700.
Initial deposit due by October 28.
Prerequisites: High School Algebra
Distribution: Mathematics-Physics
Time: I
Room: Library I
Introduction t o Space Science
PHY 320-49053
Instructor: Ken Erickson
This course is designed for students in scienceand engineering who
are interested in acquiring a basic knowledge of the major topics
required for further study in the field of space science.
The course will provide a survey of the earth's space environment
including solar, planetary, magnetospheric, ionospheric, and upper
atmospheric physics. Topics include solar flares, solar corona, the
solar wind, the bow shock, magnetopause, radiation belts, plasma
sheet, magnetic storms, and magnetosphere-ionosphere coupling
with special emphasis on magnetospheric substorms, current systems, particle precipitation, and aurora.
Evaluation will be based on assignments, two exams and a paper.
Prerequisites: PHY 245 or consent of instructor.
Time: I
Room: Science 205
Pol it
Science
n numerous other
ete conclusions
You will be required to read
presidency, write analytical
the more you should try to read.
Distribution: Economics-Political Science
Time: I
Room: Music 24
E Politics,~ollywoodstyle
POL 328-49075
Instructor: William Morris
This course will examine the impact of American films on U.S.
citizens' perceptions of politics. Films will be selected whose
principal themes deal with particular political practices and/or
institutions. The class will evaluate the accuracyof these images by
considering the films in light of the scholarly literature and other
information availableon each subject. Close attention will be given
to an exploration of the ethical situation and dilemmas of decisionmaking in politics.
As part of the course, students will submit written a n a l p and
evaluations of the political content or ''image" of politics in the
films shownin class. These, plus additionalarticlesandportronaof
books from the social sciencesand other literatureparalleling some
of the films' themes, will serveas the basis for class discussion. The
papers, a test on assigned readings establishing the framework for
the class, and class participation will determine final grades. There
will be a film fee of approximately $10 to cover costs.
Prerequisites: Political Science 121 or 158
Time: I1
Room: Music 23
Difficult Judicial Choices:
How the Courts Reshape Political Institutions
POL 475-49055
Instructor: Phillip F. Fishman
The course is designed for political science and social work students and others who are concerned with institutional operation
and change/reform. Text and actual case-studieswill be employed
to examine the role of the federaljudiciary in: prison reform, mental
health and the right to treatment, equal housing, school busing,
police and immigration policy in the 90s. Course objectives are to
assist the student: 1)to understand the judicial process and how
jrrdg~slnakc policy; 22) tu Ivarn how linbilily i s ~st~ib1ishc.d
i~rid
app~.opriatcrcmtaclics arc' f;ishionrd lor rrdicf; 3 ) b cxplorc tlic
rlynarrtic. r-onfliihtIwIwccn 1l1c f ~ i l ~ r tx-nch
al
nnr.-1 j>ol~tic'rlland
adrninistrdtivc i n s t ~ l itions.
l
'I'l~cinstructor uscs Icct~~re
i111rl hypothetical cases as key tools of instruction.
There will be one exam and one mini-paper during the brief course.
In addition, students will be assigned on-site field visits to a Minnesota penitentiary, a metropolifan police station, a United States
immigration court and a mental health facility.
Prerequisites: Junior or Senior standing
Time: Tuesday, January 3, 6-9:30 p.m., and each Monday and
Wednesday thereafter
Ro-om: Old Maih 16
Psychology
The Psychology of Law
PSY 335-49056
Instructor: Nancy Steblay
Evaluation will
participation, student research
Re1igion
The Lutheran Heritage
REL 345-49057
Instructor: Eugene Skibbe
The Lutheran Church is the largest Protestant church in the world.
We will not only examinethe LutheranChurch as it is at the present
time, but also study its origin in the 16th century and its develop0years of history. The text by
ment and cultural
Lcct LI r c and class discussion
ss to the Gospel in art,
will deal with cx
music, missions,
theology. Requireper. One text costing
ments will inclu
ascd in class on the second
erim course may be used to
meet religion r e q ~ c r n e n t s )
,
Time: I
Room: Old Main 18
Christianity in Modern Africa
REL 366-49058
onal African culture
will be studied, as well as atgy!' A major section
ses of churches in
South Africa to t
will be lectures
luated on several
toward graduation religion requirements)
Time: 11
Room: Old Main 18
The Bible, Language and Interpretation
REL 445-49059
anguage in the Bible. The
character of language for
es will be based on class
an examination.
course may be used
Social Work
C( Exploring Human Services
SWK 257-49060
Instructor: Mary Lou Williams
This course offers students the opportunity to explore career aspects of the human services vocations, a valuable tool in selecting
a career goal and a college major. Knowledge is gained by working
in a professional human service organization or agency; working
and talking with human service professionals and others who
participate in an organized approach to respond to human needs.
This course offers a "hands on" experiential approach to learning.
Studentswill volunteer 20 hours per week under the direction of an
agency representative. In addition, students will attend a specific
small group seminar 3 hours per week during which agency
experienceswill be shared and readings discussed. Evaluation will
be based on performance in the agency, written subjective summary, brief journal summary, and final exam.
Time: I
Room: Murphy Square 1
Family Violence: Recurring Issue, New Perspectives
sWK330-4906<1
Instructor: Maria rown
Is violence really "as American as apple pie" (StokelyCarmichael)?
Is family violence just a reflection of societfs violent attitudes?
Why DOES familyviolenceoccur,and when, and to whom? Today,
identified violence in families has reached what many professionals consider "epidemic proportions". This course is intended to be
an overview of the phenomenon of family violence, including
contributingfactorsandconsequencesfor the familyand the broader
society. Students will research various forms of family violence.
Classroom speakerswill include professionalswho are involved in
current policy-making and program delivery in family violence.
One-half credit ovtion: classroom discussion, readings and the development of an annotated bibliography on area of interest in
family violence.
Full credit ovtion: requires writing and presenting of research on
area of interest in family violence.
Prerequisites: Inko to Psychology, Sociology or Social Work
Time: I
Room: Old Main 21
Social Work and Community Services
in Great Britain
SWK 346-49061
7y!-!L
/
- I
Instructor: Rosemary Link
Great Britain is an exciting mixture of ancient and modern -ancient
in its culture and modern in its social policies. The course explores
social work services with this dual focus. We will visit a variety of
community agencies: formal public, private, and natural helping
networks in a range of urban and rural settings. In order to experience the nation's culture, we will be invited to English family
homes, meet with social work students, attend theatre performances, and visit historic treasures.
London is the nerve center for the country's resources and we will
begin by visiting some of its foremost community institutions such
as Great Ormond Street Childrensl Hospital and Toynbee Hall
Settlement. With the help of English social work students, we will
unravel the post Second World War commitment to universal
socialpolicies. These policies have established servicesavailable to
all citizensin health, education, income maintenance, housing, and
personal social servics. They also provide the major working turf
of the social work profession.
As a contrast to the inner city of London, we will visit Exeter and
explore the rural and beautiful coastal West Country. In addition
to the formal 'public' social work agencies such as Probation and
Corrections, we will make contact with informal services and the
small, more extended family oriented fishing and farming communities.
Throughout the course, there will be an emphasis on understanding current national policies and attitudes through cultural and
literary connections. Therefore, visits to the National Theatre, The
Houscs of Parliament, cathedrals, and ancient community sites
such asOxford are an integral part of rmgnizingand appreciating
the wholc community. CuIturc and history come to lifc duringday
excurtions through the gcntle English countryside ta Oxford and
Stratford, Warwick and Coventry, Bath and Canterbury.
Students will complement their direct experience by reading the
British press and current social policy pamphlets, journals, and
books. Suggested Readings: A. Kahn and S. Kammerman, Not the
Poor Alone; M . Bruce, The Rise of Fhe Welfare Stake; P.Barclay, Social
Workers: T h i r Role and Tmks; Charlcs Dickens, Oliver Twisf; any
play by G.B.Shaw, and the 'quality prcsd - The Gtdardinn, The
Times, The Telegraph.
Student evaluation will be based on a summary of a reflective
journal, an agency study, a critique of a current socialpolicy (which
includes a comparison with their American experience), and participation in visits and discussions. The course is offered on a P/
NP basis.
The comprehensivefee of $1,995 includes air and surfacetravel, accommodations, six dinners, four theater tickets and a one week
London travel pass.
Registration for this interim must be made before October 26 at
the Office of International Programs.
7
Field Work III
SWK 466-49064 (full course)
466-49065 (112 course)
Instructor: Francine Chakolis
The objectives of the class are to use supervisory relationship to
increase interpretive as well as social work performance competence; to promote gradual entry into direct social work practice; to
increase competence in the client contact phase of the problem
solving process; to increase student self-awareness in regard to
professional practice interests, areas of strength, and areas for
personal/professional development; to promote competence in
the full process of problem solving, with special emphasis on
analysis and resolution stages.
Course content will be continuation of Field Work I1 -educationally focused field placement in a social service agency.
Students will spend 15 (or 30) hours per week in field placement,
plus one hour per week in faculty facilitated supportive seminar
help on campus. Evaluations will be made in writing by the Field
Instructor using previously developed contract and social work
evaluation forms.
Note: Course is offered for half (466-49065) (15 hours per week) or
full (466-49064)(30 hours per week) credit. If for full credit, half of
the credit will be based on non-client contact tasks.
Prerequisite: SWK 462 (Field Work 11)
Time: to be arranged
Sociology
Principles o f Sociology (with emphasis
on thd ~ e a l t h
Care ~ i i t e m )
SOC 121-49071
Instructor: Barbara Johnson
Sociology is a unique way of understanding the world. As an
academic discipline and a profession, sociology provides insights
into culture, roles, groups, interaction, inequality and social structure. It is an essential tool for discoveringthe world and one's place
in it.
The emphasis for illustrations and exerciseswill be directed to the
health care system. Cross cultural comparisonswill be drawn. As
such, the course will be useful for future health care providers and
related professionals and for consumers as well.
This coursecovers the same concepts and meets the same objectives
as the regular term course. Therefore students can expect daily
written and/or reading assignments. Three exams will be given.
Time: II
Room: Music 24
Racial and Minority Group Relations
om of racial and minority group
ejudice, racism, and
format will include
for off-campus parexpect evaluation to
n, a research project,
nly on a P/N basis.
Time: I
Room: Music 23
!
Spanish
Evaluating Continental Literature
SPA 250-49067
The objective of th
tal literature
Student evaluation will
pation in class
discuss continenIt will involve
reports, partici-
Distribution: English-Speech
Time: I
Room: Old Main 27
Speech-Communication Movement for the Theater
SPC 226-49068
etc. Students wil
nd styles of movewill be to increase the
gh movement, by examintiming, concentra11 be introduced as
aspects of movement
a1 expression, gesture, walking,
rent styles of movement, from
c. Movement exercises will be
Some principles of
Studentswill be given required readings concerning the principles
of movement on which they will be asked to write brief essays.
Grading will be based on commitment to and effectivenessof class
work and essays, and on 3-4 movement presentations.
The class will be designed for those who desire to increase their
skills as actors, and also for those preparing for such fields as
teaching, law, the ministry, etc.
Time: II
Room: Tjomhom-Nelson Theatre
Other Courses
These courses are offered by institutions or groups not connected with
Augsburg College but have been approved for credit by the college.
Most carry a tuition cost plus other expenseswhich are the responsibility of the student. They are offered only on a P/N basis. Fuller
descriptions and details for registering are available in the Interim
Office.
Outward Bound
HPE 212-49069
Check for information in the Interim Office for material on dog
sledding and snowshoeing on the Minnesota-Canadianborder or
for white water canoeing and desert camping on the Rio Grande in
the December 27 through January 27 period. There is a cost of
approximately $1,275 (the Outward Bound organization has some
scholarships available).
Washington D.C. Interims
Leaders on Leadership: The National Agenda
POL 398-49072
Law and Society: An Examination of Issues and Principles
POL 398-49073
These interims begin January 2 and continue until January 21. Information on either of the above programs, housing and financial
assistanceis available from Dr. Milda Hedblom in Memorial 117A.
UMAIE
Augsburg is part of a consortium called UMAIE, Upper Midwest Association
for Intercultural Education, which offers overseas learning experiencesduring
the Interim. Further information about the following courses can be obtained
from Kathleen Lutfi at International Programs Office, 2018 Eighth Street (3301655)or from the Interim Office. Registration for these Interims ends October
26,1988. These courses are offered on a P/N basis only and generally carry a
lower division number.
ANCIENT GREECE
1THE ANCIENT AND MODERN MAYA OF YUCATAN
BIOLOGY AND NATURAL HISTORY OF THE
HAWAIIAN ISLANDS
1THE BIOLOGY AND NATURAL HISTORY OF NEW ZEALAND
CHINA AND CHANGE: IMPLICATIONS FOR THE WEST
IICONTEMPORARY EUROPEAN BUSINESS AND ECONOMIC
SYSTEMS
DEUTSCH IN DEUTSCHLAND
I
ENGLISH CASTLES AND CATHEDRALS, COUNTRYSIDE
AND CITIES
1THE ENGLISH SCHOOL AND FAMILY
EUROPE AND THE RISE OF MODERN SCIENCE
EXPLORING HUMAN SERVICES AND SOCIAL WORK IN
GREAT BRITAIN
1GREAT WESTERN PHILOSOPHERS: USSR & ENGLAND
HAWAII: A CULTURAL AND LITERARY HISTORY
INSIDE IRELAND
1JANUARY IN AND AROUND PARIS
MODERN EUROPEAN BUSINESS AND WORKLIFE
MUSEUMS, MUSIC AND MONUMENTS IN THE GREAT
CITIES OF EUROPE
THE PANORAMA OF ENGLISH THEATRE
LI THE ROMAN EMPIRE: CITIES, BATHS AND VILLAS IN
BRITAIN AND ITALY
1SOUNDS AND SIGHTS OF EUROPE
SOUTH SEA ADVENTURE: TROPICAL ECOLOGY
CI SPECIAL EDUCATION OVERSEAS: AMSTERDAM, ENGLAND, SCOTLAND
SPAIN: A COUNTRY IN TRANSITION
Augsburg Lifetime Sports
The following activity is available to students during Interim and
students may register for this class as well as for a regular course. This
activitv does not carry official credit, but does meet the lifetime sports
requi&ment for graiua tion. Students may participate in this class
without registering for the course, but will be cxpcctd to pay any fees
whether or not the student registers for the course.
American Karate
HPE 002-49070
Instructor: Mike Teitelbaum
The form, basic techniques and practical usage of American Karate,
taught by a certified Third Degree MKA Black Belt instructor. Fee
of $25.00.
Distribution: Lifetime Sports
Time: 1200-1:00 MWF
Room: Melby
Show less
2014-2015 Undergraduate Catalog
Augsburg College
Undergraduate Catalog
2014-2015
Official Publication of Augsburg College
2211 Riverside Avenue, Minneapolis, MN 55454
The Augsburg College Undergraduate Catalog contains information about academic program requirements and
academic and studen... Show more
2014-2015 Undergraduate Catalog
Augsburg College
Undergraduate Catalog
2014-2015
Official Publication of Augsburg College
2211 Riverside Avenue, Minneapolis, MN 55454
The Augsburg College Undergraduate Catalog contains information about academic program requirements and
academic and student policies and procedures for fall semester 2014 - summer semester 2015. It is subject to change
without notice.
The catalog is intended to complement other College publications including the Student Guide and College website. It is
important for students to be familiar with all College policies and procedures. Students are strongly encouraged to
consult their advisor(s) at least once each semester to be certain they are properly completing degree requirements.
Published 2014
Phone: 612-330-1000
www.augsburg.edu
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A Greeting from the President
A college catalog is a wonderful text, full of detail and data that offer all of us a map to our lives together as a college
community. This is a map grounded in Augsburg’s mission: “To educate students to be informed citizens, thoughtful
stewards, critical thinkers, and responsible leaders.”
What has prompted you to study this map of Augsburg College? If you’re already enrolled at Augsburg, I trust you will
continue to find here the awe and wonder of an educational experience that is meaningful and challenging. I hope you
will be reminded of the relationships and commitments you have formed at Augsburg—they will last a lifetime. I also
hope that you find in this map signposts of the progress you have made in your vocational journey and that you will
continue to believe that you have rightly chosen Augsburg as the community in which you will spend time for the next
several years.
If you are studying this map to find out more about Augsburg College and an Augsburg education, welcome. I believe
you will find it not only tells you about the character and essence of our institution, but also about our mission of
service, particularly about those whom we serve in a modern, vibrant city. Augsburg is located in the heart of the Twin
Cities of Minneapolis and St. Paul, and it is in the city that our College both serves and thrives. As you study here, you
will find a setting that not only provides remarkable learning opportunities, but one in which you will be able to share
your own talents and skills. Augsburg’s challenging academic environment is enhanced by both education and service
experiences that transform theory into action and unite the liberal arts with the practical in preparing students as
faithful citizens in a global society.
The experience you are undertaking at Augsburg—or thinking of undertaking—will occur on a small campus in the core
of a great city; it will be led by faculty preoccupied with your welfare and the emergence and refinement of your
vocational plans.
As you join Augsburg College, or consider doing so, please know that those of us who await you here find the College an
exciting place, full of diversity and yet possessed of a community dedicated to higher learning and good living. Here you
can find your way in the world.
May this map be your faithful guide!
Sincerely yours,
Paul C. Pribbenow, Ph.D.
President
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About Augsburg
At Augsburg College, we believe that the college experience should be a time of exploration, of discovery, of new
experiences, and new possibilities. We also believe that a liberal arts education is the best preparation for living in the
fast-paced, changing, and complex world of today and tomorrow. Augsburg graduates will be able to demonstrate not
only the mastery of a major field of study, but also the ability to think critically, solve problems, and communicate
effectively.
Discovering Your Gifts and Talents
The heart of an Augsburg undergraduate education is the Augsburg Core Curriculum—designed to prepare students to
become effective, informed, and ethical citizens. Through “Search for Meaning” courses, students explore their own
unique gifts and interests and find where their own talents intersect with the needs of our global society.
At the same time, courses across all disciplines stress the skills that will serve for a lifetime: writing, speaking, critical
thinking, and quantitative reasoning, to name a few.
Thanks to Augsburg’s prime locations in the heart of thriving metropolitan areas, many courses are able to offer rich and
varied learning opportunities in real-life situations through academic internships, experiential education, volunteer
community service, and cultural enrichment. In a sense, the resources of the Twin Cities and Rochester are extended
campuses for Augsburg students.
Minneapolis-based Day Program
Augsburg’s Minneapolis-based Day program offers more than 50 majors—or you can create your own major, either on
campus or through the Associated Colleges of the Twin Cities (ACTC). This five-college consortium allows Day Program
students to take courses on other campuses without additional charge while a full-time student at Augsburg. The ACTC
consortium includes Augsburg College, St. Catherine University, Hamline University, Macalester College, and the
University of St. Thomas.
Minneapolis-based Adult Undergraduate Program
Augsburg’s adult undergraduate program offers the flexibility you need, and is delivered in a hybrid-learning format,
combining the benefits of face-to-face classroom instruction with the convenience of online learning. The program
offers more than 10 majors designed to help you finish your bachelor’s degree quickly and efficiently, in as little as two
years. Augsburg also offers several additional majors that are available through evening, in-class courses, such as
American Indian studies, computer science, English/creative writing, and others in the Day Program.
Rochester-based Adult Undergraduate Program
In Rochester, Minnesota, students complete the same degree requirements as students in the Minneapolis
undergraduate program. As with the adult undergraduate program in Minneapolis, Rochester class are delivered in a
hybrid-learning format, combining the benefits of face-to-face classroom instruction with the convenience of online
learning. There are 8 majors offered in Rochester, some of which must be completed by taking courses at the
Minneapolis campus.
Mission Statement
Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as testaments to
the College motto, “Education for Service,” and mission:
Augsburg College educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible
leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in its
life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the
faith and values of the Lutheran Church, and shaped by its urban and global settings.
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History
A College of the Church
Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith
presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869, in Marshall, WI, and
moved to Minneapolis in 1872. The first seminarians were enrolled in 1874, and the first graduation was in 1879.
Early Leaders Establish a Direction
August Weenaas was Augsburg’s first president (1869-1876). Professor Weenaas recruited two teachers from Norway—
Sven Oftedal and Georg Sverdrup. These three men clearly articulated the direction of Augsburg: to educate Norwegian
Lutherans to minister to immigrants and to provide such “college” studies that would prepare students for theological
study.
In 1874 they proposed a three-part plan: first, train ministerial candidates; second, prepare future theological students;
and third, educate the farmer, worker, and businessman. The statement stressed that a good education is also practical.
Augsburg’s next two presidents also emphatically rejected ivory tower concepts of education. This commitment to
church and community has been Augsburg’s theme for more than 140 years.
Education for Service
Keeping the vision of the democratic college, Georg Sverdrup, Augsburg’s second president (1876-1907), required
students to get pre-ministerial experience in city congregations. Student involvement in the community gave early
expression to the concept of Augsburg’s motto, “Education for Service.”
In the 1890s, Augsburg leaders formed the Friends of Augsburg, later called the Lutheran Free Church. The church was a
group of independent congregations committed to congregational autonomy and personal Christianity. This change
made Augsburg the only higher educational institution of the small Lutheran body. The college division, however, was
still important primarily as an attachment to the seminary.
The Focus Changed
Traditional attitudes began to change after World War I. In 1911, George Sverdrup, Jr. became president. He worked to
develop college departments with an appeal to a broader range of students than just those intending to be ministers.
Augsburg admitted women in 1922 under the leadership of longtime dean of women, Gerda Mortensen.
The College’s mission assumed a double character: ministerial preparation together with a more general education for
life in society. In 1937, Augsburg elected Bernhard Christensen, an erudite and scholarly teacher, to be president (19381962). His involvement in ecumenical and civic circles made Augsburg a more visible part of church and city life.
After World War II, Augsburg leaders made vigorous efforts to expand and improve academic offerings. Now the College
had become a larger part of the institution than the seminary and received the most attention.
Accreditation for the College
Augsburg added departments essential to a liberal arts college, offering a modern college program based on general
education requirements and elective majors. Full accreditation of the College was achieved in 1954.
A study in 1962 defined the College’s mission as serving the good of society first and the interests of the Lutheran Free
Church second. The seminary moved to Luther Theological Seminary (now Luther Seminary) in St. Paul in 1963 when the
Lutheran Free Church merged with the American Lutheran Church. Subsequently, the American Lutheran Church
merged with two other Lutheran bodies in 1988 to form the Evangelical Lutheran Church in America.
A College in the City
Under the leadership of President Oscar A. Anderson (1963-1980), Augsburg became a vital and integral part of the city
of Minneapolis. The College began to reach out to nontraditional student populations, ensuring educational opportunity
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for all students. Also in these years, Augsburg added the Music Hall, Mortensen Hall, Urness Hall, Christensen Center, Ice
Arena, and Murphy Place.
Dr. Charles S. Anderson led the College from 1980 to 1997. He guided Augsburg’s commitment to liberal arts education,
spiritual growth and freedom, diversity in enrollment and programs, and a curriculum that draws on the resources of the
city as extensions of campus and classroom. Some of the accomplishments during his tenure include instituting two
graduate degree programs, hosting national and international figures at College-sponsored forums and events,
increasing accessibility, and the addition of the Foss, Lobeck, Miles Center for Worship, Drama, and Communication; the
Oscar Anderson Residence Hall; and the James G. Lindell Family Library.
Dr. William V. Frame became president in August 1997 and retired in 2006. Under his leadership, the College sharpened
its identity as a college of the city, providing an education grounded in vocational calling that provides students both the
theoretical learning and the practical experience to succeed in a global, diverse world. Augsburg’s Rochester campus
was added in 2002, further expanding Augsburg’s presence in key cities in the state of Minnesota.
Dr. Paul C. Pribbenow became president in July 2006. Under his leadership, the College aims to educate students of all
ages—in the midst of a great city—to be faithful citizens of the world.
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Augsburg Today
Augsburg continues to reflect the commitment and dedication of the founders who believed:
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An Augsburg education should be preparation for service in community and church.
Education should have a solid liberal arts core with a practical dimension in order to send out productive, creative,
and successful citizens.
The city—with all its excitement, challenges, and diversity—is an unequaled learning laboratory for Augsburg
students.
The vision of the College’s work today is lived out in the phrase, “We believe we are called to serve our neighbor.
Through common commitments to living faith, active citizenship, meaningful work, and global perspective, Augsburg
prepares its students to become effective, ethical citizens in a complex global society.
In addition to Augsburg’s undergraduate program of liberal arts and sciences, Augsburg offers numerous master’s
degree programs as well as a doctoral program in nursing practice. For information about graduate programs, go to
www.augsburg.edu/grad.
Undergraduate and graduate education is offered in a variety formats. In addition to its Minneapolis campus, Augsburg
has a branch campus in Rochester, MN.
Day Program
Augsburg’s Day Program (DAY) provides an educational opportunity for students who want to earn a bachelor’s degree
in a traditional weekday format.
Adult Undergraduate Programs
Augsburg’s Adult Undergraduate Program provides an educational opportunity for adults who want to earn a bachelor’s
degree with a flexible schedule and with a learning environment that acknowledges the real life experience adult
students bring to the classroom. It is a means by which men and women can gain skills for professional advancement,
prepare for a career change, or pursue a personal interest in one or more areas of the liberal arts and professional
studies.
The Weekend and Evening College (WEC) program began in 1982 with 69 students taking courses in three majors. The
program eventually grew to approximately 1,000 students in 18 majors in the liberal arts and professional studies, one
of the largest programs of its type among Minnesota private colleges.
In Fall 2014, the WEC program will begin a three year transition into the Adult Undergraduate Program (AU). Current
students may continue in the WEC program until spring semester 2017. New students will begin joining the AU program
in Fall 2014.
Program Transition Timeline
WEC classes will continue to be offered on the evenings and weekends through spring semester 2017. After that term,
the program will sunset and all courses will be offered in the AU program. During the transition, WEC students will be
able to register for courses in the WEC, AU, or Day programs, depending on their schedule needs. WEC courses will
continue to be offered in the hybrid learning model, combining traditional, face-to-face class time, with online and out
of class coursework.
Adult Undergraduate Schedule
The AU schedule is designed to meet the needs of adult students. Courses in individual majors will meet on the same
night of the week, on an alternating bi-weekly schedule for the duration of the major. The alternating weeks of the
semester are labeled “Maroon,” and “Silver”. Students select courses from both the maroon and silver schedules,
creating an alternating schedule of classes.
Face-to-face meetings occur on alternating weeks for three-and-a-half hours on either Tuesday or Thursday, depending
on the program. Online and out-of-class work occurs during the non-class meeting week. Additional classes outside of
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the major program may be scheduled on Monday or Wednesday weeknights. AU students may take from one to four
courses each semester.
Minneapolis Campus
For a complete list of degree completion programs offered in the AU Program visit
www.augsburg.edu/academic/majors.
Rochester Campus
Augsburg’s branch campus in Rochester was established in 1998 as a natural extension of the College’s mission and its
expertise in teaching working adults. A variety of undergraduate majors are offered.
The Rochester campus classrooms and offices are located at Bethel Lutheran Church (ELCA), a few blocks south of the
heart of the city, which is home to more than 100,000 residents. It is a city that enjoys a rich ethnic diversity and
superior technological resources.
Augsburg classes in Rochester meet on a semester schedule with classes taking place on weekday evenings, making
them accessible to working adults. In addition to the degree programs that can be completed entirely in this location,
students may work on a variety of other majors through a combination of Rochester and Minneapolis-based evening
courses.
Students at the Rochester campus are Augsburg College students. They are supported through an array of e-learning
resources ranging from access to Lindell Library databases to the use of online course management software.
Information about the Rochester campus is available at www.augsburg.edu/rochester or by calling the Rochester office
at 507-288-2886.
Campus Location
Augsburg College is located in the heart of the Twin Cities of Minneapolis and St. Paul, Minnesota. The campus is
bordered by Riverside Avenue and Interstate 94, near the University of Minnesota West Bank campus and the University
of Minnesota Medical Center.
Downtown Minneapolis is just minutes away, providing access to internships and careers with some of the country’s
leading companies as well as entertainment, arts, sports venues, shopping, dining, and transportation. The campus is
blocks from the Green and Hiawatha light rail lines and the Central Corridor line, which provide easy access to
Minneapolis, St. Paul, and the Minneapolis International Airport.
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Facilities
Instruction facilities and student housing at Augsburg are conveniently located near each other. A tunnel/ramp/skyway
system connects the two tower residence halls, the five buildings on the Quadrangle, plus Music Hall, Lindell Library,
Oren Gateway Center, and the Foss, Lobeck, Miles Center for Worship, Drama, and Communication.
Admissions Office—The Office of Admissions is located on the lower level of Christensen Center.
Anderson Hall (1993)—Named in honor of Oscar Anderson, President of Augsburg College from 1963 to 1980, this
residence hall is located at 2016 8th Street. Anderson Hall contains four types of living units and houses 192 students, as
well as the Master of Science in Physician Assistant Studies; Center for Global Education; and the Office of Marketing
and Communication.
Counseling and Health Promotion—The Center for Counseling and Health Promotion (CCHP) offers programs and
services that enhance student learning by promoting personal development and well-being. The center occupies the
house located at 628 21st Avenue.
Christensen Center (1967)—The College Center, with the Admissions Office, student lounge and recreational areas, the
Strommen Center for Meaningful Work, the Commons dining facility and Einstein Bros. Bagels, two art galleries, copy
center, and offices for student government and student publications.
Edor Nelson Field—The athletic field, located at 725 23rd Avenue, is the playing and practice field of many of the
Augsburg teams. An air-supported dome covers the field during winter months, allowing year-round use.
Foss, Lobeck, Miles Center for Worship, Drama, and Communication (1988)—The Foss Center is named in recognition
of the Julian and June Foss family. The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are also
housed in this complex, which provides space for campus ministry, the drama and communication offices.
Ice Arena (1974)—Two skating areas provide practice space for hockey and figure skating, and recreational skating for
Augsburg and the metropolitan community.
Kennedy Center (2007)—Completed in 2007 as a three-story addition to Melby Hall and named for Dean (’75) and Terry
Kennedy, it features a state-of-the-art wrestling training center, fitness center, classrooms for health and physical
education, and hospitality facilities.
The James G. Lindell Family Library (1997)—This library and information technology center houses all library functions
and brings together the computer technology resources of the College. It also houses the Gage Center for Student
Success. The library is located on the corner of 22nd Avenue and 7th Street and the Center for Learning and Adaptive
Student Services (CLASS).
Luther Hall (1999)—Named for theologian Martin Luther, Luther Hall is a three-story apartment complex along 20th
Avenue, between 7th and 8th Streets that houses juniors and seniors in units from efficiencies to two-bedroom suites.
Melby Hall (1961)—Named in honor of J. S. Melby (dean of men from 1920 to 1942, basketball coach, and head of the
Christianity Department). It provides facilities for the health and physical education program, intercollegiate and
intramural athletics, the Hoyt Messerer Fitness Center, and general auditorium purposes. The Ernie Anderson Center
Court was dedicated in 2001.
Mortensen Hall (1973)—Named in honor of Gerda Mortensen (dean of women from 1923 to 1964), it has 104 one- and
two-bedroom apartments that house 312 upper-class students, the Department of Public Safety and a lounge area.
Music Hall (1978)—Contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal halls, music
libraries, practice studios, and offices for the music faculty.
Old Main (1900)—Home for the Department of Art and the Department of Languages and Cross-Cultural Studies, with
classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency with
architectural details from the past. It is included on the National Register of Historic Places.
Oren Gateway Center (2007)—Named for lead donors and alumni Don and Beverly Oren, it is home for the StepUP
program, Institutional Advancement offices, the Alumni and Parent and Family Relations Offices, Bernhard Christensen
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Center for Vocation, the Master of Business Administration Program, the Master of Arts in Leadership program, the
Master of Fine Arts in Creative Writing program, and substance-free student housing. It also houses the Barnes & Noble
Augsburg Bookstore, Nabo Café, Gage Family Art Gallery, and the Johnson Conference Center.
Science Hall (1949)—Houses classrooms; laboratories for biology, chemistry, and physics; mathematics; a medium-sized
auditorium; faculty offices, administrative offices, and various other program offices.
Sverdrup Hall (1955)—Named in honor of Augsburg’s fourth president, it contains the Enrollment Center, as well as
classrooms and faculty offices.
Sverdrup-Oftedal Memorial Hall (1938)—Built as a residence hall and named in honor of Augsburg’s second and third
presidents, it contains the President’s Office, Human Resources, and other administrative and faculty offices.
Urness Hall (1967)—Named in honor of Mr. and Mrs. Andrew Urness, this tower provides living quarters for 324 firstyear students. Each floor is a “floor unit,” providing 36 residents, housed two to a room, with their own lounge, study,
and utility areas.
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Accreditation, Approvals, and Memberships
Augsburg College is accredited by:
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The Higher Learning Commission of the North Central Association of Colleges and Schools.
National Council for the Accreditation of Teacher Education
Accreditation Review Commission on Education for the Physician Assistant (ARC-PA)
Commission on Collegiate Nursing Education (CCNE) (Bachelor’s and Master’s degrees)
Council on Social Work Education (CSWE) (bachelor’s and master’s degrees)
Augsburg’s programs are approved by:
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American Chemical Society
Minnesota Board of Teaching
National Accrediting Agency for Clinical Laboratory Sciences (NAACLS)
National Association of Schools of Music
Augsburg College is an institutional member of:
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American Association of Colleges and Universities (AACU)
American Association of Colleges of Teacher Education (AACTE)
American Association of Higher Education (AAHE)
American Music Therapy Association, Inc.
Campus Compact
Council of Independent Colleges (CIC)
Lutheran Education Council in North America (LECNA)
National Association of Schools of Music (NASM)
National Society for Experiential Education (NSEE)
Physician Assistant Education Association
Associated Colleges of the Twin Cities (ACTC)
Higher Education Consortium for Urban Affairs (HECUA)
Minnesota Private College Council MPCC)
Twin Cities Adult Education Alliance (TCAEA)
Augsburg College is registered with the Minnesota Office of Higher Education. Registration is not an endorsement of the
institution. Registration does not mean that credits earned at the institution can be transferred to other institutions or
that the quality of the educational programs would meet the standards of every student, educational institution, or
employer.
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Policies
Non-Discrimination Policy
Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or
ethnic origin, age, gender, sexual orientation, gender identity, gender expression, marital status, status with regard to
public assistance, or disability in its educational policies, admissions policies, employment, scholarship and loan
programs, athletic and/or school administered programs, except in those instances where there is a bona fide
occupational qualification or to comply with state or federal law. Augsburg College is committed to providing reasonable
accommodations to its employees and students.
For inquiries or grievances in any of the following areas, contact the director of Human Resources, ground floor,
Memorial Hall 19, 612-330-1058.
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Affirmative Action—for matters based on race, creed, national, or ethnic origin
Section 504—for matters based on physical or mental handicap
Title IX—for matters based on gender or marital status
Employment—All correspondence should be addressed to the Office of Human Resources at Augsburg College, 2211
Riverside Avenue, Minneapolis, MN 55454.
The Director of Human Resources serves as the Title IX officer and may be reached at 612-330-1058.
Deputy Officer for Students:
Dean of Students
Sarah Griesse
612-330-1489
griesse@augsburg.edu
Deputy Officer for Athletics:
Assistant Athletic Director
Kelly Anderson Diercks
612-330-1245
diercks@augsburg.edu
Deputy Officer for Employees:
Director and Chief Human
Resources Officer
Dionne Doering
612-330-1602
doering@augsburg.edu
Any questions concerning Augsburg’s compliance with federal or state regulations implementing equal access and
opportunity can be directed to the Affirmative Action Coordinator, Human Resources, CB 79, Augsburg College, 2211
Riverside Ave., Minneapolis, MN 55454, 612-330-1058.
The College and its faculty subscribe to the Statement of Principles on Academic Freedom as promulgated by the
American Association of University Professors and the Association of American Colleges.
Family Educational Rights and Privacy Act
The Family Educational Rights and Privacy Act of 1974 (FERPA), as amended, provides certain rights to students
regarding their education records. Each year Augsburg College is required to give notice of the various rights accorded to
students pursuant to FERPA. In accordance with FERPA, you are notified of the following:
Right to inspect and review education records
You have the right to review and inspect substantially all of your education records maintained by or at Augsburg
College. The student must request to review their education records in writing with their signature. The College will
respond in a reasonable time, but no later than 45 days after receiving the request.
Right to request amendment of education records
You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate,
misleading, or otherwise in violation of your right to privacy. This includes the right to a hearing to present evidence that
the record should be changed if Augsburg decides not to alter your education records according to your request.
Right to give permission for disclosure of personally identifiable information
You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information
contained in your education records, except to the extent that FERPA and the regulations regarding FERPA authorize
disclosure without your permission. One such exception which permits disclosure without consent is for disclosure to
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school officials who have legitimate education interests. A school official is a person employed by the College in an
administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel
and health staff); person or company with whom the College has contracted (such as an attorney, auditor, or collection
agent); a person serving on the board of regents, or a student serving on an official committee, such as a disciplinary or
grievance committee, or assisting another school official performing his or her tasks. A school official has a legitimate
educational interest if the official needs to review an education record in order to fulfill his or her professional
responsibility.
Right to withhold disclosure of “directory information”
FERPA uses the term “Directory Information” to refer to those categories of personally identifiable information that may
be released for any purpose at the discretion of Augsburg College without notification of the request or disclosure to the
student.
Under FERPA you have the right to withhold the disclosure of the directory information listed below. Please consider
very carefully the consequences of any decision by you to withhold directory information. Should you decide to inform
Augsburg College not to release Directory Information, any future request for such information from persons or
organizations outside of Augsburg College will be refused.
“Directory information” includes the following:
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The student’s name
The student’s address
The student’s telephone number
The student’s e-mail address
The student’s date and place of birth
The student’s major and minor field of study
The student’s academic class level
The student’s enrollment status (FT/HT/LHT)
The student’s participation in officially-recognized activities and sports
The student’s degrees and awards received (including dates)
The weight and height of members of athletic teams
The student’s dates of attendance
Previous educational agencies or institutions attended by the student
The student’s photograph
Augsburg College will honor your request to withhold all Directory Information but cannot assume responsibility to
contact you for subsequent permission to release it. Augsburg assumes no liability for honoring your instructions that
such information be withheld. The Registrar’s Office must be notified in writing of your intent to withhold your Directory
Information.
Right to complain to FERPA Office
You have the right to file a complaint with the Family Policy Compliance Office, US Department of Education, 400
Maryland Ave. SW, Washington, DC, 20202, concerning Augsburg’s failure to comply with FERPA.
Reporting Educational Information
Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter.
Clery Act
The Clery Act Annual Report for Augsburg College contains statistics on reported crimes on and near Augsburg property
and campus, as well as institutional policies concerning campus security and crime. The report is available online at
www.augsburg.edu/dps. For a printed copy, contact Augsburg’s Department of Public Safety at 612-330-1717.
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Copyright Policy
Augsburg College Graduate Programs follows the norms of the US Copyright Law in granting exclusive rights under the
Copyright Act to faculty and student authors to reproduce their original works, to use them as the basis for derivative
works, to disseminate them to the public, and to perform and display them publicly. This excludes all proprietary
information.
Student Rights
The College has adopted a statement of student rights and responsibilities and has provided for due process in the
matter of disciplinary action, grievances, and grade appeal, as outlined in the Augsburg Student Guide, at
www.augsburg.edu/studentguide.
Official Notices
Students will receive official notices via the student campus mail system (student campus box), the A-Mail publication,
and the student’s Augsburg e-mail account. Students should check their campus mailbox and their student e-mail
account regularly. The A-Mail is a daily online publication on Inside Augsburg.
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Undergraduate Admissions
Augsburg College strives to create a strong, rich, and vibrant campus community with students representing a large
number of backgrounds, viewpoints, experiences, talents, and cultures.
Selection of students for Augsburg College is based upon careful consideration of each candidate’s academic
achievement, personal qualities and interests, participation in activities and employment, and potential for development
as a student and as a graduate of Augsburg College.
Visit the Campus
Firsthand appraisal of programs, facilities, and academic atmosphere is valuable. First-year and transfer applicants are
encouraged to visit the campus and meet with an admissions counselor. Arrangements can be made to meet with a
member of the faculty and to attend classes when school is in session.
Augsburg’s undergraduate admissions staff is ready to help students and families with college planning. Call any
weekday between 8:30 am and 4:30 pm—612-330-1001 or toll-free 1-800-788-5678—and we’ll assist with your
questions and arrange a tour for you. Admissions visits and tours are available Monday through Friday, and most
Saturday mornings during the school year. The Admissions Office is located on the lower level of the Christensen Center
and serves traditional, non-traditional, and graduate students.
Application Procedures
First-year Day Program Students:
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Application for Admission
Students should complete the application for admission, including the essay, and submit them to the Admissions
Office. Students may apply online for free at www.augsburg.edu/acfl/apply or www.commonapp.org.
Transcripts
An official transcript from the high school is required of first-year applicants. First-year applicants who are still high
school students at the time of application should have their most recent transcript sent, followed by a final, official
transcript upon graduation. If the student has taken college courses, including while in high school, an official
transcript from each institution should also be sent. General Education Development (GED) scores may be presented
instead of the high school transcript.
Test Scores
First-year applicants are required to submit results from a college entrance examination, unless he or she has been
out of high school for more than five years. The American College Test (ACT) is preferred; results from SAT are also
accepted. Test scores recorded on the official high school transcript are sufficient. Augsburg strongly recommends
completing the writing portion of either the ACT or SAT.
Recommendations
One letter of academic recommendation is required for all students. A letter may be submitted by a teacher,
counselor, or pastor (spiritual leader).
Essay
First-year applicants are required to provide a 1-2 page essay (approximately 500 words) on a topic(s) chosen by
Augsburg faculty/staff/students.
Additional Information
If there is additional information that may have affected the applicant’s previous academic performance, it may be
included as a personal statement with the application and discussed individually with an admissions counselor. On
occasion, the Admissions Committee may defer a decision on a candidate’s admission until additional information
has been received. For example, new test scores, results of the present semester’s coursework, additional letters of
recommendation, or writing samples may be requested by the committee. If any additional credentials are needed,
the Office of Undergraduate Admissions will inform the candidate.
Notification of Admissions Decision
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Admissions decisions are made on a rolling basis. Applicants are notified of the admissions decision usually within
three weeks after the application file is complete and has been evaluated by the Admissions Committee. Notification
of admission status for completed applications begins in late September.
Confirmation of Admission
Accepted students are asked to make a $150 enrollment deposit* to the Office of Undergraduate Admissions.
Students who wish to live in College housing must also submit a $200 nonrefundable housing deposit along with the
housing contract to the Residence Life Office.
*Nonrefundable after May 1.
Note: Admission to a major—a separate process from admission to the College—is sometimes required. Check with the
Admissions Office and consult the specific department’s section of this catalog.
Day Program Transfers and Adult Undergraduate (AU) Students
A cumulative grade point average (GPA) of at least 2.50 (on a 4.0 scale) in previous college work is recommended for
transfer admission to the College. Information regarding transfer credit policies is found in the Academic Information
section of the catalog. Students who are applying to the AU program should have attempted a minimum of 30 semester
credit hours, including courses in foundation areas (writing, etc.)
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Application for Admission
Students should complete the application for admission, including the essay, and submit them to the Admissions
Office. Students may apply online for free at www.augsburg.edu/acfl/apply or www.commonapp.org.
Transcripts
Official transcripts from all previous postsecondary institutions must be sent directly to the Admissions Office.
Applicants with less than one year of previous transferable college work should also have their official high school
transcript sent. The GED test certificate may be presented instead of the high school transcript.
Recommendations
One letter of academic recommendation is required for all transfer applicants. Letters may be submitted by a
supervisor, counselor, professor, or pastor (spiritual leader).
Additional Information
If there is personal information that may have affected the applicant’s previous academic performance, it may be
included with the application and discussed individually with an admissions counselor. Academic recommendations
may be required by the Admissions Committee before an admission decision is made. On occasion, the Admissions
Committee may also defer a candidate’s admission until other information has been received. For example, test
scores, results of current coursework, additional letters of recommendation, or writing samples may be requested
by the committee. If any additional credentials are needed, the Admissions Office will inform the candidate.
Notification of Admissions Decision
Augsburg College uses a rolling admissions plan. Students are notified of the admission decision usually within two
weeks after the application file is complete and has been evaluated by the Admissions Committee.
Note: Admission to a major—a separate process from admission to the College—is sometimes required. Check with the
Admissions Office and consult the specific department’s section of this catalog.
Application for Readmission
Day students who have not registered for courses at Augsburg College for one semester or more, and
AU/Rochester/WEC students who have not registered for courses at Augsburg College for two or more semesters, must
apply for readmission through the Registrar’s Office to resume attendance. Students who have attended other
institutions during their absence from Augsburg must have an official transcript sent from each institution to the
Registrar’s Office. Returning students do not pay the application fee.
The last day to receive approval for readmission to the College and register for classes is the Friday prior to the start of
the term. The Student Standing Committee must review any applications from students who left on probation or who
were dismissed from the College.
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Special Students (Non-Degree)
In some circumstances, people may be admitted as special students (non-degree) and granted the privilege of enrolling
in courses for credit. Students may request a change in their degree status by contacting the Registrar’s Office.
Students regularly enrolled at another college may take coursework at Augsburg College as a special student (nondegree). To apply for admission as a special student, submit the completed application, academic intent, and all
necessary official transcripts to the Admissions Office. Contact the Admissions Office regarding which official transcripts
you may need for your application file.
Special Students (Second Degree)
Students who have graduated from Augsburg who are returning to complete an additional major will not be awarded a
second degree unless it is a different degree from the first awarded.
Students who have completed a four-year degree at an accredited college or university may complete a second degree
at Augsburg College. A second degree will not be awarded unless it is a different degree from the first awarded. Second
degree requirements include a minimum of 32 semester credits taken at Augsburg, completion of a major, and
completion of any liberal arts requirements not covered by a previous degree. Depending on the student’s previous
degree, completion of a second major (non-degree) may also be an option.
International Student Admissions
International students are a vital part of the Augsburg community. (See International Student and Scholar Services, in the
Student Life section.)
International students should contact International Student and Scholar Services for an international student application
and financial requirements. All applicants must provide proof of financial solvency.
For more information, call 612-330-1359 or 1-800-788-5678 (toll-free), email admissions@augsburg.edu or contact
International Student and Scholar Services at:
Campus Box 307
Augsburg College
2211 Riverside Avenue
Minneapolis, MN 55454 USA
Students who have attended a college or university outside of the United States will need to obtain a foreign credential
evaluation by contacting World Education Services (WES). WES is a nonprofit organization with more than 30 years of
experience evaluating international credentials. WES will examine your transcript(s) and prepare a report that will help
Augsburg College understand how your international coursework compares to courses and grades in the United States.
Augsburg College will use this information in its admissions review and will grant transfer credit where appropriate.
World Education Services, Inc.
Bowling Green Station
PO Box 5087
New York, NY 10274-5087
www.wes.org
Phone: 212-966-6311
Fax: 212-966-6395
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Financing Your Education
College Costs
The Board of Regents approves the costs for the academic year. The board reviews costs annually and makes changes as
required. Augsburg reserves the right to adjust charges should economic conditions necessitate.
Day Program Tuition and Fees
Tuition (full-time enrollment):
Students are considered full-time when they take 12-18 credits during the semester. All associated costs must be paid by
the beginning of each semester to avoid accruing finance charges, unless you have enrolled in an official payment plan
through Student Financial Services.
Tuition (part-time enrollment):
This rate applies to students taking fewer than 12 credits in a semester.
Fees (full-time enrollment):
The standard program fees are the Student Activity Fee, Technology Fee, Newspaper Readership Fee, MPIRG Fee, and
the Wind Energy Fee. Specific courses or programs may have additional fees associated with them, such as lab or supply
fees.
Full Time Cost – Fall and Spring 2014-2015
Semester
Year
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$16,883.00
$332.25
$1,055 per credit
$33,766.00
$664.50
$4,220 per 4 credits
Tuition –Full-Time (12-18 credits per term)
Fees – (12-18 credits per term)
Overload Fee –(over 18 credits)
Full-Time vs. Half-Time
Undergraduate students will need to be enrolled in 6 credits to be considered half-time and 12-18 credits to be
considered full-time. This is an important distinction for accessing financial aid.
Part Time Cost – Fall and Spring 2014-2015
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Tuition –Part-Time(less than 12 credits)
Fees – (less than 12 credits)
Other Costs
Lifetime Activity Fee
Audit Fee(taking a class for no credit)
Music Lesson Fees
½ Hour Lesson
1 Hour Lesson
$1,055 per credit
$182.25 per term
$4,220 per 4 credits
$220.00 per course
$1,000.00 per course
$400.00
$800.00
Deposits
Enrollment Deposit (non-refundable): $150
Required of all new Day students after acceptance. If the student attends Augsburg College, the deposit is considered
initial payment toward their first-term tuition and fees. Should the student not attend, the enrollment deposit may be
forfeited.
Room and Board Costs:
Detailed housing rates are available through Residence Life Office at www.augsburg.edu/reslife/academic-year-rate.
Detailed meal plan rates and flex point options can be found at www.augsburg.edu/reslife/aviands-meal-plans.
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Adult Undergraduate (AU), Weekend/Evening College (WEC), and Rochester (ROCH)
Program Tuition and Fees
Tuition and fees are published online at www.augsburg.edu/studentfinancial/weekendevening-undergraduate.
Tuition:
Students are charged per credit. All associated costs must be paid by the beginning of each semester to avoid accruing
finance charges, unless you have enrolled in an official payment plan through Student Financial Services.
Fees:
The standard semester fees are the Student Activity Fee and the Wind Energy Fee. Specific courses or programs may
have additional fees associated with them, such as lab or supply fees.
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Weekend/Evening
Activity Fee
Campus Greening Fee
Rochester Undergraduate
Rochester Activity Fee
$457.50 per credit
$457.50 per credit
$20.00 per term
$5.00 per term
$394.75 per credit
$35 per term
$1,830.00 per 4.0 credits
$1,830.00 per 4.0 credits
$1,579 per 4.0 credits
Payments
Semester Charges
Prior to the start of each semester a statement of estimated charges showing charges and financial aid credits
designated by the Student Financial Services Office is sent to the student via e-mail. All statements are available online
through AugNet’s Records and Registration site. Payments can be made online at
www.augsburg.edu/studentfinancial/make-a-payment. Augsburg may charge late fees and interest on delinquent
accounts. Review the full policy regarding past due balances online at www.augsburg.edu/studentfinancial/disclosure.
Payment Options
Augsburg College offers payment plan options for all students. Information about payment plans is available online at
www.augsburg.edu/studentfinancial/payment-plans-and-discounts.
Financial Aid
All students who wish to be considered for financial assistance must establish financial aid eligibility on an annual basis.
This includes completing the application process as outlined below and making satisfactory academic progress. In order
to maintain eligibility in financial aid programs, students must make satisfactory academic progress toward the
attainment of their degree or certificate as stipulated in the College catalog and as published on the Academic Progress
Standards for Financial Aid Recipients webpage, www.augsburg.edu/studentfinancial/sap-policy.
Financial assistance awarded through Augsburg may be a combination of scholarships, grants, loans, and part-time work
opportunities. The College cooperates with federal, state, church, and private agencies in providing various aid
programs.
The primary responsibility for financing a college education rests upon the student and family. Financial aid supplements
student and family resources.
The Free Application for Federal Student Aid (FAFSA) helps determine the amount of assistance for which a student is
eligible. This analysis takes into account such family financial factors as current income, assets, number of dependent
family members, other educational expenses, retirement needs, and special considerations.
Types of Aid
A student applying for aid from Augsburg applies for assistance in general rather than for a specific scholarship or grant
(except as noted).
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Augsburg may offer both merit-based and need-based financial aid to undergraduate students at the time of admission.
First year students can find specific information at www.augsburg.edu/firstyear/scholarships and transfer students can
find information at www.augsburg.edu/transfer/financial-aid-and-scholarships.
Augsburg will also determine students’ eligibility to receive financial aid grants from both federal and state entities.
These grants include Minnesota State Grant, Federal Supplemental Educational Opportunity Grant (SEOG), Federal Pell
Grant, Federal TEACH grant, and Bureau of Indian Affairs/Tribal and State Indian Scholarship. Contact Student Financial
Services if you need any additional information about any of these programs.
In addition to aid administered by Augsburg College, students are urged to investigate the possibility of scholarships and
grants that might be available in their own communities. It is worthwhile to check with churches, the company or
business employing parents or spouses, high schools, service clubs, and fraternal organizations for information on aid
available to students who meet their requirements. In addition to these sources, some students are eligible for aid
through Rehabilitation Services, Educational Assistance for Veterans, Educational Assistance for Veterans’ Children, and
other sources.
Loan Assistance
Students must be enrolled at least half-time (6 or more credits) to be eligible for any federal loans
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Federal Perkins Student Loan
o A federally-funded program administered through Augsburg College for students who demonstrate financial
eligibility. No interest accrues nor do payments have to be made on the principal at any time you are enrolled at
least half-time in school. Simple interest of 5 percent and repayment of principal (at the minimum of $40 a
month) begin nine months after you leave school. Repayment may extend up to 10 years. The loan offers a
teacher cancellation clause. The maximum that may be borrowed for undergraduate study is $16,000.
Federal Stafford Student Loan
Subsidized Stafford Loans are need-based loans that the federal government subsidizes by paying the interest
while the student is in school and during the grace period.
o For the Unsubsidized Stafford Loan, interest begins accruing on the date of disbursement and the borrower is
responsible for all interest. The borrower may choose to make payments while in school or may defer payments
and allow interest to accrue and be capitalized (added to the balance of the loan).
Federal Parent Loan Program (PLUS)
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PLUS is a loan program to help parents meet college costs of their dependent children. Parents may borrow up
to the cost of attendance (minus all other student financial aid). Repayment begins within 60 days of final
disbursement.
Further information about all student and parent loan programs can be found www.augsburg.edu/studentfinancial.
Student Employment
Students are able to apply for work study positions through Augsburg’s Human Resources Office. Part-time work
provided by the College is considered financial aid, just like scholarships, loans, and grants. Students are limited to a
maximum of 20 hours of on-campus employment per week. The number of hours a student can work is dependent on
the position and the needs of the department. However, work is not guaranteed.
All on-campus work is governed by policies stipulated in the work contract issued to the student employee for each
placement. Payment is made bi-weekly by check to the student employee.
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Federal College Work Study Program and Minnesota State Work Study Program
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Under these programs the federal or state government supplies funds on a matching basis with the College to
provide part-time work opportunities.
Satisfactory Academic Progress Policy
Federal regulations require that all higher education institutions establish and implement a policy to measure whether
students [1] receiving financial aid [2] are making satisfactory academic progress toward the completion of a degree.
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The purpose of this policy is to make sure that students who receive financial aid are using this money wisely. It is meant
to curtail the use of financial aid by students who fail to successfully complete their course work. Failure to meet the
following standards makes a student ineligible for all institutional, federal, and state financial aid.
Standards of Satisfactory Academic Progress
1) Minimum GPA requirements
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Undergraduate Students
o Students must maintain a minimum 2.0 cumulative GPA based on the entire academic record.
Graduate Students
o Students must maintain a minimum 2.5 cumulative GPA based on the entire academic record.
2) Minimum Credits Completed
Undergraduate Students
Students must earn a cumulative 67% of the credits attempted based on the entire academic record. A completed
credit has a grade of 4.0 – 0.5 or P. Credits earned and completed will include accepted cumulative transfer credits as
defined by the Registrar’s Office. Unsatisfactory grades “W (Withdrawn),” “I (Incomplete),” “F (Zero),” and “N (Not
Passing)” are counted towards the cumulative attempted credits. Repeat Courses and remedial courses are not counted
towards the cumulative attempted credits.
Graduate Students
Students must earn a cumulative 67% of the credits attempted based on the entire academic record. A completed credit
has a grade of 4.0 – 2.5 or P. Credits earned and completed will include accepted cumulative transfer credits as defined
by the Registrar’s Office. Unsatisfactory grades “W (withdrawn),” “I (Incomplete),” “F (Zero),” and “N (Not Passing)” are
counted towards the cumulative attempted credits. Repeat Courses and remedial courses are not counted towards the
cumulative attempted credits.
3) Maximum Time Frame
Undergraduate Students
To demonstrate academic progress, undergraduate students must complete their degree objective within 150% of the
length of the program. In the CORE Curriculum, a student needs a minimum of 32 credits to graduate with a bachelor’s
degree. For those under the CORE Curriculum, they may not exceed attempting 49 credits. For students under the
Perspectives and Skills Curriculum, a student cannot exceed attempting 52 credits.
A student who reaches the 150% maximum time frame to complete their degree due to a change in major will need to
notify the Student Financial Services Office in order to continue to receive financial aid.
Graduate Students
To demonstrate academic progress, graduate students must complete their degree objective within 150% of the length
of the program.
Requirements to Meet Satisfactory Academic Progress Standards
1) Cumulative GPA
Undergraduate Students
Students who are not meeting the GPA SAP standard will need to follow the Academic Probation standards set forth by
Augsburg College Registrar’s Office. The student must maintain a minimum 2.0 cumulative GPA or higher.
Graduate Students
Students who are not meeting the GPA SAP standard must maintain a minimum 2.5 cumulative GPA or higher.
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2) Minimum Credits Attempted
Undergraduate and Graduate students earning less than 67% credits attempted must be enrolled at least half-time,
must earn all attempted credits, cannot withdraw from any of the courses, and must achieve a minimum grade of 2.0 or
better in each course.
3) Maximum Time Frame
Undergraduate and Graduate students must complete and attain their degree within the 150% of the length of the
program.
Monitoring and Evaluating Progress
In order to ensure SAP standards are being met, the office of Student Financial Services will evaluate and monitor the
students’ academic achievement at the end of each term. After the student’s record is evaluated and the Student
Financial Services Office determined the student to be unsatisfactory, the student will be placed on Financial Aid
Warning or Financial Aid Probation. Students will be notified through their Augsburg email if they fail to meet SAP
standards.
Financial Aid Warning
A student who fails to meet SAP standards will be placed on Financial Aid Warning for the following term of enrollment.
Students placed on Financial Aid Warning will still be eligible to receive financial aid. A student on Financial Aid Warning
must work with the designated Financial Aid Counselor to submit an academic plan. Financial Aid Warning will conclude
when the student meets SAP standards, or guidelines set forth in the academic plan. Students currently on Financial Aid
Warning who do not meet the standards at the end of the term will be placed on Financial Aid Probation. Students can
continue to be placed on Financial Aid Warning for periods longer than one term on a case by case basis and/or as
determined by the Student Financial Services Office.
Financial Aid Probation
A student who fails to meet either the minimum GPA requirement or minimum credits attempted while on Financial Aid
Warning will be placed on Financial Aid Probation. A student on Financial Aid Probation is ineligible to receive any form
of financial aid. A student on Financial Aid Probation may submit an appeal to reinstate their financial aid, and if the
appeal is approved, the student must work with the designated Financial Aid Counselor to submit an academic plan.
Financial Aid Probation will conclude when the student meets SAP standards, or guidelines set forth in the academic
plan. Students can continue to be placed on Financial Aid Probation for periods longer than one term on a case by case
basis and/or determined by the Student Financial Services Office.
Financial Aid will be suspended when a student placed on Financial Aid Probation does not meet SAP standards. Because
grades may not be available before the beginning of the next scheduled term, it is possible that financial aid may be
disbursed to a student before the review can be conducted. In the event that a student is found to be ineligible for the
financial aid that has been disbursed due to a failure to meet one of the Standards, the aid that was disbursed will be
canceled, and returned to the appropriate program(s).
Right to Appeal
Students who have had their financial aid suspended may submit the SAP Appeal Form to the Student Financial Services
Office. The appeal must be submitted within 7 days of notification of unsatisfactory status or by the due date given on
the appeal letter. The SAP Appeal Form must be completely filled out, along with any additional documents required by
the Committee. The appeal should state reasons why the student failed to meet SAP standards, and what changed for
the student that will allow the student to demonstrate progress towards meeting SAP standards. The appeal will be
decided by the SAP Committee. All decisions made by the Committee are final.
[1] Include all degree seeking students in both the Undergraduate Day and Augsburg for Adults, and all Graduate
programs.
[2] Financial Aid is defined as: Augsburg Institutional Aid, Federal Title IV funding, and Minnesota State Financial Aid
programs.
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Financial Policies
Registration is permitted only if the student’s account for a previous term is paid in full or if the student is making
scheduled payments in accordance with an approved payment plan.
Augsburg College will not release student academic transcripts or graduation diplomas/certificates until all student
account charges are paid in full or, in the case of student loan funds administered by the College (Federal Perkins
Student Loan), are current according to established repayment schedules and the loan entrance and exit interviews have
been completed.
Tuition Refund Policy
Students are eligible for a 100% tuition refund for any courses they drop without notation through the date labeled “Last
day to drop without a ‘W’ grade & 100% refund – Full Semester class” on the Academic Calendar. After this date,
students are no longer eligible for any refund of tuition unless they withdraw from all of their courses. This policy is
effective whether or not a student has attended classes.
Students withdrawing from all of a term’s courses may receive a 50% tuition refund when they withdraw by the date
labeled “Last day to withdraw with 50% refund – Full Semester class” on the Academic Calendar.
Students are responsible for cancelling courses through the Registrar’s Office (or online) in order to be eligible for any
refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add form are responsible for
all charges. Financial aid may be adjusted based on the student’s last recorded date of attendance. Refund calculations
are based on the date that the drop/add form is processed.
Medical Refund
If a student is forced to withdraw from one or more courses in a term due to illness or an accident, a request for a
medical refund should be made through the Academic/Financial Petition. Petition forms are available through the
Registrar’s Office website. An extra medical refund may be granted by the Committee upon submission of
documentation from the attending doctor, on letterhead, verifying the medical circumstances.
Unofficial Withdrawal
Federal regulations require that records of financial aid recipients who earn failing grades in all their classes be
reviewed. If courses are not completed (e.g., unofficial withdrawal, stopped attending), the College is required to refund
financial aid to the appropriate sources according to federal or Augsburg refund policies based on the last recorded date
of attendance. Students are responsible for the entire cost of the term including the portion previously covered by
financial aid should they stop attending. Students are strongly urged to follow guidelines for complete withdrawal from
college. If there are extenuating circumstances, a petition to have the cost of tuition refunded can be made. Petition
forms are available online through the Registrar’s Office website.
A student who registers, does not attend any classes, and does not withdraw may petition to withdraw retroactively.
The student must petition within six months of the end of term and provide proof of non-attendance. Proof can include,
but is not limited to, statements from each instructor that the student never attended, or documentation of attendance
for the term at another college or university. If approved, grades of W will be recorded and tuition charges for the term
will be replaced with an administrative cancellation fee of $300.
Financial Aid Policy
Financial aid such as federal, state, and institutional grants and scholarships are awarded based upon the total number
of registered credits on the “Last day to add with faculty signature – Full Semester class” as noted on the Academic
Calendar. Students must register for internships, Time 2 classes, and ACTC classes before the “Last day to add with
faculty signature-Full Semester class”. Financial aid will not be adjusted for classes added after this date.
Students must earn the financial aid they are awarded each semester by actively attending and participating in classes
throughout the semester. Financial aid is recalculated when students do any of the following: drop classes without a “w”
grade, fail to begin classes, cease to attend classes, fail all classes, or fully withdraw from all classes.
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Financial Aid-Return of Aid Policy
Students must earn the financial aid they are awarded each semester. A student can earn their aid by attending classes,
or in the event of hybrid/online courses, be an active participant in the course.
Federal/State Aid Adjustments
Augsburg is required to return unearned federal/state aid for students who fully withdraw from their courses. Student
are eligible to keep more aid the longer they attend their courses. After 60% of the term has passed, students are
eligible to keep all of their federal/state aid. See the dates below. If you are planning to completely withdraw from your
courses, please see a Student Financial Services counselor to determine what aid may need to be returned.
Institutional Aid Adjustments
Augsburg will return institutional aid for students who partially withdrawal or fully withdraw from courses if the student
received. If students withdraw from their courses they will receive a 50% tuition refund and 50% of their institutional aid
will be removed. If a student withdraws after the last day to receive a tuition refund, there will be no adjustment to their
institutional aid.
Credit Refund Policy
Augsburg students may be eligible to receive a credit refund if their financial aid exceeds tuition and fee charges for a
term. Credit Refunds are issued within two weeks after the last day to drop courses without recorded notation. Financial
Aid needs to be finalized (You can verify your financial aid status online through Track Your Financial Aid) and applied to
a student’s account (Check your Transaction History online to verify all of your financial aid has been applied to your
account and nothing is left pending) before the Credit Refund can be issued.
Changes in enrollment status, housing status, and program status may affect financial aid eligibility and credit refunds.
Students who are enrolled less than half-time (less than 6.0 credits for undergraduates, less than 3.0 credit for
graduates) may not be eligible for financial aid; however, students may apply for private alternative loans. Registration
changes made from the first week of the term through midterm may require a return of financial aid funds. Students
who drop courses may receive a tuition refund, but some forms of financial aid may have to be adjusted before a refund
will be available. Financial aid return of funds may take up to 30-45 days to be processed.
Bookstore Policy
Students who are registered for the upcoming term will be allowed to charge up to $600 to their student account.
Students DO NOT need to request a bookstore account this year.
Please plan ahead and purchase books and supplies before the scheduled cut off dates; be planful for courses that start
midterm as you will be unable to charge anything to your student account after the cut-off date.
Student’s accounts will be billed for only what was spent on their bookstore account before credit refunds are issued. If
your bookstore charges creates a balance on your account you need to make payments in accordance with your
statement. Bookstore purchases charged to a student’s account are intended for students who have excess financial aid
funds to cover their tuition, fees, AND their books or supplies. Please contact Student Financial Services before you
purchase books if you need to discuss payment options.
Due to the financial aid cycle, you can only charge expenses to your bookstore account during specific times.
Third Party:
If you are expecting a third party to cover the cost of your books, you will need to turn in an itemized receipt of your
purchases to the Student Financial Service’s office along with your invoice request.
Additional Funds:
If the cost of your textbooks and supplies are above $600 in one term, you have enough financial aid to cover the
additional costs, and you would like to charge the additional amount to your student account please send the following
information to Student Financial Services (studentfinances@augsburg.edu). All requests need to be in writing.
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Subject: Request for additional funds
Full Name:
Student ID number:
Additional request:
Students will receive an e-mail when the additional request has been processed. Accounts are opened as quickly as
possible, but it could take up to two business days for activation.
Consumer Information
LOSS OF FINANCIAL AID ELIGIBILITY DUE TO A DRUG OFFENSE
A student, who is convicted of a state or federal offense involving the possession or sale of an illegal drug that occurred
while the student was enrolled in school and receiving Title IV aid, is not eligible for Title IV funds. [An illegal drug is a
controlled substance as defined by the Controlled Substance Act and does not include alcohol and tobacco.
A borrower’s eligibility is based on the student’s self-certification on the Free Application for Federal Student Aid
(FAFSA). Convictions that are reversed, set aside or removed from the student’s record, or a determination arising from
a juvenile court proceeding do not affect eligibility and do not need to be reported by the student.
A student who is convicted of a drug-related offense that occurred while the student was enrolled in school and
receiving Title IV aid loses Title IV eligibility as follows:
For the possession of illegal drugs:
First offense: one year from the date of conviction.
Second offense: two years from the date of the second conviction.
Third offense: indefinitely from the date of the third conviction.
For the sale of illegal drugs:
First offense: two years from the date of conviction.
Second offense: indefinitely from the date of the second conviction.
A school must provide a student who loses Title IV eligibility due to a drug-related conviction with a timely, separate,
clear, and conspicuous written notice. The notice must advise the student of his or her loss of Title IV eligibility and the
ways in which the student may regain that eligibility.
Regaining Eligibility after a Drug Conviction
A student may regain eligibility at any time by completing an approved drug rehabilitation program and by informing the
school that he or she has done so. A student regains Title IV eligibility on the date he or she successfully completes the
program. A drug rehabilitation program is considered approved for these purposes if it includes at least two
unannounced drug tests and meets one of the following criteria:
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The program received or is qualified to receive funds directly or indirectly under a federal, state, or local government
program.
The program is administered or recognized by a federal, state, or local government agency or court.
The program received or is qualified to receive payment directly or indirectly from a federally or state licensed
insurance company.
The program administered or recognized by a federally or state-licensed hospital, health clinic, or medical doctor.
Policies may change throughout an academic year if necessary to comply with federal, state, or institutional changes or
regulations.
Residence Life Program
Students who choose to make Augsburg their home find a friendly, 23-acre village in the midst of a major metropolitan
area. They make many new friends among roommates and classmates. They are just steps away from Lindell Library,
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classrooms, Hoversten Chapel, the ice arena, fitness center, and Christensen Center. With just over 1,000 students living
on campus, most students and faculty greet each other by name.
Augsburg recognizes the importance of the residential experience during the college years. Studies show that students
who live on campus are more likely to persist academically, to be involved on campus, and tend to have a slightly higher
grade point average. Residence Life staff are professional and student team members available to support students in
their academic and co-curricular experiences. Through their efforts residential community members become acquainted
with life at Augsburg through educational and social opportunities.
Living on campus offers many opportunities for learning, leadership, and fun. Numerous events are planned to welcome
students to the community, including dances, movie nights, open mic nights, and weeks devoted to special themes or
issues.
Resident students have access to a 24-hour computer lounge, wireless internet, study lounges, 24-hour security, laundry
facilities, and vending. All rooms and apartments are equipped with hook-ups for telephone, cable television,
computers, and internet access. A skyway connecting the lobby of Urness Hall and Mortensen Hall to Christensen Center
and Oren Gateway Center to the Lindell Library keeps students out of the weather on the way to class.
To secure housing on campus, students need to submit the following items by May 1:
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Enrollment deposit
Housing deposit
Residence Life and Dining contract
During spring semester, current Augsburg students are provided with information on the process to secure housing for
the next academic year.
Housing
Urness Hall—One home to new Auggies and upper-class resident advisors, this nine-story high-rise houses 313 students.
Each floor is considered a house-unit providing 36 students (two to a room) with their own lounge, study, and utility
areas. In Urness Hall, rooms are furnished with a bed, dresser, desk, and chair. Meal plans are required.
Mortensen Hall—This building is a 13-story high-rise apartment building. It contains 104 one-bedroom and twobedroom apartments to accommodate 312 upper-class students. Mortensen Hall is carpeted and contains kitchenette
units. It is furnished with beds and dressers. Meal plans are required.
Anderson Hall—Contains four types of living units: two-bedroom apartments, two-room suites, floor houses, and
townhouses. This residence houses 192 upper-class students, and the Neighborhood program. All rooms are furnished
with beds, dressers, desks, and chairs. Meal plans are required.
Anderson Hall Neighborhoods—This is available to students who are interested in creating a living/learning
environment by designing their own house system. All members meet to determine their program focus, educational
goals, and community agreement guidelines. Examples of programs of past neighborhoods include ELE (Everyone Loves
Everyone), Hip Hop House, Environmental Neighborhood, and Honors.
Luther Hall—Opened in 1999, this apartment residence includes studios and two- and four-bedroom apartments with
full kitchens. Beds, dressers, desks, and chairs are provided. Underground parking is available at an additional cost. Meal
plans are optional.
Oren Gateway Center— The new “front door” to the Augsburg campus, Oren Gateway Center offers substance-free
living connected to a dining area, underground parking, and classrooms. Opened in 2007, Oren Gateway Center houses
the StepUP first-year and upperclass students committed to an alcohol- and drug-free environment. Flats, apartments,
and studios are furnished with bed, desk, and dressers. Meal plans are optional.
Food Service
Commons—Situated on the top floor of Christensen Center, this is the main food service facility for students, faculty,
and staff. This spacious room features small-table units for easy conversation overlooking the College quadrangle and
Murphy Square. Students on board plans who live in residence halls eat their meals in the Commons.
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Einstein Bros. Bagels—On the main level of Christensen Center, Einstein Bros. Bagels sells coffee, smoothies, hot and
cold sandwiches, wraps, soups, salads, and snacks.
Nabo—This eatery is located in the Oren Gateway Center. Pronounced “náh-bu,” with the accent on the first syllable,
featured food options include salads, cold and hot sandwiches, a pasta bar, pastries, and beverages.
Augsburg provides a variety of board plan options for those living in College houses or nearby apartments.
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Student Activities and Organizations
Augsburg’s mission focuses on student learning in the broadest sense. Experiences in the classroom are an important
part of college life, yet learning and development also occur in formal and informal activities of the College and the
surrounding area. Whether students take classes in the day, evening, or weekend, the climate for learning and living at
Augsburg will add dimension to their education.
Campus Ministry
As a college of the church, we are concerned about spiritual as well as academic and social growth. Our concern for
spiritual care is evident in the opportunities we encourage and provide for students to explore their own faith. Daily
worship, Wednesday Night Holy Communion, bible studies, community outreach, retreats, peace and justice events,
concerts and gatherings, and interfaith initiatives are examples of the wide varieties of activities on campus.
At Augsburg College, we are “guided by the faith and values of the Lutheran Church.” Because of this identity, we seek
to develop an environment where people are encouraged to use and discover gifts and a sense of call and vocation. As a
college of the church, we emphasize the development of this through attending to the sacred, living into radical
hospitality and shaping community.
The college pastors and campus ministry staff have offices in Foss, Lobeck, Miles Center for Worship, Drama, and
Communication and are available for spiritual guidance, counseling, support or information.
Student Government
The Augsburg Day Student Government and the Adult Undergraduate Student Advisory Council organizations support
and advocate for student concerns, needs, and activities. These student government groups serve as the official student
governments, and the primary voice and liaison between students and the administration, faculty, and staff of Augsburg
College.
Campus Activities and Orientation
Campus Activities and Orientation (CAO) creates and implements innovative programming that fosters individual and
community development and creates an environment where students can connect, engage, and invest in the Augsburg
community. CAO programming works to enhance and supplement the liberal arts and professional studies at Augsburg
College through quality transitional programs for new students as well as through leadership education.
CAO is made up of five program areas:
1. Campus Activities
CAO offers several programs and activities throughout the academic year designed to connect and engage students with
the Augsburg and surrounding community.
2. Lesbian, Bisexual, Gay, Transgender, Questioning, Intersex and Asexual (LBGTQIA) Services
LBGTQIA Services works to improve the campus environment for all students, staff, faculty, and visitors at Augsburg
College by developing and supporting inclusive understandings of gender and sexuality, as well as by fostering a
community that honors and affirms the wholeness of all identities.
3. Student and Group Leadership Development
Emerging Leaders Program (ELP) is an initiative designed to develop new leadership at Augsburg College by empowering
first-year students to cultivate and apply their inherent leadership skills through a semester-long skill-building training
program.
Student Group Development-CAO provides student groups with workshops focusing on social justice, privilege, antioppression, and other pertinent areas of development.
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4. Orientation Programs
SOAR is a required two-day, overnight orientation experience for incoming first-year day students designed to help with
the transition to Augsburg College. Students will meet fellow classmates, faculty, and staff; learn about college resources
and services; and get a taste of life on campus.
Parent SOAR is an optional orientation experience for the parents and guardians of first-year students that runs
concurrently with the students’ SOAR session. Parents obtain important information about the campus; meet fellow
parents, faculty, and staff; learn about college resources and services; and get a taste of what life will be like for their
students on campus.
Transfer SOAR is a required day-long orientation experience for transfer students designed to help with the transition to
Augsburg College. Students will learn about College resources and services, hear about academic programs, and discover
why being a part of the Augsburg community is so rewarding.
Auggie Days is a required on-campus orientation experience for incoming first-year day students, which is designed to
complement SOAR, provide opportunities to enhance academic and personal success, and offer a helpful advantage in
starting at Augsburg College.
5. Student Groups
CAO manages student groups on campus and provides them access to many benefits, including but not limited to:
organization emails, websites, Auggie's Nest lockers, Auggie Room supplies, skill-building workshops and conferences,
advising, funding and grants, and much more.
Student Center
Christensen Center, the Augsburg student union, serves students, faculty, staff, alumni, and guests. Traditionally
considered the “living room” of the campus, the student union provides a central gathering place for the diverse
populations of residential, commuter, Adult Undergraduate, and graduate students at Augsburg through the merging of
curricular and co-curricular programs and activities.
Christensen Center also houses several student services, such as the Admissions Office, Campus Activities and
Orientation, the Strommen Center for Meaningful Work, Multicultural Student Services, LGBTQIA Services, Event and
Conference Planning, the Copy Center, Shipping and Receiving, the Information Desk, A’viands Food Services, and Mail
Services.
The Auggie’s Nest, located on the ground floor of Christensen Center, serves as the student group office area and houses
the Augsburg Day Student Government, the Augsburg ECHO (campus newspaper) office and the KAUG (campus radio)
office. Lockers are also available in this area for student group use.
Fine Arts
Students have many opportunities to participate in music and drama. In addition to appearing on campus and in the city,
the Augsburg Choir, Concert Band, and Orchestra perform on national and international tours. Many other ensembles
are available to cover the entire range of musical styles and previous musical experience. Students stage several plays on
campus each year under the direction of the Theater Arts Program and have the opportunity to attend a series of oncampus workshops with visiting arts professionals.
Sabo Center for Citizenship and Learning
Service-Learning and Community Engagement/Community Service-Learning
Augsburg’s Community Service-Learning Program provides students with opportunities to understand and respond to
needs in the city through course-embedded service experiences and civic engagement activities. A key component of
community service-learning is reflection on and analysis of community issues in order to promote personal and
educational growth and civic responsibility. By connecting classroom content with service-learning experiences in the
city, Augsburg students deepen their understanding of abstract course concepts while learning about pertinent and
related community issues. This dynamic and interactive educational approach employs reciprocal learning between
students and their community. Service-learning components are embedded in most academic disciplines.
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Examples of community service-learning sites include homeless shelters, cultural and environmental organizations,
tutoring programs, and literacy centers.
Campus Kitchen Project and Community Garden
The Campus Kitchen Project connects the campus community with the larger neighborhood by using food as a tool to
nourish bodies, develop leadership, and educate students through service learning. To accomplish these goals, four
programs focus on this engagement:
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Food to Share
Surplus food from the Augsburg Dining Service is donated, reheated, and served by student volunteers to
neighborhood partners, including homeless shelters, youth and senior programs, and others. Augsburg students
in need can also find free food at our food shelf on campus, the Campus Cupboard.
Food to Grow
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On the corner of campus, Augsburg staff and students manage a community garden composed of nearly 100
garden plots where community and campus members can grow their own food. The garden staff also hosts
classes on healthy living in which neighborhood youth learn to grow and cook healthy food.
Food to Buy
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Find fresh produce grown by local farmers at the weekly farmer’s markets Tuesdays through the summer: 11-1
pm at Foss Chapel on campus, and 2-5 pm at the Brian Coyle Center down the street. The market doubles any
purchase made with food stamps. Augsburg is also the host of an organic CSA farm that people can become
members of and get a large box of produce each week.
Food to Know
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Understanding our food system and community health through programs that educate on issues of hunger and
poverty, and cooking and gardening classes in the community and weekly on campus.
Athletics and Sports
Intercollegiate Athletics
Augsburg is affiliated with the Minnesota Intercollegiate Athletic Conference (MIAC) and is a member of the National
Collegiate Athletic Association (NCAA) Division III. Men annually compete in football, soccer, cross country, basketball,
ice hockey, wrestling, baseball, indoor and outdoor track and field, and golf. Women annually compete in lacrosse,
volleyball, cross country, soccer, basketball, ice hockey, softball, swimming, indoor and outdoor track and field, and golf.
Facilities
At Augsburg, the facilities are for all students, faculty and staff. Check schedules for times when there is open use of the
gymnasium and ice arena. On-campus facilities include a double-rink ice arena, a 3-court gymnasium, a multi-purpose
athletic field, fitness center with workout machines, a weight room, a racquetball court, and an air-supported dome over
the athletic field for winter fitness, rentals, and spring sport practices.
Intramurals
Every student is urged to participate in activities for recreation and relaxation. An intramural program provides
competition in a variety of team sports as well as individual performance activities. Check schedules on the Athletics
website for times when there is open use of the athletic field/dome, gymnasium, and ice arena.
Bonner Leader Program
In November 2008 Augsburg College launched its first year of the Bonner Leaders Program. Through the Bonner
program, students develop deep community relationships and engage in long-term policy advocacy throughout their
four years at Augsburg. Those selected to be Bonner Leaders are students with diverse ethnic and geographical
backgrounds and experience in community and leadership work. Through placements with partner nonprofit
organizations and community programs, students work an average of 220 hours over the course of the academic year
supporting ELL classrooms, running an employment education computer lab, coordinating a low-income housing
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program, community health outreach, and tutoring in afterschool programs and more. Beyond their work-study,
students participate in civic engagement efforts on campus.
Through their participation with the Bonner Leaders Program, students engage in monthly guided reflections and
leadership development workshops. The Augsburg Bonner Leaders Program is a successful model that builds on the
College’s culture of community and civic engagement.
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Student Resources/Academic and Support Services
Library and Information Technology Services
The James G. Lindell Family Library opened in 1997. The four-level, 73,000-square-foot facility houses the library and
information technology functions of the College as well as the Gage Center for Student Success. In addition to its large
collection of print volumes, e-books, and e-journals, Lindell Library includes special collections and archives, a curriculum
library, a computer lab and student computing help desk, a library instruction classroom, and facilities for media viewing
and listening. Skyways link the library to Oren Gateway Center and Sverdrup Hall.
Learning Commons
Within Lindell Library, a Learning Commons provides assistance in research and the use of technology as well as spaces
for collaborative learning. In the Learning Commons multimedia lab, students can create digital audio and visual
projects.
Library Resources
Students can search a wide variety of local, regional, national, and international databases. They have access to 27,000
e-journals, 18,000 e-books, and 190,000 print volumes within Lindell Library and, through a daily courier service, access
to the library holdings of six other private liberal arts colleges in the Twin Cities. In addition, Lindell Library has a large
collection of media resources. A service-oriented staff provides students and faculty with research assistance and
instruction in the use of information resources. Arrangements are made for access by students with physical limitation
and special needs.
Information Technology Resources
Augsburg College has built a reputation as a leader in its commitment to provide students with relevant and timely
access to information technology and training. Visit the Student Technology website,
http://inside.augsburg.edu/techdesk, for more on Information Technology at Augsburg.
Computing
Students have access to more than 250 on-campus computers. Both PC and Macintosh desktop computers are available
in the Lindell Library Learning Commons and computer lab, and in the 24-hour Urness computer lab. The College has five
computer classrooms, 41 technology-enhanced classrooms and one video conferencing-enabled classroom. The
circulation desk in Lindell Library has 40 wireless laptops available for use in the library.
Several computer clusters are available for more specific student use within academic departments. A high-speed fiber
optic campus network provides access to AugNet online services, printing, and to the internet. Network-ready student
machines can connect to the campus network from residence hall rooms or any building on campus using WiFi. All of the
AugNet online services are available securely on- and off-campus.
Clair and Gladys Strommen Center for Meaningful Work
Career & Internship Services
The Career and Internship Services office is an integral component of the Clair and Gladys Strommen Center for
Meaningful Work. Our staff is committed to helping students develop lifelong career management skills that honor each
student’s unique gifts and aspirations, aligned with active citizenship in the world. The Career and Internship Services
office plays an essential role in students’ overall education and includes a comprehensive resource center that
emphasizes the importance and value for all students to engage in internships, career development, and the exploration
of vocation throughout their college years.
We help students and alumni:
• Assess their values, interests, personality, strengths, and skills
• Explore meaningful work options and majors that align with these elements
• Link academic majors with career paths
• Consider the role that vocation plays in their lives
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Clarify their personal definition of meaningful work
Build experience through volunteer and internship learning opportunities
Prepare for the job search and/or graduate school
Build lifelong career management skills to successfully navigate the changing job market
Make a difference in our communities by contributing their unique gifts to the world
Augsburg offers several opportunities for students to gain on-the-job and internship experience. Our faculty and staff
have developed partnerships with community organizations and employers that provide learning opportunities to
students, many of which fulfill the Augsburg Experience requirement for graduation.
Internships
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Internships for Academic Credit
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An internship for credit is a carefully planned, work- or service-based learning experience where a student
focuses on specific learning objectives that connect concepts of the major to the experience. An academic
internship is approved, supervised, and evaluated by a faculty member in the department in which the student
wishes to earn the internship credit. Interdisciplinary (INS) internships are also available. A learning agreement
plan, negotiated with the faculty supervisor and work supervisor, outlines the academic objectives, strategies,
and evaluation methods for receiving credit. Students complete internships in nonprofits, small and large
businesses, government agencies, museums, arts organizations, schools and churches.
o Internships for credit are available in all majors and can be taken during any semester. Students must be
registered for their internship during the term in which they are completing the majority of their experience.
Credit will not be awarded for past experiences. Internships can be registered for 2 or 4 semester credits. A two
credit internship involves a minimum time commitment of, on average, 6 hours per week or 80 total hours for
the semester. Internships for four credits require a minimum time commitment of, on average, 12 hours per
week or 160 total hours for the semester. A maximum of 16 semester credits of internship may count toward
the total credits required for the degree. Upper division internships completed off-campus for credit will
automatically fulfill the Augsburg Experience graduation requirement.
Non-credit internships
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Internships related to a student’s major or career interests can be registered for a zero-credit internship (AUG
EX3) to fulfill the Augsburg Experience graduation requirement. The goal is for students to apply theory to
practice in a real world setting and reflect on the experience. Internship opportunities are typically part-time
during the academic year and/or full-time during the summer, but may have flexible start dates and schedules.
Students choosing to complete this option will register the internship during the term in which they will be
completing the experience, set learning goals, complete a minimum of 80 hours, and reflect on their experience.
The Director or Internship Coordinator of Career and Internship Services supervises non-credit internships and
evaluates the reflection process.
Work Connections (Available to WEC and AU students only)
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Work Connections is a non-credit option available to WEC/AU students who are currently working full or parttime. The Work Connections option allows WEC/AU students to utilize their rich and often extensive work
history to meet the Augsburg Experience graduation requirement in lieu of a traditional internship. WEC/AU
students choosing to complete this option will register for the Work Connections course (AUG EX4) during the
term in which they intend to complete their reflection work. This option requires students to write learning
outcome goals that integrate their on-the-job experience with classroom learning and complete reflection
assignments describing an academic and work connection. The Director or Internship Coordinator of Career and
Internship Services supervises and evaluates the Work Connections reflection process.
Gage Center for Student Success
The Gage Center assists all Augsburg students in setting and achieving optimal academic goals here at the College and
beyond. The Gage Center is located on the Link Level of Lindell Library. The center consists of five collaborating units:
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The Deidre Middleton Office of Academic Advising
Academic Advising orients new Day and Adult Undergraduate (AU) students to the academic policies and procedures of
the College and assists students with initial course selection. This office continues to serve students throughout their
tenure at Augsburg by interpreting core curriculum requirements, administering entry-level skills assessments,
interpreting graduation requirements, providing degree-planning materials, and answering questions on student
academic progress. Academic Advising functions as a supplement to Augsburg’s faculty advising system and supports the
work of professional staff advisors across campus.
All incoming students are assigned a faculty and staff advisor. Prior to the end of their sophomore year, when they have
completed 48 or more semester credits, students are required to declare a major and select a faculty advisor from their
chosen major. Majors and minors are declared online through AugNet Records and Registration. Students select a
faculty advisor from their major area of study using the Change of Major/New Advisor Form. All students are required to
meet with their assigned faculty advisor(s) each term prior to registration. Both day and Adult Undergraduate (AU)
students are encouraged to meet with their faculty advisor(s) as often as is necessary.
Academic Skills Office (ASO)
The Academic Skills Office helps students to achieve their academic goals and become self-directed learners.
Comprehensive academic support (e.g., training in time management, note-taking, reading, testing,
motivation/procrastination, problem solving, troubleshooting) is available for all Augsburg students through individual
and group appointments. In addition, the Academic Skills coaches address affective needs and aid in the overall
transition to college. Coaches also refer students to campus resources.
The Academic Skills Office coordinates several programs to support students:
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Tutoring/Supplemental Instruction Services
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ASO coordinates free tutoring (individual and group drop-in) for most classes and supplemental instruction in
specific courses. Tutors and SI leaders are recommended by course professors and trained by ASO to provide
tutoring support.
Conditional Admit Program (CAP)
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Each year, a limited number of students are admitted conditionally through the CAP program. If CAP students do
not meet the program requirements, they will be continued in the CAP program, placed on probation, or
dismissed. Get more information at the Academic Skills Office website, http://www.augsburg.edu/acskills. See
the Academic Progress, Probation, and Dismissal section of the catalog for a description of probation and
dismissal procedures.
Probation Advising
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Students placed, continued, or returned to academic probation are required to meet with an approved
academic advocate. A registration hold is placed on the student's record, which will prevent registration, until
the student completes the probation requirements. Students who do not fulfill the necessary requirements of
their probationary status will be continued on probation and/or dismissed. For more information on probation
requirements, go to the Academic Skills Office website at http://www.augsburg.edu/acskills. See the Academic
Progress, Probation, and Dismissal section of the catalog for a description of probation and dismissal
procedures.
Augsburg Advantage at St. Kate’s (AASK)
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Based on their application for admission to Augsburg, the Augsburg College Admissions Committee selects
students for the AASK program--a collaborative effort between St. Catherine University (St. Kate’s) and
Augsburg. The program assists students with the transition from high school to college with specific courses and
supportive programming. The program provides participants with the opportunity to complete similar
coursework that first-year students complete at Augsburg on an even smaller campus with more faculty
support. Students attend courses on the Minneapolis campus of St. Catherine University and have access to
both campuses for support, resources, and activities.
Upon successful completion of the first year (student must complete a minimum of 28 semester credits),
students are guaranteed sophomore status and will have fulfilled many of the first-year Augsburg requirements.
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To complete the program in order to “transition”, students are required to:
Complete all required courses (30 semester credits) including Foundations of Fitness (at Augsburg) with a
minimum 3.0 GPA and no course grade below 2.0 or P.
Satisfactory completion of all Critical Competencies at St. Kate’s
Attend all seminars and transition events at Augsburg and St. Kate’s
Complete transition application and recommendation process with advisor at St. Kate’s by March 15.
Complete the Summer Transition Program (one course and all programming) in the second summer
semester at Augsburg after completing the first year at St Kate’s.
A second year program, which would allow students to earn an Associate of Arts degree from St. Catherine’s
University, may be an option for students who are unable to transition after their first year in the AASK program.
Students should contact SCU and Augsburg advisors if interested in this option.
Center for Learning and Accessible Student Services (CLASS)
The Center for Learning and Accessible Student Services (CLASS) provides individualized accommodations and academic
support for students with documented learning, attention, psychiatric, and other cognitive disabilities, and for students
with physical disabilities which may include TBI, chronic illness, mobility impairments, and vision, hearing, or speech
impairments, and temporary disabilities. CLASS has been recognized as a leader in its field, helping these students gain
access to the college curriculum. Its mission is a reflection of Augsburg’s commitment to providing a rigorous and
challenging, yet supportive, liberal arts education to students with diverse backgrounds, preparations, and experiences.
Each term, Disability Specialists work directly with students to discuss their disabilities and determine a plan for
academic access. Typically, meetings are held weekly and discussions may include:
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Accommodations for testing and coursework (e.g., extended time, note-taking)
Referrals to other campus resources (e.g., tutoring, student technology assistance, academic advising, counseling,
financial aid)
Training and use of assistive technology through the Groves Accommodations Laboratory
Assistance with academic, organizational, and time management skills
Campus living accommodations
The Disability Specialists may also consult with instructors, academic advisors, and other members of the College faculty,
staff, or administration to support each student as they work toward success. Taking advantage of these opportunities
and services, however, remains the student’s responsibility.
Any Augsburg student who wants to establish eligibility for accommodations and services should schedule a meeting
with a Specialist to discuss appropriate documentation. CLASS also provides informal screenings for students who
suspect they may have a learning-related disability. These screenings are meant only to help students determine
whether they should seek a thorough evaluation by a qualified professional.
Academic accommodations are intended to ensure access to educational opportunities for students with disabilities and
may not fundamentally alter the basic nature or essential curricular components of an institution’s courses or programs.
CLASS services are made possible in part through endowment support provided by the Gage family and the Groves
Foundation.
TRIO Programs
TRIO programs are funded by the US Department of Education, and hosted with additional funding by Augsburg College.
TRIO Programs seek to help students overcome class, social, academic, and cultural barriers to higher education. They
help students prepare for college, adjust to college life, persist in college, and maintain good academic standing to
graduate with a bachelor’s degree, as well as assist with preparation for graduate school.
TRIO/Student Support Services
Student Support Services (SSS) is a TRIO program designed to help students persist in college and graduate in a timely
manner. The program serves students who are low-income, first-generation college students (neither parent has a fouryear degree) and/or students with disabilities to develop the skills and motivation necessary to successfully pursue and
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earn a bachelor’s degree. Participants in TRIO/SSS must also be US citizens or permanent residents or refugees, must
demonstrate academic need for program services, and must be committed to succeed in college.
Augsburg TRIO/SSS serves 160 students from the point of admission through graduation, including transfer students.
TRIO/SSS typically admits 40 new students to the program each year. Students meet regularly with their program
advisor to address academic success issues through:
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Individual academic advising and support, including appropriate goal attainment strategies and self-advocacy skillbuilding
Academic program planning, including pre-registration for each term, major and career decision-making, and longterm course planning
Preemptive tutoring during the first seven weeks of the semester
Financial aid counseling and financial literacy education
Information on and assistance with FAFSA renewal and supplemental scholarship applications
Academic progress monitoring
Weekly progress meetings for students on academic probation and for students admitted through Conditional Admit
Program (CAP)
Career and personal skills development, with referrals to appropriate resources
Academic success workshops, group academic skill development
Graduate and professional school information and application assistance
Social and cultural activities and student-led events
Equipment lending program for short-term use of laptops, graphing calculators, Smart Pens
Five-week residential Summer Bridge program for 25 incoming first-year students, including free summer-term
college coursework, academic seminars, adjustment-to-college workshops, and advising
Need-based endowed scholarships for junior and senior students actively participating in TRIO/SSS.
Students may apply for TRIO/SSS any time after admission to Augsburg College; however, preference is given to students
who apply within their first term of enrollment. For more information, an application, or to make an appointment with a
TRIO/SSS advisor, contact TRIO/SSS program staff at 612-330-1311 or triosss@augsburg.edu.
TRIO-McNair Scholars Program
The Ronald E. McNair Post-baccalaureate Achievement Program (McNair Scholars), a federal TRIO program funded by
the US Department of Education, is designed to prepare participants for graduate school through involvement in
research and other scholarly activities. The goal is to increase the number of students in doctoral degree programs who
are low-income, first-generation and/or underrepresented in graduate education.
The Augsburg McNair program serves 26 students per year. Students must be enrolled full-time at Augsburg College and
are admitted during their sophomore or junior year. Admissions is competitive and student must demonstrate strong
academic potential and have an interest in pursuing doctoral studies. To be eligible for the program, the student must
be a permanent resident or U.S. citizen; qualify as BOTH low-income AND first generation; AND/OR a member of a group
underrepresented in graduate study—African American, American Indian, Alaskan Native, or Hispanic/Latino. A major
component of the Augsburg McNair Scholars Program is a summer research experience in collaboration with a faculty
mentor. Scholars receive a $4,000 research stipend, plus a room and board stipend, and funding for research supplies.
Stipends are also available for attending and presenting their work at a professional conference.
Students will also participate in:
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Graduate program exploration and application assistance
Social and cultural activities to enrich participants’ academic lives and perspectives
Conference travel and professional presentation of participants’ original research
Financial aid exploration and financial incentives such as fee waivers for graduate school applications and the GRE,
as well as McNair-designated fellowships
Intensive preparation for the Graduate Records Examination (GRE), the test required for admittance into most
graduate programs
Academic workshops and the McNair 301 course— Research in the Disciplines
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Opportunities to sharpen writing, library, technology, and oral presentation skills
A motivated, diverse, and supportive learning community
Office of Undergraduate Research and Graduate Opportunity (URGO)
The Office of Undergraduate Research and Graduate Opportunity is a resource for Augsburg students seeking research,
scholarship, and graduate and professional school opportunities. URGO also supports faculty and staff in their work to
engage students in these areas. Services include:
Undergraduate Research
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URGO Summer Research is a 10-week, on-campus program where students join a faculty member’s ongoing
research/creative line or carry out an individually designed project. Students receive $4,000, a supply budget
and a housing stipend.
Academic year research
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$1,000 to pursue scholarship with a faculty mentor
Nationally-Competitive Fellowships
Provide application assistance and interview preparation for awards such as the:
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Fulbright US Student Program
Goldwater ($7,500 science scholarship)
Rhodes (two years at Oxford)
Truman (graduate fellowship for public service)
Mitchell (one-year study at Irish institution)
Rotary Ambassadorial Scholarship
Marshall (two-year study at UK institution)
Udall ($5,000 for undergrad interested in environmental or tribal policy)
UK Summer Fulbright (first and second years study abroad at UK institution)
NSF (graduate fellowship)
Gates/Cambridge (two years at Cambridge)
Graduate School and Pre-Health Sciences Advising
Individualized advising and application assistance for:
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Graduate school
Pre-health sciences (medical school, physician assistant program, pharmacy school, veterinary medicine, physical
therapy, occupational therapy, public health. etc.)
Off-campus summer research experiences for undergraduates (US and abroad)
GRE test Affordable, On-Campus Prep Courses
Other Initiatives
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Fund student travel to national academic conferences to present research findings
Mayo Innovation Scholars Program
Collaborative research between select Minnesota private colleges, Augsburg’s MBA program, and the Mayo
Clinic Office of Intellectual Property
Zyzzogeton
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Courtland Agre Annual Summer Research Symposium for students in STEM disciplines (in conjunction with Nobel
laureate, chemist, and Augsburg alumnus Peter Agre, and St. Olaf College)
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Bernhard Christensen Center for Vocation
Augsburg College has a deep and long-standing commitment to the theological concept of vocation—the idea that all
people can use their individual gifts to serve God’s purposes in the world and that each person’s contribution is uniquely
valuable.
In the spring of 2002, with the generous support of the Lilly Endowment, Augsburg created a program called Exploring
Our Gifts that was designed to help students, staff, and faculty explore the connections between faith, learning, service,
and work. Over the years, the program has helped embed vocational themes into the curriculum and has sponsored a
wide variety of short-term projects that offer rich opportunities for reflection on how to live with purpose and meaning.
These ongoing projects include internships at nonprofit organizations, off-campus service projects, international
seminars, vocation-themed chapel presentations, interfaith forums, vocation retreats, and scholarships for students
interested in exploring service to the community, ministry, or church leadership.
When Exploring Our Gifts ended in summer 2010, the College created a permanent center—the Bernhard Christensen
Center for Vocation—that keeps vocation at the core of Augsburg’s vision. This center continues many of the earlier
initiatives and carries on the work of promoting discovery of gifts and discernment of calling among the students,
faculty, and staff at Augsburg as well as members of the larger community.
For further information on how to participate in Augsburg’s vocation programming, visit www.augsburg.edu/ccv/.
StepUP® Program
The StepUP program at Augsburg College strives to help students champion lives of recovery, achieve academic success,
and thrive in a residential community of accountability and support. The culture of StepUP is shaped by its values:
recovery based on spirituality, 12-step mutual support groups, and other proven pathways to healthy recovery; personal
responsibility, integrity, and living a balanced life; educational success; giving back through servant leadership; thriving
in a community that is an alcohol- and drug-free environment; and developing healthy minds, bodies, spirits, and
emotions.
Students live in on-campus recovery housing, have individual support meetings with licensed alcohol and drug
counseling staff, and participate in team and community-building activities. Students have access to academic skills
specialists and other support services on campus. Participation in StepUP offers students leadership opportunities within
the program, on campus, and in the greater Twin Cities community. In StepUP, students join together to form a
community in which recovery is celebrated as a normal part of personal growth. Many of the friendships and bonds
students form while participating in the StepUP program last a lifetime.
In order to qualify for the program students must be committed to a 12-step or other proven, abstinence-based
recovery program, have a minimum of six months of continuous sobriety, agree to abide by the StepUP contract, and
live in StepUP housing.
Ethnic Student Services
American Indian Student Services
The American Indian Student Services program has been assisting American Indian students to further their academic
careers at Augsburg College since 1978. The program’s mission is to recruit, retain, and graduate Native students by
providing academic, financial, emotional, and cultural support and advocacy in a comfortable and friendly environment.
Some of the services provided include:
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Assisting students with the admission process and financial aid application
Nurturing students’ identification as an American Indian and providing opportunities for students to learn about
their heritage
Providing opportunities for the campus community to learn about the variety of American Indian people and
cultures
Providing academic advising and course plans
Providing opportunities to network with other American Indian students, faculty, staff, and alumni
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Providing a number of different scholarships, including the Bonnie Wallace Leadership Award, Minnesota Indian
Teacher Training Partnership Grant, and additional assistance in seeking and applying for other outside/tribal
scholarships
Offering community and professional referrals, networking opportunities within the Native community and
information about jobs and internships
Latin American Student Services
The Latin American Student Services program offers students individualized attention in many areas, including academic
support, counseling, and advocacy. Students from Day, Adult Undergraduate, and Graduate programs find assistance in
financial aid procedures, scholarships, academic planning, career counseling, internships and employment referrals.
The program advises and supports the Augsburg Latin American Student organization (ALAS) and the Spanish
Conversation Group with extra-curricular or cultural activities that improve the academic development of all students;
advocating to foster leadership and success when students are dealing with identity or uncertainties. These and other
efforts help the campus community with awareness of the unique aspects of the Latino culture and for students to find
an institutional connection and belonging.
The Latin American Student Services program assists with recruitment and retention, maintains strong collaborative
efforts with on campus programs and collaborates with high schools and non-profits in the metro area.
Pan-Asian Student Services
The Pan-Asian Student Services program was created in 1992 to recruit and retain Asian-American students and to
enhance the quality of their total experience while at Augsburg College. The program seeks to create opportunities
where Asian students can be involved in and contribute to all aspects of academic and student life.
The program provides assistance in the admissions and financial aid application process, orientation, registration and
coursework selection, career development, academic and non-academic pursuits, and employment and placement
referrals.
The Augsburg Asian Student Association is affiliated with the program. The association organizes various activities during
the academic year to increase the network of friendship and support for Asians, other students at Augsburg, and the
surrounding community.
Pan-Afrikan Center
The Pan-Afrikan Center (PAC) traces its roots to the 1968 event, “One Day in May” when Augsburg students compelled
faculty and staff to respond to Civil Rights era challenges pro-actively through sit-ins and teach-ins held on and off
campus. As a result, Black Student Affairs was born. It has evolved over the years into the PAC. Today, the PAC is
primarily a resource center, providing culturally-conscious personal, academic, financial, pre-professional and
transitional support for students of African descent. This serves to enhance the recruitment, retention, and graduation
of our students and facilitates a more meaningful learning experience. The PAC brings the knowledge and experience of
Afrikan people in the Diaspora to the community through a variety of programming as well through advising the PanAfrikan Student Union. The Pan-Afrikan Student Union (PASU) is a commissioned organization whose purpose is to
enable students of African descent to share their diversity and collectively express their fellowship with the Augsburg
community. PASU sponsors a variety of social, intellectual, and cultural activities.
Scholastic Connections
Scholastic Connections is a scholarship and mentorship program for achievement-oriented, undergraduate students of
color. The goal of the program is to form a mentoring community that provides a network of belonging that recognizes,
supports, challenges, and inspires scholars to ensure their success at Augsburg and beyond.
Each year five new scholars are selected as program participants via an application process. Scholars receive a $5,000
scholarship for the academic year and are paired with a mentor who is an alumnus/alumna of color and is successful
within their chosen profession. Working with the Ethnic Services directors, scholar/mentor pairings are formed that,
ideally, match ethnic group and field of interest.
Eligible scholars have:
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Demonstrated financial need
Demonstrated leadership ability or potential
Demonstrated community involvement both on and off campus
Program objectives are to:
Support scholars as they continue at Augsburg
Frame the questions: Who am I? Where do I belong? What are my gifts? How can I best serve the world?
Assist in discerning vocation
Prepare for life after Augsburg: career planning and implementation
Scholars who successfully complete program requirements are eligible to continue with the program each successive
year until graduation.
LGBTQIA Services
Lesbian, Gay, Bisexual, Transgender, Questioning, Intersex, and Asexual (LGBTQIA) Services works to improve the
campus climate for all students, staff, faculty and visitors at Augsburg College by developing and supporting inclusive
understandings of gender and sexuality, as well as fostering a community that honors and affirms the wholeness of all
identities.
LGBTQIA Services provides student advocacy and educational opportunities for the entire campus through a variety of
programs and ongoing initiatives. Ally Trainings; the Soup, Gender, and Sexuality series; and the LGBTQIA Newsletter
offer learning and networking opportunities for the entire campus on issues around gender and sexuality. In addition,
the department honors LGBTQIA and allied students each year during Lavender Graduation, where the recipients of the
LGBTQIA Student Leadership Award and Karen Neitge Scholarship are honored.
For more information, visit www.augsburg.edu/lgbtqia.
Anne Pederson Women’s Resource Center
The Anne Pederson Women’s Resource Center at Augsburg College is located in Sverdrup Hall 207, offering a variety of
programming for Augsburg students of all gender identities and a meeting place for students, faculty, and staff alike. It
houses a Women’s Studies library, a seminar room for films and discussions, and a lounge space for studying, relaxing,
and just hanging out.
The Women’s Resource Center sponsors numerous programs and activities on topics such as sexuality education and
sexual assault advocacy, as well as broader topics such as The Vagina Monologues, monthly film showings, and monthly
brown-bag lunch discussions. The WRC’s largest event is the annual Koryne Horbal Convocation Lecture, which features
women and men who speak about the many issues important to women’s, as well as everyone’s, lives. The center also
regularly co-sponsors annual events for the Muslim Student Association’s Women in Islam Day and for Queer and
Straight in Unity. The WRC is also the home of the Student Feminist Collective.
We would love to support you as an intern or volunteer, or simply to co-sponsor your event! Contact us or friend us on
Facebook to find out about upcoming events and other opportunities for participation. Student staff positions at the
WRC are posted online with Human Resources as they become available.
Health and Fitness
Center for Counseling and Health Promotion (CCHP)
CCHP provides personal counseling in a confidential and supportive place for students to discuss personal life challenges
with professional mental health counselors. Through counseling, students can name personal strengths and challenges,
identify self-care and support resources, learn new relationship and coping skills, and increase awareness of values and
choices. Counseling services to students include individual counseling, group counseling, assessment and referral to
campus and mental health resources, educational workshops, and consultations in the case of concern for another
student.
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Students bring many concerns to counseling, including stress, anxiety, depression, mood swings, relationship concerns,
grief and loss, roommate issues, intimacy and sexuality, alcohol and other drug concerns, family issues, eating concerns,
coming out and other sexual identity concerns, cultural identity, self-esteem, sleep difficulties, and other concerns.
Professional counseling can help increase student academic success both by increasing the opportunity for increased
self-understanding and personal growth, and by directly addressing potential barriers to academic success.
CCHP also offers health promotion activities and events that increase awareness of health issues and assists students in
adapting new behaviors for a healthier lifestyle, such as weekly yoga classes, mindfulness events and an annual health
fair. Health promotion also includes an active group of peer health educators, Engaging Peers on Issues and Choices
(EP!C) who are available to present an interactive alcohol education program to groups requesting the program. Health
promotion also works with various campus organizations and student groups to foster positive change within the
campus environment.
Health Insurance
Augsburg College does not require that students have health insurance, with the exception of international students and
student athletes. If a student is not covered by a health insurance plan, they may contact the Center for Counseling and
Health Promotion for more information on student health insurance plans.
Health Clinic Services
The College offers basic health care services to students through a contract with University Fairview Physicians –
Smiley’s Clinic. These services are limited. For students without health insurance, Smiley’s Clinic provides certain clinic
health services with a minimal co-pay at the time of the visit. Emergency services of any kind are not covered through
the contract between Augsburg and Smiley’s Clinic. Students with health insurance can also access Smiley’s Clinic for a
variety of clinic or other health services. A student’s health insurance provider will be billed for medical services and the
student will be responsible for any co-pays or deductibles associated with their insurance.
For more information regarding counseling, health promotion, health insurance, or health clinic services, call 612-3301707 or visit www.augsburg.edu/cchp.
Fitness Centers
Located on the lower level of Kennedy Center and Melby Hall the fitness centers are equipped with stationary bicycles,
stair steppers, treadmills, and other aerobic workout machines. They include a weight room with universal and free
weight systems. All staff, students, and faculty may use the centers; some hours are reserved for classes.
International Student and Scholar Services (ISSS)
ISSS is responsible for the enrollment planning, recruitment and advising of exchange students and degree-seeking
international students. Members of the ISSS team serve as Designated School Officials (DSO) for the College’s F-1
student visa program and as Responsible Officer (RO) and Alternate Responsible Officer (ARO) for the College’s J-1
student/scholar exchange program. A DSO ensures institutional and individual compliance with the law and government
policies pertaining to F-1 students. The RO and ARO ensure institutional and individual compliance with the law and
government policies pertaining to J-1 exchange students and scholars. ISSS advises students regarding the F and J
regulations so that students maintain their F or J immigration status.
Examples of ISSS responsibilities include:
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Recruiting international student applicants and guiding them through application and visa processing procedures
Managing international student recruitment partnerships
Marketing Augsburg College to the international community
Advocating on policy matters affecting international students
Advising the International Student Organization
Coordinating the International Student Mentor Program
Providing intercultural competence training and mentoring for students, faculty and staff
Implementing a mandatory international student orientation program each semester
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Making referrals and providing guidance on issues related to health insurance, taxes, banking, and acquiring a
driver’s license, MN State ID or social security card
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Special Academic Programs
Honors Program
The Augsburg Honors Program offers an adventurous education where students with a passion for ideas can be their
best. We offer a friendly and welcoming atmosphere for students committed to an exceptional higher education.
Augsburg’s Honors Program is unlike any other honors program in the nation because it gives students the resources
and freedom to build their own ideal higher education. Students have the opportunity to create their own courses, edit
and write for the Honors Review of Undergraduate Scholarship, participate in an intramural debate league, belong to an
Honors House, and learn through small reading groups, research projects, and travel around the world.
Each Honors course has been specifically created for Honors students, and includes a challenging “signature experience”
such as writing a play, putting great books on trial, or attending music, theater, and art performances. Honors courses
bring in professors from several different departments so students can learn from talented professors teaching their
specialties.
For information, contact the Honors Desk at honors@augsburg.edu (612-330-1560) or Robert Groven, Honors Program
director, at honors@augsburg.edu.
Also see the Honors Program in the departmental pages of this catalog.
Inter-Institutional Programs
Augsburg cooperates with other colleges and institutions in the Twin Cities area on several programs.
Cooperating Libraries in Consortium (CLIC)
Through CLIC, the Twin Cities private college’s library consortium, the Augsburg community has direct access to more
than 2.5 million volumes and media resources of the 14 libraries.
Associated Colleges of the Twin Cities (ACTC)
Full-time Day students at Augsburg College, Hamline University, Macalester College, St. Catherine University, and the
University of St. Thomas may elect to take one course each semester (fall and spring) at one of the other campuses. No
additional fee is required for such an exchange, except for private instruction in music or approved independent studies.
Exchange courses are not transfer courses, and thus courses taken through ACTC are considered Augsburg College
courses and do not impact the residency requirement. The permanent record of courses for which an Augsburg student
has cross-registered is kept in the Registrar’s Office at Augsburg College, not at the host ACTC institution. Students may
elect to participate in the cooperative program to gain new perspectives, to get better acquainted with the other
schools, or to undertake a specific course or major not offered on the home campus. A regularly scheduled bus shuttles
students between the campuses.
AU/WEC/ROCH programs are not part of the ACTC consortium, and students in those programs may not register for
ACTC courses or complete ACTC majors under the terms of the ACTC consortium agreements.
Higher Education Consortium for Urban Affairs (HECUA)
Augsburg, in cooperation with 17 other colleges and universities, offers off-campus study semesters in Ecuador, New
Zealand, Northern Ireland, Norway, and the Twin Cities. (See HECUA programs in the International Programs and MetroUrban Studies sections of the departmental pages of this catalog.)
McNally Smith College of Music
Augsburg College full-time Day students may elect to take one course each semester at McNally Smith College of Music
(MSCM) providing that they meet all MCSM requirements. This program is open to sophomores, juniors, and seniors.
There is no additional fee for this program. Students should consult with their advisors to confirm if the classes will
count toward graduation requirements. In no instance may a McNally Smith course be used as a substitute for any
Augsburg course specifically listed within a degree program.
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Exchange courses are not transfer courses. Courses taken through the Augsburg-McNally Smith exchange are considered
Augsburg College courses and do not impact the residency requirement. The permanent record of courses which a
student has completed through the exchange is kept in the Registrar’s Office at Augsburg College, not McNally Smith.
Air Force ROTC
Augsburg Day students interested in participating in the Air Force ROTC program must apply for admission to the unit at
the University of St. Thomas. Students are eligible to compete for two- and three-year AFROTC scholarships. ROTC
credits serve as electives at Augsburg. For more information contact the University of St. Thomas at
www.stthomas.edu/afrotc
Army ROTC
Augsburg Day students may participate in the Army ROTC program at the University of Minnesota under an agreement
between Augsburg, the University of Minnesota, and the program. ROTC credits serve as electives at Augsburg. For more
information, contact the University of Minnesota: Twin Cities at www.goarmy.com/rotc/schools/university-ofminnesota.html.
Augsburg Abroad
Augsburg Abroad is the front door for students and faculty interested in education abroad, which includes study,
internships, service-learning, research, student teaching, and field study abroad.
Services provided through the Augsburg Abroad office:
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Study abroad program selection advising
Financial and academic advising for study abroad
Registration and billing for study abroad
Pre-departure and re-entry support
Faculty-led, short-term program coordination
About half of Augsburg undergraduate students study abroad at least once before graduating. Students can study a
variety of disciplines in a wide variety of countries. For example, students have the opportunity to study gender issues in
Mexico, study social change in Central America, carry out business simulations in Norway and Germany, do student
teaching in Italy, intern with community organizations in Northern Ireland, do an internship in Namibia, do ecological
field study in Tanzania, take organic chemistry in England, and gain fluency in a foreign language where it is widely
spoken.
Students can choose from more than 300 programs in 90+ countries. Programs vary in length from one week to a year
abroad. In addition to the Augsburg Study Abroad programs (Augsburg faculty-led short-term, Center for Global
Education, International Partners and Exchange, and HECUA programs), students can choose from affiliated program
providers.
Academic Requirements and Credit
Students automatically fulfill the Augsburg Experience requirement on Augsburg Abroad-approved study abroad
programs. Courses taken abroad can also fulfill graduation requirements including major, minor, language, Liberal Arts
Foundation, Lifetime Activity, Honors, and internship requirements. This is determined prior to departure when students
fill out the required Course Approval Form that is signed by faculty advisor(s), and appropriate staff and faculty
approving courses.
Semester and Summer Programs
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Courses taken on off-campus programs during the senior year meet the Augsburg residency requirement as students
remain enrolled at Augsburg while abroad.
Students must take a full load of credits while abroad on semester programs.
Students must take courses graded A-F while abroad.
Grades received on affiliated and non-Augsburg programs are reported as transfer credit on the transcript, and thus
are not figured into the GPA.
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A grade of “C” equivalent or higher must be received for the credit to transfer to Augsburg.
Faculty-led Short-term Programs
Students must register for all courses required by the short-term program. Credit values may vary, so confirm the
specific program credit load with the Augsburg Abroad Office. Any courses removed by the student without Augsburg
Abroad permission prior to the start of the program will be re-added to the student’s schedule. If no work was
completed in these reinstated courses, a grade of zero will be awarded.
Eligibility
Following are Augsburg College’s requirements for study abroad:
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Minimum 2.5 GPA at the time of application. Individual programs may require a higher average. Students with lower
averages should consult with Augsburg Abroad.
Sophomore, junior, or senior standing by the time you study abroad. First-year students on a case-by-case basis may
be allowed to study at Augsburg’s Center for Global Education-Mexico site during their second term. Short-term,
faculty-led programs will allow participation as a first-year if the student receives approval from the faculty-leader
and if space allows.
Transfer students must complete one semester at Augsburg before they may study off campus.
Students must be in good academic and social standing. Students placed on academic or disciplinary probation after
admittance to study abroad may be withdrawn from the program. The student is responsible for all non-recoverable
program costs incurred.
No outstanding balances on student account
Note: Students applying to faculty-led programs who meet the above criteria are accepted to these programs on a first
applied, first accepted basis. Space is limited, so early application is important.
Application Process
In order to study abroad students should follow the P-A-C-K steps:
Profile: Create an online profile by clicking “Get Started” on the Augsburg Abroad website at
www.augsburg.edu/augsburgabroad.
Advising: Attend an advising meeting—check Augsburg Abroad website for times and location
Choose: Choose from more than 300 Augsburg and affiliate programs in more than 90 countries. An advanced online
search tool helps students find programs based on location, academic needs, and personal interests. Applying online is
easy—click "Apply Now" and follow the simple steps.
Key Dates: Keep track of application deadlines.
Application Deadlines
September 30 - Spring semester study abroad and winter-break faculty-led programs
November 1 - Spring-break faculty-led programs
January 31 - Summer Session faculty-led programs
March 1 - Fall semester and non-faculty-led summer study abroad programs
Program provider deadlines vary; students need to meet all deadlines and eligibility requirements set by program
providers. Students should start planning in their first year for study abroad to be sure to do appropriate research and
meet all deadlines.
Study Abroad and Disabilities
Augsburg Abroad and the CLASS office work closely with students with disabilities to make every effort student needs
are met while studying off-campus. Nevertheless, students are responsible for requesting accommodations abroad
within a reasonable time frame prior to departure, ideally as early as program selection.
Students should be prepared for the fact that disability may be culturally defined. Attitudes toward disability and levels
of accessibility can vary greatly from country to country. The Americans with Disabilities Act mandates equal access to
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university-sponsored programs and services to students with disabilities. However, providing access by US standards can
present unique challenges in international settings. The expectation on the part of US students and institutions is that
reasonable accommodations will be made. Depending on the country and culture, there may be different ways to define
accessibility and different expectations in terms of accommodations that can or should be made.
Costs and Financial Aid
The cost of semester study abroad is comprised of program fees that generally include tuition, housing, international
health insurance, some meals, excursions, and study abroad fees. Airfare, personal expenses, books, and other expenses
are not included in the price of semester programs. Program costs vary; Augsburg College pays the program provider on
the student’s behalf and then bills the Augsburg student account. This allows students to access their financial aid for
study abroad. Students will always pay a minimum of Augsburg tuition when studying abroad.
Students who receive financial aid, loans, scholarships, and/or grants to study at Augsburg can use that entire package
to cover their study abroad program costs. Students receiving Augsburg institutionally-funded aid (e.g., President’s,
Regents’, Legacy, Promise, and other Augsburg gift aid/scholarships, and tuition benefit) may use their scholarships to
study abroad multiple times on Augsburg programs (see below in Study Abroad Program section). However,
institutionally-funded aid may be used only once toward study abroad costs on an affiliate program. Cost estimates for
the time abroad are drawn up to assist the student in planning and the financial aid office in awarding aid to students
studying abroad. Additional scholarships are available for semester and academic year programs.
The cost of short-term faculty-led programs is typically comprised of tuition (for summer programs), meals, airfare,
ground transportation, and interpretation/translation services. These costs are on top of any semester/year tuition
charges. Some scholarships are available, but are limited for short-term programs. Students often apply loans to fund
the additional cost of education travel.
Students are required to notify Augsburg Abroad immediately if they choose not to continue with their study abroad
experience. At the moment of notification, non-recoverable costs and a cancellation fee will be assessed and charged to
the student account. Depending on the time of notification of withdrawal, students may owe nothing; or they may owe
the study abroad fee, the deposit, or some or all of the program fee. Students are also subject to the cancellation and
refund policies of Augsburg Abroad and their program provider.
Augsburg Study Abroad Programs
Augsburg Faculty-led Short-term Programs
Faculty-led winter break, spring break, and summer programs offer opportunities to intensively study on a course
abroad with an Augsburg professor and other Augsburg students. Program travel length ranges from eight days to five
weeks. Program offerings change annually. Scholarships are available for some programs.
The Center for Global Education
The mission of the Center for Global Education at Augsburg College is to provide cross-cultural educational opportunities
in order to foster critical analysis of local and global conditions so that personal and systemic change takes place leading
to a more just and sustainable world.
The center’s study programs are conducted in Central America, Cuba, Mexico and Namibia. Students experience three
distinct types of living situations: living with other students in a community house, spending several days in a rural
setting, and living several weeks with host families. In the Mexico and Namibia programs, students travel together on
two-week seminars—from Mexico to Central America, and from Namibia to South Africa. The cost of these programs is
equivalent to full tuition, room, and board for one semester on campus, plus airfare. Scholarships are available for
Augsburg students.
Crossing Borders: Gender and Social Change in Mesoamerica (Mexico)—Fall
This program is an experientially-based intensive semester of study and travel designed to introduce students to the
important issues facing Mexico, US-Mexico relations, and the context in which many Mexicans are immigrating to the
United States. Students will improve Spanish language skills, as well as develop intercultural communication skills.
Students will learn about key social, economic, political, and cultural issues in Mexico, as well as explore the
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interconnectedness of race, ethnicity, class, gender, sexuality, and religion. Students will learn firsthand from diverse
women and men involved in struggles for social change, as well as business leaders, religious leaders, feminist activists
and scholars, government representatives, politicians, and political activists. Spanish courses range from beginning to
advanced, including courses for bilingual students. The program includes rural travel within Mexico and four-to-five-day
seminar in Mexico City. Students stay in the Augsburg study center for part of the semester and with Mexican host
families for four to six weeks, although semester-long homestays are available for Spanish majors and others upon
request. Students may meet several Core Curriculum requirements while in Mexico and/or take courses in the following
four concentrations: Business, Religion, Spanish and Women’s Studies.
Nation-Building, Globalization, and Decolonizing the Mind: Southern African Perspectives (Namibia and South Africa)—
Fall or Spring
This program examines the crucial issues of nation-building, globalization, and decolonizing the mind, from the
perspectives of the new democracies in southern Africa. Namibia won its independence in 1990 after decades of
apartheid under South African colonization. South Africa had its first democratic election in 1994. As these nations
struggle to build nationhood and deal with the legacies of apartheid and colonialism, they are faced with the challenges
posed by today’s world—rapid globalization as well as under- and unequal development. Decolonizing the mind is a
long-term project. Credit is available in History, Religion, Political Science, Environmental Studies and Interdisciplinary
Studies. Internships are also available in several disciplines.
Social Change in Central America: Exploring Peace, Justice, and Community Engagement (Guatemala, Costa Rica,
Nicaragua)—Fall or Spring
This is an intensive semester of study and regional travel designed to introduce students to the key issues facing Central
Americans. Students will explore the history, culture, and struggles of the people of Central America as well as study
approaches toward social and economic development. Course credit may be earned in Spanish, Religion, History,
Women’s studies, and Political Science. Students spend the first five weeks in Guatemala, the next four weeks in Costa
Rica, and the final six weeks in Nicaragua. Students live with local host families for nine weeks. Prerequisites: one course
in college-level Spanish or its equivalent.
Migration and Globalization: Engaging Our Communities (Mexico)—Spring
This is an intensive program that explores issues of migration, immigration, and globalization. It is ideal for students who
are interested in working with Spanish-speaking populations in the United States, as it includes intensive Spanish
language classes, an internship or independent research opportunity, and courses that help students understand the
connections between globalization and migration while learning from diverse communities that are organizing for
positive social change around issues of race, ethnicity, socioeconomic class, gender, sexuality, economics, and the
environment. Credit is available in Spanish, History, Women’s Studies, Political Science, and Religion. Students spend
most of the semester living in Augsburg housing and approximately six weeks living with Mexican host families.
Social Work in a Latin American Context (Mexico)—Spring
This program was created to satisfy the curricular requirements for the Social Work degree program. Its goal is to
develop cross-culturally competent, ethical social work professionals with a global perspective by providing a semester
of transformative, experiential learning focused on social and economic justice. It includes Spanish language study and
social work courses. Social work field experience is also available for qualified students. Students live with Mexican host
families for six weeks.
Language and Culture in Mexico (Mexico)—Summer
This community-based program includes multiple guest speakers, excursions to historical, cultural, and archeological
sites, and group discussions designed to help you learn about the diverse cultures and current issues of Mexico.
Weekend excursions include trips to Mexico City, Taxco, Puebla, and the Teotihuacan pyramids.
Two seven-week sessions focus on Spanish language and Mexican culture in which students can take two courses per
session, plus a non-credit Latin Dance course. Students may choose to participate in just one or both summer sessions
for a total of eight or sixteen credits. It is possible to fulfill the language requirement by taking two intensive Spanish
courses in one seven-week session.
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International Exchange Partner Programs
The Office of International Programs offers a broad range of semester and academic year exchange programs in China,
Finland, Germany, Hong Kong, Norway, and Slovenia. Students can choose from several options in diverse disciplines. All
coursework is in English. Travel scholarships are available for these programs. For further information on these programs
and scholarships contact Augsburg Abroad.
Higher Education Consortium for Urban Affairs (HECUA)
Augsburg, in consortium with other colleges and universities, offers full semester programs in Ecuador, New Zealand,
Northern Ireland, Norway, and the USA (Twin Cities and Jackson, Mississippi). All HECUA programs explore civic
engagement, community, and social change, and emphasize internships and field study.
For more information on international HECUA programs, see the International Programs and Metro-Urban Studies
sections of the departmental pages of this catalog.
Community Internships in Latin America (Ecuador)—Fall and Spring
This interdisciplinary program, based in Quito, Ecuador, enables the student to combine intense involvement in a
community-based organization with study of the community development process. A home-stay and a hands-on
internship develop Spanish and other skills. The program addresses globalization, the environment, oil politics, and
other local and international issues.
New Zealand Culture and the Environment: A Shared Future—Fall
Based in Auckland, this new program examines how social and environmental factors shape political and ecological
dimensions of identity and culture, and how New Zealanders from many different backgrounds are envisioning and
creating a shared future. A number of topics explored during the semester include the history of colonization, the treaty
and the truth and reconciliation process that shape contemporary life, Maori protest and social movements, key
strategies used to address sustainability, and many more economic and environmental issues.
Northern Ireland: Democracy and Social Change—Fall and Spring
The Northern Ireland: Democracy and Social Change program examines the historical, political, and religious roots of
conflict in Northern Ireland, the prospects for peace, and the progress being made. Through a seven-week internship,
students get hands-on experience with organizations working for social change. Field seminars focus on human rights,
conflict transformation, and education for democracy. The program is located at the UNESCO Centre at the University of
Ulster in Coleraine.
The New Norway: Globalization, National Identity and the Politics of Belonging—Fall
A quarter of Oslo’s residents are not ethnic Norwegians. Students investigate changing Northern Europe using Norway’s
welfare state and Scandinavian national identity as case studies. Coursework and an internship provide unique
perspectives on how the Norwegian social democracy and Scandinavian welfare states are working to address the
challenges posed by immigration and cultural and ethnic diversity. Students choose an independent study project or
Norwegian language courses.
Inequality in America: Policy, Community, and the Politics of Empowerment—Fall or Spring
This semester-length program delves into the root causes of increasing levels of poverty and inequality in the United
States. To understand these issues, the program focuses on the economy, housing systems, education, welfare,
government policies, urban sprawl, regional race and class segregation, and institutional discrimination. This program is
based in the Twin Cities.
Art for Social Change: Intersections of Art, Identity and Advocacy—Spring
An interdisciplinary study of the role of art and the artist in working for social justice, and an exploration of the
relationship between art, culture, and identity. Students meet local artists, activists, private and public arts funders, and
politicians, and engage in a thorough examination of the role of art in advocating for social change.
Environmental Sustainability: Science, Public Policy, and Community Action—Fall
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This semester program addresses key processes of ecosystem degradation and rehabilitation, the social and economic
underpinnings of conflict over environmental change, and public policy and community-based strategies to achieve
sustainability. It uses social, economic, and environmental sustainability to address themes like the links between rural
and urban concerns and the way local decisions relate to regional and global trends. Students gain first-hand experience
learning from community organizers, government planners, and business leaders who are rising to the challenges of
creating a more sustainable world. This program is based in the Twin Cities.
Agriculture and Justice: Building a Sustainable Food System—Spring
"You are what you eat." What we eat shapes the physical and moral landscapes of our lives, from the health of our
bodies to the health of our communities. What is the path from seed to restaurant? How do labor and land policies
determine which seeds are grown where, and by whom? Who benefits from our current system? Who is harmed? This
program of two linked semester courses uses interdisciplinary and field-based methods to dig deep into the food
system, exploring the roots of land ownership and labor practices in the U.S., unpacking economics and policies, and
providing a place for each student to explore his or her own role in creating a sustainable future. This program is based
in the Twin Cities.
Making Media, Making Change: Digital Technologies, Storytelling, and Activism—Spring
This program combines psychology, art, and media studies to deepen your critical understanding of how media and
digital technologies both limit and organize struggles for social justice. You will leave with program with video
production skills as well as a stronger vision of how you can use these skills to catalyze meaningful change in your
community. This program is based in the Twin Cities.
Race in America Then and Now: “Post-Racial” Perspectives on the Civil Rights Movement —Summer
This Civil Rights program explores that era’s struggles as well as current movements for equality, and dares to ask
controversial questions about racial justice in America today. The program is based in Jackson, Mississippi, and is offered
in collaboration with the Fannie Lou Hamer National Institute on Citizenship and Democracy at COFO on the campus of
Jackson State University, one of America's Historically Black Colleges and Universities (HBCUs).
Writing for Social Change: The Personal, the political and the Power of the Written Word—Fall
Writing for Social Change prepares students to be better readers, writers, and actors in our society by looking at the role
of literature and literary production in creating social transformation. As one theme of the program, students focus on
“voice” and the idea of claiming voice as a means of empowerment, while they simultaneously develop writing craft and
critical reading skills. The program offers a balance of creative writing workshops (in fiction, poetry, and creative
nonfiction) and critical reading/reflection sessions. This program is based in the Twin Cities.
Continuing Education Program
The mission of Augsburg College continuing education program is to provide working adults with lifelong learning
opportunities that will enable them to continue to grow personally, professionally, and spiritually in their homes,
workplaces, and communities. The program strives to meet the needs of the community by offering credit and noncredit
programs consistent with the mission of Augsburg College.
Programs are developed through collaborations between academic and administrative departments of the College and
community organizations. These collaborations have included the Departments of Business, Biology, Education, Nursing,
Religion, Social Work, the Center for Leadership Studies, Institutional Advancement, and organizations including
Minneapolis and St. Paul public school districts, Minnesota Department of Education, and the Midwest Regional Office
of the College Board. Augsburg College is a Lifelong Learning Partner with the ELCA.
Canadian Program
The Canadian program was inaugurated in 1985 with endowment from the Mildred Joel bequest for Canadian studies.
The program supports special events and conferences as well as student internships and faculty activity in Canadian
studies. The goals of the program include community involvement, increased awareness of the importance of
Canadian/US relations, and provision of opportunities to learn directly from Canadians through visits and exchanges.
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Academic Policies and Procedures
Registration
A student must be registered for a course in order to earn credit, and all registered courses will be reflected on a
student’s AugNet Records and Registration page. Web registration through AugNet is the primary method of
registration, although registration can be processed through the Registrar’s Office with a Registration Form in instances
where online registration is not possible. Students are responsible for verifying the accuracy of their registrations.
Students are required to meet with their faculty advisor prior to registration for the fall, spring, and summer terms. As
some courses are offered only in alternate years, students should also consult with departmental advisors when
planning their academic program.
Specific registration dates and deadlines for each semester are listed in the Academic Calendar at
www.augsburg.edu/registrar.
Students who are missing prerequisites for a course may be eligible for a prerequisite waiver if, after discussion with the
course instructor, the instructor determines that the prerequisite learning objectives have been met. Students who
believe they have already completed the prerequisite in question should contact the Registrar’s Office at 612-330-1036
or registrar@augsburg.edu.
The following registrations cannot be completed online and must be processed with a Registration Form:
•
•
•
•
•
•
THP courses (Theater practicum courses)
100-level MUP courses (Variable-credit music lessons)
Student Teaching (Education Department approval required)
Independent Study and Directed Study (Independent Study form available on the Registrar’s Office webpage)
Internships (Internship Registration form available on the Registrar’s Office webpage)
ACTC courses (Course listings are available online through each ACTC institution and should be checked to verify the
correct meeting times and room assignment.)
Credit Loads
Full-time day students normally register for 16 credits per semester. Students in the AU/WEC/Rochester programs
typically register for 4-8 credits each semester. Students registered for 12 or more credits in a semester are classified as
full-time students. Students registered for at least 6 credits are classified as half-time students.
To register for more than 18 semester credits, students must petition the Student Standing Committee unless the
following apply: Students with a cumulative GPA at Augsburg of 3.00 to 3.49 may take a total of 20 semester credits
without petitioning; students with a cumulative GPA at Augsburg of 3.50 or greater may take a total of 22 semester
credits without petitioning. All overload registrations must be done through a Registration Form. (Note: For students in
the Day program there is an additional tuition charge for course loads over 18 semester credits. This includes combining
the credit load from both the DAY and WEC programs. Auditing classes over the 18 semester credit limit will also incur a
tuition charge.)
Non-Attendance/Non-Participation Policy
Attendance/participation in class is important for academic success and financial aid. Therefore, students are dropped
for non-attendance/non-participation after the 10th business day of the term if reported by the instructor. Students are
ultimately responsible for dropping classes if they no longer plan to attend/participate. Students who have been
dropped and wish to re-enroll must submit and Academic Petition.
Internship Registration
Registration of internships for credit consists of the following steps:
•
•
You must register the internship for the academic term that coincides with the internship experience.
Obtain the Internship Registration Form from the Registrar’s Office webpage and complete the steps to obtain the
required signatures.
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Faculty Signature: Requires finding a faculty member willing to supervise and approve the internship based on
major discipline requirements.
o Department Chair Signature: Requires approval that the proposed internship experience meets the major
discipline requirements.
o Site Supervisor Agreement form: Submit a completed form with the internship supervisor signature to the
Strommen Center
o Submit a copy of job/internship description approved by the internship site supervisor to the Strommen Center
o Internship Coordinator or Director of Career and Internship Services Signature: Requires attendance at an
Internship Orientation session offered by the Strommen Center OR an individual meeting with the Internship
Coordinator in the Strommen Center to review important college-wide internship information and ensure all
required documents have been submitted.
Complete a Learning Agreement Plan (available electronically on the Strommen Center webpage) and receive
approval of the learning goals from the faculty supervisor responsible for grading the experience. The online form is
sent to the Strommen Center and copies are sent to the faculty supervisor and student.
A complete step-by-step guide on requirements for internships for credit is available on the Strommen Career and
Internship Services webpage.
o
•
•
Independent/Directed Study Registration
To register for an Independent/Directed Study, complete and submit the Independent/Directed Study Registration form
with signatures of the faculty member responsible for the grade and the chair of the appropriate department
Dropping or Withdrawing
Courses may be dropped or withdrawn online through AugNet Records and Registration or with a Registration Form. For
drop and withdrawal deadlines see the Academic Calendar at www.augsburg.edu/registrar.
Crossover Registration Policy
(This policy is approved for the 2014-2015 academic year and is subject to review for the 2015-2016 academic year.)
Undergraduate students are enrolled in a home program (DAY, AU, or WEC) and may register online for fall and spring
semester courses outside of their home program based on course availability and subject to the restrictions listed below
by program. Students have registration priority in their home program. Students are charged the tuition rate of their
home program for crossover courses.
DAY Program Students
- Are permitted to crossover into WEC courses.
- Pay the overload fee for any credits over 18 in their combined DAY/WEC load each semester.
AU Program Student
- Are permitted to crossover into DAY courses.
WEC Program Students
- Are permitted to register for DAY and AU courses as soon as their registration windows are open and do not have to
wait until Crossover Registration begins.
Registration in Graduate Courses
Students must have completed an undergraduate degree and be admitted to a graduate program before taking
graduate level courses from that program. (An exception is made for approved courses in the Department of Nursing
and the joint BA Accounting/MAL.) Undergraduate students enrolled in graduate courses will pay the graduate rate for
those courses. Any student enrolled in an Augsburg graduate level program wishing to take an undergraduate course
will pay the rate of the program in which the course is offered (DAY/AU/ROCH/WEC).
Evaluation and Grading
Explanation of Grades
The official delivery of end-of-term grades to students is online via AugNet Records and Registration.
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Student achievement in courses is measured by final examinations, shorter tests, written papers, oral reports, and other
types of evaluation.
Most courses are offered with grading options—traditional grading on a 4.0 to 0.0 scale or the Pass/No Credit grading
system.
The following is an explanation of undergraduate grades:
Grade
4.0
3.5
3.0
2.5
2.0
1.5
1.0
0.5
0.0
FN
P
N
V
W
I
X
Letter Equivalent
A
A-/B+
B
B-/C+
C
C-/D+
D
DF
F
Explanation
Achieves highest standards of excellence
Achieves above basic course standards
Meets basic standards for the course
Performance below basic course standards
Unacceptable performance (no credit for the course)
Unacceptable performance (no credit for the course)
Represents work at 2.0 or higher (not counted in grade point average)
No credit (not counted in grade point average)
Audit
Withdrawn
Incomplete
In progress, extended beyond term of registration
Pass/No Credit Grades
Students who choose the P/N option are cautioned:
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•
•
In order to receive a grade of P, a student must meet the basic standards of the course and/or achieve at least a
grade of 2.0.
Some graduate and professional schools do not look favorably on a large number of
P-graded courses, or rank each as a C.
Maximum number of semester credits taken P/N that may be applied to graduation is 24 semester credits with a
grade of Pass (P).
P-graded courses do not count toward the requirement that 56 traditionally-graded semester credits be earned at
Augsburg in order to be considered for Latin honors. Transfer students should be especially aware of this
requirement.
To be eligible for graduation with Latin honors, students may elect P/N grading for no more than eight semester
credits.
Certain courses have restrictions and are offered on one grading system only (e.g., lifetime activities are graded only
P/N). In courses where there is a choice, students will be graded on the traditional system unless they indicate they wish
to use the P/N grading option. Any changes in choice of grading option must be made according to deadlines published
in the Academic Calendar each semester.
Incomplete (I) Grades
An incomplete grade (I) may be awarded when the instructor grants permission after determining that a student
emergency may delay completion of coursework. Students who receive an incomplete grade should be capable of
passing the course if they satisfactorily complete outstanding course requirements. To receive an incomplete grade, a
student must submit a completed Application for Incomplete Grade form by the end of the semester with the Registrar’s
Office. This form states the reasons for the request, outlines the work required to complete the course, and includes the
course instructor’s signature. The instructor may stipulate the terms and conditions that apply to course completion;
however, students may not attend the same course (or a portion of the same course) in a following term with an
incomplete grade. The student must complete the outstanding work in enough time to allow evaluation of the work by
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the instructor and filing of a grade before the final day of the following academic semester. If the work is not completed
by the specified date of the following academic semester, the grade for the course becomes 0.0.
Extension (X) Grades
Internships, independent studies, and directed studies may sometimes last longer than one semester. When this is the
case, they must be completed by the grading deadlines within one year from the beginning of the first semester of
registration. A grade of X (extension) is given by the instructor to indicate that the study is extended. It is expected that
students given X extensions will continue to communicate with their instructors and demonstrate that satisfactory
progress is being maintained. A final grade will be issued at the end of the semester in which the work is completed and
evaluated (but not longer than one year). An instructor has the right to not grant an extension where satisfactory
progress is not demonstrated. If the course is not completed, a grade of 0.0 will be assigned.
Withdrawal (W) Grade
A course is given a grade of W (withdrawn) when it is dropped after the deadline for dropping classes without a W grade
and before the last day to withdraw.
Repeated Courses
A course in which a grade of 0.0, 0.5, 1.0, 1.5, or N has been received may be repeated for credit. Courses in which
higher grades have been earned may not be repeated for credit and a grade, but may be audited. All courses taken each
term and grades earned, including W and N, will be recorded on the academic record. Only the credits and grades
earned for the most recent attempt, for legitimately repeated courses, are counted toward graduation and in the grade
point average. Courses completed at Augsburg College must be repeated at Augsburg to be included in the repeat
policy.
Auditing Courses
Students who wish to take courses without credit or grade may do so by registering for Audit (V). Full-time Day students
will be charged an audit fee if their total credit load is over 18 credits. The charge to audit a course is $1,000 for parttime Day/AU/ROCH/WEC students. The signature of the instructor is required to register an audit. Students who audit a
course should confer with the instructor within two weeks of the beginning of the term to determine expectations,
attendance, and any other requirements. If expectations have been met, the course will be listed on the transcript as
having been audited. If expectations have not been met, the course will be listed with a grade of W. Audited courses do
not count toward graduation and do not fulfill general education requirements.
Grade Point Average
The grade point average (GPA) is based on final grades for all work at Augsburg. It does not include credit and grade
points for work transferred from other colleges. Courses taken on the P/N grading option are not computed in the GPA.
The formula for computing the GPA is:
GPA = Total grade points divided by number of credits attempted with 0.0 to 4.0 grades assigned.
Assessment of Student Learning
The faculty at Augsburg College are actively engaged in research about student learning and the efficacy of the
curriculum. To support such assessment of student learning activities, faculty may collect student work for evaluation
beyond grading. Any information or student work collected will be treated confidentially; the student's identity will not
be public information. Students who do not want their work collected for assessment purposes can opt out by
contacting Dr. Amy Gort, Dean of Arts and Sciences.
Classification
Students are classified when grades are posted at the end of each term. Classification is based on the number of
semester credits completed.
Classification
Freshmen
Sophomores
Completed Semester Credits
0 – 27.99
28 – 59.99
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Juniors
Seniors
60 – 91.99
92 or more
Academic Status Changes
Change of Program
Students may apply to change their “home program” by completing a Change of Program form. Applications are
reviewed by a committee. If approved, the change will take effect the following term. Changes are limited to once each
academic year. A Change of Program form must be submitted before the term begins.
Readmission
To apply for readmission after withdrawing from the College, students must submit an Application for Readmission.
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•
The last day to be approved for readmission is the Friday prior to the start of the term. Please note that processing
may take up to 10 business days.
If the student has attended other institutions since leaving Augsburg, official transcripts must be submitted to the
Registrar’s Office.
All financial holds must be cleared before a student can be approved for readmission.
If the student was academically dismissed, withdrew while on academic probation, or has a GPA below 2.0, they will
need to submit a personal statement explaining their circumstances for review by the Student Standing Committee.
If the student withdrew for medical reasons, a doctor’s note indicating the student is well enough to resume studies
must be submitted with the application.
Withdrawal from College
Students are urged not to abandon courses for which they are registered because this will result in failing grades on
their official academic records. If necessary, students should instead submit a Withdrawal from College form. A
Withdrawal from College form may be obtained on the Registrar’s Office webpage. The deadline to file a Withdrawal
from College is the last Friday prior to finals week. Withdrawal from College and any consequential adjustments in
accounts are effective as of the date the Withdrawal from College form is submitted to the Registrar’s Office. Students
must be re-admitted to the College when they are ready to resume their studies. The Application for Readmission form
is also available on the Registrar’s Office webpage.
Students are responsible for keeping the Registrar’s Office informed of their current mailing address while away.
Leave of Absence (DAY Program Students)
Students in the Day Program may apply to for a Leave of Absence for one semester. The Leave of Absence allows
continued access to Augsburg e-mail and AugNet Records and Registration. If a student on a Leave of Absence does not
register for the subsequent semester, the student’s file will be deactivated and the student will need to submit an
Application for Readmission form in order to re-enroll. The Leave of Absence program is not available to Day students
who withdraw from all courses while their courses are in progress.
Term Off (AU/WEC/ROCH Program Students)
Students in the AU/WEC/ ROCH Programs may take a term off for up to two semesters and have continued access to
Augsburg e-mail and AugNet Services. If a student is not registered after 10th day of the third semester, the student’s file
will be deactivated and the student will need to submit an Application for Readmission to re-enroll.
Military Called to Active Duty
Augsburg College will allow students to withdraw from courses without penalty if they are called to active duty as
military reservists, National Guard, or for other military service. This shall include a 100 percent refund of tuition and
fees upon verification of call to active duty. Students must submit an Academic/Financial Petition and provide a copy of
their orders to the Registrar’s Office.
If the student is called to duty after the deadline to drop a course, the Registrar’s Office will place a W for the course(s)
along with a notation on the transcript that the student was called to active duty. This is to assist the student with any
financial aid complications that may arise and also indicate that the withdrawal was outside of the student’s control.
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Alternatively, the College supports faculty in enabling students who are called to active duty and have substantially
completed a course, to assign a grade based upon the coursework completed, or to work out an incomplete agreement.
Students who are able to complete some of their courses would have their refunds adjusted to reflect this.
Students who are being placed on active duty should contact the Registrar’s and/or the Office of Academic Affairs as
soon as possible so the College can notify all parties and aid in this process.
Student Standing Committee
The Student Standing Committee is a standing committee of the College that reviews requests to waive fees, reduce
tuition costs, or other alterations in contractual agreements. Representatives from the Enrollment Center, Financial Aid,
Residence Life, Registrar and Student Affairs serve on the committee. Petitions for tuition refunds must be submitted
within 6 months of the student dropping the course or withdrawing from the class.
Petition Process
Step 1: Forms may be found on the Registrar’s Office webpage.
Step 2: Fill out the Academic/Financial Petition completely. Requests will not be reviewed unless all documentation is
submitted with the petition.
Step 3: Return the completed petition as directed.
Catalog Applicability
Students must fulfill the general education requirements that were in effect when they matriculated at Augsburg.
Students may elect to satisfy the departmental major requirements of any of the catalogs in effect during their years of
enrollment. However, students who are readmitted after more than six years away from the College must complete the
departmental major requirements of the most current catalog at the time of readmission or any one of the catalogs in
effect during their subsequent years of continuous enrollment at Augsburg.
Second Majors and Degrees
Students with an existing baccalaureate degree from Augsburg or another institution may enroll to complete an
additional major(s) or minor(s). Students will not be awarded a second degree unless it is different from the original
degree awarded (BA, BM, BS). Students cannot earn multiple degrees for the same major, though it is possible to earn
multiple degrees from the same academic department if the majors are distinct. For example, a student cannot earn
both a BA in Computer Science and a BS in Computer Science, but may earn a BS in Computer Science and a BA in
Computational Philosophy.
Evaluation of Transfer Credit
The evaluation of transfer credits is completed by the Registrar’s Office and is based on a student’s official transcript(s).
College credit is granted for liberal arts courses completed at regionally accredited institutions with a grade of 2.0/C or
better. Liberal arts courses are defined as courses similar in nature, content, and level to those offered at Augsburg.
Augsburg does not grant transfer credit for developmental-remedial courses, vocational-technical courses, or continuing
education units (CEUs). Courses with grades of C-, CD, or below do not transfer to Augsburg College. Competency credits
and exam credits issued by another institution may and will be evaluated on an individual basis. The Registrar’s Office
evaluates coursework for credit and for applicability toward Augsburg Core Curriculum requirements. Academic
departments are responsible for evaluating the applicability of coursework toward a student’s major or minor. The
College requires that certain courses and a minimum number of courses be taken at Augsburg. (Refer to the Residence
Requirements section of the catalog.)
Augsburg College limits transfer credit from two-year colleges. Students may transfer a maximum of 64 semester credits
(96 quarter credits) from two-year colleges. Once a student reaches this credit limit, no additional credits will transfer
from two-year institutions toward the minimum number of semester credits required for a bachelor’s degree. However,
courses taken beyond the credit limit can be used to meet liberal arts and major requirements.
Courses and credits that are accepted in transfer are reported on the student’s transcript. Grades and grade points from
other institutions are not transferred to Augsburg and are not included in the student’s cumulative grade point average.
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Students should consult with their faculty advisors and the Registrar’s Office before taking courses at other institutions
to ensure compliance with transfer credit policy and residency requirements.
MnSCU Transfer Students
Completion of the Minnesota Transfer Curriculum (MnTC) will satisfy Augsburg’s Liberal Arts Foundation requirements
and will reduce the Search for Meaning requirement to one course (REL 300). Students will be granted credit for
transferable courses graded C or better. To qualify for this transfer program, the MnTC must be completed prior to
enrollment at Augsburg.
Completion of the Associate of Arts degree with the MnTC will satisfy Augsburg’s Liberal Arts Foundation requirements,
will reduce the Search for Meaning requirement to one course (REL 300), and will waive one of two Lifetime Fitness
requirements. Students will be granted credit for transferable courses graded C– or better. Transfer courses that equate
to Augsburg’s requirements of Effective Writing, entry level math, and modern language must have a grade of C or
better in order for credit to be granted. To qualify for this transfer program, the AA degree and MnTC must be
completed prior to enrollment at Augsburg.
Note: Additional prerequisite coursework beyond the AA degree may be required in some Augsburg majors. Students
are advised to consult an academic advisor in the major department to discuss major requirements. Courses with C–
grades or below will not be accepted as prerequisites or for application to majors.
Advanced Transfer Students
Students who enter Augsburg with 52 or more semester credits accepted in transfer are considered Advanced Transfer
Students. The Augsburg Core Curriculum will be adjusted for advanced transfer students as outlined below:
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Complete REL 300 Bible, Christian Theology, and Vocation instead of REL 100 and Search for Meaning II
Waiver of Augsburg Seminar requirement
Waiver of Engaging Minneapolis
Waiver of one Lifetime Fitness requirement (depending on transfer evaluation)
All Augsburg Core Curriculum requirements not mentioned above remain unchanged for Advanced Transfer Students.
Waivers for Advanced Transfer are determined at the time of initial entry into Augsburg and will not be granted for
courses completed after initial enrollment.
Transfer Credit for Military Experience
Students are welcome to submit their military transcripts to the Registrar’s Office for transfer credit evaluation. A
military transcript will contain credit recommendations from the American Council on Education (ACE) for training and
courses completed in the US Armed Services. Augsburg will review a military transcript to determine if any of the credit
recommendations contained within it meet transfer credit guidelines.
Army, Coast Guard, Marine Corps, and Navy records maintained by JST: jst.doded.mil
Air Force records: Air University and Community College of the Air Force are regionally accredited institutions. Students
should submit official transcripts from these schools during the admission process.
Graduation Requirements
The responsibility for ensuring that all degree requirements are satisfied rests with the student. Each student is required
to apply for graduation at the end of his or her junior year to confirm remaining graduation requirements. Application
forms are available on the Registrar’s Office webpage. Faculty advisors, the Academic Advising staff, department chairs,
and the Registrar’s Office staff are available for counsel and assistance in program planning.
Students who enter an academic program with a bachelor’s or higher degree should contact the Registrar’s Office about
specific requirements for a second bachelor’s degree or for the equivalent of a major.
All degree and course requirements must be completed and verified in the Registrar’s Office in order for the degree to
be conferred. There may be no incompletes or open courses on the academic record.
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Assessment of Previous Learning (APL) Program
Augsburg College recognizes that learning can and does take place in many life situations. Some of this learning may be
appropriate for credit recognition within the disciplines that comprise the academic program of a liberal arts college.
The Assessment of Previous Learning program (APL) at Augsburg provides a means by which a student’s previous
learning, other than that which is transferred from another accredited institution, may be presented for examination for
possible credit toward the completion of a bachelor’s degree.
Not all learning from life experience, however, is appropriate for credit recognition at a liberal arts college. Such learning
must meet two essential criteria: (1) it is relevant to coursework in a field of study within the Augsburg liberal arts
curriculum, and (2) it can be objectively demonstrated either by comprehensive examination or committee evaluation.
The APL program at Augsburg provides several means by which students may have previous learning assessed for credit
recognition. The following is a brief description of each of these means of assessment:
International Baccalaureate Program (IB)
Courses earned from the International Baccalaureate program will be considered by the College for appropriate credit.
IB exams may fulfill general education and/or major requirements. Credit granting guidelines are available on the
Registrar’s Office webpage.
Advanced Placement Program (AP)
Augsburg allows students to earn credit for scores of 3, 4, or 5 on selected Advanced Placement tests. For some exams, a
minimum score of 4 is required. AP exams may fulfill general education and/or major requirements. Credit granting
guidelines are available on the Registrar’s Office webpage.
The College Level Examination Program (CLEP)
This is a series of standardized tests developed by the College Board that are offered to students for a small fee at
regional testing centers. Students who score at or above the American Council on Education’s recommended score on
an approved examination may receive academic credit for that subject at Augsburg College. CLEP exams may fulfill
general education and/or major requirements. Credit granting guidelines are available on the Registrar’s Office
webpage.
DSST Exams
DSST Exams are a series of standardized tests in college subjects that are comparable to the final examinations in
undergraduate courses. Exams are offered at testing centers worldwide for a small fee. Students who score at or above
the American Council on Education’s recommended score on an approved examination may receive academic credit
for that subject at Augsburg College. Credit granting guidelines are available on the Registrar’s Office webpage.
The American Council on the Teaching of Foreign Languages
These tests assess written and/or spoken proficiency in world languages. For a small fee, students can assess their level
of knowledge in world languages to earn college credit and/or waive the modern language requirement. More
information about eligibility and qualifying languages is available from Academic Advising.
Departmental Comprehensive Exams
These are available for students to use in obtaining credit for previous learning if the following conditions are met:
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•
There is a departmental exam available for the subject area in question.
There is a faculty member designated by the department to administer the exam.
The Registrar approves the student’s request to take the exam.
Credit for departmental exams is not computed in the GPA, and there is a charge per exam of $100 per semester
credit.
Portfolio Assessment Program
This is a credit assessment alternative in which a faculty team completes a credit evaluation of a learning portfolio
submitted by the student. The faculty team is composed of two faculty members from fields of study directly related to
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the student’s previous learning. Students who wish to prepare a portfolio of previous learning for credit assessment
should consult the Registrar’s Office. In completing the evaluation of a student’s previous learning, the faculty team
applies the following criteria:
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•
•
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There is documentable evidence of a cognitive component in the previous learning experience that involved
prescribed or systematic study of content material found within liberal arts coursework.
The learning has been objectively verified by individuals in addition to the presenting student.
The learning lends itself to both qualitative and quantitative measurement.
The learning relates well to the student’s educational goals.
The learning and skills involved are current and could be used at the present time.
Students may apply for the credit assessment process after completing at least one term of academic work at Augsburg
College with a cumulative Augsburg GPA of at least 2.50. It is strongly recommended that the process not be used when
four or fewer courses remain for graduation. There is a nonrefundable application deposit of $200 to initiate the credit
assessment process for each course presented in a portfolio. An additional $200 is charged upon approval of each
course. Credit granted by portfolio review is not computed in the GPA.
Transcript credit will be recorded with the equivalent Augsburg course numbers as determined by faculty reviewers.
Maximum Credit Accepted for Previous Learning
While Augsburg College recognizes the validity of learning that takes place outside the traditional classroom, this
learning must be placed in the context of formal study in campus-based liberal arts courses. Therefore, Augsburg allows
a maximum of 32 credits (one-fourth of a bachelor’s degree) to be obtained through previous experiential learning. In
compiling the 32 credits for previous experiential learning, the student may use any combination of the assessment
processes available in the APL Program: AP, CLEP, IB, DSST, ACTFL, departmental comprehensive exams, and credit
granted through portfolio assessment.
Graduation Information
Requirements for Undergraduate Graduation
Degree requirements include completion of a minimum number of credits, a major, the Augsburg Core Curriculum, a
minimum GPA in major(s)/minor(s) and in total coursework, and residence.
1. Completion of 128 semester credits—No more than these maximums may be applied toward the 128 total semester
credits required:
o Eight semester credits by independent/directed study
o 16 semester credits of internship
o 24 semester credits with a grade of Pass (P)
o To graduate with Latin honors, students may take no more than eight elective P/N graded semester credits.
o Each department sets its own limitations on the number of P/N graded courses that may be applied toward the
major and minor programs, but normally students may apply no more than eight semester credits with P grades
toward a major and no more than four semester credits with a P grade toward a minor.
2. Completion of a Major—Requirements for each major are listed under the departmental headings.
3. Completion of the Augsburg Core Curriculum—Requirements for the Augsburg Core Curriculum are listed under the
Augsburg Curriculum section.
4. Grade Point Average —Students must earn a minimum overall grade point average of 2.00. Additionally, all majors
and minors require at least a 2.00 grade point average in coursework for the major or minor. Some majors,
licensure, and certificate programs require a higher grade point average or a minimum grade in each course. See the
departmental section for details about the grade and grade point average for individual majors and minors.
5. Residence —A minimum of 32 semester credits must be completed through Augsburg College. Additionally, no
fewer than 24 of the last 32 semester credits must be completed at Augsburg or within an approved exchange
program (ACTC, McNally Smith, or Augsburg Abroad). Transfer courses and Assessment of Previous Learning (APL)
credits are counted against the residency requirement. Therefore, students are encouraged to complete transfer
work and APL credits prior to reaching senior standing. Some departments have a minimum number of credits that
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are required in residence within the major or minor. Consult the departmental pages of this catalog for further
information.
Latin Honors
Augsburg recognizes those students who have demonstrated exemplary academic achievement by conferring Latin
honors upon completion of a bachelor’s degree.
Students may also receive honors recognition for departmental honors and for participation in the Honors Program. (See
individual department and program descriptions for details.)
Qualification for Latin honors is determined as follows:
Summa Cum Laude
Magna Cum Laude
Cum Laude
3.90-4.00 GPA (plus successful completion of the Summa Oral Examination)
3.80-3.89 GPA
3.60-3.79 GPA
To be eligible, a student must complete a minimum of 56 traditionally-graded credits at Augsburg and have no more
than eight elective pass/no credit graded credits at Augsburg (classes offered only with P/N grading will not be counted).
For additional information, including the guidelines for the summa cum laude oral examination visit the Registrar’s
Office webpage.
Commencement
Though the terms are often confused, the words “graduation” and “commencement” carry different meanings.
Graduation refers to the completion of all degree requirements. Students graduate when all requirements for the
degree have been fulfilled, meaning that one can graduate at any point during the academic year provided that all
requirements are complete.
Commencement is a ceremony. It is an opportunity for students, family, friends, and the Augsburg College community to
celebrate academic achievement. Participation in commencement, however, does not mean that a student has
graduated. A student will not graduate and a degree will not be conferred until all requirements are met, regardless of
participation in commencement.
Augsburg College holds two commencement ceremonies in the spring to accommodate the College’s different student
populations. One commencement ceremony is for students in the Day undergraduate program. The second ceremony is for
graduate program students and undergraduate students in the Adult Undergraduate and Rochester programs.
Undergraduate students who have not completed all degree requirements may participate in commencement if: (1) no
more than three requirements will remain in their program at the conclusion of spring semester; and (2) the remaining
requirements will be completed in the summer or fall semesters immediately following commencement.
Academic Progress, Probation, and Dismissal
The College requires that all students maintain a 2.00 cumulative grade point average (GPA). A minimum GPA of 2.00 is
required for graduation; however, certain majors require a higher minimum GPA.
A student will be placed on probation and considered for continuation or dismissal if:
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His/her cumulative GPA is below 2.00
He/she is a first-year student who receives two 0.0 or No Pass grades
He/she is a sophomore, junior, or senior who receives three 0.0 or No Pass grades
At the end of the first term, he/she has not fulfilled the requirements established through the Conditional Admit
Program (see the Academic Skills Office Conditional Admit Program CAP section).
For more information on probation requirements, go to the Academic Skills Office website.
Dismissal from the College is not automatic. Each case is reviewed by the Student Standing Committee. Evidence of a
student’s commitment to academic progress is the primary consideration used when deciding whether to dismiss.
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Students on probation who voluntarily Withdraw from College must receive permission from the Student Standing
Committee to re-enroll.
Students who have been dismissed may apply for readmission after one year. At that time, the Student Standing
Committee will review the application for readmission accompanied by any statements and evidence attesting to the
student’s commitment to academic success.
A student will be removed from probation if:
•
•
His/her cumulative GPA reaches 2.00; or
He/ she was placed on probation because of unfulfilled Conditional Admit Requirements and he/she subsequently
satisfies those requirements.
The College reserves the right to dismiss any student who does not meet the guidelines stated above. Once a student is
dismissed, he/she may appeal the decision to the Student Standing Committee within 10 calendar days of notification.
Specific appeal instructions are included in the letter of dismissal.
Students may also be dismissed from professional programs, such as social work, education, and nursing. A student
dismissed from a program may appeal the decision through the Program Dismissal Appeal Process. The process is
available at www.augsburg.edu/studentguide.
Dean’s List
The Dean’s List, compiled after each semester, recognizes undergraduate students for outstanding achievement during
the term. Students can qualify for the Dean’s List in two ways:
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Earning a semester GPA of 3.50 or higher based on 12 or more traditionally-graded credits
Earning a semester GPA of 3.75 or higher based on 6-11 traditionally-graded credits
Incomplete courses and other classes without final grades at the time the Dean’s List is compiled will not be considered.
The Dean’s List is published on Inside Augsburg and students can choose to submit announcements to their hometown
newspapers.
Enrollment/Degree Verification
Augsburg College has authorized the National Student Clearinghouse to act as its agent for verification of student
enrollment and degree status.
Contact information is as follows:
National Student Clearinghouse
2300 Dulles Station Blvd, Suite 300
Herndon, VA 20171
Web: www.studentclearinghouse.org
Phone: 703-742-4200
Veterans of Military Service
Augsburg is approved by the state approving agency for VA education benefits. Veterans and eligible spouse and
dependents should consult with the VA School Certifying Officials in the Registrar’s Office and Student Financial Services
about completion of enrollment verification and the forwarding of other information to the Department of Veterans
Affairs. Veterans will need to meet the requirements of the Veterans Administration regarding repayment of
educational assistance funds received.
Additional information about veterans’ education benefits can be found at www.benefits.va.gov/gibill.
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The Augsburg Curriculum
Augsburg College is dedicated to educating students intellectually, physically, and spiritually. To act effectively, humans
must have a broad grasp of the world from which they have come, as well as the world in which they live. By providing
courses in the humanities, fine arts, natural sciences, and social sciences, the general education curriculum introduces
students to the breadth and complexity of human knowledge and our world.
“Search for Meaning” courses are designed to acquaint students with the Christian tradition, introduce them to other
faith traditions, and encourage them to reflect upon the importance and meaning of spirituality in their lives. Fitness
courses offer students opportunities to develop skills and habits of healthful living.
Students choose from more than 50 major areas of study to gain a depth of knowledge in a discipline and to prepare for
a career or further study. Thus, through a balance of curricular activities supported by full programs in student life and
religious life, an Augsburg College education strives to educate its students in a real world for the real world.
Overview
The Augsburg Curriculum is comprised of three main components: core curriculum (or general education requirements),
major requirements, and electives. Some students may need to complete entry-level skill courses before enrolling in
college-level classes. The general education requirements, known as the Augsburg Core Curriculum, include signature
courses and experiences, a liberal arts foundation, and skills development.
Entry Level Placement Tests
Math, Writing, English, and language placement for Augsburg language courses
Core Skills
Effective Writing
Modern Language
Lifetime Fitness
The Augsburg Core Curriculum
The Augsburg First Year
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Augsburg Seminar
Engaging Minneapolis
Many Voices Project
The Augsburg Signature Curriculum
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Christian Vocation and the Search for Meaning I and II
The Liberal Arts Foundation
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Natural Sciences and Math
Social and Behavioral Sciences
Humanities
Fine Arts
Augsburg Experience
Senior Keystone
Electives
Majors
Graduation Skills
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Critical Thinking
Quantitative Reasoning
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•
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Speaking
Writing
Entry Level Placement Tests
Prior to first-year registration, students will complete entry level skills assessments in:
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Mathematics
Writing
Foreign Language Placement (French, German, or Spanish)
and, if applicable, English Language Learning
First-year students who begin at Augsburg in the fall of 2013 or later, who require developmental/entry-level courses,
must complete these courses by the end of their fourth term. Transfer students who begin at Augsburg in the fall of
2013 or later must complete all required developmental/entry-level courses by the end of their third term. The
developmental courses subject to this policy are:
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•
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ENL 101
ENL 111 / HON 111 / ENL 112
ENL 217 / 218
MAT 103 / 105
Entry-Level Mathematics
All students will have their math placement group (MPG) determined. In some cases, students who have transferred a
mathematics course taken at another college may have their MPG determined by the Registrar’s Office. All other
students must take the Augsburg Math Placement Exam, which is administered by Academic Advising. Students are
required to take the Math Placement Exam before registering for the first term. Practice questions and other
information are available from Academic Advising. Students may retake the Math Placement Exam once during their
first term of enrollment.
Based on the math assessment result, students will be enrolled in the appropriate courses or advised on preparation for
retaking the Math Placement Exam. Students in Math Placement Group (MPG) 1 must take MAT 103 to advance to MPG
2. Students in MPG 2 must take MAT 105 to advance to MPG 3. Students in MPG 3 must take MAT 114 to advance to
MPG 4. No other MAT course changes a student’s MPG. A grade of Pass or 2.0 or higher is required to advance to the
next math level.
Students are encouraged to advance their MPG as soon as possible. Students must achieve Math Placement Group
(MPG) 3 or higher to graduate. In addition, many courses require MPG 2, 3, or 4 as a prerequisite.
Entry-Level Writing
A writing sample is required of students to determine placement in an appropriate writing class. In some cases, students
who have transferred an equivalent English composition course from another college or Advanced Placement English
Language and Composition with a score of 4 or 5 may have placement determined by the Registrar’s Office. All other
students must take the Writing Placement Test, which is administered by Academic Advising.
Based on the writing sample, students are placed into the appropriate writing course. Students are required to complete
Effective Writing (or Advanced Effective Writing or Honors Effective Writing). Students who need to develop
competence in composition skills are required to enroll in Developmental Writing (ENL 101) before taking Effective
Writing. These students must pass Developmental Writing (ENL 101) with a grade of P, 2.0, or higher before enrolling in
Effective Writing (ENL 111/112/HON 111).
Modern Language Assessment
Students who have not previously studied a modern language must complete a two-course language sequence. A
minimum grade of 2.0 or P is required for each course to satisfy the requirement.
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For a language previously studied, placement into the 211 level or successful completion (minimum grade of 2.0 or P) of
112 satisfies the Core Skill requirement. Placement into French, German, and Spanish courses is based on assessment
results from an online Brigham Young University evaluation tool.
Students proficient in other modern languages may seek a placement evaluation through faculty fluent in the specified
language at Augsburg or other ACTC schools. Availability of assessment in all languages is not guaranteed.
Assessment is used for placement only and does not result in credit. Students may audit, but will not receive credit for
any course taken below their placement level. The Department of Languages and Cross-Cultural Studies may override
assessment results as deemed appropriate.
Modern language courses accepted in transfer may be applicable to this Core Skill area for partial or full completion of
the requirement.
Students who have demonstrated competence in American Sign Language by passing an approved course sequence will
have fulfilled the Modern Language Core Skill.
Students whose first language is not English and whose score is below the minimum on the English Language Learners
(ELL) placement test must fulfill the ELL requirement. The requirement is satisfied by successfully completing the ELL
course(s) and achieving a score above the minimum on the ELL placement exam. Students who complete the ELL
requirement will receive credit for the Modern Language Core Skill requirement. Contact Academic Advising or the
English Department for additional information.
Core Skills Requirements
Effective Writing
Students must pass ENL 111 - Effective Writing, ENL 112 - Advanced Effective Writing, or HON 111 - Honors Effective
Writing with a grade of 2.0, P, or higher, or transfer in an equivalent course. Attendance at the first day of class is
required.
Modern Language
For students who have not previously studied a modern language, completion of a two-course sequence in the same
language with a minimum grade of 2.0 or P in both courses is required. For a language previously studied, placement
into the 211 level or successful completion (minimum grade of 2.0 or P) of 112 satisfies the graduation requirement.
Placement into French, German, and Spanish courses is based on assessment results from an online Brigham Young
University evaluation tool. Students proficient in other modern languages may seek a placement evaluation through
faculty fluent in the specified language at Augsburg or other ACTC schools. Availability of assessment in all languages is
not guaranteed.
Assessment is used for placement only and does not result in credit. Students may audit, but will not receive credit for
any course taken below their placement level. The Department of Languages and Cross-Cultural Studies may override
assessment results as deemed appropriate.
Modern language courses accepted in transfer may be applicable to this skills area for partial or full completion of the
requirement.
Students who have demonstrated competence in American Sign Language by passing an approved course sequence will
have fulfilled the Modern Language Core Skill.
Students whose first language is not English and whose score is below the minimum on the English Language Learners
(ELL) placement test must fulfill the ELL requirement. The requirement is satisfied by successfully completing the ELL
course(s) and achieving a score above the minimum on the ELL placement exam. Students who complete the ELL
requirement will receive credit for the Modern Language Core Skill requirement. Contact Academic Advising or the
English Department for additional information.
Lifetime Fitness
Two lifetime fitness courses are required. HPE 001 - Foundations of Fitness is required of all students. The second course
may be chosen from a variety of different HPE 002 - Lifetime Activity courses. Students may test out of the activity
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course by demonstrating proficiency from a selected lifetime activity. Proficiency exams are offered through the Health
and Physical Education Department each semester. There is a fee to take the lifetime activity proficiency test.
Intercollegiate athletes and Health and Physical Education majors may not test out of this requirement.
Foundations of Fitness and Lifetime Activity courses are noncredit courses and are not included in the 128 credit
graduation requirement.
The Augsburg Core Curriculum
The Augsburg Core Curriculum is designed to prepare students to become effective, informed, and ethical citizens
through their engagement in a curriculum that:
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Provides a liberal arts foundation and promotes the acquisition of intellectual and professional skills
Calls for common inquiry into questions of Christian faith and the search for meaning
Cultivates the transformative discovery of, and appreciation for, the student’s place of leadership and service in a
diverse world
The curriculum has three major components:
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•
•
The Augsburg Signature Curriculum
The Liberal Arts Foundation
The Graduation Skills Requirements
The Augsburg First Year
In order to help them make the transition to college and their new community, first-year weekday program students are
required to take courses containing the following components:
Augsburg Seminar
All students who enter the College as first-year students in the weekday schedule program must satisfactorily complete
fall orientation and Augsburg Seminar (AugSem), a first-year learning community in their major or related area of
academic interest. AugSem’s purpose is to help first-year students embrace the expectations and benefits of being a
member of a learning community at Augsburg College by:
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•
•
Encountering the community
Engaging the learning process
Exploring the self as scholar
AugSem equips students to become intentional learners, connects them to the larger Augsburg community, and helps
them succeed in future college work.
Engaging Minneapolis
The Engaging Minneapolis requirement builds on Augsburg’s national leadership in experiential education as well as its
commitment to its urban location. Embedded in the AugSem experience, Engaging Minneapolis introduces students to
the city as a resource for intentional learning, typically through civic engagement, cultural engagement, or servicelearning.
Many Voices Project
Embedded in ENL 111, 112, and HON 111 (see Core Skills requirements), the Many Voices Project engages first-year
students in discussion of a common text addressing themes of cultural diversity and global awareness. Emphasizing ways
in which written communication can promote understanding and productive engagement among different cultures and
points of view, the Many Voices Project is intended to teach skills and methods that promote successful communication
among diverse writers and readers.
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The Augsburg Signature Curriculum
Christian Vocation and the Search for Meaning
Augsburg’s Signature Curriculum takes seriously the College’s identity as a college of the Evangelical Lutheran Church in
America. Two required courses (REL 100 plus a Search for Meaning II course) highlight Augsburg’s commitment to this
identity and the College’s commitment to developing religious literacy and nurturing students to think critically about
the concept of vocation.
Students from all faith traditions will find a generous spirit of hospitality in these courses. Whether you are Jewish or
atheist, Buddhist or seeker, Catholic or Muslim, Baptist, Lutheran, uncertain, disinterested, or someone who is “spiritual
but not religious,” these courses promote respect and understanding across faith traditions. All religion courses engage
with the concept of vocation and an understanding that we are called to live and serve as neighbors. REL 100 explores
the idea that vocation is a model and lens for viewing the connections between our basic beliefs and the commitments
and actions we make in life.
The Liberal Arts Foundation
The Liberal Arts Foundation courses introduce students to knowledge and modes of inquiry across a wide range of
disciplines and subjects. The course offerings in the liberal arts provide the opportunity for students to acquire a broad
and solid foundation for their specialized study and professional preparation.
Students choose two approved LAF courses from two different departments in each domain: Natural Sciences and
Mathematics, Social and Behavioral Sciences, Humanities, and Fine Arts.
The official list of approved LAF courses is found on the Registrar’s Office webpage.
Natural Sciences and Mathematics
Two approved courses from two different departments: Biology, Chemistry, Mathematics, Physics. One must be a lab
science course.
Social and Behavioral Sciences
Two approved courses from two different departments: Anthropology, Economics, Environmental Studies, Political
Science, Psychology, Sociology.
Humanities
Two approved courses from two different departments/programs: American Indian Studies, Communication Studies,
English, History, Philosophy, Religion, Languages and Cross-Cultural Studies (literature and culture courses), Women’s
Studies.
Note: The signature Search for Meaning (REL 100, 200, or 300) courses do not count as humanities Liberal Arts
Foundation requirements. If a student opts to take another upper-division REL course to fulfill the Search for Meaning II
requirement, it may not count toward a Humanities LAF.
Fine Arts
Two approved courses or approved activities from two different departments: Art, Film, Music, Theater Arts.
One fine arts LAF requirement can be met by participating in one of the following:
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•
•
Four semesters in any combination of the major choral ensembles listed (MUE 111, 112, 114, 115)
Four semesters of orchestra (MUE 121)
Four semesters of concert band (MUE 141)
Augsburg Experience
All students must complete at least one approved Augsburg Experience as a requirement for graduation. Augsburg
Experiences highlight the College’s commitment to experiential education and active participation in the broader
community, both locally and globally. Five categories of approved experiential learning opportunities are recognized as
Augsburg Experiences: internships and applied work experiences (including fieldwork, practicums, and student
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teaching), faculty-student research, service-learning/community service, study abroad, and off-campus immersion
experiences.
An Augsburg Experience integrates experiential and academic learning and link on-campus learning to the goals,
mission, needs, or ideas of off-campus people, organizations, and/or communities, either through community partners,
professional activities, and/or travel. Augsburg Experiences may be embedded in designated courses that are part of the
regular class schedule or may be completed for zero credit outside the regular class schedule. The length of time
required, credit/no-credit status, and grading options for approved Augsburg Experiences vary.
Senior Keystone
The Senior Keystone course provides a final opportunity for exploring the central themes of an Augsburg education—
vocation and the search for meaning in a diverse and challenging world. Students reflect on the meaning of their
educational experiences and consider issues of transition as they prepare for their lives after Augsburg. Most Keystone
courses also meet major requirements.
The Senior Keystone course in each department connects the broad liberal arts foundation with the professional skills
and in-depth study of the major. It asks graduating students to think critically, reflectively, and ethically about their place
in the world as leaders and servants.
Electives
A student must complete a minimum of 128 semester credits in order to graduate. If the Core Curriculum and Major
requirements do not reach 128 semester credits, the student may take electives for credit in any subject area to reach
the minimum credit requirement.
Majors
For major requirements, see the appropriate departmental page(s) of this catalog or consult the department chair.
Graduation Skills
An Augsburg education aims to develop certain key skills during the years in college. Critical thinking, quantitative
reasoning, speaking, and writing skills are deliberate components of certain courses. Graduation skill requirements
typically are embedded in required courses in the major. Some departments, however, designate courses outside the
major or elective courses in the major that fulfill these requirements.
The Quantitative Reasoning (QR) skill incorporates both foundational mathematical skills and the application of those
skills. Courses in which foundational quantitative reasoning skills are taught have a QF designation. Courses that contain
an embedded project in which students apply and practice those foundational skills have a QA designation. Courses that
provide both foundational skills and an application project have a QFA designation. MPG 3 (Math Placement Group 3) is
a prerequisite for all quantitative reasoning QF and QFA courses. Departments may designate one required course with
a QF designation and one required course with a QA designation (departments may also designate a list of QF or QA
courses from which students can choose); OR, departments may designate a QFA course that fulfills the Quantitative
Reasoning skill (departments may also designate a list of QFA courses from which students can choose); OR,
departments may list this skill as embedded.
See the appropriate departmental page(s) in this catalog or consult the department chair for more information.
Core Curriculum Modifications
Some majors that result in a Bachelor of Science degree give students the ability to modify their Core Curriculum
requirements in one of the following ways.
Bachelor of Science/Liberal Arts Foundation (LAF) Waiver
Students who elect the Bachelor of Science/LAF Waiver must complete at least six of the eight LAF requirements,
provided at least one course is taken in each of the four domains. (e.g., two Natural Science and Mathematics courses,
two Social and Behavioral Science courses, one Fine Arts course, and one Humanities course) The following majors are
approved for the Bachelor of Science/LAF Waiver:
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•
•
•
•
•
•
•
•
•
•
•
•
Biology
Biopsychology
Chemistry
Elementary Education
Exercise Science
Health Education (teaching licensure only)
Mathematical Economics
Mathematics
Music Therapy
Nursing
Physical Education (teaching licensure only)
Physics
Bachelor of Science/Modern Language Waiver
Students who elect the Bachelor of Science/Modern Language Waiver are not required to complete modern language
courses as part of their degree. The following majors are approved for the Bachelor of Science/Modern Language
Waiver:
•
•
•
•
•
•
•
•
Biology
Biopsychology
Chemistry
Mathematical Economics
Mathematics
Music Therapy
Nursing
Physics
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Majors and Minors
Majors, or concentrations of study, may be within one department, within one division, or may cross academic
disciplines.
Students are required to declare a major upon completion of 48 semester credits, and earlier in some disciplines. Details
of majors and minors are in the departmental pages of this catalog. Unless otherwise indicated, majors are part of the
Bachelor of Arts degree. Students are not required to complete a minor for graduation. Minors completed after a
bachelor’s degree is awarded are noted on the transcript.
Below is a complete list of majors, minors, and emphases. Listings that are in bold type are offered through both the Day
Program and the Adult Undergraduate (AU) program. Students are encouraged to discuss scheduling rotation of major
courses with their faculty advisors.
Majors and Areas of Emphasis
Accounting
American Indian Studies
Art
Art History
Studio Art
Studio Art (Graphic Design)
Biology (BA or BS)
Life Sciences (BA)
Biopsychology (BS)
Business Administration
Economics/Business Administration
Music Business
Chemistry (BA or BS)
Communication Studies
Computer Science (BA or BS)
Computational Economics (BA)
Computational Philosophy (BA)
Economics
Applied Economics
Computational Economics
Economics
Economics/Business Administration
Economics/Political Science (teacher licensure
major)
Mathematical Economics (BS)
Education
Education Studies (non-licensure)
Elementary Education Studies (non-licensure)
Kindergarten-Elementary (BA or BS- licensure)
K-12 English as a Second Language
Special Education: Academic Behavioral
Strategist
Secondary (non-major, licensure only)
Engineering 2
English
Communication Arts/Literature (teacher
licensure major)
Creative Writing
Literature, Language, and Theory*
Environmental Studies
Exercise Science (BA or BS)
Film
Finance
Health Education (BA or BS)
History
International Business
International Relations
International Business Concentration
Languages and Cross-Cultural Studies 1
Cross-Cultural Studies
French
German
Norwegian
Spanish
Management
Management Information Systems
Business Analytics
Information Systems
Marketing
Mathematics (BA or BS)
Medieval Studies
Metro-Urban Studies
Music
Music (BA)
Music Business (BA)
Music Education (BM)
Music Performance (BM)
Music Therapy (BS)
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Nordic Area Studies
Nursing (BS-Evening program offered through AU only)
Philosophy
Computational Philosophy
Physical Education (BA or BS)
Physics (BA or BS)
Biophysics (BS)
Space Physics (BS)
Political Science
Political Science/Economics (teacher licensure
major)
Pre-Law
Public Policy and Political Change
Psychology
Psychology and Law
Religion
Clinical Psychology
Social Psychology
Youth and Family Ministry
Social Work (BS)
Sociology
Student-Designed Major
Theater Arts
Design/Technical
Directing/Dramaturgy/Playwriting
Performance
Women’s Studies
Global Women’s and Gender Studies
Sexuality Studies
Minors
Marketing
Mathematics
Medieval Studies
Metro-Urban Studies
Music
Music Business
Nordic Area Studies
Peace and Global Studies
Philosophy
Physical Education
Physics
Political Science
Pre-Law
Public Policy and Political Change
Psychology
Religion
Youth and Family Ministry
Sociology
Social Welfare
Special Education
Theater Arts
Design/Technical
Film/Performance
Musical Theater
Performance
Theater History and Criticism Dramaturgy
Women’s Studies
Global Women’s and Gender Studies
Sexuality Studies
Accounting
American Indian Studies*
Art
Architecture
Art History
Studio Art
Biology
Business Administration
Chemistry
Communication Studies
Computer Science
Economics
English
Literature, Language, and Theory
Writing
Creative Writing
Media Writing
Environmental Studies
Film
Health Education
History
International Business
International Relations
Languages and Cross-Cultural Studies
French
German
Norwegian
Spanish
Leadership Studies
Management Information Systems
1
Cooperative program of the Associated Colleges of the Twin Cities (ACTC) and agreements with the University of
Minnesota. It is possible for students to take beginning/intermediate/advanced language courses not available at
consortium colleges. Consult with the ACTC office for specific program options. Students register directly with the ACTC
office.
2
Dual-degree programs with the University of Minnesota Institute of Technology and Michigan Technological University.
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Student-Designed Major
Students may design their own major with the assistance and approval of three advisors from relevant fields and
subsequent final approval by the Augsburg College Academic Affairs Committee (AAC). A student-designed major allows
flexibility in selecting major courses. Any student wishing to design a major must complete a proposal, submit it with
approval and supporting letters from three faculty advisors, and obtain AAC approval of the program. Students should
seek AAC approval as early as possible so that any changes suggested by AAC may be incorporated into the design
without affecting the student’s proposed completion date. The deadline for initial submission of the program design to
AAC is the first term in which the student has achieved junior status; the final version must be approved the term before
the student achieves senior status.
Students wishing to design majors must:
1. Develop the student-designed major in concert with three faculty advisors from relevant fields, who together
constitute the Review Team. All advisors must sign the proposal cover sheet and submit supporting letters of
approval to AAC. Supporting letters should assess both the student’s ability to complete the proposed major and the
validity and value of the proposed major, including (in at least one of the letters) the proposed capstone course. The
advisors’ signatures and supporting letters represent their approval of the program, including the capstone course,
and their commitment to oversee the student’s progress.
2. Develop a student-designed major program proposal that includes:
• A statement of learning goals and objectives
• A list of proposed courses (minimum of 36 semester credits, no more than one of which is a lower-level
language course, and at least five of which are upper division) and a discussion of how the courses are related to
the program goals. Indicate how the proposed courses collectively support a specialized and cohesive plan
usually associated with a college major. Proposals must include research describing comparable programs of
study at a minimum of three other academic institutions. In addition, students should consult with the
Strommen Career and Internship Center for additional information regarding career objectives. The proposal
should provide information showing how the Augsburg Core Curriculum requirements (including graduation
skills) are to be fulfilled.
• A description of the student-designed major capstone to be taken some time during the senior year. The student
should devise the capstone in consultation with advisors. It should require an integrative project/paper that
draws together the coursework up to that point and/or prepares one for further study. In addition, at least one
of the advisors must specifically address the rationale for the proposed capstone in his or her supporting letter,
though approval of the student-designed major program by all advisors presumes their approval of the capstone
course.
• Submit the completed proposal and supporting documentation to the Office of Academic Affairs.
If AAC approves the proposed major program, the student will be expected to complete the program designed and still
meet all of the other Augsburg degree requirements as stated in the college catalog.
Students who design their own majors will meet with their advisors regularly throughout the design and subsequent
evaluation of their program. Changes in the approved student-designed major may be made through the normal
petition process to the Student Standing Committee with advisor approval.
ACTC Majors
Full-time Day students may complete other majors through the Associated Colleges of the Twin Cities (ACTC). Students
who wish to complete a major or minor offered at one of the other ACTC colleges must submit a completed ACTC Major
or Minor Declaration Form to the Registrar’s Office. This form must list all ACTC courses required and be signed by the
ACTC school advisor. Some majors may not be available or may have a competitive application process with acceptance
determined by the major department.
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Other Study Programs
Teaching Licensure
Several teaching licensure programs are offered at Augsburg. Licensure is available in kindergarten-elementary or K-6
license. A middle school endorsement is available in one of the following: mathematics, science, communication
arts/literature, social studies. A preprimary endorsement (3- to 5-year-olds) is also available.
Licensure is also available in the following middle school/high school fields: 5-8 general science, life sciences, chemistry,
communication arts/literature, health, mathematics, physics, and social studies. This license prepares people to teach in
grades 5-12. Students seeking licensure in one of these areas obtain an appropriate subject area major and complete
secondary licensure coursework.
Specialist licenses are available in art (K-12), vocal music and instrumental music (K-12), and physical education (K-12).
The licenses prepare people to teach in grades K-12. Students seeking licensure in one of these areas also obtain the
appropriate subject-area major and complete the secondary licensure coursework. (See Department of Education and
subject area departments for more information.)
A K-12 special education major or license in Special Education: Academic Behavioral Strategist (ABS) is available. A K-12
major and license in English as a Second Language (ESL) is also available. These two majors and licenses are offered only
through Weekend and Evening College. Students seeking elementary licensure, special education licensure, and ESL
licensure have Education Department advisors.
Students seeking 5-12 and K-12 licensure have advisors in their subject area major and in the Education Department. It is
important that students work closely with their advisors throughout their programs.
Certificate Programs
Augsburg offers undergraduate certificates through the Departments of Art and Business Administration (see
departmental pages for requirements). Certificates are available to non-degree-seeking students or students who are
completing a degree from a different academic department. A student may declare degree-seeking status after earning
a certificate.
Pre-Professional Programs
Students who plan to enter the fields of law, medicine, dentistry, ministry, veterinary science, pharmacy, or engineering
can profit from a liberal arts education at Augsburg.
It is recommended that requirements for admission to graduate schools or seminaries be reviewed and the course of
study at Augsburg planned accordingly. A faculty advisor is available in each field to assist students in their planning.
Students who want to plan a pre-professional program should contact Academic Advising prior to or early in their first
year to arrange for faculty advising.
List of Pre-Professional Programs:
•
Pre-Dentistry
•
These courses are recommended to fulfill the minimum requirements of the School of Dentistry at the
University of Minnesota: ENL 111, 220; BIO 151, 152, 253, 369; CHM 115, 116, 351, 352; MAT 114 or 163 or 248;
PHY 121, 122; PSY 105. Requirements at other universities may vary.
Pre-Engineering
•
o See Engineering departmental page.
Pre-Law
o
Students considering a career in law should examine the handbook published by the Association of American
Law Schools. Pre-law students major in disciplines of their own choosing; most law school entrance
requirements will be satisfied with a record of solid achievement coupled with an acceptable Law School
Admission Test (LSAT) score.
Pre-Medicine
o
•
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Majors in chemistry and biology are not required in order to apply to medical schools, but many students with
an interest in the health sciences choose to major in these fields. The competitive candidate typically has
substantially more training than the minimal course requirements. At this time, most medical schools list
prerequisite courses which are the equivalent of CHM 115, 116, 351, 352; BIO 151, 152, 253; MAT 145, 146 and
PHY 121, 122. Many also require the equivalent of BIO 369 and MAT 163 or 248. Students should take care to
examine closely the requirements of each program to which they intend to apply.
o The Medical College Admission Test (MCAT) is scheduled to be substantially altered in 2015. A new section in
social and behavioral sciences will be added and greater emphasis placed on advanced topics in biology.
Students planning to enter medical school in the fall of 2016 or later should work closely with health profession
advisors to learn how the exam will differ from the current format and what prerequisite coursework will be
required by medical schools at that time.
Pre-Occupational Therapy, Pre-Physician Assistant, and Pre-Physical Therapy
o
•
Coursework in preparation for these programs should be discussed with a faculty member in the Department of
Biology.
Pre-Pharmacy
o
•
Augsburg has a program designed to fulfill minimum requirements of the College of Pharmacy at the University
of Minnesota: BIO 151, 353, 476; CHM 115, 116, 351, 352; COM 111 or 115; ECO 112 or 113; ENL 111, 220; MAT
145; PHY 121, 122; and two courses in behavioral sciences such as PSY 105 and SOC 121. Requirements at other
universities may vary.
Pre-Seminary
o
•
A student may enter a theological seminary with any of several different majors, such as history, philosophy,
English, psychology, sociology, or religion. Recommended preparation includes REL 100, 200; at least two
semesters of history (Western civilization); one or more courses in the history of philosophy; and Greek in the
junior and/or senior year. The Bernhard Christensen Center for Vocation provides resources and support,
including scholarship opportunities, for students considering seminary.
Pre-Veterinary Medicine
o
•
o
To meet minimum requirements of the College of Veterinary Medicine at the University of Minnesota, the
following courses are required: ENL 111, 220; MAT 114 or 145; BIO 151, 152, 253, 355, 369, 476; CHM 115, 116,
351, 352; PHY 121, 122. Additional liberal arts courses are required. Requirements at other universities may
vary.
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Academic Organization and Departments
As a liberal arts institution, Augsburg College believes that knowledge and truth are interrelated and are integrated into
a whole. The tradition of the academic world, however, divides this unified truth into more manageable parts: the
academic disciplines. The knowledge of individual disciplines is subdivided into courses that make it more accessible to
students. These courses can be arranged in various ways to construct majors, to create the substance of a broad general
education, and to give students the opportunity to study areas of particular individual interest.
Degrees Offered
Augsburg offers the following undergraduate degrees:
•
•
•
Bachelor of Arts
Bachelor of Music
Bachelor of Science
Faculty
The heart of any educational institution is its faculty. Augsburg College is particularly proud of the excellence and
commitment of its professors. Most faculty hold a doctorate or the highest degree in their field, and all consider
teaching to be the focus of their activity. Faculty are also involved in a variety of professional and research activities that
support their teaching. They are actively involved in an exciting faculty development program that introduces them to
current thought in many fields, but especially in teaching techniques and theories.
Augsburg’s size and small classes encourage its tradition of close involvement between professors and students. Faculty
act as academic advisors and participate regularly in campus activities. Every incoming student receives an advisor. In
this close interaction, faculty act as both mentors and models for students.
Course Descriptions
Course descriptions offer a brief summary of the subject matter to aid students in planning a program. Course
descriptions can be found at our Course Description Search. A syllabus containing a more detailed explanation of
content, approach, requirements, and evaluations for a particular course can be obtained from the instructor.
Internships and Independent Studies
Every department offers opportunities for internships and independent study. The course description and process for
registering for credit is normally the same for each department. Some departments have additional requirements that
are noted in the course description. Interdisciplinary internships are also available.
Internships
198 – Internship/On-campus
199 - Internship/Off-campus (4 credits)
A work or service-based learning experience typically at the sophomore level in which a student, faculty member, and
site supervisor design a learning agreement that links the ideas and methods of the discipline with the opportunities
inherent in the placement. Prior to the beginning of the term/registration, interested students must consult with the
departmental internship coordinator or a faculty member and the Strommen Center regarding requirements and
permission to register.
396 - Internship/On-campus (4 credits)
397 - Internship/Off-campus (2 credits)
398 - Internship/On-campus (2 credits)
399 - Internship/Off-campus (4 credits)
A work or service-based learning experience at the junior/senior level in which a student, faculty member, and site
supervisor design a learning agreement that links the ideas and methods of the discipline with the opportunities
inherent in the placement. For some majors, participation in a concurrent seminar may be expected. Prior to the
beginning of the term/registration, interested students must consult with the departmental internship coordinator or a
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faculty member and the Strommen Center regarding requirements and permission to register. (Off-campus 397/399
internships are one option for the Augsburg Experience graduation requirement.)
Directed and Independent Studies
299 - Directed Study
An opportunity to study topics not covered in the scheduled offerings under the direction of an instructor. Approval
must be secured in writing from the instructor and the department chairperson before the term in which the study is
undertaken.
499 - Independent Study/Research
An opportunity for advanced and specialized research projects. Approval must be secured in writing from the instructor
and the department chairperson before the term in which the study is undertaken.
Academic Calendar
All Augsburg programs follow the semester calendar with fall, spring, and summer semester lengths ranging from 14-16
weeks.
In Augsburg’s Day Program full-time students normally take 16 credits per semester. The Day Program calendar is
coordinated with those of the four other colleges of the Associated Colleges of the Twin Cities (ACTC), so that students
can take a course on another campus during fall or spring semester.
Adult Undergraduate (AU) classes typically meet on the same night of the week, on an alternating bi-weekly schedule.
The alternating weeks of the semester are labeled “Maroon,” and “Silver.” Students select courses from both the
maroon and silver schedules, creating an alternating schedule of classes. Face-to-face meetings occur on alternating
weeks for three-and-a-half hours on either Tuesday or Thursday, depending on the program. Online and out-of-class
work occurs during the non-class meeting week. Additional classes outside of the major program may be scheduled on
Monday or Wednesday weeknights. Students may take up to 18 credits per semester.
Weekend and Evening College (WEC) classes typically meet on alternate weekends. Some classes may meet weekly on
weekday evenings. There are seven to eight face to face class sessions supplemented by online instruction each
semester, and classes meet on weekends for 3.5 to 4 hours. Students may take up to 18 credits per semester.
Rochester (ROCH) campus classes are held on weekday evenings and meet alternate weeks. There are seven to eight
class sessions supplemented by online instruction each semester with each class meeting for 3.5 to 4 hours. Students
may take up to 18 credits per semester.
Courses and majors offered through AU/ROCH/WEC are equivalent to their Day Program counterparts. However, the
curriculum is limited to selected liberal arts courses and majors.
Class Schedule
In general, courses are offered in both fall and spring semesters unless otherwise indicated. Since some courses are
offered alternate years, it is important that the student review major requirements and course offerings with an advisor
to ensure that all requirements can be met.
Note: Not all courses are offered in all programs. Refer to AugNet Records and Registration for information on when
specific courses are offered.
Credits
Augsburg’s credit hour policy follows the federal guidelines in defining a semester credit hour as one fifty-minute period
of instruction and 100 minutes of out-of-class work per week for fifteen weeks, or the equivalent amount of student
work completed over a different time frame or via a different delivery method.
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Numbering
Courses numbered 100 -299 are classified as lower division. Courses numbered 300 and above are classified as upper
division. In general, courses in the 100s are primarily for first-years, 200s for sophomores, 300s for juniors, and 400s for
seniors.
Prerequisites
Courses that must be taken before enrolling in a higher level course are listed in the online Course Description Search as
prerequisites. A student may enroll in a course when a prerequisite has not been fulfilled if there is prior approval by the
professor teaching the course. Effective Writing (ENL111) and math placement prerequisites cannot be waived by the
instructor. Students may be dropped from a course if they do not earn a satisfactory grade in the prerequisite for that
course.
Divisions and Departments
The College curriculum is offered by 26 departments that are grouped into three divisions for administrative and
instructional purposes:
Fine Arts and Humanities
American Indian Studies, Art, Communication Studies, English, History, Languages and Cross-Cultural Studies, Music,
Philosophy, Religion, Theater Arts, Women’s Studies, College librarians.
Natural and Social Sciences
Biology, Chemistry, Computer Science, Economics, Mathematics, Physics, Political Science, Psychology, Sociology.
Professional Studies
Business Administration, Education, Health and Physical Education, Nursing, Social Work.
Full explanation of departments and academic programs including major/minor requirements, graduation skills, and
other academic information is provided in the following pages, alphabetically by department.
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American Indian Studies
American Indian Studies is a major that gives students the opportunity to learn about the original, indigenous cultures of
North America. Students will be provided with a multidisciplinary understanding of the history and present situation of
American Indians. The program emphasizes the interrelations among history, culture, language, literature, the arts,
philosophy, religion, political and social forces, and the legal status and sovereignty of American Indians. This course of
study exposes students to the richness and beauty of North American Indian cultures.
Faculty
Eric Buffalohead (Chair), Elise Marubbio, Richard Gresczyk, Jim Rock, Dale Weston, Vinodh Kutty
Degree and Major Requirements
American Indian Studies Major
Nine courses including:
AIS 105 - Introduction to American Indian Studies
AIS 205 - Contemporary American Indians
ENL 255 - American Indian Literature
or AIS 264 - American Indians in the Cinema
HIS 236 - American Indian History
REL 370 - American Indian Spirituality and Philosophical Thought
In addition, students must complete four electives. At least four of the courses toward the major must be upper division.
Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by GST 200 or PHI 230.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
American Indian Studies Minor
Five courses including AIS 105. At least two courses must be upper division.
For a complete list of courses and descriptions, see the Course Description Search.
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Art
Art is essential. It teaches us to see, claim beauty, make sense of pain, explore the world, and express ourselves.
At Augsburg College, inspiration and creativity grow from the diversity of ideas of a small campus in the heart of a major
metropolitan area. A solid foundation of drawing, design, and history is balanced with the development of technical
skills, critical thinking, and creative exploration in a range of media. On-campus galleries showcase the work of students
and professional artists. Small class sizes and an innovative faculty support creative curriculum in disciplines like
drawing, painting, printmaking, ceramics, sculpture, photography, hand papermaking, book arts, architecture, and
digital media. Galleries and museums surround us; art club, studio visits, and guest artists provide art in real time;
service learning, internships, and study abroad are integral to our program. We reach nearly 1,000 students a year from
all disciplines, and we graduate 25-30 majors annually with Bachelor of Arts degrees in art history, studio art, and art
education; we also offer an architecture minor and certificates in studio art and digital design.
For nearly half a century, students have been earning degrees in art and art history at Augsburg College. We’re excited
to be here in the center of the city. We think you will be, too.
Art Faculty
Tara Sweeney (Chair), robert k. tom, Kristin M. Anderson, Susan Boecher, Chris Houltberg,
Degree and Major Requirements
Note: All studio courses require significant work hours outside of class sessions. Some studio courses have lab fees.
Studio Art Major
Majors are required to begin their programs with the studio arts foundations:
ART 102 - Design
ART 107 - Drawing
One course in two-dimensional art from:
ART 118 - Painting I
ART 223 - Print Making I
ART 225 - Graphic Design I
ART 257 - Watercolor Painting I
One course in three-dimensional art from:
ART 221 - Sculpture I
ART 250 - Ceramics I
ART 280 - Hand Papermaking and Book Arts I
Five additional studio arts courses
ART 240 - Art History Survey
Two additional art history courses
ART 305 - Junior Exhibition and Faculty Review
ART 405 - Senior Exhibition and Faculty Review
Studio majors must participate in an exhibition and review in their junior year, followed by a solo or two-person show
with a faculty review, and the annual senior group exhibition.
Studio Art major with emphasis in Graphic Design
Majors are required to complete one of the following two foundation courses:
ART100: Topics: Introduction to Graphic Design or ART102: Design
ART107: Drawing
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One course in two-dimensional art from:
ART 118 - Painting I
ART 223 - Print Making I
ART 225 - Graphic Design I
ART 257 - Watercolor Painting I
One course in three-dimensional art from:
ART 221 - Sculpture I
ART 250 - Ceramics I
ART 280 - Hand Papermaking and Book Arts I
A two course sequence in graphic design, chosen from:
ART 225 - Graphic Design I and ART 330 – Graphic Design II
or
ART 215 - Web Design I and ART 315 – Web Design II
Three additional graphic design electives, chosen from the following:
ART 215 - Web Design I
ART 224 - Publication Design
ART 225 - Graphic Design I
ART 280 - Hand Papermaking and Book Arts I
ART 315 - Web Design II
ART 320 - Typography
ART 330 - Graphic Design II
ART 333 - Digital Photography
ART 340 - Digital Imaging
ART 399 - Internship, design-related
ART 499 - Independent Study, design-related
ART 240 and two additional art history electives
ART 305 - Junior Exhibition and Faculty Review
ART 405 - Senior Exhibition and Faculty Review
Studio majors must participate in an exhibition and review in their junior year, followed by a solo or two-person show
with a faculty review, and the annual senior group exhibition. Please note that ART 225 cannot count as both a twodimensional elective and a graphic design emphasis elective.
Graduation Skills
The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the
major. The graduation skills in Speaking (S), Writing (W), and Quantitative Reasoning (QR) are met by completing the
following courses:
S: Choose from ART 102, 225, or upper division art history courses (ART 349, 352, 382, 385, 386, 387, 388, 389).
W: Choose two of the following courses to satisfy the writing skill: ART 349, 352, 385, 386, 387, 388, and 389.
QR: PHY 119, MAT 145, MAT 146, GST 200, or PHI 230.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
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Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
Art History Major
Eight art or architectural history courses including:
ART 240 - Art History Survey
ART 388 - Modern Art
Six other art or architectural history courses
Two studio courses:
ART 102 - Design
or ART 107 - Drawing
ART 118 - Painting I or ART 221 - Sculpture I
Graduation Skills
The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the
major. The graduation skills in Speaking (S) and Writing (W) are embedded in the upper division art history courses and
are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by completing the following
courses:
QR: PHY 119, MAT 145, MAT 146, GST 200, or PHI 230.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: Students planning a double major in studio art and art history or a major/minor combination should meet with a
department advisor to plan appropriately.
Departmental Honors
GPA of 3.50 in the major and overall, portfolio of artwork (studio majors) or research (art history majors) reflecting the
highest quality work, and Art Department-approved special projects and/or research. Application should be made to the
department chair before the last term of the senior year.
Studio Art Minor
Five courses including
ART 107 - Drawing
ART 240 – Art History Survey
Three additional studio courses.
Architecture Minor
Five courses including:
ART 105 - Introduction to Architectural Drawing
ART 210 - Drawing for Design in Architecture
ART 243 - History of Architecture to 1750
ART 244 - History of Architecture after 1750
ART 249/349 - The Designed Environment
Art History Minor
Five art history courses including ART 240 - Art History Survey.
Certificate in Art
Eight art courses, including at least one in art history. Up to four courses may be taken in one studio area or in art
history.
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Certificate in Graphic Design
Eight art courses including:
ART 102 - Design
Four in digital design:
ART 215 - Web Design I
ART 225 - Graphic Design I
ART 320 - Typography
ART 340 - Digital Imaging
One art history
Two studio electives.
For a complete list of courses and descriptions, see the Course Description Search.
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Biology
We are in the midst of a revolution in biology. From the unraveling of information locked within the human and other
genomes to the complexities of interactions between organisms in diverse ecosystems in changing environments,
biologists and members of the public are grappling with an almost overwhelming flood of new information. By focusing
on the core principles of biology, students are given the tools with which to interpret results coming out of the
revolution, and by early exposure to original independent research projects, given the opportunity to themselves
contribute to our understanding of the natural world. Integration across biological sub-disciplines is emphasized,
paralleling the integration taking place in the maturing field of systems biology. As biological phenomena become
amenable to the analytical tools of chemistry, physics, mathematics, and computer science, biology is increasingly a
multidisciplinary venture. Thus, a firm background in these sciences is also important for the successful study of biology.
Biological forces have many profound effects on society, and in turn humanity has strongly affected our biosphere. Thus,
service-learning opportunities are tightly integrated within the curriculum.
Augsburg has a strong commitment to undergraduate research. There are a variety of opportunities in the Biology
Department to work with faculty on individual research projects both during the academic year as well as during the
summer. Students at Augsburg also participate in research programs at other institutions.
For many, an undergraduate major in Biology serves as a springboard for further study. Augsburg graduates have gone
on to graduate studies in the life sciences, leading to careers in college or university teaching, basic and applied
research, and public health. Many have entered professional programs in medicine, veterinary medicine, and dentistry.
Other graduates have gone directly into secondary education, biomedical and biotechnology industries, laboratory
research, natural resources, and environmental education.
Biology Faculty
Jennifer Bankers-Fulbright (Chair), Dale Pederson Matthew Beckman, Ralph Butkowski, William Capman, David Crowe,
Ann Impullitti
Degree and Major Requirements
Students may choose one of the following degree options: Bachelor of Arts in biology, Bachelor of Science in biology, or
Bachelor of Arts in life sciences.
Bachelor of Arts in Biology
The total number of required courses in the department is nine courses. There are additional required supporting
courses that must be taken in other disciplines.
BIO 151 - Introductory Biology
BIO 152 - Evolution, Ecology, and Diversity
BIO 253 - Introductory Cellular Biology
BIO 255 - Genetics
BIO 361 - Plant Biology
or BIO 481 - Ecology
MAT 114 - Precalculus
or MAT 145 - Calculus I
or MAT 163 - Introductory Statistics
or MAT 248 - Biostatistics
or PSY 215 - Research Methods and Statistics I
CHM 115 - General Chemistry I
CHM 116 - General Chemistry II
PHY 116 - Introduction to Physics
or PHY 121, 122 - General Physics I, II
BIO 490 - Biology Keystone
or SCI 490 - Integrated Science
or HON 490 - Honors Senior Seminar
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or another keystone with departmental approval
Four electives from the following:
BIO 351 - Invertebrate Zoology
BIO 353 - Comparative Vertebrate Anatomy
BIO 361 - Plant Biology
BIO 369 - Biochemistry
BIO 471 - Advanced Cellular and Molecular Biology
BIO 473 - Animal Physiology
BIO 474 - Developmental Biology
BIO 475 - Neurobiology
BIO 476 - Microbiology
BIO 481 - Ecology
BIO 486 - Immunology
BIO 495 - Special Topics in Biology
PHY 317 - Biophysics
Bachelor of Science in Biology
The total number of required courses in the department is nine courses. There are additional required supporting
courses that must be taken in other disciplines.
BIO 151 - Introductory Biology
BIO 152 - Evolution, Ecology and Diversity
BIO 253 - Introductory Cellular Biology
BIO 255 - Genetics
BIO 361 - Plant Biology
or BIO 481 - Ecology
CHM 115 - General Chemistry I
CHM 116 - General Chemistry II
CHM 351 - Organic Chemistry I
CHM 352 - Organic Chemistry II
PHY 121 - General Physics I
PHY 122 - General Physics II
MAT 145 - Calculus I
MAT 146 - Calculus II
BIO 490 - Biology Keystone
or SCI 490 - Integrated Science
or HON 490 - Honors Senior Seminar
or another keystone with departmental approval
Four electives from the following:
BIO 351 - Invertebrate Zoology
BIO 353 - Comparative Vertebrate Anatomy
BIO 361 - Plant Biology
BIO 369 - Biochemistry
BIO 471 - Advanced Cellular and Molecular Biology
BIO 473 - Animal Physiology
BIO 474 - Developmental Biology
BIO 475 - Neurobiology
BIO 476 - Microbiology
BIO 481 - Ecology
BIO 486 - Immunology
BIO 495 - Special Topics in Biology
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PHY 317 - Biophysics
General Education Accommodation
BS biology majors may reduce their general education program by one or two courses. See Bachelor of Science/Liberal
Arts Foundation (LAF) Waiver in the Academic Information section of the catalog.
Bachelor of Arts in Life Sciences
This major is appropriate for students also seeking secondary teaching licensure in biology.
BIO 151 - Introductory Biology
BIO 152 - Evolution, Ecology, and Diversity
BIO 253 - Introductory Cellular Biology
BIO 255 - Genetics
BIO 361 - Plant Biology
or BIO 481 - Ecology
MAT 114 - Precalculus
or MAT 145 - Calculus I
or MAT 163 - Introductory Statistics
or MAT 248 - Biostatistics
or PSY 215 - Research Methods and Statistics I
CHM 115 - General Chemistry I
CHM 116 - General Chemistry II
PHY 116 - Introduction to Physics
or PHY 121, 122 - General Physics I, II
BIO 490 - Biology Keystone
or SCI 490 - Integrated Science
or HON 490 - Honors Senior Seminar
or another keystone with departmental approval
Two science courses from the following:
PHY 101 - Astronomy
SCI 106 - Introductory Meteorology
An introductory geology course
Three electives from the following:
BIO 351 - Invertebrate Zoology
BIO 353 - Comparative Vertebrate Anatomy
BIO 361 - Plant Biology
BIO 369 - Biochemistry
BIO 471 - Advanced Cellular and Molecular Biology
BIO 473 - Animal Physiology
BIO 474 - Developmental Biology
BIO 475 - Neurobiology
BIO 476 - Microbiology
BIO 481 - Ecology
BIO 486 - Immunology
BIO 495 - Special Topics in Biology
PHY 317 - Biophysics
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) are embedded throughout the
offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing COM 115
(preferred) or COM 111 or HON 130.
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Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Transfer course policy for majors and minors
All transfer courses, including ACTC courses, must be approved in writing by the department, subject to review by the
chair. Only those biology courses successfully completed (2.0 or above) within the last 10 years will be considered. At
least four upper division electives must be completed in residence (at Augsburg College).
Custom Biology Programs
Students who have completed BIO 151, 152, 253, 255 and at least one upper division elective may, in consultation with
their advisor, seek approval from the department to complete major requirements with as many as four upper division
courses from other institutions.
Departmental Honors
A GPA of 3.5 in biology and 3.0 overall is required. Additionally, students must successfully complete one of the
following: 1. Summer or academic-year research internship followed by successful completion of BIO 297, BIO 399, BIO
497, BIO 499 or HON 499 with a biology mentor. 2. Research project proposals should be submitted to the department
for approval by Sept. 30 of the senior year or Feb. 28 in the case of students planning to graduate in the following
December. Projects must include public presentation and a written report approved by the department.
Participation and completion of the Mayo Innovation Scholars Program (including presentation) 3. Scoring above the
national 90th percentile on the ETS Major Field Test in Biology.
Minor
A course sequence in general chemistry and five biology courses including BIO 151, 152, and three additional BIO
courses (200 level or above). The majority of courses in biology must be taken at Augsburg College.
Other Requirements
In planning their courses of study, students are encouraged to work closely with members of the biology faculty. Biology
majors must have an advisor in the biology department. In order to complete all major requirements in four years, BIO
151 and 152 and General Chemistry should be taken in the first year, and BIO 253, BIO 255 and Organic Chemistry (when
appropriate) in the second year. Students should complete their math requirements early in their college careers.
Students must earn a minimum grade of 1.0 and an average grade of 2.0 in BIO 151 and 152. Supporting course
requirements in chemistry, mathematics, physics, and communication must be satisfied with a grade of 2.0 or higher to
satisfy either major or prerequisite requirements. A grade of 2.0 or higher is required in BIO 253 and BIO 255 in order to
fulfill major requirements and to fulfill the prerequisite requirement of several upper division biology electives. A grade
of 2.0 or higher must be earned in all upper division biology courses applied toward meeting the requirements of a
major. All biology courses applied toward the major must be traditionally graded. A GPA of 2.5 in biology courses is
required for the life science major.
*Students completing majors in biology or life science will be required to take the ETS Major Field Test in Biology during
their final year of the program.
The requirement will be transcripted as BIO 489 and students will be required to have earned a P in P/N grading in
order to fulfill one of the major options. The only requirement for earning a ‘P’ is completion of the exam, either
online or on paper.
Biology for Health Sciences
Prerequisite requirements for health sciences vary with the program and the institution. Care should be taken to study
the requirements for every program well in advance of making application. In general, the pre-medical curriculum
includes a year each of biology, general chemistry, organic chemistry, calculus and physics. Courses in biochemistry,
statistics, advanced biology, and social and behavioral sciences are also important preparation for the MR5 Medical
College Admissions Exam. Programs in physician assistant training, veterinary medicine, physical therapy, and such
typically have a more extensive list of prerequisites. Students considering a post-baccalaureate program in these areas
should consult early and often with health science advisors Dixie Shafer, Dale Pederson, and Kelsey RichardsonBlackwell.
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Graduate Training in Biology
Graduate programs in biological fields typically require two semesters of general chemistry, organic chemistry, calculus,
and physics. Also required is extensive involvement in research through Augsburg Experience, internships, and/or
independent study. Careful consultation with a biology advisor is recommended to select among coursework and
research options.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for biology teachers, the science portions of which are
satisfied by the Augsburg life sciences major. The state requirements may be subject to change after publication of this
catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota
teacher licensure requirements. All upper division biology requirements for secondary licensure must be completed
before beginning student teaching.
Post-Baccalaureate Teaching Licensure
Students who have earned a bachelor’s degree elsewhere and seek life science teaching licensure at Augsburg are
required to complete a minimum of two upper division biology courses at Augsburg with grades of 2.5 or higher.
Required or elective courses are determined by the department following review of transcripts and prior to
matriculation.
Beta Beta Beta
Membership in the Augsburg chapter of this national biology honor society is open to students who have completed at
least one upper division biology course and have a GPA of 3.0 in biology.
Cooperative Education and Service-Learning
The department works with the Strommen Career and Internship Center in identifying and defining cooperative
education experiences in laboratories and other settings in the Twin Cities.
For a complete list of courses and descriptions, see the Course Description Search.
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Biopsychology
The biopsychology major is designed to offer students an integrative perspective on the biological basis of behavior.
Towards this end, students will take courses in both psychology and biology to gain exposure to a broad range of
theories and research covering a variety of topics such as cognition, motor control, sensation/perception, emotion, and
psychopathology. These topics will be studied at multiple levels of analysis including genetic, neural, and environmental.
The biopsychology major will provide students with a strong foundation of courses in neuroscience, statistics, and
chemistry. This broad training can help prepare students for careers in research, medicine, public health, education, and
pharmaceutical or biotechnology industries.
Biopsychology Faculty
Matthew Beckman (Biology), Ralph Butkowski (Biology), David Crowe (Biology), Stacy Freiheit (Psychology), David Matz
(Psychology), Dale Pederson (Biology), Bridget Robinson-Riegler (Psychology), Nancy Steblay (Psychology), Henry Yoon
(Psychology).
Degree and Major Requirements
Major
Thirteen Courses:
BIO 151 - Introductory Biology
BIO 152 - Ecology, Evolution and Diversity
BIO 253 - Introductory Cellular Biology
BIO 475 - Neurobiology
PSY 105 - Principles of Psychology
PSY 215 - Research Methods and Statistics I
PSY 315 - Research Methods and Statistics II
PSY 355 - Biopsychology
Two Psychology electives from the following:
PSY 299 - Directed Study (Research in Biopsychology)
or PSY 360 - Psychology Laboratory (two semesters)
PSY 354 - Cognitive Psychology
PSY 391 - Individual Differences
PSY 410 - Clinical Neuropsychology
PSY 491 - Advanced Research Seminar
PSYC 322 - Sensation and Perception (St. Thomas)
PSYC 407 - Seminar in Behavioral Neuroscience (St. Thomas)
PSYC 378 - Psychology of Language (Macalester)
PYSC 486 - Seminar in Neuropharmacology (Macalester)
Two Biology electives from the following:
BIO 255 - Genetics
BIO 369 - Biochemistry
BIO 471 - Advanced Cell and Molecular Biology
BIO 473 - Animal Physiology
BIO 495 - Special Topics in Biology: Animal Behavior (this topic only)
BIOL 356 - Cellular and Molecular Neuroscience (Macalester)
PHY 317 - Biophysics
Keystone (one required):
BIO 490 - Biology Keystone
PSY 400 - Keystone Internship
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SCI 490 - Integrated Science
Note: Students will need to take the CHM 115/116 sequence to complete the biology courses. A minimum of five
courses must be from Augsburg.
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) are embedded throughout the
offered courses and are met by completing the major. The graduation skill in speaking (S) is met by completing COM 111
or 115. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill
these skills.
Other Requirements
An average grade of 2.0, with no grade below a 1.0 is required for BIO 151 and 152. A grade of 2.0 or above is required
for all courses (200 level and above) applied to the major.
Transfer Course Policy for Majors
All transfer courses, including ACTC courses, must be approved in writing by the department chair(s). Only those biology
and psychology courses successfully completed (2.0 or above) within the last 10 years will be considered. In general,
courses that meet the transfer guidelines may only be applied to introductory or elective credit for the major.
Biopsychology Honors
GPA of 3.5 in the major, and 3.3 overall. Students must complete a high-quality research project, approved and
evaluated by three members of the Biopsychology faculty. Formal application must be made no later than the junior
year.
For a complete list of courses and descriptions, see the Course Description Search.
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Department of Business Administration
Our mission is to prepare students for professional careers in business or for graduate studies. This preparation involves
a curriculum that stresses analysis and communication, emphasizes both theory and practice, and is shaped by the
needs of the business community. The department fosters close ties with the corporate community that provide a
wealth of practical expertise, a variety of internship opportunities, and future job prospects. The faculty believe they can
best serve both the student and the community by providing an education that is technically competent, ethically based,
and socially aware.
Faculty
Jeanne Boeh (Chair, Fall 14), Stu Stoller (Chair, Spring), John C. Cerrito, David A. Conrad, George F. Dierberger, Marc D.
Isaacson, Amin E. Kader, Steven J. LaFave, Lori L. Lohman, Marc C. McIntosh, Fekri Meziou, Magdalena M. PalecznyZapp, Milo A. Schield, Kathryn A. Schwalbe, Peter J. Stark
General Requirements
Majors
The Department of Business Administration offers seven majors: Business Administration, Accounting, Finance,
International Business, Management, Management Information Systems, and Marketing. There is also a combined
Business and Economics major, which incorporates courses from both the Departments of Business Administration and
Economics.
Minors
Minors provide students the opportunity to study and obtain a professional credential in an area of study that is in
addition to their major. The Department of Business Administration offers six minors: Business Administration (for nonbusiness majors only), International Business, Music Business, Accounting, Management Information Systems, and
Marketing.
Certificate Programs
Certificate programs in the Department of Business Administration are designed to meet the needs of working people
looking for specific skills to help them in their job, or to pursue a new career. The department offers certificates in
Management and Finance through the AU program, and are only available to non-degree-seeking students. Certificate
requirements are listed in Management and Finance sections of the catalog.
Transfer Students
Transfer students must complete at least four of the upper division courses required in the major at Augsburg, or at
least three courses in the minor, or obtain an exemption from the department. Transfer courses must be approved by
the department. Transfer courses taken more than 10 years ago will not be accepted. Business courses (ACC, BUS, FIN,
MIS, MKT) taken at Augsburg more than 10 years ago will not be applied toward a major unless approved by a faculty
member in the student's designated major area. Suitable intervening work experience will also be considered.
Advising
Students who plan to pursue any of our business majors are strongly encouraged to select a departmental advisor who
teaches in their major. This should be done by the end of sophomore year at the latest. In addition to advising,
departmental faculty can counsel students on their careers, assist in obtaining internships or jobs, and provide letters of
recommendation for prospective employers or graduate programs. The business administrator is also available for
advising questions relating to degree progress, course selection, and international courses abroad.
Departmental Honors
To complete departmental honors in the Department of Business Administration, students need to consult with the
department chair. Students need to apply to the department and start the process during their junior year.
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Internships
Students are strongly encouraged to work with the Strommen Career and Internship Center and department faculty to
obtain an internship during their junior or senior year. Internships can provide students with experience that may be
valuable in competing for jobs after graduation. Faculty advisors should be consulted about internships.
Study Abroad
The Department of Business Administration faculty actively support international study. For additional details, see the
section on International Partners under International Programs in this catalog, or consult the departmental coordinator
and/or the department administrator for international business courses or other overseas opportunities.
P/N Grades
Students may apply no more than 8 semester credits with P grades toward a major and no more than 4 semester credits
with a P grade toward a minor. Please refer to the P/N and graduation requirements section of this catalog for specific
details regarding P/N grades.
For a complete list of courses and descriptions, see the Course Description Search.
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Business Administration
The major in Business Administration prepares students for professional careers in business administration or for
graduate studies. Within this area, there is one specialization available to Day students called Music Business and
another option available to both day and AU students called the Combined Business and Economics major. These two
areas provide students with a broad foundation so they can readily adapt to internal changes in interests and goals and
to external changes in circumstances and opportunities.
Degree and Major Requirements
Business Core
Seven courses including:
ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
BUS 242 - Principles of Management
or BUS 200 - Exploring Business as a Vocation
ECO 113 - Principles of Microeconomics
FIN 331 - Financial Management
MIS 260 - Problem Solving for Business
MKT 252 - Principles of Marketing
Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone Requirement.
Specialization in Music Business (Day students only)
Business Core* plus eight courses:
MUS 105 - The Music Business
MUS 245 - Arts Management and Concert Promotion
MUS/BUS 399 - Internship
ECO 112 - Principles of Macroeconomics
One additional music business elective (4.0 credits taken at Augsburg or MSCM)
12 semester credits in MUS or 8 semester credits in MUS credits and 4 semester credits in MUE (8 credits must be in
residence at Augsburg) selected from:
MUS 101 - Materials of Music I
MUS 102 - Materials of Music II
MUS 111 - Aural Skills I
MUS 112 - Aural Skills II
MUS 130 - Introduction to Music in the Fine Arts
MUS 220 - Worlds of Music
MUS 241 - History of Jazz
(other MUS courses as approved by advisor)
*Music Business majors may substitute BUS 254 in place of BUS 242 or 200.
Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses.
The Quantitative Reasoning (QR) graduation skill is met by completing two courses: MIS 260 (QF) and either MIS 264 or
MIS 379 or COM 352 (QA).
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
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Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone Requirement.
Combined Major in Business Administration and Economics
Eleven courses including:
ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
BUS 242 - Principles of Management
or BUS 200 - Exploring Business as a Vocation
MKT 252 - Principles of Marketing
MIS 379 - Quantitative Methods for Business and Economics
or FIN 331 - Financial Management
One other upper division BUS, ACC, FIN, MIS, or MKT course
ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
One other upper division ECO course
Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the combined major in Business Administration and Economics. The Quantitative Reasoning
(QR) graduation skill is met by completing two courses: ECO 112 or 113 (QF) and either MIS 379 or ECO 318 (QA).
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone Requirement.
Minor in Business Administration (open to non-business majors only)
Six courses including:
ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
BUS 242 - Principles of Management
or BUS 200 - Exploring Business as a Vocation
MKT 252 - Principles of Marketing
MIS 379 - Quantitative Methods for Business and Economics
or MIS 264 - Statistical Literacy for Managers
or FIN 331 - Financial Management
ECO 112 - Principles of Macroeconomics
or ECO 113 - Principles of Microeconomics
Other configurations may be permitted with approval of the department chair.
Minor in Music Business
The Music Business minor is a course of study designed both for the music major desiring additional preparation in
business and for the non-music major interested in pursuing a career in the music industry. With the Music Business
minor, students are given the opportunity to enroll in coursework and participate in on-site field experiences that
address specific professional skills necessary to enter today’s music industry. The minor is a collaborative program
between the music and business departments. See the Music Department for requirements.
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For a complete list of courses and descriptions, see the Course Description Search.
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Accounting
Accountants perform an important function in society by providing high-quality financial information. Augsburg
Accounting majors learn the requisite skills to do this through the study of theories and practices associated with the
areas of financial accounting, managerial accounting, tax accounting, and auditing. In addition, Accounting majors take
courses in other business areas necessary so that they have a broad understanding of how accounting serves the needs
of business managers and others who rely on accounting information.
Students completing the Accounting major will be prepared for entry-level positions as auditors and public accountants,
management accountants, tax accountants, and internal auditors. Their education will give them knowledge and skills to
work as accountants in business, government, and nonprofit organizations and to work in other positions requiring
engagement with financial information.
The Augsburg Accounting major also provides students with the accounting and business coursework required to take
the Uniform Certified Public Accountant (CPA) exam. Students can sit for the CPA exam after they have completed their
Bachelor of Arts in Accounting. Students should note, however, that in order to be licensed as a CPA they must have
completed a total of 150 credit hours in either undergraduate or graduate coursework and have one year of relevant
work experience in auditing or taxation. Students will also have met the coursework requirements to take the Certified
Management Accountant (CMA) exam.
Accounting majors are encouraged to consider taking one of the professional accounting examinations upon graduation.
Students interested in learning more can find information at the following websites:
CPA exam general information: www.aicpa.org/BecomeACPA/Pages/BecomeaCPA.aspx
State of Minnesota CPA exam requirements: http://www.revisor.mn.gov/rules
CMA exam: http://www.imanet.org/cma_certification.aspx
Degree and Major Requirements
Accounting Major
Business Core Requirements
Seven courses including:
ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
BUS 242 - Principles of Management
or BUS 200 - Exploring Business as a Vocation
ECO 113 - Principles of Microeconomics
FIN 331 - Financial Management
MIS 260 - Problem Solving for Business
MKT 252 - Principles of Marketing
Required Accounting Courses
Nine courses including:
ECO 112 - Principles of Macroeconomics
BUS 301 - Business Law
MIS 379 - Quantitative Methods for Business and Economics
ACC 322 - Accounting Theory and Practice I
ACC 323 - Accounting Theory and Practice II
ACC 324 - Managerial Cost Accounting
ACC 326 - Tax Accounting
ACC 423 - Auditing
ACC 425 - Advanced Accounting
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Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone requirement.
Joint Bachelor of Arts in Accounting and Master of Arts in Leadership
A BA in Accounting and an MA in Leadership (MAL) can be earned in this five-year program designed for students who
wish to qualify for CPA certification and obtain a Master’s degree. By the end of the fifth year and successful completion
of all requirements, the student receives both a BA in Accounting and an MA in Leadership and will have fulfilled the
150-hour requirement to qualify for the CPA certification. The MAL program offers a large number of courses on the
evening schedule. Refer to the Graduate Studies Catalog for a complete list of courses.
It is recommended that students meet with an Accounting advisor to create an effective plan for successful completion
of the five-year program.
Requirements:
1. Students must apply for admission to the MAL program at the end of their junior year. The application process
includes submission of a completed application form, three letters of recommendation (two from professors and
one from an employer), a personal statement, an example of writing in an academic paper, a GPA of at least 3.30,
and an interview with a three-person panel from the MAL program.
2. Students must also have faculty endorsement from the Accounting program.
3. Students must complete at least one year of accounting work experience (either a job or internship) by the time
they graduate from the MAL program.
Program Coordinator: Stu Stoller
Minor in Accounting
This minor is recommended for majors in MIS and Finance.
Six courses including:
ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
ACC 322 - Accounting Theory and Practice I
ACC 323 - Accounting Theory and Practice II
ACC 324 - Managerial Cost Accounting
One of the following:
ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
FIN 331 - Financial Management
MIS 260 - Problem Solving for Business
MIS 379 - Quantitative Methods for Business and Economics
For a complete list of courses and descriptions, see the Course Description Search.
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Finance
The Finance major prepares students for professional careers in corporate finance and the financial services industry.
Augsburg Finance majors learn requisite skills through courses focused on financial theory and practice, investment and
portfolio theory, intermediate accounting theory, money and banking, and international finance. In addition, Finance
majors take courses in other business areas necessary so that they have a broad understanding of how finance serves
the needs of business managers and others who rely on financial information.
Besides careers in the finance/accounting area in all businesses large and small, this major leads to careers in banking,
asset management, insurance, and investment banking. Students will gain the knowledge and skills to work as financial
analysts and financial managers in business, government, and nonprofit organizations, and to work in other positions
requiring engagement with financial information.
Students are encouraged to complete an internship prior to graduation. Proficiency in the use of spreadsheets such as
Excel is expected. Coursework provides a foundation for graduate school and professional career examinations such as
the Chartered Financial Analyst (CFA), conducted by the CFA Institute, and the Certified Financial Planner (CFP).
Degree and Major Requirements
Finance Major
Business Core Requirements
Seven courses including:
ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
BUS 242 - Principles of Management
or BUS 200 - Exploring Business as a Vocation
ECO 113 - Principles of Microeconomics
FIN 331 - Financial Management
MIS 260 - Problem Solving for Business
MKT 252 - Principles of Marketing
Required Finance Courses
Eight courses including:
ECO 112 - Principles of Macroeconomics
BUS 301 - Business Law
MIS 379 - Quantitative Methods for Business and Economics
ACC 322 - Accounting Theory and Practice I
FIN 433 - Financial Theory: Policy and Practice
FIN 438 - Investment Theory
FIN 460 - International Finance
ECO 315 - Money and Banking
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone requirement.
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Business Finance Certificate Program
The Business Finance Certificate provides students with the knowledge needed to pursue positions in the banking or
brokerage industry, provides basic background for Series 6, 7, 63 examinations, and will partially meet requirements for
the Level I CFA examination. It is designed for students who want to supplement a previously obtained Bachelor’s
degree or who are looking to enhance skills in their current job or to pursue a new career. The Business Finance
Certificate is available to non-degree-seeking students and is available through the AU program. The certificate consists
of six courses: ECO 112, ACC 221, FIN 331, 433, 438, and ECO 315.
Students are required to be in Math Placement Group 3. They must also have a background in computer skills (especially
spreadsheets), or take MIS 260 before admission to the certificate program. Students must achieve a minimum 2.0
grade point average in all Business Finance Certificate courses.
For a complete list of courses and descriptions, see the Course Description Search.
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International Business
The objective of the international business major is to prepare students for the increasingly competitive and
interdependent international business world with which they must cope. It is absolutely necessary for American
graduates to be fully informed about how to compete and do successful business outside the US as well as in the US
market where much of their competition is from foreign firms.
Students will learn about business transactions between and within countries, exchange rates, the laws and logistics of
international trade, and investments made in foreign markets. Knowledge of other cultures is crucial to being a
successful international business person. Besides your studies in business, finance, banking, and the like, you will also
learn about different cultures and societies. A major in international business will lead you to exciting careers in a global
context.
Degree and Major Requirements
International Business Major
Business Core Requirements
Seven courses including:
ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
BUS 242 - Principles of Management
or BUS 200 - Exploring Business as a Vocation
ECO 113 - Principles of Microeconomics
FIN 331 - Financial Management
MIS 260 - Problem Solving for Business
MKT 252 - Principles of Marketing
Required International Business Courses
Six courses including:
MIS 264 - Statistical Literacy for Managers
or MIS 379 - Quantitative Methods for Business and Economics
BUS 362 - International Business
BUS 465 - International Management
ECO 112 - Principles of Macroeconomics
MKT 466 - International Marketing
One additional upper division course in either international business or international economics. Options include:
ECO 360 - International Economics
ECO 370 - International Economic Development
FIN 460 - International Finance
Students must also complete three semesters of a foreign language (or equivalent). This does not include American Sign
Language. The language requirement may be waived for international students. Contact the International Business
coordinator for details on language equivalents or other configurations, including transfer equivalencies.
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the international business major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone requirement.
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Minor in International Business
Six courses including:
ACC 221 - Introduction to Financial Accounting
BUS 242 - Principles of Management
or BUS 200 - Exploring Business as a Vocation
or MKT 252 - Principles of Marketing
ECO 112 - Principles of Macroeconomics
or ECO 113 - Principles of Microeconomics
Three courses in International Business (one may be in international economics). Options include:
BUS 362 - International Business
BUS 465 - International Management
ECO 360 - International Economics
ECO 370 - International Economic Development
FIN 460 - International Finance
MKT 466 - International Marketing
Students should consult the area coordinator concerning acceptable alternatives in international economics. For a
complete list of courses and descriptions, see the Course Description Search.
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Management
The major in management prepares the student for a wide variety of careers in supervision and senior management.
Peter Drucker once commented that effective management is probably the main resource of developed countries and
the most needed resource in developing ones.
The role of a manager is to guide the organization and its employees toward the accomplishment of goals. The skills
developed in the study of this major are applicable in businesses of any size and in both the for-profit and nonprofit
sectors.
In addition to the general business core courses, students take courses in human resources, strategy, international
management, project management and/or quantitative methods of management.
Degree and Major Requirements
Management Major
Business Core Requirements
Seven courses including:
ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
BUS 242 - Principles of Management
or BUS 200 - Exploring Business as a Vocation
ECO 113 - Principles of Microeconomics
FIN 331 - Financial Management
MKT 252 - Principles of Marketing
MIS 260 - Problem Solving for Business
Required Management Courses
Six courses including:
ECO 112 - Principles of Macroeconomics
MIS 264 - Statistical Literacy for Managers
or MIS 379 - Quantitative Methods for Business and Economics
BUS 340 - Human Resource Management
BUS 440 - Strategic Management
BUS 465 - International Management
MIS 376 - Project Management
or ECO 318 - Management Science
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the Management major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone requirement.
Business Management Certificate Program
The Business Management Certificate Program is designed for students who want to add to a current degree, update
previously learned skills, change or explore a new career, or increase their value in the job market. It is available to nondegree-seeking students through the AU program.
The certificate consists of five courses:
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BUS 242 - Principles of Management
BUS 340 - Human Resource Management
BUS 440 - Strategic Management
BUS 465 - International Management
One of the following:
BUS 254 - Entrepreneurship
ECO 318 - Management Science
MIS 376 - Project Management
For a complete list of courses and descriptions, see the Course Description Search.
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Management Information Systems
The major in Management Information Systems prepares students for professional careers in information systems such
as application developer, business systems analyst, IT consultant, or project manager. MIS studies information systems
as both a resource and a tool for decision-making. Students learn to analyze and evaluate existing systems and to design
and develop new systems. MIS is an extensive major and includes courses from Computer Science, Economics, Business,
Accounting, Finance, and Marketing as well as from MIS.
Degree and Major Requirements
Management Information Systems Major
Business Core Requirements
Seven courses including:
ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
BUS 242 - Principles of Management
or BUS 200 - Exploring Business as a Vocation
ECO 113 - Principles of Microeconomics
FIN 331 - Financial Management
MIS 260 - Problem Solving for Business
MKT 252 - Principles of Marketing
Required MIS Courses
Two courses including:
MIS 270 - Data Management for Business
MIS 264 - Statistical Literacy for Managers
or MIS 379 - Quantitative Methods for Business and Economics
Students choose one of the following tracks:
Information Systems Track (16 credits):
CSC 160 - Introduction to Computer Science and Communication
CSC 170 - Introduction to Programming or CSC 240 - Introduction to Networking and Communications
MIS 475 - Systems Analysis and Design
MIS 476 - Information Systems Projects
Business Analytics Track (12 credits):
MIS 375 - E-Commerce
MIS 376 - Project Management
MIS 479 - Business Analytics
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone Requirement.
Minor in MIS
Six courses including:
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ACC 221 - Introduction to Financial Accounting
BUS 242 - Principles of Management
or BUS 200 - Exploring Business as a Vocation
or MKT 252 - Principles of Marketing
ECO 113 - Principles of Microeconomics
MIS 260 - Problem Solving for Business
Two courses selected from:
MIS 270 - Data Management for Business
MIS 375 - E-Commerce
MIS 376 - Project Management
or ECO 318 - Management Science
For a complete list of courses and descriptions, see the Course Description Search.
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Marketing
The Marketing major prepares students for professional careers in a wide variety of marketing functions within both
business and nonprofit organizations. Career avenues include marketing research, product management, marketing
communications (e.g., advertising, public relations, sales promotion), and sales. Marketing courses focus on integrating
both theory and practical applications, with an emphasis on hands-on projects. Augsburg’s metropolitan location makes
it easy for marketing students to complete marketing plans, research studies, and other projects for leading Twin Cities
companies and nonprofit organizations.
Degree and Major Requirements
Marketing Major
Business Core Requirements
Seven courses including:
ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
BUS 242 - Principles of Management
or BUS 200 - Exploring Business as a Vocation
ECO 113 - Principles of Microeconomics
FIN 331 - Financial Management
MIS 260 - Problem Solving for Business
MKT 252 - Principles of Marketing
Required Marketing Courses
Eight courses including:
ECO 112 - Principles of Macroeconomics
MIS 264 - Statistical Literacy for Managers
or MIS 379 - Quantitative Methods for Business and Economics
BUS 301 - Business Law
MKT 352 - Marketing Research and Analysis
MKT 450 - Marketing Management
MKT 466 - International Marketing
MKT 350 - Consumer Behavior
or MKT 354 - Sales Management
MKT 355 - Marketing Communications
or MKT 357 - Advertising
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone requirement.
Minor in Marketing
Five courses including:
MKT 252 - Principles of Marketing
MKT 352 - Marketing Research and Analysis
MKT 355 - Marketing Communications
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or MKT 357 - Advertising
Two additional marketing courses.
This minor is recommended for students who wish to further their knowledge of the marketing field.
For a complete list of courses and descriptions, see the Course Description Search.
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Chemistry
Chemistry is the science that examines and works toward understanding changes in matter. Chemistry has been
described as the central science because matter includes the entire physical world, such as the things we use, the food
we eat, and even ourselves. Correlating the insights of chemistry with physics, mathematics, and molecular biology
opens vistas that excite and offer opportunities to benefit the entire world.
Chemists as scientists must be knowledgeable in fact and theory for solving scientific problems and also capable of
providing a public understanding of their work, including potential problems as well as benefits.
Chemists as people must be broadly educated in order to understand themselves and their society. The liberal arts as
offered in the general education curriculum are imperative if a chemist is to be both truly human and truly scientific.
Augsburg’s Chemistry department is approved by the American Chemical Society (ACS) and offers a Chemistry major
that meets the chemistry background required by many fields.
Consonant with these ideals, the Chemistry Department has established the following objectives to help its students
develop into mature scientists:
•
•
•
•
To provide a course of study of sufficient rigor and depth to enable our graduates who complete our ACS Chemistry
major to compete successfully with their peers of similar ability in graduate school or research positions, as well as
professional goals other than traditional positions as chemists.
To provide an atmosphere of learning so that students will want to remain lifelong learners, thereby remaining
competent in their field, however that may change after graduation, and be able to move into new areas as
opportunities arise.
To encourage students to take a broad view of their education and to integrate outside study areas with the
sciences.
To present the excitement of chemistry to non-science majors as an example of the methodology of the natural
sciences in examining the world around us. The presentation of major concepts underlying the changes in matter,
the opportunity to examine change in the physical world, and the reflection of the implications and limitations of
science in our society will enhance the ability of non-science persons to make better value judgments concerning
science questions in their own endeavors.
Chemistry Faculty
Joan C. Kunz (Chair), Sandra L. Olmsted, Ron L. Fedie, Vivian Feng, Arlin E. Gyberg (emeritus), David R. Hanson, Michael
Wentzel
Degree and Major Requirements
Bachelor of Arts
CHM 115 - General Chemistry I
CHM 116 - General Chemistry II
CHM 351 - Organic Chemistry I
CHM 352 - Organic Chemistry II
CHM 353 - Quantitative Analytical Chemistry
CHM 362 - Chemical Thermodynamics, Statistical Mechanics, and Kinetics
or CHM 368 - Quantum Chemistry, Molecular Structure, and Spectroscopy,
CHM 491 - Chemistry Seminar (four semesters)
SCI 490 - Integrated Science
or other approved Keystone
CHM 370, or BIO 369, or other approved biochemistry or chemical biology course
MAT 145 - Calculus I
MAT 146 - Calculus II
PHY 121 - General Physics I
PHY 122 - General Physics II
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One additional course from:
CHM 362 - Chemical Thermodynamics, Statistical Mechanics, and Kinetics
CHM 367 - Properties of Polymers
CHM 368 - Quantum Chemistry, Molecular Structure, and Spectroscopy
CHM 464 - Advanced Organic Chemistry
CHM 470 - Principles of Medicinal Chemistry
CHM 481 - Instrumental Analysis
CHM 482 - Advanced Inorganic Chemistry
CHM 495 - Topics
CHM 499 - Independent Study/Research
PHY 317 - Biophysics
Because upper division courses have Mathematics and Physics prerequisites, students should plan to take MAT 145, 146
in the first year and PHY 121, 122 in the sophomore year.
Teaching Licensure in Physical Science
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
Chemistry for Pre-Professional Students
Pre-medical students should plan to take at least three courses (and usually more) in Biology. Other pre-health and preprofessional students (physician assistant, pharmacy, engineering, etc.—see pre-professional program listings in the
Academic Information section) should consult the Chemistry Department for assistance in course planning early in their
college careers.
Bachelor of Science (non-ACS-Approved)
CHM 115 - General Chemistry I
CHM 116 - General Chemistry II
CHM 351 - Organic Chemistry I
CHM 352 - Organic Chemistry II
CHM 353 - Quantitative Analytical Chemistry
CHM 370, or BIO 369, or other approved biochemistry or chemical biology course
CHM 491 - Chemistry Seminar (four semesters)
MAT 145 - Calculus I
MAT 146 - Calculus II
PHY 121 - General Physics I
PHY 122 - General Physics II
SCI 490 - Integrated Science
or other approved Keystone
One of:
CHM 362 - Chemical Thermodynamics, Statistical Mechanics, and Kinetics,
CHM 368 - Quantum Chemistry, Molecular Structure, and Spectroscopy
Three from these electives (12 semester credits)
CHM 362 - Chemical Thermodynamics, Statistical Mechanics, and Kinetics
CHM 367 - Properties of Polymers
CHM 368 - Quantum Chemistry, Molecular Structure, and Spectroscopy,
CHM 464 - Advanced Organic Chemistry
CHM 470 - Principles of Medicinal Chemistry
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CHM 481 - Instrumental Analysis
CHM 482 - Advanced Inorganic Chemistry
CHM 495 - Topics in Chemistry
CHM 499 - Chemistry Research
PHY 317 - Biophysics
Bachelor of Science (American Chemical Society Approved Major)
CHM 115 - General Chemistry I
CHM 116 - General Chemistry II
CHM 351 - Organic Chemistry I
CHM 352 - Organic Chemistry II
CHM 353 - Quantitative Analytical Chemistry
CHM 362 - Chemical Thermodynamics, Statistical Mechanics, and Kinetics,
CHM 368 - Quantum Chemistry, Molecular Structure, and Spectroscopy,
CHM 464 - Advanced Organic Chemistry
CHM 481 - Instrumental Analysis
CHM 482 - Advanced Inorganic Chemistry
CHM 491 - Chemistry Seminar (four semesters)
SCI 490 - Keystone
CHM 370, or BIO 369, or other approved biochemistry or chemical biology course
MAT 145 - Calculus I
MAT 146 - Calculus II
MAT 245 - Calculus III
PHY 121 - General Physics I
PHY 122 - General Physics II
One 4-semester-credit course from:
CHM 367 - Properties of Polymers
CHM 470 - Principles of Medicinal Chemistry
CHM 495 - Topics in Chemistry
CHM 499 - Independent Study/Research
PHY 317 - Biophysics
Recommended: PHY 245 - Modern Physics, additional mathematics, research experience, and computer proficiency.
Because upper division courses have Mathematics and Physics prerequisites, students should plan to take MAT 145, 146
in the first year and PHY 121, 122 in the sophomore year.
General Education Accommodation
BS Chemistry majors are allowed a two-course reduction in the general education program. See Graduation
Requirements modification section of this catalog.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the
chemistry major for both BA and BS degrees. ENL 111 should be taken in the first year. The Speaking (S) skill is met
through COM 115 (or COM 111) and further developed in upper division chemistry courses.
Departmental Honors
Full ACS major; GPA of 3.50 in Chemistry, Mathematics, and Physics; one course (4 semester credits) summer of
approved research; participation in seminar.
Minor in Chemistry
Five courses that must include: CHM 115, 116, CHM 353, and any two other Chemistry courses above 300. At least one
of the 300-level courses must be taken at Augsburg.
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Other Requirements
Students must earn a grade of 2.0 or better in each course that applies toward the major or minor in chemistry. At least
two CHM courses numbered above 300 must be taken at Augsburg. A course must be completed with a grade of 2.0 or
higher to count as a prerequisite for any chemistry course. A minimum GPA of 2.5 in chemistry courses is required for
any chemistry major.
Note: Other restrictions and prerequisites are in the course descriptions.
Transfer students must consult with a Chemistry Department Advisor about potential adjustments to their course
requirements for the major.
For a complete list of courses and descriptions, see the Course Description Search.
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Communication Studies
Our discipline is grounded in rhetorical and scientific principles and is guided by the need to make communicative
choices that are artful, ethical, and effective. Students who major in Communication Studies are concerned with
interpersonal relationships, mass media, public advocacy and social influence, group and organizational dynamics, and
intercultural dimensions of communication.
Prospective majors should meet with a departmental advisor as early as possible to design an approved major program,
preferably by the end of the sophomore year.
Faculty
Communication Studies
Deborah Redmond (Chair), Kristen Chamberlain, Wesley Ellenwood, Robert Groven, Jenny Hanson, Anna Kudak, David
Lapakko, Michelle Mcateer
Film Studies
Deborah Redmond (Program Director), Michael Burden, Robert Cowgill, Cass Dalglish, Wesley Ellenwood, Darcey Engen,
Doug Green, Jenny Hanson, Martha Johnson, Elise Marubbio
Degree and Major Requirements
Communication Studies Major, BA
For transfer students, at least six of these courses must be taken at Augsburg.
Required of all Communication Studies majors:
COM 111 - Public Speaking
or COM 112 - Contest Public Speaking
or COM 115 - Scientific and Technical Public Speaking
COM 120 - Mass Media and Popular Culture
COM 254 - Interpersonal Communication
or COM 355 - Small Group Communication
COM 280 - Introduction to Communication Studies
COM 281 - Research Methods
COM 329 - Intercultural Communication
COM 351 - Argumentation
COM 352 - Persuasion
COM 490 - Keystone: Critical Conversations about Vocation
A total of 3 electives must be taken from following categories (one course must be from COM):
1 to 3 electives from the following (May not count the same course twice):
COM 247 - Documentary History and Theory
COM 299 - Directed Study
COM 321 - Business and Professional Speaking
COM 345 - Organizational Communication
COM 399 - Internship
COM 405 - Nonverbal Communication
COM 415 - Advanced Critical Media Studies
COM 480 - Public Relations/Promotional Communication
COM 495 - Communication Topics
COM 499 - Independent Study
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0 to 2 approved outside electives from another major, for example:
ART 132 - Photography I
ART 215 - Web Design I
ART 225 - Graphic Design I
BUS 242 - Principles of Management
ENL 227 - Journalism
ENL 228 - Broadcast and Online Journalism
FLM 399 - Internship
MKT 252 - Marketing
Another course approved by Communication Studies department
Communication Arts/Literature Teacher Licensure Major
This major, which includes secondary education coursework and student teaching requirements in the Education
Department, offers students the preparation necessary to become teachers of communication arts and literature in
public schools and allows them to become licensed to teach at the middle school through the secondary level.
Recommendation for teacher licensure is granted only to students who complete the requirements for this program
with a minimum grade of 2.0 in major courses and with a minimum cumulative GPA of 2.50 in the major. All
requirements in the major must be completed prior to student teaching. The course requirements for this program are
listed in the English Department section of the catalog.
Departmental Honors
Departmental Honors is designed to encourage overall excellence as well as outstanding achievement on a specific
project of special interest to the student. Departmental Honors students must maintain a 3.50 GPA in the major and a
3.00 GPA overall, and, as part of their major program, complete a substantial independent project of honors quality
(COM 499 registration). Honors candidates should meet with their faculty advisor prior to their senior year to develop a
proposal for the honors project.
Communication Studies Minor
Six courses including:
COM 111 - Public Speaking
or COM 112 - Contest Public Speaking
or COM 115 - Scientific and Technical Speaking
COM 254 - Interpersonal Communication
COM 280 - Introduction to Communication Studies
COM 120 - Mass Media and Popular Culture
or POL 342 - Mass Communication in Society
COM 351 - Argumentation
or COM 352 - Persuasion
COM 355 - Small Group Communication
or COM 345 - Organizational Communication
Film Major
The Augsburg Film major reflects our belief that students are transformed through a well-rounded curriculum that
encourages creativity, critical analysis and inquiry, ethical considerations, and an understanding of the synergy between
theory and practice. The major explores the tension between art and commerce through dialogues with film industry
members, internship and mentorship opportunities, film symposia, and Study Abroad. Students will gain experience in
scripting, directing, editing, and acting for both 16mm film and digital. Students will be introduced to the study of film
theory, criticism, and culture. Students are encouraged to double major or to seek minors in related fields such as Art,
English, Theater, Communication Studies, Women’s Studies, and American Indian Studies, to name a few.
Required of all Film Majors:
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Nine Core Courses:
FLM 180 - Film Sight and Sound
FLM 216 - Film Production I
FLM 260 - Documentary Production I
FLM 420 - Issues in Contemporary Cinema
FLM 490 - Film Studies Keystone: Critical Conversations about Film and Vocation
COM 247 - Documentary History and Theory
ENL 241 - Intro to Cinema Arts
ENL 371 - History of Cinema
THR 232 - Acting
or THR 233 - Acting for Camera
Three electives must be chosen from the three defined tracks below in consultation with your advisor, who is designated
by the program director. Note that not all elective courses are offered every year, so alternatives within the track may
have to be chosen.
Track 1: Production
Students interested in producing films or videos choose from:
ART 132 - Photography
ART 215 - Web Design I
ART 315 - Web Design II
ART 340 - Digital Imaging
ENL 228 - Broadcast and Online Journalism
ENL 328 - Screenwriting
FLM 124- Monster Movies
FLM 240- Animation
FLM 312 - Film Production II
FLM 348 - Intermediate Video Production
FLM 399 - Internship
FLM 495- Topics
FLM 499 - Independent Study
MUS 130 - Introduction to Music in the Fine Arts
PHY 119 - Physics for the Fine Arts
THR 328 - Theatrical Design
Track 2: Performance
Students interested in acting and directing choose from:
ENL 325 - Playwriting I
ENL 328 - Screenwriting
FLM 240- Animation
FLM 399 - Internship
FLM 495- Topics
FLM 499 - Independent Study
PHY 119 - Physics for the Fine Arts
THR 233 - Acting for Camera
THR 328 - Theatrical Design
THR 350 - Voice for Speech, Stage, and Screen
THR 366 - Stage Direction
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Track 3: Theory and Culture
Students interested in analysis of film, film genres, and cultural context choose from:
AIS 264 - American Indian in the Cinema
AIS 364 - Indigenous Filmmakers
AIS 208/408 - Native American Women and Film
ART 240 - Art History Survey
ENL 221 - Intermediate Expository Writing About the Arts
ENL 228 - Broadcast and Online Journalism
ENL 328 - Screenwriting
ENL 240 - Introduction to Literary Study
ENL 430 - Advanced Studies in Theory and Method
FLM 124- Monster Movies
FLM 399 - Internship
FLM 495- Topics
FLM 499 - Independent Study
PHI 120 - Ethics
PHY 119 - Physics for the Fine Arts
REL 309 - Religion at the Movies
SPA 248 - Spanish and Latin American Culture Through Film
Film Minor:
COM 120 - Mass Media and Popular Culture
COM 247 - Documentary History and Theory
ENL 241 - Introduction to Cinema Arts
ENL 371 - History of Cinema
FLM 180 - Film Sight and Sound
FLM 420 - Issues in Contemporary Cinema
Graduation Skills
The Critical Thinking (CT), Speaking (S), and Writing (W) graduation skills are embedded throughout the offered courses
and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by completing the
following courses: COM 281 (QF) and COM 352 (QFA) for Communication Studies majors and PHY 119 for Film majors.
Note: For transfer students, at least three of these six courses must be courses offered at Augsburg.
For a complete list of courses and descriptions, see the Course Description Search.
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Computer Science
The Department of Computer Science at Augsburg strives to give students a sound theoretical and practical foundation
in computer science. We offer both a BA and a BS major. The coursework provides students a strong foundation in
computer science, with emphasis on concepts rather than applications. We encourage students to strengthen their
coursework by electing an internship, undergraduate research experience, or cooperative education experience. Our
location in the Twin Cities provides us with an excellent resource of such experiences for students, and allows them to
add practical applications to their education.
Computer Science Faculty
Noel Petit (Chair), Larry Crockett, Erik Steinmetz, Shana Watters
Degree and Major Requirements
Computer Science Major, Bachelor of Arts
CSC 160 - Introduction to Computer Science and Communication
CSC 170 - Introduction to Programming
CSC 210 - Data Structures
CSC 240 - Introduction to Networking and Communications
CSC 320 - Algorithms
CSC 345 - Principles of Computer Organization
CSC 385 - Formal Logic and Computation Theory
CSC 450 - Programming Languages and Compilers I
CSC 451 - Programming Languages and Compilers II
MAT 114 - Precalculus (or MPG 4)
MAT 171 - Discrete Mathematics for Computing (recommended)
or MAT 145 Calculus I
Two electives from:
CSC courses above 200
PHY 261 - Electronics
MIS 475 - Systems Analysis and Design
MAT 355 - Numerical Mathematics and Computation
At least one elective must be an upper division course.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR,) and Writing (W) graduation skills are embedded throughout the
offered courses and are met by completing the major. The Speaking (S) graduation skill is met by MAT 201, COM 111 or
115 (115 recommended) or a sequence of courses and presentations approved in consultation with the Computer
Science department. Consult your faculty advisor for details.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Computer Science Major, Bachelor of Science
CSC 160 - Introduction to Computer Science and Communication
CSC 170 - Introduction to Programming
CSC 210 - Data Structures
CSC 240 - Introduction to Networking and Communications
CSC 320 - Algorithms
CSC 345 - Principles of Computer Organization
CSC 385 - Formal Logic and Computation Theory
CSC 450 - Programming Languages and Compilers I
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CSC 451 - Programming Languages and Compilers II
MAT 145 - Calculus I
MAT 146 - Calculus II
Two courses from:
MAT 245 - Calculus III
MAT 246 - Linear Algebra
MAT 271 - Discrete Mathematical Structures (recommended)
MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences
And three electives from:
CSC courses above 200
PHY 261 - Electronics
MIS 475 - Systems Analysis and Design
MAT 355 - Numerical Mathematics and Computation
At least two electives must be upper division courses.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the
offered courses and are met by completing the major. The Speaking (S) graduation skill is met by: MAT 201, COM 111 or
115 (COM 115 recommended), or a sequence of courses and presentations approved in consultation with the Computer
Science Department. Consult your faculty advisor for details.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Computational Economics
The Computational Economics major has been designed to serve students with need for some basic understanding of
computer science and economics. The major requires six courses from Computer Science, six from Economics, and a
required capstone independent study. Students interested in this major should consult with the faculty in Computer
Science, in Economics, or one of the coordinators.
Coordinators
Jeanne Boeh, Department of Economics
Noel Petit, Department of Computer Science
Major in Computational Economics
MAT 145 - Calculus I
CSC 160 - Introduction to Computer Science and Communication
CSC 170 - Introduction to Programming
CSC 210 - Data Structures
CSC 240 - Introduction to Networking and Communications
or CSC 320 - Algorithms
or CSC 352 - Database Management and Design
CSC 345 - Principles of Computer Organization
ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
ECO 315 - Money and Banking
ECO 318 - Management Science
CSC/ECO 499 - Independent Study
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Graduation Skills
The Speaking (S), Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded
throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about
potential adjustments to their course requirements to fulfill each of these skills.
Computational Philosophy
Computational Philosophy emphasizes areas of interest in which philosophy and computer science overlap: logic,
artificial intelligence, cognitive science, philosophy of mind, and philosophy of language. The major requires seven
courses from computer science, six from philosophy, and a required capstone topics course. Students interested in this
major should consult with the faculty in computer science, in philosophy, or one of the coordinators.
Coordinators
David Apolloni, Department of Philosophy
Noel Petit, Department of Computer Science
Major in Computational Philosophy
MAT 171 - Discrete Mathematics for Computing
or MAT 145 - Calculus I
CSC 160 - Introduction to Computer Science and Communication
CSC 170 - Introduction to Programming
CSC 210 - Data Structures
CSC 320 - Algorithms
CSC 373 - Symbolic Programming and Artificial Intelligence
CSC 385 - Formal Logic and Computation Theory
PHI 241 - History of Philosophy I: Ancient Greek Philosophy
PHI 242 - History of Philosophy II: Medieval and Renaissance Philosophy
PHI 343 - History of Philosophy III: Early Modern and 19th-Century Philosophy
PHI 344 - History of Philosophy IV: 20th-Century Philosophy
PHI 365 - Philosophy of Science
PHI 410 - Topics in Philosophy
or CSC 495 - Advanced Topics in Computer Science
One upper division elective in philosophy
Graduation Skills
The Speaking (S), Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Departmental Honors
GPA of 3.50 in Computer Science major courses, GPA of 3.10 overall, and an independent study project.
Computer Science Minor
Six courses including CSC 160, 170, 210, 345, one additional upper division Computer Science course, and one of MAT
171 or MAT 145.
Course Grading
A course must be completed with a grade of 2.0 or higher to be counted as completing a major or minor requirement.
For a complete list of courses and descriptions, see the Course Description Search.
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Economics
The Department of Economics offers a program that stresses a strong theoretical background, quantitative analysis, and
an emphasis on national and international issues. Students who graduate with an economics major are well prepared to
continue their education in a variety of fields or to work successfully in business and government because of the strong
liberal arts emphasis within the major.
The department offers six majors: Economics, Applied Economics, Mathematical Economics, Business and Economics,
Computational Economics, and Economics and Political Science (Education majors only).
The Economics major and the Applied Economics majors lead to careers in the business world or government. The
Mathematical Economics major is designed for students who intend to attend graduate school in economics or another
quantitative field such as finance or operations research. It is also designed to serve students to work in quantitative
fields immediately upon graduation, e.g., research analysts or actuaries. Computational Economics provides a liberal arts
entry into the field of computer science. The combined Economics/Business Administration major allows students great
flexibility in order to explore both fields. Finally, the teaching major in Political Science/Economics allows secondary
education licensure students to obtain a solid background for teaching economics.
The study of economics provides a firm foundation for confronting change because it presents a disciplined way to
analyze and make choices. An Economics major prepares students for community leadership and leads to a great
diversity of career opportunities including law, teaching, journalism, and private and public international service. Pre-law
and potential Master of Business Administration students are especially encouraged to consider Economics as a major or
a minor.
Students are able to combine an Economics major with other disciplines such as Business Administration, International
Relations, Mathematics, Management Information Systems, Political Science, History, and area study programs.
Students who are interested in any type of quantitatively-oriented graduate program in economics or in business are
encouraged to either major or minor in Mathematics. These students should also take courses in Computer Science.
Consult an advisor for specific course suggestions.
For the Economics and Applied Economics majors, the capstone experience is ECO 490 - Research Methods in
Econometrics. Students in other majors should consult their advisor for alternatives. Internships are recommended.
Students must consult with the department chair and the Strommen Center before registering for an internship for
academic credit.
Note: Transfer students must complete at least three upper division economics courses for a major and two for a minor.
Transfer classes must have been completed in the last 10 years with at least a 2.0 grade.
Economics Faculty
Keith Gilsdorf (Chair), Jeanne Boeh, Stella Hofrenning, Bernard Walley
Degree and Major Requirements
Major in Economics, BA
ECO 112- Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
ECO 490 - Research Methods in Econometrics
Three upper division economics electives
MIS 379 - Quantitative Methods for Business and Economics and MIS 260 - Problem Solving for Business
or MAT 163 - Introductory Statistics
MAT 114 - Precalculus
or MAT 145 - Calculus I
or MAT 146 - Calculus II
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Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about
potential adjustments to their course requirements to fulfill each of these skills.
Major in Applied Economics, BA
ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
ECO 312 - Intermediate Macroeconomics
or ECO 315 - Money and Banking
ECO 313 - Intermediate Microeconomics
ECO 318 - Management Science
ECO 350 - Labor Economics
ECO 360 - International Economics
ECO 490 - Research Methods in Econometrics
ECO 399 - Internship Program
or ECO 499 - Independent Study
MIS 379 - Quantitative Methods for Business and Economics and MIS 260 - Problem Solving for Business
or MAT 163 - Introductory Statistics
ENL 223 - Writing for Business and the Professions
PHI 120 - Ethics
or PHI 125 - Ethics and Human Identity
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Major in Computational Economics, BA
See Computer Science.
Combined Major in Economics and Business Administration, BA
Five Economics courses and supporting courses in other departments:
ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
BUS 242 - Principles of Management
or BUS 200 - Exploring Business as a Vocation
MKT 252 - Principles of Marketing
FIN 331 - Financial Management
or MIS 379 - Quantitative Methods for Business and Economics and MIS 260 - Problem Solving for Business
One upper division Economics course elective
One upper division Business elective
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Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major. The Quantitative Reasoning (QR) graduation skill can be met by completing two
courses: (1) ECO 112 or 113 (QF) and (2) MIS 379 or ECO 318 or ECO 490 (QA). Consult your department chair or
academic advisor if you wish to choose an alternative approach to meeting the QR graduation skill.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Major in Mathematical Economics, BS
ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
ECO 416 - Mathematical Economics
ECO 490 - Research Methods in Econometrics
MAT 145 - Calculus I
MAT 146 - Calculus II
MAT 245 - Calculus III
MAT 246 - Linear Algebra
MAT 373 - Probability and Statistics I
MAT 374 - Probability and Statistics II
MAT 324 - Analysis
or MAT 369 - Modeling and Differential Equations in the Biological and Natural Sciences
or MAT 377 - Operations Research
Two upper division economics course electives
Recommended Courses:
CSC 160 - Introduction to Computer Science and Communication
CSC 170 - Introduction to Programming
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Teacher Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students, therefore, should consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
Teaching Major in Political Science and Economics
See Political Science.
Departmental Honors
GPA of 3.50 in the major and 3.00 overall; a senior thesis and comprehensive oral examination in the major field of
concentration.
Minor in Economics
ECO 112 - Principles of Macroeconomics
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ECO 113 - Principles of Microeconomics
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
One additional upper division economics course
Other configurations may be permitted by consulting with the department chair.
Note: Students who plan to major in the department are strongly encouraged to select a faculty advisor as soon as
possible in order to carefully plan their program of study.
For a complete list of courses and descriptions, see the Course Description Search.
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Education
The Department of Education maintains liberal arts-based teacher education programs that are accredited by the
Minnesota Board of Teaching and National Council for Accreditation of Teacher Education (NCATE). These programs lead
to recommendation for licensure to the State of Minnesota for:
•
•
•
•
•
Elementary (grades K-6);
Secondary—grades 5-12 in communication arts/literature, health, mathematics, and social studies; grades 9-12 in
life science, chemistry, and physics;
K-12 licenses in visual arts, physical education, music, English as a Second Language (ESL) and the NEW special
education: Academic Behavioral Strategist (ABS) license. (Note the ESL and ABS programs are available in weekday
evening program only*)
General Science (5-8) initial license
Optional endorsements for a K-6 elementary license include preprimary (ages 3-5), mathematics (grades 5-8),
general science (grades 5-8), social studies (grades 5-8), or communication arts/literature (grades 5-8).
Program availability
Degree and/or licensure programs are available in both the Day and AU (weekday evening*) programs. Augsburg
Undergraduate (AU) degree and licensure programs are limited to elementary, secondary communication arts/literature
and social studies, and K-12 visual arts, ESL and ABS. Additional licensure programs are available through the Day
program and open to AU students who can take courses on a weekday schedule. All prerequisite courses, elementary
core courses, and professional education courses are available on a weekday evening schedule*. P-12 field service
requirements associated with courses and student teaching must be completed during regular P-12 school hours. All
students must have some time available each term for field service in P-12 educational settings.
Graduate Master of Arts in Education
A graduate level licensure option is available in the AU* program to those already holding a BA/BS degree. Graduate
courses taken for licensure can be applied to a Master of Arts degree in Education (MAE).
Licensure only
Students who have completed a BA/BS degree may complete a licensure only program within the day or AU*
undergraduate program. Contact the Education Department or the Office of Admissions for information.
Program Overview
Students in all degree and/or licensure programs must apply for acceptance into the Education Department prior to
beginning most 300-400 level courses. (EDC 310 may be taken prior to admission). All students are required to take the
Minnesota Teacher License Exam (MTLE) in basic skills—reading, writing, and mathematics—prior to admission to the
department and must pass the MTLE basics skills tests before student teaching. Additional criteria for acceptance into
the Education Department are available through the department website. Students complete a semester of full-time
student teaching at the conclusion of their degree and/or licensure. State law requires passing appropriate exams
(MTLE, pedagogy, and content exams) prior to recommendation for licensure. Students who entered Augsburg College
under earlier catalogs must comply with the requirements of the new licensure programs.
The Education Department offers non-licensure majors in Elementary Education and Education Studies. Contact the
department for details. The department also offers a Special Education minor which is described at the end of this
section.
Students are assigned an Education Department program advisor upon request or at the outset of EDC coursework. All
students are expected to become knowledgeable about programs and follow through with department policies.
Handbooks outlining programs and policies are available through the Education Department and website.
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Student Teaching Abroad
Selected Education Department students may participate in an international student teaching program. Those interested
in further information should contact the Education Department at least one year prior to student teaching. Students
who teach abroad will do part of their student teaching in the Twin Cities area under direct Augsburg faculty
supervision.
Education Faculty
Margaret Finders (Chair), Kathy Accurso (Rochester), Elizabeth Ankeny, Chris Brown, Renae Ekstrand, Joseph Erickson,
Jeanine Gregoire, Audrey Lensmire, Rachel Lloyd, Gregory Krueger, Cari MacGuire, Susan O’Connor, Vicki Olson, Donna
Patterson, Christine Peper, Barbara Short, Christopher Smith, Diane Vodicka, Barbara West
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Elementary Education
Major and Licensure Requirements
Elementary Education majors are required to complete the following non-major and major courses. To be licensed they
must also complete a student teaching experience. Degree-seeking students follow the Bachelor of Science Liberal Arts
Foundation requirements.
Non-departmental Core Courses
These requirements should be taken during freshman/sophomore year; many of these courses will also fulfill liberal arts
requirements:
ENL 111 - Effective Writing
HPE 115 - Chemical Dependency Education
Math sequence for students
(Do NOT take if seeking 5-8 math endorsement.) MPG 3 pre-requisite.
MAT 137 - Mathematics for Elementary Teachers I (fall)
MAT 138 - Mathematics for Elementary Teachers II (spring)
Science sequence for students
(Do NOT take if seeking 5-8 general science endorsement.)
Option A is for Day students who do not have college-level science courses in their background.
BIO 102 - The Biological World or ENV 120 - Environmental Science
and
PHY 203 - Physics and Earth Science for Elementary Education Teachers
Option B is for weekday, AU*, and/or transfer students with at least one college-level science course accepted in
transfer, or for weekday students who have already started this sequence.
PHY 203 - Physics and Earth Science for Elementary Education Teachers
or
EED 203 - Physical Science for Elementary Teachers (summer session, Time 1 only) and EED 200 - Elementary Education
Earth Science (summer session, Time 2)
and
BIO 102 - The Biological World or ENV 120 - Environmental Science
Option C (Rochester only).
SCI 110 - Natural Science I (Physical Science)
SCI 111 - Natural Science II (Biological and Earth Science)
Major Courses
Foundations Block I
EDC 200 - Orientation to Education in an Urban Setting**
EDC 211 - Minnesota American Indians and EDC 210 - Diversity in the School (EDC 110 Teaching in a Diverse World
(Freshman only)
or EDC 206 - Diversity/Minnesota American Indians
EDC 220 - Educational Technology
EED 225 - Foundations of Literacy
Foundations Block II
EDC 310 - Learning and Development in an Educational Setting**
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Methods Block I (Courses from this point on require admission to the department)
EED 311 - K-6 Methods: Health
EED 312 - K-6 Methods: Physical Education
EED 325 - K-6 Methods: Literacy
EED 326 - Elementary Reading K-6 Field Experience**
EED 386 - K-6 Methods: Children’ Literature
Methods Block II
EED 336 - Advanced Literacy Methods**
EED 341 - K-6 Methods: Art
EED 342 - K-6 Methods: Music
EED 350 - K-6 Methods: Mathematics**
EED 360 - K-6 Methods: Science**
EED 370 - K-6 Methods: Social Studies/Thematics
EED 380 - Kindergarten Methods**
Capstone Block
EDC 410 - Learners with Special Needs**
EDC 490 - School and Society
Student Teaching Block
Student teaching is required for licensure. Students with an Elementary major who do not complete student teaching
can graduate through the Elementary Education non-licensure major.
EED 481, 483, 485 - Student Teaching: Elementary K-6
EED 489: Teacher Performance Assessment and Student Teaching Seminar
Endorsements (optional to add on to elementary license, secondary biology, chemistry, physics)
Communication Arts (5-8)
ENL 220 - Intermediate Expository Writing
ENL 240 - Introduction to Literary Study
COM 254 - Interpersonal Communication
or COM 329 - Intercultural Communication
or COM 351 - Argumentation
or COM 355 - Small Group Communication
EED 331 - Middle School Methods Writing
ESE 300 - Reading/ Writing in the Content Area**
ESE 350 - 5-12 Methods: Literature and Reading**
Student Teaching—five weeks
Social Studies (5-8th grade)
POL 121 - American Government and Politics
HIS 120 - America to 1848
or HIS 121 - 19th-Century United States
or HIS 122 - 20th-Century United States
ECO 113 - Principles of Microeconomics
HIS 103 - The Modern World
or HIS 104 - The Modern Non Western World
or PSY 105 - Principles of Psychology
or SOC 121 - Introduction to Human Society
or ANT 141 - Introduction to Cultural Anthropology
ESE 220 - Introduction to Human Geography
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ESE 300 - Reading/Writing in the Content Area**
ESE 311 - Middle School Methods: Social Studies**
Student Teaching—five weeks
Mathematics (5-8th grade)
MAT 114 - Precalculus (or MPG 4)
MAT 145 - Calculus I
MAT 163 - Introductory Statistics
or MAT 248 Biostatistics
MAT 252 - Exploring Geometry
MAT 271 - Discrete Mathematical Structures
MAT 287 - History of Mathematics
ESE 300 - Reading/Writing in the Content Area**
ESE 331 - Middle School Methods: Mathematics**
Student Teaching—five weeks
General Science (5-8th grade)
BIO 102 - The Biological World
BIO 121 - Human Biology
CHM 115 - General Chemistry I
CHM 116 - General Chemistry II
PHY 116 - Introduction to Physics
SCI 106 - Introductory Meteorology
Geology - (take elsewhere—see Education Department for suggestions)
ESE 300 - Reading/Writing in the Content Area**
ESE 341 - Middle School Methods: Natural Science**
Student Teaching—five weeks
Preprimary Teaching (age 3-5)
PSY 250 - Child Development
SOC 231 - Family Systems: Cross Cultural Perspectives (Day)
or SPE 490 Parent and Professional Planning (WEC)
ECE 345/545 - Foundations of Preprimary Education (fall)**
ECE 346/546 - Learning Environments for Preprimary-aged Children (spring)**
ECE 347/547 - Immersion and Teaching Competence (summer)**
ECE 488, 489 - Student Teaching: Preprimary (7 weeks in preprimary or kindergarten, 7 weeks in a grade 1-6)
Graduation and Licensure/ Endorsement Requirements
A minimum GPA of 2.50 overall, 2.50 in the major, 2.00 in the specialty area, and grades of P in student teaching courses
are required for licensure as well as 2.0 or better in all required core, specialty, and education major courses. The
equivalent of two full courses graded P/N, plus student teaching, is the maximum allowed within the Elementary
Education major requirements.
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
For a complete list of courses and descriptions, see the Course Description Search.
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K-12 English as a Second Language
The K-12 English as a Second Language (ESL) undergraduate major is available as an initial license as well as an
endorsement to an existing license. This license qualifies teachers to work with K-12 students for whom English is a
second language across a range of subject areas. A prerequisite to program admissions is two years of high school level
or one year of college level language instruction.
The K-12 ESL program is offered in a hybrid format with a mix of face-to-face and online instruction throughout the
semester. Program courses are offered in a weekday evening* framework during the academic year and summer
semester to make them accessible to working adults.
Major and Licensure Requirements
Required Non-major Courses:
HPE 115 - Chemical Dependency Education
ENL 111 - Effective Writing
Modern language pre-requisites (2 years high school or 1 year college language)
Required Education Courses for ESL:
EDC 200 - Orientation to Education in an Urban Setting**
EDC 210 - Diversity in the School or EDC 110 - Teaching in a Diverse World (Freshman only)
and EDC 211 - Minnesota American Indians
or EDC 206 - Diversity/Minnesota American Indians
EDC 220 - Educational Technology
EDC 310 - Learning and Development in an Educational Setting*
EDC 410 - Learners with Special Needs**
ESE 325 - Creating Learning Environments **
EED 325 - K-6 Methods: Literacy
EED 326 - Elementary Reading K-6 Field Experience**
ESL Major Courses
ESL 310 - Second Language Acquisition
ESL 320 - Introduction to Linguistics
ESL 330 - History and Structure of the English Language
ESL 340 - ESL Literacy**
ESL 410 - ESL Testing and Evaluation
ESL 420 - ESL Methods **
ESL 490 - Language, Culture, and Schools (Keystone requirement)
ESL 481, 483 - Student Teaching: Elementary
ESL 485, 487 - Student Teaching: Secondary
ESL 489 - Teacher Performance Assessment and Student Teaching Seminar
Graduation Skills
Graduation Skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
For a complete list of courses and descriptions, see the Course Description Search.
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Secondary Education
It is the responsibility of each student to meet all specific requirements of the Education Department and the subject
area major. Secondary and K-12 licensure students are expected to have advisors in both their subject area major and in
the Education Department. K-12 licensure is available in art, music, health and physical education. A 5-12 secondary
licensure program is available in communication arts/literature, mathematics, and social studies. A 9-12 secondary
licensure program is available in life science, chemistry, and physics with an additional general science endorsement for
grades 5-8.
Licensure requirements in the state of Minnesota for teaching in secondary schools are met through the Augsburg
College Education Department licensure program. These requirements are: bachelor’s degree, academic major in an
approved teaching area, and completion of an approved licensure program.
Consult with your subject matter advisor for Graduation Skills requirements in Critical Thinking (CT), Quantitative
Reasoning (QR), Speaking (S), and Writing (W).
Major and Licensure Requirements
Non-Departmental Requirements
ENL 111 - Effective Writing
HPE 115 - Chemical Dependency Education
Program Requirements
Foundations Block I
EDC 200 - Orientation to Education in an Urban Setting**
EDC 211 - Minnesota American Indians and EDC 210 - Diversity in the School (EDC 110 Teaching in a Diverse World
(Freshman only)
or EDC 206 - Diversity/Minnesota American Indians
EDC 220 - Educational Technology
Foundations Block II
EDC 310 - Learning and Development in an Educational Setting**
Courses from this point and on require admission to the Education Department.
Methods Block I
ESE 300 - Reading/Writing in the Content Area**
ESE 325 - Creating Learning Environments**
Methods Block II
ESE 3XX - K-12 or 5-12 Methods in Content Area**
Capstone Block
EDC 410 - Learners with Special Needs**
EDC 490 - School and Society
Student Teaching Block
ESE 481, 483, 485 - Student Teaching: Secondary
ESE 489 - Teacher Performance Assessment and Student Teaching Seminar
A minimum GPA of 2.50 overall, 2.50 in education, 2.50 in the teaching major, and P (pass) in student teaching are
required for licensure. All required major, non-departmental requirements, and education program courses must have a
grade of 2.0 or better.
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Art, Music, and Physical Education Licensure (K-12)
Students preparing for licensure in one of these areas follow the Secondary Education program even though they may
plan to teach at the elementary school level. A person with a major in one of these special areas will take three to four
courses in student teaching and do some student teaching at both the secondary and elementary levels. Note:
Recommendation for teacher licensure in music is granted only to students who successfully complete the requirements
for the Bachelor of Music Education major. Art, music, and physical education teacher education programs lead to
licensure for grades K-12. Students may no longer license in a minor field of study.
A graduate level licensure option is available through the AU* evening program. Licensure is obtained through a
combination of graduate and undergraduate credits. Contact the Education Department or the Undergraduate and
Graduate Admissions Offices for information.
For a complete list of courses and descriptions, see the Course Description Search.
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Special Education: Academic Behavioral Strategist
The special education ABS major is available only through the AU* program. This major is ideally suited to people who
are currently working in schools with K-12 special education students. Students must complete field service
requirements in K-12 special education and general education mainstreamed settings as part of course and program
requirements; field service requirements are during the regular school times and calendar year.
A graduate-level licensure option is available through AU*. Licensure is obtained through a combination of graduate and
undergraduate credits.
Special Education Coordinator: Susan O’Connor
Major and Licensure Requirements
Special Education Major
Non-departmental core courses - These requirements should be taken during freshman/sophomore year; many of these
courses will also fulfill liberal arts requirements:
ENL 111 - Effective Writing
HPE 115 - Chemical Dependency Education
MAT 137 - Mathematics for Elementary Teachers I (MPG 3 prerequisite)
Required Education Courses for ABS:
EDC 200 - Orientation to Education in an Urban Setting**
EDC 211 - Minnesota American Indians and EDC 210 - Diversity in the School (or EDC 110 Teaching in a Diverse World
Freshman only)
or EDC 206 - Diversity/Minnesota American Indians
EDC 220 - Educational Technology
EDC 310 - Learning and Development in an Educational Setting**
EED 225 - Foundations of Literacy
(Students must be admitted to Education Department to take courses beyond this point)
EED 325 - K-6 Methods: Literacy
EED 326 - Elementary Reading K-6 Field Experience**
EED 336 - Advanced Literacy Methods**
EED 350 - K-6 Methods: Mathematics**
EED 360 - K-6 Methods: Science**
EDC 410 - Learners with Special Needs**
EDC 330 - Building the Public Good: Public Achievement and Organizing
EDC 331 - Practicum in Public Achievement**
SPE 410 - Implementing Assessment Strategies
SPE 411 - Etiology and Theory of Mild to Moderate Disabilities
SPE 415 - Theory to Practice
SPE 425 - Transition and Community
SPE 430 - Instructional and Behavioral Practices
SPE 490 - Parent and Professional Planning
SPE 481, 483 - Student Teaching: Elementary
SPE 485, 487 - Student Teaching: Secondary
SPE 489 - Teacher Performance Assessment and Student Teaching Seminar
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Graduation Skills
Graduation Skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Special Education Minor
The Special Education minor requires six courses (five plus one prerequisite psychology course) that encompass an
interdisciplinary perspective on the field of disability. The minor is designed to fit the needs of students in various
disciplines interested in disability issues. This minor is available through the weekday program.
Required courses:
EDC 410 - Learners with Special Needs**
EDU 491 - Practicum and Seminar in Special Education**
PSY 105 - Principles of Psychology
SOC 231 - Family Systems: A Cross-Cultural Perspective
Choose one from the following:
PSY 250 - Child Development
PSY 252 - Adolescent and Young Adult Development
PSY 253 - Aging and Adulthood
Choose one from the following:
PSY 357 - Behavior Analysis
PSY 359 - Assessment
SOC 265 - Race, Class and Gender
SWK 301 - History and Analysis of Social Policy
Interested students should contact the director of Special Education at the outset of coursework
For a complete list of courses and descriptions, see the Course Description Search.
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Engineering
Augsburg College has cooperative arrangements with two universities to allow students to earn a Bachelor of Arts
degree from Augsburg College and an Engineering degree from either the University of Minnesota College of Science
and Engineering, Minneapolis, or Michigan Technological University, Houghton, Michigan. Because of the special
requirements and opportunities of these programs, early consultation with the Augsburg Engineering advisor is
necessary. Applications for these programs require the recommendation of the Augsburg Engineering advisor.
Contact Ben Stottrup, Physics Department, stottrup@augsburg.edu 612-330-1035.
University of Minnesota
The College of Science and Engineering and Augsburg cooperative arrangement provides for two dual degree
engineering programs:
Bachelor of Arts/Bachelor of Engineering (BA/BE)
This program enables students to receive a Bachelor of Arts degree from Augsburg College and a Bachelor of Engineering
degree from the University of Minnesota. The program typically involves three years at Augsburg and two years at the
College of Science and Engineering.
Students may apply for the program after completing the sophomore year. At that time, they will be informed of their
status in the program and any further conditions necessary for final acceptance into the program. Formal application to
the College of Science and Engineering may be completed during the second semester of the junior year at Augsburg.
Bachelor of Arts/Master of Engineering (BA/ME)
This program enables students to receive a Bachelor of Arts degree from Augsburg College and a Master of Engineering
degree from the University of Minnesota. This program involves four years at Augsburg and, typically, two years at the
College of Science and Engineering.
The curriculum is the same as the BA/BE curriculum with the addition of several extra courses that are completed at
Augsburg during the senior year to minimize the number of undergraduate courses, if any, that students must take at
the university before proceeding through the graduate curriculum. The number of such courses varies by IT department
and area of emphasis within a department.
Application for admission into the BA/ME program should be initiated during the second semester of the junior year at
Augsburg. Formal application for the program may be completed during the senior year. Those admitted will receive
special counseling from the College of Science and Engineering staff regarding courses that should be taken during the
senior year at Augsburg. Participants in the BA/ME program are not guaranteed admission to the College of Science and
Engineering.
Michigan Technological University
This program enables students to receive a Bachelor of Arts degree from Augsburg and a Bachelor of Engineering degree
from Michigan Technological University in a five-year period.
The first three years are spent at Augsburg followed by two years at the affiliated university. Students accepted into the
program will be considered for admission to the engineering school if they complete course requirements, have the
requisite cumulative grade point average, and are recommended by the Engineering advisor of Augsburg College.
Students are also encouraged to explore opportunities for graduate work at Michigan Technological University. Further
information on these and other graduate programs is available from the Augsburg Engineering advisor.
Financial Aid
Students receiving financial aid who are participants in these dual degree programs will be encouraged to apply to the
engineering school of their choice for continuing support. Their applications will be evaluated using need and academic
performance as criteria.
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Degree and Major Requirements
Minimum course requirements for admission to the dual degree or three-two programs:
CHM 115 - General Chemistry I
CHM 116 - General Chemistry II
CSC 170 - Introduction to Programming
ENL 111 - Effective Writing
PHY 121 - General Physics I
PHY 122 - General Physics II
Four mathematics courses are required:
MAT 145 - Calculus I
MAT 146 - Calculus II
MAT 245 - Calculus III
MAT 369 - Modeling and Differential Equations
or PHY 327 - Special Functions of Mathematical Physics
Additional courses to meet general education requirements and a total of 24 courses at Augsburg.
Normally MAT 145, 146, and PHY 121, 122 are taken in the first year. Students interested in chemical engineering also
should take CHM 351, 352.
For a complete list of courses and descriptions, see the www.augsburg.edu/catalog/.
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English
Through the study of English we witness life’s complexity, experience life as others do, and thus better understand the
world in which we live and work. Literature helps us contemplate the pains and joys of human existence and allows us to
frame human events within diverse world views. Those who study English typically believe that an intense concern for
words, ideas, and images helps people understand who they are and who they can become. At the same time, the
English Department’s emphasis on writing helps our students to clarify and share their thoughts.
English relates closely to other majors. Like the other arts, English is concerned with the pleasure that comes from
artistic creation and with the contemplation of works of art. Like psychology and sociology, English is concerned with
individual and group behavior. Like philosophy, English is interested in ideas and in the relation between meaning and
language. Like science, English is interested in discovering order and determining structures. Like speech and
communication, English studies the effective use of language. Like history and the other social sciences and humanities,
English studies the way people have acted and thought at different times and in various cultures.
Augsburg’s English Department integrates its programs with cultural opportunities available in this vital urban area.
Plays, films, and readings are available near the campus, often within walking distance. English majors also have
opportunities to use and refine their skills by working in internships on and off campus, tutoring English Language
Learner (ELL) students, or tutoring in the writing lab.
Students who complete an Augsburg English major pursue careers in elementary, secondary, and college education,
journalism, government, law, the ministry, library science, medicine, advertising, public relations, publishing, writing,
and other professions and businesses.
English Faculty
Dallas Liddle, (Chair), John Schmit, Stephan Clark, Robert Cowgill, Cass Dalglish, Douglas Green, Colin Irvine, Kathryn
Swanson, Mzenga Wanyama, Cary Waterman
Degree and Major Requirements
Choosing a Concentration
Students majoring in English have the opportunity to choose one of three concentrations: literature, language, and
theory; creative writing; and secondary licensure in communication arts/literature.
While some of our courses explicitly address theoretical approaches to literature, especially those that examine race,
class, and gender, all of our courses infuse these concerns in their engagement with primary works of fiction, poetry,
creative nonfiction, film, and drama. All literature classes involve students in multiple forms of literary examination and
are taught by professors who love teaching and who love literature. Our classes develop and demand the skills of
aesthetic receptivity, perceptive and critical reading, open and clear speaking, and analytical and engaging writing—skills
of the educated and employable citizen.
English Major with a Literature, Language, and Theory Concentration
The Literature, Language, and Theory concentration provides students various approaches to the study of the written
word and visual text. Spotlight courses focus on specific authors, genres, or themes, and enable the discovery of new
literary experiences. Courses in African American, Native American, Asian American, and postcolonial literatures
reconfigure the nature of traditional literary studies. Survey courses in English, American, and world literatures are
organized by historical periods and provide a classically structured framework of study. Courses in literary theory
demand the intense and intellectually challenging engagement of text, culture, and self. The Literature, Language, and
Theory concentration offers courses of study cross-listed with American Indian Studies, Art, Communication Studies,
Film, Theater Arts, and Women’s Studies.
This concentration requires nine courses above ENL 111, or HON 111, or ENL 112 including:
ENL 220 - Intermediate Expository Writing
or ENL 221 - Intermediate Expository Writing About the Arts
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At least two 200-level literature courses as prerequisites for upper division courses in English. No more than two 200level literature courses may count for the major.
At least five 300-level courses, with one each in British literature, American literature, and world literature.
At least one 400-level course. Any 300-level course serves as a prerequisite for the 400-level.
Minor in Literature, Language, and Theory
Five courses above ENL 111, or HON 111, or ENL 112 are required, including:
ENL 220 - Intermediate Expository Writing
or ENL 221 - Intermediate Expository Writing About the Arts
Four literature, language, and theory courses, three of which must be upper division courses.
English Major with a Creative Writing Concentration
The English Creative Writing concentration helps students develop professional writing skills by focusing their efforts in
the creative modes: poetry, fiction, creative nonfiction, playwriting, and screenwriting. Over the course of the major,
students master terminology; engage the field’s aesthetic and ethical issues; and read and study the works of
established writers. The creative writing concentration expands competencies in observation, research, and analysis that
enable writers to gather and interpret material from a variety of sources and perspectives for their work; it attends
particularly to the artistic aspects of the writer’s craft, such as form, affect, and revision. English majors in Creative
Writing engage the interdisciplinary demands inherent in literary endeavors, including issues of design, and enhance
their appreciation of the aesthetic possibilities inherent in the writing life.
Creative Writing courses are taught by dedicated professors, who are themselves practicing writers. The writing
concentration offers courses of study cross-listed with Art, Communication Studies, and Theater Arts.
To complete this concentration students must take 10 courses above ENL 111, or HON 111, or ENL 112, including three
literature, language, and theory courses. At least one of these must be at the 300-level or higher.
ENL 220 - Intermediate Expository Writing
or ENL 221 - Intermediate Expository Writing About the Arts
ENL 226 - Introduction to Creative Writing
ENL 320, 321 - Fiction One, Fiction Two
or ENL 322, 323 - Poetry One, Poetry Two
ENL 420 - Advanced Studies in Writing (Keystone)
ART 215 - Web Design I
or ART 225 - Graphic Design I
One elective from:
ENL 227 - Journalism
ENL 228 - Broadcast and Online Journalism
ENL 320 - Fiction One
ENL 322 - Poetry One
ENL 324 - Creative Non-Fiction
ENL/FLM 328 - Screenwriting
ENL/THR 325 - Playwriting I
ENL 396 - Internship in Teaching Writing
ENL 397/399 - Internship
An approved ACTC creative writing course
Minors in Writing
A minor with an open emphasis requires five writing courses above ENL 111, or HON 111, or ENL 112, including at least
one course from the 200-level and two from the 300-level.
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A minor with a creative emphasis requires five writing courses above ENL 111, or HON 111, or ENL 112 and must include
ENL 226, and at least three upper division creative writing courses, two of which must be a 300 two-course writing
sequence.
A minor with a media emphasis requires six courses above ENL 111, or HON 111, or ENL 112, and must include ENL 227
or 228, ENL 427, one design course, and three upper division media writing courses.
Communication Arts/Literature Teacher Licensure Major
The Communication Arts/Literature Teacher Licensure concentration is for students who seek to be licensed to teach in
Minnesota in communication arts/literature. Students are encouraged to take courses toward their major during the
first and sophomore years, and to apply for the education licensure program no later than the spring of their junior year.
Students in both programs must work with advisors in the English Department and the Education Department in order
to meet the professional requirements within the Education Department as well as the requirements for the major.
Should licensure not be possible, graduation can be achieved through an English major, which requires at least two
additional, specific courses, or through a communication studies major.
Prerequisite: ENL 111, or HON 111, or ENL 112
Major Requirements (eight courses in English):
ENL 220 - Intermediate Expository Writing
ENL 240 - Introduction to Literary Study
ENL 365 - Contemporary Post Colonial Fiction
ENL 380 - Introduction to the English Language
ENL 396 - Internship in Teaching Writing
One upper division ENL British literature course
One upper division ENL American literature course
One additional ENL literature, language, or theory course chosen from ENL360, 361, 362, 367, 368, 371, 385, 394, 410,
and 430
Experiential Requirement (no credit):
One college-level experience required in forensics, debate, newspaper, literary journal, or related activity (subject to
departmental approval)
Additional Courses (outside the English Department):
COM 112- Contest Public Speaking
COM 243 - Studio Production
COM 254 - Interpersonal Communication
COM 351 - Argumentation
Special Methods (two courses):
ESE 350 - 5-12 Methods: Literature and Reading
ESE 351 - 5-12 Methods: Speaking and Listening
Additional ESE and EDC courses are required for licensure. See the Education Department section for a listing of
secondary education licensure requirements. In addition to consulting your designated ENL advisor, contact an
Education Department advisor for information about education courses.
Graduation Skills
Graduation Skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
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The Quantitative Reasoning (QR) graduation skill is met by completing the following courses:
Concentrations in English Literature, Language, and Theory and in Creative Writing:
QR/QFA: GST 200 or PHY 119;
or
QF: one of CHM 115, CHM 116, HON 220, MAT 114, MAT 129, MAT 137, MAT 138, MAT 145, MAT 146, MAT 163, MAT
173, or PHY 116; and completion of QA: ENL 327
Communication Arts/Literature Teacher Licensure:
QR:--QF: one of CHM 115, CHM 116, HON 220, MAT 114, MAT 129, MAT 137, MAT 138, MAT 145, MAT 146, MAT 163,
MAT 173, or PHY 116; and completion of:
QA: Please see department for QA requirement.
Departmental Honors
GPA of 3.5 in the major and 3.0 overall; submit proposal to department chair by early October in senior year for
department approval. Submit and defend paper before faculty committee. Honors project may receive independent
study credit (refer to departmental guidelines).
Transfer Students
Note: Transfer undergraduate English majors must take at least three of their English courses at Augsburg. Transfer
students who minor in English must take at least two of their English courses at Augsburg.
Transfer English education students with a BA in English from another college must take at least three of their English
courses at Augsburg (preferably upper division courses). These courses must be taken before the department can
recommend a student for student teaching.
The English Placement Test
A writing sample is required of students to determine their placement in an appropriate writing class. Students having
completed AP (Advanced Placement) courses in composition must have a score of 4 or 5. Students who need to develop
competence in composition skills—such as stating and supporting a thesis, organizing clearly, and constructing
paragraphs and sentences—are required to enroll in Developmental Writing (ENL 101) where they receive more
individual instruction than is possible in Effective Writing (ENL 111). These students must pass Developmental Writing
(ENL 101) with a grade of P, 2.0, or higher before enrolling in Effective Writing (ENL 111).
Note: Students should register for ENL 101 during the first semester of attendance if possible. ENL 111, 112, or HON 111
should be completed, if possible, during the first year.
Students in Developmental Writing (ENL 101), Effective Writing (ENL 111), HON 111, or ENL 112 can elect the traditional
grading system or P/N grading in consultation with their instructor up through the last week of class (without special
permission/petition). Students who choose to receive a traditional grade in either course will receive a grade of N (one
time only) if their work is below a 2.0. A student who repeats ENL 101 or 111 and does not receive a grade of 2.0 or
higher will receive a grade of 0.0.
Service Courses
The department offers these service courses for students as required by a placement test.
Note: First day attendance in all writing courses is mandatory for a student to hold his/her place in the course.
Literature, Language, and Theory Courses
The 200-level courses in the literature, language, and theory track of the English major develop foundational
competencies in reading and interpreting literary texts, and provide opportunities for diverse literary discovery. These
courses require ENL 111, or HON 111, or ENL 112 as a prerequisite or co-requisite.
Spotlight Courses
Offered alternating terms. Content for each will vary by term—check online course descriptions.
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Upper Level Courses
The 300-level courses in the literature track in English concentrate on primary texts in historical and cultural contexts.
These courses ask students to practice interpreting literary texts by employing techniques, terminology, and research
methods of the discipline, resulting in effective and substantive expository writing about the subject. Unless otherwise
indicated, students must take ENL 220 or 221 (see writing courses), or one 200-level literature, language, or theory
course, or gain consent of the instructor as a prerequisite.
The 400-level literature, language, and theory courses emphasize scholarship, criticism, and theory, and ask students to
write and speak professionally about literary texts. Any 300-level literature course or consent of the instructor serve as a
prerequisite for the 400-level. One 400-level course must fulfill the keystone requirement.
Writing Courses
Note: First day attendance in all writing courses is mandatory for a student to hold his/her place in the course.
For a complete list of courses and descriptions, see the Course Description Search.
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Environmental Studies
Environmental Studies is the interdisciplinary investigation of human relations with the natural world. The program
pursues a multifaceted examination—across the natural sciences, social sciences, humanities, and professional studies—
of the interdependence shared by people and nature. It provides an understanding of the material world as well as the
ecological, social, and cultural processes and problems that bind that world together. Through the study of politics,
biology, literature, chemistry, social work, economics, and history, Environmental Studies students focus on the most
pressing local, regional, national, and global issues of our day.
Augsburg College’s location in the city offers a particular opportunity for the close study of complex urban
environments. Although many equate environmental issues with rural areas, most people live in cities. Urban residents
shape nature in innumerable ways, including through energy, food, and water consumption; transportation; and
industrial production. In turn, cities often serve as the settings in which environmental injustice flourishes. With that in
mind, Augsburg’s Environmental Studies program fosters the simultaneous study of ecological quality and social justice.
The program provides undergraduate training leading to a BA or a minor in Environmental Studies. Upon completion of
the program, students will be able to comprehend ecological processes, recognize the many and varied forms of nature
in the city, distinguish stakeholders’ interests in policy debates, decipher the context and variety of human experiences
in nature, identify inequities in the access to and use of natural resources, and articulate responses grounded in multiple
disciplinary insights to current urban environmental challenges. Drawing on their experiences in settings as diverse as
the Cedar-Riverside neighborhood, the upper Mississippi River Valley, and Mexico, graduates of the program pursue
vocations in nonprofit organizations, government policy and planning positions, law, education, ministry, and corporate
settings.
Environmental Studies Faculty
Christina Erickson (Social Work, Director), Matthew Beckman (Biology), Ralph Butkowski (Biology), Kristen Chamberlain
(Communication Studies), Lars Christiansen (Sociology), Z. Vivian Feng (Chemistry), Nancy Fischer (Sociology), Keith
Gilsdorf (Economics), David Hanson (Chemistry), Ann Impullitti (Biology), Colin Irvine (English), Joan Kunz (Chemistry),
Michael Lansing (History), Emily Gaenzle Schilling (Biology/Environmental Studies), Joseph Underhill (Political Science),
John Zobitz (Mathematics).
Degree and Major Requirements
Environmental Studies Major
Standard Track Requirements:
Core courses:
ENV 100 - Environmental Connections
ENV 120 - Environmental Science
SWK 210 - Environmental Justice and Social Change
POL 241 - Environmental and River Politics
or ENV 310 - Environmental Politics Field Seminar
or POL 325 - Politics and Public Policy
or POL/WST 341 - Globalization, Social Struggle and the Environment (CGE)
or SOC 381 The City and Regional Planning
ENL 270 - Themes: Literature and Landscape
or REL/WST 313 - Environmental Theology and Ethics (CGE)
HIS 316 - US Urban Environmental History
ECO 365 - Environmental Economics
ENV 399 - Internship
ENV 490 - Environmental Studies Independent Project (Keystone)
or ENV 492 - The City and Environment Keystone
Biology requirements:
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BIO 151 - Introductory Biology
BIO 152 - Ecology, Evolution and Diversity
BIO 481 - Ecology
Chemistry requirements:
CHM 115 - General Chemistry I
CHM 116 - General Chemistry II
HECUA Track Requirements:
ENV 100 - Environmental Connections
SWK 210 - Environmental Justice and Social Change
ENL 270 - Themes: Literature and Landscape
or REL/WST 313 - Environmental Theology and Ethics (CGE)
HIS 316 - US Urban Environmental History
INS 345, INS 346, INS 399 - (HECUA Environmental Sustainability Semester, four courses: Adaptive Ecosystem
Management; Social Dimensions of Environmental Change, Field/Research Methods and Investigation, Internship and
Integration Seminar)
ENV 490 - Environmental Studies Independent Project (Keystone)
or ENV 492 - The City and Environment Keystone
Biology requirements:
BIO 151 - Introductory Biology
BIO 152 - Ecology, Evolution, and Diversity
BIO 481 - Ecology
Chemistry requirements:
CHM 115 - General Chemistry I
CHM 116 - General Chemistry II
Environmental Studies Minor
Seven courses:
ENV 100 - Environmental Connections
ENV 120 - Environmental Science
CHM 115 - General Chemistry I
BIO 151 - Introductory Biology
SWK 210 - Environmental Justice and Social Change
HIS 316 - US Urban Environmental History
or ENL 270 - Themes: Literature and Landscape
or REL/WST 313 - Environmental Theology and Ethics (CGE)
POL 241 - Environmental and River Politics
or ENV 310 - Environmental Politics Field Seminar
or POL 325 - Politics and Public Policy
or POL/WST 341 - Globalization, Social Struggle and the Environment (CGE)
or ECO 365 - Environmental Economics
or SOC 381 - City and Regional Planning
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
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For a complete list of courses and descriptions, see the Course Description Search.
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Health, Physical Education, and Exercise Science
All students at Augsburg College will interact at some point during their college experience with the Department of
Health, Physical Education, and Exercise Science. Goals of the department are to provide quality experiences,
preparation for the professions, and an education that leads to lifelong participation in physical activity. Recreational
participants as well as student athletes will find ample opportunity for developmental activities.
The Physical Education program prepares students for careers in physical education endeavors in the schools and in
allied professions. It also provides general education in physical activity for all Augsburg students.
The Health Education program prepares students for careers in school health education, wellness, and allied
professions. This program offers a comprehensive view that examines prevention and promotion needs for individuals,
schools, and the community.
The Exercise Science program prepares students with practical application of the knowledge needed to become a health
fitness or community health professional. Interested students will also be prepared to move on to graduate or
professional school in allied health fitness professions.
All students seeking teaching licensure must receive a minimum grade of 2.0 in all required courses with an HPE prefix.
Health, Physical Education and Exercise Science Faculty
Eileen Kaese Uzarek (Chair), David Barrett, Jane Becker, Chris Brown, Anthony Clapp, Adrian Dunn, Carol Enke, Aaron
Griess, Melissa Lee, Mike Navarre, Kassondra Nordmeyer, Eric Rolland, Patrice Salmeri, Missy Strauch
Degree and Major Requirements
Health Education Major
HPE 104 - Components of Fitness Training
HPE 110 - Personal and Community Health
HPE 114 - Health and Safety Education
HPE 115 - Chemical Dependency Education
HPE 215 - Health and Exercise Psychology
HPE 316 - Human Sexuality
HPE 320 - School Health Curriculum
HPE 357 - Measurement in Health, Physical Education and Exercise Science
HPE 358 - Assessment in Health and Physical Education
HPE 390 - Instructional Methods and Materials in Health Education
HPE 410 - Administration and Supervision of the School Health Program
HPE 450 - Current Health Issues
BIO 103 - Human Anatomy and Physiology
PSY 250 - Child Development
or PSY 252 - Adolescent and Young Adult Development
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Health Education Minor
HPE 104 - Components of Fitness Training
HPE 110 - Personal and Community Health
HPE 114 - Health and Safety Education
HPE 115 - Chemical Dependency Education
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HPE 316 - Human Sexuality
HPE 320 - School Health Curriculum
HPE 390 - Instructional Methods and Materials in Health Education
HPE 450 - Current Health Issues
BIO 103 - Human Anatomy and Physiology
(The Minnesota Board of Teaching does not license minors in teaching.)
Teaching Licensure
The Minnesota Board of Teaching has specific licensing requirements for teachers that may be subject to change after
the publication of this catalog. It is the responsibility of the student to consult with the Augsburg Education Department
to identify current Minnesota teacher licensure requirements.
A Bachelor of Science degree is available for students seeking teacher licensure. Students must consult with a faculty
advisor concerning the Augsburg Core Curriculum requirements under the Bachelor of Science option.
Physical Education Major:
HPE 104 - Components of Fitness Training
HPE 114 - Health and Safety Education
HPE 115 - Chemical Dependency Education
HPE 205 - Introduction to Health, Physical Education, and Exercise Science
HPE 220 - Motor Learning and Development
HPE 254 - Introduction to Developmental/Adapted Physical Education
HPE 275 - Prevention and Care of Athletic Injuries
HPE 324 - K-6 PE Games and Activities
HPE 334 - 7-12 Sport Skills and Activities
HPE 335 - Outdoor Education
HPE 340 - Organization and Administration of Physical Education Programs
HPE 350 - Kinesiology
HPE 351 - Physiology of Exercise
HPE 357 - Measurement in Health, Physical Education, and Exercise Science
HPE 358 - Assessment in Health and Physical Education
HPE 473 - Physical Education Curriculum
BIO 103 - Human Anatomy and Physiology
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Physical Education Minor
HPE 104 - Components of Fitness Training
HPE 115 - Chemical Dependency Education
HPE 205 - Introduction to Health, Physical Education, and Exercise Science
HPE 324 - K-6 PE Games and Activities
HPE 334 - 7-12 Sport Skills and Activities
HPE 351 - Physiology of Exercise
(The Minnesota Board of Teaching does not license minors in teaching.)
Coaching Certification
The Minnesota Board of Teaching does not require coaching certification. The following courses are recommended for
those interested in coaching in Minnesota public schools:
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HPE 114 - Safety Education
HPE 275 - Prevention and Care of Athletic Injuries
HPE 280 - Coaching Theory
The Minnesota State High School League (MSHSL) requires all head varsity coaches of interscholastic sports to complete
a coaching effectiveness program offered through the MSHSL.
Teaching Licensure
The Minnesota Board of Teaching has specific licensing requirements for teachers that may be subject to change after
the publication of this catalog. It is the responsibility of the student to consult with the Augsburg Education Department
to identify current Minnesota teacher licensure requirements.
A Bachelor of Science degree is available for students seeking teacher licensure. Students must consult with a faculty
advisor concerning the Augsburg Core Curriculum requirements under the Bachelor of Science option.
Exercise Science Major, BA
HPE 104 - Components of Fitness Training
HPE 110 - Personal and Community Health
HPE 114 - Health and Safety Education
HPE 115 - Chemical Dependency Education
HPE 205 - Introduction to Health, Physical Education, and Exercise Science
HPE 215 - Health and Exercise Psychology
HPE 275 - Prevention and Care of Athletic Injuries
HPE 300 - Nutrition for Exercise Science
HPE 304 - Advanced Fitness Training or HLTH 400 - Epidemiology (St. Thomas)
HPE 305 - Stress Management
HPE 315 - Exercise Testing and Prescription
HPE 350 - Kinesiology
HPE 351 - Physiology of Exercise
HPE 357 - Measurement in Health, Physical Education, and Exercise Science
HPE 397/399 - Internship in Exercise Science
HPE 450 - Current Health Issues
HPE 490 - Exercise Science Seminar and Keystone
BIO 103 - Human Anatomy and Physiology
Exercise Science Major, BS
Pre-Health Science Track:
This major is available for those wishing to satisfy the prerequisites for graduate school in exercise science allied
professions such as physical therapy, occupational therapy, athletic training, and chiropractic.
HPE 104 - Components of Fitness
HPE 110 - Personal and Community Health
HPE 114 - Health and Safety Education
HPE 115 - Chemical Dependency Education
HPE 205 - Introduction to Health, Physical Education, and Exercise Science
HPE 215 - Exercise and Health Psychology
HPE 275 - Prevention and Care of Athletic Injuries
HLTH 345 - Nutrition for Health (St. Thomas)
HPE 304 - Advanced Fitness Training
HPE 305 - Stress Management
HPE 315 - Exercise Testing and Prescription
HPE 350 - Kinesiology
HPE 351 - Physiology of Exercise
HPE 357 - Measurement in Health, Physical Education, and Exercise Science
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HPE 397/399 - Internship
HPE 450 - Current Health Issues
HPE 490 - Exercise Science Seminar and Keystone
Supporting courses:
BIO 151 - Introductory Biology
BIO 152 - Evolution, Ecology and Diversity
BIO 253 - Introductory Cellular Biology
BIO 353 - Comparative Vertebrate Anatomy
BIO 473 - Animal Physiology
CHM 115 - General Chemistry I
CHM 116 - General Chemistry II
EXSS 3650 - Methods for Fitness Professionals (St. Catherine)
EXSS 4300 - Advanced Biomechanics (St. Catherine)
FSNU 3250 - Sports Nutrition (St. Catherine)
MAT 114 - Precalculus
INDI 2220 - Medical Terminology (St. Catherine)
INDI 4900 - Intro to Physical Therapy (St. Catherine)
HPE 220 - Motor Learning and Development
PHYS 1080 - Physics for Health Science I (St. Catherine)
PHYS 1090 - Physics for Health Science II (St. Catherine)
PSY 105 - Principles of Psychology
PSY 215 - Research Methods and Statistics I
PSY 262 - Abnormal Psychology
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
For a complete list of courses and descriptions, see the Course Description Search.
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History
History is to society what memory is to an individual; it brings to a civilization an understanding of its identity. The
distinguished medievalist J.R. Strayer expressed it this way: “No community can survive and no institution can function
without constant reference to past experience. We are ruled by precedents fully as much as by laws, which is to say that
we are ruled by the collective memory of the past. It is the memory of common experiences that makes scattered
individuals into a community.”
The study of history enables us to deal more knowledgeably with continuity and change in society. The construction of
an informed sense of our past is a fundamental ingredient in appreciating and understanding the present as well as
anticipating the future. History majors are prepared to be active and contributing members of their society. The study of
history, which has long held a major role in the liberal arts, is an entry to elementary and secondary education, graduate
study in many fields, and a wide range of employment opportunities that require abilities in communication,
conceptualization, and processing of information.
History Faculty
Michael J. Lansing (Chair), Phillip C. Adamo, Jacqueline deVries, William Green, Maheen Zaman
Degree and Major Requirements
History Major
Nine courses, including HIS 280 and HIS 480. At least four of these courses must be upper division. A major must have at
least one course (either survey or upper level) from each of the four areas: ancient and medieval, modern Europe,
United States, and non-Western.
Graduation Skills
The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the
major. Speaking (S) and Writing (W) skills are also developed throughout the major, but are given special emphasis in
the following courses (both required for majors):
S: HIS 480
W: HIS 280 and HIS 480
The Quantitative Reasoning (QR) graduation skill may be fulfilled by taking HIS 369, GST 200, MAT 145, MAT 146, or PHI
230.
Teaching Licensure
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
Minor
Five courses, at least three of which must be upper division.
Departmental Honors
GPA of 3.6 in the major and 3.0 overall; except in special instances, application before the end of the first term of the
junior year; two years of a foreign language at the college level (or its equivalent); an honors thesis (equal to four
credits) to be defended before a faculty committee.
Medieval Studies
The History Department also hosts the major in Medieval Studies. For more information, refer to Medieval Studies in
this catalog.
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Other Requirements
First-year students should enroll in one or more 100-level courses. 200-level courses are normally reserved for
sophomore or upper division students. Upper division courses are numbered 300 and above.
Prerequisites
Satisfactory completion of a lower division course (100- or 200-level) is normally required before enrolling in an upper
division course (300- and 400-level). See instructor for permission to waive prerequisites.
Transfer Students
Transfer students planning a major must normally take at least three of their courses at Augsburg including HIS 280 and
480. A minor normally requires two courses taken at Augsburg.
For a complete list of courses and descriptions, see the Course Description Search.
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Honors Program – HON
Introduction
The Augsburg Honors Program offers an adventurous education where students with a passion for ideas can be their
best. We offer a friendly and welcoming atmosphere for students committed to an exceptional higher education.
Augsburg’s Honors Program is unlike any other honors program in the nation because it gives students the resources
and freedom to build their own ideal higher education. Students have the opportunity to create their own courses, edit
and write for the Honors Review of Undergraduate Scholarship, participate in an intramural debate league, belong to an
Honors House, and learn through small reading groups, research projects, and travel around the world.
Each Honors course has been specifically created for Honors students, and includes a challenging “signature experience”
such as writing a play, putting great books on trial, or attending music, theater, and art performances. Honors courses
bring in professors from several different departments so students can learn from talented professors teaching their
specialties.
For information, contact the Honors Desk at honors@augsburg.edu (612-330-1560) or Robert C. Groven, Honors
Program director, at honors@augsburg.edu.
Honors Program Recognition
Students who complete the Honors Program requirements satisfy all general education requirements, except those for
physical education and modern language.
Honors students also receive special transcript notation, special graduation recognition, résumé-building positions, and
special access to academic advising and career options.
Honors Admission Requirements and Academic Scholarships
Students with a demonstrated record of achievement are eligible to enter the Augsburg Honors Program. Prospective
students may demonstrate achievement in a variety of ways. Most students who are admitted have a composite ACT
score of 27 or higher (or a combined SAT score of 1250 or higher), and a high school GPA of 3.50 or higher. However,
students without these numeric requirements may be eligible if they have exceptional records of extracurricular activity
or other exceptional experiences. All students are encouraged to apply. To apply, students should fill out the online
application at www.augsburg/honors.edu.
Students applying for the Honors Program also automatically apply for the College’s highest academic scholarships: the
President’s, Honors Regents’, International President’s, and Hanwick/Agre Scholarships.
Qualifying Advanced Placement, International Baccalaureate, College in the Schools, and Postsecondary Option courses
may satisfy Honors Program requirements, and/or be granted College credit. Contact Academic Advising or the Honors
program director for further information.
Students may enter the Honors Program at three points: first semester of first year, second semester of first year, or
first semester of sophomore year. Students who enter during the second semester of the first year must fulfill all
remaining Honors requirements, may substitute REL 100 for HON 100, and may be excused from taking HON 120.
Students who enter the first semester of the sophomore year must fulfill remaining Honors requirements, and may
substitute REL 100 for HON 100, may substitute two non-Honors humanities liberal arts foundation courses for HON
130, may substitute ENL 111 for HON 111, and may be excused from taking HON 120.
Scholars Program
The Scholars Program allows students to enroll in Honors courses, join an Honors House, and participate in all Honors
Program activities. In order to graduate with the Scholars Program transcript designation, student must: join an Honors
House and participate in required meetings (listed below), maintain an overall GPA of 3.3 or higher, and take 16 credits
of Honors courses. Scholars Program participants do not need to complete the research requirement or the GFA
requirement. Scholars Program participants are not required to take HON340: Junior Colloquium, but may if they so
choose.
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Honors Program Requirements
Honors students have several options for completing each general education requirement. Student may complete the
established courses, or they may use several unconventional options. These options are detailed in subsequent sections.
In general, Honors students entering in the first semester must complete the following requirements:
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First Year: HON 005; HON 120; HON 100; HON 130; HON 111 or 219 or other 200 level writing course
Past First Year: HON 005; HON 220; HON 230; HON 240; HON 250; HON 340; HON 490; research requirement,
residency requirement
Outside Honors Program: modern language requirement; physical education requirement
Notes:
**All Honors students should take HON 260 in the second year unless they have an irreconcilable scheduling conflict or
have a clear and defined plan for meeting the research requirement. If the latter, students should take HON 470.
**All Honors students must complete the GFA (Grants, Fellowships, and Awards) Requirement- details are available at
the Honors Moodle site, the Honors public folder or from the Honor Desk (honors@augsburg.edu).
**Students with and English transfer credit must take the writing entrance exam to place out of HON 111.
**All students must take HON 130 unless there is an irreconcilable schedule conflict within their major. Ex: pre-med and
music therapy.
Honors Co-Curricular Activities
Honors Houses
All Honors students must belong to an Honors House for the purpose of receiving academic advising and program
information. All Honors students are required to attend mandatory meetings of the Honors Program or of their houses.
These meetings are necessary for advising, information, and governance. When students enter the Honors Program they
choose to join one of the four Honors Houses:
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The Crockett Scholars House coordinates scholarship, research, fellowship, major award or prize opportunities, and
graduate school placement for all Honors students. Crockett House also organizes events related to scholarship,
such as College scholarship events.
The Pike Stewards House coordinates public relations, job placement, and fundraising opportunities for all Honors
students. Pike House also organizes events for alumni and fundraising.
The Griffin Citizens House coordinates recruiting, social activities, admission and scholarship applications, and the
Honors website opportunities for all Honors students. Griffin House also organizes events for recruiting and
socializing, such as banquets, parties, and high school recruiting trips.
The Hesser Servants House coordinates service-learning, social justice, experiential learning, and political activity
opportunities for all Honors students. Hesser House also organizes related events, such as Honors service days and
Augsburg experiences.
Augsburg Honors Review
Students manage, edit, write, and publish an interdisciplinary journal of undergraduate scholarship. The Review accepts
submissions from students at Augsburg and other colleges and universities around the nation.
Student Leadership Opportunities
Students elected to leadership within their Honors House may serve as house presidents or serve in other program
leadership positions. The house presidents sit on the Honors Student Presidents Council and make critical decisions
about program courses and resources.
Student-Created Learning Experiences (SCLE)
Honors students may learn through established courses or through student-created learning experiences. These
student-created experiences may substitute for Honors curricular requirements, or may simply enrich a student’s
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education. Such student-created experiences may count toward requirements in majors and satisfy Honors
requirements, or simply be an elective course.
Student-created learning experiences may take almost any form. Some possible forms include:
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Student-created courses (created in collaboration with faculty)
Full course (10-20 students)
Reading Groups (2-9 students)
Individual Reading and Examination (individual study)
Student/Faculty Research (may be one or many students)
Process: A student-created learning experience may be proposed by any Honors student or by any Augsburg faculty or
staff person. The interested student should speak with either an Honors Council member or the Honors Program
director. Next, a proposal should be drafted in accord with the Honors student-created learning experience form. Finally,
the proposal should be submitted by the student to the Honors Program director who will carry the proposal to the
Honors Council for review.
Honors Established Curriculum
These requirements are normally taken in the order listed below, but can be taken out of order if schedule conflicts
require it.
First Year: Fall
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First-year students select Honors House membership.
First-year students are not permitted to join Augsburg Honors Review.
HON 100 - Christian Vocation and the Search for Meaning I
HON 120 - Scholar Citizen (includes theater lab, satisfies speech skill and critical thinking skill requirements)
First Year: Spring
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HON 130 - Liberating Letters (humanities LAF and speaking skill)
HON 111 - Effective Writing for Liberating Letters (satisfies effective writing requirement)
Second Year: Fall
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Students write and research as staff writers in HON 260: Augsburg Honors Review (0.0 credit, pass/no credit)
HON 220 - Scholar Scientist (satisfies non-lab natural sciences and mathematics LAF and quantitative reasoning skill
requirements)
HON 200 - Christian Vocation and the Search for Meaning II
Second Year: Spring
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HON 260 - Augsburg Honors Review (0.0 credit, P/N grading) - Students write and research as staff writers
HON 240 - Science, Technology, and Citizenship (satisfies natural sciences and mathematics lab LAF)
Third Year: Fall
Students eligible to become editors and managers in HON 260: Augsburg Honors Review
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HON 250 - Social Scientist (satisfies social and behavioral sciences LAF)
HON 200 - Christian Vocation and the Search for Meaning II
HON 340 - Junior Colloquium (taught by the President or Dean of the College; 0.0 credit, P/N grading)
Third Year: Spring
Students eligible to become editors and managers in HON 260: Augsburg Honors Review
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HON 230 - Arts and the City (satisfies fine arts LAF)
HON 340 - Junior Colloquium (continues from fall semester; 0.0 credit, pass/no credit)
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Fourth Year: Fall
•
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Students may join HON 260 - Augsburg Honors Review and HON 460 - Honors Disputation League in their fourth
year
HON 490 - Honors Senior Seminar (offered fall and spring)
Fourth Year: Spring
•
HON 490 - Honors Senior Seminar (offered fall and spring)
Research Requirement
At some point before graduating, students must satisfy the Honors Research Requirement as detailed in the Research
Requirement document available in the Honors Suite or online. In addition, students must register for at least two
semesters of the following to document the research experience on their transcript:
HON 260 - Augsburg Honors Review
HON 470 - Student/Faculty Research Collaboration
Summary Notes:
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The Honors recommended sequence satisfy all general education requirements except: foreign language and
physical education. Students may fulfill these through non-Honors courses or through Honors SCLE curricular
alternatives).
Residency: all Honors students must complete seven 4.0-credit courses, or 28.0 credits total, in the Augsburg Honors
Program to meet the Honors residency requirement for graduation.
Students past first year may take courses out of the recommended sequence without permission.
Students with college level transfer work may waive some HON courses as long as they fulfill the Honors program
residency requirement. HON 120, 120L, 340, 490 and the research requirement may not be waived.
All Honors students must complete the GFA (Grants, Fellowships, and Awards) Requirement- details are available at
the Honors Moodle site, the Honors public folder or from the Honor Desk (honors@augsburg.edu).
Students with and English transfer credit must take the writing entrance exam to place out of HON 111.
All students must take HON 130 unless there is an irreconcilable schedule conflict within their major. Ex: pre-med
and music therapy.
For a complete list of courses and descriptions, see the Course Description Search.
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Interdisciplinary Studies
Interdisciplinary Studies programs draw upon and combine coursework from multiple academic disciplines to provide
both broad perspective and in-depth focus on an area of study. Through interdisciplinary programs and courses,
students can gain greater insight and understanding of cultures and perspectives different from their own. Augsburg
offers a number of majors that are interdisciplinary in nature. They include:
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American Indian Studies
Environmental Studies
International Relations
Metro-Urban Studies
Nordic Area Studies
Women’s Studies (ACTC)
Information about these majors and their requirements can be found in their respective departmental pages. Other
interdisciplinary course offerings are listed under International Programs.
Leadership Studies Minor
The world of the 21st century demands complex skills. It is not enough to have an area of expertise or be a good
manager. One needs leadership skills. The Augsburg curriculum offers a minor in Leadership Studies, drawing on a wide
variety of courses across disciplinary lines. A minor in Leadership Studies can enhance your major in a wide variety of
disciplines including Business, Sociology, Political Science, Communication, Computer Science, Economics, and
Psychology.
Coordinator: Alan Tuchtenhagen, Master of Arts in Leadership Program Director
Four required courses:
BUS 242 - Principles of Management
SOC 349 - Sociology of Organizations
COM 345 - Organizational Communication
POL 371 - Topics: Becoming a Leader
Two required electives from the following list. (No more than one per department)
BUS 340 - Human Resource Management
BUS 440 - Strategic Management
HIS 122 - 20th-Century United States
PSY 373 - Industrial/Organizational Psychology
COM 321 - Business and Professional Speaking
COM 355 - Small Group Communication
Peace and Global Studies Minor
See International Relations’ departmental page.
For a complete list of courses and descriptions, see the Course Description Search.
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International Programs
Study abroad at Augsburg aims to provide students the skills needed to be successful in today’s highly interconnected
world. The College’s mission states, “An Augsburg education is defined by excellence in the liberal arts and professional
studies guided by the faith and values of the Lutheran Church, and shaped by its urban and global settings.” This strong
commitment to a global perspective provides the foundation to include study abroad in every student’s degree program.
Augsburg’s programs, the Center for Global Education, and HECUA provide study abroad opportunities for students in all
majors. Using an experiential education model that focuses learning on social justice issues, these programs challenge
students academically and personally to become “informed citizens, thoughtful stewards, critical thinkers, and
responsible leaders.”
In addition to the following programs, students have 300 programs in nearly 90 countries from which to choose the best
opportunity for their curricular and personal needs. Augsburg Abroad is the front door for students and faculty
interested in study abroad, and provides advising on programs, finances, and academics. More information about study
abroad is located in Augsburg Abroad, in the Special Programs section of this catalog.
Center for Global Education Programs
Crossing Borders: Gender and Social Change in Mesoamerica (Mexico)—Fall
This program is an experientially-based intensive semester of study and travel designed to introduce students to the
important issues facing Mexico, US-Mexico relations, and the context in which many Mexicans are immigrating to the
United States. Students will improve Spanish language skills, as well as develop intercultural communication skills.
Students will learn about key social, economic, political, and cultural issues in Mexico, as well as explore the
interconnectedness of race, ethnicity, class, gender, sexuality, and religion. Students will learn firsthand from diverse
women and men involved in struggles for social change, as well as business leaders, religious leaders, feminist activists
and scholars, government representatives, politicians, and political activists.
The program includes rural travel within Mexico and four-to-five-day seminar in Mexico City. Students stay in the
Augsburg study center for part of the semester and with Mexican host families for four to six weeks, although semesterlong homestays are available for Spanish majors and others upon request. Although students may select courses from
several different disciplines, they may meet several AugCore requirements while in Mexico and/or take courses in the
following four concentrations: Business, Religion, Spanish, and Women’s Studies.
Spanish courses range from beginning to advanced, including courses for bilingual students.
Prerequisite: One college-level Spanish course or its equivalent
Migration and Globalization: Engaging Our Communities (Mexico)—Spring
This is an intensive program that explores issues of migration, immigration, and globalization. It is ideal for students who
are interested in working with Spanish-speaking populations in the United States, as it includes intensive Spanish
language classes, an internship or independent research opportunity, and courses that help students understand the
connections between globalization and migration while learning from diverse communities that are organizing for
positive social change around issues of race, ethnicity, socioeconomic class, gender, sexuality, economics, and the
environment.
Credit is available in Spanish, History, Women’s Studies, Political Science, and Religion. Students spend most of the
semester living in Augsburg housing and approximately six weeks living with Mexican host families.
Course offerings include: HIS/WST 357, POL/WST 341, REL 200, an internship, independent study, and the choice of 1-2
Spanish courses from 16 different options (including ART 231, which meets the LAF requirement in Fine Arts). A Lifetime
Activity course (Latin Dance) is also available for no credit.
Spanish courses range from beginning to advanced, including courses for bilingual students.
Prerequisite: One college-level Spanish course or its equivalent
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Social Work in a Latin American Context (Mexico)—Spring
This program was created to satisfy the curriculum requirements for a Bachelor in Social Work degree program. Its goal
is to develop cross-culturally competent, ethical social work professionals with a global perspective by providing a
semester of transformative, experiential learning focused on social and economic justice.
All students are expected to take SWK 294 as a core course. Other course offerings include SWK 295, SWK 316, a field
placement in social work, and the choice of one Spanish course from 16 different options (including SPA/ART 231, which
meet the LAF in Fine Arts). A Lifetime Activity course (Latin Dance) is also available for no credit.
Prerequisites: Approval of the Social Work Department and one college-level Spanish course or the equivalent. Students
may choose to study Spanish in Mexico during the month of January prior to the start of the semester.
Language and Culture in Mexico (Mexico)—Summer
This community-based program includes multiple guest speakers, excursions to historical, cultural, and archeological
sites, and group discussions designed to help you learn about the diverse cultures and current issues of Mexico.
Weekend excursions include trips to Mexico City, Taxco, Puebla, and the Teotihuacan pyramids.
Two seven-week sessions focus on Spanish language and Mexican culture in which students can take two courses per
session, plus a non-credit Latin Dance course. Students may choose to participate in just one or both summer sessions
for a total of eight or sixteen credits. It is possible to fulfill the language requirement by taking two intensive Spanish
courses in one seven-week session.
Social Change in Central America: Exploring Peace, Justice, and Community Engagement (Guatemala, Costa Rica, and
Nicaragua)—Fall or Spring
This multi-country program, defined by an experiential methodology and unique approach to community engagement,
offers students a provocative and inspiring experience that develops Spanish language skills while immersing
participants in the lives of host families, urban and rural communities, and grassroots organizations dedicated to work
on issues related to conflict, US foreign policy, gender, and economic and social justice.
Students spend the first five weeks in Guatemala, the next four weeks in Costa Rica, and the final six weeks in Nicaragua.
All students will take the following four courses: one Spanish course, REL 366, HIS/WST 355, and POL 310.
Nation Building, Globalization, and Decolonizing the Mind: Southern African Perspectives (Namibia and South
Africa)—Fall or Spring
This program examines the crucial issues of nation building, globalization, and decolonizing the mind from the
perspectives of the new democracies of southern Africa. Namibia won its independence in 1990 after decades of
apartheid in South African colonization. South Africa had its first democratic election in 1994. As these nations struggle
to build nationhood and deal with the legacies of apartheid and colonialism, they are faced with the challenges posed by
the rapid process of globalization in today’s world; the challenges posed by under- and unequal development; and the
long-term project of decolonizing the mind. The program includes seminars in Johannesburg and Cape Town, South
Africa. Available courses are: HIS 327, POL 353, REL 346, ENV 100 and INS 312/POL 354. Internships are also available in
eight different departments, and a Lifetime Activity course (Yoga) is also available for no credit.
HECUA Programs
The New Norway: Globalization, National Identity and the Politics of Belonging—Fall
In less than 50 years, Norway has become one of the richest nations in the world and increasingly multicultural. Twentyfive percent of Oslo residents, for example, are not ethnic Norwegian. The program investigates dramatic changes in
Northern Europe by analyzing the development of the Norwegian welfare state through a wide range of topics such as
globalization theories, nation-building and national identity, governance and political party systems, European
integration, racial thinking, histories of racialization, international aid politics, sexuality, and environmentalism. Students
study Norwegian language or do an independent research project, and also intern with a leading NGO.
INS 372 - Norwegian Language
INS 377 - Challenges of Globalization to the Scandinavian Welfare State
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INS 393 - Scandinavian Art, Film and Literature
INS 394 - Urbanization and Immigration
INS 499 - Independent Study (Students may choose either INS 372 or 499)
Community Internships in Latin America: Ecuador (CILA)—Fall or Spring
The Community Internships in Latin America program offers a semester of study experience with a focus on community
participation and social change. A hands-on internship designed to meet the learning goals of the student is combined
with a seminar, independent project, and a homestay for an intensive immersion into Latin American daily life and
culture. Models of community participation, organization, development, and social change are compared and
contrasted. Students learn firsthand about the social problems in Ecuadorian communities and explore ways in which
communities are addressing these challenges. All lectures, internships, and field projects are in Spanish, with discussions
in Spanish and English. Readings are mostly in Spanish. Papers may be written in English or Spanish.
INS 366 - Community Participation and Social Change
INS 399 - Internship (8 credits)
INS 499 - Independent Study
Democracy and Social Change: Northern Ireland—Fall or Spring
The Northern Ireland: Democracy and Social Change program examines the historical, political, and religious roots of
conflict in Northern Ireland, the prospects for peace, and the progress being made. Through a seven-week internship,
students get hands-on experience with organizations working for social change. Field seminars focus on human rights,
conflict transformation, and education for democracy. The program is located at the UNESCO Centre at the University of
Ulster in Coleraine.
INS 316 - Building a Sustainable Democracy
INS 317 - Politics of Conflict and Transformation
INS 399 - Internship (8 credits)
New Zealand Culture and the Environment: A Shared Future—Fall
Based in Auckland, this new program examines how social and environmental factors shape political and ecological
dimensions of identity and culture, and how New Zealanders from many different backgrounds are envisioning and
creating a shared future. A number of topics explored during the semester include the history of colonization, the treaty
and the truth and reconciliation process that shape contemporary life, Maori protest and social movements, key
strategies used to address sustainability, and many more economic and environmental issues.
Maori Perspectives, Pluralism, and National Identity
Sustainability, Ecology, and New Zealand Environmental Policy
Internships, Field Work, and Integration
Independent Study Project
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International Relations
International Relations is an interdisciplinary major which provides students with the basis for informed global
citizenship, preparing them for graduate study or careers in foreign service, nonprofit organizations, or international
business. The student may focus on a discipline or geographic area of the world. The program consists of a core of seven
courses and six electives chosen from a wide list of offerings at Augsburg and other colleges. Students are encouraged to
consider foreign study opportunities; most of our majors do study abroad at some point during their time at Augsburg.
Competency in one foreign language is required, and some students study two languages. All majors complete a
significant senior research project and thesis on a topic of their own choosing, such as immigration, conflict resolution,
economic development, or climate change.
The goal of the program is to give students a broad exposure to international studies with considerable freedom to
choose options for specialization. Students often combine this major with a second major in History, Political Science,
International Business, or a foreign language. Numerous combinations of majors and minors are possible with the
international relations major.
Director: Joseph Underhill
Degree and Major Requirements
International Relations Major
Required core courses:
ECO 112 - Principles of Macroeconomics
or ECO 113 - Principles of Microeconomics
HIS 103 - The Modern World
or HIS 104 - The Modern Non-Western World
POL 158 - Political Patterns and Processes
or POL 160 - World Politics
POL 490 - International Relations Keystone
or KEY 480 - Topics in Global Interdependence
Four terms (or equivalent) of college work in a modern language other than English
One of the following lower division electives:
ANT 141 - Introduction to Cultural Anthropology
INS 225 - Introduction to Islam
POL 241 - Environmental and River Politics
SWK 230 - Global Peace and Social Development
WST 250 - Global Perspectives on Gender and Sexuality
or one additional upper division course from the list of required electives listed below.
Two of the following:
HIS 332 - History of United States Foreign Relations
POL 368 - Model United Nations
POL 459 - Topics: Comparative Politics
POL 461 - Topics: International Politics
Five of the following (not more than three from any one discipline may be counted toward the major):
BUS 362 - International Business
BUS 465 - International Management
COM 329 - Intercultural Communication
ECO 360 - International Economics
ECO 365 - Environmental Economics
ECO 370 - International Economic Development
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ENV 310 - Environmental Politics Field Seminar
FIN 460 - International Finance
FRE 332 - French Civilization Today
GER 332 - German Civilization and Culture II
HIS 323 - Modern China
HIS 346 - Namibia and South Africa: A Historical Perspective
HIS 352 - The Holocaust in German History
HIS 354 - Modern Britain and Ireland
HIS 440 - Topics in World History
HIS 474 - World and the West
MKT 466 - International Marketing
NOR 331 - Norwegian Civilization and Culture
POL 350 - Topics: European Politics
POL 459 - Topics: Comparative Politics
POL 483 - Political Statistics and Methodology
REL 356 - World Religions
SPA 331 - Spanish Civilization and Culture
SPA 332 - Latin American Civilization and Culture
Seminars, independent study, topics courses, and courses at other colleges/universities can be considered here with the
approval of the program director, as well as a fourth term or higher of college work in a second foreign language.
Note: Only the fourth or higher term of language counts toward the major; prerequisite courses or competencies cannot
be credited toward the 13 required courses. Students should confer with the program director about regional and
disciplinary concentrations possible within the major; for example, a concentration in a geographic area or one of the
major disciplines in the program.
Graduation Skills
The Critical Thinking (CT) and Writing (W) graduation skills are embedded throughout the offered courses and are met
by completing the major. The graduation skill in Speaking (S) is met by completing one of the following IR electives: ECO
365 or HIS 350
The graduation skill in Quantitative Reasoning (QR) may be met by completing the IR elective POL 483.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
International Relations Major with International Business Concentration
Required core courses of the International Relations major, three of the following courses:
BUS 362 - International Business
BUS 465 - International Management
FIN 460 - International Finance
MKT 466 - International Marketing
One of the following:
ECO 360 - International Economics
ECO 365 - Environmental Economics
ECO 370 - International Economic Development
One elective from the list of International Relations major electives, excluding other Business, Economics, and Marketing
courses.
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Note: Several of the Business courses have prerequisites. Please consult the catalog and your academic advisor before
registering for one of the advanced courses.
Departmental Honors
GPA of 3.50 in the major; 3.00 overall. In addition to fulfilling the requirements for the major, the student must enroll in
an independent study (POL 499) course and complete an honors thesis no later than April 1 of the senior year and must
defend the thesis before a faculty committee. Students should declare their intention to complete an honors major by
the end of their junior year.
International Relations Minor
ECO 112 - Principles of Macroeconomics
or ECO 113 - Principles of Microeconomics
HIS 103 - The Modern World
or HIS 104 - The Modern Non-Western World
POL 158 - Political Patterns and Processes
or POL 160 - World Politics
HIS 332 - History of United States Foreign Relations
or POL 461 - Topics: International Politics
One year of modern language
Three courses from the list of required electives for the major
Not more than two courses from any department can count toward the minor.
Peace and Global Studies Minor
The Peace and Global Studies minor focuses on the centrality of justice, tolerance, and intercultural understanding in
moving toward a less violent world; it takes advantage of the campus resources of the Peace Prize Forum (co-hosted
each year by Augsburg College), the Center for Global Education, and the international diversity of our surrounding
neighborhoods. The minor is structured as a learning community that involves students, faculty, staff, and community
members; it focuses on experiential learning that emphasizes the interconnections between peace, justice, and
environmental sustainability. Students in the program draw on study abroad in taking local actions to address global
issues.
The minor consists of two required courses, two upper division electives, a senior keystone seminar, a study abroad
requirement, and participation in local peace-related activities. See International Relations program director for full
program description.
POL 160 - World Politics
SWK 230 - Global Peace and Social Development
Two upper division electives from:
ECO 365 - Environmental Economics
ECO 495 - Topics
ENL 365 - Contemporary Post Colonial Fiction
HIS 332 - History of United States Foreign Relations
HIS 346 - Namibia and South Africa: A Historical Perspective
HIS 350 - Latin American History
INS 312 - The Politics of Development in Southern Africa
POL/WST 341 - Globalization, Social Struggles and the Environment
POL 353 - Political and Social Change in Namibia REL 313 - Environmental Theology and Ethics
REL 346 - The Church and Social Change in Southern Africa
REL 366 - Latin American Liberation Theologies
SOC 240 - Protest and Social Change: The Sociology of Social Movements
Other topics or study abroad courses with approval of program director
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For a complete list of courses and descriptions, see the Course Description Search.
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Languages and Cross-Cultural Studies
The Department of Languages and Cross-Cultural Studies at Augsburg College contributes in many ways to realizing the
College’s mission of providing liberal arts education for service in today’s world. The department is committed to the
view that education should go beyond career preparation and that familiarity with the language and culture of another
people is an essential step in the development of a truly global perspective.
The department offers language, literature, and culture courses leading to majors in French, German, Norwegian, and
Spanish, as well as an interdisciplinary major in Cross-Cultural Studies. Introductory courses in Ojibwe, Farsi, and
American Sign Language are offered at Augsburg, and courses in Chinese, Japanese, Latin, and Greek are available to
Augsburg students through the five-college Associated Colleges of the Twin Cities (ACTC) consortium.
Knowledge of several languages, perhaps combined with the study of linguistics, is essential in preparing for careers in
second-language education and translation, but also represents a valuable special qualification in many other
professions. Students anticipating careers in international business, law, social work, the diplomatic corps, the health
professions, or the ministry may wish to take a second major or minor in languages. In addition, a minor in languages is a
valuable research tool for those intending to pursue graduate study in most academic disciplines.
Languages and Cross-Cultural Studies Faculty
Michael Kidd (Chair), Anita Fisher, Richard Gresczyk, Diane McDonagh, Peter Morales, Pary Pezechkian-Weinberg, Kate
Reinhardt, Frankie Shackelford, Joseph Towle, John van Cleve
Degree and Major Requirements
Language Major
10 courses above 211 (Norwegian only: 211 and above) including:
Two courses in culture
Two courses in language
Two courses in literature
KEY 480 - Topics in Global Interdependence
And three electives (from any of the three areas above)
At least seven of these courses must be taught in the target language of the major, and at least four of them must be
taken on the Augsburg campus. A semester of study abroad (15 weeks) is also required.
Cross-Cultural Studies Major
The Cross-Cultural Studies major consists of three core courses, a language requirement, a study-abroad requirement,
and three electives, as specified below.
Core courses:
LCS 100 - Introduction to Cultural Studies
LCS 399 - Internship
KEY 480 - Topics in Global Interdependence
Language requirement:
Minor in French, German, Norwegian or Spanish or completion of the 212 level in two different languages (in Norwegian
only: 211). Placement waivers of the core skill in languages do not fulfill any part of the language requirement for the
Cross-Cultural Studies major. Heritage speakers must earn credit by examination for 212, if following the two-language
path, or complete the coursework for a minor in available languages (consult Academic Advising for testing in less
commonly taught languages).
Study-abroad requirement (consult Augsburg Abroad for offerings):
One semester (15 weeks) on an approved study abroad program or two short-term international study experiences
approved by the department
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Electives:
Three upper-division courses in related areas. Courses must be chosen in consultation with the student’s academic
advisor and must include comparative study of a non-English speaking culture. Seminars, independent study, topics
courses, and courses at other colleges and universities can be considered here. No more than two courses may be
counted from a single department.
Graduation Skills
For all majors, the Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by
completing the major. The graduation skills in Speaking (S) and Writing (W) are met by completing 411 in French,
German, Norwegian, or Spanish (W) and KEY 480 (W and S).
The Quantitative Reasoning (QR) graduation skill is met with one of the following courses: GST 200, MAT 145 or 146, or
PHI 230.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Language Minor
Four courses above 211 (Norwegian only: 211 and above) including:
One in language
One in literature or culture approved by the department
All of these courses must be taught in the target language, and at least two of them must be taken on the Augsburg
campus.
Departmental Honors
Majors seeking graduation with departmental honors must apply to the chair of the department in their junior year.
Requirements include a 3.50 GPA both in the major and overall, and an honors thesis written in the target language.
Prerequisite
Any prerequisite must be completed with a minimum grade of 2.0 or P.
Transfer Students
Transfer students intending to major or minor in languages must take a minimum of one upper division course per year
at Augsburg. See major/minor above for limits on non-Augsburg courses. Courses accepted for transfer must have been
taken within the past seven years.
Study Abroad
A semester of study abroad (15 weeks) is required for Language majors, and some study abroad is strongly
recommended for minors. See advisor for guidelines on portfolio documentation of coursework taken abroad. Majors in
Cross-Cultural Studies must complete a semester abroad (15 weeks) or two short-term international study experiences
approved by the department.
Internships
An advanced-level internship in the major language (399) or an interdisciplinary internship (INS 199), linking language
skills with community service and career exploration, is strongly encouraged, pending faculty availability.
For a complete list of courses and descriptions, see the Course Description Search.
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Mathematics
Mathematics is the study of structure and relationships and provides tools for solving a wide variety of problems.
Mathematical language describes our world from the perspectives of the natural, physical, and social sciences. Engaging
in mathematical thinking helps strengthen the problem solving and quantitative reasoning skills that are increasingly
expected of every member of contemporary society. Moreover, as mathematics has had a formative impact on the
development of civilization, it is an important part of a liberal arts education.
Students majoring in Mathematics acquire the skills necessary to serve society through a variety of careers. In addition
to acquiring computational and problem solving skills, Mathematics majors at Augsburg develop their abilities to reason
abstractly; to conjecture, critique, and justify their assertions; to formulate questions; to investigate open-ended
problems; to read and comprehend precise mathematical writing; to speak and write about mathematical ideas; and to
experience working in teams on mathematical projects. Students can prepare for graduate school, for work in business,
industry, or nonprofit organizations, or for teaching mathematics in grades K-12. Students majoring in many disciplines
find it helpful to acquire a minor or a second major in Mathematics.
Students may choose coursework supporting the study of Mathematics as a liberal art (through the BA degree) or
choose a more focused program of courses (through the BS degree). BS focus areas include theoretical mathematics,
statistics, teaching mathematics, and the application of mathematics to science and engineering, actuarial science,
computing, business, or economics. Augsburg’s urban location allows students to gain experience working with
mathematics through internships, service learning, and the colloquium course. Augsburg students can also choose to
complete a major in Actuarial Science at University of St. Thomas, offered through ACTC.
Mathematics Faculty
John Zobitz (Chair), Pavel Bělík, Tracy Bibelnieks, Suzanne Dorée, Richard Flint, Matthew Haines, Miles Ott, Jody
Sorensen
Degree and Major Requirements
Mathematics Major, BA
Nine courses including:
MAT 145 - Calculus I
MAT 146 - Calculus II
MAT 245 - Calculus III
MAT 246 - Linear Algebra
MAT 271 - Discrete Mathematical Structures
MAT 491 - Mathematics Colloquium (to be taken during junior and senior years)
A “theoretical structures” course from:
MAT 304 - Graph Theory
MAT 314 - Abstract Algebra
MAT 324 - Analysis
Other courses approved by the department.
Three additional electives chosen from MAT courses numbered above 250, at least two of which are numbered above
300. Note that PHY 327 counts as a 300 level MAT course.
Students must earn a grade of 2.0 or better in each course that applies toward the major.
At least two MAT courses numbered above 250 must be taken at Augsburg.
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QF and QA), and Writing (W) are embedded in the
MAT courses and are met by completing the major. An additional course in Speaking (S) is also required and may be met
by either MAT 201 together with the major, COM 111, COM 115, student teaching, another speaking skill course
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approved by the department, or completion of another major that includes the speaking skill. Students transferring in
mathematics course(s) must consult their faculty advisor about potential additional skills courses needed.
Mathematics Major, BS
Twelve courses including:
MAT 145 - Calculus I
MAT 146 - Calculus II
MAT 245 - Calculus III
MAT 246 - Linear Algebra
MAT 271 - Discrete Mathematical Structures
MAT 491 - Mathematics Colloquium (to be taken during junior and senior years)
Four electives chosen from MAT courses numbered above 250, at least three of which are numbered above 300. Note
that PHY 327 counts as a 300 level MAT course.
Three additional electives chosen from MAT courses numbered above 250, or the following list of supporting courses (or
substitutes with departmental approval); BIO 355, BIO 473, BIO 481, MIS 379, CHM 353, CHM 362, CHM 368, CSC 160
(recommended), CSC 170, CSC 210, CSC 320, CSC 385, CSC 457, ECO 112 or ECO 113 (cannot count both), ECO 318, ECO
416, ECO 490, ESE 330, FIN 331, MAT 163, MAT 248, MAT 173, MKT 352, PHY 121, PHY 122, PSY 215, PSY 315, SOC 362,
SOC 363. (Not more than one of MAT 163, MAT 248, MIS 379, PSY 215, SOC 362 may count).
These seven electives must include a(n):
• “Theoretical Structures” course: MAT 304, MAT 314, MAT 324, or other courses approved by the department.
• “Applied Project” course: MAT 355, MAT 369, MAT 374, MAT 377, or other courses approved by the department.
• “Statistical Perspectives’’ course: MAT 373, MAT 163, MAT 248, MAT 394, MIS 379, PSY 215, SOC 362, or other
courses approved by the department.
At least five of the seven electives must be chosen from a focus area approved by the department.
Sample focus areas:
•
•
•
•
•
•
•
Biological Sciences: one of MAT 163, MAT 248, PSY 215; two of BIO 355, BIO 473, BIO 481; two of MAT 363, MAT
369, MAT 373
Business, Economics, or Actuarial Science: ECO 112 or ECO 113; two of CSC 160, MIS 379, ECO 318, ECO 416, ECO
490, FIN 331, MAT 163, MAT 248, MAT 173, MKT 352; MAT 373; MAT 374 or MAT 377. (Only one of MIS 379, MAT
163 and MAT 248 may count).
Computational Mathematics: CSC 170; CSC 210; one of CSC 320, CSC 385, CSC 457; two of MAT 304, MAT 355, MAT
363, MAT 377.
Physical Sciences: two of PHY 121, PHY 122, CHM 353, CHM 362, CHM 368; two of MAT 324, PHY 327, MAT 355,
MAT 369; a fifth course from this list.
Statistics: One of MAT 163, MIS 379, PSY 215, SOC 362; MAT 324; MAT 373; MAT 374 or MAT 394; one of ECO 490,
MKT 352, PSY 315, SOC 363, or another applied statistics course approved by the department.
Teaching Mathematics: ESE 330; MAT 252; MAT 287; MAT 314; MAT 324
Theoretical Mathematics: MAT 314; MAT 324; at least three of MAT 252, MAT 287, MAT 304, MAT 363, MAT 373, or
regularly offered courses at other ACTC colleges in Complex Variables, Topology, Measure Theory/Real Analysis II,
Abstract Algebra II, Combinatorics.
In addition, an experiential component in the focus area is required, such as an internship, volunteer or paid work
experience, undergraduate research project, student teaching in mathematics, or other experiences approved by the
department. Such experiences may also fulfill the Augsburg Experience requirement if approved. For an undergraduate
research project, the work may build upon a course-based project, but significant work beyond the course is expected.
Students must earn a grade of 2.0 or better in each course that applies toward the major.
At least two MAT courses numbered above 250 must be taken at Augsburg.
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Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QF and QA), and Writing (W) are embedded in the
MAT courses and are met by completing the major. An additional course in Speaking (S) is also required and may be met
by either MAT 201 together with the major, COM 111, COM 115, student teaching, another speaking skill course
approved by the department, or completion of another major that includes the speaking skill. Students transferring in
mathematics course(s) must consult their MAT advisor about potential additional skills courses needed.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers. The state requirements are subject to change
after publication of this catalog. Students therefore should consult with the Augsburg Education Department to identify
current Minnesota teacher licensure requirements.
At the time of publication, the mathematics requirements for secondary education licensure to teach mathematics in
grades 5-12 are the same as the BS major, but the electives must include:
ESE 330 5-12 - Methods: Mathematics
MAT 252 - Exploring Geometry
MAT 287 - History of Mathematics
MAT 314 - Abstract Algebra
MAT 324 - Analysis
an “Applied Project” course
One of the following:
MAT 163 - Introductory Statistics
MAT 248 - Biostatistics
MAT 373 - Probability and Statistics I
At the time of publication, the mathematics requirements for a concentration in mathematics to teach in grades 5-8
under elementary education licensure are:
MAT 114 - Precalculus (or MPG 4)
MAT 145 - Calculus I
One of the following:
MAT 163 - Introductory Statistics
MAT 248 - Biostatistics
or MAT 373 - Probability and Statistics I
MAT 252 - Exploring Geometry
MAT 271 - Discrete Mathematical Structures
MAT 287 - History of Mathematics
ESE 331 - Middle School Methods: Mathematics
Elementary Education majors seeking middle school mathematics licensure are strongly encouraged to consult with a
Mathematics faculty advisor before enrolling in the 200 level MAT courses.
Departmental Honors in Mathematics
To be considered for departmental honors, a student must be involved with Mathematics beyond the classroom, have a
GPA of at least 3.50 in MAT courses numbered above 2.0, have an overall GPA of at least 3.0, complete a project with
significant mathematical content (usually beginning before senior year), and obtain the approval of the Mathematics
Department. The project may build upon a course-based project, but significant work beyond the course is expected.
The project results must be presented in a public forum. A proposal to complete departmental honors in mathematics
should be submitted to the Mathematics Department chair at least one year prior to graduation. Specific requirements
are available from the department.
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Pi Mu Epsilon
Membership in the Augsburg chapter of this national mathematics honor society is by invitation. To be considered,
students must have a declared Mathematics major, junior or senior status, and a GPA of 3.00 in their major and overall.
Mathematics Minor
Five courses including:
MAT 145 - Calculus I
MAT 146 - Calculus II
Three MAT electives numbered above 200, at least one of which is numbered above 300. Note that PHY 327 counts as a
300 level MAT course.
Alternatively students may complete a minor by taking the six courses:
MAT 145 - Calculus I
MAT 146 - Calculus II
MAT 163 - Introductory Statistics
or MAT 248 - Biostatistics
MAT 252 - Exploring Geometry
MAT 271 - Discrete Mathematical Structures
MAT 287 - History of Mathematics
Students must earn a grade of 2.0 or better in each course that applies toward the minor.
At least one MAT course numbered above 250 must be taken at Augsburg.
Math Placement Group (MPG)
Before enrolling in any Mathematics course, students must have the required Math Placement. All students are required
to have their Math Placement Group (MPG) determined. In some cases, students who have transferred in a mathematics
course taken at another college may have their MPG determined by the Registrar’s Office. Students who have passed
the College Board Advanced Placement Exam in calculus should consult with the Mathematics Department. All other
students must take the Augsburg Math Placement Exam, which is administered by Academic Advising. The exam is given
during College registration sessions and at other announced times during the year. Practice questions and other
information are available from Academic Advising. Students in MPG 1 may take MAT 103 to advance to MPG 2. Students
in MPG 2 may take MAT 105 to advance to MPG 3. Students in MPG 3 may take MAT 114 to advance to MPG 4. No other
MAT course changes a student’s MPG. Students are also permitted to retake the Math Placement Exam during their first
term of enrollment at Augsburg College.
Prerequisites
A course must be completed with a grade of 2.0 or higher to count as a prerequisite for a Mathematics course.
For a complete list of courses and descriptions, see the Course Description Search.
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Medieval Studies
The objective of Medieval Studies is to introduce students to the culture of the Middle Ages—its diverse history and
beliefs, its arts and literature—and to the disciplinary and interdisciplinary skills necessary for its serious study.
The major in Medieval Studies fulfills the original (medieval) ideal of a liberal arts education. Since the study of the
liberal arts was developed in the Middle Ages, students majoring in Medieval Studies find a model context for the
pursuit of a liberal arts degree in the modern world.
As was the case in medieval universities, Augsburg’s major in Medieval Studies prepares students for life beyond college.
Because of its emphasis on precise reading and analysis of texts, careful writing, and spirited discussion, the major in
Medieval Studies offers a solid foundation for graduate or professional study, as well as employment opportunities that
require abilities in communication, critical and abstract thinking, and processing information.
Medieval Studies Faculty
Phillip C. Adamo (History, Program Director), Kristin M. Anderson (Art), Mark L. Fuehrer (Philosophy), Douglas E. Green
(English), Martha B. Johnson (Theater Arts), Michael Kidd (Languages and Cross-Cultural Studies), Merilee Klemp (Music),
Philip A. Quanbeck II (Religion), Martha E. Stortz (Religion), Mark D. Tranvik (Religion), Hans Wiersma (Religion), Maheen
Zaman (History)
Degree and Major Requirements
Major
Eleven courses, including:
Six core requirements:
HUM 120 - Medieval Life in 12th-Century Europe
LAT 101 - Beginning Latin I
LAT 102 - Beginning Latin II
HIS 369 - The Early and High Middle Ages
HIS 370 - The Late Middle Ages to 1648
HUM 490 - Keystone: Medieval Studies Project
One of the following literature courses:
ENL 330 - Shakespeare
ENL 332 - British Literature: Renaissance and Reformation
ENL 360 - The Classical Tradition
ENL 361 - The Medieval World
SPA 352 - Survey of Spanish Literature I
One of the following religion or philosophy courses:
HIS 378 - Medieval Church
PHI 242 - History of Philosophy II: Medieval and Renaissance Philosophy
REL 362 - Martin Luther and the Reformation
One of the following history of arts courses:
ART 386 - Medieval Art
ART 387 - Renaissance and Baroque Art
MUS 231 - History and Literature of Music I
THR 361 - Theater History and Criticism I
Two electives from the following courses:
HIS 374 - Medieval Crusades
HIS 440 - Topics in World History: Monks and Heretics
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POL 380 - Western Political Thought
SPA 331 - Spanish Civilization and Culture
Any literature, religion/philosophy, or history of arts courses not already taken may be taken as electives.
Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major. HIS 369 meets the Quantitative Reasoning (QR) graduation skill.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Language Requirement
Students must take one year of college-level Latin as part of the major.
In addition, students must take one year of a college-level, modern language in which medieval scholarship is published
(e.g. Spanish, French, German, Norwegian, Arabic; NOT American Sign Language). This second language will fulfill the
Modern Language Core Skills requirement.
Augsburg Experience
As with all majors, an Augsburg Experience is required for graduation. For the Medieval Studies major this might include
study abroad, or internships at the University of Minnesota’s Rare Books Collection, the Hill Monastic Manuscript
Library, or the Minnesota Renaissance Festival. Prior approval of advisor is required for all Augsburg Experiences related
to Medieval Studies.
Minor
Five courses, including HUM 120. The remaining four courses must be in different disciplines, as grouped above (history,
literature, religion/philosophy, and history of arts).
For a complete list of courses and descriptions, see the Course Description Search.
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Metro-Urban Studies
Metro-Urban Studies is the study of cities as social, political, economic, and cultural entities. Metro-Urban Studies brings
many different perspectives to the study of urban life. It is an interdisciplinary major where students use the tools of
sociology, political science, history, environmental studies, art and architecture to understand metropolitan areas in
terms of complex relationships that contribute to both opportunities and challenges. The major is designed to utilize the
city as our classroom, demonstrating the interplay of theory, policy, and lived experience. Coursework often includes
walking tours, field trips, and field research. Augsburg College’s Metro-Urban Studies program emphasizes the theme of
planning metro areas to be more environmentally sustainable and promotes the health and civic engagement of citizens.
The Metro-Urban Studies major helps prepare students for careers and graduate work in urban planning, public
administration, environmental studies, government, community organizing, social welfare and non-profit work, and
architecture. All students participate in internships that reflect their career interests as part of their experience.
Many students who major in Metro-Urban Studies double-major in related disciplines such as Environmental Studies,
Political Science or Sociology. If you’re interested in double-majoring, please consult the director of Metro-Urban Studies
about how to best plan your academic schedule to accommodate both majors.
Metro-Urban Studies Faculty:
Nancy Fischer (Director, Sociology), Kristin Anderson (Art), Andrew Aoki (Political Science), Lars Christiansen (Sociology),
Keith Gilsdorf (Economics), Michael Lansing (History), and Joseph Underhill (Political Science).
Degree and Major Requirements
Metro-Urban Studies Major
A total of 11 courses, with the following required courses. A minimum GPA of 2.0 in the core courses is required for the
major.
Core Courses:
SOC 111 - City & Community: intro to Urban Sociology
POL 122 - Metropolitan Complex
ECO 113 - Principles of Microeconomics
SOC 381 - City and Regional Planning
SOC/URB 399 - Internship
ENV/URB 492 - The City and the Environment Keystone
SOC 362 - Statistical Analysis
or POL 483 - Political Statistics and Methodology
SOC 363 - Research Methods
or POL 484 - Political Analysis
ART/HIS 249/349 - The Designed Environment
or HIS 316 - US Urban Environmental History
or SOC 380 - Disaster and Resilience
And two additional urban-related electives, approved by the Program Director. For electives, please see the following
list, which is not exhaustive. Please consult the Director of Metro-Urban Studies for other elective possibilities that suit
your career interests, including off-campus study, ACTC courses, or study abroad.
ART 243 - History of Architecture to 1750
ART 244 - History of Architecture after 1750
ART/HIS 249/349 - The Designed Environment
ECO 365 - Environmental Economics
ENV 100 - Environmental Connections
HIS 316 - US Urban Environmental History
POL 241 - Environmental and River Politics
POL 325 - Politics and Public Policy
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SOC 265 - Race, Class and Gender
SOC 349 - Sociology of Organizations
URB 199 - Internship
URB 295 - Special Topic in Urban Studies
URB 299 - Directed Study in Metro-Urban Studies
URB 395 - Special Topic in Urban Studies
Students who are thinking of careers in urban planning are highly encouraged to take courses in Geographic Information
Systems (GIS) at Macalester College (Geography 225, 363 and 365) or at the University of St. Thomas (Geography 221,
321 and 322).
Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), Quantitative Reasoning (QR), and Writing (W) are embedded
throughout the core courses and are met by completing the Metro-Urban Studies major.
Transfer students must consult the Director of Metro Urban Studies about potential adjustments in their course
requirements to fulfill these skills.
Metro-Urban Studies Minor
A total of five courses including:
Core Courses:
SOC 111 - City & Community: intro to Urban Sociology
POL 122 - Metropolitan Complex
SOC 381 - City and Regional Planning
One of the following:
HIS 316 - US Urban Environmental History
ART/HIS 249/349 - The Designed Environment
SOC 380 - Disaster and Resilience
URB 492 - The City and Environment Keystone
And an approved Metro-Urban Studies Elective (see list above).
Off-Campus Study and Study Abroad
Off-campus study is highly recommended for Metro-Urban Studies majors. The Higher Education Consortium for Urban
Affairs’ (HECUA) Programs are particular recommended. These semester-length and summer programs include:
Inequality in America, The New Norway, and Environment and Agriculture, and Art for Social Change Programs
(www.hecua.org/). Other study abroad programs that are particularly useful to Metro-Urban Studies majors include: IES
Metropolitan Studies program in Berlin, Germany (www.iesabroad.org/); and the Danish Institute of Study Abroad’s
Urban Studies in Europe Program in Copenhagen, Denmark (www.disabroad.org/). Metro-Urban Studies students have
participated in programs in other countries as well.
Please see the program websites, Augsburg Abroad and the Director of the Metro-Urban Studies Program for
completing Metro-Urban Studies coursework in off-campus programs.
For a complete list of courses and descriptions, see the Course Description Search.
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Music
The Music Department at Augsburg College offers professional music training in the context of a liberal arts curriculum
through three degrees and five music majors. It also offers a variety of music courses and ensemble experiences that are
available to non-music majors, and meet Augsburg’s Liberal Arts Foundation requirements.
Augsburg’s location in the heart of a major artistic center makes it an ideal place to study music, and the Music faculty
seek and encourage opportunities that connect the campus and the greater arts communities. These opportunities allow
students to explore the links between theory and applied knowledge and may take many forms, including internships;
community performances; Music Therapy practica; community-based learning projects; required off-campus
performance and concert attendance assignments; or travel and study within and outside the United States.
The Music Department is an institutional member of the National Association of Schools of Music (NASM) and the
American Music Therapy Association (AMTA).
Faculty
Full-time
Merilee Klemp (Chair), Michael Buck, Jill Dawe, Douglas Diamond, Annie Heiderscheit, Peter Hendrickson, Roberta Kagin,
Sonja Thompson
Part-time Faculty
Trudi Anderson, Matt Barber, Carol Barnett, Bridget Doak, Lynn Erickson, Susan Druck, Janet Gottschall Fried, Jennifer
Gerth, Nancy Grundahl, Mary Horozaniecki, Joan Hutton, Jim Jacobson, Mark Kausch, Kathy Kienzle, Scott LeGere, Steve
Lund, Kameron Markworth, K. Christian McGuire, Laurie Merz, Peter Meyer, Vladan Milenkovic, Rick Penning, O.
Nicholas Raths, Shannon Sadler, Mark Sedio, Robert Stacke, Andrea Stern
Fine Arts Coordinator
Cathy Knutson
Fine Arts Facilities Manager
Karen Mulhausen
Degrees/Majors
Bachelor of Arts
Music Major
Music Major/Music Business Concentration
Bachelor of Music
Music performance major
Music education major
Bachelor of Science
Music therapy major
Music Therapy Equivalency Certificate
Offers students with an undergraduate degree the preparation necessary to meet the AMTA requirements for becoming
a Board Certified Music Therapist.
Music Minors
Music
Music Business
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Degree and Major Requirements
Students intending to pursue a Music major in any of the three Music degree programs must declare their major,
perform a sophomore/transfer Music major jury qualifying jury, and complete the Music Department degree application
by the end of their fourth semester of study. More detail is included in the Music Department Student Handbook posted
on the Music Students site on Moodle.
Because of the heavy curricular demands inherent in any single Music Department degree program, students are
strongly encouraged to avoid declaring double majors entirely within the department, i.e. attempting two music degree
programs simultaneously. In those rare cases where such a scenario seems both warranted and feasible, students are
required to petition the department for acceptance of their proposed degree plan prior to formally declaring their
double majors.
Music Core:
MUS 101 - Materials of Music I
MUS 111 - Aural Skills I
MUS 102 - Materials of Music II
MUS 112 - Aural Skills II
MUS 201 - Materials of Music III
MUS 211 - Aural Skills III
MUS 202 - Form and Analysis
MUS 212 - Aural Skills IV
MUS 231 - History and Literature of Music I
MUS 232 - History and Literature of Music II
MUS 331 - Music of the Baroque Era
or MUS 332 - Music of the Classical Era
or MUS 333 - Music of the Romantic Era
or MUS 334 - Music of the 20th Century
MUS 458 or 459 - Senior Recital
One to four semester(s) Performance Study on the major instrument in accordance with degree requirement
Four to eight semesters Large Ensemble/Chamber Music in accordance with degree requirement
Large Ensemble Options:
MUE 111 - Augsburg Choir
MUE 112 - Riverside Singers
MUE 114 - Masterworks Chorale
MUE 115 - Cedar Singers
MUE 121 - Augsburg Symphony Orchestra
MUE 141 - Augsburg Concert Band
Chamber Music Options:
MUE 113 - Vocal Chamber Music
MUE 122 - String Chamber Music
MUE 125 - Guitar Chamber Music
MUE 131 - Woodwind Chamber Music
MUE 142 - Brass Chamber Music
MUE 144 - Percussion Chamber Music
MUE 145 - Piano Chamber Music
Additional Requirements (refer to the Music Department Student Handbook for detail)
•
•
Pass a piano proficiency test
Pass a sophomore/transfer music major qualifying jury
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•
•
Complete the Music Department degree application
Pass 3 music repertoire tests
Graduation Skills
Bachelor of Arts in Music, Bachelor of Music Education, Bachelor of Music Performance:
Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by
completing the major. The graduation skills in Speaking (S) and Quantitative Reasoning (QR) are met by completing the
following courses:
S: MUS 341
QR fulfilled with QFA: PHY 119, GST 200, MAT 145, or MAT 146
Bachelor of Science in Music Therapy
Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by
completing the major. The graduation skills in Speaking (S) and Quantitative Reasoning (QR) are met by completing the
following courses:
S: MUS 363
QR fulfilled with QF: PSY 215 or SOC 362 (choose one) and QA: MUS 372
Bachelor of Arts in Music with Music Business Concentration
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by completing the
following courses:
QR fulfilled with QFA: PHY 119, GST 200, MAT 145, or MAT 146
Transfer Students
Transfer Students and Graduation Skills: Transfer students must consult an advisor about potential adjustments to their
course requirements to fulfill each of these skills.
Music Major, BA
Offers the broadest education in liberal arts and prepares the student for the greatest range of graduate, business, and
professional opportunities. Students who intend to pursue non-performance graduate study or desire to enter one of
the many music-related business fields most often choose this course of study.
Faculty advisor: Douglas Diamond
Music Core, Additional Requirements and the following:
MUS 341 - Basic Conducting
MUS 458 - Senior Recital
Eight credits of MUS electives
MUP 1xx - Performance Studies (four semesters of 1 credit lessons in major instrument/voice)
MUP 3xx - Performance Studies (four semesters of 2 credit lessons in the major instrument/voice)
Large Ensemble - eight semesters on the major instrument or voice from:
Chamber Music - two semesters of chamber music/small ensemble courses on the major instrument/voice
Music Major with Music Business Concentration, BA
The Music Business major prepares students to enter today’s music industry and to pursue career opportunity where
the arts and commerce intersect. Courses in music, performing arts, and business combine with field observations and
internships. These experiences prepare students for careers in fields such as arts management, promotion, the record
industry, and general music business. The program affords both the performing artist and the business student the
opportunity to pursue music business studies. The Music Business major has two tracks: the Bachelor of Arts in Music
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with Music Business Concentration (designed with a music emphasis) and the Bachelor of Arts in Business
Administration with Specialization in Music Business (designed with business emphasis).
Augsburg College full-time students may elect to take one course each semester at McNally Smith College of Music
providing that they meet all McNally Smith College of Music requirements. A list of approved electives from MSCM for
the music business major is available in the Augsburg music office. McNally Smith courses cannot be used as a substitute
for any required Augsburg course specifically listed within a degree program. This program is open to sophomores
through seniors. There is no additional fee for this program.
Faculty advisor: TBA
Music Core, Additional Requirements and the following:
ACC 221 - Introduction to Financial Accounting
ECO 113 - Principles of Microeconomics
MIS 260 - Problem Solving for Business
BUS 242 - Principles of Management
or BUS 254 - Entrepreneurship
or BUS 200 - Exploring Business as a Vocation
MUS 105 - The Music Business
MUS 245 - Arts Management and Concert Promotion
MUS 399 - Internship
or BUS 399 - Internship
MUS/BUS - Elective (Augsburg or MSCM course)
MUS 458 - Senior Recital
MUP 1xx - Performance Studies - four semesters of 1 credit lessons in major instrument/voice
MUP 3xx - Performance Studies - four semesters of 2 credit lessons in the major instrument/voice
Large Ensemble - eight semesters on the major instrument or voice
Chamber Music - two semesters of chamber music/small ensemble courses on the major instrument/voice
Business Administration with Specialization in Music Business, BA
See Business Administration for requirements.
Music Education Major, Bachelor of Music
A fully accredited program (National Council for Accreditation of Teacher Education and Minnesota Board of Teaching),
the Music Education major offers students the preparation necessary to become music teachers in public schools. This
coursework and preparation includes certification to teach at the elementary through secondary levels, with either a
vocal/general or instrumental/general emphasis. In addition to applying to the Music Department, Bachelor of Music
Education major candidates must apply to the Minnesota Department of Education for acceptance to the Music
Education licensure program which is granted only to students who successfully complete the requirements for the
Bachelor of Music Education major. All Music requirements must be completed prior to student teaching. A cumulative
GPA of 2.50 in all Music courses is necessary for the Music Education licensure program.
Faculty advisor: Michael Buck
Music Core, Additional Requirements and the following:
MUS 311 - Composition I
MUS 341 - Basic Conducting
MUS 358 - Junior Recital
MUS 459 - Senior Recital
HPE 115 - Chemical Dependency Education
EDC 200 - Orientation to Education in an Urban Setting
EDC 210 - Diversity in the School or EDC 110 - Teaching in a Diverse World (Freshman only)
and EDC 211 - Minnesota American Indians
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or EDC 206 - Diversity/Minnesota American Indians
EDC 220 - Educational Technology
EDC 310 - Learning and Development in an Educational Setting
ESE 300 - Reading/Writing in the Content Area
ESE 325 - Creating Learning Environments
ESE 370 - K-12 Methods: Music
EDC 410 - Learners with Special Needs
EDC 490 - School and Society
EED 481, 483 - Student Teaching: Elementary K-6
ESE 485, 487 - Student Teaching: Secondary
MUS 355 - Music Methods: Strings
MUS 356 - Music Methods: Brass and Percussion
MUS 357 - Music Methods: Woodwinds
MUS 359 - Music Methods: Vocal
Choose one of the following areas of emphasis:
Vocal Emphasis:
MUS 251 - English Diction
MUS 252 - Italian Diction
MUS 253 - German Diction
MUS 254 - French Diction
MUS 342 - Choral Conducting
MUS/THR 235 - Skills of Music Theater
Instrumental Emphasis:
MUS 344 - Instrumental Conducting
Music elective or approved courses
Performance Studies and Ensembles:
Students should choose the following courses in accordance with their area of emphasis*.
MUP 1xx - Performance Studies (two semesters of 1 credit lessons in the major instrument/voice)
MUP 1xx - Performance Studies (two semesters of 2 credit lessons in the major instrument/voice)
MUP 3xx - Performance Studies (four semesters of 2 credit lessons in the major instrument/voice)
Large Ensemble - eight semesters on the major instrument or voice
Chamber Music - two semesters of chamber music/small ensemble courses on the major
*A Music Education major whose major instrument is piano, organ, or guitar is required to take a minimum of four
additional semesters of lessons on an instrument/voice that corresponds with their large ensemble requirement.
Music Performance Major, Bachelor of Music
This major is a focused classical training program designed to develop the skills, artistic voice, and performing ability of
the individual musician. This degree best prepares students who are interested in graduate school, professional
performance opportunities, or private studio teaching. Acceptance to the program requires a half-hour formal audition
and interview (see the Music Department Student Handbook).
Faculty advisor: Jill Dawe
Requirements:
Music Core, Additional Requirements and the following:
MUP 1xx - Performance Studies (two semesters of 1 credit lessons in the major instrument/voice)
MUP 1xx - Performance Studies (two semesters of 2 credit lessons in the major instrument/voice)
MUP 3xx - Performance Studies (four semesters of 2 credit lessons in the major instrument/voice)
MUS 358 - Junior Recital
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MUS 459 - Senior Recital
Large Ensemble - eight semesters on the major instrument or voice*
Chamber Music - four semesters of chamber music/small ensemble courses on the major instrument/voice
*For guitarists, harpists and pianists: either eight semesters of large ensemble or four semesters of large ensemble and
four additional semesters of chamber music or other assignment in consultation with advisor.
Voice Majors:
MUS 251 - English Diction
MUS 252 - Italian Diction
MUS 253 - German Diction
MUS 254 - French Diction
MUS 435 - Voice Repertoire
MUS 359 - Music Methods: Vocal
*MUS Elective (2 credits)
*Voice students are strongly encouraged to take MUS/THR 235 Skills of Music Theater and/or MUE 294 or 494 - Opera
Workshop.
Keyboard Majors:
MUS 436 - Piano Repertoire
MUS 456 - Piano Pedagogy
MUS Elective (2 credits)
Instrumentalists:
MUS 356 - Music Methods: Brass/Percussion
or MUS 357 - Music Methods: Woodwinds
or MUS 355 - Music Methods: Strings
MUS Elective (4 credits)
Additional requirements:
BM performance major candidates must pass an extended performance audition and interview that is scheduled after
completion of the sophomore/transfer music major qualifying jury.
Music Therapy Major, BS
Fulfills the academic and clinical requirements for eligibility to take the Music Therapy Board Certification Examination.
The BS in Music Therapy is a four-and-one-half-year degree program, which includes a six month full-time internship in a
clinical facility approved by the American Music Therapy Association (AMTA). This course of study is chosen by students
who wish to become professional music therapists. A minimum grade of 2.5 in all music therapy courses is required.
Faculty Advisor: Roberta Kagin
Requirements:
Music Core, Additional Requirements and the following:
MUS 271 - Introduction to Music Therapy
MUS 274 - Music Therapy Practicum
MUS 275 - Music Therapy Practicum
MUS 340 - Music Therapy Techniques and Materials I
MUS 345 - Music Therapy Techniques and Materials II
MUS 363 - Expressive and Creative Arts in Healing
MUS 372 - Psychological Foundation of Music I
MUS 373 - Psychological Foundation of Music II
MUS 374 - Music Therapy Practicum
MUS 375 - Music Therapy Practicum
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MUS 458 - Senior Recital
MUS 474 - Music Therapy Practicum
MUS 475 - Music Therapy Practicum
MUS 480 - Music Therapy Senior Seminar
MUS 481 - Music Therapy Clinical Internship
BIO 103 - Human Anatomy and Physiology
EDC 410 - The Learner with Special Needs
PSY 105 - Principles of Psychology
PSY 262 - Abnormal Psychology
SOC 362 - Statistical Analysis
or PSY 215 - Research Methods and Statistics I
MUP 1xx - Performance Studies (four semesters of 1 credit lessons in major instrument/voice)
MUP 3xx - Performance Studies (four semesters of 2 credit lessons in the major instrument/voice)
Large Ensemble - eight semesters on the major instrument or voice*
Chamber Music - two semesters of chamber music/small ensemble courses on the major instrument/voice
Pass guitar proficiency test
Music Therapy Equivalency/Certification Program
The Music Therapy equivalency program is available to students who already have a bachelor’s degree and wish to meet
the requirements set by the American Music Therapy Association to become professional music therapists. This
equivalency program prepares students for eligibility to take the Music Therapy Board Certification Examination.
Depending upon the student’s degree and skill level, individual requirements will be outlined by the director of Music
Therapy. There is a minimum two-year residency requirement, which includes participation in a major ensemble for four
terms and successful completion of a two-year music theory equivalency test. Acceptance to the degree program
requires the following:
•
•
Pass the sophomore/transfer music major jury and Music Department degree application
Pass guitar proficiency
Music Minor
Requirements:
MUS 101 - Materials of Music I
MUS 102 - Materials of Music II
MUS 111 - Aural Skills I
MUS 112 - Aural Skills II
MUS 341 - Basic Conducting
MUS 231 - History and Literature of Music I
or MUS 232 - History and Literature of Music II
One additional course (2 credits or above) in music history or conducting
Other music courses may be approved by departmental petition
MUP 1xx - Performance Studies (four semesters of 1 credit performance studies in the major instrument/voice)
Large Ensemble - four semesters in a large Augsburg ensemble
Additional requirements:
Pass one music repertoire test
Submit a Music Department application for minor by spring semester, sophomore year
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Music Business Minor
The Music Business minor is a course of study designed both for the Music major desiring additional preparation in
business and for the non-music major interested in pursuing a career in the music industry. With the Music Business
minor, students are given the opportunity to enroll in coursework and participate in on-site field experiences that
address specific professional skills necessary to enter today’s music industry. The minor is a collaborative program
between the Music and Business departments.
Requirements:
MUS 105 - The Music Business
ECO 113 - Principles of Microeconomics
MIS 260 - Problem Solving for Business
ACC 221 - Introduction to Financial Accounting
MUS/BUS 399 - Internship (approved for the music business minor)
One of the following:
MUS 245 - Arts Management and Concert Promotion
BUS 301 - Business Law
BUS 254 - Entrepreneurship
All of the above courses plus eight additional music credits beyond MUS 105 and MUS 245 (maximum of four credits in
MUE and/or MUP courses)
Departmental Honors
Senior Music majors with a cumulative GPA of 3.5 or higher in Music courses may apply for Music departmental honors
by completing extended original work in their area of interest. Such work could include, but is not limited to, one of the
following: defending a senior thesis, presenting an additional recital, composing a substantial piece(s), conducting a
program, presenting a research paper, or some combination of any of the above.
Consideration for departmental honors requires a clearly written proposal that includes a project title, a transcript, and
a brief music résumé to be submitted to the music faculty by November 1 of the senior year.
Piano Proficiency
All Augsburg Music majors are required to have basic piano skills that meet the standard required by the Piano
Proficiency Test offered at the end of each semester. Students come to Augsburg with a wide variety of prior training
and experience in piano, and therefore can elect to develop their piano skills and prepare for the proficiency test in
several ways. Students with extensive training may be able to simply pass the test; those with some training may
register for private piano lessons; the majority of students are advised to take a piano placement test that determines
their appropriate placement within a sequence of four class piano courses (MUS 135/136/237/238) designed to teach
the skills of the piano proficiency test. To maximize student learning, it is strongly recommended that piano training is
started during the first year, when piano study will complement and strengthen the student’s experience in the music
theory and aural skills curriculum. Consult the Music Student Handbook for piano major and non-piano major
requirements and test dates.
Music Repertoire Tests
These four tests are intended to encourage students to become lifelong listeners by requiring students to familiarize
themselves with many of the masterpieces of the classical music repertory from the Middle Ages to today. Consult the
Music Student Handbook for the lists of pieces required by all four repertoire tests and the call numbers for the
repertoire test CDs at Lindell Library. Each academic year a specific repertoire test is offered twice: once at the end of
the fall semester, and again at the end of the spring semester. Music majors are required to pass three music repertoire
tests, transfer students must pass two, and Music minors must pass one.
For a complete list of courses and descriptions, see the Course Description Search.
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Natural Science Teaching Licensure
The Natural Science licensure program is designed to combine a strong content focus with early and ongoing teaching
preparation courses that meet Minnesota licensure requirements. Courses are designed to provide a broad background
in science and allow for specialization in an area. The following programs assume that the student will meet the
distribution/general education requirements of the College, the requirements for appropriate majors, required
education courses (see Secondary Education requirements), and, in the physical sciences, have at least one year of
calculus. Early consultation with the Education Department (in your sophomore year) is essential to complete
undergraduate major and licensure requirements on a timely basis.
Content Liaisons
Dale Pederson (Biology), Sandra Olmsted (Chemistry), Ben Stottrup (Physics)
Degree and Major Requirements
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students therefore should consult with the Augsburg Education Department to identify current licensure requirements.
All upper division courses required for the Biology major must be completed before student teaching.
Licensure Requirements
General Science Endorsement (for grades 5-8):
Introductory Geology (taken off campus, offered through ACTC program)
SCI 106 - Introductory Meteorology
BIO 121 - Human Biology
BIO 102 - The Biological World
PHY 116 - Introduction to Physics
or PHY 121, 122 - General Physics I, II
CHM 115 - General Chemistry I
CHM 116 - General Chemistry II
Biology Major—BA in Life Sciences (for licensure in biology 9-12)
Requirements are the same as for the Bachelor of Arts in biology degree, but with the following differences: only four
(rather than five) upper division Biology courses are required. Upper division Biology requirements must be traditionally
graded. A GPA of 2.50 in upper division Biology courses is required for all Natural Science majors.
BIO 151 - Introductory Biology
BIO 152 - Evolution, Ecology, and Diversity
BIO 253 - Introductory Cellular Biology
BIO 255 - Genetics
BIO 361 - Plant Biology
or BIO 481 - Ecology
MAT 114 - Precalculus
or MAT 145 - Calculus I
or MAT 163 - Introductory Statistics
or MAT 248 - Biostatistics
or PSY 215 - Research Methods and Statistics I
CHM 115 - General Chemistry I
CHM 116 - General Chemistry II
PHY 116 - Introduction to Physics
or PHY 121, 122 - General Physics I, II
BIO 490 - Biology Keystone
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or SCI 490 - Integrated Science
or HON 490 - Honors Senior Seminar
or another keystone with departmental approval
Two of the following courses:
PHY 101 - Astronomy
SCI 106 - Introductory Meteorology
An introductory geology course
Three electives from the following:
BIO 351 - Invertebrate Zoology
BIO 353 - Comparative Vertebrate Anatomy
BIO 361 - Plant Biology
BIO 369 - Biochemistry
BIO 471 - Advanced Cellular and Molecular Biology
BIO 473 - Animal Physiology
BIO 474 - Developmental Biology
BIO 475 - Neurobiology
BIO 476 - Microbiology
BIO 481 - Ecology
BIO 486 - Immunology
BIO 495 - Special Topics in Biology
PHY 317 - Biophysics
Chemistry Major (for licensure in chemistry 9-12)
Broad base requirements, plus undergraduate major in chemistry (BA):
CHM 115 - General Chemistry I
CHM 116 - General Chemistry II
CHM 351 - Organic Chemistry I
CHM 352 - Organic Chemistry II
CHM 353 - Quantitative Analytical Chemistry
CHM 362 - Chemical Thermodynamics, Statistical Mechanics, and Kinetics (Physical Chemistry)
CHM 370 - BioOrganic Chemistry (or a Biochemistry course)
CHM 491 - Chemistry Seminar (four semesters)
CHM 499 - Introduction to Chemical Research
SCI 490 - Integrated Science or other approved Keystone
MAT 145 - Calculus I
MAT 146 - Calculus II
PHY 121 - General Physics I
PHY 122 - General Physics II
COM 115 or COM 111 - a public speaking course
One course from:
CHM 464 - Advanced Organic Chemistry
CHM 470 - Principles of Medicinal Chemistry
CHM 482 - Advanced Inorganic Chemistry
Physics Major (for licensure in physics 9-12)
Broad base requirements, plus undergraduate major in physics:
PHY 121 - General Physics I
PHY 122 - General Physics II
PHY 245 - Modern Physics
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PHY 351 - Mechanics I
PHY 362 - Electromagnetic Fields I
PHY 363 - Electromagnetic Fields II
PHY 395 - Comprehensive Laboratory I
PHY 396 - Comprehensive Laboratory II
SCI 490 - Integrated Science or other approved Keystone
Two additional physics courses above 122; PHY 261 recommended
MAT 145 - Calculus I
MAT 146 - Calculus II
MAT 245 - Calculus III
PHY 327 - Special Functions of Mathematical Physics
CHM 115 - General Chemistry I
CHM 116 - General Chemistry II
Post-baccalaureate Teaching Licensure
Students who have earned a bachelor’s degree elsewhere and seek Natural Science teaching licensure at Augsburg are
required to complete a minimum of two upper division biology courses at Augsburg with grades of 2.5 or higher.
For a complete list of courses and descriptions, see the Course Description Search.
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Nordic Area Studies
Nordic Area Studies is an interdisciplinary program. The curriculum treats Norden (Denmark, Finland, Iceland, Norway,
and Sweden) not only as a geographical area, but as an integrated cultural region with a shared history, common values,
and a high degree of political, social, and economic interdependency. Courses in Nordic area studies postulate a Nordic
regional identity as a context in which to appreciate the differences between the five individual countries and to
understand the complexity of their interactions among themselves and the global community.
Coordinator: Frankie Shackelford
Nordic Area Studies Major
Eight courses, six of which must be upper division - by approval of program director.
Nordic Area Studies Minor
Four upper division courses - by approval of program director.
Other Requirements
At least four of the courses required for the major must be Augsburg courses. The remainder may be transfer credits
included in the major with approval of the program coordinator. Students graduating with a major or minor must also
present the equivalent of intermediate level competence in a Scandinavian language.
Recommended supporting preparation: Study abroad through International Partners or HECUA (See International
Programs, International Partners, and Scandinavian Urban Studies Term); independent study in Denmark, Norway,
Sweden, Finland, or Iceland; and elective courses or a second major such as Norwegian, History, Political Science, Urban
Studies, Business Administration, International Relations, Sociology, or Social Work.
Graduation Skills
The Critical Thinking (CT), Speaking (S), and Writing (W) graduation skills are embedded throughout the offered courses
and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by completing one of
the following courses:
QR: GST 200, MAT 145, MAT 146, or PHI 230.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
For a complete list of courses and descriptions, see the Course Description Search.
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Bachelor of Science in Nursing (BSN) Completion
The Augsburg College BSN Completion program is designed exclusively for registered nurses who want to advance their
education, increase their career opportunities, and address changing health needs in a variety of rapidly changing care
settings. No longer do nurses practice only in hospitals, they are moving into communities, corporations, parishes,
schools, rehab centers and long term care facilities, as well as into their own private practices. Wherever they work,
nurses are making a difference in community health and well-being by providing comprehensive health care for diverse
groups of persons across the lifespan.
The BSN program at Augsburg prepares nurses to synthesize knowledge from the liberal arts with the art and science of
nursing. Educational opportunities are provided that challenge students’ interests and engage their creativity as they
increase skills in critical thinking, community assessment, leadership, and decision-making. Classes that combine shortterm immersion experiences of study both at home and abroad are woven into the BSN curriculum. Students are invited
to participate in these exciting endeavors as they are able.
Augsburg’s BSN program is fully accredited by the Commission on Collegiate Nursing Education (CCNE). Graduates of the
program are eligible to apply for a public health nurse registration certificate through the Minnesota State Board of
Nursing.
Nursing Faculty
Joyce Miller (Chair), Cheryl Leuning, Pauline Abraham (Director, BSN program in Rochester), Marty Aleman, Katherine
Baumgartner (Director, BSN program in Minneapolis/St. Paul), Kathleen Clark (Director, Augsburg Central Health
Commons and the Health Commons at Cedar Riverside), Virginia McCarthy, Kaija Freborg
Degree and Major Requirements
Nursing Major, BSN
Seven 4-semester credit hour courses, including:
NUR 300 - Trends and Issues in Nursing
NUR 305 - Communication
NUR 306 - Paradigms in Nursing
NUR 403 - Families and the Life Cycle
NUR 410 - Community Health Nursing I
NUR 411 - Practicum: Community Health Nursing II
NUR 490 - Leadership/Management
A minimum grade of 2.0 in each nursing course and a cumulative major GPA of 2.5 are required. Students also must
complete Augsburg’s residence and general education requirements.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) graduation skills are embedded
throughout the required courses in the Nursing major and are met by completing the major.
Students petitioning to transfer in upper division nursing courses from another institution to meet requirements in the
nursing major at Augsburg must consult an advisor about potential adjustments to their course requirements to fulfill
each of these graduation skills.
Other Information
The BSN program has been planned so that courses in the nursing major can be completed over 16 months of full-time
study, two courses per semester; however, students may pursue their studies at a slower and more flexible pace.
Courses in the Nursing major are generally offered on weekday evenings with practicum courses (NUR 410 and 411)
requiring additional weekday time. More time may be required to complete the total course of study depending on the
number of liberal arts (general education) courses individual students need to complete the BSN degree and the number
of credits each student transfers to Augsburg College from other colleges or universities. Students in Nursing may take
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non-nursing courses in both the Day and WEC program. Students interested in pursuing the Nursing major should
consult with BSN admissions staff in the Admissions Office for assistance applying.
Admission to the Nursing Major
In addition to meeting admission requirements for Augsburg College, admission to the Nursing major requires the
following:
•
•
•
•
•
•
Completed application
Cumulative GPA of 2.5 or higher in the basic nursing program
Unencumbered RN license–applicant must be a registered nurse who is licensed and currently registered to practice
in Minnesota prior to beginning the Nursing major
Evidence of HIPAA training
Up-to-date immunization records
Criminal background check (details provided in application process)
Special conditions:
•
•
Students may be provisionally admitted to the Bachelor of Science in Nursing program at Augsburg due to a
cumulative GPA of less than 2.5 in their basic nursing program. Full admission to the program requires students to
achieve a GPA of 3.00 or better in two liberal arts courses at Augsburg to be fully admitted to the program.
Students may apply to Augsburg College prior to completion of their degree program provided all admission
requirements are met prior to enrolling at Augsburg.
Credit for Previous Nursing Courses
Registered nurses (RNs) transferring into Augsburg College’s BSN completion program will be granted 28 semester
credits in recognition of their previous lower division nursing coursework if the following standards are met:
•
•
Prior nursing education in the United States is taken in an associate degree in nursing (ADN) program or a diploma in
nursing program. Both must be state board-approved programs.
Nursing coursework taken outside of the United States is submitted for evaluation to the World Education Services
(WES), an agency approved by Augsburg College to evaluate foreign transcripts. Reports should be sent directly to
Augsburg College. In addition, nursing coursework must be verified for authenticity by the Commission on Graduates
of Foreign Nursing Schools (CGFNS). Applicants must request CGFNS (www.cgfns.org) to forward the educational
credentials report to the Minnesota State Board of Nursing. Once their credentials are verified, applicants must
apply for licensure and demonstrate successful passing of the National Council Licensure Examination (NCLEX).
Nurses who have previously submitted CGFNS credential verification in a state other than Minnesota, and who have
passed the NCLEX, will be considered for admission and must meet the same residency requirements expected of all
students.
Students who change their major and transfer out of the BSN completion program will lose the 28 semester credit block
grant and their transfer credit evaluation will be reassessed. The 28 semester credit block grant will be applied toward a
Bachelor of Science degree in Nursing only.
Options for Completing the Degree
Augsburg recognizes that nurses have a variety of time schedules, personal responsibilities, and work demands that
must be taken into account in any decision to work toward a college degree. For this reason, Augsburg offers full- and
part-time sequential alternatives for pursuing a Nursing degree.
Courses at Augsburg are available weekday evenings. Generally, nursing classes meet on alternate weekday evenings for
four-hour time blocks. Online instruction and activities occur between face-to-face class times. Clinical practicum
requirements usually occur on weekdays for selected courses. Optional immersion courses and practicums at home and
abroad are scheduled throughout the year. Check with the Department of Nursing for details.
It is recommended to work with an academic advisor to develop a plan of study when to take the liberal arts courses.
Nursing majors can complete courses toward the bachelor’s degree at the Minneapolis and at the Rochester campuses.
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Transfer of Upper Division Nursing Courses
BSN students who are provisionally accepted into the Master of Arts in Nursing program at Augsburg may enroll in up to
three designated MAN courses, which can be used to fulfill elective credits in the BSN program as well as fulfill credits in
the MAN program. Note that these graduate courses may not transfer into another college or university as graduate
courses if they have been used to complete the BSN; Augsburg College, however, accepts the courses as also fulfilling
requirements in the MAN. The three graduate Nursing courses plus the practica include the following:
NUR 500 - Transcultural Health Care (3 semester credits)
NUR 500P - Practicum: Transcultural Health Care in the City or in Oaxaca, Mexico (1 semester credit)
NUR 532 - Transcultural Healing and Self Care (3 semester credits)
NUR 532P - Practicum: Transcultural Healing Practices and Self Care (1 semester credit)
NUR 541 - The Politics of Health Care (3 semester credits)
NUR 541P - Practicum: Politics of Health Care in the City or in Guatemala (1 semester credit)
(see current class schedule for practicum offerings)
Note: Students who decelerate for more than five years may be asked to audit courses already taken. There is a fee to
audit courses.
Departmental Honors
Admission to the honors major requires a GPA of at least 3.60 in the major and 3.30 overall, application to the
department chair by November 1 of the senior year, recommendation by nursing faculty, and an honors thesis to be
presented before a faculty committee by April 15. Candidates register for NUR 499 to complete the honors requirement.
Latin Honors
To be eligible for Latin honors, a student must meet minimum GPA standards as well as complete a minimum of 56
traditionally-graded credits at Augsburg and have no more than eight elective pass/no credit graded credits at Augsburg
(classes offered only as P/N by the department will not be counted, nor will N grades). For further information, see the
Latin Honors section in Academic Information.
For a complete list of courses and descriptions, see the Course Description Search.
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Philosophy
Philosophy, in an important sense, is the most fundamental of the disciplines. All sciences and most other disciplines
arose out of it. Moreover, philosophy is concerned with asking and answering the “big” questions that are the most
basic. For example: Is there a God? Is there life after death? Are there absolute moral standards? What kind of life is the
best? What is knowledge and what are its sources?
Students learn to ask and answer these and other similar questions for themselves through the development and use of
critical reasoning, assisted by the study of philosophers from the past and present.
The Philosophy major has been carefully planned so that students can easily graduate with two majors. Some Philosophy
majors continue on to graduate school in philosophy, while others use the major to prepare for other professional
studies such as law, medicine, religious ministry, or journalism.
Philosophy Faculty
David Apolloni (Chair), Markus Führer, Eric Helleloid, Marit A. Peterson
Degree and Major Requirements
Philosophy Major
Eight courses including:
PHI 230 - Logic
or PHI 385 - Formal Logic and Computation Theory
PHI 241 - History of Philosophy I: Ancient Greek Philosophy
PHI 242 - History of Philosophy II: Medieval and Renaissance Philosophy
PHI 343 - History of Philosophy III: Early Modern and 19th-Century Philosophy
PHI 344 - History of Philosophy IV: 20th-21st Century Philosophy
A 400-level Philosophy course (other than PHI 499)
Two elective courses in Philosophy
Four courses must be upper division
Note: The Philosophy department at present does not offer a keystone PHI 499 course of its own. We recommend that
majors take the keystone course offered in the Religion Department, or (in the case of double majors) in the department
of the other major.
Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major. The Quantitative Reasoning (QR) graduation skill can be met by taking PHI 230.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Language requirement
The Philosophy Department has no specific language requirement besides the one of the College, but it recommends for
Philosophy majors Greek, Latin, French, or German, at the discretion of the faculty advisor.
Major in Computational Philosophy
In addition to a major and minor in Philosophy, the Philosophy department also offers a cross-disciplinary major in
conjunction with the Computer Science department emphasizing areas of interest in which philosophy and computer
science overlap: logic, artificial intelligence, cognitive science, philosophy of mind, and philosophy of language. The
purpose of the major is to augment the technical skills of a computer scientist with the creativity and liberal arts
perspective of a philosopher. The result is a degree that is very marketable in industry and that provides an excellent
logical and philosophical background for those wishing to pursue graduate study in philosophy. See Computer Science
for more information.
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Departmental Honors
Admission to the Philosophy honors program is by recommendation of the Philosophy faculty. Such recommendations
will be made at the end of the junior year. The program will consist of an honors thesis on an approved topic of the
student’s choice that involves research above the course level, and a defense of this thesis before the faculty of the
department.
Philosophy Minor
Five courses, including two from:
PHI 241 - History of Philosophy I: Ancient Greek Philosophy
PHI 242 - History of Philosophy II: Medieval and Renaissance Philosophy
PHI 343 - History of Philosophy III: Early Modern and 19th-Century Philosophy
PHI 344 - History of Philosophy IV: 20th-21st Century Philosophy
For a complete list of courses and descriptions, see the Course Description Search.
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Physics
Physicists are a curious and ambitious lot. Their aim is to understand the fundamental principles that describe and
govern all physical aspects of the universe. Historically called “natural philosophers,” physicists investigate by means of
controlled experimentation and mathematical analysis. Physics includes the study of systems ranging from sub-atomic
particles to the largest galaxies and from the relative stillness of near absolute zero to the fiery activity of stars. Physics
plays an important role in many of the liberal arts disciplines and contributes to society’s understanding of such areas as
energy, weather, medical science, and space exploration. A good background in physics (and the associated problem
solving skills obtained therein) will prepare you well for a multitude of careers.
Recognizing the importance of physics in contemporary life and the need to keep abreast of rapid technological
advances, the department strives to give students not only an understanding of basic concepts, but also insights into
recent developments. A rigorous major provides students with the preparation required for graduate study in physics. It
also provides flexibility, serving as a stepping stone to advanced work in related areas such as astronomy, engineering,
materials science, atmospheric science and meteorology, oceanography, biophysics, environmental science, and the
medical and health-related fields. The department serves the liberal arts by offering courses for non-science students
that enable them to attain a general understanding of a particular area of science. These courses provide the basis for
further study and enable students to follow new developments in science with heightened awareness and
comprehension.
The department supervises the pre-engineering program, with degree programs available at cooperating universities at
both the bachelor’s and advanced degree levels, and administers Augsburg College’s portion of funds designated for the
Minnesota Space Grant College Consortium, funded by NASA. It also maintains active research programs through its
Center for Atmospheric and Space Sciences and the Sverdrup Laboratory for Biophysics, with support from the National
Science Foundation, NASA, and other private and public sources. Several students work as research assistants in these
efforts during the academic year and in the summer. Cooperative education, internship, and undergraduate research
programs provide opportunities for students to apply their knowledge and problem-solving skills in practical situations in
industrial, governmental, and academic settings.
Faculty
Stuart Anderson, Mark Engebretson, Jeffrey Johnson, Mary Lanzerotti, David Murr, Ben Stottrup (Chair), David Venne
Physics Research Staff: Jennifer Posch
Degree and Major Requirements
Physics Major, BA
PHY 121 - General Physics I
PHY 122 - General Physics II
PHY 245 - Modern Physics
PHY 351 - Mechanics I
PHY 362 - Electromagnetic Fields I
PHY 363 - Electromagnetic Fields II
PHY 395 - Comprehensive Laboratory I
PHY 396 - Comprehensive Laboratory II
Two elective physics courses above PHY 122
MAT 145 - Calculus I
MAT 146 - Calculus II
MAT 245 - Calculus III
PHY 327 - Special Functions of Mathematical Physics
or MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences
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Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) are embedded throughout the
offered courses and are met by completing the major.
The graduation skill in Speaking (S) is met by completing one of the following courses—COM 111, COM 115, or MAT 201
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Physics Major, BS
PHY 121 - General Physics I
PHY 122 - General Physics II
PHY 245 - Modern Physics
PHY 261 - Electronics
PHY 351 - Mechanics I
PHY 352 - Mechanics II
PHY 362 - Electromagnetic Fields I
PHY 363 - Electromagnetic Fields II
PHY 395 - Comprehensive Laboratory I
PHY 396 - Comprehensive Laboratory II
PHY 486 - Quantum Physics
One Physics course above PHY 122
CHM 115 - General Chemistry I
CHM 116 - General Chemistry II
MAT 145 - Calculus I
MAT 146 - Calculus II
MAT 245 - Calculus III
PHY 327 - Special Functions of Mathematical Physics
or MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences
Graduation Skills
Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by
completing the major. Consult your department chair or academic advisor for requirements for meeting the
Quantitative Reasoning (QR) graduation skill.
The graduation skill in Speaking (S) is met by completing the following course—COM 115
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Physics Major with Concentration in Space Physics, BS
72 credits. It is the same as the BS major, with the addition of PHY 320 - Introduction to Space Science and PHY 420 Plasma Physics, and the omission of the elective Physics course.
Physics Major with Concentration in Biophysics, BS
It is the same as the Physics BS major, with the addition of PHY 317 - Biophysics, one independent project (PHY, CHM,
BIO, or MAT 499), and one elective from the following (in place of one elective above PHY122):
BIO 253 - Introductory Cellular Biology
BIO 355 - Genetics
BIO 369 - Biochemistry
BIO 471 - Advanced Cellular and Molecular Biology
BIO 475 - Neurobiology
BIO 476 - Microbiology
BIO 486 - Immunology
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CHM 353 - Quantitative Analytical Chemistry
CHM 367 - Properties of Polymers
CHM 368 - Quantum Chemistry, Molecular Structure, and Spectroscopy
CHM 464 - Advanced Organic Chemistry
CHM 470 - Principles of Medicinal Chemistry
CHM 481 - Instrumental Analysis
MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences
PHY 327 - Special Functions of Mathematical Physics
PHY 430 - Introduction to Solid State Physics
Departmental Honors
A GPA of 3.50 in physics and 3.30 overall. An original research project on a significant topic in Physics with an oral
presentation and written report. Project proposals should be made to the department by Sept. 30 of the senior year.
Final project submissions are due to April 1st.
Other Requirements
In planning their courses of study, students are encouraged to work closely with members of the Physics faculty.
Normally, students should have MAT 145, 146, and PHY 121, 122 during the first year, and MAT 245 and 369 (or PHY
327) during the sophomore year.
Graduation Skills
Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by
completing the major. Consult your department chair or academic advisor for requirements for meeting the
Quantitative Reasoning (QR) graduation skill.
The graduation skill in Speaking (S) is met by completing the following course—COM 115
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
Physics Minor
Seven courses including:
PHY 121 - General Physics I
PHY 122 - General Physics II
MAT 145 - Calculus I
MAT 146 - Calculus II
Three elective physics courses above PHY 122
Society of Physics Students
The Augsburg chapter of the Society of Physics Students provides students the opportunities of membership in a
national physics society and of participating in the physics community on a professional basis. Membership in the society
is open to all students interested in physics.
Sigma Pi Sigma
Membership in the Augsburg chapter of this national physics honor society is open to those students who have
completed the equivalent of a minor in physics, have a GPA of 3.00 in physics and overall, and rank in the upper third of
their class.
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For a complete list of courses and descriptions, see the Course Description Search.
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Political Science
Students studying Political Science at Augsburg College are provided with the tools needed for political engagement and
pursuit of advanced degrees. Political science focuses on the role of power and authority in human affairs, an
understanding necessary to know how to effect change.
Augsburg Political Science students have the benefit of experienced faculty who teach courses in all major areas of
political science, and also possess special expertise in campaigns and elections, immigration and ethnic politics, urban
and environmental politics, economic development, comparative and international politics, mass communications and
other information technology, and American public law. Grounded in the diverse and international community around
our college, the department directly engages the world and issues around us.
Political scientists use systematic inquiry and analysis to shed light on the dynamics of a range of phenomena, including
elections, wars, poverty, human rights, regime change, and migration. Majors explore political ideas and values,
investigate political cooperation and conflict, analyze and compare political systems, and develop perspectives on
international relations. In the process, students relate insights from other disciplines, such as Philosophy, Psychology,
Economics, History, and Sociology, to the study of politics.
Covering several subfields of political science, the major supplies the breadth appropriate for graduate work in political
science, public administration, public policy, law, and other professions. It also serves as a foundation on which to
develop careers in public service, business, communications, and other fields. Legislative and other internships, as well
as significant independent research projects, are within easy reach in the Twin Cities area. Combined with broad,
balanced, and flexible course offerings, these special opportunities enhance the student’s potential for graduate study
and a successful career.
Faculty
Andrew Aoki (Chair), Sarah Combellick-Bidney, Milda Hedblom, Elizabeth Klages, Norma Noonan (emerita), Joseph
Underhill
Degree and Major Requirements
A 2.0 minimum grade is required in all courses taken for the major.
Political Science Major
Ten courses:
POL 158 - Introduction to Political Science
POL 483 - Political Statistics and Methodology
POL 484 - Political Analysis
One elective from the following:
POL 121 - American Government and Politics
POL 122 - Metropolitan Complex
POL 160 - World Politics
POL 170 - Law in the United States
At least five other upper division courses in four out of five Political Science areas. A seminar in one of the five areas may
be counted for that area. Only one internship may count for an upper division area.
One other Political Science course in any area, upper or lower division
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the
offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing one of
the following courses: POL 325, POL 326, or POL 380
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Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Pre-Law Concentration in Political Science
11 required courses including:
POL 121 - American Government and Politics
POL 170 - Law in the United States
POL 483 - Political Statistics and Methodology
POL 484 - Political Analysis
Two of the following three courses:
ENL 220 - Intermediate Expository Writing
or ENL 223 - Writing for Business and the Professions
PHI 230 - Logic
COM 111 - Public Speaking
Electives (five total):
Three courses from the choices below:
POL 350 - Topics: European Politics
POL 370 - Constitutional Law
POL 371 - Topics
POL 380 - Western Political Thought
POL 381 - Topics: Democratic Theory
And two additional upper level courses in Political Science (can come from the list above, or be any other upper level
Political Science course).
Public Policy and Political Change Concentration in Political Science
10 courses plus an internship, including:
ECO 112 - Principles of Macroeconomics
or ECO 113 - Principles of Microeconomics
POL 121 - American Government and Politics
or POL 122 - Metropolitan Complex
POL 325 - Politics and Public Policy
or POL 326 - Political Parties and Behavior
ECO 490 - Research Methods in Econometrics
or POL 483 - Political Statistics and Methodology
or SOC 362 - Statistical Analysis
POL 484 - Political Analysis
One Course from the Following:
POL 121 - American Government and Politics
POL 122 - Metropolitan Complex
POL 124 - American Women and Politics
POL 158 - Introduction to Political Science
POL 160 - World Politics
POL 170 - Law in the United States
Four Courses from the Following:
POL 241 - Environmental and River Politics
POL 325 - Politics and Public Policy
POL 326 - Political Parties and Behavior
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POL 342 - Mass Communication in Society
POL 370 - Constitutional Law
POL 371 - Topics
POL 381 - Topics: Democratic Theory
POL 421 - Topics: American Politics
POL 461 - Topics: International Politics
ECO 312 - Intermediate Macroeconomics
or ECO 313 - Intermediate Microeconomics
SOC 381 - City and Regional Planning
Plus an internship, usually taken as POL 399.
Notes
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POL 140 can be substituted for POL 122, with advisor approval.
If both POL 121 and 122 are completed, one can count for section I and one for section II. The same course cannot
fulfill requirements in both sections.
If both POL 325 and 326 are completed, one can count for section I and one for section III. The same course cannot
fulfill requirements in both sections.
Only one economics course (either 312 or 313) can be counted toward the four courses required in Section III.
The internship can be taken for credit or not-for-credit. A student taking an internship not for credit must still have a
Political Science department faculty member supervising the internship, and must fulfill certain academic
requirements, which will be explained by the supervising faculty member.
Substitutions to the courses above can be approved by the department chair. For example, the department
sometimes offers relevant topics courses under numbers not listed above.
Political Science Areas
(I)
(II)
(III)
(IV)
(V)
American Government and Politics
Comparative Politics and Analysis
International Politics
Public Law
Political Theory and Analysis.
Any course listed in more than one area may be counted in only one area toward major or minor requirements.
Departmental Honors
The honors major in Political Science includes the requirements listed above, plus the following:
The student’s GPA must be 3.50 in Political Science courses and 3.00 overall; the student must take an honors
independent study and a seminar, and must submit an honors thesis to be defended before a faculty committee.
Students may work with any member of the department on their honors thesis. For specific requirements, consult the
department chair.
For a student to be eligible for departmental honors, all courses in the major must be taken with traditional grading (not
P/N). Exceptions may be made in extraordinary circumstances.
Political Science Minor
Five courses, including:
POL 121 - American Government and Politics
or POL 122 - Metropolitan Complex
or POL 170 - Law in the United States
POL 158 - Introduction to Political Science
And at least three upper-division courses in three out of five political science areas
POL 483 may not usually be used for a minor.
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Pre-Law Minor
Four Required Courses:
POL 121 - American Government and Politics
POL 170 - Law in the United States
Two of the following:
ENL 220 - Intermediate Expository Writing
or ENL 223 - Writing for Business and the Professions
PHI 230 - Logic
COM 111 - Public Speaking
Two electives from the following:
POL 350 - Topics: European Politics
POL 370 - Constitutional Law
POL 371 - Topics
POL 380 - Western Political Thought
When necessary, substitutions can be approved by the chair (e.g. if a required course has to be canceled).
Public Policy and Political Change Minor
Core courses:
POL 121 - American Government and Politics
or POL 122 - Metropolitan Complex
POL 325 - Politics and Public Policy
or POL 326 - Political Parties and Behavior
POL 399 - Internship
Three of the following:
POL 241 - Environmental and River Politics
POL 325 - Politics and Public Policy
POL 326 - Political Parties and Behavior
POL 342 - Mass Communication in Society
POL 381 - Topics in Democratic Theory
POL 421 - Topics in American Politics
POL 461 - Topics in International Politics
ECO 312 - Intermediate Macroeconomics
or ECO 313 - Intermediate Microeconomics
SOC 381 - City and Metro-Urban Planning
Notes
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POL 140 can be substituted for POL 122, with advisor approval.
If both POL 325 and 326 are completed, one can count for section I and one for section II. The same course cannot
fulfill requirements in both sections.
Only one Economics course (either 312 or 313) can be counted toward the three courses required in Section II.
Teaching Major in Political Science and Economics
Total of 12 courses required: five courses in economics, five courses in political science, and two courses in education.
ECO 112 or 113 and POL 121 also fulfill requirements for the social studies core; education courses also fulfill licensure
requirements for secondary education.
Economics Courses:
ECO 112 - Principles of Macroeconomics (elective for social science core)
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ECO 113 - Principles of Microeconomics (elective for social science core)
ECO 312 - Intermediate Macroeconomics
or ECO 315 - Money and Banking
ECO 313 - Intermediate Microeconomics
One other upper division Economics course
Education Courses:
EDC 200 - Orientation to Education in an Urban Setting (required for licensure)
ESE 310 - 5-12 Methods: Social Studies (Capstone course) (required for licensure)
Political Science Courses:
POL 121 - American Government (social science core course)
Two upper-level political science courses (must be in two different areas)
Two other Political Science courses
In addition, in order to graduate with this major, a student must have been admitted into the Department of Education.
To be licensed in social studies, additional education courses and the social studies core are required.
Note: Students interested in secondary education may take a Political Science major or the teaching major in Economics
and Political Science. Either option requires that the student also take courses required for the social studies core. For
more information, see the department chair.
For a complete list of courses and descriptions, see the Course Description Search.
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Psychology
Psychology is an exploration of behavior and mental processes. As an integral part of a liberal arts education, psychology
contributes to the understanding of individual and group behavior. The study of psychology equips students to
understand and use the scientific method to think creatively and critically beyond the classroom. To prepare students
for graduate study and work in psychology, the major emphasizes the complementary components of a strong
foundation in research and theoretical work with the application of knowledge and skills in coursework, research
experiences, and internships within the community. The curriculum’s emphasis on the experiential dimensions of
learning and the integration of liberal arts and professional domains prepares students for careers in many settings
including business, education, social services, research, law, government, religious institutions, and medicine.
Faculty members in the Department of Psychology have varied professional specializations including clinical, counseling,
physiological, developmental, social, cognitive, and industrial/organizational psychology as well as expertise in
psychological applications to health, law, and public policy. Students may tap this expertise through a variety of learning
experiences including group and individual projects, Psi Chi Honor Society, and faculty-student research teams.
Faculty
Stacy Freiheit (Chair), Ben Denkinger, Grace Dyrud, O. Evren Guler, David Matz, Bridget Robinson-Riegler, Nancy Steblay,
Henry Yoon
Degree and Major Requirements
Psychology Major
The major is 10 courses including:
PSY 105 - Principles of Psychology
PSY 215 - Research Methods and Statistics I
PSY 315 - Research Methods and Statistics II
At least one course from the following:
PSY 325 - Social Behavior
PSY 354 - Cognitive Psychology
PSY 355 - Biopsychology
At least one course from the following:
PSY 491 - Advanced Research Seminar
PSY 493 - Seminar: Contemporary Issues
Professional Perspectives:
PSY 400 - Keystone Internship
At least one course from the following:
PSY 201 - Health Psychology
PSY 235 - Psychology and Law
PSY 263 - Sports Psychology
PSY 357 - Behavioral Analysis
PSY 359 - Assessment
PSY 373 - Industrial/Organizational Psychology
PSY 385 - Counseling Psychology
PSY 410 - Clinical Neuropsychology
Electives (three courses in psychology)
Majors are encouraged to take more than the minimum 10 required psychology courses.
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Note: A minimum of five courses must be from Augsburg. No more than two courses from among PSY 199, 299,
399/396, 400 and 499 may be counted.
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students should consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
All psychology majors must have an advisor in the Psychology department.
Transfer Students
Transfer-course policy for majors and minors: All transfer courses, including ACTC courses, must be approved by the
chair. Only those psychology courses successfully completed (2.0 or above) within the last 10 years will be considered. In
general, courses that meet the transfer guidelines may only be applied to elective or PSY 105 credit for the major.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
Biopsychology Major
The Psychology and Biology Departments jointly offer a program in Biopsychology. See Biopsychology in the
departmental pages of this catalog.
Concentration in Clinical Psychology
The Clinical Psychology concentration is designed to prepare students for careers and graduate education in mental
health care fields. Students will learn about the biological, psychological, and social factors related to defining,
understanding, and treating abnormal behavior. Emphasis is placed on developing knowledge and skills related to both
the science and practice of psychology. Experiential learning opportunities include collaborating on faculty-student
research projects and completing an internship in a real-world mental health setting. See the department chair for
specific requirements.
Concentration in Psychology and Law
The field of psychology and law involves the application of scientific and professional aspects of psychology to questions
and issues relating to law and the legal system. This field encompasses contributions made in a number of different
areas—research, clinical practice, public policy, and teaching/training among them—from a variety of orientations
within the field of psychology, such as developmental, social, cognitive, neuropsychology, and clinical. Students in this
concentration will participate in at least three experiential learning venues: laboratory research, a community-based
internship, and study tours to Hennepin County courts. See the department chair for specific requirements.
Concentration in Social Psychology
Both the Sociology and Psychology Departments offer courses relevant to students with interests in social psychology.
The intent of the Social Psychology concentration is to provide students with a solid disciplinary foundation along with
specific coursework to strengthen a cross-disciplinary social psychological perspective. Coursework will emphasize
research skills, theoretical analysis, and applied work in areas intended to prepare students for careers in law,
consulting, research, and social policy, as well as many other areas. In addition, the Social Psychology concentration is
ideal for graduate school preparation. See the department chair for specific requirements.
Departmental Honors
GPA of 3.50 in the major and overall, and completion of a high-quality research project. Formal application must be
made during the junior year. Consult the department chair for more detailed requirements.
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Minor
Five courses, including PSY 105, and four electives. A minimum of two courses must be from Augsburg. No more than
two courses from among PSY 199, 299, 399/396, 400, and 499 may be counted.
For a complete list of courses and descriptions, see the Course Description Search.
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Religion, Youth and Family Ministry
In today’s complex world, issues and conflicts are increasingly influenced by deeply-held religious beliefs and values. The
study of religion at Augsburg College invites students on a search for meaning, challenging them to explore their own
religious beliefs and those of their neighbors, to gain a broader view of the role of faith in public life, and to better
understand our global context.
As an academic discipline, religion probes many of life’s critical questions:
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Who are we as human beings and where did we come from?
Why do bad things happen?
How can we live meaningful lives?
What happens after we die?
How do our values shape our choices?
What is our responsibility to others?
What texts are sacred and how should we read them?
How can we encourage cooperation and respect among people of different faiths?
Students begin their search for meaning in the Core Curriculum courses, REL 100, 200, or 300. Here they learn to
articulate their own beliefs and to understand that what they believe really matters. Students engage in a close reading
of the Bible and other sacred texts, study their historical contexts, and apply these insights to contemporary social
issues. They also explore their own gifts and how these might be used in service of the broader community as they
pursue a life of vocation. Students are invited to deepen their pursuit of these questions by choosing a major or minor in
Religion, which offers a wide range of courses in theology, biblical studies, and world religions.
As a college of the Evangelical Lutheran Church in America (ELCA), Augsburg faculty and staff are eager to engage in
dialogue with Christians from all denominations, with people who practice other faith traditions, and with those who
claim no particular beliefs. Faculty in the Religion Department represent several Christian denominations and model
respectful dialogue with students from a variety of faith perspectives. We challenge all of our students to respect and
learn from one another and to think critically about matters of faith and reason in our lives together.
Faculty
Russell Kleckley (Chair), Lori Brandt Hale, Mary Lowe, Matthew Maruggi, Jeremy Myers, Philip Quanbeck II, Beverly
Stratton, Marty Stortz, Mark Tranvik, and Hans Wiersma
Majors
The Religion Department offers two majors: Religion (REL) and Youth and Family Ministry (YFM).
Prerequisites
REL 100 (or 300 for advanced transfer students) is prerequisite to all other courses.
Transfer Courses
All transfer courses for majors and minors, including ACTC courses, must be approved in writing by the chair. Only
courses successfully completed (2.0 or above) within the last 10 years will be considered. In general, courses that meet
the transfer guidelines may only be applied to elective credit for the major. Students who have taken an approved
introductory course in Bible and/or Christian theology at another college may take REL 300 in place of the College REL
100 and 200 requirement; consult the Registrar’s Office.
Advising
All majors must have an advisor in the department.
Departmental Honors
GPA of 3.50 in the major and 3.00 overall, research project approved by the department, and colloquium with the
department. Application must be received by the department by December 30 of the student’s senior year.
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Religion
A Religion major provides a strong foundation in the liberal arts and prepares students for professional work and
graduate studies in a wide range of fields. Since the major requires only eight courses (32 credits), students are
encouraged to double-major in a related field. Students considering seminary should take two Bible courses and one
course in theology or church history. Students planning on graduate studies in religion ought to complete one Bible
course, a world religions course, and the Philosophy of Religion course. A Religion major also provides strong
preparation for graduate studies in theology, religious studies, sacred scripture, church history, and related fields. The
major prepares students to think critically, read analytically, write clearly, and speak confidently—skills that make our
graduates attractive to graduate schools.
Degree and Major Requirements
Religion Major, BA
Eight courses (32 credits) including:
REL 210 - Research Methods in Religion
REL 495 - Religion Keystone
Six additional electives (24 credits)
Note: Keystone, especially for majors, should be taken in the junior or senior year. One New Testament Greek course
may be applied to the major. MUS 432 – Church Music and Worship, may also be applied to the major.
Graduation Skills
The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the
major. The graduation skills in Quantitative Reasoning (QR), Speaking (S) and Writing (W) are met by completing the
following courses:
QR: GST 200, MAT 145, MAT 146, or PHI 230; or by the QR requirement for a second major
S: REL 302, 386 or consult with advisor for an approved course outside the major
W: REL 495 and one of the following: REL 362, 370, or 481
Transfer students must consult a Religion Department advisor about potential adjustments to their course requirements
to fulfill each of these skills.
Religion Minor
Five religion courses (20 credits) including REL 100. (Advanced transfer students take REL 300 and 16 credits of
electives.)
Note for majors and minors: Students are required to have at least a 2.0 GPA in courses counted toward the major or
minor. One or two courses (4-8 credits) in Youth and Family Ministry (YFM) may count toward the Religion major or
minor. MUS 432 – Church Music and Worship, may also be applied to the minor.
For a complete list of courses and descriptions, see the Course Description Search.
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Youth and Family Ministry
The major in youth and family ministry prepares persons for faithful work as youth and family ministers in Christian
congregations and other ministry settings. This major is interdisciplinary, combining a core study of theology, Bible, and
ministry with supporting coursework in the social sciences. A distinctive element of the major is the combination of
practical and theological training: students will have many opportunities to apply their knowledge and discernment skills
in specific ministry contexts, including a supervised internship. Students must declare the YFM major and receive faculty
approval before participating in off-site fieldwork. A Youth and Family Ministry minor is also offered.
Associate in Ministry (AIM)
Coursework completed with the major fulfills part of the requirements for Associate in Ministry (AIM) status within the
Evangelical Lutheran Church in America. Students interested in AIM certification should consult with their home synod
and with a YFM advisor no later than their second year.
Youth and Family Ministry Major
60 credits including:
Theology core (24 credits):
REL 210 - Research Methods in Religion
REL 301 - Interpreting the Old Testament
REL 302 - Interpreting the New Testament
REL 362 - Martin Luther and the Reformation
REL 481 - Contemporary Theology
REL 495 - Religion Keystone
Youth and family ministry core (16 credits):
YFM 208 - Vocational Formation I [required non-credit experience]
YFM 209 - Vocational Formation II [required non-credit experience]
YFM 235 - Foundations for Ministry with Youth and Families
YFM 305 - Ministry Practices
YFM 358 - Life and Work of the Church
YFM 399 - Internship
Youth and family ministry electives (8 credits):
YFM 205 - Exploring Topics in Youth and Family Ministry (choose two topics course from a list of 2 credit courses)
One other 200-level, 300-level, or 400-level REL or YFM course not already used towards the major and preapproved by
the student’s advisor.
And three supporting courses (12 credits):
SOC 231 - Family Systems: Cross Cultural Perspective
PSY 105 - Principles of Psychology
PSY 250 - Child Development
or PSY 252 - Adolescent and Young Adult Development
Note: A student with a youth and family ministry major or minor may not also major or minor in religion.
Graduation Skills
The Critical Thinking (CT), Speaking (S), and Writing (W) graduation skills are embedded throughout the offered courses
and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by the following:
QR: GST 200, MAT 145, MAT 146, or PHI 230; or by the QR requirement for a second major
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Youth and Family Ministry Minor
The minor consists of the following five courses (20 credits):
YFM 235 - Foundations for Ministry with Youth and Families
One youth and family ministry course from:
YFM 305 - Ministry Practices
YFM 358 - Life and Work of the Church
One Bible survey course from:
REL 301 - Interpreting the Old Testament
REL 302 - Interpreting the New Testament
One theology course from:
REL 362 - Martin Luther and the Reformation
REL 481 - Contemporary Theology
One course (4 credits) from the theology core, YFM core, or YFM electives as listed in the major.
For a complete list of courses and descriptions, see the Course Description Search.
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Social Studies Teaching Licensure
Students preparing to teach social studies at the secondary level must complete a broad foundation program in the
social sciences and professional requirements within the Education Department.
Coordinators
Michael Lansing, History, Content Liaison
Chris Brown, Secondary Education Social Studies Coordinator
Social Studies Teaching Licensure
Core requirements:
ECO 113 - Principles of Microeconomics
ESE 220 - Introduction to Human Geography
HIS 120 - America to 1815
or HIS 121 - 19th-Century United States
or HIS 122 - 20th-Century United States
POL 121 - American Government and Politics
PSY 105 - Principles of Psychology
SOC 121 - Introduction to Human Society
ANT 141 - Introduction to Cultural Anthropology
Plus a major in one of six fields—Economics, History, Political Economics, Political Science, Psychology, or Sociology.
Geography and anthropology are also acceptable fields, although they are not offered as majors on the Augsburg
campus.
An interdisciplinary Social Studies major is available for persons holding a bachelor’s degree and seeking licensure only.
Consult with Chris Brown for details.
Students considering a career in social studies education should consult the Augsburg Education Department and the
Social Studies coordinator by the beginning of their sophomore year.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. Students should consult with the Augsburg Education Department to identify current
Minnesota teacher licensure requirements.
For a complete list of courses and descriptions, see the Course Description Search.
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Social Work
Professional social work is for students who have the desire to better the lives of people. Social work is for students who
want to learn the skills necessary for a successful and satisfying career for themselves and the lifelong benefit of working
with colleagues who also love their work. Our accredited program will immerse you in the skills and theories of social
work and interweave that body of knowledge with the liberal arts, psychology, sociology, economics, and political
science. The curriculum will prepare you for internships in a range of human service agencies including, schools,
hospitals, community centers, food shelves, women’s centers and a number of other settings in your junior and senior
year. The BSW program believes in social justice and teaches students how to engage the system to achieve it. The
program addresses multicultural practice through a required course and also a special elective course on Intergroup
Dialogue.
The bachelor of social work degree awarded will allow you to be successful in your chosen areas of social work practice
and prepared to work in multicultural settings. Students graduating with a Social Work major receive a Bachelor of
Science degree in social work and are eligible to apply for licensure as a generalist social worker. Over ninety-five
percent pass the exam on their first attempt.
Students interested in a graduate degree in social work (MSW) are encouraged to apply to our Master of Social Work
program. The undergraduate degree provides transferable credits toward the foundation year of an MSW program,
reducing the number of credits needed. Both the undergraduate and graduate Social Work programs are accredited by
the Council on Social Work Education. For more information about the MSW program, consult the Graduate Catalog.
Social Work Faculty
Michael Schock (Chair), Laura Boisen (MSW Field Coordinator), Lois Bosch (MSW Program Director), Ankita Deka,
Christina Erickson (BSW Field Coordinator), Melissa Hensley, Ericka Kimball, Bibiana Koh (BSW Program Director),
Barbara Lehmann, Terrence Lewis, Nancy Rodenborg
Degree and Major Requirements
The BSW degree consists of ten upper level courses and a total of seven supporting courses. Social Work courses that
are open to non-majors are designated with an asterisk.
The Supporting Courses
Select one of these three courses:
SWK 100 - Introduction to Professional Social Work*
SWK 210 - Environmental Justice and Social Change*
SWK 230 - Global Peace and Social Development*
Select one of these four courses:
ECO 112 - Principles of Macroeconomics
POL 121 - American Government and Politics
POL 122 - Metropolitan Complex
POL 325 - Politics and Public Policy
Take these four courses:
BIO 121 - Human Biology
PSY 105 - Principles of Psychology
SOC 121 - Introduction to Human Society
SWK 280 - Diversity and Inequality in Professional Practice*
Select one of these two courses:
SOC 362 - Statistical Analysis
MAT 163 - Introductory Statistics
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Elective course, not required for degree:
SWK 240 - Intergroup Dialog
GPA Requirements for degree completion
The minimum GPA for admission to the program is 2.2 on a four-point scale. After admission to the program, a minimum
grade of 2.0 is required for each upper level course and a 2.2 cumulative GPA is required in the supporting program.
Graduation Skills
The Critical Thinking (CT), Speaking (S), and Writing (W) graduation skills are embedded throughout the curriculum and
are met by completing the major. The Quantitative Reasoning (QR) graduation skill is met by taking SWK 401 and MAT
163 or SOC 362.
Pass/No Credit Maximums for Majors
All Social Work majors must take their upper level courses with traditional grading. Social Work majors are allowed to
apply up to six credits with a grade of Pass (P) toward graduation. Students seeking Latin and Department Honors may
only take two P/N credits. (See Latin Honors in Academic Information for additional details.)
Social Work Major
Ten upper level courses:
SWK 301 - History and Analysis of Social Policy*
SWK 303 - Human Development and the Social Environment*
SWK 306 - Social Work Practice 1: With Individuals
SWK 307 - Field Work 1: Integrative Seminar
SWK 316 - Social Work Practice 2: With Families and Groups
SWK 317 - Field Work 2: Integrative Seminar
SWK 401 - Social Work Research and Evaluation
SWK 406 - Social Work Practice 3: With Communities and Policies*
SWK 407 - Field Work 3: Integrative Seminar
SWK 417 - Field Work 4: Integrative Seminar (Senior Keystone course)
Social Welfare Minor (for non-social work majors)
The goal of the social welfare minor is to give non-majors a sense of the impact of social work on society and a means to
incorporate some social welfare perspectives to their chosen career.
Six courses including:
SWK 100 - Introduction to Professional Social Work
SWK 301 - History and Analysis of Social Policy
SWK 303 - Human Development and the Social Environment
SWK 406 - Social Work Practice 3: With Communities and Policies
SOC 265 - Race, Class and Gender
And one course from:
POL 121 - American Government and Politics
POL 158 - Political Patterns and Processes
POL 325 - Politics and Public Policy
Required Social Work Field Placement
Students are required to take a field placement at a social service agency in their junior and senior year. The field
placements are a total 120 hours each semester which is 240 hours over the course of one year.
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No credit for non-academic work
In accordance with accreditation standards, the Social Work Department does not grant credit for life experience or
previous work experience.
Admission to the Major
Students must apply to be admitted to the degree program in Social Work. This application process begins in the fall
semester of the sophomore year at Augsburg or in the summer months for junior transfer students. Each Social Work
major must complete the application materials and be officially admitted to the Social Work program before beginning
the first field placement in the junior year. Social Work majors must have a cumulative 2.20 GPA to enter the program.
Students who do not meet this minimum GPA standard will be given an opportunity to explain their GPA and may be
considered for conditional admission. Admission to the program is required as a prerequisite for those 300- and 400level courses restricted to Social Work majors only. Contact the Social Work Department for details.
Departmental Honors
The Social Work Department offers students the opportunity to earn departmental honors through the completion of an
applied or scholarly project. Students may apply for departmental honors if they have earned and maintain an overall
GPA of 3.3 and maintain a cumulative GPA of 3.6 in all Social Work classes at the 300-level and above. Honors applicants
may take up to two courses as P/N (pass/no credit) and must complete a minimum of 56 traditionally-graded Augsburg
credits. Other requirements include the successful completion of a paper or project designed to demonstrate critical
understanding of one area in the field of social work or social welfare. A faculty mentor will guide and supervise work on
this paper or project. Please consult with the advisor or program director for complete details and deadlines.
Social Work Study Abroad Opportunities
The Augsburg BSW program is a leader in international education for its students. All majors are encouraged to study
abroad at some point in their college career. Through The Center for Global Education, the BSW program offers an
award-winning semester study abroad program in Cuernavaca, Mexico. Students in the spring semester of their junior
year study social work in Mexico and finish their degrees on time. A similar option is offered for study in Norway. The
Social Work department also offers a rotating selection of faculty-led, short courses to foreign countries such as China,
Slovenian, South Africa and India.
Social Work Course Sequence
Social Work Entry Level Courses, SWK 280, and SWK 240 elective
The Social Work major offers three ways to begin the BSW degree: SWK 100 is for those students interested in the
breath of the profession; SWK 210 is for students whose interest is in environmental issues and social change strategies;
and SWK 230 is for students interested in international social work and global issues. All three courses are equal as
introductions to the major.
All three courses feature an experiential learning component. Students volunteer 40 hours in a human service agency,
program, or institution. The placement is selected by the student, approved by the course instructor, and supervised by
agency staff. These courses are also open to non-majors. The department also offers a course in human diversity, SWK
280, which is to be taken after the entry level courses.
A special elective course SWK 240: Intergroup Dialogue is offered for students who want a more direct learning
experience in human diversity.
Social Work upper level courses (300s and 400s) are taught in a two-year sequence. Courses are taught once a year. The
senior keystone is SWK 417: Field Work 4: Integrative Seminar. Consult the BSW Program Manual for the degree courseschedule flowchart.
For a complete list of courses and descriptions, see the Course Description Search.
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Sociology
Sociology is the scientific study of society and social interaction in groups. Our examination of human social organization
provides the opportunity to improve the world we have created and in which we live. The sociological perspective
provides an important way to critically understand how human beings come to think and act as they do in a variety of
social contexts.
The goal of the department is to guide students in gaining knowledge of social processes and the social order, how it
affects them in their daily lives, and how it can be applied to their lives and vocations. Sociology majors develop an
understanding of the theories of society and social groups, learn to create and use scientific tools of analysis, and
practice the application of sociological concepts to the solution of social problems.
The department urges students to use Augsburg’s metropolitan and international settings as a laboratory for learning.
Internships enable majors to apply the theories and research skills of sociology while they explore career alternatives.
Students also may take an independent study, special topics course, or field study toward that end.
The major in Sociology has equipped our alumni to understand and function more effectively in the social world as
professionals, citizens, and persons, providing the necessary knowledge base and analytical, writing, and critical thinking
skills. Augsburg alumni who have majored in Sociology are currently employed in the nonprofit sector, research
positions, human resources positions in both government and private corporations, criminal justice field, and as
professors of sociology. Others have used the major as preparation for advanced study in areas such as law, human
services, social work, urban planning, and the ministry.
Sociology Faculty
Lars Christiansen (Chair), Nancy Fischer, Garry Hesser, Diane Pike, Tim Pippert, James Vela-McConnell
Degree and Major Requirements
Sociology Major
Sociology has a long-standing tradition as an excellent undergraduate major that applies to a number of fields from
human services to criminal justice to business to public service. The foundation of the major at Augsburg is that it
provides a clearly organized curriculum that is challenging, develops over the course of the major, and integrates and
reinforces a challenging set of important skills; those skills include abstract thinking, writing, critical analysis, basic
research, integration of theory and data, and the connection of the individual and collective perspectives in the unique
way of the sociological imagination. The five core courses intentionally develop those skills in our students. The electives
allow students to choose courses that add other skills related to areas of career interest.
The major includes a total of 10 courses: five required core courses and five electives, at least three of which are upper
division courses from the specified list below:
Core courses:
SOC 121 - Introduction to Human Society
SOC 362 - Statistical Analysis
SOC 363 - Research Methods
SOC 485 - Sociological Theory
SOC 490 - Senior Seminar and Keystone
At least three of the following upper division courses (Prerequisite: SOC 121):
SOC 320 - Sociology of Law
SOC 349 - Sociology of Organizations
SOC 375 - Social Psychology
SOC 377 - Organizational Crime and Deviance
SOC 380 - Disaster and Resilience
SOC 381 - City and Regional Planning
SOC 387 - Juvenile Delinquency
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SOC 390 - Social Problems Analysis
SOC 399 - Internship
Two additional sociology electives
Note: Majors must have a 2.0 or higher in each required course (SOC 121, 362, 363, 485, and 490) to receive credit in
the major.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) graduation skills are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements.
Interest Tracks
In order to focus preparation for careers and further study, the Department offers interest tracks within the major.
These interest tracks are: City and Community; Crime and Deviance; Law; Organizations; and Social Psychology. The
Interest Tracks guide majors in selecting elective courses in a way that tailors their sociological training, experiences and
skills. Working with an advisor and following the guidelines and recommendations provided at the links below, Sociology
majors can design a pathway through the major that directs them toward careers or graduate work in criminal justice,
law, organizational development, public relations, social services, and urban studies.
Students who are interested in pursuing an interest track should discuss this with their advisor or the Sociology
Department chair. A full description of each interest track may be found at the Sociology Department website,
www.augsburg.edu/sociology.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
Departmental Honors
To complete departmental honors in Sociology, the student must have a minimum GPA of 3.50 in the major and overall.
See department chair and website for specific requirements. An application for departmental honors/graduation with
distinction must be completed by spring of the junior year.
Minor
Five courses including SOC 121 and at least two upper division courses taken at Augsburg College. Students are required
to have a 2.0 or higher in SOC 121 and at least a cumulative 2.00 GPA in courses counting toward the minor.
For a complete list of courses and descriptions, see the Course Description Search.
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Theater Arts
Theater is an ever-changing field that is important to understand in cultural and societal context. In our courses,
productions, recitals, and artist series, the study of theater embraces both classical and new forms, examines global and
local perspectives, and encourages in-depth creative exploration. Students are challenged to deepen their critical
thinking abilities and to master professional skills while also exploring new approaches to theater through their studies
in design, directing, performing, and playwriting. Students thoughtfully interrogate issues of cultural representation and
diversity as they find and express their own creative visions. The program prepares them well to continue with their
education and/or become leaders in the field of theater and performance studies.
The study of theater is firmly grounded in the liberal arts, integrating knowledge and principles from many academic and
artistic disciplines, including literature, history, philosophy, religion, speech, art, music, and dance. Both the high quality
curriculum and dramatic productions of our department offer valuable cross-disciplinary connections for students and
the campus, while providing a solid base in classical, modern, contemporary, and multicultural theater. In order to
encourage non-majors to become involved in our department, we offer six theater arts minors and welcome all
Augsburg students to become involved in our productions.
Augsburg’s location in the heart of a nationally recognized theater community makes it an ideal place to study theater.
At Augsburg we seek to create every opportunity for students to grow both as theater artists and scholars by
encouraging connections between our campus and the greater arts community, while also exploring connections
between theory and application. Students have the opportunity to make these connections through course study,
theatrical production work, participation in the Artist Series (an annual series of events featuring visiting theater
professionals from the local community who work closely with students), and attendance at numerous professional
productions throughout the Twin Cities. Augsburg productions are a valuable opportunity for students to enter into
creative collaboration with faculty and professional artists-in-residence. We value and regard theater productions as a
critical and vital laboratory for student learning and training, and we hold our productions to the highest standards of
the profession.
Many of the skills acquired by Theater majors or minors are valuable and transferable to other professions:
collaboration, verbal and nonverbal communication, organization, critical thinking, leadership, creativity, and selfexpression. Involvement in theater arts can help prepare students for successful careers in law, education, business,
communication, journalism, and many other fields, as well as in professional or academic theater, television, or film.
Theater Arts Faculty
Darcey Engen (Chair), Michael Burden, Martha Johnson (Chair), Sarah Myers, Barbra Berlovitz, Warren C. Bowles, David
DeBlieck, Christina Ham, Karen Mulhausen, Sandra Schulte, Dario Tangelson, Stephanie Lein Walseth, and Randy Winkler
Degree and Major Requirements
Bachelor of Arts
The Theater Arts Department currently offers both a Theater Arts major with one (or more) concentrations and a
Theater Arts major without a concentration. There are three choices for concentrations within the major: performance,
directing/dramaturgy/playwriting, and design/technical. The Theater Arts major with a concentration requires the
following: the theater core curriculum, one concentration requirement, one concentration elective, plus two Theater
major electives. Each concentration requires 10 production units taken as THP practicum courses. The Theater Arts
major without a concentration consists of the nine theater core curriculum courses plus 5 production units taken as THP
practicum courses.
Graduation Skills
The Theater Arts Department addresses the graduation skills using the embedded model. Every course within the core
curriculum and most electives as part of a specific concentration require various projects that address Critical Thinking
(CT), Writing (W), and Speaking (S). The Quantitative Reasoning (QR) graduation skill can be met by completing GST 200,
MAT 145, MAT 146, or PHY 119.
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Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Theater Arts Major
Nine core courses:
THR 228 - Introduction to Stagecraft
THR 232 - Acting
THR 245 - Introduction to Asian and Asian American Theater
THR 250 - Script Analysis: Foundations of Theater
THR 270 - Introduction to Black Theater
THR 328 - Theatrical Design
THR 361 - Theater History and Criticism I
THR 362 - Theater History and Criticism II
THR 366 - Stage Direction
Theater Major Electives
For each of the three concentrations, students may choose two electives from the following pool of courses. Within a
single concentration, a course can count as a theater major elective only if NOT taken to satisfy a concentration
requirement or concentration elective:
THR 226 - Movement for Theater
THR/FLM 230 - Scenic Painting: Painting for Stage, Film and Faux Application
THR 233 - Acting for the Camera
THR 235 - Skills of Musical Theater
THR 237 - Dance for Musical Theater
THR 255 - Introduction to Musical Theater
THR 265 - Computer Drafting for the Stage and Architecture
THR 275 - Lighting and Sound for the Stage
THR 280 - Costumes and Makeup for Performance
THR 295 - Topics
THR/ENL 325 - Playwriting I
THR/ENL 326 - Playwriting II
THR 350 - Voice for Speech, Stage and Screen
THR 365 - Advanced Acting
THR 425 - New Methodologies of Stage Direction and Dramaturgy
THR 495 - Topics
ENL 221 - Expository Writing about the Arts
ENL 330 - Shakespeare
ENL 338 - British and Commonwealth Drama
ENL 358 - Readings in American Drama
ENL 368 - Readings in World Drama
NAS 352 - Modern Nordic Drama
Performance Concentration
Students choosing this concentration will enroll in the nine core theater major courses taken by all theater majors plus
the electives and requirements listed below. Students in the performance concentration are encouraged to consult with
their advisor when selecting electives. Advisors will assist students in identifying the year and semester elective courses
are offered. Students are strongly encouraged to also complete a professional internship at a local Twin Cities theater.
To fulfill this concentration:
Thirteen THR courses—nine required core courses, one performance concentration requirement, one performance
concentration elective, two Theater major electives, plus 10 Theater practicum units taken as THP courses.
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Performance Concentration Requirement:
THR 365 - Advanced Acting
Performance Concentration Electives:
Select and complete one of the following:
THR 226 - Movement for Theater
THR 350 - Voice for Speech, Stage and Screen
Theater Major Electives:
Select and complete two of the courses listed above under general Theater Major Electives. Within the performance
concentration, a course can count as a Theater major elective only if NOT taken to satisfy a performance concentration
requirement or elective.
Ten production practicum units (THP)--See Practicum Units
Directing/Dramaturgy/Playwriting Concentration
Students choosing this concentration will enroll in the nine core Theater major courses taken by all Theater majors plus
the requirements and electives listed below. Students in the directing/dramaturgy concentration are encouraged to
consult with their advisor when selecting electives. Advisors will assist students in identifying the year and semester
elective courses are offered.
To fulfill this concentration:
Thirteen THR courses—nine required core courses, one directing/dramaturgy/playwriting concentration requirement,
one directing/dramaturgy/playwriting concentration elective, two Theater major electives, plus 10 Theater practicum
units taken as THP courses.
Directing/Dramaturgy/Playwriting Concentration Requirement:
THR/ENL 325 - Playwriting I
Directing/Dramaturgy/Playwriting Concentration Electives:
Select and complete one of the following:
THR/ENL 326 - Playwriting II
THR 425 - New Methodologies of Stage Direction and Dramaturgy
ENL 221 - Expository Writing about the Arts
Theater Major Electives:
Select and complete two of the courses listed above under general theater major electives. Within the
directing/dramaturgy/playwriting concentration, a course can count as a theater major elective only if NOT taken to
satisfy a directing/dramaturgy/playwriting concentration requirement or elective.
Ten production practicum units (THP)--See Practicum Units
Specific practicum requirements:
Serve as stage manager on main-stage show
Dramaturg one main-stage show
Design/Technical Concentration
Students choosing this concentration will enroll in the nine core Theater major courses taken by all Theater majors plus
the requirements and electives listed below. Students in the design/technical concentration are encouraged to consult
with their advisor when selecting electives. Advisors will assist students in identifying the year and semester elective
courses are offered.
To fulfill this concentration:
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Thirteen THR courses--nine required core courses, one design/technical concentration requirement, one
design/technical concentration elective, two Theater major electives, plus 10 Theater practicum units taken as THP
courses.
Design/Technical Concentration Requirement:
Select and complete one of the following:
THR 275 - Lighting and Sound for the Stage
THR 280 - Costumes and Makeup for Performance
Design/Technical Concentration Electives:
Select and complete one of the following:
THR/FLM 230 - Scenic Painting: Paint for Stage, Film and Faux Application
THR 265 - Computer Drafting for the Stage and Architecture
Theater Major Electives:
Select and complete two of the courses listed above under general Theater major electives. Within the
design/technology concentration, a course can count as a Theater major elective only if NOT taken to satisfy a
design/technology concentration requirement or elective.
Ten production practicum units (THP)--See Practicum Units
Curricular Planning Information
First-years planning to major in theater arts should complete THR 228, 232, and 250 during their first year. Students who
are second-year, third-year, or fourth-year majors may choose from the following courses, depending on their
concentration and courses offered: THR 226, 230, 235, 237, 245, 255, 270, 275, 280, 295, 325, 361, and 362. Theater
majors who are juniors or seniors may take THR 326, 328, 350, 361, 362, 365, 366, 425, and 495. Note: While many
courses are offered annually, some courses are offered alternate years only and others are offered only on an occasional
basis.
Departmental Honors
Designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to
the student. Departmental Honors students must maintain a 3.75 GPA in the major and a 3.60 GPA overall and complete
a substantial independent project of honors quality within the major. Honors candidates should meet with their
departmental advisor during spring semester of their junior year to develop a proposal for the honors project to be
submitted by mid-April. The Theater Department will assign an honors project advisor to students submitting successful
proposals.
Transfer Students
Transfer students should meet with a transfer advisor upon acceptance to determine what credits taken at another
institution will transfer into the major. The majority of Theater core classes should, however, be taken at Augsburg.
Additionally, transfers are required to take a minimum of three upper division theater arts courses at Augsburg.
Students pursuing one of the three theater concentrations should complete ten practicum units to fulfill their major
requirements. Students transferring with sophomore standing should complete a minimum of seven practicum units
within the department. Students transferring with junior standing should complete a minimum of five practicum units
within the department.
Theater Arts Minors
The Theater Arts Department offers six minors: Musical Theater, Performance, Design/Technical, Film/Performance,
Theater History and Criticism Dramaturgy, and a general Theater Arts minor.
Please note: ALL Theater Arts minors are required to complete five Theater practicum units (THP credits) in any of the
three areas (acting/performance, production, or artistic/production management).
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Musical Theater Minor (5 courses):
Four Required Courses:
THR 232 - Acting
THR/MUS 235 - Skills of Musical Theater
THR 237 - Dance for Musical Theater
THR 255 - Introduction to Musical Theater
Take one of the following:
THR 365 - Advanced Acting
MUE 294/494 - Opera Workshop
Plus 5 THP (practicum) credits
Performance Minor (5 courses):
Two Required Courses:
THR 232 - Acting
THR 250 - Script Analysis
Take three of the following:
THR 116 - Creative Drama: Acting and Improvisation
THR 222 - Introduction to Theater
THR 226 - Movement for Theater
THR 350 - Voice for Stage, Speech and Screen
THR 365 - Advanced Acting
THR 495 - Topics
Plus 5 THP (practicum) credits
Design/Technical Minor (5 courses):
One Required Course:
THR 328 - Theatrical Design
Take four of the following:
THR 228 - Introduction to Stagecraft
THR 250 - Script Analysis: Foundations of Theater
THR/FLM 230 - Scenic Painting: Paint for Stage, Film, and Faux Application
THR/FLM 275 - Lighting and Sound for the Stage
THR/ART 280 - Costumes and Makeup for Performance
Plus 5 THP (practicum) credits
Film/Performance Minor (5 courses):
Two Required Courses:
THR 232 - Acting
THR 233 - Acting for the Camera
Take three of the following:
ENL 241 - Introduction to Cinema Arts
THR 226 - Movement for Theater
THR 350 - Voice for Stage, Speech, and Screen
THR 365 - Advanced Acting
Plus 5 THP (practicum) credits
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Theater History and Criticism Dramaturgy Minor (5 courses):
Four Required Courses:
THR 250 - Script Analysis: Foundations of Theater
THR/ENL 325 - Playwriting I
THR 361 - Theater History Criticism I
THR 362 - Theater History Criticism II
Take one of the following
THR 299 - Directed Study: Dramaturgy
THR 299 - Directed Study: Theater History and Criticism
Plus 5 THP (practicum)) credits
Theater Arts Minor (5 courses):
Four Required Courses:
THR 232 - Acting
THR 250 - Script Analysis: Foundations of Theater
THR 362 - Theater History Criticism II
THR 366 - Stage Direction
Take one of the following:
THR 228 - Introduction to Stagecraft
THR 328 - Theatrical Design
Plus 5 THP (practicum) credits
Theater Practicum Courses
THP courses involve practicum teaching and learning in the context of play productions and are required for the Theater
Arts major/minor. All THP Theater practicum courses are taken for noncredit with pass/no credit grading. Evaluation by
the faculty mentor will be based on: 1) successful and timely completion of practicum area for which student is
registered; 2) positive and professional attitude and work ethic demonstrated by the student; and 3) demonstrated
competency in practicum area. The positive evaluation of each of the areas must be sufficient enough to lead to a
minimum grade of 2.0 in order to receive a P grade.
THP courses require:
•
•
•
•
•
Consent and signature of instructor
Supervision by theater faculty
A minimum of 25 hours of assessed participation by the student
Registration for THP course for semester when practicum is completed
Registration for practicum before deadline dates set by the Registrar’s Office
Please note:
•
•
•
•
•
•
•
All majors will complete at least one THP 123 unit in costumes.
All majors will complete one THP 133 in lighting.
THP courses may be repeated.
Crew work required for classes/coursework does not count towards practicum credit.
Work-study hours do not count towards practicum credit.
Completion of THP 115/125 and 116/126 counts as two and three practicum units respectively because of the
extraordinary amount of time required of the student. All other THP courses count as one practicum unit each.
THP requirements for transfer students are explained under “Transfer Students,” above.
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Theater Practicum Courses–Areas
All Theater Arts majors in all three concentrations are required to complete 10 practicum units (THP) from the three
established areas below.
Area 1: Performance
Each major will complete between one and five THPs from the performance area.
THP 111/121/131/141/151 - Theater Practicum: Acting/Performance
Students who complete participation as an actor in one midterm and one final student directing project for THR
366 may be given one THP 151 credit.
Area 2: Production
Each major will complete between four and eight THPs from the production area.
THP 112/122/132 - Theater Practicum: House Management
THP 113 - Theater Practicum: Sets
THP 123 - Theater Practicum: Costumes
THP 133 - Theater Practicum: Lights
THP 114/124/134 - Theater Practicum: Running Crew
THP 115/125/135 - Theater Practicum: Stage Management–small project
THP 116/126/136 - Theater Practicum: Stage Management–large project
Area 3: Artistic/Production Management
Each major will complete one THP from this area.
THP 117/127/137 - Theater Practicum: Artistic Assistance
For a complete list of courses and descriptions, see the Course Description Search.
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Women’s Studies
The Women’s Studies program provides students with the opportunity to examine critically women’s contributions and
experiences in various historical and cultural contexts. This is an inter-college program with course offerings at Augsburg
College, Hamline University, St. Catherine University, and the University of St. Thomas. Courses are drawn from many
disciplines and combine theoretical, practical, and research components that focus not only on gender, but also
acknowledge that race, class, and sexual identity are crucial aspects of women’s experiences. The Women’s Studies
program offers both a major and a minor, and provides students with academic preparation for careers in human
services, education, and social work as well as graduate study.
Faculty
Adriane Brown (director), Kristin M. Anderson, Janelle Bussert, Kristin Chamberlain, Sarah Combellick-Bidney, Cass
Dalglish, Ankita Deka, Jacqueline deVries, Grace B. Dyrud, Darcey Engen, Nancy Fischer, Doug Green, Milda Hedblom,
Sophia Jacobsen, Michael Lansing, Barbara Lehmann, Lynne Lorenzen, Mary Lowe, Ann Lutterman-Aguilar, M. Elise
Marubbio, Kathleen McBride, Sarah Myers, Norma Noonan, Pary Pezechkian-Weinberg, Timothy Pippert, Beverly J.
Stratton, Kathryn Swanson, James Vela-McConnell, Mzenga Wanyama
Degree and Major Requirements
Major
Ten courses that must include:
WST 201 - Foundations in Women’s Studies
WST 315 or another mid-level course in feminist theory selected from an approved list
WST 485 - Senior Seminar
WST 199/399 - Internship*
*WEC majors may take WST 499 (Independent Study) with a practical application in lieu of WST 199/399; interested
students should speak with the WST director.
The remaining six electives are to be selected from approved Women’s Studies courses, and should include one course
with a racial, ethnic, or global emphasis and one course with a sexuality emphasis. At least three of the six electives must
be upper division courses. Students may take courses at any of the colleges participating in the Women’s Studies
program. However, at least three courses must be completed at Augsburg.
Each student’s program must have the written approval of the Women’s Studies program coordinator.
Both majors and minors are encouraged to participate in one of the gender-focused semester study abroad programs
offered through Augsburg’s Center for Global Education. Two programs have been pre-approved for Women’s Studies
credit: Crossing Borders: Gender and Social Change in Mesoamerica (offered fall semester) and Migration and
Globalization: Engaging Our Communities (offered spring semester).
Graduation Skills
The Speaking (S), Writing (W), and Critical Thinking (CT) graduation skills are embedded at all levels and are met by
completing the major. The Quantitative Reasoning (QR) graduation skill can be met by completing GST 200. Transfer
students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills.
Minors and Concentrations
Students majoring in Women’s Studies can pursue a concentration in Sexuality and/or Global Women’s and Gender
Studies. A concentration will be noted on the transcript at the point of graduation, not a minor.
Women’s Studies Minor
Five courses that must include WST 201; WST 315; and three electives, one of which must be upper division. Courses
may be taken from the other ACTC colleges as well as Augsburg. Each student’s program must have the written approval
of the Women’s Studies Program Coordinator.
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Sexuality Studies Minor or Concentration
The 20-credit minor/concentration in Sexuality Studies offers students the opportunity to explore the history, social
construction, and physiology of sexuality and to examine the cultural meanings of gender, sexual orientation, and sexual
practice on a global level. Students are required to take three core courses plus two electives (one of which must be
upper division), as follows:
Core Courses in Sexuality Studies:
WST 201 - Foundations in Women’s Studies
SOC 266 - Sociology of Sexualities
WST 305 - Introduction to Queer Studies
Elective Courses in Sexuality Studies:
WST 250 - Global Perspectives on Gender and Sexuality
WST 315 - Margins as Center: Feminist Theory
HPE 316 - Human Sexuality
WST 281/481 - Topics
Global Women’s and Gender Studies Minor or Concentration
The 20-credit minor/concentration in Global Women’s and Gender Studies offers students the opportunity to focus on
women’s roles, experiences, and worldviews in a global context. Students are required to take three core courses plus
two electives (one of which must be upper division), as follows:
Core Courses in Global Women’s and Gender Studies:
POL 359 - Topics: Women in Comparative Politics
WST 201 - Foundations in Women’s Studies
WST 315 - Margins as Center: Feminist Theory
Elective Courses in Global Women’s and Gender Studies:
WST 250 - Global Perspectives on Gender and Sexuality
WST 281/481 - Topics
WST 313 - Environmental Theology and Ethics (CGE)
WST 341 - Globalization, Social Struggles and the Environment (CGE)
WST 357 - Mexican History, Culture and Cosmovision (CGE)
WST 362 - Walking the Truth: Culture, Gender and Millennium Development Goals in Sub Saharan Africa
WST 366 - Latin American Liberation Theologies (CGE)
AIS 208/408 - Native American Women and Film
AIS/INS 233 - Women: A Cross-Cultural Perspective
AIS 305 - Indigenous Issues of Central America
AIS 320 - American Indian Women
ENL 365 - Contemporary Post Colonial Fiction
HIS 195 - Topics in History: Promoting Justice and Seeking Equality - Globalization and Women’s Grassroots Movements
in Latin America
Students are strongly encouraged to study abroad or to take at least one travel seminar.
Transfer Students
Students who transfer to Augsburg College and wish to complete a major or minor in Women’s Studies are urged to
consult with the director of Women’s Studies immediately upon transfer. The Women’s Studies program has an
articulation agreement with Century College and with Inver Hills Community College that governs students from these
institutions with a Women’s Studies certificate who transfer to Augsburg. Transfers from other colleges and universities
must consult with the director of Women’s Studies for approval of courses for the major or minor.
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For a complete list of courses and descriptions, see the Course Description Search.
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Augsburg College Board of Regents
For more details, go to www.augsburg.edu/about/leadership/regents/.
Andra Adolfson
Dan W. Anderson ‘65
Ann B. Ashton-Piper
Jennifer P. Carlson, J.D.
Bishop Rick Hoyme, ex-officio
Karen A. Durant ’81
Matthew K. Entenza, J.D.
Mark A. Eustis
Alexander J. Gonzalez ‘90
Norman R. Hagfors
Jodi L. Harpstead
Rev. Rolf Jacobson, Ph.D.
Eric J. Jolly, Ph.D.
Wayne D. Jorgenson ‘71
Toby Piper LaBelle ‘96
The Honorable LaJune Thomas Lange ’75, J.D.
André J. Lewis ’73, Ph.D.
Dennis J. Meyer ‘78
Pamela Hanson Moksnes ‘79
Paul S. Mueller ’84, M.D., Chair
Jeffrey M. Nodland ’77
Lisa M. Novotny ’80
Paul C. Pribbenow, Ph.D.
Curtis A. Sampson
Bishop Ann M. Svennungsen, ex-officio
Gary A. Tangwall ’80
Rev. Norman W. Wahl ’76, D.Min.
Bonnie Wallace
Steven J. Wehrenberg ‘78
Rev. Mark N. Wilhelm, Ph.D., ex-officio
ELCA Congregational and Synodical Mission
Executive Director
The Rev. Dr. Stephen Bouman
Program Director for Schools
The Rev. Dr. Mark Wilhelm
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Augsburg College Faculty and Administration
Beginning year of service of faculty and staff is indicated with parentheses.
College Cabinet
Paul C. Pribbenow (2006). President. BA, Luther College; MA, PhD, University of Chicago.
Leif Anderson (1996). Vice President and Chief Information Officer. BA, MPP, University of Minnesota.
Ann L. Garvey (1998). Vice President of Student Affairs. BA, College of St. Catherine; MA, Loyola University; JD,
University of Minnesota.
Rebecca John (2010). Vice President of Marketing and Communication. BA, University of St. Thomas; MA, University of
Phoenix, MBA, Augsburg College.
Karen Kaivola (2013). Provost and Chief Academic Officer. BA, Georgetown University; MA, Ph.D., University of
Washington.
Beth Reissenweber (2014). Chief Financial Officer. BS, Elmhurst College; MBA, Indiana University; PhD, University of
Nebraska.
William Mullen (2013). Vice President of Enrollment Management. BA, Lawrence University; MBA, Capella University;
EdD, University of Minnesota.
Heather Riddle (2012). Vice President for Institutional Advancement. BA, Concordia College, Moorhead.
Administration
Sheila Anderson (1991). Director, Academic Advising. BS, Minnesota State University-Moorhead; MA, Augsburg College.
Harry Boyte (2009). Director of the Center for Democracy and Citizenship and Sabo Senior Fellow. BA, Duke University;
MDiv, University of Chicago Divinity School; PhD, Union Institute.
Jesse Cashman (2011). Director, Public Safety and Risk Management. BA, College of St. Scholastica; MA, University of St.
Thomas.
Dulce Oliva Monterrubio (2014). Director, Hispanic/Latino Student Services. BA, Augsburg College.
Jodi Collen (2007). Director, Events and Conference Planning. BA, Wartburg College; MTA, George Washington
University.
Crystal Comer (2012). Registrar. BS, Bemidji State University; MS, Minnesota State University, Mankato.
Amy Cram Helwich (2009). Executive Director of the Minnesota Urban Debate League. BS, University of Wyoming; MPA,
University of Pittsburgh.
Sally Daniels (1979). Director, Parent and Family Relations. BA, Augsburg College.
Dionne Doering. Chief Human Resources Officer. BA, Baylor University, MBA, University of Massachusetts, Amherst.
Rebekah Dupont (1995, 2008). Director, STEM Programs and Associate Professor of Mathematics. BA, University of
Wisconsin, Madison; MS, Ph.D., Washington State University.
Amanda Erdman (2007). Director, Residence Life. BA, Coe College; MAE, University of Northern Iowa.
Nathan Gorr (2006). BA, University of Minnesota, Morris.
Amy Gort (2009). Assistant Vice President and Dean of Arts and Sciences. Associate Professor of Biology. BS, University
of Wisconsin; MS, PhD, University of Illinois at Champaign-Urbana.
Sarah Griesse (2006). Dean of Students, Student Affairs. BA, Wittenberg University; MA, Ohio State University.
Nancy Guilbeault (1980). Director, Counseling and Health Promotion. BA, MA, PhD, LP, University of Minnesota.
Nathan J. Hallanger (2008). Senior Analyst, Academic Affairs. BA, Augustana College; MTS, Harvard Divinity School,
Harvard University; PhD, Graduate Theological Union and Pacific Lutheran Theological Seminary.
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Kevin Healy (2004). Director, Advancement Services. BS, Carroll College.
Benjamin G. Kent (1996). Director, Center for Academic Achievement. BA, University of Wisconsin-Madison; MS,
University of Oregon.
Scott Krajewski (2000). Director of IT Services, Information Technology. BS, Augsburg College; MS, Iowa State University.
Mark Lester (1987). Co-site director, Central America, Center for Global Education. BA, St. Pius X Seminary; MA, Mt. St.
Mary Seminary.
Penh Lo (2008). Director, Pan-Asian Student Services. BS, Minnesota State University, Mankato.
Ann Lutterman-Aguilar (1993). Site director, Mexico, Center for Global Education. BA, Earlham College; MDiv, Yale
University; DMin, San Francisco Theological Seminary.
Kathleen McBride (1988). Co-site director, Central America, Center for Global Education. BA, George Mason University;
EdM, Harvard University.
Regina McGoff (1992). Director of Center for Global Education. BS, University of Minnesota; MBA, University of St.
Thomas.
Donna McLean (1985). Director of Development Initiatives. BA, University of Minnesota.
Keith Munson (2010, 2012). Director, Career and Internship Services. BA, St. Olaf College; MS, Minnesota State
University, Mankato.
Jane Ann Nelson (1999). Director of Library Services. BA, University of Sioux Falls; MA, University of Minnesota.
Aly C. Olson (2001). Director, Student Support Services/TRiO. BA, Grinnell College; MA, University of Minnesota.
Steve Peacock (2008). Director of Community Relations. BA, College of Wooster; MURP, University of Minnesota.
Lori A. Peterson (2004). Assistant Vice President and Dean of Graduate and Professional Studies. Assistant Professor of
Business Administration. BSB., Carlson School of Management, University of Minnesota; MEd, PhD, University of
Minnesota.
Joanne Reeck-Irby (2008). Director of Campus Activities and Orientation. BA, MA, University of Minnesota.
Maureen Reed (2011). Executive Director, Nobel Peace Prize Forum. BA, MD, University of Minnesota.
Staney Rostad. Controller. BS, John Carroll University, MBA, Indiana University.
Kathy Rumpza. Director of Marketing Communication. BS, University of Minnesota, MA, Augsburg College.
Mohamed Sallam (2006). Director, Pan-Afrikan Center. BA, MA, Minnesota State University, Mankato.
Patrice M. Salmeri (2002). Director, StepUP® Program. BS, Kent State University; MA, Saint Mary’s University.
Doug H. Scott (2007). Director of Leadership Gifts. BA, Eastern University; MDiv, Eastern Baptist Theological Seminary.
Dixie Shafer (2000). Director, Undergrad Research and Graduate Opportunity. BA, Moorhead State University; EdM,
Rutgers University.
Jennifer R. Simon (2007). Director, American Indian Student Services. BA, University of Minnesota; MA, Minnesota State
University, Mankato.
Leah Spinosa de Vega (2008). Director of Augsburg Abroad. BA, MA, University of Minnesota.
David St. Aubin (2008). Director, Athletic Facilities. BS, University of Minnesota.
Kim Stone (2008) Director of Alumni and Constituent Relations. BA, Minnesota State University, Mankato; MBA, Nova
Southeastern University.
Keith Stout (2012). Director of Leadership Gifts. BA, Metro State College, Denver.
Jeffrey F. Swenson (1986). Athletic Director. BA, Augsburg College; MA, University of Minnesota.
Erica Swift (2013). Director, Sponsored Programs. BA, University of Minnesota; MS, The George Washington University.
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Tina Maria Tavera (2001, 2008). Director, McNair Scholars Program. BA, MA, University of Minnesota.
Paul L. Terrio (1990). Director, Student Financial Services. BA, Augsburg College.
Jim Trelstad-Porter (1990). Director of International Student and Scholar Services. BA, Augustana College; MA, American
University.
Martha Truax (2007). Director of Annual Giving. BA, Macalester College.
Mary Laurel True (1990). Director of Service-Learning and Community Engagement. BA, St. Catherine University; MSW,
University of Connecticut.
Alan J. Tuchtenhagen (2011). Interim Director, Master of Arts in Leadership. BS, Westmar College; MA, University of
Nebraska; DPA, Hamline University.
Stephanie Weiss (2010). Director, News and Media Services. BA, University of Minnesota.
Karl Wolfe (2007). Director Rochester Program. BA, Azusa Pacific University; MDiv, Asbury Theological Seminary; EdD,
Pepperdine University.
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Faculty (Full-time)
A
Pauline J. Abraham (2005). Assistant Professor of Nursing. A.D., Rochester Community College; BSN., Winona State
University; MA, Augsburg College.
Phillip C. Adamo (2001). Associate Professor of History. BA, SUNY-Albany; MA and PhD, Ohio State University.
Beth J. Alexander (2000). Associate Professor of Physician Assistant Studies. BS and DPharm, University of Minnesota.
Kristin M. Anderson (1984). Professor of Art. AB, Oberlin College; MA, University of Minnesota; MA, LutherNorthwestern Seminary; PhD, University of Minnesota.
Stuart M. Anderson (1989). Associate Professor of Physics. BA, Augsburg College; PhD, University of Minnesota.
Elizabeth Ankeny (2008). Associate Professor of Education. BA, Augustana College; MA, Morningside College; PhD,
Colorado State University.
Andrew L. Aoki (1988). Professor of Political Science. BA, University of Oregon; MA, PhD, University of WisconsinMadison.
David B. Apolloni (1989). Associate Professor of Philosophy. BA, University of Minnesota; MDiv, Luther-Northwestern
Seminar; PhD, University of Minnesota.
B
Jennifer Bankers-Fulbright (2008). Associate Professor of Biology. BA, College of Saint Benedict; PhD, Mayo Clinic
College of Medicine.
David D. Barrett (2011). Assistant Professor of Health and Physical Education. AA, Normandale Community College; BA,
Texas Lutheran University; MEd, Southwest Texas State University; PhD, University of Minnesota
Eric Barth (2008). Assistant Professor of Physician Assistant Studies. BA, University of St. Thomas; BS, Trevecca Nazarene
University; MPAS, University of Nebraska.
Bruce Batten (2008). Assistant Professor of Business, MBA. BS, Davidson College; PhD, Medical College of Virginia.
Katherine A. Baumgartner (2005). Assistant Professor of Nursing. BS, Minnesota State University-Mankato; MA,
Augsburg College.
Matthew Beckman (2008). Assistant Professor of Biology. BA, Brandeis University; PhD, University of Alabama.
Pavel Bělík (2008). Associate Professor of Mathematics. PhD, University of Minnesota.
Annie J. Berger (2014). Instructor of Physician Assistant Studies. BA, Gustavus Adolphus College; MPA, Massachusetts
College of Pharmacy and Health Sciences.
Tracy A. Bibelnieks (2002). Associate Professor of Mathematics. BA, St. Olaf College; MS, PhD, Clemson University.
Susan N. Boecher (2007). Assistant Professor, full-time, Art. BFA, University of Minnesota.
Jeanne M. Boeh (1990). Professor of Economics. BS, MA, PhD, University of Illinois.
Laura S. Boisen (1996). Professor of Social Work. BA, Wartburg College; MS, University of Wisconsin-Madison; MPA,
Iowa State University; PhD, University of Minnesota.
Lois A. Bosch (1997). Professor of Social Work. BA, Northwestern College; MSW, University of Iowa; PhD, University of
Illinois at Urbana-Champaign.
Adriane Brown (2012). Assistant Professor of Women’s Studies. BA, Wichita State University; MS, Minnesota State
University, Mankato; PhD, Ohio State University.
Christopher Rhys Brown (2003). Field Experience Coordinator/Charter School Liaison, Instructor of Education. BS,
Bemidji State University; MEd, University of Sydney, Australia.
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Michael Buck (2010). Assistant Professor of Music. BME, St. Olaf College; MME, Vandercook College of Music; PhD,
University of Southern Mississippi.
Eric L. Buffalohead (1997). Associate Professor of American Indian Studies. BA, MA, PhD, University of Minnesota.
Michael R. Burden (1990). Associate Professor of Theater Arts (Designer and Technical Director). BA, Augsburg College;
MFA, University of Minnesota.
Ralph J. Butkowski (2001). Assistant Professor of Biology. BS, St. Cloud State University; MS, PhD, University of
Minnesota.
C
William C. Capman (1994). Associate Professor of Biology. BA, University of Illinois-Chicago; PhD, University of Illinois at
Urbana-Champaign.
John C. Cerrito (1983). Assistant Professor of Business Administration. BA, Rhode Island College; MS, University of
Wisconsin-Stout; EdD, University of Minnesota
Kristen A. Chamberlain (2007). Assistant Professor of Communication Studies. BS, PhD, North Dakota State University.
Lars D. Christiansen (2001). Associate Professor of Sociology. BA, Clark University; MS, PhD, Florida State University.
Anthony J. Clapp (2001). Associate Professor of Health and Physical Education. AA, Golden Valley Lutheran College; BA,
Texas Lutheran College; MA, Southwest Texas State University; PhD, University of Alabama.
Kathleen Clark (2009). Instructor and coordinator, Nursing. BSN, University of Wisconsin; MA, Augsburg College.
Stephan Clark (2011). Assistant Professor of English. BA, University of Southern California; MA, University of California,
Davis; PhD, University of Southern California.
Sarah Combellick-Bidney (2009). Assistant Professor of Political Science. PhD, Indiana University-Bloomington.
David A. Conrad (2000). Assistant Professor of Business Administration. Assistant Director, MBA Program in Rochester.
BA, Winona State University; MA, EdD, St. Mary’s University of Minnesota.
Robert J. Cowgill (1991). Associate Professor of English. BA, MA, PhD, University of Minnesota.
Larry J. Crockett (1985). Professor of Computer Science. BA, MA, Pacific Lutheran University; MDiv, Luther Theological
Seminary; PhD, University of Minnesota
David Crowe (2008). Associate Professor of Biology. BA, Gustavus Adolphus College; PhD, University of Minnesota.
D
Cathleen A. Dalglish (1986). Professor of English. BA, Saint Catherine University; MFA, Vermont College; PhD, The Union
Institute and University.
Jill A. Dawe (1994). Associate Professor of Music. BM, Memorial University of Newfoundland; MM, DMA, Eastman
School of Music.
Ankita Deka (2008). Associate Professor of Social Work. BA, Delhi University; MA, Tata Institute of Social Sciences; PhD,
Indiana University.
Benjamin Denkinger (2011). Assistant Professor of Psychology. BA, Hamline University; PhD, University of Minnesota.
Jacqueline R. deVries Jones (1994). Professor of History. BA, Calvin College; MA, PhD, University of Illinois-Urbana.
Douglas J. Diamond (2005). Orchestra Director, Assistant Professor of Music. BM, MM, The Mannes College of Music.
Suzanne I. Dorée (1989). Professor of Mathematics. BA, University of Delaware; MA, PhD, University of WisconsinMadison.
Grace B. Dyrud (1962). Professor of Psychology. BA, MA, PhD, University of Minnesota.
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E
Karen Ekstrand (2014). Assistant Professor of Education. BS, Bemidji State University; MS, Winona State University.
Wesley B. Ellenwood (2002). Assistant Professor of Communication Studies. BA, University of Minnesota; MFA, Syracuse
University.
Darcey K. Engen (1997). Associate Professor of Theater Arts. BA, Augsburg College; MFA, University of WisconsinMadison.
Carol A. Enke (1986). Instructor of Health and Physical Education. BS, MEd, University of Minnesota.
Christina L. Erickson (2004). Associate Professor of Social Work. BS, University of Minnesota; MSW., University of
Minnesota – Duluth; PhD, University of Illinois – Chicago.
Joseph A. Erickson (1990). Professor of Education. BA, MA, College of St. Thomas; MA, Luther-Northwestern Theological
Seminary; PhD, University of Minnesota.
F
Ronald L. Fedie (1996). Associate Professor of Chemistry. BA, University of St. Thomas; PhD, University of Minnesota.
Zengqi Vivian Feng (2008). Associate Professor of Chemistry. BS, Linfield College; PhD, University of Illinois.
Margaret J. Finders (2014). Associate Professor of Education. BA, MA, PhD, University of Iowa.
Nancy L. Fischer (2005). Associate Professor of Sociology. BA, Hamline University; MA, The American University; PhD,
State University of New York – Albany.
Richard M. Flint (1999). Assistant Professor of Mathematics. BA, St. Olaf College; MS, Iowa State University.
Stacy R. Freiheit (2005). Associate Professor of Psychology. BA, University of Central Florida; MA, PhD, Case Western
Reserve University.
Mark L. Fuehrer (1969). Professor of Philosophy. BA, College of St. Thomas; MA, PhD, University of Minnesota.
G
Keith F. Gilsdorf (2001). Professor of Economics. BS, Moorhead State University; MA, North Dakota State University;
PhD, University of Nebraska-Lincoln.
Amy Gort (2009). Associate Professor of Biology. BS, University of Wisconsin; MS, PhD, University of Illinois–ChampaignUrbana.
Douglas E. Green (1988). Professor of English. BA, Amherst College; MA, PhD, Brown University.
William D. Green (1991). Professor of History. BA, Gustavus Adolphus College; MA, PhD, JD, University of Minnesota.
Jeanine A. Gregoire (1996). Associate Professor of Education. BS, MA, PhD, University of Minnesota.
Robert C. Groven (1997). Associate Professor of Communication Studies. BA, Concordia College-Moorhead; MA, JD,
University of Minnesota.
Evren Guler (2011). Assistant Professor of Psychology. BA, University of North Carolina; PhD, University of Minnesota.
H
Matthew J. Haines (2001). Associate Professor of Mathematics. BA, St. John’s University; MS, PhD, Lehigh University.
Lori Brandt Hale (1998). Associate Professor of Religion. BA, University of Iowa; MA, University of Chicago; PhD,
University of Virginia.
David R. Hanson (2006). Assistant Professor of Chemistry. BA, PhD, University of Minnesota.
Milda K. Hedblom (1971). Professor of Political Science. BA, Macalester College; MA, JD, PhD, University of Minnesota.
222
Peter A. Hendrickson (1993). Associate Professor of Music. Director of Choral Activities. BA, Augsburg College; MA,
Macalester College; MA, Columbia University; DMA, Manhattan School of Music.
Melissa Hensley (2010). Assistant Professor of Social Work. AB, MSW, Washington University; MHA, University of
Missouri–Columbia; PhD, Washington University.
Stella K. Hofrenning (2000). Associate Professor of Economics. BS, University of Maryland; PhD, University of Illinois.
Christopher Houltberg (2011). Assistant Professor of Art. BA, Azusa Pacific University; MA, Art Institute of Boston.
I
Ann Impullitti (2010). Assistant Professor of Biology. BS, Northern Michigan University; MS, University of Wisconsin;
PhD, University of Minnesota.
Colin C. Irvine (2003). Associate Professor of English. BA, Carroll College; MA, University of Notre Dame; PhD, Marquette
University.
Mark D. Isaacson (1998). Assistant Professor of Business Administration. BA, St. Olaf College; MS, Rensselaer Polytechnic
Institute.
J
Martha B. Johnson (1988). Professor of Theater Arts. BA, MA, PhD, University of Wisconsin-Madison.
K
Amin E. Kader (1974). Associate Professor of Business Administration. BComm, University of Cairo; MBA, University of
Michigan.
Roberta S. Kagin (1974). Associate Professor of Music (Music Therapy). BA, Park College; BMusicEd, MMusicEd,
University of Kansas; PhD, Temple University.
Michael Kidd (2008). Associate Professor of Languages and Cross-Cultural Studies. BA, Pomona College; PhD, Cornell
University.
Russell C. Kleckley (2002). Associate Professor of Religion. BA, Newberry College; MDiv, Lutheran Theological Southern
Seminary; DTh, University of Munich.
Merilee I. Klemp (1980). Associate Professor of Music. BA, Augsburg College; MA, University of Minnesota; PhD,
Eastman School of Music.
Boyd N. Koehler (1967). Associate Professor, Librarian. BA, Moorhead State College; MA, University of Minnesota.
Bibiana D. Koh (2012). Assistant Professor of Social Work. BA, Hartwick College; MA, Columbia University; MSW, Smith
College; PhD, University of Minnesota.
Gregory P. Krueger (2000). Assistant Professor of Education. BA, Southwest Minnesota State University; MA, Hamline
University.
Joan C. Kunz (1987). Associate Professor of Chemistry. BS, University of Missouri-St. Louis; PhD, University of WisconsinMadison.
L
Steven J. LaFave (1991). Professor of Business Administration. BA, Michigan State University; MA, University of
Michigan; MBA, University of Minnesota.
Michael J. Lansing (2005). Associate Professor of History. BA, College of William and Mary; MA, Utah State University;
PhD, University of Minnesota.
Mary Y. Lanzerotti (2014) Assistant Professor of Physics. AB, Harvard University; MPhil, University of Cambridge; MS,
PhD, Cornell University.
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David V. Lapakko (1986). Associate Professor of Communication Studies. BA, Macalester College; MA, PhD, University of
Minnesota.
Barbara A. Lehmann (2001). Associate Professor of Social Work. BA, Knox College; MSW,Tulane University; PhD, Case
Western Reserve University.
Audrey Lensmire (2011). Assistant Professor of Education. BA, Indiana University; MAT, National-Louis University; PhD
University of Minnesota.
Cheryl J. Leuning (1996). Professor of Nursing. BA, Augustana College; MS, University of Minnesota; PhD, University of
Utah.
Terrence Lewis (2011). Assistant Professor of Social Work. BA, Catholic University of America; MSW, University of
Kentucky; PhD, Boston University.
Dallas H. Liddle (1999). Associate Professor of English. BA, Grinnell College; PhD, University of Iowa.
Rachel Lloyd (2014). Assistant Professor of Education. BA, Carleton College; MA, PhD, University of Minnesota.
Lori L. Lohman (1990). Associate Professor of Business Administration. BA, MBA, PhD, University of Minnesota.
Mary E. Lowe (2003). Associate Professor of Religion. BA, Pacific Lutheran University; MDiv, Luther Northwestern
Theological Seminary; PhD, Graduate Theological Union.
M
M. Elise Marubbio (2003). Associate Professor of American Indian Studies. BFA, Cleveland Institute of Art; MA, PhD,
University of Arizona.
Matthew Maruggi (2008). Assistant Professor of Religion. BA, MA, University of Dayton; PhD, University of St. Thomas.
David C. Matz (2001). Professor of Psychology. B.A. Bemidji State University; M.S., North Dakota State University; Ph.D.
Texas A & M University.
Virginia McCarthy (2011). Assistant Professor of Nursing. BSN, Creighton University; MN, University of Washington;
DNP, St. Catherine University.
Marc C. McIntosh (2007). Assistant Professor of Business Administration. BS, DePaul University; MBA, Harvard
University; DBA, Argosy University.
Fekri Meziou (1987). Associate Professor of Business Administration. BA, University of Tunis; MA, PhD, University of
Minnesota.
Joyce P. Miller (2004). Assistant Professor of Nursing. AA, Rochester State Junior College; BS, MA, Augsburg College.
Thomas. F. Morgan (1983). Professor of Business Administration. BS, Juniata College; MBA, University of Denver; MS,
University of Oregon; PhD, University of Minnesota.
David Murr (2008). Associate Professor of Physics. BS, Augsburg College; PhD, Boston University.
Jeremy P. Myers (2006). Associate Professor of Religion. BS, University of Minnesota; MA, Luther-Northwestern
Seminary.
Sarah Myers (2009). Assistant Professor of Theater Arts. BS, Northwestern University; MFA, PhD, University of Texas.
N
Steven J. Nerheim (2004). Medical Director, Assistant Professor, part-time, Physician Assistant Studies. BA, Northwest
College; MDiv, Luther Theological Seminary; MD, University of Minnesota.
O
Susan E. O’Connor (1994). Associate Professor of Education. BS, University of Minnesota; MS, PhD, Syracuse University.
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Sandra L. Olmsted (1979). Associate Professor of Chemistry. BA, Augsburg College; MS, University of Wisconsin; PhD,
University of Minnesota.
Vicki L. Olson (1987). Professor of Education. BS, MA, PhD, University of Minnesota.
Miles Ott (2014) Assistant Professor of Mathematics. BA, Smith College; MPH, University of Minnesota; MS, Harvard
University; PhD, Brown University.
P
Magdalena M. Paleczny-Zapp (1986). Associate Professor of Business Administration. BA, MA, Central School for
Planning and Statistics, Warsaw; PhD, Akademia Ekonomiczna, Krakow.
Donna R. Patterson (2006). Assistant Professor, full-time, Education. BA, MEd, University of Minnesota.
Dale C. Pederson (1992). Associate Professor of Biology. BA, Augsburg College; PhD, University of Minnesota.
Christine Peper (2014). Assistant Professor of Education. BA, University of Minnesota; MEd, Southeastern Louisiana
University; PhD, University of Minnesota.
Joyce B. Perkins (2006). Assistant Professor of Nursing. BS, University of New Hampshire; MA, St. Mary’s College; MS,
University of Minnesota; PhD, University of Colorado.
Lori A. Peterson (2006). Assistant Professor of Business Administration. BS, Carlson School, University of Minnesota;
MEd, PhD, University of Minnesota.
Noel J. Petit (1984). Professor of Computer Science. BA, St. Olaf College; MS, PhD, University of Minnesota.
Pary Pezechkian-Weinberg (1994). Associate Professor of Modern Languages. BA, National University, Tehran; MA,
University of Nice; PhD, University of California, Los Angeles.
Diane L. Pike (1981). Professor of Sociology. AB, Connecticut College; PhD, Yale University.
Timothy D. Pippert (1999). Associate Professor of Sociology. BA, MA, PhD, University of Nebraska-Lincoln.
Q
Philip A. Quanbeck II (1987). Associate Professor of Religion. BA, St. Olaf College; MDiv, PhD, Luther Theological
Seminary.
R
Deborah L. Redmond (1981). Assistant Professor of Communication Studies. BA, MA, University of Minnesota.
Kathy J. Reinhardt (1997). Instructor of Modern Languages. MA, Middlebury College.
M. Bridget Robinson-Riegler (1994). Professor of Psychology. BS, Indiana University; MS, PhD, Purdue University.
Nancy A. Rodenborg (2000). Associate Professor of Social Work. BS, Indiana University; MSW, University of Minnesota;
PhD, Arizona State University.
S
Milo A. Schield (1985). Professor of Business Administration. BS, Iowa State University; MS, University of Illinois; PhD,
Rice University.
Emily Schilling (2014). Assistant Professor of Biology. BA, Colgate University; MS, PhD, University of Maine.
John S. Schmit (1990). Professor of English. BS, St. John’s University; MA, University of New Orleans; PhD, The University
of Texas.
Michael D. Schock (1993). Associate Professor of Social Work. BA, University of Washington; MSW, University of
Minnesota; PhD, University of Washington.
Kathryn A. Schwalbe (1991). Professor of Business Administration. BS, University of Notre Dame; MBA, Northeastern
University; PhD, University of Minnesota.
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Frankie B. Shackelford (1990). Professor of Modern Languages. BA, Texas Christian University; PhD, University of Texas.
Barbara Short (2011). Associate Professor of Education. BA, Augustana College; MS, EdD, Illinois State University.
Kaija Sivongsay (2011). Assistant Professor of Nursing. BS, University of Wisconsin, Eau Claire; MA, DNP, Augsburg
College.
Christopher Smith (2011). Assistant Professor of Education. BS, MS, Purdue University; PhD, University of Minnesota,
Twin Cities.
Jody M. Sorensen (2005). Associate Professor of Mathematics. BA, St. Olaf College; MA, PhD, Northwestern University.
Peter J. Stark (2007). Assistant Professor of Business Administration. BS, Northwestern University; MBA, Pepperdine
University
Nancy K. Steblay (1988). Professor of Psychology. BA, Bemidji State University; MA, PhD, University of Montana.
Erik S. Steinmetz (1998). Assistant Professor of Computer Science. BA, Augsburg College; MS, University of Minnesota.
Stuart M. Stoller (1986). Professor of Business Administration. BS, MS, Long Island University.
Martha E. Stortz (2010). Bernhard Christensen Professor of Vocation and Religion. BA, Carleton College; MA, PhD, The
Divinity School, The University of Chicago.
Benjamin L. Stottrup (2005). Associate Professor of Physics. BA, University of Minnesota, Morris; PhD, University of
Washington.
Beverly J. Stratton (1986). Professor of Religion. BA, MA, Boston University; MA, DTh, Luther Seminary.
Kathryn A. Swanson (1985). Professor of English. BA, St. Olaf College; MA, PhD, University of Minnesota.
Tara K. Sweeney (1992). Associate Professor of Art. BS, University of Wisconsin-Stout; MFA, Minneapolis College of Art
and Design.
T
Ismael S. Talke (2012). Assistant Professor of Mathematics. BSc, University of Asmara; MSc, University of Natal; MSc,
PhD, Montana State University.
Sonja K. Thompson (1993). Assistant Professor of Music. BM, University of Minnesota; MM, The Juilliard School.
Robert K. Tom (2002). Associate Professor of Art. BFA, University of Hawaii; MFA, Temple University.
Joseph Towle (2011). Assistant Professor of Spanish. BA, North Dakota State University; MA, PhD, University of
Minnesota.
Mark D. Tranvik (1995). Executive Director of Bernhard Christensen Center for Vocation. Professor of Religion. BA,
Luther College; MDiv, Yale University; ThD, Luther Seminary.
Alan J. Tuchtenhagen (2011). Interim Director, Master of Arts in Leadership. BS, Westmar College. MA, University of
Nebraska; DPA, Hamline University.
U
Joseph Underhill (1998). Associate Professor of Political Science. BA, University of California-Berkeley; MA, San Francisco
State University; PhD, University of Michigan.
Eileen Kaese Uzarek (2001). Assistant Professor of Health and Physical Education. BA, Gustavus Adolphus College; MS,
Mankato State University.
V
Lisa Van Getson (2012). Assistant Professor of Nursing. BS, College of St. Teresa; MA, St. Catherine University; MS,
Winona State University.
James A. Vela-McConnell (1997). Professor of Sociology. BA, Loyola University; PhD, Boston College.
226
David E. Venne (1990). Atmospheric Science. Assistant Professor of Physics. BS, University of Minnesota; PhD, Iowa
State University.
Diane Vodicka (2008). Assistant Professor of Education. BA, North Park College; MEd, Georgia Southwestern College.
W
Bernard Walley (2011). Assistant Professor of Economics. BA, MPhil, University of Ghana; PhD, University of NebraskaLincoln.
Mzenga A. Wanyama (2006). Assistant Professor of English. BA, MA, University of Nairobi; PhD, University of Minnesota.
Martha A. (Cary) Waterman (1991). Assistant Professor of English. BA, University of Denver; BS, MA, Minnesota State
University-Mankato.
Shana K. Watters (2007). Associate Professor of Computer Science. AA, Northern Virginia Community College; BS, South
Dakota School of Mines and Technology; MS, MA, PhD, University of Minnesota.
Michael T. Wentzel (2011). Assistant Professor of Chemistry. BS, Creighton University; MS, University of Pennsylvania;
PhD, University of Minnesota.
Barbara A. West (1997). Instructor of Education. Faculty Coordinator of Teacher Placement /Licensing. BS, St. Cloud
State University; MS, Syracuse University.
Hans H. Wiersma (2004). Associate Professor of Religion. BA, University of California, San Diego; MDiv, PhD, Luther
Seminary.
X-Y-Z
Henry Yoon (2009). Assistant Professor of Psychology. BA, University of California; MA, PhD, University of Minnesota.
Maheen Zaman (2014). Assistant Professor of History. BA, SUNY Stony Brook University; MA, MPhil, PhD, Columbia
University.
John M. Zobitz (2007). Associate Professor of Mathematics. BA, St. John’s University; MA, PhD, University of Utah.
Faculty Emeriti
Ruth L. Aaskov. Professor Emerita of Modern Languages. BA, Augsburg College; MA, Middlebury College; PhD, University
of Wisconsin.
Earl R. Alton. Professor Emeritus of Chemistry/Dean Emeritus. BA, St. Olaf College; MS, PhD, University of Michigan.
Lyla M. Anderegg. Professor Emerita of Psychology. BA, University of Minnesota; MA, Northwestern University.
Barbara L. Andersen. Professor Emerita of English. BA, Northwestern College; MA, Northwestern University.
Margaret J. Anderson. Professor Emerita, Library. BS, MA, University of Minnesota.
John E. Benson. Professor Emeritus of Religion. BA, Augsburg College; B.D., Luther Theological Seminary; MA, PhD,
Columbia University.
Anthony A. Bibus, III (1992). Professor Emeritus of Social Work. BA, University of St. Thomas; MA, University of Virginia;
PhD, University of Minnesota.
Julie H. Bolton Professor Emerita of Theater Arts. BS, MFA, University of Minnesota.
Richard A. Borstad. Professor Emeritus of Health and Physical Education. BA, MA, PhD, University of Minnesota.
Nora M. Braun. Professor Emerita of Business Administration. BSBA, University of Missouri-Columbia; MBA, PhD,
University of Minnesota.
Maria L. Brown. Professor Emerita of Social Work. BA, MA, American University; MSW, University of Minnesota.
Francine Chakolis. Professor Emerita of Social Work. BS, Augsburg College; MSW, University of Minnesota.
227
Mark J. Engebretson. Professor Emeritus of Physics. BA, Luther College; MDiv, Luther Theological Seminary; MS, PhD,
University of Minnesota.
Kenneth N. Erickson. Professor Emeritus of Physics. BA, Augsburg College; MS, Michigan State University; PhD, Colorado
State University.
Norman B. Ferguson. Professor Emeritus of Psychology. BA, Franklin and Marshall College; MS, PhD, University of
Wisconsin.
Marilyn E. Florian (1980). Professor Emeritus of Health and Physical Education. BA, Augsburg College; MS, St. Cloud
State University.
Henry G. Follingstad. Professor Emeritus of Mathematics. BEE, MS, University of Minnesota.
Jerry Gerasimo. Professor Emeritus of Sociology. BA, Lake Forest College; MA, PhD, University of Chicago.
Satya P. Gupta. Professor Emeritus of Economics. BS, MS, Agra University, India; MS, PhD, Southern Illinois University.
Donald R. Gustafson. Professor Emeritus of History. BA, Gustavus Adolphus College; MA, PhD, University of Wisconsin.
Arlin E. Gyberg. Professor Emeritus of Chemistry. BS, Mankato State University; PhD, University of Minnesota.
Daniel S. Hanson. Professor Emeritus of Communication Studies. BA, Augsburg College; MA, University of Minnesota.
Edwina L. Hertzberg. Professor Emerita of Social Work. BA, Cedar Crest College; MSW, PhD, University of Minnesota.
Garry W. Hesser Professor Emeritus of Sociology. BA, Phillips University; MDiv, Union Theological Seminary; MA, PhD,
University of Notre Dame.
Norman D. Holen. Professor Emeritus of Art. BA Concordia College-Moorhead; MFA, University of Iowa.
Bradley P. Holt. Professor Emeritus of Religion. BA, Augsburg College; BD, Luther Theological Seminary; MPhil, PhD, Yale
University.
John R. Holum. Professor Emeritus of Chemistry. BA, St. Olaf College; PhD, University of Minnesota.
Gretchen Kranz Irvine. Professor Emerita of Education. BS, College of St. Teresa; MS, University of Wisconsin-River Falls;
PhD, University of Minnesota.
Irene Khin Khin Jensen. Professor Emerita of History. BA, Rangoon University, Burma; MA, Bucknell University; PhD,
University of Wisconsin.
Duane E. Johnson. Professor Emeritus of Psychology. BA, Huron College; BA, University of Minnesota; ME, South Dakota
State University; PhD, University of Minnesota.
Jeffrey E. Johnson. Professor Emeritus of Physics. BS, MS, MBA, PhD, University of Minnesota.
Kenneth S. Kaminsky. Professor Emeritus of Mathematics. AB, MS, PhD, Rutgers University.
Ashok K. Kapoor. Professor Emeritus of Business Administration. BA, MA, University of Delhi; MA, MBA, University of
Minnesota; PhD, Temple University.
Anne M. Kaufman. Professor Emeritus of Education. BS, MA, PhD, University of Minnesota.
Mary A. Kingsley. Professor Emerita of Modern Languages. BA, St. Olaf College; MA, Middlebury College.
Alvin L. Kloppen. Professor Emeritus of Health and Physical Education. BS, Augustana College; MA, University of South
Dakota.
Lynn E. Lindow. Professor Emerita of Education. BS, Mankato State University; MS, North Dakota State University; PhD,
University of Minnesota.
Lynne F. Lorenzen. Professor Emerita of Religion. BA, University of Iowa; MDiv, Northwestern Lutheran Theological
Seminary; MA, PhD, Claremont Graduate School.
Dawn B. Ludwig. Professor Emerita of Physician Assistant Studies. BA, University of Colorado, Denver; MS, PA
Certification, University of Colorado Health Science Center; PhD, Capella University.
228
Esther G. McLaughlin. Professor Emerita of Biology. BA, PhD, University of California-Berkeley.
Erwin D. Mickelberg. Professor Emeritus of Biology. BA, Augsburg College; MA, University of Minnesota.
Mildred “Mike” Mueller. Professor Emerita of Education. BA, MA, Central Michigan University; EdD, University of
Minnesota.
Edor C. Nelson. Professor Emeritus of Health and Physical Education. BA, Augsburg College; MEd, University of
Minnesota.
Richard C. Nelson. Professor Emeritus of History. BA, University of Nebraska; MA, PhD, University of Minnesota.
Catherine C. Nicholl. Professor Emerita of English. BA, Hope College; MA, University of Michigan; PhD, University of
Minnesota.
Beverly J. Nilsson. Professor Emerita of Nursing. BS, MS, PhD, University of Minnesota.
Norma C. Noonan. Professor Emerita of Political Science. BA, University of Pennsylvania; MA, PhD, Indiana University.
Ronald G. Palosaari. Professor Emeritus of English. BA, Bethel College; BDiv, Bethel Seminary; MA, PhD, University of
Minnesota.
Patricia A. Parker. Associate Academic Dean Emerita. BA, Eastern Michigan University; MA, PhD, University of Michigan.
Curtis M. Paulsen. Professor Emeritus of Social Work. BA, St. Olaf College; MSW, University of Minnesota; PhD, The
Fielding Institute.
Lauretta E. Pelton. Professor Emerita of Education. MEd, Marquette University.
Joyce M. Pfaff. Professor Emerita of Health and Physical Education. BA, Augsburg College; MEd, University of Minnesota.
Philip A. Quanbeck, Sr. Professor Emeritus of Religion. BA, Augsburg College; BD, Augsburg Theological Seminary; MTh,
ThD, Princeton Theological Seminary.
Larry C. Ragland. Professor Emeritus of Computer Science. BS, MA, Central Missouri State College; PhD, University of
Texas at Austin.
Bruce R. Reichenbach. Professor Emeritus of Philosophy. BA, Wheaton College; MA, PhD, Northwestern University.
Glenda Dewberry Rooney. Professor Emerita of Social Work. BS, University of North Texas; MSW, University of Illinois;
PhD, University of Minnesota.
Marianne B. Sander. Dean of Students Emerita. BA, Valparaiso University; MA, University of Minnesota.
Charles M. Sheaffer. Professor Emeritus of Computer Science. BA, Metropolitan State University; MS, PhD, University of
Minnesota.
Eugene M. Skibbe. Professor Emeritus of Religion. BA, St. Olaf College; BT., Luther Theological Seminary; ThD, University
of Heidelberg, Germany.
Robert J. Stacke. Professor Emeritus of Music. Band and Jazz Director. BA, Augsburg College; MACI, College of St.
Thomas; PhD, University of Minnesota.
Clarice A. Staff. Professor Emerita of Social Work. BA, Augsburg College; MS, DSW, Columbia University.
Grace K. Sulerud. Professor Emerita, Library. BA, Augsburg College; MA, University of Minnesota.
Ralph L. Sulerud. Professor Emeritus of Biology. BA, Concordia College, Moorhead; MS, PhD, University of Nebraska.
Karen T. Sutherland. Professor Emerita of Computer Science. AB, Augustana College; two MS degrees; PhD, University of
Minnesota.
Maryann Syers (1998). Professor Emerita of Social Work. BA, Arizona State University; MSW, PhD, University of
Minnesota.
Philip J. Thompson. Professor Emeritus of Art. BA, Concordia College, Moorhead; MFA, University of Iowa.
229
David L. Tiede. Bernhard M. Christensen Professor Emeritus of Vocation and Religion. BA, St. Olaf College; BD, Luther
Theological Seminary; PhD, Harvard University.
Rita R. Weisbrod. Professor Emerita of Sociology. BA, MA, University of Minnesota; PhD, Cornell University.
Mary Louise Williams. Professor Emerita of Social Work. BFA, MSW, University of Pennsylvania.
230
Show less
AUGSBURG
COLLEGE
INTERIM
1990
Augsburg College
Minneapolis
AUGSBURG
COLLEGE
INTERIM
1990
Introduction
..*..*
...-....-...*.......2
•
.......................................3
About this Catalog .....................3
Calendar
Options .....l..4..tt...*H...*...MH1.1..II...
3
Visiting S... Show more
AUGSBURG
COLLEGE
INTERIM
1990
Augsburg College
Minneapolis
AUGSBURG
COLLEGE
INTERIM
1990
Introduction
..*..*
...-....-...*.......2
•
.......................................3
About this Catalog .....................3
Calendar
Options .....l..4..tt...*H...*...MH1.1..II...
3
Visiting Students
.......................4
.....................5
UMAIE Courses .......................48
Other Courses ...........................49
Augsburg Lifetime Sports ......50
Augsburg Courses
Introduction t o Interim
I n t e r i m is an integral part of the schoolyear at Augsburg College.
The College follows a 4-1-4 calendar, with Fall and Spring semesters of approximately 14 weeks separated by a four-week~ a n u a r ~
Interim. Interim is particularly intended to be a time for both
students and faculty to employ styles of teaching and learning and
to investigate questions and topics in places and ways not possible
during the regular term.
Since one Interim course equals a full-time load, students should
plan to spend the same amount of time in class and preparing for
class as they would for a four-course load during Fall and Spring
semesters. Students can register for only one course credit during
Interim. There is no tuition refund for a student who chooses not
to enroll in an Interim course.
Most Interim courses are graded traditionally on a 4.0 to 0.0 scale.
Students generally have the option to register on a Pass/No credit
basis. A few Interim courses are graded only on the P/N system;
this is indicated in the course description.
Some courses are offered with either upper or lower division
standing. Such Interim courses have two numbers listed and the
student must select. Students registering for upper division standing should anticipate additional assignments and a more rigorous
grading standard.
To graduate, an Augsburg student is required to complete 35
courses of which at least three must be Interim courses (or one
Interim less than the number of years of full-time enrollment at
Augsburg; e.g., a transfer enrolled full time for two years is required to complete one Interim for graduation).
It is the policy of Augsburg College not to discriminate on the basis
of race, creed, national or ethnic origin, age, marital status, sex or
handicap as required by Title IX of the 1972 Educational Amendments or Section 504 of the Rehabilitation Act of 1973, as amended,
in its admissions policies, educational programs, activities and
employment practices.
For More Information
Interim Office (Memorial 230)
Interim Secretary, Kay Thomsen, 330-1025
Interim Director, Dr. Don Gustafson, 330-1192(Memorial 114b)
Interim Calendar 1990
...............................Interim Registration
.............................................Late Interim Registration
............................................................
s t Day of Interim
October 30 - November 3
December 4
January 2
Class I 9:00 a.m.
Class I1 la0 p.m.
January 3
January 16
....................................................Last Day for CanceUAdd
.............................. Last Day for Determining Grading
System with Regisbar
January 19 .....................Last Day for Withdrawing from Courses
January 26 ..................................................................
I nt
i Ends
.......................
...................................................
Validation of Spring Class Registration
January 30
January 31
Spring Semester Begins
Thc time and number and length of meetings as well as the
beginning Zimc will bc arranged the first day of class. The daily
schcdule for Interim is divided into two blocks of time:
Time I: 8:00 a.m. to Noon (on the first day of classes
Time I classes will begin at 9:00 a.m.)
Time 11: 1:00 p.m. to 5:00 p.m.
Note: Martin Luther King Day will be observed at Augsburg with
a special convocation on Monday, January 15, at 1 p.m.
About This Catalog
Tfwcataloglists coursesby departments. Departments atrlisted in
alpkabctical odcr. At the end of the book are listings of other
courses not offcrcd by Augsburg but recognized by the collegc for
Interim crcdit. Further descriptions and information a h u t tltw
courws are available in the Intcrirn Office, Mcmoria1230. Studcnts
may aIsu rcgistcr for one of the li fctimc sports 1istcd a t t hc cnd of the
Catalog.
Options
International Interim-Students arc invited to bc part of one of the
23 international interims offcrcdby the Uppcr Midwest Association for lntcmationfll Education (U M AIE). Thcsc course opportuni ties arc listed near the cnd of this catalog.
Internships-January Interim internships must be planned in advance. Students electing an internship must meet departmental
requirements and present a signed internship learning agreement
plan to theInternshipOffice (Murphy Place, Rm. 8) no later than the
last day of Fall classes (Friday, December 8). The Learning Agreement forms are available in the same office. Internships during
Interim must involve full-time work placements for approximately
4 weeks. Assistance for planning your internship is available in the
Internship and Cooperative Education office.
Independent or Directed Study-Studentsmay elect a program of
independent study (upper division 499) or directed study (lower
division 299) for Interim. Faculty members are strongly discouraged from accepting responsibilityfor more than one independent
study per Interim. Students choosing to pursue independent or
directed study must:
1. Meet departmental requirements.
2. Present to the Registrar for approval a copy of the proposed
study plan approved by the supervising faculty member.
This proposal must be submitted at least one week before
registration and no later than December 4. Appropriate
study proposal forms can be obtained in the Interim Office.
Interims at Other Schools-Augsburg students may enroll at any
other 4-1-4 institution which offers a reciprocal Interim arrangement. Catalogs of these Interims can be consulted in the Interim
Office. The Interim Secretary will help students in applying for
registration at other schools. Registration for Interims at the other
Twin Cities colleges will be at Augsburg during the regular registration period. Most courses taught during the Interim at other 41-4 schools are accepted for credit by Augsburg, but may not
necessarily be accepted as meeting Augsburg's distribution requirements. This qualification particularly affects courses offered
for the Religion requirement.
Visiting Students
Augsburg College welcomes students from other 4-1-4 schools for
the January Interim without tuition charges provided the student's
home institution agrees not to charge tuition to Augsburg students
for the January term. The waiver of tuition does not include special
fees, housing or board costs. Other students will be charged $650
for the Interim course. Students interested in registering for an
Augsburg Interim should write to the Interim Director for application forms or use the forms provided by the Interim office at their
own school. There is an applicationprocessingfee of $10. Students
are welcome to stay on campus but are not required to do so.
Requests for Interim housing should be made to the Interim Office.
Courses
Art
The Florida Keys: Art, Biology and
Creative Writing
Instructors: Phil Thompson, Ralph Sulerud, & John
Mitchell
This interdisciplinary program of study will be based at
Aupburg Collcg~and for about ten days at theNcwfound
Harbor Marinc lnstitute and wiIl involve thrce distinct
coursc offerings for credit: 1 1 Drawing and Wa tercolar,
taught by Phil Thompsonof the Art.Dcpnrtrncnt; 2) Marinc
t3iology Studies, taught by Ralph Sulcrud of the Biology
Dcpartrncnt; and 3) Crcalivcr Writing: Ttie Prose Poem,
taught by John Mitchcll of Ihc Englisl~Dcpartrncnt.
The Interdisciplinarycon~porrcntwill involvc a t least thrce
daysof ficld lripsconductudby tlicinsti tu tc and itsper.wnncl: patch rccfsrs,mangovcswamps, tide pools intcrtidnl
cornmunilies, seagrass systems, ctc. Studcnts will also
have opporlunitics to visit Kcy Wcst and thc Ernest
Hcmingway House. The instrucloss will cadi provide
introductory lccturcs and exercises on campus during thc
first wcckbcforc departure, emphasizing thc rncthods and
goals of Ihcir rcspcctivc disciplincs. Each studcnt will
pnrticipa te in a projcct for cnch discipline as well as complete the rcqttircmcnts for thc coursc for which crrclit will
be given.
The fee for transportation, lodging, and most meals will be
approximately $1200.
Drawing and Watercolor in the Florida
Keys
ART 116-40011
Instructor: Phil Thompson
An introduction to the fundamentals of design in nature
and the basic techniquesof drawing and watercolor. There
will be practice in drawing and watercolor media as a
method of documenting and interpreting travel experience. We will study the visual implications and history of
coastal landscapes.
Evaluationwill be based on the quality of the drawings and
paintings along with participation and artistic growth
factors.
Students will be required to provide their own drawing
and painting materials.
Prerequisites: Permission of instructor
Distribution: Art-Music
Time: I
Room: Old Main 4
W Life Drawing
ART 247-40001
Instructor: Norman Holen
A study of undraped figures for art students and non-art
students.
The figure will be depicted in various settings with a
variety of media for varying lengths of time. The poses will
extend from three minutes to an hour. You will be introduced to the 2B and 4 8 pencils, colored pencils and the felt
tip pen.
Fee: $30 due the first day of class
Distribution: Art-Music
Time: I
Room: Old Main 17
Biology
Plants and Civilization
BIO 102-40002
Instructor: Erwin Mickelberg
Adiscussion of the impact that plants have made on almost
every area of our society. Historically they have influenced
world exploration, politics, military campaigns, health
care, religious'beliefs, crime and many other areas of our
social history. We will take a look at an array of topics
ranging from the spice trade to the Lindbergh kidnapping
and thc influence that plants played in each incident.
Grades will be based on examinations.
Distribution: Biology/Chemistry
Time: I1
Room: Science 205
Viruses: At the Threshold of Life
BIO 116-40003
Instructor: Robert Herforth
Most biologists consider viruses to be the simplest form of
life. Most viruses consist basically of a few genes surrounded by a protein coat. They are able to function and
multiply only as parasites inside living cells. For all their
seeming simplicity, some of the most dreaded diseases
afflicting humans are caused by viruses, including polio,
rabies, AIDS, and some forms of cancer. This course will
begin with a short history of some major discoveries on
viruses, followed by a study of the structure of viruses, and
their multiplication in and effects on living cells. We will
also look at the ways in which the body defends itself
against viral invasion, at the development of vaccines and
new anti-viral drugs, and at some important diseases
caused by viruses, including AIDS. Grades will be based
on several quizzes and exams given during the course.
Distribution: Biology-Chemistry
Time: I
Room: Science 213
Florida Keys Marine Biology Sf-udies
BIO 14040049;340-40050
Instructor: Ralph Sulerud
The Florida Keys provide an excellent site for the study of
marine organisms and marine ecology. About two weeks
will be spent at the Newfound Harbor Marine Institute
located on Big Pine Key. The institute offers laboratory
facilitiesand field trips in addition to housing and a dining
hall. Field trips will permit the study of diverse habitats
suchas thoseof shallowbays, coral reefs, mangrove swamps
and intertidal areas. Organisms from these communities
and others will be investigated onsite and in thelaboratory.
A marine biologist will be available to lead the field trips
and conduct specialized classes.
Preparation for the excursion to the keys will be made
during the first week. This will include an introduction to
marine biology utilizinga variety of audiovisual materials.
The final week will be devoted to study and the preparation of a paper.
The course will have an interdisciplinary component with
students interacting with students from John Mitchell's
writing class and Philip Thompson's art course and with
each student completing a project related to one of the
other disciplines.
Evaluation will be based on overall participation in the
program, a final examination and a paper on a selected
topic related to marine biology. Upper division students
will do a special research project.
Further information will be found listed under THE FLORIDA KEYS at the beginning of the list of courses.
Prerequisites: Permission of Instructor and for upper
division credit, Biology 111 and 112 or equivalent.
Time: I
Room: Science 212
Business
Entrepreneurship
BUS 295-40079
Instructor: John Cerrito
Thc objcd of this c l ~ s is
s to provide students who are not
majoring in busincss with cntrcprcncurial skills for starting and running a small busincss.
The student will be exposed to various aspects of small
business management and will be required to prepare a
business plan for a "model" busincss. The student will be
evaluated on the basis of the "model" plan, on tests and
performances on small business case studies.
Business majors may not take this course for credit.
Time: I
Room: Murphy Place 3
Chemistry
A Laboratory Introduction To Chemistry
CHM 113-40005
Instructor: Earl Alton
Substancesarc changcd in to ncw ma tcriaIs; colors change,
solids wparatc out of solution. Chrrnislry is thc scict~ce
which tries to ttnderstclnd tl-tcsc and many othcr changes
occurring in rnatkr ~rourldus. Onc way to bccomc introduccd to chcmistr and 10 cxarnplcs of problem solving in
thc scicnccs is to o lalwntory cxpcrfmcnts. This c o n r s
prcscntsan i ~ ~ t r o d u c ttoi ochcmislry
~~
using thc laboratory
as the dlief arena for inslruction. Students will bc intro-
d
duccd to rncasuremcnls, rcactinns,cl~cmicalproblcmsolving such as idcntificatian of simple ions in soIt~tionand
dctcnnination of amounts of rnatcrials bawd upon the
colors of solutions. A fcw expcrimcn ts may invcllvc m k ing ncw rnatcrials. Tn all cases, propcr attention to tcchniqucs and snfc practices in thc laboratory i s expected.
Rc orts will bt rcquircd for each cxpcrimci~t.Tho course
wi 1 meet cvcry wcckday afternoon for thrcc hours. 'I'hc
gradc will bc bascd upon the qualiy of the laboratory
work, tl~claboratory rcpnrts summanzing the work, and
an exam at the end of the course.
Distribution: BiologylChemistry
Time: I1
Room: Science 322
P
H High Vacuum Technology and Gas
Dynamics
CHM 325-40004
Instructor: Joan Kunz
High vacuum technology is crucial to many current "high
technologies," including advances in experimental science
in all fields, production of semiconductors and superconductors, and manipulation of gases and "sensitive" materials. Despite this, general awareness of high vacuum
technologies lags far behind their development. This
course will acquaint the student with technologies currently employed in producing and monitoring a high
vacuum environment, and with the physical behavior of
gases and surfaces under vacuum conditions. Activities
will include both seminars and laboratory sessions, some
in conjunction with Physics 325. Students will learn to use
high vacuum pumps and gauges, a modern mass spectrometer, and PC-based computer controllers and computer-compatible sensors.
Grades will be based on laboratory work, two quizzes, and
a paper.
Prerequisite: Chemistry 351 and 353, or Physics 245
Time: I1
Room: Science 319
Computer Science
H Fortran
CSC 270-40012
Instructor: Larry Ragland
A study of the FORTRAN programming language for
students wi th some previous knowledge of programming.
This course will expand a student's knowledge of programming and programming languages through presentation of the features of FORTRAN together with programming techniques for using those features. This course will
involve lectures and programming assignments in FORTRAN. Evaluation will be based on the programming
assignments and examinations.
Prerequisites: One course with a study of computer
language (e.g., CSC 170 or MAT 175)
Time: I
Room: Science 112
Economics
Principles of Microeconomics
ECO 113-40006
Instructor: Satya Gupta
An introduction to microeconomics: the theory of the
household, firm,market structures and income distribution. There will be an application of elementary economic
theory to market policy.
Grades will be based on tests in class.
Distribution: Economics/PoliticalScience
Time: I
Room: Library 1
Histo y of Economic Thought
ECO 219-40013
Instructor: Richard Hemog
A chronological study of the major economic thinkers in
the context of the political, economic, and social settings of
the time. Emphasis will be on tracing long-term secular
trends in economic thinking in an attempt to provide a
framework for understanding and analyzing current social problems.
I. Ancient Economic Thinking
11. The Medieval Period
111. Mercantilism
IV. Classical
V. Socialist/Utopian
VI. Modern
Primarily lecture/discussion depending on class size. If
small class (less than 101, seminar style may be more
appropriate. A major research paper (minimum of 10
pages) would be required. Final exam would be essay on
three of five topics.
Distribution: Economics/Political Science
Time: I
Room: Old Main 27
Business, Government and Society:
Economic Analysis of the Legal
Foundations of Business
ECO 319-40007
Instructor: Milo Schield
Objectives: To understand, utilize and evaluate, the policy
tools from rnicroeconomicanalysis; the applicationof these
tools to analyze social behavior (cf. marriage, children,
divorce, crime, etc.); the economic analysis of basic legal
topics (property, contract and tort liability); the economic
analysis of the legal foundations of business (price controls, quotas, tariffs, taxes and strict liability); the use of
economicefficiency as a normative criteria (Isan inefficient
legal remedy an unjust solution?).
Textbooks: Posner: The Economic Analysis of Law;
Kuperberg & Beitz: Law, Economics and Philosophy.
Math Level: No calculus; only geometry and verbal reasoning.
Approach: Readings, lecture, discussions, weekly quizzes, paper and final.
Evaluation: Quizzes (15%),final (30%),paper (40%)and
participation (15%).
Audience: Students interested in the relation between
business, government and society (specifically those
interested in strategic planning, public affairs or political economy).
Prerequisites: Upper class standing and one of the following courses: Microeconomics, Political Philosophy,
Law in the U.S.,Western Political Thought or Complex
Organizations (Sociology) or permission of instructor.
Time: I
Room: Murphy Place 2
Contemporay Economic Relations
Between East and West
ECO 319-40010
Instructor: Magda Paleczny-Zapp
In this course, we'll explore motivations for economic
cooperation between countries with different political and
economic systems. This will be followed by the analysis of
theconditions for East-West economiccooperation and its
patterns. Wc'll focus on rcccn t developmcnts in joint
cconomic and industrial cooperation. Students will share
an understanding of cconomic relations at the national
Icvcl and scc how nations with diffcrcnt cconomic and
political systems employ the principles of politics and
economics to their own domestic and international affairs.
Using comparative means, institutions and systems that
drive commerce and governance will be explored and
clxplaincd i~~cluding
rcccnt inst i tu tinnal changes in the
directing of forcign tradc in ccntrally-planncd economics.
Thcn, at thc global Icvel, the cffccts of GATT, EEC and
CMEA on East-West economic relations will be examined.
At the end of the course, we'll try to identify trends and
alternatives in the 1980s.
There will be a mid-tern test, a final exam (take home) and
a research paper.
Prerequisites: Economics 112 (Macro)
Time: I
Room: Foss Mini-Seminar
H Economic Research Methods: Theory and
Application
ECO 495-40008
Instructor: Ed Sabella
The primary objective of h i s course is to provide a rclativcl non-tcdmical cxposi tion of the more c~mrnonly
usc research tcchniqucs in business administration and
the social sciences. The basic assumptions of the classical
linear re ression model will be presented along with
methods or dealing with violations of those assumptions.
Time permitting, other research techniques such as discriminant analysis, factor analysis, principal components
and the Bayesian approach will be examined.
It is assumed that the student has a limited but basic
understanding of the techniques of statistical inference.
Results will be generally presented without proof, with
reliance placed on intuitive justification.
Grades will bebased on weekly assignmentsand on a final.
Prerequisites: Bus. Admin. 279 or equivalent course or
consent of instructor
Time: I1
Room: Science 213
d'
7
Education
International Education
EDS 3534054
Instructor: Rich Germundsen
Modem communication, ease of intercontinental travel,
and the proliferation of supernational corporate structures demand increased awareness of other nations' cultural infrastructures. This course presents anexamination
and comparison of selected Western and non-Western
educational systems as well as an investigationof possible
careers in international education. Special attention will
be directed toward Scandinavian, Central and South
American models. There will be lectures, discussions and
guest speakers. Student evaluation will be based on
quizzes, class participation, and an investigative project.
Prerequisites: Sophomore standing, or permission of
instructor; Orientation to Education; Principles of Sociology or a modern history course.
Time: I1
Room: Library 4
Media Technology
EDE 341-40015
Instructor: John Bowlis
Students will be involved with the psychological and
physical dimensions of communicationthrough the use of
instructional and informational technology.
Class members will be exposed to the selection, preparation, production and evaluation of effective audio-visual
materials for teachingbeaming situations. Computer
training will be included and each student will leave the
class with word processing skills.
Studentswill survey current softwarematerials foreducational and instructional settings.
This is a hands-on course intended for elementary and
secondary education majors. Grades will be based on
projects, papers and final exam. This is a one-half credit
course.
Prerequisites: Passing of PPST and admittance to Education program in process.
Time: I Tuesdays, Thursdays and alternate Fridays
Room: Foss 170
Discovery Learning in the World of
Kindergarten
EDE 375-40016
Instructors: Mary Endorf, Bruce Drewlow
This class prepares students for the unique experiences
and responsibilities of a kindergarten classroom.
This class will:
A. Stress kcy adul t/child relationships.
B. Stress curricuIum developmcn t and instructional
systems w I~iclzarc su pprtcd by current research and
practices in cducation settings.
C. Strcss kcy adult/child relationships.
D. Strcss process-"how to learn".
E. Sharc rcscarch-bascd findings about developmentally appropriate classroom organizational plans.
F. Rccagnize canlinui tics and discontinuities in development (characteristics of the kindergarten child).
G. Examine appropriate developmental instruction
practices.
H. Examine appropriate curriculum design and instructional programs meeting the needs of the kindergarten student.
I. Explore current methodologies in the instruction of
the kindergarten child.
J. Include guest speakers and field trips.
Objcctivcs of thc class: At the cornplction of this class thc
studcnt will bc ablc to identify:
c
1, Dcvelopmenbl ncods of t l ~ kindcrgartcn.
Discuss thc diffcrcnt approachcs to kindcrgartcn
2.
education and the theories bchind thcsc approachcs.
3. O r g a n i a~classroom cnvironmcnt to mce t khc Icaming needs of students.
4. Identify and create a curriculum plan for teaching
kindergarten that meets both the students' needs and
the teaching style of the teacher.
Grades will be based on projects, discussion and examination. This is a onehalf credit course.
Prerequisites: Passing of PPST and admittance to Education program in process.
Time: I Mondays, Wednesdays and alternate Fridays
Room: Library 4
Kindergarten-Elementa y Curriculum:
~ a n g u a g Arts
e
EDE 387-40014
Instructor: Vicki Olson
This course will involve an examination and pre aration of
materials and resources for language arts at the indergarten and elementary levels. It will be an on-site course
taughtinconjunctionwi th Dimvcty-Lcamingin theworld
of Kindergarten. TIICclass will mcct a t Willard Elementary
School and will involve classroom work with children.
This is a one-half credit course.
Prerequisites: EDE 255 or EDS 265
Time: I
Room: Library 4
E
Human Relations
EDS 388-40017
Instructor: Mildred Mueller
This class provides vnluahle insight intu tile valrres, cornmunicalinn icchniquus, cr~llural Inorcs and otlicr unique
cl~aractcristicsof major minority groups in Minnesota.
T h i s class is taiight from n pcrspcctivc of minority group
members with i r i l~ractionfrom class rncrnbcrs.
How do you blend and honor the diverse cultures in a
classroom setting? How might you gain more knowledge
of our global society?
Students will develop interpersonal relation skills applicable to teachine and other vrofessional vocations.
This is a one-hafi credit couise.
Prerequisites: Passing of PPST and admittance to Education program in process.
Time: I1 Tuesdays, Thursdays and alternate Fridays
Room: Old Main 21
Student Teaching
EDS 48140018; EDE 481-40022
EDS 482-40019; EDE 482-40023
EDS 483-40020; EDE 483-40024
EDS 484-40021; EDE 48440025
Instructors: Marie McNeff, Ann Fleener, Vicki Olson
Observing and directing Icarning under supervision of
college and secondary scl~oalpersonnel. This is a full day
experience in a school. Grading is P/N only.
Prerequisites: Acceptance in Education Program and
permission of instructor.
The Prose Poem: Creative Writing in the
Florida Keys
ENG 234-40031; 345-40033
Instructor: John Mitchell
The purpose of this course is to introduce students to
creative writing and to refine the creative writing of more
experienced students through attention to fidelity of imagery and integrityof simile,metaphor,rhythm, and sound.
The prose poem is a friendly, productive form to achieve
these goals because of its emphasis upon down-to-earth
personal observation and reportorial response to the natural and human environment, which, in this case, will be the
Florida Keys. Instruction in the history and techniques of
the prose poem will be accompanied by some attention to
the literary response of Ernest Hemingway and Wallace
Stevens to Key West. Some interdisciplinary experience
with Phil Thompson's course in drawing and watercolor
and Ralph Sulerud's course in marine biology, as a way of
facilitating "seeing." Grading will be based upon the
quality and progress in writing ten revised prose poems.
Students who take the course for upper division credit will
be required to do additional reading and to make oral
reports to the class based on this reading.
Further informationwill be found listed under THE FLORIDA KEYS at the beginning of the list of courses.
Prerequisites: Permission of instructor and, for upper
division credit, one college course in creative writing.
Time: I1
Room: Old Main 12
Re-visions: Contemporary Drama in
English (1975-present)
ENG 249-40026
Instructor: Douglas Green
Questions of ethnicity, class, language, gender, and sexuality pervade recent drama in English. These issues are
revitalizingboth contemporary drama and productions of
classic texts. We will examine how dramatic works of the
late 70s and the 80s, written in English, have been shaped
by and have addressed issues ranging from racial tension
and interactionto sexual preference,both here and abroad.
For comparative purposes, we will also view a few filmson
related topics and attend at least two productions in the
Twin Cities. There will be moderate fees for three local productions.
Students will keep a journal, write two in-class essays, and
one short paper. (Theremay also be occasional quizzes.) A
series of group projects, which include a long paper and
some performance, will conclude the course.
Distribution: English-Speech
Time: I1
Room: Old Main 27
Five College Fiction Writing Workshops
ENG 362-40027
Instructor: Julie Schumacher
Participants in this fiction workshop will need energy,
enthusiasm, a love of literature, and a dedication to their
own--and to other students'-work. Students will write
25 to 50 pages of fiction in addition to in-classexercises and
assignments. Although we'll study contemporary short
stories by established and lesser-known writers, most of
the class time will be spent on discussions of student
fiction. (Participants will be responsible for the cost of
duplicating their stories.) We'll work on establishing a
sense of place or setting, on developing interesting characters and a distinctive "voice," on composing dialogue, and
oncreatingeffectivestructures for our fiction. Conferences
with the instructor will be an integral part of the class.
Grades will be based on the originality, imagination and
beauty of the written work, and on critical and helpful
engagement in workshop discussions. Attendance is
mandatory.
Prerequisites: Some experience in fiction writing, one
writing course beyond the freshman level, and permission of Professor John Mitchell.
Time: I1
Room: Old Main 21
Erdich, Hassler: Two Contemporay Upper
Midwest Writers
ENG 364-40080
Instructor: Ron Palosaari
Louise Erdrich and Jon Hassler are talented ana wellknown writers from this area. We will read several works
by each, noticing each writer's strengths and weaknesses.
We will, to a degree, place their work in the context of
modem American literature.
Each student will write two papers, each on a different
author. One paper will be the basis of an oral report. The
course grade will be based on the papers, the oral presentation, short quizzes and class participation.
Students must have S tuggerford read before the first class.
Prerequisites: One college level American literahue
course or two other college literature classes.
Time: I
Room: Old Main 12
French
French Literature in Translation
FRE 243-40030
Instructor: Ruth Aaskov
What is there about French literature that merits the English translation of so much of it? What is its attraction, its
power, its human and artistic significance for the reader?
With these questions in mind, we will read, react to, and
analyse a variety of shorter French works available to us in
English.
We will explore masterpieces of earlier times like those of
Rabelais, Montaigne, Voltaire, Balzac, and Flaubert, as
well as significant 20th Century works. Reading and discussion of the common core works will be followed by
your personal study of a chosen short work to be shared
with the class via a short comparative paper. Mini-lectures
and study guides will help attentive reading of the works
and developing your communication and critical skills.
Evaluation will include your progress in group work and
discussion, your demonstrated understanding in reading,
writing assignments, quizzes, and independent study.
We hope to attend Bernstein's Candide as a class.
Prerequisites: Sophomore standing or permission of
instructor.
Distribution: Literature
Time: I
Room: Old Main 25
General Studies
Transitions: Women's Life Careers
GST:245-40009
Instructor: Diane Busico
Are you wondering how you cnn s u c c d in a "man's
world"? Puzzling out your options for rnarriagc, coswr,
and/or children? Troubled will) Iiow to practically and
emotionally juggle all of your divcrse roles? This seminar
is an exploration of the various pathways womenchoose in
balancing home and work life. A1though it promises no
concrete answers to compelling questions, it will arm you
with some useful information for making choices for the
present and plans for the future.
The mdctal, familial, and individual forces sl~apingthe
choices womcn makc conccming family and carccr arc
sbdicd via texts, journnl nrticlcs, films, and p s r Iccturcrs. Shldcn t pcrforrnancc is asxsscd through essays and
a rcsctlrch project.
Time: I
Room: Old Main 22
Health and Physical Education
M Recreational Rhythms and Activities
HPE 23240032
Instructor: Pam Schreurs
Theory and practice in teaching and pcrfnrming Amcrican
heritage and international folk daners. Exposure to New
Games concepts and activities. Thc majority of the coursc
grade is based on participation in classactivities,a teaching
assignment, and a written test. This is a one-half credit
course.
Time: I1 Mondays, Wednesdays and alternate Fridays
Room: Melby 202
W Sailing in the Virgin Islands
.IL
I
HPE 455-40034
Instructor: Joyce Pfaff
.Designed for thc beginning and in tcrmcdiatc sailor interestcc1 in the art and practice of sailboat:cruising. Thc course
will focuson taking tho participant to a compctenl levcl of
sailboat handling (anchoring,mooring, helming and crewing). The student will live aboard a 42-foot fixed-keel
sailboat with fiveor sixother peopleand will functionasan
active crew member.
Acbal on-ihc-watcr instruction will bc the rnnjnr part of
thccoursc. This will bc supplcmcnIcrl by scssions dcaling
with safcty,boa t handling, boa t systcns, provisioning, trip
planning, piloking and navigation. Sailing will includc
cntiscs la various islands and cays in tl~cBritish and
American Virgin Islands.
Snorkeling and windsurfing will be available on an optional basis.
+ I l
Evaluation will be based on individual demonstrated
competencies in crewing and leadership in the role of
"acting captain". A daily ships log will be kept by all
participants and a final written exam will be given. P/N
grading only.
The course will last Januar-4-22.The fee of $2300includes
round-trip transportation from Minneapolis, administrative fee, boat rental, snorkeling gear and two meals a day.
Final payment is due October 31.
Prerequisites: Permission of Marilyn Florian, Women's
Athletic Director
Distribution: Lifetime sports
History
Women in Refonn in Modem America
HIS 225-40042
Instructor: John Jenswold
"Reformer" was a role played early and frequently by
American women in public life in the 19th and 20th Centuries, individually and collectively. In this course, we will
investigate theevolutionof that roleand the way that it has
been exercised in the past 150 years. We will study the
interaction of women with reform movements in an effort
to discover how women influenced major reform efforts
and how, in turn, those movements reshaped the role of
women in an industrializing and urbanizing society.
Our investigation will include several books, primarily
biographies of such reformers as Elizabeth Cady Stanton,
Margaret Sanger and Jane Addams and studies of such
movements as suffrage, antislavery, educational reform,
political reform, women's rights, and peace activisni.
Discussions of these readings will be supplemented by
lectures on larger historical issues.
Grading will be based on short papers, two essay exams,
and class participation.
Distribution: History-Philosophy
Time: I1
Room: Old Main 13
H The Japanese-American Experience:
Relocation and Redress
HIS 240-40028; 340-40029
Instructor: Khin-KhinJensen
This course will focus on Japanese-Americanexperiences
in the U.S.A. Perspectives on immigration patterns, geographic settlements, literature and contributions to the
American economy and society will be explored. Special
attention will be given to the forced evacuation of the
Japanese Americans during World War 11, how and why
they were uprooted from their homes and businesses and
placed in so-called "American concentrationcamps", their
adjustments to life behind barbed wire and their attempts
to overcome this trauma. The recent Redress Bill in Congress, the constitutionalimplicationsof the order of evacuation and the role of the Supreme Court will be explored.
Content and Procedure: Lectures, class discussions, audio-visual~,student reports and student projects. There
will be a final exam. Upper Division students will also
write a paper and present an oral report in class. Lower
Division students will do a project and reports on audiovisuals and readings.
Fees: Students should budget about $15 for film rentals
and an ethnic meal in a restuarant in the Twin Cities.
Prerequisites: None for lower division; one college history course or instructor's permission for upper division
Time: I
Room: Old Main 13
History of Ancient Israel
HIS 363-40038
Instructor: Richard Nelson
The history of ancient Israel is the history of a peripheral
state. Yet, this minor state is central in the development of
western culture because of its unique religiousexperience.
This course will consider the poli tical, social, and economic
history of Israel within the context of the ancient world. We
will begin with a consideration of the cultures which
prefaced the rise of Israel, continue through Israel's classic
age (Patriarchs, Exodus, Conquest, Monarchy, Exile, Restoration) and conclude with the destruction of Jerusalem
by Titus in 70 A.D. and the formation of Christianity.
Classes will include both lecture and discussion. Grades
will be based on quality of discussion, two examinations,
and a term paper (8 to 10 pages). Traditional grading.
Prerequisite: A college level history course or permission of instructor.
Time: I
Room: Music 22
The capstone of t h e ~ ~ u ~ sFirst
b u rYear
~ Experience (FYE) Program is a
special Interim course designed for first year students. For the 1990
Interim there will be a single course with three sections, each taught by a
different faculty member. The course will provide full credit and will
satisfy the Fine Arts distribution requirement.
Art and Idea: Aesthetic Experience in
France, 1650-1900
INS 190-40035
Instructors: Julie Bolton, Marilee Klemp, Kristin
Anderson
How do we see? How do we listen? How do we respond
to theatre? What is the nature of art? How are ideas
conveyed in art forms? What do the visual arts, music, and
theatre have in common? How do they reflect the society
in which they were created? Is art timebound or timeless?
All art forms are linked to a particular time and place. We
see that the visual arts, music and theatre always reflect the
spiritual and intellectual climate of its time. Using examples of music, art and theatre created in France in the
years 1650-1900, the course will explore how to appreciate
and understand the various art forms, examine the relationships among the arts, and consider the expression of
enduring themes and ideas at different points in time.
Students will participate in the course through various
readings, including reading plays, studying scores and
listening to recordings, and reading primary source material connected to the art pieces considered. Using the
resources of the college and the city, students will also
attend a special performance of the Augsburg Faculty
Artist Series, visit art collections, including the Minneapolis Institute of Arts, attend music performances, including
the Minnesota Orchestra or the St. Paul Chamber Orchestra, and attend performances of Bernstein's Candide at the
Guthrie. Students will be expected to attend all required
performances and museum visits, write analyses of the
various art works or performances, and write a paper
integrating the different arts and time periods studied.
There will also be quizzes on material covered.
Costs for tickets to performances should not be more than
$15.
Prerequisite: Freshman status
Distribution: Fine Arts
Time: 11, The class will normally meet during Time 11,
but students will be expected to attend alimited number
of off-campus events (some evenings andlor weekends)
as a part of the class work.
Room: Music-Sateren
Interdisciplina
2
Appropriate Technology
II Economics, The nvironment and
INS 218-40043
Instructor: Tom Morgan
The objective of this course is to develop a clearer sense of
the critical importance the physical environment and our
natural resources play in the economic well-being in our
global economy. We will first briefly review historical
relationships between the physical environment, technological and economicdevelopment. We willconsider alternative (appropriate) technological applications being experimented with as potential solutions to environmental
problems. Course material will be presented through a
blend of reading, lecture, discussion and site visits. Course
grade will be based upon short papers and presentation of
research into specificenvironmental/technologicalissues.
Time: I1
Room: Science 319
An Introduction t o Islam
INS 225-40045
Instructor: Amin Kader
This course is designed by a practicing Muslim to present
his perception of Islam to non-Muslims. The course will
cover the ideological foundations of Islam, its basic concepts and tenents, Islamic law (Sharifah),Islamic economic
and political systems and Islamic patterns of life. There
will also be a consideration of the differences between the
Islamic sects (Sunnis, Shi'its, Sufis, etc.). There will also be
some effort to deal with the similarities and differences
between Islam and both Christianity and Judaism, and a
visit to one of the mosques in the Twin Cities.
A paper and at least one examination will be required.
Distribution: Minority-Urban Studies
Time: I1
Room: Murphy Place 1
Augsburg Goes To Business
INS 321-40055
Instructor: Tina Wagner
This seminar is an experiential opportunity for students
with any major who wish to learn more about work environments and choosing career paths. The goal of the seminar is to provide a better understanding of the diversity in
organizations, and the varied environments in which they
must operate. The objectives of the class are:
1. to develop a more clear understanding of how the
different functional areas of an organization operate
on a day-to-day basis, and how these areas are integrated into the overall operation of a firm.
2.
to develop and explore personal and career goals, and
how a "fit" is established between an individual and
an organization.
3. to examine the extent to which "textbook approaches"
correspond to "real world" situations and are able to
accommodate practical application.
Class time will be divided between on-campus lecture,
discussion and off-campus visits. Students will visit six
different types of organizations in the metropolitan area
including non-profit and corporate. Class discussions will
focuson assigned readings, interpretations of the results of
vocationally-oriented tests, and the issues relevant to the
selection of career paths.
Students will keep a journal of their experiences and observations. Grades will be determined on the basis of the
journal, a class presentation, and on a research paper, the
topic of which will be negotiated with the instructor.
Prerequisite: Sophomore status or above
Time: I1
Room: Murphy Place 3
H Finite Mathematics
MAT 121-40044
Instructor: Suzanne Doree
A study of the finite mathematics models involved in
elementary statistics: sets, counting techniques, probability, averages, deviations, and distributions. This course
should provide students with the mathematical tools sufficient to understand simple statistical and probabilistic
information. Class sessions will include lectures, discussion, and group activities. Homework, a midterm exam,
and final exam will be the primary basis for course grades.
Prerequisites: Math placement: Group I11
Time: I1
Room: Science 112
Math and its Applications: Succeed With
Math
MAT 132-40046
Instructor: Bev Stratton
Are you a math avoider? Do numbers and symbols scare
you? Do you wonder why a student majoring in humanities or social sciences needs to know some mathematics?
Would you like to improve your math skills, be more at
ease with math, and maybe even l e a n to like math (a
little)? If you answered yes to any of the above questions,
this course is for you.
The course will focus on problem solving, puzzles, modeling, and some of the applications of mathematics to such
areas as sociology, biology, and business. Students will
learn the relevance of mathematics to many occupations
and gain confidence in their abilitiesto work with numbers
and quantitative reasoning. Evaluation will be based on
short quizzes, a problem solving journal, and a project.
Prerequisite: Placement Group I11
Time: I1
Room: Science 212
Cognizers
MAT 235-40075
Instructor: Larry Copes
The major goal of this course is to gain insight into how
machinesand people think and learn by studyingattempts
to get computers to do the same. We shall study the
contributionsof a variety of disciplines, including artificial
intelligence, psychology, neuroscience, philosophy, linguistics, and anthropology. Demonstrations of "intelligent" computer programs will lead to discussions of how
closely their cognitive processes resemble those of humans. Evaluation will be on the basis of two half-session
examinations and a full-session final.
Prerequisites: one course of psychology, philosophy,
computer programming or anatomylphysiology.
Time: I1
Room: Science 112
Modern Geometry
MAT 351-40036
Instructor: Bev Durkee
A study of transformational geometry by synthetic and
coordinate methods, including complex variables, and an
introduction to hyperbolic non-Euclidean geometry. Emphasis will be on proof and methods of proof.
Class Sessions will include lectures, discussion, and problem solving activities. Assignments will provide the primary basis for course grades.
Prerequisites: MAT 122 or 125
Time: I
Room: Science 319
Music
Sounds and Sights of Europe
MUS 179-40047
I
Instructors: Robert Karlen and Roberta Metzler
The churches and cathedrals of London, Cologne, and
Munich inspired the building of places of worship in this
country; the orchestras of these cities represent some of the
oldest and finest of their kind; and have been long emulated by our ownensembles. Theoriginalscoresof Handel's
"Messiah" in London's British Museum, the home and
paintings of Rembrandt in Amsterdam, the awe-inspiring
Cologne cathedral, are only a few of the highlights of our
encounter with the sounds and sights of Europe. Theatre
and concert performances, a Gilbert and Sullivan operetta
in London, and visits to world-renowned museums and
architectural landmarks are planned. For those with a
special interest in music therapy, visits will be made to the
Nordoff-Robbins Centrein England and hospitalsresearching music and medicine in Herdecke and Ludenscheid,
West Germany. The comprehensive fee of $2,245 includes
travel to nine cities in three countries (England, Holland
and Germany), breakfast daily, five group dinners, and
several cultural performances.
Registration for this interim must be made before October
27at theInternationa1ProgramsOffice,2018 Eighth Street.
This course is offered on a P/N basis only.
Philosophy
The Ethics of Killing and Letting Die
PHI 146-40053
Instructor: David Apolloni
Is abortion wrong? Is killing a terminally-ill person murder? Are there some crimes for which capital punishment
is justified? Is there such a thing as a just war?
These questions and the various answers proposed arouse
deep emotions and often hostile confrontations among
many groups in our society. All too often, complex moral
issues get reduced down to simplistic slogans when these
groups campaign to maintain or change laws on these
issues.
This course will utilize readings on these complex and
burning moral issues as an introduction to ethics and
critical moral thinking. We will consider some philosophical theories on the nature of moral obligation and personhood to help us get past emotions and slogans to a much
deeper and informed understanding of the philosophical
problcms which lic behind thc controversies surrounding
aborlion, euthanasia, capital punishment, and war.
The course will combine lecture and class discussion on
some contemporary philosophical readings on killing.
Students' work will be evaluated on the basis of four (2 to
3) page papers (each on some aspect of one of the topics)
and class participation.
Time: I
Room: Old Main 11
Philosophy of Science
PHI 365-40037
Instructor: Ken Bailey
Sometimesitis said that welive in the Age of Science. What
does that mean? In what sense(s)might such a statement
be said to be true or false? On the other hand, some
astrologers say that we have just begun the Age of Aquarius, the Water Bearer, who is supposed to usher in an age
of peace and prosperity. Are these two notions in conflict?
Are they compatible? Is it really true that only science can
say something meaningful about Reality? Are there any
limits to scientific method? What does science have to say
about values? How do you recognize a pseudo-science?
These and other questions about scientificmethods, scientific knowledge, and applications of science to human life
will be examined. (Is your future written in the stars?)
Primarily a discussion course. Grades will be based upon
a mid-term and a final examination; course participation;
and a study project.
Prerequisites: Suggested Philosophy 130 (logic) and one
course in a natural science
Time: I1
Room: OM 11
Physics
II Introduction to Weather
r..lL
.?
- -.
I
-\-
I
I
PHY 106-40052
.-,
Instructor: Noel Petit
A study of the science of meteorology which will provide
a working knowledge of the principles of atmospheric
science. Attention will be given to four basic areas observing the weathcr changes and understanding thc world's
climate. Rclalccl topics to bc includcd arrr: hydrology
(study of the carth's water cyclc), pollution, cconomic
effects of the wcathcr, and wcatl~cr'simpact on world
e m n ts. This coursc is clcsigncd to be an elective or satisfy
t l ~ Mathematics-Physics
c
distribution requirement for the
liberal arts srudcnt.
The course will have two weeks of class lecture and laboratory followed by a two-week trip through the Southeast
United States visiting major weather facilities. The itinerary will include stops at Kansas City, Missouri; Oklahoma
City, Oklahoma; Vicksburg and Gulfport, Mississippi;
Tampa, Miami, Cocoa Beach, Daytona Beach and
Gainesville, Florida. At each site there will be a tour and
explanatory program for the functions of that facility.
Topics of the visits will be severe storms, control of the
water in the Mississippi River basin, automated weather
observation at sea, television station weather facilities,
hurricane tracking, weather satellites, and agricultural
weather. During the trip the student will maintain a
jnurnal of weather and site visi ts. Daily wca tlwr maps will
lw crcalcd using portablc wcai her sqlcllitc reception s y s
tcm carried on the trip. This trip will not only allow visits
of oprrational wcathcr facililics, but also will allow the
student to experience the full range of climates across the
U.S. from north to south. Daily quizzesand lectures will be
given during the travd. Gsadcs will bc bawd upon the
journal, two hourly examinations and an individual projcct completed during the trip. Thc cost will l
x approximately $700. Initial deposit due by October 27,
Prerequisites: High Scllool Algebra
Distribution: Mathematics-Physics
Time: I
Room: Science 28
4 High Vacuum Technology and Gas
Dynamics
PHY 325-40039
Instructor: Mark Engehretson
High vacuum tcchnolngy is crucial to many a]trcn t "high
tmlmologies," i~icludingadvanccsin expcrimcntalscicncc
in a11 ticlclq production of scrniconductors and superconductors, and manipulation of gascs and "sensitive" mat^
rials. Dcspitc this, gcncral awarcncss of high vacuum
technologics lags far bchind thcir rlcvclopment. This
courw wil I acquaint thc student wit 1.1 technologies currently crnploycd in producing and monitoring a high
vacuum environment, and with thc physical behavior of
gases and surfaces under vacuum conditions. Activities
will include both seminars and laboratory sessions, some
in conjunction with Chcmistry 325. Students will learn to
use high vacuum pumps and gauges, a modern mass
spectrometer, and PC-l~scdcnrnp~~ter
controllers and
compu ter-cornpa liblc sensors.
Grades will be based on laboratory work, two quizzes, and
a paper.
Prerequisites: Chemistry 351 and 353, or Physics 245
Time: I1
Room: Science 30
Spreadsheet Physics
PHY 151-40058
Instructor: Jeff Johnson
Spreadsheets (e.g., Lotus 1-2-3)have been used extensively
in business for years. However it is also possible to solve
physics problems without using high-powered mathematics. Spreadsheets allow the student who is not an expert in
mathematics to experience physics on a more intuitive
level. We will use Lotus 1-2-3 to solve problems in a wide
variety of physics areas including planetary motion and
projectile motion. Some of the problems investigated
might be in areas other than physics. Grading will bebased
on spreadsheet projects, homework and a final exam.
Prerequisites: Math Level I11
Time: I
Room: Science 30
Political Science
Social Justice in America
POL 140-40059
Instructor: Andy Aoki
Social justice is one of the burning issues of modem politics. For moral theorists, the nature of socialjustice is a continuing challenge; For practical politicians, it is a question
which can bc ignorcd but not avoidcd. From pmatal caw
for poor women to mcdical c a p for the elderly, most
important public policy debates involve questions of social
justice. To adequately consider these policy questions, one
must have some conception of social justice.
In this class, you will work to develop your ideas of social
justice, and to understand how they apply to public policies. The policies to be considered will vary depending on
student interest, but the range of possible issues is vast,
including such topics as student financial aid, jobs programs, school choice, aid to the poor, Social Security,
environmental protection, and military service.
The majority of class time will be spent in discussions.
Participation is essential. Reading will be fairly light, but
everyone is expected to actively engage in class activities
and discussions. No prior knowledge is needed, but an
interest in public issues is important. Requirements will
consist of short papers, class participation, and a brief final
exam.
Although the workload is moderate, the course is mentally
demanding. Rigorous thinking about social justice can be
troubling; some questions will be provocative and disturbing. Students should be willing to tackle difficult intellectual challenges; doing so will enable you to gain a better
understanding of some of the most difficult problems of
our time, and to make a greater contribution to efforts to
deal with those problems.
Distribution: Economics/Political Science
Time: I
Room: Old Main 16
Politics in Scandinavia
POL 250-40040
Instructor: Einar Vetvik
The course objective is to give a basic knowledge of the
political systemsand important current policy issuesin the
Scandinavian countries. The course will present an overview of the basic structure and main features of government, politics, policy issues, political behavior and leadership in the Scandinavian welfare-state model.
There will be one paper and one exam as assignments for
the course. The model of teaching will consist of lectures,
seminars and group discussions.
Distribution: Economics/Political Science
Time: I1
Room: Old Main 29
Difficult Judicial Choices: How the Courts
Reshape Political Institutions
POL 475-40041
Instructor: Phillip E Fishman
The course is designed for political scienceand socialwork
students and others who are concerned with institutional
operation and change/reform. Text and case-studies will
bemploycd to examine the role of the federal judiciary in:
prison reform, mental health and the right to treatment,
equal housing, school busing, police and immigration
policy in the '90s. Coutsc objcctivcs are to assist the studcnk 1) to understand the judicial processand how judges
makepolicy; 2) to learn how liability iscstabfishedand appropriate remedies are fashioned for rclicf; 3).to explore
thc dynamic conflict between the federal bench and political and administrativeinstitu tions. The instructoruseslecture and hypothetical cases as key tools of instruction.
There will be one exam and one mini-paper during the
brief course. In addition, students will be assigned on-site
field visits to a Minnesota penitentiary, a metropolitan
police station, a United States immigration court and a
mental health facility.
Prerequisites: Junior or senior standing
Time: Tuesday, January 26-9:30 p.m., and each Monday
and Wednesday thereafter
Room: Old Main 16
Political and Cultural Diversity in the
USSR and Eastern Europe
POL 459-40073
Instructors: Norma Noonan and William Wright
The course which begins in January and continues for 14
weeks into the spring semester is an overview of the
political, cultural and national forces which both divide
and unite the East European nations and the U.S.S.R. A
joint course of the Associated Colleges of the Twin Cities
and the University of Minnesota, this course will feature
weekly guest lecturers, weekly discussions, extensivereadings and a research paper. There may also be shorter
analytical essays and a final. This is a special course which
will be offered only once. As designed, it is impossible to
complete it within the four-week Interim period, so students able to take the course only for the January segment
should not enroll or ask for an exemption to finish the
course in January. No exemptions will be granted.
Students may also register for this course as a spring term
course and so take another interim course.
Prerequisites: One course in political science or history
dealing with the USSR or Eastern Europe; or permission
of instructor.
Time: Wednesdays 1:15-3:15 p.m. (January through
March)
Room: Science 315
Psychology
The Self
Symbols
as~ e v e a l e din Myths and
PSY 340-40061
Instructor: Norm Ferguson
This course will explore concepts of self from psychological, cultural, and theological perspectives. A variety of
myths and symbols will be examined with the intent of
gaining knowledge about how they function as representations of "the self."
The objective of the courstz is to gain a d e p m understanding of one's individual self and of how thc conccptualiza[ions of your w1f have t e n molded by a variety of social,
cultural, and historical influences. The content of the
courx willinclude topics such as: the impact of science on
myth; thc mythologics of romantic love, war, and peace;
the process of individuation; and metaphors of psyche
logical transformation.
Class time will be devoted mainly to the discussion of the
assigned readings. Students will bc expected to bE p w
pared for class by doing the readings and to be actively
involved in the class discussions. Students will be given
some of the responsibility for leading discussion. Evaluation will be based on: (1) class participation, (2) a course
journal, and (3) four or five short (600-800 word) papers.
Prerequisite: General Psychology
Time: I
Room: Old Main 21
Psychology of the Legal System
PSY 335-40056
Instnr ctar: Nancy Steblay
The US. Iegal system wilt be investigated from the p r spectivc of psychological theory, research and practice. A
specificfocus will beon the social psychologyof courtroom
procedures with considmation of such topics as jury sclectian, ~yclwitnessevaluation and jury decision making.
Class readingsand discussion will also cover such broader
areas as morality, justice, ethics and victimization. Guest
lccturcrswill include members of the legal and psychological cornrnunities.
Evaluation methods include tests and written work; students will also be responsible for contribution to classroom
discussion.
Prerequisites: A general psychology course
Time: I1
Room: Old Main 16
1 Idealism and the Adolescent
PSY 370-40074
Instructor: Duane Johnson
Inquiry into the nature and presence of idealism in the life
of the adolescent person. Theoretical bases for such idealism will be considered. Idealism directed toward other
persons and society will be the main focus.
Thiscourse will bcconductcd asa scminarwitha highlevel
of studmt contribution and pasticipation. Attendance at
each class %session i s wquired. Procedures wit1 include
dass discussion, frequent short papers, and frequent oral
rcprts. Studcnts will be requircrl to seek out and interview persons in the adolcsccnt level of development.
Typing or equivalent word processing will bc required.
Students are required to read The Moral Life of Children by
Robert Coles before the start of the interim. This book will
be available in the Augsburg Bookstoreby November 1st.
Content of the book will be discussed in the first few class
sessions and will provide a base for further learning in the
course. This course is offered only on P/N basis.
Time: I
Room: Old Main 23
Religion
Eastern Orthodoxy
REL 420-40062
Instructor: Lynne Lorenzen
Eastern Orthodoxy is the primary religion of Greece, Russia, and thc Bastcm Bloc countries. We will explore the
history, theology, liturgy and sacraments in the Orthodox
Tradition. Class will include Iccture, discussion, slide
pncsentation and an evcning liturgy. Requirements incIude one exam and two short papera Tl~rccpaperback
booksarerequir~d.Attendance at thest. GrcgoryofNyssa
liturgy an January 10 at 6:30 porn.and at the icon slide
presentation on January 17 are also required.
Prerequisites: Religion 111or 221
Distribution: Religion (Only one Interim course may be
used toward graduation requirements.)
Time: I1
Room: Old Main 25
The Lutheran Heritage
REL 345-40057
Instructor: Eugene Skibbe
The Lutheran Church is the largest Protestant church in
the world. We will not only examine the Lutheran
Church as it is at the present time, bu t also study its
origin in the 16th century and its dcveloprnent and
cultural influcncc during 450 years of history.
One short text will introduce us to the Evangelical Lutheran Church in America, formed in 1988; a second text
will give us an insight into the global organization and
broader social issues related to the Lutheran World Federation. A third book, writtcn by the President of the
College, will show us the roots of the Lutheran Church in
the Bible and the confessional writings; and a fourth text
will give us an over-view of the history of this church.
Lecture and class discussion will deal with explaining
these things, plus noting the Lutheran witness to the gospel of JcsusChrist in art, music, missions, philosophy, sociology,and theology. Therewill be three examsplussome
brief written assignments.
Students will be expected to be present the first day of class
and to purchase all required materials on that day in class
for about $25.00. Please bring your check book or cash.
Prerequisites: Religion 111 or 221
Distribution: Religion (Only one Interim course may be
used toward graduation religion requirements)
Time: I
Room: Old Main 18
f
The Other Side o Paradise:
Tourism, The Mi i t a y and
Cultural Confrontation in Hawaii
[q
"G'
REL 251-40063;349-40067
Instructors: John Benson and Duane Addison
We invite you to come to Hawaii with us for a special class.
Other January Interim courses go to Hawaii as well, but
this one will be distinctive.
Saying "Hawaii" can conjure up images of beaches, palm
trees, and winter tans. We will not ignore these aspects of
Hawaii, but we will also probebeneath the image projected
to most tourists. We will study how Hawaii
"works"-politically, economically, and culturally. Three
social problems in particular tourism, militarism, and cultural confrontation will provide the focus of this learning
experience from a Christian ethical point of view.
First we will look at some less attractive aspects of the
tourism industry. Who benefits and who loses? Representatives of Hawaii's diverse peoples and viewpoints will
offer insights into the ecological, economic, and political
consequences of marketing the islands as a tourist paradise.
Secondly we will learn to see the U.S. military presence on
the islands in a new way. Many Americans associate
Hawaii with the bombing of Pearl Harbor and World War
11. But the presence of the U.S. Pacificcommand continues
to have significant implications for both the people and
ecosystems of Hawaii.
Finally, culturn1 conflict and confrontation in Hawaii will
be studied. Many immigrant groups havc come to the
islands: Japnesc, chine.^, Filipinos, Tongans, Samoans,
Portuguese,mainland Americans, and others. The interaction of these groups with native Polynesians yields a high
degree of cultural diversity. We will learn about the
exploitation and racial tensions that exist, as well as ways
in which diversity is appreciated and celebrated.
The cost for the course is $1,995.00, and it can be taken for
religion or crosscultural credit. We will visit the islands of
Oahu, Hawaii, and Maui, traveling via buses, vans, and
planes. Our accommodations will vary, including a camp
in the mountains, another camp on the beach, and several
tourist-level hotels.
Grades will be based on degree of involvement, the quality of contribution to the discussions and a journal. Upper
division credit will require a special project which will involve a presentation to the group.
Distribution: Religion
Prerequisites: Permission of instructor; for upper division credit, one course in college level religion, East
Asian culture or introductory sociology or anthropology*
The Theology of Marriage
REL 343-40070
Instructors: Curt Paulson, Cathy Paulson
Marriage has been described in terms of a free fall, a
decision which we often make with a portion of our brain
and all of our heart. This course will take nothing from the
heart, whether you are married or not, but it will increase
your sureness and the possibility for meaning/intimacy in
your life with a significant other. Within the context of
Christian teachings, many theories, with particular attention given to the work of C. G. Jung, will be studied and
applied to the marital relationship and secondarily to the
family.
There will be lectures, discussion, and visiting resource
persons. Evaluation will be based on class participation,
and an examination. Two books will be required.
Prerequisites: REL 111or 221 or permission of instructor.
Distribution: Religion (Only one interim course may be
used to meet religion requirements.)
Time: I
Room: Old Main 10
C J q
t'b
West Afrzcan Religion and Culture ' I
i
REL 241-40072
I!
L
d
Instructor: Brad Holt
Off thebeaten track of American tourists, this journey will
focus on meeting African people, observing their religious
rituals, music and art, and pondering their history. We will
converse with urban and rural Africans of different faiths,
different levels of education, in different climates. After
visiting the collections of African art in London, we will
journey to Nigeria, an English-speaking nation, and the
most populous of all African states. There we will encounter the three basic religious traditions of Africa: African
Traditional Religions, Christianity, and Islam. Each will
bring intriguing surprises, as they reflect African culture in
ways different from what can be found in the U.S.A.
First we will visit Ibadan, largest traditional African city
and metropolis of the Yoruba people. We will explore the
contemporary forms of the ancient Yoruba tradition, observe the work of the babalawo or diviner, and the dramatic worship services of the Aladura Christian churches.
We will visit the universities of Ibadan and Ife to dialogue
with Nigerian professors and students.
At Benin, site of the ancient Kingdom discovered by the
Portuguese in the 1400s,we will observe the world famous
bronze sculptures in the Benin Art Museum. We will meet
different traditions among the Igbo people, whose culture
has been so dramaticallydescribed in the novels of Chinua
Achebe.
We will see the forces of change in the "Middle Belt" of
Nigeria, where in the villages the competition is sometimes
keen among the three religious traditions. We will stop to
swim and to view African animals in the Yankari Game
Reserve. Finally, we will visit the far north and the historic
city of Kano, former trading center for the trans-Sahara
trade routes, where camel trains can still sometimesbe discovered. The grand mosque and museum will help us
understand the Hausa and Fulani traditions of Islam in
Africa.
Through it all, we will live simply, encountering life in a
Third World country that is struggling to find appropriate
blendsof Africanand Western culture. We will travel light,
and experience the taste, the music, the art, and the worship of one of Africa's most energetic nations.
Evaluation: Each day participants will engage in structured dialogue and individual journal writing. Two short
tests will be given.
Required Readings: Lawson, Religions of Africa; Parrinder,
Religion in Africa; Kalu, The Nigerian Story.
The cost of $2,195 includes all air and ground transportation, accommodations and excursions, breakfast and one
dinner in London, breakfast and all dinners in Nigeria.
Registration must be made before October 27 at the International Programs Office, 2018 S 8th Street.
This course is offered om a P/Nbasis only.
Social Work
Exploring Human Semices
SWK 257-40060
Instructor: Mary Lou Williams
This course offers students the opportunity to explore
career aspects of the human services vocations, a valuable
tool in selecting a career goal and a college major. Knowledge is gained by working in a professional human service
organization or agency and talking with human service
professionals and others who participate in an organized
approach to respond to human needs. This course offers a
"hands on" experiential approach to learning.
Students will volunteer 20 hours per week under the
direction of an agency representative. In addition, students will attend a specific small group seminar for three
hours per week during which agency experiences will be
shared and readings discussed. Evaluation will be based
on performance in the agency, written subjective summary, brief journal summary, and final exam.
Time: I
Room: Murphy Square 1
Issues of Homelessness
SWK 339-40051
Instructor: Edwina Hertzberg
The intent of this course is:
1. To expand the student's knowledge of homelessness
in an historical context;
2. To expand the student's knowledge of the reality of
homelessness in the Twin Cities;
3. To expand the student's understanding of the causative factors which contribute to persons being homeless: economic, employment, personal; and
4. To explore possible resolutions of homelessness.
Readings, guest lectures, field visits to sites serving homeless people, participant observations and volunteer experience will be utilized to fulfill the above objectives. A
seminar format will be used in the classroom for discussion/exploration of the topic.
Field notes from participant observations, class participation and a research paper exploring one aspect of the topic
will form the basis of evaluation.
Fee: $30.00
Non-social work majors are particularly invited to enroll
in this course.
Prerequisites: SOC 111,121, SWK 257,361, or consent of
instructor
Time: I1
Room: Old Main 22
Field Work III
SWK 46640065 (full course)
SWK 466-40064 (112 course)
Instructor: Francine Chakolis
The objectives of the class are to use supervisory relationships to increase interpretive as well as social work performance competence; to promote gradual entry into direct social work practice; to increase competence in the
client contact phase of the problem-solving process; to increase student self-awareness in regard to professional
practice interests, areas of strength, and areas for personal/professional development; to promote competence
in the full process of problem solving, with special emphasis on analysis and resolution stages.
Course content will be continuation of Field Work I1 educationally focused field placement in a social service
agency. Students will spend 15 (or 30) hours per week in
field placement, plus one hour per week in faculty facilitated supportive seminar help on campus. Evaluations
will be made in writing by the Field Instructor using
previously developed contract and social work evaluation
forms.
Note: Course is offered for half (466-40064) (15 hours per
week) or full (46640065)(30 hours per week) credit. If for
full credit, half of the credit will be based on non-client
contact tasks.
Prerequisite: SWK 462 (Field Work 11)
Time: To be arranged
Sociology
IPrinciples of Sociology (with emphasis on
the Health Care System)
SOC 121-40071
Instructor: Barbara Johnson
Sociology is a unique way of understanding the world. As
an academic discipline and a profession, sociology provides insights into culture, roles, groups, interaction, inequality and social structure. It is an essential tool for
discovering the world and one's place in it.
The emphasis for illustrations and exercises will be directed to the health care system. Cross-cultural comparisons will be drawn. As such, the course will be useful for
future health care providers and related professionals and
for consumers as well.
This course covers the same concepts and meets the same
objectives as the regular term course. Therefore students
can expect daily written and/or reading assignments.
Three exams will be given.
Distribution: Psychology/Sociology
Time: I1
Room: Library 1
Racial and Minority Group Relations
SOC 265-40066
Instructor: Jeny Gerasimo
This course considers the dimensions of racial and minority group relations. Major attention is focused upon prejudice, racism, and the role of self-understanding. The
course format will include lectures, films, readings, and an
opportunity for off-campus participant observation.
Members of the class can expect evaluation to be based on
a combinationof classparticipation,a research project, and
a final examination. The course is offered only on a P/N
basis.
Distribution: Minority-Urban
Time: I
Room: Music 23
Spanish
Beginning Spanish
SPA 111-40048
Instructor: Mary Kingsley
Beginning Spanish I is the first half of the beginning sequence, the goal of which is to introducethe student to the
most basic vocabulary and grammar in order to prepare
him or her either to go on to additionalstudy of Spanish or
to use it at an elementary speaking-understanding level at
the end of the second course. The emphasis is on spoken
Spanish, but secondary goals are to develop reading and
writing skills as well. After interim, students will be
prepared to continue with Spanish 112 in the spring.
The approachused in class will be proficiency oriented and
grammar explanations will be given as needed to clarify
those in the text. Evaluation will include class participation, a test on each chapter and a written and an oral final
exam.
Distribution: Foreign Language
Time: I
Room: Old Main 29
Speech- Communication
Movement for the Theatre
SPC 226-40068
Instntctor: Martha Johnson
In this course students will explore principles and styles of
movement used in the art of acting. The goal will be to
increase the student's ability to communicate through
movement, by examining the principles of discipline, freedom, clarity, timing, concentration, and rhythm. Masks
and improvisationwillbe introduced as tools for corporeal
expression. All different aspects of movement will be
explored: body stance, facial expression, gesture, walking,
etc. Movement exercises will be built around short scenes,
poems, and speeches. Some principles of Oriental movement will also be introduced.
Studcnts will be given rcquired rcadings on thc principles
of movement. Thcy will be askcd to write one final paper
on course content and requircd rcadings. Attending plays
and class rnovcment presentations will also bcrcquired, as
wcll as two play reviews. Grading will k bas& an class
work, final papcr, and rnovcmcn t prcsen tations.
The class will be designed for thosc who desire to increase
their skiIls as actors, and also for those preparing for such
ficlds as teaching, law, thc minishy, ctc.
Time: JJ
Room: Tjornholm-Nelson Theatre
Documentary Video
SPC 347-40069
Instructor: Deborah Bart
Documentary Video is a video production course which
integrates lecture and criticism with hands-on experience
dealing with non-fiction subjects. Students will work as
production teams, gaining experience in field production
and cdi ting. The production teams will produce a thirty
minutcdocumcntary piece. Evaluation will bebasedupon
studcnt journals, critiques and a paper. This course requires additional lab time for editing. There will be a $20
lab fee.
Prerequisites: Broadcast Production I
Time: I
Room: Foss A-V Seminar
W W E
Augsburg is part of a consortium called UMAIE, Upper Midwest
Association for Intercultural Education, which offers overseas
learning expcricnces during the Interim. Further information
about the following courses can be obtained from Kathleen Lutfi at
International Programs Office, 2018 Eighth Street (330-1655)or
from the Interim Office. Registration for these Interims ends
October 27,1989. Thesecoursesare offered on a P/N basis only and
generally carry a lower division number.
AMERICAN WRITERS AND ARTISTS IN EUROPE
W ANTIQUITIES OF GREECE
W ART AND ART HISTORY: THE EUROPEAN EXPERIENCE
W
N
W
W
W
W
W
W
W
W
AUSTRIA, ITALY AND THE EASTERN CAPITALS: THE
HAPSBURG HERITAGE
BIOLOGY AND NATURAL HISTORY OF THE HAWAIIAN
ISLANDS
THE BRITISH THEATRE
CONTEMPORARY SOCIAL ISSUES IN THE USSR
ECOLOGICAL SAFARI IN EAST AFRICA
EUROPE AND THE DAWN OF CAPITALISM
THE EUROPEAN ROOTS OF MODERN SCIENCE
FRANCE AND THE FRENCH
THE FRENCH-AFRICAN CONNECTION: PARIS AND
DAKAR
GERMAN LANGUAGE AND CULTURE: MUNICH,
SALZBURG AND VIENNA
INTERNATIONAL BUSINESS AND CULTURE IN A
EUROPEAN ENVIRONMENT
JAPAN: A WALK THROUGH TIME
LAW INLONDON
MALAYSIA: THE CROSSROADS OF ASIA
MEXICO'S FUTURE: PROSPECTS FOR DEMOCRACY
AND DEVELOPMENT
PEACE STUDIES: THE COLD WAR VS COMMON SECURITY IN EUROPE
THE SOVIET UNION AND EASTERN EUROPE IN THE
GORBACHEV ERA
VOLARE! ITALIAN LANGUAGE AND CULTURE IN
ITALY
WEST AFRICAN RELIGION AND CULTURE
Other Courses
These courses are offered by institutions or groups not connected
with Augsburg College but have been approved for credit by the
college. Most carry a tuitioncost plus other expenseswhich are the
responsibility of the student. They are offered only on a P/N basis.
Fuller descriptions and details for registering are available in the
Interim Office.
Outward Bound
HPE 212-40078
Check for information in the Interim Office for material on
dog sledding and snowshoeing on the Minnesota-Canadian bordcr or for whi te water canoeing and desert campingon the RioGrandein theDecernkr 27 through January
27 period. There is a cost of approximately $1,275 (the
Outward Bound organiwtionhas sclmescholarshipsavaitablc).
Washington D.C. Interims
Leaders on Leadership: The National
Agenda
P O L 398-40076
Law and Society: An Examination of
Issues and Principles
P O L 398-40077
These interims begin January 1and contlnue unti1 January
20. Information on either of the above programs, housing
and financial assistance is available from Dr. MiIda
Hedblom in Memorial 117A.
Augsburg Lifetime Sports
The following activities are available to students during
Interim and students may register for these classes as
well as for a regular course. This activity does not carry
official credit, but does meet the lifetime sports requirement for graduation. Students may participate in this
class without registering for the course, but will be
expected to pay any fees whether or not the student
registers for the course.
American Karate
HPE 002-40081
Instructor: Mike Teitelbaum
The form, basic techniques and practical usage
of American Karate, taught by a certified Third
Degree MKA Black Belt instructor. Fee of
$25.00.
Distribution: Lifetime Sports
Time: 1200-1:00 MWF
Room: Melby
Racquetball
HPE 002-40082
Instructor: Brian Ammann
Distribution: Lifetime Sports
Time: I Tuesdays, Thursdays and alternate Fridays
Room: Melby
Badminton
HPE 00240083
Instructor: Brian Ammann
Distribution: Lifetime Sports
Time: I Mondays, Wednesdays and alternate Fridays
Room: Melby
Show less
AUGSBURG COLLEGE
Minneapolis, Minnesota
1982-84 Catalog
Augsburg Advent Vespers in Central Lutheran Church
2/Campus Map
/
Minneapolis, Minnesota
-
-
,
Campus Guide (2182)
1. Admissions
2. Library
3. Science Hall
4. Old Main
5. West Hall
6. Mortenson Tower
7. Urness Tower
8. College ... Show more
AUGSBURG COLLEGE
Minneapolis, Minnesota
1982-84 Catalog
Augsburg Advent Vespers in Central Lutheran Church
2/Campus Map
/
Minneapolis, Minnesota
-
-
,
Campus Guide (2182)
1. Admissions
2. Library
3. Science Hall
4. Old Main
5. West Hall
6. Mortenson Tower
7. Urness Tower
8. College Center
9. Memorial Hall
10. Music Hall
11. Psychology Building
12. Melby Hall
13. Ice Arena
14. Stage 2 Theater
15. Little Theater
16. East Hall
A. Admissions Parking
B. Student Parking
C. Main Entrance-TunnellRarnplSkyway
D. Quadrangle
E. Faculty-Staff Parking
F. Murphy Square
C.Practice Field
H. Fairview-St. Mary's Parking Ramp
.'-
Campus Map/3
Driving to Campus on Interstate 94
East from Minneapolis: take the 25th Avenue exit, turn left to Riverside Avenuegnd
left again to 21st Avenue South at the Augsburg sign.
West from St. Paul - take the Riverside Avenue exit right after you cross the
Mississippi River and then turn right onto Riverside. Watch for the Augsburg sign
and turn left at 21st Avenue South.
Campus M a p - 2
Introduction - 5
Facilities - 7
Admission - 8
Costs and Financial A i d - 12
Student Life - 24
Academic Information - 30
Brief Facts - 44
Course Descriptions - 45
Registers - 132
Index - 143
Academic Calendars - 146
Winter at Augsburg is also for snowmen
Introducing Augsburg
Few liberal arts c o l l e e s combine the excitement and vitality of a metropolitan
center with the smallness and intimacy of the rural setting, Augsburg i s one of the
few, very special Christian cnlleges which can offer you both, as indicated in the
Mission Statement adopted by the Faculty and the Board of Regents in 1977.
Mission Statement
Augsburg i s an accredited four-year Iiheral arts college o f The American Lutheran
Church located in Minneapolis, at the center of the Twin Cities merropolitan area.
The coeducational student body of approximately 1500, while largely of Lutheran
orlentation, includes students of diverse ages from a wide variety of religious,
,
cultural and ethnic backgrounds.
For over 100 years the college has emphasized intellecrual freedom in the search for
knowledge i n i t s disciplines, responsiveness ro the needs of society and the world,
and preparation of students for service and leadership in church and society.
The mission of Augsburg College is to educate students through a distinctive
combination of commitment to the Christian faith. the liberal artsand excellence in
academic program.
Au sburg College is known for its people, who strive to be a supportive, informal
ancf free community of learners involved with the metropolitan environment.
The academic program is primarily committed to providing opportuniti- for a
broad background in a variety of subject areasas well as personal development. The
college challenges srudenrs with a portion of the knowledgcand ~ h o u g hwhich
t
has
been formative within human historv and culture through a wide variety OF ideas,
di5ciplinesand selected professional and pre-professional programs: assists students
in developing intellectual skills a5 we'll a 5 in selecting a career: and encourages
within stutients the attitudes and skills necessary to prepare them to be learners
rhroughour their lives. Excellence in theacademic programs hascharacterized and i s
a conrinued goal of r he rollege.
Education at Augsburg i s based on the belief that the world i s Cod's, entrusted to us
for care, exploration and understanding.
& a Christian comrnunitv the college embraces a wide ran e of religiousexpression
and par~icipation.As part of its academic program ,4ugs urg weks to give all its
students a n inlormed understanding of the Christian faith and heritage as well as an
opportunity to encounter other segments of the world's religious herilage. In
addition to this intellectual rask rhe aim of thecolbege isto helpsludents understand
the Christian faith as relevant for t h ~ i own
r
experience and for partic~parioni n r h e
commitment to the role of the Christian community in rhe modern world.
t
Augsburg College seeks to act responsibly within the metropolitan community.
The qualiry of Augsburg's education is enriched by the people, culture and
educational resources provided by i t s location. However, the college i s also aware
that it has a responsibility ro contribute to ihe larger communitv. In doing this, the
college directs several of i ~ sprograms specificallv ar the metropolitan serting,
provides area5 of study not available elsewhere in the area, and offers irself as an
educational resource for a variety of new srudent populations.
History - Fjord to Freeway
Augsburg was the first seminary founded by Norwegian Lutherans i n America,
named after the confession of faith presented by Lutherans in Augsburg, Germany,
in 1530. Minneapolis replaced Marshall, Wisconsin,a3 Augsburg'~home three vears
later, in 1872. The first college students were enrol[ed in 1874 and rhe first c o l l ~ ~ e
graduation was in 1879.
The school was officially named .4ugsbur College i n 1963 when its former sponsor,
the Lutheran Free Church, merged with T e American Lutheran Church. Augsburg
Seminary joined with Luthrr Theological Seminary in St. Paul thar same war.
Continuiny lies with this heritage are reflected in the College Center's ~ u ~ s h u r g
Room and in replication of rhe original sign for Old Main. From Fjord lo Freeway, a
randTd history of the College and itr peopleduring the first 100 years, by AuqsburgJ.s
Carl E. Chrislock, is available in the Collcge Bookstore.
f
Location and Campus
Augsbur '5 campus i s located in the heart of the Twin Cities, surrounding Murphy
square, tReiirrt of155 parks in ihen'Ciryof Lakes."The University of Minnesota Wesr
Bank campus and two of the city's largest hospitals, Fairview and St. Mary's, are
adjacent to the campus. Downtown Minneapolis and St. Paul are minutes west and
east via Interstate 91 which forms the southern border of the campus, or on bus
routes that also connect with the suburbs.
Y.
Reaching the Twin Cities is eas Airlines providing daily service to Minneapolis-St.
Paul International Airport inc ude American, Capitol, Delta, Eastern, Northwest
Orient, Ozark, Republic, Trans World, united, USAir, and Western. Bus or train
connections can be made from all areas of the United States.
Policies
It i s the olicy of Augsburg College not to discriminate on the basis of race, creed,
nationa or ethnicorigins, age, marital status,sex or handicap as required by Title I X
of the 1972 Educational Amendmentsor Section 504of the Rehabilitation Act of 1973
as amended i n i t s admissions polides, educational programs, activities and employment prac~ices.lnqu~riesregarding compliance may be directed to the ~ndividuals
listed in the Communications Directory inside the front cover or to t h e Directory of
the Office of Civil Rights, Departmenr of Health, Eduration and Welfare, Washington, D.C.
f
The College and its faculty subscribe to the Statement of Principles on Academic
Freedom as promulgated by the American Association of University Professors and
the Association of American Colleges.
Accreditation and Memberships
Au sburg College i s fully accredited by the North Central Association of Colleges
anBSecondary Schools and The National Council for the Accreditation of Teacher
Education (Secondary and Elementary). Our Programs are approved by The
American Chemical Society, The Council on Social Work Education, and the
National League for Nursing.
We are a member of the Associated Colleges of the Twin Cities (ACTC), Lutheran
Education Council in North America, Minnesota Private College Council, National
Association for Music Therapy, Inc., and are registered with the Minnesota Higher
Education Coordinating Board (MHECB).
Facilities and Housing
Instruction facilities and student housing at Augsburg are conveniently located near
each other. A tunnel/ramp/skyway system connects the tower dormitories,the five
buildings on the Quadrangle, Music Hall, and the Psychology Building.
Admissions Office, located at 628 21st Avenue South, provides offices for the admissions staff
and reception area for prospective students and their parents.
George Sverdrup Library, (1955) named i n honor of Augsburg's fourth president, contains
reading rooms, seminar rooms, work rooms, an audio-visual center, the Augsburg Archives,
classrooms and faculty offices.
Science Hall (1949) houses classrooms, well-equipped laboratories, a medium-sized auditorium, and faculty offices. The Lisa Odland Observatory on the roof was completed i n 1960.
O l d M a i n (1900) i s home for the Foreign Language and Art departments and has classrooms
used by other departments. Extensively remodelled i n 1980, O l d Main combines energy
efficiency with architectural details from the past.
West Hall (1966) is apartment housing for married and upperclass students.
Mortensen Tower, (1973), named i n honor of Gerda Mortensen, dean of women from 1923 t o
1964, has 104 one and two-bedroom apartments that house 312 upperclass students, plus
conference rooms and spacious lounge areas.
UrnessTower, (1967) named i n honor of M r . and Mrs. Andrew Urness, who have given several
generous gifts t o the College, provides living quarters for 324 students. Each floor is a "floor
unit," providing 36 residents, housed t w o t o a room, with their o w n lounge, study and utility
areas.
Augsburg College Center, (1967) center of non-academic activity, has spacious lounges and
recreational areas, dining areas, bookstore, and offices for student government and student
publications.
Sverdrup-Oftedal Memorial Hall, (1938) named i n honor of Augsburg's second and third
presidents, provides space for administrative and faculty offices and one floor of student
housing.
Music Hall, (1978) newest building o n campus, contains a 217-seat recital hall, classroom
facilities, t w o rehearsal halls, music libraries, practice studios and offices for the music faculty.
Psychology Building (1964) has classrooms, offices and laboratories for the Psychology
department i n the former studio building.
Melby Hall, (1961) named i n honor of 1. S. Melby, dean of men from 1920 t o 1942, basketball
coach, and head of the Christianity department, provides facilities for the health and physical
education program, intercollegiate and intramural athletics, chapel services, and general
auditorium purposes.
Ice Arena, (1974) with t w o large skating areas, is used for hockey, figure skating and
recreational skating for Augsburg and the metropolitan community.
Stage II Theater, formerly O l d Music Hall, was redesigned i n 1979 with a thrust stage as a
temporary performing facility for the Theater department, which also retainsspace i n the Little
Theater building.
South Hall, Kueffner apartments, and annex houses, all located i n or near the campus area,
provide additional housing accommodations for students, faculty and staff.
Freshmen Students - 9
Early Decision - 10
Early Admission - ID
Transfer Students - 10
Former Students - 11
Special Students
(Non-Degree) - 11
International Students - 11
Interests can be explored in a variety of classes
Admissions
Augsburg CoIleRp jeeks students who possess qualities of intellect and character
which will enahle t h e student to h e n e f ~ !fram and contribute to the college
community. Each applicant is 'udged on individuat merit without regard for race,
creed, sex. age, dirabiliry, and naiinnal or ethnic origin.
Augsburg's admissions office 51aff members are available to help srudents and
parents with college planning. The 4drnissions Ofiice is open weekdays from 8:00
a.m. t o 4:30 p.m. Tours can be arranged for Saturday and Sunday as well. Vis~torsare
asked to write or call the Adrnirsion3 Office (611) 330-1001 prior to the visir. The
admissions staff will arrange a campus tour. class visita~ions.and conferences with
professors according to the wishes of the visitor. The Admissions Office is located on
the northwest corner of 7th Street and 21st Avenue South in Minneapolis.
Application Procedures for Freshmen
1. Application for Admission
Applicants should complete an application for admission, and return it to the
Admissions Office together with the non-refundable $15.00 application fee.
2. Transcripts
A n official transcript from the h i h school i s required of freshman applicanrs.
Freshman applicanrs who are i t i l l f i e h iihool studenti at ihe rime of application
should have their nost receni transcript sent, f n l l o w ~ dbv a final transcript upon
graduarion. Graduate Examination Degree scores [G.E.D.) mav he presected
instead of the hiph srhool transcript,
3. Test Scores
Freshman applicants are required to submit results from the Preliminary
Scholastic Aptitude Test (PSAT), the Scholastic Aptitude Test (SAT), or the
American College Test (ACT). It will suffice if test scores are recorded on the
official high school transcript.
4. Additional Information
If there is personal information that may have affected the applicant's revious
academic performance, it may be included with the application or xscussed
personally with an admissions counselor. Academic recommendations may be
required by the Admissions Committee before an admissions decision is made.
5. Notification of Admissions Decision
Augsburg College uses a "rolling" admissions plan. Students are notified of the
admissions decision, usually within two weeks after the application file is
complete.
6. Completion of Admission
An accepted student i s asked t o make a $100 non-refundable tuition deposit by
April 1or within 15 days of financial aid notification. Extensions requests may be
granted upon request by the Admissions Office.
Early Decision for Freshmen
An Early Decision Program i s offered for students who select Augsburg as a primary
college choice. An Early Decision candidate must apply by N o v e m b e r 15 of the
senior year and will receive the admission decision about December 1. The
admissions decision i s based upon the academic record through the junior year, test
scores, and recommendations.
Students who are eligible for Early Decision will receive maximum consideration for
financial assistance.
Early Decision candidates applying for financial aid are required to complete the
Augsburg Early Decision Financial Aid Application, which enables our Financial Aid
Office t o compute a preliminary award. Candidates will be notified of their award by
January 1. This application i s available i n the Admissions Office.
A $100.00 non-refundable tuition deposit i s required by January 15 or within 15 days
of financial aid notification.
Early Admission of Freshmen
Students of exceptional ability who wish to accelerate their educational program
may by granted admission t o begin full-time work toward a degree following
completion of their junior year or first semester of the senior year of high school.
Applicants for early admission must complete the normal procedures for freshman
applicants, submit two academic recommendations from the high school faculty,
and arrange a personal interview with the Director of Admissions.
Application Procedures for
Transfer Students
Augsburg College welcomes students who wish t o transfer after having completed
work at other accredited colleges or universities. College credit i s granted for liberal
arts courses satisfactorily completed at accredited institutions. The College reserves
the right not t o grant credit for courses where it considers the work unsatisfactory, t o
grant provisional credit for work taken at unaccredited institutions, and t o require
that certain courses be taken at Augsburg.
A cumulative grade point average (GPA) of 2.0 or better i s required o n previous
college work.
Registered Nurses seeking a Bachelor of Science degree i n Nursing must have a 2.5
GPA and complete the Department of Nursing credit evaluation tests.
1. Application for Admission
Applicants should complete an application for admission and return i-t t o the
Admissions Office together with the $15.00 non-refundable application fee.
2. Transcripts
An official transcript f r o m the college(s) you have attended i s required. Transfer
student applicants must have an official transcript from their high school sent t o
the Admissions Office. Students who have completed a year or more of college
work will be evaluated primarily o n their college performance.
3. Additional Information
If there i s personal information that rnav have affected the applicant's revious
college performance, il mav be includrd wifh rhe application or &cursed
personally with an admissions counselor, Academic recommendations may be
required by the Admissions Committee before an admissions decic~onis made.
4. Notification of Admissions Decision
Augsburg College uses a "rolling" admissions plan. Students are notified of the
admissions decision within two weeks after the application file is complete. An
accepted student isasked to makea $100 non-refundable tuition deposit by April
1: or within 15 days of financial aid notification. Extensions can be granted by the
Admissions Office upon request.
Re-Admission of Former Students
A student who has interrupted attendance a t A u g s b u r ~College and who wishes t o
return applies for re-admission through the Registrar s Office. A student who has
s ) during the absence from Augsburg must have an
attended any other ~nst~turian
official transcript sent from eac oneto the Registrar'sOffice. Returningstudentsdo
not pay the application fee.
i,
Admission as a Special
Student (Non-Degree)
I n some circumstances, a person ma be admitted as a special student (non-degree)
and granted the privilege of enroling in courses for credit. Usually a part-time
student, he or she may subsequently become a candidate for a degree by petitioning
through the Registrar's Office.
Students regularly enrolled at another college may take course work at Augsburg
College as a special student (non-degree). A transcript must be sent t o the Registrar's
Office by the student's home institution.
An application form for special student (non-degree) status i s available from the
Registrar's Office.
Admission for International Students
International students should consult with the Director of Admissions regarding the
rocedures for applying as an international student. You may contact the Director
calling (612) 330-1001 or addressing your correspondence to:
Director of Admissions
Augsburg College
731 21st Avenue South
Minneapolis M N 55454
U.S.A.
py
12/Costs and Financial Aid
Costs 1982-83 - 13
Fees - 14
Deposits - 14
Payments - 15
Refunds - 15
Application - 16
Gifts - 17
Loans - 18
Student Employment - 19
Sponsored Scholarships - 19
Student employment options include Food Service crews
Costs and Financial Policies
Students pay less than the full cost of an education at Augsburg College.The balance
of instructional and operating costs comes from annual contributions from The
American Lutheran Church, endowment funds, and gifts from individuals,
corporations and foundations.
College Costs 1982-83
Costs listed have been approved by the Board of Regents for the 1982-83 academic
year. The board reviews costs annually and makes changes as required. The college
reserves the right to adjust charges should economic conditions necessitate.
Tuition (full-time enrollment). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $4,820.00
This rate applies to all full-time students e n r e r i n ~in September, f 981. Students are
considererl full-time when thev take thrce or more courses dus~ngthe semester
term5 for a ~ o t aof
l seven or more courses in the rchool vear. The charge includes
ruition. general fees, facilities, fees. suhscript~onto student publications, and
admission to college-sup orted events. concerts and lectures. The amount 1s
payable in two equal insla Iments a t the beginning of each semester.
P
Tuition (part-time enrollment) per course.
.............................
670.00
This rate applies to students taking fewer than three courses in a semester and/or an
Interim only.
Audit Fee (for part-time students) per course..
.........................
335.00
Full-time students may audit a course without charge. Part-time students taking
Lifetime Sports are charged the audit rate for that course.
Room Rent (includes telephone).
....................................
1,207.00
Linen service is available in residence halls on a direct contract basis from a local
linen supply company.
Full Board (19 meals a week). ........................................ 1,070.00
Other board plans are available as defined in the housing contract booklet available
from the Office of Student Life.
Other Special Fees (not refundable)
Fees Payable by Check/Cash
Fees Billed on Student Account
ACTC Bus (Full-time students
only) . . . . . . . . . . . . . . . . . . . . . . . $
Late Registration (per day
after classes begrn) . . . . . . . . . .
5.00
10.00
5.00
....
35.00
Film Making (Interim) . . . . . . . . .
75.00
.........
20.00
ckys
Life Drawing (Interim)
Nursin Credit
Valifation Tests . . . . . . . .
Locker Rental
(for commuters)
Re istration Chan e after first 5
(cancelkdd/change
grade optlon, or combrnatlon
at one tlme) . . . . . . . . . . . . . . . .
Introduction to Cinema Arts
Application (new and/or
special students . . . . . . . . $ 15.00
Medical Technology
(Senior Fee) . . . . . . . . . . . . . . . . . . 720.00
20.00
.......
5.00
Student Parking Lot
Permit . . . . . . . . . . . . . . . .
20.00
Transcri t Fee (per copy
after t?rst, whrch
i s free) . . . . . . . . . . . . . . . .
2.00
Special Examinations (Schedule on
file in Registrar's Office)
Music Therapy Internship (one
course credrt) . . . . . . . . . . . . . . . 670.00
Music Lessons
Private, per semester
(14 lessons) . . . . . . . . . . . . . . . 150.00
Class, per semester . . . . . . . . . . 75.00
...
10.00
Theater Technical Production . .
35.00
..............
35.00
Radio-Television Production
Student Teaching
Study Abroad (in approved nonAugsburg programs) . . . . . . . . . 125.00
Books and Supplies
These costs are estimated to range between $175 - 225 per year.
Deposits
Tuition (non-refundable)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$100.00
Required of all new students after acceptance. Applied to the tuition charge. There
are three deadline dates, each providing different benefits to you. For more
information, contact the Admissions Office.
Housing
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100.00
Required of all resident srudenrs a t rhe time of signing a contract, to reserve a
housing ass~gnrnent.Applied to t h e room charge. Keu. cclrlrract5 mav be r ~ r m i n a t e d
for Fall or Spring Term by notifyin the O f f ~ c eof Student Life rn writing by the tirst
davof registralion. Thp rpsident wi I be responsible for all costs incurred due to [ate
cancellation or lack ofproper notltication. It thp new contract is canrelled prior to
lulv 1 for Fall semester or lanuarv 1 for Spring Semester, 535.00 will he iorieired irom
rhe $100 deposir as a service charge. The entire deposit will be forfeited i f
cancellation ir after these dares.
7
.
Breakage and Fine . . . . . . . . . . .
. ... . ... . . . , ..... . .... . . . .. . ... .. . . .. .
25.00
Charged to all students at registration and refundable upon graduation, transfer to
another institution, or discontinuation of education at Augsburg.
Payments
Semester Fees - Prior to the start of each semester a "Statement of Estimated
Charges" showing basic charges and credits designated by the Student Financial
Services Office is sent to the student from the Business Office.
Payment Options - (1) Annual payments, due August 20 as billed; (2) Semester
Payments, due August 20 and January 20 as billed; (3) Payment Plan - upon
application and after College approval, a three-month plan is available each
semester. Details are included with the Estimate of Charges I ~ r t e r .( 4 ) Deferred
Payments, an individual contract with a private commercial aaencv which operates
independently of the College. Multiple year as well as sin le year contracts are
available. An information letter and brochure will be rnaiFL. Refrr a[so to the
Parent Loan Program (PLUS) on page 18.
Tuition is set on an annual basis, payable in two equal installments at the beginning
of each semester. Registration is permitted only if the student's account for a
previous term is paid in full. Augsburg College will not release academic or
financial aid transcripts until all student accounts are paid in full or, in the case of
loan funds administered by the College (National Direct/Defense Student LoansNDSL), are current according to established repayment schedules.
Refunds
Cancellation from College forms are available in the Center for Student Development. They must be filled out completely, signed, and turned in to the Registrar's
Office. Students who properly withdraw, drop to part-time, are dismissed, or are
released from a housing contract will have their accounts adjusted for tuition and
room (except for the minimum deduction of $100.00 to cover administrative costs)
according to the following schedule:
100% -through
90% - f r o m the
80% - f r o m the
70% - f r o m the
60% - f r o m the
50% - f r o m the
the first five days of classes.
sixth through 10th day of classes.
11th through 15th day of classes.
16th through 20th day of classes.
21st through 25th day of classes.
26th day of classes through the mid-point of the term.
N o refund will be made after the middle of the term. Board refunds are made o n a
proportionate basis.
If a student is forced to cancel registration during the first one-half of the term due to
illness or accident, the charges will be reduced by one-half upon submission of a
report from the attending physician stating the inability or inadvisability of
continued enrollment.
Student%who elect to omit an interim or to graduate in December are not entitled to
a refund af interim tuition, room, and board charges. Students who participare i n a n
approved off-campus interim are eligible to apply for a board refund and room
sub-lease. Details and request forms are available in the Office of Studenr Life.
All refunds of charges will be applied to the account of the student and all
adjustments for aid, loans, fines and deposits, etc. will be made before eligibility
for a cash refund i s determined.
16/Financial Aid
Financial Aid
The financing of post-secondary education may wet1 be one of t h e more significant
invenments that an individual or a family will make ~na n entire lifetime. Because this
is thecase, proper planning and wise choicesare important, not only in the selection
of an institution, but also in the methods utilized In paving he related expenses.
Augsburg College. through its Office of Student Financial Services, is committed to
he! provide students and their families with the needed assistance, both monetary
an8advir.ory, that will prorect arcerr to a quality edurarion i n rpiie of increasing
costs.
Finanrial assistance a w a r d ~ d~ h r o u g hA u g b u r g i s a combinat~onof scholarships,
grants, loans, and part-time work opportunities. The College cooperates with
Federal, State, church, and private agencies i n providing various aid rograms. For
the academic year 1981-82 ap roximately 90% of all students at Augs u r received
~
srh~larrhi~r,
laanr nnBpait-time employmenl totalling over S~CIOO.OOOfrom
all aid sources.
g
The primary responsibility for financing a college education rests upon the student
and family. Financial aid is intended to supplement student and family resources.
The amount of assistance for which a student is eligible i s determined with the help
and analysis of tlie Family Financial Statement (FFS) of the American CollegeTesting
Program (ACT) or the Financial Aid Form (FAF) of the College Scholarship Service
{CSS). These analyses estimate the amount a student and family can provide for
college expenses, taking into account such family financial factors as current
income. assets. number of dependents, other educational expenses, debts, retirement needs, and special considerations.
How and When to Apply
New Students - Regular Admission
1. A ply for admission to Augsburg College. No financial aid notification is made
untirthe student has applied and been accepted for admission.
2. Obtain the Family Financial S r a ~ e r n e n (FFS)
t
or Financial Aid form (FAFI from a
high school or college financial aid office. Comptere the applica~ionand send i t ta
the processing agency after January1bur before March 7 for priority cons~deratlon.
Minnesota residenrs must complete the FFS which includes t h e a pl~cationfor the
Minnesota State Scholarrhip/Cranr Program. (To be considere2 ure code 6500.)
Augsburg's code on.the FFS is 2080. For nun-Minnesota resid~ntsusing tlte FAF.
Augsburg's code is 6014.
3. Within three to four weeks, Augsburg will receive the analysis. If at that time you
areaccepted for admission, the Financial Aid Committee will meet and review your
eligibility for all the programs available. A letter will be sent to you detailing the
students' financial aid package.
4. Acceptance of this financial aid package i s required within the deadline stated. If
necessary, the appropriate loan forms and/or work applications will then be sent t o
you.
5. Transfer students must submit a financial aid transcript from each college
previously attended.
Financial A i d / l 7
New Students - Early Decision
This i s for students who select Augsburg as their primary college choice. An Early
Decision Candidate must apply by November 15 of the senior year and will receive
the admission decision about December 1.
1. 'Early Decision Candidates applying for financial aid may wish to complete the
Augsburg Early Decision Financial Aid Application, available by writing or calling the
Admissrons Office. This enables our Financial Aid Office t o compute a preliminary
award before the Family Financial Statement is filed. Candidates will be notified of
their award by Januarv 1.
2. For confirmation of the tinancial aid award package, with any necessary revision,
the FFS (or FAF for non-~Uinnesotaresidents) must be completed after prior
calendar year i n c o m ~infarmation is available. This is after January 1 but before
March 1.
Returning Students
Eligibility for assistance must be re-established each academic year by refiling the
application and financial statement. Renewal is based on financial eligibility,
satisfactory academic progress, and fund availability.
Kinds of Aid
A student applying for aid from Augsburg applies for assistance in general rather
than for a s ecific scholarship or grant. The various forms of aid available are listed
here for inkrmation only.
In addition to aid administered by Aupsburg College. students are ur ed to
invertigare the possibility ofrrholarihipr, g r a n s and loans thar might beavaiEbie in
their own camrnunities. It could be worthwhile t o check with churches, the
company or business employing parents or spouses, high schools, service clu bs, and
fraternal organizations for information on aid available to students meeting their
requirements. In addition to these sources, some students are eligible for aid
,
through Vocational Rehabiliration, Education Assistance for V e r e r a n ~ Educationaj
Assistance for Veterans' Children, and others.
Gift Assistance
Presidents Scholarships- Awarded to incoming freshmen based on high academic
achievement, personal qualities, a personal interview, and an essay. Several full
tuition and half tuition award winners are annually designated by the President of
Augsburg College.
Augsburg Tuition Grant - Available to students who have shown academic
potential and have financial need. A grant may pay up to full tuition and fees. A
student's scholastic standing, test scores, and high school and community involvement are taken into consideration.
Minnesota State Scholarshi and Grant - Awarded by the state to Minnesota
r ~ r i d e n r swho have iinaniiarneed. For 1982-83, they range from $100 to $1050. All
applicants from Minnesota are expected to apply before the priority deadline of
April 23.
18/Financial A i d
Supplemental Educational Opportunity Grant - 4 federal program administered by
t h c Colleye. To be ~ l i g r h l r a, person m u ~ r :(1) be a L.5, c ~ t i z e nor permanent
reqidcnt: ( 2 ) have s u i f ~ r i e n tf~nancial need as detincd bv rhe program and
d ~ r n o n s t r a ~ rt3v
d rhe FFS (or FAF); (31 bc c a p a b l ~of maintaining satisfactory
a r a d ~ m i cstanding at rhe College; and (4) he accepted for admision.
Pell Grants - A federal program that provides Pell Grant awards to students who
attend eligible institutions of higher education. The maximum grant eligibility for
each student for 1981-82 is $1670, minus the amount the student and family can be
expected to contribute. The grants are based on need as determined by the program
guidelines. Application is made by filing the FFS (or FAF) and requesting on the
application form that the necessary information be sent to the appropriate Pell
Grant office.
Bureau of Indian Affairs kholarships/Grant -American Indian students who meet
t ~ d r r aand
l stare requrremenr5 mai appIvfar Bureauof Indian Affairs,Tribal and/or
Indian State Scholarship monies. S l u d ~ n r smust bc r i degree Indian ancestry and be
enrolled with a fcdcrallv recognized tribc, lndian grants supplement all other
rourccs of financial aid. For assistance in application contact Augsburg's American
Indian Program Director or your tribal agency.
Loan Assistance
National Direct Student Loans (NDSL) - join1 Augsburg College-federally funded
program administered through the Cotlegc for studenrs who demonstrate financial
rligrbility. Loans arp interest free during your education. N o inrerest accrues nor
do avmenrs have to be made on the principal at any time you are enrolled a l least
halfiime. Slrnple interest of 5':. and repilvmenr of the principal (at ihc minimum of
5311 a rnnnzh) begin ~ i months
x
afrer vou leave schoot. Repavment rnav extend u
to 10 vears. The loan carries a teacher cancellation clause. She maximum whic
may be borrowed for undergraduate sturiv is $6,000
R
Guaranteed Student Loan (GSL) and Minnesota State Studmt Laan - Programs
backed bv either t h e f ~ d e r aor
l state governmen?. Loan funds are obtained directly
from a local lender or state povernrnent in stares which provide w c h programs.
LVhile the student is attending a t least half-time, rhere i s na inrerest charge.
Beginn~ngIanunrv 1.1981. simple annual interest of gom+
on the loan balance and
repavrnent of the principal begin six months after you leave schunl. Repaymen1
rnav extend up 10 10 wars. The maximum loan is $7500 ppr year w i t h the
cumulative undergraduate rnaximun~of $12.500. "Ipplications are available a t the
college. sc3rne banks, and the Minnesota Stare Student Loan Office.
Nursing Student Loan - Fcderal pro$ram with provisions similar to the National
Direct Student Loan pro ram, but restriaed to applicants accepted or enrolled in
t h e program leading tot i e baccalaureate degree in nursing. Recipients must have
financial n ~ e d
and be registered full rime. The maximum loan is $2500 per year.
i:
Parent Loan Program /PLUS) - PLUS i s a new loan program to help parents meet
collcge cost5. Parents m a v borrow up to 53,000 per year with a n rlggregate
rnaxtrnum ot $15.000. Repayment begins within 60 days of check disbursrmerlI a t a
simple interest rate of 14"r)and a minimurn paymcnl af '550 per month. Application
forms are available at 4upsbur College or the lending rnstitutions. .%ppEicarions
are normally filed with thc hanf or t h i i d,t 1n5titution with which vour farnilu.has a n
account.
A
Student Employment
Augsbury College provides work opportunities for studenrr with proven financial
need who are at least one-half time srudenrs. Assignmenr is made o n the basis of
need and potential compezence in performing the duries assigned. Part-time work
p r o v i d e d by r h College
~
i s considered financial atd. just as scholarships, loans, and
grants. A mavimum of 1 5 hours of on-campus emplovment pcr week i s
recommended.
All on-campus work is governed by policies stipulated in the work contract issued
to the student employee for each placement. Payment is made monthly by check
to the student employee.
College Work Study Program and Minnesota State Work Study Program - Under
these rograms the federal or state government supplies funds on a matching basis
with t k College r o provide some part-time work opportunities.
Aid Association for Lutherans Work Service Program - A special program of
off-campus placement in Lutheran congregations, with work assignments made at
the discretion of the congregation, which will support the life and mission of the
congregation.
Sponsored Scholarships
Scholarship winners are selected by the Student Affairs Committee. For departmental scholarships, winners are recommended by faculty of the department
involved.
These scholarships are available to Augsburg students who will be Sophomores,
Juniors and Seniors. Descriptions of awards are from statements of the donors'
wishes.
General Scholarships
Charles and Ellora Alliss Educational Foundation - A number of awards of varying amounts
(minimum $500) are made each year on the basis of financial need and ability.
Alma Jensen Dickerson Memorial Scholarship
- awarded annually to deserving junior/
senior students.
Elias B. Eliason, Sr. Memorial Scholarship - established in 1979 by his family. One or more
scholarships will be awarded annually to needy and deserving upperclass students.
Oliver M. and Alma Jensen Dickerson Memorial Scholarship - awarded annually to two
deserving junior/senior students.
M. J. Estrem Scholarship - awarded annually to a worthy student of the College
established in 1979 by members of his family. One or more
David J. Formo Scholarshi
scholarships will be a w a r f e d a n n u a ~ lto
~ a junior or senior student who has successfully
overcome adversity and has achieved excellence i n academic and extracurricular performnce
Catha JonesMemorial Scholarships - awarded annually to female students transferring from
Waldorf College. Preference given to those i n music and/or elementary education.
Memorial Scholarship -awarded
annually to an able and deserving upperclass student
Minnesota Mining & Manufacturing Scholarships - established i n 1972 t o b e distributed t o
needy students.
Douglas Ollila Memorial Scholarship - $250 awarded t o a senior.
Quanbeck Scholarship Fund - established i n 1963 by a bequest of J o h n G. Quanbeck,
awarded annually t o freshmen students who without assistance would be unable t o pursue
higher education.
Reader's Digest Endowed Scholarships -awarded
t o able and deserving upperclass students.
Tozer Foundation kholarships - u p t o 51000 ~ a c h
- awartfetf on the bas~sof scholarsh~p,
p e r ~ o n d l i t vand
,
n t r r l . I l i n n e n must be junior nr senior students ivho a r e residents of the
Slate of hllnnesota bur nor reridents of Pine. Kanahec or Xashinpron Counties. Separate
application re uired oi srml-itnallsts selertrtl hv rhe irholarshlp comrnirre~.FFS must be sent
to Twr.r Foun4datlon rod^ 65--)
Edward Yokie Memorial Scholarship - awarded to an able and deserving junior o r senior
student.
Special Scholarships
Aid Association for Lutherans - awarded t o able and deserving upperclass students w h o are
certificate (policy) holders with Aid Association for Lutherans Insurance Company.
Mildred Ryan Cleveland Memorial Scholarship - awarded annually t o able and deserving
students, w h o have physical disabilities and have demonstrated financial need.
Lutheran Brotherhood Scholarship - awarded t o able and deserving students who-are policy
holders with Lutheran Brotherhood.
The Rev. Horace E. Nyhus Memorial Scholarship - awarded annually t o a deserving senior.
M i n o r i t y Student Scholarships/Grants
Aid Association for Lutherans Minority Scholarship Program -awarded
American minority students w h o show financial need.
annually t o Lutheran
Minnesota Mining & Manufacturing Minority Student Scholarship - established i n 1973 t o
be awarded t o a Black student.
Marlys Johnson Simengaard Memorial Scholarship - awarded periodically t o a Black
American student.
National Scholarship & Grant Program for Minority Students (sponsored by The American
Lutheran Church) - Members of American racial and ethnic minorities w h o are either
seeking admission t o an American Lutheran Church (ALC) college OR are members of an
ALC congregation may be considered. Winners are selected by Augsburg's Student Affairs
Committee.
Marilyn Petersen Memorial Scholarships
students.
-
awarded annually t o upperclass Oriental
Homecoming Auction Scholarship - awarded annually t o t w o minority students by contributions from faculty, administration, staff and students at the Homecoming auction.
Religion & Christian Service Scholarships
Norman and Louise Bockbrader Scholarship - awarded t o students preparing for full-time
service careers i n the church.
Thorvald Olsen Burntvedt Memorial Scholarship - awarded annually t o a student(s) i n t h e
senior class w h o is preparing for the ministry.
lver and Marie lverson Scholarship - awarded on the basis of need, character and interest i n
Christian service.
Gerda Mortensen Memorial Scholarship - Winners are selected on the basis of scholarship,
characteristics of service and devotion to the Christian faith.
Onesimus Scholarship - awarded periodically to students preparingforthe Christian ministry.
The Reverend Olaf Rogne Memorial Scholarship- awarded on the basis of need, scholarship
and interest in Christian service.
The Reverend Lawrence and Gertrude Sateren Scholarship -awarded to students preparing
in fields leading to full-time service in the church.
Marguerite Hamilton Storley Memorial Scholarshir - awarded annually t o an able and
deserving junior/senior'student recommended by t e scholarship committee. Semi-finalists
are interviewed and selected by donor.
Morris G. C. and Hanna Vaagenes Missionary Scholarship Fund - awarded to a junior/senior
student preparing for service as a missionary through the World Missions Department of the
American Lutheran Church.
Departmental Scholarships
Art
Crown Princess Sonja Art Scholarship - established by the Crown Princess of Norway t o be
awarded anriually to a talented art student with financial need.
Athletic
Paul Dahlen MemorialScholarship- awarded annually t o an able and deserving male student
on basis of Christian purpose, athletic and academic achievement.
-
Paul Dahlen
Gerald Pryd Memorial Scholarship - awarded annually to a male student or
students on basis of personality, character, athletic and academic achievement.
Magnus A. Kleven Family Scholarship - awarded annually to a male student on basis of
achievement, personal character, and promise i n field of physical education.
James Winkler Memorial Scholarship - awarded annually to a male student on basis of
personality, character, athletic ability and academic achievement.
Peterson Football Scholarship - awarded to a freshman football player on basis of financial
need.
Sandbo Football Scholarship - awarded to a football player o n basis of financial need.
Keith Hoffman Memorial Scholarship - awarded to a student because of his academic
achievement, personal character, and ability in field of athletics.
David Gronner MemorialSchrrlarship Fund -awarded to two or more students participatin~
in athtetlcs or music. She award IS "made to students who have demonstrated financial need
and/or "oi h ~ g Christian
h
character". The tthleticscholarship i s for a male candidate only, with
a preference ror basketball.
Rory Jordan Memorial Scholarship - one or more scholarships are awarded annually to
upperclass students participating in intercollegiate sports, with preference given to wrestlers.
Biology
Biology Scholarships -established i n 1972 by the faculty of the Biology Department to honor
outstanding students who intend to major i n Biology, Natural Scienceor MedicalTechnology.
Business
Gamble-Skogmo Foundation Scholarship - awarded to one or more upperclass students
interested i n the field of business.
Reid Scholarship - awarded to one or more upperclass students who are interested in business
and/or education.
GertrudeS. Lund Memorial Scholarship - One or more scholarships will be awarded annually
t o a junior or senior majoring i n Business Administration.
Chemistry
Ellen and Courtland Agre Chemistry Award - given to a chemistry major, preferably one
going into graduate studies to earn the doctorate in chemistry.
Awarded to students whose academic record indicates promise of achievement i n the field of
Chemistry.
Manivald Aldre Memorial Chemistry 5cholarship.
Carl Fosse Memorial Chemistry Scholarship.
Federick C. and Laura E. Mortensen Chemistry Scholarship.
Dr. W. M. Silndsfrom Chemistry Scholarship.
Walter Cordon Schell Memorial Chemislrv Scholarship.
Walter E. Thwaite, Jr. Memorial Chemistry Scholarship.
Covey Hendrickson Memorial Chemistry Scholarship.
Education
David Mathre Scholarship - awarded to qualified full-time students in need of financial
assistance during the term i n which they are student teaching.
English
Anne Pederson English Scholarship - awarded annually to junior/senior students who are
majoring in English with preference given to those who plan to teach English as a career.
Professor P.A. Sveeggen Memorial Scholarship - awarded to an outstanding student i n the
field of English.
Foreign Language
M i m i Baez Kingsley M o d e r n Language Scholarship - awarded annually to junior/senior
students who are majoring in a modern language with preference given to those who plan to
teach language as a career.
Foreign Travel Scholarship - available to language majors studying a language abroad during
the academic year, to help with travel expenses. Aspecial application i s required by the Foreign
Language Department.
Health-Related
Ellen and Courtland Agre Pre-Medicine Award - given to a student of any major who i s
planning on entering medical school to earn a doctorate in medicine.
Eleanor Christensen Edwards Memorial Scholarship - established in 1978 for upperclass
students preparing for a career in medicine or health.
History
Dr. Carl H. Chrislock History Scholarship - awarded annually to a history major.
The Rev. and Mrs. 0.1.Haukeness Award - given to a senior student for excellence in the
study of history.
H. N. Hendrickson History Scholarship - awarded annually to students majoring in history
with preference given to those who plan a career i n the field.
Library Science
Library ScienceScholarship -established
choosing librarianship as a career.
in 1971 to honor one or more outstandingstudent(s)
Mathematics
Minnesota Gas Company Scholarship - generally awarded to able and deserving junior/senior
students majoring i n mathematics or the sciences on basis of need and academic ability.
Matheinatics Scholarship - awarded to an able and deserving student in the field of
mathematics.
Music
Peggy Christensen Benson Memorial Scholarship - awarded annually to a student studying
choral music.
lngaborg C. Christenson Scholarship - awarded to a student on the basis of skilled
performance or aptitude in stringed instruments.
David Gronner Memorial Scholarship Fund -awarded to two or more students participating
in athletics or music. The award is "made to students who have demonstrated financial need"
and/or "of high Christian character."
0.1. Hertsgaard Scholarship - awarded annually to junior/senior students who have
demonstrated proficiency i n choral and/orinstrumental music, who show interest or potential
in conducting and who show promise of over;~ll academic success.
Leonard and Sylvia Kuschel Scholarship - awarded to upperclass students seeking to acquire
musical and performance skills in instrumental music with preference given to those
candidates who have shown proficiency in keyboard instruments.
Edwin W.and Edith B. Norberg Scholarship-awarded to music majors preparingforcareers in
church music.
Henry P. Opseth Music Scholarshippromise i n the field of music.
awarded to a sophomore/junior student of outstanding
Schubert Club Scholarship - awarded annually to a music therapy student.
Marilyn Solberg Voice Scholarship - awarded to an Augsburg student who has music as a
rnajor/minor and who shows outstanding promise for achievement in the art of singing.
John and Vera Thut Scholarship - one or more scholarships will be awarded annually to
upperclass students who have achieved excellence in music.
Physics
Theodore
physics.
J.Hanwick Scholarship - awarded annually to an upperclass student majoring i n
Political Science
Political Science Scholarship - A n
political science.
award of recognition to an outstanding senior majoring in
Sociology
Adolph Paulson Memorial Prize - awarded annually to a student i n the general field of
Christian Sociology.
24/Student Life
Religious Life - 25
Student Government - 25
'Athletics - 26
Student Activities - 26
Student Services - 26
Center for Student Development - 27
Intercultural Center - 27
Health Service - 28
Food Service - 28
Residence Life - 28
Student Rights - 29
' D a y in May"
- a Spring celebration
Student Life/25
Student Life
Your experiences in rhe classroom are the primary aspecr of your colle e life, but
learning and development also occur i n formal and informal aaivitiesof t e College
and the metropolitan area. Whether you are a resident or commuter student, you
will find that the climate for learning and living a t Augsburg can add dimension to
your education.
&,
Religious Life
As a college of the church, we are concerned about spiritual, as well as academicand
social, growth. Our concern for spiritual growth is evident in the opportunities we
encourage and provide for students to explore their own faith.
Since our campus is comprised of individuals from many different religious and
cultural backgrounds, QUr worship life i s characterized by a similar diversity and
richness of tradition. Bibhe studies, fellowship groups, Gospel teams, planning
committees, retreats, Peace and ]usrice forums, Hunger conferences, concerts, and
plays and movies are examples of the wide variety of activities on campus.
This ministry finds its most visible expression i n chapel worship where students,
faculty and staff gather each Monday, Wednesday, and Friday to give thanks and
hear the Word proclaimed by a number of speakers. Each Wednesday night
students gather for Holy Communion.
W e seek ro develop a
graduafly change and
church. we encourage
the kind and quality of life that reaches beyond one's years at Augsburg.
The College Pastor has an office in the College Center t o be readily available for
counseling, consultation or information on ways to get more involved in religious
activity and groups.
Student Government
Student government i s the vehicle through which students can secure a closer
relatfenship and better understanding with the administration and faculty, and
provide input into t h e decision-making process a t Aug~burg.Student government
also sponsorsand direasstudent aaivities, protectsjtuclent righrs, and provides the
means fordisclrisiansand action on a l l issues pertaining to student life at Augsburg.
Student government i s organized info the executive branch, the legislative branch,
and t h e judicial branch. Elections are held in the spring except for freshmen who
elea their r e resentatives in !he fall of their first year. Many kinds of involvement
are posr;lble ram proqram planning to writing or editing to service opportunities.
li you want to get in~oliled,contact the President or Vice President of the student
society in their offices in the College Center.
/'
Social, Cultural, and Recreational
Throu hout the year, a variety of social and cultural activities takes place on campus
as we~fasi n the Twin Cities. These activities include dances, special dinners, name
entertainment, and visiting personalities i n various fields.
26/Student Services
The College Center is the focus of leisure-time activ%yo n campus. Offices for the
College newspaper, the Augshur Echo, and the yearbook, the Augburgian, are on
the lower level. l s n y of the c l u f r rhat unite clarrroom or non-clasrroorn related
intererrs meet in r h e Center. KC,MR, fludent-operated nan-profit radio station
serving the needs of Augsburg and t h e surrounding Cedar-Riverside community, is
located i n Mortensen Tower.
There are several opportunities for partici ation in music and drama. In addition to
appearing an campus and in the city, t e Augsburg Choir, Concert Band, and
Orchestra perform o n national and international tours. Many other ensembles are
available to cover the entire range of musical styles and previous musical
experience. Several plays are given on campus each year under the direction of the
theater a n 5 department.
R
lntercollegiate Athletics
Au sburg is affiliated with Minnesota Intercollegiate Athletic Conference (MIAC)
a n 8 is a member of both the National Association of Intercollegiate Athletics
(NAIA) and the National Co[legiate Athletic Association (NCAA). Men annually
compete in football. soccer, cross country, basketball, hockey, wrestling, baseball,
track, and golf. Women annually compete in volleyball, cross country, gymnastics,
basketball, track Pc field. and $oftball.
lntramurals
Every student is urged to participate in some activity for recreation and relaxation.
An intramural program provides competition i n a variety of team sports as well as
individual performance activities. Broomball has been an especially popular coed
sport. Check schedules for times when there i s open use of the gymnasium and ice
arena.
Student Activities
A variety of interests are served by groups and clubs and by events sponsored by the
student government. If you need information or wish to initiate a new group or
activity, contact the Student Activities Director.
Student Services
kugsburg College i s concerned with educating the whole person and recognizes
that the cont~xZin which l ~ a r n i lakes
n ~ place i s a crirical tactor in a t h i ~ v i n optimal
g
growth. Knowled e grows from mare than intellectual endeavors. Expandin
iela~ionships,e r p 6 r i n g v ~ i u e r ,identifying Me styles, develnping auranomy an
~nterdependence,
finding purposeand commitment -all combine with in~ellectual
content and skills to produce the desired educarional impact of the collegc on its
3
students.
The Division of S t u d ~ n thifairs has been created to sup' ort this task. During the
summer before your freshman year, or at the t i n e of trans er, you will receive a copy
of SEMAPHORE: Student Guide to a College Educat~on.This book will help you
assess the possibilities in your education, choices to make, directions to consider
and different destinations for which to pIan. SEMAPHORE was designed tb act as a
sort of road map for you.
P
CSD, Intercultural Center/27
Center for Student Development
The Center for Student Development provides a variety of services to help make
your journey as rich and meaningful as possible. Some of the opportunities you may
wish to participate in are listed below.
Summer Orientation. You can plan your firrt academic year and pre-register for
classes. You and your parents ger acquainred with classmates, faculty, and staff as
well as with the campus. You stav in thcdormitorv, attend events in the metropolitan
area and seek answers to the many quesi~omyou have about college life.
Career Plannin and Placement. You rnav be uncertain about where you want to be
when you finis r your undergraduate experience, whether your life style will be a
balanced one, how work will provide opportunity for service and fulfillment.
Augsburg has a lour-year career development plan to help vou assess yourself.
explore possibilities, test realities and prepare for entry inlo the next phase of your
life. All new students will have a chance to review rheir interests with a counselor.
?
Human Devefo ment Seminars. A serles of informal "mini-courses'' are offered
each year to herp you grow in understanding of yaurrelf and vour relatinnrhip ro
orhers. Such topics a s PEER (Positive Educational Experiences in Relationships],
y.
JobSeeking, and Sexuality are
Issues i n Men'< and Women's I d ~ n t ~ rAssertiveness.
available. Information on current offerings and opparrunityto register are provided
several times during t h e year.
Academic Enrichment. You may want to improve your skills in such areas as reading,
studving, n o t e - t a k i n ~and
,
testing by attendine one or more of the workshop5
offered. You a150 win have an opportunity to meet with a counselor T O diagnose
your needs. If a particular course proves difficult, you can arrange for tutoring
through the Center.
Counseling and Guidance. Sometimes students find it difficult t o cope with relationships or situations which they encounter during their college experience.
Counselors are available to help students who are experiencing personalhnterpersonal difficulties by providing individual and group counseling and a variety of
personal growth groups.
Learning for Living. A series of mini-classes designed for the person who has a desire
t o explore new interests, enhance leisure time, and meet others doing the same.
This i s a non-profit effort of the Student Activities program.
Intercultural Center
As a College in the city, committed t o the values and insights of cultural diversity,
Augsburg offers special advocacy and counseling for all minority students in close
cooperation with administrators, faculty and community. At the present time these
efforts concentrate in two major areas:
American lndian Programs. Augsburg offers an American lndian student support
program to meet the special needs of lndian students. The American lndian
Programs Director provides recruitment, courses, supportive services, community
service and activities to improve educational opportunities for American Indians.
Black Student Programs. A counselor with responsibilities in recruitment, supportive services, community service and activities coordinates Black student activities.
The Black Student Union (BSU) provides a focus for many activities and programs.
28/Residence Life
The other facet of Augsburg's Intercultural Center focuses on students who are
from or are interested in studying in other countries, and in planning activities and
events which can increase intercultural awareness of students, faculty and staff.
Foreign Study. If you are interested in study abroad, consult the faculty member
who serves as Director of lnternational Programs to check on the many opportunities
available.
lnternational Students. If you are a student from another country or would like to be
part of the activities of this group, contact the faculty member who i s appointed
lnternational Student Adviser.
Health Service
Your health needs will be met by the staff of Smiley's Point Clinic located on
Riverside A v ~ n u ~ a c r o rhc
s s strcer from the campus. Visits are free except for special
testing or service. and prescriptions a r e availab[e through the Fairview Pharmacy at
cost. Be sure to check \,our iarnily health coverage toc3etermine if you are included;
if n o r , a studen7 health insurance plan is avarlahle.
Food Service
The Commons, situated on the top floor of the College Center, is the main food
service facility for students, faculty and staff. This pleasant room features small table
units for easy conversation and overlooks the College Quadrangle and Murphy
Square. The portions are generous and modestly priced. Students on board plan
who live in residence halls eat their meals in the Commons.
Thechinwag, located on the ground floor of the Center,features short orders and is
open through the noon hour and in the evenings.
Augsburg provides a variety of board plan options for those living in College houses
or nearby apartments.
Residence Life
Because Augsburg recognizes t h a ~a srudentk aabilitv to respond to the learning
r
conditions, a variety of l~ousing
environmen r depends, i n art, upon his or h ~living
aliernatives i i provided. TEe residence hall program i i designed to promoterrudcnt
growth throu3h relationships with other students and being an acjive parricipant in
yroupdeci51on-makin?. Each restdenc~unit h a s o n e o r m o w Resiclent Staff who are
able to factlitare the process of group living asnell asdiscuss personal concernswith
Individual students.
All freshmen and sophomores not living at home are required to live i n collegeoperated housing. Married student housing is available in annex housing and
Kueffner Apartments.
Students enpaye a room at the beginning of the fall term for the entire school year.
New studentc r ~ c e i v eroom assignments during the summer before they enroll at
Augsburg. Upperclass students make housing arrangements in the spring. All
res~dentstudcnts must 3ign housing contracts.
Freshmen and transfer students are urged to make the tuition deposit by June 1 i n
order to secure housing. Students who deposit after June1will be provided housing
only if space i s available.
Student Rights/29
All students living on campus are required to pay an advance payment when they
sign the housing contract. The fee i s credited to the students' accounts when they
move into the residence.
All new freshmen and some upperclass students live in Urness Tower. This elevenstory high-rise houses 324. Each floor is considered a house unit providing 36
students, two to a room, with their own lounge, study and utility areas.
Mortensen Tower, the newest residence hall, i s an alternative to traditional
residence hall living. It contains 104 one- and two-bedroom apartments t o accommodate 312 upperclass students.
South Hall contains 12 apartments housing 34 upperclass students.
West Hall contains 12 one-bedroom apartments housing 24 upperclass students.
Another alternative option i s Annex Housing which provides a unique opportunitv
to f r v R r O U p living. Grou 5 of upperclass men or women share living space, house
ieiponribil~rier.and coo!ine. Houier are loca~edin the campus area. One way to
maximize the living-learning aspects of your housing situation ii TO avail vourself of
the opportunitv to bid far a house as a Special lnteresr House. Groups of 5tudents
have c r ~ a t ~evciting
d
projects by writing and implementing educational impact
proposals o n such ropics as Environmeniat Concerns, Men's and Women's A w a r e
ness, International Living, Simplified Life Styles, and Scandinavian Studies.
Mortensen Tower i s carpeted, air conditioned, and contains kitchen units. It is
otherwise unfurnished. In other residence halls or houses, rooms are furnished
except for bed linens, towels, blankets, bedspreads,and lamps. Laundry facilitiesare
available in each residence.
Student Rights
The College has adopled a statement of student rights and responsibilities and has
providecl lor due proces5 in matters of disciplinarv action, grievances. and grade
appeal. The judicial Council i s clecred by s~udenzsandIacultvand serve5 tocondua
hearings and review matterr of concern. 4ny student who wishes to identify
appropriate procedures forcomptainr should rontaa the Vice President for Student
Affairs.
The College operates in romptianre with the Family Rights and Privacy Act and Title
IX. Studenrs have the right t o inspect all official records, filesand data which pertain
ro them and w h ~ c hare maintained i n the Officeof the Registrar and the Placement
Office and to challenge inaccurate or misleading information. Exceptions are
parents' financial records and confidential letters and statements placed in the
record before lanuary 1, 1975. or placed under conditions where students have
signed a waiver of right of access. Students have the right to experience education
free from discrimination based on sex, race, ethnic, or cultural background,
handicap, creed, marital status or age.
Persons seeking additional information on these topics should contact the Center
for Student Development or the appropriate coordinator as listed in the Communication Directory on the inside front cover of this Catalog.
30/Academic Information
Degrees - 31
Academic Calendar - 31
Faculty - 31
Library, Audio-Visual, Computer - 32
Divisions - 32
Majors & Minors - 33
Teaching Licensure - 34
Certification Programs - 34
Pre-Professional Programs - 34
inter-Institutional Programs - 36
Study Abroad - 37
Honors Program - 38
Internship Program - 38
Continuing Education - 38
Registration - 38
Graduation Requirements - 39
Hats off to the graduating seniors!
Distribution Requirements -40
Grading - 41
Auditing Courses - 41
Grade Point Average - 42
Classification - 42
Advanced Placement - 42
Advanced Standing - 42
Probation and Dismissal - 42
Dean's List - 43
Graduation with Distinction - 43
lndependent/Directed Study - 43
Veterans - 43
Brief Facts - 44
Course Numbering - 46
Prerequisites - 46
Academic Information/31
Academic Information
Requirements for a degree from Augsburg College provide studen~swirh a broad
liberal arts backgrount! - In the humanities, the natural sciences and the social
sciences - and concentrated major studv i n one or more fields. Students are
encouraged to plan their own course af study with the help of facult! advisers.
Augsburg graduates are expecred to bc able to write effectively, to be knowledgeable about urban concerns. and 20 have some understand~ngof cultures
outside the United Stares. General recreational activirres roursej acquaint students
with and e uip rhem for lifetime sports. Courses In religion assist i n reflection on the
~
Church rhruugh i t u d v a i i a h e l i r i r rcrlprure.and mission.
meaning 0 7 t h Chrlrrian
Degrees Offered
Augsburg offers the Bachelor of Arts, the Bachelor of Music, and the Bachelor of
Science dcgrees. The B.S. degree i s a w a r d ~ dto graduates with majors in Medical
TcchnoEoyv, Music Therapv. Nursing and Social Work. Majors in music may select
the program lor the achet tor of Arts or the Bachelor of Music degree. Graduates
with majors i n other fields rcceive the Rachclor of Arts degree.
Academic Calendar
Augsburg follows the 4-1-4 calendar, with Fall and Spring semesters of approximately 14weeksseparated by a 4-weekJanuary Interim. Students normally take four
courses each semester and one course during Interim. A maximum of three courses
can be earned in the two annual summer sessions, one of four weeks and one of six
weeks.
The calendar i s coordinated with those of the four other colleges of the Associated
Colleges of the Twin Cities, so students can take courses on another campus during
the regular term. (See Registration).
Ianuarv Interim i 5 particularly intended to be a time for both srudenrs and facuttv to
ernplov styles of teaching and learning and to investigate questions and topics in
places and ways not possible during the r ~ g u l a rtrrm. The Interim cafalog.
publishetj in the fall of each year. I S d i ~ ~ r i h l r t etod a l l ~tudentsand i s available bv
contacting the tnterim Ofiice. In addirion to classes offcrcd on campus, there are a
variety of travel oppor~unitieswilhinthe IJnited Statesand abroad. Independent or
directed study and internships are among the many In~erirnoptions.
Faculty
Augsburg has an able faculty with a long-standing tradition of taking a personal
interest in their students. The student-faculty ratio i s approximately 14 t o 1.
Faculty membersserve as academicadvisers and are available for help on individual
problems. All students are assigned a faculty adviser to help in planning their
programs and approving their choice of courses. Faculty members are listed in each
departmental listing, u i t h f u r t h ~ rinformation in the Augsburg College Faculty
section.
Library and Audio-Visual Services
A relaxed atmosphere, a helpful staff and triendjy student library assistants make the
library a favorite place to 5tudy. The main library houses over 138,000 books,
periodicals, records, tapes and films, Music, Chemistry, and Art History slide
libraries are located within the departmental areas.
32/Academic Organization
Access to over 1,000,000 volumes is available via daily interloan and courier service
among seven private liberal arts colleges and the Hill Reference Library. Through
Minitex, the statewide network, the additional resources of Minnesota and
Wisconsin libraries are accessible to Augsburg faculty and students.
A service-dedicated staff providesstudents with assistance 10 meet diverse informainstruction in the use of the library, standard ref~renceservice,
tion needs includ~ng
guidance in pursuing term paprr topius, and directions to other local sources of
information. Special arrangements arr made for access by srudentr with physical
handicaps.
The Library Audio-Visual Center provides facilities for classes in broadcasting and
for audio-visual materials. Assistance with the production of slides, transparencies,
filmstrips and audiohide0 tape recordings is available for faculty and students.
Equipment such as movie and slide projectors and tape recorders may be borrowed
for limited periods. Film bibliographies and other advice on materials selection are
available.
Computer Resources
Augsburg has a PDP 31-60 with central memory of 256 kilobytes and terminals at
several campus locations. The College also has several Apple S
I microcomputers, a
Tektronix 4051 graphics microcomputer, and KIM-1 laboratory microcomputers.
Augsburga150 has a access to large computers through both Minnesota Educational
Computer Con5ottium and the University of Minnesota.
Academic Organization and Programs
Divisions and Departments
The colle e curriculum i s offered by 20 departments which are grouped into four
divisions or administrative and instructional purposes.
B
Humanities - Catherine Nicholl (Chairperson)
Art, English, Foreign Languages, Philosophy, Religion, Speech, Communication and
Theater Arts
Natural Science and Mathematics - Earl R. Alton (Chairperson)
Biology, Chemistry, Mathematics, Physics
Social and Behavioral Sciences - Myles Stenshoel (Chairperson)
Business Administration and Economics, History, Political Science, ~sychology,
Sociology
Professional Studies - Rosalie V. Clark (Chairperson)
Education, Health and Physical Education, Music, Nursing, Social Work
Majors and Minors/33
Majors and Minors
Majors, or concentrations of study, may be within one department, within one
division, or cross academic disciplines. Some students decide on a major or majors
before they enter college. Others test a variety of disciplines before deciding.
Normally a major should be elected by theend of the fourth semester and earlier i n
some disciplines. Details of majors and minors are in the course description section.
M a j o r s available at Augsburg are:
A r t History
Biology
Business Administration
(Accounting, Finance,
International Business,
Management, Marketing)
Chemistry
Communication
East Asian Studies'
Economics
Economics-Business Administration
Elementary Education
Engineering2
English
Foreign Languages
French, German,
Norwegian, Spanish
Health Education
History
Humanities
International Relations
Mathematics
M i n o r s available at Augsburg
Art History
Biology
Business Administration
Chemistry
Communication
Computer Science
East Asian Studies'
East and Southeast
Asian Studies
Economics
English
M e d i c a l Technology3
M e t r o - U r b a n Studies
Music
Music Therapy
Natural Science
Nursing
Philoso h y
Physica~Education
Physics
Political Science
Psychology
Religion
Russian Area Studies'
Scandinavian Area Studies
Social Science
Social W o r k
Sociology
Speech
Studio A r t
Theater Arts
Transdisciplinary
are:
Foreign Languages
French, German,
Norwegian, Spanish
Health Education
History
Library Science
Mathematics
Music
Philosophy
Physical Education
Physics
Political Science
Psychology
Religion
Russian Area Studies'
Scandinavian Area Studies
Social Welfare
Sociology
Special Education
Speech
Studio Art
Theater Art
It i s possible for students t o complete other majors through the ACTC. Students w h o wish t o
complete a major offered at one of the other ACTC colleges must apply through the Augsburg
Registrar's Office.
1 -Cooperative
Program of the Associated Colleges of the Twin Cities and agreements with
the University of Minnesota. It is possible for students t o take beginning and intermediate
courses i n Chinese, Japanese and Russian.
2 - Three-Two Plan with Washington University School of Engineering and Applied Science
and Michigan Technological University
3 - Cooperative program with Metropolitan Medical Center and Abbott-Northwestern
Hospital
34/Licensure, Certification
Teaching Licensure
Teaching Licemure programs are offered at Augsburg i n Elementary Education,
Kindrrpartcn. Prekindergarten, and thp iolrowing t i ~ l d sin 5econdarv Education:
English-Languag~Arts. Frrnch, German, Health. Lite Science, Mathematics, Physrcal
Science (Chcrnis~rvor Physics), Scienc~(Grades 5-9), Social Studies, Spanish,
Speech. Theater Arts. and in the special areas of Art (K-121, MUSIC[K-12). and
Phvsical Education (K-72). h minor i50ffered i n L~brilrvSci~nre.Students planning TO
teach an the secondary level h a t e advisers both in the Education department and
t h e area of their academic rnajor(~I.
Certification Programs
Special programs certifying skills and knowledge have been established at Augsburg
to increase vocational possibilities and/or to enhance personal growth:
Certification in Art -requires eight courses, one of which must be in art history.
Special professional or avocational concerns of those wanting to teach art in less
formal circumstances than a college are addressed. For further information, contact
the Art Department Charrperson.
Women's Studies Certification - may be earned by completing six courses focusing
on women's perspectives. Each individually planned program should include
courses in the social sciences, humanities, or other academic areas focusing on
women. Interested students should contact Dr. Toni Clark.
Church Staff Work Certification - is designed to prepare for full-time specialized
lay work in the Lutheran Church. It consists of nine courses for a Church Staff
Worker major in Religion plus additional specialized courses in psychology,
sociology, speech and physical educatian. The pro ram i s designed to meet or
exceed criteria used i n The American Lutheran C urch certification program.
Interested students should contact the Religion Department Chairperson.
t
- Provides the background for performing
systematic assessmentsof programsfor social improvements. Students are required
to complete a group of five psychology and sociology courses, including an
internship. For futher information, contactthe Psychology or Sociology Department
Chairperson.
Program Evaluation Certification
Pre-Professional Programs
Students who plan to enter the fields of law, medicine, dentistry, the ministry,
veterinary science, pharmacy, or engineering can profit from a liberal arts
education at Augsburg.
It i s recommended that requirements for admission to graduate schools or
seminaries be reviewed and the course of study a t Augsburg planned accordingly. A
faculty adviser is available in each held to assist students in their planning. It i s
recommended thar students who want to plan a pre-professional program consult
with a faculty adviser early in their freshman year.
Augsburg offers a wide scope of courses in the humanities, natural and social
sciences, religion and philosophy which will provide the preparation for future
professional study.
Pre-Dentistry - These courses are recommended to fulfill the minimum requirements of the School of Dentistry at the University of Minnesota: English, 2 courses;
Biology 111, 112; Phy~i- 727, 122; Chemistry 115, 116 (or 105, 106), 351, 352;
Mathematics 124; General Psychology, 1course. Requirementsat other universities
may vary.
Pre-Engineering - Augsburg offers a dualdegree program of liberal arts and
engineering in c o o p ~ r a t i o nwith t h e Washington University of Engineering and
Applied Science in St. Louis, Missouri,and the M~chiganTechnological University i n
Houghton, Michigan. See Engineering in the department/course section for
information on the course requirements i n t h ~ sThree-Two Plan of studies.
Pre-Law - Students planning to pursue a career i n law should consult the
handbook published by The Association of American Law Schools. and consult the
Augsburg pre-law adviser, Dr. Myles Stenshoe!. Students may wish to take the
political science course, Law i n the United States, to help determine whether they
possess an interest i n law. Since law schools encourage students to maintain a high
grade point average, the pre-law student ~ h o u l dbe aware that many graduate
schools consider the grade P given for a course as a C.
Pre-Medicine - Many medical schools are encouraging a liberal arts education t o
repare for study in medicine. A t Augsburg, the biology and chemistry departments
eave majors specially der~ynedior pre-medical students. Barh require Chemistry
115, 116 (or 105, 106), Matnematics 124, 125; and Physics 124, 122. The Chernisrry
major also requires Chemistry 353,361, one advanced course, seminar. and two or
more biology courses. The Biology major also requires Biology 117,112,491 and one
from each of three groups (351, 353, 361), (355,473,474),1440, 471,476), with 353
recommended. Designed t o meet the Univenity of Minnesota requirements, both
programs also encourage courses in the behavioral sciences and humanities,
including psychology and sociology. Requirements at other medical schools may
vary. Students are encouraged t o consult with the faculty adviser early in the
freshman year.
Pre-Pharmacy - Augsburg has a two-year program designed to fulfill minimum
requirements of the College of Pharmacy at the University of Minnesota: Biology
111,112; Chemistry 115,116,351.352; Econarnicsl22,123; English 111 andasecond
course; Health Education 110; Mathematics 124; Physics 121, 122: electives from
humanities, literature and the arts to futfill the semester hour requirements.
Requirements at other universities may vary.
Pre-Seminary - A student may enter a theological seminary with any of several
different majors, such as history, philosophy, English, psychology, sociology, or
religion. Recommended preparatron includes Religion 111, 221; at least two
semesters of history (Western Civilization); one or more courses in the history of
philosophy: and Creek in the junior and/or senior year.
Pre-Veterinary Medicine - To meet minimum requirements of the College of
Veterinary Medicine a1 the University of Minnesota, these courses are recommended: English.? courses; Mathematics 124; publics eaking,l course; Chemistry
115,116 (or 105,106), 351,352,353; Biology 111,112; Pfysics 121,112; Economics, 1
course; 2 courses in art, literature, music, humanities, theater, or upper division
foreign languages; and anthropology, economics, geography, histor , political
science, psychology or sociology courser ta fulfill the rest of the Jstribution
requirements. Requirements a t other universities may vary.
36/1 nter-l nstitutional
Inter-Institutional Programs
Augsburg cooperates with other colleges and institutions in the Twin Cities area on
several programs.
Library and Media Center - Through C.L.I.C., the Twin Cities private collcgps
library consortium, and Minitex, the statewide library network, he ,%ugsbur~
community has access to over 5,000,000 volumes. Augsburg's library works with a
collection of education materials including approximately 138,000 books, periadicals, records, tapes, scores and films.
Associated Colleges of the Twin Cities - Full-time students at Augsburg and the St.
Paul colleges of Hamline, Macalester, St. Catherine and St. Thomas may elect a
course each semester at another campus. No additional fee i s required for such an
exchange, except for private ins~ructionin music and some independent studies.
SPP Independent Study For further details. Students mav elen to participate i n zhe
cooperative program to ~ a i n
new p~rzpecrives,to get berter acquainted wirh the
other school^, or ro undertake a specific course or major not offered on the home
campus. Thc c o l l ~ q e shave c o a r d i n a t ~ dcalendarr. The interim term mav also be
l a k e n on another campus. .4 regularly scheduled busshutt les students between the
campuses.
Augsburg College also cooperates with other colleges in planning study opportunities for the January interim.
The Higher Education Consortium for Urban Affairs (HECUA) - This group is
composed of colleges and universities i n Minnesota, South Dakota and Wisconsin.
Planned activities include innovative curricular programs for students, interchange
and sharing of academic personnel and other college resources, cooperative
research projects, foreign study, joint sponsorship of a metro-urban affairs conference, and development of programs consistent with the needs and resources of
the community organizations of the Upper Midwest.
Chemical Dependency Program - A cooperative effort between Augsburg
College and Minneapolis Community College in downtown Minneapolis has
resulted in the establishment of a four-year program i n social work, sociology or
psychology with a chemical dependency specialty. The program is designed t o
train specialists to help professional people in dealing with chemical dependency
problems. Courses are taken both on the Augsburg and Metropolitan campuses.
Conservation of Human Resources (CHR) - These co-learning classes bring
together Augsburg students, prison inmates, mental hospital patients, guards, and
students at rehabilitation centers. Classes are held at such places as the Shakopee
Institution for Women, Stillwater State Prison, Trevilla of Robbinsdale (a center for
the severely physically handicapped), or on the Augsburg campus. The classes
offered through several departments give students first-hand views of the prisons,
hospitals and rehabilitation centers. The response of students involved in the
courses, both from Augsburg and the institutions, has been extremely favorable.
Computer Programming - Augsburg and Control Data Institute have an arrangement whereby students may transfer the equivalent of three courses i n computer
programming taken at CDI to Augsburg College.
Study Abroad/37
Air Force ROTC - Augsburg students may participate i n Air Force ROTC at The
College of St. Thomas under the ACTC consortium agreement. Students are
eligible to compete for 2- and 3-year AFROTC scholarships. For more information,
contact the Dean of the College.
Opportunities for Study Abroad
Several types of international experience are available to Augsburg students. Some
of them are briefly described below. For application procedures and further
information, request the special brochure on lnternational Study at Augsburg from
the Director of lnternational Programs. Since there is a limit on the number of
students who may study abroad each year it is wise to apply in the fall prior to the
year one wishes to participate in an international program.
Associated Colleges of the Twin Cities Programs - Students may participate in the
ACTC program in Germany and Vienna, spending January and February in
intensive language study in Germany, and March through May in a regular
semester program in Vienna, where a variety of course offerings is available.
Higher Education Consortium for Urban Affairs - Augsburg students may take
part in the Scandinavian Urban Studies Term (Oslo) or the South American Urban
Semester (Bogota) programs. Both programs are interdisciplinary and stress cross
cultural comparison in development and planning, including study tours to other
nations in their respective regions.
'
Interim - Study abroad during the interim is planned for each year. See listings
under the Augsburg lnterim Catalog and in the brochure on Interims Abroad
issued each spring for the following January.
lnternational Business Program - See under Business Administration, page 53.
Program in Global Community - Augsburg's 3% month IivingAearning program
based in Cuernavaca, Mexico, focuses on the study of issues related to global
justice and human liberation in the light of Christian proclamation. Includes
intensive Spanish instruction, group trips, home stay with a family, and cultural
activities. The cost, including travel, is equivalent to full room, board, and tuition
for one term at Augsburg. Application and interview required, enrollment limited.
Semester or Year Abroad - Arrangements have been made under which Augsburg
students may spend their sophomore or junior year in study at a number of foreign
educational institutions. Among them are the University of Oslo, Norway; Schiller
College i n London and Heidelberg; the University of Bath, England; the University
of Dundee, Scotland; the University of Seville, Spain; and the Institute for
American Universities in Avignon, France.
Student Project for Amity Among Nations - Augsburg participates i n the SPAN
program. This is a joint venture of the University of Minnesota and several colleges
in the state. Each year three or four countries are selected, and qualified students are
granted partial scholarships to enable them to spend a summer in informal study in
one of the countries chosen. Applications to the program are made in the spring of
the freshman or sophomore year. The SPAN program consists of three stages:
language study and group meetings during the school year before departure,
independent study abroad a topic of one'schoice during the following summer,and
the writing of a paper upon return.
38/Academic Policies
Summer School - There is a wide variety of possibilities for those who wish-to
spend a summer studying abroad. Recently Augsburg students have spent
summers in Norway, Spain, Mexico, France, Greece, Germany, and England. Those
interested in further information should contact the Director of International
Programs.
Honors Program
The Honors Program at Augsburg is designed to provide opportunities for
qualified students to pursue an enriched and sometimes accelerated course of
study. Special seminars, colloquia, honors student forums and options i n completing the general education requirements are all parts of the Honors Program.
Inquiries should be addressed to Dr. Benjamin Cooper, Honors Director.
Internship Program
The Internship Program i s a college-wide program. It provides students i n almost
all fields of study an opportunity to gain practical on-the-job experience that can
be related to their academic program or personal interests. Internships are
available with a variety of companies, agencies and community organizations.
Continuing Education Program
Augsburg College offers a number of courses, both credit and non-credit, through
its Continuing Education Program. Classes are generally i n the evening. Since
continuing education courses are offered on a semester-hour basis, the courses vary
in length from four weeks to fourteen weeks. Students wishing to know more about
Augsburg's continuing education offerings should call or write the Office of the
Associate Dean.
Academic Policies and Procedures
Registration - Semesters, Interim, Summer
A student must be registered for a course to receive credit for it.
Students normafly register for four courses a semester and onecourse in the interim.
Students registered for three or more courses in a semester are classified as full-time
students. To register for more than 4.5courses,~tudentsmu57 contact the Registrar's
office to petition the Committee on Student Standing for permission.
A joint class schedule i s published each Spring by the Associated Colleges of the
Twin Cities, listing courses and their location at the five colleges for the following
semesters.
Se arate catalogs of courses are published by the lnterim Office and Summer
Sc ool Office for those sessions at Augsburg, listing registration times and
procedures.
FI
Specific information on registration and help with registration on another campus
are available from these offices:
Office of the Registrar, Science 114, Fall and Spring terms
Interim Office, Memorial 230, Interim
Summer School Office, Memorial 230, Summer School
Graduation Requirements/39
Freshmen and transfer students have an opportunity to pre-register during summer
for courses in the fall. All currently enrolled students have an opportunity to
pre-register duringtheiall for the spring and duringthespring for both the fall and
the following spring. All students must confirm their registration at rhe beginning of
each semester and complete financial arrangemenrs.
Arthough a student may register up t o two weeks after the semester begins,
registrarlon i s encouraged at the regularly scheduled rime. Special fees are charged
for late cegistration. Special feesalso are c h a r g ~ sfor cancelling or adding courses or
changing grading option after t h e f1r51 f ~ v edays of a semester.
Students are urged not to abandon murscsfor which thev are registered, since this
results i n a failing grade on the official record. Cancellation of courses or
cancellation from College must be done i n the Registrar's Office. Cancellations
from college and resulting adjustments i n accounts are effective as of the date the
completed Cancel from College form IS rerurned to t h e Office of the Registrar.
Graduation Requirements
The responsibility for seeing that all degree requirements are satisfied rests with the
student. Academic advisers, department chairpersons, the Academic Dean and the
Registrar are available for counsel and assistance in program planning.
Each student must apply for graduation at the time specified by the Registrar.
Application forms are available in the Registrar's Office.
All degree and course requirements must be completed and verified i n the
Registrar's office prior to the anticipated date of graduation (there may be no
incompletes or open courses on the academic record).
1. Completion of 35 courses.
.4t least 71 courses musr he upper division, numbered in the 300sand 400s. Not m a r e
~ h a n13 may be in one d c p a r ~ m e n t except
,
i n certa~napproved majors for !he
B a c h ~ t o rof Science/Arts degrec. 1: for the Barhelar of Music ancl Bachelor of
Scienre in Musrc Jhera v degrees, and 18 In the Bachclor of Science i n Nursing
degree. The course rota must tnclude t h r e ~
In~erimsfor student5 w h o s ~complete
academic work 1 5 a t Augsburg. Far rransfer students, the course toral m u ~includc
t
one less inrrrim course than the number of vears at 4ugsburq.
F
No more than these maximums may be applied toward the 35rotal courses required:
4 Conservation of Human Resources 4CHR) courses: ? courses bv inde ~ n d e n t /
directed study; 4 courses of internship: and 8 courses with a grade o Pass tP).
Non-traditional grading (P) also has these lirnirs: 2 in the major except Elemcnrarv
Education and Nursing; 1 i n the minor if approvcd by the department chairperson.
P
Students who enter an academic program with a baccalaureate or higher degree
should contact the Office of the Registrar about specific requirements for a second
baccalaureate degree or for the equivalent of a major.
2. Completion of a major.
Requirements for each major are listed under the departmental headings. A minor
or double-major i s not required, but i s encouraged.
3. Grade Point average - 2.0 for most majors.
A grade point average of 2.0 i s required in all courses taken and in courses which
apply toward the major, except for Nursing and licensure i n education, where 2.5
averages are required.
40/Distri b u t i o n R e q u i r e m e n t s
4. Residence
The last year of full-time study or equivalent (minimum of 7 courses for part-time
students) must be at Augsburg.
5. Distribution requirements (See below)
Distribution Requirements
Writing - A course i n writing (English 111) or certification of demonstrated
proficiency by the Department of English. Exemption tests are given during the
summer and fall orientation periods.
Liberal Arts
An approved course from each of these seven areas:
Mathematin-Physics
Chemistry-Biolog
Psychology-Sorio ogv
English-Speech. Communication
Rc Theater Arrs
Y
Economics-Political Science
History-Philosophy
Art-Music
Foreign Languages - Two courses (I11 and 112) of one foreign language at
Aufsburg. Students who test above the Illlevel of a foreign language will take one
ad ~ t ~ o ncourse
al
at placement level in that language o r t w o courses (111 and 112) of
another foreign language.
Religious Studies - Three approved courses i n religious studies, of which not more
than one may be an interim course. For transfer students, the number required i s
one for each year of study or equivalent at Augsburg.
Urban Concerns, or Women's Studies, or Minority Studies - Courses approved to
meet this requirement are published each term. Information is available at the
Office of the Registrar.
Lifetime Sports - Two lifetime sports or demonstrated proficiency in two lifetime
sports.
Evaluation and Grading
Student achievement i n courses i s measured primarily by final examinations. Shorter
tests, written papers, oral reports, and other types of evaluation also are used.
Most courses are-offered with grading oprions - traditional grading on a 4.0 to 0.0
scale or rhe Pass/NonCreditsystem.in which P means a grade of 2.0 or better and N
means no credit and a grade of less than 2.0. Students are cautioned to use the P/N
grade o tion with care since some graduate and professional schools do not look
favorabc on a large number of P-graded courses, or rank each as a "C". See P/N
limitations under Graduation Requirements.
Certain courses are offered on one grading system only. Sociology 383 and several
interim courses are graded only on the P/N grading system. Some education courses
are raded only on the P/N system or only on the traditional s y s t ~ m English
.
Illis
grafed P or N, or 2.0-4.O/N. Some other courses are graded only P, 1.0, N.
Music organizations and performance studies, Chemistry Seminar, gnd Lifetime
Sports are graded P/O.O.
In courses where there is a choice, students will be graded on the traditional system
unless they indicate on their registration that they wish to use the P/N grading
option. Any changes i n choice of grading system must be made according to dates
published each term. A fee i s charged for any changes after the first five days of
classes.
Explanation of Grades
Number grades are used with these definitions:
4.0
3.5
3.0
2.5
2.0
1.5
1.0
0.5
0.0
Achieves highest
standards of excellence
"
Achieves above basic course standards
Meets basic standards for the course
Performance below basic course standards
Unacceptable performance (no credit for the course)
Grades of P (Pass) or N (No credit) are not computed in the grade point average. A
grade of P represents work at or above the 2.0 level; N represents work at the 1.5 or
below level.
r2n incomplete qrade mav be given ontv in the case of extreme emergency. To
rcceive it, a siudent must file a pelifinn with he Carnmirtee on Student Sfanding
staling the reasons for the rtqucrt, the plan and d a t p tor removing it.and comments
from the insrructar If permission is granted, the i n c o r n p l ~ tmust
~
be removed
during the foTlowing scrnester, ar i t becomes rhe grade s u b m i t t ~ dbv the teacher
along wirtl rhe incomplete.
A grade of X may be given for an independent o r d i r e r r ~ ds1udvcour5eor internship
that is to be spread aver more than enesemester. Strch a course must be completed
during the second semester or the grade of S wi[I remain on the t ~ c o r dIf. X i s given,
the course must be registered for a s 1 Y In the lollowing term tn order that credit and
a grade may be a5sipncdm
A course in which a grade of 0,1.0,1.5, N, I, or X has been received may be repeated
for credit. Courses i n which higher grades have been earned may not be repeated
for credit, but may be audited. All courses taken remain on the academic record.
Only the credits and grades earned the second time are counted toward graduation
and in the grade point average.
A course i s given a grade of W when it is dropped after the deadline for dropping
classes without a notation on the record.
Auditing Courses
Students who wish to take courses without credit or grade may do so by registering
for Audit (V). Full-time students may audit a course without charge. The charge for
part-time students is listed under Expenses. Students who audit a course should
confer with the instructor within two weeks of the beginning of the term to
determine expectations, attendance and any other requirement. If expectations
have been met, the course will be listed on the transcript as having been audited. If
expectations have not been met, the course will be listed with a grade of W
(Withdrawn).
42/Classification, Probation
Grade Point Average
The grade point average (GPA) i s based on final grades for all work at Augsburg. It
does not include credit and grade points for work transferred from other colleges.
Courses taken on the P/N grading option are recorded, but not computed i n the
G PA.
Classification
Sophomores - 7 courses completed with at least 14 grade points
Juniors - 16 courses completed with at least 32 grade points
Seniors - 25 courses completed with at least 50 grade points
Advanced Placement
Advanced placement in courses beyond the be inning level i s granted to students
with scores of 3.4, and 5 a n t h e CEtB Advanced Wacement Program Test. ~ d d i t i o n a l
credit or placement i s at the discretion of the department. Inquiries should be
addressed to the Office of rhe Registrar.
Advanced Standing
College credit is granted to high school students who havesuccessfuIIycompleted a
college level course and who have scored high on he Advanced Placement
Examinations. Augsburg will also award credir on the basisof scorer. received on the
College Level Examination Proyam (CLEF) ofiered by the College Entrance
Examination Board. Requests for detailed information should b~ addressed to the
Office of the Registrar.
Probation and Dismissal
A student will be placed ort schotastic probation at the end of t h e term i f his or her
athie~ernentis unsat~sTac~ory.
A student who has been on probation two or morc
C O ~ S P C U serncjrera
~ ~ ~ C
is subject to di;rn~ssal at the end of tlie term. Dismissal f r o m
the College is not automatic. Each c a w I S reviewed bv the Committee on Student
Stand~ng.A student who has a poor a c a d ~ m i crecord mav b e s~rongtyadvised to
withdraw before t h e end of the term. ,4 studenr who has been on probation for two
terms and withdraws from the College voluntarily must have special permission to
re-enroll.
A student will be placed on probation under these conditions:
Freshman - below 1.6 cumulative GPA or 2 zero grades, having taken fewer than 7
courses.
Sophomore - below 1.7 cumulative GPA or 3 zero courses, having taken 7 but fewer
than 16 courses.
Junior - below 1.9 cumulative GPA having taken 16 but fewer than 25 courses.
Senior - below 2.0 cumulative GPA having taken 25 or more courses.
A student will be removed from probation when the cumulative GPA reaches the
minimum levels above. Students placed on probation as a freshman for earning 2
zero grades will be removed from robation if their classification changes to
sophomore and ihev h a v e not earnexadditional zero grades. Students placed on
probation as a sophomore for earning 3 zero grades will be removed from probation
if their classification changes to junior and their cumulative GPA reaches 1.9.
Study Options, Veterans/43
Dean's List
The Dean's List i s published after each semester, listing students whose grade point
average for a semester is 3.5 or better, based on a minimum of three full courses, or
equivalent, graded on the traditional grading system, with no incompletes in
courses offered for credit.
Graduation with Distinction
Graduation with distinction is determined as follows:
Summa cum laude 3.8 to 4.0 cumulative GPA
Magna cum laude 3.6 up to but not including 3.8 cumulative GPA
Cum laude 3.3 up to but not including 3.6 cumulative GPA
To qualify for graduation with distinction, transfer students must have completed
two years (14 traditionally graded courses) of work at Augsburg.
Independent/Directed Study
Many departments offer opportun~tiesforconscientioussrudents who demonsrrate
sufficient background and preparation i n a given field to carry out upper division
level work on an independent basis. Somed~partmentsalsoofferan opportunity for
directed stud!: on a lower division level. A srudent who resisters for directed or
independent study should normally expect to complete i t in one semester but may
extend i t into the next term by permission of the instrucror. In such ca5es.a grade of
X isgiven a t theend of the f l r 5 t term. and zhestudentwill registerapain forthe course
to receive the final grade.
Student3 interested in registering for directed or independent study must first
secure permission from the faculty who will direct the study. A maximum of two
courses in Independent Study and/or Directed Study may count toward the 35
courses required for the degree.
Srudents may cross-register for inde endent studies at another ACTC school only
when the majorfield in which rheinBcpendenl study i s proposed is not available on
their home campus, and will be charged by the host campus for any special costs
a~tarhed.Requests for exception to this policvshould be made directly to their own
academic dean.
Veterans of Military Service
Augsburg is approved by the State Approving Agency for Veterans Training.
Veterans should consult with the Office of the Registrar about completion of the
enrollment certificate and the forwarding of other information to the Veterans
Administration.
Veterans will be referred to the State Approving Agency after anv period of two
consecutive terms in which they did not earn a t least three courses per term, the
rntnirnum for classification as full-time students, It i s the responsibility of each
veteran to report any change i n registration and/or academic load to the Office of
the Registrar, as it i s for all students.
A non-punitive rade which brings a veteran's academic load for the term below
to the Veteran's Administration. Veterans will need ro
three courses w i r bc n p o r ~ e d
meet the requirements ol the Veterans Administration regarding repayment of
educational assistance funds received.
46/Departments, Courses
Departments and Course
Course descriptions are listed by department or interdisciplinary program. The
descriptions are brief summaries of topics to be considered. For a more precise
description and clarification of content and requirementsfor individual courses, the
student should consult the inctructors of the courses.
Courses and terms listed are subject to change. In general, classes are offered Fall
and/or Spring terms, unless anerher frrquency isspecified. The Schedule of Classes
published each spring lists offerings and locations for Fall and Spring terms.
Descriptions and schedules for courses offered in January Interim and Summer
School are published in separate catalogs.
A full course is offered for one credit. A few fractional courses, for one-half credit,
are offered in the Division of Professional Studies. Afull course has the approximate
value of 4 semester credits or 6 quarter hours.
Most courses meet for three 60-minute periods or two 90-minute periods a week, in
addition to laboratories.
Numbering
Courses numbered below 300 are lower division courses. Courses numbered 300
and above are classified as upper division. In general, courses in the 100s are
primarily for freshmen, 200s sophomores, 300s juniors, and 400s seniors.
Prerequisites
Coursesthat must be taken before enrolling in a higher level course are listed i n the
caurse descrip~ion.A student may enroll in a course when a prerequisite has not
been fulfilled if there is prior approval of a professor teaching the course and of the
academic adviser. Consent of the instructor is indicated in some course descriptions
by this sign: (#)
Art
Philip Thompson (Chairperson), Robert Friederichsen, Norman Holen, August
Molder, Paul Rusten, Mary Swanson, Dorothy Williamson
Studio Art Major: 9-13 studio courses with Foundations 102,107, 225; 3 art history
courses including 240. One course must be i n 2-dimensional art (118,223,360) and
one in 3-dimensional art (150,221,250). Majors are required t o begin their programs
with the Foundations, although advanced placement i s possible with portfolio on
approval by the Art faculty.
Teaching Licensure Major: Foundations 102,107,225; Studio 118,132,150,221,223
and 250 plus a second course in two areas; Art History 240 and two other art history
courses. Consult wirh Department of Education for requirements i n education for
teacher licensure.
Art History Major: 8 art history courses including 240 and 388; 2 studio courses
including one from 102,107 or 225 and 118 or 221.
Studio Art Minor: 4 studio courses including 107; Art History 240.
Art History Minor: 5 art history courses including 240.
Certificatein Art: 8art courses, including one in Art History. Up to four courses may
be taken in one studio area or in art history.
Foundations in Studio Art Courses
102 Environmental Aesthetics
Fine arts i n the urban and world setting. Concern for thevisual content of experience in the
environment leading toward appreciation and criticism. Individual and group projects
exploring design problems i n representation, symbolism and abstraction.
107 Drawing
Drawing in pencil, charcoal, ink, and pastels. Subjects include still-life, figures, building
interiors and exteriors, and experimental work.
225 Visual Communications I
The theory and practice of visual perception and communication using elements such as
color, line, shape, texture, and pictorial images.
Studio Art Courses
100, 300 Special Topics
Occasional courses dealing with subjects not usually offered by the department.
118 Painting I
Introduction to painting media and technique in acrylic and oil.
132 Photography
The camera used as a tool for visual creativity and expression with attention to black and
white photographic process. Need access to 35 mm. camera. (Spring)
150 Jewelry
An introduction to the making of jewelry in copper, brass, pewter, and silver. You learn
how to cut, forge, enamel and cast these metals.
221 Sculpture I
An introduction to sculpture. Choice of media: clay, welded steel and bronze, plaster,
stone, and plexiglass. You learn to model, carve, cast, weld and assemble the respective
media.
223 Print hIakhg I
Principles and methods of print making in a variety of media includingetc hing,silk-screen
and woodcut.
242 Film Making
Film making through practical laboratory experience. Discussion and observation of the
expressive and structural elements of film. (Summer, Interim)
247 Life Drawing
See Interim Catalog
250 Ceramics I
An introduction to the making of pottery with an emphasis on handbuilding and glazing.
330 Visual Communications II
A study of visual communications i n magazines, television, film, advertising symbols, and
other mass media. Practice in areas of photography, typography, and illustration.
(Prereq.:225)
351 Ceramics II
Advanced work in ceramics with an emphasis on throwing or handbuilding and a
continuation of glazing. (Prereq.:250)
355 Painting II
Advanced study of painting. (Prereq.:llB)
360 Watercolor Painting
Design concepts using descriptive and experimental techniques i n transparent watercolor.
(Alternate years)
368 Print Making II
Advanced work with color and composition i n various media, including silk-screen,
etching, and woodcut. (Prereq.:223)
399 Internship
Consult chairperson or internship director to determine project.
478 Sculpture II
Advanced work i n sculpture. Choice of media: clay, welded steel and bronze, plaster,
stone, and plexiglass. (Prereq.:221)
499 Independent Study
Advanced study in area of the student's choice, intended for senior art majors.
Art History Courses
240 Art History Survey
A survey of art from prehistoric to modern times. Includes reading, research, viewing of
slides, visits to museums.
Note: The following courses are offered intermittently, usually two or three sections a year.
352 Women's Art History
A study of women's image in the visual arts in relationship to women's place within the
cultural, economic, and sociological environment of each period.
382 Scandinavian Arts
Survey of the visual arts in Scandinavia from pre-history to modern times.
385 Prehistoric and Ancient Art
The art of the Ice Age through the Roman Period to the 4th Century A.D. (Alternate years,
Fall, 1982)
386 Medieval Art
Early Christian through late Gothic and proto-Renaissance painting, sculpture, and
architecture in Europe.
387 Renaissance and Baroque Art
European painting, sculpture, and architecture, 14th to 18th century. (Alternate years,
Spring 1983)
388 19th and 20th Century Art
European painting, sculpture, and architecture from Neoclassicism through the present.
(Alternate years, 1983-84)
389 American Art
A study of early colonial art through contemporary American art, with specificemphasis on
19th and 20th century art and its relationship to European art as well as indigenous
movements. (Alternate years, 1983-84)
Biology
Neal T h o r p e (Chairperson), Robert Herforth, Roberta Lammers, Erwin Mickelberg,
Ralph Sulerud
Major - Option 1: 7 courses, i n c l u d i n g 111,112,491 a n d at least o n e course f r o m
each o f t h r e e groups: (1) 351,353,361; (11) 355,473,474; ( I l l ) 440,471,476; Chemistry
115, 116 (or 105, 106), 351, 352; Mathematics 124, 125; Physics 121, 122. Students
i n t e n d i n g t o enter graduate school should ordinarily choose this major.
Major - Option 2: 9 courses, i n c l u d i n g 111,112,491 a n d at least o n e course f r o m
each o f five groups: (I) 351,353; (11) 355,474; (111)361,481; (IV) 471,473; (V) 440,476;
Chemistry 115, 116 ( o r 105, 106), 351 and 352. Students w h o plan t o teach i n
secondary schools o f t e n select this major. Licensure f o r teaching i n Minnesota also
requires t r e e courses i n earth a n d life sciences. Students p l a n n i n g t o teach are
advised t o consult w i t h t h e Education Department early i n their planning.
Pre-Medical Biology Major: Option I major. In addition, medical schools usually
require Chemistry 353.
Minor: 5 courses, including Ill,
112 and three upper division courses; Chemistry
115,116 (or 105, 106).
Honors Major: GPAof 3.5 in biology and 3.0overal1, active participation in seminar,
one course of approved independent study with an oral defense of the research
report. Application should be made no later than the first term of the senior year.
101 Human Biology
Basic biological concepts from an anthropocentric point of view. An attempt to answer
such questions as: What makes man just another member of the biotic fold? Does man
havea niche in the ecosystem? What influence does man have on the environment?What
influence does the environment, especially the urban environment, have on man?(3 hours
lecture, 1-1/2 hours discussion section. A student may not receive credit for both Biology
101 and 103. Does not apply to the major or minor)
103 Human Anatomy and Physiology
A professional course i n the structure and function of the human body. Lecture and
laboratory. (Fall for nursing and certain other paramedical students, or #; Spring for
Physical Education, Music Therapy and other interested students. A student may not
receive credit for both Biology 101 and 103. Does not apply to the major or minor).
105 Biology and Society
What are some of the biologically-based problems with which our society must deal?What
threats are posed by pollution, the prospect of war, and by shortages of food, water and
non-renewable resources?What are the implicationsof genetic research,scientificracism,
socio-biology, and inequities i n thedelivery of health care? (3 hour lecture. Does not apply
to the major or minor. Spring)
108 Microbiology
Basic microbial features are considered as well as applicationsof microbiology to the fields
of medicine and sanitation. (3 hours lecture, 3 hours laboratory. For student nurses, health
majors, or #. Prereq.: Chemistry 109 and concurrent registration in Chemistry 110 or #.
Spring. Does not apply to the major or minor).
109 Special Topics i n Biology
Offered periodically through Augsburg's Conservation of Human Resources (CHR)
program. Generally conducted off campus with community people taking the course
together with college students i n a co-learning model. Topics will vary depending upon
needs and interest. Does not apply to the major or minor.
111,112 General Biology
A comprehensive introduction to biological science. For biology and other science majors.
The course includes an introduction to molecular biology, cellular biology, genetics,
developmental biology, evolutionary mechanisms, anatomy, physiology, ecology, and
phylogenetic relationships of organisms. Must be taken in sequenceexcept by permission
of instructor. (3 hours lecture; 4 hours laboratory. 111, Fall; 112, Spring)
323 Experimental Human Physiology
A laboratory-based course in which the principles of human function are learned by
experimentation and class discussion of the theory and results. Clinical applications will
also be considered. Intended for students in nursing, medical technology, corrective
therapy, health, physical education and related programs as well as biology majors
(primarily Option 11). (3 hours lecture-discussion, 4 hours laboratory. Prereq.: 103 or 112.
Fall 1984 and alternate years)
351 Invertebrate Zoology
A study of the invertebrate groups stressing classification, morphology, behavior, life
history, and evolutionary relationships. (3 hours lecture, 4 hours laboratory. Prereq.: 112,
Spring, 1983 and alternate years)
353 Comparative Vertebrate Zoology
A comparative study dealing with the classification, morphology, distribution, evolution,
behavior and population dynamics of thevertebrates. (3 hours lecture,4 hours laboratory.
Prereq.: 112. Spring)
355 Genetics
The principles of heredity with emphasis on recent advances in human genetics.
Laboratory work stressing Drosophila genetics. (3 hours lecture, 4 hours laboratory.
Prereq.: 112, Spring)
361 Plant Biology
A survey of the major divisions of the plant kingdom including the study of anatomy,
physiology, life histories, taxonomy and ecology. (3 hours lecture, 4 hours laboratory.
Prereq.: 112, Fall)
367 Biochemistry
An introductory consideration of the chemistry of proteins, carbohydrates, lipids and
nucleicacids including intermediary metabolism. (3 hours lecture. Prereq.: 112, Chemistry
352 or #. Fall)
440 Plant Physiology
A consideration of the chemical and physical mechanisms involved i n photosynthesis,
respiration, growth and development, and water relations in vascular and nonvascular
plants. The relationships of these processes to plant structures. (3 hours class, 4 hours
laboratory. Prereq.: 112, Spring, 1984 and alternate years)
471 Cellular Biology
A study correlating cell function with ultrastructure. Laboratory work includes microtechnique, cytological studies, cell physiology and tissue culture. (3 hours class, 4 hours
laboratory. Prereq.: 112, 367 or #. Spring)
473 Animal Physiology
A study of animal function with emphasison the vertebrates. Wherever possible, functions
are explained on the basis of physical and chemical principles. (3 hours class. 4 hours
laboratory. Prereq.: 112; Chemistry 106 or 116: Physics 103 or 122 or #. Fall, 1983 and
alternate years)
474 Developmental Biology
A consideration of the physiological and morphological changes which occur during the
development of organisms with emphasis on the vertebrate animals. Experimental as well
as descriptive studies are included i n the laboratory work. In addition to embryonic
development, the topics of malignancy, aging, and regeneration are discussed. (3 hours
class, 4 hours lab. Prereq.: 112. Spring)
52/Business Administration & Economics
476 Microbiology
An introduction to the study of microorganisms with emphasis on bacteria and viruses.
Microbial taxonomy, morphology, physiology, genetics, and pathogenicity are considered
as well as certain methods. (3 hours class, 4 hours laboratory. Prereq.: 112,367 or #. Fall)
481 Ecology
A survey of representative biological communities; the study of reciprocal relationships
between organisms and their environments. (3 hours class. 4 hours laboratory, some
Saturday field trips. Prereq.: 112, 361 or #. Fall)
491 Seminar
Oral presentations and written papers relating to recent biological literature and research.
(For seniors majoring i n biology, Fall)
499 Independent Study
Individual laboratory, field, or library research under the direction of an instructor.
Intended for biology majors who are juniors or seniors. (Prereq.: 112, and previous
arrangement with instructor)
Business Administration
& Economics
Amin Kader (Chairperson), JamesE. Billings,Satya Gupta, Douglas Heidenreich, Roy
LaFayette, Keishiro Matsumoto, Kenneth Rich, Edward M. Sabella.
Business Administration
Major in Accounting: 9 Business Administration courses (101,102,131,261,262,263,
379,381, and 483 or 484); 4 Economics courses (122,123,251, and one f r o m 258,391,
392). At least three upper division courses a r e required. Far thoseplanningcareers i n
accounting, completion of thetwo remaining courses i n thesequence 381,382,483,
484 is recommended. Courses i n data processing and compuTer programming are
strongly recommended.
Major in Finance: 9 Business Administrat ion courses (101,102,731,267,262,373,379,
478, and one from 381,382,483); 4 Economics courses (122,123,257, and one from
258, 391, 392). At least five upper division courses are required. Economics 392,
Mathematics 114 and courses i n data processing and computer programming are
strongly recommended.
Major in Management: 10 Business Administration courses (101, 702,131,145,250,
261, 340, 379, 410, and 373 or 4781; 5 Economics courses (722. 123, 251, 340, 445);
Philosophy 120; Psychotogy 371,373; Sociology 241 and 373 or 383; Speech 111 or
English 223; Communications 354 or 355. Math. 114 is srronglv recommended.
Major in Marketing: 9 Business Administration courses (101,102,131,135,250,261,
330,379,430); 5 Economics courses (122,123,251,258,445); Philosophy 120; Speech
and Communications 351 o r 352 and also 353. Mathematics 114 i s strongly
recommended.
Majors i n Marketing and Management are strongly encouraged t o take other
courses offered i n the department i n addition t o those listed above.
Business Administration & Economics/53
M a j o r in l n t e r n a t i o n a l Business: 8 Business Administration courses (101,102,131,
135,261 a n d 399 o r 499 a n d two f r o m 381,382,484); 3 Economics courses (122,123,
379); Political Science 160; 3 Ian uage courses (or demonstrated proficiency) f r o m
o n e o f t h e following: Arabic. C f i n e w , French, German, Greek, Italian, Japanese,
Norwegian, Russian, Spanish; 1 History course (coordinated w i t h t h e foreign
language courses) f r o m 103,104,222,322,323,324,331,332,440,474;
8 International
C o r e counes, i n c l u d i n g ~nternsh~p
or i n d e p e n d e n t stud Core courses must be
taken abroad (England and Germany, aiherr ro be addYedi. Erceprionr may b e
p e r m i t t e d with department a proval General descriprions follow. Students who
plan to major in lnternafionaPBusin& should mnract t h e depanment's international adviser. Amin Kader, as s o o n as possible t o carefully p l a n their p r o g r a m o f
study.
lnternational C o r e Courses - Required
Comparative Business Law - Advanced discussion of business law including the
comparison of U.S. and European laws governing corporations, partnerships and foreign
investment; European business regulations; tax laws; etc.
European Marketing - Factors affecting consumer demand and methods of satisfying it;
structure of the European market; market analysisand sales management; pricing policies;
distribution systems; planning of marketing operations. Emphasis will be placed on comparison with marketing activities in the U.S.
Import-Export Operations -The practical, technical and procedural aspects of import and
export business operations. The successive steps in the promotional, organizational and
financial development of international sales and purchases, including an analysisof international trade terms, sales terms, documentation and governmental regulations.
Multinational Corporation - Comparative study of the methods of organizing and
managing the multinational enterprise. Topics include: organization structure; subsidiarie; and parent company; ~r~anizational'behavior;
management policy; comparative
industrial relations; comparative tax laws; optimization principles in the international
setting.
lnternational C o r e Courses - 3 to b e Elected
Economics of the Developing Countries - Source of economic backwardness and
obstacles to economic growth. Analysis of specific problems such as population pressure,
land reform, lack of capital, foreign trade imbalance, foreign investment, colonialism.
European Common Market - EEC; political will: objectives, implications; forms'of
economic integration; freedom of factor movements; agricultural policies; European path
to monetary integration; energy, regional, and social policy; regulation of transport;
industrial policy; current membership negotiations.
lnternational Economic Institutions - Regional economic integration and the relation of
domestic and international policies. lnternational monetary cooperation.
lnternational Economic Policies - The economic factors i n diplomacy; tariff techniques
and problems; commercial bargaining; foreign investment problems; economicaspectsof
economic development; regional integration techniques and problems; foreign aid
policies; exchange rate policies.
Theory of lnternational Finance -The relevance of international finance; participants i n
the international payments scene; balance of international payments; spot market and
forward market for foreign exchange; exchange rate systems; international liquidity; the
impact of international payments on the domestic price level; employment and the
performance of monetary policy.
54/Business Administration & Economics
Minor: 6 courses, inchding Business Administration 101,102, and one of 261,373,
379,478; and one of 262,379,381; and Economics 122 and 123. Other configurations
for the Business Administration minor may be permitted on consultation with the
department chairperson.
Honors Major: GPA of 3.50 in the major and 3.0 overall; a senior thesis and
comprehensive oral examination i n the major field of concentration.
C.P.A. Certification: Graduates who wish t o take the Certified Public Accountants
(C.P.A.) examination prior to fulfilling the experience requirement must have
corn feted the major i n Busine5s Administration-Accounting, taken all accounting
and !usines, Taw counes offered, fulfilled the Mathematics-Phyrici general college
requirement by taking mathematics, and completed at least 5 courses but not more
than 1 2 courses of related business subjects (Economics, Finance and Mathematics).
Students who have completed theabove requirements arequalified under the rules
of the Minnesota State Board of Acceuntancy to sit for the examination immediately
after graduation.
Notes: Students who plan to major in the department are strongly encouraged t o
select a department adviser as soon as possible, in order t o carefully plan their
program of study.
In addition to the courses listed below, these have been offered under Business
Administration 295, 495 Topics: Research Methods for Economics and Business,
Computer Simulation for Business, Income Taxes for Individuals, Computer
Applications, and Discrete Event Simulation.
101 Principles of Financial Accounting
lntroduction to business activities, basic concepts and fundamentals of accounting, the
accounting cycle and preparation of financial statements.
102 Principles of Managerial Accounting
lntroduction to business activities, basic concepts and fundamentals of managerial
accounting. Planning and controlling processes, decision-making and behavioral considerations. (Prereq.: 101)
131 Business Law
Legal rules relating to contracts, agency, negotiable instruments, property and business
organizations under the Uniform Commerical Code. (Spring)
135 Introduction t o Marketing
Principles of basic policy and strategy issues in marketing. Legal, ethical, competitive,
behavioral, economic and tech~ologicalfactors as they affect product, promotion,
marketing channel and pricing decisions. (Spring)
145 Fundamentals of Management
Development of the theory of management, organization, staffing, planning and control.
The nature of authority, accountability and responsibility, analysis of the role of the
professional manager. (Fall)
250 Data Processing
An introduction to COBOL and other non-scientific programming languages. Does not
apply toward a major or minor i n economics. (Fall)
261 Fundamentals of Finance
Theory of acquisition, allocation, and management of funds within the firm; sources and
uses of long and short term funds, cost of capital, capital budgeting, leverage, dividend
policy, and related topics. (Prereq.: 101,102)
Business Administration & Economics/55
262 lntermediate Accounting I
An analysis of accounting theory pertaining to financial statements, income concepts,
capital stock and surplus accounts, current and long-term assets. (Prereq.: 101, 102, Fall)
263 lntermediate Accounting II
An analysis of accounting theory pertaining to investments, tangible and intangible fixed
assets, liabilities and reserved, actuarial topics. Additional emphasis on income determination considering price level changes. (Prereq.: 262, Spring)
330 Marketing Research and Analysis
Research process as an aid to decision making i n marketing management; research
methodology; marketing research results; evaluation of the effectiveness of research in
marketing. (Prereq.: Bus. Ad. 135 or #. O n Demand)
340 Personnel Administration
Personnel function in business, acquisition and utilization of human resources; desirable
working relationships; effective integration of the worker with the goals of the firm and
society. (Prereq.: Bus. Ad. 145 or #. O n Demand)
373 Financial Management: Theory and Cases
Advanced financial theory: a systems approach to financial structure and policy. Emphasis
on decision-making, presentation through literature, readings, lectures and case material.
(Prereq.: 261)
379 Quantitative Methods for Economics and Business
An introduction to quantitative reasoning, descriptive measures, probability, sampling
distributions, inference and estimation with emphasis on their use in applied problems in
business and economics. (Prereq.: High School Algebra. Fall)
381 Managerial Cost Accounting
Accounting tools for planning and control of economic activities. Planning, budgeting,
standard cost systems, as well as other quantitative and behavioral topics. (Prereq.: 101,102)
382 Tax Accounting
The more common and important provisions of federal income taxes for individuals and
various forms of business enterprises. (Prereq.: 101,102. Fall)
399 Internship Program
A student may receive course creditsthrough an internship program which is applicable to
graduation, but not to the major. This program will afford the student the opportunity to
spend one full term working with some industrial organization. In addition thestudent will
write a report on his or her activities. (Prereq.: #. Cannot be taken in Interim only).
430 Marketing Management
Integration of marketing with other business functions; marketing management and
decision making, planning marketing programs, channels of distribution, pricing, product
selling and promotion policies. (Prereq.: Bus. Ad. 330 or #. O n Demand)
440 Operations Management
Concepts and principles related to the management of operating functions. Examplesfrom
service industries, non-profit organizations and manufacturing. Taught from a managerial
point of view. Topics include: an overview of operations, planning operation processes,
productivity measurement, standards, forecasting, concepts of quality, inventory management, principles of scheduling, and operational control information systems. (Prereq.:
Junior or Senior or #. Spring)
56/Business Administration & Economics
478 Investments and Financial Institutions
Appraisal of the risk/return relationships of various types of securities from the viewpoint
of both individual and Institutional investors. Extensive coverage of capital markets and
portfolio management. (Prereq.: 261. Economics 392 is strongly recommended. Fall)
479 Intermediate Quantitative Methods for Economics and Business
Provides the opportunity to become familiar with statistical research methodsthrough use
of the electronic computer. This course stresses the understanding of statistical methods
and computer programming techniques. The materials to be presented in the course are:
Computer Programming Techniques; Statistical Methods: General Linear Models, Analysis
of Variance, etc. (Prereq.: Bus. Ad. 379 or equivalent or #. Spring)
483 Auditing
Internal and external auditing procedures. Emphasis on internal checks and controls for
accounting systems. (Prereq.: 263. Fall)
484 Advanced Accounting
Accounting for business combinations, governmental accounting, partnership accounting
and fund accounting. (Prereq.: 263. Spring, 1983)
295,495 Topics
Lectures, discussions, meetings with members of the staff or visiting faculty regarding
research methodology and readings in the areas of Accounting, Finance or General
Business. (Prereq.: #)
499 Independent Study
The student may earn independent study credits through individually supervised projects
designed to afford him or her the opportunity to analyze some topic or issue in depth.
(Prereq.: #)
Economics
Major in Economics: 8 Economics courses (122,123, 251, 258, 454 and three other
upper division); Business Administration 101, 102, 379; Mathematics 114. Mathematics 373 may be substituted for Business Administration 379. The complete
calculus sequence i s very strongly recommended for those planning graduate study
in economics. I n addition, courses in data processing and computer programming
are strongly recommended.
Major in Applied konomics: I] Economics courses 1122,123,251,258,454 and 445 or
453 and t h r e e other upper division); Business Adrninistrarion 101, f 02, 379, 479:
Philosophy 130; Mathemafics 124,125, 215, 224, 2'14. Mathematics 211 is strongly
recommended. Mathematics 373 may be substituted for Business Admrnistration
379. Thestudent isstrongly encouraged to take ather Economics course^. in addition
t5 those I isted above.
Combined Major in Economics - Business Administration: 5 Economics courses
(122,123,251,258 and one upper division); 6 Business Adm~nistrationcourses (101,
102,261,373,379and one upper division). Courses in data processing and computer
programming are highly recommended. The student i s very strongly encouraged to
take additional courses both i n business administration and economics.
Minor: .Economics 122, 123, 251, 258 and one upper division course. Other
configurations may be permitted on consultation with the department chairperson.
Business Administration & Economics/57
Honors Major: GPA o f 3.50 i n t h e major, a n d 3.0 overall; a senior thesis a n d
comprehensive oral examination i n t h e major f i e l d o f concentration.
the courses listed below, these topics have b e e n o f f e r e d
u n d e r 295, 495 Topics: Consumer Economics, History o f Economic Thought,
Research Methods f o r Economics, a n d Business Advanced Economic Theory a n d
Decision-Making w i t h f i n i t e Markov Chains,
Notes: I n addition t o
Economics 120,122 a n d 123 w i l l satisfy general education requirements. Economics
120 w i l l satisfy t h e urban concerns requirement.
Students w h o Ian t o major i n t h e d e a r t m e n t are strongly encouraged t o select a
department alviser as soon as porsibre i n o r d e r t o carefully p l a n their p r o g r a m o f
study.
120 Economics of Urban Issues
Study of economic implications of many problems facing a metro-urban environment.
Some of the topics to be discussed are: Population "Crisis", Crime Prevention, Ecology and
Income Distribution; Distributing Free Bread; Mass Transit Systems, etc. Fundamental
microeconomics tools introduced to facilitate discussion of the above-mentioned topirs.
(Economics 120 i s a basic course designed for those studenrswho dn not plan to major in
Economics or Business Administration. It does not apply toward an Ecunomirs major or
minor. Students who plan to major i n Business Administration andfor Economics should
instead enroll i n 122 and 123, which also are open to non-majors)
122 Principles of Economics (Macro)
An introduction to macroeconomics; national income analysis, monetary and fiscal policy,
international trade, economic growth. Application of elementary economic theory to
current economic problems. May be taken independently of Economics 123 or 120.
Economics 122 and 123 may be taken i n either order, or may be taken i n the same term i n
order for the student to progress more rapidly to the other courses.
123 Principles of Economics (Micro)
An introduction to microeconomics, the theory of the household, firm, market structures
and income distribution. Application of elementary economic theory to market policy.
May be taken independently of Economics 122or 120. Economics 122and 123 may betaken
i n either order.or may be taken in the same term in order for the student to progress more
rapidly to other courses.
250 Data Processing
An introduction to COBOL and other non-scientific programming languages. Does not
apply toward a major or minor i n economics.
251 lntermediate Microeconomics
Theory of resource allocation, analysis of consumer behavior, firm and industry; the
pricing of factors of production and income distribution; introduction to welfare
economics. (Prereq.: 123)
258 lntermediate Macroeconomics
Determinants of national income, employment and price level analyzed via macromodels. Attention paid to areas of monetary-fiscal policy, growth and the business cycle.
(Prereq.: 122. Fall)
58/Business Administration & Economics
340 Managerial Decision Making
Provides a sound conceptual understanding of the modern techniques of management
science to prepare students to make better business and economic decisions. Emphasis is
on applications, which are taken from the areas of transportation, marketing, portfolio
selection, environmental protection, the shortest route, inventory models, information
systems, etc. (Prereq.: Econ. 123, Bus. Ad. 101 and high school algebra or equivalents.
Spring, O n Demand)
379 Quantitative Methods for Economics and Business
An introduction to quantitative reasoning, descriptive measures, probability, sampling
distributions, inference and estimation with emphasis on their use in applied problems in
business and economics. (Prereq.: High School Algebra. Fall)
391 Public Finance
Analysis of the principles of taxation and publicexpenditures; the impact of fiscal policy on
economic activity; debt policy and its economic implications. (Prereq.: 122,123. Fall)
392 Money and Banking
Functioning of the monetary and banking systems, particularly commercial banks, the
Federal Reserve System and its role i n relation t o aggregate economic activity. Emphasis
placed on monetary theory and policy. (Prereq.: 122. Spring)
399 Internship Program
A student may receive course credits through an internship program which i s applicable to
graduation but not to the major. This program will afford the student the opportunity to
spend some time working with some organization. In addition, the student will write a
report on his or her activities. (Prereq.: #. Cannot be taken in Interim only)
442 Labor Economics
Analysis of labor markets; labor as a factor of production; determination of wage collective
bargaining; labor legislation and effects upon society. (Prereq.: 251 or #. O n Demand)
445 Managerial Economics
Integrates economic theory and corresponding practices i n business. Among the topics
considered are theories and practices in forecasting, estimation of demand and cost
functions, price and non-price competition, production and cost considerations, and an
analysis of economic problems of relevance to management. (Prereq.: Econ. 251 or
equivalent or #. Spring, O n Demand)
453 Mathematical Economics
Mathematical economics with emphasis on the application of mathematical tools to the
areas of micro and macro economic theory. (Prereq.: Econ. 251,258 and at least Math. 122
or equivalent or #. O n Demand)
454 Welfare Economics
Basic concepts and propositions; Pareto optimality, economic efficiency of alternative
market structures; social welfare functions; normative concepts of economic theory.
(Prereq.: 251 or #. O n Demand)
479 Intermediate Quantitative Methods for Economics and Business
Provides the opportunity to become familiar with statistical research methodsthrough use
of the electronic computer. This course stresses the understanding of statistical methods
and computer programming techniques. The materials to be presented i n the course are:
Computer Programming Techniques; Statistical Methods: General Linear Models, Analysis
of Variance, etc. (Prereq.: Bus. Ad. 379 or equivalent or #. No lab fee. Spring)
295,495 Topics
Lectures, discussions, meetings with members of the staff or visiting faculty regarding
research methodology and current national and international economic problems and
policies. (Prereq.: #)
499 Independent Study
The Student may earn independent study credits through individually supervised projects
designed to afford him or her the opportunity to analyze some topic or issue in depth.
(Prereq.: #)
Chemistry
Earl R. Alton (Chairperson), Arlin Gyberg, John Holum, Richard Olmsted, Sandra
Olmsted
Graduation M a j o r in Chemist : 175,176, (or 105,106) 35I,352,353, 361 and one
advanced c a u n e which may inxude Biochemistry; participation i n seminar; Physics
127,722; Mathematics 124,125. Since u per division courses have mathematics and
physics prerequisires, students shoul plan to take Mathematics 124, 125 i n the
freshman year and Physics 121,122 in the sophomore year.
d'
American Chemical Society Approved Major: 11courses including 115,116 (or 105,
106) and all chemistry courses above 350, Chemistry seminar partici ation; Mathematics 224; Physics 121,122 (which rhould be taken during the sopromore year).
Reading ability i n German equivalent to one semester also required.
Teaching Literrsure: Physical Science Emphasis-Chemistry Major: Recommendation for licensure in Physical Science requires general chemistry (115, 116 or 105,
106); 3 courses i n earth and life sciences; Chemistry 351,352, 353,361, 362,482,491
(Biology 367 may be substituted for362); Physics 245. Studentsare advised t o consult
with the Education Department early in their planning.
Pre-Medical Chemistry Major: The same as the graduation major. I n addition,
medical schools expect at least t w o courses (and usually more) i n biology. Students
should consulr members of the chemistry department for assistance i n planning a
course program early i n their coilege career.
Minor: 5 courses which must include 115, 116 (105, 106), 353 and t w o other
chemistry courses above 300 (Biology 367 may be one of the courses).
Honors Majors: Full ACS major; average of 3.5 i n chemistry, mathematics, and
physics, 3.0 over-all; one summer o r course of approved research; participation i n
seminar.
Notes: Credit will not be granted for both 105 and 115, or for both 106 and 116.
Most courses in this department have prerequisites, courses that must be completed
beforeenrolling in thegiven course. A prerequisite must be completed with a grade
o f 2.0 or higher t o count. Otherwise, permission of the instructor is necessary. These
requirements also must be met when using the first term o f a two-term course i n
registering for the second term.
Placement i n 105 or 115 i s determined by the score o n the Mathematics Placement
Examination. High school chemistry i s a prerequisite for 115.
105, 106 Principles o f Chemistry
Somewhat less rigorous than 115,116; designed especially for students w h o will not major
i n chemistry, although students may go from 106 into 351, 353. Concepts and laws
underlying chemistry illustrated by a variety of examples including organic and environmental systems. (3 one-hour lectures, 3 hours of laboratory. Prereq.: math placement. 105,
Fall; 106, Spring)
109,110 General, Organic and Biological Chemistry
Designed for students w h o need a survey of the fundamental principles of general, organic
and biological chemistry for careers i n allied health areas such as nursing (including
Augsburg's Upper Division Program), inhalation therapy, histotechnology, physical
education, and others. O p e n also t o students in the humanities and social sciences. First
term, general chemistry principles and an introduction t o organic chemistry. Second term,
organic and biological chemistry with special applications t o human physiological
chemistry. (3 one-hour lectures, 2 hours of laboratory. This course does not apply toward
the major o r minor i n chemistry. Credit cannot be earned for both Chemistry 109 and 105
o r 115 nor can credit be earned for both Chemistry 110 and 351. Prereq.: High school
chemistry within the last 3 years. 109 Fall, 110 Spring)
115, 116 General Chemistry
A n intensive course for premedical students and future chemists. First semester includes
chemical equations and calculations, energetics, and bonding theory with examples from
inorganic chemistry. Thesecond emphasizes equilibrium and solution chemistry including
kinetics and electrochemistry. (3 one-hour lectures, 3 hours of laboratory. Prereq.: high
school chemistry, math placement. 115 Fall, 116 Spring)
351,352 Organic Chemistry
Important classes of organic compounds with special emphasis o n mechanisms and multistepsynthesis. Descriptive material is correlated by means of modern theories of chemical
bonds, energy-relations, and reactor mechanism; many applications of organic chemistry
t o biological, environmental and industrial fields. (3 one-hour lectures, 1 four-hour
laboratory. Prereq.: 106 o r 116, 351 Fall; 352, Spring)
353 Quantitative Analytical Chemistry
Covers gravimetric and volumetric analysis and solution equilibrium i n detail and gives an
introduction t o spectrophotometric techniques of analysis. The laboratory involves
quantitative analysis of a variety of samples, and includestrace analysis. (3 hours of lecture,
1 four-hour laboratory. Prereq.: 106 o r 116. Fall)
361, 362 Physical Chemistry
The basic theoretical concepts of chemistry: thermodynamics, kinetics, quantum theory,
and states o f matter are studied in the first semester. Applications of these conceptsto areas
of molecular structure, equilibria and electrochemistry i n the second semester. (3 onehour lectures, 1 four and one-half-hour laboratory. Prereq.: 353; Physics 121, 122;
Mathematics 124, 125. 361, Fall; 362, Spring)
399 Internship
Opportunity for off-campus experience as a chemist.
464 Advanced Organic Chemistry
Organized around the problems of identifying organic compounds in the laboratory.
Lecture topics include structure-spectra correlations for IR, UV, NMR, and mass spectroscopy; use of the literature (including Beilstein); and further study of organic reactions.
Infrared, nuclear magnetic resonance, and ultraviolet spectra routinely used. (3 hours of
lecture, 6 hours of laboratory. Prereq.: 352, 353, 361 or #; some reading knowledge of
German. Fall)
481 Advanced Analytical Chemistry
Emphasis upon advanced equilibrium theory and principles of atomic and molecular
spectroscopy as applied to analytical methods as well as chromatographic and electroanalytical techniques of analysis. (3 hours lecture, 1 four and one-half-hour laboratory.
Prereq.: 353, 361, or #. Spring)
482 Advanced Inorganic Chemistry
Correlation of inorganic reactions using the electrostatic, valence bond, and molecular
orbital models. Coordination chemistry is discussed in terms of ligand field theory. The
laboratory involves preparations of inorganic compounds using a variety of techniques. (3
one-hour lectures, 1 three-hour laboratory. Prereq.: 352,361, or #. Spring)
483 Quantum Chemistry
Presents quantum theory in terms of Schrodinger's wave equation and uses the equation to
solve the problems of the harmonic oscillator and the hydrogen atom. Approximate
solutions are introduced and used to develop molecular orbital theory for molecules.
Includes commutators, electron spin, angular momentum and group theory. (3 one-hour
lectures. Prereq.: 361 or #. Fall)
491 Chemistry Seminar
This seminar, which has no course credit, i s a weekly meeting of chemistry majors under
the direction of the Augsburg Chemistry Society. Juniors and seniors are expected to
participate, with seniors presenting papers. Outside visitors are occasionally invited to
participate.
497 Introduction to Chemistry Research
Chemistry majors planning research careers need research experience beforegraduation.
Such experience may be obtained by working on a summer research project in the
department (not counted as a course) or by research participation during the academic
year (which may be counted as a course). (Juniorstanding).
499 Independent Study
Chemistry majors who are interested in non-laboratory research such as theoretical or
historical chemistry may pursue their interest via independent study. (JuniorStanding)
62/East and Southeast Asian Studies
East and Southeast Asian Studies
Khin Khin Jensen (Director)
This program offers two options:
1. Major or minor in East Asian Studies through Augsburg and the other Associated
Colleges of the Twin Cities (ACTC). This is an inter-college, interdepartmental
program which provides a foundation for careers in international business,
government, teaching, global ministries, work with social and recreational agencies,
or graduate study.
Two years of Japaneseare tought on one of the five ACTC campuses, o r Augsburg
students maytake Chinese coursesat Harnline University. Therealso i s a contracrual
arrangement with the University of Minnesota East Xrian Studies Department for
Chinese and lapanese language coursps. Opportunities for language study abroad
are available in japan, China, Taiwan, Korea, Hon kong and Singapore. Summer
inrii~uterare ava~lablei n ihe Paeple'r Republic ofChina and in the U.S. See the
director for information and procedureto register for any of thesecourses or t ravel.
Non-majors in the program are eligible to take the Chinese or Japanese language
courses, which may be taken for distribution requirement.
Ma'or in East Asian Studies - 10 courses, including 4 courses (2 years) of basic
col ege Chinese or Japanese, or equivalent competencies; 2 courses in History; 2
courses in cultural specialization or comparative studies; and 2 courses from a list of
approved electives.
I
Minor in East Asian Studies -5 courses, including 2 courses (1year) of basic college
Chinese or Japanese or equivalent competencies; 1 course in history of East Asia;
and 2 upper division courses in cultural specialization from a list of approved
electives.
2. Minor in East and Southeast Asian Area Studies is an area concentration at
Augsburg College that does not include a language component. I t is designed t o be
useful for a variety of careers when combined with other majors.
Minor in East and Southeast Asian Studies - 5 courses, 2 from History 322,323,324;
one from Philosophy 355, Religion 356, Sociology 241; one from History 474, Political
Science 351,363, 382; and one from History 226,399,495,499. History 104 is strongly
recommended.
Note: Interim courses related to the East and Southeast Asian Studies program may
be substituted when appropriate, with the consent of the Director.
226 Asian and Asian-American Women in Public Life in the 20th Century
(See under Department of History)
299 Directed Study
(See Director of program)
322 Modern Southeast Asia
(See under Department of History)
323 Modern China
(See under Department of History)
324 Modern Japan
(See under Department of History)
351 Communist Political Systems
(See under Department of Political Science, Comparative Politics and Analysis)
363 Communist Foreign Policies
(See under Department of Political Science, International Politics)
382 Marxist Visions: Past, Present, and Future
(See under Department of Political Science, Political Theory and Analysis)
399 Internships
(See Director of program for guidelines t o apply for an internship)
474 The World and The West
(See under Department of History)
495 Seminar
(See Director of program)
499 Independent Study
(See Director of program for guidelines)
tconomics
See Business Administration and Economics
Education
Marie McNeff (Chairperson), Bobbi Anderson, Sheldon Fardig, Barry Franklin, Einar
Johnson, Lauretta Pelton
Augsburg College offers programs leading to licensure in Elementary Education,
Kindergarten, Prekindergarten, and Secondary Education.
Students wishing t o become licensed teachers are advised to consult with the
Education Department for licensure requirements. For students transferring t o
Augsburg College from other institutions of higher education, it i s within the
jurisdiction of the Education Department and/or other appropriate departments t o
determine essential equivalency of course content taken at other institutions as
applicable to requirements of the approved teacher licensure programs at Augsburg
College.
Orientation t o Education, both elementary and secondary, and Techniques of
Teaching Reading are open to all students of sophomore standing or above. To
enroll i n other education courses, a student must first apply and be admitted t o the
teacher education program. Students are advised to apply for admission in the
spring semester of the sophomore year, during or after the Orientation course.
Students transferring from an education program at another college must be
readmissible to that program.
Elementary Education
Marie McNeff (Coordinator)
Major and licensure Requirements: M i n i m u m of 8.5 education courses (255, 351.
383, and two profesrional semesters); Health Education 114,775; Library Science347,
358; Academic rnlnor (major recommended); GPA of 2.0 overall and 2.5 in major and
academic rninor,and grades of P in srudent teachin courres required for Iicensure;
fulfill requiiementr of Minnesota Board of Teac\ing 5 MChR 3.041 in Human
Relations. The first professional semester, forjuniors, includes341,352,353.381,382,
384. [Courses 381, 382, 383, 384 are one-half courses. The secand professional
semester includes 481,482 and eleaives (483.484,478,499).
Kindergarten License R e uirements: Elementary Education requirements plus 385
and student teaching at t%e Kindergarten level.
Prekindergarten Education
Bobbi Anderson (Coordinator)
License Requirements: Elementary Education requirements plus Sociology 231;
Prychology 351; Elementary Education 325, 425, 483 or 484 (160 hours of student
teach~ng).For a Prekindergarten license with other than an education major, consult
with the program coordinator.
255 Orientation to Education in Urban Setting (Elementary)
Investigation of various aspects of the teaching profession and opportunity for in-school
work. Open to a l l students. (Prereq.: sophomore standing or above)
282 Introduction to Special Education
(See Special Education)
325 Contemporary Influences in Prekindergarten Education
Focus is upon the young child as a person and the importance of the early years of h~s/her
life in relat~anro the eifects of present-dav society and culture upon the child. Current
developments include innova!ions,Head Start, implementation of planned variations, and
other ~nrerventionsandcompensatorvprograms.Class sessions and two hours per week of
lab. experience in a day care center and/or nursery school. (Spring)
341 Media Technology (1/2 course)
(See Library Science)
351 Techniques of ~ e a c h i n
Reading
~
Thestudy and utilization of a variety of techniquesand resources in theteaching of reading
at both secondary and elementary level. (Fall)
352,353 Creating Learning Environments: Elementary
The mastery of theories and their applicationsfor teaching in learningsettings. Laboratory
experiences. (Prereq.: 255 or 265 or #. Spring)
381 Elementary Curriculum: Art, Music (1/2 course)
Examination and preparation of materials and resources for art and music taught at the
elementary level. Laboratory experiences. (Prereq.: 255 or 265, concurrent r-egistrationin
352, 353. Spring)
382 Elementary Curriculum: Science, Mathematics (1/2 course)
Examination and preparation of materials and resources for science and mathematics
taught at the elementary level. Laboratory experiences. (Prereq.: 255 or 265, concurrent
registration in 352, 353. Spring)
383 Elementary Curriculum: Physical Education, Health (1/2 course)
Examination and preparation of materials and resources for physical education and health
taught at the elementary level. Laboratory experiences. (Prereq.: 255 or 265. Fall)
384 Elementary Curriculum: Social Studies, Language Arts, (1/2 course)
Examination and preparation of materials and resourcesfor social studies and language arts
taught at the elementary level. Laboratory experiences. (Prereq.: 255 or 265, concurrent
registration in 352, 353. Spring)
385 Discovery in the World of Kindergarten
A study of the kindergarten curriculum, exploration of materials, and review of teaching
approaches. The course requires laboratory experience. Required for Kindergarten
licensure. (Prereq.: Orientation to Ed. and acceptance into the Dept. of Ed., Summer I)
399 Internship
The student may select from a variety of situations for professional work experience. A
learning contract must be developed and must have education faculty approval.
425 Prekindergarten Curriculum
Learning about and demonstrating knowledge and skills of teaching the young child. The
course concentrates on details essential to the organization of a good program for
children: records, reports, physical facilities, equipment, parental involvement, and
working with children who have uniquely different needs. Classsessionsand two hours per
week of lab experience in a day care center and/or nursery school. (Fall)
481,482 Student Teaching I
Observing and directing learning at the following levels: N, K, and/or elementary levels
under the supervision of college and elementary school personnel. (Prereq.: Admission t o
student teaching and program approval. Fall, Spring)
483,484 Student Teaching II
Additional experience in teaching. (Prereq.: 481,482. Fall, Spring)
478 School and Society
(See Secondary Education)
491 Practicum and Seminar in Special Education
(See Special Education)
498 lndependent Study ('/2 or 1 course)
Study of specific areas i n education as determined by candidate seeking licensure in a
teaching area. May be taken more than once for credit (by permission).
499 lndependent Study
Opportunity for advanced and specialized research projects not otherwise provided for i n
the departmental curriculum. A projected program must be outlined and approved by the
elementary education faculty.
Secondary Education
Sheldon Fardig (Coordinator)
It is the responsibility of each student to meet a!! specific requirements of the
Education Department. Secondary Education students are advised to consult with
Education faculty regarding state requirements for teacher licensure.This consultation is, recommended in addition to conferring with rhe student's major field
adviser.
ticensure Program Requirements for Secondary Education: (1) Application for
admittance and acceptance into the Depanment of Education teacher licensure
program. This may be made before, concurrently or after the Orientalion course.
Application formsare available in the Education Department oRice. Belare applving
for admission, studentsshauld receive approval from the department or division of
'their declared major. A student ma take education courses after the Orientation
course only i f he or she has been adYmiited into the program of the Department of
Education: (2) GPA of 2.0 everalt,2.Qin required education couries,and at least 2.5 i n
the major and minor; (3) Applicarion for admittance and acceptance into student
teaching; (41 Completion of Minnrsota Board of Teaching 5 MCAR 3.041 i n H u m a n
Relations through hugrburg's Education program; (5) Successful completion of the
required courses 0%t h e education program: Psychology 105: Health Education 114,
115; Educatian 265,354,388,478, specia I methods i n thrl area of t he student's major,
and a minimum of two or three courses in student teaching ar required.
Requirementsfor State of Minnesota L-icensurefor Teaching in SecondarySchaols:
(through the Augsburg College Education Department Program): 11) 5.A- or 8.5.
degree; (21 College major or minor in a teaching area; (33 Fulfill hlinnesota Board of
Teaching 5 :MCAR 3.011 in Human Retarions Isucces5ful completion of Augsburg
Education program meets requirerncnr); (4) Psvchologv 105: (5) Health Education
114,115: (6)2.0 GPA i n professional education courses and a ? i n required s ~ u d e n t
teaching courses, 2.5 GPA in major or minor.
Art, Music and Physical Education Licensure: A person preparing for licensure in
one o f t hese areas follows the secondary educarion program even though he or she
plans to reach at the elementary school level. A person with a major in one of these
special arras will take three courses i n studen1 teaching and do some student
teaching at both rhe secondary and elemen~aryrevels. In addition to 354, the art
major will register for 367,361: rhe Physical Education major i o r 365: and t h e music
major for 373. Arl and Physical Education reacher education programs lead to
licensure in K-12. Music teacher education programs lead l o liccnsure in r h e
following areas: ( 7 ) Band (K-12) and Classroom Music (5-12): 121 Orchestra (K-121
and Classroom Music (5-12): (3) Vocal and Classroom Music (K-9); or (4) Vocal and
C[assroom Music (5-11).
Foreign Language Licensure: For foreign language teachers (French, German,
Spanish), achievement of at least four "good" and three "minimal" ratings on the
Modern Language Association Competency Tests is required. The candidate will
take the MLA tests before undertaking student teaching. The results will be
recorded in the candidate's permanent file in the Department of Education.
The Professional Term: Student Teaching i s taken concurrently with Educ. 478 in
one full-time term in professional education, Special afternoon and/or evening
seminars are held during the term aspart of the professional work, kstudent taking
two courses i n student teaching may elect to take one course i n Inde endent Study.
AII studenrs are expecred robe ~nvolvedfull-time i n theactivities of tRe prOfR5iOI?a~
term.
265 Orientation t o Education i n an Urban Setting (Secondary)
Investigate5 various aspects of the teaching profession, with opportunity for in-school
work. Open to all students. (Prereq.: Sophomore Standing)
282 Introduction t o Special Education
(See Special Education)
341 Media Technology (1/2 course)
(See Library Science)
351 Techniques of Teaching Reading
(See Elementary Education)
354 Creating Learning Environments: Secondary
The mastery of theories and their applications for teaching i n learning settings. Laboratory
experiences. (Prereq.: 265, Psychology 105)
N o t e o n Special M e t h o d s Courses: With the general methodology course, one or
more education courses i n special methods must be taken from the department of
the major field. (Prereq.: 265, or Elementary Education 255, and 354or may be taken
concurrently with 354. Courses 361,365,373 and 410 are one course; others are 1/2
course.)
361 Art Methods (Elementary and Junior High School)
Procedures, materials and issues relating to the teaching of art i n the elementary, middle,
and junior high schools. (Fall)
362 Art Methods (Senior High School) (1/2 course)
Procedures, materials and issues relating to the teaching of art i n the senior high school.
(Fall)
364 English Methods (1/2 course)
Materials and methods suitable for students in secondary schools. Emphasis on the
preparation of lesson and unit plans. Teaching i n a local high school. (Spring)
365 Physical Education Methods (K-12)
(See Physical Education Department)
366 Foreign Language Methods (1/2 course)
Language learning theory. The theory and practice of language teaching. (Consult with the
Foreign Language Department.)
373 Music Methods (K-12)
Trends and issues in music education. The development of music skills and teaching
procedures for school music K-12. Workshops and laboratory experience. (Spring)
374 Natural Science Methods (K-12) (1/2 course)
Course structures, goals, and procedures i n science education. Consideration of ability
levels of students. Survey and assessment of classroom textbooks and materials. Development of a file of teaching materials and references. (Fall)
375 Social Studies Methods (1/2 course)
Introduction to the teaching of social sciences and history i n secondary school classrooms.
Emphasis on instructional strategies and curriculum development. (Spring)
376 Speech and Theater Arts Methods (1/2 course)
The teaching of basic speech, interpretative reading, discussion, and theater and the
directing of co-curricular speech and theater activities. (Spring)
377 Mathematics Methods (1/2 course)
Study of the basic techniques and materials for teaching secondary school mathematics,
and the consideration of trends and issues in mathematics education. (Spring)
410 Health Methods
(See Health Education 410 Administration and Supervision of the School Health Program)
388 Human Relations (1/2 course)
Emphasis on thestudy of values, of communication techniques, and of the major minority
groups in Minnesota for the development of interpersonal relations skills applicable to
teaching and other professional vocations. Open to all.
399 Internship
The student may select from a variety of situations for professional work experience. A
learning contract must be developed and must have education faculty approval.
478 School and Society
The emphasik in this course i s on the school in relation to society with particular attention
t o urban education. Introduced by a study of educational philosophy and the development of American education, current major issues in education will be studied. (Prereq.:
senior standing)
481,482,483,484 Student Teaching
Observing and directing learning at the secondary level under supervision of college and
secondary school personnel. (A minimum of two courses,except three courses required of
Art, Music, Physical Education majors. Prereq.: Admission to student teaching and
program approval)
499 Independent Study
Opportunity for advanced and specialized research projects not otherwise provided for i n
the departmental curriculum. A projected program must be outlined which meets the
approval of education faculty.
Special Education
Barry Franklin (Coordinator)
M i n o r : 6 courses, including 282,491; Psychology 351,357; one course chosen from
Health and Physical Education 354, Music 110 (Interim) or 395, Psychology 362,
Secondary Education 385 (Interim), or Social Work 304 (CHR); and one course
chosen from Linguistics 289, Psychology 352 or 359, or Secondary Education 388.
Biology 103 i s recommended as an additional course.
282 lntroduction to Special Education
lntroduction to the field of special education. An examination of the mature, causes, and
educational interventions for such exceptionalities as mental retardation, physical disability, hearing and vision impairment, learning disabilities, behavior disorders and
giftedness. (Spring)
491 Practicum and Seminar in Special Education
I
A supervised field placement i n a facility for an,exceptional population plus on-campus
seminar. Prereq.: Completion of courses for special education minor or consent of
instructor. Students planning to take this course should consult with the special education
coordinator about a placement prior to registering for the course. (Fall)
Engi neeri ng/69
Library Science
Marjorie Sibley, Grace Sulerud (Coordinators), Karen Harwood,
James Olson, Irene Schilling, Louisa Smith
Minor: M i n i m u m o f 4 courses, including 245,358,359,475.
341 Media Technology (1/2 course)
Psychological and philosophical dimensions of communication through the use of
instructional technology. Selection, preparation, production and evaluation of effective
audio visual materials for teaching/learning situations. (Spring)
345 The Media Center: Organization and Administration
Organization of materials, including acquistion, cataloging, classification, and processing.
Services of the media center and methods of evaluation.( Fall)
358 The Elementary School Library: Materials Selection and Guidance
Characteristics and purposes of an elementary school library. Evaluation of materials
related to curriculum support and recreational needs. Study of selection sources and
guidance in use of print and non-print materials. (Fall)
359 Reference Services and Sources
Study of basic English language reference sources. Students learn how to select and
evaluate reference books for home, school and other libraries; how to find information
and use libraries effectively. (Spring)
399 Internship
Open to juniors and seniors. An opportunity to do field work in a variety of library
situations in the metropolitan area.
475 The High School Library: Materials Selection and Guidance
Survey and evaluation of library materials on the secondary school level, with attention to
their use in relation to curricula as well as for personal interest and needs of adolescents.
(Spring)
499 Independent Studv
Independent study and research on some topic of interest in the field of library service,
worked out in consultation with a faculty adviser. Open to juniors and seniors, with
department approval.
Engineering
Ken Erickson (Adviser)
Augsburg College i s cooperating with the Washington University School of
Engineering and Applied Science (St. Louis, Missouri) and Michigan Technolo ical
University (Houghton, M ichigan),in a Three-Two Plan of studies which w i l l ena l e a
student to earn the Bachelor of Arts degree from Augsburg College and an
e n ineering baccalaureate degree f r o m Washington University or Michigan Technokpical University in a five-year period.
6
The first three ears are spent a t Au sbusg followed by two years at the affiliated
university. Stu ents accepted into t e program are guaranteed admission to the
en ineering school, provided they have met course requirements, haveaB average,
an8 are recommended by a designated representative of Augrburg College.
d
E
Students receiving financial aid who are participants i n the Three-Two Plan will be
encouraged t o apply t o the engineering school of their choice for continuing
support. Their applications will be evaluated using need and academic performance
as criteria.
M i n i m u m Course Requirements for Admission fo the Three-Two Plan: Math 124,
125,224,226; Physics 121,122; Chemistry 115,176; Computer Science 245; English
111; additional courses to meet general education requirements and a total of 27
courses at Augsburg. Normally Math 124,725 and Physics 127,122 are taken in the
freshman year.
Students are encouraged t o apply for admission to the program during their
sophomore year. Early consultation with the adviser i s encouraged.
English
Richard Sargent, (Chairperson), Barbara Andersen, Timothy Blackburn, Toni Clark,
John Gidmark, Ann Goodwin, John Mitchell, Catherine Nicholl, Grier Nicholl,
Ronald Palosaari, Richard Sargent, Donald Warren, David Wood
Major: 9 English courses above 717, including 225; one course in American
literature; one course in Western literary tradition (271 or272); and three courses in
British literature,oneon literature before1660 (for exarnpie,331 or438) and one that
surveys a number of writers (336,337,423). Majors are encauraged ta take Enulish
245 early i n their colllege work and tocrensu~ttheirdeparrmental adviser regular7 A
rtudenrwith a double major or r ecial program that involver considerable w o r t in
the English departrnenr should apo work closely with an adviser in the department.
Major for Teaching Licensure i n English-Language Arts: 10 English courses, includingthose listed for the major and a course in the English language; 2Speech courses,
one from 111,351,352,354 or 355 and either 360 or 366; Library Science 475. Courses
i n early American literature, Shakespeare and film arerecommended. I n addition to
fie1 ' experience and student teaching required by rhe D e p a r t m ~ n of
t Education,
majors rvill be required to gain practical experience in teaching writin
be
arranged through the department chairperson. Students are encouragec to rake
courses toward their major d u r ~ n the freshman and ~ophornoreyears, enroll i n
Orientation to Education i n the all term of the sophomore year and applv for
teacher education not later than the fall of their iunior year. i n addition to planning
their courses with the English department chairperson, students should consult an
adviser in the Department of Education.
'"
B
Minor: 5 courses above 111, including one in British literature and one writing
course.
Honors Major: GPA of 3.5 i n the major and 3.0 overall, submit program t o
department chairperson early in senior year, defend honors thesis before faculty
committee i n senior year. Honors thesis may be an independent study program.
Noteon Concentration: I n additionto meeting requirementsfor the major, English
majors may, i f they wish,develo an area of emphasis,such as British concentration,
f
American concehtration, worl literature concentration, or writing concentration.
A student arranges a concentration by careful selection of electives i n the major, by
the designof an independentstudy course that ap lies to the cancentration, and by
the selection of some related courses outside the epartrnent. English majors should
B
work closely with their advisers i n developing a concentration. Interim courses,
special courses, and courses at other ACTC schools will often fit well into a
concentration.
Note on Prerequisites: English 111 is strongly r e c o m m e n d e d b u t n o t a prerequisite
f o r a l o w e r division literature course. Prerequisite f o r an u p p e r division course is
successful c o m p l e t i o n o f a l o w e r division literature course o r consent o f t h e
instructor.
101 Developmental Writing
.4preparatory course for Effective Writing for students identified by an examination as
needing additional preparation. Instruction and practice in basic writing skills will be
given. Students will write short papers based on their own observation, experience, and
thought. P/hl grading only.
111 Effective Writing
The study of composition with emphasison expository writing. Attention t o correct usage,
logical organization, and the research paper. The grading system for this course is either
P/N or2.0-4.O/N. I n order to hold a place in the course the student must either attend class
the first day or personally notify the instructor that s/he cannot be present.
223 Writing for Business and the Professions
A practical course designed to improve writing skills for those preparing for business and
professional careers. The writing of reports, letters, and proposals will be emphasized.
Students will be encouraged to use material from their own areas of specialization.
(Prereq.: 111 or equivalent)
225 Advanced Expository Writing
The development of essays in a variety of rhetorical modes, which may include
identification, definition, classification, illustration, comparison and contrast, and analysis.
Particular attention will be given to stylistic and organizational matters through the
course's workshop format, in which students'papers are read and discussed. (Prereq.: 111)
226 Creative Writing
The purpose of the course i s to encourage and guide, by means of appropriate models,
theories, and criticism, writing in narrative and poetic modes of expression. Short stories,
personal narratives, and poems may be selected by students for experimentation and
development, according to the student's preference.
227 Journalism
An introduction to newswriting, with secondary emphasis on the feature and the news
feature. The student i s first introduced to the principles of writing the news story, what
constitutes news, copy preparation, and editing practices, then goes on to write real and
imagined obituaries, press releases, speech stories, and community newsstories. A unit on
the feature and the news feature concludes the course. Throughout the semester,
attention is paid to ethics, comparisons and contrasts with the electronic media, and
stylistic trends inside and outside the journalism establishment.
241 lntroduction to Cinema Art
An investigation of the artisticqualitiesand the historical development of the film medium.
The course includes the viewing and discussing of both feature length and short films.
(Spring)
245 lntroduction to Literature
An introduction to the study of fiction, drama, and poetry. Particular attention will be
devoted t o developing critical and analytical skills in reading and writing about literature.
Strongly recommended for English majors and minors.
250 American Literature to 1920
Reading and analysis of some significant works of selected American writersfrom colonial
times to the emergence of literary naturalism. Attention i s also given to the writer's
contribution to the historical development of American literature.
261 Modern Fiction
Significant works of selected prose writers, chiefly European, of the twentieth century.
-271 European Literature: Homer to Dante
Astudy of majorworksof Greekand Roman literature,for example theepicsof Homer and
Virgil, the tragedies of Aeschylus,Sophocles, and Euripides, thecomedies of Aristophanes
and Ovid's Metamorphoses. Dante's Inferno will be studied as a work in which the
Christian and the classical traditions are combined. These works will be studied with
reference to their mythological foundations, their cultural background, their influence on
later literature, and their enduring relevance. (Fall)
272 European Literature: From the Renaissance to the Modern Period
Study of masterpieces of literature, chiefly European, from the medieval to the modern
period, including such authors as Moliere, Cervantes, Montaigne, Goethe, Dostoyevsky.
(Spring)
282 Topics in Literature
Individual courses designed to investigate specific themes, movements,authors, or works.
The subjects selected for study in any year will be listed in the class schedule for that year.
331 Chaucer and His Age
While the primary study of the course will be the writings of Geoffrey Chaucer, attention
will be given to the medieval literary milieu out of which Chaucer wrote. Medieval poetry,
romance, and drama may be examined. (Alternate years, 1982-83)
332 Milton and His Age
A study of Milton's major poems and selected prose. In addition the Renaissance literary
tradition out of which Milton created his works will be examined. (Alternate years, 1983-84)
336 British Literature, from Donne to Blake
Reading, analysis and discussion of works of selected writers from the metaphysical poets
to Blake, with attention t o the historical, intellectual, and social influences and the major
literary movements. (Fall)
337 British Literature, the Romantics and the Victorians
A study of major writers of the nineteenth century, emphasizing Romantic poetry,
Victorian poetry, Victorian prose and two or three novels of the period. Relationships
amongthese writersand their influence on one anotherwill be emphasized as well as their
relationship t o their own age and their lasting contribution to the forms of poetry and
prose. (Spring)
351 American Literature Since 1920
A study of some recent and contemporary writers and literary movements. Attention is
given to the dynamics of American society and its intricate relationship to the literature.
Special emphasis i s given to the city as setting and symbol i n modern American literature.
366 Poetry
Study of the poem as a concentrated, esthetic form of human expression and experience.
The course emphasizes modern American and British poetry, but also includes a generous
selection of traditional and contemporary poems, both in English and i n translation from
selected international poets such as Rilke and Neruda. A diverse range of forms, moods,
themes, and techniques i s represented, and the relationship between traditional poetry
and modern poetry i s examined. (On demand)
Foreign Languages/73
368 Modern Drama
Slgnlflcant worLr of Ameriran.Rritish, and continental dramatlstsof the twent~ethcentury,
wlth emphasls on represen1arlrbcr.from the major movements such as Naturalism,
Ex~stent~al~sm,
T h e a t ~ rof the Absnrd, and Tran~forrnat~onal~sm
Plays by women and
mlnorltles are included. [On demand)
399 Internship
The department offers on-campus internships in teaching writing and various off-campus
internships. Interested students should consult the department chairperson.
423 Studies in the British Novel
A survey o i the development of the novel in Engiand from its eighteenth century
beginnings up trr the twentieth century. Novels studied wiIl be selected from the works of
such authors as Defoe, R~chardson,Fielding.Sterne, Austen, Dickens, Bronte,Thackeray,
Elio~,H~ardy,and
Butler. Attention will beqiven to theconditionscontributing to therlseof
the novel and its emergence by the twentieth centrrry a5 rhe dominant literary form.
(Alternate years, 1982-83)
438 Shakespeare
Study of ten or twelve major plays- comedies, histories,tragedies-with attention tothe
development of Shakespeare's dramatic and poetic art. Additional plays assigned for
reading analysis.
490,491 English Seminar
Course490, a themeor movement; course491, a majorwriter or a major work. Enrollment
open to juniors and seniors. (On demand)
498 lndependent Study - Metropolitan Resources
Open to junior or senior English majors with a grade of 3.0 or consent of department
chairperson. Provides directed independent study which makes use of the resources of
Augsburg's urban location, such as theaters, poetry readings, and writers' groups.
499 lndependent Study
Open to junior or senior English majors with a grade of 3.0 or consent of department
chairperson. Provides directed independent study in the area of the student's choice.
Foreign Languages
Mary Johnson (Chairperson), Ruth Aaskov, Liv Dahl, Leif Hansen, Mary Kingsley,
William Oyler, Madeleine Renaud, Gunta Rozentals, Maria Schweikert, Soterios
Stavrou, Donald Steinmetz
Students with previous foreign language study should register i n courses suited t o
their level of preparation.
Placement Levels: 111, under t w o years of high school study i n that language or
equivalent background; 211, t w o t o three years of languagestudy; 311,four years or
m o r e of that language.
Students should arrange for the Language Placement Test only if they wish t o take a
course above the level determined by previous studies i n that language. Those with
satisfactory levels o n the test may be placed i n 112,212, o r 311.
Students who elect t a t a k ~a course below the one in which they are placed by r h e
Language Department may d o so, bat grading for such a course must be P/N only.
The language requirement will b e satisfied only by completion of the course i n
which the studenr was originally placed. Credit and grading far that course may be
traditional.
74/Foreign Languages
For majors, a minimum of four upper division courses at Augsburg Coltege is
required for graduation. A maximum of four upper division nun-kugsburgcourses
may be accepted. No fewer than two of these four courses should be taken abroad.
For minors, a minimum of two upper division courses at Augsburg College i s
required for graduation.
For transfer students intending t o major or minor, a minimum of one upper division
credit per year attended is specified. See department faculty for limits on nonAugsburg courses and career information.
Course 112 completes basic elements of the language. Courses numbered 211,212
meet useable skill levels. Course 311 i s prerequisite to all upper division courses.
Teaching Litensure: Teacher candidates in French. German and 5 anish mug
consult with the Department of Educalion for specific information an enrollment
in rhe program. Methods courses bv language are joinr ACTC offerings and should
be taken in the fall of t h e s ~ n i o year.
r
A 3 0 average in Advanced Conversation and
Composition i s a departmental requirement forteachin? majors. Licensur~requires
successfulcorn letion of the Modern Language As5ociation Competencv Exam. See
Requirements or State of Minnesota ticensure for Teaching in Secondary Schools.
p. 66.
8
P
Chinese
Chinese language studies are possible through a contractual arrangement with the
ACTC East Asian Studies Program and the University of Minnesota East Asian Studies
Department. See East and Southeast Asian Studies Director.
French
Major: 8 courses above 212, including two in conversation-composition, one in
civilization, and three in literature, of which one should be course 352. Study in
France strongly recommended.
Minor: 4 courses above 212, including one in conversation-composition, one i n
civilization, and one in literature. Interim or summer of study in France strongly
recommended.
Teaching Minor: Five courses beyond 212, including one in conversation-composition, 350, one in civilization, and two electives. All courses must be upper
division courses. Study in France strongly recommended.
Recommended Supporting Courses: European History, a second language, philosophy, linguistics, English literature. Study Abroad. Also see Interim catalog.
011 Directed Study
Conversational French, readings. Once weekly. No credit. (On Demand)
111 Beginning French
Designedto introduce thestudent with no previous background in French to the language
and to French culture. The pronunciation system and basic sentence structures are taught
to enable understanding and expression on a rudimentary level. Two hours laboratory
work. See above on placement.
Foreign Languages/75
112 Beginning French
for hose who have had 111 or equivalent. Through conversations, sentence practice, and
readings, the study of tenses and forms iscompleted to make possible basic communication, b e g i n n i f i ~reading rkills,and acquaintance with French culture and way of life. Two
hours laboratory work. See above o n placement. (Spring)
211 Intermediate French
20th Century selected articles and a grammar review are the basis for practice i n
communication, vocabulary building and developing greater ease in reading. For those
who have studied most of the basic structures. Two hours of laboratory work. (Fall)
212 Intermediate French
Through informative and controversial articles, interviews and literary readings, this course
works toward the goals of oral fluency, communication of ideas, and the acquisition of
sufficientskiltsro pursue general reading in French. Completes a review of basicstructures.
habora~orywork. 1Spring1
243 French Literature i n Translation
Major representative works of French literarure read in English translation. Through
individualized background readingand crass discussion.studen1s become acquainted with
artistic qualities and culrvral-hinorical sign~f~cance
of these works. Sophomore standing.
Does not count toward a French major or minor. [Offered o n Demand)
311 Conversation-Composition
Explores topics of current interest in both oral and written form to build fluency, accuracy,
and facility of expression. Emphasis on vocabulary enrichment, grammatical refinements,
effective organization of ideas. Laboratory assignments. Post-intermediate level. A
prerequisite to other upper division courses. (Fall)
312 French Expression
A two-pronged approach to coherent and correct expression in speaking and writing.
Attention to grammatical structures, French turns of phrase and elementary stylistics for
business and personal use. French phonology and speech groups practiced. Study of
writien models. [Prereq.: 311 or #. O n demand)
331 French Civilization: Historical Perspective
A study of the diversified development of the French from their beginnings to the modern
period. Special attention to cultural manifestations of their intellectual, political,social and
artistic self-awareness. Readings, reports, extensive use of audio-visual materials. I n
French. (Prereq.: 311 or #. Alternate years)
332 French Civilization Today
Topics i n twentieth-century problems, ideas. Cultural manifestations that promote
understanding of French people and their contribution to the contemporary scene.
Readings, reports, extensive use of audio-visual materials and periodicals. I n French.
(Prereq.: 311 or #. Alternate years)
350 Introduction t o Literature for Language Students
Theory and practiceof literarvstudies. A theoreticat component (inEnglish) treats the basic
principles of literature, literary genres, and different approaches to literary analysis. I n the
practical component, students apply rhe elements of theor), rhrough reading, analyzing,
and discussing selected works of French li~erature.Recommended for majors and ~ i n o r s .
Open to all qualiiied students. (Prereq.: 311 or Offered on demand)
*.
76/Foreign Languages
352 Creativity and Restraint
A survey of the major literary creators of the Renaissance and Classical periods, and the
French intellectual, social and ethical currents reflected in their works. Poetry and the
essay, theater, early novel, letters and other prose forms. Classes, oral and written reports,
and laboratory work in French. Required of all majors. (Prereq.: 311 or #. Alternate years)
354 Realities: Inner and Outer Worlds
A survey of the romantics, major novelists, Baudelaire and hissuccessors in poetry,and the
literature of ideas that led to new forms and emphases with the turn of the century (Proust,
Gide, Claudel, Apollinaire, etc.) Classes, oral and written reports, and laboratory texts in
French. (Prereq.: 311 or #. Offered alternate years)
355 Twentieth Century Literature
A survey of the major French literary movements since World War I, including the novel,
the theater, poetry, the essay, and criticism. Classes, oral and written reports, and
laboratory texts in French. (Prereq.: 311 or #. Alternate years)
411 Advanced Conversation-Composition
By means of reading, speaking and writing on topics of intellectual, social, or political
interest the student acquires extensive training i n the four skills at an advanced level.
Attention to accuracy and effectiveness, characteristic levels of expression, refinements in
style and organization as individual needs indicate. Provides for self-improvement and
self-evaluation. Laboratory assignments. Required for all majors. (Prereq.: 311 or #. O n
Demand)
450 French Seminar
Study in depth of an author, topic or genre in French literature (e.g. Novel, Drama, 18th
Century literature, poetry). Student presentations i n French. (See also Interim offerings.
Prereq.: 352,354 or 355. O n Demand)
451 The French Novel
A study of major authors (LaFayette, Proust, Balzac, Gide, Flaubert,Zola, Mauriac, Malraux,
Sartre, Camus, etc.) that shows the evolution of this genre i n theme and form. Analyses,
discussion, and papers in French. (Prereq.: 311 or #. Recommended 331. O n demand)
499 Independent Study
Individual pursuit of a topic, movement, or genre at an advanced level. Designed to
complete a balanced program, enhance research, or meet individual interests. In literature
a major paper and its defense are included. (Consultations with French teachers required.
Junior standing. Fall, Interim, Spring. Subject and plan to be clarified early with study
adviser.)
German
Major: 8 u p p e r division courses, i n c l u d i n
311 a n d 411. Interim, summer o r
semester i n Germany strongly r e c o m m e n d e d
Minor: 4 u p p e r division courses, i n c l u d i n g 311 a n d 411. Interim, summer o r
semester i n Germany strongly recommended.
Teaching Minor: Five courses b e y o n d 212, i n c l u d i n g o n e i n conversation-composition, 350, o n e i n civilization, and t w o electives. A l l courses must b e u p p e r
division courses. Study i n Germany strongly recommended.
Recommended Supporting Courses: Linguistics, European History, another language, English literature.
Foreign Languages/77
111,112 Beginning German
Course 111 i s for students with no previous background; 112 i s for students who have had
111 or equivalent or less than two years of high school German. Aims at developing basic
skills. Classroom practice in speaking, understanding and reading basic German. Goals:
ability t o read extended narratives i n simple German, insights into German culture and
participation in short conversations. Laboratory materials available.
211,212 Intermediate German
For students with two terms (or two years high school) of previous German. Aims at
developing basicskills into working knowledge of German. Review of basicstructureswith
emphasison extending rangeof vocabulary and idiomaticexpression through reading and
discussion of materials representing contemporary German life and literature. (211, Fall;
212, Spring)
244 German Literature i n Translation
Principal works of German literature representing various periods and movements are
read and discussed in English. The readings are considered not only in the particular
context of German cultural history, but also discussed in terms of their relevance to
perennial human problems. Credit for this course does not apply to a German major or
minor. (On Demand)
301 German Business Communication
German trade correspondence. (Prereq.: 212 or #. O n Demand.)
311 German Conversation and Composition
Aims at developing facility in the use of grammatical structures, vocabulary and idiomatic
expressions most common in colloquial German. Intensive practice in speaking is
supplemented with exercises in written composition. (Fall)
331 German Civilization and Culture I
The Earlv Background. Foltows the cultura1 and social development of the German5peaking peoples from the preh~sroricfnda-European origins (ca. 3,000 B.C.) to the Thirty
Y e a r s h a r (16.131,with emphasison the impact of Roman crvilization, the re-emergenceof
German cultural s e l f awareness d u r ~ n gtheMiddle Agesoandthe intellectual and religious
upheavals o l the Reformation. In German. (Prereq.: 311 or Alternate years)
*.
332 German Civilization and Culture I1
Survey of significant currents of deveropment which have shaped present-day Germany,
Austria and swirzerfand since the Age of Enlightenment. The contemporary scene i s
cansidered in view oiits roots in fhe intellectual, geopolitical, artisticand scientific history
o i the German-speaking peoples. In German. (Prereq.: 311 or #. Alternate years)
350 Introduction t o Literature for Language Students
Theory and practice of lirerarvstudies. Arheorctica~cornponent(in English)treatsfhe basic
principles of literature, literary genres, and different approaches to bitcrarvanafyj~r.In the
practical component, students apply the elements of theory through reading, analyzing
and discussing selected worksof German litesaturc. Recommended far majors and minors
Open t o all qualified students. (Prereq.: 377 or Offered on Demand\
=,
351 German Literature through 18th Century
Brief survey of hemtt. courtly, Reformarion, Baroque, Aufklarung and Sturm und Drang
literature. Exrenrive rcadingr and discussions in Classic and Romanticperiods. Readings in
German.supplernented by [eaures on the history or German literature in its cultural and
geopolitical context. Class djscussrons help to improve students' ability t o express ideas i n
German. (Prereq.: 311 or *. O n Demand)
78/Foreign Languages
-
352 German Literature: The 19th Century
Includes later Romanticism, lung-Deutschland, poetic realism, Naturalism and Impressionism. The literary reaction to the decline of idealistic philosophy and the importance of
the individual and the rise of materialism, technology and mass man. Readings in German.
Class discussions help to improve students' ability to deal with concepts and express
themselves i n German. (Prereq.: 311 or #. O n Demand)
353 German Literature: The 20th Century
Literary responses to the crises and upheavals of our time. Writers of international stature
are discussed: Kafka, Hesse, Mann, Brecht. Readings in German with class discussions are
designed to aid students' self-expression i n German. (Prereq.: 311 or #. O n Demand)
411 Advanced German Composition and Conversation
Aimsat developing and refining the student's use of German as avehiclefor expressing his
own ideas and opinions. Emphasis on written composition including control of style. Oral
practice through use of German as classroom language. (Prereq.: 311 or#. Alternate years)
451 German Prose
Reading and discussion of German prose masterpieces from Goethe to the present.
Lectures treat the development of the epic genre as a mirror of cultural and geopolitical
history. (Prereq.: 311 or #. O n Demand)
452 German Drama
Representative dramaticworks from late 18th century to the present are discussed and read
assymptomaticof perennial human concerns. Lectures treat the historical development of
the drama. (Prereq.: 311 or #. O n Demand)
499 Independent Study
Greek
See the instructor for supporting courses at Augsburg i n history, philosophy, art,
literature, linguistics which can apply toward a classics concentration i n cooperation
with Macalester College.
111,112 Beginning Greek
Theoretical and practical study of Greek grammar, with special emphasis on morphology.
Translation exercises from and into Greek. (111, Fall; 112, Spring. A minimum of 9 hours
preparation per week required.)
350 Introduction to Literature for Language Students
A first course in the theory and practice of literary studies. A theoretical component (in
English) t r e a t r t k baslc principles of IIterature, literary genres, and different approaches to
literary analysis. In the practical component, the class will divide into small groups
according to foreign language, where the elements of theory will be applied through
reading, analyzing, and discuss~ngselected works for foreign literature in the language.
Recommended for majors and minors. Open to all qualified students. (Prereq.: 212 or #.
Offered on demand)
Japanese
Japaneselanguage studies are possible through a contractual arrangement with the
ACTC Easr Asian Studies Program and the University of Minnesota East Asian Studies
Department. See fast and Southeast Asian Studies Director for more information.
Foreign Languages/79
Linguistics
289 Introduction to Linguistics
An introduction to linguistic analvsis and general Iingulstic principles, with focus on
[ingutst~c
universals (organtzational principles and features common to all language) and
psycholinguirric5 (inquiry i n to the mechanicsof language learning and thestructure of the
mind as revealed in language). Theoretical questrons will be approached by studying
sarnplesof various Languages. No prerequisite. Recommended for all language majorsand
minors. (Fall)
311 Theories of Grammar
Camparat~vcanalysis of various views of language represented in current linguistic
research w ~ t h
the aim af l[luminaringunderiyingphilosophical assumptions, investigational
criteria, and explanarory goals which dlsringuish them. Jhr rheories wi[l becnntrasred with
those of adjacenrdisciplinessuch asanthr~pology.psy~fiology,logic,and
c~mmunrcation
theory to explore ways In which each theory seeks to overcome rhe inadequacies of
traditional grammar. (On Demand)
Norwegian
a n d 499, a n d o n e
Scandinavian literature course. I n t e r i m o r summer i n Norway recommended.
Major: 8 courses above 211, i n c l u d i n g 311,312,331,350,353,411,
Minor: 4 courses above 211, i n c l u d i n g o n e i n conversation-com osition, o n e i n
civilization, a n d o n e i n literature. I n t e r i m o r summer study abroaBencouraged.
Recommended Supporting Preparation: Study i n Norway, a second foreign language, linguistics, additional courses u n d e r Scandinavian Area Studies.
111,112 Beginning Norwegian
lntroduction of the four basic language skills: speaking, listening, reading and writing.
Stress on spoken ratherthan literary Norwegian. Laboratory work expected. (111, Fall; 112,
Spring)
211 Intermediate Norwegian
Continued conversation and composition to improve comprehension and facility of
expression. Selected readings in Norwegian used as basis for classdiscussion and exercises.
Laboratory work and some field experience expected. (Prereq.: 112 or equivalent.)
311 Norwegian Conversation and Composition
Intensive praaice in spoken Norwegian with emphasis on pronunciation and original
composition. S a m e anention given to regional variations in spoken Norwegian and to
differences between tfretwoofilcial languages of Norway. Some laboratory work and field
experience required. (Prercq.: 211 or equivalent.)
312 Old Norse
An introductlon to thestructure of Old West Norse through thestudy of selections from
Old Norse literature. Some attention given to Old Easr Norseand aspects of the history of
four modem Nordiclanguages. Knowledge of oneof the latter is desired but not required.
Norwegian language minors will have special assignments. (Alternate years)
331 Norwegian Civilization and Culture
This study of Norwegian cultural history will include significant aspects of the contemporary Norwegian society. Through extensive readings (in Norwegian as far as
possible), the domestic and foreign influences at work in the comparatively homogeneous
population of Norway will be examined. Written and oral reports i n the Norwegian
language will be required along with some field work. (Prereq.: 311 or #. Alternate years)
80/Foreign Languages
350 lntroduction to Literature for Language Students
Theory and practice of literary studies. A theoretical componenr [in English) treats !he basic
principlesof IIrerature, literary genres, and different approaches to literary analysis, fn the
practical component, students apply the elements of theory through reading, analyzing,
and discussing selected works of Norwegian literature. Recommended for majors and
minors. Open to all qualified students. (Prereq.: 311 or +. Offered on demand)
353 Survey of Norwegian Literature
Selected readings i n contemporary Norwegian literature provide a base for the study of
original works from earlier periods e~rendingback ro 01d Norse literature. All genres are
examined, and considerable atnention is given t o writings i n the Nynorsk language,
particularly poetry. Lectures, readings, oral and written reports are in Norwegian. (Prereq.:
211 or equivalent. Spring 1981. Alternate years)
411 Advanced Norwegian Conversation and Composition
Further intensive practice in spoken and written Norwegian. Attention given to the other
ScandirBvian languages and to the historical development of the Norwegian language.
Laboratory work and field experience required. (Prereq.: 311 or #. Alternate years)
499 Independent Study
Russian
One year of elementary Russian is offered at Au sburg. Russian language studies
may be continued in the ACTC Russian Area Stucfies Program, which re uires two
years of language for the major. See Russian Area Studies Campus Coor%inator.
111,112 Elementary Russian
Aimed t o develop reading, writing, understanding, and conversational skills through oral
classroom practice, developing ease i n reading, short compositions, and acquaintance
with Russian culture. Extensive use of the language lab.
Spanish
Major: 8 courses above 212, including 311, 411, 456 or 457, two of 352, 353, 354.
(Study in Spain or Latin America i s strongly recommended)
Minor: 4 courses above 212, including one in conversation-composition, one in
civilization, and one in literature. Interim or summer study abroad strongly
recommended.
Teaching Minor: Five courses beyond 212, including one in conversation-composition, 350, one in civilization, and two electives. All courses must be upper
division courses. Study in Spain or Latin America.
Recommended Supporting Courses: Linguistics, another language, Pre-Columbian
civilization, Latin-American Area studies. Consult department for other supporting
courses in humanities.
111,112 Beginning Spanish
Aims to develop the four basic skills: understanding, speaking, reading, and writing of
elementary Spanish. lntroduction to culture of Spanish-speaking world. Laboratory work i s
an integral part of the course.
Foreign Languages/81
211,212 Intermediate Spanish
Through the reading of selected Latin American and Spanish texts which stimulate
intellectual growth and promote cultural understanding, students review all of the basic
structures of Spanish, and build conversational skills through class discussions. Designed
for students with 2-4 years of high school Spanish or its equivalent.
249 Selected Works of Spanish and Latin American Literature in Translation
Major works of Spanish and Latin American literarure representing various periods and
movements are read in English iranslarion. Through background reading and class
discussion in English !he strident i s acqualn~edwith the salient artistic qualities and
cultural-hisroricalsignificanc~?
of thereadings, Credit in thiscourse does not count toward
a major or minor in Spanish. Sophomore standing preferred. (On Demand)
311 Spanish Conversation and Composition
Thorough oral and writlen practice in correct expression with the aims of fluency and
facility. Enrichment of vocabulary. Labnrarorv work. This course i s a prerequisite for all
upper-division courses. I P r ~ r e q . :211 or equivalent. Fall)
312 Spanish Expression
Intended for students who havea basic command of writing and speaking skills in Spanish
and wish to expand them. Intensive practice to improve oral and written expression with
emphasis on conversationaT facility, 5tressing idiomatic usage and the finer points of
grammar. Readings to stimulate discussion and broaden cultural background from
contemporary literary texts and manazine ar~irles.Conducted in 5panish. (On Demand)
331 Spanish Civilization and Culture
Study of the Spanish character and of Spanish contribution to world civilization through
historical, intellectual, literary, and artistic movements. I n Spanish. (Prereq.: 311 or #.
Alternate years.)
332 Latin American Civilization and Culture
A study of the cultural heritage of theSpanish American countries from the Pre-Columbian
civilizations to the present. In Spanish. (Prereq.: 311 or 212, with #. Alternate years)
350 Introduction to Literature for Language Students
T h ~ o r y a n dpracticed literarystudier..4 rhcorezical component (in English)treats the basic
principles at lirerarurr, literary gerlres, and different approaches to literary analysis. In the
pracricat component.studenrsapply the theorv through reading, analyzing, and dlscusslng
selected works ot Ii~eraturein Spanish. Recammended for majors and minors. Open to all
clualrfed rrudents. (Prrrcq.: 311 or i;. o i i e r e d on demand)
352,353 Survey of Spanish Literature I, II
A study of representative authors in Spanish literature, supplemented by lectures on the
literary movements and development of Spanish literature. Lectures, discussion, written
and oral reports in the language. (Prereq.: 311 or #. O n Demand)
354 Representative Hispanic American Authors
An introduction to Spanish-American literature. Lectures, discussions, written and oral
reports in the language. (Prereq.: 311 or #. O n Demand)
411 Advanced Conversation and Composition
Emphasis on increasing facility and correctness of written and oral expression through
conversations, discussions, reports, debates, and written compositions and grammatical
exercises. (Prereq.: 311 or #. Alternate years)
82/Geography, Health and Physical Education
456 Spanish Drama
Study of the masterpieces of dramatic literature in Spain. Oral and written reports in the
language. Emphasis on the Golden Age and the Modern Period. (Prereq.: One survey
course. Alternate years)
457 Spanish Novel
Study of the outstanding novelists of the nineteenth and twentieth century i n Spain. Oral
and written reports in the language. (Prereq.: One survey course. Alternate years)
499 Independent Study
Geography
Paul Grauer
114 Human Geography
An introduction to the basic concepts and tools of geography followed by a survey of the
distribution patterns to be found in our physical and human environment.
Health and Physical Education
Richard Borstad (Chairperson), Ernest Anderson, David Boots, Paul Grauer, Al
Kloppen, Doug Nelson, Jack Osberg, Pamela Paulson, Marilyn Pearson, Ronald
Petrich, Joyce Pfaff, William Ross, Edwin Saugestad, Jeff Swenson, Mary Timm
Health Education
Major: 110, 114, 115, 320, 354, 410; Biology 103, 108, 111; Chemistry 105 or 109;
Psychology 105; Sociology 231, 241.
Teaching Major: Same as health education major plus 355. Students wishing t o
become licensed teachers should consult with the Education Department for
requirements.
Minor: 110, 114, 115, 320; Biology 103; Sociology 231
110 Personal and Community Health
Modern concepts and practices of health and healthful living applied to the individual and
the community. (Fall)
114 Health and Safety Education (1/2 course)
Principles and practices of safety education in school and community life. Includes
information about school health programs and prevalent health needs and problems of
school age children, and American Red Cross First Aid course.
115 Health and Chemical Dependency Education (1/2 course)
An analysis of chemical abuse and what can be done for the abuser. Includes information
about school health programs and prevalent health needs and problems of scbool age
children.
Health and Physical Education/83
320 School Health Curriculum
Techniques for developing a course of study based upon growth and development for
grades K-12. Special work units in nutrition and diseases. (Prereq.: All courses in the major
sequence numbered in the 100 and 200 series; also #.)
354 Teaching the Exceptional Child (1/2 course)
Education of the exceptional child with special reference to the analysis of functional and
organic abnormalities and the role of school health and physical education programs.
(Prereq.: Physical Education 350. Spring)
355 Tests and Measurement (1/2 course)
Survey of basic statistical procedures and evaluation of tests i n health and physical
education. (Spring)
410 Administration and Supervision of the School Health Program
Historical background, legal bases, school health services, and relationships to community
health program and resources. Methods and materials in health education with laboratory
experience in classroom and community. (Prereq.: 320)
Physical Education
Major: Health Education 114,115,354,355; Physical Education 223,231,232,243,350,
351, 471, 472, 474,475; Biology 103.
Teaching Major: Health Education 114,115, 354,355; Physical Education 223, 231,
232, 243, 350, 351, 365, 471, 472, 474; Biology 103. Students wishing to become
licensed teachers should consult with the Education Department for requirements.
Major with Specialization in Corrective Therapy: Health Education 114, 115, 354,
355; Physical Education 223,231,232,243,350,351,365,471,472,474,475,485,487,
491,493; Professional Affiliation Block495-496-497-499; Biology 103; Psychology 105,
355, 362. All C.T. specialists must be accepted bv the education department for
teaching and student teaching in an adapted situation. Approval must be secured by
the corrective therapy coordinator.
Major with Specialization in Adapted Physical Education: Consult department
chairperson for individual program planning.
Minor: Health Education 114,115; Physical Education 223,231,232 or 472, and 243.
Coaching Endorsement: 243, 351,475, one of 476-483, and practicum in coaching
(Independent Study 499 i s an optional method for meeting the practicum
requirement).
Notes: Physical education major plus coaching practicum meets the coaching
requirement. Coaches entering their first headcoaching assignment in Minnesota
high schools are required to have at least a coaching endorsement in the field of
physical education and athletics.
102, 103 Lifetime Sports
Three hours per week. Two lifetime sports meet the general education requirement. N o
course credit.
223 Team Sports
Theory and practice in skills, teaching, and officiating team sports. (Spring)
84/Health and Physical Education
231 Individual and Dual Sports
Theory and practice i n skills, teaching, and officiating individual and dual sports. (Fall)
232 Recreational Activities and Rhythms (1/2 course)
Theory and practice in performing American heritage and international folk dances.
Exposure to New Games concepts and activities. Practice in teaching and performing
selected social dances. (Interim and Spring)
234 Outdoor Education (1/2 course)
This course will look at a wide variety of outdoor activities that can be taught in a school
setting. The following activities will be emphasized: Canoeing, back-packing, cycling,
outdoor cooking, camping and water safety. Students must be prepared to spend some
weekends participating i n these activities. (Spring, even # years)
243 History and Principles of Physical Education
History, principles, and philosophy of physical education. (Spring)
350 Kinesiology
Mechanics of movement with special emphasis upon the muscular system and analysis of
movement. (Prereq.: Biology 103; Fall)
351 Physiology of Exercise
The major effects of exercise upon the systems of the body and physiological principles
applied to exercise programs and motor training. (Prereq.: Biol. 103. Spring)
I
354 Teaching the Exceptional Child
(See Health Education)
355 Tests and Measurement
(See Health Education)
365 Physical Education Methods (K-12)
Procedures, materials, and issues for teaching physical education at the elementary and
secondary levels. (Fall)
373 Modern Dance (1/2 course)
A n introductory course in modern dance technique, composition, improvisation, and
problem solving. No previous dance experience necessary. (Interim)
399 Internship
Consult department chairperson.
471 Physical Education Programming
Procedures and techniques of management, leadership and decision making for physical
education and interscholastic athletic programs. Curriculum analysis and preparation.
(Prereq.: 243. Fall)
472 Gymnastics (1/2 course)
Theory and techniques of teaching gymnastics. Opportunity to teach and perform in all
apparatus events and tumbling. Experience in spotting and skill analysis. (Fall)
474 Swimming and Aquatics
Theory and practice in teaching swimming, lifesaving, and water safety. Open only to
junior and senior Physical Education majors and minors. (Prereq.: Swimming competence
as determined by pre-test. Fall)
Health and Physical Education/85
475 Prevention and Care of Athletic Injuries (1/2 course)
Emphasis placed on preventing injuries. Treatment of common athletic injuries. Practical
experience in taping and training-room procedures. (Prereq.: 350. Fall, 1st half of term)
476 Coaching of Football (1/2 course)
Theory, technique and administrative aspects of coaching football. (Fall, 1st half of term,
odd #years)
477 Coaching of Basketball (1/2 course)
Theory, technique and administrative aspects of coaching basketball. (Interim, odd #years)
478 Coaching of Hockey (1/2 course)
Theory, technique and administrative aspects of coaching hockey. (Interim, odd # years)
479 Coaching of Track and Field (1/2 cours4
Theory, technique and administrative aspects of coaching track and field. (Spring, 2nd half
of term, odd #years)
480 Coaching of Baseball/Soft Ball (l/2 course)
Theory, technique and administrative aspects of coaching baseball and softball. (Spring,
2nd half of term, odd years)
483 Coaching of Volleyball (1/2 course)
Theory, technique and administrative aspects of coaching volleyball. (Fall, odd #years)
485 Applied Adapted Activities
Explores recreation as applied to a corrective therapy program, application of corrective
exercise to the atypical, self care and ambulation, prosthetics and orthotics. Equal attention
i s given to physical and mental habilitation, physical education for the handicapped and
recreation in rehabilitation. (Prereq.: 350,351; Health Education 354. Summer school only)
487 Neurology and Pathology
Astudy of the nervoussystem and the diseasesassociated with it and the nature and cause
of disease involving changes in structures and functions. Equal attention i s given to
neurology and pathology. (Summer School only)
491 Therapeutic Exercise
Exercise techniques as applied to various disabilities, testing muscle strength and range of
joint motion and association of muscle actions as applied to various human movements.
Equal attention is given to human movement, kinesiotherapy and evaluation and research
applied to C.T. and A.P.E. programs. (Prereq.: 350, 351; Health Education 354. Summer
school only)
493 Organization and Administration of Corrective Therapy
A study of organization, administration, history, philosophy and professional ethics as
applied to C.T. intertherapy relations in a rehabilitation setting. Basic supervisory and
personnel management decisions and practices. Most of the course deals with organization and administration of C.T.; about one-sixth of the course deals with intertherapy
relations. (Summer School only)
495,496, 497 Professional Affiliation
Includes actual hospital experience in four areas of corrective therapy: (1) Psychiatry, (2)
Orthopedics, (3) Neurology, and (4) Rehabilitation. Course 497 i s study of Neurology and
Pathology (Prereq.: 485,491 and approval of department.)
499 Independent Study
Directed intensive study in an area of physical education. Open only to junior or senior
majors.
History
Orloue Gisselquist (Chairperson), Carl Chrislock, Don Gustafson, Khin Khin Jensen,
Richard Nelson
Major: 8 courses plus 1 seminar. At least four of these courses must be upper
division. A major must have at least one course (either survey or upper level) from
each of the four areas. Ancient and Medieval; Modern Europe; U.S.; and nonWestern.
Major for Teaching Licensure: Students interested in secondary education may
take a history major in combination with specified social science courses and the
required educational courses, in compliance with the state requirements. For more
information, see the department chairperson or the Social Studies Coordinator.
Minor: 5 courses, at least three of which must be upper division.
Honors Major: G P A of 3.6 in t h e major and 3.0 overall; except in special instances,
application before rhe end of the first term of the junior year; two years of aforeign
language at the college level (or its equivalent): an honors thesis (equal t o one
course credit) to be defended before a faculty committee.
Notes: Freshmen should enroll in one or more of the History 101-104 courses.
History 221-222 are normally reserved for sophomore or upper division students.
Students are required t o have at least one lower division course before registering
for an upper level course.
There are 17 upper division courses (numbered 300and up) in this department. Five
or six are offered each term, or 11 per year. Offerings depend upon faculty
schedules and student registration.
101 The Beginnings of the Western Culture
An analysis of the primary civilizations in the Near East, the classical world of Greece and
Rome, and the middle ages of Europe into the 13th century.
102 The Shaping of Western Civilization
A consideration of European institutions and values from the waning of the middle ages
through the remodeling of Europe by Napoleon.
103 The Modern World
A study of the main currents in western civilization from the time of Napoleon to the
present.
104 The Modern Non-Western World
An introduction to various centers of cultural and political power in Asia and Africa of the
last 200 years.
221 U.S. History to 1877
A survey of Americans from Jamestown through the efforts to reconstruct a nation torn
apart by The Civil War. (Fall)
222 U.S. History Since 1877
An assessment of the century which precedes our modern day. (Spring)
226 Asian and Asian-American Women in Public Life in the 20th Century
An exploration of the experiences and contributions of selected women in China, Japan,
India, Korea, Philippines, and the state of Hawaii. Includes cross-cultural perspective,
responses to impact of modernization and Western education.
299 Directed Study
An opportunity for a student to do readings or study on topics not covered i n the
scheduled courses. The proposed study must be approved by thedirectingfaculty member
and the chairman of the department before registration. A maximum of one course i n
directed study may be applied to the major.
322 Modern Southeast Asia
A study of the major historical events, personalities and political developments in this area.
A comparative analysis of the nationalist movements and the process of decolonization will
especially focus on Indonesia, the Philippines, Burma and Vietnam.
323 Modern China
A selective treatment of Chinese history since the Opium War of 1839. The erosion of
China's isolationism and collapse of the imperial system. The Nationalist and Communist
revolutions of the 20th century.
324 Modern japan
An examination of the emergence of Japan as a major world power in the 20th century.
Components of the course will include a study of the distinctive features of the Pre-Meiji
era, modernization factors since 1868, interaction and encounter with China, urban
development, ecological problems, role of women and Japan's trade in Asia and Africa.
331 Topics in U.S. History
Exploration in depth of selected topics in U.S. history (excludingforeign policy; see History
332). The specific topics to be offered will be announced prior to registration.
332 History of American Foreign Policy
The relationship of foreign policy to general American development i s stressed.
345 Scandinavian-American Experience
(See under Scandinavian Area Studies)
353 Select Topics in Minnesota History
A survey of topics relating to the emergence of modern Minnesota: Indian-white
relations; immigration and ethnic adjustments; rise of the Twin Cities; economic and
political development. Primary emphasis will be on the late 19th and early 20th centuries.
360 The Ancient Near East and Greece to 338 B.C.
The development of civilization i n the Near East from earliest times through i t s extension
and elaboration by the Greeks. Emphasis is placed on the development of writing,
achievement in the arts and sciences and political institutions.
361 Hellenistic Greece and Rome to 330 A.D.
A study of the development of Alexander's Empire, the Hellenistic kingdoms and the rise of
Rome as the world's greatest power. Emphasis i s placed on personalities, the arts and
sciences and Rome's contributions in law and the political process.
90/Mathematics/Computer Science
Mathematics
/Computer Science
Beverly Durkee (Chairperson), Benjamin Cooper, Lawrence Copes, Henry Follingstad, Leo Lake
Mathematics Major: 9 courses including 124,125,215,224,314,324.
Also required:
Computer Science245. The following courses do not count towards this major: 104,
174,121, 122, '131, 242. For teacher licensure in mathematics, courses 351, 373,441
must be included. Students wishing to become licensed teachers are advised to
ronsulr with the Education Department for requirements.
Mathematics Major with Computer Science Concentration: 10 courses, including
Mathematics 124, 125, 215, 224, 314, 355, Computer Science 245, 345, 350 and
Mathematics 226 or Computer Science 261.
Honors Major: GPA of 3.5 in mathematics and computer science, 3.1 overall.
Independent study at an advanced level with participation i n a department seminar.
Mathematics Minor: 5 courses, including 124,125, 224. The following courses do
not coun! towards the minor: 704,114,121,122,131,242. For a teaching minor, the
two additional courses must be selected from 215, 314, 351,373,441.
Computer Science Minor: 5 courses, including Computer Science 245,261,345,350
and one of Mathematics 355, Business Administration 479, Sociology 363, Computer
Science 395, 495.
Prerequisites/Placement Test - Before enrolling i n any course in this department
the student must have satisfied certain course and/or placement test prerequisites.
A course must be completed with a grade of 2.0or higher to count as a prerequisite.
The Placement Test i s given during col!ege orientation sessions and at other
announced times during the year. Score requirements on the rest for entrv to
courses are: ll {or course 104: [ l l for courses 114,171,122.131,242:lY for course724.
Siudents whose score is V, o r who have taken the College Board Advanced
Placement Euarn, should consult w i t h the department about appropriate courses to
take.
Any exceptions t o course or placement test score prerequisites must be approved by
the instructor.
Mathematics Courses
104 Basic Mathematics I I
A review of basic arithmetic concepts and a study of algebraic expressions including
exponents, radicals, and rational expressions; algebraic processes including factoring;
solving equations and inequalitiec in one variable, including linear and quadratic; and
graphs of linear and quadratic equations and linear inequalities in two variables. Does not
satisfy the general education requiremen1 in ma~hematics.(Spring)
114 College Algebra and Trigonometry
Fundamental operations, factoring, fractions, functions and graphs, linear equations,
exponents and radicals, quadratic equations, ratio and variation, progressions, binomial
theorem, logarithms and trigonometric functions. Students who have completed 124 may
register for credit only with consent of instructor. (Fall, Spring)
121 Finite Mathematics
Topics of linearity and probability with applications to the social and behavioral sciences.
(Fall)
122 Calculus for the Social and Behavioral Sciences
Differential and integral calculus of a single variable with applications to the social and
behavioral sciences. Students who have completed 124 may not register for credit. (Spring)
124, 125, 224 Calculus I, 11, 111
Topics of the elements of planeand solid analyticgeometry integrated with differential and
integral calculus including calculus of several variables and series with applications
primarily from the physical sciences. Primarily for students in the natural sciences. (124,
Fall; 125, Spring; 224, Fall)
131 Mathematics for the Arts
An introduction t o the structure of mathematical systems and mathematical modelswhich
have had a primary historical impact on the other liberal arts. Primarily for students not
intending,further study of mathematics. (Fall)
211 Number Theory
A transitional course from computational to abstract mathematics. A study of the integers
and their properties. (Prereq.: #)
215 Elementary Linear Algebra
A study of systems of linear equations, determinants,vector spaces, lineartransformations,
and matrices. (Prereq.: 224. Spring)
226 Differential Equations
Solutionsof ordinary differential equations with applications; solutions by special integral
transforms; systems of differential equations with matrix algebra techniques; series
solutions. (Prereq.: 224. Spring)
242 Basic Concepts of Mathematics
The structure of mathematics underlying arithmetic and geometry. Emphasis i s placed on
the inductive techniques of discovery. Includes the ideas of modern elementary school
mathematics curricula. (Prereq.: Admission to Elementary Education Program)
314 Abstract Algebra
A rigorous investigation of the basic structures of algebra including groups, rings, integral
domains and fields. (Prereq.: 215. Fall)
324, 325 Advanced Calculus I, I1
A study of the fundamental concepts of calculusforfunctions of several variables including
the topology of Euclidean spaces, transformations, sequences and series of functions.
improper integrals, differential formsand manifolds, and vector analysis. (Prereq.: 224.324.
Spring; 325, Fall)
351 Modern Geometry
A study of Euclidean and,non-Euclidean geometries by synthetic, coordinate, vector and
transformation methods with projective axioms as a basis. (Prereq.: 122or 125. Spring 1984
and alternate years)
92/Mathematics/Computer Science
355 Numerical Analysis (Formerly 361 or Computer Science 355)
A study of methods used to solve problems on computers. Analysis of computational
problems and development of algorithms for their solutions, applications of a procedureoriented programming language in numerical analysis. Topics include the general concept
of iterative formulae, solution of equations, Newton's method, linear systems, interpolation, numerical differentiation and integration. (Prereq.: 224, Computer Science 245)
373 Probability and Statistics
An analytic study of probability and statistics, including probability distributions and
densities, expectation, sampling distributions, central limit theorem, estimation, correlation and tests of hypotheses. (Prereq.: 224. Fall)
399 Internship
Consult Chairperson or lnternship Director to determine project.
441 Foundations of Mathematics
Set theory, logic, axiomatic method, and development of number systems. (Prereq.: 314,
324, concurrent registration, or #. Spring, 1983 and alternate years)
481 Topics in Mathematics
Study of advanced topics selected from real or complex analysis, abstract algebra,
topology, probability, statistics, or computer science. (Prereq.: 314, 324, or #. Spring)
499 Independent Study
Topics defined through consultation between student and department.
Computer Science Courses
145 lntroduction to General Computer Programming
An introduction to computer methods including flowcharts, algorithms, and data
representation. Extensive programming in a general higher level language. Primarily for
students in non-science areas. Does not count toward a computer science minor.
245 An Introduction to Computer Science
An introduction to computer languages and methods. Techniques studied include
flowcharts, algorithms, data representation and manipulation, hardware register operations, and computer organization. Programming i s done in machine language, assembly
language, and a higher level language such as PASCAL. (Prereq.: Mathematics 125)
261 Electronics
(See under Department of Physics)
345 Computer Systems
Survey of computers, languages, systems, and applications. lntroduction to operating
systems, including batch, time-sharing, and real-time. Continued development of
competence in structured programming, algorithms, and assembly language will be
emphasized throughout the course. (Prereq.: 245)
350 Data Structures and File Processing
Concepts and algorithms used in the solution of non-numerical problems. Applications to
data management systems, file organization, information retrieval, list processing, programming languages, and storage devices. (Prereq.: 245)
Medical Technology, Metro-Urban/93
395 and 495 Topics in Computer Science
Specifictopics are selected each year. Prerequisites will depend o n the topics selected. 395
for Interim, 495 for fall and/or spring terms.
399 lnternship
Consult Chairperson or lnternship Director t o determine project.
499 Independent Study
Topics defined through consultation between student and department.
Medical Technology
Neal 0. Thorpe (Adviser)
This major involves the completion of three years of academic work at Augsburg
College and twelve months of internship at Metropolitan Medical Center or
Abbott-Northwestern Hospital.
Specific recommended courses vary to some extent depending on the hospital with
which the student plans to affiliate. I t i s important to work closely with the Medical
Technology adviser. Augsburg College does not guarantee that all students will be
accepted by the hospitals for the 12-month internship. Students must negotiate
directly with the hospitals involved.
Student5 rransferring to Augsbur College with an Associate of Arts degree or its
equivalenr should expect to s en two vears a t Augsburq before participating in the
internship year. The MedicaPTcchnologv major I S nor derignrd for persons who
already have the baccalaureate degree from another ~nstitution.
f
Required Science Courses: 1) Biology 111, 112 and two additional upper division
(usually 367and476); 2) Chemistry: 105,106 (or 115,116),351,352,353; 3) Physics: 103
(or 121, 122); one math course; one course in immunology.
Metro-Urban Studies
Carry W. Hesser (Director)
Major: 15 courses includinglOcore requirements: Economicsl23; Political Science
122; History 431; Sociology 111, 381; Economics 379 or Sociology 362; Political
Science 384 or Sociology 363; a minimum of one course of internship or
independent study; two non-social science courses with an urban emphasis, at least
one of which must be in the humanities (current options include: Art 102, Religion
354, English 351, Speech 342, Physics 111, Biology 105, Philosophy 362, Interdisciplinary Studies 233, 260).
To complete the major, the student has a choice among three emphases or tracks:
GeneraVLiberal Arts, Planning or Public Administration. These five elective courses
must include a minimum of three disciplines. Options include a wide variety of
courses, interims, internships, independent studies, and urban courses at other
ACTC colleges, as well as those offered through the Higher Education Consortium
for Urban Affairs (HECUA).
94/Metro-Urban Studies
Minor: To be linked with appropriate majors (such as business administration,
history, political science, psychology, religion, sociology, speech). Core courses are
required for the concentration: Economics 120 or 123; Political Science 122;
Sociology 111, 381; an approved Social Science Research course; an approved
internship and/or independent study.
199 lnternship
Lower Division internship. Consult Program Director to determine project. (Fall, Interim,
Spring and Summer)
299 Directed Study
lndependent study for lower division students (Prereq.: # and Sociology 111 or 121. Fall,
Spring, Summer)
399 lnternship
Consult the Program Director for details. (Prereq.: #. Fall, Interim, Spring)
498 lndependent Study - Metropolitan Resources
An independently designed course a student (or group of students) develops, making
extensive, systematic and integrated utilization of resources available in the metropolitan
community, e.g. lectures,symposia, performances, hearings. These resources become the
core of the course, supplemented by traditional college resources. The course is designed
in consultation with and evaluated by a department faculty member. (Prereq.: Sociology
111 or 121 and #. Fall, Spring, Summer)
499 lndependent Study
Student must present written proposal containing rationale, objectives and methodology
of the proposed study according to department guidelines. (Prereq.: Sociology 111 or 121
and #. Fall, Interim, Spring)
Urban Studies Options Through HECUA
A. Metro-Urban Studies Term (MUST)
This program focuses upon the Twin City metropolitan area.
358 Readings Seminar: Urban Issues
Reading materials are assigned to complement morning field seminar topics. Included are
government and institution publications, journal articles and books.
359 Field Seminar: Twin Cities Metropolitan Area
Using the community as a classroom, students visit agencies, talk with specialists in various
fields, and investigate current issues in the Twin Cities area. Topics include: geography,
government, economics, historic preservation, populations, ethnic communities; transportation, planning and social services.
399 lnternship
Students are placed in a variety of public and private agencies for work experience. A
learning contract i s developed with MUST faculty approval. Students may choose an
internship of one or two courses.
Metro-Urban Studies/95
B. Scandinavian Urban Studies Term (SUST)
This p r o g r a m is located at t h e University o f Oslo a n d focuses u p o n Scandinavian
urbanization and city planning.
272 Norwegian Life and Culture
Language instruction emphasizes conversational vocabulary to support student course
work and daily living in Oslo. An orientation to current issues in Norwegian life and society
i s coordinated with the language instruction.
372 Norwegian Language and Culture
Students are placed in intermediate or advanced study depending on proficiency. An
orientation to current issues in Norwegian life and society is coordinated with the language
instruction.
373 Growth and Development of Scandinavian Cities
Themes on the growth, function, distribution, and social organization of Scandinavian
cities are approached through a combination of lectures, guest speakers, and field work.
Emphasis i s placed on Norwegian urban development with comparative analysis of other
Scandinavian countries.
396 Urban Planning in Scandinavia
Theory and practice of Scandinavian approaches to urban development are viewed
through a series of topical lectures, field trips, and guest speakers. Course focus i s on the
Norwegian planning system with comparative analysis of other Scandinavian countries.
499 lndependent Study
In consultation with SUST faculty, student selects a specific topic for library and field
research related to subjects of seminar and/or major academic interests.
C. South American Urban Semester (SAUS)
This "semester i n t h e city" p r o g r a m is located i n Bogota, Columbia. I t focuses u p o n
urbanization a n d development i n t h e Third World.
261 Spanish Language
Spanish instruction at intermediate or advanced levels.
362 Proseminar: Urbanization in Latin America
Readings, discussions, and lectures in both English and Spanish, with aid of SAUS staff and
visiting Columbian urbanists.
363 Field Seminar: Wealth, Poverty, and Community Development in the Latin American City
Structured field course focusing on plight and prospects of the urban poor in Bogota, with
field trips to other Colombian and foreign cities for comparison. Visits to various types of
barrios and t o public and private agencies dealing with urban problems.
499 lndependent Study
In consultation with SAUS faculty, student elects a specific topic for library and/or field
research related to subjects of seminar and/or major academic interests.
D. San Francisco Summer Term
A nine-week program integrating a field seminar, an internship, and independent
'study.
383 Field Seminar: San Francisco
(See MUST 359)
399 Internship
(See MUST 399)
499 Independent Study
(See SUST 499)
Music
L. t. Fleming (Chairperson), Robert Adne Robert E, Beverlev,Michael Brand. haine
Bryce,Siephen Cabrielien, Thomas G ~ h e g , Cymhia G o e f i , James D. lohnron,
Robert Karl&, MeriTee Klemp, Nicholas Cenz, Paul Lohman. Cynrhia Melson,
Robert Metzler, Celeste O'Brien. Alice Preves. Dana Skoglund, Emma Small, George
S~ahl,Daniel Sturrn, James ten RenseT. Paul Thomas, D a ~ l Tubergen,
d
Mary Wilson,
Angela Wyatt
See Music Department Handbook for additional and explanatory information
guidelines and requirements. Students wishing to major or minor in music must
apply to the department.
Specific Music Major Requirements
Bachelor of Arts: 12 courses: Core Curriculum plus 457,458,350 or 476,354 or 355,
365 or 375, music elective. French or German.
Bachelor of Arts (Music Education): 11 courses: Core Curriculum plus 457,458,350
or 476, 354 and one of 355, 365, 375. Consult with Department of Education for
requirements in education.
Bachelor of Music: 17 courses: Core Curriculum plus 350,457,458,476,499,354 or
355,365 or 375, music electives. 4 years of Performance Studies with double periods
in the last? years,and junior and senior recitals; French or German. Voicestudy - 2
years of foreign language.
Bachelor of Science - Music Therapy: 17 courses: Core Curriculum plus 354, 360,
382,383,395,399,435,457,495,350 or 476, one of 355,365,375, and 110 Introduction
to MusicTherapy (lnterimj.5 anish i s recommended. Other requirements: Biology
703, Education 282: 2 Physica Education (232 and 373 recommended); 3 Psychology
and I Sociology, including Psychology 105,362 and Psychology 263 or Sociology 362
(Recommended courses include Psychology 264, 351. 352, 355, 356, 357, and
5ocioIogy 111,121, 231. 241, 362,375); 1 Speech (116 recommended).
P
Music Minor: 5 courses: 101, 102,260 or 261,457 or 458, elective. Applied Music:
Major Ensemble 2 consecutive years, Performance Studies 4 semesters, concurrent
with Ensemble; Examinations: 2 Music Repertoire Tests, Piano Proficiency Test.
Honors Major: Students may qualify f o r graduation honors if they have earned a
GPA o f at least 3.0 i n music courses a n d have demonstrated leadership i n
performance. H o n o r s may b e achieved by o n e o f t h e following: Senior thesis a n d its
defense b e f o r e a faculty committee; presentation o f an additional senior recital o f
graduate quality; c o m p o s i t i o n o f a w o r k f o r vocal a n d / o r instrumental ensemble o f
n o t less t h a n 15 minutes duration. Application should b e made b e f o r e t h e senior
year.
Core Curriculum (Required of all Majors)
1. Courses: 101,102, 223, 224, 260, 261.
2. Applied Music: M a j o r Ensemble, 8 semesters; Performance Studies, 8 semesters;
Recital appearance.
3. Examinations: 3 M u s i c Repertoire Tests, Piano Proficiency Test.
Applied Music
Ensembles: M e m b e r s h i p i s d e t e r m i n e d by a u d i t i o n d u r i n g t h e first week o f t h e fall
semester. Times a n d locations are posted o n t h e d e p a r t m e n t bulletin board. These
organizations exist n o t o n l y f o r t h e benefit o f t h e musicstudent, b u t f o r any student
w h o wishes t o participate:
Augsburg Choir
Chorale
Concert Band
Orchestra
Brass Ensemble
String Ensemble
Jazz Ensemble
Woodwind Ensembles
Performance Studies: Four synergistic elements are required: lessons, jury examinations, performance and listening.
Private Lessons: Vocal and instrumental instruction i s available to all students in any area.
Music students must register on the traditional grading system and take a jury exam at the
end of each semester to fulfill the requirement of private study toward a music degree.
Other students may register for private lessons in the same manner or use P/N grading.
During the junior and senior year, a student accepted by the Department of Music as a
major receives lessons in the area of concentration without extra cost. Instruments are
available for rent.
JuryExamination: All studentstaking private lessonsfor credit are required to perform each
semester for a faculty jury.
Performance Workshop: An informal setting for student performances,seminars and guest
lecture demonstrations. All students studying applied music for credit must attend weekly
workshops and, once a semester, perform on their instrument.
Listening: All students studying applied music for credit must attend a predetermined
number of designated music events each year.
Recital: One-half recital i s r e q u i r e d o f B.A. a n d B.S. candidates. B.M. students must
present f u l l j u n i o r a n d senior recitals.
Examinations
A l l music majors and minors are required t o pass a Piano Proficiency Test. M u s i c
majors must pass t h r e e M u s i c Repertoire Tests, a n d Music minors must pass two.
101,102,223, 224 Theory
Music Theory i s an integrated course extending over four terms. Taught by a team of
instructors, the various aspects of musical theory (i.e., ear training, harmony, counterpoint,
and analysis) are presented in parallel, rather than in sequence. (101, 223, Fall. 102, 224,
Spring)
110 lntroduction to Music Therapy
A survey of the music therapy programs i n the surrounding area, with field trips t o various
institutions; an introductory course for the freshmen and sophomores considering music
therapy as a major; gives the students a broad background in the ways i n which music i s
used as a therapy. (Interim)
230 Introduction to the Fine Arts
The development of music through the study of selected works of great composers f r o m
each period. Emphasis is placed upon relationships between music and the other fine arts.
For the non-music major. (Fall)
260 History and Literature of Music
Music of the Baroque and Classical eras. (Fall)
261 History and Literature of Music
Music of the Romantic and M o d e r n eras, and non-Western topics. (Spring)
325 Scandinavian Music
I n a historical approach t o the study of music i n the five Nordic countries, opportunity is
offered for investigation into topics of particular interest. Suitable for both non-musicand
music majors. (Fall)
330 Vocal Repertoire
A historical survey of solo vocal literature from 1600 t o the present. The study includessuch
aspects of concern for the performer as interpretation, style, and diction. (Spring)
331 Diction for Singers
(Spring, alternate years)
350 Choral Technique and Arranging
Fundamentals of voice as related t o choral ensemble; methods, materials, techniques and
arranging for various combinations of voices and instruments. (Spring)
354 lnstrumental Technique
The technique of playing and teaching brass and percussion instruments. (Fall)
355 Instrumental Technique
The technique of playing and teaching woodwind instruments. (Spring)
360 Therapeutic Recreational Music
Study of guitar and recorder, Orff instruments, applications of recreational musicactivities
t o clinical settings. Practicum/experience required as part of course work.
365 Instrumental Technique
Elementary technique i n the playing and teaching of string instruments. (Fall)
375 lnstrumental Technique
Advanced technique i n the playing and teaching of string instruments. (Spring)
380 Music of the Western Church
Development and influence of the music of the Christian church. Designed for thegeneral
student as well as for organists, choir directors, and pre-theological students. (Spring)
382 Psychological Foundations of Music I
An objective approach to musical stimuli and response, with an emphasis on the sociopsychological aspects of music. An understanding of the research process and development of an experimental research project.
383 Psychological Foundations of Music I1
Implementation of group and individual research projects, emphasis on music in a clinical
setting. Varioustheories of learning music, musical talent, and performance. (Prereq.: 382)
395 Influence of Music on Behavior
A study of human behavior as it relatesto music, with emphasis on psychological, cultural,
and biological aspects of musical behavior. Use of music with the mentally retarded and
emotionally ill.
399 Music Therapy Clinical Internship
Full-time placement i n an internship setting approved by the National Association for
Music Therapy for six months. This i s started after completion of the senior year and i s
necessary for registration by the NAMT. Applications for internship sites must be made
nine months in advance. Sites in Minnesota are limited.
435 Music in Therapy
Thestudy and application of the uses of music with the emotionally ill, mentally retarded,
physically handicapped, geriatric, and gifted populations. (Prereq.: 395)
440 New Music Seminar
Offers an opportunity to apply information and techniques acquired in music theory and
history classes to the study of 20th century music. (Prereq.: 224. Spring)
457 Conducting
Techniques of conducting, preparation of and conducting choral scores, organization of
choral ensembles. (Fall)
458 Conducting
Preparation of and conducting instrumental scores, organization of instrumental
ensembles. (Spring)
476 Orchestration
The craft of orchestrating and arranging music for instrumental ensemblesof varyingsizes
and types. (Fall)
488,489 Piano Teaching Methods
Instruction in the principles, methods, and techniques for teaching piano. Students will
give individual lessons to children under the supervision of the instructor. No course
credit.
495 Practicum in Music Therapy
Volunteer work i n a clinical setting, two hours a week, six terms. N o credit.
499 Independent Study
Permits advanced and specialized studies and projects not otherwise provided for i n the
departmental curriculum. Open only t o advanced students upon approval of the f_aculty.
100/NaturaI Science
Natural Science
Earl R. Alton (Coordinator)
Major for Pre-Medical Students: 14 courses including Biology 111,112,491 or 492,
and t w o upper division courses; Chemistry 115, 116 (or 105, lob), 351, 352, and
Quantitative Analytical Chemistry; Mathematics 121 and 122 or 124and 125; Physics
121,122.
This major i s presented as an option for pre-medical students who wish t o take a
major which provides the science courses necessary and recommended for
admission t o most medical schools, including the University of Minnesota Medical
School, and also permits a number of electives. The student should choose electives
carefully, keeping i n mind the specificrequirementsof the medical schools t o which
he o r she intends t o apply. Early consultation with a premedical adviser i s
recommended.
Licensure Program for Teachers: The Minnesota Board of Teaching has approved
t h e Ifcensure program for science teachers and authorized A u ~ s b u r gto recommend
candidates in Life Science, grades 7-12; Life Science (minor), grades 7-12; Physical
Science, Chemistry major or Physics major, grades 7-12; Chemrstry (rninorl. grades
7-12; Physics (minor), grades 7-12; and Science (Grades 5-9).
All Natural Science teaching majors must complete the Broad Basic courses and i n
addition meet the requirements for a Life Science, Physical Science or Middle
School Emphasis.
The program of courses IS designed t o provide a broad, basic background in science
and allow for sp~cializationi n an area. The following programs assume t h a t the
student wil[ mee? the general education requirements of the college and, in the
physical science, have at least one year of calculus. ConsuTt with the Department of
Education for requirements i n Education. Early consultation with adviser i s
recommended.
Broad Base Courses: 7 courses, Ii n Earth Science (Physics 101 or 161); 2 i n Life
Science (Biology Ill,
112); 4 i n Physical Science (Physics 121,122 and Chemistry 115,
116 or (105,106). To make the program slightly more flexible, i t i s recommended that
students with emphasis i n life science have both courses i n earth science and
substitute Physics 103 for Physics 121,122.
Life Science Emphasis: 8 courses, 1 Cognate; 7 Biology courses, including 491
Seminar and at least one from each of the following groups: (1) 351 or 353; (11) 355 or
474; (111) 361 or 481; (IV) 471 or 473; (V) 440 or 476.
Physical Science Emphasis - Chemistry Major: 7 courses and chemistry seminar,
Chemistry 351,352,353,361 and 362 (or Biology 367, Biochemistry), 482, Physics 245.
Physical Science Em hasis - Physics Major: 7 courses, Physics 245,351,362,395 and
three additional t o e! selected from Physics 261, 270, 352, 363,481, 486, 488.
Note: Candidates may be recommended for licensure i n Physical Science upon
completion of either Physical Science Emphasis-Chemistry major or Physical Science
Emphasis - Physics major. The student licensed i n Physical Science may teach
chemistry and/or physics i n grades 7-12.
Science(Grades.5-9): 7 courses,2 in Earth Science (Physics 101 or 161, the alternative
course not taken in the Board Base section); 2 i n Life Science (and two biology
courses above 112); 3 in Physical Science (Chemistry 353; Physics 245).
Licensure with Minor: For Life Science, 7 courses in Biology plus the Broad Base; for
Chemistry, 351,352,353,361 and 362 or 482 plus the Broad Base; for Physics, any four
courses above 122 plus the Broad Base.
Nursing
Beverly Nilsson (Chairperson), Carol Hoffman, Nancy Malcolm, JoEtta A. Vernon,
Helen Woelfel
Augsburg offers an upper division major in nursing leadingto a Bachelor of Science
degree. The program is accredited by the National League for Nursing. Graduates of
the program are eligible to apply for Public Health Nurse Certification in Minnesota.
Requirements for admission to the major are: completion of an associate degree or
d ~ p l o m aprogram in nursing with a minimum overall grade point average of 2.5; a
currenr license to practice as an R.N. in the state of Minnesota; and completion of
courses in inorganic chemistry, organic or biochemistry, anatomy and physiology,
rnicrcrbiolagy, English composition, introductory sociology and introductory
psychology. Studenrs must take these courses a t Augsburg or another accredited
college or univerritv prios to admission to the nursing major. The prerequisite
courses i n sociology, psychology, English, chemistry and biology listed above may
apply toward distribution requirements as well as toward admission ro the major.
I n addition, each applicant must successfully complete theoretical and simulated
clinical performance testing prior to acceptance to the major. These tests are given
at Augsburg through the Department of Nursing.
Applicants must give evidence of current nursing clinical practice, within the past
five years. This may include 1) graduation from a school of nursing, 2 ) work
experience, or 3) completion of a nursing refresher course or an acceptable
equivalent.
Major: 11 courses (10 course credits) i n nursing including 303,304,310,311,325,330,
350, 403, 404, 423, 427: Psychology 355. ,4 minimum grade of 2.0 i n each nursing
course and a cumulative CP.4 of 2.5 a t the completion of the courses of study are
required. Courses i n interpersonal communications and ethics are supportive to
the major.
Course5 inrhe nursing major aredesignedso that they may becorn leted within two
academ~cyears. However. more than two years may be require to complete t h e
total course of study, depending on rhe number of credits transferred from other
colleges or universities. Students in nursing may pursue part-time nudv, but are
required 10 complete 13 courses, a t Augsburg College. Students inrerested i n
pursuing day, evening, or summer part-time study should consult with an adviser
from rhe nursing depastment for program planning.
8
303 Contemporary Nursing 1 (1/2 course)
This course i s one of the transitional courses that introduces the student to components of
the professional role and begins the professional and socialization process. The communication process i s emphasized as one means by which the nurse-client relationship is
established and maintained. Interactive communication theories are explored for their
applicability to changing roles and professional practice. (Fall-Junioryear.)
304 Contemporary Nursing 11 (1/2 course)
This course introduces theories and conceptual thinking in the process of professional
development. The function of theory in guiding nursing practice i n emphasized. Selected
nursing theories are examined. (Spring-Junioryear.)
310 Community Health Nursing I
This course focuses on systems theory, change, and concepts of health as they apply to
current community health issues and the practice of nursing. Clinical application of course
content will involve making a health assessment and exploring a community health issue.
(Fall-Junioryear. Prereq.: Acceptance into the nursing major)
311 Community Health Nursing II
This course provides a knowledge base for understanding community characteristics and
cultural diversity related to health care. The nurse's role as a generalist and as a member of
the health team i s explored. This course i s primarily a clinical course. The student will
demonstrate knowledge of community health concepts in providing care to a selected
caseload of clients. (Spring-Junioryear. Prereq.: 303, 310, 325, Psy 355)
325 Nursing Process
I n this course the student learns approaches to assessment and the use of assessment tools
i n the nursing process.Thestudent usescommunication skillstoobtain a health history and
negotiate health goals. Clinical experiences provide the student with an opportunity to
make a holistic health assessment within a developmental framework. (Fall-Junior year.
Prereq.: Acceptance into the nursing major).
330 Trends and Issues in Nursing
This course i s designed to investigate the current responsibilities of the professional nurse.
Contemporary social and professional trends and issues are explored in light of their
implications for nursing practice. (Interim-Junioryear).
350 Introduction to Nursing Research
The research process and methods appropriate to nursing are the focus of this course.
Issues of ethics in nursing research are explored. Students critique nursing research for its
applicability to nursing practice. (Spring-Junioryear. Prereq.: Acceptance into the nursing
major, Math 121 or a course i n descriptive statistics)
403 Contemporary Nursing 111
This course provides a theoretical basis for family nursingcare. Content includesfamily asa
group, family and group dynamics in light of situational and developmental events.
Consideration i s given to the emerging role of the nurse i n family health care. (Fall-Senior
year. Prereq.: 304, 311, 325, 330, 350. To be taken prior to or concurrently with 423)
404 Contemporary Nursing IV
This course relates leadership and management theories and emerging professional nurse
roles to primary nursing. Concepts of change, conflict, communication and system
dynamics are explored. Ethics, accountability and advocacy provide the basis for role
development and professionalism. (Spring-Senior year. Prereq.: 403. To be taken prior to
or concurrently with 427)
423 Practicum in Nursing I
This course i s a clinical practicum offering the student an opportunity to apply content
from 403 i n providing complex nursing care to families in a selected practice setting.
(Fall-Senior year. Prereq.: To be taken concurrently with or following 403')
427 Practicum in Nursing II
This course i s a synthesis course utilizing knowledge and skills from 404. Opportunity i s
provided to apply leadership and management theory in a selected hospital setting.
(Spring-Senior year. Prereq.: 403,423. To be taken concurrently with or following 404*)
499 Independent Study
This learning experience provides the opportunity for the student to study a selected topic
or issue i n depth. Students consult with faculty and submit written study proposals,
objectives, and methods of evaluation prior to registration.
*If the practicums i n nursing are not taken concurrently with their respective theory courses,
students are required to consult with faculty prior to registration regarding review of the
theoretical content.
Philosophy
Bruce Reichenbach (Chairperson), Kenneth Bailey, Mark Fuehrer
Major: 9 courses, including 130,241,242,343,344, and one course in the400's (other
than 499). Five of the courses must be upper division.
Minor: 5 courses, including t w o courses from 241,242,343,
and 344.
Honors Major: Admission to the Philosophy Honors. p r o ram is by recornmendation of the philosophy facuf~y.Suchrecommendations w i l l b e made st rheend of the
junior year. The program will consist of an honors thesis o n an approved topicof the
student's choice, involvin research above the cour5e level, and a defense of this
thesis before the faculty ofthe department.
Note: Courses 110, 120, and 130 are recommended for fulfilling the general
education requirement.
110 Introduction to Philosophy: Ideas and Method
Though each person has his own set of ideas and beliefs, rarely have they been critically
analyzed or evaluated for their consistency, adequacy or truth. One reason for this is that
individuals lack the needed skills. Another i s that they may have had little opportunity to
examine critically some of the ideas basic to western culture. The purposes of this course
are to provide the student with some experience i n examining ideas, and thereby to
sharpen the critical and analytical skills required to evaluate and construct a system of ideas
and beliefs.
120 Ethics
Sometimes you say that a certain action i s right or condemn it as wrong. Why do you think it
i s right? Because you like it? Are there better reasons for thinking something right or
wrong? This course takes a long, hard look at possible grounds for making moral decisions,
and at the moral judgments about personal and social issues resulting from them.
130 Logic
Suppose someone gives you reasons, and then says you must accept a particular
conclusion. Must you? When does a conclusion validly follow from premises? Here we
examine the rules which govern valid arguments and work to develop your ability to
recognize and construct sound arguments.
241 History of Philosophy I: Plato and Aristotle
How, when and why did philosophy begin? Who were Socrates, Plato, Aristotle and the
Stoics; what did they believe? Why did Plato think that the physical world was not overly
important, and what did he value? How did Aristotle, the scientist, respond to this? The
answers to these and other questions will be considered so as to reveal what these great
philosophers can contribute to our contemporary problems and ideas. (Fall)
242 History of Philosophy 11: Medieval and Renaissance Philosophy
The Middle Ages are often regarded as a period of darkness, whereas the Renaissancewasa
timeof rediscovery and enlightenment. How dark were the Middle Ages; how enlightened
the Renaissance?We shall attempt to discoverthe grandeur of the Medieval philosophers,
learn how the Christian tradition was carried forward in the Age of Faith, explore the
worship of the world and the individual in the Renaissance, and the new methodology of
the 17th Century rationalists. (Spring. Suggested prior course, 241.)
343 History of Philosophy Ill: Enlightenment and 19th Century Philosophy
Where does knowledge begin? In innate ideas or with experience? What can we really
know about the world? What impact did Romanticism have on philosophy? This course
studies the major empiricists of thelBth century (Locke, Berkeley, Hume). Kant's synthesis
of philosophy, 19th century idealism, and the reaction to idealism by men such as Marx,
Kierkegaard and Nietzsche. (Fall. Suggested prior course, 241 or 242.)
344 History of Philosophy IV: Contemporary Philosophy
What lies behind 20th century philosophy's love affair with language? Is truth that which
works? Can we remake philosophy as a rigorous science? These and other issues are dealt
with in a study of the major representatives of linguisticanalysis, pragmatism, existentialism,
and phenomenology. (Spring. Suggested prior course, 241,242, or 343.)
350 Philosophy of Religion
What i s the relation between faith and reason? Does God exist, and what can besaid about
him if he does? Can we reconcile the goodness of God with human and animal suffering? I s
man really immortal? Are miracles possible? We will conduct a systematic inquiry into
these questions which form the basis of religious beliefs. (Suggested: one prior course in
philosophy.)
355 Oriental Philosophy
A study of the basic concepts and philosophies which underlie Hinduism, Buddhism,
Confucianism and Taoism. (Suggested: one prior course in philosophy.)
362 Political Philosophy
As residents of an urban college we are citizens of the city. What i s the relation between the
citizen and the city? In a larger context, what i s the origin of the State and the basis for its
laws?What relation holds between law and morality, and between God, the Church and
the State?This course studies the key concepts of politics found in the tradition of western
political thought.
365 Philosophy of Science
The scientist's knowledge of the world i s purported to be profoundly different and better
than that of the non-scientist. Is this true?What constitutes scientific knowledge?Are there
certain real questions which science cannot answer? How certain are the methods used by
the scientist to recover knowledge? In addition to dealing with these questions, students
will work in researching and developing philosophical problems in the special sciences.
(Suggested prior course, 130 or one course i n natural science.)
370 Existentialism
Studies i n the writings - both philosophical and literary - of prominent Existentialist
authors. We will examine what i t means to be a being-in-the-world, and explore such
themes as absurdity,freedom, guilt, despair and paradox. (Suggested: One prior course in
philosophy)
380 Ethics of Medicine and Health Care
Application of ethical principles to problems which arise in the areas of health care and
delivery, human experimentation, human engineering, abortion, care for the dying and
euthanasia.
410 Topics in Philosophy
Advanced studies covering a specific area of philosophy, such as studies in the thought of
individual philosophers, philosophical movements, the history of an idea or specific
problem, or interdisciplinary problems. Seminar format. May betaken morethan once for
credit. (Suggested prior courses, any from.241,242, 343,344 or #.)
430 Studies in Individual Philosophers
Advanced studies i n the philosophy of particular philosophers,e.g., Plato, Descartes, Marx,
Hegel, Kierkegaard or Wittgenstein. Seminar format. (Suggested prior courses: 241,242,
343, or #)
499 Independent Study
Individual study and research on some philosophical topic of interest to the student,
worked out in consultation with the faculty adviser.
Physics
K e r m i t E. Paulson (Chairperson), Kenneth N. Erickson, M a r k J . Engebretson
a n d 395 plus t h r e e courses above
122. I n Planninglheir coursesof study, students are encouraged to work closely w i t h
members o f the physics faculty. Normally, students should have Mathematics 124,
125, a n d Physics 721, '122 the freshman year, a n d Mathematics 124 and 226 t h e
s o p h o m o r e year.
Major: 9 c o u r s e , i n c l u d i n g 121,122,245,351,362
Teaching Licensure Major: The same'as t h e major. Students are advised t o refer t o
t h e Education Department section o f t h e catalog a n d consult w i t h t h e Education
Department early i n t h e i r planning.
Minor: 5 courses, i n c l u d i n g 121,122, and t h r e e courses above 122.
Honors Major: A GPA o f 3.6 i n physics a n d 3.0 overall. A n independent invertigat i o n o f a physics t o p i c w i t h an oral defense o f t h e w r i t t e n research repbrt.
Application f o r t h e honors major should b e made n o later than rhe first t e r n of the
senior year.
Societ of Physics Students: The Augsburg chapter o f Society o f Physics Students
proviJes students t h e o p ortuniiiei of membership i n a national physics society a n d
o f participating i n t h e pl?ysio cornrnunily on a professional basis. M e m b e r s h i p i n
SPS is o p e n t o all students interested rn physics.
Sigma Pi Sigma: M e m b e r s h i p i n t h e Augsburg chapter o f this national physics
h o n o r society is o p e n t o those students w h o have c o m p l e t e d t h e equivalent o f a
m i n o r i n physics, have a G P A o f 3.0 i n physicsand overal1,and rank i n t h e u p p e r t h i r d
o f their class.
101 Astronomy
A descriptive course requiring elementary algebra. Our solar system, stars and galaxies.
The necessary optical instruments are explained and use i s made of a 12-inch reflecting
telescope, and eight-inch Celestron, and a 3-inch Questar. Occasional night viewing. (3
one-hour lectures.)
103 Physics for the Life Sciences
An introductory course in which the applications, problems, and experiments areselected
not only to illustrate fundamental principles, but also to demonstrate the relevance of
physics to the lifesciences. The course i s designed to serve students in biology, psychology,
physical education (therapy programs), medical technology and other health science
programs. The course i s also a very suitable elective or distribution requirement for the
liberal arts student. (3 one-hour lectures, 2-hour laboratory. Prereq.: Elem. algebra. Fall)
106 Introductory Meteorology
A study of thescience and wonders of the atmosphere. The course i s designed to provide a
working knowledge of the basic science principles required for understanding weather
and climate. Attention will be given to the overall weather patterns of the earth and to the
many varied aspects of weather, some of which include: Clouds and precipitation,
thunderstorms, tornadoes and hurricanes, weather monitoring and forecasting, the
influence of weather on pollution, fronts and cyclones, and optical phenomena of the sky.
The course i s designed to be an elective or to satisfy the distribution requirement for the
liberal arts student. (3 one-hour lectures. Prereq.: Elementary Algebra. Spring)
111 Physics, Computers, and Society
A study of the historical development of selected topics in physical science. Attention will
be given to the interaction of physics and its associated technology with philosophy,
religion, and culture. Study of mechanics, electricity, and digital electronics will lead up to
discussion of the meaning of twentieth century physics and of the role of elctronics and
computers in modern society. Microcomputers will be used extensively in the laboratory.
(3 one-hour lectures, 2-hour laboratory. Fall)
121,122 General Physics I, II
A rigorous study of classical physics including mechanics, wave motion, thermodynamics,
electrjcity, magnetism, and optics. Designed for physics majors, pre-engineering students
and other specified majors. Must be taken in sequence. (3 one-hour lectures, 3-hour
laboratory. Prereq.: Mathematics 124 or concurrent registration. 121, Fall; 122 Spring)
245 Modern Physics
An introduction to modern physics from a historical and experimental basis. Relativity,
quantum effects, atomicand molecular physics, nuclear and solid state physics. This course
indicates the need for, and develops the experimental basis of quantum mechanic. (3
one-hour lectures. Prereq.: 122. Fall)
261 Electronics
A review of AC and DC circuits and study of analog electronics comprises the first half o f
the semester. The second half includes study of digital electronics culminating in analysis
and use of microprocessors and microcomputer systems. (Prereq.: 103, 111 or 122; and
Mathematics 122 or 125)
270 Optical Physics
The emphasis is o n physical optics, making frequent use of the complex expression for a
wave: interference, diffraction, polarization, and an introduction t o the electromagnetic
theory. (3 one-hour lectures. Prereq.: 122. O n demand)
351,352 Mechanics I, II
A careful study of classical mechanics i n terms of Newton's laws of motion and the
Lagrangian and Hamiltonian formalisms. Topics include conservation principles, single
par~irle
motion,svsrernsof particles, oscillatory systems, central-force motion, dynamics of
rigid hndie5, gravttation. kinematics of two-particle systems and noninertial reference
frames. (3 one-hour lectures. Prereq.: 122, Math. 226. 351, Fall; 352 Spring)
362, 363 Electromagnetic Fields I, II
The clasrical electrornagnet~c f ~ e l dtheory IS developed uslng the vector calculus
~ h r o u g h o u t .Eleclrostat~cs,magnetostatlcs, solut~onof Laplace's and Po~sson'sequations,
elecrrrr and magnetic properties of mater~als,and the theory of electromagnet~cr a d ~ a t ~ o n
bared on Maxwell's equatlons (3 one-hour lectures Prereq M a t h 226, 362, Fall, 363,
Sprlnp)
395 Comprehensive Laboratory
A n emphasis nn independent laboratory investigat~ons,including participation in physics
seminars. Experiments in the area of mechanics, thermodynamics, vacuum ph\,sic~.
electronics, ~ l e c t r i c i t v magnetism,
,
optics, and modern physirs. (2 three-hour laboraton:
and 1 seminar hour per week. Prereq.: Junior standing or consent of instructor. 5pring)
481 Thermal Physics
The study of properties of systems and processes for which temperature is an important
variable. The subject i s developed from iwo independent vet complementary viewpoints;
the experimental, macroscopicclassical thermodynamics and the theoretical, microscopic
statistical mechanics. (3 one-hour lectures. Pr~req.: 351. Spring)
486 Quantum Physics I
h development from f i n t principles, including de Brogl~e'spostulates, the Schroedinger
equation, operators, rvavefunctions, expectation values, angular momentum, and ap-
proximation methods. Spec~iicproblems studied include potential wells and potential
barriers. the harmonic oscIl[ator, and the hydrogen atom. (3 one-hour lectures. Prereq.:
245, 357,352 Fall)
488 Quantum Physics II
The application of quantum mechanics t o specific topics chosen from the areas of solid
state physics, atomic and molecular physics, nuclear physics, and particle physics. (3
one-hour lectures. Prereq.: 486. Spring)
499 Independent Study
A n opportunity for students t o explore systematically a problem i n experimental or
theoretical physics, worked out i n consultation with a faculty adviser. O p e n t o juniors and
seniors with departmental approval.
108/Political Science
Political Science
M i l d a H e d b l o m (Chairperson), N o r m a Noonan, Myles Stenshoel
Major: 9 courses, plus Statistical Analysis (Soc. 362). Required: 121 o r 122 o r 160 o r
170; 158; 384; and at least 5 o t h e r u p p e r division courses i n 4 o u t o f 5 Political Science
Areas. A seminar i n o n e o f t h e five areas may b e c o u n t e d f o r that area.
Minor: 5 courses, including: 121 o r 122 o r 170; 158; a n d at least 3 u p p e r division
courses i n 3 o u t o f 5 Political Science Areas.
Honors Major: The Honors M a j o r in Political Science includes the requirements
listed above, plus the following: The student's grade-point average must be 3.5 in
t h e major and 3.0overall. Thestudent r n u i r t a k e a n Honors Independent Study and a
seminar, and rnun submit, not later than March 1 of the senior vear. an Honors
Thesis to be defended before a faculty committee. Studenrs may w o r k with any
m e m b e r o i the Departmenr on their Honors Thesis. For specific r q u i r e m e n r s .
consult the De artmental Chairperson.Students shoukd apply for the H o n o r s ,Major
no later fhan e!t
f i r i t term o f f h e j u n i o r year.
Political Science Areas: (I) American G o v e r n m e n t and Politics (11) Comparative
Politics a n d Analysis ( I l l ) International Politics (IV) Public Law (V) Political Theory
a n d Analysis. A n y course listed i n m o r e t h a n o n e area may b e c o u n t e d i n o n l y o n e
area t o w a r d major o r m i n o r requirements.
Note: Students interested i n secondary education may take a political science
major i n c o m b i n a t i o n w i t h specified social science courses, i n compliance w i t h state
requirements. For m o r e information, see t h e department chairperson o r t h e Social
Studies Coordinator.
See t h e class schedule f o r precise listing o f terms i n w h i c h courses are offered.
I. American Government and Politics
121 American Government and Politics
The politics of American government including the forms of political ideas; the pattern of
participation; the dynamics of congressional, presidential and bureaucratic policymaking;
and current issues in American society.
122 Metropolitan Complex
Politics in the urban setting, including important issues, actors, and structures influencing
public policy in the modern urban complex. Discussion-lecture, simulation, and meetings
with political experts and activists.
325 Public Administration
The politics of public administration and bureaucratic policy-making i n the United States;
governmental regulation, promotion and management, emphasizing political and economic interaction. (Prereq.: 1 course in Political Science or #)
326 Political Parties and Behavior
The political behavior of the electorate emphasizing publicopinion and political parties in
the electoral process. Field work with political parties and interest groups and media i n
presidential elections (optional in non-presidential election years). (Prereq.: 1 course in
Political Science or #. Fall term of election years)
Political Science/lO9
342 Mass Communications in Society
Effects of mass communications on individual behavior; the uses and control of mass media
for political and social purposes including a study of censorship, newsmaking, entertainment and public affairs programming.
370 Constitutional Law I
(See Section IV for description. Offered alternate years)
371 Constitutional Law II
(See Section I V for description. Offered alternate years)
421 Topics in American Politics
Selected themes, including legislative, executive or judicial process, and policy process in
American politics; national, urban or state focus; topic to be included in subtitle. (Prereq.:
Two courses in Political Science or #. Offered on demand.)
11. Comparative Politics and Analysis
158 Political Patterns and Processes
An analysis of basic patterns i n the political system and decision-making process with some
comparison of major political systems and discussion of contemporary issues.
350 Comparative Democracies
The emergence, maintenance and decline of selected democracies, focusing on political
behavior, institutions, and processes. (Prereq.: One course in Political Science or #)
351 Communist Political Systems
A comparative analysis of thesoviet Union and other communist states in termsof political
behavior, institutions, processes and politics. (Prereq.: One course i n Political Science or
#.I
381 Democratic Theory and Practice
(See Section V for description)
459 Topics in Elite and Mass Behavior
In-depth study of the elite and/or mass participation i n the political system. (Offered on
demand. Prereq.: One course in Political Science or #).
Ill. International Politics
160 World Politics
Introduction to the processes and issues of international politics, including the dynamics of
the international system, theories of international relations, and a focus on recent
problems.
363 Communist Foreign Policies
Analysis of the motivation, formulation, and implementation of foreign policies of
Communist nations with emphasis upon the Soviet Union and China. (Prereq.: One course
i n Political Science or #)
461 Topics in International Politics
Selected themes including interpretations of international politics, foreign policy decision-making, simulations of international problems. Topic to be included i n subtitle.
(Prereq.: One course i n Political Science or #. Offered alternate years.)
llO/PoIiticaI Science
IV. Public Law
170 Law in the United States
A survey of American law and legal process. Theories of law; law and society; roles of
courts, police, lawyers, and juries; the United States Constitution as "supreme" law; law as
politics; historic and contemporary legal issues.
370 Constitutional Law I
The legal-political-philosophical role of the Supreme Court in the American political
system in significant decisions affecting the allocation of powers in the national
government and in the federal system. (Prereq.: 170 or #. Offered alternate years)
371 Constitutional Law II
Constitutional limitations of the Bill of Rights and of the Fourteenth Amendment as applied
by the Supreme Court to the protection of human rights and civil liberties of individuals.
(Prereq.: 170 or #. Offered alternate years)
V. Political Theory and Analysis
158 Political Patterns and Processes
(See Section I1 for description)
380 Western Political Thought
A study of influential political philosophers from Plato through Rawls, emphasizing the
values, goals, and assumptions which continue to inform and t o rationalize human
governance. (Prereq.: One course in Political Science or #.)
381 Democratic Theory and Practice
A study of democratic theory and public policy practice with focus on the emergence of
political democracy, capitalism and the welfare state in comparative perspective. (Prereq.:
One course in Political Science or #.)
382 Marxist Visions: Past, Present, and Future
Origins and evolution of Marxist theory and movements emphasizing Marxism as
developed i n Russia and China. Consideration of the political, social, and economic
dimensions of the theories, with some focus on the preferred futures envisaged i n the
doctrine. (Prereq.: 158 or #.)
384 Political Analysis
An analysis of different approaches and theories in the study of politics including an
examination of the requirements of science as a model for political study; major research
required. (Prereq.: Statistical Analysis; Political Science 158 and two upper division
courses, or #.)
Seminars, Independent Study and Internships
199 Internship
Lower division internship. Consult Internship Supervisor in the department to determine
project. (Fall, Interim, Spring.)
295 Lower Division Seminar
Special topics. Consult department chairperson concerning terms and subject matter.
(Offered on demand)
299 Directed Study
Independent study for lower division students. (Prereq.: #. Fall, Interim, Spring)
399 lnternship
Consult Chairperson or lnternship Director to determine project. (Prereq.: #. Fall, Interim,
Spring)
495 Seminar
Selected topics. Consult department chairperson concerning terms and subject matter.
(Prereq.: #.)
498 Independent Study: Metropolitan Resources
An independently designed course a student (or group of students) develops, making
extensive.~\sternaticand integrated utilization of resources available in the metropolitan
commwniry, e.g. lectures, symposia, performances, hearings. These resources become the
core of the course, supplemented by traditional college resources, and designed i n
consultation with and evaluated by a faculty member of the department. (Prereq.: #. Fall,
Interim, Spring)
499 Independent Study
Topics defined through consultation between instructor and student. (Prereq.: #. Fall,
Interim, Spring)
Psychology
Richard Marken, (Chairperson), Lyla Mae Anderegg, Grace Dyrud, Norman
Ferguson, Duane Johnson
Major: f 0 courses including 105,264,265,381 or 399, and 493, with a minimum of 5
courses at Augsburg; Physics 103. Nw mare than two courses from among299,399
and 499 may be counted toward the minimum 10 psychology courses required f o r a
major. This restricrion applies toward rhe minimum requirement only. The student
may actually take more such courses. The major program should include I05 in the
freshman year, 264 and 265 i n the freshman or saphomore year, 381 or 399 in t h e
junior year and 493 i n the senior year. The major program is planned in consultation
with an adviser i n the ps cholo6y department and is a proved by the department
chairperson. The a v e i a i plan i c d i r e c t e d toward a pasic understanding of the
discipline af psvchology and toward the particular educational, vocational and
professional goals of the individual student. A written plan forthe major should be
completed a n d approved by the beginning of the junior year. It i s recommended
rhal psychology majors rake additional course work from other areas that will
complement and strenpthen their particular interests in psychology; for example,
deiteloping a minor in business admintstration, biology, or communication is
recommended for many studen~s.
Minor: 5 courses including 105, with a minimum of 2 courses at Augsburg. Not more
than one course from 299,399, and 499 may be counted toward the minor.
Honors Major: GPA of 3.5 in the major and 3.0 overall, and completion of a high
quality research project culminating the major program. Application for honors
consideration must be made during the junior year. Please consult the department
chairperson for more detailed requirements.
Certificate In Program Evaluation: 5 courses includ~ng264 (orSociology 362). 399,
450: Sociology 362 and 363. These courses are designed to rovide back round and
skills to p e r f o r m as a research assistan7 for agencies or i r m s which CI program
evaluation or self-assessment programs. See department chairperson for f u r t f i ~ r
f
details.
105 General Psychology
An introduction to the methods and approaches used i n psychology for the purpose of
understanding behavior. The structure of the field of psychology, including its major
sub-areas, is emphasized.
251 Sensing and Perceiving
An ecologically oriented approach to the study of perceptual systems. Emphasis on the
processing of environmental information and how this relates to adaptive behavior and
subjective experience. Topics include: adaptation to novel environments, machine
intelligence, and anomalous perception such as illusions. (Prereq.: 105, Alternate years)
264, 265 Research Methods: Design, Procedure, and Analysis I, II
A two-term sequence including experimentation in human and animal learning, problem
solving, social psychology, and sensation-perception. Emphasis will be placed on both
statistical and experimental design methodology. Research Methods I may be taken for
credit without continuing i n Research Methods 11. Majors in psychology must take both
terms of the two-term sequence; 264 must precede 265; 265 should be taken in the term
immediately following 264. (Prereq.: 105)
299 Directed Study
Limited registration by special permission. Specific planning for the study must be
completed and approved well in advance of the time of registration.
351 Developmental Psychology: Child
Emphasis on normal child development and behavior. Consideration of theoretical
systems used for viewing the developmental sequence and process. Active inquiry into
practical implications and applications of data and theory in respectto the development of
children. (Prereq.: 105)
352 Developmental Psychology: Adolescent and Young Adult
Emphasis will be on normal development and behavior. Consideration of data and theory
related to development during the adolescent and adult periods of life. (Prereq.: 105. Fall,
1983)
353 Developmental Psychology: Middle Adult and Older Adult
Emphasis will be on normal development and behavior. Consideration of data and theory
related to development during the middle adult and older adult periods of life. Includes
perspectives on death and dying. (Prereq.: 105. Fall, 1983)
355 Brain & Behavior
A survey of the functions of the nervous system which are responsible for behavior in
animals and human beings. Major topics include: sleep & wakefulness, motivation &
emotion, learning & memory, and mental disorders. (Prereq.: 105 and one course i n
biology. Fall)
356 Environment and Behavior
A study of the influence which the environment, both natural and man-made, has on
behavior. Major topics include: overcrowding and environmental stress, territoriality,
defensible space & crime, and built environments such as rooms, buildings & cities.
(Prereq.: 105. Spring)
357 Learning
Learning concepts, behavior change principles and psychology of instruction. Behavior
change and individualized instruction projects. (Prereq.: 105)
359 Measurement
Theory and principles of measurement. Analysis and practicum with achievement, interest,
personality and intelligence tests. (Prereq.: 105)
361 Personality
An introduction to the field of personality study with special attention directed toward
personality theories and contemporary application of those theories. (Prereq.: 105. Fall)
362 Abnormal Psychology
An introduction to maladaptive human behaviors from the social, organic and psychological points of view. Visitation to a variety of community serviceagencies will accompany
classroom learning. (Prereq.: 105. Spring)
371 Psychology of the Individual: Female and Male
A study involving knowledge of materials bearing on the development of sex differences
and roles, the effect of society upon values and goals, differential legal status of each sex
and psychophysiological data bearing upon these differences. (Prereq.: 105 or #)
373 Organizational Psychology
Theoretical conceptualizations of organizational behavior. Factors and practices such as
management styles, evaluation and maintenance of work effectiveness, and social
influences. An organizational field experience. (Prereq.: 105)
375 Social Psychology
See under Department of Sociology.
381 Psychology in Historical Perspective
Historical development of psychological viewpoints and theoretical positions. (Prereq.:
two psychology courses. Alternate years)
399 Internship
Interested students should consult with the departmental internship coordinator regarding requirements and permission to register.
450 Program Evaluation
The application of scientific research techniques and statistical analysis to programs for
social improvement. Designing information systems for the ongoing monitoring of
programs. Assessing community needs. Assessing program effectiveness and efficiency.
The political and organizational context of program monitoring and evaluation.The role of
evaluation research for social policy and program improvement. (Prereq.: 264orSociology
362; Sociology 363)
485 Counseling Psychology
Principles, methods, and attitudes involved in the counseling process. Consideration given
to goals and ethical guidelinesfor a counseling relationship. (Prereq.: 5 courses and senior
standing. Spring)
490 Current Topics in Psychology
Study of selected areas and topics in psychology that are not treated extensively through
current course offerings. Specific topics will be published prior to registration. (Prereq.:
105 and #. Alternate years)
493 Seminar: Contemporary Issues
Discussion of contemporary societal issues from a psychological viewpoint. Consideration
of the approaches and methods used by psychologists in studying such issues. (Prereq.: 5
courses)
499 Independent Study
Limited registration by special permission for advanced students in psychology. Students
must present a written plan prior to registration including carefully considered rationale
and purpose for the proposed study.
Religion
Philip Quanbeck (Chairperson), John Benson, Bradley Holt, Richard Husfloen,
Eugene M. Skibbe, Paul Sonnack, Bruce Stuart, Sheldon Torgerson, Daniel Zemel
Major: 8 courses, including 111, 221, 356, 4 8 7 and 495. the seminar especially for
majors, taken in the junior or senior year. Before takrng seminar, each major must
have written one formal research paper and placed I1on file with the department
chairperson. Only one interim course may be applied to the major. One upper
division New Testament Greek course may be applied to the major.
Major in Church Staff Work: 9 courses, including 111,221,356,362,399,481,354 or
358, 360 or 483, 471 or 473. These together with specified courses in other
departments can lead to Augsburg certification.
Program tor Christian D a y Schoof Teachers: Students pursue one of he regular
teacher education programs i n the Department of Education to prepare for
licemure by the Stare of Minnesota. In addit~onto the licensure program, five
courses i n religion a r e required: 771.221. 362, The Christian Day School (Interim)
and The Lutheran Heritage (Interim). Student Teaching experience is required in
both a public school setting and in a Christian D a y School.
This program prepares students who are interested in teaching i n Christian Day
Schools, particularly those of the American Lutheran Church, although participation
i s not limited to such schools.
Minor: 5 courses. Not more than one interim course may be counted for the minor.
Honors Major: GPA of 3.3 in the major and 3.0 over-all; research project approved
by the department and colloquium with the department.
Certificate in Church Staff Work: 9 Religion courses (II1,22'1,356,362,48f, 359 or
358,360 or 483.471 or474,3991; Psychology 105,351,352or 371,485, Sociology 111or
Psychology 373, Sociology 231 1; Physical Education 232; Speech 354 or 355,499.This
program meets or exceeds rhe educational requirements of The American Lutheran
Church, bur certification b the church i s a separate function. By addingrwo or three
courses from appropriate epartments, thestudent can develop special emphases in
parish education. busines management or diaconal work.
d
Notes: Religion 111 or221 is prerequisite to all other courses. Department approval
i s necessary before courses taken in other colleges can be accepted for Religion
Department and/or general education course credit.
All majors are urged to consult with the department chair.
111 Introduction to Theology
An introduction to the academic discipline of theology and to the dialogue between the
church and the world which concerns Christian doctrine.
221 Biblical Studies
The origin, literary character, and transmission of the biblical documents. The task of
biblical interpretation. The history of Israel and the emergence of the church.
350 Philosophy of Religion
(See under Department of Philosophy)
353 Denominations and Sects in America
A study of the beliefs and worship practices of the major denominations and sects. Some
contemporary cultic movements will also be considered. (Spring)
354 Life of the Church in the Life of the City
The Gospel and various forms of ministry evident i n urban structures.
356 History of Religions
An introductory survey of some of the major living religions of the world, including
Hinduism, Buddhism, Confucianism, Taoism, Shinto, and Islam. Lectures plus some
discussion of primary documents from these religious communities. (Fall)
357 Survey of Church History
A survey of Christian history i n the early, medieval, Reformation, and modern periods.
Some attention will be given to primary sources, in addition to interpretations of the
periods i n question.The expansion of the church, its inner life, its relation to the state, and
the development of its doctrine will be major elements of the study.
358 Life and Work of the Church
Congregational life i n its varied character with attention directed to Christian education
and curriculum, youth work and parish work.
360 Religion and Society
An examination of the interaction of religion and society i n terms of sociological analysis
with particular emphasis on contemporary sociological research on religious movements
i n American society. (Spring)
361 Church Fathers
A stucky o f ~ h early
e
Christian Church in the context of the Roman Empire, including such
ropics as persecution and martyrdom, the deveIopment of the creeds. Christianity in
conllict with GnoSticlsm and mystery religions, monasticism and mysticism, early Christian
worship: also includingthe rhealogy of several earlv Christian leadersand a special unit on
the life and thought of Augus~ine.(Spring 1983)
362 Theology of the Reformers
An introduction to the theological thought of the Protestant reformers of the sixteenth
century. Special attention to the writings of Martin Luther and other representative figures.
(Fall)
363 Religion in America
A study of the development of religion in America. Special attention to the rise of religious
liberty, revivalism, denominations and the responses of religion to the challenges of its
environing culture. (Fall)
364 Scandinavian Immigrant Church History
Topics and themes related to church history and Scandinavian immigration to this country.
(Offered as funding permits)
380 Music of the Western Church
(See under Department of Music)
399 Internship
Limited to students who have completed at least four academic courses, have at least first
semester Junior standing, and satisfy department guidelines.
471 Jesusand His Interpreters
Consideration of the New Testament documents, particularly the Gospels, dealing with
their context, literary structure and relationships. Attention to the variety of interpretations
given the person of Jesus, including the "quest for the historical Jesus." (Fall)
472 Theology of Paul
A study of the Apostle Paul including his historical background, his relationship tothe early
church, and some of the themes to be found in his writings. (Spring, 1984)
473 The Message of the Old Testament
The various types of Old Testament literature. The distinctive ideas of Hebrew thought with
emphasis on the message of the prophets. (Spring 1983)
475 Judaism
A survcv of the history of Judaism from the end of the O l d Testament period to modern
tlrnes, with emphasis placed upon the reJigious development. A special interest i n such
modern Jewish thinkers as Buber and Heschel. The lewirh Chatauqua Society annually
makes a grant to kugsburg College in partial support of this course in Judaism offered i n
the religion department. (Fall)
481 Contemporary Theology
An introduction to some representative trends i n Christian theological thought today, as
seen from the systematic perspective, i n the light of the continuing theological task of the
Christian Church. (Spring)
482 Contemporary Roman Catholic Theology
New trends of Roman Catholic theology as expressed in the writings of some of its
representatives. Relation of new theological and biblical insights to the dogmatic
definitions of the church.
483 Christian Ethics
The bases of Christian social responsibility, in terms of theological and sociological
dynamics. Emphasis on developing a constructive perspective for critical reflection upon
moral action. (Fall)
486 Psychology of Religion and Theology
A study of current psychological views of religion i n thecontext of the tradilional Christian
view of human nature. Special attention will be given to the dassia in the field by Freud,
Jung, and William James, and to those Christian theologians who have been influenced by
them. (Spring 1984)
495 Seminar
Selected topics. Required of majors in the junior or senior year. Others by permission of
instructor. (Fall)
499 Independent Study
Limited to students who are religion majors and satisfy departmental guidelines.
Russian, Scandinavian Studies/II7
Russian Area Studies
Norma C. Noonan (Campus Coordinator)
The major in Russian Area Studies is a cooperative program of the Associated
Colleges of the Twin Cities (ACTC). It seeks to give the studenr the broadest possible
expowre to Russian and Soviet life, history, politics, literature, tradition, and
philosophy. In addition ro providing a good liberal education, the program can
enable students to prepare for graduate study, or careers i n areas such as
governmenz. international business, or teaching.
Major: 11 courses: 4 courses (2 years) of basic college Russian (or equivalent
competencies); 2 courses in Russian history; 1 course in Marxist theory; 1 course in
Russian literature; 1 course in Soviet politics; 2 other courses of approved
electives.
Minor: 6 courses: 2 courses (1 year) of basic college Russian (or equivalent
competencies); 1 course in Russian history; 1 course i n Soviet politics; 1 course in
Marxist theory; 1 other course from the approved list of electives.
Each student's major program must be approved by the Coordinator.
Scandinavian Area Studies
Liv Dahl (Director)
Major: 8 upper division courses.
Minor: 4 upper division courses.
Note: Major programs must contain 4 courses Fisted in the Augsburg Catalog or
transferred ro Augsburg as upper division Scandinavian Area Studies courses, I.e.,
courses taughtbva Scandinavian languagedepartment or$ubdepartmentregardless
of r h e ~ content,
r
which may he linguistic, literary or culrural. Students graduating
with a major or minor must a150 present the equivalent of intermediate level
competence in a Scandinavian language. See Norwegian courses under Department
of Foreign Languages
Recommended Supporting Preparation: Study in Scandinavia, elective courses
which may lead toward a second major such as English, history, urban studies,
business administration.
272 Norwegian Life and Culture
Offered under Higher Education Consortium for Urban Affairs. SeeMetro-UrbanStudies,
Scandinavian Urban Studies Term (SUST).
312 Old Norse
An introduct-ionto the structure of Old U'est None through the study of selections from
Old Norse Ifterature. Some attentron given to Otd East Norseand aspects of the history of
four modern Nordic languages. Knowledge of one of the fatter is desired but not required.
Norwegian language majors and mlnors will have special assignments (Alternate years)
325 Scandinavian Music
(See under Department of Music)
118/Scandinavian Area Studies
330 Contemporary Scandinavia
A broad survey of Scandinavian culture with special emphasis on conditions and
developments in the twentieth century. Knowledge of Scandinavian language desirable
but not required.
345 Scandinavian - American Experience
The O l d World Background and rise of "America Fever," adaptation to the New Land,
aspects of Scandinanvian - American culture. (Alternate years. Spring, 1982)
351 The Modern Scandinavian Novel
Lectures provide a survey of the Scandinavian novel. Class discussion based on assigned
reading of selected novels by JonasLie, Sigrid Undset,Selma Lagerlof, Par Lagerkvist, Knut
Hamsun, Halldor Laxness and others. Knowledge of a Scandinavian language desirable.
Language majors and minors will be required to do assigned readings and written work i n
a Scandinavian language. (Alternate years. Fall, 1982)
352 The Modern Scandinavian Drama
Readings include dramatic works by Ibsen, Bjgrnson, Strindberg, Lagerkvist, Munk and
other twentieth century dramatists. Lectures provide a survey of Scandinavian drama with
emphasis on lbsen and Strindberg. Knowledge of a Scandinavian language desirable.
Language majors and minors will be required t o do assigned readings and written work in
a Scandinavian language. (Alternate years. Fall, 1981)
364 Scandinavian Immigrant Church History
(Offered under Department of Religion)
372 Norwegian Language and Culture
Offered under Higher Education Consortium for Urban Affairs. See Metro-Urban Studies,
Scandinavian Urban Studies Term (SUST).
373 Growth and Development of Scandinavian Cities
Offered under Higher Education Consortium for Urban Affairs. See Metro-Urban Studies,
Scandinavian Urban Studies Term (SUST).
382 Scandinavian Arts
(See under Department of Art)
3% Urban Planning in Scandinavia
Offered under Higher Education Consortium for Urban Affairs. See Metro-Urban Studies,
Scandinavian Urban Studies Term (SUST).
450 Nineteenth Century Scandinavia
(Offered under Department of History)
495 Seminar: Ethnic/lmmigration Experience
(Offered periodically under Department of History 495 Seminar)
499 Independent Study
I n consultation with a faculty member, student selects a specific topic for study.
Social Science, Studies/lIg
Social Science
Myles C. Stenshoel (Division Chairperson)
Two emphases exist within the Social Science rnajor: t h e General Major and the
Non-Western emphasis. A student may not list a double major in Social Science and
in one of the component disciplines unless the distribution selected in the Social
Science major is significantly different from the o t h ~ major.
r
General M ajar: 15 courses: 10 required courses (Economics122,123; History 221,222;
Geographv 114: ~ociology127,241; ~ s ~ c h o l o g y l O 5
Political
;
Science158 and I21 or
170); 4 upper division courses in one of the fo[lowing disciplines: Economics,
History, Political Science, Psychology or Sociology; a statislia course approved by
r h e department in which the 4 upper division courses are taken. The student should
choose an adviser who i s a member of the department i n which the upper division
courses are to be taken. (For supplemenrary information and alternative ways ro
f uifill the state-approved competency-based rogram for secondary teacher education, see the following recrion on Social S t u g e i for Secondary Educa~ion.)
Non-Western Major: f 4 courses: History 104; 1social science methodofogy course
[Economicr, 379, Psvcholog), 264, Sociology 362 or 365); and 12 counes, in at least 4
discipIines, from the follawing: Economicj 122, 258: Hislory 103, 322, 323,324,440,
474; Political Science 351,363,382,461; Phiiosoph y 355; Religion 356; Sociology 241;
seminars, independent study or interim courses an relevant topics i n History andlar
PoliticaF Science. The student planning to fulfill this social science major should
consult the chairperson of rhe Department of History in choosing a major adviser.
Social Studies
Myles C. Stenshoel (Coordinator)
Students preparing to reach social studies on the high school level must complete, in
addition t o the professional requirements to be met within the De artment of
Education, a competency-bared program designed to provide a broacffoundation
in the social sciences.
Social Studies Teaching ticensure: 7 courses [Economics 122 or 123, Geography 114,
History 222, Political Sc~ence158, Psychology 105, Sociology 121and247) pIusa major
in one of ftvef~elds- Economics, History, Pol~ticalSc~ence,~ s y c h o l oy or Sociology
O ~
- o r incorporated in a Social Science Major, described in S ~ C T a~ ove).
k
Students considering a career in social studies education should consult, as soon as
possible, the Augsburg Department of Education and the Social Studies Coordinator.
120/Social Work
Social Work
Edwina Hertzberg (Chairperson), Maria Brown, Rosalie Clark, Douglas Perry
The Augsburg College Social Work Program is accredited by the Council on Social
Work Education.
The core program of Social Work begins in the junior year. However, ir is strongly
advised that the foundation courses required in other departments (see Major,
below) be begun in the freshman or sophomore vears. Advisement should also be
soughtfrom social work Faculty as t o the sequence of thesecourses. All studentsare
adv~sedro rake 257 as freshmen or sophomores unless exempted bv the faculry.
Candidacy: Students planning to major i n Social Work must apply to the department for candidacy status before the beginning of the senior year. Candidacy status
i s required for admission into senior social work courses.
Majar: The Augsburg Social Work Program is a professional program in preparation
for social work practice leading to a Bachelor of Science degree. The core program
consists oi 257*, 361*, 363*.364*. 467,462,463,464,465,466 and 4 7 :Biology 101':
Psvchalogy 10Y,351*. and 35?*; Sociology 121*, 231*, 365, 3rS*, and 383*,Ar least
one Conservation of Human Resource; (CHR) course is strongly recommended. A
minimum gradeof 2.0 i s required in each upper division social work courserequired
in the major.
*These courses are to be completed before the beginning of the senior year.
Concentration: Concentrations i n Aging, Chemical Dependency.Crime an'd Corrections, Social Miniztries,and Youth are possi ble. Concentration consists of courses
descriptive of functional, dystunctional, and programmatic aspects, plus field work
placement i n the senior year in the special area. For Social Ministries, a minor in
religion with specific coursework is required. CompIetion of a concentration i s
noted on the transcript.
Social Welfare Minor: 6 courses including 257 or department approved alternative
internship, 361, 463; Psychology 351 or Sociology 375; Sociology 383; and Political
Science 121 or 158 or 325, or Social Work 465.
School Social Work Certification: State Department of Education-required Human
Relations Certification for school social work i s available through successful
completion of Education 388.
257 Practicum in the Human Services
With faculty apgrova1,student selects a placement for 30 hours per week as avolunteer in a
social agency or institution. Opportunity to know social work professionals, social service
delivery systems, and career aspects of the helping vocations. Independent study with a
term paper report and weekly review conferences. Especially recommended for freshmen
and sophomores. Open to all students.
340 Policies, Program and Skills for the Aging
This course will include the study of the impact of social policy on the older population,
older population impact on social policy, services planned to address needs of older
population and skills needed to work with this population. Class conducted in Senior
Citizen Residence. (Prereq.: Course work i n Human Development, Systems of Social
Welfare, experience in work with the aged, #. Offered occasionally.)
Social Work/'l21
361 Systems of Social Welfare
A n examination of fundamental aspects of the various systems of social welfare in rhe U.5.
and the roleof social work i n them. Special emphasison analysisof the major assumptions
and movements conrrlbutory to the rise of the welfare state; description olaselection of
modern service systems, the profession of rocial work, its ethicr, value5, and historical
development, Three class periods per week; guest lecrures, research paper. (Sophomore
or f. Fall)
363 Methods and Skills of Social Work
Basic features of the helping process; theoretical foundations, principlesand techniques of
social work interventive methods, and practical experience necessarv for social work
practice with individuals and small groups; development of the student's repertoire of
relationship building skills. Lecture-discussion sessions and/or laboratory exercises each
week. (Prereq.: 361, Junior. 5pring)
364 Field Work I
Beginning supervised professional experience i n a social work agency focusing on
interviewing experience and relationship building. Ten hours per week, plus one small
group supportive/discussion seminar per week. (Prereq.: 361,Junior, concurrent with 363.
Spring)
399 Internship
Consult the Department Chairperson or lnternship Director for details. (Prereq.: #)
461 Advanced Methods and Skills in Social Work
Enlargement and refinement of practice sk111s through lecture. classroom exercise and
regular class work. Enlargement of social group work skills, emphas~son development of
generalist practice skills and c c l e a ~ capproaches. terrures and/or laboratory exercises
each week. (Prereq.: 2.0 i n 363and In 364,candidacy status,or=. Concurrent with 462. Fall)
463 Community Development and Organization
locality development and social change through community organization, socIal planning,
and social actron. Emphasis on: 71 survey o i histar~calforms o l soctal change, 2)
understanding the b a r ~ r15suesand strategies relevanr to social protesr and change, 3)
examination of the role oi staff, and o i the functions and interrelationships of cornmunip
organizat~ons.and 4) knowledge of and actual practice In the essenrial principles and
~echniquesof organizing. (Prereq.: senior or *. Fall)
462,464, Field Work I1 and IV:
Progressively responsiblesupervised professional social work experience including work
with individuals, families, groupsandlor communities in a 50c1alserviceagency-Ten hours
per week, plusonesupportive/discursian seminar per week. (Prereq.: completion and 2.0
i n 361, 362,364. candidacy status: concurrent with 461 and 467: Fall and Spring)
465 Social Policy: Analysis and Development
Includes the study of theories of Social Policy formularion and methods of analysis
associated with needs and services, and analysis of the impact of policy on social w o r i
practice. Developmenr and implementation will beviewed f~rsthand through work with a
public policy maker, 4 hours per week. O ~ class
P period per week, reading, analytical
pape:integratingclasscon~epr~
wilh practical experience. [Prereq.:361.463.and senlor or
2. Spring)
466 Field Work 111 (1/2 or 1 course)
Continuation of 462 conducted during Interim.
467 The Social Worker as Professional
Ethical practice, bureaucraticsurvival, professional job attainment, personnel policies and
practices, organizational theory, and resource development will be studied i n the course.
The field work practice becomes the laboratory for class exercises. (Prereq.: 461,462,463,
466, concurrent with 464, or #. Spring)
468 Special Topics (1/2 to 1 course)
Current issues in social work theory or practice. To be announced. ( # half or full credit.
Interim)
498 lndependent Study - Metropolitan Resources
An independently designed course a student (or group of students) develops, making
extensive, systematic and integrated utilization of resources available i n the metropolitan
community, e.g. lectures,symposia, performances, hearings. These resources become the
core of the course, supplemented by traditional college resources, and designed i n
consultation with and evaluated by a faculty member of the department.
499 lndependent Study
Student must present written proposal containing rationale, objectives and methodology
of the proposed study according to department guidelines. (Prereq.: 257 and #)
Sociology
Gordon L. Nelson (Chair erson), Robert Clyde, JerryGerasimo,Garry Hesser,Anita
Kolman, Diane Pike, Joe Torstenson
P
Major: 10 courses including 121, 362,363, 375,485. Highly recommended: a CHR
course, internship,independentstudv or upper division interim course i n sociology.
This recommendation i s made in the hope that thestudent will take advantage of the
variety of learning models offered through the department. Consult department
chairperson concerning areas of concentration.
Minor: 5 courses including 121 and two upper division courses (i.e., 300 and above.)
Honolr Major: The studenr must have a minimum GPA of 3.5 i n the major and 3.0
overall. Applicarion for honors i n S Q C ~ Q candidacy
~ O ~ ~
shall consist of submission of
roposal to Department Chairperson before April 1 nf the junior year.
Candi acy IS
- contingen! upon departmental approval of proposal bv April 30 of
junior year. After acceptance as a candidate, the student will register for Independent Studv (Sociology 499) through which work on thesis will be comptcted. Honors
degree i n socialogy will be g r a n r ~ dtea candidate i f heJshe successfully defends the
thesis before March 31 of senior year and maintains GPA through graduation.
B
Certificate in Program Evaluation: 5 course including 362 (or Psychology 264), 363,
Psychology 399, 450. These courses are designed to provide the cognitive background and skill development to perform well as a research assistant for a enciesor
i ~ r r nwhich
i
do
evaluationror an employee who can develop an4 maintain
ongoing self-assessment programs for a n employer agency. 5ee department
chairperson for further details.
111 Human Community and the Modern Metropolis
The cultural and structural dynamics of the modern world viewed from the perspective of
the metropolitan situation, with a focus on the possibilities of human community i n the
context of urban institutions and processes.
199 lnternship
Lower division internship. Consult Internship Supervisor i n the department to determine
project. (Fall, Interim, Spring, and Summer)
121 Principles of Sociology
Sociology as a mode of analysis or way of knowing. Its applications to an understanding of
basic aspects of society; socialization,family life, social inequalities, large-scale institutions,
etc. Sociology as an academic discipline and profession.
231 Sociology of the Family
An examination of the family as a social institution. The process of dating, mate selection,
marital adjustment and divorce. The relationship of the family to its institutional and
cultural context.
241 Introduction to Cultural Anthropology
An examination of the idea of culture; the person's relation to culture; languageas a major
organizing element i n the way we see the world. An examination of the ideas of
"primitive", "civilized", and "progress"; a comparison of alternate realities as found i n
different cultures and varying social contexts. An analysis of selected aspects of U.S.
culture.
299 Directed Study
Independent study for lower division students (Prereq.: 121 and #. Fall, Spring, Summer)
300,301,302,303,304 Special Topics in Sociology
-.
A variety of topics offered periodically depending on needs and interests which are not
satisfied by regular course offerings. May be offered on campus i n addition to regular
course offerings or off campus i n conjunction with Augsburg's Conservation of Human
Resources (CHR) Program. (Prereq.: #)
360 Religion and Society
An examination of the interaction of religion and society i n terms of sociological analysis
with particular emphasis on contemporary sociological research on religious movements
and institutions in American society.
362 Statistical Analysis
The first course in a two-course sequence. Analysis of attempts to build a body of
knowledge by way of a scientific approach. Tools and approaches used to evaluate ideas
and describe social life through the use of quantitative information. Use of data processing
equipment and computers for statistical analysis. Designed especially for political science
and sociology majors. Sociology majors should take 363 the following term. (Prereq.: high
school algebra. Fall)
363 Research Methods
The second course i n a two-course sequence. Overview of commonly-used research
designs and measurement techniques. Applications for program evaluations. Practice
doing research by way of class activities and individual projects. To be taken immediately
after 362. (Prereq.: 362 or #. Spring)
365 Quantitative Analysis and Program Evaluation
Consumer overview of methods of organizing, comparing and interpreting quantitative
information. Use of data-processing equipment for statistical analysis. Overview of
commonly-used research methods, especially experimental designs and applicattbns to
program evaluations. Designed for social work majors. (Prereq.: high school algebra.
Spring)
373 Crime and Corrections
An examination of the criminal and juvenile justice systems and the various theoretical
components of criminology and corrections. Major attention i s focused on the causation
and prevention of crime and delinquency, and the various modes of treatment. (Prereq.:
121)
375 Social Psychology
An examination of the idea of "group", its relationship to individual behavior and society.
An analysis of the ideas of "self" and "identity" and what part they play in understanding
interpersonal relations and human behavior. A sociological view of mental health. A look
at the major assumptionsand processes underlying our everyday life -a look atthe trivial,
the ordinary and the taken-for-granted. "Symbolic interaction", an important orientation
i n social psychology, will be used as a way of dealing with the major issues i n the course.
(Prereq.: 121 and Psychology 105)
381 The City and Metro-Urban Planning
The primary focus of the course i s upon the major issues confronting the present and
future metropolis. Particular emphasis will center on alternative theories and approaches
to shaping the future metropolis. Current developments in the Twin Cities region will be
compared and contrasted to urban and regional developments globally and nationally.
Resources includeextensive readings,simulations,films,and outsidespeakers in a seminar
format. (Prereq.: 111 or 121 or #. Spring)
383 Racial and Minority Croup Relations
The dimensions of racial and minority group relations. Major attention i s focused upon
prejudice, racism, and the role of self-understanding. (P/N grading only)
399 Internship
Consult the Department Chairperson or lnternship Director for details. (Prereq.: #. Fall,
Interim, Spring)
485 Modern Sociological Theory
An examination of the major theoretical traditions within sociology, tracing the course of
their development in the nineteenth and twentieth centuries. (Prereq.: 2 courses i n
sociology including 121 or #. Fall)
498 lndependent Study - Metropolitan Resources
An independently designed course a student (or group of students) develops, making
extensive, systematic and integrated utilization of resources available in the metropolitan
community, e.g. lectures,symposia, performances, hearings. These resources become the
core of the course, supplemented by traditional college resources, and designed i n
consultation with and evaluated by a faculty member of the department. (Prereq.: 111 or
121 and #. Fall, Spring, Summer)
499 lndependent Study
Student must present written proposal containing rationale, objectives and methodology
of the proposed study according to department guidelines. (Prereq.: 121and permission of
instructor. Fall, Interim, Spring)
Speech, Communication, Theater A r t d l 2 5
Speech, Communication
and Theater Arts
Raymond Anderson (Chairperson), Deborah Bart, Julie Bolton, Ailene Cole,
Howard Liszt, Joel Mugge
Honors Major: GPA of 3.25 in rhe major, 3.0 overall, two independent study
projects of honors quality, distinguished performance in at least one of the
communication arts, comprehensive examination i n field of concentration. Application to be made early in t h e senior year.
Communication Arts
The communicarion major is a flexible in~erdisciplinarvprogram which allows for
different emphases- jaurnalism,advertisingand publicreIations, radio-televisionfilm, human relations, and supervisorv management. Program guides for each area
are available from the Deparrment Chairperson or rhe Office of Admissions.
Prospective majors should contact the department as early as possible t o work out a
plan for the major and a personal career action plan. Freshmen should take Speech
111, Psychology 105, Sociology 121 or 241.
Communication Major: 10 courses, including 342,351 or 352,354,399 and English
225 or 226 or 227, and satisfactory performance on competency tests in writing and
typing. Supporting courses required but not counting toward the major: Speech
111; Philosophy 130; Psychology 105; Sociology 121 or 241,375.
Communication Minor: 5 courses approved by the department.
Speech Major For Teaching Licensure: 10 courses, including 111,241 or 243,350,351
or 355, 352, 354, 360; Participation in forensics, and a minor i n English.
Speech Minor For Teaching Licensure: Course 111 and six of the following: 241 or
243, 350, 351 or 355, 352, 354, 360 and participation in forensics.
Note: Students preparing to teach speech i n secondary schoots may specialize i n
any of three majors: speech, theater arts, and speech-theaterarts. Any of these must
be combined with at least an English minor, preferably a major. Thecommunication
major or minor does not qualify one for teaching speech. Consult with the
Department of Education for requirements i n Education. Course 116 i s strongly
recommended for students in elementary education.
111 Beginning Speech
Basic problems of effective speaking and cdtical listening.
132 Photography
(See under Department of Art)
227 Advanced Writing: journalism
(See under Department of English)
225,230 Visual Communications I, I1
(See under Department of Art)
126/Speech, Communication, Theater Arts
-
-
241 Introduction to Cinema Art
(See under Department of English)
242 Film-Making
(See under Department of Art)
342 Mass Communications in Society
(See under Department of Political Science)
343 Radio-Television Production
An introduction to radio and television with an emphasis on the director's role; emphasis
on producing, programming, writing, acting, casting, and lighting. (Laboratory fee: $10.
Fall)
350 Voice and Diction
A study of vocal skills including tone production, breathing, resonating, articulating, and
listening; introduction to speech sounds and vocal mechanism. (Alternate years. Fall)
351 Argumentation
Application of logic in public speaking, discussion, and debates. (Fall)
352 Persuasion
Theory of persuasion and propaganda, practical work in speech and promotional projects.
(Spring)
353 Advertising
An introduction to print and broadcast advertising and promotion as important elements
i n modern marketing and communications. (Prereq.: Jr., Sr., Communication major or #.
Spring)
354 Interpersonal Communication
A study of the dynamics of human interaction through verbal and non-verbal messages;
emphasis on factors that build relationships and help to overcome communication
barriers.
355 Small Group Communication
A study of group dynamics and leadership with emphasis on factors involved i n effective
functioning within small groups and organizations. (Spring)
373 Organizational Psychology
(See under Department of Psychology)
399 Internship
(Consult the Department Chairperson for details.)
495 Independent Study in Communication
Selected topics i n speech and communication, with emphasis on the use of primary
sources and methodology of research.
Speech, Communication, Theater A r t d l 2 7
Theater Arts
Majors should take part i n dramatic productions every year. Freshmen planning t o
major i n theater arts should begin with courses 111,116, and 228. Course 111 i s not
part of the major.
Theater Arts Major: 10 courses, lus Beginning Speech: This major should be
supported by several courses i n gterature including Shakespeare and M o d e r n
Drama or Scandinavian Drama.
A. Acting Emphasis: 116,L28,23Z,243,350,360,361,362,366,432,and the children's
theater interim. Strongly recommended: courses i n movement, dance, cinema, art,
and dramatic literature. Performance requirements for the acting emphasis include
6 units of acting, 4 of crew work, and 1 internship.
B. Directin Ernphxis: 116, 228, 229, 232, 350, 360, 361, 362, 366, 367, plus the
children's r eater interim. Courses strongly recommended: courses i n movement,
cinema art. and dramatic literature. Performance requirements for the directing
emphasis include 4 units of crew work, 3 units of acting, 2 of directing, 1 i n stage
management, and 1 internship.
f
C. Design Emphasis: 228,229,361,362,366,428,429,
plus courses 225 and 290 i n Art.
Strongly recommended: courses i n cinema art, art, and dramatic literature.
Performance requirements for the design emphasis include 5 units i n crew work, 2 i n
technical supervision, 1 i n acting, 1 i n assistant design, 1 in design, and 1 internship.
Theater Arts Minor: 5 courses including 228,232, 360,361,366.
Theater Arts Major For Teaching Licensure: 10 courses, including 111,116,228,229,
232,241 or 243,350,360,361,366, the experience requirement specified for theater
arts majors, and a minor i n English.
teach in^
Theater Arts Minor For
the following: 241,243,350; an
Licensure: courses 111,228,232,361,366;
partrclpatlon In dramatic productions.
one of
Speech-Theater Arts Major For Teaching Licensure: 12 courses, 111,228,229,232,
241 o r 243, 350, 351 o r 355, 352, 354, 360, 361, 366; articipation i n t w o activities
(forensics, interpretation, theater, broadcasting); a n 8 a minor i n English.
116 Creative Dramatics
A study of creative improvisation using stories, poetry, nature, concepts, the self, human
relations, etc. Uses of creative dramatics in theater, school, church, recreation, therapy,
and other settings. (Fall)
228 Technical Production I
An introduction to the backstage world of the theater: i t s organization, crafts, magic, and
art. Practical craft projects, theater tours, and production experience. Open to all students.
Should be taken in freshman or sophomore years. (Lab fee. Fall)
229 Stage Design I
Introduction to scenery and lighting design; basic tools of the designer (drafting, drawing,
painting, theory); practical studio projects. (Open to all students. Should be taken in
freshmen and sophomore years. Spring)
232 Acting
An introduction to the art of acting. Practical work in pantomime and improvisation;
participation in dramatic presentations. (Spring)
128/Speech, Communication, Theater Arts
360 Interpretative Reading
Basic principles of oral interpretation of literature. Practice in reading prose, poetry, and
drama. (Fall)
361 Theater History
Overview of theater history; examination of plays from various periods. Attendance at
local theater productions. lntroduction to theories of drama and dramatic production.
(Spring, Alternate years)
362 Theater Criticism
A study of forms and ideas as they are expressed through the art of drama. Attendance at
local theater productions; classical, experimental,and new plays. Lectures and discussions
on theory and criticism using theater productionsasfocusfor discussion. (Spring, Alternate
years)
366 Stage Direction I
Basic directorial process: choice of plays, casting, organizing rehearsals and technical
production; application of play analysis, blocking, and characterization to a specific play
chosen by the class. Term project: direct a one-act play. Upper division students only.
(Spring)
367 Stage Direction II
In-depth analysis and practice in directing types of plays: serious, comic, experimental,
musical. Term project: direct a one-act or excerpt from a longer play. (Prereq.: 366 or #.
Spring)
399 Internship
(Consult faculty in area of emphasis.)
428 Technical Production II
Advanced construction and problem-solving techniques in costume, scenery, and/or
lighting. (Prereq.: 228 or #. Lab fee. Fall)
429 Stage Design II
Advanced design projects based on Stage Design I course material. lntroduction to
costume design. (Prereq.: 229 or #. Spring)
432 Advanced Acting
This course explores the elements of characterization through improvisation and extensive
scene study. Emphasis i s on a variety of roles from the classics, including Shakespeare,
French Neoclassicism, Restoration Comedy, Realism and Non-realism, Epic, and the
Absurd. (Fall, Alternate years)
499 Independent Study in Drama
Individual projects in oral interpretation and theater
Transdisciplinary, Women's and Minority/l29
Transdisciplinary Major
Students wishing t o develop their own major by combining approxriate,portions of
two majors may consider the Transdisciplinary Major. The Trans lsc~pl~nary
Major
enables students t o respond to a particular career interest. While such an
individually developed major may satisfy the particular interests of a student, broad
majors may not be suitable for those wishing t o pursue graduate study or preprofessional programs i n some academic fields.
Students wishing t o develop a Transdisciplinary Major are t o observe the following:
A. The major program should include at least two-thirds of the courses required in
the normal major programs of two major fields offered at the college;
B. The student should design and sign a contract for such a major prior to the end of
his or her sophomore year (contract forms are available in the Office of the
Registrar).
C. The contract must be approved by the student's adviser and by the Faculty
Committee on Student Standing.
Women's and Minority Studies
Toni Clark (Director), Rosalie Clark, Valerie Geaither, Khin Khin Jensen, James
Porter
The Women's and Minority StudiesProgram (formerly American Studies) consists of
several interdisciplinary courses. The courses listed below fill the Urban Concerns,
or Women's Studies, or Minority Studies requirement. There are courses i n several
other departments which also focus on women and which also fulfill that
requirement. Although no major or minor i s offered, there is a certificate program i n
women's studies.
Certificate in Women'sStudies: Individually planned program with a minimum of 6
courses oriented towards women's perspectives: 3 courses from the social sciences
(including history); 1-2 courses from humanities (ljterature, religion, art, music,
philosophy); 1-2 other courses such as biology, trans- or inter-disciplinary courses,
independent study, directed study, etc. Courses may be taken from the ACTC
colleges as well as Augsburg. See Toni Clark, Grace Dyrud or Norma Noonan for
further details.
226 Asian and Asian-American Women in Public Life in the 20th Century
(See under Department of History)
231 Religion in African-American History
An examination of selected topics related to the black experience, e.g. African backgrounds, religion under slavery, evangelicalism. Course content subject to change from
year to year. Meets one religion requirement or the Urban Concerns, Women's and
Minority Studies requirement.
130/Women's and Minority Studies
232 Blacks in America: An Introduction to African-American Studies
An interdisciplinary course providing an overview of the major issues related to the Black
experience in terms of thefamily, education, religion,aesthetics,economics and politics. It
i s designed to heighten the student's consciousness regarding the African retentions in
Black culture, the evolution of Black culture and the impact of Black culture on American
society.
233 Women: A Cross-Cultural Perspective
This course will examine a variety of issues concerning the biological, evolutionary and
historical origins of women's rolesand status i n human society. Emphasiswill be placed on
the comparative roles of women in different cultures. This comparison will include such
North American models as the Navajo, Ojibwe, and Iroquois, African models such as the
Pygmies and other tribal groups, and the peasant societies of eastern Europe, Mexico, and
the middle East and rural China. Offered periodically through CHR and the American
lndian Program office.
260 Contemporary American Indians
Thesituation of Indians in the United Statessince the lndian Reorganization Act (1934) with
an emphasis upon current issues, e.g. tribal sovereignty, treaty rights, and education.
Examples of the persistence of religious/cultural traditions among selected lndian tribes
today.
265 Women in American Culture
Through a discussion of works by women historians and selectionsfrom women's journals,
speeches, articles, short stories, poems, plays and other aesthetic creations, the class will
collectively assess the position of black and white women i n American culture from the
founding of the colonies to the present. Contributions by lndian women, Chicanas and
other "invisible" women minorities will be included.
Board for College and University
Services, TALC - 132
Board of Regents - 132
Administration - 133
Emeriti - 134
Faculty - 135
Computer minor opens many avenues
132/Regents, DCUS
-
Augsburg College Board of Regents
Officers
Clayton L. LeFevere, Chairman
Dr. Harris W. Lee, Vice Chairman
James G . Lindell, Treasurer
Norma E. Knutson, Secretary
Members
Charles W. Arnason (1982)'. Senior Vice President and Secretary, Cowles Media Company,
Minneapolis, Minnesota
Oscar M. Austad (1984). President, Austad Company, Sioux Falls, South Dakota
Paul B. Batalden, M.D. (1984). St. Louis Park Medical Center, St. Louis Park, Minnesota
Nancy Botterniller (1986). Wadena, Minnesota
Norman R. Carpenter (1982). Attorney, Faegre & Benson, Minneapolis, Minnesota
Darrell J. Egertson (1982). Executive Vice President, Apache Corporation, Minneapolis,
Minnesota
Donald R. Grangaard (1984). Chairman of the Board, First Bank System, Inc. Minneapolis,
Minnesota
Lawrence 0. Hauge (1986). Chairman, Suburban National Bank, Eden Prairie, Minnesota
Norma E. Knutson (1984). Director of Urban & Ethnic Ministries, DSMA of the American
Lutheran Church Minneapolis, Minnesota
Harris W. Lee (1982). Senior Pastor, Lutheran Church of the Good Shepherd, Minneapolis,
Minnesota
Clayton 1. LeFevere (1982). Partner, LeFevere, Lefler, Kennedy, O'Brien and Drawz,
Minneapolis Minnesota
Chester Lind (1986). Chairman of Executive Committee, Northwest Bancorporation,
Minneapolis, Minnesota
James G. Lindell (1982). Treasurer, West Publishing Company, St. Paul, Minnesota
Gary H. Lohn (1986). Vice President of Employment Preparation Services, Control Data
Corporation, Minneapolis, Minnesota
Dr. Arthur Naftalin (1984). Professor, Public Affairs, University of Minnesota, Minneapolis
Minnesota
Howard E. Olson (1984). President, Sonford Products Corporation, St. Paul Park, Minnesota
Donald G. Padilla (1986). Chairman of the Board & CEO, Padilla and Speer, Inc.,
Minneapolis, Minnesota
George T. Pennock (1982). Chairman, Tennant Company, Minneapolis, Minnesota
Dr. Carl Platou (1984). President, Fairview Community Hospitals, Minneapolis, Minnesota
The Hon. Martin 0. Sabo (1984). Member of Congress, Fifth District - Minnesota,
Washington, D.C.
N. Stanley Stake (1986). Minneapolis Minnesota
Dr. M e r t o n P. Stromrnen (1986). President, Search Institute, Minneapolis, Minnesota
Stanley Thiele (1986). Senior Vice President Administrative Services, 3M Center, St. Paul,
Minnesota
Mary Lou Williams (1984). Administrative Aid to the Mayor, Minneapolis, Minnesota
'The year in parentheses after each name indicates the expiration of term.
Board for College and University Services
The American Lutheran Church
Robert Borgwardt, Madison, Wisconsin
Sylvia Bosse, Warren, Ohio
Faith Burgess, Philadelphia, Pennsylvania
Marguerite Foster, Dallas, Texas
Erwin H. Goldenstein, Lincoln, Nebraska
Marilyn Hemstad, Olympia, Washington
Dennis Griffin, Sioux Falls, South Dakota
Edwin Gunberg, Bethesda, Maryland
Gustav Kopka, Jr., East Lansing, Michigan
Ronald Matthias, Director, Minneapolis, Minnesota
Administration
President
President.. ......................................................
Charles S. Anderson
College Pastor.. ....................................................... Lowell Brandt
Executive Secretary to the President
Carolyn Magnusson
................................
Academic Affairs
Vice President for Academic Affairs and Dean of the College.. ............. Richard Green
Associate Academic Dean .................................................. Pat Parker
Registrar ................................................................ John A. H i l l
Assistant Registrar.. ....................................................... Carol Stack
Head Librarian. ...................................................
Margaret Anderson
Music Administrator and Fine Arts Coordinator.. ........................ Craig Carnahan
Director of Audio Visual Services.. ........................................ James Olson
Director, American Indian Programs .................................... Bonnie Wallace
Coordinator, Black Student Affairs.. ...................................
Valerie Geaither
Recorder.. ..............................................................
Ralph Bailey
Interim Director ...................................................... D o n Gustafson
International Studies Program Director.. .............................. Mary A. Kingsley
International Student Adviser .........................................
Mary E. Johnson
Secretary to the Dean ................................................. Joanne Hilliard
Finance and Management
...........................
Vice President for Finance and Management
Wayne Pederson
Assistant Vice President for Student Financial Services .................... Herald Johnson
Associate Director, Financial Aid .......................................... Virene Luthi
Director of Personnel ..............................................
Bonnie-Jean M o r k
Chief Accountant.. ........................................................ Jeff Kosse
Manager, College Center.. ............................................
M i l d r e d Nelson
Manager, Purchasing/Book Store/Vending ................................
Robert Gores
Director of Plant Services .............................................. Gerald Johnson
Custodial Supervisor ................................................
James Crittenden
Maintenance Supervisor.. .................................................
Rob Curtis
Grounds Supervisor.. ....................................................
Fred Wolter
Manager,IceArena ......................................................
JamesCarey
Secretary to the Vice President ...........................................
Cynthia Lein
Development and Public Relations
Vice President for Development and Public Relations ................... Gerald D. Bjelde
Associate Director of Development.. ..................................... Jeroy Carlson
Assistant Director of Development .......................................... Paul Gens
Director of Parent/Alumni Relations.. ................................... Janice Rykken
Assistant to the Vice President.. ......................................... A. B. Batalden
Planned Giving Associate ........................................ Sigvald V. Hjelmeland
Director of Public Relations.. ........................................... Lois G. Wollan
Coordinator of News Bureau and Sports Information. ......................... Kay Cady
Public Relations Editorial Assistant.. ......................................... Pat Phelps
Manager, Central Services ................................................ JillRaschein
Secretary to the Vice President ........................................ Jeanette Keeney
134/Administration, Emeriti
Admissions
............................................
Director of Admissions
John B. Hjelrneland
Assistant Director ........................................................... Bill Ross
Coordinator of Transfer Programs
Jeannette Wittrner
Admissions Counselor..
Eric Anderson
Admissions Counselor.. ..................................................
Sally H o u g h
Admissions Counselor..
Brian Arvold
Transfer Credit Evaluation Coordinator
Charlene Weidenbach
...................................
................................................
.................................................
..........................
Student Affairs
Vice President for Student Affairs and Dean of Students ................ Marianne Sander
Associate Dean of Students (on leave). ......................................Rick Thoni
Co-Director of Career Planning and Placement .........................
Patricia Garland
Co-Director of Career Planning and Placement .........................
Nancy Medcraft
Director of Student Life (Housing) .............................. Linda Schrernpp Alberg
Director of Student Activities .............................................. Joan Slater
Coordinator, Urness Tower ..............................................
Pam Joachirn
Coordinator, Mortenson Tower .....................................
Corinne Hofrnann
Coordinator, Annex Houses ........................................... Ruth Dinerrnan
Coordinator, Academic Enrichment ....................................... D o n Warren
Director of Human Development.. ........................................ Judy Essrnan
Counselor/Student Development Specialist .............................. Linda Rodgers
Secretary to the Vice President ........................................ Dorothy Gauger
Emeriti
Oscar A. Anderson. President Emeritus. (1963-1980). B.A., St. Olaf College; B.D., Luther
Theological Seminary; L.L.D., Concordia College, Moorhead.
Bernhard M. Christensen. President Emeritus (1938-1963). Ph.D., The Hartford Seminary
Foundation.
1. Gracia Christensen. Assistant Professor Emerita of English.
Courtland Agre. Professor Emeritus of Chemistry. Ph.D., University of Minnesota.
Valeria Baltina. Assistant Professor Emerita of Foreign Languages. Magister der Philosophia,
University of Latvia.
K. Berner Dahlen. Associate Professor Emeritus of English. M.A., University of Minnesota.
Edgar E. Eklof. Emeritus of Music. M.M., Manhattan Music School.
Theodore J. Hanwick. Professor Emeritus of Physics. Ph.D., New York University.
Katherine Hennig. Artist i n Residence Emerita. M.A., University of Minnesota.
Einar 0. Johnson. Professor Emeritus of Education. Ph.D., University of Washington.
M i l d r e d V. Joel, Professor Emerita, M.A., University of Minnesota.
Bernhardt J. Kleven. Professor Emeritus of History. Ph.D., University of Minnesota.
Lorraine K. Livingston. Associate Professor Emerita of English. M.A., University of Minnesota.
Martha M. Mattson. Associate Professor Emerita of Education. M.A., University of Minnesota.
Edor C. Nelson. Associate Professor Emeritus of Physical Education. M.Ed., University of
Minnesota.
Esther J. Olson. Professor Emerita of Theater Arts. Ph.D., University of Minnesota.
Anne Pederson. Professor Emerita of English. M.A., University of Minnesota.
LaVonne J. Peterson. Associate Professor Emerita of Health and Physical Education. M.Ed.,
University of Minnesota.
Martin Quanbeck. Professor Emeritus of Education. Ph.D., University of Minnesota.
Leland B. Sateren. Professor Emeritus of Music. L.H.D., Gettysburg College, D. Mus., Lakeland
College.
A. M a y o Savold. Associate Professor Emeritus of Music. M.Mus.Ed., MacPhail School of
Music.
Paul T. Steen. Professor Emeritus of Sociology. Ph.D., University of Minnesota.
John Thut. Associate Professor Emeritus of Music. M.Mus., American Conservatory of Music.
Joel S. Torstenson. Professor Emeritus of Sociology. Ph.D., University of Minnesota.
Fac ~ I t y
September, 1981)
Ruth L. Aaskov (1960). Associate Professor of Foreign Languages. B.A., Augsburg College;
M.A., Middlebury College; Ph.D., University of Wisconsin.
Robert Adney* (1979). Studio Artist/Music.
Earl R. Alton (1960). Professor and Department Chair of Chemistry. B.A.,St. Olaf College; MS.,
Ph.D., University of Michigan.
Lyla M a e Anderegg (1959). Associate Professor of Psychology. B.A., University of Minnesota;
M.A., Northwestern University.
Barbara Andersen (1969). Associate Professor of English. B.A., Northwestern College; M.A..
Northwestern University.
Bobbi Anderson* (1979). Specialist-Early Childhood Education, lnstructor i n Education. B.S..
MS., University of Wisconsin; Education Specialist, Mankato State University.
Charles S. Anderson (1976). President. B.A., St. Olaf College; M.A., University of Wisconsin;
B.Th., Luther Theological Seminary; Ph.D., Union Theological Seminary, New York.
Ernest W. Anderson (1947). Professor of Health and Physical Education. B.A., Augsburg
College; M.Ed., University of Minnesota.
Margaret J. Anderson (1967). Associate Professor, Head Librarian. B.S., M.A., University of
Minnesota.
Raymond E. Anderson (1949). Professor and Department Chair of Speech, Communication and
Theater Arts. B.S., M.A., Ph.D., University of Minnesota.
Kenneth C. Bailey (1965). Professor of Philosophy. B.A., St. Olaf College; M.A., Ph.D.:
University of Minnesota.
Deborah Bart* (1980). lnstructor i n Speech. B.A., M.A., University of Minnesota.
John E. Benson (1963). Associate Professor of Religion. B.A., Augsburg College; B. D., Luther
Theological Seminary; M.A., Ph.D., Union Theological Seminary.
Robert E. Beverly* (1966). Studio Artist/Music. B.M.Ed., M.M., Northwestern University.
JamesE. Billings* (1970). Lecturer i n Business Administration. B.A., Michigan State University;
M.A., Ph.D., University of Minnesota.
Gerald D. Bjelde (1980). Vice President of Development and Public Relations. B.A., Concordia
College, Moorhead.
Timothy Blackburn* (1980). Lecturer i n English. B.A., St. John's University; Ph.D., University of
Minnesota.
Vern Bloom* (1971). Director of CHR Program. M.S.W., University of Minnesota.
Julie H. Bolton* (1975). Assistant Professor of Speech. B.S., M.F.A., University of Minnesota.
Richard Borstad (1977). lnstructor and Department Chair of Health and Physical Education.
B.A., B.S., M.A., University of Minnesota.
Michael Brand* (1979). Studio Artist/Trumpet. B.S. Music Ed., M.F.A., University of Minnesota.
Lowell N. Brandt (1974). College Pastor. B.A., California Lutheran College; M. Div., Luther
Theological Seminary.
Maria Brown (1980). Instructor, Social Work. B.A., M.A., American University; M.S.W.,
University of Minnesota.
Laine Bryce* (1978). Studio Artist/Music. B.A., University of Minnesota.
Carl H. Chrislock (1952). Professor of History. B.A., Augsburg College; M.A., Ph.D., University
of Minnesota.
Rosalie V. Clark (1979). lnstructor i n Social Work. B.A.S., M.S.W., University of Minnesota.
Toni Clark (1974). Assistant Professor of English, Director of Women's and Minority Studies.
B.A., University of California, Berkeley; M.A., Ph.D., University of California,Santa Barbara.
The year in parentheses after the name indicates beginning of service in the College.
Robert W. Clyde (1967). Associate Professor of Sociology, Director of Communications
Research and Resource Center. B.A., Coe College; M.A., Rockford College; Ph.D.,
University of Iowa.
Ailene Cole (1956). Professor of Theater/Speech. B.A., Gustavus Adolphus College; M.A.,
Ph.D., University of Minnesota.
Benjamin Cooper (1975). Assistant Professor of Mathematics. B.S., California Institute of
Technology; Ph.D., Yale University.
Lawrence Copes (1980). Assistant Professor of Mathematics. B.A., Illinois Wesleyan University;
M.A., Ph.D., Syracuse University.
Liv Dahl* (1976). lnstructor i n Foreign Languages, Director of Scandinavian Area Studies. B.A.,
M.A., University of Minnesota.
Beverly Durkee (1965). Professor and Department Chair of Mathematics/Computer Science.
B.A., B.S.L., B.S.Ed., M.A., University of Minnesota; Ph.D., Arizona State University.
Grace Dyrud (1962). Professor of Psychology. B.A., M.A., University of Minnesota.
Mark J. Engebretson(1976). Assistant Professor of Physics. B.A., Luther College; M.Div., Luther
Theological Seminary; MS., Ph.D., University of Minnesota.
Kenneth N. Erickson (1970). Professor of Physics. B.A., Augsburg College; M.S., Michigan State
University; Ph.D., Colorado State University.
Sheldon Fardig (1962). Associate Professor of Education. B.A., Carleton College; M.M., Ph.D.,
Northwestern University.
Norman Ferguson (1972). Associate Professor of Psychology. B.A., Franklin and Marshall
College; MS., Ph.D., University of Wisconsin.
Larry Fleming (1979). Associate Professor and Department Chair of Music. B.M., Concordia
College; M.A., M.F.A., Ph.D., University of Minnesota.
Henry G. Follingstad (1962). Associate Professor of Mathematics. MS., University of Minnesota.
Barry M. Franklin (1978). Assistant Professor of Education. A.B., California State University,
Northridge; M.A.T., University of Chicago; M.S.Ed., University of Wisconsin-La Crosse;
Ph.D., University of Wisconsin-Madison.
Robert Friederichsen* (1971). Assistant Professor of Art. B.A., San Francisco State College;
M.A., Pennsylvania State University.
Mark L. Fuehrer (1969). Associate Professor of Philosophy. B.A., College of St. Thomas; M.A.,
Ph.D., University of Minnesota.
Stephen Gabrielsen (1963). Associate Professor of Music. B.A., Augsburg College; M.A.,
University of Minnesota.
Jerry Gerasimo (1971). Professor of Sociology. B.A., Lake Forest College; M.A., Ph.D.,
University of Chicago.
John Gidmark* (1980). Lecturer i n English.
Thomas Gilkey* (1979). Studio Artist/Music. B.M., DePauw University.
Orloue N. Gisselquist (1956). Associate Professor and Department Chair of History. B.A., M.A.,
Ph.D., University of Minnesota.
Cynthia Goetz* (1980). Studio Artist/Voice. B.M., University of North Carolina; M.M.,
University of Cotorado.
Anne Goodwin* (1981). lnstructor i n English. B.A., Carleton College; M.A.T., College of St.
Thomas.
Paul Grauer (1979). Assistant Professor of Health and Physical Education. B.S., Concordia
College, Nebraska; M.Ed., University of Nebraska; M.A., University of Minnesota.
Richard Green (1980). Vice President for Academic Affairs and Dean of the College. B.A.,
Concordia College, Moorhead; MS., North Dakota State University; Ph.D., University of
Louisville.
Satya Gupta* (1976). Associate Professor of Business Administration. Ph.D., Southern Illinois
University.
Donald R. Gustafson (1961). Associate Professor of History, Interim Director. B.A., Gustavus
Adolphus College; M.A., Ph.D., University of Wisconsin.
Arlin Gyberg (1974). Associate Professor of Chemistry. 13.5, Mankato State University; Ph.D.,
University of Minnesota.
Leif E. Hansen (1961). Associate Professor of Foreign Languages. B.A., Concordia College;
M.A., University of Minnesota.
Karen Harwood* (1980). Lecturer i n Library Science.
Milda Hedblom (1971). Associate Professor and Department Chair of Political Science. B.A.,
Macalester College; M.A., Ph.D., University of Minnesota.
Douglas R. Heidenreich* (1970). Lecturer i n Business Administration. B.A., University of
Minnesota; J.D., William Mitchell College of Law.
Roberts. Herforth (1966). Associate Professor of Biology. B.A., Wartburg College; M.S., Ph.D.,
University of Nebraska.
Edwina Hertzberg (1977). Associate Professor and Department Chalr of Social Work. B.A.,
Cedar Crest College; M.S.W., University of Minnesota.
Carry W. Hesser (1977). Associate Professor of Sociology, Director of Metro-Urban Studies.
B.A., Phillips University; M. Div., Union Theological Seminary; M.A., Ph.D., University of
Notre Dame.
John A. Hill (1980). Registrar. B.S., University of Minnesota; M.A., George Washington
University.
Carol Hoffman (1978). Instructor i n Nursing. B.S., Hamline University; M.S., University of
Minnesota.
NormanD.Holen {7964). Professor of Art. B.A.,Concordia College; M.F.A., University of Iowa.
Bradley P. Holi (1981), Associate Professor of Rel~gion.B.A., Augsburg College; B.D., Luther
Theological Seminary, M. Phil., Ph.D., Yale Uniuesitv.
John R. Holum (1957). Professor of Chernisrry. B.A.. St. Olaf College; Ph.D., University of
Minnesota.
Richard Husfloen* (1982). Visiting Lecturer i n Religion. B.A., Augsburg College; B.Th.,
Augsburg Theological Seminary; M.Th., Princeton Theological Seminary.
Khin Khin Jensen* (1955). Professor of History, Director of East and Southeast Asian Studies.
B.A., Rangoon University (Burma); M.A., Bucknell University; Ph.D., University of
Wisconsin.
Duane E. Johnson (1968). Professor of Psychology. A.A., North Park College; B.A., Huron
College; B.A., University of Minnesota; M.E., South Dakota State University; Ph.D.,
University of Minnesota.
Einar Johnson(1956). Professor Emeritus of Education. B.A., Concordia College; M.A., Ph.D.,
University of Washington.
James J. Johnson (1969). Assistant Professor of Music. B.A., University of Minnesota; M.S.,
Juilliard School of Music.
Mary E. Johnson (1962). Associate Professor, Department Chair of Foreign Languages, and
International Student Adviser. B.A., Smith College; M.A., Columbia University; M.A.,
University of Minnesota.
Rees M. Johnson (1978). Assistant Professor of Health and Physical Education. B.S., M.S.,
Winona State University.
Syl Jones* (1980). Visiting Lecturer i n Speech and Communication. B.A., Augsburg College.
Amin Kader (1974). Associate Professor of Business Administration and Department Chair of
Business Administration and Economics. B.Comm., University of Cairo (Egypt); M.S..
University of Michigan.
Robert Karlen (1973). Professor of MUSIC.
B.M., New England Conservatory; M.A., University of
Minnesota.
Mary A. Kingsley (1965)..4ssociate Professor of Fore~gnLanguages. Director of International
Programs. B.A., 51. Olaf College; M.A., Middlebury College.
Merilee Klernp* ('1980F.
Studio Artisr/Oboe. B R., Augsburg College.
Al Kloppen (19761.
Asr~stantProfessor of Health and Phvsical Education. B.S., Augustana
College; M A . , University of South Dakota.
Boyd Koehler (1967). Assistant Professor. Librarian. B.A., Moorhead State College; M.A..
Un~versityof Minnesota.
Anita Sue Kolman* (1977). Assistant Professor of Sociology. B.A., University of Maryland; M.S..
Ph.D., University of Minnesota.
Roy H. LaFayette* (1972). Lecturer i n Business Administration. B.S., University of Minnesota.
Leo Richard Lake (1981). Associate Professor of Computer Science. 8.5, Massachusetts Institute
of Technology; M.S., Ph.D., University of Minnesota.
Roberta K. Lammers (1975). Assistant Professor of Biology. 8.5, Iowa State University; M.S.,
Ph.D., University of Minnesota.
Nicholas Lenz* (1980). Studio Artist/Voice. B.A., Southwest State University; M.F.A., University
of Minnesota.
Howard Liszt* (1979). Visiting Lecturer i n Speech and Communication. B.A., M.S., University of
Minnesota.
Paul W. Lohman* (1981). Director of Chorale. B.A., Augsburg College.
Nancy S. Malcolm (1978). Assistant Professor of Nursing. B.S., University of Colorado; M.P.H.,
University of Minnesota.
Richard Marken (1974). Assistant Professor and Department Chair of Psychology. B.A.,
University of California, Los Angeles; Ph.D., University of California, Santa Barbara.
Keishiro Matsumoto (1971). Assistant Professor of Business Administration. B.A., Waseda
University, Tokyo; M.B.A., University of Michigan.
Marie 0. McNeff* (1968). Associate Professor and Department Chair of Education. B.S., M.Ed.,
Ed.D., University of Nebraska.
Lynne Medcalf* (1979). Visiting Lecturer i n Business Administration. B.S.B., M.B.A., University
of Minnesota.
Cynthia Melson* (1979). Studio Artist/Voice. B.M.Ed., Simpson College; M.M., Northwestern
University.
Roberta Metzler (1974). Assistant Professor of Music. B.A., Park College; 8. Music Ed., M. Music
Ed., University of Kansas.
Erwin D. Mickelberg (1956). Professor of Biology. B.A., Augsburg College; M.A., University of
Minnesota.
John Mitchell (1968). Associate Professor of English. B.A., Maryville College; M.A., University
of Tennessee.
August Molder* (1962). Artist i n Residence i n Art. Law, Master of Law, University of Tartu,
Estonia.
Joel Mugge (1977). Assistant Professor of Speech and Communication. B.A., Valparaiso
University; M.A., University of Minnesota.
Douglas Nelson (1977). lnstructor i n Health and Physical Education. B.A., Augsburg College;
M.A., College of St. Thomas.
Gordon 1. Nelson (1967). Associate Professor and Department Chair of Sociology. B.A., M.A.,
University o f Minnesota; B.D., Luther Theological
- Seminary; M.A., Ph.D., University of
Chicago.
Richard C. Nelson (1968).
Associate Professor of Historv. B.A., Universitv of Nebraska; M.A.,
~,
Ph.D., University of Minnesota.
Catherine Christie Nicholl* (1973). Associate Professor of English. B.A., Hope College; M.A.,
University of Michigan; Ph.D., University of Minnesota.
Crier Nicholl* (1960). Professor of English. B.A., Wesleyan University; M.A., Teacher College,
Columbia University; Ph.D., University of Minnesota.
Beverly Nilsson (1977). Associate Professor and Department Chair of Nursing. B.S.N., MS.,
University of Minnesota.
Norma C. Noonan (1966). Professor of Political Science, Director of Faculty Development. B.A.,
University of Pennsylvania; M.A., Ph.D., Indiana University.
Celeste M. O'Brien* (1975). Studio Artist/Piano. B.A., Hamline University.
Richard D. Olmsted (1977). Assistant Professor of Chemistry. B.A., Augsburg College; Ph.D.,
University of Wisconsin.
Sandra Olmsted* (1979). Lab lnstructor i n Chemistry.
James F. Olson (1975). Assistant Professor. Director of Audio-Visual Center. B.A., M.A.,
University of Minnesota.
William Oyler* (1969). Assistant Professor of Foreign Languages. B.A., Carleton College; 8.5,
M.A., University of Minnesota.
Facu lty/l39
Ronald G. Palosaari (1965): Professor of English. B.A., Bethel College; B.Div., Bethel Seminary;
M.A., Ph.D., University of Minnesota.
Kermit Paulson (1968). Associate Professor and Department Chair of Physics. B.A., Augsburg
College; MS., University of Wisconsin.
Pamela Paulson* (1975). lnstructor i n Health and Physical Education. B.S., University of
Colorado; MS., University of Illinois.
Marilyn Pearson (1980). lnstructor i n Health and Physical Education. B.A., Augsburg College;
MS., St. Cloud State University.
Wayne Pederson (1969). Vice President of Finance and Management. B.S., Concordia
College, Moorhead.
Lauretta Pelton (1970). Associate Professor of Education. B.A., Briar Cliff College; M.Ed.,
Marquette University.
Douglas Perry (1976). Assistant Professor of Social Work. B.A., M.S.W., University of
Minnesota.
Joyce Pfaff (1966). Assistant Professor of Health and Physical Education. B.A., Augsburg
College; M.Ed., University of Minnesota.
Diane 1. Pike (1981). Assistant Professor of Sociology. A.B., Connecticut College; Ph.D. Yale
University.
JamesPorter* (1980). Visiting Lecturer i n Women's and Minorities Studies.
Alice Preves* (1976). Studio Artist/Strings. B.S., M.S., University of Illinois.
Philip A. Quanbeck (1957). Professor and Department Chair of Religion. B.A., Augsburg
College; B.D., Augsburg Theological Seminary; M.Th., Ph.D., Princeton Theological
Seminary.
Bruce R. Reichenbach (1968). Professor and Department Chair of Philosophy. B.A., Wheaton
College; M.A., Ph.D., Northwestern University.
Madeline Renaud* (1981). lnstructor i n Foreign Languages. B.A., Roosevelt University; M.A.,
University of Minnesota.
Kenneth Rich* (1979). Visiting Professor of Business Administration. B.S., Purdue University;
M.B.A., Harvard School of Business; Ph.D., University of Pennsylvania.
Gunta Rozentals (1965). Associate Professor of Foreign Languages. B.A., M.A., Ph.D.,
University of Minnesota.
Paul Rusten* (1971). Adjunct lnstructor i n Art.
Edward M. Sabella (1961). Professor of Business Administration and Economics. B.S., University of Rhode Island; Ph.D., University of Minnesota.
Marianne Sander (1971). Vice President for Student Affairs and Dean of Students. B.A.,
Valparaiso University; M.A., University of Minnesota.
Richard Sargent (1967). Associate Professor and Department Chair of English. B.A., University
of North Carolina; Ph.D., University of Exeter, England.
Edwin J. Saugestad (1959). Associate Professor of Health and Physical Education. B.A.,
Augsburg College; M.A., University of Minnesota.
Irene Schilling* (1973). Assistant Professor. Librarian. B.A., University of Wisconsin; M.A..
University of Minnesota.
Maria Schweikert* (1979). lnstructor i n Foreign Languages. Teacher's Diploma, Budapest.
Hungary; M.A., University of Pittsburgh.
Marjorie H. Sibley (1961). Associate Professor. Librarian. B.A., M.A., University of Illinois:
M.A., University of Minnesota.
Eugene Skibbe (1964). Professor of Religion. B.A., St. Olaf College; B.Th., Luther Theological
Seminary; Th.D., University of Heidelberg, Germany.
Dana Skoglund* (1978). Studio Artist i n Music/Piano. B.M., Augsburg College.
Emma Small* (1978). Studio Artist i n Music/Voice. B.M., M.M.. Eastman School of Music.
Louisa Ann Smith* (1979). Lecturer i n Library Science. B.A., Hamline University; M.A., A.B.D..
University of Minnesota.
Paul Sonnack* (1949). Visiting Professor of Religion. B.A., Augsburg College; B.Th.. Augsburg
Theological Seminary; M.A., University of Chicago.
George Stahl* (1976). Studio Artist i n Music/String Bass. B.M.. Chicago Musical College.
Soterios Stavrou* (1975). lnstructor i n Foreign Languages. B.A., Augsburg College.
Donald Steinmetz (1968). Associate Professor of Foreign Languages. B.A., M.A., Ph.D.,
University of Minnesota.
Myles Stenshoel (1965). Professor of Political Science. B.A., Concordia College; Graduate,
Concordia Theological Seminary; M.A., Ph.D., University of Colorado.
Bruce Stuart* (1980). Visiting Lecturer i n Religion. B.A., University of North Dakota; M. Div.,
Luther Theological Seminary; M.A., University of Minnesota.
Daniel Sturm* (1979). Studio Artist i n Music/String Bass. B.A., University of Minnesota.
Grace Sulerud (1966). Associate Professor. Librarian. B.A., Augsburg College; M.A., University
of Minnesota.
Ralph Sulerud (1964). Professor of Biology. B.A., Concordia College; M.S., University of
Nebraska; Ph.D., University of North Dakota.
Mary Swanson* (1976). Assistant Professor of Art. B.A., M.F.A., Ph.D., University of Minnesota.
Jeff Swenson* (1980). Wrestling Coach. B.A., Augsburg College.
Jamesten Bensel* Studio Artist i n Music/Trombone. B.S., M.A., University of Minnesota.
Paul Thomas* (1977). Studio Artist i n Music/Cello. B.A., University of Minnesota.
Philip Thompson (1959). Professor and Department Chair of Art. B.A., Concordia College;
M.F.A., University of Iowa.
Neal 0. Thorpe (1967). Professor and Department Chair of Biology. B.A., Augsburg College;
Ph.D., University of Wisconsin.
Mary Timm* (1973). Women's Volleyball and Softball Coach.
Sheldon Torgerson (1981). Visiting Lecturer i n Religion. B.A., Augsburg College; B.Th.,
Augsburg Theological Seminary.
Joel Torstenson* (1947). Professor Emeritus of Sociology.
David Tubergen (1980). Assistant Professor of Music. B.A., Hope College; M.M., Yale
University; Ph.D., New York University.
Joetta A. Vernon* (1980). lnstructor i n Nursing. B.S.N., M.S.N., University of Minnesota.
Donald Warren* (1978). Lecturer i n English. B.A., M.A., Ph.D., University of Minnesota.
Dorothy J. Williamson* (1970). lnstructor i n Art. B.A., Asbury College; M.A., University of
Minnesota.
Mary Wilson* (1969). Studio Artist i n Music/Flute. B.A., B.M., Macalester College.
Helen Woelfel (1978). Assistant Professor of Nursing. B.S., St. Louis University; M.S.,
Marquette University.
David Wood (1969). Professor of English. B.S., Wisconsin State University, Eau Claire; M.A.,
Ph.D., Bowling Green University. ( O n leave 1981-82)
Angela Wyatt* (1981). Studio Artist i n Music/Saxophone. B.S., St. Olaf College.
Daniel Zemel* (1981). Visiting lecturer i n Religion, B.A., Brown University; HUC-JIR, N e w
York School, M.A.H.L.
-e another national
CIhampionsh
. .
Augsburg is an accessible campus in the city
Academic Adviser ........................... 31
Academic Calendar
31. 144
Academic Enrichment ....................... I7
Academic Information ...................
31-38
Academic Organization
32
Academic Policies and Procedures.. ....... 3836
Accounting Major ..........................
52
Accreditation
6.44
Adapted Physical Education ..................
83
Administration ........................
133-734
Admissions ...............................
9-11
Advanced Placement
42
Advanced Standing .................. .... ... 42
Affiliation ................................ 6. 44
Air Force ROTC
3:
American Indian Programs
27
Application t o Augsburg ...................
9-11
Application for Financial Aid
16-17
Area Studies
East and Southeast Asian
62.63
Russian ............................ .....
. 80
Scandinavian ........................ 117.118
Art History Courses .........................
49
Associated Colleges of the
Twin Cities (ACTC) ............... 31.36-37,44
Athletics ................................
26, 44
Audio-visual ......................... 31-32, 36
Audit Fee ..................................
13
Auditing Courses
41
.....................
.....................
.............................
........................
............................
...................
..............
................
...........................
Biology ................................. 43-52
Black Student Programs ..................... ZT
Black Student Union ........................ 17
Board for College and University
Services. TALC ..................... .. ... 132
Board of Regents .......................... 131
Board Plans ................................ 13
Books and Supplies ......................... 74
Breakage and Fine Fee ...................... 15
Brief Facts about Augsburg
44
..................
Calendar. Academic ..................... 31. 146
Campus ............................ 2-3.44. 141
Campus Map .............................. 2-3
Campus Tours ............................... 9
Cancellation from College ................... 39
Cancellation of Courses ..................... 39
Career Planning and Placement .............. 27
Center for Student Development (CSD) .... 27. 29
Certification Programs-Art ................ 34. 47
Church Staff Work .................... 34. 114
Program Evaluation ............... 34.111. 122
Women's Studies ..................... 34. 129
Chemical Dependency Program .............. 36
Chinese ................................. 62. 74
Classification .....................
....... 42
Coaching Endorsement ...................... 83
College Center ......................... 2.3. 26
College Pastor .......................... 25. 133
Communication ....................... 126-127
Communications Directory .........
Front Cover
Computer Programming (CDI) ............... 36
Computer Resources ........................ 32
Computer Science ....................... 92-93
Conservation of Human
Resources (CHR) ................... . 36. 122
..
..
Continuing Education ....................... 38
Coordinators .
Discrimination
or Grievance .................... Front Cover
Corredive ~ h e r a
~ ~
.........................
83
Costs 1982.83 ................................ 13
C.P.A. Certification ......................... 54
Counseling and Guidance ................... 27
Course Descriptions/Majors/Minors ...... 46-130
Art, Art History ........................ 47-49
Biology ............................... 49-52
Business Administration and Economics .. 52-59
Chemistry ............................. 59-61
East and Southeast Asian Studies ......... 62-63
Education ............................. 63-69
Engineering ........................... 69-70
English ................................ 70-73
Foreign Languages ..................... 73-82
Geography ......................... ... .. 82
Health and Physical Education ........... 82-86
History
86-88
Humanities ............................... 89
Interdisciplinary Studies ........ 93-%.12%130
International Relations .................... 89
Mathematics/Computer Science ........ W 9 3
Medical Technology ......................
93
Metro-Urban Studies ................... 93-96
Music, Music Therapy .................. %-99
Natural Science ...................... 100-101
Nursing .................... ....,.... 101-103
Philosophy .......................... 103-105
Physiu ..............................
105-107
Poliliral Science .....................
108-111
Psychology ..........................
111-113
Religion ............................ 114-116
Russian Area Studies ..................... 117
Scandinavian Area Studies ............ 117-118
Social Science ........................... 119
Social Studies ............................
119
Social Work ......................... 120-122
Sociology ...........................
122-124
Speech, Communication and
Theater Arts ....................... 125-128
Transdisciplinary Studies .................. 129
Women's and Minority Studies
129-130
Course Numbering ......................... 46
........
Dean's L~st.........................
... .... 43
Degrees ....................................
31
Departments
Art .. ..................++............. 47-49
Biology ............................... 49-52
Business Administration & Economics .... 52-59
Chemistry .............................
59-61
Education ............................. 63-69
English ................................ 70-73
Foreign Languages ..................... 73-82
Health & Physical Education .............
82-86
History ................................ 86-88
Mathematics/Computer Science ........ 90-93
Music .................................
96-99
Nursing ............................. 101-103
Philosophy .......................... 103-105
Physics ........................... ,
105-107
Political Science ..................... 108-111
Psychology .......................... 111-113
Religion ..................
114-116
..
........,.
144/l ndex
Social Work ......................... 120-122
Sociology ........................... 122-124
Speech. Communication.
Theater Arts ....................... 125.128
Deposits ................................ 14.15
Departmental Scholarships
21-23
Directed Study ............................. 43
Dismissal from College
15. 42
Distinction. Graduation with
43
Distribution Requirements ................... 40
Divisions ................................... 32
Drama ............................. 26. 125-126
Driving to Campus ........................... 3
................
...................
.................
10
Early Admission .............................
Early Decision ........................... 10. 17
East and Southeast Asian Studies
62-63
East Asian Studies ........................ 62-63
Economics .............................. 56-59
Elementary Education .................... 64-65
Emeriti
134
Engineering ............................. 69-70
Enrollment ................................. 44
Evaluation and Grading ......................
42
...........
2.3.7
Facilities ................................
Facts & Figures ..............................
4
Faculty .......................... 37.44.135.142
Fees ....................................... 14
Finance Major .............................. 52
Financial Aid .........................
16.23. 44
Food Service ............................... 28
Foreign Study ........................ 28. 37. 44
...........
74-76
French ...................
Full-time Student ........................... 13
Foreign Language Placement .................
73
..
General Scholarships ..................... 19-20
Geography ................................. 82
German ................................. 76-78
Gifts and Grants
17.18.1 9.23
Grade Point Average (GPA) ............ 10.39. 42
Grading ................................. 41-42
Graduates ..................................
44
Graduation Requirements ................ 39-40
Graduation with Distinction
43
Grants .................................. 17-18
Greek ..................................... 78
...................
..................
Health Education ........................ 82-83
Health Service .............................. 28
Higher Education Consortium for Urban
Affairs (HECUA) . . . . . . . . . . . . . . . . . 36.37.9 3.94
History .................................. 86-88
History of Augsburg College . . . . . . . . . . . . . . . . . . 6
Honors Major (See Departmental listings)
Honors Program ............................ 38
Housing ....................... 2.3.7.14.28. 29
Human Development Seminars ..............
27
Humanities .................................
89
Humanities Division ......................... 3?
.........................
Independent Study
4
Intercollegiate Athletics .................. 26.44
lntercultural Center ......................
17-28
Interdisciplinary Studies
93.96.12 9.130
..........
Inter-Institutional Programs ............... 36-37
Interim ................... 31.37.38.39.44. 146
53
International Business
89
International Relations
International Students
71.28
Internship Program .........................
38
Intramural Athletics
26
.......................
......................
....................
.........................
Japanese ................................
62. 78
KCMR Radio ...............................
Kindergarten Licensure ......................
26
64
27
Learning for Living ..........................
Library/Audio-Visual
32.36. 44
L~braryScience Courses
69
Life'Science Emphasis
100
Lifetime Sports .......................... 40. 83
Linguistics Courses
79
Loan Assistance .............................
18
Location
2.3.6
..................
.....................
......................
..........................
................................
..
Majors and Minors (Also see Courses)
33.39,M
Management Major ......................... 52
Marketing Major ...........................
5:
Mathematics/Computer Science .......... 9b93
Mathematics Placement .....................
90
Medical Technology ........................ 93
Memberships ............................. 6 . 4
Metro-Urban Studies ..................... 93-96
Metro-Urban Studies Term (MUST) ........... 94
Minnesota State Work Study Program
19
Minority Scholarships ....................... X1
Mission Statement ........................... 4
Mortensen Tower ....................... 2.3. 19
Music ................................... 96-99
Music Organizations ..................... 26. 97
Music Therapy ........................... 96-91)
.........
Natural Science ........................ 1W-101
Natural Science/Mathematics Division ........ 31
Norwegian .............................. 79Numbering of Courses
46
......................
..............
Off-Campus Programs
36.37.38.
Orientation (Summer) .......................
44
27
Parking ................................ 1.3.74
Part-Time Students .......................... 13
Payment Plans .............................. 15
Physical Education ....................... 83-86
Physical Science Emphasis
100
Policies ............................ 6 . 3 W 3 . 4 4
Prekindergarten ......................... 64-65
Pre-Professional Programs ................
34-35
Prerequisites
46
Probation and Dismissal .....................
41
Professional Studies Division
32
Program in Global Community ............ 37. 44
..................
...............................
.................
..........
Re-admission of Former Students
11. 17
Refunds .................................... 15
Registration ............................. 38-39
Registers
Administration ...................... 133-134
Board for College and
University Services. TALC ............... 132
Board of Regents ........................ 132
Emeriti ..................................
134
Faculty .............................. 135.140
Religious & Christian Service Scholarships ..... 20
Religious Life ............................... 25
Residence Life ...........................
28-29
Residence Requirement ..................... 40
Room Rent ................................. 13
ROTC (Air Force) ........................... 37
Russian .................................... 80
Russian Area Studies ....................... 117
San Francisco Summer Term ................. 96
Scandinavian Area Studies .............. 1T7-118
Scandinavian Urban Studies Term (SUST)...... 95
Scholarships ............................. 77-23
School Social Work Certification ............ '120
Science Emphasis (Grades 5-9) ............... 101
Secondary Education .................. 63-66-69
SEMAPHORE - Student Handbook .......... 26
Semester or Year Abroad .................... 37
Sigma Pi Sigma ............................ Inti
Smiley's Point Clinic ......................... 28
Society of Physics Students .................. 706
South American Urban Semester (SAUS) ...... 94
Spanish ................................. 8042
Special Education ........................... 68
Special Fees ................................
74
Special Interest Houses ........................ In
Special Students (Non-degree) ............... 7 1
Speech ...............................
725-726
........
32
Social and Behavioral Science Division
Sponsored Scholarships .................. 19-23
119
Social Science .............................
Social Studies .............................. 119
Social Welfare Minor ....................... 120
Student Activities ...........................
26
Student Employment ........................
19
Student/Faculty Ratio .......................
44
Student Government ........................
25
Student Life ............................. 25-29
Student Project for Amity Among
Nations (SPAN) ........................ 37. 4 4
Student Publications
26
Student Rights ..............................
29
Student Services ......................... 26-29
Studio Art Courses ....................... 47-48
Study Abroad ...................... 26.37.38,M
Summer Orientation
2;
Summer Sessions ........................ 31. 38
........................
...................... !.
Teaching Licensure ................ 34.63.64. 66
Testscores ..................................
9
Theater Arts ...........................
127-128
9.10. 14
Transcripts ............................
Transdisciplinary Studies .................... 129
Transfer Student Application ................. 10
Tuition .....................................
13
Tuition Deposit
9-10. 14
........................
Urness Tower
Veterans
...........................2.3.
29
...................................
43
Women's and Minority Studies .......... 129-130
Work Study ................................
19
Academic Calendar
1982-83
Fall Semester
Aug. 31-Sept. 1
Registration and Welcome
Classes Begin
Labor Day Recess
Last day to register, add or drop
class without record notation
Mid-term break
Last day t o designate grading option
Interim Registration
Spring Term Pre-Registration
Last day to withdraw from a class
Thanksgiving Recess Begins
Classes Resume
Classes End
Final Examinations
Final Grades Due
Sept. 2
Sept. 5
Sept. 16
Oct. 29
Nov. 5
Nov. 8-11
Nov. 15-Dec. 3
Nov. 18
Nov. 25
Nov. 29
Dec. 10
Dec. 13-16
Dec. 22
Interim
Jan. 3
Jan. 4
Jan. 17
Jan. 21
Jan. 27
Feb. 4
Classes Begin
Last day t o register, add or drop
class without record notation
Last day t o designate grading option
Last day to withdraw from a class
Classes end
Interim grades due
1983-84
1983
1982
September
5
12
19
26
6 7
13 14
20 21
27 28
1 2 3 4
8 91011
15 16 17 18
22 23 24 25
29 30
October
3
10
17
24
31
7
14
21
28
4 5 6 7
11 12 13 14
18 19 20 21
25 26 27 28
1 2
8 9
15 16
22 23
29 30
November
1 2 3 4 5 6
8 9 10 11 12 13
15 16 17 18 19 20
22 23 24 25 26 27
29 30
January
2
9
16
23
30
6 7
13 14
20 21
27 28
1 2 3 4
8 91011
15 16 17 18
22 23 24 25
29 30 31
3 4 5 6 7
10 11 12 13 14
17 18 19 20 21
24 25 26 27 28
31
1
3 4 5 6 7 8
10 11 12 13 14 15 1
17 18 19 20 21 22 2
24 25 26 27 28 29 3
31
February
6
13
20
27
1 2 3 4 5
789101112
14 15 16 17 18 19
21 22 23 24 25 26
28
7
14
21
28
March
6
13
20
27
December
5
12
19
26
July
1
8
15
22
29
August
1 2 3 4 5
891011121
15 16 17 18 19 2
22 23 24 25 26 2
29 30 31
September
1 2 3 4 5
789101112
14 15 16 17 18 19
21 22 23 24 25 26
28 29 30 31
1 2
4 5 6 7 8 9 1 1
11 12 13 14 15 16 1
18 19 20 21 22 23 2
25 26 27 28 29 30
Aprll
3
10
17
24
1
8
15
22
29
5
12
19
26
4 5 6
11 12 13
18 19 20
25 26 27
7
14
21
28
October
1
8
15
22
29
2
9
16
23
30
May
2 3 4 5 6 7
9 10 11 12 13 14
16 17 18 19 20 21
23 24 25 26 27 28
30 31
June
1 2 3 4
6 7 8 91011
13 14 15 16 17 18
20 21 22 23 24 25
27 28 29 30
2 3 4 5 6 7
9 10 11 12 13 14 1
16 17 18 19 20 21 2
23 24 25 26 27 28 2'
30 31
November
6
13
20
27
7
14
21
28
1 2 3
8 9 10
15 16 17
22 23 24
29 30
4
11 1;
18 1
25 21
December
1 2
4 5 6 7 8 9 11
11 12 13 14 15 16 1
18 19 20 21 22 23 2,
25 26 27 28 29 30 3
Show less
INTRODUCTION
....................2
OPTIONS ...................... 4
. . . . . . . . . . . . . . .5
CALENDAR. . . . . . . . . . . . . . . . . . . . . . .6
ABOUT
THISCATALOGUE
.............7
..................8
INTERIM
COURSES
VISITING STUDENTS
..... ..... .......
i46
LIFETIME SPORTS
w
UMA... Show more
INTRODUCTION
....................2
OPTIONS ...................... 4
. . . . . . . . . . . . . . .5
CALENDAR. . . . . . . . . . . . . . . . . . . . . . .6
ABOUT
THISCATALOGUE
.............7
..................8
INTERIM
COURSES
VISITING STUDENTS
..... ..... .......
i46
LIFETIME SPORTS
w
UMAl E COURSES. . . . . . . . . . . . . . . .48
ALSOON . . . . . . . .17.29.32.40. 44
OTHER
COURSES
. . . . . . . . . . . . . . . . . .49
Interim is an integral part of the school year at Augsburg
College. The College follows a 4-1-4 calendar, with Fall
and Spring semesters of approximately 14 weeks separated by a four-week January Interim. Interim is particularly intended to be a time for both students and faculty to employ styles of teaching and learning and to
investigate questions and topics in places and ways not
possible during the regular term.
Since one Interim course equals a full-time load, students should plan to spend the same amount of time in
class and preparing for class as they would for a fourcourse load during Fall or Spring semesters. Students
can register for only one course credit during Interim.
There is no tuition refund for a student who chooses
not to enroll in an Interim course.
Most Interim courses are graded traditionally on a 4.0
to 0.0 scale. Students generally have the option to register on a Pass/No Credit basis. A few Interim courses
are graded only on the P/N system; this is indicated in
the course description.
Some courses are offered for either upper or lower division credit. Such Interim courses have two numbers
listed and students must select which is most appropriate for their needs. Students registering for upper division credit should anticipate additional assignments
and a more rigorous grading standard. Some courses,
especially courses with travel requirements, have additional fees associated with them. These fees, although
intended to be accurate, may change and students
should check with the instructor to verify the final
costs.
To graduate, a student under the 34-course Liberal Arts
Perspective requirements is required to complete two
Interim courses, but three Interim courses may count
toward graduation.
INTRODUCTION
For any student entering after January 1993, a maximum of two Interim course credits may be counted
toward the 33 total course credits required for graduation. The number of required Interim courses is adjusted for transfer students. Transfer students should refer
to their transfer credit evaluation form, or consult the
Registrar. Additional Interim credits which can count
toward the 33 course credits required may be taken by
students who repeat a course for credit in which a
grade below 2.0 was earned, or who need to make up
for a regular term in which they failed or withdrew
from a course.
Additional Interim courses not counted toward the 33
course credits required may be used to fulfill other
degree requirements. That is, no more than two Interim
course credits may be taken for credit toward 33, but
additional Interim courses may be used to fulfill major,
minor or general education requirements.
Day School students (3.0 credits or more for Fall) can
take a total of 1.0 course credits. They may take two
half credit classes. They may also take a lifetime sport
(zero credit). The lifetime sport is at no additional
charge if they are full-time (Fall term). If less than fulltime they will be charged.
Weekend students can take 1.0 course credits in Interim
as a cross registration, but will be charged Day School
tuition ($1,350.00) per course credit. If they do so they
may take only 1.0 additional course credits in Weekend
College for Winter Trimester.
It is the policy ofAugsburg College not to discriminate on the basis of race,
creed, national or ethnic origin, age, marital status, sex or handicap as
required by Title IX ofthe 1972 Educational Amendments or Section 504 of
the Rehabilitation Act of1973, as amended, in its admissions policies, educational programs, activities and employment practices.
International Interim - Students are invited to be part
of one of the 24 international Interim courses offered by
the Upper Midwest Association for International
Education (UMAIE). These course opportunities are
listed near the end of this catalog.
Internships deadline - Friday, December 8. January
Interim internships must be planned in advance.
Students electing an internship must meet departmental
requirements and present a signed internship learning
agreement plan to the Internship Office (Murphy Place,
Rm. 8) no later than the last day of Fall classes (Friday,
December 8). The Learning Agreement forms are available in the same office. Internships during Interim
must involve full-time work placements for approximately four weeks. Assistance for planning your
internship is available in the Internship and
Cooperative Education Office.
Independent or Directed Study - Students may elect a
program of independent study (upper division 499) or
directed study (lower division 299) for Interim. Faculty
members are strongly discouraged from accepting
responsibility for more than one independent study per
Interim. Students choosing to pursue independent or
directed study must:
1.Meet departmental requirements.
2. Present to the Registrar a copy of the proposed
study plan approved by the supervising faculty
member and the directed/independent study registration form. These forms must be submitted by
December 1. Appropriate study proposal and registration forms can be obtained in the Interim Office.
1 NTRODUCTION
Interims at Other Schools -Augsburg students may
enroll at any other 4-1-4 institution which offers a reciprocal Interim arrangement. Catalogs of these Interim
programs can be consulted in the Interim Office. The
Interim Secretary will help students in applying for registration at other schools. Registration for Interims at
the other ACTC colleges will be at Augsburg during the
regular registration period. Most courses taught during
the Interim at other 4-1-4 schools are accepted for credit
by Augsburg, but may not necessarily be accepted as
meeting Augsburg's general education requirements.
This qualification particularly affects religion courses .
Augsburg College welcomes students from other 4-1-4
schools for the January Interim without tuition charges
provided the student's home institution agrees not to
charge tuition to Augsburg students for the January
term. The waiver of tuition does not include special
fees, housing or board costs. Other students will be
charged $1,350 for the Interim course. Students interested in registering for an Augsburg Interim should
write to the Interim Director for application forms or
use the forms provided by the interim office at their
own school. There is an application processing fee of
$10. Students are welcome to stay on campus but are
not required to do so. Requests for Interim housing
should be made to the Interim Office.
It should be noted that neither ACTC exchange students nor visiting students may register for 199,299, or
499 courses.
Nov 13 to Dec 5
........................Interim Registration
Jan 3 ............................................First Day of Interim
Time I-9:00 a.m. (first day only)
Time 11-1:00 p.m.
Jan 4
.......................................Last Day to register or
Cancel/Add a class
Jan 12...................................... Last Day to Determine
Grading System with Registrar
Jan 12................Last Day to Withdraw from Courses
Jan 26 ...................................................... Interim Ends
Jan 30 .................................... Spring Semester Begins
Feb 2 ......................Interim Grades Due to Registrar
The time, number and length of meetings as well as the
beginning time will be arranged on the first day of
class. The daily schedule for Interim is divided into
two blocks of time:
Time I: 8:00 a.m. to noon (on the first day Time I
classes will begin at 9:00 a.m.)
Time 11: 1:00 p.m. - 5:00 p.m.
Note: Martin Luther King Day will be observed at
Augsburg with a special convocation on Monday, January
15, at 1:00 p.m. Check with your instructor for class scheduling on this day.
The catalog lists courses by departments in alphabetical
order. At the end of the book are listings of other courses
not offered by Augsburg but recognized by the College
for Interim credit. Additional descriptions and information about these courses are available in the Interim
Office, Memorial 230. Students may also register for one
of the lifetime sports listed at the end of the catalog.
Interim Office (Memorial 230)
Interim Secretary, Kay Thomsen, 330-1025
Interim Director, Dr. Earl Alton, 330-1025
ACC 424-A
Instructor: Stuart Stoller
Auditing through an interdisciplinary approach. Using
techniques discussed in Accounting, Finance,
Management, Marketing & MIS, we examine a business' internal control systems and operating efficiency.
By stepping away from the traditional textbook
approach we incorporate creativity and discussion.
Major topics include: business valuation techniques,
Just in Time Philosophy, efficiency improvement techniques, disaster recovery planning and report writing.
Prerequisites: ACC 221 & 222, BUS 242, 252, 331, ECO 113, MIS 175 & 379
Maximum Enrollment: 20
Time: I1
Room: Foss Center 43
ART 247-A
Instructor: Lynn Bollman
This course is designed for students with an interest in
drawing the human figure. In addition to drawing
from nude models, students will pursue a general study
of human anatomy (as it relates to art), and will become
more knowledgeable about the use of the nude as a
subject in art. Students will use various drawing
media, will study a variety of drawing approaches, and
will apply general design concepts to their figure drawings.
A fee of $35 will need to be paid to the instructor on the
first day of class.
Liberal Arts Perspective: Aesthetics
Maximum Enrollment: 20
Time: I
Room: Old Main 17
ART 360-A
Instructor: Philip Thompson
Design concepts using descriptive and experimental
techniques in transparent watercolor.
Requirements include a minimum of 20 watercolor projects plus an active and developing sketch book.
Evaluation will be based on quality of work, progress
over time, and participation.
Liberal Arts Perspective: Aesthetics
Maximum Enrollment: 18
Time: I
Room: Old Main 4
610 145-A
Instructor: Esther McLaughlin
We will use a few historically, economically, and medically important plants to study some of the ways in
which humans and plants interact, biologically and otherwise. Plants are not only at the bottom of our food
chain but also play a part in non-food aspects of our
lives, either directly (e.g. medicines, fibers, dyes, etc.) or
indirectly (e.g. food crises have influenced human
migrations). We will study the uses, biology, natural
history, and classificationof several important plants.
Evaluation will be based on three or four 40-minute
exams, several quizzes, and an oral presentation.
Liberal Arts Perspective: Natural World 2
Maximum Enrollment: 20
Time: I1
Room: Science 205
910 140-A
910 340-A
Instructors: William Capman and Dale Pederson
The Florida Keys provide an excellent site for study of
natural history and ecology of marine, coastal and subtropical communities. This class will spend about 2 1/2
weeks in Florida based at the Newfound Harbor Marine
Institute located on Big Pine Key. The Institute offers
laboratory facilities, ocean-going research platforms,
housing and a dining hall. Field trips to coral reefs
(Looe Key National Park), tide pools, turtle grass flats,
mangrove islands and upland hammocks will be led by
professional naturalists from the Institute. Organisms
and communities will be studied on site and in the laboratory. Research projects will be initiated shortly after
arrival at the station in order to provide opportunity to
gather data over a period of several days. Visits to
Pennicamp State Park, Key West and the Everglades will
be included.
Evaluation will be based on:
BIO 140: (1)Field and laboratory records, (2) Personal
journal, (3) Quizzes at the Marine Institute, 4) Final exam.
Prerequisites for 810 140: Any one of the following courses or their equivalents .
BIO 101, 102, 103, 113, 114, or by permlsslon 01 lnslruclor.
BIO 340: (1)Field and laboratory records, (2) Personal
journal, (3) Quizzes at the Marine Institute, (4) Written
report of the research project, (5) Final exam.
Prerequisites for BIO 340: BIO 351 (Invertebrate Zoology) or BIO 481 (Ecology), or by
permlsslon 01 inslruclor.
Estimated cost of the course: $1500 plus air fare
(includes all ground transportation, housing, and meals
while at the Institute). Contact instructors for details.
Prerequisites: See above
Maximum Enrollment: 12
Time: I1
Room: Science 225
BUS 295-A
Instructor: John C. Cerrito
The object of this class is to provide students who are
not majoring in business with entrepreneurial skills for
starting and running a small business.
The student will be exposed to various asp~*cts small
business management and will he r ~ r l u i ~ . rlod ptnrparea
business plan for a "model" business. Thtl s turjcnt will
be evaluated on the basis of the "model" plan, on tests,
and performance on small business case studies.
Maximum Enrollment: 10
Time: I1
Room: Murphy Place 101
BUS 495-A
Instructor: Thomas Morgan
Can organizations learn? If so, how and what should
organizations learn? How can we as members of organizations help 'teach' them what they need to learn?
Searching for answers to these and other questions will
be the central focus of this Special Topics course.
Participants will dcvclop and rvfinc "systcms thinking"
skills and learn hclw lo apply tliem lo tqca1slrategic situations. Alteri~ativcyc~.spcctivcson thc 1iat111-e
and function of organizations in theory and in practice will be
explored through reading, seminar discussions and
field trips to local organizations. Working in collaborative teams, participants will develop a 'hands on' project based on actual organizations. Evaluation will be
based on two short critical essays and a group project
presentation.
Prerequisites: BUS 242 & ECO 113, or permission of instructor
Graduation Skill: Critical Thinking
Maximum Enrollment: 20
Time: /I
Room: Foss 21
CHEMISTRYFOR CHANGINGTIMES
CHM 100-A
Instructor: Arlin Gyberg
This course is developed in the perspective of a person
living in a modern, high technology society such as the
United States. It assumes that before one can evaluate a
moral or societal issue of a scientific nature one at the
least must be able to understand the science involved.
Anything less is an impression rather than an informed
decision. As we develop scientific concepts we will at
the same time relate them to an abundance of current
issues. We live in a world of pesticides, fertilizers, plastics, birth control, food abundance and food shortage,
food additives and processing and synthesis, organically and non-organically grown food, chemical dependency, licit and illicit drugs, the energy crisis and the
debates about sources of energy, the greenhouse effect
and nuclear waste storage, pollution, genetic engineering, and much more. Many of these problems are
chemical in nature. Thus, in learning about chemistry,
via lecture and in-class discussion, we can be helped to
understand ourselves, our society, our world, and even
some of the universe. The grade for the course is based
on a percentage of the total score for total points on the
daily quizzes.
Prerequisite: Math Placement 2
Liberal Arts Perspective: Natural World 2
Maximum Enrollment: 30
Time: I
Room: Science 315
1 NTRODUCT~ONTOCOMPUTINGAND
COMMUNICATIONS
CSC 160-A
Instructor: Larry Ragland
Use of the computer as an information accessing tool
through e-mail, Internet, newsgroups, and remote
access to the library; an introduction to computer science topics in hardware, software, and theory. Grading
is based on homework and exams.
Prerequisite: Math Placement Group 3
Maximum Enrollment: 15
Time: I1
Room: Foss Center 20
CSC 272-A
Instructor: Charles Sheaffer
Study of UNIX operating system and the C programming language. It is assumed that the student has a
knowledge of programming methods and has done
programming in some other language.
Prerequisite: CSC 170 or programming in some other language
Maximum Enrollment: 20
Time: I1
Room: Library 20
ECO 110-A
Instructor: Ed Sabella
Study of economic implications of the many problems
facing a metro-urban environment. Fundamental
microeconomic tools introduced to facilitate discussion
of various topics, e.g. health issues, discrimination, education, etc. Course does not apply toward an
Economics, Business Administration or MIS major.
Does not apply towards an economics minor.
Three objective examinations.
Liberal Arts Perspective: City or Social World 1 or 2
Maximum Enrollment: 20
Time: 11
Room: Old Main 29
EGO 113-A
Instructor: Satya Gupta
An introduction to microeconomics, the theory of the
household, firm, market structures, and income distribution. Application of elementary economic theory to
market policy. May be taken independently of 110 or
112. Weekly tests.
Prerequisite: Math Placement Level 2
Liberal Arts Perspective: Social World 1 or 2
Maximum Enrollment: 15
Time: I
Room: Music 22
DISCOVERY
LEARNING IN THE
WORLD
OF KINDERGARTEN
(0.5
CREDIT)
EDE 375-A
Instructor: Gretchen lrvine
The student will demonstrate knowledge of a developmental kindergarten philosophy through the study and
utilization of a variety of techniques and resources for
teaching kindergarten. Field work in a kindergarten
classroom will occur during class meetings. Authentic
assessment techniques will be utilized in class for student evaluation. This is a one-half credit course.
*Note: This course can be taken along with Human
Relations, EDU 388-A.
Prerequisite: PPST
Maximum Enrollment: 25
Time: I1
Room: Library 1
EDS 495-A
Instructor: Mary Ann Bayless
Why are some things easy for a person to learn while
others seem harder? Why does the same task seem easier at one moment and more difficult just a few hours
later? Why do some children struggle with seemingly
simple assignments but then suddenly master them?
Why do more people suffer with learning disabilities
and weak short term memory than ever before? Each of
us wants to be an efficient and happy learner, but most
often, no one has shown us how to be our own life-long
learning coaches. In the last decade, work in neurophysiology has given us a whole new set of insights
about how the various parts of the brain actually work
to produce learning and high level functioning.
Educational kinesiologists have taken these insights and
produced simple but effective ways to increase the
learning comfort of each individual.
This course will provide both the theory for each participant to understand her/his own unique learning needs
and the practice for becoming an efficient and joyful
learner. We will study learning development,
braidmind function, and the nature of learning blocks.
We will discuss the misuse of brain dominance theory
and learn routines for overcoming learning blocks and
integrating hemisphere functions. There will be two
tests and two demonstrations required of each student,
and upper division students will have to do two
reviews of relevant research. The course uses two
paperback texts. Very useful for prospective teachers
and parents.
Maximum Enrollment: 20
Time: I
Room: Science 112
EDU 353-A
Instructor: Rich Germundsen
This seminar-style course presents an examination and
comparison of selected Western and non-Western educational systems with special attention on Scandinavian
and Central American models. The course also draws
attention to our personal responsibilities to educate ourselves to be able to understand and participate in the
emerging global society. There will be lectures, discussions, presentations by students, and guest speakers.
Student evaluation will be based on class presentations
and investigative projects.
Liberal Arts Perspective: Social World 2
Maximum Enrollment: 15
Time: I
Room: Library 17
EDU 388-A
Instructor: Joseph Erickson
This course is the study of prejudice, discrimination,
and oppression as it affects persons of color, the handicapped, limited English speakers, and females. Topics
include racism, sexism, homophobia, and economic
issues. Emphasis is placed on preparing potential (or
practicing) teachers for classrooms which will include
minority students, different religious backgrounds, the
less abled and students at risk. Students will be expected to summarize readings, view appropriate films, and
complete a project. This course satisfies the Minnesota
Human Relations requirement for teachers and social
workers. This is a one-half credit course. It is offered
only on a P/N basis.
*Note: This course can be taken along with Discovery
Learning in the World of Kindergarten, EDE 375-A.
Prerequisite: None- Open to all
Maximum Enrollment: 25
Time: I
Room: Library 1
PRACTICUMAND SEMINAR
SPECIAL EDUCATION
IN
EDU 491-A
Instructor: Susan O'Connor
A supervised field placement in a school focusing on
how children with disabilities are included into the
classroom, plus on-campus seminar.
Students planning to take this course should consult
with the Special Education Coordinator about a placement prior to registering for the course.
Students must complete designated hours of field-work
as well as written and reading assignments.
Prerequisite: Completion of courses for special education mino< or consent of instructos
Maximum Enrollment: 9
Time: I1
Room: Libraty 17
THEATRE
IN AND AROUND
LONDON
(UMAI E COURSE)
ENG 269-A
Instructors: Ron Palosaari/Douglas Green
A
A study of live theatre in London. Students see at least
ten performances and visit museums, galleries, historical sites, and other attractions of London and surrounding areas including Stratford and Oxford. Evaluation
will be based on attendance at required plays, participation in discussions, three short papers, and a short final
exam. Fee: $2,595 includes travel, accommodations,
breakfast daily, ten theatre performances, and four
group dinners.
Liberal Arts Perspective: Aesthetics
Maximum Enrollment: 30
ARCHAEOLOGY,
MYTHOLOGY,
AND THIEVERY:
EXCAVATING THE MEMORY
OF THE MUSE
ENG 362-A
Instructor: Cass Dalglish
The ACTC writing workshop is an advanced-level creative writing course, open to three students from each
of the five ACTC colleges and held this year at
Augsburg College. This year's course is designed to
encourage student writers to use memories of the past
as they create their own new work. Writers will dig for
details of the past in urban ruins of old neighborhoods,
sifting through social history found in button jars and
stacks of 78 RPM records in antique stores; they will
harvest myth from diverse cultures; collect stories from
elders living in Minneapolis today; and investigate
cemeteries, churches, and even an occasional museum.
Student writers must have successfully completed at
least one creative writing course and must have the recommendation of a creative writing instructor at their
home campus, but they may choose to work in poetry,
fiction, literary nonfiction or to cross over among the
three during this interim workshop. Meeting times will
include: (1)expeditions into the city in search of the
past; (2) group sessions to talk about the old stories
gathered; (3) group sessions to discuss new work created during the Interim and to sort through layers of past
deposited in the new work: (4) individual conferences
and/or small workshop sessions.
Prerequisite: At least one creative writing course and written recommendation of ACTC
home campus creative writing instructor:
Maximum Enrollment: 3 students from each ACTC college
Time: I1
Room: Science 319
ENG 482-A
Instructor: Joan Griffin
Paradise Lost has been called "the story of all things."
Above all the poem is about relationships: Between
women and men; humans and the environment;
Christianity and pagan tradition; justice and mercy; service and servitude; rebellion and freedom, to name a
few. Although this course will survey Milton's major
works, it will emphasize his greatest poem. Evaluation:
papers, microthemes and class presentations.
Prerequisite: ENG 245
Maximum Enrollment: 20
Time: I
Room: Old Main 18
FRE 111-A
Instructor: Pary Pezechkian-Weinberg
This course is for students with no previous background in French. It aims to develop basic skills in
understanding, speaking, reading, and writing as tools
for communication in French. Through conversations,
classroom practice and readings, this course focuses on
the use of language in everyday contexts and works
toward the discovery of a French culture and way of
life. Five meetings per week. Evaluation will be based
on class participation, daily assignments, quizzes and
exams.
Liberal Arts Perspective: Intercultural Awareness 2
Maximum Enrollment: 20
Time: I1
Room: Old Main 25
Ire
sues
a rA
IPC
ues,
This course will be useful to students who are interested in impacting their campus environment as well as
those who desire learning practical skills such as negotiation, group facilitation, and program development.
Opportunities exist for students who successfully complete this course to work as Peer Helpers with The
Center for Counseling and Health Promotion.
Maximum Enrollment: 20
Time: I
Room: Melby 202
prac
Gerr
n sin
partic
ire gi
HPE 390-A
Instructor: Patty Murphy
Principles: methods of instruction applied to health
education grades K-12. Emphasis upon teaching/learning strategies and student assessment. Evaluation and
development of materials included. This is a one-half
credit course.
Maximum Enrollment: 20
Time: I
Room: Melby 121 - (MWF)
HPE 410-A
Instructor: Patty Murphy
Historical background, legal basis, school health services and relationships to community health programs
and resources. This is a one-half credit course.
Maximum Enrollment: 20
Time: I
Room: Melby 121 - (TTH)
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HPE 455-A
Instructor: Joyce Pfaff
Designed for the beginning and intermediate sailor
interested in the art and practice of sailboat cruising.
The course will take the participant to a competent level
of sailboat handling (anchoring, mooring, helming, and
crewing). The student will live aboard a 43 to 46 foot
fixed keel sailboat with 5 to 6 other people and will
function as an active crew member. Actual on-thewater instruction will be the major part of the course.
Sailing will include cruises to the various islands and
cays in the British and American Virgin Islands.
Snorkeling and windsurfing will be available on an
optional basis. Some classes will be held in December
prior to leaving for the Virgin Islands in January. No
smoking is allowed.
The course cost is $2,800, which includes airfare, for
Augsburg day students and qualifying 4-1-4 students.
Others will have to pay regular Interim tuition to
receive academic credit. P/N ONLY.
Applications may be picked up from the office of Joyce
Pfaff, Melby Hall, Augsburg College. They must be
turned in with deposit and appropriate signature before
final acceptance is given.
Prerequisite: Permission from Joyce Pfaff of the Health and Physical Education
Department (612) 330-1247; basic swimming skills
Graduation Level Skill: Lifetime Spoh also one course credit upper division
Maximum Enrollment: 8 (a waiting list will be kept after the original eight spots are filled)
HPE 475-A
Instructor: A1 Kloppen
Emphasis placed on preventing injuries. Treatment of
common athletic injuries. Practical experience in taping
and training room procedures. This is a one-half credit
course.
Maximum Enrollment: 16
Time: I
Room: Melby 119 (MNand alternate Fridays1/22, 1124- 9 meetings)
1/3, 1/5, 1/8, 1/10, 1/15, 1/17, 1/19,
HPE 481-A
Instructor: A1 Kloppen
This course will focus on developing a philosophy
toward sports officiating. Students will acquire a
knowledge of: Federation Rules (high school), mechanics of two person officiating, and procedures and steps
of beginning an officiating career. Students will apply
knowledge in practical game type experiences. There
will be a written evaluation and quizzes on rules and
mechanics of officiating basketball. This is a one-half
credit course.
Maximum Enrollment: 20
Time: I1
Room: Melby 119 (TTh and alternate Fridays1/23, 1/25)
114. 115. 1/9, 1/11, 1/16, 1/18, 1/19,
HIS 162-A
HIS 462-A
Instructor: Don Gustafson
This interim experience is designed to look at the area
of South Asia (primarily India) that is home to one-fifth
of the people of our world. We'll use novels, films,
some standard historical writings and current South
Asia periodicals to consider the impacts that colonialism, nationalism and various phases of modernization
have had on this old, honored and traditional culture.
We'll read the marriage ads and talk about social structure, consider the spot at Ayodhya which has prompted
Hindus to massacre Muslims, think on the Christ-likeness of a Gandhi and perhaps have time to note one or
two of the contemporary religious phenomena.
Looking at South Asians helps us to see ourselves in a
fuller perspective.
The course will include the usual pedagogical devices
of lectures, discussions, some short reaction papers and
tests (including a final).
Students enrolling for upper division credit will be
expected to have had at least one prior college history
class, will complete a paper or project beyond the regular assignments, and will be tested apart from lower
division students.
Maximum Enrollment: 25
Time: I
Room: Murphy Place 100
HIS 440-A
Instructor: Staff
This course is intended for History majors and others
who have an interest in upper division history. Please
see Richard Nelson, Department Chair, for actual topic
and other particulars.
Prerequisite: One college level history course.
Maximum Enrollment: 30
Time: I
Room: Science 205
HON 213-A
Instructors: Jeanne Boeh & Jacqueline deVries
Does history influence economic theory? Or does economic theory shape history? This course will explore
the history of western economic thought and how these
writings affected the development of various economic
systems. The course begins with the rise of mercantilism in the 16th century. Topics will include the industrial take-off and the creation of a waged labor force in
the 18th century, the rise of laissez-faire economic principles and "free-trade" imperialism in the 19th century,
and the subsequent challenges of communism and the
rise of the welfare state in the 20th century. We will
read substantial portions of the classic economic
thinkers, including Adam Smith, Thomas Malthus,
David Hume, Jeremy Bentham, David Ricardo, Sidney
and Beatrice Webb, Karl Marx, Max Weber, Alfred
Marshall, Thorstein Veblen, John Maynard Keynes,
William Beveridge and Milton Friedman. The course
will also address the long-standing issues of child labor,
poverty, and women's role in the workforce.
Students will be evaluated using class participation, discussion, and writing assignments including a short term
paper and a take-home final.
Liberal Arts Perspective: Social World 1 or 2
Maximum Enrollment: 30
Time: I
Room: Science 213
SCIENCE AND RELIGION:
COMPLEXITYAND CREATIVITY
HON 401-A
Instructors: Larry Crockett and Bruce Reichenbach
We will explore the historical background of the contemporary debate regarding how religion relates to science, and then attend to contemporary developments,
especially in chaos and complexity theory, as they relate
to the doctrine of divine creativity and philosophical
naturalism. The goal will be to involve students in constructing for themselves a model for interpreting relations between the two areas. In addition to taking two
tests, students will be required to make a class presentation, conduct the discussion, and to write a significant
research paper.
Prerequisite: Participant in Honors prooram
Maximum Enrollment: 35
Time: I
Room: Foss Center 20
INS 120-A
Instructor: Ann Fleener
Students will participate in a series of seminars following the Paideia seminar format as developed by
Mortimer Adler and Paideia Associates. Students will
read selected readings which will then be discussed in
Paideia seminars. Students will also view selected
films for seminar discussions; develop and/or hone
habits of mature, intellectual talk; observe seminars
conducted in a St. Paul Public School; evaluate their
own behaviors during seminars and will lead seminars.
Maximum Enrollment: 20
Time: I
Room: Science 319
INS 225-A
Instructor: Amin Kader
This course is designed by a practicing Muslim to present his perception of Islam to non-Muslims. The
course will cover the ideological foundations of Islam,
its basic concepts and tenets, Islamic law (Shari'ah),
Islamic economic and political systems, and Islamic
patterns of life. There will also be a consideration of
the differences between the Islamic sects (Sunnis,
Shi'its, Sufis, etc.). There will also be some effort to
deal with the similarities and differences between Islam
and both Christianity and Judaism, and a visit to one of
the mosques in the Twin Cities.
Evaluation - two tests and a paper.
Liberal Arts Perspective: Intercultural Awareness 1
Maximum Enrollment: 30
Time: I
Room: Science 212
+-
ECUADOR:GALAPAGOS,
RAINFOREST
HIGHLANDS
A JOURNEY IN
HOLISTIC
HEALTH
6( ECOLOGY
AND
-
(UMAI E COURSE)
INS 3 15-A
Instructors: Blanca-Rosa Egas and Victoria Littlefield
With a focus on the recognition that humans must live in
harmony with the ecology that surrounds them, this
course will include a week-long cruise to the Galapagos
Islands and several visits to the capital city of Quito.
Both of these places have been declared Patrimonio de la
Humanidad (Heritage Areas of Humankind) by the
United Nations. We will also visit Vilcabamba, one of
three sanctuaries of longevity in the world. Our journey
then takes us to the Amazon rainforest, where we
explore the tropical ecosystem and see how this distinctive habitat has influenced the culture of the people who
live there.
Evaluation: Students are evaluated on two written
reports on interactions with Ecuadorians and critical
analysis related to course content, a reflection essay
paper, attendance, and group participation.
The comprehensive fee of $4,095 includes all air and surface travel, hotel accommodations in Quito and
Vilcabamba, breakfast daily, one lunch, three dinners,
Galapagos Islands yacht cruise (all meals included), rain
forest stay (all meals included), and touring as indicated.
For more information contact Blanca-Rosa Egas at 3301713, or Vicki Littlefield at 330-1155.
Prerequisite: Basic Spanish
Maximum Enrollment: 30
MAT 173-A
Instructor: Rebekah Valdivia
Learn how to determine the monthly payments on a
house or car. Find out how much you need to save
now to be a millionaire when you retire. Learn how
annuities, perpetuities, and life insurance work, and
more. Evaluation will be based on class participation, a
portfolio of five realistic problems that have been
worked out and explained, and a midterm and final
examination.
Prerequisite: Math placement group 3 or higher
Graduation Level Skill: Quantitative Reasoning
Maximum Enrollment: 25
Time: I1
Room: Science 212
MAT 251-A
Instructor: Larry Copes
This course is a study of Book 1 of Euclid's Elements,
which is sometimes cited as the most-frequently published book ever other than the Bible. Book 1 of the
Elements ends with the Pythagorean Theorem,
Proposition 47. We'll first work backward from that
theorem, considering propositions Euclid cites in proving it (46,41, and 4), and then the propositions he cites
in proving those propositions, and so on, gaining familiarity with about 30 major propositions but especially
34,4, and 3, the ones most used. We'll consider other
logically-sound ways of arranging these propositions
and think about the aesthetic reasons Euclid made his
arrangement. After getting to Proposition 1, we'll consider the common notions, definitions, and postulates,
learn about how attempts to prove Euclid's fifth postulate led to non-Euclidean geometry in the nineteenth
century, and see more logically rigorous geometric
axiom systems of the twentieth century. Then we'll
read the book forward, seeing how the other propositions fit in and seeing how they lend insight into
Euclid's aesthetic choices.
Prerequisite: MAT 145,AUGMENT (Calculus I)
Liberal Arts Perspective: Western Heritage
Maximum Enrollment: 20
Time: I
Room: Science 213
MAT 481-A
Instructor: Steve Zheng
"During World War 11, British military leaders asked
scientists and engineers to analyze several military
problems: the deployment of radar and the management of convoy, bombing, antisubmarine, and mining
operations. The application of mathematics and the scientific method to military operations was called operations research. Today, the term Operations Research (or
often, management science) means a scientific approach
to decision making, which seeks to determine how best
to design and operate system, usually under conditions
requiring the allocation of scarce resources." - Wayne
L. Winston
The main objectives of this course are the discussion of
several mathematical models used in operations
research (OR) and the use of mathematics and the existing computer packages (such as LINDO) in solving
real-life problems in OR. Students in applied mathematics, economics, business and any management-related area are encouraged to take this course. The evaluation is based on homework assignments, two tests and
one final project.
Prerequisite: MAT 245,Calculus 111 and Linear Algebra, or equivalent, or consent of
instructors
Maximum Enrollment: 25
Time: I1
Room: Science 1I2
MUS 179-A
Instructor: Robert Karlen/Roberta Metzler
Much of American history and culture is derived from
that of European cities such as Munich, Prague, Vienna,
and Budapest. This course provides an opportunity to
visit some of the great Central and Eastern European
cultural centers that provided the impetus for development of cultural life in the New World.
Group discussions and assigned readings increase student sensitivity to architecture and other visual art seen
in the museums. Students listen critically to concerts of
musical masterpieces heard at each site. Relationships
between the various art mediums come to life through
these experiences. There is also ample time for independent exploration.
Evaluation is based on full participation in all courserelated group activities, a daily professional journal,
art/music critique sheets, and exams over material covered.
Fee: $2,995 includes all air and surface travel, hotel
accommodations, continental breakfast daily, four
group meals, and tickets to five cultural performances.
Registration for this interim must be made before
November 10 at the International Programs Office, 620
22nd Avenue South, Minneapolis, MN 55454. Phone:
330-1655. Offered on a P/N basis only. A meeting will
be held at St. Thomas on Saturday, November 18. For
more information you may call Roberta Metzler at 3301273.
Liberal Arfs Perspective: Aesthetics
Maximum Enrollment: 30
MUS 204-A
Instructor: 0. Nicholas Raths
An introduction to the fundamentals of music and
musicology as they occur within the context of Rock's
inception (1950s) and maturation (1960s) periods. This
course will examine the historical background, musical
content, and methods of selected artists and their work.
Evaluation will be based on class participation, a comprehensive term paper, exam, and a group performance
project. For non-music majors.
Liberal Arts Perspective: Aesthetics
Maximum Enrollment: 30
Time: I1
Room: Music 3
TOPIC:HISTORY
OF CARIBBEAN
MUSIC
STUDIED IN MIAMI
AND JAMAICA
MUS 295-A
Instructor: Robert Stacke
Miami and Jamaica are considered the center of
Caribbean music where composition, recording, and
world distribution takes place. This course will explore
the world of Caribbean music through visits to recording studios, clubs where Caribbean music is performed,
and neighborhoods that brought about this music. Also
studied in depth will be social issues that have influenced music such as Reggae. Cities to be visited are
Miami; and in Jamaica, Montego Bay, Negrel, and
Kingston. This course will be done in conjunction with
the Center for Global Education.
Cost is $2,795 from Minneapolis/St. Paul, which
includes all travel, accommodations, meals and tuition
for Augsburg day students and qualifying 4-1-4 students.
Evaluation: Two tests will be given on readings and
lectures. Grading: 20% of the final grade will be based
on participation in discussions, 4O0/0 on the two tests,
and 40% on final project.
Maximum Enrollment: 20
MUS 394-A
Instructor: Sonja Thompson
Opera Workshop is a course designed to give singeractors an opportunity to perform staged scenes from
various music-theater genres, with piano accompaniment. It expands upon existing opportunities for
singers (i.e., choir, chamber music, recitals) by including
dramatic training, and addresses the unique combination of singing plus acting. It is also suitable for theater
students who are interested in increasing their musical
skills, and for student pianists who wish to gain experience working with singers and/or the music-theater
genre. Students will be auditioned by the instructor,
then assigned to appropriate ensembles from opera,
musical theater, operetta and new music-theater.
Sources will include as wide a variety as possible in
terms of musical style, ensemble size, genres. The
course will culminate with a public performance in
Sateren Auditorium at the end of Interim. Students will
be evaluated in areas of attendance, effort, participation, and attitude.
Activities will include both group and one-on-one
instruction in the following areas: Body/voice warmups; lecture/class discussion on topics of interest (i.e.,
vocal technique, acting technique, stage fright, auditions, etc.;) rehearsals and individual coachings; visit to
rehearsal of local opera company, if possible; mock
auditions; staged and costumed performance of scenes
studied.
Prerequisite: Audition by Instructor
Graduation Level Skill: Speaking
Maximum Enrollment: 30
Time: /I
Room: Sateren Auditorium
NOR 11I-A
Instructor: Frankie Shackelford
This course is for students with no previous background in Norwegian. It aims to develop basic skills in
speaking, listening, reading, and writing as tools for
communication and for understanding Norwegian culture. Classroom practice focuses on both presentation
of vocabulary and structures and the use of the language in everyday contexts. Evaluation will be based
on participation, daily assignments, quizzes, and a final
exam.
Liberal Arts Perspective: lnlercultural Awareness 2
Maximum Enrollment: 25
Time: I
Room: Old Main 2 5
PHI 231-A
Instructor David Apolloni
We shall examine the historical and intellectual background of Socrates and what our sources allow us to
say about his person and teachings. We shall clarify
and critically examine Socrates' key teachings: that
virtue is a form of knowledge and that all virtues are
somehow one; that evil is ignorance; whether or not
virtue can be taught; that it is impossible for a wrongdoer to be happy; that being a citizen requires obedience to the state's laws, even if this means accepting
one's own death. There will be take-home written
assignments and weekly quizzes.
Liberal Ads Perspeclive: Weslern Herilage
Maximum Enrollmenl: 20
Time: I
Room: Music 2 3
TOPIC: MEISTER
ECKHART:
MYSTIC
AND PHILOSOPHER
PHI 295-A
lnstructor: Mark Fuehrer
An in-depth study of the mystical and philosophical
writings of the medieval mystic, Meister Eckhart. We
will carefully define mysticism and categorize its different types. Eckhart's mystical writings will be studied
and an attempt to relate his doctrine to his philosophical views on God, the soul, and the world. Students
will keep a journal and present papers on selections
from Eckhart's writings.
Prerequisite: One course in philosophy or permission of professor, ENG 11 1
Graduation Level Skill: Writing
Maximum Enrollment: 20
Time: I
Room: Old Main 22
POL 295-A
lnstructor: Mary Ellen Lundsten
Middle East conflicts and negotiation processes have
remained in the news for decades. To understand the
issues and political factors operating in the area we will
examine Palestinian-Israeli relations within a regional
framework, reviewing how conflict escalated from communal tensions to regional and international war.
Lectures and readings will highlight historical developments and describe how secret bilateral negotiations
and formal international agreements have been
achieved. Students will consider future prospects for
regional peace, emphasizing Israeli relations with Syria
and Lebanon, militant Islamic groups in the region and
tensions in the Persian Gulf.
Readings from texts and recent articles as well as films
from Middle Eastern film-makers will form the basis for
class discussions. This course fulfills the speaking component of the graduation skills requirement. Students
will present two short discussions and one 15-minute
oral critique.
Prerequisite: One course in political science or international relations
Graduation Level Skill: Speaking
Maximum Enrollment: 20
Time: I1
Room: Science 319
TOPICS:THETRANSFORMATION
OF
POLITICALSYSTEMS IN CENTRALAND
EASTERN EUROPE
POL 495-A
Instructor: J. Agnieszka Rybczynska
The course will consider developments in Eastern and
East Central Europe since the Fall of the Berlin Wall in
1989. Its focus is on the transformation of political systems in the Czech and Slovak Republics, Hungary and
Poland, with some attention to other countries in
Eastern Europe.
The course will discuss the theoretical aspects of system
transformation and the causes and consequences of the
events of the 1989 revolutions in East Central Europe.
Special attention will be paid to democratization, constitutional processes, institution building, and the
development of civil society after the break-up of communism. These developments will be treated in historical, geopolitical, and ethno-cultural context.
The course will include lecture and discussion.
Requirements: a short discussion paper, class participation, and a 10-15 page research paper.
Maximum Enrollment: 30
Time: I1
Room: % t h m ~ W ?
mus/.c 2 4
PSY 105-A
Instructor: Grace Dyrud
An introduction to the methods and approaches used
in psychology for the purpose of understanding behavior. Applications of psychological concepts to everyday
situations are emphasized.
Evaluation: Tests and reports.
Liberal Arts Perspective: Human Identity
Maximum Enrollment: 25
Time: I1
Room: Music 23
PSY 340-A
Instructor: Norm Ferguson
This course will explore concepts of self from psychological, cultural, and theological perspectives. A variety
of myths and symbols will be examined to gain knowledge about how they function as representations of the
"self ."
The objective of the course is to gain a deeper understanding of one's self and of how conceptualizations of
"self" are molded by a variety of social, cultural, and
historical influences. The content of the course will
include topics such as: the impact of science on myth;
the mythologies of romantic love, war, and peace; the
process of individuation; and metaphors of psychological transformation.
Class time will be devoted mainly to the discussion of
assigned readings. Students will be expected to be prepared for class by doing the readings and to be actively
involved in the class discussions. Students will be
given some of the responsibility for leading discus-
sions. Evaluation will be based on class participation
and four or five short (600-900 word) papers.
Prerequisite: PSY 102 or 105
Maximum Enrollment: 16
Time: I
Room: Foss Center 43
PSY 370-A
Instructor: Duane Johnson
Inquiry into the nature and presence of idealism in the
life of the adolescent person. Theoretical bases for such
idealism will be considered. Idealism directed toward
other persons and society will be the main focus.
This course will be conducted as a seminar with a high
level of student contribution and participation.
Attendance at each class session is required.
Procedures will include class discussion, frequent short
papers, and frequent oral reports. Typewriting or
equivalent word processing will be required.
Students are requested to read at least three articles by
Robert Coles before the start of the interim.
"Adolescents and Moral Development" by Coles is scheduled for publication and will likely be a text for the
course. Library reference work will be a part of the
course process.
Offered only on P/N basis.
Prerequisite: PSY 102 or PSY 105
Maximum Enrollment: 15
Time: I
Room: Old Main 29
MYSTICS,
MONKS,
AND MENTORS:
EXPLORING CHRISTIANSPIRITUALITIES
I N IRELAND
AND BRITAIN
(UMAI E COURSE)
REL 230-A
Instructor: Brad Holt
Explore ancient and recent spiritualities, especially Celtic and monastic types, along with Julian of Norwich,
John Wesley, C.S. Lewis and Evelyn Underhill.
Course requirements include attendance, participation
in class discussions (including leadership of one discussion), daily meditation, five brief quizzes, a journal, and
a concluding essay.
Fee: $2,795 includes all air and surface travel, hotel and
monastic accommodations, breakfast daily, one lunch,
twelve dinners, 7-day Travelcard for London, and touring as indicated.
For more information contact Kathy Lutfi at 330-1655.
Liberal Arts Perspective: Christian Faith 2 or 3
REL 343-A
Instructor: Cathy Paulsen
Marriage has been described in terms of a free fall, a
decision that we often make with a portion of our brain
and all of our heart. This course will take nothing from
the heart, whether you are married or not. It will, however, increase your certainty and the possibility for
meaning and intimacy in your life with a partner. In
the context of Christian teachings, many theories will be
studied, with particular attention given to the work of
C.G. Jung, and will be applied to the marital relationship primarily, and to the family secondarily.
There will be lectures, discussions, and visiting resource
persons. Evaluation will be based on class participation, one paper, and two tests.
Prerequisite: REL 11 1 or REL 221 or permission of instructor
Maximum Enrollment: 25
Time: I
Room: Music 24
'Note: This course does not meet a Christian Faith Perspective
REL 345-A
Instructor: Mark Tranvik
The Lutheran Church is the largest Protestant church in
the world. We will not only examine the Lutheran
Church as it is at the present time, but also study its origin in the 16th century, its development over 450 years,
and its cultural influence. Representative figures to be
studied include Luther, Bach, and Bonhoeffer. There
will be lectures, discussions and visiting resource persons. Requirements include class participation and
exams.
Prerequisite: Religion 111 or 221
Liberal Arts Perspective: Christian Faith 2 or 3
Maximum Enrollment: 25
Time: I1
Room: Science 213
~ S S U E S IN
SCIENCE
AND
RELIGION
REL 374-A
Instructors: John Benson and Mark Engebretson
For some in our society science is the driving engine of
a better, more secure life and the basis for a philosophy
of life. For others, science and its associated technologies, along with its invitation to become a global world
view, constitute a grave threat. Some Christians particularly feel threatened by science. This course will
address these matters in two ways. First, it will begin
with a historical overview of the relations between sci-
ence and the Christian faith, emphasizing three periods:
the origins of the Christian faith, the development of
"modern" science and mechanistic philosophy, and the
re-evaluation of science and nature in the 20th century.
Second, it will study systematically the world views of
science and religion to see how they compare.
Class time will be divided among a variety of activities
including lectures, whole class discussions, small group
tutorials, and an extended simulation exercise in developing a space colony, drawing from the ideas developed in the course. Course evaluation will be based on
two short exams, participation in small group tutorials
based on assigned readings, a group project presentation, and a major synthesis paper based on the group
project and course materials.
Prerequisite: One Christian Faith course and junior or senior standing
Liberal Arts Perspective: Christian Faith 2 or 3
Maximum Enrollment: 60
Time: I1
Room: Old Main 18
PROCESS
THEOLOGY
AND CHRISTIAN FAITH
REL 385-A
Instructor: Lynne Lorenzen
This course introduces students to the relational world
view of process philosophy and examines how it has
influenced Christian faith and ethical deliberations.
Special attention will be given to the writings of John B.
Cobb, Jr., as a representative of process theology.
Classes will include videos, small groups, and some
lecture to introduce topics. Ethical issues addressed in
the class include killing, abortion, human sexuality and
euthanasia. Grades will be based on the paper (10-15
pages), the presentation of the paper to the class and
class participation.
Prerequisite: REL 11 1 or REL 221
Liberal Arts Perspective: Christian Faith 2 or 3
Maximum Enrollment: 25
Time: I1
Room: Music 22
S WK 257-A
Instructor: Mary Lou Williams
Experiential learning occurs as students volunteer 80
hours in a service agency or institution which students
select. The placement must be approved by course faculty and supervised by agency staff. In the context of
this volunteer experience students have opportunity to
interact with human service professionals, clients, and
communities of diverse culture/ethnic heritage and
special concerns (age, socio-economic status, lifestyles,
developmental/physical abilities, gender, etc.). The
course is designed to help students learn about themselves in relation to a possible major or future career in
the human services.
The three-hour weekly seminar is devoted to discussions which assist students in integrating agency experiences and readings which explore the historical development of social welfare as an institution and the
nature and value system of social work as a profession.
Students will also examine and critique the manner in
which social, economic, and political structures impact
diverse groups in society. Students will focus on their
own responsibilities in society, as well as examine their
personal value system in relation to special concerns,
such as poverty and the "isms".
Liberal Arts Perspective: The Cify
Maximum Enrollment: 30
Time: I
Room: Murphy Place 1 11
ECUADOR: GALAPAGOS,
RAINFOREST
HIGHLANDS
- A JOURNEY IN
HOLISTIC
HEALTH
AND ECOLOGY
AND
(UMAI E COURSE)
SWK 315-A
Instructors: Blanca-Rosa Egas and Victoria Littlefield
With a focus on the recognition that humans must live
in harmony with the ecology that surrounds them, this
course will include a week-long cruise to the Galapagos
Islands and several visits to the capital city of Quito.
Both of these places have been declared Patrimonio de
la Humanidad (Heritage Areas of Humankind) by the
United Nations. We will also visit Vilcabamba, one of
three sanctuaries of longevity in the world. Our journey then takes us to the Amazon rainforest, where we
explore the tropical ecosystem and see how this distinctive habitat has influenced the culture of the people
who live there.
Evaluation: Students are evaluated on two written
reports on interactions with Ecuadorians and critical
analysis related to course content, a reflection essay
paper, attendance, and group participation.
The comprehensive fee of $4,095 includes all air and
surface travel, hotel accommodations in Quito and
Vilcabamba, breakfast daily, one lunch, three dinners,
Galapagos Islands yacht cruise (all meals included),
rain forest stay (all meals included), and touring as,
indicated.
For more information contact Blanca-Rosa Egas at 3301713, or Vicki Littlefield at 330-1155.
Prerequisite: Basic Spanish
Maximum Enrollment: 30
S WK 466-A (full course)
S WK 466-B (0.5 course)
Instructor: Glenda Rooney
This is a continuation of Field Work 11; a total of 60 or
120 hours (0.5 course option during Interim).
Responsible supervised professional social work experience including work with individuals, families, groups
and communities in a social service agency. Supportive
weekly seminar. Students enrolled will be evaluated by
a series of mini-papers in which they are expected to
integrate the field experience with the course content;
the site supervisor for the field experience. Tentative
grading is 50 percent for each component of the course.
Prerequisite: Candidacy status
Maximum Enrollment: 30
Time: I
Room: Murphy Place 101
HUMANCOMMUNITIES AND THE MODERN
METROPOLIS
SOC 21 1-A
Instructor: Gordon Nelson
This course will examine the extent to which the experience of community is possible in the context of the metropolitan situation. The course will focus on the Twin
Cities Metropolitan Area. Each member of the class
will be responsible for a class presentation which must
reflect on-site observation in a particular locale within
the metropolitan area. In addition, class participation
and a final examination will be the basis for evaluating
performance in the course.
Liberal A ~ t sPerspective: The City
Maximum Enrollment: 25
Time: I
Room: Foss 21
SPC 347-A
Instructor: Deborah Bart
A video production course which integrates lecture and
criticism with hands-on video experience. This course
addresses non-fiction subject areas. Students will view
several documentary films in class and will work in
groups to produce short documentaries of their own.
Additional time will be required for editing. Grading
will be based upon the video project, the journal, the
final exam and class attendance.
Maximum Enrollment: 15
Time: I
Room: Foss 175
The following activities are available to students during
interim and students may register for these classes as
well as for a regular course. These activities do not
carry course credit, but do meet the lifetime sports
requirement for graduation.
HPE 002-K
Instructor: Wayne Niles
This class is designed to instruct students in the basic
techniques for self defense, using the hands and feet.
Based on and taught by experienced instructors in the
art of American style Tae Kwon Do. Fee of $60.
Graduation Level Skill: Lifetime Sports
Maximum Enrollment: Unlimited
Time: 12:OO-2:00 p.m. Mondays. Wednesdays, and Fridays
Room: Melby Gym
HPE 002-G
Instructor: A1 Kloppen
Practice and playing of golf. Grading: P/N only
Graduation Level Skill: Lifetime Sports
Maximum Enrollment: 16
Time: 12:OO - 1:00 p.m., M,TW;Th, F
Room: West side of Air Structure
HPE 002-F
Instructor: Marilyn Florian
Practice and playing of Ultimate Frisbee. Grading: P / N
only
Graduation Level Skill: Lifetime Sports
Maximum Enrollment: 20
Time: 12:OO. - 1:00 p.m., M, 7;W;Th, F
Room: East side of Air Structure
UMAI E
Augsburg is part of a consortium called UMAIE, Upper
Midwest Association for Intercultural Education, which
offers overseas learning experiences during the Interim.
Additional information about the following courses can
be obtained from Kathleen Lutfi at the International
Programs Office, 620 22nd Avenue S. (330-1655) or from
the Interim Office (330-1025). Registration for these
Interims ends October 20,1995. These courses are
offered on a PIN basis only and generally carry a
lower division number.
Ancient Italy: City, Town, and Country Life
Art, Architecture, and Arias: The History of
Central Europe
Art Treasures of Paris, Florence, Rome
and Amsterdam
British Isles: Museums, Monuments and
Prehistoric Sites
Communism to Capitalism: People, Places, and
Geography in the Baltic States
Costa Rica: Environment and Economics
Ecuador: Galapagos, Rainforest, and Highlands
A Journey in Holistic Health and Ecology
England: Literary Ventures by Train
The English School and Family
Europe and the Rise of Modern Science
The European Economic Union:
Boundaries and Impact
Greek Odyssey: Art and Architecture of
Anci ent Greece
Hawaii: Multicultural Communication in
Organizational Settings
UMAIE
-
Hawaii2 Religious Experience: Migrants,
Multiculturalism, and Religion
Irish Culture, Irish Drama
Japan: Land of the Rising Sun
Law in London
Meeting People Needs: The Swedish Model
Mystics, Monks, and Mentors: Exploring Christian
Spiritualities in Ireland and Britain
Paris and London: Sculpture in Cities and Environs
Readings of the Bible
Sounds and Sights of Europe
Theatre In and Around London
These courses are offered by institutions or groups not
connected with Augsburg College, but have been
approved for credit by the College. Most carry a
tuition cost plus other expenses which are the responsibility of the student. They are offered only on a P/N
basis. Full descriptions and details for registering are
available in the Interim Office.
OUTWARD
BOUND
HPE 212-A
Check for information in the Interim Office on dog
sledding and snowshoeing on the ~ i n n e s o t a - ~ a n a d i a n
border or for white-water canoeing and desert camping
on the Rio Grande in the December 27 through January
26 period. There is a cost of approximately $1,275 (the
Outward Bound organization has some scholarships
available).
Show less
AUGSBURG COLLEGE AND
THEOLOGICAL SEMINARY
Minneapolis 4, Minnesota
Founded 1869
CATALOG RECORD FOR
1954 - 1955
and
1 955 - 1956
ANNOUNCEMENTS FOR
1956 - 1957
and
1957 - 1958
VOL. XVIII, NO. 1
CATALOG NUMBER
JANUARY-FEBRUARY, 1956
THE AUGSBURG BULLETIN
Published bi-monthly and one a... Show more
AUGSBURG COLLEGE AND
THEOLOGICAL SEMINARY
Minneapolis 4, Minnesota
Founded 1869
CATALOG RECORD FOR
1954 - 1955
and
1 955 - 1956
ANNOUNCEMENTS FOR
1956 - 1957
and
1957 - 1958
VOL. XVIII, NO. 1
CATALOG NUMBER
JANUARY-FEBRUARY, 1956
THE AUGSBURG BULLETIN
Published bi-monthly and one additional issue in April by Augsburg College and
Theological Seminary at Minneapolis, Minnesota. Entered as second-class matter March
21, 1947, at the post office at Minneapolis, Minnesota, under the act of August 24, 1912.
TABLE OF CONTENTS
PAGE
Academic Calendar
4
General Information
5
Financial Information
14
Student Community Life
21
- 33
The College
33
Academic Administration
-
Curriculums
4.2
53
Courses of Study
55
Division of Religion and Philosophy
Division of the Humanities
- 59
.
72
Division of the Natural Sciences and Mathematics .-----.......-86
......
Division of the Social Sciences
The Theological Seminary
94
General Requirements
94
----------.-----
Courses of Study
97
104
Board of Trustees
Committees of the Faculty
LO6
-
1
The Faculty
Graduates
Student Enrollment
Index
1
0
1
7
5
1 1 8
121
CALENDARS
For 195657 and 1957-58
FIRST S
E
m
1 957-58
1956-57
Freshman Days
Sept.
Sept. 12-15
Registration
!%pt. 11-14
Sept. 17, 8:oo a.m.
College Classes 'bgin
Sept. 16, 8:oo t m
Sept. 17, 8:00 a.m.
Seminary Convenes
Sept. 16, 8:00 a.m.
Sept.
Late Registration Fee
sept. 19
Oct. 19-21
Homecoming
Nm. 1-3
Nov. 13
End of first half of Semester Nov.
!%pt.
11-16
20
10-11
I3
Thanksgiving Recea
Nov. 28, 29
Dec. 19, 4:so p.m.
Christmas Recess begins
Dec. so, 4:2o p.m.
Jan. 3, 8:00 a.m.
Classes Resume
Jan. 6, 8:00 a.m.
Jan. 21-25
College Examinations
Jan. 22-28
Jan. 22-25
Seminary Examinations
Jan. 23-28
Jan.
First Semester Ends
Jan. 28
NOV.
22,
23
2 j
Jan. 14-30
Registration for
h
d
Jan. 16-3 I
Semester
SECOND SEMESTER
Jan. 31, 8:00 a.m.
Classes begin
Feb. 3, 8:00 a.m.
Feb. 4
Late Registration Fee
FA. 6
Feb.
Lincoln's Birthday
Feb. I 2
12
Mar. 30
End of first half of Semester April
April 17, 4:zo p.m.
Easter Recess begins
April 2, 4:2o p.m.
April 23, 8:oo a.m.
Easter Recess ends
April 8, 8:oo a.m.
May 24
Seminary Commencement
May 28
May 24-31
College Examinations
May 23-29
May 30
Decoration Day
h,fa~ 30
June
Baccalaureate Service
June
I
College Commencement
June
2
2
June 3
2
GENERAL INFORMATION
PURPOSE
Augsburg College is a four-year liberal arts college sponsored by
the Lutheran Free Church for the purpose of giving young people
an opportunity to obtain a broad education in a Christian environment. In addition to securing a general education, students may prepare themselves for such vocations as high school teaching, business
administration, social work, medical technology, secretarial work,
parish work, and missions. They may prepare for further study in the
fields of dentistry, engineering, law, medicine, nursing, and theology,
as well as for graduate study in various fields.
Augsburg Theological Seminary, with its facilities on the same campus, offers a three-year course of study leading to a Bachelor of
Theology degree. Its chief purpose is to prepare pastors and missionaries for the Lutheran Free Church.
LOCATION
Augsburg College and Theological Seminary is located in the Riverside Park area of Minneapolis, across the Mississippi River from the
University of Minnesota and within walking distance of the main
business section of the city. Science Hall, containing the administration offices, is located at the corner of Seventh Street and Twenty-first
Avenue South. Augsburg students have the advantage of getting their
college education in a metropolitan center pulsating with industrial,
social, and cultural activities. They have access to libraries, museums,
and art collections. They may hear the best in music and lectures.
Minneapolis is recognized throughout the nation as a vital center of
religious life and activity. Outstanding leaders in many fields both
from other parts of America and from foreign countries are frequent
visitors. College students in the Twin Cities have abundant opportunity to contact contemporary American life at one of its focal points.
ACCREDITATION
Augsburg College is accredited by the North Central Association
of Colleges and Secondary Schools, the regional accrediting agency.
It is approved by the Minnesota Department of Education for the
training of secondary school teachers.
HISTORICAL SKETCH
Augsburg was begun as a seminary in 1869, at Marshall, Wisconsin.
It was the first theological seminary founded by Norwegian Lutherans
in America. Through an arrangement with a private institution known
as Marshall Academy, the Seminary was at first housed in the academy
building. Students who needed further preparation in academic subjects were to obtain this in the academy. This arrangement failed to
work out satisfactorily; so the theological group moved to a private
dwelling, where classes continued until 1872. In the autumn of that
year Augsburg Seminary was removed to Minneapolis, Minnesota,
where a building had been erected for its use. In the same year the
school was incorporated under the laws of Minnesota. The aim of the
institution was to train ministers for the Lutheran congregations which
were being organized in growing numbers in the pioneer settlements
that were spreading rapidly over the Northwest.
The college was established when it became evident that in order
to get students who were adequately prepared for theological study
a college department was needed. So in 1874 a college curriculum
was planned which provided for one year of preparatory studies and
four years of college work along two lines, a classical course to prepare students for theology, and a scientific course to prepare for the
professions. The latter course, however, had to be discontinued, partly
for lack of funds and partly because too few students selected the
course. The first college students were enrolled in 1874 and the first
class was graduated in 1879.
In 1900 a high school course covering three years was established
which in 1910 was expanded to a standard four-year course. This
was discontinued in 1933. In the years 1916-1919 the college course
was thoroughly revised. As a result of this and of subsequent growth,
the earlier classical course was greatly modified and supplemented by
social and scientific studies and a more general emphasis upon the
study of the humanities. In recent years there has been continuous
study and modification of the curriculum including the introduction
of a number of new majors to meet the developing needs of the students. The Divisional organization was adopted in 1945. At the present
time majors are offered in 17 fields.
Coeducation was introduced in the College in 1921.
In the Theological, Seminary there has likewise been a continuing
revision of the curriculum and the addition of new courses. The requirement of a six-month period of internship was added in 1939.
Standards of admission have been raised so that a bachelor's degree
or equivalent is now the required scholastic preparation. While the
Theological Seminary has its own organization, the Seminary and the
College function in close cooperation. Long experience has proved
this arrangement to be mutually wholesome and stimulating.
Five presidents have served Augsburg during the course of its history. The terms of office of two of these cover a span of over half a
century. The first president was August Weenaas, who served from
1869 to 1876. He was succeeded by Georg Sverdrup, 1876 to 1907.
Sven Oftedal served from 1907 to 1911 and was followed by George
Sverdrup, whose term extended from 1911 to 1937. H. N. Hendrickson
served as acting president from 1937 until 1938. Bernhard Christensen,
the present president, has served since that time.
FUNDAMENTAL AIMS
The educational purposes of Augsburg College and Theological
Seminary spring from the conviction that in the Christian religion
there are revealed the most basic truths concerning both man and
God, and that Christianity is the fundamental force for good in human
life and society. All the aims of the College, as well as those of the
Seminary, are integrated with this principle. To express more distinctly
some major aspects of its program of Christian higher education, the
following statement of aims has been formulated by the college faculty:
T o 2ead the student to a deeper understanding and personal experience of the truth and power of the Christian Gospel, to the end
that he may become both an effective participant in the work of
the Christian Church and an earnest adirocate of the Christian way
of life.
To familiarize the student with the culture of our own and other
civilizations, not only for the enjoyment this knowledge affords
but also for the development of a more sympathetic understanding
of our fellow men throughout the world.
To develop the student's interest in the attainment of the common
purposes of our country, so that he may work for the welfare of
our institutions and for the preservation of our liberties in community and nation, and also develop an enlightened interest and
participation in human affairs throughout the rest of the world.
T o cultivate i n the student a Christian social spirit, in order that
he may realize in his life a right balance between what he expects
of others and the service he will render his fellow men.
T o teach the student to discipline his own urges, interests, ambitions, and demands in a way that will effectively contribute toward
the development of good character.
T o train the student i n scientific methods of study and also develop his understanding of the relations of science to the welfare of
humanity.
T o stimulate intellectual interest and develop scholarly insight,
so that the student may learn to think with accuracy and comprehension at the same time as he experiences an understanding of
truth which will help him to integrate the findings of science with
the deepest spiritual reality.
T o awaken and foster i n the student an intelligent appreciation
and enjoyment of the best i n the fields of the fine arts.
T o guide the student in the understanding of social relationships
in order that he may take his place in groups and gatherings with
propriety and grace, motivated in his conversation and conduct by
the principles of Christian courtesy and sincerity.
T o provide guidance for the student in the discovery and clarification of his aptitudes and his life purposes so that as early as
possible he may plan his educational program wisely.
T o train students in vocational and professional lines, giving full
preparation for high school teaching, business administration, home
economics, and parish work; furnishing partial training towards
the study of medicine, dentistry, nursing, engineering, law, and
social service, and offering a four-year college course preparing
for the study of theology.
T o help the student evelop certain skills, as in language, music,
physical activities, use o the library, laboratory work, and typewriting, together with other skills, which will increase his efficiency
in the various relationships of life.
\
To afford the student wholesome recreational experience which
will contribute toward an effective use of leisure time and develop
such qualities as leadership, sportsmanship, and self-control, with
good recreational habits, thus providing a constant source of social
and personal satisfaction.
T o instrut the student in principles, attitudes, and ideas pertuining to health, and also to train him in practices and skills which
will promote his physical and mental well-being and make him
better fit to meet the responsibilities of life.
Students who enroll at Augsburg are invited to take up their college
work with the distinct understanding that the Christian spirit is determining in all things, They are expected to cooperate wholeheartedi~in
the program of the school towards that end. The entire program of the
school curricular and e*a-curricular,
and the discipline necessary
to make poscfible the carrying out of this program, v r i n g from the
aim "to see all hings through the e p s of Christ."
FINANCIAL SUPPORT AND CONTROL
From 1870 to 1890, Augsburg was supported by the NorwegianDanish Lutheran Conference. The merger of that church body with
two others, in 1890, resulted in the a5liation of Augsburg with the
newly created United Norwegian Lutheran Church. Due to differences
concerning the control of Augsburg, a division arose, and in 1897 congregations whose sympathies were deeply rooted in Augsburg formed
the Lutheran Free Church. The resulting close association, in educational and spiritual activity, of Aug'sburg and the Lutheran Free
Church has been marked by complete harmony of purpose and ideals
for more than half a century.
The control exercised by the Lutheran Free Church is indirect. The
Annual Conference of the Church nominates the members of the
Augsbu~gCorporation and the Board of Trustees. The Corporation
through the Board of Trustees exercises direct control over property,
finance, and personnel. Academic control is vested in the President
and the Faculty.
In addition to the income from student tuition and fees, which has
materially increased with the growth and develop~nentof the Callege,
the chief financial support of the i n s t i t ~ i o ncomes from the congcgstions of the Lutheran Free Church. In recent years a praning circle
of friends also outside the Lutheran Free Chu~ch.both alumni and
others, have contributed financially to the support of the school. Augsburg welcomes and invites such support on the part of all who believe
in her program of vital Christian education.
MEMBERSHIP IN EDUCATIONAL ASSOCIATIONS
Augsburg College is fully accredited by the North Central Associa-
tion of Colleges and Secondary School as a degree-granting institution.
It is a member of the American Council on Education, the Associatioll
of American Colleges, the Lutheran Educational Conference, the Association of Minnesota Colleges, and the State Council of Minnesota
Colleges.
THE ALUMNI ASSOCIATION
The Augsburg Alumni Association has as its goal to enable the
graduates of the College and Seminary to maintain effective contact
and cooperation with one another and with their Alma Mater. The
annual meeting is held at Commencement time each year. Local Augsburg clubs are promoted, and a bi-monthly bulletin is published. The
affairs of the Association are under the leadership of the Board of
Directors. Mr. Kenneth Lower is the Executive Secretary and editor of
the Bulletin. The Alumni Ofice is located in Science Hall.
THE AUGSBURG FOUNDATION
The Augsburg Foundation, formerly the Augsburg Foundation
Fellowship, is an association of alumni, former students, and other
friends of Augsburg, having as its purpose to give united and systematic support, both spiritual and financial, to the school. The Foundation was established in 1941 by joint action of the Board of Trustees
and the Alumni Association. Its work is directed by a General Committee of nine members. A Foundation Day is held each year.
EDUCATIONAL PLANT
BUILDINGS
The Main, erected in 1900, ,contains a large number of classrooms
and offices, the Chapel, and the museum.
Science Hall, erected in 1948-49, is a large and completely modem
building. It includes the general administration offices, well-equipped
laboratories for Chemistry, Physics, Biology and Home Economics; the
student organization offices and the student center; a small auditorium,
and several classrooms and faculty offices. On the fourth floor is the
Tower Prayer Chapel.
The George Sverdrup Library, named in honor of Augsburg's fourth
president, was erected and dedicated in 1955. Adjacent to Science Hall
and of similar contemporary architectural design, it contains spacious
reading rooms, seminars, work rooms, a visual-education center, the
Augsburg Archives, and a number of classrooms and faculty offices.
There is stack space for approximately 100,000 volumes.
The classrooms and offices of the Theological Seminary are located
in one section of the Library building.
Sverdmp-Oftedal Memorial Hall, erected in 1938, is a modern, fireproof dormitory affording living quarters for about 150 men. On the
ground floor of this building is the college cafeteria and dining hall.
Sivertsen Hall, acquired in 1939, and remodeled in 1955 as a wing
of the new Residence for Women, provides comfortable modern housing for 45 women students.
The beautiful new Residence for Women, adjoining Sivertsen Hall
at 6th Street and 24th Avenue, was erected in 1955. It provides excellent and completely modern housing for 105 women students, as well
as apartments for the resident head and her assistants.
Morton Hall, erected in 1888, and Miriam House, acquired in 1951,
are smaller dormitories, each housing about 20 students.
The Gymnasium, an adequate temporary structure, was erected in
1947 for the College by the Federal Works Agency as a part of a program providing educational facilities for veterans.
The Music Hall was acquired by purchase, also in 1947, and ha*
been remodeled to serve the needs of the music and drama departments.
A large number of dwellings have also been acquired in recent years
in the expanded campus area, and are in use for faculty, staff, and
married student housing.
The President's Home, a residence of modern architectural design
located at the south of the Square, was erected in 1949.
THE MUSEUM
The Museum is located on the ground floor of the Main. Members
of the Alumni Association have presented many valuable gifts. There
are several collections: a Madagascar Collection, a Santal Collection,
and a considerable collection of rare minerals, curios, etc. Contributions
to the Museum are invited. Professor Kleven is the curator.
THE A R C H I ~ S
The Augsburg Archive Society was organized in 1929, for the purpose of gathering documents, books, and other articles of historical
value. For a number of years a fire-proof room in the Main housed
the archives collections. With the erection of the George Sverdrup
Library in 1955, adequate, fire-proof quarters for the archives were
provided. Here are now found a fine collection of periodicals, old and
rare books, manuscripts, letters, and pictures, and also about 1,000
volumes of Norwegian-American literature, affording extensive resources for scholarly research. Contributions to the Archives should
he sent to Prof. Iver Olson, Archivist.
The beautiful and spacious new George Sverdrup Library provides
a central study-workshop for both faculty and students. It contains
about 30,000 volumes, exclusive of pamphlets, all available on open
stacks. The two large reading rooms have book stacks and reading
tables arranged in such a way that a place for study is always close
.to the books one may need. Additional conveniences include conference rooms, where from 2 to 6 students may study together, and
seminar rooms for larger groups or small classes. A typing corner is
provided in the ground floor reading room.
The library subscribes to about 300 of the best periodicals and
pamphlets dealing with a large variety of subjects as well as a number of serials devoted to the interests of special fields.
In the Twin City area other libraries are located which make their
holdings available to Augsburg students, notably, the St. Paul and
Minneapolis public libraries, the latter of which issues library cards
to out-of-town students for each school year; the James Hill Reference
Library in St. Paul, which has one of the finest reference collections
in the Northwest; and the University of Minnesota Library, which is
within walking distance of the Augsburg campus. Each year Augsburg
students make extensive use of all these libraries.
The laboratories of the Natural Sciences are located in the Science
IIall. Three laboratories and two storerooms for Biology are located on
the second floor; three laboratories and a large storeroom for Chemistry, and a laboratory and two storerooms for Physics are located
on the third floor.
To facilitate instruction the college provides many excellent visual
and auditory aids. The audio-visual center is l~catedon the ground
floor of the Library. Available for classroom use, and for the use of
other college activities, are the following: Two 16 mm. sound movie
projectors, one combination 2x2 inch slide projector and 16 mm. film
strip projector, one 3x5 slide projector, a Balopticon, a sound amplification system, and magnetic tape recording machines. There is also a
well equipped photography department.
The auditorium in Science Hall is fully equipped for visual education classes and lectures. Several classrooms are also provided with
facilities for projection.
SPECIAL PROGRAMS OF STUDY
Evening classes are held as a community service for adults not enrolled in the day school. Announcement of courses to be offered are
made in the fall. Information about the evening school may be obtained from the office of the Dean.
Student nurses in the Schools of Nursing at the Lutheran Deaconess
and Swedish Hospitals in Minneapolis receive much of their first
semester of instruction at Augsburg College. Application for admission
to the Schools of Nursing should be made to the hospitals directly.
In cooperation with the Minneapolis General Hospital, Augsburg
offers work which enables the student to receive a college degree with
a major in Medical Technology. The first .three years of this work are
taken at Augsburg and a final twelve-month program is completed at
the hospital.
SPAN
Augsburg participates in the SPAN (Student Project for Amity
among Nations) program. This is a joint venture of the University of
Minnesota and several colleges in the state. Qualified students are
selected to spend a summer in informal study abroad. Applications are
made in the spring of the Sophomore year.
FINANCIAL INFORMATION
A considerable part of the income on which Augsburg operates is
derived from endowment and from gifts, a major part of the latter
coming from the supporting church. Therefore, the fees charged the
student do not constitute the whole cost of his education, for he enjoys
the benefits of the gifts of those who believe in and support the work
of the school. For theological students, the church assumes the full
cost of tuition; a statement of other expenses in attending the seminary
is given in the Seminary section of the catalog.
GENERAL EXPENSES PER SEMESTER1
.. .
Tuition in College
$2m.00
Books, etc.
2 5 . 0 to 40.00
Student activity fee I - - . - 8.00
Library fee ..
-.- 7.50
Health fee
5.00
Matriculation fee (for those registering the first time)
5.00
Key deposit (refundable)
1.00
Locker (optional) -.
- 1.00
Mail box fee
.50
Total
$253.00 to 268.00
Students registered for more than the maximum number of credit
hours (17 in the College) are charged at the rate of $10.00 for each
additional credit hour a week per semester.
Special students will pay at the rate of $17.00 per credit hour up
to 11 credits. Those who register for 12 or more credit hours will pay
the regular tuition charge.
The fee for auditing a course is $7.50 per credit hour.
Special students and auditors enrolled for 7 credit hours or more
of class work per week pay one-half of the student activity, health,
and library fees.
ROOM AND BOARD PER SEMESTER'
Iioom
Board (estimate)
1 Subiect to change.
...$65.00 to 80.00
160.00
A limited number of rooms are available at the lower cost.
Men students are required to buy and use a minimum of
$125.00 of meal book coupons per semester, women students
$100.00.
SPECIAL FEES
Late registration
Change of registration after the beginning of the second week
of classes
Registration with the Placement Bureau ,
Placement fee, depending upon the method
of placement
$ 3 . 0 to
Graduation fee, for seniors in both the College and Seminary..
Final examinations taken at another hour than the one
scheduled
---Examination making up an incomplete or a condition -----------Comprehensive examination --Transcript of credits (after first one which is free) ---..~.---------~-MUSIC FEES PER SEMESTER
Piano
Voice
Organ -Erass or Wood wind (private instruction)
Rrass or Wood wind (class instruction) --..
Piano stodio rental8(one hour per day)
Organ reap1 -Vctice studio rental (one hour per day)
Choir -.-Choral Club -
. . . $35.00
- 35.00
_
-
-
--
COURSE FEES PER SEMESTER
-.--
--
35.00
40.00
14.00
8.00
20.00
4.00
5.00
2.50
4.00
Art 1 and 2
Art 3 and 4 - 2.00
3.00
Home Economics 2, 36, 76 ----5.00
Home Economics 39 and 40
...............
Biology 60 ....................................................................1.00-2.00
2.50
-.----.- -Biology, 1, 2, 3N, 4, 52, 53, and 55
Biology 7N
-.
4.00
Biology 13, 14, 25, 26, and 54
5.00
1 Subject to change.
Chemistry 1, 2
--Chemistry 4
Chemistry 3N Chemistry 5, 6, 51, 52, 53, 54, and 55
Physics 1, 2 Physics 3
-Physics 5 and 6 Physics 51
Physics 52
Secretarial Studies 2, 8, 51, and 52
Secretarial Studies 1, 53, and 54
Education 96 --
--
ESTIMATED EXPENSES PER SEMESTER'
Resident students
General expenses -.
$253.00 to 268.00
223.00 to 240.00
Room and Board
Special, music, or.course fees
2.00 to 35.00
Total, appro~imately
3478.00 to X3.00
Off -campus students
$253.00 to 268.00
General expenses -Special, music, or course fees
-- 2.00 to 35.00
Total, approximately ..............................$25500
.........
to
....
303.00
...
These estimates do n6t include transportation, clothing, or
personal expenses.
PAYMENT OF ACCOUNTS
Student accounts are due in full at the time of registration in September and February. Parents may deposit money in advance at the
school or the student may make the payment when he registers. Recognizing that payment of fees in full at registration poses a financial
problem in some cases, the college has instituted a "deferred payment
plan". In this plan the college will accept, at the time of registration
in September and again in February, a
of $150.00 in the
case of resident. students and $75.00 for off-campus students. The
balance may be paid in monthly installments during the semester. To
defray the cost of the plan a charge of $1.00 is made for each payment on the student's account after registration.
1 Subjea to change.
REFUNDS
Students who cancel their registration before the middle of any
semester pay tuition at the rate of $14.00 per week for the t'ime during
which they have been in attendance. Students who cancel out after
the middle of the semester receive no refund of tuition. No refunds
are made of the Matriculation and Student Activity fees. Course fees
are paid at the rate of 10% per week by students who cancel out before the middle of the semester.
Payments for board and room are refunded in proportion to the
time students have been in residence. Students who move out ,of dormitories but do not cancel out of school are charged the full semester
room rent.
FINANCIAL ASSISTANCE
Financial aids in the form of loan funds, scholarships, grants-in-aid,
and employment assistance are available at Augsburg. Students must
meet certain requirements to qualify for loans or scholarships. The
college gives assistance to students in securing work both on and off
the campus.
LOAN FUNDS
Several loan funds have been established to assist students in working out their financial problems. Loans may be arranged at a reasonable rate of interest for various periods of time.
The General Student Loan Fund, established through the gifts of
many individual donors, is chiefly maintained by contributions from
the Augsburg College Women's Club.
The Olaf Rogne Fund, established in 1954, extends assistance to
students in the Seminary.
The Charles and Nora Crouch Student Loan Fund, established in
1954, extends assistance to members of all classes.
The Senior Loan Fund, established by the class of 1955, is available
to selected graduating seniors.
The John and Anna Jorgine Gregory Theo2ogical Student Loan Fund
is available to students who are preparing for the ministry.
The Student Aid Fund of the Zion Lutheran Hour, established by the
Zion Lutheran Church of Minot, North Dakota, likewise extends loans
to students preparing for the ministry.
Arrangements for the loans are made through a conference with the
Dean of Students, chairman of the faculty committee on student loans.
In addition to arranging loans, the committee counsels students on
financial matters with the objective in mind of helping the student work
out a satisfactory plan for his finances.
SCHOLARSHIPS AND PRIZES
Forty Freshman Scholarships, amounting to tuition for the second
half of the Freshman year, are offered to outstanding high school
graduates.
The American Indian Scholarship was established in 1955 by Spring
Lake Park Lutheran Church, Minneapolis. It is a scholarship of
$200.00 to be applied on tuition at Augsburg College. It is to be
awarded to an American Indian student selected on the basis of
scholarship and economic need.
The Henry P . Opseth Music Scholarship was established in 1953 in
memory of Henry P. Opseth, former head of the Music Department
and director of thk Augsburg College Choir. It is awarded annually
to a sophomore or junior student of outstanding promise or achievement in the field of music.
The Marilyn Solberg Voice Scholarship in memory of Marilyn
Yvonne Solberg, a member of the Augsburg College Choir from 1950
until the time of her death in 1953, was established in 1955 by her
parents, Mr. and Mrs. Iver Solberg and her brother, Dorvan. It is
awarded to an Augsburg student for outstanding promise or achievement in the art of singing.
The George Sverdrup Graduate Fellowship was established by the
Board of Trustees of Augsburg in 1947 to honor the memory of
George Sverdrup, President of Augsburg from 1911 to 1937. It is
awarded annually to an Augsburg graduate of outstanding character
and ability who plans to prepare further for the vocation of teaching.
The amount of the Fellowship is five hundred dollars.
The Keith E. Hoffman Memorial Scholarship was established in
1945 by Mr. and Mrs. Charles S. Hoffman of Minneapolis in memory
of their son who gave his life in the conquest of Okinawa. The scholarship consists of the income from a fund of $1,075 and is awarded
annually to a student selected on the basis of academic achievement,
personal character, and ability in the field of athletics.
T w o Lutheran Brotherhood Scholarships of $300 each are provided
b y the Lutheran Brotherhood Life Insurance Society and awarded each
fall to outstanding Lutheran college seniors. The students are selected
by the college in the spring of the junior year on the basis of religious
leadership and scholastic standing
The Augsburg College Women's Club Scholarship awards, totaling
$400, are granted each year to two or more students of outstanding
character and excellent scholarship.
The Adolph Paulson Memorial Prize, from a fund established by
members of the Paulson family in memory of Professor Adolph Paulson who taught Social Science at Augsburg from 1930 to 1935, is
awarded annually to a college student for the best essay written on an
assigned subject in the field of Christian Sociology. The amount of
the prize is $50.00.
The Celia Fredrickson Scholarship consists of the income from a
fund of one thousand dollars. It is awarded annually to an Augsburg
student from the Lamberton, Minnesota, parish of the Lutheran Free
Church.
The Greater Augsburg Alumni Association Scholarship of $350 is
awarded annually to an outstanding alumnus ~f Augsburg in order to
encourage and assist promising students in the carrying out of projects
of graduate study.
The Women's Missionary Federation Scholarship is awarded by the
Federation to returned missionaries or to Lutheran students of recognized Christian character and good scholastic records who are making
preparation for mission work. The scholarship varies from $50.00 to
$250.00 per year. Higher awards are possible for graduate work or
medical study.
GRANTS-IN-AID
A few grants-in-aid are made to students in good standing who are in
special need of financial assistance. To qualify for a grant, a student
r.11ust make application, providing information about his own and his
family's resources and anticipated expenses.
EMPLOYMENT SERVICE
The employment service, located in the Placement Office, has been
successful in placing hundreds of men and women students in parttime positions. The types of work secured are of many kinds, including recreational leadership, restaurant work, domestic service, sales
work, and secretarial and clerical work.
Students are employed by the college in many activities. For these
positions preference is given to upper-class students who have maintained a good scholastic average.
Assistance in securing summer employment is also provided each
spring by the Employment Service.
Application forms for part-time employment on or off campus may
be secured from the Admissions or Placement Offices.
STUDENT -COMMUNITY LIFE
The influences which mould life and character on a college campus
are of many kinds. While the exercises of classroom, laboratory, and
Library form the organizing basis of college activity, they need to
be supplemented by other than academic forces. These intangible but
very real supplementary influences have much to do with creating the
spirit of an institution. At Augsburg definite emphasis is placed upon
the maintenance of a wholesome spirit of Christian community living.
Students are urged to give conscious attention to this personal and
spiritual side of their development and thus contribute toward the
prevalence of a vital and happy Christian atmosphere on the campus.
It is the earnest desire of those who direct the policies of Augsburg
that the institution may constantly be permeated by an atmosphere in
which the quest for Truth as it is in Christ is prayerfully fostered in
each life.
All students are required to register for two class hours per week
in one of the courses offered in Religion.
There are numerous voluntary religious activities in which students are encouraged to participate. Spiritual Emphasis Week is held twice each year. It is assumed
that every Augsburg student will find a church home in Minneapolis
and attend its services regularly.
It is expected of each student that his life, conduct, and influence,
both on and off campus, shall be worthy of a member of a Christian
College. Those who do not feel drawn to this quality of life and to the
fellowship in which it is nourished should not seek to be enrolled at
Augsburg. A truly Christian spirit and environment must be the
product of the united effort and prayer of faculty, students, and
administration.
THE CHAPELSERVICE
The heart of Augsburg's program of Christian education is the daily
Chapel Service, where the faculty and students gather for united worship, prayer, and a brief meditation upon the Word of God. Regular
attendance is expected of all students.
REI;IG~OUS
PROGRAM
The Religious Life Committee, composed of students and faculty,
endeavors to promote a religious program that will stimulate growth
of Christian life in the Augsburg community. Co-chairmen of this
council are the student Director of Religious Activities and the College
Pastor. Areas for which this committee carries primary responsibility
are the Mid-Week services, Spiritual Emphasis Weeks, prayer meetings, and informal group meetings.
This committee also serves as a coordinating agency for all volunteer
Christian organizations on campus. The two principal organizations
are the Lutheran Student Association and the Mission Society.
The Mission Society promotes interest in missions through a program of study, fellowship, worship, and seriice. A highlight of the
year is the Mission Festival, a week-end conference devoted to the
study of missionary activity, and recruitment of workers. The Lutheran
Student Association seeks to serve as a stimulus and outlet for Christian faith and life. Students participate in regional and national LSA
Conferences, and conduct a schedule of meetings on campus.
The Concordia Society is an organization for all the students in the
Theological Seminary.
Regular convocation programs are held at Augsburg throughout
the year. These programs acquaint the campus community with outstanding personalities in various fields. A wide range of interests is
covered, including the scientific, political, social, religious, and artistic.
Students at Augsburg are given many opportunities for social training and recreation. The Student Council through the Chairman of
Social Activities, assisted by a Committee on Social Education, sponsors each month an all-school social activity which all students may
attend. Most of these are informal. The Sophomore and Junior classes
sponsor semi-formal banquets. The Associated Women Students and
a number of other organizations sponsor teas, dinners, and social
affairs on and off campus.
"No man is a hypocrite in his pleasures." To learn to enjoy the
right form of recreational activities is an important aspect of preparation for life. At Augsburg there is a definite attempt to encourage the
formation of helpful recreational habit-patterns, not only with regard
to the planned play program supervised by the Director of Recreation
and the Department of Physical Education, but also with regard to
the use of leisure time in general.
Augsburg's location in Minneapolis gives its students unique oppqrtunities to make use of some of the finest educational and cultural
advantages which the Northwest has to offer. Excellent art collections
are to be found in the Minneapolis Institute of Arts and the Walker
Art Center. The Twin City libraries are .extensive in their services.
The Historical Museum in St. Paul gives access to large collections of
historical material. The Minneapolis Symphony Orchestra programs
and other concerts afford rich opportunity for music appreciation.
Many students and faculty attend Minneapolis Symphony Orchestra
concerts by virtue of a special college season ticket arrangement.
Season tickets are available also for other University concerts and
the University Theater drama programs. Symphony Forums are held
.on campus each year, with speakers from the Orchestral Association
or the Orchestra.
A bi-weekly bulletin, Events of Interest in Minneapolis, listing pro.
grams, concerts, art displays and exhibitions is compiled and issued
from the Student Personnel Office.
STUDENT PERSONNEL SERVICES
Institutional services to students are organized and administered
in accordance with plans and policies established by the Student Personnel Committee. Included are such services as Counseling, Testing,
Freshman Orientation, Student Records, The Student Health Service,
Housing and Food Service, Placement, S t u d a t Employment, and Coordination of Student Activities. The administration of these services
is centered in the Office of the Dean of Students.
Under the counseling program at Augsburg each student is assigned
a faculty counselor to assist him in the planning of his total college
program. All faculty members participate in counseling. The broad
intellectual interests of the faculty member are combined with the
professional skill and techniques of trained counselors to provide
counseling at various levels, and in many areas of student needs. Personal, social, and spiritual problems as well as vocational choice and
financial needs are given consideration.
As far as possible, the work of obtaining the necessary data about
the individual student and organizing the total program of counseling
is carried out by the Office of the Dean of Students in accordance with
the plans and policies established by the Student Personnel Committee.
These plans include testing, assignment of counselors, scheduling of
group conferences and counseling periods. Each new student is assigned a faculty member who is his counselor for two years. When
a student enters the Upper Division, he chooses a major field of study.
The major adviser then becomes his counselor. Faculty counselors
confer with their counselees at regular intervals throughout the year
and at other times as the needs of the individual student appear. If a
serious problem develops which demands professional skill and more
time than the professor has to spend in counseling, the student is referred by way of the Office of the Dean of Students to professionally
qualified counselors. The Dean of Women and the Dean of Students
are special counselors to the women and the men, respectively.
Students receive vocational counseling in conference with their
counselors, and have frequent opportunities to confer with persons who
are eminently successful in the particular professions selected by
students as their tentative occupational choices. An Occupational Information file in the college library provides materials for a study of
vocations. The Orientation course, required of all freshmen, includes a
unit on vocational planning. The results of a vocational interest test
are available for all students.
Students who have various personal problems are encouraged to seek
help through counseling conferences. Often students have been able
to solve problems of finances, social adjustment, and personality
through counseling sessions.
Those who have spiritual problems may confer with the College
Pastor, or with members of the Department of Religion as well as
with their faculty counselor. By a system of referral, students may
receive counsel from any member of the faculty, or from qualified
persons beyond the college community. The Personnel deans are available at all times for special counseling conferences.
The college physician is consulted in regard to all problems pertaining to physical and mental health.
Counselors and major advisers strive to help students develop their
latent abilitjr. Students who distinguish themselves acad&nically are
named on the Dean's List, and are thereby qualified to participate
in a study program designed to develop their special talents to the
highest degree. Honor societies such as the Augsburg Guild of Honor
and Lambda Iota Tau recognize students who have excelled in several
areas.
All new students are given a battery of tests during Freshman Days.
College aptitude scores, English, and reading ability scores are used
by counselors to help students plan their initial programs. Personal
adjustment scores and the vocational interest test profile help the
students learn to know more about themselves, in order to make the
best choice of subjects and occupational goals. Sophomores participate in a nation-wide testing program. Seniors also take a nationally
standardized test.
Freshmen and other new students participate in Freshman Days
before the beginning of classes each semester. The students take tests,
inspect the college facilities, and become acquainted with their fellow
students, with the faculty, and especially with their own faculty counselors. The faculty counselors and students have several conferences
during which they plan the student's program of study.
All freshmen enroll in a class in Orientation. In this course, the
students learn about standards and requirements of various areas of
college life. Methods and habits of study and related techniques are
explored. Personal health, social adjustment, personal finances, and
vocational aims are discussed.
RECORDS
Individual student records are kept in the Records Office under the
supervision of the Registrar. These records include admissions data,
academic achievement, student participation and achievement in nonacademic activities, test scores, reports of counseling and other information.
The Student Personnel Office maintains a file of clubs and societies,
including the constitutions, activities, schedules, and membership roster.
THE STUDENT
HEALTHSERVICE
The Student Health Service provides campus dispensary service
with a registered nurse in charge. The college physician has daily office
l~ours on campus for consultation and for emergency treatment.
Physical examinations are given all entering students and seniors.
Corrective treatment is prescribed where needed. Infirmary rooms are
adjacent to the dispensary. The Health Service is housed in a ground
floor section of Memorial Hall, the men's residence hall.
Students, faculty, and staff have chest X-rays taken semi-annually
through the cooperation of the Hennepin County Tuberculosis Association Mobile Unit. The Department of Physical Education conducts a
program of recreation for all students. All freshmen are required to
take a course in personal and community health.
Students not living at home must live in college operated housing
and take their meals in the college dining hall. Under certain conditions, students may make other arrangements after consultation with
the Dean of Women or Dean of Students.
Residence halls are open to students a day before regular schedules
become effective, and close a day after the term closes. Students who
wish to stay in residence during vacations must apply for the privilege.
Rooms are furnished except for bed linen, towels and blankets.
Laundry facilities are available in each residence. Bed linens and towels
may be rented at a reasonable cost. This service includes laundering,
pick up and delivery.
Augsburg's beautiful new Residence for Women, located at Sixth
Street and Twenty-fourth Avenue South, adequately houses one hundred fifty women, and provides a lounge, recreation facilities, and
grill service for all students. Sverdrup Ojtedal Memorid Hall, a men's
residence hall, houses one hundred fifty men, and also contains the
college dining rooms, and the student health service.
The Placement Bureau assists seniors and alumni in securing positions. Continuous contact is maintained with business, governmental,
welfare, and educational institutions and organizations at the local
as well as the state and national levels. Interviews are arranged both
on and off the campus. A registration fee and a small placement
fee are charged.
An employment service, located in the Placement Office, assists students in obtaining part time remunerative work. Many students find
it possible to pay part of their college expenses by this income. Employment can be obtained more satisfactorily after students have been
at the college for a time, and consequently, it is .desirable that a new
student should have sufficient funds to pay his entire expenses for at
least one semester.
Students are employed by the college in many phases of its opera-
tion. For these positions preference is given to upper-class students
who have maintained a good scholastic average and have a good employment record.
Assistance in securing summer employment is also provided for students each spring.
The Christian ideals of Augsburg give no room for such demoralizing practices as gambling, drinking, frequenting of public dances,
indiscriminate attendance at movies, and objectionable car'd playing.
Students enrolled at Augsburg are expected, therefore, not to participate in such practices.
Augsburg reserves the right to dismiss or to discipline any student
who is not amenable to advice and direction. The school likewise
reserves the right to dismiss any student whose general conduct or
influence is unwholesome. Such a student may be removed although
no formal charge is made against him.
Disciplinary problems, other than academic failure, are handled
through the Office of the Dean of Students. In all cases, careful investigation and counseling precedes any action.
OF STUDENT
ACTIVITIES
COORDINATION
The Coordinator of Student Activities assists student officers to
maintain effective functioning of student activities, and keeps on file
the club constitutions, rosters, and schedules of meetings. Faculty
sponsors are approved by the Coordinator.
The program of student activities is a primary responsibiiity of the
Student Council, legislative and executive body of the Augsburg Student Society. Faculty concern and responsibility for all student activities and the co-curricular program is assigned to the Faculty Council.
Liaison between the Student Council and the Faculty Council is the
function of the Student-Faculty Committee, whose special responsibility it is to promote student activity, and to keep the college activities
calendar. The Calendar is kept in the office of the Coordinator of Student Activities.
A weekly bulletin of events is furnished all college personnel by
the offiee of Student Personnel.
STUDENT GOVERNMENT
The Augsburg Student Society, comprisingGthe whole student body
of Augsburg College and Theological Seminary, is organized to conduct student affairs, develop student initiative and leadership, and
provide opportunity for practical experience in the democratic processes of group activity.
The administration of student government is delegated to the Student
Council, a representative group of twenty-five students elected by the
various classes. The top five positions are nominated and elected
directly by the Student Society.
Each of the college classes has its own officers and participates in
student government through its representative on the Council.
Augsburg is a member of the National Student Associution. The local
NSA Council is elected by the Student Council.
The Student Council directs several service projects of interest to
the college community. These projects include the annual Campus
Chest Campaign, Political Action and Brotherhood weeks, and two
Leadership Training projects.
Counseling of freshmen by upper class students is conducted through
Campus-Brother Campus-Sister groups.
Associated Women Students, composed of all the women students,
provides opportunity for the women to develop a degree of self g ~ v ernment. It aims to create a sense of harmony and fellowship, to promote and maintain high standards of honor and integrity in personal
conduct, and it encourages participation in all college activities. It is
affiliated with the Intercollegiate Associated Women Students, a national organization.
The Student Council office and the Council Room adjoin the Augsburg Echo and Augsburgian offices on the ground floor of Science
Hall. The student post office and Student Center occupy a prominent
place on the same floor, and serve as a focal point for student
activities.
The Augsburg Echo, the college newspaper, is published by a student
staff. The top staff members are named by The Board of Publications,
one of the Student Council agencies. The Faculty adviser teaches
courses in journalism. Staff members enrolled in the classes earn
academic credit.
Augsburg's yearbook, the Augsburgiun, provides a pictorial record
of the activities of the year. Work on the annual provides opportunity
for creative expression in artistic design as well as in photography.
A student editor, named by the Board of Publications, with the
assistance of the Registrar, compiles the annual Student Handbook
and Directory.
CO-CURRICULAR PROGRAM
The enthusiasm and energy of students motivate them to pursue
their interests beyond the classroom. For most effecthe participation,
Several of
students with similar interests have united to form cI&.
these are extensions of courses beyond the class room. Others are
devoted to interests not offered in the curriculum. New clubs are
formed as the occasion demands.
STUDENT
CLUBS
The Aristotelian Society unites those who have a common interest
in scientific knowledge and experimentation. Thus they may develop
their interest in the various branches of science and perhaps infuse
some of that spirit of interest thrmghout the college.
The Art Club is organized to satisfy the student's creative urge in
the field of art, to educate members, as well as others, in the field of
art and all that it contains, and to promote an interest in art among
the student body.
The Business Club draws membership from the Business and Secretarial Studies classes. The development of professional interests is
the major objective.
The Canera Cbb is composed of camera fans who meet regularly
to exchange ideas about their hobby and to develop skill in photography.
The Cosmopolitan Club brings together foreign and American students who have a mutual interest in the cult'ure, language and people
of the various countries.
The Drama Society provides for its members an opportunity to
learn from participation in stage presentations and from field trips,
as well as from reading and seeing plays produced. Membership is
open to all students.
The F ~ u r eTeachers of America offers to its members associate
membership in professional education associations and strives to
acquaint future teachers with the importance of teaching as a profession. Interest in education or in the teaching profession is the only
requirement for membership.
The Home Economics Club, open to all students in the Home Economics Department, aims to promote professional attitudes toward all
aspects of home and community life.
The Public Aflairs Federation aims to stimulate interest in public
affairs and give students opportunity to participate actively in local,
state, and national politics, and in other human relations activities.
The Writers Club includes students who enjoy creative expression
in various forms of writing. The members share their literary efforts
in an informal atmosphere, and benefit from mutual criticism.
The Choir has about sixty members selected from all classes. In
addition to local concerts, the choir goes on tour each year to various
parts of the United States and occasionally to Canada.
BAND
THE AUGSBURG
COLLEGECONCERT
The band meets for rehearsal at a regularly scheduled period four
times per week. The concert band makes an annual tour and presents
public concerts in Minneapolis. A pep band entertains at athletic
contests.
THE AUGSBURG
CHORAL
CLUB
The choral club is composed of approximately fifty members. It
participates in school programs and concerts and makes short tours
annually.
THE MALECHORUS
This organization is for men who like to sing in a men's group.
Rehearsals are held twice a week. The Chorus sings at various churches
in the Twin City area and makes short tours in the vicinity.
FORENSICS
Augsburg College participates in intercollegiate debating, both in
Minnesota and in the neighboring states. Students may also participate
in local and intercollegiate oratorical contests.
THE "A7' CLUB
Membership in the "A" Club is limited to men who have won a
major A at Augsburg. The aim of this organization is "to bind the 'A'
men of the past, present, and future into a more intimate bond of
fellowship, and to keep the athletics of Augsburg on the highest
possible plane."
WOMEN'SATHLETICASSOCIATION
Membership in the Women's Athletic Association is gained by participation in individual and group recreational activities with awards
given on a point basis. The Augsburg W.A.A. is a member of the
Minnesota Athletic Association of College Women.
AND RECREATION
PHYSICALEDUCATION
Under the direction of the Department of Physical Education, a
wide range of recreational activities is arranged for general student
participation. Every student is urged to participate in some activity
for his own recreation and relaxation.
An intramural program provides competition in a variety of team
sports as well as individual performance activities. Climaxing the intramural program is the Extramural Meet, a tournament for the winners
of intramural schedules in various colleges.
Augsburg is a member of the Minnesota Intercollegiate Athletic
Conference. The college is represented annually by teams in football,
basketball, hockey, baseball, track, tennis, and golf.
PURPOSE AND PHILOSOPHY OF INTERCOLLEGIATE
ATHLETICS
It is the purpose of Augsburg College to provide an intercollegiate
athletic program which is in harmony with its Christian philosophy.
This philosophy is to be reflected in the conduct and outlook of both
the players and the spectators. The educational program of the collegerecognizes that recreation and play are a fundamental part of human
life, and that this phase of life needs to be cultivated if physical,
mental, and emotional health are to be maintained. Intercollegiate
athletics, as a phase of that program, gives recognition to the fact that
competitive play can cnntribute to the development of student interests,
skills, insights, and loyalties.
More specifically, the following outcomes are sought: (1j The student participating in athletics should acquire and exhibit, both in and
out of athletics, such basic qualities of character as self-discipline,
honesty, sense of fair play, and cooperation. (2) The participant
should develop the knowledge, interests, and skills which will be of
special use to him in such vocations as teaching and coaching or re-,
creational leadership, or in his own recreational activities: Far from
being set apart from his educational goal or in any way competing
with it, the student's participation in intercollegiate athletics must
either contribute directly to this goal or be complementary to his
other educational activities. (3) The student spectator should acquire
and exhibit some of the finer qualities of Christian character, such
as self-restraint, sense of fair play, appreciation of high grade ,performance on the part of both opponents and fellow-students, and respect for individual personality. (4) The intercollegiate athletic program should contribute to the development of a unified and healthy
"school spirit." Enthusiasm for intercollegiate
athletics or other cocurricular activities should not overshadow pride in high scholastic
achievement, nor can it take the place of a well-rounded and effective
intramural and general recreational program.
HONORS AND AWARDS
The 1925 Class Cup in Atfitics is awarded to the athlete who has
made outstanding records both in athletics and in scholarship.
The Harold A. Johnson Trophy, presented by Gerald L. Johnson
in 1943, is awarded annually to the student who is judged to be the
most valuable player on the basketball team.
The Class of 1918 Oratorical Cup was presented to the college as a
prize t o arouse interest in oratory. The name of the winner of the
annual contest ishengraved upon the cup, which is to remain in the
possession of the college and is placed on exhibition in the Science
Hall.
The 1927 Class Cup for Scholarship is awarded to the senior student
of highest scholastic standing who has attended Augsburg for at least
two years.
Omicron Chapter of Lambda Iota Tau, a national honor society, is
open to English majors who have attained a high scholastic average
and have presented a paper on a literary topic before a public audience.
The Augsburg Guild of Honor is an organization to recognize and
honor those members of the senior graduating class who have shown
themselves to be well rounded individuals, excelling to an outstanding degree in scholarship, leadership, and participation in extra-curricular activities.
The Dean's List includes students who have achieved an honor point
Augsburg
ratio of 2.5 or better in the previous semester of work a t m
College.
AUGSBURG COLLEGE
ACADEMIC ADMINISTRATION
ADMISSION PROCEDURE
Application for admission should be made on the regular admission
form, which can be secured from the Office of Admissions. This
form is generally available also in Minnesota high schools. The application, together with the high school record, previous college record,
if any, two letters of recommendation, a small photograph, and an
admissions deposit of $10.00 should be sent to the Office of Admissions. The deposit, which will be applied on first semester tuition,
is refunded if the application is not accepted or if it is withdrawn
by the applicant before August 1. A student seeking admission in the
fall semester should apply not later than September 10 and for the
spring semester by January 30.
REQUIREMENTS FOR ADMISSION
Augsburg College admits as students, men and women of good
moral character and sound health who appear to have the ability to
succeed in college. Estimate of ability is determined by rank in the
high school graduating class and college aptitude tests, and by the
high school record or previous college record.
The normal basis for admission is the completion of the courses of
grades nine to twelve in an accredited high school. No definite pattern
of subjects is required, but it is recommended that the last four years
of high school include four units of English, or three units of English
and two of a foreign language, two units of social studies, and one
unit of mathematics. A unit is defined as a course covering one academic year and equivalent to at least 120 hours of classwork. Graduates of unaccredited high schools are considered for admission on the
basis of their rank in high school and their achievement in a college
aptitude examination and an English achievement test.
Applicants who are not high school graduates but who give evidence
of s d c i e n t maturity are considered for admission upon recommendation and on the basis of achievement in a college aptitude test, English achievement test, and General Educational Development Tests on
literary materials, social science materials, and natural science materials.
For most graduates of Minnesota high schools the results of the
college aptitude and English achievement tests are available in advance if they have been taken in the state-wide testing program. The
General Educational Development tests are available to service men
through the Armed Forces Institute. All tests may, however, be taken
at Augsburg by arrangement with the Registrar.
The College reserves the right to reject the applications of studepts
whose previous records or aptitudes, as measured by tests, indicate
they may have difliculty in doing college work.
DEFICIENCIES
Applicants who have been accepted for admission with a deficiency
in English will be required to register for a special course in English.
Such deficiency and the requirements with regard to additional training will be determined at the beginning of the Freshman year by
means of tests. The requiremenb include the attainment of definite
standards as to spelling, grammar, pronunciation, and general correctness in the use of the English language.
TRANSFER AND ADVANCED STANDING
Students are accepted by transfer from other institutions if they
did satisfactory work and were otherwise in good standing there. If
their previous work was unsatisfactory, they are admitted to Augsburg
only under special circumstances.
Advanced standing, that is, credit for courses completed, is granted
to students who present satisfactory transcripts from accredited institutions. In certain cases advanced standing is granted on the basis of
comprehensive examinations.
ADMISSION OF VETERANS
Veterans, qualified for educational benefits under any of the government programs, may study at Augsburg and receive these benefits.
The veteran must secure a certificate of eligibility from the regional
office of the Veterans Administration. Application for benefits must
be made in advance of registration, except that veterans who are
eligible for assistance under Public Law 550 may make application
for entitlement when they enroll at the college.
In order to receive credit for experience in the military services,
the veteran must present a photostatic or certified copy of his Separation Record at the Registrar's Office. Evaluation is made according to
the recommendation of the American Council on Education. Some
college credit is given for the completion of the work in certain service
schools and for some courses taken through the Armed Forces Institute.
REGISTRATION
Students who have been accepted for admission should register on
the days designated in the Calendar for this purpose. Students who
register later than three days after classes begin are charged a late
registration fee of $3.00. No student may register for or enter a
course later than two weeks after the beginning of classes.
In registering, care should be taken to include the Lower Division
requirements during the first two years. However, if such registration
is delayed beyond the second year, a student will neither be required
nor permitted to register beyond the allowed number of credit hours
per semester in order to make it up.
- No credit will be given a student for any subject for which he has
not registered. The college reserves the right to cancel any course for
which there is not sufficient registration.
Registration means that the student accepts all the rules and regulations established by the school.
The normal registration is 16 credit hours. A credit hour is defined
as one recitation period a week throughout
a semester.
The privilege of registering for more than 17% credit hours may
be granted only to students who have gained an average record of B,
or two honor points per credit, in their previous college studies. Exceptions to this rule may be made under certain conditions determined
by the Admissions and Scholarship Committee. No student is permitted to carry work for more than 20 credits per semester.
Students working part-time are urged to arrange the amount of
their registration accordingly.
CHANGE OF REGISTRATlON AND CANCELLATION
In case a student desires to make any changes in his registration,
he must obtain a form from the Registrar's o6ce on which he may
make application, stating clearly his reasons for desiring the change.
Approval of the teachers concerned and the student's adviser and the
Registrar must be obtained before a change will be permitted. A
course which is abandoned without being cancelled through the Registrar's Office will result in a grade of F.
Changes of registration which involve the adding of courses cannot
be made later than two weeks after the beginning of classes. Changes
which involve canceling a course cannot be made after the middle of
the semester.
A fee of $1.00 is charged for each change of registration after the
beginning of the second week of classes.
A student who finds it necessary to leave school before the end of
a semester must cancel his registration at the Registrar's office in
order to remain in good standing.
UNIVERSITY COURSES
By arrangement with the University of Minnesota, students may
register for courses at the University. But such registration will not
be allowed unless the student has a grading of C average, or 1 honor
point per credit, in his courses at Augsburg. Also, the combined number of credits in any semester must not exceed 17. The credits thus
gained at the University may be transferred to Augsburg College and
counted towards graduation.
CLASSIFICATION
In order to be classified in one of the college classes, a student
must be carrying a minimum of twelve hours of work in which college
credit is given. Classification is based on the attainment of the following number of credit hours together with an equal number of
honor points: Sophomore, 24; Junior, 58; Senior, 92. Students are
classified by this regulation at the time of their registration each
school year.
PROBATION AND ELIMINATION
The Admissions and Scholarship Committee meets at the end of each
semester to consider the status of students who are doing unsatisfactory work. Freshmen who obtain honor point ratios of .5 or below,
Sophomores .6 or below, and Senior College students .8 or below, as
well as students with 6 or more credits of F, at the end of a semester
are placed on probation during the semester that follows. They remain
on probation until an honor point ratio of 1 is attained for a semester.
A student is not allowed to remain in college on probation for more
than two semesters consecutively, except by special permission. He is
dropped for low scholarship if he fails to maintain a satisfactory
scholastic record.
CLASS ATTENDANCE
Regular attendance in class is required. Students who find it necessary to be absent because of illness b r for other reasons should confer
with their teachers.
Students are expected to arrange the hours of part-time employment so that work does not conflict with classes. Any exception to this
rule must be agreed to by the teacher of the class affected and must
be approved by the Dean of the College.
A record of attendance is kept by each teacher, and periodic reports
are submitted to the Registrar. At the end of the semseter, a record
is made of the total absences of each student for the semester.
Absences for tours, field trips and other instructor-arranged activities are cleared with the Dean of the College. Lists of participants,
with information as to exact p i o d s absent, are issued by the Dean
to all instructors involved.
Teachers deal with tardiness as they see fit. Students arriving' in
class late must assume responsibility for reporting their presence to
the teacher.
EXAMINATIONS
Tests are given periodically throughout the semester. In the course
of each semester, reports of the grades attained are made to the
Registrar who forwards them to the counselors and students. Final
reports are sent at the close of each semester to the parents and
students.
Written examinations are regularly scheduled at the close of each
semester. No student or class may arrange to take a final examination
in any course before the examination week.
Absence from a final examination without a sufficient reason will
result in a grade of failure in the course concerned.
A student who has to be absent from a final examination because
of a conflict with outside work from which he cannot obtain an excuse
may arrange to take such an examination during some period after
the time on which the subject is scheduled.
If a student has obtained permission from the Dean of the College
to take a final examination at another hour than that scheduled, he is
a fee of two dollars for such an examination. Before the stues the examination, he must obtain a statement from the Registrar's office and bring it to the teacher concerned. The teacher will
give no examination before he has this statement.
CONDITIONS AND INCOMPLETES
A condition or an incomplete received at the end of the semester
must be removed within the first five weeks of classes of the following
semester of attendance or within a year if the student has not re-enrolled. Extension of this time may be made by the Registrar's O5ce
in cases of illness. If incompletes and conditions are not removed
within the time allowed, the condition automatically becomes a failure
and the incomplete may be changed to a passing grade only when
the average of the previous work is sufficiently high. The final grade
after the condition examination is taken may not be higher than D.
A fee of $2.00 is charged for an examination making up an incomplete or a condition reecived at the end of a semester.
COMPREHENSIVE EXAMINATIONS
Compre)lensive examinations may be permitted in courses in which
the Admissions and Scholarship Committee feels the student has adequate preparation or background. Students who wish to take a comprehensive examination must apply in writing to this committee.
When permission is granted, the necessary approval forms may be
secured at the office of the Registrar. A fee of $5.00 is charged for
each examination and must be paid in advance. Examination questions and the answers will be filed in the Registrar's office.
GRADE VALUES
3 honor points per credit
A-Superior,
%Very
good, 2 honor points per credit
C-Satisfactory,
D-Passable,
F-Failure,
&Condition
1 honor point per credit
no honor points per credit
minus 1 honor point per credit
GRADUATION REQUIREMENTS
In order to qualify for the Bachelor of Arts degree, certain requirements must be met with regard to credits, courses, and grades. A
student who plans to graduate from Augsburg is urged to study the
requirements as outlined in this section of the catalog and in the
department in which he plans to major. It is the responsibility of the
student to see that he includes the required subjects at the right time
in his program of studies. The faculty advisers, the Dean, and the
Registrar will gladly assist him in planning his program.
Lower Division Requirements
For a general college education and as a basis for study in professional
fields students are required to complete the following credits in lower
division courses :
Religion
Each semester, 2 credits
English
6 credits
Course 1-2. Students exempted from
Freshman English must earn 6 credits
above Freshman English.
Speech
3 credits
Course 11.
Fine Arts
2 credits
MU. 7, 8, Phil. 15, 60 or any literature
H. Ec. 3, a,
course satisfies this requirement.
Foreign Language
8 credits
Students who have studied a foreign language for three years in high school and
students with majors in Home Economics
are exempted from this requirement.
Social Sciences
6 credits
Hist. 1-2, 21, 22, or Soc. 1, and 3 other
credits in Sociology, or Phil. 15, 16.
Natural Sciences
8 credits
Health and Physical Education
3 credits
Courses 2, 3 and 4. Students with majors
in Home Economics will substitute H. Ec.
68 for P. E. 2.
Psychology
4 credits
Required in certain fields.
Orientation
1 credit
Required of all Freshmen.
AUGSBURG
COLLEGE
Major and Minors
-
'A student is required to complete a major and one or more minors
for graduation. The major subject is determined by the student's
aims as well as by his particular interests and aptitudes as shown in
f work he does in the Lower Division.
-It is well for the student to know in his Freshman year what major
line of study he will pursue. Students who are still undecided as to
their major choice when they appear for registration in the junior
year, should, before they register, consult with a faculty counselor
and with heads of the various departments to determine their field
of major work. In planning the major, a student is required to consult with the Head of the Department offering the major. Majors are
offered in the following areas: Religion, Philosophy, Greek, English,
Speech, Music, History, Sociology, Social Science, Business Administration, Business Education, Secretarial Studies, Home Economics,
istry, Natural Science, Mathematics, and Physical Edu-
4-
For major and minor requirements as to houys cf credit see departmental statements.
Electives are planned with the purpose of properly distributing a
student's choices among the fundamental fields of knowledge and culture, as well as among the correlatives of the major. Juniors and
Seniors should, as a rule, choose their electives from courses designated as Upper Division Courses, that is courses numbered 50 or
above. At least thirty credits in Upper Division Courses must be completed for graduation.
Total Credits and Honor Points
The amount of work required for graduation comprises a minimum
of 128 credits with an average grade of C, or one honor point for each
credit taken. A credit equals one recitation period a week throughout
one semester.
Honor points are computed at the rate of one honor point for each
credit with a grade of C, two honor points for each credit with a
grade B, and three honor points for each credit with a grade of A.
2
In order to qualify for the A.B. degree a student must demonstrate
proficiency in the writing and speaking of English.
M- Magna Cum Laude
2.5-2.79+
Cum Laude
2.1-2.49+
ji
w
be eligible for these honors, the student must hwr compked
at least two years of work at Augsburg, and his record at Augsburg,
as well as his total record must meet the requirements as given above.
AUGSBURG
COLLEGE
CURRICULUMS
THE CHRISTIAN MINISTRY
which prepares students for the Christian ministry as pastors or mis
choice of courses even in the Freshman year.
Physical Education . . . . . .
.
. .
Freshman English
New Testament Greek
Foreign Language . . . .
Humanities or Philosophy
.
History or English
,
I
.
6
or English Literature, 6 Cr.
New Testament Greek
6
or English Literature, 6 Cr.
Typewriting
..
.
..
..
8
6
6
6
Youth Work in the Church
.. z
Principles of Christian Education
z
History or English
Philosophy or Logic
.
Economics or Education or Political
Science
.
,
,
.
.
-
-.--
T - ; " p.'*Lm,m,%
w
*'
h
"*":
4.W
!m
CURMCULUMS
PARISH
AND MISSIONARY WORKERS
The purpose of this course is to train men and women for effective
service in the Church at home or abroad; that is, as teachers in vacation, week-day and Sunday schools, as youth leaders, and as parish
workers. The course is so arranged that the student will, upon its satisfactory conclusion, receive the A.B. degree and also a certificate
indicating that he is a q u a u e d parish worker.
w
1
Students interested in becoming parish workers should consult with
-
Mr. Stensvaag, parish work adviser.
The suggested schedule provides for a minor in Religion and makes
it possible to plan for a major in Home Economics, History, English
or Sociology. It is also possible to plan for a major in Religion with a
minor in some other field. The courses essential for the securing of the
Parish Worker's Certificate are italicized in the outline below.
Freshman
4
Freshman English . . . .
Natural Science . . . .
Typewriting . . . . .
.
1
Sophomore
Basic Bible . . . . . . . .
Principles of Sociology
Social Problems . . . . .
w
w
.
.
Orientation . . . . .
Physical Activities .
Electives . . . . . .
.
.
Religion
........
Beginning Speech . . .
Types of Public Speech
..
.
3
General Psychology .
I
Health
. . . . . . . .
First Aid . . . . . . . . . . . . I
Electives . . . . . . . . . . . . . . 7
.
. .
.....
... 6
8
.. 3
. . 3
. . .
I
-3
Foreign Language . .
.
.
. 3
3
8
..... 4
. . z
I
.
-
I
3 7.
w
32
Senior
T h e Missionary Enterprise . . . . . z
Principles of Christian Education. . 2
T h e Christian Churches . . . . . . z
T h e Lutheran Church . . . . . . . . z
Social Psychology or Urban Sociol. . . . . . . . . . 3
OgY
.
. . . . . . . . . . . 3
.... I
Elementary Shorthand
Recreatiimal Activities
.
.
.
. . . 6
. . . I
to
32
Parish W o r k
. . . . . . . . .
Youth Work in the C h w c h . . .
Edrrcational Psychology . . . . . . . . .
H y m n s and Music o f the Church.
Fundamentals o f Journalism . . . .
Crafts . . . . . . . . . . 1'. . . . . . . . .
Fields of Social Work . . . . . . . .
Secretarial Practice
.........
7.
Fine Arts
Electives
2
,
.
. . . . . . . . .
z
3
z
z
2
3
3
32
w
HIGH SCHOOL TEACHING
Each state sets certain requirements for obtaining a teacher's certificate. The course outlined below satisfies the requirements for a e r tificate for teaching in Minnesota at the junior and senior high school
level. The same program will meet the demands set by most of the
neighboring states. The student should apply to the Department of
Education for admission to the Education curriculum during his Sophomore year. Admission will be determined by a committee on the basis
of scholarship and other qualifications. Students should prepare for
competency in at least two subject-matter fields that are also taught in
the high schools. In addition to departmental majors, broad majors for
teaching may be secured in natural science, social science, and business
education.
Freshman
Religion . . . . . . . . . . . . . . . . . . . . . . 4
Freshman English . . . . . . . . . . . . . . 6
European Civilization . . . . . . . . . . . 6
Foreign Language or Natural
Science . . . . . . . . . . . . . . . . . . . . . 8
Orientation . . . . . . . . . . . . . . . . . . . . I
Physical Education . . . . . . . . . . . . I
Health . . . . . . . . . . . . . , . . - . . . . . . 2
Electives . . . . . . . . . . . . . . - - . . . . - .4
-
Sophomore
Religion . . ,. . . . . . . . . . . . . . . . 4
Speech . . . . . . . . . . . . . . . . . . . . . . . . 3
Foreign Language or Natural
............. 8
Science . . . . .
Psychology . . .
Fine Arts . . . . .
Electives . . . . .
32
Junior
Religion . . . . . . . . . . . . . . . . . . . . .. 4
Educational Psychology . . . . . . . 3
Teaching in High School . . . . . . . . 3
Philosophy . . . . . . . . . . . . . . . . . 6
Group Activity . . . . . . . . . . . . . . .. 2
Electives in Major or Minor . . . .14
32
Senior
.................. 4
Religion
Principles of Guidance . . . . . . . . . . 3
Issues in Contemporary Education. 3
Student Teaching . . . . . . . . . . .4or 5
Special Teaching Methods . . . . . . . . 4
.
Electives . . . . . . . . . . . . . . . . . -14
-
3 2 or 33
VOCATIONS IN HOME ECONOMICS
From the vocational point of view, the work in the Department of
Home Economics is intended to prepare students for homemaking,
to equip them for the teaching of home economics in high school,
and to give them the first two years of the training required for such
vocations as dietetics, institution management, home economics in business, home economics and journalism, and home economics extension.
Each student who plans for a vocation in this field should consult
members of the home economics staff about the details of the program
when she begins her college work. A curriculum for a home economics
education major is given below. Courses in italics are not required for
a general home economics major.
Freshman
Religion . . . . . . . . . . . . . . . . . . . . . . 4
Orientation . . . . . . . . . . . . . . . . . . I
Physical Education . . . . . . . . . . . . . I
English . . . . . . . . . . . . . . . . . . . . . . . 6
Principles of Physics . . . . . . . - . . . .4
Principles of Chemistry . . . . . . . - . 4
Art in Daily Living . . . . . . . . . . . . 3
Clothing Selection . . . . . . . . . . . . . . 3
Nutrition . . . . . . . . . . . . . . . . . . . . . 3
Clothing Construction . . . . . . . . . . 2
Sophomore
Religion . . . . . . . . . . . . . . . . . . . . . . 4
Psychology . . . . . . . . . . . . . . . . . . . .
4
Economics ....................
3
Marriage and Family ............ 3
Sociology . . . . . . . . . . . . . . . . . . . . . 6
Anatomy . . . . . . . . . . . . . . . . . . . . . 4
Child Development . . . . . . . . . . . . . 2
Foods . . . . . . . . . . . . . . . . . . . . . . . . 6
32
Junior
Religion . . . . . . . . . . . . . . . . . . . . . . 4
Educational Psychology . . . . . . . 3
Group Activity . . . . . . . . . . . . . . . . s
Teaching in High School . . . . . . . . 3
Bacteriology . . . . . . . . . . . . . . . . . . . 4
Textiles . . . . . . . . . . . . . . . . . . . . . . 2
Color and Design . . . . . . . . . . . . . 3
Home Planning . . . . . . . . . . . . . . . 3
Family Health . . . . . . . . . . . . - . . . . 2
Electives . . . . . . . . . . . . . . . . . . . . 6
-
Senior
Religion . . . . . . . . . . . . . . . . . . . . . .
Special Methods . . . . . . . . . . . . . . .
Student Teaching . . . . . . . . . . . . . .
Principles of Guidance . . . . . . . . . .
Contemporary Issues in Education.
Home Management Problems . . . .
Home Management Laboratory . . .
Advanced Clothing Construction. .
...................
Electives
32
Electives must be in the minor field which the student selects.
4
4
4
3
3
2
2
z
8
-
BUSINESS
The program in business administration is intended for students
who are planning for work in the fields of business and industry. In
addition to giving preparation for a business vocation the following
suggested course of study leads to the Bachelor of Arts degree.
Freshman
Religion . . . . . . . . . . . . . . . . . . . . . .
Freshman English . . . . . . . . . . . . .
European Civilization or Sociology.
Principles of Accounting . . . . . . . .
Foreign Language . . . . . . . . . . . . . .
Orientation . . . . . . . . . . . . . . . . . . .
Health . . . . . . . . . . . . . . . . . . . . . .
Physical Education . . . . . . . . . . . .
.
Sophomore
4
6
6
6
8
I
.
.
2
I
Junior
Religion . . . . . . . . . . . ,
United States History .
Business Law . . . . . . . .
Advanced Accounting
Business Finance . . . . .
Money and Banking .
Electives . . . . . . . . . . . .
Religion
Speech
Natural Science . . . . . . . , . - . . . .
Psychology . . . . . . . . . . . . . . . . . . . .
Principles of Economics . . . . . . . .
Introduction to Statistics . . . . . . . Electives . . . . . . . . . . . . . . . . .
.
.
.
4
3
..
.
...
8
4
6
3
4
Senior
Religion , . . . . . . . . . . . . . . . . . . . . 4
Marketing or Industrial
Management . , . . . . . . . . . . . . . . . 3
Labor and Management Relations. . 3
Public Finance . . . . . . . . . . . . . . . .. 3
F i e Arts . . . . . . . . . . . . . . . . . . . . . 3
Electives . . . . . . . . . . . . . . . . . . . . . -16
.
.
LAW
The following suggested two-year, pre-law program is planned especially to meet the needs of students who purpose to transfer to the Law
School at the University of Minnesota. It is possible to modify the
program for admission to other law schools.
Freshman
Religion . . . . . . . . . . . . .
. .. . 4
Freshman English . . . . . . . . . . . . . . 6
Principles of Accounting . . . . . , . 6
Humanities . . . . . . . . . . . . . . . . , . 6
European Civilization . . . . . . . . 6
Orientation . . . . . . . . . . . . . . . . . . I
General Psychology . . . . . . . . . . . . 4
Physical Activities . . . . . . . . . . . I
...
..
.
. .
. .
-
Sophomore
Religion
Christian Ethics . . - . . . . . - . . . . - .
Principles of Economics . . . . . . . .
American Government . . . . . . . . . .
Logic
Introduction to Philosophy . . . . .
History of England . . - . . . . . . . . .
Natural Science , . . . . . . . . . . . . . .
2
2
6
6
3
3
3
8
33
SOCIAL
WORK
A rapid expansion of the field of social work during the past twenty
years has created an acute lieed for trained social workers. Positions
are available in public agencies on federal, state, county, and municipal
levels; in private agencies sponsored by churches or other community
organizations; in group work, case work, or community organization.
In response to this need, Augsburg College has developed a cumculum designed to do two things: (a) equip graduates for immediate
employment in social work positions that do not ,require post-graduate
training and (b) prepare students for further study in graduate schools
of social work.
Augsburg College is an active member of the Minnesota Conference
on Social Work Education. During recent years graduates of Augsburg
have secured positions in both public and private welfare, in probation work, child welfare, group work, and case work.
The following courses are recommended for students interested in
Social Work. The courses which are italicized should be taken by all
such students.
Sophomore
Freshman
Religion . . . . . . . . . . . .
Freshman English . . . .
European Civilization
Principles of Sociology
S o d Problems . . . . .
Foreign Language . . . .
Orientation . . . . . . . .
Physical Education . ,
Health . . . . . . . . . . . . .
Religion ...................... 4
American Government . . . . . . . . . . 6
Natural Science . . . . . . . . . . . . . . . 8
Psychology . . . . . . . . . . . . . . . . . . . . 4
Elementary Statistics ........... 3
Rural Sociology ................ 3
Urban Sociology . . . . . . . . . . . . . . . 3
Speech . . . . . . . . . . . . . . . . . . . . . . . 3
Junior
Religion . . . . . . . . . . . . . . . . . . . . . 4
Principles of Economics . . . . . . . . . 3
Fields of Social Work . . . . . . . . . . 3
History of Philosophy . . . . . . . . 6
Sociul Psychology . . . . . . . . . . . . . . 3
Abnormal Psychology . . . . . . . . . . 3
Electives . . . . . . . . . . . . . . . . . . . . . 10
.
Senior
Religion . . . . . . . . . . . . . . . . . . . . . . 4
Introduction to Metbods of Social
Work . . . . . . . . . . . . . ,
3
Public Welfare . . . . . . . . ........ 3
Crtntinology . . . . . . . . . . . ........ 3
Fine Arts . . . . . . . . . . . . ........ 3
Electives . . . . . . . . . . . . . . . . . . . . . . 16
-
-
........
MEDICAL TECHNOLOGY
Student may complete a course leading to the Bachelor of Arts
degree with a major in Medical Technology by completing three years
of work at Augsburg College and twelve months at General Hospital,
Minneapolis. This course prepares them for examination for certification in Medical Technology. It is recommended that students in this
curriculum choose a minor in an unrelated field. The following program is suggested.
6
Sophomore
Religion . . . . . . . . . . . . . . . . . . . . 4
General Chemistry and Qualitative
Analysis . . . . . . . . . . . . . . . 8
General Psychology
Speech . . . . . . . .
Foreign Language
Fine Arts . . .
. .
Electives
Freshman
Religion . . . . . . . .
Freshman English .
General Zoology . .
Social Science . . .
Orientation . . : . . .
Health . . . . . . . . . .
Physical Education
Electives . . . . . . - . .
Junior
Religion . . . . . . . . . . . . . . . . . 4
Analytical Chemistry . . . . . . . . . . . 4
Quantitative Analysis . . . . . . . . . , 5
Bacteriology . . . . . - . . . - . . .4
Electives . . . . . . . . . . . . . . . . . . . . I S
-
Senior
Lectures, laboratory and ~ractical
work at General Hospital for
twelve months.
-
DIACONATE
A program whereby a Deaconess candidate can prepare for service
in the areas of parish work, social service, high school teaching, missionary work, nursing, or secretarial work may be arranged in consultation with the Directing Sister of the Lutheran Deaconess Home,
the Dean of Women, and the Registrar.
NURSING
Most hospitals prefer that applicants to their school of nursing have
at least one year of college. In rnany instances two or more years of
college work are desirable. The following pre-nursing curricu~umis suggested for those planning to enter a four-year school of nursing. Those
who plan on a three-year nursing program should try to select courses
ih college which will not duplicate the courses they will study in the
school of nursing which they plan to attend.
Sophomore
Freshman
Religion . . . . . . . . . . . .
Freshman English
General Zoology . . .
Health
. . . . . . . .
Sociology . . . . . . . .
Elements of Nutiition
Orientation . . . . . . . .
Physical Education . . . .
Electives
..........
Religion .
. . . . . . . . . . . . .4
History or Political Science . . , . . . 6
Psychology . , , . . . . . . . . . . . . . 4
Child Care . . . . . . . . . . . . . . . . 2
General Chemistry and Qualitative
Analysis
............... 8
Physical Education . . . . . . . . . . . . 3
Electives . . . . . . . . . . . . . . . . . . . . . 7
-
The following courses of the School of Nursing of the Lutheran
Deaconess Hospital, Minneapolis, Minnesota, are offered at Augsburg
College. This is a part of the three-year course offered by the hospital.
Application for admission to the School of Nursing should be made to
the Lutheran Deaconess Hospital, Minneapolis, Minnesota.
First Year
Religion . . . . . . . . - - . . . . . . . . 2
Anatomy and Physiology
.....4
Bacteriology . . .
,,.
.,. . 3
Chemistry
..............3
Psychology
, ,
......... 2
Second Year
Sociology . . . . . . . . . . . . . . . .
2
ENGINEERING
A student may take two full years of pre-engineering at Augsburg
before transferring. The course outlined below applies <tothe fields of
aeronautical, electrical agricultural, civil, and mechanical engineering
and engineering mathematics at the University of Minnesota. The
chemistry and chemical engineering programs will be slightly different. Students planning to enter this program should complete higher
algebra and solid geometry in high school.
Freshman
Religion . . . . . . . . . . . . . . . . . . . . . . 4
FreshEnglish . . . . . . . . . . . . . . 6
Introduction to Mathematical
Analysis . . . . . . . . . . . . . . . . . . 10
Engineering Drawing and Descriptive Geometry . . . . . . . . . . . . . . . 6
General Physics . . . . . . . . . . . . . . 8
Orientation . . . . . . . . . . . . . . . . . . . I
Physical Education . . . . . . . . . . . . . I
-
Sophomore
Religion . . . . . . . . . . . . . . . . . . . . . . 4
Elementary Calculus aqd Diflerential Equations . . . . . . . . . . . . . . . 10
Modern Physics . . . . . . . , . . . . . . . . 4
Electricity and Magnetism . . . . . . 4
General Chemistry and Qualitative
Analysis . . . . . . . . . . . . . . . . . . . . 8
Psychology or Principles of
Sociology and Social
Problems . . . . . . . . . . . . . .. 4 or 6
-
34 or 36
Statics may be taken at the University of Minnesota in the first
quarter of the junior year, except for the courses in civil and mechanical engineering, in which case it may be taken in evening school or
summer session.
DENTISTRY
Preparation for the study of dentistry can generally be completed
in two years. The following schedule will meet the requirements for
admission to most dental schools. Students planning to enter this curriculum should study algebra and plane geometry in high school.
Freshman
Religion . . . . . . . . . . . . . . . . . . . 4
Freshman English . . . . . . . . . . . . . 6
General Chemistry and Qualitative
Analysis . . . . . . . . . . . . . . . . . . . . 8
Introduction to Mathematical
Analysis . . . . . . . . . . . . . . . . . . . . 10
Orientation
. . . . . . . . . . . . . . .I
Health . . . . . . . . . . . . . . . . . . . . . . . 2
Physical Education . . . . . . . . . . . . I
-
Sophomore
Religion
...........-.... 4
European Civilization . . . . . . . . . . 6
Zoology . . . . . . . . . - . - . . . 8.
Organic Chemistry . . . . . . . . . . . - 8
General Physics . . - - . . - - . . . .8 .
-
CURRICULUMS
MEDICINE
Most medical schools require a minimum of three years of college
education. but premedical students often find it advantageous to complete their college work before entering the medical school. The following program will meet the requirements of most medical schools.
but it is advisable for the student to study the requirements of the
medical school to which he plans to apply
.
Freshman
Religion . . . . . . . . . . . . . . . . . . . . . . 4
Freshman English . . . . . . . . . . . . . . 6
General Chemistry and Qualitative
Analysis . . . . . . . . . . . . . . . . . . . 8
Introduction to Mathematical
Analysis . . . . . . . . . . . . . . . . . . . 1 0
Orientation . . . . . . . . . . . . . . . . . I
Health . . . . . . . . . . . . . . . . . . . . . . 2
Physical Education . . . . . . . . . . . . . I
-.
Junior
Religion
. . . . . . . . . . . . . . . . . . .4
Social Science . . . . . . . . . . . . . . .6
German . . . . . . . . . . . . . . . . . . . . . . 8
Organic Chemistry . . . . . . . . . . . . 8
General Physics . . . . . . . . . . . . . . . . 8
-
Sophomore
Religion . . . . . . . . . . .
History or Philosophy
Zoology . . . . . . . . . . .
General Psychology . .
Analytical Chemistry
Quantitative Analysis
Speech . . . . . . . . . . . .
Senior
Religion . . : . . . . . . . . . . . . . . . . . . .
Sociology .....................
German . . . . . . . . . . . . . . . . . . . . . .
Physical Chemistry ............
Genetics . . . . . . . . . . . . . . . . . . . . . .
Electives . . . . . . . . . . . . . . . . . . . . . .
3
6
5
4
10
SECRETARIAL
WORK
The first year of the following program provides preparation for
certain office positions. Completion of the second year provides more
advanced training. A student who has had similar courses in high
school may be admitted to advanced classes on the basis of his proficiency in the subject. An outline of the requirements for teaching business subjects in high school appears under Secretarial Studies.
Fit Year
.4
Religion . . . . . . . . . . . . . . . . . . . . .
Freshman English . . . . . . . . . . . . . 6
Elementary Shorthand . . . . . . . . . 6
Elementary Typewriting . . . . . . . I
Intermediate Typewriting . . . . . . . t
Principles of Accounting ........ 6
Orientation . . . . . . . . . . . . . . . . . . . . I
Physical Education . . . . . . . . . . . . . I
Health . . . . . . . . . . . . . . . . . . . . . . . z
Electives . . . . . . . . . . . . . . . . . . . . 3
32
Second Year
Religion . . . . . . . . . . . . . . .
Speech . . , . , . . . . . . . . . . - . Advanced Typewriting . . . . .
Advanced Shorthand . . . . .
Psychology . . . . . . . . . . . . . .
Secretarial Practice . . . . . . .
Of6ce Machines . . . . . . . . . .
Consumer Education . . . . . .
Electives . . . . . . . . . . . . . .
COURSES OF STUDY
COURSES OFFERED
Descriptions of the courses offered in 1956-58 are given on the
following pages. Unforeseen circumstances may necesskate making
changes. Courses with inadequate registration may be cancelled. Students should consult the schedule of classes to determine definitely the
current course offerings.
NUMBERING OF COURSES
Odd numbers are used for first semester courses and even numbers
for second semester courses. The Roman numerals I, I1 after the
descriptive title also indicate the semester in which the course is to
be offered.
Numbers 1 through 49 indicate lower division courses which are
primarily for freshmen and sophomores. Numbers 50 through 99 are
upper division courses intended for juniors and seniors.
Two course numbers joined by a hyphen (1-2) indicate that the
course is a continuation course and both semesters of it must be
completed before credit is given. Course numbers separated by a
comma (1,2) indicate that it is a year course, but students may receive
credit for one semester without completing the other.
CREDITS
Credits shown are in terms of semester credits. For continuation
courses, the total credits for the year are given. A two-credit course
geenrally meets twice a week and a three-credit course three times a
week. In the case of laboratory courses, the hours of meeting per week
are more than the credits given. A semester is approximately 18 weeks
in length. The normal load for a student is 16 credit hours per semester.
AUG~BURG
COLLEGE
DIVISIONAL ORGANIZATION
The college courses are organized into four divisions in order to
make interdepartmental coordination more convenient and cooperative
aims more easily achieved. A chairman is appointed for each division.
Major and minor requirements are indicated in the departmental
statements.
DIVISIONOF RELIGIONAND PHILOSOPHY
Religion
Philosophy
DIVISIONOF THE HUMANITIES
Greek, Latin, Hebrew
English, Journalism, Speech
German, Scandinavian, French, Spanish
Music, Art
DIVISIONOF THE SOCIALSCIENCES
History, Political Science, Geography
Sociology
Psychology, Education
Library Science
Business Administration and Economics
Secretarial Studies
Home Economics
DIVISIONOF THE NATURAL
SCIENCES
Biology, Chemistry, Physics
Mathematics
Health and Physical Education.
DIVISION OF RELIGION AND PHILOSOPHY
Through the study of religion and philosophy, the individual is apprised of
the central realities of life and encouraged to build on the certainties of the
Christian faith. The work proceeds on the assumption that Christianity alone
can furnish a unifying principle which gives meaning to human existence. The
student is challenged to accept this point of view--to relate himself to Christ
as the center, to evaluate all his studies and experiences in the light of revealed
truth, and to make consistent use of all his talents and training. The goal to
be desired is the development of an informed and integrated Christian personality dedicated to the realization of God's kingdom on earth.
Department of Religion
The courses in Religion are designed to give the student a working knowledge of the Bible, to acquaint him with the history, doctrines, and ethics of the
Church, and to prepare him for effective service in the congregation. The fundamental aim in instruction is to lead as many as possible to personal faith in
Christ, and to nurture the Christian life.
All full time students are required to register for two class hours ,per week
in one of the courses offered in religion during each semester of their studies.
Registration in New Testament Greek satisfiies this requirement.
Major, 28 credits. Minor, r t credits. Credits in New Testament Greek, except the first semester, Course I , may be applied toward a Religion major or
minor.
r, 2. BASICBIBLE.Fr. I, 11.
2, 2 Cr.
A brief introduction to the Bible followed by the study of the Gospel of Mark
and of one or two books in the Old Testament. The second semester is devoted
to the study of two or three books in the New Testament, including Romans,
and of brief portions from the Old Testament. Reading assignments include the
entire New Testament.
CHURCH
HISTORY.
I.
2 Cr.
A brief survey of the main events in the history of the Church for the purpose of developing a more intelligent and appreciative church membership.
3.
4.
THE CHRISTIANFAITH
IN THE
MODERNWORLD.n.
2
Cr.
A study of the Christian faith in its relationship to the secular movements and
rival .faiths of modem Western civilization. The course is designed t o give to
the student an understanding, from the standpoint of the Christian faith, of
the present conflicts and crises in Western culture.
5. THE MISSIONARY
ENTERPRISE.I.
2 Cr.
The missionary motives, means, and results are studied as these are seen in their
varied emphases in the history of missionary work in heathen lands. (Offered
1957-1958.)
7. PRINCIPLESOF CHRISTIANEDUCATION.
I
z Cr.
Seeks to develop a fundamental understanding of Christian Education, its history,
objectives, and methods, especially as applied to Sunday School and Vacation
Bible School teaching.
2 Cr.
8. GREATMEN AND WOMENOF THE CHRISTIANCHURCH.n.
The lives of outstanding Christian men and women from the days of Christ
until the present are studied. Special reports, class discussion.
5. CHRISTIANETHICS.I.
2 Cr.
The problems of human duty are studied in the light of various human philosophies of morals. Validity is determined by reference to the Word of God.
The main emphasis is on the new life in Christ, its creation, development and
preservation, and its manifestation in the various phases of life.
10. HYMNSAND MUSICOF THE CHURCH.11.
See Course 10 under the Department of Music.
2
Cr.
23. GROUP ACTMN.
See Course 53 under Education.
I
Cr.
Upper Division Courses
=
RELIGION.I, 11.
2, 2 Cr.
5 I, 5 2. COMPARATIVE
A study of the origin, growth, teachings, and social results of some ten or
twelve of the great non-Christian religions of the world.
53. THECHRISTIANCHURCHES.I.
2 Cr.
This course aims to give the student an insight into the origin, development,
doctrinal position, and .practices of the vamious branches of the Christian Church.
54. THE LUTHERANCHURCH.II.
2 Cr.
A study of the Lutheran Church, its doctrines and practices. Attention is
given to Lutheranism in America and to the basic principles of the Lutheran
Free Church.
16. YOUTHWORKIN THE CHURCH.II.
2 Cr.
A study of principles, methods, and materials in youth work for the purpose
of developing efTective Christian leadership in this sphere.
57. PROBLEMS
IN CHRISTIAN
LIYING.
U.
z Cr.
A d e r a t i a n of some of the fundamental pestions oonnected with living
the Christian life: such as, rhe assurance of salvation, the devotional life,
the use of the Bible, stewardship, choice of vocation, life
stmdards of -duct,
hi the local congregation. The Episde w the Pmppians is studied.
58. PARISH
WORK.II
z Cr.
This course seeks to familiarize the student with the work of parish organiza-
tion and visitation. It ranges in scope from soul-care to surveys. Class lectures
are supplemented by actual field work.
I. Sr.
z Cr.
59. GODAND MAN IN THE OLDTESTAMENT.
The rich and varied aspects of the Hebrew life with God discovered and made
significant for our day through the study of a number of great passages, including selections in Isaiah and the Psalms.
OF THE NEWTESTAMENT.
11. Sr.
60. THE MESSAGE
z Cr.
A discovery of the mencc of the Christian Faith through a careful study of
rrpiesencauve sacciona. including passages in the Gospel of John and the Letters
ro the EpbGan5 and the Hebrews.
Department of Philosophy
MR. LARSEN,
MR.COLACCI
The courses in philosophy seek to assis the student in becoming familiar .raith
the thoughts of the great men and intellectual movements in the history of
Western civilization, to create an mdcrstandiag of the prindples of sound
reasoning, and to develop a Christian philosophy of life.
Major, 24 credits. Minor, 16 credits. Courses 2 y , 26, 41, 42, 18 are required
for the major. Courses 41,42 are required for the minor.
r f , 16. THE HUMANITIES
IN WESTERN
CIVILIZATION.
I, 11.
3 , 3 cr.
A survey course dealing with the development of 'Western thought as reflected
in outstanding works in the fields of philosophy, literature, political and social
thought, religion, and the arts. The course is accepted in fulfillment of the
Lower Division requirement in the Socia! Sciences. (Wered I 9 57-5 8.)
25. INTRODUCTION
TO PHILOSOPHY.
SO. I.
3 Cr.
By means of reading selected source material, supplemented by classroom lecture
and discusion, the student is acquainted with the terminology of philosophical
discussion. Selected philosophical problems are treated, including those of
ethics, metaphysics, and theory of knowledge.
26. LOGIC.
So. II.
3 Cr.
A study of the formal rules governing valid inference. Topics consided include: immediate inference, syllogism, scientific method, and a brief introduction
to the notation of symbolic logic.
41,42. HISTORYOF PHILOSOPHY.I, n.
3. 3 Cr.
An historical survey of the outstanding men and movements in the development
of philosophical thought from the Greeks through Kant.
U,pper Division Courses
5 I, $2. COMPARATTVE RELIGION.I,
n.
2, s Cr.
See course 5 I,5 2 under Department of Religion.
j 5.
CONTEMPORARY
PHILOSOPHY.
Prereq. 42. I.
3 0.
An historical survey of the main currents of philosophical thought since Kant.
Topics dealt with include: German idealism and romanticism, existentialism,
Marxism, ,positivism, and pragmatism. (Offered I 95 6-57.)
56. KIERKEGAARD.
Prereq. 41 or 42. TI.
3 Cr.
A ,study of selected writings of the Danish existentialist with emphasis on his
ccntribution to theory of knowledge as it relates to philosophy af religion and
theology. (Offered 1956-57.)
5 8. PLATO.Prereq. 41. 11.
3 Cr.
A careful study and analysis of a number of the dialogues of Plato, including
selected portions of the Republic. (Offered I 957-5 8.)
60. FORMSAND PHILOSOPHYOF ART. 11.
3 cr.
The spirit and substance ofi art and the art experience in their various forms
through demonstrations, lectures, and readings in the philosophy of art. (Offered 1957-58.)
3 Cr.
OF RELIGION.Prereq. 3 credits in Philosophy. I.
61. PHILOSOPHY
An inquiry into the nature of religious faith and the religious experience from
the viewpoint of philosophy and psychology. ( M e r e d 1957-58.)
THOUGHT.
Jr., Sr. 11.
74. HISTORYOF POLITICAL
See course 74 under Political Science.
3 Cr.
8 I,82. SEMINAR
IN PHILOSOPHY.
Jr., Sr. I, 11.
I, I Cr.
An advanced discussion of a thinker or topic chosen by the instructor and
students. Arranged when there is sufficient demand. ( m e r e d 1956-57.)
DIVISION OF THE HUMANITIES
It is the purpose of the Division of Humanities to transmit to the students
a knowledge of and interest in the cultural heritage of mankind, and to assist
the student in h d i n g his place within this culture. The Division seeks to
stimulate the student's desire to acquaint himself with the cultural treasures
as chese are found in language, literature, and the fine arts, and to seek an expression of these upon the basis and within the framework of the Christian faith.
Department of Classical Languages
Mn. C~LACCI,Mn. STENSVMG
The courses in classical and ancient languages aim to give the students a real
insight into our classica1 heritage. Hebrew and New Testament Greek are tools
by which a student may gain a more complete understanding of the Scriptures.
A knowledge of New Testament Greek is a standard prerequisite for admission to most theological seminaries.
N e w Testament Greek
Major, 24 credits. Minor, 16 credits. A course in New Testament Greek
satisfies the religion requirement for the semester in which it is taken. Except
for Course I in the first semester, credits in New Testament Greek may be
applied toward a Religion major or minor.
I-z.-) ELEMENTSOF NEW TESTAMENT
GREEK.I, 11.
8 Cr.
A study of theoretical and practical grammar. The course also covers the manuscript transmission of the N. T. Greek text, with description of the main
Uncial Ms. and ancient versions.
Upper Division Courses
5I, 52.
MA=,
53. 54.
LUKEI-XX,
AND
ACTSI-XX. I, 11.
AND
ROMANS.I, 11.
4, 4 Cr.
These courses in the Upper Division give special emphasis to parsing, syntax,
and exegesis of the Greek text. Courses 5 I , yz will be offered in 1957-58;
courses 53, 54 in 1956-17.
fContinuation course. To receive credit for this course, a student must complete
both semesters.
Latin
I-2.t BEGINNINGLATIN.Fr. I, II.
Grammar, easy prose, composition.
8
Cr.
AND ST. AUGUSTINE.
SO. I, II.
3, 3 c r 3, 4. GSAR,
Continuation of grammar and syntax. Reading from Czsar's Gallic War and
St. Augusthe's Confessions. (Oflered 19 57-5 8.)
Hebrew
FOR BEGINNERS.
I, II.
g3-84.f HEBREW
See Course 9-10 under Theological Seminary.
S 5 , 86. HEBREW
EXEGESIS.
I, II.
See Course 17, I 8 under Theological Seminary.
Department of English
f i e Department of English aims TO train students in the proper use of
English in oral and written expression; to increase proficiency in reading and
in analyzing literary texts; to acquaint the students with the development of
the literature of England and America; and to instill a deeper understanding
of the fundamental truths and realities of life revealed in great literanue.
The department prepares specifically for the teaching of English in secondary
schools and for graduate study.
Freshman English is required of all students. The department annually may
exempt a few well qualified students from this requirement. Those exempted
from Freshman English must register for 6 credits above Freshman English.
Major: 27 credits above Freshman English, including courses 31, 32, 51, 12,
61, 62, 74, and one of the following: 59, 81, 83, or 85.
Minor: 2 0 credits above Freshman English, including courses 31, 32, 51, 52,
61, and 62.
Teaching major: 27 credits above Freshman English, including courses
listed for the non-teaching major plus 71.
Teaching minor: 20 credits above Freshman English, including courses listed
for the non-teaching minor plus 71.
A minor in speech, library science, or a foreign language is recommended for
those who plan to teach English in high school.
Students who plan to do qaduate work in English should include courses 76,
78, and 92.
.
-iCuntinuation course. To receive credit for this course, a student must complete
Loth semesters.
b
A. IMPROVEMENT
OF W R ~ GI. .
o Cr.
For students who do not meet the minimum requirements in the entrance
English tests. Emphasis placed on the (basic principles of writing and cgrrect
English usage. Offered in connection with English I.
-
--
R.
IMPROVEMENTOF READING.I, 11.
o Cr.
A develop.menta1 program for studenlts who wkh to improve speed and
comprehension in reading. Open to all students.
I-2.t FRESHMAN
ENGLISH.I, 11.
6 Cr.
A study of language, composition, and Literature. Themes and a reference
paper. Required of all students.
21.
MASTERPIECES
OF WORLDLITERATURE.
Prereq. 2. I.
2 Cr.
Reading, analysis, and discussion of some of the world's great classics. Recornmended for non-English majors. (Offered 1 9 57-5 8.)
21.
EXPOSITORY
WRITING.Prereq. 2. I.
2 Cr.
Practice in the writing of exposition and argumentation. Reading and analysis
of models.
56. CREATIVE
WRITING.Prereq. 2. 11.
z Cr.
Writing of description and narration. Study of techniques in the composition
of fiction, poetry, and drama. Individual and group projects.
31. FOUNDATIONS
OF LITERATURE.
Prereq. 2. I.
3 Cr.
Study of Greek and Roman masierpieces, tracing the influence of the classical
tradition in modern British and American literature.
MEDIEVALAND RENAISSANCE
LITERATURE.
Prereq. 3 I or consent of instructor. 11.
3 Cr.
English literature from Beowulf through Shakespeare. Some attention paid to
non-English works.
3 2.
Upper Division Courses
50. SENIORENGLISH.Prereq. 2. Offered both semesters.
I Cr.
Designed to develop correctness in writing and usage. Required of all students
who rank low in the sophomore Cooperative English Test.
AMERICAN
LITERATURE.
2, 2 Cr.
Prereq. 3 1 or consent of instructor. I, 11.
The growth of American literature from colonial times to the present. Its
themes, techniques, and place in intellectual movements.
5 I , 5 2.
5 5 . THEMODERNSCANDINAVIAN
NOVEL.I.
2 Cr.
See course 15 under Department of Scandinavian Language and Literature.
+Continuation course. T o receive credit for this course, a student must complete
both semesters.
56. THEMODERNSCANDINAVIAN
DRAMA.
11.
2 Cr.
See course 56 under Department of Scandinavian Language and Literature.
2 Cr.
57. THEBRITISHNOVEL. Prereq. 3 I or consent of instructor. I.
The development of the novel in England. A study of the major novelists and
their novels. (Offered 1957-58.)
POETRY.Prereq. 3 I or consent of instructor. I.
59. CONTEMPORARY
Analysis of the techniques of modern poetry. (Offered 1956-57.)
2
Cr.
61. BRITISH LITERATURE
O F THE SEVENTEEN^ A N D EIGHTEENTH~ ~ N T U R I E S .
Prereq. 32. I.
3 Cr.
The principal authors from John Donne through Samuel Johnson. Discussion
of literary movements and historical backgrounds.
62. BRITISHLITERATURE
OF THE NINETEENTH
CENTURY.Prereq. 61.II. 3 Cr.
Romantic and Victorian literature in England. Stress placed on major writers of
prose and poetry.
71. INTRODUCTION
TO MODERNENGLISH.Prereq. 2. I.
2 Cr.
The study of American English vocabulary, sounds, and grammar. Designed to
give prospective high-school English teachers an introduction to the study
of language.
2 Cr.
CRITICISM.Prereq. 3 1 or consent of instructor. II.
72. LITERARY
A study of basic texts, with emphasis on principles and issues which have
special relevance for .modern thought.
74. SHAKESPEARE.
+q.
32. II.
3 Cr.
Reading of some of the plays. Attention given to the principles of drama and
the historical background.
76. M ~ T O NPrereq.
.
61. H.
2 cr.
A study of Milton's major poems and selected prose works in relation to the
important intellectual movements of
1957-58.)
the seventeenth
century.
(Offered
78. CHAUCERPrereq. 32. 11.
2 Cr.
Chaucer's poetry in relation to the thought and culture of the Middle Ages.
Emphasis on The Canterbury Tales. (Offered 1956-57.)
8 I. MODERN
DRAMA.Prereq. 62. I.
2 Cr.
A survey of the chief dramatists from the time of Ibsen. Representative plays
studied as literature and as theater. (Offered I 956-57 . )
BRITISHLITERATURE.
Prereq. 62. I.
2 Cr.
83. MODERN
The important literary movements of the present century in England, concentrating on leading authors and notable productions. (Offered 1957-18.)
S 5. CONTEMPORARY
AMERICAN
LITERATURE.
Prereq. 5 I, 5 2.
Major writers since World War I.
I.
2
Gr.
2 Cr.
92. ENGLISHSEMINAR.Prereq. Sr. and English major or minor. 11.
Methods and problems of bibliography and research. Selected topics in American
and British literature. Intended for students preparing for graduate study in
English.
93. TEACHING
OF ENGLISH. I.
See course 93 under Education.
z Cr.
Journalism
I.
FUND~MENTAIJOF JOURNALISM.I.
2 Cr.
An introduction to the theory and practice of journalism, wich emphasis on
reporting and writing. Some attention given to editing and headline writing.
(Offered 1956-57.)
2.
EDITING THE SMALLPAPER.n
+ Cr.
The mechanics of newspaper production. Designed especially for prospective
advisers of high-school publications. (Offered I 957-58.)
5. ~ c h oSTAFF MEETINGS. I, n.
I, I Cr.
Students who are regular members of The Augsburg E c h staff and who may
receive credit for their work must register for the weekly staff meetings. These
meetings are also open to members of Course I . Hour arranged.
A,
5, 7. Ailgshrgim STAFF MEETINGS.I, n.
I , I Cr.
Students who are regular members of the Augsburgian staff and who may neceive credit for their work must register for the scheduled weekly staff meetings.
Department of Speech
This department aims to foster in students those speech skills which contribute to meaningful self-expression and effective leadership. I t seeks to
develop platform skills, intelligent speech ,compositions, and critical listening
habits. It aims, through courses in interpretative reading and drama, to stimulate an appreciation of fine literature and drama.
The department offers a major in general speech which prepares the student
ta teach speech in the secondary schools and to take graduate work in speech,
radio, theater, or speech pathology.
All students are required to earn 3 credits in speech for graduation. Speech
is designed especially for this requirement.
Major: 21 credits above Speech 11, including courses 12, 31, 32, 51, 61,
66, 76. Also required is Phil. 26. English is recommended as a minor.
Minor: 1 5 credits above Speech I I. For Education students course 66 and
at least one course from each of the follo&ing groups: 12, 5 I ; 3 I, 32; 61,62;
74, 76.
II
Students needing help with speech problems such as stuttering, lkping, foreign
dialect, and excessive stage fright should contxct the head of the department
for individual attention.
i I. BEGINNING
SPEECH.Fr., So. Offered both semesters.
3 Cr.
A study of basic problems of effective speaking and critical listening, with
emphasis on informative speaking.
I z. TYPES
OF PUBLICSPEECH.Prereq. I I. Fr., So. 11.
3 Cr.
An introduction to argumentation and persuasion, discussion, debate, interpretative reading, and parliamentary procedure. Participation in various speaking
activities.
I 5. STORYTELLING.
I.
I Cr.
Selection and preparation of stories for various age gmups. observation and
practice in story telling. (Offered 1956-57.)
21-2t.f
INTERCOLIGIATE
DEBATE.I, 11. Open to all students.
2 Cr.
Practice in debating the intercollegiate debate question of the year. Participation
in intercollegiate debate tournaments.
25, 26. PUBLICSPEAKINGSEMINAR.Open to all students. I, 11.
I, I Cr.
Advanced work in public speaking. Participation in collegiate oratory contests.
Arranged.
TO I ~ A M A T IARTS.
C
Open to all students. I.
3 Cr.
29. INTRODUCTION
An introdllction to the history of the theater and to the theories of drama and
dramatic production. ( O f k e d 1956-57.)
3 I. INTERPRETAM
~ A D I N G . SO. I.
3 Cr.
Basic principles of oral interpretation of literature. Practice in reading various
kinds of prose, poetry, and drama. (Offered 1957-58.)
32.
ACTING.SO. II.
3 Cr.
An introduction to the art of .acting. Practical work in pantomime and improvisation; participation in dramatic presentations.
Upper Division Courses
51. GROUPDISCUSSION.
Jr., Sr. I.
z Cr.
Principles and types of discussion. Practice in group discussion techniques. (Offered 1956-57.)
54. RADIOSPEECH.Jr., Sr. 11.
z Cr.
Exercises and projects in preparation and production of radio programs. (Offered 1956-57.)
+Continuation course. To receive credit for this course, a student must coniplete
both semesters.
2 Cr.
61. ARGUMENTATION
AND DEBATE.Prereq. 11. Jr., Sr. I.
Applications of logic in public address. Preparation and delivery of argumentative speeches and participation in debates. (Offered 1917-58.)
62. PERSUASION.
Prereq. 11. Jr., Sr. n.
2 0.
Applications of psychology in public address. Preparation and delivery of persuasive speeches. ( m e r e d 1957-58.)
Jr., Sr. 11.
2 Cr.
64. STAGECRAFT.
A study of stage design, scene construction and theatrical lighting, with emphasis on the problems of the amateur stage. Laboratory exercises. (Offered
1957-58.)
2 Cr.
66. STAGEDIRECTION.Prereq. 32. Jr., Sr. lI.
Theory and practice of stage direction with laboratory exercises in planning
productions and conducting rehearsals. ( m e r e d I 956-57.)
2 Cr.
Prereq. Psy. 3 or 5 . Jr., Sr. 11.
74. SPEECHHYGIENE.
Principles of mental hygiene in relation to personality and development of
speech habits. (Offered 1956-57.)
Y . Sr. II.
3 Cr.
76. SPEECH P A ~ O L O G Jr.,
Detection and correction of speech defects. Field trips to speech clinics; laboratory experience-in speech therapy. (Offered I 95 7-58.)
OF SPEECH. Sr. I.
95. TEACHMG
See course 95 under Education.
2
Cr.
Department of German
The general aim of the courses in German is to help the student develop an
understanding of the German idiom and an appreciation of the ethical and
esthetic values contained in German literature. In particular, the aim is to provide technical training for the student who plans to study theology and for the
candidate for higher academic degrees.
Minor,
I-2.t
20
credia.
BEGINNINGGERMAN.I, 11.
8
A study of the grammar and vocabulary of the German language
Cr.
so that the
student attains a reading knowledge.
3,4. MODERNGERMANPROSEAND POE-ray. I,
n.
3, 3 Cr.
This course continues to build up the vocabulary of the student through the
study of easy prose and poetry.
fChntinuation course. To receive credit for this course, a student must complete
both semesters.
Upper Division Courses
5 I , 2. GERMANLITERATURE.
I, n.
3, 3 Cr.
Reading of standard authors. Brief survey of German literature. (Offered
1957-58.)
TEACHING
OF GERMANICLANGUAGES.
Sr. I.
See course 73 under Education.
73.
2
Cr.
Department of Scandinavian Language and Literature
This Department aims to impart to the student the knowledge of a foreign
language as a factor in stimulating a sympathetic interest in the people for
whom it is the main channel of expression. It also aims to give the student a
working knowledge of the Norwegian language. It furthermore seeks to develop
an interest in the history of the Scandinavian peoples, as well as to transmit to
American life the best of their cultural heritage.
m i o r , 24 credits.
I-2.f BEGINNING
NORWEGIAN.
Fr. I, 11.
8 Cr.
Reading, translation, spelling, and exercises in writing and in pronunciation.
j, 4. INTERMEDIATE
NORWEGIAN.
SO. I, II.
3. 3 Cr.
Further study of grammar. Reading of standard' authors. Brie& survey of
Norwegian literature. Composition. (Offered 1956-57.)
I I.
SCANDINAVIAN
HISTORY.I.
3 Cr.
A !brief survey of the history of the Scandinavian peoples, with history of
Norway as the core. ( M e r e d 1957-58.)
I 6.
MODERNSCANDINAVIA.
11.
3 Cr.
A survey of social thought and life in Scandinavia since 1814, with special
emphasis upon recent developments. (Offered 1957-5 8.)
Upper Division Courses
THE MODERNSCANDINAVIAN
NOVEL.Prereq. 4, or six credits in liter2 Cr.
ature. Jr., Sr. I.
The course includes selected novels by Jonas Lie, Sigrid Undset, Selma Lagerlef,
and others. Knowledge of a Scandinavian language not required. (Offered
5 5.
1956-57.)
56.
THEMODERNSCANDINAVIAN
DRAMA. Prereq. 4, or six credits in literature. Jr., Sr. II.
2
Cr.
The course includes dramas by Bjernson, h e n , and Strindberg. Knowledge of
a Scandinavian language not required. (Offered 195 6-5 7.)
?Continuation course. To receive credit for this course, a student must complete
both semesters.
Department of Romance Languages
hks. KINGSLEY, MR. HELLAND
The Romance Language Department aims to aid the student in the mastery
of the fundamental rules of' pronunciation and grammar, leading to a fuller
comprehension and correct usage of the foreign language. It aims further to
acquaint the student thmugh masterpieces of literature with the culture and
m d u s uivendi of the countries whose language he is learning.
French
Minor,
20
credits.
I-2.t BEGINNINGFRENCH.I, 11.
8 Cr.
The course includes the study of French sounds and their spelling, the essentials
of grammar, oral and written work, and the reading of suitable selections fmm
French literature. ( m e r e d 19 57-5 8.)
3, 4. INTERMEDUTE
FRENCH.I, 11.
3, 3 c r .
One half of the time is devoted to the further study of grammar, composition,
and oral work. The other half is spent in reading representative types of French
literature. (Osered 1956-57.)
Upper Division Courses
5 I.
SURVEYOF FRENCHLITERATURE.
I.
3 Cr.
A study of the authors and Iiterary movements of the seventeenth, eighteenth,
and nineteenth centuries. (Offered only as an honors course for selected
students.)
FRENCH PHONETICS,CONVERSATION,
AND COMPOSITION.
11.
3 Cr.
A thorough study of French sounds, phonetic symbols, drill on pronunciation,
phonetic readings, various types of oral work, memorization, dictation and
composition. (Offered only as an honors course for selected students.)
5 2.
OF ROMANCE
LANGUAGES.
Sr. I.
77. TEACHING
See course 77 under Education.
2
Cr.
Spanish
Minor,
20
credits.
I-2.t
BEGINNINGSPANISH. I, 11.
8 Cr.
Stresses pronunciation, the essentials of grammar, elementary conversation,
and background reading in Spanish on the Latin American countries.
?Continuation course. To receive credit for this course, a student must complete
both semesters.
3, 4. INTERMEDIATE SPANISH.I, n.
3. 3 Cr.
Includes further study of grammar, oral and written work, and the reading of
short stories, novels, and plays in the Spanish language.
Upper Division Courses
5 I. SURVEY
OF SPANISHLITERATURE.
I.
3 Cr.
A study of Spanish literature from the Poema del Cid to modern times. Lectures in Spanish, reading of representative works and reports. (Offered 1957-58.)
$2.
SPANISHCâ¬YNVERSATION
AND COMPOS~ION.
n.
3 Cr.
A course aiming to facilitate free expression in Spanish t h m g h conversation
and composition, including original themes. Laboratory, including audio-visual
aids, integrated with classroom work and instruction. (Offered I 957-58.)
OF ROMANCE
LANGUAGES.
Sr. I.
77. TEACHING
See course 77 under Education.
t
Cr.
Department of Music
The Department of Music offers training to students who wish t o become
teachers of music, soloists, and directors of choral and instrumental ensembles,
as well as preparation for those who expect to pursue specialid study in the
field of music. General instruction is afforded students who are interested in
the appreciation and understanding of the music of the masters. Emphasis is
laid upon the rich musical heritage of the Christian Church.
Graduation Major, 36 credits, including wurses I , 2, 7, 8, 15-16,55-56,
57, 58, 61-62or 63-64;4 credits from 10, 77, 78; and 8 credits in applied
music, z of which must be in piano or organ.
Teaching Major, 32 credits in addition to 88, 89; including wurses I, 2, 7,
8, 15-16,55-56, 57, 58, 61-62' or 63-64"; a credits from 77, 78; and 6
credits in applied music,
2
of which must be in piano or organ.
Two public recitals, at least one of which must be in the junior or senior
year, is required of all music majors.
*A student with a major fsor teaching should be prepared for ibth vocal
and instrumental work. Unless he takes both technique wurses, his work in
applied musi,c, excepting the required credits in piano, must be instrumental
~liusicif he registers for Choral Technique, and in vocal music if he registers
for Instrumental Technique.
Graduation Minor, 26 credits, including courses I, 2, 7, 8. 1f-16, 78; 4
credits from 10, $5-56, $7, $8, 77 and 2 elective credits; and 6 credits in applied
music, 2 of which must be in private lasuns in either vocal or instrumenml
music.
Teaching Minor, zz credits k addition to 88, 89; including course
5 5 . 57, 58, 61-62 or 63-64; and 4 credits in applied music.
I,
2,
I 5-16,
Two credits are g-ken for membership for one year in the Choir, the Choral
Club, or the Band. One credit is given for membership for one year in the
Male Chorus. Credit in Choir is mt granted for less than two complete semesters
within an academic year.
One credit per semester is granted to studeqts taking a minimum of sixteen
thirty-minute lessons per semester in either voice, +no, organ, brass, or w d winds. Occasional lessons are available without credit.
For statement of fees see under Financial Information.
1, 2.
TEIEOIY,
I, IL
A basic
c o w
2, 2 G.
in the fundamentals of music, including the pIjncip!es of
not&am, major and &nor scales, intervals, triads rhythms: aural skills: sight
reading, dictation, and pate sin-eg. Should be =ken toncurrently with 11-16
mhencver +ble.
2, 2 Cr.
HETORYAND L ~ ~ ~ T OF
W MUSIC.
K E I, 11.
-4n IGstoricaI appmch ta &e appreciation of the world's greatest music.
Sppplunenred by musicaI scores and record illustrations. For students with or
7, 8.
without a musical background. Students should complete 7 before registering
&or 8, or have consent of instructor.
10. HYMNS
AND MUSICOF THE CHURCH.TI.
2 Cr.
A survey course dealing with the development of the music of the Christian
Church, with special attention ro Protestant hymnody. Designed for the
ginera1 student, the course also will prove helpful to organists, choir directors,
and pre-seminarians. The course is accepted as fulfilling the requirements of
a course in religion.
4 Cr.
IF-16.t HARMONY.I, H.
Application of the study of scales, intervals, and chord formation in written
exercises. Written work includes harmonization of figured bass and given
melodies as well as opportumty for simple creative writing.
Upper Division Courses
2, 2 Cr.
HARMONY.
Prereq. z, I 6. I, 11.
5. 56. ADVANCED
Continuation of the work begun in Course I 5-1 6, with advanced work in harnlonization of figured bass and given melodies. Thorough study of modulation,
advanced chord formations, #theuse of suspensions, retardations, and ornaments
of music.
$Continuation course. To receive credit for this course, a student must complete
both semesters.
5 7 , 5 8 . CONDUCTING. Prereq.
2,
or
2
Cr. in piano, organ, or equivalent.
Jr. I, Il.
2, n Cr.
A course designed for students planning to enter the field of public school
music, as directors of vocal or instrumental music or both, and for those who
wish training in church choir administration and direction. Students in music
education are advised to take the course m .their junior year.
61-64.? INSTRUMENTAL
TECHNIQUE.Prereq. 2. I, II. Sr.
4 Cr.
Class instruction in string, reed, brass, and percussion instrumens, pffprdng the
prospective public school music teacher and director for work
orchestra.
b d and
CHOR~CL
TECHNIQUE.Prereq. 2. I, II. Sr.
4 Cr.
Class instruction in the fundamentals of voice ai related to singing, preparing
the prospective public school music teacher and director for work in vocal music.
63-64.?
77. C O U ~ ~ R P O IPrcreq.
NT.
3. I. Sr.
n Cr.
Strict c o u n ~ i n i
rn one. two, three and four-part writing in all the species.
7 8 . M u s r ~ ~At N A L Y Prereq.
~.
2 , 5 1 , and 77 or consent of instructor.
II. Sr.
2 Cr.
A detailed study of the structure and form of music, together with the study
of the harmonies constituting any musical wmpositioa.
3 .
fi8.
TEACHINGOF GRADESCHOOLMUSIC.Jr. TI.
z Cr.
See course 8 4 under Education.
89.
TEACHING
OF
HIGHSCHOOLMUSIC. Sr. I.
2
cr.
See course 89 under Education.
CHOIR,CHORALCLUB OR BAND. I, 11.
r Cr.
MALECHORUS.I, 11.
I Cr.
These organizations exist not m l p for the benefit of the music student but
for anyone enrolled ts a studem wbo wishes to participate in groups affording
the opportunity for rnmiitaI e x p d a Credit in Choir is not granted for less
than two complete semesters within an academic year.
PIANO, I, IT.
I, I
Cr.
All grades of instruction are given, from elementary to the most advanced.
The methods are modem, embodying the system of arm weight and arm
rotation. One thirty-minute lesson per week.
ORGAN.I, TI.
I, I Cr*
1;lstruction in organ technique and repertoire. Basic piano technique is required
as a foundation. One thirty-minute lesson per week.
:Continuation course. To receive credit for this course, a student must complete
both semesters.
VOICE.I, II.
I, I Cr.
Voice instruction includes correct habits of pronunciation and articulation,
brea.th control, flexibility, ear training in some cases, and interpretation of song
classics, both sacred and secular. One thirty-minute lesson per week.
% or
B u s s INSTRUMENTS.
I, II.
WOOD-WIND
INSTRUMENTS.
I, II.
% or
Private or class instruction in these instruments is offered as follows:
I
Cr.
I
Cr.
a) Private instructim--onk thirty-minute lesson per week (or its equivalent)
per semester. I credit.
b) Class instruction--one thirty-minute lesson per week (or its equivalent)
per semester, in groups of not less than three pupils. % credit.
Art
I . 2.
MODELING
AND SCULPTURE.
I, 11.
2, 2 Cr.
Design in three-dimensional form. Modeling of portraits, human figures and
animal h r m s . Plaster casting. (Offered 1956-57.)
3.
ART IN DAILYLMNG. I.
3 Cr.
See course 3 under Department of Home Econo~nics.
7, 8. PAINTING.I, 11.
2, 2
Cr.
Still life and landscape painting. Theory of composition and color. Problems
in line, form, space, color mixing, and practical problems. ( m e r e d 1957-58.)
Upper Division Courses
AND APPRECIATION
OF ART. 11.
64. HISTORY
See course 64 under Department of Home Economics.
2
Cr.
DIVISION OF THE SOCIAL SCIENCES
It is the general purpose of the work in this division to improve the student's
understanding of human relationships and his appreciation of their importance
2nd value, especially in their Christian interpretation. The work proceeding
under the guidance of the faculty in this division is therefore intended to
develop a higher grade of citizenship and to improve the individual's adaptation to his vocation.
Department of History and Political Science
The work of this Department is designed to give the student an understanding and appreciation of the events, functions, motivations, and operations of
the phenomena in the fields of History and Political Science. It affords preparation for graduate study and for teaching in secondary schools.
History
Major, 30 credits; minor, 2 1 credits. Students with a major or minor in
history who plan to teach in this field must include History 21 and 22. For
non-majors, prerequisites may be waived on consent of ,the instructor.
I-2-f
SURVEYOF EUROPEAN
CIVILIZATION.
Fr. I, II.
6 Cr.
This course is a rapid survey of European history from ancient times and up to
the present. Des&ied to lay the foundation for future work in History.
1 I.
SCANDINAVIAN
HISTORY.
I.
3 Cr.
See Course 1 1 under Department of Scandinavian Language and Literature.
t r , z z . UNITEDSTATES
HISTORY.SO., I, n.
3, 3 c r .
A survey of the life of the American people, and the development of their
ideas and institutions. First semester to 1865, second semester to present.
Upper Division Courses
3 Cr.
AND n i ~
REFORMATION.
Prereq. 1-2. Jr. I.
5 I . THERENAISSANCE
A study of the economic, social, political, cultural, and religious movements
that marked the transition from medieval to modern civilization and culture.
(Offered 1957-58.)
3 Cr.
TO I 800. Prereq. 1-2. Jr., Sr. 11.
jz. ENGLAND
Emphasis placed upon the constitutional development of England and the
factors whi,ch shaped the background of U. S. History. (Offered 1956-57.)
f Continuation course. To receive credit for this course, a student must complete
both semesters.
HISTORY.
Prereq. 1-2. Jr., Sr. I.
5 3. LATIN-AMERICAN
A study of Latin America and its development. (Offered 1956-57.)
3 Cr.
3 Cr.
54. MODERNRUSSIA.Prereq. I -2.Jr., Sr. 11.
Particular emphasis on the period since Peter the Great. (Wered 1956-57.)
3 Cr.
UNI~D
STATES.Prereq. 21,zz. Jr., Sr. I.
55. CONTEMPORARY
The United States from about 1900 to the present. (Offered 1957-588.)
DIPLOMACY.Prereq. 6 cr. in Hist. or Pol. Sci. Jr., Sr. II. 3 Cr.
56. AMERICAN
A consideration of foreign relations of the United States from the Revolutionary
War to the present. (Offered 1957-58.)
61. ANCIENTHISTORY.Prereq. 1-2.Jr., Sr. I.
3 Cr.
A cultural and political history of ancient civilizations and their contributions
to modem cultures. ( m e r e d 1956-57.)
62. CANADIAN
HIS-.
Jr., Sr. 11.
3 Cr.
The development of Canada from early explorations to the present, with emphasis on Canadian-United States relations. (Offered 1957-58.)
64. MEDIEVALHISTORY.Prereq. 1-2.Jr., Sr. II.
3 Cr.
The medieval period of Europe and the Mediterranean area. (Offered 195 6-57.)
AND EARLYNINETEEN= CENTURY
EUROPE.Prereq.
71. FRENCHREVOLUTION
3 Cr.
IZ credits in H,kt. Jr., Sr. I.
Political, economic, social, and cultural development in Europe from 1789 to
I 850. The French Revolution, Napoleon, the Restoration, the Revolution of
1848. (Offered 1957-58.)
72. LATE NINETEENTHCENTURYEUROPE.Prereq. 1 2 credits in H i t . Jr.,
3 Cr.
Sr. 11.
Political, economic, social, and cultural development in Europe from 1848
to 1914. The national unification of Germany and Italy, the rise d imperialism,
and the background of World War I. (Offered 1957-58.)
Jr., 9. II.
74. HISTORYOF POLITICALTHOUGHT.
See course 58 under Political Science.
3 Cr.
8 I, 82. THET W E N ~ T
CENTURY.
H
Prereq. I z cr. in Hit. Sr. I, TI. 3, 3 Cr.
A survey of recent developments in the world, extending from the outbreak
of World War I to the present. (Offered 1956-57.)
z Cr.
SEMINAR.Sr. I. Prereq. consent of instructor.
99. HISTORY
A survey of historical literature and source materials. A research project is
required. Recommended for history majors and students who plan to do graduate work in history.
Political Science
Minor, 1 5 credits.
A I -42.t AMERICANGOVERNMENT.
I, 11.
6 Cr.
A study of the Constitution; civil rights; federal, state, and local governments;
citizenship; and popular control of government. Contemporary issues are
stressed.
Upper Division Courses
3
53. POLITICAL PARTIESOF THE UNITEDSTATES.Jr., Sr. I.
American parties, their organization, methods, functions, pressure groups. (Offered 1956-57.)
&=r.
56. AMERICANDIPLOMACY.11.
See course 56 under History.
3
Cr.
60.
PUBLICFINANCE.Prereq. 41-42or Econ. 1 5 for Political Science minors.
3 Cr.
Jr., Sr. 11.
See course 60 under Business Administration and Economics.
74. HISTORY
OF P O L ~ C ATHOUGHT.
L
Jr., Sr. 11.
3 Cr.
.4 study of ,political philosophy and its in,fluence and historical significane
from ancient Greeks to the present. (Offered 1957-58.)
85. TEACHING
OF THE SOCIALSTUDIES.Sr. I.
See course 85 under Education.
2
Cr.
Geography
14. HUMAN GEOGRAPHY.
Fr., So. 11.
3
A study of geographical factors affecting mankind. ( m e r e d 195 6-57.)
cr.
Combined Major in Social Sciences for Teaching
Requirement: 21 credits in History (including History 21 and 22) and
Geography; 6 credits each in Sociology and Economics; and Political Science
41-42.
Minor in Social Science
Requirement: 6 credits each in History and Sociology; Political Science 41-41;
and 3 credits in Economics.
+Continuation Course. To receive credit for this course, a student must complete
both semesters.
Department of Sociology
The objectives of this Department are to help students attain a better understanding of society and its social problems, as well as to prepare students for
social service, for graduate training in social work, and for graduate study in
Sociology. Beyond understanding of society and its problems and beyond
academic competence, the Department aims to explore the relevance of'christianity to efiective social service.
Major, 24 credits including Sociology I . Required in addition aye History
[-2, or 21, 22.
Minor, 15 credits including Sociology I . Required in addition are History
1-2, or 21, 22.
Introduction to Statistics is recommended for majors and minors in Sociology.
For other recommended courses see under Social Work curriculum.
I.
PRINCIPLES
OF SOCIOLQGY.
Fr., SO. I.
3 Cr.
An introduction to the field of Sociology, examining its methods, techniques,
and general concepts as they apply to an analysis of American society.
2.
S o c m PROBLEMS.
Fr., So. 11.
3 Cr.
The dynamic processes at the root of contemporary problems. Problems of
personal, family and community disorganization are selected for special study.
TO STATISTICS.Fr., SO. TI.
4. INTRODUCTION
See course 4 under Business Administration and Economics.
3 Cr.
TN. SOCIOLOGY.
I.
A course in general sociology for nurses.
z Cr.
16. MODERNSCANDINAVIA.
11.
3 Cr.
See course 16 under Department of Scandinavian Languages and Literature.
21.
RURALSOCIOLOGY.
SO. I.
3 Cr.
Structure, function and change of rural society with s p i a l attention to the
problems of the contemporary rural America.
22.
URBANSOCIOLOGY. SO.n.
3 Cr.
Study of the city a s to historical background, causes of growth, social communities, maladjustments, urban planning, housing problems, health factors,
cultural centers, and rural-urban relationships.
A N D FAMILYRELATIONSHIPS.
11.
42. MARRIAGE
See course 42 under Department of Home Economics.
3
Cr.
Upper Division Courses
5 I. CRIMINOLOGY.
Prereq. I . Jr., Sr. I.
3 Cr.
A study of the nature of delinquency and crime in our contemporary world. An
examination of causal factors, methods of apprehension, treatment, and prevention of delinquency and crime.
52.
RACE RELATIONS AND
MINORITY PROBLEMS.Prereq.
Soc.
Sr. II.
Jr.,
I
3 Cr.
The dynamics of prejudice, racism, and discrimination, together with an examination of social action programs. (Offered 1956-57.)
) 6. LABOR
AND MANAGEMENT
RELATIONS.
1.1.
3 Cr.
See course 56 under Department of Business Administration and Economics.
3 Cr.
57. FIELDSOF SOCIALWORK.Prereq. Soc. I . Jr., Sr. I.
An introductory course to acquaint the student with the scope, nature, and
filnctions of social work. A survey of private and public social agencies in
the field of family welfare, child welfare, medical social work, group work,
and other community agencies.
60. PUBLICWELFARE.Prereq. Soc. I.Jr., Sr. TI.
3 Cr.
An introduction to the historical development, basic concepts, legislative policies,
organizational structure, and institutional functions of social welfare, including
a survey of contempor& public welfare and social security. (Offered 1956-57.)
61. SOCIAL
PSYCHOLOGY.
Prereq. Psy. 3 or 5, and & and Soc. I. Jr., Sr. I. 3 Cr.
Society and the individual, the socialization process, the development of personality, the impact of group norms. Selected forms of collective behavior
such as crowd, rumor, and audiences.
62. ABNORMAL
PSYCHOLOGY.
See course 62 under Psychology.
3 Cr.
64. INTRODUCTION
TO METHODS
OF SOCIAL WORK. Prereq. consent of in3 Cr.
structor. 11.
Principles and procedures of case work and group work designed especially for
students who anticipate entering the field of social, work. (Offered 1957-58.)
OF SOCIAL
STUDIES.Sr. I.
85. TEACHING
See course 8 5 under Education.
2
Cr.
Department of Psychology and Education
Psychology
Courses in orientation are offered to freshmen as a part of the total program
to assist in the adjustments that the in-coming student needs to make. The
work in psychology is designed to aid the student in more ,adequately understanding, p r e d i c ~ g ,and modifying h,k own behavior as well as chat of his
fellow men.
r. (hmS'r~no~.
Required. Fr. OSered both seineseers.
r Cr
Designed m mist freshmar in making the proper adjusrrnenr to their work as
colIege studenrs. It inclade anits on orienraejon m the wllege, methds of
study, improvement of reading speed and comprehension, and vocariond and
educurbnd guidance,
P S Y ~ O L OAND
CY ORTEWA~N
Er.. L
3 Cr.
combines the aims and mutse content of Psychology r and Psychology 1. E m p h i s i s p!aced on heIping the studenr llrw his knowtedgc of
psychoIogical principle in solving pewnd problem t h a t arise as a part of
the adjvstmenr to college. Regismation rermcrd.
3.
mi course
I. 6. GFXERALPSYCHQL~GY.
1, IL
I, 2 Cr.
A study of rhe basic procews underlying hum= behavior. l%e genesal pdnciplts, methods and problems of psychology are dicassed. T h e second semester
emphasizes mental h d t h and the appEicarion of the principles of psych~logyto
other problem of everyday life.
7N. GENERALPSYCHOLOGY.
I.
An introductory course intended for nurses.
t
Cr.
Upper Division Courses
61.
See
Socm PSYCHOLOGY.
I.
course 61 under Department of Sociology.
62. ABNORMAL
PSYCHOLOGY.
Prereq. Psy. j or 5, and 6. Jr., Sr. 11.
3 Cr.
The sociological, psychological, and biological factors involved in neurotic and
psychotic behavior. Modem methods of diagnosis, treatment, and prevention.
Community organization for mental hygiene. (Offered 19 57-58.)
Education
The ducarbn curticulam has been designed primarily for those preparing
to do high school reaching, dthongh any strrdent who is preparing to work
with yuuh is errcomged to smdy in this m a . The work in rhk dtpamncnt
will qualify the reaching graduate far a Minnesota Teacher's cerrificate on the
junior and senior high s b l level, as well
for further study in the 5eld of
educadon.
Admission to the teacher educaeian currkaInm reqnires nn application to be
appmved by the Committee on Teacher Education. Application m a t be made
during tht seEond semester D+ the wphorwre year if r h e sntdent is to complete
the program in the regular time of two years. Approval is g r a n d on the
basis of a satisfacmry health reporr, favorable personality characteristics, and
a min;mum in schoIasEic achievement of 1.5 honer p i n r ratio in the rnaiar, a
1.0 n t i o m the minor, and a 1.0 ratio for the over-all average. T h e applicant
s b d d be preparing for competency in a t least two subject-matter fieIds h a t are
aim po&r on the high xhml level.
All students admitted ro rhe teachcr educario~ crrnicnlmn must secure
be caken in connection with Ed. 5 1
two credits of Group Activity usually to
and gz. J i addition ra the regular lower division requirements, students in
reacher education are required ro hzvc four semester b u r s in general psychology, these credits to be completed before taking Ed. 51.
N o student will be permitted to modify the two-year teacher education
curriculum in his program unless that change is approved by the Committee
on Teacher Education. All questions regarding the teacher education curriculum
should be referred to the Committee on Teacher Education.
EDUCATIONAL
PSYCHOLOGY.
Prereq. Psy. 3 or 1, and 6. Jr. I.
3 Cr.
of human development, learning, and adjustment in order to better
ilnderstand human behavior, especialIy tke behavior of adoIescents in a school
context.
I
!
istudy
ING
SECONDARY SCKWZS.Prereq. yr. Jr. II.
3 Cr.
54. T F . A ~
This course has three pm:a study of rhe p u t p e s and programs of secondary
xhoolq develophg p e d competency in plmning instructional activities;
2nd
developing the ability to evaluate the a r c a m c of instruction.
~ 3 .74.
GROW Amrvm.
I, I
Ct
sepvaee mme, but offeered in connection with Edncarion
1 1 , $ 2 ; Religion 6, $7, 58; Phpsicd Educarion 6, rr, 13, 14,51, 56. The a a w
of t h e experience will vary with h e course with which it i asmciattd, and
may incIudc such activities *s teaching, wperv;sing recreation, and advising
clubs. The t ~ p e r a r i wof the a~enciesinvol-red is necessary. with rtprts from
the supervisor and the srudcnt ro the reacher of the course wi& which the
work is mnnecred. A smdenr may nor receive more than z credits in Group
Activity.
Th;s is
not given v
is a
Prereq. 5 I . Sr. II.
3 Cr.
r6. PRINCIPLESOF GUIDANCE.
A study of the guidance function of the classroom teacher, tools and techniques used in studying students, and methods appropriate &or student guidance,
including counseling.
78. Tssv~sIK CONTEMPORARY
EDUCA'FICM.
Sr. XX.
3 0,
The purpose of thc c o w is to develop ski11 in perceiving and defining current
problems in education, to pin an u n d t r ~ r a n d i n af
~ possible solutions, and to
develop some ability to epaluare the various wlutions proposed. The relation
of h e problems ra the dtvelopmenr of American ducntian sad to a philosophy
of education is stressed.
73.
TEACHING
OF GERMANIC
LANGUAGES.
Sr. I.
OF ROMANCE
LANGUAGES.
Sr. I.
77. TEACHING
z Cr.
2
Cr.
79.
TEACHING
OF NATURAL
SCIENCES.Sr. I.
s Cr.
81.
TEACHING
OF BUSIN-ESS.
Sr. I.
z
83.
TEACHING
OF MA~HEMATICS.
Sr. I.
z Cr.
cr.
81.
TEACHING
OF SOCIALSTUDIES.Sr. I.
87.
TEACHINGOF HEALTHEDUCATION
AND PHYSICAL
EDUCATION.
Sr. I. z Cr.
88. TEACHING
OF GRADESCHOOLMUSIC.Jr. 11.
r Cr.
r Cr.
89.
TEACHINGOF HIGH, SCHOOLMUSIC.Sr. I.
2
Cr.
91.
TEACHING
OF HOMEECONOMICS.
Sr. I.
z
Cr.
92.
EVALUATION
AND ADULTEDUCATION
IN HOMEECONOMICS.
Sr. I1
z Cr.
93.
TEACHING
OF ENGLISH.Sr. I.
z Cr.
95.
TEACHING
OF SPEECH. Sr. I.
2
Cr.
Courses 73 through 9y include the study of the materials, organization, and
teaching procedures of the field for which they are given; applications of the
principles of teaching are made in the specific field. Usually, each student is
required to take two of these courses to prepare for student teaching; this
means one course related to the major and one to the minor. Prerequisites are a
major or a minor in the field and Education yz. In special situations, a student
may be permitted to register for more than the amount of credit listed.
Prereq. 52. Sr. I.
4 to 5 Cr.
97. STUDENTTEACHING.
Observation,' participation in teaching activities, and experience in actual control of the classroom situation. Direction of the program is shared by the
college supervisor and selected critic teachers.
Library Science
T h c .follosning courses prepare the strrdcnt to rneer the stare requhments
for a minor in library scicnce. Tbey main him in making a wjse choice of
h k s for tfie xhml Library, in preparing b k s and other librav materials for
cimlatios in a d d i s t c r i n g a schooI libtary, and in making intelligent and
d e t t i v e me of library tools for his o m needs as a teacher.
Minor,
I6
credits.
BASICF ~ C T T O OF
N STHE S ~ W LIBRARY.
L
Jr. 1. ?
I.
3 cr.
5 5-s6f
X g n e d to acquainr the smdenr prith the place of the librvg in tbe school
and comrnmiry; local public, county, scare, and national services; standards;
rclanions with school admieisnatim, facultg, students, and m m u n i r p ; rhe
h d g e t : planning, housing. and equipment; library recordr; organization of
materids; sdKxrl libnry adrnbistntion. Two credits first semester; one credit,
seeoad.
fcontinuation course. To receive credit for this course, a student must complete
both semesters.
57-5 8 . t ELEMENTARY
MATERIALS.
Jr., Sr. I, 11.
4 Cr.
Library materials for the, elementary school library; book selection, principles
and standard lists; correlating the library holdings with the grade curriculum;
reviewing of individual titles. Sources. (Offered 1956-57.)
59-6of SECONDARY
MATERIALS.
Jr., Sr. I. II.
6 Cr.
Introduction to book selection; boak selection in subject fields, including reference books and related fiction; periodicals and other non-book materials, their
use and preparation for circulation, standard lists for book selectian; reviewing
of individual titles. Sources. (Offered I 9 5 7- 5 8.)
61. PRACTICAL
.METHODS.Sr. I.
I Cr.
Giving the student practice experience in school libraries; teaching the use
of the library; weeding and withdrawal procedures. (Offer4 1957-58.)
62, READINGGUIDANCE.Sr. n.
2 Cr.
Remedial readin,g in the school as it relates to the school library, reading ladders;
student's personal library; professional literature in the field; lists, testing,
and records; guiding individual students in their recreational reading. (Offered
1957-58.)
Department of Business Administration and Ecanomics,
and Secretarial Studies
The objective of this department is to help smdents gaia n b d hawledge
and sound perspefcive of bnkpss and our economic society. Such knowledge
and p e n w i v e are necessary far SUCF~PS in specific positions ia our complex
business world ind .should provide rhe bwkgmmd to fncilitate advancement.
with experience, ro positions of responsibility. A dgree wirh a business major
2- a common requirement of business firms m d guvefnmenr agencies. The
depamnent gives a general bnckground in emwrnics; together with secretarial
studies, it provides a tcaching major or minor; and it prepares far gradurn
work in business and economics.
Business Administration and Economics
Major, 36 credits, including courses I ,
History 21 and 22.
Minor, 21 credits, including courses I ,
Division courses.
2,
2,
4,
4,
I 5,
I 5,
16, 5 3. Also required are
16, and six credits in Upper
-;Continuation course. To receive credit for this course, a student must complete
both semesters.
I,2. PRINCIPLESOF ACCOUNTING.
Fr. I, II.
3, 3 c r .
An introduction to the principles of accounting and their application to the
single proprietorship, partnership, and corporate forms of business; preparation
and analysis of financial statements; procedure in recording business transactions;
and an introduction to manufacturing and cost accounting.
4. INTRODUCTION
TO STATISTICS.
Fr., So. TI.
3 Cr.
The collection, analysis, interpretation and presentation of numerical data
for the purpose of determining measures od central tendency, deviations from
average, and correlation.
I 5, I 6. PRINCIPLES OF ECONOMICS.
SO. I, 11.
3, 3 c r .
The foundations of economic analysis; production, employment and prices; and
public policy. The objective is to promote interest in economic problems and
the ability to use economic analysis in reaching judgments about economic
policy problems.
Upper Division Courses
3 Cr.
5 I . MONEYAND BANKING.Prereq. z, 4, I 5, 16. Jr., Sr. I.
The iduence of money and banking on economic activity and of monetary
and fiscal policies which might be adopted to yield a stable general price level
with high levels of output and employment. (Offered 1957-58.)
5 3. BUSINESSLAW.Jr., Sr. I.
3 Cr.
Legal rules relating to contracts, agency, negotiable instruments, property and
business organizations.
3 G*
5 5. MARKETING.Prereq. z, 4, I 5, I 6. Jr., Sr. I.
Marketinz from a businessman's standpoint, with emphasis on ways in which
management decisions are made concerning product planning, merchandise
selection, channels of distribution, promotional activities, pricing and selling.
3 Cr.
RELATIONS.
Prereq I 5 ,16.Jr., Sr. 11.
56. LABORAND MANAGEMENT
A study of management, of labor, of ,their relations, and of their control by
government. T h e objective is to picture the different positions of these groups
in our economy and to investigate possibilities of achieving harmony and effectiveness of the whole through education and government control.
.MANAGEMENT.
Prereq. I 5, 16. Jr., Sr. I.
3 Cr.
57. INDUS~RUL
The more important production procedures commonly employed in progressive
manufacturing plants, and their relationship to the attainment of management
objectives. (Wered 1956-57.)
3 Cr.
ACCOUNTING.
Prereq. 2, 4, I 5, I 6. Jr. I.
59. ADVANCEI~
The purpose of this course is to provide analytical accounting techniques which
will enable the student to interpret financial data, and to acquaint the student
with cost accounting p ~ , C i p l e sand procedures. Preparation and analysis of
financial statements, comparative statements, and statements showing the disposition of working capital; and proceedings in job-rder and standard costing
are stressed.
60. PUBLICFINANCE.Prereq. 15. Jr., Sr. II.
3 Cr.
Governmental taxation, spending and borrowing, and the impact of governmental finance on economic activity.
62. BUSINESS
FINANCE.Prereq. 59. Jr., Sr. 11.
3 Cr.
The various objectives in financing of private businesses, with major emphasis
on administrative tools of finance and means of financing short-term, intermediate-term, and long-term asset requirements.
Prereq. consent of instructor.
3, 3 Cr.
71, 72. SENIORTOPICS.
An honors course for selected seniors in business involving independent reading
and research in a specific area of ,business or economics leading to the writing
of an acceptable paper. A student may receive credit for one semester only.
Secretarial Studies
These courses are planned to prepare students for stenographic and secretarial
positions in business oflices, to assist in the preparation &or the teaching of
buiness education in high schools, for parish secretarial work, and to provide an
opportunity for the development of business skills for personal use.
A non-teaching major may be obtained by completing a minimum of 30
hours above course I , including 2, 3-4, 8, 5 I , 52, 53-54> Business Administration I , z, 53, and one other Upper Division Course or Home Economics 73. A
teaching major requires courses listed for non-teaching major plus Business
Administration 15, 16, a total of 36 hours above Sec. Studies I. A minor may
be obtained by completing a total of 2 5 hours above Sec. Studies I , including z,
3-4, 8, 51, 52, 53-54, and Business Administration I , .r, or IF, 16.
I.
ELEMENTARY
TYPEWRITING.
Offered both semesters.
I Cr.
A course for the development of the fundamental skills of typewriting. Three
hours per week.
1. INTERMEDIATE
TYPEWRITING.
$1
2 Cr.
Problems in typing tabulations, manuscript typing, use of carbons, addressing
envelopes, and in letter arrangements. Four hours per week.
I, 11.
6 Cr.
3-4.t ELEMENTARY
SHORTHAND.
Fundamentals of Simplified Gregg Shorthand. Dictation and transcription. Four
hours per week.
8. OFFICE MACHINES.Prereq. 2. Offered both semesters.
2 Cr.
The operation of the calculator, adding machine, mimeograph, rnimeoscope,
spirit duplicator, and the transcription machine. Two hours per week.
+Continuation course. To receive credit for this course, a student must complete
both semesters.
Upper Division Courses
51. ADVANCED
TYPEWRITING.
I. Prereq. 2 or equivalent.
2 Cr.
Further development of typewriting technique in business letter qrrangement,
billing, tabulating, and the typing of l,egal documents. Open to students having
attained a speed of 5 0 words per minute. Four hours ,per week.
52. SECRETARIAL
PRACTICE.Prereq. 2, 3-4,11.
3 Cr.
Dictation, business letterwriting, filing, telephoning, use of business and legal
forms, personality development, writing application letters, and making application for a job. Mimeographing also taught for ,those who include this as a
part of the parish worker's course. Four hours per week.
4 Cr.
SHORTHAND.
I, II. Prereq. 4 or equivalent.
53-54.? ADVANCED
Advanced study of Gregg shorthand. Rapid dictation. Open to students who
can take dictation at a minimum of 80 words per minute. Four hours per week.
8 I. TEACHINGOF BUSINESS.Sr. I.
See course 8 I under Education.
2
Cr.
Department of Home Economics
The objectives of the department are threefold: first, to provide courses that
will help students to solve personal, home, and family living problems; second,
to offer training for homemaking; and third, to offer training for the teaching
of home economics. Courses are open to all students and recommended for general education.
Non-teaching major, 33 credits; courses are I, 2, 3, 8, 39, 40, 42, 44, 57,
66, 67?71,73. Also required are Chemistry 4 or 5-6,Physics 3, Economics 15,
Sociology I,Biology' 4 or 13-14,and 54, Psychology 3 or 5, and 6, and 3
additional credits in Social Science.
.
-
Graduation minor, 22 credits including courses I,2,'3, 7, 39, 40, 42, and 44.
Teaching major, 38 credits; courses listed for non-teacKing major plus 33 and
75.
I.
CLOTHING SELECTION,CARE, AND REPAIR. I.
3 Cr.
A study of the factors involved in the choice, care, and repair of clothing.
Beauty in design, becomingness, appropriateness, and some of the textile f ~ b r i c s
suitable for different uses are topics considered.
iContinuation course. To receive credit for this course, a sudent must complete
both semesters.
2.
CLOTHINGCONSTRUCTION.
n.
z Cr.
This course provides laboratory experience in making simple garments in cotton
and rayon. I t includes experiences in planning, cutting, fitting, and suitable
techniques in making garments, the use of the sewing machine, alteration of
garments. Home Economics I prerequisite for Home Economics education majors.
Two double la~borator~
periods, one lecture discussion period per week.
3 . ART IN DAILY LIVING.I.
3 Cr.
A study of art as it is met in the activities of everyday living. Open to all
students.
8. ELEMENTS
OF NUTRITION.
n.
3 Cr.
Normal human nutrition applied to food selection for the promotion and
maintenance of health will be considered; student and recommended dietaries
will be analyzed.
3 3. COLORAND DESIGN.I.
3 Cr.
A study of the principle of design and color related to selecting, arranging,
and designing of household furnishings. Lettering and simple poster designing.
Some craft experience. Home Economics 3 prerequisite for Home Economics
majors. Three double laboratory periods per week.
36. CRAFTS.TI.
2 Cr.
Laboratory experience in menu planning, meal service, food purchasing, and
camps with simple equipment. Principles of design and color in their application
to crafts will be studied. Two double laboratory periods per week. (Offered
1957-58.)
PRINCIPLESOF FOODPREPARATION
AND MANAGEMENT.
Prereq. 8 or
permission of instructor. I, II.
3. 3 Cr.
I aboratory experience in menu planning, meal service, food purchasing, and
fnod preparation. Three double laboratory period$ a week.
39, 40.
42. MARRIAGE
A N D F A M ~RELATIONSHIPS.
Y
11.
3 Cr.
A course applying ~ r i n c i ~ l eofs cultural living to everyday problems of home
life. Discussions of personal family- relationships, preparation for mamage, .the
Christian home and its influence in the community, and related subjects. Regular
lectures, talks by guest speakers, illustrated lectures, and tours.
44. CHILDDEVELOPMENT.
11.
2 Cr.
A study of the care and training of the young child as to his physical, mental,
and social development. One lecture period plus one double laboratory period
per week.
Upper Division Courses
$7. TEXTILES.
I.
2 Cr.
Study of textile fibers, fabrics, and finishes with special emphasis on selection,
use, and care of common household and clothing textiles. Two double laboratory
hours a week. ( m e r e d 1957-58.)
64,
HISTORY
AND APPRECIATION
OF ART. 11.
Cr.
2
A study a+ the historical development of architecture, decoration, costume,
furniture, painting, and sculpture. Two regular hours scheduled and field trips
arranged. (Offered 1956-57.)
TI.
3 Cr.
66. HOME PLANNINGA N D FURNISHING.
This course includes a consideration of housing, an analpsis of h r plans, a
study of the design of exteriors and interiors, and problems in selecting.
arranging, and conserving home furnishings. Home Economics 3 and 3 3 prerequisite for Home Economics Education majors. Three double laboratorp periods per
week.
67. FAMILY HEALTH.
I.
2 Cr.
Basic facts and practical application of home care of the sick. Problems relating
to environmental disease, prevention of illness and safety measures, as well as to
individual health problems within (the family group.
71. HOME
~ ~ N A G E M E NPROBLEMS.
T
I.
2 Cr.
Consideration of problems relating to planning, directing, guiding, and cocrdmatiqg the resources of the home for happy, satisfying family living. One
lecture period and one double lzboratory period per week.
73. HOME MANAGEMENT
LABORATORY.
I.
z Cr.
Actual experience in ,the regular activities of homemaking such as meal preparation and service, entertaining, care of the house and equipment. Also experience
in various aspects of management met in home living such as management of
money, time, energy, and equipment. Six weeks residence in a home ,management house with one conference hour per w.eek. Food costs to be determined
.by the group.
n.
74. CONSUMER EDUCATION
AND INCOME MANAGEMENT.
z Cr.
The wise choice of consumer goods and sefvices available on the market and
the necessity of a careful plan for spending are topics which will be considered
for the purpose of helping the student receive greater satisfaction from the use
of money income.
75. ADVANCED
CLOTHING
CONSTRUCTION.
Prereq. 2. I.
2 Cr.
This course provides laboratory experience in making garments in wool. More
advanced problems in fitting and construction are used than those in the class
in Clothing Construction. Some experience in planning and constructing garments .for children is also given. Two three-hour laboratory periods per week.
( M e r e d 1956-57.)
z Cr.
OF HOME ECONOMICS.
Sr. I.
71. TEACHING
See course 91 under Education.
EVALUATION
AND ADULTEDUCATION
IN HOMEECONOMICS.
Sr.
See course 92 under Education.
92.
n.
z
Cr.
DIVISION OF NATURAL SCIENCES
AND MATHEMATICS
I t is the purpose of the division of Natural Science to provide training in
scientific methods and techniques; .to interpret Natural Science in the light of
the Word of God; to acquaint the student with the significance of Natural
Science in a modem, changing world; to emphasize a sound mind and a strong
body; to train for vocations in various fields of Natural Science; and to equip
the student with a scientific background which will enrich his life and the lives
of his fellow men.
Department of Biology
&. NASH, MR. URDAHL,MISS H U T C H ~ G Mns.
S,
OSWALD
The aim of this Department is to give the student a broader scientific background through the study of Biology, to further the use of leisure ,time, and to
prepare for vocations or graduate study.
Major, rq credits; minor, 16 credits. Courses 1-2,
toward the major or minor.
j ~ 4,
,
7N d o not count
I-2.t THENATURALWORLDAND MAN. Fr. I, 11.
8 Cr.
The development of scientific foundations in the physical and biological sciences.
Five periods per week consisting of lectures, lecture demonstrations, laboratory
work, and discussions.
Fr. I.
4 Cr.
3 ~ .HUMANANATO* AND PHYSIOLOGY.
A professional course i,n human anatomy and physiology with special emphasis
on structure. Two lectures and two double laboratory periods per week. Students
who have credit for Biol. 4 will not receive credit f o r Biol. 3N.
HUMAN
ANATOMYAND PHYSIOLOGY.
Fr. n.
4 Cr.
A professional course in human anatomy and physiology with emphasis on
both structure and function.. Two lectures and two double laboratory periods
per week. Students who have credit for Biol. 3N will not receive credit for
Biol. 4.
4.
7 ~ .GENERALBACTERIOLOGY.
I.
3 Cr.
A course in general bacteriology for nurses. Two lectures and two double
laboratory periods per week.
I 3-14.?
GENERALZOOLOGY.
Fr. I, II.
8 Cr.
A survey of the animal kingdom with emphasis on the habitat, morphology,
physiology, adaptation, and reproduction of type animals. Biological principles
are emphasized. Two lectures and two double laboratory periods per week.
f Continuation course. To receive credit for this course, a student must complete
twth semesters.
25, 26. GENERALBOTANY.SO., Jr. I, II.
4, 4 Cr.
A study of the morphology and physiology of higher plants, followed by a
survey of the plant kingdom. Emphasis is also placed e n botanical principles.
Fiowering plants are identified in the spring. Three lectures and two single
laboratory periods per week.
Upper Division Courses
4 Cr.
51. GENETICS.Prereq. 13-14,or 25. 26. So., Jr. I.
A study of the laws involved in heredity and variation. Special emphasis is
placed on the practical application of the genetical laws. Four lwtures per week.
(Offered 1957-j8.)
4 Cr.
Prereq. I 3-14or 25, 26. So., Jr. 11.
52. ECOLOGY.
A survey of local ecological communities, and a study of the general principles
of biological association and succession. Two lectures and one double laboratory
period or field trip per week. (Offered I 9 5 7-5 8.)
53.
GENERALENTOMOLOGY.
Prereq. 13-14.Sr. I.
3 Cr.
A study of the habitat, morphology, physiology, reproduction, and classification
of insects. Two lectures and one double laboratory period per week. (Offered
'9~6-57.)
Prereq. Chem. 5-6. 11.
4 Cr..
54. GENERALBACTERIOLOGY.
A review of the general field of bacteriology, including the cause, control, and
prevention of important diseases. Training in modem laboratory techniques. Two
lectures and two double laboratory periods per week.
3 Cr.
OF FLOWERING
PLANTS.Prereq. 25, 26. Sr. 11.
56. TAXONOMY
Taxonomy of flowering plants. Special emphasis is placed on systematic principles,
systems of classification, rules of nomenclature, etc. Two lectures and one
double laboratory period per week. (Ogered I 95 6-57.)
60. BIOLOGICAL
TECHNIQUES.
Sr. n.
I or 2 Cr.
Practical work in mounting of microvcopic slides, photography, and doing
projects useful to teachers. (Offered 195 6-57.)
OF NATURAL
SCIENCES.Sr. I.
79. TEACHING
See course 79 under Education.
z Cr.
Department of Physical Sciences
The courses offered provide iundamental background in the basic principles
of chemical and physical phenomena. The primary objective is :promotion of
scientific thinking and scientific approach.
Thorough study in these courses will prepare the student for teaching the
nstural sciences in secondary schools. The courses in chemistry will prepare
him for further study in such specialized fields as medicine, research, engineering,
nursing, pharmacy, and other related fields.
The courses in physics will prepare h i for study in engineering and applied
mathematics.
Chemistry
Major, 24 credits; minor, 16 credits. Courses
the major or minor.
1-2, j
~
4, do not count toward
.
1-2
THE NATURALWORLDAND MAN.Fr. I, I?
For course description see Department of Biology.
8 Cr.
3 ~ .CHEMISTRY
FOR NURSES.
I.
3 Cr.
9 lecture and laboratory course covering subjects related to nursing in the
fields of inorganic and organic chemistry and biochemistry. Two lectures and
one double laboratory period per week.
4. PRINC~PLES
OF CHEMISTRY.Fr. 11.
4 Cr.
A lecture demonstration course designed to provide a general knowledge of the
laws and phenomena of chemistry as meets the needs and interests of nonscience majors. Students who complete Chem. 5-6 may not receive credit for
Chem. 4.
GEN~RAL
CHEMISTRY
AND QUALITATIVE
ANALYSIS.Prereq. Math. .I or
conclirrent registration in Math. I . Fr., So. I, II.
8 Cr.
A study of laws and theories of chemistry and of non-metals and metals and
their compounds. Systematic qualitative analysis of cations. Three lectures and
four hours of laboratory per week.
5-6.f
Upper Division Courses
CHEMISTRY.
Prereq. 5-6. So., Jr., Sr. I.
51. ANALYTICAL
4
(3.
Systematic semimicro qualitative analysis of cations and anions. Short introduction in general methods of quantitative analysis, volumetric and gravimetric.
rwo lectures and six hours of laboratory per week.
ANALYSIS.
Prereq. 5 I . So., Jr., Sr. 11.
4 or 5 Cr.
12. QUANTITAWE
General principles, methods and procedure of quantitative analysis, volumetric
and gravimetric. One lecture, six to eight hours laboratory per week.
CHEMISTRY.
Prereq. y-6. Jr., Sr. I, II.
8 to 10 Cr.
53-54.t ORGANIC
A discussion of the important classes of aliphatic and aromatic compounds.
Laboratory work in preparation and study of typical organic substances. Three
lectures, four or six hours of laboratory per week. (Offered 1956-57.)
?Continuation course. To receive credit for this course, a student must complete
both semesters.
56.
PHYSICAL
CHEMISTRY.
Prereq. Math. 14, Chem. 5 1 and 5 2 , and Physics
5 Cr.
5 and 6. Sr. 11.
An introductory course covering the gas laws, solutions, chemical equilibrium,
rates of reactions, and colloids. Three lectures and one double labora'tory period
per week. ( M e r e d 1 9 5 7 - 5 8 . )
Physics
Minor, 1 6 credits. Courses
1-2
and 3 do not count toward the minor.
WORLDAND MAN. Fr. I, 11.
I - z ~ . THENATURAL
For course description see Department of Biology.
8 Cr.
PRINCIPLESOF PHYSICS.Prereq. elem. algebra and plane geometry. Fr. I.
4 Cr.
12 lecture demonstration course which includes mechanics, heat, sound, light,
electricity, magnetism, and modern physics.
3.
5.
GENERALPHYSICS.Prereq. Math.
I3
or concurrent registration in Math
I 3.
4 Cr.
A general elementary course in mechanics, sound, and heat. Three lectures, one
q i z , and one two-hour laboratory period per week.
6. GENERALPHYSICS.Prereq. 5. So. 11.
4 aThis course is a continuation of Gen. Phys. 5 and covers electricity, magnetism,
and light. Three lectures, one quiz, and one two-hour laboratory period per week.
Upper Division Courses
5 I. MODERNPHYSICS.Prereq. 6. Jr. I.
4 Cr.
A study of modern topics in the field of physics including atomic theory, nuclear
transformations, radiation phenomena, .biophysical applications of physics, and
other topics.
ELECTRICITY
AND MAGNETISM.Prereq. 6 and Math. 5 1 or concurrent
4 Cr.
registration in Math. 5 1 . Jr., Sr. TI.
An advanced course with emphasis on fundamental laws, electric and magneti,~
field phenomena, high and low frequency circuits, and electrical instruments.
Two lectures and two two-hour laboratory periods per week.
5:.
TEACHING
OF NATURAL
SCIENCES.Sr. I.
See course 7 9 under Education.
79.
z
Cr.
Combined Science Major for Teuching
Requirement: 40 credits in Natural Science, including Chemistry 5-6 with
either 5 I and 5 2 or 5 3 - 9 4 ; Biology 1 3 - 1 4 and 2 5 , 26; Physics 1 and 6.
Department of Mathematics
The Department of Mathematics aims to give students a working knowledge
of mathematics s d c i e n t for solvi,ng the simpler problems of life, also to afford
students in special fields the mathematical foundation needed for a fuller understanding of their subjects, and to open to those who major in the subject a wider
horizon with experience that will make them e6cient workers in their chosen
fields and also give them confidence to pursue further study.
Major, 26 credits; minor, r o credits.
Courses I , 2, 5 and 6 do not count toward the major or minor in mathematics, but I and 2 must be completed as prerequisites to other courses.
3 Cr.
SECONDCOURSEALGEBRA.
Prereq. elem. algebra. Fr. I.
I.
Fundamentals of algebra continued and proper foundation laid for inore advanced work in mathematics. Four hours per week. Students who had higher
algebra in high school may not receive credit for this course.
z. SOLIDGEOMETRY.Prereq. plane geometry. Fr. 11.
3 Cr.
Geometry applied to solids and planes. Area and volume ~brmulas developed.
Spherical triangles and polygons introduced. Four hours per week.
5 . ENGINEERING
DRAWING.Prereq. z. I.
3 Cr.
Elements of drafting with an introduction to the use of graphs and formulas.
Eight hours a week.
DRAWING
AND DESCRIPTIVE
GEOMETRY.
Prereq. 1 . n. 3 Cr.
6 . ENGINEERING
Methods of representation. Graphical and algebraic solutions. Eight hours a
week.
13,
14. INTRODUCTION
TO MATHEMATICAL
ANALYSIS.Prereq. Math. I or
equivalent. Fr., So. I, 11.
5, 5 Cr.
This is an integrated course including college algebra, trigonometry and plane
analytical geometry.
Upper Divisian Courses
ELEMENTARY
CALCULUS
AND DIFFERENTIAL
EQUATIONS.
Prereq. 1 3 ,
14. So., Jr. I, 11.
5, 5 Cr.
Fundamental concepts are introduced. Formulas for differentiation and integration, and solutions for various types of ordinary differential equations are
developed and applications made.
51, 5 2 .
5 3 . SOLIDANALYTICAL
GEOMETRY.
Prereq. 14. Sr. I.
3 Cr.
Lines and planes in space are srudied and their equations developed. Quadratic
sudaces and transformation are given their proper emphasis.
3 Cr.
OF EQUATIONS.
Prereq. Math. 51.Sr. 11.
54. THEORY
This course includes the study of complex numbers, determinants and other
topics that aid in the solution of equations of higher degree.
OF MATHEMATICS.
Sr. I.
83. TEACHING
See course 83 under Education.
2
Cr.
Department of Health and Physical Education
The aim of the Department of Hea1,th and Physical Education is to promote
health and physical fitness through a well-rounded physical education program,
to develop character and good sportsmanship, to further the worthy use of
leisure time, and to provide an effective training program for prospective
teachers of health and physical education.
All students are required to take a #physical examination by the college
physician as a part of the registration procedure before participating in any
phase of the physical education program.
A course 'n personal and community health is required of all freshmen and
new upper class students who have not had an equivalent course in college.
One year of physical activities, courses 3 and 4, is required of all students.
Teaching ,Major for men, 3 1 credits, including courses 2, 3, 4, 5, 6, 8. 11,
12, 27, yo, 51, 52, 53, 74, 55, 56, 84. Biology 4 and Education courses also
required.
Teaching Major for women, 28 credits, including courses 2, 3, 4, 5, 6, 8, 13,
14,16, 17,27, 50, 52, 73, 54, 84. Biology 4 and Education courses also required.
Teaching Minor, 19 credits, including courses 2, 3, 4, 5, 6, 8, I I, 12, g I, 5 3,
and 54 for men: 2, 3, 4, 5, 6, 8, 13,14, 16, 17,53, and 54 &orwomen.
Non-teaching major for men 33 credits; for women, 30 credits.
Non-teaching minor 21 credits. For course requirements see under .reachingmajor and teaching-minor and confer with department head.
r.
PERSONAL
AND COMMUNITY
HEALTH.Fr. Ogered both semesters.
2
Cr.
iZ study of modem concepts and practices of health and healthful living applied
to the individual and the community.
TZ.
%, % Cr.
ACTIVITIES.(Women). Fr. I, 11.
3, 4. PHYSICAL
%, % Cr.
ACTIVITIES.
(Men). Fr., So. I,
3, 4. PHYSICAL
5.
INTRODUCTION
TO HEALTHEDUCATION,
PHYSICALEDUCATION,AND
RECREATION.
Fr. I.
2 Cr.
A brief preview of the three present day interrelated fields of hea1,th education,
physical education, and recreation.
6. RECREATIONAL
ACTIVITIES.Fr. n.
I Cr.
Theory and practice in teaching recreational activities, social recreation, quiet
games, low organized games, noon hour activities, camp nights, relays, and
modified games. One double hour per week.
S. FIMT AID. Fr., So. n.
American Red Cross First Aid Course.
I
Cr.
1 I.
TEAMSPORTSAND LEAD-UPGAMES.(Men). So. I.
2 Cr.
A study of technique, rules, and teaching of lead-up games for soccer, speedball,
and volleyball. Team Games: Touch football, softball, speedball, soccer, and
irolleyball. Three hours per week.
12.
INDIVIDUALAND DUAL SPORTS.(Men). So. II.
2 Cr.
Theory and practice in teaching badminton, shbfflebmrd, handball, aerial darts,
table tennis, horseshm, tennis, archery, golf, and bowling. Three hours per week.
2, 2 Cr.
13, 14. TEAMSPORTSFOR WOMEN. So. I, TI.
Theory and practice in the coaching and officiating of field hockey, soccer,
basket,ball, volleyball, and softball. Three hours per week. (Offered 1957-58.)
16. INDIVIDUALAND DUAL SPORTS.(Women). So. ll.
2 Cr.
Theory and practice in teaching skating, skiing, badminton, table tennis, shuffl,eboard, archery, tennis, golf, and bowling. Three hours per week. (Offered
1956-57.)
I 7.
SELF-TESTING
ACTIVITIES.(Women). So. I.
I Cr.
Theory and technique of teaching stunts and tumbling. Two hours per week.
(Offered 1956-57.)
27.
KINESIOLOGY.
Prereq. Biology 4. So. I.
2
Cr.
Thii
is a study of body movements and the mechanics in the effectmg of
efficient movements.
2 Cr.
29. OFFICIATING.(Men). So. I.
Instruction and application of technique and rules of officiating in football,
hockey, basketball, baseball, and track.
Upper Division Courses
PHYSICALEXAMINATIONS
AND ADAPTEDPHYSICALEDUCATION.Prereq.
2 Cr.
Biol. 4, and P.E. 27. Jr. 11.
Procedures and interpretation of physical examinations. Analysis of functional
and organic abnormalities and suggested adapted activities for atypical cases.
(Ogered 1956-57.)
50.
5 I. SELF-TESTINGACTMTICS.(Men). Jr. I.
r Cr.
Theory and practice in teaching individual and dual stunts, apparatus, tumbling,
boxing, and wrestling Three hours per week.
52. RHYTHMS.Jr. 11.
Folk games and gymnastic rhythms. (Offered 1957-18.)
I
Cr.
PRINCIPLESAND CURRICULUM
OF HEALTH EDUCATIONAND PHYSICAL
3 Cr.
E D U U ~ O NPrereq.
.
5 . Sr. I.
Aims, scope, and objectives of health and physical education. Analysis and
evaluation of che eTernencq and secondary schml health education and physical
education curriculum.
5 3.
ORGANIZATION
A N D ADMINISTRATION
OF HEALTH EDUCATIONAND
3 Cr.
PHYSICALEDUCATION.
Sr. 11. Prereq. 5.
Problems of organization, administration, and supervision of health education
and physical education.
54.
OF SPORTS:FOOTBALL
AND BASKETBALL.
Sr. I.
r Cr.
55. COACHING
Theory and techniques of coaching. Seniors only, or approval of instructor.
2
OF SPORTS:BASEBALL
AND TRACK.
Sr. lT.
56. COACHING
Theory and techniques of coaching. Seniors only, or approval of instructor.
cr.
I Cr.
AND MEASUREMENTS
IN PHYSICAL
EDUCATION.
Sr. 11.
84. TESTS
A survey and evaluation of tests in ~ h ~ s i c aeducation.
l
(Wered 1956-17.)
86. COMMUNITY
RECREATION.
Jr., Sr. II.
2 Cr.
PtobIems of commuuiry recreation including programs and program planning,
a survey of activities, and the organization and administration of recreational
work (%red
1956-57.)
OF HEAL= EDUCATION
AND PHYSICAL
EDUCATION.
Sr. I
87, TEACHING
See course 87 under Education.
2
Cr.
AUGSBURG THEOLOGICAL SEMINARY
Introductory
Augsburg Theological Seminary is the training school for the pastors and
IzLissionaries of the Lutheran Free Church. Ir offers a regular three-year course
of preparation for the Christian ministry, including both theoretical and practical training. In harmony with the Principles of the Lutheran Free Church
it aims to stress particularly the training of pastors and spiritual leaders dedicated to the ideal af building Lutheran congregations where the Gifts of
Grace are freely cultivated and nurtured under the authority of the Word and
the guidance of the Holy Spirit.
Application for Admission
Application for admission to the Seminary should be addressed to the Secretary of the Theologkal Faculty, and should include the 'following:
A formal letter of application for admission as a student in the Seminary,
I.
including a personal statement by the candidate concerning his background,
including baptism, confirmation, spiritual experience, doctrinal convictions, and
church membership.
2.
A transcript of the candidate's record in college.
3. Two letters of recommendation from pastors. Normally one of these
should be from the candidate's local church.
4. A certificate of good health.
These documents should be in the hands ofdAtheSecretary of the Seminary
Faculty before July first.
The Committee on Admissions consists ,of the Faculty and the Seminary Committee of the Board of Trustees.
The first year of study is always considered a probationary year.
Admission Requirements
The normal requirement for admission to the Seminary is the Bachelor's
degree from a liberal arts college. The college course must have included the
following prerequisite subjects:
Greek
Philosophy
German, or
Latin, or
Norwegian
z years
I Year
2
years
In the case of mature students of outstanding ability and experience, an occasional exception from these requirements may be made by special action of
the Committee on Admissions.
Suggested Pre-Theological Courses
In order rhat studrnm may derive rhe peatest pmsiblc advantage from their
theological studies, it is recommended that their colleKc c o w of nudy, 'besides
f u l f l h g requiremenrs as to a major and a minor, in addition to the subjects
indicated a b v e , include as many as possible of the following:
English
Speech
Psychology
History
Youth Work
Natural Science
Sociology, or Economics, or
Political Science, or
Education
Typewriting
years
year
I year
z years
I semester
I year
2
I
I
I
year
year
All candidates for admission to the Seminary must have achieved a good
academic record in their preparatory studies in college.
Transfer of Credits and Advanced Standing
Srudcnt~are admirted to the Seminarp with the understanding that their
studies aie to be pursued under rhe direction of the Theological Faculty. Any
armngement to t a k e + part of the theological course a t another seminary must
have the prior approval of ehe ThcoloRicol Faculty a t Augsburg.
Advanced standing is granted in certain instances, when a student applying
for admission presents a transcript of credits indicating work done in other
theological seminaries of recognized standing.
Expenses
Seminarp students p;ry no tuition. They do, however, pay chc regular student
activity fee, healrh fee and a ~enerntSeminary fee of ten dollars per semester.
Unmarried Seminary smdenrs living in rhe dormitory. receive a special grant
to coccr the cost of mom rent. The m9t of h a r d k the same zs for the
College studears. See under Financial Information.
Class Attendance
A student is expected to attend all classes regularly. Unavoidable absences
may be excused by the Dean. Attendance at any conference involving absenc'e
from classes mu& have the approval of the Dean well in advance of the
conference.
Employment
The work in the Seminary should be regarded as a full time vocation. However, when a student's circumstances require it, a limited amount of remunerative work will be permitted. This must be arranged in consultation with the
Dean. Occasional preaching engagements may be accepted, but a student is
not allowed to supply a vacant parish more frequently than every other Sunday.
Conditions and Incompletes
A condition or an incomplete received at the end of the semester must be
removed within the first five weeks of classes of the following semester of
attendance. If incompletes and conditions are not removed within the time
allowed, the condition automatically becomes a failure and the inwmplete may
he changed to a passing grade only when the average of previous work is
sdiciently high.
Seminary Internship
In addition to the three years of theological study in the Seminary eash
student is required to spend six months in practical service, as appointed and
supervised by the Committee on Service. This work is done during the summer
vacations between the beginning and conclusion of the Seminary course.
A limited amount of assigned collateral reading is required during the.
in-service period.
The Seminary students are also encouraged to engage in a limited amciunt of
practical church work during the school year either in the Twin Cities or in
nearby communities. This should be done in consultation with the Committee
on Service.
Student Activities
All seminary students are members of the Concordia Society. A principal
purpose of this organization is "to promote and strengthen a deeper spiritual
fellowship among its members." The weekly meetings are devoted to prayer and
to the consideration of student affairs. The Seminary joins with the College
in a daily chapel servte.
During his s e r n i n a ~yean, each student is associated with a specific congregation and i4 e n c ~ u r a ~ eto
d serve there. As a united project, the Concordia
Society has mently assumed responsibility for conducting the Saturday noon
services at the Gateway Mission.
The Concordia Society promotes student participation in the Inter-Seminary
Movement and in the Association of Lutheran Seminaries in America. On a
more local level, the student body participates in a fellowship of five Protestant
seminaries in the Twin Cities.
The wives of the seminary students have organized as the Serninettes. They
meet once a month for fellowship and for instruction in subjects relevant to
their vocation.
The Concordia Society publishes a semiannual magazine called Concord.
Graduation and Degrees
The Seminary course consists of a three-year cycle of lectures and study plus
six months of practical service in the congregations. Students who complete all
the requirements of the regular course are graduated with the degree of
Bachelor of Theology. These requirements may be summarized as follows:
I.
A minimum of
102
semester credits, including a seminar course in each
of the following four major fields: Old Testament, New Testament, Church
History, and Systematic Theology.
2.
Courses in the Biblical languages, Hebrew and Greek, as regularly offered.
3 . The attainment of an honor-point ratio of a t least 1.y (Cf average)
throughout the three years of Seminary work.
4. Six months of practical Christian service under the direction of the
Faculty Committee on Service. See below.
5 . The prepara$on of a scholarly thesis, approximately 8,000 words in
length, on an approved theological subject. The subject must be submitted for
faculty approval before April 1 7 of the Middler year and the thesis must be
completed by January 10 of the Senior year.
6 . A comprehensive examination, written and oril, in Old Testament, New
Testament, Church History, and Systematic Theology taken during the third
week af March. Written and oral examination sermons.
who complete the required number of credits for graduation with
an honor point ratio of 1.0 ( C average) and the six months of practical
service, but who have not met all the normal academic prerequisites for admission, or who have not attained an honor point ratio of I.$ in their studies, are
graduated with the degree of Graduate in Theology.
COURSES OF STUDY*
Theological Orientation Courses
Junior Yem
I.
THE BACKGROUND
AND STRUCTURE
OF THE BIBLE. A reading course
giving the student a preliminary orientation in the Book which is the chief
source in theological study. Geography of Bible lands. General outline of Biblical
History and contemporaneous secular history. Brief survey of the historical
r Cr.
origin of the Biblical writings.
THEOLOGICAL
PROPAEDEUTIC.
A survey of the main ,divisions of Chfistian
Theology; their subdivisions; their relation to the entire field of Theology and
I Cr.
to the whole realm of human knowledge.
4.
*With the exception of the Theological Orientation Courses, offered annually
for Juniors, the Seminary courses are rotated in a three-year cycle.
r. INTRODUCTION
TO DOGMATICS.
A preliminary study of the Ecumenical
Creeds, the Augsburg Confession, Luther's Large Catechism, and the Life of
I Cr.
Luther.
Old Testament
Mu. STENSVAAG
HEBREW
FOR BEGINNERS.A study of the essentials of Hebrew grammar,
using Creager and Alleman's text, and the reading of selected passages from
Deuteronomy. (Offered 19 5 6-5 7.)
6 Cr.
9-10.
11.
THE PENTATEUCH.The course includes a general introduction to the
books and a careful exegetical study of selected passages. (Offered 1958-59.)
3 Cr.
12. THE HISTORICAL
BOOKS.A survey of the history of Israel with emphasis
on religious values and -the rise of prophetism. Selected passages from the
historical books are studied. (Offered I 9 5 8-59.)
3 Cr.
13. THE PROPHET ISAIAH. A careful study of the Biblical data concerning
the political and religious conditions of Israel and Judah, together with a survey
of the contemporary history of Assyria, Syria, and Egypt. Attention is given
to the beauty, sublimity, and spiritual richness of the book. (Offered 1956-57.)
3 Cr.
14. THEPROPHET JEREMIAH. A study of the political, moral, and religious
trends of the time of Jeremiah. Special attention is given to Jeremiah's personal
character, his Messianic hope, and to his portrayal of the struggle for spiritual
3 Cr.
freedom. (Offered 1956-57.)
15. THE BOOK OF JOB. A course which aims to make clear the teaching of
the Wisdom Literature of the Old Testament in regard to fundamental problems
of life. (Ogered 1957-58.)
2 Cr.
16. PSALMS.The course includes an historical survey, a general introduction to
the larger groups, and a careful exegetical study of a number of Psalms. Reading
assignments give special attention to the religious developments of the post3 Cr.
Exilic period. (Offered 19 57-58.)
17, 18. HEBREWEXEGESIS.Review of the grammar followed by an exegetical
study of Amos and the cursory reading of selected passages from other books
2, 2 Cr.
in the Old Testament. (Offered 1957-58.)
A study of archaeological discoveries
19. SEMINARIN BIBLICALARCHAEOLOGY.
and their significance in relation to the Bible. The course consists of a number
of introductory lectures followed by student presentations of assigned topics
I Cr.
and class discussion. (Offered 1957-58.)
New Testament
20-21. NEW TESTAMENT
GREEK.TWOyears of Greek is a requirement for
admission to the Seminary; in exceptional cases a remedial course may be taken
without credit in the Seminary, with no reduction d normal load.
TO THE NEW TESTAMENT.
A survey of the contents of
22. INTRODUCTION
the New Testament, together with the authorship, date, and purpose of the
various books. The process by which these books became a New Testament
Canon will be considered and also the transmission of the text in Greek manu3 Cr.
scripts and early versions. (Offered 1956-57.)
2 3 . THE GOSPELOF MARK.Readings from the Gospel of Mark in Greek,
with selections from Luke, considered in the historical frame of Jesus' ministry.
Each student will M expected to master a knowledge of the historical outline
3 Cr.
pf Jesus' ministry. (Offered 195 6-57.)
24. THE GOSPELOF MATTHEW.Translation from the Greek text with commentary of the more important discourse passages of this Gospel. Special emphasis on the study of the Jewish background of the times and of this Gospel's
3 Cr.
appeal to the Jews. (Offered 1958-59.)
25. THE GOSPELOF JOHN. The purpose and special tharacteristics of the
Fourth Gospel, its authenticity and peculiar value. The latter part of the
semester is devoted to the study of the account of Christ's passion, based on
the English text with the aid of a Gospel harmony. (Offered 1917-58.) 2 Cr.
CHURCH.Rapid survey of Acts
26. THE JEWISHSECTIONOF THE APOSTOLIC
1-12. This will ba followed by a study of the Epistle to the Hebrews and the
Epistle of James as literature written especially for Jewish Christians. (Offered
1957-58.)
3 Cr.
27. LIFE AND EPISTLESOF PAUL.A rapid study of the life of Paul as given in
Acts, the historical occasion of his epistles, and the study of selected portions
in English. (Offered 1958-59.)
3 fi28. INTERPRETATION
OF ROMANS.
Reading of the doctrinal portion in Greek
with use of commentaries; the essence of the Gospel as set forth by Paul. The
problem of Israel's rejection of Christ (chs. 9-11), and the section on the
Christian life (chs. 12-16)will be studied as time permits. (Offered 1957-58.)
2 Cr.
OF EPHESIANS.
In the study of Ephesians special em29. INTERPRETATION
phasis is laid upon the' place of the universal Christian Church as the Body of
r Cr.
Christ and the spiritual goal of history. (Offered 1956-57.)
OF THE REVEL.~TION
OF JOHN. The course aims at a
30. INTERPRETATION
mastery of the contents of the book and its interpretation in the light of Holy
Scriptures in general. Special study of the forms of apocalyptic literature.
(Oflered 1958-59.)
2 Cr.
Church History
40. THE EARLYCHURCH. The History of the Christian Church from the
Apostolic Age to the time of Gregory the Great (590). The organization,
doctrine, government, and worship of the Early Church; the downfall of
heathenism in the Roman Empire, and the rise of the Papacy. The course begins
with a brief survey of the Book of Acts. (Offered 1958-59.)
2 Cr.
41. THE CHURCHOF THE MIDDLEAGES. A general survey of the development of Christianity in Western Europe from 590 to the period of the
Protestant Reformation. The course includes the study of the development and
decay of Papacy, monastic orders, scholasticism, and of movements toward
reform. (Wered 1956-57.)
3 Cr.
THE REFORMATION.
A study of the causes which led to the Protestant
Reformation; the Reformation itself and its results, including the Roman
Catholic Counter-Reformztion. (Wered 195 6-57.)
3 Cr.
42.
AFTER THE REFORMATION.
This course covers the period
43. THE CHURCH
from the Refonnztion and up to the present time, with special emphasis on
the history of ofhe Lutheran Church. ( m e r e d 1957-58.)
2 Cr.
44. AMERICANCHURCH HISTORY.Early colonization; planting of churches;
church government, religious life and worship; separation of church and state;
revivals; denominationalism. The history of the Lutheran Church in America
3 Cr.
is studied with special care. (Offered 1954-5 5. )
DOCTRINE.A study Of: the development
45, 46. THEHISTORYOF CHRISTIAN
of Christian doctrine and its crystallization into creeds and confessions, including
the Patristic, Scholastic, and Reformation periods. (Offered 1958-59.) 2 , 2 Cr.
A study of the consti47. THELUTHERANCHURCHIN THE WORLDTODAY.
tution and work of the Lutheran Churches in the various countries of the
world. Special attention to the work of the Lutheran World Federation. I Cr.
Systematic Theology
An inquiry into the field, sources, and
50. BASICPRINCIPLESOF THEOLOGY.
methods of systematic theology. (Offered 1957-5 8.)
2 0.
AND ANTHROPOLOGY.
A systematic examination of the teach5 I . THEOLOGY
ings of the Bible concerning God and man. The course includes a study of the
Trinity, creation, and man's fall into sin. (Offered 1957-58.)
2 Cr.
A careful study of the teachings of the Bible concerning
52. SOTERIOLOGY.
Christ-His
Person, states, and oflice; the Person and work of the Holy Spirit;
the order of salvation. (Wered 1958-59.)
3 Cr.
AND ESCHATOLOGY.
A study of the nature and function
53. ECCLESIOLOGY
of the Church; the Sacraments; the doctrine of the last things. (Offered
1958-59.)
z Cr.
j4, y y . CHRISTIANETHICS. A study of the religious and ethical implications
of the Christian experience. Special attention is given TO the application of
Christian ethics to individual, group, and public life. ( m e r e d 1956-57.)
z, 2 Cr.
A careful study of the Book of Concord. Attention is given
56. SYMBOLICS.
to the genesis and development of each creed, its doctrinal significance, and
its place in the present life of the Church. (Wered 1957-58.)
z Cr.
SYMBOLICS
AND RELIGIOUS
CULTS. A comparative study
57. CQMPARA~VE
of ,the creeds of the great divisions of the Christian Church, and the teachings
of various modern religious sects and cults. (Offered 1956-57.)
z Cr.
Practical Theology
All members of the Theological Faculty give instruction in this field.
A. Pastoral Theology
Go. PRINCIPLES
OF PASTORAL
THEOLOGY.
This course, which is based on the
Pastoral Epistles, comprises the historical and theoretical study of the foundations of the pastoral oflice and the New Testament ministry.
s Cr.
61. SOUL-CAREAND THE SPIRITUAL
LIFE. A study of Christian experience
and its varied expressions, and of the basic principles of soul-care. Collateral
2 Cr.
reading from the great classics of the spiritual life. (Offered 1958-59.)
62. INTRODUCTION
TO PASTORAL
COUNSELING.
A course dealing with the
dynamics underlyi3ng human behavior. Various pastoral counseling techniques
are studied. The course attempts to help the student recognize deviations of
personality, and to know which ones he can handle, and which ones should
I Cr.
be referred to more competent help. Middlers. (Offered annually.)
PASTORAL
TRAINING.
The purpose of this course is- 'to provide an
63. CLINICAL
opportunity for the student to learn Pastoral Care through interpersonal relations in a hospital setting. It will include ward calling, writing of clinical notes,
I Cr.
special seminar and lecture sessions. Middlers. (Offered annually.)
The propagation of the Gospel in new areas, including a
64. EVANGELISTICS.
short survey of the methods and history of Foreign Missions, and inner missions,
2 Cr.
and various types of evangelism. (Offered in 1958-59.)
B. Homiletics
65. PRINCIPLESAND PRACTICE OF PREACHING.Technical and psychological
elements of preaching. Emphasis upon sermons. Juniors.
2 Cr.
66. HOMILETICS.
The application of the principles of preaching to the outlining and presentation of 'brief sermons. Emphasis upon thorough preparation
and constant pnctice in delivery. Middlers.
2 Cr.
67. SERMONS.A course in the preparaltion and delivery of sermons. Both the
structural and spiritual elements are emphasized. Sermons by great preachers
z 0.
are studied. Seniors.
C. Polity, Worship, and Parish Work
70. CHURCHPOLITY.A course dealing with the Biblical theory of the congregation; otlicers, organization, and government in the apostolic times; the
growth of the idea of the Church; the idea of a free church. I and I1 Corinthians are studied as the best source. (Offered I 95 7-58 .)
2 Cr.
A study of the various aspects of congrega71. CHURCHADMINISTRATION.
tional organization. Methods of increasing efficiency in the performance of
the pastor's duties. Effective o&ce procedures. The practice and teaching of
I Cr.
Christian stewardship. (Offered 1957-58.)
72. PASTORAL
PROBLEMS.A series of lectures and discussions dealing with
practical problems in the pastor's work in the parish and the local community.
The approach ,to the unchurched. Congregational evangelism. Making the
occasional services effective. Problems of
ethics. (Offered 1956-57.)
I Cr.
The principles and forms of public worship. A study of liturgy
73. LITURGICS.
as a means of expressing and moulding religious life with emphasis on its
relation to varying conceptions of the Church. (Offered I 95 6-57.)
I Cr.
An historical survey of the best selections of hymns from
74. HYMNOLOGY.
the early Christian Church and the Church in Germany, Scandinavia, England,
and America. Special attention is given to Lutheran hymnody. (Offered
'957-58.)
I Cr.
D. Christian Education and Sociology
76. METHODSOF PARISH E D U C A ~ O N
Studies
.
in the application of basic
principles and .methods of education to the subject matter used i n catechetical
instruction, Sunday schools, Parochial schools, and Bible classes. Emphasis upon
an educational program which includes the whole parish. (Offered 1956-57.)
t
Cr.
78. THE CHURCH AND HUMANSOCIETY. A study of the relation between
the Christian Church and
civilization and culture, and of .the
organized movements in contemporary society with which the Church must
deal. Emphasis upon the social duties of Christians and upon the world-wide
task of .the Church. The .Ecumenical Movement.
2 Cr.
C H R I ~ ~ A N IATNY
D SOCIALWORK. This Course is designed to give the
candidate for the ministry contact with the field of social work, and to enable
him to appreciate its close relation to the work of the Church. Lectures,
rcports, and institutional visits.
2 Cr.
79.
BOARD OF TRUSTEES
OfFicers of the Board
REV. CLARENCEJ. CARLSEN
.............................
Vice-president
Term Expires in 1956
The REV. GEORGEJ. KNUDSON,Marinette, Wisumsii
Pastor, Our Savior's Lutheran Church
MR. R. E. MYHRE,Minneapolis, Minnesota
Banking and Insurance, Fourth Northwestern National Bank
Term Expires in 1957
MR. GILBERTBERG, Seattle, Washington
Business, Berg Fuel Company
The REV. CLARENCE
J. CARLSEN,
hfinneapolis, Minnesota
Pastor, St. Olaf Lutheran Church
Term Expires in 1958
The REV. D. W. LYNGDAL,
Duluth, Minnesota
Pastor, Trinity LuAeran Church
MR. G. S. MICHAELSEN,
Minneapolis, Minnesota
Education, University of Minnesota
Term Expires in 1959
The REV. C. T. OLSON,Spicer, Minnesota
Business Manager, Bethesda Homes
MR. EVEN OSE, Thief River Falls, Minnesota
Contractor (retired)
Term Expires in 1960
MR. R. F. PAUTZ, Minneapolis, Minnesota
Real Estate, Pautz-Franklin Realty Company
Advisory Members
The REV. DR. T. 0. BURNTVEDT,
Minneapolis, Minnesota
President, The Lutheran Free Church
DR. BERNHARD
CHRISTENSEN,
Minneapolis, Minnesota
President, Augsburg College and Theological Sem~inary
ADMINISTRATION
BERNHARD
CHRISTENSEN. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Preddent
MARTINQUANBECK. . . . . . . . . . . . . . . . . . . . - . . . . . . . . . . . .Dean of the College
JOHN M. STENSVAAG. . . . . . . . . . . . . . . . . . .Dean of the Theological Seminury
BURTONP. FOSSE . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . .Business Manager
K. BERNERDAHLEN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Dean of Stdents
GERDAMORTENSEN. . . . . . . . . . . , . . . . . , . . . . . . , . . . . . . . . . .Dean of Women
ERLWG J. URDAHL . . . . . . . . . . . . . . . . . . . . . . . . . .Director of Public Relations
MILDREDJOEL . . . . . . . . . . . . . . . . . .Registrar; Secretary of the General FacuZty
MELVINA. HELLAND
. . . . . . . . . . . . . . . . .Secretary of the Theological Faculty
AGNESB. TANGJERD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Librarian
b r u R. HAMMARBERG
. . . . . . . . . . . . . . . . . . . . . . . . . . . .Director of Placement
FRIEDELW ~ D M A N N
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Assistant Treasurer
S. P.HJELMELAND. . . . . . . . . . . . . . ..Field Representative, Development Fund
KENNETHLOWER. . . . . .Alumni Secretary; Manager of Musical Organizations
IRVINGHOEL . . . . . . . .Purchasing Agent; Supervisor of Buildings and Grounds
A w o SINKO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Director of Food Services
BERNHARDT
J. KLEVEN . . . . . . . . . . . . . . . . . . . . . . . . . .Curator of the Mweum
IVERB. SON . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Archivist
CARL WOYU . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Publicity Director
BORGHILDESTNESS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Assistant Registrar
DONOVANLUNDEEN. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Admissions Counselor
ADMINISTRATIVE STAFF
Office Staff:Beatrice Nelson, Secretary to the President and the Dean of the
College; Arthur C. Engen, Bookkeeper; Lyla Bratland, Secretary, Business
Office; Bertha Lillehei, Secretary, Student Personnel O6ce; Lyla Olson, Secretary, Public Relations Office; Tena Mehus, Clerk, Registrars 0 5 c e ; Vivian
Isaacson, Recorder, Registrar's Ofice; Janice Sorheim, Secretary, Placement
Bureau; Joyce Nelson, Secretary, Admissions Office; Ruth Hanson, Secretary,
Business Office; Mrs. Erna Staub, Secretary, Library; Mrs. Ruth Elias, Faculty
Secretary; Mildred Nelson, Receptionist and Switchboard Operator; Violet
Meyer, Secretary, Building Fund Office.
Library Assistants: Mrs. Carol Carlson and John Jenson.
Resident Counselors in Dormitories: Memorial Hall, Edward Nyhus and
Philip Nelson; Sivertsen Hall and Residence for Women, Helen Martens;
Miriam House, Verniel Anderson; Morton Hall, Alice Ullescad.
Su$ervisor of Hwsekeeping: Olga Hermumlie.
MEDICAL STAFF
Dr. C. R. Wall and Dr. S. V. Thorson, Physicians; Alice Swenson, R. N.,
Nurse; Ethel Johnson, R. N., Assistant Nurse; Alice Ullestad, R. N., Assistant
Nurse.
COMMITTEES OF THE FACULTY
;2dministration: Christensen, Quan,beck, Stensvaag, Dahlen, Fosse, Urdahl, Miss
Mortensen, Miss Joel.
Curriculum: M. Quanbeck, Christensen, Nash, Olson, Stensvaag, Miss Segohn,
M i Joel.
Admissions and Scholarship: Miss Joel, Quanbeck, Bertness, Miss Pederson,
Hammanberg.
Student Personnel: Dahlen, Miss Mortensen, Trautwein, Ozolins, E. W. Anderson, Hammarberg.
Library: Helland, Nash, Landa, Torstenson, Chrislock.
Athletics: Soberg, E. W. Anderson, Kleven, Aldre, Savold.
Social: Mrs. Peterson, Miss Mortensen, Mr. Dahle, Miss Tangjerd, Thut.
Studies: R. E. Anderson, Kleven, Urdahl, E. Nelson, Mrs. Nelson.
Convocations: Helland, Colacci, Miss Lund, E. Nelson. (Student members also
included in this committee.)
Student-Faculty: Dahlen, Miss Mortensen, Tomtenson, Olson. (Student members also included in this committee.)
Tracher Educatim: Bertness, Thorson, Sateren, Mrs. Nelson.
Religious fife: Sonnack, Ozolins, Mrs. Petersbn. (Student members also included
in this committee.)
Faculty C m c i l : Quanbeck, R. Anderson, Milton, Soberg, Miss Joel, -Dahle,
Segolson, Sateren, Kingsley, Aldre, Torstenson, Bertness, Walton.
Board-Faculty Committee: Chrislock, Miss Pederson, E. W. Anderson (Board
members also included in this committee).
THE FACULTY
AUGSBURG THEOLOGICAL SEMINARY
BERNHARD
M. CHRISTENSEN,
Th.M., Ph.D., President and Professor of Theology
A.B., Augsburg College, I 9 22; Augsburg Theological Seminary, I 922-2 5 ;
Th.M., Princeton Theological Seminary, 1927; Ph.D., Hartford Seminary
Foundation, 1929. Additional study: Columbia, Chicago, Berlin, Gottingen.
Teaching: Oak Grove Seminary, Fargo, North Dakota, 1925-26. Pastoral
work, 1928-30. A t Augsburg <ice 1930. President since 1938.
MELW A. HELLAND,
S.T.M., Ph. D., Professor of New Testament
A.B., Augsburg College, 19 I 5 ; C.T., Augsburg Theological Seminary,
1918; S.T.M., Hartford Seminary Foundation, 19 I 9; Ph.D., 1930. Additional study: Grenoble, Chicago. Educational Missionary in Madagascar,
192 I -3 8; Professor of New Testament, Lutheran Theological Seminary,
Ivory, Madagascar, 1938-40. A t Augsburg since 1941.
IVER B. OLSON, A.M., Th.B., Associate Professor of. Systematic Theology
A.B., Augsburg College, 1935 ; Th.B., Augsburg Theological Seminary,
1936; A.M., University of Minnesota, 1945 Additional study: Chicago,
Minnesota, Luther Theological Seminary, Chicago Lutheran Theological
Seminary. Teaching: Oak Grove Seminary, 1936-3 9; University of Minnesota, 1945-46. Pastor, Sand Creek, Wisconsin, 1959-44. Adviser to SPAN
Group in Scandinavia, 1950. At Augsburg since 1945.
PAULG. SONNACK,A.B., Th.B., Associate Professor of Church History
A.B., Augsburg College, 1942; C.T., Augsburg Theological Seminary, 1945;
Th.B., 1947. Additional study: University of Chicago. Pastor, Moose Lake,
&., 1945-47. At Augsburg since 1949.
M. STENSVAAG,
S.T.M., Ph.D., Professor -of Old Testament
A.B., Augsburg College, 1936; Th.B., Augsburg Theological Seminary,
1939; S.T.M., Hartford Seminary Foundation, 1940; Ph.D., 1941. Additional study: Johns Hopkins, Oslo. Pastor, Minneapolis, Minn., 1942-46. At
Augsburg since 1942.
JOHN
LAWRENCEM. GUDMESTAD,
A.B., S.T.M., Lecturer in Pastoral Counseling
A.B., Augsburg College, 1939; C.T., Augsburg Theological Seminary,
1942; S.T.M., Andover Newton Theological Schools, 1955. Pastoral work,
1942-53. Chaplain, Lutheran Deaconess Hospital, I 9 5 5-.
At Augsburg
since 1955.
WUHELM C. LINSS, S.T.B., Th.D., Lecturer in New Testament
Theological School for Prisoners of War, Montpellier, France; S.T.B.,
Erlangen University, Germany, 1950; Th.D., Boston University, 1951.
Pastoral work: 1910-52. Teaching: Boston University School of Theology,
I 9 5 t-y4; Gustavus Adolphus College, 19 54-.
At Augsburg since 195 5.
AUGSBURG COLLEGE
P. A. SVEEGGEN,
A.M., Professor Emeritus of English
A.B., University of Minnesota, 1908; A.M., 1909. Additional study: Minnesota, Chicago. Teaching: University of Minnesota, 1908- I o; Ellsworth
College, 1913-15. A t Augsburg 1915-1952.
MANNALDALDRE,M.S., Assistant Professor of Chemistry
Diploma of Chemical Engineer, Estonian State University of Technology,
Tdlin, Estonia, 1941; M.S., University of Minnesota, 19 5 I. Additimal
study: Minnesota. Teaching: Assistant in Chemistry, Estonian State University of Technology, 1941-42. A t Augsburg since 1949.
ERREST W. ANDERSON,M.Ed., Associate Professor of Health and Physical
Education, Basketball Coach
A.B., Augsburg College, 1937; M.Ed., University of Minnesota, 1947.
Teaching: High School, 1937-41. U. S. Army, 1941-46. A t Augsburg
since 1946.
E. ANDERSON,
A.M., Assistat Professor of Speech
RAYMOND
B.S., University of Minnesota, 1946; A.M., 1950. Additional study: M i e sota. Teaching: University of Vermont, 1949. U. S. Navy, 1946. A t
Augsburg since 1949.
EVABAVOLAK,
A.M., Instractor in Business Administration
B.S., University of Minnesota, 1928; A.M., 1942. Additional study: M i sota. Teaching: High School, 1931-42; Northern State Tea.chers College,
Aberdeen, S. Dak., 1942-47; Hamline University, St. Paul, Minn., 1947-50;
University of Minnesota, 1950-52. At Augsburg since 1952.
HAROLDJ. BELGUM,A.M., M. SOC. Work, lnstructor in Sociology
A.B., Luther College, Decorah, Iowa, 1933; A.M., University of Iowa,
1937; M. Soc. Work, University of Minnesota, 1951. Teaching: Mission
House College, Plymouth, Wis., 1934-38; Elmhurst College, 1938-42; Lakeside School for Boys, Seattle, Wash., 1942-44 Assistant Executive Secretary,
Director of Social Work Services, Lutheran Welfare Society of Minnesota.
At Augsburg since 1954.
HENRYJ. BERTNESS,Ph.D., Associate Professor of Education
A.B., Augsburg College, 1947; A.M., University of Xnnesota, 1948;
Ph.D., 1955. U. S. Navy, 1943-46. Teaching: Tacoma Public Schools,
1948-49. At Augsburg since 1949.
ALLENBLAIR,A.M., lnstructor in Physics
B.S., Hamline University, 1949; A.M., University of Minnesota, 19 53.
Teaching: State Teachers College, Sr. Cloud, 1953-54. At Augsburg
since 1954.
CARLCHRISLOCK,Ph.D., Associate Professor of History and Political Science
A.B., Augsburg College, 1937; A.M., University of Minnesota, 1947;
Ph.D., 1955. Teaching: High School, 1939-44; Tracy J y i o r College,
1947-48; Augustana College, Sioux Falls, S. D., 1948-5I. A t Augsburg
since 1952.
MARIOCOLACCI,
Th.D., D.Litt., AssocicEte Professor of Clamical Lunguuges
Pontificium Acheneum Roman Major Seminary, Th.D., 1932; Pontifical
Biblical Institute de Urbe, Rome, L.R.B., 1934; Universiy of Naples,
D.Litt., 1940. Teaching: Regional Seminary, Benevento, Italy, 1935-40;
Mario Pagano College and Normal Institute, Campotram, Italy, 1941-49.
A t Augsburg since 1952.
LELANDK. DAHLE, M.S., Instructor in Chemistry
B.A., St. Olaf Colkge, 1950; M.S., Purdue University, 195 2; U. S. Armed
Forces, 1944-46.At Augsburg since 1952.
K. BERNERDAHLEN, A.M., Asso+te Professor of English
A.B., Augsburg College, I 93 I ; A.M., University of Minnesota, I 940,Ad&tional study: Minnesota. Teaching: High School, I 93 I ~39;Crosby-Ironton
Junior College, 1940-41,U. S. Army Air Forces, 1942-45.At Augsburg
since 1941.
IVAN DOSEFF, B.S., Inst11~ctorin Art
B.S., University of Chicago, 1907. Additional study: Art Institute of
Chicago. Teaching: Cornell College, 19 I 8- I 9; Iowa State Teachers College,
1919-21;Luther College, 1922-23; hfimeapolis Art Institute, 1928-30;
University ef Minnesota, 1926-53.A t Augsburg since 1955.
JOAN FAGERLIE,A.M., Instructor in History
A.B., University of Minnesota, 1953; A.M.,
h e s o t a . At Augsburg since 19 5 5 .
1955. Additional study:
JACKFISHER,S.M.M., Instructor in Organ
B.M., University of Texas, 1946; S.M.M., Union Theological Seminary,
r948. A t Augsburg since 1955.
BURTONP. FOSSE,B.B.A., B.M.E., Business Manager
B.B.A., and B.M.E., Universify.of Minnesota, 1949.U. S. Army, 1943-46.
Industrial Engineering work, I 949-53. At Augsburg since 1953.
CLARICEA. FYLLING,B.S., Assistant Librarian
A.B., Augsburg College, 1940;B.S., University of Minnesota, 1941.Teaching: High Schml, 1941-43.
Minneapolis Public Library, 1943-53. At Augsburg since 1953.
DARYLGIBSON, Ph.D., Instructor in Brass Instrummts
B.S., University of -Vlinnmta, 1934; A.M., 1941; PILD., University of
Iowa, 1947.Member of Minneapolis Symphony Orchem, 1934-44.Teaching: University of Iowa, 19.13; University of Monuna, rg47-48;Gustavus
Adolphus College, 1948-52. Ae Augsburg since 1954.
WILLIAM H. HALVERSON,A.B., Th.B., Instructor in Religion
A.B., Augsburg College, I 95 I ; Th.B., Augxburg Theological Seminary,
1955. Teaching: High School, I 95 I -52. Pastor at Northfield, Minnesota.
A t Augsburg since 1955.
CARLR. HAMMARBERG,
A.M., Assistant Professor of Psychology and Education
A.B., Gustavus Adolphus College, I 93 2; A.M., University of Mimesota,
1948.Additional study: Minnesota. Teaching: Bethany College, Lindsborg,
Kan., 1948-53.At Augsburg since 1953.
MELVIN A. HELLAND,S.T.M., Ph.D., Professor of Religion
For statement of academic preparation and experience, .see Theological
Seminary Faculty listing.
LOIS M. HCTC~~~NCS,
Ph.D., Assistant ILrofessorof Biology
A.B., Mount EIolyoke College, 1927; A.M., Columbia University, 1935;
l'h.D., Cornell University, 1944. Additional study: Vermont, Newark
College of Engineering, Washington, Minnesota. Teaching: New York
University, I 946-48; Drew University, I 948-49; Kansas Wesleyan University, 1949-52;Blackburn College, 1952-14.At Augsburg since 1954.
K n w KHIN JENSEN, A.M., instructor in History
A.B., University of Rangoon, Rangoon, Burma, 1947; A.M., Bucknell
University, I 9 I. Additional study: University of Wisconsin. A t Aug~burg
since 1955.
MILDRED V. JOEL, A.M., Registrar, with rank of Assistant Professor
A.B., Augsburg College, 1940; A.M., University of: Minnesota, 1947.
Additional study: Saskatchewan, Minnesota. Teaching: High School, 194146. At Augsburg since 1947.
VERNE- KAUPANG,A.M., lnstrlcctor in Education
A.B., Gustavus Adolphus College, 1925; A.M., r 928. Teaching: Braham,
and Minneapolis H,igh Schools. At Augsburg since 19 5 5.
RALPH KERSTEN,D.D.S., Insfrucfor in Health
D.D.S., School of Dentistry, University of Minnesota, 1939. Private practice, 1939-42;O&cer, U. S. Navy, 1942-46.At Augsburg since 1955.
MIMI B. KINGSLEY,A.M., Assistant Professor of Spanish
A.B., Maryville College, r936; A.M., University of Mexico, 1944. Additional study: Columbia, Minnesota. Teaching: Wagner. College, Staten
Island, N. Y., 1941-42;Friends School, Brooklyn, N. Y., 1946-47. At
Augsburg since I 947.
1 BERNHARDT
J. KLEVEN,Ph.D., Professor of History and Political Science
.
.
rr
A.B., Augsburg College, 1922; A.M., University of Minnesota, 1930;
1941. Additional study: Harvard. Teaching: High School, 19223 5 ; Wheaton College, 1946-47. At Augsburg, 1937-46, and since 1947.
I Ph.D.,
I
BJARNEE. LANDA,Ph.D., Associate Professor of Germanic Langwrges
A.B., Voss State College, Norway, 1925; A.B., University of Southern
California, 1928; A.M., 1930; Ph.D., University of Minnesota, 1952. Teaching: High School, 1930-3 I ; Universi,ty of M i ~ e s o t a ,1938-425 Fisk University, 1945-47. U. S. Wee of Censorship, 1942-45. A t Augsburg since
1947CARLW. LANDAWL,M.Mus., Instructor in Mmic
A.B., University of Minnesota, 1931; B.Mus., Columbia School of Music,
Chicago, 1933; KVZMuc;,. 1934; B.D., California Baptist Theological Seminary, 1950. Teaching: Private Teaching, Chicago, 1931-40; Dakota Wesleyan University, Mitchell, S. D., 1940-42; Northwatern Schools, h h n e apolis, 195-. A t Augsburg since 1952.
ROBERTE. LARSEN,A.M., Assistant Professor of Philosophy
A.B., Luther College, Decorah, Iowa, 1944; A.M., University of M b sota, I 9 5 2. Additional study: Minnesota. Teaching: Waldorf College,
1946-48. At Augsburg since 1953.
GERTRUDE
S. LUND,A.M., Assistant Professor of Secretarial Science
A.B., Augsburg College, 1936; A.M., University of Minnesota, 1951.
Teaching: High School, 1943-45; West Central School of Agriculture,
Morris, 1945-47; Duluth Business University, 1947-48; High School, 194849. At Augsburg since 1950.
BRUCELUNKLEY,B.S., Instructor in Music
B.S., University of Minnesota, 195I . Additional study: Minnesota. A t
Augsburg since r 9 5 5.
ANNE MADSEN,A.M., Instructor in Englisb
A.B., University of California, Berkeley, California, 1944; A.M., University of Utah, 1949. Teaching: High Schools, 1945-46 and 19f1-54;
University of U,tah, 1946-49; St. Olaf College, 1954-51. At Augsburg
since 1951.
JOHN MILTON, A.M., Instructor in English
A.B., University of Minnesota, 1948; A.M., 1951. Additional study:
Minnesota. Armed Forces, 1943-46. At Augsburg since 1949.
GERDAMORTENSEN,A.M., Dean of Women with rank of Professor
B.S., University of Minnesota, 1923; A.M., Columbia University, 1928.
Additional study: Minnesota. Teaching: Junior High School, 1917-21; Hankow Private School, Hankow, China, 1934-3 5. At Augsburg since 1923.
ARTHURNASH, Ph.D., Professor of Biology
A.B., Augsburg College, 1922; Ph.D., University of Minnesota, 1938.
Additional study: Minnesota; Seminar to Australia, 1934-35. U. S. Army
Air Force, 1942-46. Dean, Augsburg College, 1946-50, A t Augsbufg since
1922.
E ~ C.R NELSON,M-Ed., Associate Professor of Physical Education and Coach
of Fmtball and Baseball
A.B., Augsburg College, 1938; M.Ed., University of Minnesota, 1948.
Teaching: High School, 1938-41.U. S. Army, 1941-46.A t Augsburg since
H ~ L F I Y.
N NE~SOX,
Ph.I)., Asroci~tfProfessor of H m E m i e s
B.S, University o f h e s o t a , r938; M.S., r 9 e ; Ph.D., 1952. Teaching:
H i ~ hSchool, 1938-42; W ~ r m
Michigan Cokege, ICalamazw, 1942-44;
Uni~ersiryof California, 1944-46; Iowa Starc Teachem College, Su 1948,
1949. A t Augsburg since 1951.
IVERB. OLSON,A.M., Th.B., Associate Professor of Scandinavian
For statement of academic preparation and experience, see Theological
Seminary Faculty listing.
ZETA Oswam, B.Sc., Insfmctor in Humma Anatomy
B.Sc., University of Albertu, 1949. Additionat srudy: M i n n m ~Taching:
Rap] Alexandra Hospital, Ednwnron, Albenn, School of Nursing, 1949$ 2 ; School of Nursing, St. -Michael's I-lospiral, Lethbridge, -Alberta, 195254. At Augsburg since 1915.
KARLISOZOLINS,A.B., Th.B., Instructor in Religion
A.B., Augsburg College, 195 I ; B.Th., Augsburg Theological Seminary,
1952. Additional study: Mshnesota. At Augsburg since 1955.
ANNE PEDERSON,
A.M., Associate Professor of English
A.B., Augsburg College, 1932 ; A.M., University of Minnesota, 1945.Additional study: Minnesota, Columbia. Teaching: High School, 1945-46;
San Mateo Junior College, California, one semester, 1946. At Augsburg
1932-44,and since 1946.
LAVONNE PETERSON,A.M., Assistant Professor of Physical Education for
Women
A.B., Augsburg College, 1950; A.M., University of Montana, 19f3.Additional study: Minnesota, Montana, MacPhail School of Music. A t Augsburg
since 1950.
M
~
QUA~WCH,
R
~
PhD., Professor
of
Ed?~cution
University of Minnesota, 1933;Ph.D.,
A&.,Aug~burgCollege, TgZ9;
rgvz. High Schonl administration, Manmtitle, Minn., 1929-36. Teaching:
valdorf College, 1936-38. Reghcrar, Awgsburg College, 1939-46;Dean,
1942-46 and since 1950. At Augsburg since 1938.
DONALDREIMER,A.B., lnsfructor in Physical Education
A.B., Augsburg College, 1953. U. S. Army, 1953-55-Additional study:
Minnesota. At Augsburg since 195 5 .
RODERICKROBERTSON,
A.M., Instructor in Speech
A.B., h e l l University, 1950; A.M., Cornell University, 1954. Additional study: Oxford University, England. Teaching: Come11 University,
1953-54; Oxford English Center, summer session, 1955. A t Augsburg
since 1955.
LELANDB. SATEREN, A.M., Professor of Mwic
A.B., Augsburg College, 193 ; A.M., University of Minnesota, 1943.Additional study: Comfition with Donald Ferguson (Minneapolis), I 94I -43.
Teaching: High Schml, 1935-39.Miusic Director, Radio Station KUOM,
University of Minnesota, 1940-43.Educational Dirqtor, Civilian Public
Service, 1944-46.At Augsburg 1941-43,and since 1946.
A. MAYOSAVOLD,A.B., Assistant Professor of Mwic
A.B., Luther College, 1941.Additional study: N o d Dakota, Minnesota.
Teamchiig: Benson County Agriculture and Training School, Maddock, N.D.,
1934-37;Lamberton Public Schools, 1941-42and 1946-48. U. S. Armed
Forces, 194.2-45; Glenwood Public Schools, 1948-52. At Augsburg since
1912RUTH SEWLSON,M.S., Professor of Home Economics
B.S., University of Minnesota, 1925; M.S., 1938. Additional study: Minesota and Syracuse University. Teaching: High School, 1925-28;University of Minnesota, 1928-44;Washington State College, Summer 1936.
A t Augsburg since 1944.
GEORGESOBERC,A.B., C.T., Professor of Mathematics
A.B., Augsburg College, 1926; C.T., Augsburg Theological Semkary, 1950.
Additional study: Minnesota. At Augsburg since 1926.
PAUL G. SONNACK,A.B., Th.B., Associate Professor of Religion
For statement of academic preparation and experience, see Theological Seminary Faculty listing.
S.T.M., Ph.D., Professor of Religion
JOHN M. STENSVAAG,
For statement of academic preparation and experience, see Theological
Seminary Faculty listing.
MERTONP. STROMMEN,
A.M., Th.B., Lecturer in Religion
A.B., Augsburg College, 1943 ; C.T., Augsburg Theological Seminary,
1944; Th.B., 1951;A.M., University of Minnesota, 1955. Pastor, Mora,
Minnesota, 1944-47.At Augsburg since 1947.
WENDELLSWANSON,
A.B., Instructor in Reed lnstruments
A.B., University of Minnesota, 1939. Teaching: Minneapolis College of
Music, 1944-.At Augsburg since 1955.
JOHN THUT, A.B., M.Mus., Assistant Professor of Voice
A.B., Goshen College, 1923; B.Mus., American Conservatory of Music,
1929;M.Mus., 1936.Additional study: Minnesota. Teaching: Bethel ColColorado State
lege, 1924-27;American Conservatory of Music, 1931-44;
College of Education, 1946-47.YMCA War Prisoners Aid, England and
Belgium, 1944-46.At Augsburg since 1947.
OLAF H. SWENSON,A.M., Instructor in Sociology
A.B., Gustavus Adolph- College, 1943; A.M., University of Minnesota.
1950. Teaching: Gustavus Ad,olphus College, 1947-49, 1950-1 I . Probation
Ofice, Hennepin County, 195 I-. A t Augsburg since 1953.
A.M., Associate Professor of Library Science
AGNESB. TANGJERD,
A.B., St. Olaf College, 1920; B.S. in L.S., University of Minnesota, 1939;
A.M., 1944. Additional study: Minnesota. Zion Society for Israel, 1922-28.
Teaching: High School, 1929-3 6. Eau Claire Public Library, 193 6-3 8.
A t Augsburg since 1940.
A.M., Associate Professor, of English
GERALDH. THOKSON,
A.B., Augsburg College, 1943 ; A.M., University of Minnesota, I 948. Additional study: Grenoble, Wisconsin, Oslo, Minnesota, Columbia. U.
Army, 1943-46. Teaching: Wagner College, 1951. A t Augsburg since 1946.
s.
VERA THUT, B.Mus., Instructor in Piano
B.Mus., American Conservatory of Music, 1927. Additional study: Amer,ican Con$ervatory of Music and Minnesota; Master Class Work with
Silvio Scionti; Robyn Normal Teachers Training Course; studied under
Kurt Wanieck. Teaching: American Conservatory of Music, 1926-46;
Colorado State College of Education, 1946-47. A t Augsburg since 1947.
JOEL
S. TORSTENSON,
A.M., Associate Professor of Sociology
A.B., Augsburg College, 1938; A.M., University of Minnesota, 1940. Additional study: Minnesota. Director of Education and Public Relations, Midland Cooperative Wholesale, I 945 -47. A t Augsburg 1938-42, a'nd since
A.M., Assistant Professor of Psychology and EducaMARVINE. TRAUTWEIN,
tion
A.B., University of Nebraska, 193 y ; A.M., Columbia, 1940. Additional
study: H a n a r d , Hawaii, Minnesota. Teachi,ng: High School, 1936-42;
Dean, Norfolk Junior College, 1942. Staff, Education and Training O&cer,
V. A., Fort Snelling, 1946-48. Research Assistant and Counselor, University of Minnesota, 1948-50, and 1953-55. U. S. Army Air Force, 1942-46.
A t Augsburg since 1950.
ERLINGJ. URDAHL,A.M., Associate Professor of Biology and Psychology
A.B., Concordia College, 1930; A.M., University of Minnesota, 1940. Additional study: Minnesota. Teaching: High School, 1931-35. Principal, Cannon Falls, Minnesota, 1935-41. A t Augsburg since 1943.
SCOTTD. WALTON, Ph.D., Assistant Prof essm of Business Administration and
Economics
B.S., University of htinnesota, 1947; M.B.A., H a n a r d University, 1949;
Ph.D., Iowa State College, 1953. Teaching: Iowa State College, 1949-52.
University of Minnesota, 1952-53. A,t Augsburg since 1953.
ANDERSKVAMME,A.B., Graduate Assistant in Mdthematics
A.B., Augsburg College, 1954. Additional study: Minnesota. A t Au:gsburg
since 1955.
GRADUATES
COLLEGE, 1954
With the degree of Bachelor of Arts
Aasen, E, Hildegarde . . . . . . . . . .Winger
Allar, Donald J. . . . . . . . ..Minneapolis
Anderson, Donald Walter ....... Wayzata
Anderson, Arthur Leroy . . ..Minneapolis
Anderson, Janice A. . . . . . . . .Minneapolis
Anderson, Theodore Wayne .- .St. Paul
.
Becker, Louis Oliver . . . . . .St. Louis Park
Berntsen, Ruth Ann ........ .Minneapolis
Blake, Shirlee Arlene . . . ..Ottawa, Ill.
Botko, Witlard John . . . . . . . .Minneapolis
Carlson, Erwin L. . . . . . . . . . . .Minneapolis
Carlson, Roger E. . . . . . . . . .Minneapolis
Chilstrom, Herbert W. . . . . . . . . . Litchfield
Dill, Donald John . . . . . . . . . . . ..Elk River
Dorr, Ardis S. . . . . . . . . . . . . . . .Mentor
Eldal, Phyllis S. . . . . . . . . . . ..Minneapolis
Elness, S. Jerome . . . . . . . . . . . . ..Garfield
Erlandson, Wallace Emerson . .Minneapolis
Evenson, Leland Elroy . . . . . . . . . . Hanska
Fisher. George William ........ ..Morris
Froiland, David C. . . . . . . . ..Minneapolis
Fullerton, Gerald LeRoy . . , .Minneapolis
Gante, Marshall Henry . . . . . .Minneapolis
Gustafson, Violet E. . . . .McGregor, N. D.
Hafstad, Wallace LeRoy . . . . . . .Hawley
Hamberg, Elaine Lorella .Williston, N. D.
Harkman, Maryls Ann . . . . . . ..Cokato
Harrison, Jean L. . . . . . . . . . Minneapolis
Helland, Florence . . . . . . .Binford,
.
N. D.
Hibbard, Gerald Cletus . . . ..Minneapolis
Hielmeland, Selmer Jerome
Williston, N. D.
Hoeft, Robert Louis . . . . . . . . . . . .Shafer
Holmberg, Richard Daniel . . .Minneapolis
Huglen, Erling S. 8.
. . . . .Newfolden
Hushagen, Orpha L. A.
. . . . . . ..Gonvick
Ingman, Robert C.
Isaacson, Edsel C.
. . . . . . . .Minneapolis
. . . . . . - - . ..St. Paul
. . . ..Minneapolis
Jacobson, Luther H.
Jensen, Alice K. . . . . . . . .Rosemount
Johnson, Marcellus L.
Newman Grove, Neb.
Johnson, Marjorie A. . . . . . . .Minneapolis
.Minneapolis
Johnson, Richard Jerome
..
Kleven, Lowell H.
.Blanchardville. Wis.
Knudson, Noel M. . . . . . . . . . .Minneapolis
Knutson, Maryan Alberta . . .Granite Falls
Kylla, Valborg Louise . . . . . . . . . . . Kenyan
Langseth, Robert Vern . . .Argusville, N. D.
Larson, Arlene J. . . . . . . . . . . . . .Wadena
Larsson, Kentan Dale . . . . . ..Taylors Falls
Lodahl, Helen M. . . .Medicine Lake, Mont.
Lusk, George W. ............ .St. Paul
Lyngdal, Colette M. . . . . . . .Minneapolis
Marquardt, William G. . . . . . . . St. Paul
Mathiason, Alan . . . . . . . . . .Warthington
Mattison, Robert T. . . . . . . . . .Minneapolis
Melby, Naomi E. . . . . . . . . .Lake Lillian
Mickelberg, E. D. . . . . . Onalaska, Wis.
Munson, Paul C. . . . . . . . . . . .Minneapolis
Myhre, Richard Thomas . . . . .Minneapolis
Nelson, Gordon Arlen ...... .Minneapolis
Nelson, Janet A. . . . . . . . . . ..Ellendale
Nelson, Marion Jane . . . . . . .Minneapolis
Northfelt, Richard A. . . . . . . .Minneapolis
Norum, Donald Allan .......... .Hallock
~ y $ u s , Edward Obert . Cumberland, Wis.
Nystuen, Winifred H.
Erickson, Man., Can.
Olesen, Esther . . . . . . . .
Olson, Julian Richard . .
Oudol, Yvonne Maureen
.Racine, Wis.
. . . Minneapolis
. . .Minneapolis
Parkhurst, Milford Charles. .Mondovi, Wis.
Patterson, Robert James . . . . . . . . . Lucan
Peterson, Lloyd Evans . . . . . . . . .St. Paul
Phillips, Merton C. . . . . . . Excelsior
Porten, Horace A. . . . . . . Alvarado
Pousi, Ruth Miriam . . .
. . . . Dossel
Pribble, Fred C.
. . , . . . . . . . . ..Austin
Reimer, Donna Erickson . . . . . . Duluth
Reinertson, Arlene Kathryn . . .Moorhead
Robertorye, Paulette . .Whitefish, Mont.
Rolf, Louis . . . . . . . . . . . . . . .St. Paul
Ronningen, Morlene Ann . . .Carpio, N. D.
Rust, Gary Roger . . . . . .Harwood, N. D.
Saari, Corwyn Jane . . . . . .Minneapolis
Sandness, Albert J. Jr.
LaMoure, N. D.
Sandquist, Shirley Kathryn . . .Cambridge
Seaver, John Edson . . . . . . Minneapolis
Sevold, Raymond Hove . . . . . Minneapolis
Shiell, James Lester . . . . . . . . . .Hoffman
Siege!, David Howard . . . . Minneapolis
Skogen, Clyde Lester . . . . . . . . . .Isle
Skovholt, Ardelle Elaine
Mooreton, N. D.
Soiseth, Marilyn H. . . . . . Williston, N. D.
Sonsteng, Ruth . . . . . . . . .Salol
Sorenson, James Arthur . . . . Eleva, Wis.
Strande, Nels A. D.
,
. Braoten
Thoreson, Allan Robert . . . . . . . . .Peterson
Thorson, Arthur William . . New Brighton
Tjornhom, Barbaro Lou . . . . . . . . .St. Paul
. . Minneapolis
Trelstad, Jerome Conley
Twiton, Robert E. . . . . .Sun Prairie, Wis.
Undseth, Morvin Sylvester . . .Minneapolis
Vick, Oliver Karl
. . . . . Spring Grove
Walker, Marilyn Kvam . . . . . .Minneapolis
Warner, Ruth Elaine . . . . . . .Duluth
Westphal, Joanne Carolyn . . Madelia
COLLEGE, 1955
With t h e degree of Bachelor of Arts
Aho, Arnold Duane
...
.Minneapolis
Amundson, Robert Edward . .Minneapolis
.Minneapolis
Andersen, Sam C. . . .
Anderson, Curtis M. . . . . . . ..Bruno
Anderson, Donna Louise
.Argyle, Wis.
Anderson, James W. . . . Minneapolis
Benson, John E.
Berge, Mavis S. . . .
Bodin, Wesley James
Bosmoe, Valborg Jean
Bouchard, Janet A.
Bremseth, Janice M.
Briggs, Walter C. . .
Milwaukee, Wis.
Lansebora
Minneapolis
Pierpont, S. D.
Minneapolis
Minneapolis
Minneapolis
Coviness, David C..
Dahlin, Maxine M.
Danger, Mary Jean
Drake, Spencer Ralph
Dronen, Richard Arlen
Egertson, Darrell J.
Eide, Delores Mae
Minneapolis
.
.Cokato
Krueger, Wallace T.
Kvamme, Anders . .
.
. .Minneapolis
Voss, Norway
Larson, Audrey Virginia .
. Robbinsdale
Lelvis, Patricia Marie .
Chatham, Mich.
Lunow, Arthur Alan . . . . . .St. Louis Park
. . . . Dalton
Maeland, Arnulf Julius
Magnuson, Albert Carl
Mahre, Richard A.
.
Martinsen, Ralph W.
Moe, Dorothy R. . . . . . .
Mulliken, John Kitredge
.
Minneapolis
Nelson, Lennart Dean
Nelson, Philip A. ...
Omdahl,
.Minneapolis
Minneapolis
Minneapolis
. . . Dawson
. . St. Paul
. . . .Madelia
Beverly F.
. . . . . . . Fosston
.Stanchfield
.
.Minneapolis
Minneapolis
..
,
Minneapolis
Minneapolis
Pauluk, George . . . .
Peterson, Clinton Jerome
. . Minneapolis
Jackson
Quanbeck, Paul Martin . . . . Minneapolis
Roesler, William Arnold
. . . . . .St. Paul
Holling, Beverly J.
Minneapolis
Sather, Dayne W.
Northwood, N. D.
Halvorson, Arvin H.
Galesburg, N. D.
Skoar, David Wayne . . . . . . .Rockfard, Ill.
Halvorson, Helen A.
Galesburg, N. D.
Hanson, James Edward
Minneapolis
Skjerseth, Donald
.
Brocket, N. D.
Honson, Lee David
Long Prairie
Sneitzer, Robert F.
. . . . . . . . .St. Paul
Hanson, Wallace Leonard
Waseca
Kandiyohi
Soderberg, LaYonne Anita .
Helland, Rachel E.
Thief River Falls
Steinbrecher, Woyne G.
. Minneapolis
Heng, Rolf 0.
Minneapolis
Stensrud, Richord H.
. . Minneapolis
Henjum, Raymond Harris
Hoffman
Strandlie, Wenona : ,
. . . . . Benson
Herman, Robert Marvin
Minneopolis
Holcombe, Thomas Earl
M~nneapolis Thompson, Agnes Elaine
.Minneapolis
Thoreson, Wayne Laverne
Peterson
Jenson, John Richard
Minneopolis
Twedt, Agnes S. . . . . . . . McHenry, N. D.
Jorgensen, Beverly Mae
Delano
Tweet, Agnes Marie .
Tunbridge, N. D.
Kohls, Allan J.'
Minneapolis
Wes?, Kenneth W.
,
Maple Park, Ill.
SEMINARY, 1954
With the degree of Bachelor of Theology
Berkland, Theodore A.
. . Minneapolis
Christopherson, James E.
Valley City, N. D.
Erickson, Stanley R. . . . . . Minneapolis
.
Kollevig, Lloyd C.
Storley, Calvin
. '.
Vaagenes, Morris G. .
. . .Willmar
Roslyn, S. D.
Minneapolis
With the degree of Graduate in Theology
Gudim, Milo D. .
Halverson, Philip J.
. . . . . Mc Ville, N. D.
. . . . . . . Minneapolis
Soli,
John
. .... .
Minneapolis
SEMINARY, 1955
With the degree of Bachelor of Theology
Anenson, LeRoy H.
Halverson, William H.
Johnson, Morris
..
.Minneapolis
Minneapolis
Racine, Wis.
Rokke, David
Thorpe, Gordon
Minneapolis
Aniwa, Wis.
With the degree of Graduate in Theology
Dahle, Norman A.
Oman, Lyman . .
Swonson, Edward E.
.
.
,
.
. . Aitkin
Amery, Wis.
.Minneapolis
Underbakke, Leland
Vaagenes, Carl .
Minneapolis
Minneapolis
STUDENT ENROLLMENT, 1954-1 955
College
First Semester
Class
Eqen
Women
Second Semester
Total
Men
Women
Senior . . . . . . . . .
Junior . . . . . .
Sophomore . . .
Freshman . . . . .
Special
......
Pr. Nurse (S. H.) .
Fr. Nurse (D. H.)
Jr. Nurse (D. H.)
Total
Total College Enrollment, 1954-1 955
Class
Men
..
Senior .
Junior . . .
Sophomore
.
Freshman . ,
Special . . . . .
Fr. Nurse (S. H.)
Fr. Nurse (D. H.)
Jr. Nurse (D. H.)
-
Total
44 1
Women
Total
-
-
364
805
Theological Seminary, 1 954-1 955
Semester I
Men
Third Year
Second Year
First Year
Special
.
Total
Semester II
Men
Total
Men
Total
TOTAL ENROLLMENT, 1954-1955
COLLEGE
Men Students .
Women Students
Total
...
, ,
, ,
,
SEMINARY
Men Students . .
Women Students ,
Total . . . . . .
, , , , . ,
, , ,
, ,
. ,
.
,
. ,
.
.....
. . . . . . . . . . . . . . .
, , , , , , , , ,
..
...............
..
Total enrollment . . . . . . . . . . . . . .
Deducting those counted more than once
. . . . . . . . . . . . . .
....
,
STUDENT ENROLLMENT, 1955-1956
College
Second Semesbr
First Semester
Men
Class
Women
Total
Men
Senior . . . . . . .
Junior . . . . . . . .
Sophomore . .
Freshman . . .
Speciol . . . . . . .
Fr. Nurse (S. H.)
Fr. Nurse (D. H.)
Jr. Nurse (D. H.)
Total
Total College Enrollment, 1955-1956
Men
. . . .
Senior
Junior
.......
Sophomore . .
...
Freshman
Special . . . . . .
Fr. Nurse (S. H.)
Fr. Nurse (D. H.)
Jr. Nurse (D. H.)
Total
495
Women
386
Total
Women
Total
Theological Seminary, 1 955-1956
Semester I
Msn
Men
Third Year
......... 6
Second Year . . . . . . . . .
10
11
First Year . . . . . . . . . .
Special
............1
Total
..............
Total
Semester II
Men
6
6
10
11
10
11
1
-
-
27
28
28
TOTAL ENROLLMENT, 1955-1956
COLLEGE
Men Students . . . . . . . . . . . . . . . . . . .
Women Students . . . . . . . . . . . . . . . . . . . . . . . . . . .
Total
.
.
.
.
.
......
.................................
SEMINARY
Men Students .
Women Students
.......................................
. . . . . . . . . . . . .
............
Total
Total enrollment . . . . . . . . . . . . . . . . . . .
Deducting those counted more than once
SUMMARY OF GRADUATES
SEMINARY
Graduates-1870-1953
..
Graduotes-1954
..
Graduates-1955
Total
.
.
. . . . . . . 629
.
................
, , , , , , ,
...
.
.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
9
10
648
COLLEGE
Total
Total Graduates
21 12
2760
INDEX
Page
Academic. Administration . . . . . . 33
Accounts. Payment of . . . . . . . . . . 16
Accreditation . . . . . . . . . . . . . . . . . . 5
Admission. College . . . . . . . . .
33
Admission. Seminary . . . . . . . . . . 94
Administration . . . . . . . . . . . . . . 105
.
Administrotive Staff
. . . . . . . . . . . .105
Advanced Standing . . . . . . . . . 34
Aims. Fundamental . . . . . . . . . . . 7
Alumni Association. The . . . . . . . . . 10
Archives. The . . . . . . . . . . . . . . 1 1
Art . . . . . . . . . . . . . . . . . . 23. 71
Athletics . . . . . . . . . . . . . . . . . . . . . .31
Attendance. Chapel . . . . . . . . . . 21
Attendance. Class . . . . . . . . . . . . . .37
Audio-Visual Education . . . . . . 12
Augsburg Foundation. The . . . . . . . 10
Awards . . . . . . . . . . . . . . 18 32
.
Band . . . . . . . . . . . . . . . .
30. 70
Biology. Department of . . . . . . . . . . 86
Board. Estimate of Cost . . . . . . . . . . 14
Board of Trustees . . . . . . . . . . . . . . .1M
Buildings . . . . . . . . . . . . . . . . . . . . . . 10
Business Administration. Curriculum
. 46
Business Administration. Economics. and
Secretarial Studies. Department of . . 80
Calendar . . . . . . . . . . . . . . . . . . . . .
3
Cancellation . . . . . . . . . . . . . . . . . . . . . . 35
Chapel Service. The . . . . . . . . . . .
21
Chemistry . . . . . . . . . . . . . . . . . . . . . . . 88
Choir . . . . . . . . . . . . . . . . . . . . . ..30 70
Choral Club . . . . . . . . . . . . . . . . . .30. 70
Christian Education and Sociology . . 103
Church History (Seminary) . . . . . . .
100
Classical Languages. Department of . . 59
Classification . . . . . . . . . . . . . . . . . . . 36
Clubs
29
Co-curricular Program . . . . . . . . . . . 29
Committees of the Faculty . . . . . . . . .106
38
Conditions . . . . . . . . . . . . . . . . . . . .
Contents, Table of . . . . . . . . . . . . .
4
9
Control, Financial Support and . . . .
Convocation . . . . . . . . . . . . . . . . . . . . 22.
Counseling . . . . . . . . . . . . . . . . . . . 23
Course Fees . . . . . . . . . . . . . . . . . 15
Courses of Study, College . . . . . . . 53
Credits . . . . . . . . . . . . . . . . . .40, 53
. 42
Curriculums . . . . . . . . .
.
Debate . . . . . . . . . . . . . . . . . . 30.
Deficiencies . . . . . . . . . . . . .
...
Degree. Bachelor of Arts . . .
..
Dentistry. Pre-Dental Courses . . .
64
34
39
50
Page
Diaconate . . . . . . . . . . . . . . . . . . 48
Dining Hall . . . . . . . . . . . . . ..11. 26
Discipline
. . . . . . . . . . . . . . . . . . 27
Distinction. Degree with . . . . . . . 41
Divisional Organization . . . . . . . . . . 54
Drama . . . . . . . . . . . . . . . . . . . . . .29. 64
Economics . . . . . . . . . . . . . . . . . . 80
Education . . . . . . . . . . . . . . . 77
Educational Plant
. . . . . . . 10
Electives . . . . . . . . . . . . . . . . . . . . . . 40
Elimination of Students
. . . . . . . 36
. . . . . . . 20. 26
Employment Service
Engineering. Pre-Engineering Course . . 50
E.nglish. Department of . . . . . . . . . . . 60
English Proficienq . . . . . . . . . . . . . . . 40
Enrollment . . . . . . . . . . . . . . . . . .118
Entrance Requirements. College
. . 33
Evening School . . . . . . . . . . . . . 13
Examinations . . . . . . . . . . . . .37. 38
Expenses . . . . . . . . . . . . ..14. 16. 95
Faculty. The . . . . . . . . .
-107
Fees
...................
15
17
Financial Assistance . . . . . .
Financial Information . . . . . . . . . . 14
Financial Support and Control
9
Food Service . . . . . . . . . .
2 6
Forensics . . . . . . . . . . . . .
30
Foundation. Augsburg
. . . . . . 10
French . . . . . . . . . . . . . . . . . . . .
67
.
.
.
7
Fundamental Aims .
General Information . . . . .
.
5
Geography . . . . . . . . . . . . . . 74
German. Department of . . . . . . . 65
Grade Values
..............
38
Graduates . . . . . . . . . . . . . . . . . . . . .115
Graduates-(1 870-1955)' Summary of 120
Graduation Requirements. College . . 39
Grants-inuid . . . . . . . . . . . . . . . . . . . 19
Greek . . . . . . . . . . . . . . . . 59
. . . 91
Health and Physical Education
Health Service . . . . . .
. . . . . . 25
. . . . . . . . . . . . . . . . 60. 98
Hebrew
High School Teaching. Curriculum
. . 44
Historical Sketch . . . . . . . . . . . . 6
History . . . . . . . . . . . . . . 72
Home Economics. Department of . . . . 83
Home Economics. Vocations in . . . . 45
Homiletics . . . . . . . . . . . .
. . .102
Honor Points . . . . . . . . . 38. 40
Honors . . . . . .
. . . . . . .32.41
. . . . . .
-13
Hospital Affiliation
Housing
. . . . . . . .
26
P&s
.........
59
Incompletes . . . . . . . . . . . . . . . . . . . . . .
Intercollegiate Activities. Purpose and
Philosophy of . . . . . . . . . . . . . . . .
38
Humanities. Division of the
Journalism
.......................
31
63
Lower Division Requirements ........ 39
Laboratories. Natural Science . . . . . . . 12
Latin . . . . . . . . . . . . . . . . . . . . . . . . . . .
60
Law. Pre-Low Courses . . . . . . . . . . . . . .46
Library
12
Library Science ................... 79
Loan Funds ...................... 17
Location . . . . . . . ., . . . . . . . . . . . . ..5, 123
Male Chorus . . . . . . . . . . . . . . . . . .30. 70
Mathematics. Department of . . . . . . . . 90
Medical Staff . . . . . . . . . . . . . . . . . . . . 106
Medical Technology . . . . . . . . . . . .13. 48
Medicine. Pre-Medic Courses . . . . . . . 51
Membership in Educational Associations 9
Ministry. Preparation for the . . . . .42. 95
Minors . . . . . . . . . . . . . . . . . . . . . . . . . .
40
Missionary Work. preparation for . . . 43
Museum. The ..................... 1 1
Music. Department of . . . . . . . . . . . . . . 68
Music Fees . . . . . . . . . . . . . . . . . . . . . . 15
Music. Organizations .......... .30. 70
Natural Sciences and Mathematics.
Division of . . . . . . . . . . . . . . . . . .
New Testament (Seminary)
Norwegion. Courses in ..........
Numbering of Courses . . . . . . . . . .
Nursing. Pre-Nursing Courses
Nursing. Affiliation with Schools of
......
....
Old Testament (Seminary) .......
Oratory
..................... .30. 64
Organ . . . . . . . . . . . . . . . . . . . . . . . . . .
70
Organizations. Student ............ 29
Orientation ................... .25, 77
Parish Work. Preparotion for ....... 43
Pastoral Theology ................. 101
Payment of Accounts . . . . . . . . . . . . . 16
Personnel Services. Student
23
Philosophy. Department of .......... 57
Physical Education. Department of
Health and . . . . . . . . . . . . . . . . . . . . 91
Physical Sciences. Department of ..... 87
Physics . . . . . . . . . . . . . . . . . . . . . . . . . . 89
Piano ...........................
70
Placement Service for Graduates
26
Plant
10
Political Science
74
Polity, Worship. and Parish Work ..-102
Practical Theology ................ 101
.........
.....
...........................
...................
p
w
95
18
rre-seminary Curriculum ........ 4 2
Prizes. Scholarships and ............
Probation . . . . . . . . . . . . . . . . . . . . . . . .
Psychology . . . . . . . . . . . . . . . . . . . . . . .
Publications . . . . . . . . . . . . . . . . . . . . . .
Purpose .........................
*
76
28
5'
.............
Recreational Activities
22
Records . . . , . . . . . . . . . . . . . . . . . . . . . 25
Refunds . . . . . . . . . . . . . . . . . . . . . . . . . 17
Registration . . . . . . . . . . . . . . . . . . . . . . 35
Registration, Change of
35
Religion and Philosophy, Division of . . 55
Religious Program . . . . . . . . . . . . . . . . 21
Residence Requirement . . . . . . . . . .,
41
Eomance Languages, Department of .. 67
Room Costs . . . . . . . . . . . . . . . . . . . . . . 14
............
..
Scandinavian Language and Literature 66
Scholarships and Prizes . . . . . . . . . . . . 18
Secretarial Studies . . . . . . . . . . . . . . . . 82
Secretarial Work Curriculum ........ 52
Seminary. Admission .............. 94
Seminary. Faculty .................107
Seminary. Courses of Study . . . . . . . . . 97
Seminary. Expenses . . . . . . . . . . . . .14. 95
Seminary. Graduation and Degrees . . 97
Seminary Internship . . . . . . . . . . . . . . 96
Social and Recreational Activities . . . . 22
Sociology. Department of . . . . . . . . .
Social Sciences. Division of the .....
Social Work Curriculum . . . . . . . . . . .
Span . . . . . . . . . . . . . . . . . . . . . . . . . . .
Spanish . . . . . . . . . . . . . . . . . . . . . . . .
Special Programs of Study . . . . . , . .
Speech, Department of . . . . . . . . . . .
Student Activities, Coordination of . .
Student Community Life . . . . . . . . . . .
Student Government
27
Student Personnel Services . . . . . . . . . . 23
Student Society. The . . . . . . . . . . . . . . 27
Systematic Theology . . . . . . . . . . . . . . . 100
...............
Table of Contents . . . . . . . . . . . . . . . . . 4
Teacher's Certificate . . . . . . . . . . . .44. 77
Teaching Curriculum . . . . . . . . . . . . . . . 44
Testing . . . . . . . . . . . . . . . . . . . . . . .25. 37
Theology. College Preparation' for 42. 95
Theological Orientation Courses . . . . . 97
Theological Seminary. Augsburg
94
Transfer and Advanced Standing 34. 95
Trustees. Board of ................ 104
Tuition and Fees
14. 15
....
..............
University Courses ................
Upper Division Requirements ........ 40
.............
Veterans. Admission of
34
Voice ........................... 71
Augsburg College is located on Twenty-first Avenue South between
Seventh and Eighth Streets South with administrative offices located in
Science Hall on Seventh Street at Twenty-first Avenue South.
The college may be reached, via public transportation on the following lines:
1. The Franklin bus to Twenty-first Avenue South and Franklin
2. The Minnehaha Falls or Fort Snelling bus to Twenty-first Avenue
South and Riverside
3. The Plymouth-East Twenty-fifth Street bus to Seventh Street and
Cedar Avenue
4. The Olson Highway bus to Seventh Street and Cedar Avenue
Main Switchboard-Science
Hall
*
,
*
*
Hours: Monday through Friday-7:55
Saturday-8:30
Dormitories
Memorial Hall:
-
, ,
.
,
,
,
a.m. to 5:00 p.m.
a.m. to 12:30 p.m.
.
.
.
Alpha House ...............................................................................
Beta House
EE 8.0501
F
............
3.9143
3.9052
Gamma House ................................................................................ I
? 3.91 12
Delta House .................................................................................... FE 2,9949
Miriam House
-FE 2.9229
Morton Hall ....................................................................................E
2.9590
Residence for Women .......................................................................... E
2-9161
Library ......................................................................................................
E
8.0505
Health Office .........................................................................................
E
6.2468
ADMISSION TO THE COLLEGE-Requests for bulletins, application blanks, application for employment blanks, information regarding registration and admission procedure
and requirements for admission.
OFFICE OF ADMISSIONS
ADMISSION TO THE SEMINARY-Information
for admission to the Theological Seminary.
and requests
SECRETARY OF THE THEOLOGICAL FACULTY
EVALUATION OF CREDITS--Transcripts of credits, requirements for graduation, transfer of credits, scholastic progress, and withdrawal of matriculated students.
OFFICE OF THE REGISTRAR
HOUSING OF STUDENTS-Questions pertaining specifically
to housing and dormitory life.
DEAN OF STUDENTS
For information that does not appear to be covered above
AUGSBURG COLLEGE AND THEOLOGICAL SEMINARY
Minneapolis 4, Minnesota
-
CALENDAR
1956
1957
SEPTEMBER
S M T W T F S
............ 1
2 3 4 5 6 7 8
9 10 11 12 13 14 15
16 17 18 1 9 2 0 2 1 22
23 24 25 26 27 28 29
30
OCTOBER
.. 1 2 3 4 5 6
78910111213
14 15 16 17 18 19 20
21 2 2 2 3 2 4 2 5 2 6 2 7
28 29 30 21 . . . . . .
JANUARY
S M T W T F S
.... 1 2 3 4 5
6 7 8 9 1 0 1 1 1 2
13 14 15 16 17 18 19
2 0 2 1 2 2 2 3 2 4 2 5 26
27 28 29 30 31 . . . .
NOVEMBER
.... ,... 1 2 3
4 5 6 7 8 910
11 12 13 14 15 16 17
18 1 9 2 0 2 1 2 2 2 3 2 4
25 26 27 28 29 30 . .
DECEMBER
............ 1
2 3 4 5 6 7 8
9 10 11 12 13 14 15
16 17 18 1 9 2 0 2 1 22
23 24 25-26 27 28 29
30 31 . .', . . . . . . . .
MARCH
............
FEBRUARY
JUNE
.........- 1 2
3
10
17
24
4
11
18
25
5 6 7
12 13 14
192021
26 27 28
8
15
22
..
5 6 7 8 9
12 13 14 15 16
1 9 2 0 2 1 22 23
26 27 28 29 30
APRIL
1 2 3 4 5 6
78910111213
14 15 16 17 18 19 20
21 2 2 2 3 2 4 2 5 2 6 2 7
28 29 30 . . . . . . . .
4
11
18
25
..
1957
NOVEMBER
JANUARY
S M T W T F S
1 2 3 4
5 6 7 8 91011
12 13 14 15 16 17 18
19 20 21 22 23 24 25
26 27 28 29 3 0 3 1 . .
FEBRUARY
............ 1
2 3 4 5 6 7 8
9 1 0 1 1 12131415
16 17 18 19 20 21 22
23 24 25 26 27 28 ..
2
9
16
23
30
3
10
17
24
4
11
18
25
5 6 7
12 13 14
192021
26 27 28
1
8
15
22
29
............
JULY
1 2 3 4 5 6
7 8 910111213
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JUNE
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1958
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APRIL
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AUGUST
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A
Show less
............................................ 2
Admissions .............................................. 6
Costs and Financial Policies............... 10
Sponsored Scholarships ...................... 17
Student Life ........................................... 24
Academic Information........... Show more
............................................ 2
Admissions .............................................. 6
Costs and Financial Policies............... 10
Sponsored Scholarships ...................... 17
Student Life ........................................... 24
Academic Information......................... 30
Introduction
Departments and Course
...................................... 47
Registers .............................................. 141
Index .................................................... 149
Communications Directory............... 151
Academic Calendars.......................... 152
Request for Information ................... 153
Campus Map............. Inside Back Cover
Descriptions
AUGSBURC
COLLE.C E
Catalog 1984-86
USPS #490-310
Volume 115. Number 3
Fall 1984
Published four times a year in Spring. Summer. Fall. and Winter by Augsburg College. 731
21st Avenue South. Minneapolis. M N. Second Class postage paid at Minneapolis. Minnesota.
O l d Main, on the National Register of Historic Places, recalls Augsburg's heritageas the first
U.S. school founded to train pastors t o serve Norwegian immigrants. [Photo by john Louis
Anderson)
Introducing Augsburg
Few liberal arts colleges combine t h e excitement and vitality of a
metropolitan center with t h e smallness and intimacy of the rural
setting. Augsburg is o n e of t h e few, very special Christian colleges
which can offer you both, as indicated in t h e Mission Statement
adopted by t h e Faculty and t h e Board of Regents in 1977.
Mission Statement
Augsburg is an accredited four-year liberal arts college of The American Lutheran
Church located in Minneapolis, at the center of the Twin Cities metropolitan area.
The coeducational student body of approximately 1500, while largely of Lutheran
orientation, includes students of diverse ages from a wide variety of religious,
cultural and ethnic backgrounds.
For over 100 years the college has emphasized intellectual freedom in the search
for knowledge in its disciplines, responsiveness t o the needs of society and the
world, and preparation of students for service and leadership in church and
society.
The mission of Augsburg College i s to educate students through a distinctive combination of commitment to the Christian faith, the liberal arts and excellence in
academic program.
Augsburg College is known for its people, who strive t o be a supportive, informal
and free community of learners involved with the metropolitan environment.
The academic program is primarily committed to providing students with a broad
background in a variety of subject areas as well as encouraging personal development. Excellence in the academic programs has characterized and is a continued goal of the college.
Augsburg College:
Challenges students with a portion of the knowledge and thought which has
been formative within human history and culture through a wide variety of ideas,
disciplines and selected professional and pre-professional programs;
Assists students in developing intellectual skills as well as in selecting a career;
Encourages within students the attitudes and skills necessary t o prepare them
to be learners throughout their lives.
Education at Augsburg is based on the belief that the world i s Cod's, entrusted to
us for care, exploration and understanding.
As a Christian community the college embraces a wide range of religious expression and participation. As part of its academic program Augsburg seeks t o give
all its students an informed understanding of the Christian faith and heritage as
well as an opportunity to encounter other segments of the world's religious heritage. In addition t o this intellectual task the aim of the college is t o help students
understand the Christian faith as relevant for their own experience and for participation in the commitment to the role of the Christian community in the modern
world.
Augsburg College seeks to act responsibly within the metropolitan community.
The quality of Augsburg's education is enriched by the people, culture and educational resources provided by its location. The college i s also aware that it has
a responsibility t o contribute t o the larger community. In doing this, the college
directs several of its programs specifically at the metropolitan setting, provides
areas of study not available elsewhere in the area, and offers itself as an educational resource for a variety of new student populations.
History - Fjord to Freeway
Augsburg was the first seminary founded by Norwegian Lutherans in America,
named after the confession of faith presented by Lutherans in Augsburg, Germany,
in 1530. Augsburg opened in September 1869, in Marshall, Wisconsin, and moved
t o Minneapolis in 1872. The first college students were enrolled in 1874 and the
first college graduation was in 1879.
The school was officially named Augsburg College in 1963 when its former sponsor, the Lutheran Free Church, merged with The American Lutheran Church.
Augsburg Seminary joined with Luther Theological Seminary in St. Paul that same
year. Continuing ties with this heritage are reflected in the College Center's Augsburg Room and in replication of the original sign for Old Main. From Fjord to
Freeway, a candid history of the College and its people during the first 100 years,
by Augsburg's Carl E. Chrislock, is available in the College Bookstore.
Location and Campus
Augsburg's campus is located in the heart of the Twin Cities, surrounding Murphy
Square, the first of 155 parks in the "City of Lakes." The University of Minnesota
West Bank campus and t w o of the city's largest hospitals, Fairview and St. Mary's,
are adjacent t o the campus. Downtown Minneapolis and St. Paul are minutes
west and east via Interstate 94 which forms the southern border of the campus,
or o n bus routes that also connect with the suburbs.
Reaching the Twin Cities is easy. Airlines providing daily service t o MinneapolisSt. Paul International Airport include American, Capitol, Continental, Delta, Eastern, Northwest Orient, Ozark, Republic, Trans World, United, USAir, and Western.
Bus or train connections can be made from all areas of the United States.
Policies
I t i s the policy of Augsburg College not to discriminate on the basis of race, creed,
national or ethnic origins, age, marital status, sex or handicap as required by Title IX
of the 1972 Educational Amendments or Section 504 of the Rehabilitation Act of
1973, as amended, in its admissions policies, educational programs, activities and
employment practices. Inquiries regarding compliance may be directed to the
coordinators who are listed in the Communications Directory (page 151) or to the
Director of the Minnesota Department of Human Rights, Bremer Tower, 7th Place at
Minnesota Street, St. Paul, MN 55101.
The College and its faculty subscribe t o the Statement of Principles o n Academic
Freedom as promulgated by the American Association of University Professors
and the Association of American Colleges.
Accreditation and Memberships
Augsburg College is fully accredited by the North Central Association of Colleges
and Secondary Schools and The National Council for the Accreditation of Teacher
Education (Secondary and Elementary). Our Programs are approved by The American Chemical Society, The Council on Social Work Education, National Association
for Music Therapy, Inc., and the National League for Nursing.
We are a member of the Associated Colleges of the Twin Cities (ACTC), Lutheran
Education Council in North America, and Minnesota Private College Council, and
are registered with the Minnesota Higher Education Coordinating Board (MHECB).
Facilities and Housing
Instruction facilities and student housing at Augsburg are conveniently located
near each other. A tunnel/ramp/skyway system connects the tower dormitories,
the five buildings on the Quadrangle, Music Hall, and the Psychology Building.
Admissions Office, located at 628 21st Avenue South, provides offices for the admissions
staff and reception area for prospective students and their parents.
George Sverdrup Library, (1955) named in honor of Augsburg's fourth president, contains
reading rooms, seminar rooms, work rooms, an audio-visual center, the Augsburg Archives,
classrooms and faculty offices.
Science Hall (1949) houses classrooms, well-equipped laboratories, a medium-sized auditorium, and faculty offices. The Lisa Odland Observatory on the roof was completed in 1960.
Old Main (19001 is home for the Foreign Langua e and Art departments and has classrooms
used by other de artrnents. Extensively remodgelled in 1980, Old Main combines energy
efficiency with arc!itectural
details from the past. It is included on the National Register of
Historic Pfaces.
West Hall (1966) is apartment housing for married and upperclass students.
Mortensen Tower, (1973), named in honor of Cerda Mortensen, dean of women from 1923
to 1964, has 104 one and two-bedroom apartments that house 312 upperclass students,
plus conference rooms and spacious lounge areas.
Urness Tower, (1967) named in honor of Mr. and Mrs. Andrew Urness, who have
several generous gifts to the College, provides living quarters for 321 students. tach$=
is a "floor unit," providing 36 residents, housed two to a room, with their own lounge,
~ u d and
y utility areas.
Augsburg College Center, (1967) center of non-academic activity, has spacious lounges and
recreational areas, dining areas, bookstore, and offices for student government and student
publications.
Sverdrup-Oftedal Memorial Hall, (1938) named in honor of Augsburg's second and third
presidents, provides space for administrative and faculty offices.
Music Hall, (1978) newest buildin on campus, contains a 217-seat recital hall, classroom
facilities, two rehearsal halls, music5ibraries, practice studios and offices forthe musicfaculty.
Psychology Building (1964) has classrooms, offices and laboratories for the Psychology department in the former studio building.
Melby Halt, (1961) named in honor of J. S. Melby, dean of men from 1920 to 1942, basketball
coach, and head of the Christianity department, providesfacilities for the health and physical
education program, intercollegiate and intramural athletics, chapel services, and general
auditorium purposes,
Ice Arena, (1974) with two large skating areas, is used for hockey, figure skating and recreational skating for Augsburg and the metropolitan community.
Stage II Theater, formerly Old Music Hall, was redesigned in 1979 with a thrust stage as a
temporary performing facility for the Theater department, which also retains space in the
Little Theater building.
South Hall, Kueffner apartments, and annex houses, all located in or near the campus area,
provide additional housing accommodations for students, faculty and staff.
Students meet at the kiosk, in the " Q u a d [ P h o t o by Scott Stensrud)
Admissions
Augsburg College seeks students who possess qualities of intellect
and character which will enable the student to benefit from and
contribute to the college community. Each applicant is judged on
individual merit without regard for race, creed, sex, age, disability,
and national or ethnic origin.
Augsburg's admissions office staff members are available to help
students and parents with college planning. The Admissions Office
is open weekdays from 8:00 a.m. to 4:30 p.m. Tours can be arranged
for Saturday and Sunday as well. Visitors are asked to write or call
the Admissions Office (612) 330-1001 prior to the visit. The admissions staff will arrange a campus tour, class visitations, and conferences with professors according to the wishes of the visitor. The
Admissions Office is located on the northwest corner of 7th Street
and 21st Avenue South in Minneapolis.
Application Procedures for Freshmen
1. Application for Admission
Applicants should complete an application for admission, and return it t o the
Admissions Office together with the non-refundable $15.00 application fee.
2. Transcripts
An official transcript from the high school is required of freshman applicants.
Freshman applicants who are still high school students at the time of application
should have their most recent transcript sent, followed by a final transcript
upon graduation. Graduate Examination Degree scores (G.E.D.) may be presented instead of the high school transcript.
3. Test Scores
Freshman applicants are required t o submit results from the Preliminary Scholastic Aptitude Test (PSAT), the Scholastic Aptitude Test (SAT), or the American
College Test (ACT). It will suffice if test scores are recorded on the official high
school transcript.
4. Additional Information
If there is personal information that may have affected the applicant's previous
academic performance, it may be included with the application or discussed
personally with an admissions counselor. Academic recommendations may be
required by the Admissions Committee before an admissions decision is made.
5. Notification of Admissions Decision
Augsburg College uses a "rolling" admissions plan. Students are notified of
the admissions decision, usually within two weeks after the application file is
complete and has been evaluated by the Admissions Committee.
6. Confirmation of Admission
Accepted students who are applying for financial aid are asked t o make a $100
non-refundable tuition deposit within 30 days of their financial aid notification.
Extensions may be requested in writing t o the Director of Financial Aid.
Accepted students who are not applying for financial aid are asked t o make a
$100 non-refundable tuition deposit within 30 days of their letter of
acceptance.
Early Decision for Freshmen
An Early Decision Program is offered for students who select Augsburg as a primary
college choice. An Early Decision candidate must apply by November 15 of the
senior year and will receive the admission decision about December 1. The admissions decision is based upon the academic record through the junior year,
test scores, and recommendations.
Students who are eligible for Early Decision will receive maximum consideration
for financial assistance.
Early Decision candidates applying for financial aid are required t o complete the
Augsburg Early Decision Financial Aid Application, which enables our Financial
Aid Office t o compute a preliminary award. Candidates will be notified of their
award by January 1. This application is available in the Admissions Office.
Accepted students who are applying for financial aid are asked t o make a $100
non-refundable tuition deposit within 30 days of their financial aid notification.
Extensions may be requested in writing to the Director of Financial Aid.
Accepted students who are not applying for financial aid are asked to make a
$100 non-refundable tuition deposit within 30 days of their letter of acceptance.
Early Admission of Freshmen
Students of exceptional ability who wish t o accelerate their educational program
may by granted admission to begin full-time work toward a degree following
completion of their junior year or first semester of the senior year of high school.
Applicants for early admission must complete the normal procedures for freshman
applicants, submit two academic recommendations from the high school faculty,
and arrange a personal interview with the Director of Admissions.
Application Procedures for Transfer Students
Augsburg College welcomes students who wish to transfer after having completed
work at other accredited colleges or universities. College credit is granted for
liberal arts courses satisfactorily completed at accredited institutions. The College
reserves the right not to grant credit for courses where it considers the work
unsatisfactory, to grant provisional credit for work taken at unaccredited institutions, and to require that certain courses be taken at Augsburg.
A cumulative grade point average (GPA) of 2.0 or better is required on previous
college work.
Admission to a major, as well as admission t o the College, is sometimes necessary.
For example, registered nurses seeking a Bachelor of Science degree in Nursing
must have a 2.5 GPA and complete the Department of Nursing credit evaluation
tests. Please check with the Admissions Office and departmental catalog section
to see if admission t o the major is necessary.
1. Application for Admission
Applicants should complete an application for admission and return it t o the
Admissions Office together with the $15.00 non-refundable application fee.
2. Transcripts
An official transcript from the college(s) you have attended is required. Transfer
student applicants must have an official transcript from their high school sent
to the Admissions Office. Students who have completed a year or more of
college work will be evaluated primarily on their college performance.
3. Additional Information
If there is personal information that may have affected the applicant's previous
college performance, it may be included with the application or discussed
personally with an admissions counselor. Academic recommendations may be
required by the Admissions Committee before an admissions decision is made.
4. Notification of Admissions Decision
Augsburg College uses a "rolling" admissions plan. Students are notified of
the admissions decision, usually within two weeks after the application file is
complete and has been evaluated by the Admissions Committee.
5. Confirmation of Admission
Accepted students who are applying for financial aid are asked t o make a $100
non-refundable tuition deposit within 30 days of their financial aid notification.
Extensions may be requested in writing t o the Director of Financial Aid.
Accepted students who are not applying for financial aid are asked to make a
$100 non-refundable tuition deposit within 30 days of their letter of
acceptance.
Re-Admission of Former Students
A student who has interrupted attendance at Augsburg College without requesting a leave of absence and who wishes t o return applies for re-admission through
the Registrar's Office. A student who has attended any other institution(s) during
the absence from Augsburg must have an official transcript sent from each one
to the Registrar's Office. Returning students do not pay the application fee.
Admission as a Special Student (Non-Degree)
In some circumstances, a person may be admitted as a special student (nondegree) and granted the privilege of enrolling in courses for credit. Usually a parttime student, he or she may subsequently become a candidate for a degree by
petitioning through the Registrar's Office.
Students regularly enrolled at another college may take course work at Augsburg
College as a special student (non-degree). A transcript must be sent to the Registrar's Office by the student's home institution.
An application form for special student (non-degree) status i s available from the
Registrar's Office.
Admission for International Students
International students should consult with the Director of Admissions regarding
the procedures for applying as an international student. All international students
transferring to Augsburg from another United States college or university must
apply and be accepted for admission t o Augsburg two months prior t o the start
of the semester: July 1 for Fall, November 1 for Spring.
To contact the Director, call (612) 330-1001 or write to:
Director of Admissions
Augsburg College
731 21st Avenue South
Minneapolis M N 55454
U.S.A.
I
r
I _C1-
.?
-
logging along the [Mississippi) River Road is an activity shared by students, faculty and
staff [Photo by john Louis Anderson]
Costs and Financial Policies
Students pay less than the full cost of an education at Augsburg
College. The balance of instructional and operating costs comes
from annual contributions from the American Lutheran Church, endowment funds, and gifts from individuals, corporations and
foundations.
College Costs 1984-85
Costs listed have been approved by the Board of Regents for the 1984-85 academic year. The board reviews costs annually and makes changes as required.
The college reserves the right t o adjust charges should economic conditions
necessitate.
Tuition (full-time enrollment)
....................................................................$5,560.00
This rate applies to all full-time students entering in September, 1984. Students
are considered full-time when they take three or more courses during the semester
terms with a total of seven or more courses in the school year. The charge includes
tuition, general fees, facility fees, subscription to student publications, and admission to college-supported events, concerts and lectures. The amount is payable
in two equal installments at the beginning of each semester.
Tuition (part-time enrollment) per course
.....................................................775.00
This rate applies t o students taking fewer than three courses in a semester and/
or an Interim only.
Audit Fee (for part-time students) per course
...............................................390.00
Full-time students may audit a course without charge. Part-time students taking
Lifetime Sports are charged the audit rate for that course.
................................................................. 1,210.00
Full Board (19 meals a week) ......................................................................
1,180.00
Room Rent (includes telephone)
Other board plans are available as defined in the housing contract booklet available from the Office of Student Life. Partial board (14 meals a week) is $1,140.00;
the point plan is $920.00.
Other Special Fees (not refundable)
Fees Billed on Student Account
ACTC Bus (Full-time students
only)
Late Registration (per day
after classes begin)
Registration Change after firsi
5 days (Canceljaddlchange
grade option, or combination
at one time) ................................
........................................... $
5.00
.....................
10.00
Introduction to Cinema Arts
Life Drawing (See lnterim
Catalog for fee)
Medical Technology
(Senior Fee)
5.00
35.00
Music Therapy Internship (one
half course credit)
390.00
Music Lessons
Private, per semester
(14 lessons)
150.00
Class, per semester .................... 50.00
Radio-Television Production
10.00
Theater Technical Production
35.00
.....................
.............................
Student Teaching (per course)
Study Abroad (in approved nonAugsburg programs)
..................
15.00
125.00
................................ 775.00
Fees Payable by Check/Cash
Application (new and/or
special students)
$ 15.00
Nursing Credit
Validation Tests .......................... 40.00
5.00
Locker Rental (commuters) ...........
..................... ..
Student Parking Lot Permit ...........
Transcript Fee (per copy
after first, which is free) .............
special Examinations
(schedule
on file in Registrar's Office)
20.00
2.00
Books and Supplies
These costs are estimated to range between $200 - 250 per year.
Deposits
Enrollment (non-refundable) ......................................................................
$00.00
Required of all new students after acceptance. The Enrollment Deposit is credited
t o the student's account when his/her enrollment is terminated. Any net credit
balance (after all charges and/or fines) will be refunded upon request of the
student. There are three deadline dates, each providing different benefits to you.
For more information, contact the Admissions Office.
Housing Damage ..........................................................................................100.00
Required of all resident students at the time of signing a contract, t o reserve a
housing assignment. This deposit is retained against damages and is returned to
the student account (less all charges for damages and/or fines) at the end of the
occupancy period covered by the contract. New contracts may be terminated for
Fall or Spring Term by notifying the Office of Student Life in writing by the first
day of registration. The resident will be responsible for all costs incurred due t o
late cancellation or lack of proper notification. If the new contract is cancelled
prior to July 1 for Fall semester or January 1 for Spring Semester, $35.00 will be
forfeited from the $100 deposit as a service charge. The entire deposit will be
forfeited if cancellation is after these dates.
Payments
Semester Fees - Prior to the start of each semester a "Statement of Estimated
Charges" showing basic charges and credits designated by the Student Financial
Services Office is sent t o the student from the Business Office.
Payment Options - (1) Annual payments, due August 20 as billed; (2) Semester
Payments, due August 20 and January 20 as billed; (3) Payment Plan - upon
application and after College approval, a three-month plan is available each semester. Details are included with the Estimate of Charges letter. (4) 10-month
Payment Plan - upon application, College approval, and payment of a $50 participation fee, the annual charges may be paid in 10 equal installments beginning
June 20 and ending March 20. No finance charge will be assessed on accounts
'which are current. An application will be sent upon request.
A finance charge is applied at a simple rate of 1% per month on any account
with an open balance of 30 days or more or on a 10-month payment plan in
which payment is not current.
Tuition is set on an annual basis, payable in two equal installments at the beginning
of each semester. Registration is permitted only if the student's account for a
previous term is paid in full. Augsburg College will not release academic or financial aid transcripts until all student accounts are paid in full or, in the case of
loan funds administered by the College (National DirectIDefense Student LoansNDSL and the Nursing Student Loan), are current according t o established repayment schedules.
Refunds
Withdrawal from College forms are available in the Center for Student Development. They must be filled out completely, signed, and turned in to the Registrar's Office. Students who properly withdraw, drop t o part-time, are dismissed,
or are released from a housing contract will have their accounts adjusted for
tuition and room (except for the minimum deduction of $100.00 to cover administrative costs) according to the following schedule:
700%
40%
80?b
7'0%
- through the first five da s of clasm.
- from the sixth through 7&h dav of classes.
- from t h e I f th through 15th day of classes.
-
from The 76th throu h 20th dav of classes.
600~1- from the 21st fhrau$ 25th day of classes.
50% - from the 26th day o: classes thmugh the mid-point of the term
No refund will be made after the middle of the term. Board refunds are made on a proportionate basis.
If a student i s forced to withdraw due to illness or accident, the refund will include
the normal percentage plus one-half of the percentage adjustment, upon submission of a report from the attending physician stating the inability or inadvisability of continued enrollment.
Students who elect to omit an interim or t o graduate in December are not entitled
to a refund of interim tuition, room, and board charges. Students who participate
in an approved off-campus interim are eligible to apply for a board refund and
room sub-lease. Details and request forms are available in the Office of Student
Life.
All refunds of charges will be applied t o the account of the student and all adjustments for aid, loans, fines and deposits, etc. will be made before eligibility for
a cash refund is determined.
Financial Aid
The financing of post-secondary education may well be one of the more significant
investments that an individual or a family will make in an entire lifetime. Because
this is the case, proper planning and wise choices are important, not only in the
selection of an institution, but also in the methods utilized in paying the related
expenses. Augsburg College, through its Office of Student Financial Services, is
committed to help provide students and their families with the needed assistance,
both monetary and advisory, that will protect access t o a quality education in
spite of increasing costs.
Financial assistance awarded through Augsburg is a combination of scholarships,
grants, loans, and part-time work opportunities. The College cooperates with
Federal, State, church, and private agencies in providing various aid programs.
For the academic year 1983-84 approximately 85% of all students at Augsburg
received scholarships, grants, loans and part-time employment totalling over
$5,800,000 from all aid sources.
The primary responsibility for financing a college education rests upon the student
and family. Financial aid is intended to supplement student and family resources.
r
0
-=
n
=a
Q
1
=.
I ne amount or assistance Tor wnlcn a stuaent IS ellglDle IS aetermlnea wltn tne
help and analysis of the Family Financial Statement (FFS) of the American College
Testing Program (ACT) or the Financial Aid Form (FAF) of the College Scholarship
Service (CSS). These analyses estimate the amount a student and family can provide for college expenses, taking into account such family financial factors as
current income, assets, number of dependents, other educational expenses, debts,
retirement needs, and special considerations.
< How and When to Apply
New Students - Regular Admission
1. Apply for admission t o Augsburg College. No financial aid notification is made
until the student has applied and been accepted for admission.
2. Obtain the Family Financial Statement (EFS) or Financial Aid form (FAF) from
a high school or college financial aid office. Complete the application and send
it t o the processing agency after January 1 but before March 15 for priority consideration. Minnesota residents must complete the FFS which includes the application for the Minnesota State Scholarship/Grant Program. (To be considered,
use code 6500.) Augsburg's code on the FFS is 2080. For non-Minnesota residents
using the FAF, Augsburg's code is 6014.
3. Within three t o four weeks, Augsburg will receive the analysis. If at that time
you are accepted for admission, the Financial Aid Committee will meet and review
your eligibility for all the programs available. A letter will be sent to you detailing
your financial aid package.
4. Acceptance of this financial aid package is required within the deadline stated.
If necessary, the appropriate loan forms and/or work applications will then be
sent t o you.
I
5. Transfer students must submit a financial aid transcript from each college previously attended before financial aid will be offered.
New Students - Early Decision
This is for students who select Augsburg as their primary college choice. An Early
Decision Candidate must apply by November 15 of the senior year and will receive
the admission decision about December 1.
1. Early Decision Candidates applying for financial aid may wish t o complete the
Early Decision Financial Aid Application, available by writing or calling the Admissions Office. This enables our Financial Aid Office to compute a preliminary
award before the Family Financial Statement is filed. Candidates will be notified
of their award by January 1.
2. For confirmation of the financial aid award package, with any necessary revision, the FFS (or FAF for non-Minnesota residents) must be completed after prior
calendar year income information is available. This is after January 1 but before
March 15.
Returning Students
Eligibility for assistance must be re-established each academic year by filing the
application and Family Financial Statement (FFS). Renewal is based on financial
eligibility, satisfactory academic progress, and fund availability.
Kinds of Aid
A student applying for aid from Augsburg applies for assistance in general rather
than for a specific scholarship or grant (except as noted). The various forms of
aid available are listed here for information only.
In addition to aid administered by Augsburg College, students are urged t o investigate the possibility of scholarships, grants, and loans that might be available
in their own communities. It could be worthwhile to check with churches, the
company or business employing parents or spouses, high schools, service clubs,
and fraternal organizations for information on aid available to students meeting
their requirements. In addition to these sources, some students are eligible for
aid through Vocational Rehabilitation, Education Assistance for Veterans, Educational Assistance for Veterans' Children, and others.
Gift Assistance
Presidents Scholarships - Full tuition Presidents Scholarships and half tuition
College Scholarships are awarded annually to the most academically qualified
full-time freshmen students. These scholarships are awarded without regard to
need. Because this is a unified program, full tuition or half tuition is assured, since
the College guarantees the difference between non-Augsburg grants and scholarships (such as state scholarships, Pell grants, etc.) and the limit of the award.
The award is renewable for three years based on academic performance at Augsburg. Special application is due January 15.
Deans Scholarships - Full tuition and half tuition Deans Scholarships are awarded
for each fall to the most academically qualified full-time students who are direct
transfers t o Augsburg College following completion of an A.A. or A.S. degree,
having maintained a 3.5 GPA on a 4.0 scale. These scholarships are awarded
without regard to need and are renewable for an additional year. Special application is due March 15.
Lutheran Transfer Scholarhips - Up to seven scholarships are awarded for each
fall to full-time students who have completed the A.A. or A.S. degree at a Lutheran
junior college and are direct transfers to Augsburg College without further coursework at another institution. Awards of $500 are based on academic merit and are
renewable for an additional year. Special application is due May 15.
Paired Resources in Ministry and Education (PRIME) Awards - Augsburg College
will match the first $300 a year of a student's scholarship or grant from a Lutheran
congregation.
Augsburg Tuition Grants - Available t o students who have shown academic
potential and have financial need. A grant may pay up t o full tuition and fees. A
student's academic performance, financial need, and high school and community
involvement are taken into consideration.
Minnesota State Scholarships and Grants - Awarded by the state to Minnesota
residents who have financial need. For 1984-85, they range from $100 to $3407.
All applicants from Minnesota are expected to apply.
Supplemental Educational Opportunity Grants - A federal program administered
by the College. To be eligible, a person must: (1) be a U.S. citizen or permanent
resident; (2) have sufficient financial need as defined by the program and demonstrated by the FFS (or FAF); (3) be capable of maintaining satisfactory academic
standing at the College; and (4) be accepted for admission.
Pell Grants - Federal Pell grants are awarded to students attending eligible institutions of higher education and are based on financial need as defined by
program guidelines. The maximum grant eligibility for each student for 1984-85
is $1900 minus the amount the student and family can be expected to contribute.
Application is made by filing the FFS (or FAF) and requesting on the application
form that the necessary information be sent t o the Pell Grant Program.
Bureau of lndian Affairs/Tribal and lndian State Scholarships - American lndian
students who meet federal and state requirements may apply for Bureau of lndian
Affairs, Tribal and/or lndian State Scholarship monies. Students must be '/4 degree
lndian ancestry and be enrolled with a federally recognized tribe. lndian grants
supplement all other sources of financial aid. For assistance in application contact
Augsburg's American lndian Program Director or your tribal agency.
Loan Assistance
National Direct Student Loans (NDSL) - JointAugsburg College-federally funded
program administered through the College for students who demonstrate financial eligibility. Loans are interest free during your education. No interest accrues
nor do payments have to be made on the principal at any time you are enrolled
at least half-time. Simple interest of 5% and repayment of the principal (at the
minimum of $30 a month) begin six months after you leave school. Repayment
may extend up to 10 years. The loan carries a teacher cancellation clause. The
maximum which may be borrowed for undergraduate study is $6,000.
Guaranteed Student Loans (GSL) and Minnesota State Student Loans - Loan funds
are obtained directly from a local lender or state agency in states which provide
such programs. While the student is attending at least half-time, there is no interest
charge. Beginning with loans for school periods starting September 13, 1983 and
after, simple annual interest of 8% on the loan balance and repayment of the
principal begin six months after you leave school. Repayment may extend up to
10 years. The maximum loan is $2500 per year with the cumulative undergraduate
maximum of $12,500. Applications are available at the college, some banks, and
the Minnesota State Student Loan Office.
Nursing Student Loan - Federal program with provisions similar to the National
Direct Student Loan program, but restricted to applicants accepted or enrolled
in our program leading to the baccalaureate degree in nursing. Recipients must
have financial need and be registered at least half time. The maximum loan is
$2500 per year.
Parent Loan Program (PLUS) - PLUS is a loan program t o help parents meet
college costs. Parents may borrow up to $3,000 per year with an aggregate maximum of $15,000. Repayment begins within 60 days of check disbursement at a
simple interest rate of 12% and a minimum payment of $50 per month. Application
forms are available at Augsburg College or the lending institutions. Applications
are normally filed with the bank or thrift institution with which your family has
an account.
Student Employment
Augsburg College provides work opportunities for students with proven financial
need who are at least one-half time students. Assignment is made on the basis
of need and potential competence in performing the duties assigned. Part-time
work provided by the College is considered financial aid, just as scholarships,
loans, and grants. A maximum of 15 hours of on-campus employment per week
is recommended.
A l l on-campus w o r k is governed b y policies stipulated i n t h e w o r k contract issued
t o t h e student employee f o r each placement. Payment is made monthly b y check
t o t h e student employee.
College W o r k Study Program and Minnesota State W o r k Study Program - Under
these programs t h e federal o r state government supplies funds o n a matching
basis w i t h t h e College t o provide some part-time w o r k opportunities.
A i d Association f o r Lutherans W o r k Service Program - A special program of offcampus placement i n Lutheran congregations, w i t h w o r k assignments made at
t h e discretion of t h e congregation, which will support t h e life and mission of t h e
congregation.
Sponsored Scholarships
Scholarship winners are selected by t h e Student Affairs Committee unless otherwise specified. For departmental scholarships, winners are recommended by
faculty of t h e department involved. Descriptions o f awards are f r o m statements
03 t h e donors' wishes.
'Indicates endowed scholarships
General Scholarships
Charles and Ellora Alliss Educational Foundation Scholarships - a number of awards of
varying amounts (minimum $500) are made each year on the basis of financial need and
ability. Established in 1973 by the foundation.
Bremer Foundation Scholarships - awarded annually to students from towns and cities
where Bremer banks are located.
Alma Jensen Dickerson Memorial Scholarship' - awarded annually to deserving junior/
senior students. Established in 1961 to perpetuate her memory.
Oliver M. and Alma Jensen Dickerson Memorial Scholarship' - awarded annually to two
deserving junior or senior students. Established in 1969 by Alma Jensen Dickerson to honor
her late husband and perpetuate their memory.
Elias B. Eliason Sr. Memorial Scholarship' - awarded annually to one or more needy and
deserving upperclass students. Established in 1979 in memory of their husband and father
by Josie Feroe Eliason, Conrad Eliason, E. Bernie Eliason, Mrs. Elizabeth Mauseth and Mrs.
Clara Hoelck.
M. J. Estrem Scholarship* - awarded annually to a worthy student. Established in 1965 by
Maybelle and Malcolm Estrem.
Memorial Scholarship Foundation Scholarships* - awarded annually to an able and deserving upperclass student. Established in 1964 by undesignated memorial gifts.
Minnesota Mining and Manufacturing Company Liberal Arts Scholarships - given annually
to needy students who are U.S. citizens. Established in 1972.
JohnG.Quanbeck Scholarship Fund - awarded annually to freshmen students who without
assistance would be unable to pursue higher education. Established in 1963 by a bequest
of John C.Quanbeck.
Readers Digest Endowed Scholarship* - awarded to able and deserving students. Established by the Readers Digest Foundation in 1964.
Edward Yokie Memorial Scholarship' - awarded to an able and deserving junior or senior
student. Established in 1962 to honor the memory of their beloved father by his daughters,
E. Lorraine Yokie and Doris E. Yokie.
Special Scholarships
Aid Association for Lutherans - awarded annually to able and deserving upperclassstudents
who are certificate (policy) holders with Aid Association for Lutherans Insurance Company.
Established in 1966.
Grace Jewellensen Buster Memorial Scholarshtp' - one or more scholarships are awarded
annually to sophomore, junior, or senior Chrnese students who have outstanding academic
records and are preparing to work among the Chinese people. EstabYished in 1983 by family
and friends to honor the memory of Grace Jewel JensenBuster, a 1922 alumna.
The Mildred Ryan Cleveland Memorial Scholarship* - awarded annually to able and desewing student(s) who have physical disabilities and have demonstrated financial need.
Established in 1972 by her husband, Floyd Cleveland, to honor the memory of Mrs. Cleveland, Augsburg alumna, consecrated Christian leader and devoted wife.
David J. Formo Memorial Scholarship* - one or more ~holarshipsare awarded annually
to a junior or senior student who has successfully overcome adversity and achieved excellence in academic and extracurricular performance. Established in 1979 by members of
his family to honor the memory of Commander David 1. Fomo, 1464 alumnus.
Grace Anne Johnson Memorial Scholarhip* - one or more scholarships are awarded annually to upperclass international students who have overcome adversity and achieved
excellence in academic and extracurricular performance. Established in 1981 by her parents,
Dr. and Mrs. Einar Johnson, and other family members and friends in memory of Crace
Anne (Gay) Johnson, a student at Augsburg 1971-1973.
Catha Jones Memorial Scholarship* - awarded annually to women students transferring
from Waldorf College, with preferencegiven to those in music andJorelementary education.
Established in 1975 in memory of Catha Jones, 1970 alumna, by her parents, Mr.and Mrs.
Kenneth Jones, other family and friends, and the Augsburg College Senior Challenge
Program.
Lutheran Brotherhood Lutheran Senior College Scholarship - awarded on the basis of scholastic achievement, religious leadership and financial need. Minimum award $500.00. The
scholarship is renewable.
The Rev. Horace E. Nyhus Memorial Scholarship* - awarded annually to a senior student(s)
who has successfully overcome adversity and has achieved excellence in academic and
extracurricular performance. Established in 1977 to honor the memory of the Rev. Nyhus,
a 1929 graduate of Augsburg Seminary who overcame the adversity of early years to earn
his own education and who sewed his fellow men with humanity and wisdom.
Minority Student Scholarships/Grants
Aid Association for Lutherans Minority Scholarship Program - awarded annually to Lutheran
American minority students who show financial need.
The American Indian Achievement Scholarship' - one or more scholarships are awarded
annually to an American Indian upperclass student(s) who has a cumulative gtrade point
averageof 3.0 or better at Augsburg College. Established in 1984 by The Hearst Foundation.
Homecoming Auction Scholarships - awarded annually to two students, one of whom must
be a minority student, who have demonstrated ability to facilitate discussion about issues
of social concern. Established in 1977 and funded by contributions to this annual event
from faculty, staff and students.
Marilyn Petersen Memorial Scholarship* - one or more scholarships are awarded annually
to upperclass Oriental international students. Established in 1978 by her parents, family and
friends to honor the memory of Marilyn's devotion of sharing and loving people, especially
her servtce to students.
National Scholarship & Grant Program for Minority Students (sponsored by the American
Lutheran Church) - members of American racial and ethnic minorities who are either
seeking admission to an American Lutheran Church (ALC) college O R are members of an
ALC congregation may be considered.
Marlys JohnsonSimengaard Memor~al
Scholarship' - awarded perlodlcally to a tllack American student. Established in 1964 in memory of Marlys JohnsonSimengaard and her Christian
concern for the problems of social injustice.
Religion & Christian Service Scholarships
The Norman and Louise Bockbrader Scholarship* - awarded annually to students preparing
for full-time service careers in the church. Established in 1981 by Rolland H. Bockbrader to
honor the lifelong devotion that his parents have given to the family, congregation, Augsburg
College, and the community.
Andrew and Constance Burgess Scholarship* - available to both North American and international students to encourage men and women to enter full-time Christian service.
Awards are based on demonstrated academic ability, moral character, and potential for
Christian service. Established in 1983 by the Rev. and Mrs. Andrew S. Burgess.
Thorvald Olsen Burntvedt Memorial Scholarship* - awarded annually to a student(s) in the
senior class who is preparingfor the ministry. Established in 1960 by family and a churchwide
offering to honor the memory of Dr. T. 0. Burntvedt, president of the Lutheran Free Church,
1930-1958.
Henning and Sellstine Dahlberg Memorial Scholarship* - awarded annually to an upperclass
student preparing for a Christian vocation. Established in 1982 to honor the memory of
Henning and Sellstine Dahlberg.
lver and Marie lverson Scholarship' - awarded on the basis of need, character and interest
in Christian service. Established in 1957 by lver Iverson.
Gerda Mortensen Memorial Scholarship' - one or more scholarships are awarded annually
on the basis of scholarship, service, and devotion to the Christian faith. Established in 1975
by the family and Augsburg College in memory of Cerda Mortensen for five decades of
service to Christian higher education at Augsburg College.
Onesimus Scholarhip* - awarded periodically to students preparing for the Christian ministry. Established in 1962 by Mr. and Mrs. James Helleckson.
johan H. 0. Rodvik Memorial Scholarhip' - one or more scholarships are awarded annually
to Augsburg students preparing for a professional career in Christian service. Established in
1976 by Mr. and Mrs. Luther H. Rodvik in memory of Johan I. 0. Rodvik and his deep
personal dedication to his calling as a minister as welt as his scholarly research and pioneer
rhought concerningthe Apostle Paul's traditionally rnlsundemtood attitude toward the question of equal rights and equal statcs for women.
The Rev. Olaf Rogne Memorial Scholarship* - awarded on the basis of need, scholarship
and interest in Christian service. Established in 1958 to honor the Rev. Olaf Rogne, business
administrator of the college, 1940-1952.
The Rev. Lawrence and Gertrude Sateren Scholarship* - One or more scholarships are
awarded annually to a junior or senior preparing for a full-time vocation in the church.
Established in 1980 by their children, families and friends to honor the lifelong devotion
that the Rev. and Mrs. Lawrence Sateren gave to the church, Augsburg College, and Augsburg Seminary over a period of 60 years.
Marguerite Hamilton Storley Memorial Scholarship - awarded annually to an able and
deserv~ngjunior/sentor student recommended by the scholarhip committee. Semi-finalists
are interviewed and selected by the donor, the Rev. Caivin 1. Storley. Established in 1965
to honor the memory of Marguerite Hamilton Storley and her interest and concern in the
mission work of the Christian church.
Morris G. C. & Hanna Vaagenes Missionary Scholarship Fund' - awarded annually to a
junior/senior student preparing for service as a missionary through the World Mission Department of The American Lutheran Church. Established in 1969 by the Rev. and Mrs. Morris
C. C. Vaagenes.
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Departmental Scholarships
Art
The Crown Prince Harald Scboiarship - Established by authorization d the Augsburg College Board of Regents in 1965 on the occasion of the visit by Crown Prince Harald, this
annual scholarship provides full tuition for a freshman student from Nomay. The winner is
selected from competition held in Norway by the Norge-Amerika Fareningen.
The Crown Princess Sonja Art Scholarship - Established by authorization of the Augsburg
College Board of Regents in 1978 to honor the Crown Princess of Norway. Awarded annually
to a talented art student with financial need.
AugustMolder Memorial A r t Sctlofarship' - One or more scholarships are awarded annually
to upperclass students majoring In art. Established in 1982 by his wife, family and friends
in memory of Awgun Molder, accomplished artist and teacher for more than 20 years at
Augsburg College.
Allen Russel Olson Memorial Scholarship' - Awarded annually to an uperclass student(s)
majoring in Studio Arts, on the basis of need and artistic excellence. Established in 1984 by
the family and Albert Hoffmeyer and friends, to honor the memory of Allen Russel Olson,
an alumnus who was an accomplished artist, designer, photographer and writer.
Athletic
The Carl Bloomberg Memorial Scholarship - Awarded annually to a needy student(s) partic~patingin the Augsburg College hockey program whose cumulative grade point average
is below 3.2. Established in 1983 by friends in memory of Carl Bloomberg, a taIented young
hockey player.
Paul Dahlen Memorial Scholarship' - Awarded annually to an able and deserving student
on the basis of Christian purpose, athletic and academic achievement. Established in 1966
by his parents, the Rev. and Mrs. Lester Dahlen, in memory of their son, a senior student
at Augsburg College.
Paul Dahlen/Gerald Pryd Memorial Scholarship* - Awarded annually to an able and desewing male student on the basis of personality, character, athletic and academic achievement. Established in 1966 by the Rev. and Mrs. Lester Dahlen and friends to honor the
memory of these two Augsburg College students.
David Gronner Memarial Scholar5hip' - Awarded annually to two or more students,,participating in athletics or music, who have demonstrated financial need and/or high Chr~st~an
character. The athletic scholarship i s for a male candidate only, with a preference In basketball. Established in 3975 by Mrs. David Gronner and children Richard, CaroI, and Paul,
and Mrs. Ethel Gronner to honor the memory of David Gronner, an Augsburg College
alumnus.
Keith Hoffman Memorial Scholarship' - Awarded annually based on academic achievement, personal character, and ability in athletics. Established in 1945 by Mr. and Mrs. Charles
S. Hoffman to honor their son who gave his life in the conquest of Okinawa.
Row lordan Memorial Scholarship' - One or more scholarships are awarded annuaIly to
uppercIass students participating in intercollegiate sports, with preference for students in
the wrestling program. Edablished in 1980 by the William Jordanand Charles Schulz families
in memory of Rory Jordan, an Augsburg graduate and nationally recognized wrestler.
Magnus and Kristofa Kleven Scholarship* - Awarded annually to students on the basis of
achievement, personal character, and promise in the field of physical education. Established
in 1958 by their children in memory of their parents.
Biology
Biology Scholarships - Established in 1972 by the faculty of the Biology Department to
honor outstanding students who intend to major in Biology, Natural Science or Medical
Technology.
Business Adrninistration/Econornics
Augsburg Business Alumni Scholarship Fund* - Awarded annually to sophomore, junior or
senior students majoring in any of the areas encompassedwithin the Department of Business
Administration and Economics and based on academic excellence and financial need. Established in 1984 by Augsburg business alumni and other alumni and friends within the
business community.
Gamble-Skogmo Foundation Scholarship* - Awarded annually to one or more upperclass
students interested in the field of business. Established in 1965 by The Gamble-Skogmo
Foundation.
Gertrude S. Lund Memorial Scholarship* - One or more awards are made annually to a
junior or senior student(s) majoring in business administration. Established in 1980 by members of the family in memory of Gertrude S. Lund, Augsburg College alumna and dedicated
teacher at the College.
Reid Scholarship - Awarded annually to one or more upperclass students who are interested in business and/or education as a career. Established in 1970 by Harvey T. Reid.
Chemistry
Ellen and Courtland Agre Chemistry Award - Given annually to a chemistry major, preferably one going into graduate studies to earn the doctorate in chemistry. Established in
1980 by Dr. and Mrs. Courtland Agre.
Chemistry Scholarshipsa -Awarded annually to junior and senior fludents whose academic
record indicates promise of achievement in the field of chemistry. Mablished in 1968 by
family, friends, and the Augsburg College Chemistry Department to honor:
Manivald A!dre
Dr. W. M. Sandstram
Carl Fosse
Walter E. Thwaite, Jr.
Covey Hendrickson
Frederick C. and Laura E. Mortensen
MinnesotaMiningand Manufacturing Chemistry Scholarship - Awarded to Chemistry majors
who are citizens of the U.S. Established in 1979.
Conrad Sunde Memorial Chemistry Scholarships* - Awarded annually to junior/senior students majoring in Chemistry who have a GPA of 3.0 or above and, preferably, graduate or
professional school goals. Established in 7984 through the Conrad Sunde estate in memory
of a 1915 alumnus who was the first Augsburg College graduate to earn a Ph.D. in chemistry.
His professional career as educator, researcher and consultant included many inventions,
of which the development of lanolin oil was his outstanding work.
Education
David Mathre Scholarship' - Awarded annually to qualified full-time student(s) in need of
financial assistance during the term in which they are student teaching.
English
Anne Pedcrmn English Sfhoiarship" -Awarded annually to junior/senior students who are
majonng in English, with preference given to those who ptan to teach English as a career.
â¬stabtished in 1971 by faculty members of the English Department to honor the 37 years
of service of Anne Pederson as English teacher at Augsburg College.
Prof. P. A. Sveeggen Memorial Scholarship' - Awarded annually to an outstanding student
in the field of English. Established in 1959 by Gerald Sveeggen in memory of P. A. Sveeggen,
professor of English at Augsburg, 1915-1952.
Foreign Language
Mimi Baez Kingley Modern Language Scholarship' - Awarded annually to junior/senior
students who are majoring in modern language, with preference given to those who plan
to teach languag. Established in 1969 by Mr. and Mrs. James Kingsley.
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Health-Related
Ellen and Courtland Agre Pre-Medicine Award - Given annually to a student of any major
who is planning on entering medical school to earn a doctorate in medicine. Established
in 1980 by Dr. and Mrs. Courtland Agre.
Augsburg Nurses Alumni Association Scholarship* - Awarded annually to a registered nurse
seeking a baccalaureate degree in nursing. Established in 1983 by The Augsburg Nurses
Alumni Association.
Eleanor Christensen Edwards Memorial Scholarship* - Awarded annually to upperclass
ijtudent(s) preparing for a career in medicine or health. Established in 1978 in memory of
Eleanor Christensen Edwards*devotion and service in health care by members of her family,
Bernhard Christensen, Efsie Christensen Schroeder, Jessie Christensen, Nadia Christensen
and Theodore Christensen.
History
Dr. Carl H. Chrislock History Scholarship- Awarded annually t o a history major. Established
in 1980 by Gregory M. Fitzloff to honor Carl H. Chrislock.
The Rev. and Mrs. 0. J. Haukeness History Award - Awarded annually to a senior student
for excellence in history. Established in 1980 by Helen Ranck to honor her parents, the Rev.
and Mrs. 0. J. Haukeness.
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H. N. Hendricksan History Scholarship" Awarded annually to students majoring in history
with preference given t o thwe who plan a career in the field, Established in 1969 by Dr.
and Mrs. Carl H. Chrislock and augmented by other contributions to honor the memory
of H. N. Hendrirksan, professor of history at Augsburg College, 1900-1952.
Library Science
Library Science Scholarship - Established in 1972 by library and library science instructional
staffs to honor junior or senior students intending to enter the library profession.
Mathematics
Mathematics Scholarship - Awarded annually to an able and deserving student in the field
of mathematics. Established in 1980 by the Mathematics department.
Minnegasco Scholarship - Awarded annually to able and deserving junior/senior students
majoring in mathematics or the sciences on the basis of need and academic ability. Established in 1969 by Minnegasco.
Metro-Urban Studies
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Joel and Franc= Torstenson Scholarship in Urban Affairs'
One or more schola~hipsare
awarded annually t o upperclass students who actively contribute toward the fulfillment of
Augsbtlrg's Mission Statement relating to the Colfege's urban invofvernent. Established In
1982 by colleagues, former students, and friends t o honor the setvice and leadership of the
Torstensons in community development and urban affairs.
Music
Peggy Christensen Benson Memorial Scholarship* -Awarded annually to a student of choral
music. Established in 1965 by Thomas I. Benson in memory of Peggy Christensen Benson,
an Augsburg College alumna.
Freshman Performance Studies Scholarships - Entering freshman music majors who evidence marked ability in their major instrument or voice will receive free lessons in that
major medium during the first two semesters of performance studies.
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Awarded annually to two or more students parDavid Gronner Memorial Schlarship'
ticipating in athletics or music, who have demonstrated financial need and/or are of high
Christian character. Established in 1975 by Mrs. David Gronner and children Richard, Carol
and Paul, and Mrs. EtheI Cronner in memory of David Cronner, Augsburg College alumnus.
demonstrated proficiency inchoral and/or instrumental rhusic,.interest or potential in conducting, and promise of overall academic success. Established in 1966 by 0. I. Hertsgaard.
Leonard & Sylvia Kuschel Scholarship* -Awarded to upperclass students seeking to acquire
musical and performance skills in instrumental music with preference given to those who
have shown proficiency in keyboard instruments. Established in 1975 by Leonard & Sylvia
Kuschel to honor the beautiful message of music.
Edwin W. and Edith 0. Norberg Scholarship' - One or more scholarships are awarded
annually to upperclass student(s) preparing for careers in church music. Established in 1980
by Edwin W. Norberg t o honor his wife's lifelong career in the teaching and conducting of
piano, organ and choral music.
Henry P. Opseth Music Scholarship' - Awarded annually to a sophomore/junior student
of outstanding promise in the field of music. Established in 1953 by his family to honor
Henry P. Opseth, chairman of the Augsburg Music Department, 1922-1951.
Senior Performance Scholarships - Senior music majors who have attained a cumulative
GPA of 3.0 in their major instrument or voice will be awarded a Senior PerformanceScholarship which provides for free lessons in that major medium during the two semesters
preceding graduation.
Marilyn Solbwg Voice kholatrhip' - Awarded annually to an Augsburg student who has
music as a major/minor and who shows outstanding promise for achievement in the art of
singing. Established in 7955 by her parents, Mr. and ME. lver Solberg, and her brother
Dorvan to honor Marilyn Yvonne Solberg, member of the Augsburg choir from 1950-53.
String Scholarships - awarded to entering students who demonstrate ability on violin, viola,
cello, or bass and who intend to pursue their study through performance studies, string
ensemble, and orchestra.
John & Vera Thut Scholarship' - One or more scholarships are awarded annually to upperclass students who have achieved excellence in music. Established in 1980 by John and
Vera Thut, their family and friends. The Thuts cherished lifelong careers in the teaching of
music, three decades of which was at Augsburg.
Stuart West Memorial Scholarship* - awarded annually to a student on the basis of skilled
performance or aptitude in instrumental music. Established in 1983 by Mrs. Joan West and
children, Kristine, Dale, David, and James.
Physics
Theodore I. Hanwick Physics Scholarship* - Awarded annually to an upperclass student
majoring in physics. Established in 1976 by the Augsburg College Physics Department and
friends to honor Dr. Hanwick on his 20th anniversary as a member of the Augsburg faculty.
Political Science
Political Science Scholarship* - One or more scholarships are awarded annually to upperclass students pursuing careers in Political Science. Established in 1980 by Professors
Norma Noonan and Myles Stenshoel.
Scandinavian Studies
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lver and Myrtle Olson Scholarship'
Awarded annually to an upperclass studentls) with
academic ab~liy,in the punuit of a degree with concentration in Scandinawan languages,
literature, liistorj and/or culture. Established in 7983 by their children and their [amities
and friends te honor lver and Myrtle Olson on the occasion of their golden wedding
anniversary.
Sociology
Adolph PauIson Memorial Prize' - Awarded annually to a student in the general field of
Christian sociology. Established in 7936 by members of his family to honor the memory of
Professor Adolph Paulson, who taught social science at Augsburg from 1930-35.
'Day in May'is a traditional break before final exams
Student Life
Your experiences in the classroom are an important part of your
college life, but learning and development also occur in formal and
informal activities of the College and the metropolitan area. Whether
you are a resident or commuter student, you will find the climate
for learning and living at Augsburg will add dimension to your
education.
Campus Ministry
As a college of the church, we are concerned about spiritual, as well as academic
and social growth. Our concern for spiritual growth i s evident in the opportunities
we encourage and provide for students t o explore their own faith.
Since our campus i s comprised of individuals from many different religious and
cultural backgrounds, our worship life is characterized by a similar diversity and
richness of tradition. Bible studies, fellowship groups, Gospel teams, planning
committees, retreats, Peace and Justice forums, Hunger conferences, concerts,
plays and movies are examples of the wide variety of activities on campus.
This ministry finds its most visible expression in chapel worship where students,
faculty and staff gather each Monday, Wednesday, and Friday t o give thanks and
hear the Gospel proclaimed by a number of speakers. Each Wednesday night
students gather for Holy Communion.
We seek to develop a free and open environment where people are encouraged
t o gradually change and discover the gifts that God has given them. As a college
of the church, we encourage students to form their own values which will be the
basis for the kind and quality of life that reaches beyond one's years at Augsburg.
The College Pastor has an office in the College Center to be readily available for
counseling, consulation or information on ways to get more involved in the campus ministry.
Student Government
Student government is the vehicle through which students can secure a closer
relationship and better understanding with the administration and faculty, and
provide input into the decision-making process at Augsburg. Student government
also sponsors and directs student activities, protects student rights, and provides
the means for discussions and action on all issues pertaining t o student life at
Augsburg.
Student government is organized into the executive branch, the legislative branch,
and the judicial branch. Elections are held in the spring, except for freshmen who
elect their representatives in the fall of their first year. Many kinds of involvement
are possible from program planning to writing or editing to service opportunities.
If you want to get involved, contact the President or Vice President of the student
society in their offices in the College Center.
Social, Cultural, Recreational
Throughout the year, a variety of social and cultural activities takes place on
campus as well as in the Twin Cities. These activities include dances, special
dinners, name entertainment, and visiting personalities in various fields.
The College Center is the focus of lesiure-time activity on campus. Offices for the
College newspaper, the Augsburg Echo, and the yearbook, the Augsburgian, are
on the lower level. Many of the clubs that unite classroom or non-classroom
related interests meet in the Center. KCMR, student-operated non-profit radio
station sewing the needs of Augsburg and the surrounding Cedar-Riverside community, is located in the Mortensen Tower.
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Fine Arts
There are several opportunities for participation in music and drama. In addition
to appearing on campus and in the city, the Augsburg Choir, Concert Band, and
Orchestra perform on national and international tours. Many other ensembles
are available t o cover the entire range of musical styles and previous muscial
experience. Several plays are given on campus each year under the direction of
the theater arts department.
Intercollegiate Athletics
Augsburg is affiliated with Minnesota Intercollegiate Athletic Conference (MIAC)
and is a member of the National Collegiate Athletic Association (NCAA) Division
Ill. Men annually compete in football, soccer, cross country, basketball, hockey,
wrestling, baseball, track, and golf. Women annually compete in volleyball, cross
country, gymnastics, basketball, track & field, and softball.
lntramurals
Every student is urged to participate in some activity for recreation and relaxation.
An intramural program provides competition in a variety of team sports as well
as individual performance activities. Broomball has been an especially popular
coed sport. Check schedules for times when there is open use of the gymnasium
and ice arena.
Student Activities
A variety of interests are sewed by groups and clubs and by events sponsored by
the student government. If you need information or wish to initiate a new group
or activity, contact the Student Activities Director.
Student Services
Augsburg College is concerned with educating the whole person and recognizes
that the context in which learning takes place is a critical factor in achieving
optimal growth. Knowledge grows from more than intellectual endeavors. Expanding relationships, exploring values, identifying life styles, developing autonomy and interdependence, finding purpose and commitment - all combine with
intellectual content and skills to produce the desired educational impact of the
college on its students.
The Division of Student Affairs has been created to support this task. During the
summer before your freshman year, or at the time of transfer, you will receive a
copy of Augsburg Guide. This book will help you assess the possibilities in your
education, choices to make, directions to consider and different destinations for
which to plan. Augsburg Guide was designed t o act as a sort of road map.
Center for Student Development
The Center for Student Development provides a variety of sewices to help make
your journey as rich and meaningful as possible. Some of the opportunities you
may wish to participate in are listed below.
Summer Orientation. You can plan your first academic year and pre-register for
classes. You and your parents get acquainted with classmates, faculty, and staff
as well as with the campus. You stay in the dormitory, attend events in the metropolitan area and seek answers to your many questions about college life.
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Career Plannine and Placement. You mav be uncertain about where vou want to
be when you finish your undergraduate experience, whether your life style will
be a balanced one, or how work will provide opportunity for service and fulfillment. Augsburg has a four-year career development plan t o help you assess yourself, explore possibilities, test realities, and prepare for entry into the next phase
of your life. All new students will have a chance to review their interests with a
counselor.
Job Service. Augsburg College maintains a referral service in the Placement Office,
Center for Student Development, to help students find part-time, temporary, and
summer employment off campus. Job Service initiates contact with employers in
the area and the State Employment Service and acts as a clearinghouse to help
match students and jobs.
Human Development Seminars. A series of informal "mini-courses" are offered
each year to help you grow in understanding of yourself and your relationship
to others. Such topics as PEER (Positive Educational Experiences in Relationships),
Choosing a Major, Issues in Men's and Women's Identity, Assertiveness, Job Seeking, and Sexuality are available. Information on current offerings and opportunity
to register are provided several times during the year.
Academic Enrichment. You may want to improve your skills in such areas as reading, studying, note-taking, and testing by attending one or more of the workshops
offered. You also will have an opportunity t o meet with a counselor to diagnose
your needs. If a particular course proves difficult, you can arrange for tutoring
through the Center.
Counseling and Guidance. Sometimes students find it difficult to cope with relationships or situations which they encounter during their college experience.
Counselors are available t o help students who are experiencing personal/interpersonal difficulties by providing individual and group counseling and a variety
of personal growth groups.
Learning for Living. A series of mini-classes designed for the person who has a
desire to explore new interests, enhance leisure time, and meet others doing the
same. This is a non-profit effort of the Student Activities program.
Intercultural Center
As a College in the city, committed to the values and insights of cultural diversity,
Augsburg offers special advocacy and counseling for all minority students in close
cooperation with administrators, faculty and community. At the present time these
efforts concentrate in two major areas:
American Indian Program. This program provides direct services and assistance
in such areas as: recruitment and retention, admissions and financial aids procedures, orientation and registration, coursework selection and career counseling,
tutoring, personal and crisis counseling, referrals and followup. The program provides advocacy in areas of health, child care and housing, input into the implementation of American Indian courses and liaison with the Intertribal Student
Union.
Black Student Program. Augsburg offers a Black student program which provides
counseling, administrative support, and assistance with the admissions process.
Black History Month, contact with the AfricanAmerican Museum of Art, and the
Black Student Union are student affairs programs emphasizing Black heritage and
participation.
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The other facet of Augsburg's Intercultural Center focuses on students who are
from or are interested in studying in other countries, and in planning activities
and events to increase intercultural awareness of students, faculty and staff.
r
Foreign Study. If you are interested in study abroad, consult the faculty member
who serves as Director of lnternational Programs to check on the many opportunities available.
lnternational Students. Augsburg enjoys the academic and cultural participation
of its students from countries outside the U.S. The Office of the lnternational
Student Adviser helps t o orient and advise any student on a student visa, exchange
program, or permanent resident status. The adviser handles information on immigration, work permits, and temporary status and arranges an American host for
international students. See Augsburg Guide for information about the Cross-Cultural Club.
Health Service
Your health needs will be met by the staff of Smiley's Point Clinic located on
Riverside Avenue across the street from the campus. Visits are free except for
special testing or service, and prescriptions are available through the Fairview
Pharmacy at cost. Be sure t o check your family health coverage to determine if
you are included; if not, a student health insurance plan is available.
Food Service
The Commons, situated on the top floor of the College Center, is the main food
service facility for students, faculty and staff. This pleasant room features small
table units for easy conversation and overlooks the College Quadrangle and Murphy Square. The portions are generous and modestly priced. Students on board
plan who live in residence halls eat their meals in the Commons.
The Chinwag, located on the ground floor of the Center, features short orders
and is open through the noon hour and in the evenings.
Augsburg provides a variety of board plan options for those living in College
houses or nearby apartments.
Residence Life
Because Augsburg recognizes that a student's ability to respond to the learning
environment depends, in part, upon his or her living conditions, a variety of
housing alternatives is provided. The residence hall program is designed t o promote student growth through relationships with other students and being an
active participant in group decision-making. Each residence unit has one or more
Resident Staff who are able to facilitate the process of group living as well as to
discuss personal concerns with individual students.
All freshmen and sophomores not living at home are required to live in college-operated housing. Married student housing is available in annex housing and
South Hall. Students engage a room at the beginning of the fall term for the entire
school year. New students receive room assignments during the summer before
they arrive at Augsburg. Upperclass students make housing arrangements in the
spring. All resident students must sign housing contracts.
Freshmen and transfer students are urged to make the tuition deposit by June 1
in order to secure housing. Students who deposit after June 1 will be provided
housing only if space is available.
All students living on campus are required to pay an advance payment when they
sign the housing contract. The fee i s credited to the students' accounts when they
move into the residence.
All new freshmen and some upperclass students live in Urness Tower. This eleven
story high-rise houses 324. Each floor is considered a house unit providing 36
students, two to a room, with their own lounge, study and utility areas.
Mortensen Tower, the newest residence hall, is an alternative to traditional residence hall living. It contains 104 one- and two-bedroom apartments to accommodate 312 upperclass students.
South Hall contains 12 apartments housing 34 upperclass students.
West Hall contains 12 one-bedroom apartments housing 24 upperclass students.
Zeta House is a spedal interst house for sophomores, juniors or seniors interested
in living in a chernicalIy-free environment, Residents have either successfully completed chemical dependency treatment, are interested in chemical dependency
issues, or simply desire to live in a house free of alcohol and drugs. A chemicallyfree section of Urness Tower is available for freshmen.
Another alternative option is Annex Housing which provides a unique opportunity
to try graup living. Groups of upperclass men or women share living space, house
responsibilities, and cooking. Houses are located in the campus area. One way
to maximize the living-learning aspects of your housing situation i5to avail yourself
of the opportunity to bid for a house as a Special Interest House. Groups of
students have created exciting projects by writing and implementing educational
impart proposals on such topics as Environmental Concerns, Men's and Women's
Awareness, International Living, Simplified Life Styles, and Scandinavian Studies.
Mortensen Tower is carpeted, air conditioned, and contains kitchen units. It is
otherwise unfurnished. In other residence halls or houses, rooms are furnished
except for bed linens, towels, blankets, bedspreads, and lamps. Laundry facilities
are available in each residence.
Student Rights
The College has adopted a statement of student rights and responsibilities and
has provided for due process in mai-ters of disciplinary action, grievances, and
grade appeal. The Judicial Council is elected by audents and faculty and serves
to conduct hearings and review matters of concern. Any student who wishes to
identifv appropriate procedures for complaint should contact the Vice President
for Student Affairs.
The College operates i n compliance with the Family Rights and Privacy Act and
Title IX. Students have the right to inspect all official records, files and data which
pertain t o them and which are maintained in the Office of the Registrar and the
Placement Office and to challenge inaccurate or misleading information. Exceptions are parents' financial records and confidential letter5 and statements placed
in the record before January 7, 1975, or placed under conditions where students
have signed a waiver of right of access. Students have the right to experience
education free from discrimination based on sex, race, ethnic, or cultural background, handicap, creed, marital status or age.
Persons seeking additional information on these topics should contact the Center
for Student Development or the appropriate coordinator as listed in the Communication Directory on page 151.
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George Sverdrup Library is a favorite place to study [Photo by john Louis Anderson)
Academic Information
Requirements for a degree from Augsburg College provide students
with a broad liberal arts background - in the humanities, the natural
sciences and the social sciences - and concentrated major study
in one or more fields. Students are encouraged to plan their own
course of study with the help of faculty advisers.
Augsburg graduates are expected to be able to write effectively, to
be knowledgeable about urban concerns, and to have some understanding of cultures outside the United States. General recreational activities courses acquaint students with and equip them for
lifetime spons. Courses in religion assist in reflection on the meaning
of the Christian Church through study of its beliefs, scripture, and
mission.
Degrees Offered
Augsburg offers the Bachelor of Arts, the Bachelor of Music, and the Bachelor of
Science degrees, The B.S. degree is awarded to graduates with majors in Medical
Technology, Music Therapy, Nursing and Social Work. The B.M. degree is awarded
t o graduates with majors in Music Performance. Majars in Music Education are
awarded the B.M. or B.A. degree. Graduates with majors in athw fields receive
the Bachelor of Arts degree.
Academic Calendar
Augsburg follows the 4-1-4 calendar, with Fall and Spring semesters of approximately 14 weeks separated by a +week January Interim. Students normally take
four courses each semester and one course during Interim. A maximum of three
courses can be earned in the two annual summer sessions, one of four weeks
and one of six weeks.
The calendar is coordinated with those of the four other colleges of the Associated
Colleges of the Twin Cities, so students can take courses on another campus
during the regular term. (See Registration).
january Interim is particularly intended to be a time for both students and faculty
t o employ styles of teaching and learning and to investigate questions and topics
in places and ways not possible during the regular term. The Interim catalog,
published in the fall of each year, is distributed to all students and is available by
contacting the Interim Office. In addition to classes offered on campus, there are
a variety of travel opportunities within the United States and abroad. Independent
or directed study and internships are among the many lnterim options.
Augsburg Weekend College follows a trimester calendar (see Augsburg Weekend
College).
Faculty
Augsburg has an able faculty with a long-standing tradition of taking a personal
interest in their students. The student-faculty ratio is approximately 15.9 to 1.
Faculty members serve as academic advisers and are available for help on individual problems. All students are assigned a faculty adviser to help in planning
their programs and approving their choice of courses. Faculty members are listed
in each departmental listing, with further information in the Augsburg College
Faculty section of the Registers.
Library and Audio-Visual Services
A relaxed atmosphere, a helpful staff and friendly student library assistants make
the library a favorite place t o study. The main library houses over 160,000 books,
periodicals, records, tapes and films. Music, Chemistry, and Art History slide libraries are located within the departmental areas.
A service-dedicated staff provides students with assistance to meet diverse information needs including instruction in the use of the library, standard reference
service, guidance in pursuing term paper topics, and directions to other tocat
sources of information, Special arrangements are made for access by students
with physical handicaps.
The Library Audio-Visual Center houses audio-visual materials and equipment
and provides access to materials for rent or loan. Assistance with production of
slides, transparencies, filmstrips and audio/video tape recordings i s available for
faculty and students. Equipment such as movie and slide projectors and tape
recorders may be borrowed for limited periods. Film bibliographies and other
advice on materials selection are available. Facilities for classes in broadcasting
are located in the Center.
Access to over 1,000,000 volumes is available via daily interloan and courier service
among seven private liberal arts colleges and the Hill Reference Library. Through
Minitex, the statewide network, the additional resources of Minnesota and Wisconsin libraries are accessible to Augsburg faculty and students.
Computer Resources
Augsburg has a PDP 11-60 with numerous terminals at several campus locations.
The College also has numerous microcomputers, including Apple Il's, CDC '110'5,
Osborne 1's KIM-1 laboratory micr~computers,and a Tektronix 4051 graphics
microcomputer. Augsburg also has access to Farge computers through the University of Minnesota.
Academic Organization and Programs
Divisions and Departments
The college curriculum is offered by 20 departments which are grouped into four
divisions for administrative and instructional purposes.
Humanities - Eugene Skibbe (Chairperson)
Art, English, Foreign Languages, Philosophy, Religion, Speech, Communication
and Theater Arts
Natural Science and Mathematics - Kenneth N. Erickson (Chairperson)
Biology, Chemistry, Mathematics and Computer Science, Physics
Social and Behavioral Sciences - Norma Noonan (Chairperson)
Business Administration and Economics, History, Political Science, Psychology,
Sociology
Professional Studies - Roberta Metzler (Chairperson)
Education, Health and Physical Education, Music, Nursing, Social Work
Majors and Minors
Majors, or concentrations of study, may be within one department, within one
division, or cross academic disciplines. Some students decide on a major or majors
before they enter college. Others test a variety of disciplines before deciding.
Normally a major should be elected by the end of the fourth semester and earlier
in some disciplines. Details of majors and minors are in the course description
section. Unless otherwise indicated, majors are part of the B.A. degree.
Majors available at Augsburg are:
Art History
Biology
Business Administratian
(Accounting, Finance, International Business, Management, Management Information Systems, Marketing)
Chemistry
Communication
Computer Science
East Asian Studies1
Economics
Economics-Business Administration
Elementary Education
Engineering2
English
Foreign Languages
French, German,
Norwegian, Spanish
Health Education
History
Humanities
International Relations
Mathematics
Medical Technology3 (B.S.)
Metro-Urban Studies
Music
Music Education (B.A. or B.M.)
Music Performance (B.M.)
Music Therapy (B.S.)
Nursing (B.S.)
Philosophy
Physical Education
Physics
Political Science
Psychology
Religion
Russian Area Studies1
Scandinavian Area Studies
Social Science
Social Work (B.S.)
Sociology
Speech
Studio Art
Theater Arts
Transdisciplinary
Minors available at Augsburg are:
Art History
Biology
Business Administration
Chemistry
Communication
Computer Science
East Asian Studies
East and Southeast Asian Studies
Economics
English
Foreign Languages
French, German,
Norwegian, Spanish
Health Education
History
Library Science
Management Information Systems
Mathematics
Music
Philosophy
Physical Education
Physics
Political Science
Psychology
Religion
Russian Area Studies1
Scandinavian Area Studies
Social Welfare
Sociology
Speech
Studio Art
Theater Arts
It is possible for students to complete other majors through the ACTC. Students who wish
to complete a major offered at one of the other ACTC colleges must apply through the
Augsburg Registrar's Office.
1 - Cooperative Program of the Associated Colleges of the Twin Cities and agreements
with the University of Minnesota. It is possible for students to take beginning and intermediate courses in Chinese, Japanese and Russian.
2 - Dual degree programs with the University of Minnesota Institute of Technology, Washington University School of Engineering and Applied Science, and Michigan Technological
University.
3 - Cooperative program with Metropolitan Medical Center and Abbott-Northwestern
Hospital
Teaching Licensure
Teaching Licensure programs are offered at Augsburg in Kindergarten-Elementary
Education and the following fields in Secondary Education: English-Language Arts,
French, German, Health, Life Science, Mathematics, Physical Science (Chemistry
or Physics), Science (Grades 5-9), Social Studies, Spanish, Speech, Theater Arts,
and in the special areas of Art (K-12), Band (K-12) and Classroom Music (Grades
5-12), Orchestra (K-12) and Classroom Music (Grades 5-12), Vocal and Classroom
Music (K-9), Vocal and Classroom Music (Grades 5-12), and Physical Education
(K-12). Students planning to teach on the secondary level have advisers both in
the Education Department and the area of their academic major($.
Certification Programs
Special programs certifying skills and knowledge have been established at Augsburg to increase vocational possibilities and/or enhance personal growth:
Certificate in Art - requires eight courses, one of which must be in art history.
Special professional or avocational concerns of those wanting t o teach art in less
formal circumstances than a college are addressed. For further information, contact the Art Department Chairperson.
Church Staff Work Certification - is designed to prepare for full-time specialized
lay work in the Lutheran Church. It consists of nine courses for a Church Staff
Worker major in Religion plus additional specialized courses in psychology, sociology, speech and physical education. The program is designed t o meet or
exceed criteria used in The American Lutheran Church certification program.
Interested students should contact the Religion Department Chairperson.
Program Evaluation Certification - provides the background for performing systematic assessments of programs for social improvements. Students are required
to complete a group of five psychology and sociology courses, including an internship. For further information, contact the Psychology or Sociology Department
Chairperson.
Women's Studies Certification - may be earned by completing six courses focusing on women's perspectives. Each individually planned program should include courses in the social sciences, humanities, or other academic areas focusing
on women. Interested students should contact the program chairperson.
Pre-Professional Programs
Students who plan t o enter the fields of law, medicine, dentistry, the ministry,
veterinary science, pharmacy, or engineering can profit from a liberal arts education at Augsburg.
It is recommended that requirements for admission to graduate schools or seminaries be reviewed and the course of study at Augsburg planned accordingly. A
faculty adviser is available in each field t o assist students in their planning. Students
who want to plan a pre-professional program should contact the Associate Academic Dean early in their freshman year to arrange for help from the appropriate
faculty adviser.
Pre-Dentistry - These courses are recommended to fulfill the minimum requirements of the School of Dentistry at the University of Minnesota: ENG, 2 courses;
BIO 111, 112; PHY 121, 122; CHM 115, 116 (or 105, 106), 351, 352; MAT 124;
PSY 105. Requirements at other universities may vary.
Pre-Engineering - This program provides a course of study which enables students to com~leteintroductorv core reauirements in mathematics. science and
the libe'ral art; necessary for e&ineerini Some students in the prigram choose
to transfer after two years to an institution granting degrees in engineering, while
others elect to participate in a dual-degree program. Augsburg College has cooperative arrangements with three universities to allow the student t o earn a
Bachelor of Arts degree from Augsburg College and an engineering degree from
either the University of Minnesota Institute of Technology, Minneapolis; Washington University School of Engineering and Applied Science, St. Louis, Missouri;
or Michigan Technological University, Houghton, Michigan. The dual-degree programs afford students the opportunity to combine a strong background in the
liberal arts, including an elected major, with the study of engineering.
Pre-Law - Students planning t o pursue a career in law should consult the handbook published by The Association of American Law Schools, and consult the
Augsburg pre-law adviser, Dr. Myles Stenshoel. Students may wish to take the
political science course, Law in the United States, t o help determine whether they
posess an interest in law. Since law schools encourage students t o maintain a
high grade point average, the pre-law student should be aware that many graduate
schools consider the grade P given for a course as a C.
Pre-Medicine - Many medical schools are encouraging a liberal arts education
to prepare for study in medicine. At Augsburg, the biology and chemistry departments have majors specially designed for premedical students. Both require
CHM 115, 116 (or 105, 106), MAT 124, 125; and PHY 121, 122. The Chemistry
major also requires CHM 353, 361, one advanced course, seminar, and two or
more biology courses. The Biology major also requires BIO 111, 112, 491 and
one from each of three groups (351, 353, 361), (355, 473, 474), (440, 471, 476),
with 353 and 355 especially recommended for medical school. Designed t o meet
the University of Minnesota (Minneapolis) requirements, both programs also encourage courses in the behavioral sciences and humanities, including psychology
and sociology. The University of Minnesota (Minneapolis) requires a year of English. Requirements at other medical schools may vary. Students are encouraged
to consult with the faculty adviser early in the freshman year.
Pre-Pharmacy - Augsburg has a program designed to fulfill minimum requirements of the College of Pharmacy at the University of Minnesota: BIO 111, 112;
CHM 115,116,351,352; ECO 122; ENG 111 and a second course; MAT 124,125;
PHY 121, 122; electives from humanities, literature and the arts to fulfill the semester hour requirements. Requirements at other universities may vary.
Pre-Seminary - A student may enter a theological seminary with any of several
different majors, such as history, philosophy, English, psychology, sociology, or
religion. Recommended preparation includes REL 111,221; at least two semesters
of history (Western Civilization); one or more courses in the history of philosophy;
and Greek in the junior and/or senior year.
Pre-Veterinary Medicine - To meet minimum requirements of the College of
Veterinary Medicine at the University of Minnesota, these courses are recommended: ENG, 2 courses; MAT 124; public speaking, 1 course; CHM 115,116 (or
105, 106), 351, 352, 353; BIO 111, 112; PHY 121, 122; economics, 1 course; 2
courses in art, literature, music, humanities, theater, or upper division foreign
languages; and anthropology, economics, geography, history, political science,
psychology or sociology courses to fulfill the rest of the distribution requirements.
Requirements at other universities may vary.
Inter-Institutional Programs
Augsburg cooperates with other colleges and institutions in the Twin Cities area
on several programs.
Augsburg's library works with a collection of education materials including approximately 160,000 books, periodicals, records, tapes, scores and films. Library
and Media Center - Through CLIC, the Twin Cities private colleges library consortium, and MINITEX, the statewide library network, the Augsburg community
has access to over 5,000,000 volumes.
Associated Colleges of the Twin Cities - Full-time students at Augsburg and the
St. Paul colleges of Hamline, Macalester, St. Catherine and St. Thomas may elect
a course each semester at one of the other campuses. No additional fee is required
for such an exchange, except for private instruction in music and some independent studies. See Independent Study for further details. Students may elect t o
participate in the cooperative program t o gain new perspectives, t o get better
acquainted with the other schools, or to undertake a specific course or major not
offered on the home campus. The colleges have coordinated calendars. The interim term may also be taken on another campus. A regularly scheduled bus
shuttles students between the campuses.
Augsburg College also cooperates with other colleges in planning study opportunities for the January interim.
Fairview Deaconess Hospital Affiliation - Students in the Fairview Deaconess
Hospital School of Nursing receive instruction in biology, chemistry and other
basic courses at Augsburg. Applications for admission should be made directly
to the hospital.
The Higher Education Consortium for Urban Affairs (HECUA) - This group is
composed of colleges and universitiesin Minnesota, South Dakota and Wisconsin.
Planned activities include innovative curricular programs for students, interchange
and sharing of academic personnel and other college resources, cooperative research projects, foreign study, joint sponsorship of a metro-urban affairs conference, and development of programs consistent with the needs and resources of
the community organizations of the Upper Midwest.
Chemical Dependency Program -A cooperative effort between Augsburg College
and Minneapolis Community College in downtown Minneapolis has resulted in
the establishment of a four-year program in social work, sociology or psychology
with a chemical dependency specialty. The program is designed t o train specialists
to help professional people in dealing with chemical dependency problems.
Courses are taken both on the Augsburg and Metropolitan campuses.
Conservation of Human Resources (CHR) - These co-learning classes bring together Augsburg students, prison inmates, mental hospital patients, guards, and
students at rehabilitation centers. Classes are held at such places as the Shakopee
Institution for Women, Stillwater State Prison, Trevilla of Robbinsdale (a center
for the severely physically handicapped), or on the Augsburg campus. The classes
offered through several departments give students first-hand views of the prisons,
hospitals and rehabilitation centers. The response of students involved in the
courses, both from Augsburg and the institutions, has been extremely favorable.
Computer Programming - Augsburg and Control Data Institute have an arrangement whereby students may transfer the equivalent of three courses in computer
programming taken at CDI to Augsburg College.
Air Force ROTC - Augsburg students may participate in the Air Force ROTC
program at The College of St. Thomas under the ACTC consortium agreement.
Students are eligible to compete for 2- and 3-year AFROTC scholarships. For
more information, contact the Dean of the College.
Naval ROTC - Augsburg students may participate in the Naval ROTC program
at the University of Minnesota under an agreement between Augsburg, the University of Minnesota, and the program. For more information, contact the Dean
of the College.
Opportunities for Study Abroad
Several types of internationalexperience are available to Awgsburg students. Some
of them are briefly described below. For application procedures and further information, request the special brochure on International Study at Augsburg from
the Director of International Programs. Since there is a limit on the number of
students who may study abroad each year it is wise t o apply in the fall prior to
the year one wishes t o participate in an international program. The deadline is
March 1 of the preceding year.
Associated Colleges of the Twin Cities Programs - Students may participate in
the ACTC program in Germany and Vienna, spending January and February in
intensive language study in Germany, and March through May in a regular semester program in Vienna, where a variety of course offerings is available.
Higher Education Consortium for Urban Affairs - Augsburg students may take
part in the Scandinavian Urban Studies Term (Oslo), the South American Urban
Semester (Bogota), or the Literature Ideology, and Society in Latin America. All
are interdisciplinary and stress cross cultural comparison in development and
planning, including study tours to other nations in their respective regions.
lnterim - Study abroad during the interim is planned for each year. See listings
under the Augsburg lnterim Catalog and in the brochure on Interims Abroad
issued in spring for the following January. Augsburg is affiliated with the Upper
Midwest Association for Intercultural Education (UMAIE).
International Business Program - Augsburg College International Business Program offers students the opportunity t o spend a year of study in London, Paris
(American College), Cairo (American University), or Heidelberg. A major concentration in international business requires Business Administration courses taken
at Augsburg and international core courses studied at one or two of the campuses
abroad. See Business Administration-International Business.
Program in Global Community - Augsburg's 3% month livingllearning program
based in Cuernavaca, Mexico, focuses on the study of issues related to global
justice and human liberation in the light of Christian proclamation. Includes intensive Spanish instruction, group trips, home stay with a family, and cultural
activities. The cost, including travel, is equivalent t o full room, board, and tuition
for one term at Augsburg. Application and interview required, enrollment limited.
Student Project for Amity Among Nations - Augsburg participates in the SPAN
program. This is a joint venture of the University of Minnesota and several colleges
in the state. Each year three or four countries are selected, and qualified students
are granted partial scholarships t o enable them t o spend a summer in informal
study in one of the countries chosen. Applications t o the program are made in
the spring of the freshman or sophomore year. The SPAN program consists of
three stages: language study and group meetings during the school year before
departure, independent study abroad o n a topic of one's choice during the following summer, and the writing of a paper upon return.
Semester or Year Abroad - Arrangements have been made under which Augsburg students may spend their sophomore or junior year in study at a number of
foreign educational institutions. Among them are the University of Oslo, Norway;
Schiller College in London and Heidelberg; the University of York, England; the
University of Dundee, Scotland; the University o
f Seville, Spain; and the Institute
for American Universities in Avignon, France.
Summer School - There is a wide variety of possibilities for those who wish t o
spend a summer studying abroad. Recently Augsburg students have spent summers in Norway, Spain, Mexico, France, Greece, Germany, and England. Those
interested in further information should contact the Director of International
Programs.
Honors Program
The Honors Program at Augsburg provides opportunities for qualified students
to pursue an enriched and distinctive course of study. Special seminars, colloquia,
social events and options in completing the general education requirements are
all parts of the Honors Progmm. Inquiries should be addressed t o Dr. Diane Pike,
Honors Director.
Internships and Cooperative Education
I
I
These are college-wide programs that provide students in almost all fields of study
an opportunity to gain practical on-the-job experience that can be related to their
academic program or personal interests. Placements are available with a variety
of companies, agencies and community organizations. For further information,
contact Patricia Anne Parker, Associate Academic Dean, for internships, or Garry
W. Hesser, Director of Cooperative Education.
Augsburg Weekend College
Augsburg Weekend College provides an educational alternative for adult students
who work or have other commitments during the week. It is a means by which
men and women may earn a college degree, complete a second major, or pursue
a personal interest or skill.
Weekend College classes meet on alternate weekends and there are three trimester terms during the early September through June academic year. Students may
take from one to four classes each term.
While Augsburg Weekend College program involves the same courses as the day
school program, the curriculum is limited t o selected liberal arts courses and the
following majors: Business Administration (concentrations in management, marketing, finance, accounting, and management information systems), Communication (concentrations in public relations/advertising, human relations and supervisory management), Nursing, and Social Work.
Continuing Education Program
Augsburg College offers a number of courses,both credit and non-credit, through
its Continuing Education Program. Classes are generally in the evening. Since
continuing education courses are offered on a semester-hour basis, the courses
vary in length from four weeks to fourteen weeks. Students wishing to know more
about Augsburgs continuing education offerings should call or write the Office
of the Associate Dean.
Academic Policies and Procedures
Registration
A student must be registered for a course to receive credit for it.
Students normally register for four courses a semester and one course in the
interim. Students registered for three or more courses in a semester are classified
as full-time students. To register for more than 4.5 courses, students must contact
the Registrar's office t o petition the Committee on Student Standing for
permission.
Although a student may register up to two weeks after the semester begins, registration is encouraged at the regularly scheduled time. Special fees are charged
for late registration. Special fees also are charged for cancelling or adding courses
or changing grading option after the first five days of a semester.
A joint class schedule is published each Spring by the Associated Colleges of the
Twin Cities, listing courses and their location at the five colleges for the following
semesters.
Separate catalogs of courses are published by the lnterim Office, Summer School
Office, and Weekend College Office for those sessions at Augsburg, listing registration times and procedures.
Specific information on registration and help with registration on another campus
are available from these offices:
Office of the Registrar - Science 114, for Fall and Spring terms
Interim Office - Memorial 230, for lnterim
Summer School Office - Memorial 230, for Summer School
Weekend College Office - Memorial 329, for Fall, Winter and Spring trimesters
of Weekend College.
Pre-Registration
Freshmen and transfer students may pre-register during summer for courses in
the fall. All currently enrolled students may pre-register during the fall for the
spring and during the spring for the fall. All students must confirm their registration
at the beginning of each semester and complete financial arrangements.
Withdrawal from College
Students are urged not t o abandon courses for which they are registered, since
this results in a failing grade on the official record. Cancellation of courses or
withdrawal from College must be done in the Registrar's Office. Withdrawal from
college cannot occur during final examination week unless a petition is approved
by the Student Standing Committee. Withdrawal from college and resulting adjustments in accounts are effective as of the date the completed Withdrawal from
College form is returned to the Registrar's Office.
Leave of Absence
Students may request a Leave of Absence for academic or personal reasons. A
request form must be picked up from the Office of the Dean of the College. It
must be signed by the Dean of Students, or authorized representative, and by
the Dean of the College, or authorized representative. The completed form must
be turned in to the Registrar's Office.
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A Leave of Absence may be granted for one term or one academic year. If an
extension of a Leave of Absence is needed, it should be requested in the same
manner as the original Leave of Absence, and the completed form must be turned
in to the Registrar's Office before the expiration of the previous Leave of Absence,
or readmission will be required.
Students on leave are responsible for keeping the Registrar's Office informed of
their mailing address. All deadlines for financial aid and housing must be observed
by returning students. A Leave of Absence does not defer repayment of loans or
extend incomplete deadlines.
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Graduation Requirements
The responsibility for seeing that all degree requirements are satisfied rests with
the student. Academic advisers, department chairpersons, the Academic Dean
and the Registrar are available for counsel and assistance in program planning.
Each student must apply for graduation at the time specified by the Registrar.
Application forms are available in the Registrar's Office.
4
1
All degree and course requirements must be completed and verified in the Registrar's office prior t o the anticipated date of graduation (there may be no incomp l e t e ~or open courses on the academic record).
1. Completion of 35 courses.
At least 11 courses must be upper division, numbered in the 300s and 400s. Not
moreahan 13 may be in one department, except in certain approved majors 17 (Music Education) or 20 (Music Performance) for the Bachelor of Music degree,
and 18 for the Bachelor of Science (Music Therapy) or Bachelor of Science (Nursing) degree. The course total must include three Interims for students whose
complete academic work is at Augsburg. For transfer students, the course total
must include one less interim course than the number of years at Augsburg.
No more than these maximums may be applied toward the 35 total courses required: 4 Conservation of Human Resources (CHR) courses; 2 courses by independent/ directed study; 4 courses of internship; and 8 courses with a grade of
Pass (P). Non-traditional grading (P) also has these limits: 2 in the major except
Elementary Education and Nursing; 1 in the minor if approved by the department
chairperson.
Students who enter an academic program with a baccalaureate or higher degree
should contact the Registrar's Office about specific requirements for a second
baccalaureate degree or for the equivalent of a major.
/
2'2. Completion of a major.
,Requirements for each major are listed under the departmental headings. A minor
or double-major is not required, but is encouraged.(
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3. Grade Point average
- 2.0
for most majors.
A grade point average of 2.0 is required in all courses taken and in courses which
apply toward the major. Some majors, licensure, and certification require higher
grades in each course or a higher grade point average. (For example, see licensure
in education, music education, music performance, music therapy, nursing, social
work.) See the departmental section for details.
4. Residence
The last year of full-time study or equivalent (minimum of 7 courses for part-time
students) must be at Augsburg. Contact the Registrar if an official interpretation
is needed.
5. Distribution requirements (See below)
Distribution Requirements
Writing - A course in writing (English 111) or certification of demonstrated proficiency by the Department-of English. Exemption tests are given during the summer and fall orientation periods.
Liberal Arts
An approved course from each of these seven areas:
Mathematics-Physics
Chemistry-Biology
English-Speech, Communication &
Theater Arts (devoted t o the study of
literature)
Psychology-Sociology
Economics-Political Science
History-Philosophy
Art-Music
A list of approved courses is available from advisers and the Registrar's Office.
Foreign Languages - Two courses (111 and 112) of one foreign language at
Augsburg. Students who test above the 111 level of a foreign language will take
one additional course at placement level in that language or two courses (111
and 112) of another foreign language.
Religious Studies - Three -approved courses in religious studies, of which not
more than one may be an interim course. For transfer students, the number
required is one for each year of study or equivalent at Augsburg,
Urban Concerns, or Women's Studies, or Minority Studies - One course. Courses
approved to meet this requirement are published each term. Information is available at the Registar's Office.
Lifetime Sports - Two lifetime sports or demonstrated proficiency in two lifetime
sports.
Evaluation and Grading
Student achievement in courses is measured primarily by final examinations.
Shorter tests, written papers, oral reports, and other types of evaluation also are
used.
Most courses are offered with grading options - traditional grading on a 4.0 t o
0.0 scale or the Pass/No Credit system, in which P means a grade of 2.0 or better
and N means no credit and a grade of less than 2.0, Students are cautioned t o
use the PIN grade option with care since some graduate and professional schools
do not look favorably on a large number of P-graded courses, or rank each as a
"C". See PIN limitations under Graduation Requirements.
Cemin courses are offered on one grading system only. Sociology 383 and several
interim courses are graded only on the PIN grading system. Some education
courses are graded only on the P/N system or only on the traditional system.
English 111 i s graded P or N, or 2.0-4.0/N. Some other courses are graded only
P, 1.0, N. Chemistry Seminar and Lifetime Sports are graded P/O.O.
In courses where there is a choice, students will be graded on the traditional
system unless they indicate on their registration that they wFsh t o use the P/N
grading option. Any changes in choice or grading system must be made accarding
to dares published each term. A fee i s charged for any changes after the first five
days of classes.
Explanation of Grades
Number grades are used with these definitions:
4.0
3.5
3.0
2.5
2.0
1.5
1.0
0.5
0.0
Achieves highest standards of excellence
Achieves above basic course standards
Meets basic standards for the course
Performance below basic course standards
Unacceptable performance (no credit for the course)
Grades of P (Pass) or N (No credit) are not computed in the grade point average.
A grade of P represents work at or above the 2.0 level; N represents work at the
1.5 or below level.
An incomplete grade may be given only in the caw of extreme emergency. 60
receive it, a studerrt must file a petition with the Carnrnittee on Student Standing
stating the reasons for the request, the plan and date for removing it, and comments from the instructor. If permission i s granted, the incomplete must be removed during the following semester, or it becomes the grade submitted by the
teacher along with the incomplete.
A grade of X may be given for an independent or directed study course or internship that is to be spread over more than one semester. Such a course must
be completed during the second semester or the grade of X will remain on the
record. If X is given, the course must be registered for as 1X in the following term
in order that credit and a grade may be assigned.
A course in which a grade of 0, 0.5, 1.0, 1.5, N, I, or X has been received may be
repeated for credit. Courses in which higher grades have been earned may not
be repeated for credit, but may be audited. All courses taken remain on the
academic record. Only the credits and grades earned the second time are counted
toward graduation and in the grade point average.
A course is given a grade of W when it is dropped after the deadline for dropping
classes without a notation on the record.
Auditing Courses
Students who wish to take courses without credit or grade may do so by registering
for Audit 0.Full-time students may audit a course without charge. The charge
for part-time students is listed under College Costs. Students who audit a course
should confer with the instructor within two weeks of the beginning of the term
t o determine expectations, attendance and any other requirement. If expectations
have been met, the course will be listed on the transcript as having been audited.
If expectations have not been met, the course will be listed with a grade of W
(Withdrawn).
Grade Point Average
The grade point average (GPA) is based on final grades for all work at Augsburg.
It does not include credit and grade points for work transferred from other colleges. Courses taken on the PIN grading option are recorded, but not computed
in the GPA.
Classification
Sophomores - 7 courses completed with at least 14 grade points.
Juniors - 16 courses completed with at least 32 grade points.
Seniors - 25 courses completed with at least 50 grade points.
Advanced Placement
Advanced placement in courses beyond the beginning level is granted to students
with scores of 3, 4, and 5 on the CEEB Advanced Placement Program Test. Additional credit or placement is at the discretion of the department. Inquiries should
be addressed t o the Office of the Registrar.
Assessment of Previous Learning (APL Program)
Augsburg College recognizes that learning can and does take place in many life
situations. Some of this learning may be appropriate for credit recognition within
the disciplines that compose the academic program of a liberal arts college. The
APL program (Assessment of Previous Learning) at Augsburg provides a means by
which a student's previous learning, other than that which is transferred from
another accredited institution, may be presented for examination for possible
credit toward the completion of a baccalaureate degree.
Not all learning from life experience, however, i s appropriate for credit recognition
at a liberal arts college. Such learning must meet two essential criteria: 1) it is
relevant t o coursework in a field of study within the Augsburg liberal arts curriculum and 2) it can be objectively demonstrated either by comprehensive examination or committee evaluation.
The APL program at Augsburg provides several means by which students may
have their previous learning assessed for credit recognition. The following is a
brief description of each of these means of assessment:
The College Level Examination Program (CLEP) is a series of standardized tests
which have been developed by The College Board and are offered to students
for a small fee at regional testing centers. (The regional testing center for this area
is the University of Minnesota.) Students who score at or above the 65th percentile
on a subject examination may receive academic credit for that subject at Augsburg
College. Additional information about CLEP tests is available from the Office of
the Registrar.
Departmental Comprehensive Exams are available for students t o use in obtaining
credit for previous learning if the following conditions are met:
A. There is a departmental instrument available for subject area in question.
B. There is a faculty member designated by the department t o administer the
exam.
C. The Student Standing Committee approves the student's request t o take the
exam.
Credit for departmental exams is available on a pass/no credit basis only, and
there is a charge per exam.
The Credit Assessment Program (CAP) is a credit assessment alternative in which
a faculty committee completes a credit evaluation of a learning portfolio submitted
by the student. The faculty committee is composed of the Registrar and two faculty
members from fields of study directly related t o the student's previous learning.
Informational meetings and consultation are provided for students who wish t o
prepare a portfolio of previous learning for credit assessment. This may include
a personal meeting with the CAP Committee. In completing the evaluation of a
student's prev?ouslearning, the CAP Committee applies the following criteria:
A. There is documentable evidence of a cognitive component in the previous
learning experience that involved prescribed and/or systematic study of content
material found within liberal arts coursework.
B. The learning has been objectively verified by individuals in addition t o the
presenting student.
C. The learning lends itself to both qualitative and quantitative measurement.
D. The learning relates well to the student's educational goals.
E. The learning and skills involved are current and could be used at the present
time.
Students may apply for the credit assessment process after completing at least
four courses of academic work at Augsburg College with a cumulative Augsburg
GPA of at least 2.5. There is an application deposit (applicable to transcript charge)
to initiate the credit assessment process, and a charge for each semester credit
applied t o the student's transcript.
Transcript credit will be granted on the basis of semester credits, and the total
number of credits granted will be divided by four to determine the number of
courses applied t o graduation. These credits will be recorded with the course
number of CAP 2xx. Application of this credit toward distribution requirements
and academic majors and minors may be subsequently addressed by the departments involved in response t o a formal request by the student.
Maximum Credit Accepted for Previous Learning - While Augsburg College recognizes the validity of learning that takes place outside the traditional classroom,
this learning must be placed in the context of formal study in campus-based liberal
arts courses. Therefore, Augsburg places a maximum of nine courses (one-fourth
of a baccalaureate degree) on transcript credit that is obtained through previous
experiential learning. In compiling the nine courses of credit for previous experiential learning, the student may use any combination of the three assessment
processes available in the APL program: CLEP exams, departmental exams, and
credit granted through CAP Committee assessment.
Probation and Dismissal
A student will be placed on scholastic probation at the end of the term if his or
her achievement is unsatisfactory. A student who has been on probation two or
more consecutive semesters is subject to dismissal at the end of the term. Dismissal
from the College is not automatic. Each case is reviewed by the Committee on
Student Standing. A student who has a poor academic record may be strongly
advised t o withdraw before the end of the term. A student who has been on
probation for two terms and withdraws from the College voluntarily must have
special permission to re-enroll.
A student will be placed on probation under these conditions:
Freshman - below 1.6 cumulative GPA or 2 zero grades, having taken fewer
than 7 courses.
Sophomore - below 1.7 cumulative GPA or 3 zero courses, having taken 7 but
fewer than 16 courses.
Junior - below 1.9 cumulative GPA having taken 16 but fewer than 25 courses.
Senior - below 2.0 cumulative GPA having taken 25 or more courses.
A student will be removed from probation when the cumulative GPA reaches the
minimum levels above. Students placed on probation as freshmen for earning 2
zero grades will be removed from probation if their classification changes t o
sophomore, they have not earned additional zero grades, and their cumulative
GPA reaches 1.7. Students placed on probation as sophomores for earning 3 zero
grades will be removed from probation if their classification changes to junior
and their cumulative GPA reaches 1.9.
Dean's List
The Dean's List is compiled after each semester, listing students whose grade
point average for a semester is 3.5 or better, based on a minimum of three full
courses, or equivalent, graded on the traditional grading system, with no incompletes in courses offered for credit. Each student on the Dean's List receives a
certificate and, if permission is given, an announcement is sent t o the hometown
newspaper.
Graduation with Distinction
Graduation with distinction is determined as follows:
Summa cum laude 3.8 t o 4.0 cumulative GPA
Magna cum laude 3.6 up t o but not including 3.8 cumulative GPA
Cum laude 3.3 up to but not including 3.6 cumulative GPA
To qualify for graduation with distinction, transfer students must have completed
two years (14 traditionally graded courses) of work at Augsburg.
Independent/Directed Study
Many departments offer opportunities for conscientious students who demonstrate sufficient background and preparation in a given field to carry out upper
division level work on an independent basis. Some departments also offer an
opportunity for directed study on a lower division level. A student who registers
for directed or independent study should normally expect to complete it in one
semester but may extend it into the next term by permission of the instructor. In
such cases, a grade of X is given at the end of the first term, and the student will
register again for the course t o receive the final grade.
bruaenrs lnreresrea In reglsrerlng ror alrectea or rnaepenaent stuay must rlrst
secure permission from the faculty who will direct the study. A maximum of two
courses in Independent Study and/or Directed Study may count toward the 35
courses required for the degree.
Students may cross-register for independent studies at another ACTC school only
when the major field in which the independent study is proposed is not available
on th.eir home campus, and will be charged by the host campus for any special
costs attached. Requests for exception to this policy should be made directly to
their own academic dean.
Veterans of Military Service
Augsburg is approved by the State Approving Agency for Veterans Training. Veterans should consult with the Office of the Registrar about completion of the
enrollment certificate and the forwarding of other information to the Veterans
Administration.
Veterans will be referred to the State Approving Agency after any period of two
consecutive terms in which they did not earn at least three courses per term, the
minimum for classification as full-time students. It is the responsibility of each
veteran to report any change in registration and/or academic load to the Office
of the Registrar, as it is for all students.
If less than full-time, veterans will be referred to the State Approving Agency after
any period of two consecutive terms if they did not earn the equivalent of what
they had been certified for.
A non-punitive grade which brings a veteran's academic load for the term below
three courses will be reported to the Veteran's Administration. Veterans will need
to meet the requirements of the Veterans Administration regarding repayment of
educational assistance funds received.
Students use computers for many courses [Photos by john Louis Anderson]
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At Augsburg, a business major can take an art class [Photo by john Louis Anderson)
Departments, Course Descriptions
Course descriptions are listed by department or interdisciplinary
program. The descriptions are brief summaries of topics to be considered. For a more precise description and clarification of content
and requirementsfor individual courses, students should consult the
instructors.
Courses and terms listed are subject to change. In general, classes
are offered Fall and/or Spring terms, unless another frequency is
specified. The Schedule of Classes published each spring lists offerings and locations for Fall and Spring terms. Descriptions and
schedules for courses offered in January Interim, Summer School
and Augsburg Weekend College are published in separate catalogs.
A full course is offered for one credit. A few fractional courses, for
one-half or one-quarter credit, are offered in the Division of Professional Studies. A full course has the approximate value of 4 semester
credits or 6 quarter hours.
Most courses meet for three 60-minute periods or two 90-minute
periods a week, in addition to laboratories.
Numberin
%
Courses num ered below 300 are lower division courses. Courses numbered 300
and above are classified as upper division. In general, courses in the 100s areprimarily
for freshmen, 200s sophomores, 300s juniors, and 400s seniors.
Prerequisites
Courses that must be taken before enrolling in a higher level course are listed in the
course description. A student may enroll in a course when a prerequisite has not
been fulfilled if there is prior approval of a professor teaching the course and of the
academic adviser.
Art (ART)
Philip Thompson (Chairperson), Lynn Bollman, Robert Friederichsen, Norman D.
Holen, Dorothy J . Williamson
Majors in Studio Art, Art History and Teaching Ucensure are taught by a faculty
committed t o teaching, creativity and research in the field. Among the programs
available are departmental honors, art exhibitions, independent study and internships in museum and gallery work, communications, graphic design and cornmunrty cultural arts.
Facilities include large work areas; t w o exhibition galleries, an art history slide
library, a curatorial room and a stained glass studio.
Students are encouraged t o acquire broad experience in general education along
with a wide variety of art studies and one or more selected areas of concentration.
Studio Art Major: 9-1 3 studio courses with Foundations 102,107,225; 3 art history
courses including 240. One course must be in 2-dimensional art (118, 223, 360)
and one in 3-dimensional art (150, 221, 250). Majors are required t o begin their
programs with the Foundations, although advanced placement is possible with
portfolio o n approval by the Art faculty.
Teaching Licensure Major: Foundations 102, 107, 225; Studio 118, 132, 150, 221,
223 and 250 plus a second course in t w o areas; 240 and two other art history
courses. Consult with Department of Education for requirements in education for
teacher licensure.
Art History Major: 8 art history courses including 240 and 388; 2 studio courses
including one from 102, 107 o r 225 and 118 or 221.
Honors Majam: GPA of 3.5 in the major and 3.0 overall, general growth and
development andlor special projects such as senior exhibition and research. Application should be made t o the department chairperson before the last term of
the senior year.
Studio Art Minor: 4 studio courses including 107; 240.
Art History Minor: 5 art history courses including 240.
Certificate in Art: 8 art courses, including one in art history. U p t o four courses
may b e taken i n one studio area or i n art history.
Foundations in Studio Art Courses
102 Environmental Aesthetics
Fine arts in the urban and world d n g . Concern for the visual content of experience
in the environment leading toward appreciation and criticism. Individual and group
projects exploring d e i g n problems in representation, symbolism and abstraction.
107 Drawing
Drawing in pencil, charcoal, ink, and pastels. Subjects include still-life, figures, building
interiors and exteriors, and experimental work.
225 Visual Communications I
The theory and practice of visual perception and communication using elements such
as color, line, shape, texture, and pictorial images.
Studio Art Courses
100, 300 Special Topics
Occasional courses dealing with subjects not usually offered by the department.
118 Painting I
Introduction to painting media and technique in acrylic and oil.
132 Photography
The camera used as a tool for visual creativity and expression with attention to black
and white photographic process. Need access to 35 mm. camera. (Spring)
150 jewelry
An introduction to-the casting of jewelry in pewter and silver.
199 Internship
Lower division internship.
221 Sculpture I
An introduction to sculpture. Choice of media: clay, welded steel and bronze, plaster,
stone, and plexiglass. You learn to model, carve, cast, weld and assemble the respective
media.
223 Print Making I
Principles and methods of print making in a variety of media including etching, silkscreen and woodcut.
242 Film Making
Film making through practical laboratory experience. Discussion and observation of the
expressive and structural elements of film. (On Demand)
247 Life Drawing
See Interim Catalog
250 Ceramics I
An introduction to the making of pottery with an emphasis on handbuilding and glazing.
299 Directed Study
Independent study for lower division credit.
330 Visual Communications II
A study of visual communications in magazines, television, film, advertising symbols,
and other mass media. Practice in areas of photography, typography, and illustration.
(Prereq.:225)
351 Ceramics II
Advanced work in ceramics with an emphasis on throwing or handbuilding and a
continuation of glazing. (Prereq.:250)
355 Painting 11
Advanced study of painting. (Prereq.:118)
360 Watercolor Painting
Design concepts using descriptive and experimental techniques in transparent watercolor. (Alternate years)
368 Print Making II
Advanced work with color and composition in various media, including silk-screen,
etching, and woodcut. (Prereq.:223)
399 Internship
Consult chairperson or internship director to determine project.
478 Sculpture II
Advanced work in sculpture. Choice of media: clay, welded steel and bronze, plaster,
stone, and plexiglass. (Prereq.:221)
499 Independent Study
Advanced study in area of the student's choice, intended for senior art majors.
Art History Courses
240 Art History Survey
A survey of art from prehistoric to modern times. Includes reading, research, viewing
of slides, visits to museums.
Note: The following courses are offered intermittently, usually two or three sections a year.
352 Women's Art History
A study of women's image in the visual arts in relationship to women's place within
the cultural, economic, and sociological environment of each period.
382 Scandinavian Arts
Survey of the visual arts in Scandinavia from pre-history to modern times. (Spring 1985)
385 Prehistoric and Ancient Art
The art of the Ice Age through the Roman period to the 4th Century A.D. (Alternate
years, Spring 1985)
386 Medieval Art
Early Christian through late Gothic and proto-Renaissance painting, sculpture, and architecture in Europe.
387 Renaissance and Baroque Art
European painting, sculpture, 14th to 18th century. (Alternate years, Fall 1984)
388 19th and 20th Century Art
European painting, sculpture, and architecture from Neoclassicism through the present.
(Alternate years, 1985-86)
389 American Art
A study of early colonial art through contemporary American art, with specific emphasis
on 19th and 20th centurv art and its relations hi^ to Eurooean art as well as indieenous
"
movements. (Alternate years, 1985-86)
Biology (BIO)
Neal Thorpe (Chairperson), Robert S. Herforth, Roberta Lammers, Erwin Mickelberg, Ralph Sulerud
The department offers programs to equip students for graduate and professional
study as well as for a variety of career opportunities presently available t o the
biologist. Complementing the course offerings, the department possesses an impressive array of sophisticated laboratory instruments including a gas chromatograph, a scintillation counter, and an electron microscope.
and faculty t o have access t o extensive library and research facilities and seminars
discussing the frontiers of biological research.
Major - Option 1: 7 courses, including 111, 112, 491 and at least one course
from each of three groups: (1) 351, 353, 361, 481; (11) 355, 473, 474; (111) 440, 471,
476; CHM 115,116 (or 105, 106), 351, 352; MAT 124,125; PHY 121,122. Students
intending t o enter graduate school should ordinarily choose this major.
Major - Option 2: 9 courses, including 111, 112, 491 and at least one course
from each of five groups: (1) 351, 353; (11) 355, 474; (111) 361, 481; (IV) 471, 473;
M 440, 476; CHM 115, 116 (or 105, 7061, 351 and 352, Students who plan t o
teach in secondary schaols ohen s e t m this major. Licensure for teaching in Minnesota also requires three courses in earth and life sciences. Students planning
to teach are advised to consult with the Education Department early in their
planning.
Pre-Medical Biology Major: Option I major. In addition, medical schools usually
require CHM 353.
Honors Major: GPA of 3.5 in biology and 3.0 overall, active participation in seminar, one course of approved independent study with an oral defense of the
research report. Application should be made no later than the first term of the
senior year.
Minor: 5 courses, including 111,112 and three upper division courses; CHM 115,
116 (or 105, 106).
101 Human Biology
Basic biological concepts from an anthropocentric point of view. An attempt to answer
such questions as: What makes man just another member of the biotic fold? Does man
have a niche in the ecosystem? What influence does man have on the environment?
What influence does the environment, especially the urban environment, have on man?
(3 hours lecture, 1-112 hours discussion section. A student may not receive credit for
both 101 and 103. Does not apply to the major or minor, Spring)
103 Human Anatomy and Physiology
A professional course in the structure and function of the human body. Lecture and
laboratory. (Fall for nursing and certain other paramedical students, or consent of instructor; Spring for Physical Education, Music Therapy and other interested students.
A student may not receive credit for both 101 and 103. Does not apply to the major
or minor)
105 Biology and Society
What are some of the biologically-based problems with which our wciety must deal?
What threats are posed by poilution, the prospect of war. and by shortages of food,
water and non-renewable resources? What are the implications of genetic research,
scientific racism, sociobiology, and inequities in the delivery of health care? (3 hour
lecture. Does not apply to the major or minor.)
108 Microbiology
Basic microbial features are considered as well as applications of microbiology to the
fields of medicine and sanitation. (3 hours lecture, 3 hours laboratory. For student
nurses, health majors, or consent of instructor. Prereq.: CHM 109 and concurrent registration in CHM 110 or consent of instructor. Spring. Does not apply to the major or
minor)
109 Special Topics in Biology
Offered periodically through Aup5burg'~Conservation of Human Resources (CHR) program. Generally conducted aff campus with community pmpfe taking the course together with college students in a ca-fearning mode[. Topics will vary depending upon
needs and interest. Does not apply to the major or minor.
111, 112 General Biology
A comprehensive introduction to biological science for biology and other science majors. The course includes an introduction to molecular biology, cellular biology, genetics, developmental biology, evolutionary mechanisms, anatomy, physiology, ecology,
and phylogenetic relationships of organisms. Must be taken in sequence except by
permission of instructor. (3 hours lecture; 4 hours laboratory. 111, Fall; 112, Spring)
199 Internship
Lower division internship.
299 Directed Study
Independent study for lower division credit.
323 Experimental Human Physiology
A laboratory-based course in which the principles of human function are learned by
experimentation and class discussion of the theory and results. Clinical applications will
also be considered. Intended for students in nursing, medical technology, corrective
therapy, health, physical education and related programs as well as biology majors
(primarily Option 11). (3 hours lecture-discussion, 4 hours laboratory. Prereq.: 103 or
112. Alternate years, Fall 1984)
351 Invertebrate Zoology
A study of the invertebrate groups stressing classification, morphology, behavior, life
history, and evolutionary relationships. (3 hours lecture, 4 hours laboratory. Prereq.:
112. Alternate years, Spring 1986)
353 Comparative Vertebrate Zoology
A comparative study dealing with the classification, morphology, distribution, evolution,
behavior and population dynamics of the vertebrates. (3 hours lecture, 4 hours laboratory. Prereq.: 112. Spring)
355 Genetics
The principles of heredity with emphasis on recent advances in human genetics. Laboratory work stressing Drosophila genetics. (3 hours lecture, 4 hours laboratory. Prereq.:
112, Spring)
361 Plant Biology
A survey of the major divisions of the plant kingdom including the study of anatomy,
physiology, life histories, taxonomy and ecology. (3 hours lecture, 4 hours laboratory.
Prereq.: 112. Alternate years, 1985-86)
367 Biochemistry
An introductory consideration of the chemistry of proteins, carbohydrates, lipids and
nucleic acids including intermediary metabolism. (3 hours lecture. Prereq.: 112, CHM
352 or consent of instructor. Fall)
399 lnternship
Upper division internship.
440 Plant Physiology
A consideration of the chemical and physical mechanisms involved in photosynthesis,
respiration, growth and development, and water relations in vascular and nonvascular
plants. The relationships of these processes to plant structures. (3 hours class, 4 hours
laboratory. Prereq.: 112. Alternate years, Spring 1985)
471 Cellular Biology
A study correlating cell function with ultrastructure. Laboratory work includes microtechnique, cytological studies, cell physiology and tissue culture. (3 hours class, 4 hours
laboratory. Prereq.: 112, 367 or consent of instructor. Alternate years, Fall 1984)
473 Animal Physiology
A study of animal function with emphasis on the vertebrates. Wherever possible, functions are explained on the basis of physical and chemical principles. (3 hours class, 4
hours laboratory. Prereq.: 112; CHM 106 or 116; PHY 103 or 122 orconsent of instructor.
Alternate years, Fall 1985)
474 Developmental Biology
A consideration of the physiological and morphological changes which occur during
the development of organisms with emphasis on the vertebrate animals. Experimental
as well as descriptive studies are included in the laboratory work. In addition to embryonic development, the topics of malignancy, aging, and regeneration are discussed.
(3 hours class, 4 hours lab. Prereq.: 112. Spring)
476 Microbiology
An introduction to the study of microorganisms with emphasis on bacteria and viruses.
Microbial taxonomy, morphology, physiology, genetics, and pathogenicity are considered as well as certain methods. (3 hours class, 4 hours laboratory. Prereq.: 112. Alternate years, Fall 1985)
481 Ecology
A survey of representative biological communities; the study of reciprocal relationships
between organisms and their environments. (3 hours class. 4 hours laboratory, some
Saturday field trips. Prereq.: 112, 361 or consent of instructor. Alternate years, Fall 1984)
491 Seminar
Oral presentations and written papers relating to recent biological literature and research. (For seniors majoring in biology, Fall)
499 Independent Study
Individual laboratory, field, or library research under the direction of an instructor.
Intended for biology majors who are juniors or seniors. (Prereq.: 112, and previous
arrangement with instructor)
Business Administration &
tconomlcs
Amin Kader (Chairperson), Roger Allerson, Walter Anastas, James E. Billings, John
Cerrito, John Cosgrove, Anne Fosse, Satya Gupta, Gary Hovind, Robert Kramarczuk, Roy H. LaFayette, Thomas Morgan, Mohammed Nouri, Edward M. Sabella
The department is committed t o developing within t h e student a blend o f theoretical and practical tools necessary f o r successful entry and advancement i n the
business and academic communities. T o this end, t h e department affords specialization i n a variety of areas including: Accounting, Economics, Finance, International Business, Management, M a n a g e m e n t I n f o r m a t i o n Systems, a n d
Marketing.
Each o f these areas is dependent u p o n a strong foundation i n the liberal arts w i t h
an emphasis o n solid communication and analytical skills. Recognizing t h e occupational realities of t h e business and economic disciplines, t h e department is
equally c o m m i t t e d t o m a i n t a i n i n g a n application o r i e n t e d balance. This is
achieved i n part b y fostering close ties w i t h t h e corporate community, which i n
t u r n provides a wealth of practical expertise and a w i d e variety o f internship
opportunities as well as future j o b prospects.
W e believe w e can best serve b o t h t h e community and t h e student b y providing
training that is ethically based, technically competent and socially aware.
Business Administration (BUS)
Major in Accounting: 9 Business Administration courses (101,102,131,261,262,
263,379,381, and 483 or 484); 4 Economics courses (122,123,251, and one from
258, 391, 392). At least three upper division courses are required. For those planning careers i n accounting, completion of the t w o remaining courses i n the sequence 381, 382, 483, 484 is recommended. Courses in data processing and
computer programming are strongly recommended.
Major i n Finance: 9 Business Administration courses (101,102,131,261, 262,373,
379, 478, and one from 381, 382, 483); 4 Economics courses (122, 123, 251, and
one from 258, 391, 392). At least five upper division courses are required. ECO
392, MAT 114 and courses i n data processing and computer programming are
strongly recommended.
Major i n Management: 10 Business Administration courses (101, 102, 131, 145,
250, 261, 340, 379, 440, and 373 or 478); 5 Economics courses (122, 123, 251,
340,445); PHI 120; PSY 371,373; SOC 241 and 375 or 383; SPC 111 or ENG 223;
SPC 354 or 355. MAT 114 is strongly recommended.
Major i n Management Information Systems (MIS): 8 Business Administration
courses (101, 102, 145, 250, 261, 375, 475,479); 4 Economics courses (122, 123,
340 or 445,379); MAT 174 or CSC 170 (170 would require MAT 124); 4 Computer
Science courses (240, 340, 350, 352).
Major i n Marketing: 9 Business Administration courses (101, 102, 131, 135, 250,
261, 330, 379, 430); 5 Economics courses (122, 123, 251, 258, 445); PHI 120; SPC
351 or 352 and also 353. MAT 114 is strongly recommended.
Major i n lnternational Business: 8 Business Administration courses (101, 102,131,
135,261 and 399 or 499 and t w o from 381,382,484); 3 Economics courses (122,
123, 379); POL 160; 3 language courses (or demonstrated proficiency) from one
of the following: Arabic, Chinese, French, German, Greek, Italian, Japanese, Norwegian, Russian, Spanish; 1 History course (coordinated with the foreign language
courses) from 103, 104, 222, 322, 323, 324, 331, 332, 440, 474; 8 lnternational
Core courses, including internship or independent study. Core courses must be
taken abroad. Exceptions may be permitted with department approval. General
descriptions follow. Students who plan t o major i n lnternational Business should
contact the department's international adviser, Amin Kader, as soon as possible
t o carefully plan their program of study.
lnternational Core Courses
- Required
Comparative Business Law - Advanced discussion of business law including the comparison of U.S. and European laws governing corporations, partnerships and foreign
investment; European business regulations; tax laws; etc.
European Marketing - Factors affecting consumer demand and methods of satisfying
it; structure of the European market; market analysis and sales management; pricing
policies; distribution systems; planning of marketing operations. Emphasis will be placed
on comparison with marketing activities in the U.S.
Import-Export Operations - The practical, technical and procedural aspects of import
and export business operations. The successive steps in the promotional, organizational
and financial development of international sales and purchases, including an analysis
of international trade terms, sales terms, documentation and governmental regulations.
Multinational Corporation - Comparative study of the methods of organizing and
managing the multinational enterprise. Topics include: organization structure; subsidiaries and parent company; organizational behavior; management policy; comparative
industrial relations; comparative tax laws; optimization principles in the international
setting.
lnternational Core Courses - 3 t o be Elected
Economics of the Developing Countries - Source of economic backwardness and obstacles to economic growth. Analysis of specific problems such as population pressure,
land reform, lack of capital, foreign trade imbalance, foreign investment, colonialism.
European Common Market - EEC; political will: objectives, implications; forms of economic integration; freedom of factor movements; agricultural policies; European path
to monetary integration; energy, regional, and social policy; regulation of transport;
industrial policy; current membership negotiations.
lnternational Economic Institutions - Regional economic integration and the relation
of domestic and international policies. lnternational monetary cooperation.
international Economic Policies - The economic factors in diplomacy; tariff techniques
and problems; commercial bargaining; foreign investment problems; economic aspects
of economic development; regional integration techniques and problems; foreign aid
policies; exchange rate policies.
Theory of lnternational Finance - The relevance of international finance; participants
in the international payments xene; balance of international payments; spot market
and forward market for foreign exchange; exchange rate systems; international liquidity;
the impact of international payments nn the domestic price level; employment and the
performance of monetary policy.
Honors Major: GPA of 3.50 in the major and 3.0 overall; a senior thesis and
comprehensive oral examination in the major field of concentration.
Minor i n Business Administration: 6 courses, including 101, 102, and one of 261,
373, 379,478 and one of 262, 379, 381; ECO 122 and 123. Other configurations
for the Business Administration minor may be permitted on consultation with the
department chairperson.
M i n o r i n Management Information Systems (MIS): 8 courses, including 101, 250,
261,375,475; ECO 123; MAT 174 or CSC 170 (170 would require MAT 124; CSC
240).
C.P.A. Certification: Graduates who wish to take the Certified Public Accountants
(C.P.A.) examination prior t o fulfilling the experience requirement must have completed the major in Business Administration-Accounting and taken all accounting
and business law courses offered. Students who have completed the above requirements are qualified under the rules of the Minnesota State Board of Accountancy to sit for the examination immediately after graduation.
Notes: Students who plan t o major in the department are strongly encouraged
to select a department adviser as soon as possible, in order to carefully plan their
program of study.
In addition t o the courses listed below, these have been offered under BUS 295,
495 Topics: Research Methods for Economics and Business, Computer Simulation
for Business, Income Taxes for Individuals, Computer Applications, and Discrete
Event Simulation.
-
101 Principles of Financial Accounting
lntroduction to business activities, basic concepts and fundamentals of accounting, the
accounting cycle and preparation of financial statements.
102 Principles of Managerial Accounting
lntroduction to business activities, basic concepts and fundamentals of managerial accounting. Planning and controlling processes, decision-making and behavioral considerations. (Prereq.: 101)
131 Business Law
Legal rules relating to contracts, agency, negotiable instruments, property and business
organizations under the Uniform Commercial Code.
135 lntroduction to Marketing
Principles of basic policy and strategy issues in marketing. Legal, ethical, competitive,
behavioral, economic and technological factors as they affect product, promotion, marketing channel and pricing decisions. (Fall)
145 Fundamentals of Management
Development of the theory of management, organization, staffing, planning and control.
The nature of authority, accountability and responsibility, analysis of the role of the
professional manager. (Fall)
199 Internship
Lower division internship.
250 Data Processing, COBOL and FORTRAN
An introduction to COBOL and FORTRAN programming.
261 Fundamentals of Finance
Theory of acquisition, allocation, and management of funds within the firm; sources
and uses of long and short term funds, cost of capital, capital budgeting, leverage,
dividend policy, and related topics. (Prereq.: 102)
262 lntermediate Accounting I
An analysis of accounting theory pertaining to financial statements, income concepts,
current and non-current assets. (Prereq.: 101, Fall)
263 lntermediate Accounting II
A continuation of lntermediate Accounting I.An analysis of accounting theory pertaining
to investments, tangible and intangible assets, liabilities and stockholders' equities. Additional emphasis on income determination considering price level changes. (Prereq.:
262, Spring)
299 Directed Study
Independent study for lower division credit.
330 Marketing Research and Analysis
Research process as an aid to decision making in marketing management; research
methodology; marketing research results; evaluation of the effectiveness of research in
marketing. (Prereq.: 135, Spring)
340 Personnel Administration
Personnelfunction in business, acquisition and utilizationof human resources; desirable
working relationships; effective integration of the worker with the goals of the firm and
society. (Prereq.: 145 or consent of instructor. On Demand)
373 Financial Management: Theory and Cases
Advanced financial theory: a systems approach to financial structure and policy. Emphasis on decision-making, presentation through literature, readings, lectures and case
material. (Prereq.: 261)
375 lnforrnation Systems in the Organization
Design and implementation of organizational structure and structural change. An informational processing point of view to examine design of communication, decision
making and task systems. (Prereq.: 250)
379 Quantitative Methods for Economics and Business
An introduction to quantitative reasoning, descriptive measures, probability, sampling
distributions, inference and estimation with emphasis on their use in applied problems
in business and economics. (Prereq.: High School Algebra.)
381 Managerial Cost Accounting
Accounting tools for planning and control of economic activities. Planning, budgeting,
standard cost systems, as well as other quantitative and behavioral topics. (Prereq.: 101,
102, Junior or Senior, or consent of instructor)
382 Tax Accounting
The more common and important provisions of federal income taxes for individuals
and various forms of business enterprises. (Prereq.: 101,102, Junior or Senior, or consent
of instructor. Spring)
399 Internship
. Program
A student may receive course credits through an internship program which is applicable
to graduation, but not to the major. This program will afford the student the opportunity
to spend one full term working with some industrial organization. In addition the student
will write a report on his or her activities. (Prereq.: consent of instructor)
430 Marketing Management
Integration of marketing with other business functions; marketing management and
decision making, planning marketing programs, channels of distribution, pricing, product selling and promotion policies. (Prereq.: 330, Junior or Senior, or consent of instructor. Spring)
440 Operations Management
Concepts and principles related to the management of operating functions. Examples
from service industries, non-profit organizations and manufacturing. Taught from a
managerial point of view. Topics include: an overview of operations, planning operation
processes, productivity measurement, Randards, forecasting, concepts of quality, inventory management, principles of scheduling, and operational control information
systems. (Prereq.: 145, Junior or Senior or consent of instructor)
475 Information Systems Analysis and Design
The process of defining information requirements, construction of a logical &ode1 of
information system and the preparation of a general design. Discussion of the procedures to define program specifications, documentation, and plan implementation.
478 Investments and Financial Institutions
Appraisal of the riskireturn relationships of various types of securities from the viewpoint
of both individual and institutional investors. Extensive coverage of capital markets and
portfolio management. (Prereq.: 261. ECO 392 is strongly recommended. Junior or
Senior or consent of instructor. Fall)
479 lntermedlate quantltatlve Methods tor Economics and Business
Provides the opportunity to become familiar with statis~icalresearch methods through
use of the eledronic computer. This course stresses the understanding of statistical
methods and computer programming techniques. The materials to be presented in the
course are: Computer Programming Techniques; Statistical Methods: General Linear
Models, Analysis of Variance, etc. (Prereq.: 379 or equivalent, Junioror Senior or consent
of instructor. On demand)
483 Auditing
Internal and external auditing procedures. Emphasis on internal checks and controls
for accounting systems. (Prereq.: 263. Junior or Senior or consent of instructor. Fall)
484 Advanced Accounting
Accounting for business combinations, governmental accounting, partnership accounting and fund accounting. (Prereq.: 263, Junioror Senior or consent of instructor. Spring)
295, 495 Topics
Lectures, discussions, meetings with me~mbersof the staff or visiting faculty regarding
research methodology and readings in the areas of Accounting, Finance or General
Business. (Prereq.: consent of instructor)
499 Independent Study
The student may earn independent study credits through individually supervised projects designed to afford him or her the opportunity to analyze some topic or issue in
depth. (Prereq.: consent of instructor)
Economics (ECO)
Major in Economics: 8 Economics courses (122, 123, 251, 258, 454 and three
other upper division); BUS 101, 102, 379; MAT 114. MAT 373 may be substituted
for BUS 379. The complete calculus sequence is very strongly recommended for
those planning graduate study i n economics. I n addition, courses i n data processing and computer programming are strongly recommended.
Major i n Applied Economics: 9 Economics courses (122, 123, 251, 258, 454 and
445 or 453 and three other upper division); BUS 101,102,379,479; PHI 130; MAT
124, 125, 215, 224, 314. MAT 211 is strongly recommended. MAT 373 may be
substituted for BUS 379. The student is strongly encouraged t o take other Economics courses in addition t o those listed above.
Combined Major i n Economics - Business Administration: 5 Economics courses
(122, 123, 251, 258 and one upper division); 6 Business Administration courses
(101, 102, 261, 373, 379 and one upper division). Courses i n data processing and
computer programming are highly recommended. The student is very strongly
encouraged t o take additional courses both in business administration and
economics.
Honors Major: GPA of 3.50 i n the major, and 3.0 overall; a senior thesis and
comprehensive oral examination i n the major field of concentration.
Minor i n Economics: 122, 123, 251, 258 and one upper division course. Other
configurations may be permitted o n consultation w i t h t h e department
chairperson.
Notes: In addition t o the courses listed below, these topics have been offered
under 295, 495 Topics: Consumer Economics, History of Economic Thought, Research Methods for Economics, and Business Advanced Economic Theory and
Decision-Making with Finite Markov Chains.
ECO 120, 122 and 123 will satisfy general education requirements. ECO 120 will
satisfy the urban concerns requirement.
Students who plan to major in the department are strongly encouraged to select
a department adviser: as soon as possible in order t o carefully plan their program
of study.
120 Economics of Urban Issues
Study of economic implications of many problems facing a metro-urban environment.
Some of the topics to be discussed are: Population ""Crisis", Crime Prevention, Ecology
and Income Distribution; Distributing Free Bread; Mass Transit Systems, etc. Fundamental microeconomic tools introduced to facilitate discussion of the above-mentioned
topics. (This is a basic course designed for those students who do not plan to major in
Economics or Business Administration. It does not apply toward an Economics major
or minor. Students who plan to major in Business Administration and/or Economics
should instead enroll in 122 and 123, which also are open to non-majors.)
122 Principles of Economics (Macro)
An introduction to macroeconomics; national income analysis, monetary and fiscal
policy, international trade, economic growth. Application of elementary economic theory to current economic problems. May be taken independently of 123 or 120. 122
and 123 may be taken in either order, or may be taken in the same term for the student
to progress more rapidly to the other courses.
123 Principles of Economics (Micro)
An introduction to microeconomics, the theory of the household, firm, market structures
and income distribution. Application of elementary economic theory to market policy.
May be taken independently of 122 or 120.122 and 123 may be taken in either order,
or may be taken in the same term for the student to progress more rapidly to other
courses.
199 Internship
Lower division internship.
251 lntermediate Microeconomics
Theory of resource allocation, analysis of consumer behavior, firm and industry; the
pricing of factors of production and income distribution; introduction to welfare economics. (Prereq.: 123)
258 lntermediate Macroeconomics
Determinants of national income, employment and price level analyzed via macromodels. Attention paid to areas of monetary-fiscal policy, growth and the business cycle.
(Prereq.: 122. Fall)
299 Directed Study
Independent study for lower division credit.
340 Managerial Decision Making
Provides a sound conceptual understanding of the modern techniques of management
science to prepare students to make better business and economic decisions. Emphasis
is on applications, which are taken from the areas of transportation, marketing, portfolio
selection, environmental protection, the shortest route, inventory models, information
systems, etc. (Prereq.: 123, BUS 101 and high school algebra or equivalents. Spring)
379 Quantitative Methods for Economics and Business
An introduction to quantitative reasoning, descriptive measures, probability, sampling
distributions, inference and estimation with emphasis on their use in applied problems
in business and economics. (Prereq.: High School Algebra.)
391 Public Finance
Analysis of the principles of taxation and public expenditures; the impact of fiscal policy
on economic activity; debt policy and its economic implications. (Prereq.: 122,123. Fall)
392 Money and Banking
Functioning of the monetary and banking systems, particularly commercial banks, the
Federal Reserve System and its role in relation to aggregate economic activity. Emphasis
placed on monetary theory and policy. (Prereq.: 122. Spring)
399 Internship Program
A student may receive course credits through an internship program which is applicable
to graduation but not to the major. This program will afford the student the opportunity
to spend some time working with some organization. In addition, the student will write
a report on his or her activities. (Prereq.: consent of instructor)
442 Labor Economics
Analysis of labor markets; labor as a factor of production; determination of wage collective bargaining; labor legislation and effects upon society. (Prereq.: 251 or consent
of instructor. On Demand)
445 Managerial Economics
Integrates economic theory and corresponding practices in business. Among the topics
considered are theories and practices in forecasting, estimation of demand and cost
functions, price and non-price competition, production and cost considerations, and
an analysis of economic problems of relevance to management. (Prereq.: 251 or equivalent or consent of instructor. Spring)
453 Mathematical Economics
Mathematical economics with emphasis on the application of mathematical tools to
the areas of micro and macro economic theory. (Prereq.: 251, 258 and at least MAT
122 or equivalent or consent of instructor. On Demand)
454 Welfare Economics
Basic concepts and propositions; Pareto optimality, economic efficiency of alternative
market structures; social welfare functions; normative concepts of economic theory.
(Prereq.: 251 or consent of instructor. On Demand)
479 Intermediate Quantitative Methods for Economics and Business
Provides the opportunity to become familiar with statistical research methods through
use of the electronic computer. This course stresses the understanding of statistical
methods and computer programming techniques. The materials to be presented in the
course are: Computer Programming Techniques; Statistical Methods: General Linear
Models, Analysis of Variance, etc. (Prereq.: BUS 379 or equivalent or consent of instructor. On Demand)
295, 495 Topics
Lectures, discussions, meetings with members of the staff or visiting faculty regarding
research methodology and current national and international economic problems and
policies. (Prereq.: consent of instructor.)
499 Independent Study
The student may earn independent study credits through individually supervised projects designed to afford him or her the opportunity to analyze some topic or issue in
depth. (Prereq.: consent of instructor)
Chemistry (CHM)
Earl R. Alton (Chairperson), Arlin Gyberg, John R. Holum, Sandra Olmsted
The goal of the department is to have our students develop into better scientists.
Therefore, significant changes must occur in what they understand and know in
the field of chemistry, how they think and approach scientific problems, and how
they act in experimental work, in communicating their results, and in interacting
with others.
The department is on the list of approved schools of the American Chemical
Society, which has approved its total program. Students who complete the ACS
major are competitive with their peers of the same ability in graduate school,
chemical positions, or medical school. The approved program also meets the
requirements for the chemistry background required by many related fields.
The department provides opportunity for widening students' intellectual horizons,
for developing insight into a field of science for non-majors, and for learning in
an atmosphere which encourages students to remain lifelong learners.
Graduation Major in Chemistry: 115, 116, (or 105, 106) 351, 352, 353, 361, 363
and one advanced course which may include Biochemistry; participation in seminar; PHY 121,122; MAT 124,125. Since upper division courses have mathematics
and physics prerequisites, students should plan t o take MAT 124, 125 in the
freshman year and PHY 121, 122 in the sophomore year.
American Chemical Society Approved Major: 12 courses including 115, 116 (or
105,106) and all chemistry courses above 350 (except 399,497,499), Chemistry
Seminar participation; MAT 224; PHY 121, 122 (which should be taken during the
sophomore year). Reading ability in German equivalent t o one semester and computer proficiency are also required.
Teaching Major: Physical Science Emphasis - Chemistry Major: Recommendation
for licensure in Physical Science requires general chemistry (115,116 or 105, 106);
3 courses in earth and life sciences; CHM 351, 352, 353, 361, 363, 364, 482, 491
(BIO 367 may be substituted for 364); PHY 245. Students are advised t o consult
with the Education department early in their planning.
Pre-Medical Chemistry Major: The same as the graduation major. In addition,
medical schools expect at least two courses (and usually more) in biology. Students
should consult members of the Chemistry department for assistance in planning
a course program early in their college career.
Honors Major: Full ACS major; average of 3.5 in chemistry, mathematics, and
physics, 3.0 over-all; one summer or course of approved research; participation
in seminar.
Minor: 5 courses which must include 115, 116 (or 105, 106), 353 and two other
chemistry courses above 300 (except 399). BIO 367 may be one of the courses.
Notes: Credit will not be granted for both 105 and 115, or for both 106 and 116.
Most courses in this department have prerequisites, courses that must be completed before enrolling in the given course. A prerequisite must be completed
with a grade of 2.0 or higher to count. Otherwise, permission of the instructor is
necessary. These requirements also must be met when using the first term of a
two-term course in registering for the second term.
Placement I n 105 o r 115 IS determined by t h e score o n t h e Mathematics Placement
Examination. High school chemistry is a prerequisite for 115.
105, 106 Principles of Chemistry
Somewhat less rigorous than 115, 116; designed especially for students who will not
major in chemistry, although students may go from 106 to 351,353. Concepts and laws
underlying chemistry illustrated by a variety of examples including organic and environmental systems. (3 one-hour lectures, 3 hours of laboratory. Prereq.: math placement. 105, Fall; 106, Spring)
109, 110 General, Organic and Biological Chemistry
Designed for students who need a survey of the fundamental principles of general,
organic and biological chemistry for careers in allied health areas such as nursing (including Augsburg's Upper Division Program), inhalation therapy, histotechnology, physical education, and others. Open also to students in the humanities and social sciences.
First term, general chemistry principles and an introduction to organic chemistry. Second term, organic and biological chemistry with special applications to human physiological chemistry. (3 one-hour lectures, 2 hours of laboratory. This course does not
apply toward the major or minor in chemistry. Credit cannot be earned for both 109
and 105 or 115, nor can credit be earned for both 110 and 351. Prereq.: High school
chemistry within the last 3 years. 109, Fall; 110, Spring)
115, 116 General Chemistry
An intensive course for pre-medical students and future chemists. First semester includes
chemical equations and calculations, energetics, and bonding theory with examples
from inorganic chemistry. The second emphasizes equilibrium and solution chemistry
including kinetics and electrochemistry. (3 one-hour lectures, 3 hours of laboratory.
Prereq.: High school chemistry, math placement. 115, Fall; 116, Spring)
199 lnternship
Lower division internship.
299 Directed Study
Independent study for lower division credit.
351, 352 Organic Chemistry
Important classes of organic compounds with special emphasis on mechanisms and
multi-step synthesis. Descriptive material is correlated by means of modern theories of
chemical bonds, energy-relations, and reactor mechanism; many applications of organic
chemistry to biological, environmental and industrial fields. (3 one-hour lectures, 1fourhour laboratory. Prereq.: 106 or 116; 351, Fall; 352, Spring)
353 Quantitative Analytical Chemistry
Covers gravimetric and volumetric analysis and solution equilibrium in detail and gives
an introduction to spectrophotometric techniques of analysis. The laboratory involves
quantitative analysis of a variety of samples, and includes trace analysis. (3 hours of
lecture, 1 four-hour laboratory. Prereq.: 106 or 116. Fall)
361, 364 Physical Chemistry
The basic theoretical concepts of chemistry: thermodynamics, kinetics, quantum theory,
and states of matter are studied in the first semester. Applications of these concepts to
areas of molecular structure, equilibria and electrochemistry in the second semester.
(3 one-hour lectures. Prereq.: 106 or 116; PHY 121, 122; MAT 124, 125. 361, Fall; 364,
Spring)
363, 365 Physical Chemistry Laboratory (1/2 course each)
Physical Chemistry Laboratory introduces students to techniques of data collection and
experimental application of concepts presented in9hysical Chemistry lecture. 363 is to
be taken the first half of the spring semester and involves experiments related to 361.
365 i s to be taken the second half of the semester by all persons taking 364.
399 lnternship
Opportunity for off-campus experiences as a chemist.
464 Advanced Organic Chemistry
Organized around the problems of identifying organic compounds in the laboratory.
Lecture topics include structure-spectra correlations for IR, UV, NMR, and mass spectroscopy; use of the literature (including Beilstein); and further study of organic reactions. Infrared, nuclear magnetic resonance, and ultraviolet spectra routinely used. (3
hours of lecture, 6 hours of laboratory. Prereq.: 352, 353, 361 or consent of instructor;
some reading knowledge of German. Fall)
481 Advanced Analytical Chemistry
Emphasis upon advanced equilibrium theory and principles of atomic and molecular
spectroscopy as applied to analytical methods as well as chromatographic and electroanalytical techniques of analysis. (3 hours lecture, 1 four and one-half-hour laboratory. Prereq.: 353, 361, or consent of instructor. Spring)
482 Advanced Inorganic Chemistry
Correlation of inorganic reactions using the electrostatic, valence bond, and molecular
orbital models. Coordination chemistry is discussed in terms of ligand field theory. The
laboratory involves preparations of inorganic compounds using a variety of techniques.
(3 one-hour lectures, 1 three-hour laboratory. Prereq.: 352,361, or consent of instructor.
Fall)
483 .Quantum Chemistry
Presents quantum theory in terms of Schrodinger's wave equation and uses the equation
to solve the problems of the harmonic oscillator and the hydrogen atom. Approximate
solutions are introduced and used to develop molecular orbital theory for molecules.
Includes commutators, electron spin, angular momentum and group theory. (3 onehour lectures. Prereq.: 361 or consent of instructor. Spring)
491 Chemistry Seminar
This seminar, which has no course credit, is a weekly meeting of chemistry majors under
the direction of the Augsburg Chemistry Society. Juniors and seniors are expected to
participate, with seniors presenting papers. Outside visitors are occasionally invited to
participate.
497 Introduction to Chemistry Research
Chemistry majors planning research careers need research experience before graduation. Such experience may be obtained by working on a summer research project in
the department (not counted as a course) or by research participation during the academic year (which may be counted as a course). (Junior standing).
499 Independent Study
Chemistry majors who are interested in non-laboratory research such as theoretical or
historical chemistry may pursue their interest via independent study. Uunior Standing)
East and Southeast Asian Studies
Khin Khin Jensen (Director)
This program offers two options:
1. Major or minor in East Asian Studies through Augsburg and the other Associated Colleges of the Twin Cities (ACTC). This is an inter-college, interdepanmental program which provides a foundation lor careers in international business,
government, teaching, global ministries, work with social and recreational agencies, or graduate study.
Two years of Japaneseare taught on one of the five ACTC campuses, or Augsburg
students may take Chinese courses at Harnline University. There also is a contractual arradgement with the University of Minnesota East Asian Studies Department for Chinese and Japaneselanguage courses.
Opportunitim for language study abroad are available in japan, China, Taiwan,
Korea, Hongkong and Singapore. Summer institutes are available in the People's
Republic of China and in the W.5, See the director for information and procedure
to register for any of these courses or travel.
Non-majors in the program are eligible t o take the Chinese or Japanese language
courses, which may be taken for distribution requirement.
Major in East Asian Studies - 10 courses, including 4 courses (2 years) of basic
college Chinese or Japanese, or equivalent competencies; 2 courses in History; 2
courses in cultural specialization or comparative studies; and 2 courses from a
list of approved electives.
Minor in East Asian Studies - 5 courses, including 2 courses (1 year) of basic
college Chinese or Japanese or equivalent competencies; 1 course in history of
East Asia; and 2 upper division courses in cultural specialization from a list of
approved electives.
2. Minor in East and Southeast Asian Area Studies is an area concentration at
Augsburg College that does not include a language component. It is designed t o
be useful for a variety of careers when combined with other majors.
Minor in East and Southeast Asian Studies - 5 courses, 2 from HIS 322, 323, 324;
one from PHI 355, REL 356, SOC 241; one from HIS 474, POL 351,363,382; and
one from HIS 226, 399, 495, 499. HIS 104 is strongly recommended.
Note: Interim courses related t o the East and Southeast Asian Studies program
may be substituted when appropriate, with the consent of the Director.
226 Asian and Asian-American Women in Public Life in the 20th Century
(See under Department of History)
299 Directed Study
(See Director of program)
322 Modern Southeast Asia
(See under Department of History)
323 Modern China
(See under Department of History)
324 Modern japan
(See under Department of History)
351 Communist Political Systems
(See under Department of Political Science, Comparative Politics and Analysis)
363 Communist Foreign Policies
(See under Department of Political Science, International Politics)
382 Marxist Visions: Past, Present, and Future
(See under Department of Political Science, Political Theory and Analysis)
399 Internships
(See Director of program for guidelines to apply for an internship)
474 The World and The West
(See under Department of History)
495 Seminar
(See Director of program)
499 Independent Study
(See Director of program for guidelines)
Economics (ECO)
See Business Administration and Economics
Education
Barry Franklin, Chairperson, Sheldon P. Fardig, Marie McNeff, Lauretta E. Pelton
Augsburg College offers programs leading to licensure in Kindergarten-Elementary
Education and Secondary Education. Students interested in attaining licensure in
any of these areas or in pursuing the study of education as a liberal discipline will
find opportunities in the department, where programs combine the study of educational theory with practice in actual school settings.
Students wishing t o become licensed teachers are advised t o consult with the
Education Department for licensure requirements. For students transferring to
Augsburg College from other institutions of higher education, it is within the
jurisdiction of the Education Department and/or other appropriate departments
to determine essential equivalency of course content taken at other institutions
as applicable t o requirements of the approved teacher licensure programs at
Augsburg College.
Students who wish t o register for student teaching must have been admitted t o
the Education Department. Students are advised to apply for admission in the
spring semester of the sophomore year, during or after the Orientation course.
Students transferring from an education program at another college must be
readmissible to that program.
Elementary Education (EDE)
Marie McNeff (Coordinator)
Kindergarten-Elementary Major and Licensure Requirements: 255, 341, 351, 352,
381, 382, 383, 384, 386, 481, 482, 483; HPE 114, 115; SWK 260; a college level
mathematics course; academic minor (major recommended); GPA of 2.0 overall
and 2.5 in major and academic minor and grades of P in student teaching courses
required for licensure; fulfill requirements of Minnesota Board of Teaching 5
MCAR 3.041 in Human Relations. The professional semester, for juniors, includes
341, 352, 381, 382, 384, 386. (341, 381, 382, 383, 384 are 112 courses)
199 Internship
Lower division internship.
255 Orientation to Education in Urban Setting (Kindergarten-Elementary)
Investigation of various aspects of the teaching profession and opportunity for in-school
work. Open to all students. (Prereq.: sophomore standing or above)
282 Introduction to Special Education
(See Special Education)
295, 495 Topics in Education
Study of selected topics in education that are not treated extensively through current
course offerings. Specific topics will be announced.
299 Directed Study
Lower division independent study.
341 Media Technology (1/2 course)
Psychological and philosophical dimensions of communication through the use of instructional technology. Selection, preparation, production, and evaluation of effective
audio-visual materials for teaching/learning situations. (Spring)
351 Techniques of Teaching Reading
The study and utilization of a variety of techniques and resources in the reading and
the diagnosis and correction of reading difficulties. (Fall)
352 Creating Learning Environments: Kindergarten-Elementary
The study of strategies and methods of teaching and learning in the contexts of educational, psychological and sociological theories. (Prereq.: 255 or EDS 265 or consent
of instructor. Spring)
381 Kindergarten-Elementary Curriculum: Art, Music (1/2 course)
Examination and preparation of materials and resources for art and music taught at the
kindergarten and elementary levels. Laboratory experiences. (Prereq.: 255 or EDS 265,
concurrent registration in 352. Spring)
382 Kindergarten-Elementary Curriculum: Mathematics (1/2 course)
Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels. Laboratory experiences. (Prereq.: 255 or EDS 265,
concurrent registration in 352. Spring)
383 Kindergarten-Elementary Curriculum: Physical Education, Health (1/2 course)
Examination and preparation of materials and resources for physical education and
health at the kindergarten and elementary levels. Laboratory experiences. (Prereq.: 255
or EDS 265. Fall)
384 Kindergarten-Elementary Curriculum: Social Studies, Science (1/2 course)
Examination and preparation of materials and resources for social studies and science
at the kindergarten and elementary levels. Laboratory experiences. (Prereq.: 255 or EDS
265, concurrent registration in 352. Spring)
385 Discovery in the World of Kindergarten
A study of the kindergarten program, exploration of materials, and review of teaching
approaches. The course requires laboratory experience. (Prereq.: a teaching license at
the elementary level. Summer I)
386 Kindergarten-Elementary Curriculum: Children's Literature, Language Arts
Examination and preparation of materials and resources for Children's Literature and
Language Arts at the kindergarten and elementary levels. Laboratory experiences.
(Prereq.: 255 or EDS 265, concurrent registration in 352. Spring)
399 Internship
The student may select from a variety of situations for professional work experience. A
learning contract must be developed and must have education faculty approval.
478 School and Society
(See Secondary Education)
481, 482, 483 Student Teaching I K-6
Observing and facilitating learning at the kindergarten and elementary levels under the
supervision of college and elementary school personnel. (Prereq.: Admission to student
teaching and program approval)
484 Student Teaching II K-6
Additional experience in teaching. (Prereq.: 481, 482, 483)
491 Practicum and Seminar in Special Education
(See Special Education)
498 lndependent Study (1/2 course)
Study of specific areas in education as determined by candidate seeking licensure in a
teaching area. May be taken more than once for credit (by permission).
499 lndependent Study
Opportunity for advanced and specialized research projects not otherwise provided
for in the departmental curriculum. A projected program must be outlined and approved
by the kindergarten-elementary education faculty.
Prekindergarten Education (EDE)
This program is under review. Contact the department chairperson.
Licensure Requirements: Elementary Education requirements plus 325, 425, 160
hours of student teaching; PSY 351; SOC 231. For a Prekindergarten license with
other than an education major, consult with the department chairperson.
325 Contemporary Influences in Prekindergarten Education
Focus on the young child as a person and the importance of the early years in relation
to the effects of present day society and culture on the child. Current developments
include innovations, Head Start, implementation of planned variations, and other interventions and compensatory programs. Class sessions and two hours per week of lab
experience in a day care center and/or nursery school. (Spring)
425 Prekindergarten Curriculum
Learning about and demonstrating knowledge and skills of teaching the young child.
The course concentrates on details essential to the organization of a good program for
children: records, reports, physical facilities, equipment, parental involvement, and
working with children who have uniquely different needs. Class sessions and two hours
per week of lab experience in a day care center and/or nursery school. (Fall)
Secondary Education (EDS)
Sheldon Fardig (Coordinator)
It is the responsibility of each student to meet all specific requirements of the
Education Department. Secondary Education students are advised to consult with
Education faculty regarding state requirements for teacher licensure, in addition
t o conferring with the student's major field adviser.
Licensure Requirements o f the State o f Minnesota f o r teaching i n secondary
schools are met through t h e Augsburg College Education Department licensure
program: Baccalaureate degree; academic major i n an approved teaching area;
265, 354, 388, 478, methods course($ i n major area, 481, 482 (and 483 for Art,
Music, and Physical Education teaching majors); HPE 114, 115; PSY 105; GPA of
2.0 overall, 2.0 i n education courses, 2.5 i n academic major and P i n student
teaching. Application for and acceptance i n t o t h e Augsburg licensure program
required.
Art, Music and Physical Education Licensure: A person preparing f o r licensure i n
o n e o f these areas follows t h e secondary education program even though h e o r
she plans t o teach at t h e elementary school level. A person w i t h a major i n o n e
o f these special areas will take three courses i n student teaching and d o some
student teaching at b o t h t h e secondary and elementary levels. I n addition t o 354,
the art major will register for 361, 362; the Physical Education major f o r 365; and
the music major for 373.
Art and Physical Education teacher education programs lead t o licensure f o r
grades K-12. Music teacher education programs lead t o licensure i n the following
areas: I - B a n d (K-12) and classroom music (5-12); 2-Orchestra (K-12) and classr o o m music (5-12); 3-Vocal and classroom music (K-9); o r 4-Vocal and classroom
music (5-12).
Foreign Language Licensure: For foreign language teachers (French, German,
Spanish), achievement o f at least "good" i n t h e listening, speaking, and reading
parts of the M o d e r n Language Association proficiency tests is required. The candidate will take t h e MIA tests before undertaking student teaching. Results will
b e recorded i n t h e candidate's permanent file i n t h e Department o f Education.
The Professional Term: School and Society and Student Teaching are taken jointly
i n one full-time term i n professional education. Attendance at special afternoon
o r evening seminars is also required. A student w h o elects t o take just t w o courses
i n student teaching may take o n e course i n independent study at this time. All
students are expected t o b e involved full-time i n t h e activities of t h e professional
term.
199 Internship
Lower division internship.
265 Orientation to Education in an Urban Setting (Secondary)
Investigates various aspects of the teaching profession, with opportunity for in-school
work. Open to all students. (Prereq.: Sophomore Standing)
282 Introduction to Special Education
(See Special Education)
295, 495 Topics in Education
Study of selected topics in education that are not treated extensively through current
course offerings. Specific topics will be announced.
299 Directed Study
Independent study for lower division credit.
341 Media Technology (1/2 course)
(See Kindergarten-Elementary Education)
351 Techniques of Teaching Reading
(See Kindergarten-Elementary Education)
354 Creating Learning Environments: Secondary
The mastery of theories and their application for teaching in learning settings. Laboratory
experiences. (Prereq.: 265, PSY 105)
355 Music Methods (K-12)
Trends and issues in music education. The development of music skills and teaching
procedures for school music K-12. Workshops and laboratory experience. (Spring)
356, 357, 358 Music Methods: Brass and Percussion, Woodwinds, Strings (1/2 course each)
Study and application of instructional methods, materials, and techniques.
361 Art Methods (Elementary and Junior High School)
Procedures, materialsand issues relatingto the teaching of art in the elementary, middle,
and junior high schools. For art teaching majors only. (Fall)
362 Art Methods (Senior High School) (1/2 course)
Procedures, materials and issues relating to the teaching of art in the senior high school.
(Fall)
364 English Methods (1/2 course)
Materials and methods suitable for students in secondary schools. Emphasis on the
preparation of lesson and unit plans. Teaching in a local high school. (Spring)
365 Physical Education Methods (K-12)
(See Physical Education Department)
366 Foreign Language Methods (1/2 course)
Language learning theory. The theory and practice of language teaching. (Consult with
the Foreign Language Department.)
374 Natural Science Methods (K-12) (1/2 course)
Course structures, goals, and procedures in science education. Consideration of ability
levels of students. Survey and assessment of classroom textbooks and materials. Development of a file of teaching materials and references. (Fall)
375 Social Studies Methods (1/2 course)
Introduction to the teaching of social sciences and history in secondary school classrooms. Emphasis on instructional strategies and curriculum development. (Spring)
376 Speech and Theater Arts Methods (1/2 course)
The teaching of basic speech, interpretative reading, discussion, and theater and the
directing of co-curricular speech and theater activities. (Spring)
377 Mathematics Methods (1/2 course)
Study of the basic techniques and materials for teaching secondary school mathematics,
and the consideration of trends and issues in mathematics education. (Spring)
388 Human Relations (1/2 course)
Emphasis on the study of values, of communication techniques, and of the major minority groups in Minnemta for the development of interpersonal relations skills applicable to teaching and other professional vocations. Open to all.
399 Internship
The student may select from a variety of situations for professional work experience. A
learning contract must be developed and must have education faculty approval.
410 Health Methods
(See HPE 410 Administration and Supervision of the School Health Program)
478 School and Society
The emphasis in this course is on the school in relation to society with particular attention to urban education. Introduced by a study of educational philosophy and the
development of American education, current major issues in education will be studied.
(Prereq.: senior standing)
481, 482, 483, 484 Student Teaching
Observing and directing learning at the secondary level under supervision of college
and secondary school personnel. (A minimum of two courses, except three courses
required of Art, Music, Physical Education majors. Prereq.: Admission to student teaching and program approval)
498 lndependent Study (1/2 course)
Study of specific areas in education as determined by candidate seeking licensure in a
teaching area. May be taken more than once for credit (by permission).
499 lndependent Study
Opportunity for advanced and specialized research projects not otherwise provided
for in the departmental curriculum. A projected program must be outlined which meets
the approval of education faculty.
Special Education (EDE, EDS)
Barry Franklin (Coordinator)
Minor: Minimum of 6 courses (282, 491; PSY 351, 357; one course chosen from
HPE 354, MUS 110 (Interim) or 395, PSY 362, EDS 385 (Interim), or SWK 304
(CHR); and one course chosen from LIN 289, PSY 352 or 359, or EDS 388. BIO
103 is recommended as an additional course.
282 lntroduction to Special Education
Introduction to the field of special education. An examination of the nature, causes,
and educational interventions for such exceptionalities as mental retardation, physical
disability, hearing and vision impairment, learning disabilities, behavior disorders and
giftedness. (Spring)
491 Practicum and Seminar in Special Education
A supervised field placement in a facility for an exceptional population plus on-campus
seminar. Prereq.: Completion of courses for special education minor or consent of
instructor. Students planning to take this course should consult with the special education coordinator about a placement prior to registering for the course. (Fall)
Library Science (LIB)
This program is under review. Contact the department chairperson.
Minor: Minimum of 4% courses, including 341, 345, 358, 359, 475.
341 Media Technology (1/2 course)
(See under Elementary Education)
345 The Media Center: Organization and Administration
Organization of materials, including acquisition, cataloging, classification, and processing. Services of the media center and methods of evaluation. (Fall)
358 The Elementary School Library: Materials Selection and Guidance
Characteristics and purposes of an elementary school library. Evaluation of materials
related to curriculum support and recreational needs. Study of selection sources and
guidance in use of print and non-print materials. (Fall)
359 Reference Sources and Services
Study of basic English language reference sources. Students learn how to select and
evaluate reference books for home, school and other libraries; how to find information
and use libraries effectively. (Spring)
399 Internship
Open to juniors and seniors. An opportunity to do field work in a variety of library
situations in the metropolitan area.
475 The High School Library: Materials Selection and Guidance
Survey and evaluation of library materials on the secondan/ school level, with attention
to their use in relation to curricula as well as for personal interest and needs of adolescents. (Spring)
499 lndependent Study
lndependent study and research on some topic of interest in the field of library service,
worked out in consultation with a faculty adviser. Open to juniors and seniors, with
department approval.
Engineering
Ken Erickson (Adviser)
Augsburg College has cooperative arrangements with three universities t o allow
the student to earn a Bachelor of Arts degree from Augsburg College and an
engineering degree from either the University of Minnesota lnstitute of Technology, Minneapolis; Washington University School of Engineering and Applied
Science, St. Louis, Missouri; or Michigan Technological University, Houghton,
Michigan. Because of the special requirements and opportunities of these programs, early consultation with the Augsburg Engineering Adviser is necessary.
Applications for these programs require the recommendation of the Augsburg
Engineering Adviser.
University of Minnesota - The lnstitute of Technology and Augsburg cooperative
arrangement provides for two dual degree engineering programs:
1. Bachelor of Arts/Bachelor of Engineering (B.A.1B.E.) which enables students t o
receive a Bachelor of Arts degree from Augsburg College and a Bachelor of
Engineering degree from the University of Minnesota. The program typically
involves three years at Augsburg and two years at the lnstitute of Technology.
Students may apply for the program after completing the sophomore year. At
that time, they will be informed of their status in the program and any further
conditions necessary for final acceptance into the program. Formal application
to the lnstitute of Technology may be completed during the second semester
of the junior year at Augsburg.
2. Bachelor of ArtsIMaster of Engineering (B.A.1M.E.) which enables students to
receive a Bachelor of Arts degree from Augsburg College and a Master of
Engineering degree from the University of Minnesota. This program involves
four years at Augsburg and, typically, two years at the lnstitute of Technology.
The curriculum is the same as the B.A.1B.E. curriculum with the addition of
several extra courses that are completed at Augsburg during the senior year
to minimize the number of undergraduate courses, if any, that students must
take at the University before proceeding through the graduate curriculum. The
number of such courses varies by IT department and area of emphasis within
a department.
Application for admission into the B.A.1M.E. program should be initiated during
the second semester of the junior year at Augsburg. Formal application for the
program may be completed during the senior year. Those admitted will receive
special counseling from the lnstitute of Technology staff regarding courses that
should be taken during the senior year at Augsburg. Participants in the B.A.1
M.E. program are not guaranteed admission t o the lnstitute of Technology.
Washington University - Three-Two Plan
Michigan Technological University - Dual Degree Plan
These programs enable students to receive a Bachelor of Arts degree from Augsburg and a Bachelor of Engineering degree from Washington University School
of Engineering and Applied Science or Michigan Technological University in a
five-year period.
The first three years are spent at Augsburg followed by two years at the affiliated
university. Students accepted into the program are guaranteed admission to the
engineering school, provided they have met course requirements, have a B average, and are recommended by the ~ n ~ i n e e rAdviser
in~
of Augsburg College.
Students are also encouraged to explore opportunities for graduate work at Washington University and Michigan Technological University. Further information on
these and other graduate programs is available from the Augsburg Engineering
Adviser.
Financial Aid: Students receiving financial aid who are participants in these dual
degree programs will be encouraged t o apply t o the engineering school of their
choice for continuing support. Their applications will be evaluated using need
and academic performance as criteria.
Minimum Course Requirements for Admission to the Dual Degree or Three-Two
Programs: CHM 115,116; CSC 170; ENG 111; MAT 124,125,224,226; PHY 121,
122; additional courses to meet general education requirements and a total of 27
courses at Augsburg. Normally MAT 124, 125 and PHY 121, 122 are taken in the
freshman year. Students interested in Chemical Engineering also should take CHM
351, 352.
English (ENG)
Ronald C. Palosaari, (Chairperson), Barbara Andersen, Timothy Blackburn, John
Gidmark, Walter Howerton, John R. Mitchell, Catherine C. Nicholl, Richard B.
Sargent, David Wood
The English department offers courses in literature, writing, and film. Regular
offerings are supplemented by topics courses and interim courses. The department
sponsors the literary magazine, Murphy Square, and holds a weekly program,
Words'worth on Wednesday, devoted to language and literature. Many students
gain practical experience in writing and teaching through internships.
Major: 9 courses above 111, including 225; one course in American literature;
one course in Western literary tradition (271 or 272); and three courses in British
literature, one on literature before 1660 (for example, 331 or 438) and one that
surveys a number of writers (336, 337,423). Majors are encouraged t o take ENG
245 early in their college work and to consult their departmental adviser regularly.
A student with a double major or special program that involves considerable work
in the English department should also work closely with an adviser in the
department.
Major for Secondary Teaching Licensure in English-Language Arts: 10 courses, including those listed for the major and a course in the English language; 2 Speech
courses, one from 111, 351, 352, 354 or 355 and either 360 or 366. Courses in
early American literature, Shakespeare and film are recommended. In addition to
field experience and student teaching required by the Department of Education,
majors will be required t o gain practical experience in teaching writing, t o be
arranged through the department chairperson. Students are encouraged to take
courses toward their major during the freshman and sophomore years, enroll in
Orientation t o Education in the fall term of the sophomore year and apply for
teacher education not later than the fall of their junior year. In addition to planning
their courses with the English department chairperson, students should consult
an adviser in the Department of Education.
Honors Major: GPA of 3.5 in the major and 3.0 overall, submit program to department chairperson early in senior year, defend honors thesis before faculty
committee in senior year. Honors thesis may be an independent study program.
Minor: 5 courses above 111, including one in British literature and one writing
course.
Note on Concentration: In addition to meeting requirements for the major, English
majors may, if they wish, develop an area of emphasis, such as British concentration, American concentration, world literature concentration, or writing concentration. A student arranges a concentration by careful selection of electives
in the major, by the design of an independent study course that applies to the
concentration, and by the selection of some related courses outside the department. English majors should work closely with their advisers in developing a
concentration. Interim courses, special courses, and courses at other ACTC
schools will often fit well into a concentration.
Note on Prerequisites: 111 is strongly recommended but not a prerequisite for a
lower division literature course. Prerequisite for an upper division course is successful completion of a lower division literature course or consent of the
instructor.
101 Developmental Writing
A preparatory course for Effective Writing for students identified by an examination as
needing additional preparation. Instruction and practice in basic writing skills will be
given. Students will write short papers based on their own observation, experience,
and thought. P/N grading only.
111 Effective Writing
The study of composition with emphasis on expository writing. Attention to correct
usage, logical organization, and the research paper. The grading system for this course
is either P/N or 2.0-4.O/N. In order to hold a place in the course the student must either
attend class the first day or personally notify the instructor that s/he cannot be present.
199 Internship
Lower division internship.
223 Writing for Business and the Professions
A practical course designed to improve writing skills for those preparing for business
and professional careers. The writing of reports, letters, and proposals will be emphasized. Students will be encouragedto use material from their own areas of specialization.
(Prereq.: 111 or equivalent)
225 Advanced Expository Writing
The development of essays in a variety of rhetorical modes, which may include identification, definition, classification, illustration, comparison and contrast, and analysis.
Particular attention will be given to stylistic and organizational matters through the
course's workshop format, in which student's papers are read and discussed. (Prereq.:
111)
226 Creative Writing
The purpose of the course is to encourage and guide, by means of appropriate models,
theories, and criticism, writing in narrative and poetic modes of expression. Short stories,
personal narratives, and poems may be selected by students for experimentation and
development, according to the student's preference.
227 Journalism
An introduction to newswriting, with secondary emphasis on the feature and the news
feature. The student is first introduced to the principles of writing the news story, what
constitutes news, copy preparation, and editing practices, then goes on to write real
and imagined obituaries, press releases, speech stories, and community news stories.
A unit on the feature and the news feature concludes the course. Throughout the
semester, attention is paid to ethics, comparisons and contrasts with the electronic
media, and stylistic trends inside and outside the journalism establishment.
241 lntroduction to Cinema Art
An investigation of the artistic qualities and the historical development of the film
medium. The course includes the viewing and discussing of both feature length and
short films. (Spring)
245 Introduction to Literature
An introduction to the study of fiction, drama, and poetry. Particular attention will be
devoted to developing critical and analytical skills in reading and writing about literature.
Strongly recommended for English majors and minors.
250 American Literature to 1920
Reading and analysis of some significant works of selected American writers from colonial times to the emergence of literary naturalism. Attention is also given to the writer's
contribution to the historical development of American literature.
261 Modern Fiction
Significant works of selected prose writers, chiefly European, of the twentieth century.
271 European Literature: Homer to Dante
A study of major works of Greek and Roman literature, for example the epics of Homer
and Virgil, the tragedies of Aeschylus, Sophocles, and Euripides, the comedies of Aristophanes and Ovid's Metamorphoses. Dante's Inferno will be studied as a work in
which the Christian and the classical traditions are combined. These works will be
studied with reference to their mythological foundations, their cultural background,
their influence on later literature, and their enduring relevance. (Fall)
272 European Literature: From the Renaissance to the Modern Period
Study of masterpieces of literature, chiefly European, from the medieval to the modern
period, including such authors as Moliere, Cervantes, Montaigne, Coethe, Dostoyevsky.
(Spring)
282 Topics in Literature
Individual courses designed to investigate specific themes, movements, authors, or
works. The subjects selected for study in any year will be listed in the class schedule
for that year. Recent offerings have included Scandinavian literature, Twentieth Century
Poetry, and Comedy.
299 Directed Study
Independent study for lower division credit.
331 Chaucer and His Age
While the primary study of the course will be the writings of Geoffrey Chaucer, attention
will be given to the medieval literary milieu out of which Chaucer wrote. Medieval
poetry, romance, and drama may be examined. (Alternate years, 1984-85)
332 Milton and His Age
A study of Milton's major poems and selected prose. In addition the Renaissance literary
tradition out of which Milton created his works will be examined. (Alternate years,
1985-86)
336 British Literature, from Donne to Blake
Reading, analysis and discussion of works of selected writers from the metaphysical
poets to Blake, with attention to the historical, intellectual, and social influences and
the major literary movements. (Fall)
337 British Literature, the Romantics and the Victorians
A study of major writers of the nineteenth century, emphasizing Romantic poetry, Victorian poetry, Victorian prose and two or three novels of the period. Relationships
among these writers and their influence on one another will be emphasized as well as
their relationship to their own age and their lasting contribution to the forms of poetry
and prose. (Spring)
351 American Literature Since 1920
A study of some recent and contemporary writers and literary movements. Attention
is given to the dynamics of American society and its intricate relationship to the literature. Special emphasis is given to the city as setting and symbol in modern American
literature.
399 Internship
The department offers on-campus internships in teaching writing and various offcampus internships. Interested students should consult the department chairperson.
423 Studies in the British Novel
A survey of the development of the novel in England from its eighteenth century beginnings up to the twentieth century. Novels studied will be selected from the works
of such authors as Defoe, Richardson, Fielding, Sterne, Austen, Dickens, Bronte, Thackeray, Eliot, Hardy, and Butler. Attention will be given to the conditions contributing to
the rise of the novel and its emergence by the twentieth century as the dominant literary
form. (Alternate years, 1984-85)
438 Shakespeare
Study of ten or twelve major plays - comedies, histories, tragedies - with attention
to the development of Shakespeare's dramatic and poetic art. Additional plays assigned
for reading analysis.
498 lndependent Study - Metropolitan Resources
Open to junior or senior English majors with a grade of 3.0 or consent of department
chairperson. Provides directed independent study which makes use of the resources
of Augsburg's urban location, such as theaters, poetry readings, and writers' groups.
499 lndependent Study
Open to junior or senior English majors with a grade of 3.0 or consent of department
chairperson. Provides directed independent study in the area of the student's choice.
1 Foreign Languages
!I
7
Mary A. Kingsley (Chairperson), Ruth L. Aaskov, Leif E. Hansen, Mary E. Johnson,
Gunta Roientals, Natalia Sich, Donald Steinmetz
The study of foreign languages breaks down barriers of space and time. It permits
i us to reach beyond the boundaries of the English-speakingworld t o communicate
with other peoples, t o share their experience of being human. In short, our world
becomes larger, richer, and less provincial.
:
b
: The study of linguistics seeks to penetrate the secrets of language, to reveal the
:
operation of the communicating mind. It is in these ways that the study of foreign
languages and linguistics is central to a humanistic education.
.
1
b
Placement Levels: Students with previous foreign language study must register in
courses suited t o their level of preparation. Placement is according t o the number
of semesters one has studied that language: 0-2 = 111; 3-4 = 112; 5-6 = 211;
7-8 = 212; 9 or more = 311. Students in doubt about their placement level
should consult the chairperson.
5
Students should arrange to take the Language Placement Test if they wish to take
a course above the level determined by previous studies in that language.
Students who elect to take a course below the one in which they are placed by
the department may do so, but grading must be P/N only. The language requirement will be satisfied only by completion of the course in which the student was
originally placed. Credit and grading for that course may be traditional.
,
Basic Requirements: Majors must take four of the upper division courses at Augsburg College and four abroad. Minors must take two of the upper division courses
at Augsburg College. 311 is prerequisite t o all upper division courses.
[ Transfer students intending to major or minor must take a minimum of one upper
division credit per year attended. See department faculty for limits on non-Augsburg courses and career information.
Teaching Licensure: Teacher candidates in French, German and Spanish must
consult with the Department of Education for specific information and enrollment
in the program. Methods courses by language are joint ACTC offerings and should
be taken in the fall of the senior year. A 3.0 average in Advanced Conversation
and Composition is a departmental requirement for teaching majors. Licensure
requires successful completion of the Modern Language Association Competency
Exam. See Requirements for State of Minnesota Licensure for Teaching in Secondary Schools, under Department of Education.
Honors Major: Majors seeking departmental honors must apply early in the senior
year. Requirements: 3.3 GPA in the major, 3.0 GPA overall, and honors thesis
demonstrating ability in independent study for one course credit. Consult department chairperson for details.
Chinese
Chinese language studies are possible through a contractual arrangement with
the ACTC East Asian Studies Program and the University of Minnesota East Asian
Language department. See East and Southeast Asian Studies Director.
French (FRE)
Major: 8 courses above 212, including 311, 312, 331 o r 332, 350 o r 355, 351 o r
353, 450 o r equivalents. Study abroad required.
Minor: 4 courses above 212, including o n e i n conversation-composition, o n e i n
civilization, and o n e i n literature. Interim, summer, o r semester i n France strongly
recommended.
Teaching Licensure Minor: 5 upper division courses beyond 212, including o n e
i n conversation-composition, 350, o n e i n civilization. Study i n France strongly
recommended.
Recommended Supporting Courses: European History, a second language, philosophy, linguistics, English literature. Also see Interim catalog.
01 1 Directed Study
Conversational French, readings. Once weekly. No credit. (Spring, On Demand)
111 Beginning French
Designed to introduce the French language and culture to the student with one year
or less of high school French study. Aims to develop four skills: understanding, speaking,
reading, and writing. Classroom practice in understanding, speaking, and reading basic
French. Four class meetings a week. Laboratory work is an integral part of the course.
(Fall)
112 Beginning French
For those who have had 111 or equivalent. Through conversations, sentence practice,
and readings, the study of tenses and forms is completed to make possible basic communication, beginning reading skills, and acquaintance with French culture and way of
life. Four class meetings per week. Laboratory work is an integral part of the course.
(Spring)
199 Internship
Lower division internship.
21 1 lntermediate French
20th Century selected articles and a grammar review are the basis for practice in communication, vocabulary building and developing greater ease in reading and writing.
For those who have studied most of the basic structures. Laboratory work is an integral
part of the course. (Fall)
212 lntermediate French
Through articles, interviews and literary readings this course works toward the goals
of oral fluency, communication of ideas, and the acquisition of sufficient skills to pursue
general reading in French. Completes a review of basic structures. Laboratory work.
(Spring)
243 French Literature in Translation
Major representativeworks of French literature are read in English translation. Through
individualized background reading and class discussion, students become acquainted
with artistic qualities and cultural-historical significance of these works. Sophomore
standing. Fulfills only literature distribution requirement. Does not count toward a
French major or minor. (On demand)
299 Directed Study
Independent study for lower division credit.
311 Conversation-Composition
Explores topics of current interest in both oral and written form to build fluency, accuracy, and facility of expression. Emphasis on vocabulary enrichment, grammatical
refinements, effective organization of ideas. Laboratory assignments. Post-intermediate
level. A prerequisite to other upper division courses. (Fall)
312 French Expression
A two-pronged approach to coherent and correct expression in speaking and writing.
Attention to grammatical structures, French turns of phrase and elementary stylistics
for business and personal use. French phonology and speech group practice, study of
written models. (Prereq.: 311 or consent of instructor. Spring, On demand)
331 French Civilization: Historical Perspective
A study of the diversified development of the French from their beginnings to the
modern period. Special attention to cultural manifestations of French intellectual, political, social and artistic self-awareness. Readings, reports, extensive use of audio-visual
materials. In French. (Prereq.: 311 or consent of instructor. Alternate years)
332 French Civilization Today
Topics in twentieth-century problems, idhas. Cultural manifestationsthat promote understanding of French-speaking people and their contribution to the contemporary
scene. Readings, reports, extensive use of audio-visual materials and periodicals. In
French. (Prereq.: 311 or consent of instructor. Alternate years)
350 Introduction to Literature for Language Students
Theory and practice of literary studies. A theoretical component (in English) treats the
basic principles of literature, literary genres, and different approaches to literary analysis.
In the practical component, students apply the elements of theory through reading,
analyzing, and discussing selected works of French literature. Recommended for majors
and minors. Open to all qualified students. (Prereq.: 311 or consent of instructor. On
demand)
351, 353 Survey of French Literature
The study of major French authors and literary movements in France, through the
reading of whole literary works where possible. Lectures, discussion, oral and written
reports in French. (Prereq.: 311 or consent of instructor. Alternate years)
355 Twentieth Century Literature
A survey of the major French literary movements since World War I, including the
novel, the theater, poetry, the essay, and criticism. Classes, oral and written reports,
and laboratory texts in French. (Prereq.: 311 or consent of instructor. Alternate years)
399 Internship
Upper division internship.
41 1 Advanced Conversation-Composition
By means of reading, speaking and writing on topics of intellectual, social, or political
interest, the student acquires extensive training in the four skills at an advanced level.
Attention to accuracy and effectiveness, characteristic levels of expression, refinements
in style and organization as individual needs indicate. Provides for self-improvement
and self-evaluation. Laboratory assignments. Required for all majors. (Prereq.: 311 or
consent of instructor. On demand)
450 French Seminar: Novel, Drama, Poetry, Short Story
Study in depth of a topic or genre in French literature. Student presentations in French.
For advanced students. (See also Interim offerings. Prereq.: 311 or consent of instructor.
On demand)
499 lndependent Study
Individual pursuit of a topic, movement, or genre at an advanced level. Designed to
complete a balanced program, enhance research, or meet individual interests. In literature a major paper and its defense are included. (Consultationswith French teachers
required. Junior standing. Fall, Interim, Spring. Subject and plan to be clarified early
with study adviser.)
German (GER)
Major: 8 upper division courses, including 311 and 411. Semester in Germany
required.
Minor: 4 upper division courses, including 311 and 411. Interim, summer or semester in Germany strongly recommended.
Teaching Licensure Minor: Five courses beyond 212, including one in conversation-composition, 350, one in civilization, and two electives. All courses must be
upper division courses. Study in Germany strongly recommended.
Recommended Supporting Courses: Linguistics, European History, another language, English literature.
111, 112 Beginning German
Course 111 is for students with no previous background; 112 is for students who have
had 111 or equivalent or less than two years of high school German. Aims at developing
basic skills. Classroom practice in speaking, understanding and reading basic German.
Goals: ability to read extended narratives in simple German, insights into German culture and participation in short conversations. Laboratory materials available.
199 Internship
Lower division internship.
211, 212 Intermediate German
For students with two terms (or two years high school) of previous German. Aims at
developing basic skills into working knowledge of German. Review of basic structures
with emphasis on extending range of vocabulary and idiomatic expression through
reading and discussion of materials representing contemporary German life and literature. (211, Fall; 212, Spring)
244 German Literature in Translation
Principal works of Gerrnan literature representing various periods and movements are
read and discussed in English. The readings are considered not only in the particular
context of Gerrnan cultural history, but also discussed in terms of their relevance to
perennial human problems. Credit for this course does not apply to a German major
or minor. (Sophomore standing. On demand)
299 lndependent Study
lndependent study for lower division credit.
301 German Business Communication
German trade correspondence. (Prereq.: 212 or consent of instructor. On demand)
311 German Conversation and Composition
Aims at developing facility in the use of grammatical structures, vocabulary and idiomatic
expressions most common in colloquial German. Intensive practice in speaking is supplemented with exercises in written composition. (Fall)
331 German Civilization and Culture I
The Early Background. Follows the cultural and social development of the Germanspeaking peoples from the prehistoric Indo-European origins (ca. 3,000 B.C.) to the
Thirty Years War (1643), with emphasis on the impact of Roman civilization, the reemergence of German cultural self-awareness during the Middle Ages, and the intellectual and religious upheavals of the Reformation. In German. (Prereq.: 311 or consent
of instructor. Alternate years)
332 German Civilization and Culture II
Survey of significant currents of development which have shaped present-day Germany,
Austria and Switzerland since the Age of Enlightenment. The contemporary scene is
considered in view of its roots in the intellectual, geopolitical, artistic and scientific
history of the German-speaking peoples. In German. (Prereq.: 311 or consent of instructor. Alternate years)
350 Introduction to Literature for Language Students
Theory and practice of literary studies. A theoretical component (in English) treats the
basic principles of literature, literary genres, and different approaches to literary analysis.
In the practical component, students apply the elements of theory through reading,
analyzing and discussing selected works of German literature. Recommended for majors
and minors. Open to all qualified students. (Prereq.: 311 or consent of instructor. On
demand)
351 German Literature through the 18th Century
Brief survey of heroic, courtly, Reformation, Baroque, Aufklarung and Sturm und Drang
literature. Extensive readings and discussions in Classic and Romantic periods. Readings
in German, supplemented by lectures on the history of German literature in its cultural
and geopolitical context. Class discussions help to improve students' ability to express
ideas in German. (Prereq.: 311 or consent of instructor. On demand)
352 German Literature: The 19th Century
Includes later Romanticism, Jung-Deutschland, poetic realism, Naturalism and Impressionism. The literary reaction to the decline of idealistic philosophy and the importance
of the individual and the rise of materialism, technology and mass man. Readings in
German. Class discussions help to improve students' ability to deal with concepts and
express themselves in German. (Prereq.: 311 or consent of instructor. On demand)
353 German Literature: The 20th Century
Literary responses to the crises and upheavals of our time. Writers of international
stature are discussed: Kafka, Hesse, Mann, Brecht. Readings in German with class discussions are designed to aid students' self-expression in German. (Prereq.: 311 or consent of instructor. On demand)
399 lndependent Study
lndependent study for upper division credit.
411 Advanced German Composition and Conversation
Aims at developing and refining the student's use of German as a vehicle for expressing
his or her own ideas and opinions. Emphasis on written composition including control
of style. Oral practice through use of German as classroom language. (Prereq.: 311 or
consent of instructor. Fall)
451 German Prose
Reading and discussion of German prose masterpieces from Goethe to the present.
Lectures treat the development of the epic genre as a mirror of cultural and geopolitical
history. (Prereq.: 311 or consent of instructor. On demand)
452 German Drama
Representative dramatic works from late 18th century to the present are discussed and
read as symptomatic of perennial human concerns. Lectures treat the historical development of the drama. (Prereq.: 311 or consent of indtructor. On demand)
499 lndependent Study
lndependent study for upper division credit.
Japanese (JPN)
Japanese language studies are possible through a contractual arrangement with
the ACTC East Asian Studies Program and the University of Minnesota East Asian
Language department. See East and Southeast Asian Studies Director for more
information.
Linguistics (LI N)
199 lnternship
lnternship for lower division credit.
217 ESL Workshop: Building Better English Skills
This course will assist international students in their initial linguistic and academic adjustment to college-level study in the U.S. The course is offered in five modules to meet
the differing needs of students with different kinds of backgrounds. Students register
for the modules corresponding to their needs as indicated by testing. The modules are:
Orientation, Pronunciation, Reading, and Writing.
218 Advanced ESL
The purpose of this course is to prepare international students for college-level studies
in the United States on an equal or near-equal linguistic footing with their American
fellow students. The course is offered in three modules to meet the different ESL needs
of different students: Pronunciation, Reading, and Writing.
289 Introduction to Linguistics
An introduction to linguistic analvis and general linguistic principles, with focus on
linguistic universals (organizational principles and featurn cornman to all languages)
and p.jychalinguistics (inquiry in to themechanics of language learning and the structure
of the mind as revealed in language). TheorericaE questions wilt be approached by
studying samples of various languages. No prerequ~site.Recommendedfor all language
majors and minors. (Fall)
299 Directed Study
lndependent study for lower division credit.
311 Theories of Grammar
Comparative analysis of various views of language represented in current linguistic
research with the aim of illuminating underlying phiiorophical assumptions, investigational criteria, and explanatory goals which distinguish them. The theories will be
contrasfed with those of adjacent disciplines such as anthropology, psychology, logic,
and communication theory to explore ways in which each theory seeks to overcome
the inadequacies of traditional grammar. (On demand)
399 lnternship
lnternship for upper division credit.
499 lndependent Study
lndependent study for upper division credit.
Norwegian (NOR)
I:
I
Major: 8 courses above 211, including 311, 312 o r 331, 353,411. Study i n Norway
required.
Minor: 4 courses above 211, including o n e i n conversation-composition, o n e i n
civilization, and o n e i n literature. Study i n Norway encouraged.
Recommended Supporting Preparation: A second foreign language, linguistics, European history.
111, 112 Beginning Norwegian
lntroduction of the four basic language skills: speaking, listening, reading and writing.
Stress on spoken rather than literary Norwegian. Laboratory work expected. (111, Fall;
112, Spring)
199 lnternship
lnternship for lower division credit.
21 1 Intermediate Norwegian
Continued conversation and composition to improve comprehension and facility of
expression. Selected readings in Norwegian used as basis for class discussion and exercises. Laboratory work and some field experience expected. (Prereq.: 112 or
equivalent.)
299 Directed Study
Independent study for lower division credit.
311 Norwegian Conversation and Composition
Intensive practice in spoken Norwegian with emphasis on pronunciation and original
composition. Some attention given to regional variations in spoken Norwegian and to
differences between the two official languages of Norway. Some laboratory work and
field experience required. (Prereq.: 211 or equivalent.)
I
312 Old Norse
An introduction to the structure of Old West Norse through the study of selections
from Old Norse literature. Some attention given to Old East Norse and aspects of the
history of four modern Nordic languages. Knowledge of one of the latter is desired but
not required. Norwegian language majors/minors will have special assignments. (On
demand)
331 Norwegian Civilization and Culture
This study of Norwegian cultural history will include significant aspects of the contemporary Norwegian society. Through extensive readings (in Norwegian as far as possible),
the domestic and foreign influences at work in the comparatively homogeneous population of Norway will be examined. Written and oral reports in the Norwegian language
will be required along with some field work. (Prereq.: 311 or consent of instructor. On
demand)
350 lntroduction to Literature for Language Students
Theory and practice of literary studies. A theoretical component (in English) treats the
basic principles of literature, literary genres, and different approaches to literary analysis.
In the practical component, students apply the elements of theory through reading,
analyzing, and discussing selected works of Norwegian literature. Recommended for
majors and minors. Open to all qualified students. (Prereq.: 311 or consent of instructor.
On demand)
353 Survey of Norwegian Literature
Selected readings in contemporary Norwegian literature provide a base for the study
of original works from earlier periods extending back to Old Norse literature. All genres
are examined, and considerable attention is given to writings in the Nynorsk language,
particularly poetry. Lectures, readings, oral and written reports are in Norwegian.
(Prereq.: 311 or equivalent. Alternate years)
399 lnternship
lnternship for upper division credit.
41 1 Advanced Norwegian Conversation and Composition
Further intensive practice in spoken and written Norwegian. Attention given to the
other Scandinavian languages and to the historical development of the Norwegian
language. Laboratory work and field experience required. (Prereq.: 311 or consent of
instructor. On demand)
499 lndependent Study
lndependent study for upper division credit.
Russian (RUS)
One year of elementary Russian is offered at Augsburg. Russian language studies
may be continued in the ACTC Russian Area Studies Program, which requires
two years of language for the major. See Russian Area Studies Campus
Coordinator.
11 1, 112 Elementary Russian
Aimed to develop reading, writing, understanding, and conversational skills through
oral classroom practice, developing ease in reading, short compositions, and acquaintance with Russian culture. Extensive use of the language lab.
Spanish (SPA)
Major: 8 courses above 212, including 311, 411, 456 or 457, two of 352, 353,
354. Study in Spain or Latin America is required.
Minor: 4 courses above 212, including one in conversation-composition, one in
civilization, and one in literature. Interim or summer study abroad strongly
recommended.
Teaching Minor: Five courses beyond 212, including one in conversation-composition, 350, one in civilization, and two electives. All courses must be upper
division courses. Study in Spain or Latin America recommended.
Recommended Supporting Courses: Linguistics, another language, Pre-Columbian civilization, Latin-American Area studies. Consult department for other supporting courses in
humanities.
1 1 1, 112 Beginning Spanish
Aims to develop the four basic skills: understanding, speaking, reading, and writing of
elementary Spanish. Introduction to culture of Spanish-speakingworld. Laboratorywork
is an integral part of the course
199 lnternship
lnternship for lower division credit.
21 1, 212 Intermediate Spanish
Through the reading of selected Latin American and Spanish texts which stimulate
intellectual growth and promote cultural understanding, students review all of the basic
structures of Spanish, and build conversationalskills through class discussions. Designed
for students with 2-4 years of high school Spanish or its equivalent. (211 Fall, 212 Spring)
'1
>
216, 316 Intensive Individualized Spanish
(See under Program in Global Community)
249 Selected Works of Spanish and Latin American Literature in Translation
Major works of Spanish and Latin American literature representing various periods and
movements are read in English translation. rhrough background reading and class discussion in English the w d e n t isacquainted with the salient artistic qualities and culturalhistorical significance of the readings. Credit in this course do- not count toward a
major or minor in Spanish. Sophomore standing preferred. (On demand)
261 Spanish Language
(See under Metro-Urban Studies, SAUS and LISLA)
299 Directed Study
Independent study for lower division credit.
311 Spanish Conversation and Composition
Thorough oral and written practice in correct expression with the aims of fluency and
facility. Enrichment of vocabulary. Laboratory work. This course is a prerequisite for all
upper division courses. (Prereq.: 212 or equivalent. Fall)
312 Spanish Expression
Intended for students who have a basic command of writing and speaking skills in
Spanish a n d wish to expand them. Intensive practice to improve oraF and written expression with emphasis on conversational facility, stressing idiomatic u a g e and the finer
points of grammar. Readings to stimulate discussion and broaden cultural background
from contemporary literary texts and magazine articles. Conducted in Spanish. ( O n
demand)
331 Spanish Civilization and Culture
Study of the Spanish character and of Spanish contribution to world civilization through
historical, intellectual, literary, and artistic movements. In Spanish. (Prereq.: 311 or
consent of instructor. Alternate years.)
332 Latin American Civilization and Culture
A study of the cultural heritage of the Spanish American countries from the PreColumbian civilizations to the present. In Spanish. (Prereq.: 311 or 212, with consent
of instructor. Alternate years)
350 Introduction to Literature for Language Students
Theory and practice of fiierary dudies. A theoretical component (in English) treats the
basic principles of literature, literary genres, and different approaches to literary analysis.
In the praaical component, students apply the theory through reading, analyzing, and
discussing selected w a r h of literature in Spanish. Recommended for majors and minors.
Open to all qualifed students. (Prereq.: 311 or consent of instructor. On demand)
352, 353 Survey of Spanish Literature I, II
A study of representative authors in Spanish literature, supplemented by lectures on
the literary movements and development of Spanish literature. Lectures, discussion,
written and oral reports in the language. (Prereq.: 311 or consent of instructor. On
demand)
354 Representative Hispanic American Authors
An introduction to Spanish-American literature. Lectures, discussions, written and oral
reports in the language. (Prereq.: 311 or consent of instructor. On demand)
399 lnternship
lnternship for upper division credit.
411 Advanced Conversation and Composition
Emphasis on increasing facility and correctness of written and oral expression through
conversations, discussions, reports, debates, and written compositions and grammatical
exercises. (Prereq.: 311 or consent of instructor. Alternate years)
456 Spanish Drama
Study of the masterpieces of dramatic literature in Spain. Oral and written reports in
the language. Emphasis on the Golden Age and the Modern Period. (Prereq.: One survey
course. Alternate years)
457 Spanish Novel
Study of the outstanding novelists of the nineteenth and twentieth century in Spain.
Oral and written reports in the language. (Prereq.: One survey course. Alternate years)
499 lndependent Study
lndependent study for upper division credit.
General Studies (GST)
John A. Hill (Registrar), Garry W. Hesser, Joel Mugge, Donald Warren
Some courses help t o integrate learning around topics in ways which are different
from the more traditional disciplines. General Studies include specialized academic enrichment programs, an integrative pro-seminar created by cooperating
faculty, and offerings of the Center for Global Service and Education.
005 Freshman or Transfer Seminar
An introduction to college academic life required of all new students at Augsburg. The
seminar meets regularly through the first half of the fall term. No course credit.
107 Integrative Pro-Seminar
The seminar focuses on selected issues, utilizing the insights, theories and approaches
of three disciplines for a more adequate understanding of a particular issue. Community
resource persons, simulations and discussions are used to integrate the disciplines focused on the same topic. No course credit.
140, 141 Introduction to the Liberal Arts (1/2 course each)
An introduction to the philosophy of the liberal arts curriculum and to the philosophy
and student services available at Augsburg College. The course also f o c u w on irnproving those skills so impartant to academ~csuccess: reading rate and comprehension.
note taking and textbook reading, time management, vocabulary, spelling, test taking.
concentration and memodzar~on,conflict management, assertiveness training, career
planning, and making decisions. (140, Fall; 141, Spring)
230 Cultural Issues Seminar
(See under Program in Global Community)
Health and Physical Education
Richard A. Borstad (Chairperson), David Boots, Paul H. Grauer, Alvin L. Kloppen,
Douglas Nelson, Marilyn Pearson, JoycePfaff, Edwin J. Saugestad, Bethany Shifflett
The department prepares students for service in two majors, offers a specialization
in Corrective Therapy, and provides certification for coaching in Minnesota
schools. Students interested in DevelopmentaljAdapted Physical Education
should consult with the department chairperson.
xuaents are aavlsea to consult w ~ t han adviser in the department tor planning
purposes and with the Education faculty regarding state requirements for teacher
licensure.
Men and women students interested in participating in intercollegiate sports or
intramurals may inquire with departmental personnel in Melby Hall.
Health Education (HPE)
Major: 110, 114, 115, 320, 354, 410; BIO 103, 108, 111; CHM 105 or 109; PSY
105; SOC 231, 241.
Teaching Major: Same as health education major plus 355. Students wishing to
become licensed teachers should consult with the Education Department for
requirements.
Minor: 110, 114, 115, 320; BIO 103; SOC 231.
110 Personal and Community Health
Modern concepts and practices of health and healthful living applied to the individual
and the community. (Fall)
199 lnternship
lnternship for lower division credit.
114 Health and Safety Education (1/2 course)
Principl~sand practices of safety education in school and community life. Includes
information about school health programs and prevalent health needs and problems
of school age children, and American Red Cross First Aid course.
'
115 Health and Chemical Dependency Education (1/2 course)
An analysis of chemical abuse and what can be done for the abuser. Includes information
about school health programs and prevalent health needs and problems of school age
children.
299 Directed Study
Independent study for lower division credit.
320 School Health Curriculum
Techniques ior developing a course of study based upon growth and development for
grades K-12. Special work units in nutrition and diseases. (Prereq.: All courses in the
major sequence numbered in the 100 and 200 series and consent of instructor.)
354 Teaching the Exceptional Child (1/2 course)
Education of the exceptional child with special reference to the analysis of functional
and organic abnormalities and the role of school health and physical education programs. (Prereq.: 350. Spring)
355 Tests and Measurement (1/2 course)
Survey of basic statistical procedures and evaluation of tests in health and physical
education. (Spring)
399 lnternship
lnternship for upper division credit.
410 Administration and Supervision of the School Health Program
Historical background, legal bases, school health services, and relationships to community health program and resources. Methods and materials in health education with
laboratory experience in classroom and community. (Prereq.: 320. Odd number years,
Fall, Interim)
485 Applied Adapted Activities
Explores recreation as applied to a corrective therapy program, application of corrective
exercise to the atypical, self care and ambulation, prosthetics and orthotics. Equal attention is given to physical and mental habilitation, physical education for the handicapped and recreation in rehabilitation. (Prereq.: 350, 351, 354. Summer school only)
488 Neurology (1/2 course)
A study of the nervous system and the diseases associated with it. (Summer School
only)
489 Pathology (1/2 course)
The nature and cause of disease involving changes in structures and functions. (Summer
School only)
491 Therapeutic Exercise
Exercise techniques as applied to various disbilities, testing muscle strength and range
of joint motion and association of muscle actions as applied to various human movements. Equal attention is given to human movement, kinesiotherapy and evaluation
and research applied to C.T. and A.P.E. programs (Prereq.: 350, 351, 354. Summer
School only)
493 Organization and Administration of Corrective Therapy
A study of organization, administration, history, philosophy and professional ethics as
applied to C.T. intertherapy relations in a rehabilitation setting. Basic supervisory and
personnel management descisions and practices. Most of the course deals with organization and administration of C.T.; about one-sixth of the course deals with intertherapy
relations. (Summer School only)
495, 496, 497 Professional Affiliation
Includes actual hospital experience in four areas of corrective therapy: (1) Psychiatry,
(2) Orthopedics, (3) Neurology, and (4) Rehabilitation. Course 497 is study of Neurology
and Pathology (Prereq.: 485, 491 and approval of department.)
499 lndependent Study
lndependent study for upper division credit.
Physical Education (HPE)
Major: 114, 115, 354, 355; 223, 231, 232, 243, 350, 351, 471, 472, 474, 475; BIO
103.
Teaching Licensure Major: 114, 11 5, 354, 355; 223, 231, 232, 243, 350, 351, 365,
471, 472, 474; BIO 103. Students wishing t o become licensed teachers should
consult w i t h t h e Education Department f o r requirements.
Major with Specialization in Corrective Therapy: 114, 115, 354, 355, 485, 488,
489,491, 493, Professional Affiliation Block 495-496-497-499; 223, 231, 232, 243,
350, 351, 365, 471, 472, 474, 475, BIO 103; PSY 105, 355, 362. A l l C.T. specialists
must b e accepted by t h e Education Department f o r teaching and student teaching
in an adapted situation. Approval must b e secured by t h e corrective therapy
coordinator.
Major with Specialization in Adapted Physical Education: Consult department
chairperson for individual program planning.
Minor: 114, 115; 223, 231, 232 or 472, 243.
Coaching Endorsement: 243,351,475, one of 476-483, and practicum in coaching
(499 is an optional method for meeting the practicum requirement).
Notes: Physical education major plus coaching practicum meets the coaching
requirement. Coaches entering their first headcoaching assignment in Minnesota
high schools are required to have at least a coaching endorsement in the field of
physical education and athletics.
002, 003 Lifetime Sports
Three hours per week. Two lifetime sports meet the general education requirement.
(Part-time students should consult with department chairperson) No course credit.
199 Internship
lnterrnship for lower division credit.
223 Team Sports
Theory and practice in skills, teaching, and officiating team sports. (Spring)
231 Individual and Dual Sports
Theory and practice in skills, teaching, and officiating individual and dual sports. (Fall)
232 Recreational Activities and Rhythms (1/2 course)
Theory and practice in performing American heritage and international folk dances.
Exposure to New Games concepts and activities. Practice in teaching and performing
selected social dances. (Interim and Spring)
234 Outdoor Education (1/2 course)
This course will look at a wide variety of outdoor activities that can be taught in a
school setting. The following activities will be emphasized: Canoeing, back-packing,
cycling, outdoor cooking, camping and water safety. Students must be prepared to
spend some weekends participating in these activities. (Even number years, Spring)
243 History and Principles of Physical Education
History, principles, and philosophy of physical education. (Spring)
299 Directed Study
Independent study for lower division credit.
350 Kinesiology
Mechanics of movement with special emphasis upon the muscular system and analysis
of movement. (Prereq.: BIO 103; Fall)
351 Physiology of Exercise
The major effects of exercise upon the systems of the body and physiological principles
applied to exercise programs and motor training. (Prereq.: BIO 103. Spring)
354 Teaching the Exceptional Child
(See Health Education)
355 Tests and Measurement
(See Health Education)
365 Physical Education Methods (K-12)
Procedures, materials, and issues for teaching physical education at the elementary and
secondary levels. (Fall)
373 Modern Dance (1/2 course)
An introductory course in modern dance technique, composition, improvisation, and
problem solving. No previous dance experience necessary. (Interim)
399 Internship
Consult department chairperson.
471 Physical Education Programming
Procedures and techniques of management, leadership and decision making for physical
education and interscholastic athletic programs. Curriculum analysis and preparation.
(Prereq.: 243. Fall)
472 Gymnastics (1/2 course)
Theory and techniques of teaching gymnastics. Opportunity to teach and perform in
all apparatus events and tumbling. Experience in spotting and skill analysis. (Fall)
474 Swimming and Aquatics
Theory and practice in teaching swimming, lifesaving, and water safety. Open only to
junior and senior Physical Education majors and minors. (Prereq.: Swimming competence as determined by pre-test. Fall)
475 Prevention and Care of Athletic Injuries (1/2 course)
Emphasis placed on preventing injuries. Treatment of common athletic injuries. Practical
experience in taping and training-room procedures. (Prereq.: 350. Fall, 1st half of term)
476 Coaching of Football (1/2 course)
Theory, technique and administrative aspects of coaching football. (Odd number years,
Fall, 1st half of term.)
477 Coaching of Basketball (1/2 course)
Theory, technique and administrative aspects of coaching basketball. (Odd number
years, Interim)
478 Coaching of Hockey (1/2 course)
Theory, technique and administrative aspects of coaching hockey. (Odd number years,
Interim)
479 Coaching of Track and Field (1/2 course)
Theory, technique and administrative aspects of coaching track and field. (Odd number
years, Spring, second half of term)
480 Coaching of Baseball/Softball (1/2 course)
Theory, technique and administrative aspects of coaching baseball and softball. (Odd
number years, Spring, 2nd half of term)
483 Coaching of Volleyball (1/2 course)
Theory, technique and administrative aspects of coaching volleyball. (Odd number
years, Fall)
499 Independent Study
Directed intensive study in an area of physical education. Open only to junior or senior
majors.
> History (HIS)
Orloue Gisselquist (Chairperson), Carl Chrislock, Don Gustafson, Khin Khin Jensen, Richard Nelson
History study at Augsburg College has led, for a considerable number of graduates,
t o careers in teaching on both the secondary and college levels. Fully as important,
in the minds of the department faculty, is the value of this discipline as one of
the major components of the liberal arts. History, well studied, trains the mind
in a manner that contributes significantly t o any career preparation, t o service in
community and church, and t o life enrichment.
Major: 8 courses plus 1 seminar. At least four of these courses must be upper
division. A major must have at least one course (either survey or upper level) from
each of the four areas. Ancient and Medieval; Modern Europe; U.S.; and nonWestern.
Major for Teaching Licensure: Students interested in secondary education may
take a history major in combination with specified social science courses and the
required educational courses, in compliance with the state requirements. For more
information, see the department chairperson or the Social Studies Coordinator.
Minor: 5 courses, at least three of which must be upper division.
Honors Major: GPA of 3.6 in the major and 3.0 overall; except in special instances,
application before the end of the first term of the junior year; two years of a
foreign language at the college level (or its equivalent); an honors thesis (equal
t o one course credit) t o be defended before a faculty committee.
Notes: Freshmen should enroll in one or more of the 101-104 courses. 221-222
are normally reserved for sophomore or upper division students. Lower division
students are asked to take at least one lower division course before registering
for an upper level course.
There are 17 upper division courses (numbered 300 and up) in this department.
Five or six are offered each term, or I1 per year. Offerings depend upon faculty
schedules and student registration.
101 The Beginnings of the Western Culture
An analysis of the primary civilizations in the Near East, the classical world of Greece
and Rome, and the middle ages of Europe into the 13th century.
102 The Shaping of Western Civilization
A consideration of European institutions and values from the waning of the middle ages
through the remodeling of Europe by Napoleon.
103 The Modern World
A study of the main currents in western civilization from the time of Napoleon to the
present.
104 The Modern Non-Western World
An introduction to various centers of cultural and political power in Asia and Africa of
the last 200 years.
199 Internship
Lower division internship.
221 U.S. History to 1877
A survey of Americans from Jamestownthrough the efforts to reconstruct a nation torn
apart by The Civil War. (Fall)
222 U.S. History Since 1877
An assessment of the century which precedes our modern day. (Spring)
226 Asian and Asian-American Women in Public Life in the 20fh Century
An exploration of the experiences and contributions of selected women in China, Japan,
India, Korea, Philippines, and the state of Hawaii. Includes cross-cultural perspective,
responses to impact of modernization and Western education.
299 Directed Study
An opportunity for a student to do readings or study on topics not covered in the
scheduled courses. The proposed study must be approved by the directing faculty
member and the chairman of the department before registration. A maximum of one
course in directed study may be applied to the major.
322 Modern Southeast Asia
A study of the major historical events, personalities and political developments in this
area. A comparative analysis of the nationalist movements and the process of decolonization will especially focus on Indonesia, the Philippines, Burma and Vietnam.
323 Modern China
A selective treatment of Chinese history since the Opium War of 1839. The erosion of
China's isolationism and collapse of the imperial system. The Nationalist and Communist
revolutions of the 20th century.
324 Modern Japan
An examination of the emergence of lapan as a major world power in the 20th century.
Components of the course wilt include a study of the distinctive features of the PreMeiji era, modern~zationfactors since 1868, interaction and encounter with China,
urban development, ecological problems, role of women and Japan's trade in Asia and
Africa.
331 Topics in U.S. History
Exploration in depth of selected topics in U.S. history (excluding foreign policy; see
History 332). The specific topics to be offered will be announced prior to registration.
332 History of American Foreign Policy
The relationship of foreign policy to general American development is stressed.
345 Scandinavian-American Experience
(See under Scandinavian Area Studies)
347 Mexico: A Historical Perspective
(See under Program in Global Community)
353 Select Topics in Minnesota History
A survey of topics relating to the emergence of modern Minnesota: Indian-white relations; immigration and ethnic adjustments; rise of the Twin Cities; economic and
political development. Primary emphasis will be on the late 19th and early 20th
centuries.
360 The Ancient Near East and Greece to 338 B.C.
The development of civilization in the Near East from earliest times through its extension
and elaboration by the Greeks. Emphasis is placed on the development of writing,
achievement in the arts and sciences and political institutions.
~ b HellenlStlC
1
breece
and Kome to 3 3 A.U.
~
A study of the development of Alexander's Empire, the Hellenistic kingdoms and the
rise of Rome as the world's greatest power. Emphasis is placed on personalities, the
arts and sciences and Rome's contributions in law and the political process.
370 The Late Middle Ages to 1560
A study of the scholastic tradition and the role of the Church and state through the
changes forced on these institutions during the Italian Renaissance and the early years
of the Reformation.
399 Internship in History
A limited number of internships may be available for qualified upper division students
majoring in history. See department chairperson.
412 England in the Tudor and Stuart Periods
A study of English history from a 15th century background through 1714. The emergence
of modern constitutionalism is the major theme of the course. Emphasis is also placed
on 16th and 17th century aspects of England's subsequent role in the world economy
and on the English literary renaissance of Elizabethan and early Stuart periods.
416 Europe in the Seventeenth Century
The study of this century as the most critical period in the rise of the modern state.
Emphasis is also placed on the emergence of modern science and its effect on intellectual history. The chronological boundaries may be listed as 1560-1714.
431 European Urban History
A history of the dynamics of urban growth, the distinctive institutions, and the culture
of cities in Europe from the Late Medieval to the 20th century, with focus on specific
historic cities as examples. The course is designed for history students, urban study
majors, and those who desire a background to enrich future travel.
440 Twentieth Century Topics in World History
This course emphasizes such topics as Hitler's fascism, the collapse of colonial empires
and the rise of the third world. The emphasis will be on Western Asia, Europe, and
Africa in the last fifty years.
450 Nineteenth Century Scandinavia
Emphasis is on the far-reaching changes in the political, economic, cultural and social
life of Denmark, Finland, Iceland, Norway and Sweden during the nineteenth and early
twentieth centuries. Attention is given to overseas emigration.
474 The World and The West
This course begins with Europe's discovery of the rest of the world, considers cultural
interaction and conflict, and the building of European empires in Asia and the Americas,
and concludes with the breakdown of these imperial systems at the end of the 18th
Century.
495 Seminar
Selected topics. Admission by permission of the instructor.
499 Independent Study
Majors with an average of 3.5 or above in history courses are encouraged to apply for
directed independent study. A maximum of one course in independent study may be
applied toward the major.
Humanities (HUM)
Bruce Reichenbach (Chairperson), John Benson
The Humanities major provides the opportunity t o reflect across departmental
lines, t o experience the ways in which different academic disciplines approach
similar questions and issues, and t o participate in interdisciplinary learning experiences. You can, in effect, create your own major by choosing a theme or
topic you wish to study, and then by taking courses in various departments relating
t o that theme.
The major was created especially t o encourage students not majoring in the humanities but in such areas as science, business, or social science to broaden their
insights and perspectives by taking a broadly-based second major.
Major: 9 courses, including 275. Six of the courses must be upper division.
Courses must be selected from at least four of these seven departments - Art,
English, Foreign Languages, History, Philosophy, Religion, and Speech, Communication and Theater Arts. No more than three courses from any one department can be used t o satisfy the requirement.
Each student taking a humanities major will focus on some particular theme or
perspective which will constitute the core of the major program. Six of the nine
courses must be taken in this core. The core adopted and the courses chosen to
meet the requirement will be worked out with the student's adviser in the humanities, and must be approved by the Humanities Major Committee. The theme
or perspective of the core can be chosen from those listed in the Humanities
Handbook or can be created by the student in consultation with an adviser in
the humanities. Further information concerning the core can be found in the
Humanities Handbook.
A student may not list a double major in humanities and in one of the component
disciplines unless the distribution of courses selected in the humanities major is
significantly different from the other major.
275 Perspectives on the Humanities
An introductionto the humanities which focuses on different themes, depending upon
the instructor. The course correlates ideas, principles and values from the perspectives
of several of the humanities disciplines.
Interdisciplinary Studies (INS)
(See under Metro-Urban Studies, Program in Global Community, and Women's
and Minority Studies)
International Relations
Norma C. Noonan (Director)
lnternational Relations is an interdisciplinary major which offers the student both
breadth and depth. The student may focus on a discipline or geographic area of
the world. The program consists of a core of seven courses and seven electives
chosen from a wide list of courses offered at Augsburg and other colleges. Students are encouraged t o consider foreign study for Interim or a semester. Competency in one language is required, but many students study two languages.
The goal of the program is t o give students a broad exposure t o international
studies with considerable freedom t o choose options for specialization. Students
In the recent past have focused their studies o n Latin America, the Middle East,
Western Europe, the USSR, the Far East, Southeast Asia, and others.
*
U
Recent students have had double majors in History, Political Science, or a foreign
language. Numerous combinations of majors and minors are possible with the
International Relations major.
Major: 14 courses. (1) 7 required courses: ECO 122 or 123; HIS 103 or 104, 332;
POL 158 or 160, 363, 461; the fourth term of college work in a modern foreign
language. (2) 7 of the following electives (not more than 4 from any one discipline
may be counted toward the major): HIS 322, 323, 324, 440, 474; POL 350, 351,
381, 382; SOC 241; PHI 355; REL 356; Comparative Economic Systems (ACTC
course); an Economics (Topics) course on International Trade; seminar, independent study, or interim course o n a relevant topic offered in the discipline of
economics, history and/or political science; the fourth term of college work in a
second modern language.
L
Note: Only the fourth or higher term of languages counts toward the major;
prerequisite courses or competencies cannot be credited toward the 14 required
courses. Students should confer with the program director about regional and
disciplinary concentrations possible within the major, for example, a concentration
in an area of the world or in one af the major disciplines in the program.
5
1 Mathematics/Computer Science
Beverly Durkee (Chairperson), Lawrence Copes, Henry Follingstad, Paul Hulse,
Leo Lake, Noel Petit
I
The Department of Mathematics provides a diverse program for students majoring
in mathematics or computer science and for students needing mathematics or
computer science background for other disciplines. Within the mathematics major
a diversity also exists t o provide programs for those interested in pure or applied
mathematics.
The computer science program has been developed to emphasize relationships
to other disciplines in a IiberaE arts curriculum. This program uses a PDP 11/60
computer for most of its curricuIum. Also available are several microcomputers
such as Apple II, Osborne, PLAT0 and Tektronix far use by students throughout
the college.
Mathematics Major: 9 courses including 124, 125, 215, 224, 314, 324. Also required: CSC 170 or 270. The following courses d o not count towards this major:
104, 114, 121, 122, 131. For teaching licensure, courses 351, 373, 441 must be
included. Students wishing t o become licensed teachers are advised t o consult
with the Education Department for requirements.
Mathematics Major with Computer Science Concentration: 10 courses: 124, 125,
215, 224, 314, 355; CSC 170, 240, 345, 350. Also recommended, 226.
Computer Science Major: 9 courses including 240,345, 350,445,450; 270 or BUS
250; 3 electives from 340, 352, 395, 495, 497, MAT 355, PHY 261, and BUS 479
or SOC 363. Also required: 170 and MAT 124, 125, 224 or MAT 174, 175; MAT
215; BUS 379 or MAT 373 or SOC 362.
Honors Major: GPA of 3.5 i n mathematics and computer science, 3.1 overall.
Independent study at an advanced level w i t h participation i n a department
seminar.
Mathematics Minor: '5 courses, including 124, 125, 224. The following courses d o
n o t count towards t h e minor: 104, 114, 121,122, 131. For a teaching minor, t h e
t w o additional courses must b e selected f r o m 21 5, 314, 351, 373, 441.
Computer Science Minor: 5 courses, including 170 (or M A T 175), 240, 345, 350,
and o n e course f r o m BUS 379, any CSC course over 260, M A T 355, PHY 261, o r
SOC 363.
Prerequisites/Placement Test - Before enrolling i n any course i n this department
t h e student must have satisfied certain course and/or placement test prerequisites.
A course must b e completed w i t h a grade o f 2.0 o r higher t o count as a
prerequisite.
The Placement Test is given during college orientation sessions and at other announced times during t h e year. Score requirements o n the test for entry t o courses
are: II f o r course 104; 111 for courses 114, 121, 122, 131; IV f o r courses 124, 174.
Students whose score is V, o r w h o have taken t h e College Board Advanced Placement Exam, should consult w i t h t h e department about appropriate courses.
Any exceptions t o course o r placement test score prerequisites must be approved
b y t h e instructor.
Mathematics Courses (MAT)
104 Basic Mathematics II
A review of basic arithmetic concepts and a study of algebraic expressions including
exponents, radicals, and rational expressions; algebraic processes including factoring;
solving equations and inequalities in one variable, including linear and quadratic; and
graphs of linear and quadratic equations and linear inequalities in two variables. Does
not satisfy the general education requirement in mathematics. (Spring)
114 College Algebra and Trigonometry
A study of functions: algebraic, exponential, logarithmic, and trigonometric. Students
who have completed 124 may register for credit only with consent of instructor.
121 Finite Mathematics
Topics of linearity and probability with applicationsto the social and behavioral sciences.
122 Calculus for the Social and Behavioral Sciences
Differential and integral calculus of a single variable with applications to the social and
behavioral sciences. Students who have completed 124 may not register for credit.
(Spring)
124, 125, 224 Calculus I, 11, 111
Topics of the elements of plane and solid analytic geometry integrated with differential
and integral calculus including calculus of several variables and series with applications
primarily from the physical sciences. Primarily for students in the natural sciences.
(Prereq.: 124 for 125; 125 for 224. 124, 224, Fall; 125, Spring)
131 Mathematics for the Arts
An introduction to the structure of mathematical systems and mathematical models
which have had a primary historical impact on the other liberal arts. Primarily for students not intending further study of mathematics. (Fall)
174, 175 Mathematical Algorithms for Computer Science I, II
A study of discrete and continuous mathematicswith applications to computer science,
integrated with learning a higher level programming language. (Prereq.: 174 for 175.
174, Fall; 175, Spring)
21 1 Number Theory
A transitional course from computational to abstract mathematics. A study of the integers and their properties. (Prereq.: consent of the instructor)
215 Elementary Linear Algebra
A study of linear equations, determinants, vector spaces, linear transformations, and
matrices. (Prereq.: 224. Spring)
226 Differential Equations
Solutions of ordinary differential equations with applications; solutions by special integral transforms; systems of differential equations with matrix algebra techniques; series
solutions. (Prereq.: 224. Spring)
314 Abstract Algebra
A rigorous investigation of the basic structures of algebra including groups, rings, integral domains and fields. (Prereq.: 215. Fall)
324 Advanced Calculus I
A study of the fundamental concepts of calculus for functions of several variables including the topology of Euclidean spaces, transformations, sequences and series of
functions, improper integrals, differential forms and manifolds, and vector analysis.
(Prereq.: 224. Spring)
351 Modern Geometry
A study of Euclidean and non-Euclidean geometries by synthetic, coordinate, vector
and transformation methods. (Prereq.: 122 or 125. Alternate years, Spring 1986)
355 Numerical Analysis
A study of methods used to solve problems on computers. Analysis of computational
problems and development of algorithms for their solutions, applications of a procedure-oriented programming language in numerical analysis. Topics include the general
concept of iterative formulae, solution of equations, Newton's method, linear systems,
interpolation, numerical differentiation and integration. (Prereq.: 224, CSC 170 or 270)
373 Probability and Statistics
An analytic study of probability and statistics, including probability distributions and
densities, expectation, sampling distributions, central limit theorem, estimation, correlation and tests of hypotheses. (Prereq.: 224. Fall)
399 lnternship
Consult Chairperson or lnternship Director to determine project.
441 Foundations of Mathematics
Set theory, logic, axiomatic method, and development of number systems. (Prereq.:
314, 324, concurrent registration, or consent of instructor. Alternate years, Spring 1985)
481 Topics in Mathematics
Study of advanced topics selected from real or complex analysis, abstract algebra, topology, probability, statistics, or computer science. (Prereq.: 314, 324, or consent of
instructor. Spring)
499 Independent Study
Topics defined through consultation between student and department.
Computer Science Courses (CSC)
145 Introduction to Computers
An introduction to computers and computer applications. Programming in a general
higher level language. Primarily for students in non-science areas. Does not count
toward either a computer science major or minor.
170 Introduction to Structured Programming
An introduction to computer languages and algorithms, including applications from
mathematics, science, business, and other areas, programming in a higher level language
such as Pascal. (Prereq.: 145, MAT 124, or BUS 250. Spring)
174 Mathematical Algorithms for Computer Science I
(See MAT 174)
175 Mathematical Algorithms for Computer Science 11
(See MAT 175)
240 Elementary Computer Science
An introduction to computer organization and structure, assembly and machine languages, computer logic design, number and character representations, and functions
of components of computer systems. Continued development of structured programming concepts. (Prereq.: MAT 175 or BOTH 170 and MAT 124. Fall)
261 Electronics
(See under Department of Physics)
270 FORTRAN
Study of the FORTRAN programming language. (Prereq.: 145, 170, 175, or BUS 250.
Interim)
340 Digital Communications and Computer Networks
Principles and methods of data communications, distributed processing systems, network protocols and security, and general computer interfacing. (Prereq. 240. Fall)
345 Computer Systems and Assembly Language
Survey of computers, languages, systems, and applications. Development of competence in assembly language programming. Elements of computer operation, including
input-output, interrupts, and an introduction to operating systems. (Prereq.: 240. Fall)
350 Data Structures and File Processing
Concepts and algorithms used in the solution of non-numerical problems. Applications
to data management systems, file organization, information retrieval, list processing,
programming languages, and storage devices. (Prereq.: 240)
352 Database Management and Design
Structure of database management systems, query facilities, file organization and security, including the development of an elementary database system. (Prereq.: 240.
Spring)
395 Topics
Study of intermediate topics, from such areas as computer graphics, artificial intelligence, computability, and automata.
399 Internship
Consult Chairperson or lnternship Director to determine project.
445 Operating Systems and Computer Architecture
Elements of operating systems, mernon/ and process management, interactions between
major components oi computer swems, and a detailed studv of the effects of computer
architecture on operating systems will he emphasized throughout the course. (Prereq.:
345, MAT 215. Spring)
450 Theory of Programming Languages and Compilers
Structure of computer programming languages, including data types and control structures, implementation considerations for programming languages, lexical analysis and
parsing, and interpretive languages. (Prereq.: 350, MAT 215. Fall)
495 Topics
Study of advanced topics, often more extensive pursuit of an area from one of the other
courses.
497 Research Project
An extensive group or individual project selected in consultation with a faculty member
in the areas of software-hardware interfacing. If directly supervised by a faculty member
the course may be laken for credit, (Prereq.: 345, 350. Spring)
499 Independent Study
Topics defined through consultation between student and department.
Medical Technology
Neal 0. Thorpe (Adviser); John 0. Swanson, Director, and Dorothy K. Karlen,
Education Coordinator, Metropolitan Medical Center; Nikola D. Kostich, Medical
Director, and Kathleen M. Shields, Program Director, Abbott Northwestern
Hospital.
This major involves the completion of three years of academic work at Augsburg
College and twelve months of internship at Metropolitan Medical Center or Abbott Northwestern Hospital.
Specific recommended courses vary to some extent depending on the hospital
with which the student plans to affiliate. It is important to work closeEy with the
Medical Technology adviser. Augsburg College does not guarantee that all students will be accepted by the hospitals for the 72-month internship. Students
must negotiate directly with the hospitals involved.
Students transferring to Augsburg College with an Associate of Arts degree or its
equivalent should expect to spend two years at Augsburg before participating in
the internship year. The Medical Technology major is not designed for persons
who already have the baccalaureate degree from another institution.
Required Science Courses: 1) BIO 111, 112 and two additional upper division
(usually 367 and 476); 2 ) CHM 105, 106 (or 115, 116), 351, 352, 353; 3) PHY 103
(or 121, 122); one mathematics course; one course in immunology.
Hospital Internship Courses: During the internship, courses are taken in clinical
chemistry, clinical hematology, clinical immunology, clinical immunohematology,
clinical microbiology, and clinical microscopy for a combined value of nine courses
that are applied to the degree at Augsburg.
Metro-Urban Studies (INS)
Garry W. Hesser (Director), Robert Clyde, Norman Ferguson, Orloue Gisselquist,
Satya Gupta, Myles Stenshoel
Metro-Urban Studies is a transdisciplinary major and minor taught by faculty in
sociology, social work, history, political science, economics, psychology, business
administration and education.
This faculty approves Urban Concerns courses t o meet the distribution requirement, provides leadership for the College's urban mission, and assists all departments and programs in using the remarkable metropolitan resources.
Augsburg co-founded and plays a leading role in the Higher Education Consortium for Urban Affairs (HECUA), a consortium of 14 college and universities. The
director is sewing a second term as HECUA president. Through HECUA, Augsburg
students have access t o five interdisciplinary field learning programs of exceptional
quality, located in Scandinavia, South America, Central America, San Francisco
and the Twin Cities.
Major: 15 courses, including 10 core requirements: ECO 123, 379 or SOC 362;
HIS 431; POL 122, 384 or SOC 363; SOC 111, 381; a minimum of one course of
internship or independent study; two non-social science courses with an urban
emphasis, at least one of which must be in the humanities (current options include
ART 102, BIO 105, ENG 351, INS 233, 260, PHI 362, PHY 111, SPC 342). PSY 356
is highly recommended.
To complete the major, the student has a choice among three emphases or tracks:
GenerallLiberal Arts, Planning or Public Administration. These five elective
courses must include a minimum of three disciplines. Options include a wide
variety of courses, interims, internships, independent studies, and urban courses
at other ACTC colleges, as well as those offered through the Higher Education
Consortium for Urban Affairs (HECUA).
Minor: To be linked with appropriate majors (such as business administration,
history, political science, psychology, religion, sociology, speech). Core courses
are required for the concentration: ECO 120 or 123; POL 122; SOC 111, 381; an
approved Social Science Research course; an approved internship and/or independent study. Other combinations are possible and may be approved by the
director.
199 lnternship
Lower Division internship. Consult Program Director to determine project. (Fall, Interim,
Spring and Summer)
299 Directed Study
lndependent study for lower division students (Prereq.: consent of instructor and SOC
111 or 121. Fall, Spring, Summer)
399 lnternship
Consult the Program Director for details. (Prereq.: consent of instructor. Fall, Interim,
Spring)
498 lndependent Study - Metropolitan Resources
An independently designed course a student (or group of students) develops, making
extensive, systematic and integrated utilization of resources available in the metropolitan community, e.g. lectures, symposia, performances, hearings. These resources become the core of the course, supplemented by traditional college resources. The course
is designed in consultation with and evaluated by a department faculty member.
(Prereq.: SOC 111 or 121 and consent of instructor. Fall, Spring, Summer)
499 lndependent Study
Student must present written proposal containing rationale, objectives and methodology of the proposed study according to department guidelines. (Prereq.: SOC 111 or
121 and consent of instructor. Fall, Interim, Spring)
Urban Studies Options Through HECUA
A. Metro-Urban Studies Term (MUST)
This program focuses u p o n t h e Twin Cities metropolitan area.
358 Readings Seminar: Urban Issues
Reading materials are assigned to complement morning field seminar topics. Included
are government and institution publications, journal articles and books.
359 Field Seminar: Twin Cities Metropolitan Area
Using the community as a classroom, students visit agencies, talk with specialists in
various fields, and investigate current issues in the Twin Cities area. Topics include:
geography, government, economics, historic preservation, populations, ethnic communities, transportation, planning and social services.
399 Internship
Students are placed in a variety of public and private agencies for work experience. A
learning contract is developed with MUST faculty approval. Students may choose an
internship of one or two courses.
B. Scandinavian Urban Studies Term (SUST)
This interdisciplinary field learning program is at t h e University of Oslo and examines cities and urban life i n Scandinavia.
272 Norwegian Life and Culture
Language instruction emphasizes conversational vocabulary to support student course
work and daily living in Oslo. An orientation to current issues in Norwegian life and
society is coordinated with the language instruction.
372 Norwegian Language and Culture
Students are placed in intermediate or advanced study depending on proficiency. An
orientation to current issues in Norwegian life and society i s coordinated with the
language instruction.
373 Growth and Development of Scandinavian Cities
Themes on the growth, function, distribution, and social organization of Scandinavian
cities are approached through a combination of lectures, guest speakers, and field work.
Emphasisis placed on Norwegian urban development with comparative analysis of other
Scandinavian countries.
396 Urban Planning in Scandinavia
Theory and practice of Scandinavian approaches to urban development are viewed
through a series of topical lectures, field trips, and guest speakers. Course focus is on
the Norwegian planning system with comparative analysis of other Scandinavian
countries.
499 lndependent Study
In consultation with SUST faculty, student selects a specific topic for library and field
research related to subjects of seminar and/or major academic interests.
C. South American Urban Semester (SAUS)
This "semester i n t h e city" program is located i n Bogota, Columbia. It focuses
u p o n urbanization and development i n t h e Third World.
261 Spanish Language
Spanish instruction at intermediate or advanced levels.
361 lntrodudion to Columbia
Overview of Columbia and economic development.
362 Proseminar: Urbanization in Latin America
Readings, discussions, and lectures in both English and Spanish, with aid of SAUS staff
and visiting Columbian urbanists.
363 Field Seminar: Wealth, Poverty, and Community Development in the Latin American City
Structured field course focusing on plight and prospects of the urban poor in Bogota,
with field trips to other Colombian and foreign cities for comparison. Visits to various
types of barrios and to public and private agencies dealing with urban problems.
499 lndependent Study
In consultation with SAUS faculty, student elects a specific topic for library and/or field
research related to subjects of seminar and/or major academic interests.
D. San Francisco Summer Term (SFST)
A nine-week program integrating a field seminar, an internship, and independent
study.
383 Field Seminar: San Francisco
(See MUST 359)
399 Internship
(See MUST 399)
499 lndependent Study
(See SUST 499)
E. Literature, Ideology and Society in Latin America (LISLA)
This n e w Spring semester program is an interdisciplinary field study that provides
extensive study-travel i n Colombia, Nicaragua, Puerto Rico and Grenada. Immersion i n Spanish language and Colurnbian culture are stressed.
261 Spanish Language
Spanish instruction at intermediate or advanced levels.
360 Latin American Literature: Perspectives on Social Change
Selected works of literature and theater that express writers' and artists' perspectives
on Latin American society and social change. Emphasis on contemporary period with
considerable field study, including interviews with community arts and "street" theater
groups, writers, literary critics, composers, performers and film-makers; small-group
field assignments on current arts activities; site visits to museum and gallery exhibits,
movies, plays, concerts and a variety of community arts events.
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364 Latin American Arts and Society
Introduces theoretical frameworks for examining the relationships among arts, ideology
and society. Provides historical background through survey of Latin American thought
in major artistic periods: Colonial, Republican, Romantic, Positivist, Modernist, "lndigenismo," Realist and Contemporary. Readings and seminar lecture-discussions.
; 367 Ideologies of Social Change in Latin America
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Introduction to the study of ideology and historical overview of Latin American ideologies, especially in relation to issues of development and social change. Comparative
study of current ideological debates and their impact, with special attention to diffusionism, "dependencia," Marxism and liberation theology. Field study emphasizes local
resources, including interview-discussions with proponents of competing ideologies;
interviews with government, business, church and community people; site visits to projects reflecting ideology-in-practice.
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499 Independent Study
By special permission from LlSM faculty, students with advanced Spanish proficiency
can be exempted from Spanish and conduct independent study research instead.
I Music
L. L. Fleming (Chairperson), Robert Adney, Michael Brand, Laine Bryce, Stephen
Gabrielsen, Thomas Gilkey, Cynthia Goetz, James D. Johnson, Robert Karlkn,
Merilee Klemp, Angela Wyatt Kretschmar, Nicholas Lenz, David Livingston, Paul
Lohman, Steven Lund, Roberta Kagin Metzler, Elizabeth Proctor Murphy, Celeste
O'Brien, Marlene J. Pauley, Pauline Sateren, Dana Skoglund, Emma Small, George
Stahl, Daniel Sturm, David Tubergen, Mary Wilson
The Department of Music serves the general education needs of students and
offers professional training in music. A vital component of liberal arts education
is provided for students from all disciplines by participation in the various ensembles, private lessons and other course study.
Distribution requirements: The following music courses satisfy the college requirements for:
Art-Music: 4 consecutive quarter courses in a major ensemble, 130, 230, 231,
232, 330, 341-342, 432.
Religion: 432
Minority Studies: 330
Music Minor: 6 course credits: 101, 102, 111, 112; 231 or 232; 341; 342 or 344;
4 consecutive quarter courses in a major ensemble concurrent with 4 quarter
courses in performance studies.
Music Majors: Students wishing t o make music their life work may choose a course
of study from among 5 majors in 3 degree programs. Bachelor of Arts-Music Major:
this major offers the broadest education in liberal arts and prepares students for
the greatest range of graduate, business and professional opportunities. Bachelor
of Music-Performance Major: this major requires advanced competence and
achievement as preparation for professional performance, private teaching or advanced study. Music Education Major: this program, available in both the B.A.
and B.M. degrees, provides the requirements necessary for licensure and other
music education possibilities. Bachelor of Science-Music Therapy Major: completion of this major prepares students for the professional certification examination and a wide variety of career opportunities. Consult Music Department
Guides and program advisersfor additional information, requirements and course
sequence outlines.
Honors Major: Candidates tor the honors program are nominated each sprlng
from among those iuniors who have attained a GPA of at least 3.0 in music courses.
A faculty cGmmittee must approve the candidate's honors project proposal and
certify successful completion. The following possibilities are indicative of acceptable projects: senior thesis and its defense; an additional senior recital of graduate
quality; composition of a work for vocal and/or instrumental ensemble of 15
minutes duration; conducting an ensemble concert; or comtjinations of the above.
Entrance Procedures: Freshmen will enroll in the regular Bachelor of Arts program.
Those wishing to become Bachelor of Music candidates must perform (Level II
repertoire) in their major performance medium for a faculty panel. They must
then apply, by petition, t o the department before the end of their second semester
of study. Candidate approval is necessary to register for B.M. level performance
studies. Transfer students may enter the B.M. program on probation, subject to
departmental approval of performance hearing and petition during their first semester in residence. Music Education majors, both B.A. and B.M. programs, must
apply, by petition, t o the department during the sixth term of study. Department
approval and a cumulative GPA of 2.5 in all music courses is necessary for the
education licensure program. All transfer students must take the theory placement
examination at the first class meeting of 101 or 102. Freshmen who wish t o be
considered for a Freshman Performance Scholarship must perform in their major
performance medium for a faculty panel. Auditions are scheduled, following application, during the senior year of high school, summer orientation sessions or
at another time preceding initial registration.
Degree and Major Requirements
Bachelor of Arts
Music Major: 13 course credits: Core curriculum plus 1 course credit of music
elective; Performance studies - 6 quarter courses and 2 half courses in the major
instrument or voice, 2 quarter courses in the minor instrument or voice and a
half senior recital 458.
Music Education Major: 13 course credits: Core curriculum plus one half course
credit of music elective; Performance studies - 6 quarter courses and 2 half
courses in the major instrument or voice, 2 quarter courses in the minor instrument
or voice and a half senior recital 458; Keyboard proficiency and a cumulative GPA
of 2.5 in all music courses;
Vocal emphasis - 251 and one of 252, 253, 254
Instrumental emphasis - 151, 155
Other requirements: 10 112 course credits: PSY 105; HPE 114, 115; EDS 265, 354,
355, 356, 357 or 358, 388, 478, 481, 483. Consult the Education Department,
Music Department Guides and program adviser.
Bachelor of Music
Music Education Major: 17 course credits: Core curriculum plus 202, 212; Performance studies - 4 half courses, 2 full courses, and 2 quarter courses in the
major instrument or voice; 2 quarter courses in the minor instrument or voice; a
half junior recital 358 and a full senior recital 459; Keyboard proficiency and a
cumulative GPA of 2.5 in all music courses and in the major performance medium;
Vocal emphasis - 251, 252, 253, 254, 435
Instrumental emphasis - 151, 155 and 1 course credit of music elective
Other requirements: 10 112 course credits: PSY 105, HPE 114, 115, ED5 265, 354,
355,356,357 or 358,388,478,481,482,483. Consult the Education Department,
Music Department Guides and program adviser.
Music Performance Major: 20 course credits: Core curriculum plus 202, 212; Performance studies - 6 full courses and 2 quarter courses in the major instrument
or voice; 2 quarter courses in the minor instrument or voice; full junior and senior
recitals 358, 459; Keyboard proficiency and a cumulative GPA of 2.5 in the major
performance medium;
Voice - 251, 252, 253, 254, 435, one course of music elective, 2 courses of
French or German above the B.A. requirements
Piano or Organ - 301, 302, 436, 456, one half course credit of music elective
Instrument - 301, 302, one and one-half course credits of music electives
Bachelor of Science
Music Therapy Major: 18 course credits: Core curriculum plus one course credit
of music therapy or music elective; two of 151, 155, 156; 271, 274 or 275, 372,
373, 472, 473, 474, 475, 479; Performance studies - 6 quarter courses in the
major instrument or voice, 2 quarter courses in the minor instrument or voice
and a half senior recital 458; Keyboard proficiency and a minimum grade of 2.0
in each .music therapy course. Other requirements: EDS 282, 356, 357, 358; PSY
105,362; BIO 103; SOC 362 or PSY 264. Graduates are eligible to take the National
Association for Music Therapy certification examination.
Core Curriculum and Applied Music
Core Curriculum (Required of all Majors): 101, 102, 111, 112, 201, 211, 231, 232,
311, 312, 341, 342 or 344; 8 quarter courses in a major ensemble; Performance
studies and recital requirements as given under each specific degree and major.
French or German study as stated in general education requirements.
Ensembles: One quarter course credit per semester is granted t o members of
major ensembles (MUE 111, 112, 121, 141). Other ensembles carry no credit.
Traditional grading is required for music majors and minors in ensemble courses.
The general student may register for credit with either traditional or PIN grading,
or may choose no credit status with audit (V) designation. A maximum of 2 course
credits in ensemble may be counted toward graduation requirements.
Performance Studies: All students enrolled in Performance studies for credit are
required to satisfy each of the three synergistic elements: lessons, performances,
and listening. The general (non-music major or minor) student must take private
lessons for no credit (PIN grading only) and is not required t o fulfill the additional
performance and listening requirements.
Lessons: Private instruction in voice, piano, organ and any instrument is available
for all students in the following categories:
No credit - one half-hour lesson and three hours of practice per week.
One quarter course credit - one half-hour lesson and 4 hours of practice per
week.
One half course credit - two half-hour lessons and 8 hours of practice per
week.
One course credit (B.M. only) - two half-hour lessons and 12 hours of practice
per week.
Performances: All students registered in performance studies for credit must perform at the end of each semester for a faculty panel, each year in a general student
recital, and as additionally required by the instructor.
Listening: All students registered in performance studies for credit are required
to attend 10 designated music events during the academic year. Failure t o attend
the required number of Faculty Artist Series recitals, major ensemble home concerts, or other designated music events is a factor in determining the final grade
received in performance studies.
faculty members will deterriline the final grade for all recitals and will conduct a
prerecital hearing for senior B.M. recitals. Concurrent registration in performance
studies in the major performance medium is required for recital performance.
B.A. and B.S. Candidates - one half senior recital 458 at repertoire level Ill.
B.M. Music Education Major - one half junior recital 358 at repertoire level
Ill and full senior recital 459 at repertoire level IV.
B.M. Performance Major - full junior (level IV) and senior (level V) recitals
358, 459.
Keyboard Proficiency: B.M., B.S., and B.A.-Music Education candidates must dem-
onstrate elementary keyboard familiarity by attaining a minimum grade of 2.5 in
155 or in each of two semesters of piano or organ performance studies.
Music Courses (MUS)
Theory
101 Materials of Music 1 (1/2 course)
Notation, scales, intervals, triads, keyboard harmony and principles of part writing. (Fall)
102 Materials of Music 11 (1/2 course)
Diatonic harmony, secondary dominants and simple modulations. (Spring)
111 Aural Skills 1 (1/2 course)
Rhythmic and melodic dictation, interval and triad recognition, sight singing and harmonic dictation to parallel progress in 101. (Prereq.: Concurrent registration in or completion of 101. Fall)
112 Aural Skills 11 (1/2 course)
Development of listening and reading skills to parallel progress in 102. (Prereq.: 111
and concurrent registration in or completion of 102. Spring)
201 Materials of Music 111 (1/2 course)
Continuation of 102 with chromatic harmony and modulation. (Prereq.: 102. Fall)
202 Form and Analysis (1/2 course)
Musical structures of common practice period and introduction to 20th Century practice. (Prereq.: 201. Spring)
211 Aural Skills 111 (1/2 course)
Melodic, harmonic dictation and sight singing to parallel progress in 201. (Prereq.: 112
and concurrent registration in or completion of 201. Fall)
212 Aural Skills IV (1/2 course)
Further development of listening skills to parallel progress in 202. (Prereq.: 211 and
concurrent registration in or completion of 202. Spring)
301 Counterpoint 1 (1/2 course)
16th through 18th Century contrapuntal techniques including double counterpoint,
passacaglia, fugue and canon. (Prereq.: 201, 211. Fall)
302 Counterpoint 11 (1/2 course)
Study of contemporary counterpoint including works of Schoenberg, Bartok,, Hindemith, Stravinsky and Carter. (Prereq.: 301. Spring)
311 Composition 1 (1/2 course)
Study of notational systems, score layout, calligraphy, physical basis of sound, ranges
of and arranging music for voices and instruments. (Fall)
312 Composition 11 (1/2 course)
Advanced arranging for vocal and instrumental ensembles of varying sizes and types.
(Spring)
341 Basic Conducting (1/2 course)
Study of fundamental conducting patterns and baton technique. Score analysis and
preparation. Rehearsal techniques. Basic nomenclature. (Fall)
342 Choral Conducting (1/2 course)
Choral literature and organization. Vocal methods and voice selection. Advanced conducting techniques with class as the choir. (Spring)
344 Instrumental Conducting (1/2 course)
Preparation of and conducting instrumental literature. Advanced conducting techniques. Organization of instrumental ensembles. (Spring)
The following courses will not be offered until the specific B.M. major in theory-composition
is accredited by the National Association of Schools of Music.
401 Counterpoint 111 (1/2 course)
Advanced contrapuntal writing. (Prereq.: 302. Fall)
402 Counterpoint IV (1/2 course)
Continuation of advanced contrapuntal writing. (Prereq.: 401. Spring)
411 Composition 111 (1/2 course)
Individual and class instruction in all styles. (Prereq.: 312. Fall)
412 Composition IV (1/2 course)
Advanced compositional techniques. (Prereq.: 411. Spring)
History and Literature
130 Introduction to Music in the Fine Arts
Relationship between music of each period and the other fine arts. For non-music
majors.
230 Electronics in Music
Exploration and creation of sounds heard in 20th Century music. The study and application of practical electronic technology used in music will be combined with aesthetic considerations in the creative aspects of the art. For non-music majors.
231 History and Literature of Music I
A study of the evolution of music from antiquity to 1750. (Prereq.: 102, 112. Fall)
232 History and Literature of Music II
Continuation of 231 from 1750 to the present. (Prereq.: 102, 112. Spring)
330 Ethnic Music
Hispanic, Black, Indian, Asian and other ethnic music and its cultural relationship. For
the general as well as the music student. (Interim)
The following four half courses are extensive studies of special eras in the history of music.
(Prereq.: 231, 232.)
331 Music of the Baroque Era (1/2 course)
(Alternate years, Fall 1985)
332 Music of the Classical Period (1/2 course)
(Alternate years, Spring 1986)
333 Music of the Romantic Period (1/2 course)
(Alternate years, Fall 1986)
334 Music of the 20th Century (1/2 course)
(Alternate years, Spring 1987)
432 Church Music and Worship
Development and inflence of church music as evidenced in contemporary worship
practices. Designed for the general as well as the music and theology student. (Spring)
435 Voice Repertoire (1/2 course)
Interpretation, style and programming of the song literature from the 16th Century to
the present. (Prereq.: 231, 232. Alternate years, Fall 1984)
436 Piano Repertoire (1/2 course)
Study of the piano literature from the 17th Century to the present by listening, analyzing
and performing. (Prereq.: 231, 232. Alternate years, Spring 1985)
498,499 Independent Study (1/2 course each)
Advanced research and projects not otherwise provided for in the department curriculum. Open only to advanced students upon approval by the faculty.
Technique
151 Voice Class Methods (1/4 course)
Fundamentals of tone production and singing.
155 Piano Class Methods (1/4 course)
Basic keyboard familiarity, simple accompaniment and music reading skills necessary
to meet specific degree requirements.
156 Guitar Class Methods (1/4 course)
Beginning techniques of classic guitar.
251 English Diction (1/4 course)
Fundamentalcourse in correct standard English diction for singing. Familiarization with
the International Phonetic Alphabet. Open t o all students registered for vocal
instruction.
The following three courses are continuations of 251 with application for the Italian, 'German
and French languages.
252 Italian Diction (1/4 course)
(Prereq.: 251. Alternate years, Spring 1985)
253 German Diction (1/4 course)
(Prereq.: 251. Alternate years, Spring 1986)
254 French Diction (1/4 course)
(Prereq.: 251. Alternate years, Spring 1986)
358 junior Recital
B.M. candidates only. Half recital at repertoire Level Ill for Music Education Majors or
full recital at Level IV for Music Performance majors. No course credit.
456 Piano Pedagogy (1/2 course)
Principles, methods, materials and techniques for teaching piano. Survey of various
pedagogical schools of thought. (Prereq.: Consent of instructor. Alternate years, Spring
1986)
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458 Senior Recital
Half recital by B.A. or 8.5. candidates at repertoire Level Ill. No course credit.
459 Senior Recital (1/2 course credit)
B.M. candidates only. Recital must be preceded by a prerecital hearing by faculty committee. Repertoire Levels IV for Music Education majors and V for Music Performance
majors.
Therapy
170 Music Therapy: A Clinical Overview
A survey of the music therapy programs in the surrounding area, with field trips to
various institutions. An introductory course for the freshmen and sophomores considering music therapy as a major to give students a broad background in the ways in
which music is used as a therapy. (Interim)
271 Music Therapy Techniques and Materials (1/2 course)
Study of non-symphonic instruments, Orff-Schulwerk, applications of recreational music
activities to clinical settings.
274, 275 Music Therapy Practicums
Volunteer work in a clinical setting, two hours per week. No course credit.
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372 Psychological Foundations of Music I
An objective approach to musical stimuli and response, with an emphasis on acoustics
and sociopsychologicalaspects of music. An understanding of the research process and
development of an experimental research project. Practicum experience required as
part of course work.
373 Psychological Foundations of Music II
Implementation of group and individual research projects, emphasis on a multidisciplinary approach to music therapy. Theories of learning music, musicar talent, and
performance. Practicum experience required as part of course work.
472 Influence of Music on Behavior
A study of human behavior as it relates to music, with emphasis on psychological,
cultural, and biological aspects of musical behavior. Understanding of the theory of
music therapy.
473 Music Therapy Senior Seminar
Class discussions of theories and research as they apply to therapeutic settings including
discussion of professional ethics. A holistic approach to therapy with music.
474,475 Music Therapy Practicums (1/4 course each)
Senior year, volunteer work under the supervision of a registered music therapist, two
hours per week.
479 Music Therapy Clinical Internship (1/2 course)
Full-time placement in an NAMT internship setting for six months. Application for internship sites must be made nine months in advance. Sites in Minnesota are limited.
(Prereq.: Completion of all other graduation requirements)
Ensembles (MUE) & Performance Studies (MUP)
Ensembles: These musical organizations exist not only for the benefit of the music
student, but for any student who wishes to participate. Membership is determined
by audition during the first week of fall semester. (Special circumstances may
permit entering at other times.) Assignment to an ensemble is then made at the
discretion of the appropriate faculty. Membership is for the entire academic year
which, on occasion, includes interims.
While the department strongly encourages both formal and informal ensemble
experience, only membership in Band, Orchestra, Choir or Chorale will satisfy
the major, minor or distribution requirements. Instruments are available for rent.
111 Augsburg Choir (1/4 course)
112 Chorale (1/4 course)
113 Chamber Choir (0)
114 Festival Choir (0)
121 Orchestra ( l / 4 course)
122 String Ensemble (0)
131 Woodwind Ensemble (0)
141 Concert Band (1/4 course)
142 Brass Ensemble ( 0 )
143 Jazz Ensemble (0)
Performance Studies: Private instruction for credit is graded traditionally. All areas
of study are available to the non-music major or minor on a no credit - P/N basis
only. (Group lessons, at a reduced fee, are available in some areas on the same
basis.) All lessons are adapted t o the individual needs of the student and those
bearing credit are supplemented by accompanying, ensemble participation and
other performances. Representative programs of study in private instruction are
outlined in Music Department Guides. These repertoire lists are graded I-V t o
indicate levels of achievement and the following expectations: No-credit study
has no repertoire requirements; Music Minor - Level I; B.A. and B.S. Majors enter I and attain Ill; B.M.-Education Major - enter II and attain IV; B.M. Performance Major - enter I1 and attain V.
Il x Voice
12x Strings: Violin, Viola, Cello, Bass
13x Woodwinds: Oboe, Bassoon, Clarinet,
Saxophone, Flute, Recorder, Horn
14x Brass: Trumpet, Trombone, Baritone, Tuba
15x Piano
16x Guitar
17x Percussion
18x Organ
Note carefully the following provisions:
1. Instrument rental, practice room reservations and performance study registration occurs the first week of classes in the Music Department office.
2. Senior music majors who have attained a cumulative GPA average of 3.0 in
their major instrument or voice will be awarded a Senior Performance Scholarship
which provides for free lessons in that major medium during the two semesters
preceding graduation. Similar scholarships are available t o entering freshmen.
3. A semester of study i s 14 weeks of lessons. Any lessons during the interim or
summer are arranged privately with the teacher.
4. A student who cannot come for a scheduled lesson is required to notify the
teacher at least 24 hours in advance; otherwise, except for illness immediately
prior to a lesson, the student will forfeit the right to a make-up lesson.
5. The music faculty reserves the right t o limit or even prohibit performance
outside the department if it interferes with musical growth for the student. The
department recommends, and on occasion assigns, the teacher to the student
and permission is required for subsequent change. Credit is granted only for study
with faculty members of the Augsburg College Music Department.
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Natural Science
Kenneth N. Erickson (Coordinator)
The Natural Science Licensure Program for teachers is designed t o provide strong
preparation for science teaching and t o satisfy Minnesota licensure requirements.
In addition t o the broad basic background in science, the program is designed
t o allow for specialization in a major and for study in the liberal arts.
Licensure Program for Teachers: The Minnesota Board of Teaching has approved
the licensure program for science teachers and authorized Augsburg t o recommend candidates in Life Science, grades 7-12; Life Science (minor), grades 7-12;
Physical Science, Chemistry major or Physics major, grades 7-12; Chemistry (minor), grades 7-12; Physics (minor), grades 7-12; and Science (Grades 5-9).
Students planning t o teach Natural Science must complete the Broad Base courses
and in addition meet the requirements for a Life Science, Physical Science or
Middle School Emphasis.
The program of courses is designed t o provide a broad, basic background in
science and allow for specialization in an area. The following programs assume
that the student will meet the general education requirements of the college and,
in the physical science, have at least one year of calculus. Consult with the Department of Education for requirements in Education. Early consultation with adviser is recommended.
Broad Base Courses: 7 courses, 1 in earth science (PHY 101 or 106); 2 in life
science (BIO 111, 112); 4 in physical science (PHY 121, 122 and CHM 115, 116
or 105, 106). To make the program slightly more flexible, it is recommended that
students with emphasis in life science have both courses in earth science and
substitute PHY 103 for 121, 122.
Life Science Emphasis: Broad Base plus 8 courses, 1 cognate; 7 BIO courses, including 491 and at least one from each of the following groups: (1) 351 or 353;
(11) 355 or 474; (111) 361 or 481; (IV) 471 or 473; (V) 440 or 476.
Physical Science Emphasis - Chemistry Major: Broad Base plus 7 courses and
chemistry seminar, C H M 351, 352, 353, 361 and 364 (or BIO 367), 482, PHY 245.
Physical Science Emphasis - Physics Major: Broad Base plus 7 courses, PHY 245,
351, 362, 395 and three additional t o be selected from 261, 270, 352, 363, 481,
486, 488.
Note: Candidates may be recommended for licensure in Physical Science upon
completion of either Physical Science Emphasis-Chemistry major or Physical Science Emphasis - Physics major. The student licensed in Physical Science may
teach chemistry and/or physics in grades 7-12.
Science (Grades 5-9): Broad Base plus 7 courses, 2 in earth science (PHY 101 or
106, the alternative course not taken in the Broad Base section); 2 in life science
(and two biology courses above 112); 3 in physical science (CHM 353; PHY 245).
Licensure with Minor: For life science, Broad Base plus 7 courses in Biology; for
chemistry, Broad Base plus 351, 352, 353, 361 and 364 or 482; for physics, Broad
Base plus any four courses above 122.
Nursing (NUR)
Beverly Nilsson (Chairperson), Nancy B. Dillon, Carol Hoffman, Alice Stark, Pamela
Weiss-Farnan, Helen Woelfel
Augsburg offers an upper division major in nursing leading to a Bachelor of Science
degree. The program is accredited by the National League for Nursing. Graduates
of the program are eligible to apply for Public Health Nurse Certification in
Minnesota.
Requirements for admission to the major are: completion of an associate degree
or diploma program in nursing with a minimum overall grade point average of
2.5; a current license to practice as an R.N. in the state of Minnesota; and completion of courses in inorganic chemistry, organic or biochemistry, anatomy and
physiology, microbfology, English composition, introductory sociology and introductory psychology. Students must take these courses at Augsburg or another
accredited college or university prior to admission to the nursing major. The
prerequisite courses in sociology, psychology, English, chemistry and biology
listed above may apply toward distribution requirements as well as toward admission to the major.
In addition, each applicant must successfully complete theoretical and simulated
clinical performance testing prior to acceptance to the major. These tests are
given at Augsburg through the Department of Nursing. Applicants must give evidence of current nursing clinical practice within the past five years. This may
include 1) graduation from a school of nursing, 2) work experience, or 3) completion of a nursing refresher course or an acceptable equivalent.
Major: 11 courses (10 course credits) in nursing including 303,304, 310, 311, 325,
330, 350, 403, 404, 423, 427; PSY 355 or an approved upper division biology
course. A minimum grade of 2.0 in each nursing course and a cumulative GPA
of 2.5 at the completion of the courses of study are required. Courses in interpersonal communications and ethics are supportive t o the major.
Courses in the nursing major are designed so that they may be completed within
two academic years. However, more than two years may be required t o complete
the total course of study, depending on the number of credits transferred from
other colleges or universities. Students in nursing may pursue part-time study.
Students interested in pursuing day, summer, or weekend part-time study should
consult with an adviser from the nursing department for program planning.
Honors Major: GPA of at least 3.6 in the major and 3.3 overall; application to the
department chairperson by November 7 of the senior year; recommendation by
nursing faculty; honors thesis to be defended before a faculty committee by April
15. Candidates register for 499 to comple!e the thesis.
303 Contemporary Nursing 1 (1/2 course)
This course is one of the transitional courses that introduce the student to components
of the professional role and begin the professional socialization process. The communication process is emphasized as one means by which the nurse-client relationship
is established and maintained. Interactive and group communication theories are explored for their applicability to changing roles and professional practice.
304 Contemporary Nursing 11 (1/2 course)
This course introduces theories and conceptual thinking in the process of professional
development. The function of theory in guiding nursing practice is emphasized. Selected
nursing conceptual models are examined.
310 Community Health Nursing I
This course focuses on systems theory, change, and concepts of health as they apply
to current community health issues and the practice of nursing. Clinical application of
course content will involve making a health assessment and exploring a community
health issue.
311 Community Health Nursing I1
This course provides a knowledge base for understanding community characteristics
and cultural diversity related to health care. The nurse's role as a generalist and as a
member of the health team is explored. This course is primarily a clinical course. The
student will demonstrate knowledge of community health concepts in providing care
to a selected caseload of clients. (Prereq.: 303, 310, 325, PSY 355)
325 Nursing Process
In this course the student learns approaches to assessment and the use of assessment
tools in the nursing process. The student uses communication skills to obtain a health
history and negotiate health goals. Clinical experiences provide the student with an
opportunity to make a holistic health assessment within a developmental framework.
(Fall-junior year.)
330 Trends and lssues in Nursing
This course is designed to investigate the current responsibilities of the professional
nurse. Contemporary social and professional trends and issues are explored in light of
their implications for nursing practice.
350 Introduction to Nursing Research
The research process and methods appropriate to nursing are the focus of this course.
Issues of ethics in nursing research are explored. Students critique nursing research for
its applicability to nursing practice.
403 Contemporary Nursing Ill
This course provides a theoretical basis for family nursing care. Content includes family
as a group, family and group dynamics in light of situational and developmental events.
Consideration is given to the emerging role of the nurse in family health care. (FallSenior year. Prereq.: 304, 311, 325, 330, 350. To be taken prior t o or concurrently with
423)
404 Contemporary Nursing IV
This course relates leadership and management theories and emerging professional
nurse roles to primary nursing. Concepts of change, conflict, communication and system
dynamics are explored. Ethics, accountability and advocacy provide the basis for role
development and professionalism. (Spring-Senior year. Prereq.: 403. To be taken prior
to or concurrently with 427)
423 Practicum in Nursing I
This course is a clinical practicum offering the student an opportunity to apply content
from 403 in providing complex nursing care to families in a selected practice setting.
(Fall-Senior year. Prereq.: To be taken concurrently with or following 403')
427 Pradicum in Nursing I1
This course is a synthesis course utilizing knowledge and skills from 404. Opportunity
is provided to apply leadership and management theory in a selected hospital setting.
(Spring-Senior year. Prereq.: 403,423. To be taken concurrently with or following 404')
499 Independent Study
This learning experience provides the opportunity for the student to study a selected
topic or issue in depth. Students consult with faculty and submit written study proposals,
objectives, and methods of evaluation prior to registration.
'If the practicums in nursing are not taken concurrently with their respective theory courses,
students are required to consult with faculty prior to registration regarding review of the
theoretical content.
Philosophy (PHI)
M a r k Fuehrer (Chairperson), Kenneth Bailey, Bruce Reichenbach
The department offers a full major i n philosophical studies as well as a minor and
supporting courses such as philosophy of science and political philosophy, de'signed t o give students a philosophical perspective o n other disciplines.
Four courses i n t h e history o f philosophy, spanning a period f r o m classical antiquity t o contemporary throught, give students a unique perspective o n t h e discipline through close study o f philosophical texts i n their historical contexts.
The department strives t o teach t h e principles of philosophy i n their o w n right
and stimulate their application i n other areas of learning.
Major: 9 courses, including 130, 241, 242, 343, 344, and o n e course i n t h e 400's
(other than 499). Five of t h e courses must b e upper division.
Honors Maior: Admission t o t h e Philosophy H o n o r s program is by recornmendation of the philosophy faculty. Such recommendations w i l l be made at the end
of the junior year. The program will consist of an honors thesis on an approved
topic of the student's choice, involving research above the'course level, and a
defense o f this thesis before the faculty of the department.
Minor: 5 courses, including t w o f r o m 241, 242, 343, and 344.
Note: 110, 120, and 130 are recommended for fulfilling t h e general education
requirement.
110 lntrodudion to Philosophy: Ideas and Method
Though each person has his or her own set of ideas and beliefs, rarely have they been
critically analyzed or evaluated for their consistency, adequacy or truth. One reason
for this is that individuats jack the needed skills. Another is that they may have had
little opportunity to examine critically some of the ideas basic to wedern culture. The
purposes of this course are to provide the student with some experience in examining
ideas, and thereby to sharpen the critical and analytical skills required to evaluate and
construct a system of ideas and beliefs.
120 Ethics
Sometimes you say that a certain action is right or condemn it a5 wrong. Why do you
think it is right? Because p u like it? Are there better reasons for thinking something
right or wrong? This course takes a long, hard look at possible grounds for making
moral decisions, and at the moral judgments about personal and social issues resulting
from them.
130 Logic
Suppose someone gives you reasons, and then says you must accept a particular conclusion. Must you? When does a conclusion validly follow from premises? Here we
examine the rules which govern valid arguments and work to develop your ability to
recognize and construct sound arguments.
199 lnternship
Internship for lower division credit.
241 History of Philosophy I: Plato and Aristotle
How did philosophy begin? Who were Socrates, Plato, Aristotle and the Stoics; what
did they believe?Why did Plato think that the physical world was not overly important,
and what did he value? How did Aristotle, the scientist, respond to this? The answers
to these and other questions will be considered so as to reveal what these great philosophers can contribute to our contemporary problems and ideas. (Fall)
2
242 History of Philosophy II: Medieval and Renaissance Philosophy
The Middle Ages are often regarded as a period of darkness, whereas the Renaissance
was a time of rediscovery and enlightenment. How dark were the Middle Ages; how
enlightened the Renaissance?We shall attempt to discover the grandeur of the Medieval
philosophers, learn how the Christian tradition was carried forward in the Age of Faith,
explore the worship of the world and the individual in the Renaissance, and the new
methodology of the 7 7th Century rationalists. (Spring. Suggested prlor course, 241.)
299 Directed Study
Independent study for lower division credit.
343 History of Philosophy Ill: Enlightenment and 19th Century Philosophy
Where does knowledge begin?In innate ideas or with experience? What can we really
d
have on philosophy? This course
know about the world? What impact d ~ Romanticism
studi- the major empiricists of the '18th century (Locke, Berkeley, Hurne]. Kant's synthesis of philosophy, l W h century ideatism, and the reaction to idea'fism by men such
a5 Mam, Kierkegaard and Nieksche. (Fall. Suggested prior c~ucse,241 or 242.)
344 History of Philosophy IV: Contemporary Philosophy
What lies behind 20th century philosophy's love affair with language?Is truth that which
works? Can we remake philosophy as a rigorous science? These and other iss~resare
dealt with in a study of the major representatives of linguistic analysis, pragmatism,
existentialism, and phenomenology. (Spring. Suggested prior course, 247, 242, or 343.)
350 Philosophy of Religion
What is the relation between faith and reason? Does Cod exist, and what can be said
about him if he does? Can we reconcile the goodness of Cod with human and animal
suffering?Is man really immortal?Are miracles possible?We will conduct a systematic
inquiry into these questions which form the basis of religious beliefs. (Suggested: one
prior course in philosophy.)
355 Oriental Philosophy
A study of the basic concepts and philosophies which underlie Hinduism, Buddhism,
Confucianism and Taoism. (Suggested: one prior course in philosophy.)
362 Political Philosophy
As residents of an urban college we are citizens of the city. What is the retation between
the citizen and the city? In a larger context, what is the origin of the State andfhe basis
for its laws? What relation holds between law and morality, and between God, the
Church and the State? This course studies the key concepts of politics iound in the
tradition of western political thought.
365 Philosophy of Science
The scientist's knowledge of the world is purported t o be profoundly different and
better than that of the non-scientist. Is this true?What conRitrrles xierrtific knowledge?
Are there certain real questions which science cannot answer? How certain are the
methods used by the scientist to recover knowledge? In addition to dealing with these
questions, students will work in researching and developing philosophical problems in
the special sciences. (Suggested prior course, 130 or one course in natural science.)
370 Existentialism
Studies in the writings - both philosophical and literary - of prominent Existentialist
authors. We will examine what it means to be a being-in-the-world, and explore such
themes as absurdity, freedom, guilt, despair and paradox. (Suggested: One prior course
in philosophy)
380 Ethics of Medicine and Health Care
Application of ethical principles to problems which arise in the areas of health care and
delivery, human experimentation, human engineering, abortion, care for the dying and
euthanasia.
399 lnternship
lnternship for upper division credit.
410 Topics in Philosophy
Advanced studies covering a specific area of philosophy, such as studies in the thought
of individual philosophers, philosophical movements, the history of an idea or specific
problem, or interdisciplinary problems. Seminar format. May be taken more than once
for credit. (Suggestedprior courses, any from 241,242,343,344 or consent of instructor.)
430 Studies in Individual Philosophers
Advanced studies in the philosophy of particular philosophers, e.g., Plato, Descartes,
Marx, Hegel, Kierkegaard or Wittgenstein. Seminar format. (Suggestied prior courses:
241, 242, 343, or consent of instructor.)
499 Independent Study
Individual study and research on some philosophical topic of interest to the student,
worked out in consultation with the faculty adviser.
Physics (PHY)
Kermit E. Paulson (Chairperson), Cynthia Blaha, Mark J. Engebretson, Kenneth N.
Erickson
The physics department offers a traditional, rigorous major providing in-depth,
undergraduate preparation for successful graduate work and scientific careers.
Approximately two-thirds of our graduates have completed or are currently working toward graduate degrees at a fine selection of universities.
The department supervises the pre-engineering program at Augsburg with degree
programs available at cooperating universities at both the bachelor's and the
master's level.
Faculty members are all active i n high quality basic research or consulting activities
related t o their specialties. This continues t o provide outstanding undergraduate
research experience for our upperclass physics majors.
Major: 9 courses, including 121, 122, 245, 351, 362 and 395 plus three courses
above 122. I n planning their courses of study, students are encouraged t o work
closely with members of the physics faculty. Normally, students should have MAT
124,125, and PHY 121,122 the freshman year, and MAT 224 and 226 the sophomore year.
Teaching Licensure Major: The same as the major. Students are advised t o refer
t o the Education Department section of the catalog and consult with the Education
Department early in their planning.
Honors Major: A GPA of 3.6 i n physics and 3.0 overall. An independent investigation of a physics topic with an oral defense of the written research report.
Application for the honors major should be made n o later than the first term of
the senior year.
Minor: 5 courses, including 121, 122, and three courses above 122.
Society of Physics Students: The Augsburg chapter of Society of Physics Students
provides students the opportunities of membership in a national physics society
and of participating i n the physics community o n a professional basis. Membership
in SPS is open t o all students interested i n physics.
Jlgrna rl Blgrna: MemDersnlp I n r n e nugsDurg cnaprer or rnls narlonal pnyslcs
honor society is open t o those students w h o have completed t h e equivalent o f
a minor i n physics, have a GPA o f 3.0 i n physics and overall, and rank i n t h e upper
third o f their class.
101 Astronomy
A descriptive course requiring elementary algebra. Our solar system, stars and galaxies.
The necessary optical instruments are explained and use is made of a 12-inch reflecting
telescope, an eight-inch Celestron, and a 3-inch Questar. Occasional night viewing. (3
one-hour lectures.)
103 Physics for the Life Sciences
An introductory course in which the applications, problems, and experiments are selected not only to illustrate fundamental principles, but also to demonstrate the relevance of physics to the life sciences. The course is designed to serve students in biology,
psychology, physical education (therapy programs), medical technology and other
health science programs. The course is also a very suitable elective or distribution
requirement for the liberal arts student. (3 one-hour lectures, 2-hour laboratory. Prereq.:
Elementary algebra. Fall)
106 Introductory Meteorology
A study of the science and wonders of the atmosphere. The course is designed to
provide a working knowledge of the basic science principles required for understanding
weather and climate. Attention will be given to the overall weather patterns of the
earth and to the many varied aspects of weather, some of which include: Clouds and
precipitation, thunderstorms, tornadoes and hurricanes, weather monitoring and forecasting, the influence of weather on pollution, fronts and cyclones, and optical phenomena of the sky. The course is designed to be an elective or to satisfy the distribution
requirement for the liberal arts student. (3 one-hour lectures. Prereq.: Elementary Algebra. Spring)
111 Physics, Computers, and Society
A study of the historical development of selected topics in physical science. Attention
will be given to the interaction of physics and its associatedtechnology with philosophy,
religion, and culture. Study of mechanics, electricity, and digital electronics will lead
up to discussion of the meaning of twentieth century physics and of the role of electronics and computers in modern society. Microcomputers will be used extensively in
the laboratory. (3 one-hour lectures, 2-hour laboratory. Fall)
121, 122 General Physics I, II
A rigorous study of classical physics including mechanics, wave motion, thermodynamics, electricity, magnetism, and optics. Designed for physics majors, pre-engineering
students and other specified majors. Must be taken in sequence. (3 one-hour lectures,
3-hour laboratory. Prereq.: MAT 124 or concurrent registration. 121, Fall; 122 Spring)
199 lnternship
Internship for lower division credit.
245 Modern Physics
An introduction to modern physics from a historical and experimental basis. Relativity,
quantum effects, atomic and molecular physics, nuclear and solid state physics. This
course indicates the need for, and develops the experimental basis of quantum mechanics. (3 one-hour lectures. Prereq.: 122. Fall)
261 Electronics
A review of AC and DC circuits and study of analog electronics comprises the first half
of the semester. The second half includes study of digital electronics culminating in
analysis and use of microprocessors and microcomputer systems. (Prereq.: 103,111 or
122; and MAT 122 or 125)
270 Optical Physics
The emphasis is on physical optics, making frequent use of the complex expression for
a wave: interference, diffraction, polarization, and an introduction to the electromagnetic theory. (3 one-hour lectures. Prereq.: 122,On demand)
299 Directed Study
lndependent study for lower division credit.
351, 352 Mechanics I, 11
A careful study of clasical mechanics in terms of Newton's laws of motion and the
hagrangian and Hamiltonian formalisms. Topics include consewation principles, single
particle motion, systems of part~cles,osciltatory systems, cent ral-force motion, dynam~cs
o i r i ~ bodies,
d
gravitation, kinematics of two-particle systems and noninertial reference
frames. (3 one-hour lectures. Prereq.: 122, MAT 226. 351, Fall; 352 Spring)
362, 363 Electromagnetic Fields I, II
The daaical electromagnetic field theory is developed using the vector calculus
throughout. Electrostatics, magnctostatics, solution of Laplace's and Poisson's equations, electric and magnetic properties of materials, and the theory of electromagnetic
radiation based on Maxwell's equations. (3 one-hour lectures. Prereq.: MAT 226. 362,
Fall; 363, Spring)
395 Comprehensive Laboratory
An emphasis on independent laboratory investigations, including participation in phys
ics seminars. Experiments in the area of mechanics, therrnodynamie, vacuum physics,
electronics, electricity, magnetism, optics, and modern physics. (2 three-hour laboratory
and 1 seminar hour per week. Prereq.: Junior standing or consent of instructor.)
399 lnternship
lnternship for upper division credit.
481 Thermal Physics
The study of properties of systems and processes for which temperature is an important
variable. The subject is developed from two independent yet complementary viewpoints; the experimental, macroscopic classical thermodynamics and the theoretical,
microscopic statistical mechanics. (3 one-hour lectures. Prereq.: 351. Spring)
486 Quantum Physics I
A development from first principles, including de Broglie's postulates. the Schrwdinger
equation, operators, wavefunaionr, expectation values, angular momentum, and approximation methods. Specific problems studied indude potential wells and patential
barriers, the hamanic oscillator, and the hydrogen atom. (3 one-hour lectures. Prereq.:
245, 351. Fall)
488 Quantum Physics II
The application of quantum mechanics to specific topics chosen from the areas of solid
state physics, atomic and molecular physics, nuclear physics, and particle physics. (3
onehour leaures. Prereq.:486. Spring)
499 lndependent Study
An opportunity for students to explore systematically a problem in experimental or
theoretical physics, worked out in consultation with a faculty adviser. Open to juniors
and seniors with departmental approval.
1
r
Political Science (POL)
Milda Hedblom (Chairperson), Mary Ellen Lundsten, Norma Noonan, Myles
Stenshoel
Firmly grounded in the liberal arts, the department has roots in philosophy and
history and relationship t o the sciences and mathematics through its use of statistical analysis.
Strengths include the balanced expertise of the faculty, with special strengths in
politics and the communications media, politics of communist systems, and the
political interpretation of public law.
The major guarantees a breadth of understanding of the field and one or two
sub-fields, providing a firm foundation for graudate work in political science,
public administration, law and other professions.
Theoretical skills of analysis are supplemented and applied through a highly successful internship program.
Major: 9 courses, plus Statistical Analysis (SOC 362). Required: 121 or 122 or 160
or 170; 158; 384; and at least 5 other upper division courses in 4 out of 5 Political
Science Areas. A seminar in one of the five areas may be counted for that area.
Honors Major: The Honors Major in Political Science includes the requirements
listed above, plus the following: The student's grade-point werage mud be 3.5
in the major and 3.0 overall. The student must take an Honors Independent Study
and a seminar, and must submit, not later than March 1 of the senior year, an
Honors Thesis to be defended before a faculty committee. Students may work
with any member of the department on their Honors Thesis, For specific requirements, consult the departmental chairperson. Students should apply for the Honors Major no Iater than the first term of the junior year.
Minor: 5 courses,,including: 121 or 122 or 170; 158; and at least 3 upper division
courses in 3 out of 5 Political Science Areas.
Political Science Areas: (I) American Government and Politics (11) Comparative
Politics and Analysis (Ill) International Politics (IV) Public Law (V) Political Theory
and Analysis. Any course listed in more than one area may be counted in only
one area toward major or minor requirements,
Note: Students interested in secondary education may take a political science
major in combination with specified social science courses, in compliance with
state requirements. For more information, see the department chairperson.
See the class schedule for precise listing of terms in which courses are offered.
I. American Government and Politics
121 American Government and Politics
The politics of American government including the forms of political ideas; the pattern
of participation; the dynamics of congressional, presidential and bureaucratic policymaking; and current issues in American society.
122 Metropolitan Complex
Politics in the urban setting, including important issues, actors, and structures influencing public policy in the modern urban complex. Discussion-lecture, simulation, and
meetings with political experts and activists.
325 Public Administration
The politics of public administration and bureaucratic policy-making in the United
States; governmental regulation, promotion and management, emphasizing political
and economic interaction. (Prereq.: 1course in Political Science or consent of instructor)
326 Political Parties and Behavior
The political behavior of the electorate emphasizing public opinion and political parties
in the electoral process. Field work with political parties and interest groups and media
in presidential elections (optional in non-presidential election years). (Prereq.: 1 course
in Political Science or consent of instructor. Fall term of election years)
342 Mass Communications in Society
Effects of mass communications on individual behavior; the uses and control of mass
media for political and social purposes including a study of censorship, newsmaking,
entertainment and public affairs programming.
370 Constitutional Law I
(See Section IV for description. Alternate years)
371 Constitutional Law II
(See Section IV for description. Alternate years)
421 Topics in American Politics
Selected themes, including legislative, executive or judicial proces;, and policy process
in American politics; national, urban or state focus; topic to be included in subtitle.
(Prereq.: Two courses in Political Science or consent of instructor. On demand)
II. Comparative Politics and Analysis
158 Political Patterns and Processes
An analysis of basic patterns in the political system and decision-making process with
some comparison of major political systems and discussion of contemporary issues.
350 Comparative Democracies
The emergence, maintenance and decline of selected democracies, focusing on political
behavior, institutions, and processes. (Prereq.: One course in Political Science or consent
of instructor)
351 Communist Political Systems
A comparative analysis of the Soviet Union and other communist states in terms of
political behavior, institutions, processes and politics. (Prereq.: One course in Political
Science or consent of instructor)
381 Democratic Theory and Practice
(See Section V for description)
459 Topics in Elite and Mass Behavior
In-depth study of the elite and/or mass participation in the political system. (Prereq.:
One course in Political Science or consent of instructor. On demand.)
Ill. International Politics
160 World Politics
Introduction to the processes and issues of international politics, including the dynamics
of the international system, theories of international relations, and a focus on recent
problems.
363 Communist Foreign Policies
Analysis of the motivation, formulation, and implementation of foreign policies of Communist nations with emphasis upon the Soviet Union and China. (Prereq.: One course
in Political Science or consent of instructor)
461 Topics in International Politics
Selected themes including interpretations of international politics, foreign policy
decision-making, simulations of international problems. Topic to be included in subtitle.
(Prereq.: One course in Political Science or consent of instructor. Alternate years)
IV. Public Law
170 Law in the United States
A survey of American law and legal process. Theories of law; law and society; roles of
courts, police, lawyers, and juries; the United States Constitution as "supreme" law;
law as politics; historic and contemporary legal issues.
370 Constitutional Law I
The legal-political-philosophical role of the Supreme Court in the American political
system in significant decisions affecting the allocation of powers in the national government and in the federal system. (Prereq.: 170 or consent of instructor. Alternate
years)
371 Constitutional Law II
Constitutional limitations of the Bill of Rights and of the Fourteenth Amendment as
applied by the Supreme Court to the protection of human rights and civil liberties of
individuals. (Prereq.: 170 or consent of instructor. Alternate years)
V. Political Theory and Analysis
158 Political Patterns and Processes
(See Section II for description)
380 Western Political Thought
A study of influential political philosophers, emphasizing the values, goals, and assumptions which continue to inform and to rationalize human governance. (Prereq.:
One course in Political Science or consent of instructor.)
381 Democratic Theory and Practice
A study of democratic theory and public policy practice with focus on the emergence
of political democracy, capitalism and the welfare state in comparative perspective.
(Prereq.: One course in Political Science or consent of instructor.)
382 Marxist Visions: Past, Present, and Future
Origins and evolution of Marxist theory and movements emphasizing Marxism as developed in Russia and China. Consideration of the political, social, and economic dimensions of the theories, with some focus on the preferred futures envisaged in the
doctrine. (Prereq.: 158 or consent of instructor.)
384 Political Analysis
An analysis of different approaches and theories in the study of politics including an
examinafion of the requirements of science as a model for political study; major research
requ~red.(Prereq.: Stat~sticalAnalysis; 158 and two upper division courses, or consent
of rnstructor.)
Seminars, Independent Study and Internships
199 lnternship
Lower division internship. Consult lnternship Supervisor in the department to determine
project. (PIN grading only unless lnternship Supervisor grants exception. Fall, Interim,
Spring)
295 Lower Division Seminar
Special topics. Consult department chairperson concerning terms and subject matter.
(On demand)
299 Directed Study
lndependent study for lower division students. (Prereq.: consent of instructor. Fall,
Interim, Spring)
399 internship
Consult Chairperson or Internship Director to determine project. (Prereq.: consent of
instructor. PIN grading only unless Internship Supervisor grants exception. Fall, Interim,
Spring)
495 Seminar
Selected topics. Consult department chairperson concerning terms and subject matter.
(Prereq.: consent of instructor.)
498 lndependent Study: Metropolitan Resources
An independently designed course a student (or group of students) develops, making
extensive, systematic and integrated utilization of resources available in the metropolitan community, e.g. lectures, symposia, performances, hearings. These resources become the core of the course, supplemented by traditional college resources, and designed in consultation with and evaluated by a faculty member of the department.
(Prereq.: consent of instructor. Fall, Interim, Spring)
499 lndependent Study
Topics defined through consultation between instructor and student. (Prereq.: consent
of instructor. Fall, Interim, Spring)
Program in Global Community
Joel Mugge (Director)
The Center for Global Service and Education offers a Program in Global Community in Cuernavaca, Mexico. It is the setting for a spring semester academic
program which brings together undergraduate students from various colleges in
a living/learning community. Its primary focus i s the study of issues related to
global justice and human liberation in light of the Christian proclamation. Courses
are offered for credit in the disciplines as listed.
SPA 216, 316 Intensive Individualized Spanish
Intensive, individualized instruction for three hours a day for six weeks of the semester.
Instruction is geared to individual competency levels and is taught by Mexican instructors. (Required course. Placement level determined by program director)
INS 311 The Development Process
This seminar focuses on specific global and interpersonal developmental processes.
Particular theories of development and educational approaches are critically examined.
As an integrative seminar, the course attempts to pull together the many aspects of the
overall program. The seminar provides students the opportunity to reflect critically on
their own educational process as well. Applications from Brain-Mind Confluent Education are utilized to help integrate the scope and diversity of experiences. (Required
course)
CST 230 Cultural issues Seminar
This seminar consists of a series of eight mini-courses offered in a number of relevant
topic areas related to the theme of the program. Each mini-course consists of 12 hours.
Any four mini-courses fulfill the requirements of the seminar. (Either this course or HIS
347 required)
HIS 347 Mexico: A Historical Perspective
Four specific mini-courses together provide a rather comprehensive view of Mexico's
historical development from pre-Columbian times to the present day. (Either this course
or CST 230 required)
IN>
ulreaea >way
499 Independent Study
This preferably is in a student's major or minor discipline, developed ahead of time in
consultation with a departmental adviser on the home campus and the program director. The topic a student chooses should be relevant both to the discipline and the
theme of global community. (Optional fourth course)
LYY
RE1 366 The Church and Social Change in Latin America
This course focuses on the relationship of the church to poverty, political oppression
and social injustice in Latin America. Central to the course is an examination of the
emerging "Theology of Liberation" as articulated by prominent Latin American theologians as well as by people directly involved in local parishes and development projects
in Cuernavaca. (Prereq.: one course in religion or theology. Optional fourth course)
Psychology (PSY)
Richard Marken, (Chairperson), Lyla Mae Anderegg, Grace B. Dyrud, Norman B.
Ferguson, Duane Johnson
The department emphasizes a scientific approach t o understanding human nature.
Faculty expertise is diverse with interests ranging from biological bases of behavior
to psychotherapy.
Psychology majors must have a firm grounding in research methods and statistics.
The major program is planned in consultation with an adviser in the department
and is approved by the chairperson. The overall plan is directed toward a basic
understanding of the discipline of psychology and the particular educational,
vocational and professional goals of the individual student. A written plan for the
major should be completed and approved by the beginning of the junior year.
Practical experience is available through the department's internship program.
Facilities include laboratory areas, specialized classrooms and computer facilities.
Major: 10 courses including 105, 264, 265, 381 or 399, and 493, with a minimum
of 5 courses at Augsburg; PHY 103. Not more than two courses from among 299,
399 and 499 may be counted toward requirements for a major. It is recommended
that psvcholoav maiors take additional course work from other areas that will
complehent avn'd st;engthen their particular interests in psychology; for example,
developing a minor in business administration, biology, or communication.
Honors Major: GPA of 3.5 in the major and 3.0 overall, and completion of a high
quality research project culminating the major program. Application for honors
consideration must be made during the junior year. Please consult the department
chairperson for more detailed requirements.
Minor: 5 courses including 105, with a minimum of 2 courses at Augsburg. Not
more than one course from 299,399, and 499 may be counted toward the minor.
Certificate in Program Evaluation: 5 courses including 264 (or SOC 362), 399,450;
SOC 362, 363. These courses are designed to provide background and skills to
perform as a research assistant for agencies or firms which do program evaluation
or self-assessment programs. See department chairperson ior further details.
105 General Psychology
An introduction to the methods and approaches used in psychology for the purpose
of understanding behavior. The structure of the field of psychology, including its major
sub-areas, is emphasized.
199 lnternship
lnternship on lower division level.
251 Sensing and Perceiving
An ecologically oriented approach to the study of perceptual systems. Emphasis on the
processing of environmental information and how this relates to adaptive behavior and
subjective experience. Topics include: adaptation to novel environments, machine intelligence, and anomalous perception such as illusions. (Prereq.: 105, Alternate years)
264, 265 Research Methods: Design, Procedure, and Analysis I, II
A two-term sequence including experimentation in human and animal learning, problem
solving, social psychology, and sensation-perception. Emphasis will be placed on both
statistical and experimental design methodology. Research Methods I may be taken for
credit without continuing in Research Methods II. Majors in psychology must take both
terms of the two-term sequence; 264 must precede 265; 265 should be taken in the
term immediately following 264. (Prereq.: 105)
299 Directed Study
Limited registration by special permission. Specific planning for the study must be completed and approved well in advance of the time of registration.
351 Developmental Psychology: Child
Emphasis on normal child development and behavior. Consideration of theoretical
systems used for viewing the developmental sequence and process. Active inquiry into
practical implications and applications of data and theory in respect to the development
of children. (Prereq.: 105)
352 Developmental Psychology: Adolescent and Young Adult
Emphasis on normal development and behavior. Consideration of data and theory
related to development during the adolescent and adult periods of life. (Prereq.: 105)
353 Developmental Psychology: Middle Adult and Older Adult
Emphasis on normal development and behavior. Consideration of data and theory
related to development during the middle adult and older adult periods of life. Includes
perspectives on death and dying. (Prereq.: 105)
355 Brain & Behavior
A survey of the functions of the nervous system which are responsible for behavior in
animals and human beings. Major topics include: sleep & wakefulness, motivation &
emotion, learning & memory, and mental disorders. (Prereq.: 105)
356 Environment and Behavior
A study of the influence which the environment, both natural and man-made, has on
behavior. Major topics include: overcrowding and environmental stress, territoriality,
defensible space & crime, and built environments such as rooms, buildings & cities.
(Prereq.: 105)
357 Learning
Learning concepts, behavior change principles and psychology of instruction. Behavior
change and individualized instruction projects. (Prereq.: 105)
359 Mental Testing
Theory, principles and examples of tests of personality and intelligence. (Prereq.: 105)
361 Personality
An introduction to the field of personality study with special attention directed toward
personality theories and contemporary application of those theories. (Prereq.: 105. Fall)
362 Abnormal Psychology
An introduction to maladaptive human behaviors from the social, organic and psychological points of view. Visitation to a variety of community service agencies will accompany classroom learning. (Prereq.: 105.)
371 Psychology of the Individual: Female and Male
A study involving knowledge of materials bearing on the development of sex differences
and roles, the effect of society upon values and goals, differential legal status of each
sex and psychophysiological data bearing upon these differences. (Prereq.: 105 or consent of instructor)
373 Organizational Psychology
Theoretical conceptualizations of organizational behavior. Factors and practices such
as management styles, evaluation and maintenance of work effectiveness, and social
influences. An organizational field experience. (Prereq.: 105)
375 Social Psychology
(See under Department of Sociology)
381 Psychology in Historical Perspective
Historical development of psychological viewpoints and theoretical positions. (Prereq.:
two psychology courses. Alternate years)
399 Internship
Interested students should consult with the departmental internship coordinator regarding requirements and permission to register.
450 Program Evaluation
The application of scientific research techniques and statistical analysis to programs for
social improvement. Designing information systems for the ongoing monitoring of programs. Assessing community needs. Assessing program effectiveness and efficiency. The
political and organizational context of program monitoring and evaluation. The role of
evaluation research for social policy and program improvement. (Prereq.: 264 or SOC
362; SOC 363)
485 Counseling Psychology
Principles, methods, and attitudes involved in the counseling process. Consideration
given to goals and ethical guidelines for a counseling relationship. (Prereq.: 5 courses)
490 Current Topics in Psychology
Study of selected areas and topics in psychologythat are not treated extensively through
current course offerings. Specific topics will be published prior to registration. (Prereq.:
105 and consent of instructor. Alternate years)
493 Seminar: Contemporary Issues
Discussion of contemporary societal issues from a psychological viewpoint. Consideration of the approaches and methods used by psychologists in studying such issues.
(Prereq.: 5 courses)
7
499 Independent Study
Limited registration by special permissionfor advanced students in psychology. Students
must present a written plan prior to registration including carefully considered rationale
and purpose for the proposed study.
Religion (REL)
Philip Quanbeck (Chairperson), John Benson, Bradley Holt, Stephen H. Pinsky,
Eugene M. Skibbe
The primary orientation of the department is t o provide a series of courses which
will enable students t o become better acquainted w i t h t h e content and character
o f t h e Christian faith and enable t h e m t o reflect theologically o n their o w n religious commitment.
Additionally, the department offers some courses which provide the possibility
for the student to be introduced t o other religious traditions, and some "bridge
courses" which point to the relationships between religion and other disciplines.
Major: 8 courses, including 111, 221, 356, 481 and 495, the seminar especially
for majors, taken in the junior or senior year. Before taking seminar, each major
must have written one formal research paper and placed it on file with the department chairperson. Only one interim course may be applied t o the major. One
upper division New Testament Greek course may be applied to the major.
Major in Church Staff Work: 9 courses, including 111, 221, 356, 358, 360 or 483,
362, 399, 471 or 473, 481. These together with specified courses in other departments can lead t o Augsburg certification.
Program for Christian Day School Teachers: Students pursue one of the regular
teacher education programs in the Department of Education to prepare for licensure by the State of Minnesota. In addition to the licensure program, fie
courses in religion are required: 111, 221, 362, The Christian Day School (Interim)
and The Lutheran Heritage (Interim). Student Teaching experience is required in
both a public school sett~ngand in a Christian Day School.
This program prepares students who are interested in teaching in Christian Day
Schools, particularly those of the American Lutheran Church, although participation is not limited to such schools.
Honors Major: GPA of 3.3 in the major and 3.0 over-all; research project approved
by the department and colloquium with the department.
Minor: 5 courses. Not more than one interim course may be counted for the
minor.
Certificate in Church Staff Work: 9 Religion courses (111, 221, 356, 358, 360 or
483, 362, 399, 471 or 473, 481); HPE 232; PSY 105, 351, 352 or 371, 485; SOC
111 or PSY 373, SOC 231; SPC 354 or 355. This program meets or exceeds the
educational requirements of The American Lutheran Church, but certification by
the church is a separate function. By adding two or three courses from appropriate
departments, the student can develop special emphases in parish education, business management or diaconal work.
Notes: Religion 111 or 221 is prerequisite to all other courses. Department approval is necessary before courses taken in other colleges can be accepted for
Religion Department and/or general education course credit.
All majors are urged to consult with the department chairperson.
111 Introduction to Theology
An introduction to the academic discipline of theology and to the dialogue between
the church and the world which concerns Christian doctrine.
199 lnternship
lnternship on lower division level.
221 Biblical Studies
The origin, literary character, and transmission of the biblical documents. The task of
biblical interpretation. The history of Israel and the emergence of the church.
299 Directed Study
Independent study on lower division level.
s>u rnllosopny or tcellglon
(See under Department of Philosophy)
353 Denominations and Sects in America
A study of the beliefs and worship practices of the major denominations and sects.
Some contemporary cultic movements will also be considered. (Spring)
356 History of Religions
An introductory survey of some of the major living religions of the world, including
Hinduism, Buddhism, Confucianism, Taoism, Shinto, and Islam. Lectures plus some
discussion of primary documents from these religious communities. (Fall)
357 Survey of Church History
A survey of Christian history in the early, medieval, Refamtation, and modern periods.
Some attention to primary sources, in addition to interpretations of the periods in
question. The expansion of the church, its inner life, its relation to the state, and the
development of its doctrine will be major elements of the study. (Not offered 1984-85)
358 Life and Work of the Church
Congregational life in its varied character with attention directed to Christian education
and curriculum, youth work and parish work.
360 Religion
and Society
An examination of the interaction of religion and society in terms of sociological analysis
with particular emphasis on contemporary sociological research on religious movements
in American society. (Spring)
361 Church Fathers
A study of the early Christian Church in the context of the Roman Empire, including
such topics as persecution and martyrdom, the development of the creeds, Christianity
in conflict with Gnosticism and mystery religions, monasticism and mysticism, early
Christian worship; also including the theology of several early Christian leaders and a
special unit on the life and thought of Augustine. (Spring 1985)
362 Theology of the Reformers
An introduction to the theological thought of the Protestant reformers of the sixteenth
century. Special attention to the writings of Martin Luther and other representative
figures. (Fall)
363 Religion in America
A study of the development of religion in America. Special attention to the rise of
religious liberty, revivalism, denominations and the responses of religion to the challenges of its environing culture. (Fall)
364 Scandinavian Immigrant Church History
Topics and themes related to church history and Scandinavian immigration to this
country. (Offered as funding permits)
366 The Church and Social Change in Latin America
(See under Program in Global Community)
399 Internship
Limited to students who have completed at least four academic courses, have at least
first semester Junior standing, and satisfy department guidelines.
432 Church Music and Worship
(See under Department of Music)
471 Jesusand His Interpreters
Consideration of the New Testament documents, particuSarly the Gospels, dealing with
their context, literary structure and relationships. AtZention to the variety of interpretations given the person of Jesus, including the "quest for the historical Jesus." (Fall)
472 Theology
-. of Paul
A study of the Apostle Paul including his historical background, his relationship to the
early church, and some of the themes to be found in his writings. (Alternate years,
Spring, 1986)
473 The Message of the Old Testament
The various types of Old Testament literature. The distinctive ideas of Hebrew thought
with emphasis on the message of the prophets. (Alternate years, Spring 1985)
475 Judaism
A survey of the history of Judaismfrom the end of the Old Testament period to modern
times, with emphasis placed upon the religious development. A special interest in such
modern Jewishthinkers as Buber and Heschel. The JewishChatauqua Society annually
makes a grant to Augsburg College in partial support of this course in Judaism offered
in the religion department. (Fall)
481 Contemporary Theology
An introduction to some representative trends in Christian theological thought today,
as seen from the systematic perspective, in the light of the continuing theological task
of the Christian Church. (Spring)
483 Christian Ethics
The bases of Christian social responsibility, in terms of theological and sociological
dynamics. Emphasis on developing a constructive perspectivefor critical reflection upon
moral action. (Fall)
486 Psychology of Religion and Theology
A study of current psychological views of religion in the context of the traditional
Christian view of human nature. Special attention will be given to the classics in the
field by Freud, Jung, and William James, and to those Christian theologians who have
been influenced by them. (Alternate years, Spring)
495 Seminar
Selected topics. Required of majors in the junior or senior year. Others by permission
of instructor. (Fall)
499 Independent Study
Limited to students who are religion majors and satisfy departmental guidelines.
Russian Area Studies
Norma C. Noonan (Campus Coordinator), Natalia Sich
Russian Area Studies is an ACTC joint major which seeks to give the student the
broadest possible exposure t o Russian and Soviet history, politics, literature, traditions and philosophy. The major is interdisciplinary and offers perspectives on
Russia both past and present. A minimum of two years of the Russian language
is offered.
This major i s a good foundation for students preparing for careers in government,
teaching, international business, or law, especially when combined with a second
major in a field such as business, economics, history, language, political science
or theology. It also is a good foundation for graduate study in history, political
science, language and literature or international relations.
Major: 11 courses: 4 courses (2 years) of basic college Russian (or equivalent
competencies); 2 courses in Russian history; 1 course in Marxist theory; 1 course
in Russian literature; 1 course in Soviet politics; 2 other courses from approved
electives.
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Minor: 6 courses: 2 courses (1 year) of basic college Russian (or equivalent competencies); 1 course in Russian history; 1 course in Soviet politics; 1 course in
Marxist theory; 1 other course from the approved list of electives.
.
Each student's major program must be approved by the coordinator.
!
Scandinavian Area Studies (SCA)
!
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Foreign Language Department Chairperson
Major: 8 upper division courses.
Minor: 4 upper division courses.
Note: Major programs must contain 4 courses listed in the Augsburg Catalog or
transferred t o Augsburg as upper division Scandinavian Area Studies courses, i.e.,
courses taught by a Scandinavian language department or subdepartment regardless of their content, which may be linguistic, literary or cultural. Students
graduating with a major or minor must also present the equivalent of intermediate
level competence in a Scandinavian language. See Norwegian courses under Department of Foreign Languages.
Recommended Supporting Preparation: Study in Scandinavia, elective courses
which may lead toward a second major such as English, history, urban studies,
business administration.
272 Norwegian Life and Culture
(See under Metro-Urban Studies, SUST)
312 Old Norse
(See under Department of Foreign Languages - Norwegian)
330 Contemporary Scandinavia
A broad survey of Scandinavian culture with special emphasis on conditions and developments in the twentieth century. Knowledge of Scandinavian language desirable
but not required. (On Demand)
345 Scandinavian - American Experience
The Old World Background and rise of "America Fever," adaptation to the New Land,
aspects of Scandinavian - American culture. (On Demand)
351 The Modern Scandinavian Novel
Lectures provide a survey of the Scandinavian novel. Class discussion based on assigned
reading of selected novels by Jonas Lie, Sigrid Undset, Selma Lagerlof, Par Lagerkvist,
Knut Hamsun, Halldor Laxness and others. Knowledge of a Scandinavian language
desirable. Language majors and minors will be required to do assigned readings and
written work in a Scandinavian language. (On Demand)
352 The Modern Scandinavian Drama
Readings include dramatic works by Ibsen, Bjornson, Strindberg, Lagerkvist, Munk and
other twentieth century dramatists. Lectures provide a survey of Scandinavian drama
with emphasis on lbsen and Strindberg. Knowledge of a Scandinavian language desirable. Language majors and minors will be required to do assigned readings and written
work in a Scandinavian language. (On Demand)
364 Scandinavian Immigrant Church History
(See under Department of Religion)
372 Norwegian Language and Culture
(See under Metro-Urban Studies, SUST)
373 Growth and Development of Scandinavian Cities
(See under Metro-Urban Studies, SUST)
382 Scandinavian Arts
(See under Department of Art)
396 Urban Planning in Scandinavia
(See under Metro-Urban Studies, SUST)
450 Nineteenth Century Scandinavia
(See under Department of History)
495 Seminar: Ethnic/lmmigration Experience
(Offered periodically under Department of History 495 Seminar)
499 Independent Study
In consultation with a faculty member, student selects a specific topic for study.
Social Science
Khin Khin Jensen
A student may not list a double major in Social Science and in one of the component disciplines unless the distribution selected in the Social Science major is
significantly different from the other major.
Non-Western Major: 14 courses: HIS 104; 1 social science methodology course
(ECO 379, PSY 264, SOC 362 or 365); and 12 courses, in at least 4 disciplines,
from the following: ECO 122, 258; HIS 103, 322, 323, 324, 440, 474; POL 351,
363, 382,461; PHI 355; RE1 356; SOC 241; seminars, independent study or interim
courses on relevant topics in History and/or Political Science. The student planning t o fulfill this social science major should consult the chairperson of the
Department of History in choosing a major adviser.
Social Studies
Myles C. Stenshoel (Coordinator)
Students preparing to teach social studies on the high school level must complete,
in addition to the professional requirements to be met within the Department of
Education, a competency-based program designed to provide a broad foundation
in the social sciences.
Social Studies Teaching Licensure: 7 courses (ECO 122 or 123, HIS 222, POL 158,
PSY 105, SOC 121 and 241) plus a major in one of five fields - Economics, History,
Political Science, Psychology or Sociology.
Students considering a career in social studies education should consult, as soon
as possible, the Augsburg Department of Education and the Social Studies
Coordinator.
51 Social Work
(SWK)
Douglas Perry (Chairperson), Maria Brown, Rosalie Clark, Edwina L. Hertzberg
"Education for Service" has long been a motto at Augsburg College and it exemplifies the philosophy of the Social Work department.
The major program prepares graduates for entry-level professional practice in the
field of human services. The program is accredited by the Council o n Social Work
Education, and leads t o a Bachelor of Science degree. The program is based o n
a generalist model of practice, enabling graduates t o work with individuals, families, groups and communities.
The Social Welfare minor and electives i n the department allow students t o support another major with knowledge about human needs and growth, human
services, and the methods of effective citizenship.
Excellent field work opportunities exist within the Twin Cities metro area, which
supports a system of human services considered among the best i n the nation.
Major: 9 Core Program courses: 361, 363, 364, 461, 462, 463, 465, 466, 467, 469;
and 9 Supporting Program courses: 257, 260; BIO 101; PSY 105; SOC 12.1, 231,
365, 375, 383. (The Sociology sequence constitutes a minor i n that discipline.) A
minimum grade of 2.0 is required for each course i n the Core Program and the
Supporting Program.
Candidacy: Social work majors must apply for candidacy status before the beginning of the senior year. Certain 400 level courses list candidacy as a prerequisite. A written self-statement, reference letters, and the completion of all Core
and Supporting Program courses below the 400 level is necessary for candidacy
review (Exception: SOC 365 may be taken i n the senior year if necessary.)
Social Welfare Minor: 6 courses, including 257 (or approved alternative), 361,
463; 260 or SOC 375; SOC 383; and one of 465, POL 121, 158, 325.
School Social Work Certification: State Department of Education-required Human
Relations Certification for school social work is available through successful completion of EDS 388.
Elective courses open to all students:
257 Exploring Human Services
With faculty approval, student selects a placement for 30 hours per week as a volunteer
in a social agency or institution. Opportunity to know human service professionals,
social service delivery systems, and career aspects of the helping vocations. Independent
study with a term paper report and weekly review conferences. Especially recommended
for freshmen and sophomores.
260 Humans Developing
This course provides the knowledge basic to an understanding of human growth
through the life cycle, and of the interplay of sociocultural, biological, and psychological
factors which influencethe growth of individualsand families in contemporary American
society. Emphasized is the role of the "nurturing environment" in relation to human
growth, the impact of "sustaining environment" factors, and other special stresses relevant to growth. Growth related to populations and groups which represent ethnic
and/or life-style diversity is also a focus. Students will gain self-understanding through
use of their own experiences.
299 Directed Study
An opportunity for students to do readings and study on topics of interest. Proposed
study must be approved in advance of registration. (Prereq.: 257 and consent of
instructor)
340 Policies, Program and Skills for the Aging
This course will include the study of the impact of social policy on the older population,
older population impact on social policy, services planned to address needs of older
population and skills needed to work with this population. Class conducted in Senior
Citizen Residence. (Prereq.: Sophomore or consent of instructor)
361 Social Responses to Human Needs
This course describes the historical and contemporary systems of human service. The
major assumptions and social movements which have contributed to the charitable and
governmental responses to human needs will be emphasized. Guest speakers and
agency visits highlight the course. (Prereq.: Sophomore or consent of instructor. Fall)
399 Internship
Providesfield learning experience for the non-major and supplements the required field
work of majors (Prereq.: consent of department chairperson)
463 Community Development and Organization
Locality development and social change through community organization, social planning, and social action. Emphasis on: 1) survey of historical forms of social change, 2)
understanding the basic issues and strategies relevant to social protest and change, 3)
examination of the role of staff, and of the functions and interrelationships of community
organizations, and 4) knowledge of and actual practice in the essential principles and
techniques of organizing. (Prereq.: senior or consent of instructor. Fall)
465 Social Policy: Analysis and Development
Includes the study of theories of Social Policy formulation and methods of analysis
associated with needs and services, and analysis of the impact of policy on social work
practice. Development and implementation will be viewed first hand through work with
an elected public policy maker. One class period per week, readings, analytical paper
integrating class concepts with practical experience. (Prereq.: 361, 463, and senior or
consent of instructor. Spring)
468 Special Topics (1/2 to 1 course)
Current issues in social work theory or practice. To be announced. (Prereq.: consent
of instructor. Offered periodically in Interim)
498 lndependent Study - Metropolitan Resources
An independently designed course a student (or group of students) develops, making
extensive, systematic and integrated utilization of resources available in the metropolitan community, e.g. lectures, symposia, performances, hearings. These resources become the core of the course, supplemented by traditional college resources, and designed in consultation with and evaluated by a faculty member of the department.
(Prereq.: 257 and consent of instructor)
499 lndependent Study
Student must present written proposal containing rationale, objectives and methodology of the proposed study according to department guidelines. (Prereq.: 257 and
consent of instructor)
Courses reserved for Social Work majors only:
363 Methods and Skills of Social Work
Basic features of the helping process; theoretical foundations, principles and techniques
of social work interventive methods, and practical experience necessary for social work
practice with individuals and small groups; development of the student's repertoire of
relationship building skills. Lecture-discussion sessions and/or laboratory exercises each
week. (Prereq.: 361, Junior. Spring)
364 Field Work I
Beginning supervised professional experience in a social work agency focusing on interviewing experience and relationship building. Ten hours per week, plus one small
group supportive/discussion seminar per week. (Prereq.: 361, Junior, concurrent with
363. Spring)
461 Advanced Methods and Skills in Social Work
Enlargement and refinement of practice skills through lecture, classroom exercise and
regular class work. Enlargement of social group work skills, emphasis on development
of generalist practice skills and eclectic approaches. Lectures and/or laboratory exercises
each week. (Prereq.: 2.0 in 363 and in 364, candidacy status. Concurrent with 462. Fall)
462 Field Work 11:
Progressively responsiblesupervised professionalsocial work experience including work
with individuals, families, groups andlor communities in a social service agency. Ten
hours per week, plus one supportive/discussion seminar per week. (Prereq.: Candidacy
status; concurrent with 461; Fall)
466 Field Work 111 (1/2 or 1 course)
Continuation of 462 conducted during Interim. (Prereq.: Candidacy status, 2.0 in 461,
462, 463)
467 The Social Worker as Professional
Ethical practice, bureaucratic survival, professional job attainment, personnel policies
and practices, organizational theory, and resource development will be studied in the
course. The field work practice becomes the laboratory for class exercises. (Prereq.:
Candidacy status, 2.0 in 461, 463.)
469 Field Work IV (formerly 464)
Continuation of 466 during the spring term. (Prereq.: Candidacy status, 2.0 in 466,
concurrent with 467)
Sociology (SOC)
Gordon L. Nelson (Chairperson), Jerry Gerasimo, Garry Hesser, Anita Kolman,
Diane Pike, Joel Torstenson
Sociology seeks to describe and explain the many patterns which form a society
or social structure, to understand the great variety of institutions within a society,
and to evaluate social institutions and programs.
Sociology can be preparation for a career in law, social work, the ministry, urban
planning, government or business. A sociology minor provides a better understanding of the social processes for majors in psychology, social work, and
education.
The department urges students to use Augsburg's unique urban setting as a "laboratory" for learning.
Major: 10 courses including 121, 362, 363, 375, 485. Highly recommended: a
Conservation of Human Resources (CHR) course, internship, independent study
or upper division interim course in sociology. This recommendation is made in
the hope that the student will take advantage of the variety of learning models
offered through the department. Consult department chairperson concerning
areas of concentration.
bf
3.0 overall.' Application f o r honors i n sociology candidacy shall consist
submission o f thesis proposal t o Department Chairperson before April 1 o f t h e junior
year. Candidacy is contingent u p o n departmental approval o f proposal b y April
30 o f junior year. After acceptance as a candidate, t h e student will register f o r
499 t o complete w o r k o n thesis. Honors i n sociology will b e granted t o a candidate
w h o successfully defends t h e thesis before M a r c h 31 o f t h e senior year and maintains t h e CPA through graduation.
Minor: 5 courses including 1 2 1 and t w o upper division courses (i.e.,
above.)
300 and
Certificate i n Program Evaluation: 5 courses including 362 (or PSY 264), 363,450;
PSY 399. These courses are designed t o provide t h e cognitive background and
skill development t o perform well as a research assistant f o r agencies o r firms
which d o program evaluations o r an employee w h o can develop and maintain
ongoing self-assessment programs f o r an employer agency. See department chairperson f o r further details.
111 Human Community and the Modern Metropolis
The cultural and structural dynamics of the modern world viewed from the perspective
of the metropolitan situation, with a focus on the possibilities of human community in
the context of urban institutions and processes.
121 Principles of Sociology
Sociology is a unique way of understanding the world. As an academic discipline and
a profession, sociology provides insights into culture, roles, groups, interaction, inequality, and social structure. An essential tool for discovering the world and one's place
in it.
199 lnternship
Lower division internship. Consult lnternship Supervisor in the department to determine
project. (Fall, Interim, Spring, and Summer)
231 Sociology of the Family
An examination of the family as a social institution. The process of dating, mate selection,
marital adjustment and divorce. The relationship of the family to its institutional and
cultural context.
241 Introduction to Cultural Anthropology
The concept of culture examined in anthropology and in the way we see and live in
the world. An analysis of basic assumptions underlying the ideas of "primitive," "civilized," and "progress." The person's relation to culture. An analysis of selected aspects
of Western culture.
299 Directed Study
Independent study for lower division students (Prereq.: 121 and consent of instructor.
Fall, Spring, Summer)
300, 301, 302, 303, 304 Special Topics in Sociology
A variety of topics offered periodically depending on needs and interests which are not
satisfied by regular course offerings. May be offered on campus in addition to regular
course offerings or off campus in conjunction with Augsburg's Conservation of Human
Resources (CHR) Program. (Prereq.: consent of instructor)
360 Religion and Society
An examination of the interaction of religion and society in terms of sociological analysis
with particular emphasis on contemporary sociological research on religious movements
and institutions in American society.
362 Statistical Analysis
The first course in a two-course sequence introduces quantitative analysis. The fundamentals of descriptive and inferential statistics for the social sciences. Designed specifically for sociology and political science majors, but recommended for others needing
a background for social science. (Prereq.: working knowledge of high school algebra
and consent of the instructor. Fall)
363 Research Methods
This second course exposes students to the skills involved in research design and measurement techniques. The practice of social research is learned through class activities
and individual projects. Focus on learning usable skills. To be taken immediately after
362. (Prereq.: 362 or consent of instructor. Spring)
365 Quantitative Analysis and Program Evaluation
Consumer overview of methods of organizing, comparing and interpreting quantitative
information. Use of data-processing equipment for statistical analysis. Overview of commonly-used research methods, especially experimental designs and applications to program evaluations. Designed for social work majors. (Prereq.: high school algebra. Spring)
373 Crime and Corrections
An examination of the criminal and juvenile justice systems and the various theoretical
components of criminology and corrections. Major attention is focused on the causation
and prevention of crime and delinquency, and the various modes of treatment. (Prereq.:
121)
375 Social Psychology
An examination of the idea of "group," its relationship to individual behavior and
society. An analysis of the ideas of "self" and "identity" and what part they play in
understanding interpersonal relations and human behavior. A sociological view of mental health. A look at the major assumptions and processes underlying our everyday life
- a look at the trivial, the ordinary and the taken-for-granted. "Symbolic interaction,"
an important orientation in social psychology, will be used as a way of dealing with the
major issues in the course. (Prereq.: 121 and PSY 105)
381 The City and Metro-Urban Planning
The primary focus of the course is upon the major issues confronting the present and
future metropolis. Particularemphasis will center on alternative theories and approaches
to shaping the future metropolis. Current developments in the Twin Cities region will
be compared and contrasted to urban and regional developments globally and nationally. Resources include extensive readings, simulations, films, and outside speakers
in a seminar format. (Prereq.: 111 or 121 or consent of instructor. Spring)
383 Racial and Minority Croup Relations
The dimensions of racial and minority group relations. Major attention is focused upon
prejudice, racism, and the role of self-understanding. (PIN grading only)
399 Internship
Consult the Department Chairperson or Internship Director for details. (Prereq.: consent
of instructor. Fall, Interim, Spring)
485 Modern Sociological Theory
An examination of the major theoretical traditions within sociology, tracing the course
of their development in the nineteenth and twentieth centuries. (Prereq.: 2 courses in
sociology including 121 or consent of instructor. Fall)
498 Independent Study - Metropolitan Resources
An independently designed course a student (or group of students) develops, making
extensive, systematic and integrated utilization of resources available in the metropolitan community, e.g. lectures, symposia, performances, hearings. These resources become the core of the course, supplemented by traditional college resources, and designed in consultation with and evaluated by a faculty member of the department.
(Prereq.: 111 or 121 and consent of instructor. Fall, Spring, Summer)
499 Independent Study
Student must present written proposal containing rationale, objectives and methodology of the proposed study according to department guidelines. (Prereq.: 121 and
consent of instructor. Fall, Interim, Spring)
Speech, Communication
and Theater Arts (SPC)
Raymond Anderson (Chairperson), Deborah Bart, Julie Bolton, Ailene Cole, Howard Liszt, Gary Parker
The communication major is a flexible interdisciplinary program which allows for
different emphases - journalism, advertising and public relations, radio-television-film, human relations, and supervisory management. Program guidesfor each
area are available from the Department Chairperson or the Office of Admissions.
Theater study i s more than putting on plays. It is a serious study that combines
the fine arts with many other fields. Minneapolis is an ideal place to study theater,
because the Twin Cities have so many active theaters. In our program, we use
the local theater scene as a learning laboratory. Also, professional theater people
are regularly involved in our program as instructors and as guest directors.
Augsburg offers accredited programs leading toward certification of secondary
school teachers in speech, theater arts, and a combined speech-theater major.
Honors Major: GPA of 3.25 in the major, 3.0 overall, two independent study
projects of honors quality, distinguished performance in at least one of the communication arts, comprehensive examination in field of concentration. Application
to be made early in the senior year.
Communication Arts
Prospective majors should contact the department as early as possible t o work
out a plan for the major and a personal career action plan. Freshmen should take
111, PSY 105, SOC 121 or 241.
Communication Major: 10 courses, including 342, 351 or 352, 354, 399 and ENG
225 or 226 or 227, and satisfactory performance on competency tests in writing
and typing. Supporting courses required but not counting toward the major: 111;
PHI 130; PSY 105; SOC 121 or 241, 375.
Communication Minor: 5 courses approved by the department.
Speech Major For Teaching Licensure: 10 courses, including 111,241 or 343, 350,
351, 352, 354, 360; Participation in forensics, and a minor in English. Recommended: 366, courses in theater, participation in drama.
Speech Minor For Teaching Licensure: 111 and six of the following: 241 or 343,
350, 351, 352, 354, 360 and participation in forensics.
Note: Students preparing to teach speech in secondary schools may specialize
in any of three majors: speech, theater arts, and speech-theater arts. Any of these
must be combined with at leas an EngIish minor, preferably a major. The communication major o r miner does not qualify one for teaching speech. Consult
with the Department of Education far requirements in Education. 716 is strongly
recommended for students i n elementary education,
111 Beginning Speech
Basic problems of effective speaking and critical listening.
132 Photography
(See under Department of Art)
199 Internship
Internship for lower division credit.
227 Advanced Writing: Journalism
(See under Department of English)
225, 330 Visual Communications I, II
(See under Department of Art)
241 Introduction to Cinema Art
(See under Department of English)
242 Film-Making
(See under Department of Art)
299 Directed Study
Independent study for lower division credit.
342 Mass Communications in Society
(See under Department of Political Science)
343 Radio-Television Production
An introduction to radio and television with an emphasis on the director's role; emphasis
on producing, programming, writing, acting, casting, and lighting. (Laboratory fee: $10.
Fall)
350 Voice and Diction
A study of vocal skills including tone production, breathing, resonating, articulating,
and listening; introduction to speech sounds and vocal mechanism. (Alternate years.
Fall)
351 Argumentation
Application of logic in public speaking, discussion, and debates. (Fall)
352 Persuasion
Theory of persuasion and propaganda, practical work in speech and promotional projects. (Spring)
353 Advertising
An introduction to print and broadcast advertising and promotion as important elements
in modern marketing and communications. (Prereq.: Junior, Senior. Communication
major or consent of instructor. Spring)
354 Interpersonal Communication
A study of the dynamics of human interaction through verbal and non-verbal messages;
emphasis on factors that build relationships and help to overcome communication
barriers.
373 Organizational Psychology
(See under Department of Psychology)
399 lnternship
(Consult the Department Chairperson for details.)
495 Independent Study in Communication
Selected topics in speech and communication, with emphasis on the use of primary
sources and methodology of research.
499 lnternship
lnternship for upper division credit.
Theater Arts
Majors should take part in dramatic productions every year. Freshmen planning
t o major in theater arts should begin with courses 111, 116, and 228. 111 is not
part of the major.
Theater Arts Major: 10 courses, plus 111. This major should be supported by
several courses in literature including Shakespeare and Modern Drama or Scandinavian Drama.
A. Acting Emphasis: 116,228, 232, 343,350,360, 361,366,432, and the children's
theater interim. Strongly recommended: courses in movement, dance, cinema art,
and dramatic literature. Performance requirements for the acting emphasis include
6 units of acting, 4 of crew work, and 1 internship.
B. Directing Emphasis: 116, 228, 229, 232, 350, 360, 361, 366, 367, plus the children's theater interim. Courses strongly recommended: courses in movement,
cinema art, and dramatic literature. Performance requirements for the directing
emphasis include 4 units of crew work, 3 units of acting, 2 of directing, 1 in stage
management, and 1 internship.
C. Design Emphasis: 228, 229, 361, 366, 428, 429, plus 2 courses in Art. Strongly
recommended: courses in cinema art and dramat~cliterature. Performance requirements for the design emphasis include 5 units in crew work, 2 in technical
supervision, 1 in acting, 1 in assistant design, 1 in design, and 1 internship.
Theater Arts Minor: 5 courses including 228, 232, 360, 361, 366.
Theater Arts Major For Teaching Licensure: 10 courses, including 111, 116, 228,
229, 232, 241 or 343, 350, 360, 361, 366, the experience requirement specified
for theater arts majors, and a minor in English.
Theater Arts Minor For Teaching Licensure: courses 111, 228, 232, 361, 366; one
of the following: 241, 343, 350; and participation in dramatic productions.
Speech-Theater Arts Major For Teaching Licensure: 12 courses, 111,228,229,232,
241, 350, 351, 352, 354, 360, 361, 366; participation in two activities (forensics,
interpretation, theater, broadcasting); and a minor in English.
116 Creative Dramatics
A study of creative improvisationusing stories, poetry, nature, concepts, the self, human
relations, etc. Uses of creative dramatics in theater, school, church, recreation, therapy,
and other settings. (Fall)
lnternship for lower division credit.
228 Technical Production I
An introduction to the backstage world of the theater: its organization, crafts, magic,
and art. Practical craft projects,theater tours, and production experience. Open to all
students. Should be taken in freshman or sophomore years. (Lab fee. Fall)
229 Stage Design I
lntroduction to scenery and lighting design; basic tools of the designer (drafting, drawing, painting, theory); practical studio projects. (Open to all students. Should be taken
in freshmen and sophomore years. Spring)
232 Acting
An introduction to the art of acting. Practical work in pantomime and improvisation;
participation in dramatic presentations. (Spring)
299 Directed Study
lndependent study for lower division credit.
360 Interpretative Reading
Basic principles of oral interpretation of literature. Practice in reading prose, poetry,
and drama. (Fall)
361 Theater History and Criticism
Overview of theater history; examination of plays from various periods. Attendance at
local theater productions. lntroduction to theories of drama, dramatic production, and
dramatic criticism. (Alternate years, Spring)
366 Stage Direction I
Basic directorial process: choice of plays, casting, organizing rehearsals and technical
production; application of play analysis, blocking, and characterization to a specific play
chosen by the class. Term project: direct a one-act play. Upper division students only.
(Spring)
367 Stage Direction II
In-depth analysis and practice in directing types of plays: serious, comic, experimental,
musical. Term project: direct a one-act or excerpt from a longer play. (Prereq.: 366 or
consent of instructor. Spring)
399 Internship
(Consult faculty in area of emphasis.)
428 Technical Production II
Advanced construction and problem-solving techniques in costume, scenery, and/or
lighting. (Prereq.: 228 or consent of instructor. Lab fee. Fall)
429 Stage Design I1
Advanced design projects based on Stage Design I course material. lntroduction to
costume design. (Prereq.: 229 or consent of instructor. Spring)
499 lndependent Study in Drama
Individual projects in oral interpretation and theater.
Transdisciplinary Major
Students wishing t o develop their own major by combining appropriate portions
of two majors may consider the Transdisciplinary Major. The Transdisciplinary
Major enables students to respond to a particular career interest. While such an
individually developed major may satisfy the particular interests of a student,
broad majors may not be suitable for those wishing to pursue graduate study or
preprofessional programs in some academic fields.
Students wishing t o develop a Transdisciplinary Major are to observe the
following:
A. The major program should include at least two-thirds of the courses required
in the normal major programs of two major fields offered at the college;
B. The student should design and sign a contract for such a major prior to the
end of his or her sophomore year (contract forms are available in the Office of
the Registrar).
C. The contract must be approved by the student's adviser and by the Faculty
Committee on Student Standing.
Women's and Minority Studies (INS)
Winston Minor (Director), Priscilla Buffalohead, W. Roger Buffalohead, Linda Buck
Myers, Bonnie Wallace
The Women's and Minority Studies Program consists of several interdisciplinary
courses which fill the Urban Concerns, or Women's Studies, or Minority Studies
requirement. There are courses in several other departments which also focus on
women and which also fulfill that requirement. Although no major or minor is
offered, there i s a certificate program in women's studies.
Certificate in Women's Studies: Individually planned program with a minimum of
6 courses oriented towards women's perspectives: 3 courses from the social sciences (including history); 1-2 courses from humanities (literature, religion, art,
music, philosophy); 1-2 other courses such as biology, trans- or inter-disciplinary
courses, independent study, directed study, etc. Courses may be taken from the
ACTC colleges as well as Augsburg. See Winston Minor or Bonnie Wallace for
further details.
226 Asian and Asian-American Women in Public Life in the 20th Century
(See under Department of History)
231 Religion in African-American History
An examination of selected topics related to the black experience, e.g. African backgrounds, religion under slavery, evangelicalism. Course content subject to change from
year to year. Meets one religion requirement or the Urban Concerns, Women's and
Minority Studies requirement.
232 Blacks in America: An Introduction to African-American Studies
An interdisciplinary mum providing an overview of the major issues related to the
Black experience in terms of the family, education, religion, art, economio and politics.
It is designed to heighten the student's consciousnws regarding the African retentions
in Black culture, the evolution oi Black cuhute and the impact of Black culture on
American society.
t
.
1
-,
E
E
E
This course will examine a variety 13issues concerning the biolqical, evolutionary and
historical origins of women's roles and status in human society. Emphasis will be placed
on the comparative roles af women in different cultures. This comparison will include
such North American models as the Navajo, Ojibwe, and Iroquois, African models such
as the Pygmies and other tribal groups, and the peasant societies of eastern Europe,
Mexico, and the middle East and rural China. Offered periodically through CHR and
the American Indian Program office.
260 Contemporary American Indians
The situation of lndians in the United States since the Indian Reorganization Act (19343
with an emphasis upon current issues, e.g. tribal sovereignty, treaty rights, and education. Examples of the persistence of religious/cultural traditionsarnong selected lndian
tribes today.
265 Women in American Culture
Through a discussion of works by women historians and selections from women's journals, speeches, articles, short stories, poems, plays and other aesthetic creations, the
class will collectively assess the position of black and white women in American culture
from the founding of the colonies to the present. Contributions by lndian women,
Chicanas and other "invisible" women minorities will be included.
Living on campus provides many options, including apartments in Mortensen Tower
[Photo by john Louis Anderson]
u
9
Augsburg College
Board of Regents
The year in parentheses after each name indicates the expiration of current term.
Charles W. Arnason (1988).Executive Director, Minnesota Technology Corridor, Minneapolis, Minnesota
Paul B. Batalden, M.D. (1984).St. Louis Park Medical Center, St. Louis Park, Minnesota
Nancy Bottemiller (1986).Homemaker, Wadena, Minnesota
Rodney P. Burwell (1988).Chairman and Chief Executive Officer, Proform, Inc., Minneapolis,
Minnesota
Darrell j. Egertson (1988).Executive Vice President of Corporate Development, Apache
Corporation, Minneapolis, Minnesota
Donald R. Grangaard (1984).First Bank System, Inc. (Retired), Minneapolis, Minnesota
Lawrence 0. Hauge (1986).Chairman, Suburban National Bank, Eden Prairie, Minnesota
Harris W. Lee (1988).Senior Pastor, Lutheran Church of the Good Shepherd, Minneapolis,
Minnesota
Gary H. Lohn (1988).Vice President - Employment Preparation Services, Control Data
Corporation, Minneapolis, Minnesota
Arthur Naftalin (1984).Professor, Public Affairs, University of Minnesota, Minneapolis,
Minnesota
Roselyn j. Nordaune (1988). Partner, Nodland, Conn, Judd, Nordaune, St. Louis Park,
Minnesota
Howard E. Olson (1984).St. Paul Park, Minnesota
Donald G. Oren (1988).President, Dart Transit Company, St. Paul, Minnesota
Donald G. Padilla (1986).Chairman of the Board, Padilla and Speer, Inc., Minneapolis,
Minnesota
Carl N. Platou (1984).President, Fairview Community Hospitals, Minneapolis, Minnesota
Martin 0. Sabo (1984).Member of Congress, Fifth District - Minnesota, Washington, D.C.
Inez M. Schwarzkopf (1988).Staff Writer - The American Lutheran Church, Minneapolis,
Minnesota
N. Stanley Stake (1986).Honeywell, Inc. (Retired), Minneapolis, Minnesota
Merton P. Strommen (1986).President, Search Institute, Minneapolis, Minnesota
Stanley W. Thiele (1986).Senior Vice President, Administrative Services, 3M, St. Paul,
Minnesota
Mary Lou Williams (1984).Senior Social Worker, Hennepin County Community Services,
Minneapolis, Minnesota
Officers
Donald R. Grangaard, Chairman
Harris W. Lee, Vice Chairman
Charles W. Arnason, Secretary
Darrell J.Egertson, Treasurer
Board for College and University Services
The American Lutheran Church
Robert Borgwardt, Madison, Wisconsin
Sylvia Bosse, Warren, Ohio
Faith Burgess, Philadelphia, Pennsylvania
Erwin H. Goldenstein, Lincoln, Nebraska
Marilyn Hemstad, Olympia, Washington
Doris Holman, Los Angeles, California
Gustav Kopka, jr., East Lansing, Michigan
Hamlet Peterson, Rochester, Minnesota
Administration
Office of the President
President .............................................................................................. Charles S. Anderson
Executive Secretary t o the President ...................................................Carolyn Magnuson
David T. Wold
College Pastor ....................................................................................................
Alton C. 0. Halvorson
Director of Church Relations ...............................................................
Academic Affairs
Vice President for Academic Affairs and Dean of the College....................... Richard Green
Lois M. Nielsen
Secretary t o the Academic Dean
Associate Dean of the College and Director of Special Programs....... Patricia Anne Parker
Secretary t o the Associate Dean ............................................................Ruth L. Maertens
Richard J. Thoni
Director of Weekend College .........................................................................
Director of Admissions & Public Relations, Weekend College ..................... Sharon A. Stein
John A. Hill
Registrar ...................................................................................................................
Carol Stack
Assistant Registrar ...................................................................................................
Ralph W, Bailey
Recorder
Margaret Anderson
Head Librarian
Brian P. Hackney
Director of Audio-Visual Center
Thomas Reynolds
Music Administrator - Arts Coordinator
Winston Minor
Minority Coordinator (Btack Student Affairs)
Bonnie Wallace
Minority Coordinator (American Indian Program)
Donald R. Custafson
Interim Director
International Studies Program Director........................................................Mary A. Kingsley
International Student Adviser ......................................................................Bradley P. Holt
Director of Faculty Development ...............................................................Norma C. Noonan
.................................................................
..........................................................................................................
..........................................................................................
..................................................................
................................................
................................................
..........................................
......................................................................................
Student Affairs and Admissions
Vice President of Student Affairs and Dean of Students ........................Marianne 8. Sander
Dorothy Gauger
Secretary t o the Vice President ..................................................................
James B. Grubs
Associate Dean of Students .............................................................................
Nancy Medcraft, Joan Slater
Counselors....................................................................................
Director, Academic Enrichment ...............................................................Donald M. Warren
Director of Career Planning and Placement ............................................
Coordinator, Student Employment ...........................................................
Director of Student Life (Housing) .................................................Linda K. Schrempp-Alberg
Director of Student Activities ....................................................................
Coordinator, Urness Tower .......................................................................
Coordinator, Mortensen Tower and Annex Houses ...............................
Director of Admissions ..............................................................................
Catherine A. Thomsen
Secretary, Admissions .........................................................................
Assistant Director of Admissions .................................................................Eric L. Anderson
Assistant Director of Admissions ......................................................Jeannette M. Wittmer
Senior Admissions Counselor ...........................................................................Brian Arvold
Coordinator of Admissions On-Campus/Volunteer Programs .......................... Sally Daniels
Peter J. lmsdahl
Admissions Counselor .....................................................................................
Scott C. Stensrud
Admissions Counselor ...................................................................................
Development and Public Relations
Vice President for Development and Public Relations ................................. Gerald D. Bjelde
Secretary t o the Vice President .......................................................................Nancy Martin
Thomas I.Benson
Director of Planned Giving ..........................................................................
Jeroy C. Carlson
Assistant to the Vice Preident for Development
Ass~cialeDirector of Develapment-Corporatrons/Foundations ...... Adelgund M. Fransen
Assistant Director of Development-Annual Fund ............................................. Mark Zachary
Director of Alumni/Parent Relatzons
Janice A. Rykken
Directat o i Public Relations
Lois G. Wollan
Kay Cady
Director of News Bureau ...........................................................................................
JillRaschein
Manager, Central Services .....................................................................................
Hugh Pruitt
Director of Research...............................................................................................
.........................................
...........................................................
..............................................................................
Finance and Management
Vice President for Finance and Management .......................................... Wayne D. Pederson
Secretary to the Vice President ......................................................................... Cynthia Lein
Assistant Vice President for Student Financial Services
Herald A. Johnson
Virene M. Luthi
Associate Director, Financial Aid
Director of Personnel................................................................................... Bonnie-Jean Mork
Michael D. Ranum
Chief Accountant
Manager, Administrative Computer Center ........................................... Daniel R. Cruikshank
Manager, College Center ...........................................................................Mildred A. Nelson
Manager, Purchasing/Book Storepending ................................................... Robert P. Gores
Food Service Director ...................................................................................... Steve Boulka
Director of Plant Services ............................................................................James Strategier
Supervisor, Maintenance .................................................................................. Robin A. Curtis
Manager, Ice Arena ...........................................................................................ames J. Carey
............................
..............................................................
....................
.
.................................................................
Emeriti
Oscar A. Anderson. (1963-1980).President Emeritus. B.A., St. Olaf College; B.D., Luther
Theological Seminary; L.L.D., Concordia College, Moorhead.
Bernhard M. Christensen. (1938-1963).President Emeritus. Ph.D., The Hartford Seminary
Foundation.
Courtland Agre. Professor Emeritus of Chemistry. Ph.D., University of Minnesota.
Ernest W. Anderson. (1947-83).Professor Emeritus of Health and Physical Education.
Valeria Baltina. Assistant Professor Emerita of Foreign Languages. Magister der Philosophia,
University of Latvia.
1. Gracia Christensen. Assistant Professor Emerita of English.
K. Berner Dahlen. Associate Professor Emeritus of English. M.A., University of Minnesota.
Edgar E. Eklof. Emeritus of Music. M.M. Manhattan Music School.
Theodore J. Hanwick. Professor Emeritus of Physics. Ph.D., New York University
Katherine Hennig. Artist in Residence Emerita. M.A., University of Minnesota.
Einar 0. Johnson. Professor Emeritus of Education. Ph.D., University of Washington.
Bernhardt J. Kleven. Professor Emeritus of History. Ph.D., University of Minnesota.
Lorraine K. Livingston. Associate Professor Emerita of English. M.A., University of Minnesota.
Martha M. Mattson. Associate Professor Emerita of Education. M.A., University of Minnesota.
Edor C. Nelson. Associate Professor Emeritus of Physical Education. M.Ed., University of
Minnesota.
Anne Pederson. Professor Emerita of English. M.A., University of Minnesota.
LaVonne J. Peterson. Associate Professor Emerita of Health and Physical Education. M.Ed.,
University of Minnesota.
Martin Quanbeck. Professor Emeritus of Education. Ph.D., University of Minnesota.
Leland B. Sateren. Professor Emeritus of Music. L.H.D., Gettysburg College, D. Mus., Lakeland
College.
Paul T. Steen. Professor Emeritus of Sociology, Ph.D., University of Minnesota.
Joel S. Torstenson. Professor Emeritus of Sociology. Ph.D., University of Minnesota.
Faculty car ot September, 1983)
(beginning year of service on faculty)
'part-time
Ruth 1. Aaskov (1960).Associate Professor of Foreign Languages. B.A., Augsburg College;
M.A., Middlebury College; Ph.D., University of Wisconsin.
Robert W. Adney* (1979).Studio Artist/Percussion. B.A., University of Minnesota.
Roger E. Allerson* (1981).Lecturer, Business Administration and Economics. B.S.B., University of Minnesota.
Earl R. Alton (1960).Professor and Department Chairperson of Chemistry. B.A., St. Olaf
College; MS., Ph.D., University of Michigan.
Lyla Mae Anderegg (1959).Associate Professor of Psychology. B.A., University of Minnesota;
M.A., Northwestern University.
Barbara Andersen (1969).Associate Professor of English. B.A., Northwestern College; M.A.,
Northwestern University.
Charles S. Anderson (1976).President. B.A., St. Olaf College; M.A., University of Wisconsin;
B.Th., Luther Theological Seminary; Ph.D., Union Theological Seminary, New York.
Margaret J. Anderson (1967).Associate Professor, Head Librarian. B.S., M.A., University of
Minnesota.
,
Raymond E. Anderson* (1949). Professor and Department Chairperson of Speech, Communication and Theater Arts. B.S., M.A., Ph.D., University of Minnesota.
Roberta A. Anderson* (1979). Specialist Early Childhood Education, lnstructor in Education.
B.S., M.S., University of Wisconsin; Education Specialist, Mankato State University.
Kenneth C. Bailey (1965). Professor of Philosophy. B.A., St. Olaf College; M.A., Ph.D., University of Minnesota.
Deborah Bart* (1980). lnstructor in Speech, Weekend College. B.A., M.A., University of
Minnesota.
Joe Bash' (1983). Lecturer in Religion, Weekend College.
John E. Benson (1963). Associate Professor of Religion. B.A., Augsburg College; B.D., Luther
Theological Seminary; M.A., Ph.D., Union Theological Seminary.
James E. Billings* (1970). Lecturer in Business Administration and Economics, B.A., Michigan
State University; M.A., Ph.D., University of Minnesota.
Gerald D. Bjelde (1980). Vice President of Development and Public Relations. B.A., Concordia College, Moorhead.
Timothy Blackburn* (1980). Lecturer in English. B.A., St. John's University; M.A., Ph.D., University of Minnesota.
Cynthia Blaha* (1983). lnstructor in Physics. B.S., University of Minnesota.
Vern M. Bloom* (1971). Director of CHR Program and College of the 3rd Age. B.A., M.S.W.,
University of Minnesota.
Julie H. Bolton* (1975). Assistant Professor of Speech. B.S., M.F.A., University of Minnesota.
Lynn Bollman* (1983). lnstructor in Art. B.A., Augsburg College; M.A., University of Northern
Colorado; M.F.A., University of Minnesota.
David W. Boots (1982). lnstructor in Health and Physical Education. B.A,, Augsburg College;
M.Ed., University of Minnesota.
Richard Borstad (1977). lnstructor and Department Chairperson of Health and Physical Education. B.A., M.A., Ph.D., University of Minnesota.
Michael Brand* (1979). Studio Artistflrurnpet. B.S., M.F.A., University of Minnesota.
Maria Brown (1980). lnstructor in Social Work. B.A., M.A., American University; M.S.W.,
University of Minnesota.
Laine Bryce* (1978). Studio Artist/Bassoon. B.A., University of Minnesota.
Priscilla K. Buffalohead' (1983). lnstructor in CHR Program and Women's and Minority
Studies. B.A., M.S., University of Wisconsin-Madison.
Roger Buffalohead* (1983). lnstructor in CHR Program and Women's and Minority Studies.
B.A., MS., University of Wisconsin-Madison.
John Cerrito* (1983). Lecturer in Business Administration and Economics. B.A., Rhode Island
College.
Carl H. Chrislock (1952). Professor of History. B.A., Augsburg College; M.A., Ph.D., University
of Minnesota.
Rosalie V. Clark (1979). lnstructor in Social Work. B.A.S., M.S.W., University of Minnesota.
Robert W. Clyde (1967). Associate Professor of Sociology, Director of Community Research
and Resource Center. B.A., Coe College; M.A., Rockford College; Ph.D., University of
Iowa.
Ailene Cole (1956). Professor of Theater Arts/Speech. B.A., Custavus Adolphus College;
M.A., Ph.D., University of Minnesota.
Benjamin Cooper* (1975). Assistant Professor of Mathematics. B.S., California Institute of
Technology; Ph.D., Yale University.
Lawrence E. Copes (1980). Assistant Professor of Mathematics. B.A., Illinois Wesleyan University; M.A., Ph.D., Syracuse University.
John Cosgrove* (1983). Lecturer in Business Administration and Economics. B.A., University
of Minnesota.
Nancy B. Dillon* (1983). lnstructor in Nursing. B.S., Wagner College; MS., University of
Cincinnati.
Beverly C. Durkee (1965). Professor and Department Chairperson of Mathematics/Computer
Science. B.A., B.S.L., B.S.Ed., M.A., University of Minnesota; Ph.D., Arizona State
University.
Grace B. Dyrud (1962). Professor of Psychology. B.A., M.A., Ph.D. University of Minnesota.
Mark J. Engebretson (1976). Assistant Professor of Physics. B.A., Luther College; M . Div.,
Luther Theological Seminary; MS., Ph.D., University of Minnesota.
Kenneth N. Erickson (1970). Professor of Physics. B.A., Augsburg College; MS., Michigan
State University; Ph.D., Colorado State University.
Sheldon P. Fardig (1962). Associate Professor of Education. B.A., Carleton College; M.M.,
Ph.D., Northwestern University.
Norman B. Ferguson (1972). Associate Professor of Psychology. B.A., Franklin and Marshall
College; M.S., Ph.D., University of Wisconsin.
Larry L. Fleming (1979). Associate Professor and Department Chairperson of Music. B.M.,
Concordia College; M.A., M.F.A., Ph.D., University of Minnesota.
Henry G. Follingstad .(l962). Associate Professor of Mathematics. MS., University of
Minnesota.
Anne Fosse* (1982). Lecturer in Business Administration and Economics. B.A., University of
Northern Iowa; M.B.A., University of Minnesota.
Jo Michelle Beld Fraatz (1983). Assistant Professor of Political Science. B.A., Bethel College;
M.A., Ph.D., Yale University.
Barry M. Franklin (1978). Assistant Professor and Department Chairperson of Education.
A.B., California State University, Northridge; M.A.T., University of Chicago; M.S.Ed., University of Wisconsin-Lacrosse; Ph.D., University of Wisconsin-Madison.
Robert Friederichsen* (1971). Assistant Professor of Art. B.A., Bethel College; M.A., Pennsylvania State University.
Mark 1. Fuehrer (1969). Associate Professor and Department Chairperson of Philosophy.
B.A., College of St. Thomas; M.A., Ph.D., University of Minnesota.
Stephen M. Gabrielsen (1963). Associate Professor of Music. B.A., Augsburg College; M.A.,
University of Minnesota.
Jerry Gerasimo* (1971). Professor of Sociology. B.A., Lake Forest College; M.A., Ph.D., University of Chicago.
Celia W. Gershenson (1983). Lecturer in Psychology.
John H. Gidmark* (1980). Lecturer in English. B.A., Moorhead State College; H.Dip., Trinity
College, Dublin, Ireland; M.A., Ph.D., University of North Dakota.
Thomas G. Gilkey (1979). Assistant Professor of Music. B.M., DePauw University.
Orloue N. Gisselquist (1956). Associate Professor and Department Chairperson of History.
B.A., M.A., Ph.D., University of Minnesota.
Cynthia Teague Goetz' (1980). Studio Artist/Voice. B.M., University of North Carolina; M.M.,
University of Colorado.
Paul H. Grauer (1979). Assistant Professor of Health and Physical Education. B.S., Concordia
College, Nebraska; M.Ed., University of Nebraska; M.A., University of Minnesota.
Richard Green (1980). Vice President for Academic Affairs and Dean of the College. B.A.,
Concordia College, Moorhead; MS., North Dakota State University; Ph.D., University
of Louisville.
James B. Grubs (1983). Associate Dean of Students. B.S., Colorado State University; M. Div.,
Luther Theological Seminary; M.A., College of St. Thomas.
Satya P. Gupta (1976). Associate Professor of Business Administration. B.S., M.S., Agra University, India; M.S., Ph.D., Southern Illinois University.
Donald R. Gustafson (1961). Associate Professor of History, Interim Director. B.A., Custavus
Adolphus College; M.A., Ph.D., University of Wisconsin.
Arlin E. Gyberg (1974). Associate Professor of Chemistry. B.S., Mankato State University;
Ph.D., University of Minnesota.
Brian P. Hackney (1983). Instructor, Director of Audio-Visual Center. B.A., University of
Wisconsin-Eau Claire; M.A., University of Wisconsin-Stout.
Leif E. Hansen (1961). Associate Professor of Foreign Language. B.A., Concordia College,
Moorhead; M.A., University of Minnesota.
Karen Harwood* (1980). Lecturer in Library Science.
Milda K. Hedblom (1971). Associate Professor and Department Chairperson of Political Science. B.A., Macalester College; M.A., Ph.D., University of Minnesota.
Robert S. Herforth (1966).Associate Professor of Biology. B.A., Wartburg college; M.S., Ph.D.,
University of Nebraska.
Edwina L. Hertzberg' (1977). Associate Professor of Social Work. B.A., Cedar Crest College;
M.S.W., University of Minnesota. (On leave Spring 1984)
Carry W. Hesser (1977). Associate Professor of Sociology, Director of Metro-Urban Studies.
B.A., Phillips University; M.Div., Union Theological Seminary; M.A., Ph.D., University of
Notre Dame.
John A. Hill (1980). Registrar, Coordinator of Institutional Information. B.S., University of
Minnesota; M.A., George Washington University.
John B. Hjelmeland (1981). Director of Adminissions. B.A., Augsburg College; M.Ed., Springfield College.
Carol F. Hoffman (1978). Assistant Professor of Nursing. B.S., Hamline University; M.S., University of Minnesota. (On leave 1983-1984)
Norman v. nolen ( i ~ b 4 ) .Proressor ot Art. B.A., Concordia College, Moorhead; M.F.A.,
University of lowa. (On leave 1983-84)
Brad1.e~P. Holt (1981). Associate Professor of Religion. B.A., Augsburg College; B.D., Luther
Theological Seminary; M. Phil., Ph.D., Yale University.
John R. Holum (1957). Professor of Chemistry. B.A., St. Olaf College; Ph.D., University of
Minnesota.
Gary E. Hovind* (1981). Lecturer in Business Administration and Economics. B.S.B., University
of Minnesota.
Walter Howerton' (1982). Lecturer in English B.A., M.F.A., University of lowa.
Khin Khin Jensen* (1955-56,1959). Professor of History, Director of East and Southeast Asian
Studies. B.A., Rangoon University, Burma; M.A., Bucknell University; Ph.D., University
of Wisconsin.
Duane E. Johnson (1968). Professor of Psychology. A.A., North Park College B.A., Huron
College; B.A., University of Minnesota; M.E., South Dakota State University; Ph.D., University of Minnesota.
James D. Johnson (1969). Associate Professor of Music. B.A., University of Minnesota; M.S.,
Juilliard School of Music.
Mary E. Johnson(1962). Associate Professor of Foreign Languages and International Student
Adviser. B.A., Smith College; M.A., Columbia University; M.A., University of Minnesota.
Amin Kader (1974). Associate Professor-and Department Chairperson of Business Administration and Economics. B.Comm., University of Cairo, Egypt; M.S., University of
Michigan.
Robert Karlbn (1973). Professor of Music. B.M., New England Conservatory; M.A., University
of Minnesota.
Mary A. Kingsley (1965). Associate Professor and Department Chairperson of Foreign Languages, and Director of International Study. B.A., St. Olaf College; M.A., Middlebury
College.
Merilee I.Klemp' (1980). Studio Artist/Oboe. B.A., Augsburg College.
Alvin 1. Kloppen (1976).Assistant Professor of Health and Physical Education. B.S., Augustana
college; M.A:, university of South Dakota.
Boyd N. Koehler (1967). Assistant Professor, Librarian. B.A., Moorhead State College; M.A.,
University of Minnesota.
Anita Sue Kolman* (1977). Assistant Professor of Sociology. B.A., University of Maryland;
M.S., Ph.D., University of Minnesota.
Robert Kramarczuk* (1982). Lecturer in Business Administration and Economics. B.A. College
of St. Thomas; M.B.A. University of Minnesota.
Angela Wyatt Kretschmar* (1981). Studio ArtistIClarinet. B.A., St. Olaf College.
Edith V. Kromer (1983). Librarian, Weekend College.
Roy H. LaFayette* (1972). Lecturer in Business Administration and Economics. B.S.B., University of Minnesota.
Leo Richard Lake (1981). Associate Professor of Computer Science and Director of Academic
Computer Center. B.S., Massachusetts Institute of Technology; M.S., Ph.D., University
of Minnesota.
Roberta K. Lammers (1975). Assistant Professor of Biology. B.S., lowa State University; M.S.,
Ph.D., University of Minnesota.
Michael Leimbach* (1983). lnstructor in Psychology.
Nicholas A. Lenz* (1980). Studio ArtistPoice. B.A., Southwest State University: M.F.A., University of Minnesota.
Howard P. Liszt* (1979). Visiting Lecturer in Speech and Communication. B.A., M.S., University of Minnesota.
David Livingston* (1983). Studio ArtistIRecorder. B.A., Augustana College, Rockford; M.A.,
University of Minnesota.
Paul W. Lohman* (1981). Director of Chorale. B.A., Augsburg College; M.F.A., University of
Minnesota.
Steven Lund' (1983). Studio Artist/Trombone. B.S., University of Minnesota.
Richard S. Marken (1974). Assistant Professor and Department Chairperson of Psychology.
B.A., University of California, Los Angeles; Ph.D., University of California, Santa Barbara.
Jerie McArthur (1983). lnstructor in Speech, Weekend College. B.A., Macalester College;
M.A., Ph.D., University of Minnesota.
Marie 0. McNeff* (1968). Associate Professor of Education. B.S., M.Ed., Ed.D., University of
Nebraska.
M. ~ u s i Ed.,
c University of Kansas.
Erwin D. Mickelberg (1956). Professor of Biology. B.A., Augsburg College; M.A., University
of Minnesota.
Winston Minor (1983). Minority Coordinator (Black Student Affairs). B.A., M.A., University
of Minnesota.
John R. Mitchell (1968). Associate Professor of English. B.A., Maryville College; M.A., University of Tennessee.
Thomas Morgan (1983). Assistant Professor of Business Administration and Economics. B.S.,
Juniata College; M.B.A., University of Denver; M.S., University of Oregon.
Joel D. Mugge (1977). Assistant Professor of Speech and Communication, Director of Center
for Global Service and Education. B.A., Valparaiso University; M.A., University of
Minnesota.
Elizabeth Proctor Murphy' (1984). Studio Artist/Cello. B.A., Cleveland Institute of Music.
Linda Buck Myers' (1983). lnstructor in Women's and Minority Studies.
Douglas Nelson (1977). lnstructor in Health and Physical Education. B.A., Augsburg College:
M.A., College of St. Thomas.
Gordon 1. Nelson' (1967). Associate Professor and Department Chairperson of Sociology.
B.A., M.A., University of Minnesota; B.D., Luther Theological Seminary; M.A., Ph.D.,
University of Chicago.
Richard C. Nelson' (1968). Associate Professor of History. B.A., University of Nebraska; M.A.
Ph.D., University of Minnesota.
Catherine Christie Nicholl' (1973). Associate Professor of English. B.A., Hope College; M.A.,
University of Michigan; Ph.D., University of Minnesota.
Beverly J. Nilsson (1977). Associate Professor and Department Chairperson of Nursing B.Sl..,
MS., University of Minnesota.
Norma C. Noonan (1966). Professor of Political Science, Director of Faculty Development.
B.A., University of Pennsylvania; M.A., Ph.D., Indiana University.
Mohammed Nouri' (1982). Lecturer in Business Administration and Economics. Diplome,
Ecole Centrale de Paris; MS., University of Minnesota.
Celeste M. O'Brien' (1975). Studio ArtistIPiano. B.A., Hamline University.
Sandra L. Olmsted* (1979). lnstructor in Chemistry. B.A., Augsburg College: MS., University
of Wisconsin-Madison.
James F. Olson (1975). Assistant Professor, Director of Audio-Visual Center. B.A., M.A.,
University of Minnesota. (On leave 1983-85)
Ronald C. Palosaari (1965). Professor and Department Chairperson of English. B.A., Bethel
College; B. Div., Bethel Seminary; M.A., Ph.D., University of Minnesota.
Gary A. Parker* (1983). lnstructor in Speech. B.A., M.A., University of California-Davis.
Patricia Anne Parker (1960). Associate Dean of the College and Director of Special Programs.
B.A., Eastern Michigan University: M.A., University of Michigan; Ph.D., University of
Minnesota.
Marlene J. Pauley' (1983). Studio ArtistIClarinet. B.A., St. Olaf College; M.M., Michigan State
University.
Kermit E. Paulson (1968). Associate Professor and Department Chairperson of Physics. B.A.,
Augsburg College; M.S., University of Wisconsin.
Marilyn E. Pearson (1980). lnstructor in Health and Physical Education. B.A., Augsburg College; M.A., St. Cloud State University.
Wayne D. Pederson (1969). Vice President of Finance and Management. B.S., Concordia
College, Moorhead.
Lauretta E. Pelton (1970). Associate Professor of Education. B.A., Briar Cliff College; M.Ed.,
Marquette University.
Douglas D. Perry' (1976). Assistant Professor and Department Chairperson of Social Work.
B.A., M.S.W., University of Minnesota.
Joyce Pfaff (1966). Assistant Professor of Health and Physical Education and Director of
Women's Athletics. B.A., Augsburg College; M.Ed., University of Minnesota.
Diane 1. Pike* (1981). Assistant Professor of Sociology. A.B., Connecticut College; Ph.D.,
Yale University.
Stephen H. Pinsky' (1983). Visiting Lecturer in Religion. B.A., Franklin and Marshall College;
B.H.L., M.H.L., Hebrew Union College.
James Porter* (1980). Visiting Lecturer in Women's and Minority Studies.
Alice Preves* (1976). Studio ArtistIStrings. B.S., MS., University of Illinois.
Philip A. Quanbeck (1957). Professor and Department Chairperson of Religion. B.A., Augsburg College; B.D., Augsburg Theological Seminary; M.Th., Ph.D., Princeton Theological
Seminary.
Bruce R. Reichenbach (1968). Professor of Philosophy. B.A., Wheaton College; M.A., Ph.D.,
Northwestern University.
Gunta Rozentals (1965). Associate Professor of Foreign Languages. B.A., M.A., Ph.D., University of Minnesota.
1
Edward M. Sabella (1961). Professor of Business Administration and Economics. B.S., University of Rhode Island; Ph.D., University of Minnesota.
Marianne Sander (1971). Vice President for Student Affairs and Dean of Students. B.A.,
Valparaiso University; M.A., University of Minnesota.
Karen E. Sandness* (1982). ACTC Lecturer in Japanese. B.A., Augsburg College; Ph.D., Yale
University.
Richard B. Sargent (1967). Associate Professor of English. B.A., University of North Carolina;
Ph.D., University of Exeter, England.
Pauline Sateren' (1974). lnstructor in Music Education. B.A., Northwestern College; M.M.Ed.,
University of Colorado.
Edwin J. Saugestad (1959).Associate Professor of Health and Physical Education and Director
of Men's Athletics. B.A., Augsburg College, M.A., University of Minnesota.
Irene Schilling* (1973). Assistant Professor. Librarian. B.A., University of Wisconsin; M.A.,
University of Minnesota.
Linda K. Schrempp-Alberg (1977). Director of Student Life. B.A., University of MinnesotaMorris; M.A., Mankato State University.
Bethany S. Shifflett' (1982). Assistant Professor of Health and Physical Education, Director
of Intramural Sports. B.S., Southern Connecticut State College; M.A., Ph.D., University
of lowa.
Marjorie H. Sibley (1961).Associate Professor, Librarian. B.A., M.A., University of Minnesota.
Natalia Sich' (1983). ACTC Instructor in Russian. B.A., University of Minnesota; M.A., Ph.D.,
University of Wisconsin-Madison.
Eugene M. Skibbe (1964). Professor of Religion. B.A., St. Olaf College; B.Th., Luther Theological Seminary; Th.D., University of Heidelberg, Germany.
Dana W. Skoglund' (1978). Studio Artist/Piano. B.M., Augsburg College.
Emma W. Small' (1978). Studio Artist/Voice. B.M., M.M., Eastman School of Music.
George Stahl' (1976). Studio Artist/Bass. B.M., Chicago Musical College.
Alice J. Stark (1983). Assistant Professor of Nursing. B.S., St. Olaf College; M.S., University
of California, San Francisco.
Donald B. Steinmetz (1968). Associate Professor of Foreign Languages. B.A., M.A., Ph.D.,
University of Minnesota.
Myles Stenshoel (1965). Professor of Political Science. B.A., Concordia College, Moorhead;
Concordia Theological Seminary; M.A. Ph.D., University of Colordao.
Daniel Sturm' (1979). Studio Artist/Classical Guitar. B.A., University of Minnesota.
Grace K. Sulerud (1966). Associate Professor, Librarian. B.A., Augsburg College; M.A., University of Minnesota.
Ralph L. Sulerud (1964). Professor of Biology. B.A., Concordia College, Moorhead; MS.,
Ph.D., University of Nebraska.
Mary T. Swanson' (1976). Assistant Professor of Art. B.A., M.F.A., Ph.D., University of
Minnesota.
Philip J. Thompson (1959). Professor and Department Chairperson of Art. B.A., Concordia
College, Moorhead; M.F.A., University of lowa.
Richard J. Thoni (1972).Director of Weekend College. B.A., St. Olaf College; Ph.D., University
of Minnesota.
Neal 0. Thorpe' (1967). Professor and Department Chairperson of Biology. B.A., Augsburg
College; Ph.D., University of Wisconsin.
David Tubergen' (1980). Assistant Professor of Music. B.A., Hope College; M.M., Yale
University.
Donald M. Warren' (1978). Director of Academic Enrichment. B.A., M.A., University of
Minnesota.
Pamela Weiss-Farnan (1983). Assistant Professor of Nursing. B.S., University of Nebraska;
M.P.H., University of Minnesota.
Dorothy 1. Williamson' (1970). lnstructor in Art. B.A., Asbury College; M.A., University of
Minnesota.
Mary E. Wilson' (1969). Studio Artist/Flute. B.A., B.M., Macalester College.
Helen A. Woelfel (1978). Assistant Professor of Nursing. B.S., St. Louis University; M.S.,
Marquette University.
David T. Wold (1983). College Pastor. B.A., St. Olaf College; Diploma, Luther Theological
Seminary.
David Wood* (1969). Professor of English. B.S., Wisconsin State University, Eau Claire; M.A.,
Ph.D., Bowling Green University.
Index
Courses. Majors. M i n o r s (F-Inside Front Cover. B-Inside Back Cover)
Metro-Urban Studies ..................... 99-102
Art. Art History
48-50
Music
102-109
Biology
50-53
Natural Science
110
Business Administration and
Nursing
111-112
53-60
Economics
Philosophy
113-115
Chemistry
61-63
East and Southeast Asian Studies .... 63-65
IPhysin
115-1 17
Political Science
118-121
Education
65-71
Program in Global Community 121-122
Engineering
71-72
Psychology
122-124
English
72-75
Religion
124-127
Foreign Languages (Chinese. French.
Russian Area Studies
127-128
German. Japanese. Linguistics.
Scandinavian Area Studies
128-129
Norwegian. Russian. Spanish)
76-85
Social Science. Non-Western ............. 129
General Studies
85
Social Studies
129
Health and Physical Education ........ 85-89
Social Work
130-132
History
90-92
Sociology
132-1 35
Humanities
93
Speech. Communication and
Interdisciplinary Studies
93. 99.102.
Theater Arts ............................. 135-138
121. 139-140
Transdisciplinary Studies
139
International Relations
93-94
Women's and Minoriw Studies 139-140
Mathernatics/Computer Science
94-98
Medical Technology
98
................................
..............................................
...............................
.........................................
..........................................
.......................................
............................
..........
.....
.....................................
..............................................
............................................
.........
.....................
.....
..............................
Academic Adviser .................................... 31
Academic Calendar..........................31. 152
Academic Enrichment ........................ 27. 85
Academic Information ........................ 30-46
Academic Organization ...........................32
Academic Policies and Procedures .... 39-46
Accounting Major
54
Accreditation ..........................................F. 4
88
Adapted Physical Education
Administration ................................. 142-143
Admissions ........................................... 6-9
Advanced Placement ...............................43
Air Force ROTC.......................................37
27
American Indian Program .......................
Annex Housing ....................................28-29
Application t o Augburg .........................
7-9
Application for Financial Aid .............. 13-14
Assessment of Previous Learning ....... 43-44
Associated Colleges of the Twin Cities
(ACTC)
31. 36. 37
Athletics .............................................F. 26
Audio-visual Center ....................... ......... 32
Auditing Courses................................. 43
Audit Fee
11
Augsburg Guide ....................................... 26
25
Augsburgian
..............................
...............,. .
....................
.
.
.
...........
.............................
.................
..........................................
Black Student Program ............................ 27
Black Student Union ................................27
Board Costs ...........................................11
Board for College and University
Services. TALC
.
. 141
Board of Regents ................................... 141
Books and Supplies
12
Business Reply Card .......................
153-154
........................ .......
................................
Calendar. Academic .........................31. 152
Campus Map .............................................. B
Campus Ministry ......................................25
Campus Tours ...........................................6
Campus Work .............................. 16.17. 27
Cancellation of Courses .......................... 39
........................................
.................................
.........................................
....................................
................ ...............,. . .
...........................
...
..............................
........................................
....................
..........
......................................
..................................
.............
.
.
............
....................
...
Career Planning and Placement ............. 27
Center for Global Service and Education
(CCSE).................................................
121
Center for Student Development
(CSD)................................................26-27
Certification Programs-Art ................. 34. 48
Church Staff Work ....................... 34. 125
Program Evaluation .............. 34. 122. 133
Women's Studies..........................34. 139
Chemical Dependency Program ............. 36
Chinese Courses ...................................... 76
Chinwag.............................................. 28
Christian Day School Program .............. 125
Classification ............................................. 43
Coaching Endorsement ........................... 88
25. 28. B
College Center
College Level Examination Program
(CLEP).................................................... 43
College Pastor ..................................25. 142
College Work Study Program ................. 17
Communications Directory ................... 151
Commons ...............................................
28
Computer Programming (CDI) ................ 36
Computer Resources ...............................32
Conservation of Human Resources
(CHR)
36
38
Continuing Education
Cooperative Education
38
Corrective Therapy ..................................87
Costs 1985 ................................................
'I1
C.P.A. Certification .................................. 55
Counseling and Guidance ....................... 27
Credit Assessment Program (CAP).......... 44
.............................
....................................................
..............................
............................
.
............... 45
Dean's List ....................... .
Degrees.....................................................31
Departmental Comprehensive Exams..... 44
Departments by Division
32
20-23
Departmental Scholarships
Deposits ................................................. 12
Directed Study ....................................45-46
Dismissal from College ............................ 45
.........................
................
0
LO
:
4
2
Distinction. Graduation with ...................45
Distribution Requirements
41
Divisions ...................................................32
B
Driving t o Campus
Dual Degree Programs
(Engineering)............................. 35. 71-72
......................
...................................
Early Admission of Freshmen.................... 8
Early Decision for Freshmen ..................... 7
25
Echo ..........................................................
Economics............................................58-60
Elementary Education .................. 65.67. 70
143
Emeriti ...................................................
F
Enrollment
English as a Second Language (ESL)....... 81
Evaluation and Grading ......................41-42
..............................................
Fairview Deaconess Affiliation ................ 36
Facilities ..................................................5. B
Facts & Figures ....................................... F
Faculty................................... F. 31. 144-147
11
Fees ..........................................................
12
Finance Charge
54
Finance Major
Financial Aid ........................................13-23
26
Fine Arts ....................................................
Food Service.............................................28
Foreign Study ............................... 28. 37-38
French ..................................................77-79
Freshman Seminar....................................85
Full-time Student ..................................... 11
......................................
.........................................
General Scholarships .............................
17
79-81
German .............................................
Gift Assistance ......................... 15.16. 17-23
Grade Point Average (GPA) .......... 8. 40. 43
Grading...........................................41-42
Graduation Requirements ..................40-41
Graduation with Distinction.................... 45
.
.
................... 15-16
Grants
..........................
Health Service ..........................................28
Higher Education Consortium (HECUA).......
37. 100-102
History of Augsburg College ..................... 4
Honors Major (See Departmental Listings)
Honors Program .......................................38
5, 12
Housing
Human Development Seminars .............. 27
.................................................
.............................
......................
45-46
Independent Study
F. 26
Intercollegiate Athletics
Intercultural Center ............................27-28
Inter-Institutional Programs..................... 36
Interim ...........................31. 37. 38. 39. 152
International Business.................. 37. 54-55
9. 28
International Students
38
Internship Program
Intertribal Student Union ........................27
26
Intramural Athletics
.........................
....................
.
........
............................,
Japanese........................................63.64.
81
KCMR Radio .............................................25
Kindergarten-Elementary
Education .................................. 65.67. 70
Learning for Living ................................... 27
Leave of Absence ................................39-40
LibraryIAudio-Visual ................ F. 31.32. 36
Library Science Courses
70-71
Life Science Emphasis ............................110
Lifetime Sports....................................41. 88
Linguistics Courses................................... 81
Literature. Ideology and Society in Latin
America (LISLA)............................101-102
Loans..................................................16
Location ..................................................
2. B
Lutheran Free Church................................4
.....................
Majors and Minors
(Also see Courses).................. .. 32.33. 40
Management Major .................................54
Management Information Systems (MIS)
54
Major
Marketing Major ......................................54
Married Student Housing ................... 28-29
Memberships ..........................................F. 5
Metro-Urban Studies Term (MUST)...... 100
Minnesota State Work Study Program ... 17
Minority Scholarships/Grants ............. 18-19
Mission Statement ......................................3
Mortensen Tower .................................29. B
Music Education ..............................102-104
Music Organizations ................26. 108-109
Music Performance .........................102-104
Music Therapy ........................102. 104. 108
Murphy Square ........................................72
.....................................................
Naval ROTC .............................................37
Norwegian ...........................................82-83
Numbering of Courses ............................ 47
Off-Campus Programs
...............................
F
Part-Time Students ..................................11
Physical Science Emphasis..................... 110
.. 12
Payment Options ...................................
Policies....................... .
.
........................
F. 4
67
Pre-Kindergarten Education
34 35
Pre-Professional Proerams
"
Pre-Registration ................................39. 152
Prerequisites .............................................47
Probation ..................................................
45
Program in Global
37. 121-122
Community ...........................
....................
................. .
Re-admission of Former Students ............. 9
Refunds................................................. 13
Registration
39. 152
Religion & Chridian Service
19
Scho!arships
28-29
Residence Life
Residence Requirement...........................41
Room Rent ............................................11
.
.
...............................
37
ROTC
Russian Courses .......................................83
...................................
.........................................
.....................................
....................
San Francisco Summer Term (SFST) ..... 101
Scandinavian Urban Studies Term
(SUST)..................................................100
Scholarships.............................15.16. 17-23
Science (Grades 5-9) .............................. 110
Secondary Education ................... 65. 67-70
JTlllC51Cl
1 CC1..
.........................................
1 C
Semester or Year Abroad ........................ 38
Sigma Pi Sigma ................................... 116
Smilefs Point Clinic ................................ 28
Social, Cultural, Recreational............. 25-26
Social Welfare Minor ............................. 130
Society of Physics Students ................... 115
South American Urban Semester
(SAUS)
101
South Hall.................................... 28-29,B
Spanish ................................................ 83-85
Special Education............................... 70
Special Interest Houses ........................... 29
Special Scholarships............................ 18-19
Special Students (Non-degree) ................. 9
Sponsored Scholarships...................... 17-23
Student Activities ..................................... 26
Student Employment .......................... 16-17
Student Government ............................... 25
Student Life
25-29
Student Project for Amity Among Nations
(SPAN) ................................................... 37
Student Publications.......................... 25, 72
Student Rights .......................................... 29
Student Services .................................. 26-29
...............................................
.........................................
J.U"~"..1..
.....*.....*...............................
7"
>"
Study Abroad ...................................... 37-38
Summer Orientation
26
Summer Sessions ....................... 37, 38, 152
................................
Teaching Licensure (Also see majors)..... 34
Test Scores
7
Transcripts
7. 8
Transfer Seminar ...................................... 85
Tuition ....................................................... 11
Tuition Deposit
.
.
................. 12
.................................................
..............................................
.......,...........
Urness Tower ....................................... 29. B
Veterans.................................................... 46
........................
..........................................
..................
Weekend College
31. 38. 39
West Hall
29. B
Withdrawal from College
13. 39
Women's and Minority Studies ..... 139-140
Words' Worth on Wednesday (WOW) .. 72
Work Service ............................................ 17
Work Study
16-17
.........................................
Zeta House ............................................... 29
Communications Directory
Augrburg college
731 21st Avenue South
Minneapolis M N 55454
Area Code: 612
President ...................................................................................................................... 330-121 2
Dean of the College (Academic Affairs) .................................................................... 330-1024
Dean of Students (Student Welfare) ......................................................................... 330-1168
Director of Admissions (Admissions) ........................................................................ 330-1001
Director of Financial Aid (Financial Assistance. Scholarships) ................................. 330-1046
Director of Student Life (Housing)
330-1905
Registrar (Academic records. transcripts. Veterans' Affairs)
330-1036
Summer School/lnterim Oifice
330-1025
Weekend College
.
.
330-7640
Career Planning and Placement Oob Counseling, Placement Services)
330-1162
College Pastor (Spiritua! fife programs and a c t i v i t i ~ )
330-11 07
330-1029
B u s i n ~ sOffice (Fees and accaunts)
Director of Development (Financial gifts to the College) ........................................ 330-1171
Director of Public Relations (Information Service, news and publications)............ 330-1180
Director of ParentIAlumni Programs...................................................................... 330-1179
College Center Manager .......................................................................................... 330-1104
Ice Arena Manager ..................................................................................................... 330-1251
Student Gwemment Office ....................................................................................... 330-1110
General Information (Other office numbers; business hours only) ......................... 330-1000
...........................................................................
.....................................
..................................................................................
........................ ..........................................................................
..................
..........................................
........................................................................
The college has designated the following persons as coordinators for discrimination inquiries or grievance:
Boyd Koehler. Assistant Professor. Library (6121330-1018)-Affirmative Action Coordinator
(matters based on race. creed. national or ethnic origin)
Vern M . Bloom. Director. CHR - Memorial (6121330-1133)
-504Coordinator (mattersbased
on physical or mental handicap)
Marianne Sander. Vice President for Student Affairs. CSD-Memorial(612-330-1168) - Title
IX Coordinator (matters based on sex or marital status)
Bonnie-Jean Mork. Director of Personnel. 2nd Floor Memorial (612-330-1023)Employment
All correspondence should be addressed to the d ~ i g n a t e d
individual. at Augsburg College.
731 21st Avenue South. Minneapolis M N 55454.Formal grievance prmedures are described
in the Staff Handbook. Copies are available from the Personnel Office.
Fall Semester
Sept. 4
Sept. 5
Sept. 18
Oct. 26
Nov. 2
NOV.5-9
Nov. 19-Dec. 2
Nov. 21
NOV.22-25
Dec. 14
Dec. 17-20
Dec. 27
Dec. 28
Registration
Classes Begin
Last day t o register, add or drop
class without record notation
Mid-term break
Last day t o designate grading option
Interim Registration
Spring Term Pre-Registration
Last day t o withdraw from a class
Thanksgiving Recess
Classes End
Final Examinations
lncompletes due - spring and
summer
Final Grades Due
Sept. 3
Sept. 4
Sept. 17
Oct. 25
Nov. 1
NOV. 4-8
Nov. 18-Dec. 6
Nov. 20
Nov. 28-Dec. 1
Dec. 13
Dec. 16-19
Dec. 26
Dec. 27
Interim
Jan. 3
Jan. 4
Jan. 17
Jan. 21
Jan. 30
Feb. 6
Classes Begin
Last day t o register, add or drop
class without record notation
Last day t o designate grading
option
Last day t o withdraw from a class
Classes end
Interim grades due
Jan. 6
Jan. 7
Jan. 20
Jan. ,22
Jan. 31
Feb. 7
Spring Semester
Feb. 4
Feb. 5
Feb. 18
Mar. 30-April 8
Mar. 29
April 25
April 30-May 4
May 17
May 20-23
May 26
May 29
Validation of registration
Classes begin
Last day t o register, add or drop
class without record notation
Mid-term/Easter Break
Last day t o designate grading
option
Last day t o withdraw from a class
Pre-registration for Fall
Classes end
Final Examinations
Baccalaureate-Commencement
Final grades due. lncompletes due
- fall and lnterim
Feb. 4
Feb. 5
Feb. 18
Mar. 22-31
April 8
April 24
April 29-May 9
May 16
May 19-22
May 25
May 28
Summer School
June 3-28
July I-Aug. 9
Term I
Term II
June 2-27
June 30-Aug. 8
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Introduction
Calendar
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2
4
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5
About This Catalog
Options ................................... Show more
Introduction
Calendar
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2
4
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5
About This Catalog
Options ...........................................................................
5
Visiting Students ..................................-......................
6
Interim Courses .............................................................. 7
UMAlE Courses .............................................................
47
Other Courses .............................................................. 49
Augsburg Lifetime Sports
,. ....,.,, ..
.".i,.iiiiiiiiii'-L.i.....i..
50
Interim is an integral part of the school year at Augsburg
College. The College follows a 4-1-4 calendar, with Fall
and Spring semesters of approximately 14 weeks separated by a four-week January Interim. Interim is particularly intended to be a time for both students and faculty
to employ styles of teaching and learning and to investigate questions and topics in places and ways not possible
during the regular term.
Since one Interim course equals a full-time load, students
should plan to spend the same amount of time in class
and preparing for class as they would for a four-course
load during Fall or Spring semesters. Students can
register for only one course credit during Interim. There
is no tuition refund for a student who chooses not to
enroll in an Interim course.
Most Interim courses are graded traditionally on a 4.0 to
0.0 scale. Students generally have the option to register
on a PassINo Credit basis. A few Interim courses are
graded only on the P/N system; this is indicated in the
course description.
Some courses are offered for either upper or lower
division credit. Such Interim courses have two numbers
listed and the student must select which is most appropriate for their needs. Students registering for upper
division credit should anticipate additional assignments
and a more rigorous grading standard. Some courses,
especially courses with travel requirements, have
additional fees associated with them. These fees, although intended to be accurate, may change and students
should check with the instructor to verify the final costs.
To graduate, an Augsburg student who is under the
Distribution requirements is required to complete three
Interim courses. For a student under the Liberal Arts
Perspective requirements, two Interim courses are
required. For any student entering after January 1993 a
maximum of two Interim course credits may be counted
toward the 33 total credits required for graduation. The
number of required Interim courses is adjusted for
transfer students. Transfer students should refer to their
transfer credit evaluation form, or consult the Registrar.
Additional Interim credits which can count toward the 33
credits required may be taken by students who repeat a
credit for a course in which a grade below 2.0 was
earned, or who need to make up for a regular term in
which they failed or withdrew from a course.
Additional Interim courses not counted toward the 33
credits required may be used to fulfill other degree
requirements. That is, no more than two Interim course
credits may be taken for credit toward 33, but additional
Interim experiences may be used to fulfill major, minor
or general education requirements.
Day School students (3.0 credits or more for Fall) can take
a total of 1.0 course credits. They may take two half credit
classes. They may also take a lifetime sport (zero credit).
The lifetime sport is at no additional charge if they are
full-time (Fall term). If less than full-time they will be
charged.
Weekend students can take 1.0 course credits in Interim
which is a Cross-Over, but will be charged Day School
prices ($1,270). They also can only then take 1.0 course
credits in Weekend College.
It is the policy of Augsburg College not to discriminate on the basis of
race, creed, national or ethnic origin, age, marital status, sex or
handicap as required by Title IX of the 1972 Educational Amendments or Section 504 of the Rehabilitation Act of 1973, as amended,
in its admissions policies, educational programs, activities and
employment practices.
Introduction
Interim Office (Memorial 230)
Interim Secretary, Kay Thomsen, 330-1025
Interim Director, Dr. Earl Alton, 330-1025
November 14 to December 6 ...............Interim Registration
January 3 ................................................. First Day of Interim
Time I-9:00 a.m. (first day only)
Time 11-1:00 p.m.
January 4 .......................................Last Day for Cancel/Add
January 13 ..................................... Last Day for Determining
Grading System with Registrar
January 13 .......... Last Day for Withdrawing from Courses
January 25 ............................................................ Interim Ends
January 30 ......................................... Spring Semester Begins
-c..,..... .-.,.....Interim Grades Due
February 3 ..........+...........
The time and number and length of meetings as well as
the beginning time will be arranged the first day of class.
The daily schedule for Interim is divided into two blocks
of time:
-
Time I: 8:00 a.m. to noon (on the first day Time I classes
will begin at 9:00 a.m.)
Time 11: 1:00 p.m. - 5:00 p.m.
Note: Martin Luther King Day will be observed at Augsburg
with a special convocation on Monday, Januay 16, at 1:00 p.m.
Check with your instructor for class scheduling on this day.
Introduction
The catalog lists courses by department in alphabetical order.
At the end of the book are listings of other courses not offered
by Aupburg but recogruzed by the College for Interim
credit. Additional descriptions and information about these
courses are available in the Interim Office, Memorial 230.
Students may also register for one of the lifetime sports listed
at the end of the catalog.
International Interim -Students are invited to be part of
one of the 24 international Interim courses offered by the
Upper Midwest Association for International Education
(UMAIE).See page 48 for course listings.
Internships deadline - Friday, December 9. January
Interim internships must be planned in advance. Students
electing an internship must meet departmental require
ments and present a signed internship learning agreement
plan to the Internship Office (Murphy Place, Rrn. 8) no
later than the last day of Fall classes (Friday, December 9).
The Learning Agreement forms are available in the same
office. Internships during Interim must involve full-time
work placements for approximately four weeks. Assistance for planning your internship is available in the
Internship and Cooperative Education Office.
Independent or Directed Study - Students may elect a
program of independent study (upper division 499) or
directed study (lower division 299) for Interim. Faculty
members are strongly discouraged from accepting
responsibility for more than one independent study per
Interim. Students choosing to pursue independent or
directed study must:
1. Meet departmental requirements.
2. Present to the Registrar a copy of the proposed study
plan approved by the supervising faculty member and
the directedlindependent study registration form. These
forms must be submitted by November 28. Appropriate
study proposal and registration forms can be obtained in
the Interim Office.
Interims at Other Schools - Augsburg students may enroll at
any other 41-4 institution which offers a reciprocal Interim
arrangement. Catalogs of these Interim programs can be
consulted in the Interim Office. The Interim Secretary will
help students in applying for registration at other schools.
Registration for Interims at the other ACTC colleges will be
at Augsburg during the regular registration period. Most
courses taught during Interim at other 4-1-4 schools are
accepted for credit by Augsburg, but might not meet
Augsburg's general education requirements. This qualification particularly affects religion courses.
Augsburg College welcomes students from other 4-1-4
schools for the January Interim without tuition charges
provided the student's home institution agrees not to
charge tuition to Augsburg students for the January term.
The waiver of tuition does not include special fees,
housing or board costs. Other students will be charged
$1,270 for the Interim course. Students interested in
registering for an Augsburg Interim should write to the
Interim Director for application forms or use the forms
provided by the Interim office at their own school. There is
an application processing fee of $10. Students are welcome
to stay on campus but are not required to do so. Requests
for Interim housing should be made to the Interim Office.
It should be noted that neither ACTC exchange students
nor visiting students may register for 299 or 499 courses.
Introduction
ART 106-A
Calligraphy 11
ART 306-A
lnstructoc Philip Thompson
Development of calligraphic writing and drawing skills
with emphasis on the broad-edged pen. Attention given to
the historical development of calligraphy and the elements
of design through readings and demonstrations. Class
time and assignments center on practice in calligraphic
concepts with special attention given to foundational,
italic, gothic and uncial styles. Three original projects are
required and evaluation is based on quality of work plus
participation and growth factors. Upper division students
are required to complete master sheets in three historical
writing styles plus an expanded project.
Required materials: text, pens, ink, ruler and mat board
Distribution: Art/Music
Maximum Enrollment: 2 0
Time: I
Room: Old Main 4
ART 247-A
lnstructoc Norman Holen
A study of undraped figures for art students and non-art
students. The figure will be depicted in various settings
with a variety of media for varying lengths of time.
Grades will be based upon quality and improvement.
There will be a fee of $37 to be paid on the first day of
class.
Distribution: Art/Music
Liberal Arts Perspective: Aesthetics
Maximum Enrollment: 2 0
Time: 1
Room: Old Main 7 7
Art
I
ART 290-A
Instructor: Steve Chapman
Tribal Arts & Culture is a course designed to familiarize
students with American Indians and their art. American
Indian art is examined through regional areas in North
America, and an introduction to Meso-American art and
cultures is also provided. The course follows lecture,
video, and demonstrations by American Indian community artists. Students will have the opportunity to research
and design an object of art from an American Indian
perspective during the studio time after the lecture
presentation of course materials in each tribal area.
A result of this course should be to help establish a better
understanding of American Indians and their perspectives,
and to excite an interest in American Indian art by future
teachegand educators of Indian and non-Indian students.
Distribution: Art/Music
Maximum Enrollment: 25
Time: I1
Room: Old Main 17
BIO 185-A
Instructor: Robert Herforth
With the aging of the baby boom generation, interest in,
and research on, the biological basis of the aging process
has taken on an air of urgency, compared with an earlier
more leisurely approach. This course surveys functional
changes which occur in the body with age and diseases
associated with aging, such as osteoporosis, Alzheimer's
disease, and cardiovascular disease. The major theories
that have been proposed to explain what causes aging
will be presented, including findings on the cellular and
genetic basis of aging. Attention will also be focused on
the results of attempts to slow the aging process in
experimental animals and humans.
Several quizzes and exams will provide the basis for
arriving at grades.
Distribution: Biology/Chemistry
Liberal Arts Perspective: Natural World 2
Maximum Enrollment: 20
Time: I
Room: Science 205
BUS 295-A
BUS 495-A
lnstructoc Amin Kader
This course is designed to demonstrate how economic
factors, management decisions, and accounting methods
affect the profitability of an enterprise. Students will
work in groups, each group competing with the others.
Students will make decisions as to all aspects of the
business of a company. As they enter such decisions, they
will be informed of the effect of their decisions on the
market value of the company's stock.
Evaluation will be based on an examination and each
group's performance in competing with the other groups.
Prerequisites: Lower Division: BUS 295 - No prerequisite
Upper Division: 495 - ACC 222, BUS 242, BUS 252, or
permission of instructor
Maximum Enrollment: 20
Time: I
Room: Old Main 2 1
BUS 295-8
Instructor: john Cerrito
The object of this class is to provide students who are not
majoring in business with entrepreneurial skills for
Business
starting and running a small business.
The student will be exposed to various aspects of small
business management and will be required to prepare a
business plan for a "model" business. The student will be
evaluated on the basis of the "model" plan, on tests, and
performances on small business case studies.
Maximum Enrollment: 10
Time: I1
Room: Old Main 13
BUS 368-A
Instructor Steve LaFave
An examination of current Japanese business practices
using a cultural perspective. A multimedia approach will
be employed involving film, television documentaries,
radio speeches, and readings from current periodicals in
addition to text material. A seminar model will be used,
with substantial participation expected on the part of
students.
Students will be evaluated based on a paper, two 20minute sessions of seminar leadership, class participation, and a mid-term and final examination. This class
should be of interest to anyone majoring or minoring in
International Business or any field of Business Administration, as well as anyone with an interest in Japan.
Students who cannot attend the entire first week of
classes should not enroll for this course.
Prerequisites: junior standing or consent of instructor
Liberal Arts Perspective: Intercultural Awareness I
Maximum Enrollment: 20
Time: I
Room: Music 22
Business
1
BUS 49.54
Instructor: Magda Paleczny-Zapp
The primary objective of this course is to enhance the
student's understanding of the new dimensions of EastWest trade relations in the 1990s. We will analyze the
past and present conditions for East-West trade cooperation and its patterns. The impact of the transformation of
Eastern Europe and Russia on world trade will be
discussed. The theoretical framework for international
trade will be presented. At the global level, the role of the
European Union, International Monetary Fund, World
Bank, and General Agreement for Tariffs and Trade
(GATT) in East-West trade relations will be examined.
Students will be evaluated based on their research paper
and final examination.
Prerequisites: ECO 1 12 or ECO 1 13 or consent of Instructor
Maximum Enrollment: I S
Time: I
Room: Memorial Hall 323
CHM 100-A
lnstructoc Arlin Cyberg
This is a non-laboratory chemistry course based on the
popular book by John W. Hill of the same title. It is not a
traditional chemistry course and does not assume a
science background. Basic science and math are introduced early and taught as needed for understanding the
various topics and implications. The course does assume
the student is interested in and concerned about the
relationship of chemistry to life and living.
Chemistry has been intimately a part of liberal education
for centuries. The early scientists were considered to be
philosophers and their societies were philosophical
societies. In recent decades the human seeking of
personal independence has led to chemistry becoming a
part of everyday life to the point of actual dependence on
chemistry. We live in a world of pesticides, fertilizers,
plastics, "the Pill", food additives and processed foods,
vitamin supplements, the energy crisis, chemical dependency, biocides, pollutants, drugs, searching for life on
other planets, genetic manipulation, and it goes on and
on. Emotions and mental disorders can often be traced to
chemical imbalance. The common dragged out, grumpy
feeling after an afternoon nap is a result of a chemical
imbalance. The nature of a hangover is the result of a
complex system of altered body chemistry. Even learning
appears to be the result of chemical reaction to form a
"memory molecule". Most of the problems we face are
molecular in nature. What then but chemistry can better
help us to understand ourselves, our society, our world,
and our universe? Come join us as we take a molecular
look at the human condition.
This course will be offered in a lecture/discussion format.
Films will supplement the lecture/discussion periods.
Daily quizzes will be used for evaluation. This course does
not satisfy prerequisites for Chemistry 106 or 116.
Prerequisite: Math Placement Croup 2
Distribution: Biology/Chemistry
Liberal Arts Perspective: Natural World 2
Maximum Enrollment: 30
Time: I1
Room: Science 3 7 5
INTRODUCTION
TOCOBOL
CSC 27 7 -A
Instructoc Noel Petit
A study of the COBOL programming language for .
Computer Science
I
students with some previous knowledge of programming. This course will expand a student's knowledge of
programming and programming languages through
presentation of the features of COBOL together with
programming techniques for using those features. This
course will include lectures and programming assignments in COBOL. Evaluation will be based on the
programming assignments and examinations.
Prerequisite: One course with a study of computer language
(e.g., CSC 170)
Maximum Enrollment: 2 0
Time: I1
Room: Foss 43
ECO 4 95-A
lnstructoc leanne M . Boeh
A comparison of the United States system and other
countries' national health care systems. What are some of
the alternative models for both organization and delivery
of health care services? The class will focus on the models
used in Canada, Germany, Great Britain, Japan, and the
Scandinavian countries. The course will consider such
issues as aggregate spending, allocation of physicians,
nurses and other allied health personnel and the effect
health systems have on overall health outcomes. The
advantages and disadvantages of all the systems will be
explored. Evaluation is based on homework assignments,
short papers, and exams.
Prerequisites: ECO 1 12 or 1 13 or equivalent
Maximum Enrollment: 2 0
Time: I
Room: Foss 2 0
Economics
ECO 495-6
lnstructoc Satya Gupta
In recent decades the mutual funds industry has gained a
respectable place in the financial system of the United
States. More and more commercial banks are entering
into the mutual funds market. Increasing numbers of
employers are leaving it to their employees to manage
their pension funds in a given family of mutual funds. In
such a changing climate it is important that our students
are educated to make informed decisions about their
retirement funds. This course will emphasize the structure and functioning of mutual funds involving risks and
benefits.
Prerequisites: ECO 1 12 or consent of instructor
Maximum Enrollment: 3 0
Time: I
Room: Library 1
ED⬠375-A
lnstructoc Gretchen lrvine
The student will demonstrate knowledge of a developmental kindergarten philosophy through the study and
utilization of a variety of techniques and resources for
teaching kindergarten. Field work in a kindergarten
classroom will occur during class meetings. Authentic
assessment techniques will be utilized in class for student
evaluation. This is a onehalf credit course.
Prerequisite: PPS T
Maximum Enrollment: 25
Time: I
Room: Library 17
EDU 388-A
Instructor: Mildred Mueller
Emphasis on the study of values, of communication
techniques and of the major minority groups in Minnesota
for the development of interpemnal relations skills applicable to teaching and other professional vocations. Open to
all. This is a onehalf credit course. P/N grading only.
Maximum Enrollment: 25
Time: I1 (T, Th, & alternate Fridays)
Room: Music 23
EDU 491-A
lnstructoc Susan O'Connor
A supervised field placement in a facility for an exceptional population plus on-campus seminar.
Prerequisites: Completion of courses for Special Education
minor or consent of instructor. Students planning to take
this course should consult with the Special Education
Coordinator about a placement prior to registering for the
course.)
Maximum Enrollment: 9 (This course involves fieldwork
supen/ision for the faculty member.)
Time: I
Room: Library 4
ENC 282-A
Instructors: Ronald Palosaari/Bruce Reichenbach
In this course we will identify what virtue is, inquire
about how one becomes virtuous, and explore some of
the major virtues - like compassion, honesty, prudence,
justice, and love - through classical and contemporary
literature. The goal is to provide opportunity for you to
think about your character and its development, to
enable you to ask about the relation between character
and moral actions, and to probe your curiosity by
considering possible tensions between the virtues, as
found in life situations.
The course is built around the question of values, in
particular, the issue of virtue (qualities of moral character). A broad list of virtues will be considered, including
the classical Christian virtues of faith, hope, and love. We
will look at what these virtues are, at their relationship to
each other, evaluate possible conflicts between them, and
see how they play out in life situations, both in literature
and (through the journals) in students' lives.
Liberal Arts Perspective: Christian Faith 3
Maximum Enrollment: 30
Time: I
Room: Old Main 10
ENC 282-B/482-B
lnstructoc Joan Cn'ffin
Although generally relegated to separate sections in
bookstores or to children's bookshelves, fantasy, as J.R.R.
Tolkien argues, is "not a lower but a higher form of Art,
indeed the most nearly pure form, and so (when
achieved) the most potent."
This course will study 20th century examples of fantasy,
looking for their roots in folktale, myth, epic and romance. At times the course will pair medieval and
modern works of the fantastic imagination (for instance,
"The Mabinogion" and "Evangeline Walton" or
"Beowulf" and 'The Hobbit"). We will attempt to define
the genre of fantasy by discussing essays by C.S. Lewis,
Tolkien, Ursula LeGuin, and Madelein L'Engle, as well as
considering relevant theories of myth and folktale by
Joseph Campbell, Axel Olrik, Lord Raglan, and others.
Students taking the course for lower division credit will
be asked to write several short papers. In addition to
writing several microthemes, ENG 482 students should
be prepared to write a substantial paper on the works of
a writer with whom they already are familiar.
Prerequisites: 2 8 2 - none (ENG 1 1 1 recommended);
482 - ENC 245 required
Distribution: Literature
Maximum Enrollment: 2 5
Time: I
Room: Murphy Place 100
FRE 111-A
lnstructoc Pary Pezechkian
This course is for students with no previous background
in French. It aims to develop basic skills in understanding, speaking, reading, and writing as tools for communication in French. Through conversations, classroom
practice and readings, this course focuses on the use of
language in everyday contexts and works toward the
discovery of a French culture and way of life. Five
meetings per week. Evaluation will be based on class
participation, daily assignments, quizzes and exams.
Distribution: Modern Languages
Liberal Arts Perspective: Intercultural Awareness 2
Maximum Enrollment: 2 5
Time: I/
Room: Old Main 23
French
FRE 243-A
Instructor: Ruth Aaskov
What is the attraction of French literature for the nonFrench reader? What major French writers have portrayed diverse non-Western cultures and social strata in
their literary works? What can we discover about
ourselves and other cultures in learning how to read,
analyze, and communicate our findings through literature? With these questions in mind we will read and
analyze 8-10 shorter French literary works available to us
in English translation.
What will we be studying? The legend of St. Julien
presented in Middle Ages style by Flaubert, examples of
the Renaissance search for new worlds found in Rabelais,
a bit of Descartes autobiography. We will travel the
world with Voltaire's "Candide," explore social themes
of a 19th century nouvelle, and read 20th century authors
like Gide, Malraux, Camus, St. Exupery, and Duras with
their multi-cultural connections. We will sample one
piece of francophone literature from West Africa,
reflecting the struggle between indigenous and Western
culture. At mid-point you will choose another short work
for personal study, comparative analysis and presentation for the class.
Assessment in such a course will be ongoing, based on
individual and group response to the many activities in the
course. Timely reading of assigned texts, analyses, discussion preparations, short quizzes, and cultural discoveries
will enable you to undertake successfully your independent
study project and further enrich the whole class.
This literature course for the non-literature major is
intended to help you in further free reading, in your
critical thinking about other cultures, and in communica-
French
tion with people of cultural backgrounds other than your
own, including non-Western ones.
Prerequisites: Sophomore standing or permission of instructor
Distribution: Literature
Maximum Enrollment: 25
Time: I1
Room: Old Main 27
HPE 1 16-A
lnstructoc Richard Borstad
This course is designed to prepare future teachers for their
role in the School Health Program. Emphasis is placed on
the prevention of childhood health problems, and the
promotion of well-being. This is a onehalf credit course.
Maximum Enrollment: 25
Time: I1
Room: Melby Hall 202 (T, Th, & alternate Fridays - 7/3,
1/5, 1/70, 1/12, 1/73, 7/17, 7/79, 7/24)
HPE 232-A
lnstructoc Carol Enke
Theory and practice in teaching and performing American heritage and international folk dances. The majority
of the course grade is based on participation in class
activities, a teaching assignment, and a written test. This
is a one-half credit course.
Maximum Enrollment: 7 6
Time: I
Room: Melby Gym (T, Th & alternate Fridays - 7/3, 7/5,
7/10, 1/72, 1/73, 1/17, 1/79, 1/24)
Health and Physical Education
HPE 250-A
lnstructoc Lisa Broek
Making Connections is designed for students who are
interested in learning about contemporary health issues
and applying this knowledge to their personal lives and
the lives of their peers. This course provides a wellness
model foundation for educating self and others about
personal health issues. Course topics include wellness
programming issues (i.e. HIV/AIDS, substance use,
meditation), communication skills, multicultural issues,
and decision-making skills. Students will examine
strategies which promote a healthier campus environment.
The course utilizes many interactive experiences combined
with lecture and group discussion. Classroom activities
allow students to practice and demonstrate skills taught
during the course. Students have the opportunity to assess
their own personal level of health. Evaluations include an
objective test, journal entries, and a group project.
This course will be useful to students who are interested
in impacting their campus environment as well as those
who desire learning practical skills such as negotiation,
group facilitation, and program development. Opportunities exist for students who successfully complete this
course to work as Peer Helpers with The Center for
Counseling and Health Promotion.
Maximum Enrollment: 20
Time: I
Room: Old Main I 1
(lanuary 3- 1 9, 1 995)
HPE 455-A
Instructor: loyce Pfaff
Designed for the beginning and intermediate sailor
interested in the art and practice of sailboat cruising. The
course will take the participant to a competent level of
sailboat handling (anchoring, mooring, helming, and
crewing). The student will live aboard a 43 to 46 foot
fixed keel sailboat with five to six other people and will
function as an active crew member. Actual on-thewater
instruction will be the major part of the course. Sailing
will include cruises to the various islands and cays in the
British and American Virgin Islands. Snorkeling and
windsurfing will be available on an optional basis. Some
classes will be held in December prior to leaving for the
Virgin Islands in January.
The course cost is $2,700, which includes airfare, for
Augsburg day students and qualifying 4-1-4 students.
Others will have to pay regular Interim tuition in order to
receive academic credit.
Prerequisite: Permission from loyce Pfaff of the Health and
Physical Education Department (6 12) 3 30- 124 7.
Distribution: Lifetime Sports; also one course credit.
Graduation Level Skill: Lifetime Sports
HPE 470-A
Instructor: A1 Kloppen
This course will focus on developing a philosophy
toward sports officiating. Students will acquire a knowledge of: procedures in umpire certification,rules of slow
pitch softball (Federation),rules of fast pitch softball
I
Health and Physical Education
I
(Federation), the mechanics of proper position in umpiring one and two umpire systems, and procedures in
securing assignments. Students will apply knowledge in
practical game type experiences. There will be a written
evaluation and quizzes on rules and mechanics of
umpiring softball. This is a onehalf credit course.
Maximum Enrollment: 20
Time: I1
Room: Melby 1 19 (T, Th, & alternate Fridays - 1/3, 1/5,
1/70, 1/12, 1/13, 1/17, 1/19, 1/24)
HPE 475-A
lnstructor: Paul Kriegler
Emphasis placed on preventing injuries. Treatment of
common athletic injuries. Practical experience in taping
and training room procedures. This is a one-half credit
course.
Prerequisite: BIO 103
Maximum Enrollment: 15
Time: I
Room: Melby Hall 119 (M, W & alternate Fridays - 1/4, 1/6,
1/9, 1/11, 1/16, 1/18, 1/20, 1/23 1/25 - 9 meetings)
HPE 477-A
lnstructor: Brian Ammann
Theory, technique and administrative aspects of coaching
basketball. Exams, on-the-floor coaching techniques, and
a scouting report will be the methods of evaluation.
This is a one-half credit course.
Health and Physical Education
I
Maximum Enrollment: 20
Time: I
Room: Melby 202 (T, Th, & alternate Fridays - 1/3, 1/5,
1/6, 7/10, 1/12, 1/17, 1/19, 1/24)
HPE 483-A
lnstructoc Marilyn Florian
This course deals with the theory, technique, and
administrative aspects of coaching volleyball. A small
part of the grade will be based .on completed assignments; the major portion of the grade will be based on
tests. This is a onehalf credit course.
Maximum Enrollment: 20
Time: I1
Room: Melby 119 (M, W, & alternate Fridays - 1/4, 1/6,
1/9, 1/11, 1/16, 1/18, 1/20, 1/23, 1/25)
HPE 487-A
Instructor /eff Swenson
The Coaching of Wrestling course is designed for
individuals who aspire to become wrestling coaches at
the elementary, junior high, high school, or college level.
Philosophies, techniques, strategies, nutrition and weight
control, weight training, mental toughness training, and
complete organization of program will be covered. This is
a one-half credit course.
Maximum Enrollment: 20
Time: I1
Room: Melby 202 (M, W & alternate Fridays - 1/4, 1/6,
1/9, 1/11, 1/16, 1/18, 1/20, 1/23, 1/25)
nealrn ana mysrca~taucarron
I
I
HIS 244-A
lnstructoc Bill Green
Why did Minnesota territorial legislators extend civil
rights to one racial minority but not to other racial
minorities? How did anti-catholicism stratify the white
immigrant community? Why did Minnesota show
tolerance to its black residents, as the state experienced
ultra-nationalism, labor tension and xenophobia? These
questions, and others, will be addressed in this course.
Through lectures, class discussions, and field research, we
will examine civil rights in Minnesota from 1848-1920, as it
relates to race, class and ethnicity. Evaluations will come
from classroom discussion, a research paper, and a test.
Distribution: History/Philosophy
Maximum Enrollment: 25
Time: I1
Room: Music 24
TOPICS
IN U.S. HISTORY:
THECML WARERA
HIS 33 1-A
lnstructoc Chris Kimball
Many people believe that the Civil War was the most
important event in the history of the United States, one
that transformed the nature of American society. Put
more broadly, the years between the mid-1840s and the
late 1870s saw questions about such fundamental
principles as slavery and freedom resolved; others,
however, continue to trouble us to this day. This course,
then, offers a survey of the causes, issues, and consequences of the nation's bloodiest conflict. Topics to be
considered include slavery and anti-slavery, Manifest
Destiny, the growing sectional conflict, the origins of the
Republican Party, the clash of arms, the changing role of
women, popular religion, the transition from slave to.free
History
labor in the South, and post-slavery race relations.
The course will include lectures, discussions, a variety of
primary and secondary readings, and films. Grading will
be based on participation, several short writing assignments, a mid-term, and a final.
Prerequisites: One history course or consent of instructor
Distribution: History/Philosophy
Maximum Enrollment: 25
Time: I
Room: Old Main 13
HIS 495-A
Instructor: Don Gustafson
The seminar is meant to be a capstone for the history
major. Participants will be asked to utilize their historical
training in dealing with some of the philosophical
questions of the discipline of history, to develop and
expand certain research skills, and to contribute to the
historical development of each other by careful evaluation of oral and written presentations.
Prerequisites: Senior History Major
Graduation Level Skill: Speaking; Writing
Maximum Enrollment: 10
Time: I
Room: Old Main 16
HON 40 1 -A
lnstructoc Larry Crockett
The focus of the course will be Southwestern Christian
history, with a special consideration of Hispanic Christianity, ranging from traditional Roman Catholicism to
evangelical and charismatic expressions. The course will
consider the Spanish roots of Latin Roman Catholicism
and the transplanting of those roots into Southwestern
North American soil. Next, we will consider Native
American influences which came to be ingredients in this
transplanted faith. Last, we will survey new expressions
of Hispanic Christian faith, notably the evangelical and
charismatic movements which have become important in
recent years. A highlight of the course will be a 12-day
trip to the southwest United States and northern Mexico.
ranging from San Antonio to northern Mexico to San
Diego. Estimated travel expense: $1,300
Evaluation: I) mid-term exam prior to departure; 2) journal
of experiences in southwest U.S. and northern Mexico;
3) final paper.
Prerequisites: Honors student or permission of instructor,
preference to seniors
Maximum Enrollment: 25
Time: I
Room: Foss 42
INS 21 1-A
Instructor loan Kunz
Do you enjoy talking about science and technical topics,
but just can't find an audience? We'd love to listen!
Through a series of four oral assignments, you will have
the opportunity to talk science to your fellow scientists,
improve on your oral presentation skills in a variety of
formats, learn to effectively organize a speech, prepare
visual aids, and listen to and learn about other science
topics and science policy from your fellow scientists.
Prerequisite: One year of an introductov science course
Graduation Level Skill: Speaking
Maximum Enrollment: 16
Time: I
Room: Science 3 1 9
Interdisciplinary
INS 298-A
Instructors: Carry Hesser, Lois Olson, Mary True
Learn from your experience. Discover new ways to learn
about organizations, comrnunities, and yourself by
working/serving, observing, collaborating, and reflecting
on your own experiences.
The externship is a modified internship consisting of a
half-time placement and participation in a seminar that
meets twice a week. Each student will be assisted in the
process of securing an unpaid placement where s/he can
explore the world of work and/or service, obtaining the
valuable experience you need for the future you want.
The course is designed to achieve two major objectives:
1) to give you first-hand experience in working with
professionals and making connections between your
experiences and your Augsburg education; and 2) to
increase your ability to learn about organizations, the
community, and yourself from your own experiences.
Each participant will observe and work approximately 20
hours per week in a placement which matches his or her
interests. The seminar will meet twice a week for two
hours (T, Th - 1:30-3:30 p.m.). Evaluation will be based
upon the overall quality of participation, completion of
learning exercises, supervisor assessment, journals, and
seminar participation.
The course is offered on a P/N basis only.
Prerequisites: Permission of instructors and placement
secured by lanuary 3, 7 995.
Distribution: Urban Concerns
Liberal Arts Perspective: The City
Time: I1 (T, Th - 1:30-3:30 p.m.)
Room: MP 10 1
Interdisciplinary
LIN 290-A
Instructor: Don Steinmetz
Is our ability to use language acquired by learning, or is it
present from birth? What do all languages have in
common despite their obvious differences? How can
learning a foreign language be so frustrating for
adults, while young children learning their native
language seem to be having fun? Questions such as
these have fascinated people throughout history, and
recent developments in linguistics have begun to
provide some credible answers. The purpose of this
course is to survey the most remarkable findings in
this area and engage in some principled speculation as
to what they mean. This course is open to all students
with a healthy curiosity about language. No other
prerequisite.
There will be two tests and a short paper for class
presentation.
Maximum Enrollment: 15
Time: I1
Room: Old Main 7 1
MIS 376-A
lnstructoc Kathy Schwalbe
This course develops practical project management skills
by combining theories, techniques, work-group skills,
and computer tools. Students will participate in numerous in-class activities to determine projects to be done
during class, estimate required resources, motivate
people to successfully complete projects, use project
management software to track progress and develop
alternatives, etc. Evaluation will consist of individual and
linguistics/Management Information Sptemr
I
team presentations, participation, and a final exam.
Prerequisites: ACC 22 1, BUS 242, and MIS 175 or MIS 370
Graduation Level Skill: Speaking
Maximum Enrollment: 20
Time: I
Room: Foss Center 2 1
MAT 173-A
lnstructor: Ken Kaminsky
Learn how to determine the monthly payments on a
house or car. Find out how much you need to be socking
away now to have a million when you retire. Learn how
annuities, perpetuities and life insurance work, and more.
Prerequisite: Math Placement Croup 3 or higher
Distribution: Math/Physics
Graduation Level Skill: Quantitative Reasoning
Maximum Enrollment: 25
Time: I
Room: Science 2 7 3
MAT 253-A
lnstructor: Bev Durkee
Our objectives are the exploration of this new geometry of
fractals, its rules, its visuals,
how it reveals the beauty of
mathematics, how to create
images of such complex forms
and experience it as a form of
artistic expression via computer
graphics. The class will observe the pattern of selfsimilarity and consider the transformations used to
construct fractals such as this fern and the existence of
self-similarity regardless of the power of magnification
I
used in examining it. The class will also consider the well
known Mandelbrot set and Julia sets in color and in
threedimensional rendition.
Class lectures will provide introduction to the mathematics, and computer programs will provide students with
the opportunity to construct their own visuals.
Students will be tested on the mathematics through a
midterm and final exam. Students will create a portfolio
of visuals similar to the one above and from pieces of the
Mandelbrot or Julia sets which display the mathematical
character of those visuals. Finally students will keep a
journal noting their reflections on the interconnections
between mathematics and the artistic creations being
studied or created.
Prerequisite: Math Placement Croup 3 or higher
Distribution: Math/Physics
Liberal Arts Perspective: Aesthetics
Maximum Enrollment: 20
Time: I
Room: Science I I2
SOUNDSAND SIGHTS OF EUROPE
(UMAIE COURSE)
MUS I 79-A
lnstructoc Robert Karlen/Roberta Metzler
Much of American history and culture is derived from
that of England and continental Europe, particularly such
cities as London, Paris, and Amsterdam.
This course provides an opportunity to visit and experience important cultural centers that provided the impetus
for development of cultural life in the New World.
Students gain an appreciation for the role of art and music
in the history of England, France, and the Netherlands.
Evaluation is based on full participation in all course
Music
- -
related group activities, a daily journal, artlmusic critique
sheets, and exams over material covered. No prerequisites,
and no previous experience in art or music is required.
Fee: $2,945 includes all air and surface travel, hotel
accommodations, continental breakfast daily, four group
meals, and tickets to five cultural performances.
Registration for this interim must be made before
November 10 at the International Programs Office, 620
22nd Avenue South, Minneapolis, MN 55454. Phone: 3301655. Offered on a PIN basis only.
Distribution: Art/Music
Liberal Arts Perspective: Aesthetics
Maximum Enrollment: 30
SURVEYOF ROCKHISTORY
AND MUSICAL
STYLE 1951-1971
MUS 204-A
Instructor: 0.Nicholas Raths
An introduction to the fundamentals of music and
musicology as they occur within the context of rock's
inception (1950s) and maturation (1960s) periods. This
course will examine the historical background, musical
content, and methods of selected artists and their work.
Evaluation will be based on class participation, a comprehensive term paper, exam, and a group performance
project. For non-music majors.
Distribution: Art/Music
Liberal Arts Perspective: Aesthetics
Maximum Enrollment: 3 0
Time: I1
Room: Music 3
NOR 1 I I-A
lnstructor: Frankie Shackelford
This course is for students with no previous background
in Norwegian. It aims to develop basic skills in speaking,
listening, reading, and writing as tools for communication and for understanding Norwegian culture. Classroom practice focuses on both presentation of vocabulary
and structures and the use of the language in everyday
contexts. Evaluation will be based on participation, daily
assignments, quizzes, and a final exam.
Distribution: Modern Languages
Liberal Arts Perspective: Intercultural Awareness 2
Maximum Enrollment: 25
Time: I
Room: Old Main 23
PHI 295-A
lnstructor: Mark Fuehrer
The purpose of this course is to study the nature of selfdeception as it occurs in human behaviour. Self-deception, absurdity, bad judgment, etc., are some of the
concepts explored in the course. The procedure of the
course will consist of a close analysis of selected texts and
seminar style discussions of topics. Students will be
asked to take an objective mid-term and final in combination with several essay assignments. Grading will be
traditional and follow the college's guidelines. There are
no requirements for the course, but one prior course in
philosophy would be helpful.
Maximum Enrollment: 3 0
Time: I
Room: Old Main 22
PHY 151-A
lnstructoc Jeff Johnson
Spreadsheets (e.g., Lotus 123) have been used extensively
in business for years. However, it is also possible to use
spreadsheets to solve physics problems without using
high-powered mathematics. Spreadsheets allow the
student who is not an expert in mathematics to experience physics on a more intuitive level. We will use Lotus
123 to solve problems in a wide variety of physics areas
including planetary and projectile motion. Some of the
problems investigated might be in areas other than
physics. Grading will be based on spreadsheet projects,
homework, and a final exam.
Prerequisite: Math Placement Croup 3
Distribution: Mathematics/Physics
Graduation Level Skill: Quantitative Reasoning
Maximum Enrollment: 2 0
Time: I
Room: Science 3 0
PHY 325-A
lnstructoc Mark Engebretson
From the realm of subatomic particles to the manufacture
of recording tape and computer chips, the study and
manipulation of matter often demands the nearly total
absence of the atmosphere in which we live and breathe.
This is the realm of high vacuum, without which most of
what we know as modern high technology would be
impossible. This course will acquaint the student with the
tools and techniques employed to produce, control, and
monitor high vacuum environments, and allow students
to use these to study the behavior of gases and surfaces
under these conditions. Experiments will make use of a
variety of chambers, pumps, and gauges as well as a
quadrupole mass spectrometer. Considerable emphasis
will be placed on laboratory experiences and scientific
communication; only one third of the class time will be
used for formal lectures and discussion. Grades will be
determined on the basis of weekly evaluation of laboratory
notebooks, oral and poster presentations, and two exams.
Prerequisites: PHY 12 1, 122, 245 (or equivalent), and MAT
124, 125, 224 (or 145, 146, 245)
Maximum Enrollment: 10
Time: I1
Room: Science 3 0
POL 140-A
Instructor Andrew Aoki
This course requires students to struggle with questions of social justice in America. Students will
develop and defend their own standards of social
justice, and use those standards to assess conditions
in urban America. To pass this course, students must
engage in a substantial exchange of ideas with fellow
classmates in class discussions.
The course has two goals: to develop student thinking
about social justice, including greater awareness of
conflicts between justice and other values; and to increase
student ability to understand urban problems as issues of
justice and other central values.
Evaluation will be based on participation in discussion
and other class activities, on two short ( 4 6 pp.) papers,
and on a final exam.
Distribution: Economics/Political Science
liberal Arts Perspective: The City
Maximum Enrollment: 25
Time: I
Room: Old Main 29
Political Science
AND
PUBLIC
POLICY
POL 220-A
POL 320-A
lnstructoc William Morris
This course will examine the impact of the American
plitical system upon public policy making in the United
Slnles. Thrw lopics of major plicy i m p r t a i l c ~will Lx.
sel~ttulfor examination in the. way they alp a d d r m d by
partiailar polilical practics and/or institutions. The class
will evaluate the options available to policy-makers in light
tion available
of the scholarly literature and oll~erinf~~ma
on eiicli s1113jwl.I! will tIie11~SSC'SSthe interplay belwwn
these c h d c s and their hndling by the politicat system.
Close attention will be givm to a n ~xploralionof the elhical
sihiation and dilemmas of decision-makingin politics.
As part of the course, students will submit written
analyses and evaluations of the success and/or failure of
the policy-making process in acldressing thae problems.
'Thme, plus additional articles and portions of books from
the social sciences, will serve as a basis for class discussion. The papers, a iust on the assigned readings outlining the policy-making process in the United States, and
class participation will detcnnine final grades.
Students taking the course for Lower Division credit will
bc expeckl lo complete p a p a on two of the tl~reepolicy
issui-3 a d d r e s d in [he course. Those taking the course for
upper division credit mttst complete an additional p p e r
on a policy issue of their choice covered in class.
Prerequisites: Students should have completed at least one
lower division social science class.
Distribution: Economics/Political Science
Maximum Enrollment: 20
Time: I1
Room: Foss 20
a
POL 268-A
POL 468-A
lnstructoc Mary Ellen Lundsten
In these classes we will investigate the major political
issues facing citizens and policy-makers in Middle East
countries today.
We will analyze Islamic tradition as it has shaped social
values and provided a reservoir for political protest in
the 1990s. Country studies on Egypt, Iran, Syria, Israel/
Palestine, Lebanon, and Saudi Arabia will be used to study
how modernization has given rise to new conflict patterns
and today's Islamic political movements. We will consider
the prospects for improved human rights and democratic
participation. Several featurelength films dramatizing
political conflicts in the f id die East will be shown.
Two textbooks will be used for the course as well as a
variety of specialized country studies. Each student will
prepare comments on political themes, read and critique a
selection from the course booklist, and write a final essay
analyzing political aspects of two countries in the Middle
East. Students taking the 268 level will have fewer analytic
requirements in their presentations and essays.
Prerequisites: one lnlernational Relations course or permission of instructor
Maximum Enrollment: 20
Time: I1
Room: Music 22
POL 342-A
lnstructoc Peter Przytula
Effects of mass communications on individual behavior;
the uses and control of mass media for political and social
purposes including a study of censorship, newsmaking,
entertainment and public affairs programming.
Prerequisites: junior or senior standing or consent of the
instructor
Liberal Arts Perspective: Social World 2
Maximum Enrollment: 25
Time: I
Room: Old Main 27
PSY 105-A
lnstructoc Grace Dyrud
An introduction to the methods and approaches used in
psychology for the purpose of understanding behavior.
Applications of psychological concepts to everyday
situations are emphasized.
Distribution: Psychology/Sociology
Liberal Arts Perspective: Human Identity
Maximum Enrollment: 20
Time: 11
Room: Murphy Place I I I
PSY 340-A
lnstructoc Norm Ferguson
This course will explore concepts of self from psychological, cultural, and theological perspectives. A variety of
myths and symbols will be examined to gain knowledge
about how they function as representations of the "self."
The objective of the course is to gain a deeper understanding of one's self and of how conceptualizations of
"self" are molded by a variety of social, cultural, and
historical influences. The content of the course will
Psychology
include topics such as: the impact of science on myth; the
mythologies of romantic love, war, and peace; the
process of individuation; and metaphors of psychological
transformation.
Class time will be devoted mainly to the discussion of
assigned readings. Students will be expected to be
prepared for class by doing the readings and to be
actively involved in the class discussions. Students will
be given some of the responsibility for leading discussions. Evaluation will be based on class participation and
four or five short (600-900 word) papers.
Prerequisites: PSY 102 or 105
Maximum Enrollment: 1 6
Time: I
Room: Foss Center 43
PSY 370-A
lnstructoc Duane Johnson
Inquiry into the nature and presence of idealism in the
life of the adolescent person. Theoretical bases for such
idealism will be considered. Idealism directed toward
other persons and society will be the main focus.
This course will be conducted as a seminar with a high
level of student contribution and participation. Attendance at each class session is required. Procedures will
include class discussion, frequent short papers, and
frequent oral reports. Typewriting or equivalent word
processing will be required.
As background for the course, students are required to
read "The Call of Service: A Witness to Idealism" by
Robert Coles before the start of the Interim. This book
will be available in the Augsburg Bookstore in early
October. An additional text will be required and library
Psychology
1
reference work will be a part of the course process. This
course is offered only on PIN basis.
Prerequisites: PSY 102 or PSY I05
Maximum Enrollment: I5
Time: I
Room: Old Main 25
REL 330-A
lnstructoc Philip Quanbeck I1
This course will approach parts of the New Testament
from the perspective of the social world. It will examine
the world of cultural conflict, accommodation and
change and determine how that shaped the New Testament message and how the church responded to the
challenge. Topics will include concepts of cultural
anthropology such as honor and shame, the social
structures of the family and the city in the Graeco-Roman
world. Social status will be addressed in the ways it
affected women, men, free persons and slaves.
Special attention will be paid to the relation between
early Christianity and Judaism. In the New Testament
there will be particular focus on LukeActs, the Letters of
Paul (Romans and 1Corinthians) and First Peter.
Evaluation will be by exam and a research paper.
Prerequisites: REL I I I or REL 22 1
Distribution: Religion (only one Interim course may be used
to meet religion requirements)
Liberal Arts Perspective: Christian Faith I
Maximum Enrollment: 25
Time: I1
Room: Old Main 25
Religion
REL 3 4 1-A
lnstructor: Brad Holt
The course will help students think knowledgeably and
critically about the intersections of health and religion.
The content will include a study of biblical roots, historical influences in church and medicine, and contemporary
trends. The relationship of scientific technology, alternative medicine, prayer and sacraments will be considered.
Evaluation will be on the basis of a class presentation and
paper, spot quizzes, and one test.
Prerequisites: REL 1 1 1 or 22 1
Distribution: Religion (only one Interim course may be used
to meet religion requirements)
Maximum Enrollment: 20
Time: /I
Room: Old Main 16
REL 343-A
lnstructor: Cathy Paulsen
Marriage has been described in terms of a free fall, a
decision that we often make with a portion of our brain
and all of our heart. This course will take nothing from
the heart, whether you are married or not. It will,
however, increase your certainty and the possibility for
meaning and intimacy in your life with a partner. In the
context of Christian teachings, many theories will be
studied, with particular attention given to the work of
C.G. Jung, and will be applied to the marital relationship
primarily, and to the family secondarily.
There will be lectures, discussions, and visiting resource
persons. Evaluation will be based on class participation,
one paper, and two tests.
Prerequisites: REL 1 1 1 or REL 22 1 or permission of instructor
Distribution: Religion (only one lnterim course may be used
Religion
I
to meet religion requirements)
Maximum Enrollment: 25
Time: I
Room: Music 24
REL 345-A
lnstructoc Eugene Skibbe
The Lutheran Church is the largest Protestant church in
the world. We will not only examine the Lutheran Church
as it is at the present time, but also study its origin in the
16th century, its development over about 450 years, and its
cultural influence. An anthology, which includes several
monographs and the professor's lectures, will be used.
Some important readings will be done from the reserved
shelf of the library. Lecture and class discussion will deal
with examples of Lutheran witness to the Gospel in art,
music, philosophy, sociology, and theology. Requirements include four exams.
Prerequisites: Religion 1 7 1 or 22 1 .
Distribution: Religion (only one Interim course may be used
to meet religion requirements)
Liberal Arts Perspective: Christian Faith 2 or 3
Maximum Enrollment: 25
Time: I
Room: Old Main 18
REL 386-A
lnstructoc Bev Stratton
How does the Bible talk about creation? How does the
Adam & Eve story affect our lives today? What were
families like in Bible times? Were ancient problems
similar to our own? What does the Bible say? What does
it mean? What values does it portray and promote? This
course addresses these and other questions by exploring
how scholars read and speak about the book of Genesis.
Evaluation is based on quizzes, three speaking assignments, and a project or short paper.
Prerequisites: REL 1 1 1 or REL 221
Distribution: Religion (only one Interim course may be used
to meet religion requirements)
Liberal Arts Perspective: Christian Faith I or 3
Graduation Level Skill: Speaking
Maximum Enrollment: 25
Time: I
Room: Science 2 12
S WK 23 0-A
lnstructoc Vincent Peters
This course, taught in January, is a three week intensive
course of study and travel that offers a transnational
perspective of non-violent social change and development.
It explores non-violent alternatives to the global arms
buildup, which contributes to the world-wide problems of
poverty, environmental depletion and oppression of
powerless and disenfranchised segments of society.
The overall cost of approximately $2,795 covers full
room, board, group travel to Norway and a trip to
Lillehammer. For more information call Kathy Lutfi,
Center for Global Education at 330-1655.
Liberal Arts Perspective: Social World 2
SWK 257-A
lnstructoc Mary Lou Williams
Experiential learning occurs as students volunteer 80
hours in a services agency or institution which students
select. The placement must be approved by course
Social Work
I
faculty and supervised by agency staff. In the context of
this volunteer experience students have opportunity to
interact with human service professionals, clients, and
communities of diverse culturelethnic heritage and
special concerns (age, socio-economicstatus, lifestyles,
developmental/physical abilities, gender, etc.). The
course is designed to help students learn about themselves in relation to a possible major or future career in
the human services.
The threehour weekly seminar is devoted to discussions
which assist students in integrating agency experiences and
readings which explore the historical development of social
welfare as an institution and the nature and value system of
social work as a profession. Students will also examine and
critique the manner in which social, economic, and political
structures impact diverse groups in society. Students will
focus on their own responsibilities in society, as well as
examine their personal value system in relation to special
concerns, such as poverty and the "isms".
Liberal Arts Perspective: The City
Maximum Enrollment: 3 0
Time: I
Room: Murphy Place 1 1 7
SWK 3 1 5 - A
Instructor Blanca-Rosa Egas
This course will focus on health care, environmental
concerns, and peace issues. With visits to health facilities
in hospitals and clinics, interviews with professional and
folk (indigenous) health practitioners, and presentations
by personnel "outside the system" we learn about Costa
Rica's holistic health care and social services. Students
will gain an understanding of the attitudes, values, and
JOCIOI
Work
practices concerning health and population matters
within the society. The assessment of Costa Rica's historic
and current worth provides a creative perspective, a
positive attitude and a better understanding of Latinos in
the USA.
Evaluation: students are evaluated in course participation, several reflection papers and a final examination.
Grading: Letter grade or P/N. The fee of $2,995 includes
all air and surface travel, accommodations, breakfast
daily, and five group dinners.
This is a UMAIE course to be co-taught with Dr. Don
Irish, Hamline Professor Emeritus.
Prerequisites: Basic Spanish
Maximum Enrollment: 30
SWK 466-A (full course)
S WK 466-6 (0.5 course)
Instructor: Maria Brown
This is a continuation of Field Work I1 - educationallyfocused field placement in a social service agency.
Students will spend 15 hours (one half course) or 30
hours (full course) per week in field placement, plus one
hour per week in a faculty-facilitated supportive seminar
held on campus. Evaluations will be made in writing by
the field instructor using previously developed contract
and social work evaluation forms.
Prerequisite: SWK 462 (Field Work 11)
Maximum Enrollment: Open enrollment for senior social
work students
Time: I
Room: Murphy Place 1 0 1
Social Work
I
SPA 2 4 8 - A
Instructor: Roman Soto
An introduction to the main cultural issues that characterize contemporary Spanish and Latin-American
societies as they have been portrayed in the work of such
filmmakers as Luis Bunuel, Carlos Saura, Miguel Littin
and Maria Luisa Bemberg, among others. Parallel to a
brief discussion on the aesthetic aspects raised by these
authors, the course advances in two directions: A
"horizontal" one, focused on the main themes - political
and social conflicts, sexism, race, ethnicity, religion,
language, exile or immigration - explored in each film,
and a "vertical" one, attempting to describe the variations in the treahnent of these themes among the films
included in it. The films are in Spanish with English
subtitles and all the class work is in English. The evaluation is based on attendance and participation and a short
term paper.
Maximum Enrollment: 20
Time: I1
Room: Old Main 18
SPC 3 2 9 - A
lnstructoc David Lapakko
This course explores both the problems and the potential
of communication between persons of different cultural
groups. Students examine Western and non-Western
cultural rules, values, assumptions, and stereotypes and
how they affect the transmission of verbal and nonverbal messages. The course stresses both a general
theoretical understanding of the dynamics of cross-
Spani~h/Speech,Communication, Theatre
[
SOC 27 7-A
lnstructoc Cordon Nelson
This course will examine the extent to which the experience of community is possible in the context of the
metropolitan situation. The course will focus on the Twin
Cities Metropolitan Area, and a project in which each
member of the class does on-site observation in a
particular locale within the metropolitan area will be a
requirement of the course. Class participation and a final
examination will also be basis for evaluating performance
in the course.
Liberal Arts Perspective: The City
Maximum Enrollment: 2 5
Time: I
Room: Music 2 3
SOC 265-A
Instructoc lerry Cerasimo
The dimensions of racial and minority group relations.
Major attention is focused upon prejudice, racism, and
the role of self-understanding. (P/N grading only)
Distribution: Urban/Women/Minority Studies
Liberal Arts Perspective: Intercultural Awareness I
Maximum Enrollment: 2 0
Time: I1
Room: Old Main 2 9
Sociology
cultural interaction as well as specific knowledge of how
these principles relate to particular cultural groups.
Liberal Arts Perspective: Intercultural Awareness 1
Maximum Enrollment: 25
Time: I1
Room: Foss 42
SPC 347-A
lnstructoc Deborah Bart
A video production course which integrates lecture and
criticism with hands-on video experience. This course
addresses non-fiction subject areas. Students will view
several documentaries in class and will work in production teams to produce short documentaries of their own.
Additional time will be required for editing.
Prerequisites: junior or senior standing
Maximum Enrollment: 15
Time: I
Room: Foss 175
UMAIE
Augsburg is part of a consortium called UMAIE, Upper
Midwest Association for Intercultural Education, which
offers overseas learning experiences during the Interim.
Further information about the following courses can be
obtained from Kathleen Lutfi at the International
Programs Office, 620 22nd Avenue S. (330-1655) or from
the Interim Office (330-1025).Registration for these
Interims ends November 11,1994. These courses are
offered on a P/N basis only and generally carry a lower
division number.
Australia's Business Climate
British Women Writers: Writings, Lives and Contexts
Castles, Cathedrals, and Museums: Architecture of Eastern
Europe and Bavaria
Coral Reefs in the Philippines and Hawaii
Costa Rica: A Study of Holistic Health, Environment, and Peace
English School and Family: Focus on Literacy
Europe and the Rise of Modern Science
German and Austrian Culture and Language: Vienna,
Munich, and Berlin
The Greek Experience
Hawaii: Multi-Ethnic Communication in Organizational
Settings
Heroes and Masterpieces
2000 Years in Trier: Intermediate German Language and
Culture in Germany
Ireland: Inside and Outside
From Istanbul to Athens: Theology and Art In Turkey and
Greece
Law in London
Museums, Music, and Monuments in the Great Cities of
Europe
Natural Histoy of Ecuador: Galapagos, Highlands, Amazon
The Natural History of Tanzania - East Africa
Sounds and Sights of Europe
South Africa: From White Domination to Majority Rule
Theatre in Britain
This is New Zealand
Women in Development: An African lnquiy
These courses are offered by institutions or groups not
connected with Augsburg College, but have been
approved for credit by the College. Most carry a tuition
cost plus other expenses which are the responsibility of
the student. They are offered only on a PIN basis. Fuller
descriptions and details for registering are available in
the Interim Office.
OUTWARD
BOUND
HPE 2 12-A
Check for information in the Interim Office on dog
sledding and snowshoeing on the Minnesota-Canadian
border or for white-water canoeing and desert camping
on the Rio Grande in the December 27 through January
26 period. There is a cost of approximately $1,275 (the
Outward Bound organization has some scholarships
available).
Academic Seminars
POL 3 98-A
GLOBAL
VILLAGE:
WORLD
POLITICS
AND
ECONOMICS
(JANUARY
2- 14, 1995)
POL 398-8
Other Courses
I
POL 398-C
The Washington Center offers a choice of topics during
the first two weeks of the seminar program. During the
last week one seminar is offered. Augsburg students
must register for all three weeks of the program in order
to receive academic credit and to receive a stipend from
the College covering registration and tuition costs.
Credit is available from the Political Science Department
for this program. The course is a passlfail course based
on participation in program activities including site
visits, small group seminars, and journals.
For information brochures and registration forms ask in
Memorial Hall 113 or call #1320. For further information
about the program see Prof. Hedblom in Memorial Hall
#I17 or call #1197. A limited number of stipends are
available to cover registration and tuition costs based on
priority in registration through Prof. Hedblom's office.
The following activities are available to students during
Interim and students may register for these classes as
well as for a regular course. These activities do not carry
course credit, but do meet the lifetime sports requirement
for graduation.
HPE 002-K
lnstructoc Wayne Niles
This class is designed to instruct students in the basic
techniques for self defense, using the hands and feet.
Other Courses/Lifetime Sports
I
Based on and taught by experienced instructors i n the art
of American style Tae Kwon Do. Fee of $60.
Distribution: Lifetime Sports
Graduation Level Skill: Lifetime Sports
Maximum Enrollment: Unlimited
Time: 12:OO-2:00 p.m. MI W, F,
Room: Melby Gym
HPE 002-A (Section A)
lnstructor: Ed Saugestad
Grading: P/N only
Distribution: Lifetime Sports
Graduation Level Skill: Lifetime Sports
Maximum Enrollment: 15
Time: I M, W, Fall term (8-1 0:00 a.m.)
Room: Melby, weight room
HPE 002-6 (Section 6)
Instructor: Ed Saugestad
Grading: P/N only
Distribution: Lifetime Sports
Graduation Level Skill: Lifetime Sports
Maximum Enrollment: 15
Time: I M, W, Fall term (1 0- 12:OO p.m.)
Room: Melby, weight room
Show less
Augsburg
college
Catalog
Augsburg
College
Catalog
Official Publication of Augsburg College Fall 1988
731 21st Avenue South Minneapolis, M N 55454 6121330-1000
This Catalog should answer most questions students have about Augsburg College and its
curriculum. Although information was current... Show more
Augsburg
college
Catalog
Augsburg
College
Catalog
Official Publication of Augsburg College Fall 1988
731 21st Avenue South Minneapolis, M N 55454 6121330-1000
This Catalog should answer most questions students have about Augsburg College and its
curriculum. Although information was current at the time of publication, it is subject to
of each student to know the requirements and
change without notice. Jt is the ~espORd?ibiIi$~
academic policies in thk publicafian.If yau. have questions about anything in this Catalog,
consult a faculty ad~iser,the Derm of fhe College, or the Registrar. Key offices are listed at
the back of the Catalogfor correspondence or telephone inquiries.
0
---7
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Tableof
Contents
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8
................................. ,.,
.......
................................
-
W Course Descriptions
w Majors and Minors
College Information:
........................................200
.......201
W Regents
W ELCA, Education Division
w Directory......................................
...........................
w Faculty Emeriti ...........................
w Academic Calendar ...................
4
..........................................209
.............................................223
7
Faculty
w Maps
Index
..........................................219 ...
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Administration
--.
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-. . . . I I ".~ ./f: ,
Facts and Figures
4
Introducing Augsburg
Admissions
15
Financing Your Education
21
Student Life
39
Academic Information..............47
Departments and Programs .....71
4
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Augsburg College
Facts aszd Figures
Location - Augsburg College
moved to Minneapolis, Minnesota
in1872. Foundedh1869hMarshall1
Wisconsin.
Financial Aid - Approximately
85% of the students receive some
form of financial aid from the c01lege and many other sources.
Religious Affiliation -The Evangelical Lutheran Church in America. 51% of students are Lutheran,
15% other Protestant, 15% Roman
Catholic.
Library - Over 160,000 items, access to over 5,000,000 through the
Twin Cities private college consortium and Minitex.
Accreditation -North Central A s
sociation of Colleges and Schools,
National Council for Accreditation
of Teacher Education. Approved by
American Chemical Society, Council on Social Work Education, National Association for Music Therapy, Inc., National Association of
Schools of Music, National League
for Nursing.
Member - Associated Colleges of
the Twin Cities, Lutheran Education
Council in North America, Mimesota Private College Council, Registered with the Minnesota Higher
Education Coordinating Board.
Enrollment (1987-88) -2,161 from
30 states and 29 nations.
Graduates - from 1870 through
May 22,1988 -10,138.
SchoolYear-SeptembertoMay,41-4 calendar, with January Interim.
Two summer schooI sessions.
Augsburg Weekend College - trimesters, September to June.
Augsburg Graduate Program -trimesters, September to June.
Majors-More than40in20 departments.
Off Campus Programs -Program
in Global Community, StudentProject for Amity Among Nations
(SPAN), Higher Education Consortium for Urban Affairs (HECUA),
Study Abroad, and extensive cooperative education program.
Athletic Affiliation - Minnesota
Intercollegiate Athletic Conference
(MIAC), and National Collegiate
Athletic Association (NCAA),Division 111.
Policy - Augsburg College does
not
discriminateon the basis of race,
StudentIFaculty Ratio - 14.8 to 1.
creed,
national or ethnic origin, age,
Class size averages 20-30.
marital status, sex or handicap as
Campus -15major buildings. Ma- required by Title IX of the 1972Edujor renovation 1979-80 with special cationalAmendmentsor Section504
emphasis on accessibility. 10 major of the Rehabilitation Act of 1973, as
buildings are connected by a sky- amended, in its admission policies,
~ a y / t ~ m e l / e n c l ~ ~walkway
€!d
sys- educational programs, activities and
employment practices.
tem.
Introducing Augsburg College
Education
in a Real World
(C tt~dentscommonly speak of graduating from college
as a
L*'way of getting i n t ~"the real world!' In fact, Auphurg
College provides students with an education in a real world. The
diversity of the faculty, staff, and student body, the structure of
the curriculum, and the academic environment minor the camplexity of Life in contemporary society.
The College's location in and involvement with a metropolitan
setting offer continuous access to cultural opportunities, career
experiences, and social realities that enrich shtdents' educations.
Augsburg's commitment to the liberal arts recognizes that the
reality in which contemporary persons live and the persons
themselves have been shaped by the tradition and history horn
which they come. The real world was not made this morning, and
it is not simple. Only a broad education can present our world as
it is and give persons the ability to deal with it. Similar1y,
Augsburg College's continuing dedication to its heritage as a
college of the church affirms a belief that the world is the creation
of a loving God and that human persons are inescapably spiritual
beings.
The College Mission Statement
These qualities of an Augshrg education flow from its mission state
ment which declares that the College exists to provide high quality
educational opportunities which are based in the liberal arts and shaped
by the faith arid vaIues of the Christian church and by the context of a
great metropolitan center.
Augsburgs location in the heart d the city represents the loom on which
the multialored fabric of its idmtity has been woven. WhiIe students
are pmpafed to take a place in and make a contibution to the worId in
which they Iive, they are educated to be critical of the quality of life in
their society and to be reflective of their own d u e s as they respond to it.
"... based in the liberal arts"
The academic program emphasizes the continuing vaZiditg of the liberal
arts as a foundation for developing the Iife of the mind. Augsbmg
CoIIege's faculty are dedicaid to chatlengvlg their students to achiwe
the highest academic standards while supporting &em in that endeavor
with excenent teaching and individual attention
Students are expected to develop their abilities in critical thinking and
communicationand to gain sensitivity to and appreciation for their own
and other cultures. Each student is encouraged to contemplate the
eternal philosophical and spiritual questions of human life and of
personal values and ethics. At Augsburg the great scholars, thinkers,
writers, and artists of the past and present are studied and valued.
Augsbtrrg College considers art understandingof the content and
method of sdcnce, a arecognition of the place of technology,and an
understanding of ways to maintain a sound body as important elements
of a complete education.
This insistence on the breadth of a traditional liberal arts education
reflects a firm belief that human beings are more than their ability to
perfom a job. It reftwrs further a concerted attempt to direct students
toward a full development of the many facets and capacities of the
educated person.
"...within the context of a
great metropolitan center"
Yet, bounded as it is by an interslate freeway and the center of a vital city,
Augsburg CoLlege is no ivory tower escape from the real world. The
College community continually interacts with the city by attending
culhrral events and civic activities and by inviting dty residents and
visitors to the campus as lecturers, performers, and mmfms.The city
M ~ maslaboratory for experiential leaning through Internships,
professional field experiences, and Cooperative Education.
"...and shaped b y faith and values"
This involvement with the real world is a reflection of Augsburg's
spiritual heritage which values all that God has created. While its
tradition supports intellectual freedom in the search for truth, the
ColIege affirmsits belief that all students should reflect upon their
ethical and spiritual values as part of becoming educated. Students are
encouraged though religion courses and through opportunities on
campus for the practice and examination of spirituality to consider their
relationship to God, to others?to society, and to the world,
Traditionally Augsburg College has insisted that an aspect of these
relationships is contained in the motto: "Education for Service." In these
words the College expresses a belief that, whatever career they pursue,
graduates should consider the duty of citizens to contribute to the
common good through service to others.
w
ithin the larger community of the city and the world,
Augsburg College is its own community. It is a community of
support and collegiality composed of persons of diverse talents; of
varied ethnic, national, cultural, and religious backgrounds; and of
complementary interests and orientations. Through a competent, committed faculty and a dedicated staff, Augsburg College builds with its
students a real world in which the whole person can be educated and
developed.
About
Augsburg
A College of the Church
Augsburg was the first seminary founded by N o r w e a n Lutherans in
America, named after the confession of faith presented by Lutherans in
Augsburg, Germany, in 1530. Augsburg opened in September 1869, in
MarshalI, Wisconsin, and moved to Minneapolis in 1872. The first college
students were enrolled in 1874 and the first graduation was in 1879.
Early Leaders
Establish a Direction
August Weenaas was Augsburg's first president (1869-1876).
Professor Weenaas recruited two teachers from Norway - Sven Oftedal
and Georg Sverdrup. These three men dearly articulated the direction of
Augsburg: toeducateNorwegianLutherans to minister lo immigrants;and
to provide such "coI1eg-e" studies tha t would prepare studentsfor theoIogical study.
In 1874they proposed a three part pram first -train ministerial candidates,
second - prepare future theological students and third - educate the
farmer, worker, and businessman. The statement stressed that a good
education is also practical.
Augsburg's next two presidents also emphatically rejected ivory tower
concepts of education. This commitment to church and community has
been Augsburg's theme for over one hundred years.
Education for Service
Keeping the vision of the "non-elitist" college, GeorgSverdrup, Augsburg's
second president (1876-1907), required students to get pre-ministerial
experience in city congregations. Student involvement in the community
gave early expression to the concept of Augsburg's motto, "Education for
Service."
In the 1890s,Augsburg leadersformed the Friendsof Augsburg, later called
the Lutheran Free Church. The church was a group of independent congregations committed to congregationalautonomy and personal Christianity.
This change made Augsburg the only higher educational institution of the
small Lutheran body. But the collegedivision was still important primarily
as an attachment to the seminary.
The Focus Changes
This attitude began to change after World War I. In 1911Georg SverdrupJr.
became President. He worked to develop college departments with an
appeal to a broader range of students than just those intending to be
ministers. Augsburg' admitted women in 1922 under the leadership of
Gerda Mortensen, Dean of Women. She spent the next 52 years at the
College as a teacher and administrator.
The College's mission assumed a double character -ministerial preparation together with a more general education for life in society. In 1937,
Augsburg elected Bemhard Christensen, an erudite and scholarly teacher,
to be president (1938-1962).His involvementin ecumenical and civic circles
made Augsburg a more visible part of church and city life.
After World War 11,Augsburg leadersmade vigorous efforts to expand and
improve academic offerings. Now the College was a larger part of the
institution than the seminary, and received the most attention.
Accreditation for the College
Augsburg added departments essential to a liberal arts college, offeringa
modem college program based on general education requirements and
elective majors. With cursimlum change came a long effort to become
accredited.
The College reached full accreditation in 1954, although many alumni had
entered graduate schools and teaching positions long before that time.
A study in 1962 defined the College's mission now as serving the good
society as a whole first, and the interests of the Lutheran Free Church
second. The Seminary moved to Luther Theological Seminary (now Luther
Northwestern Seminary)in St. Paul in 1963.
A College in the City
President Oscar A. Anderson (1963-1980)continued Augsburg's emphasis
on involvement with the city. He wanted to reach out to non-traditional
student populations, ensuring educational opportunity for all p p l e .
During his years of leadership the College became a vita1 and integral part
of the city. Also in these years, Augsburg added the Music Hall, Mortensen
Tower, Umess Tower, the C o Z l e ~Center, Ice Arena and PsychoIogy
Building.
Since 1980 Augsbwg has been Ied by Charles S.Anderson We has continued Augsburg's commitment to the value of a libera1 arts education,
emphasizingdiversityin enrollment efforts, spiritual growth and freedom
and an academic program that draws on the Esources of the city as
extensions of the campus and classroom.
Serving the Non-traditional Student
Aupburg's American M i a n Program is recognized as mc~essful.The
program has had the highest retention rate of W a n studentsin Minnesota
-=me 85 percent.The Black Student Support Program, initiated in 1969,
has had a growing number ofstudents and supports a Black Student Union
and a newspaper distributed by the office.
The campus is accessible to the physimlly handicapped with a skywaytunnel-elevator system connecting ten major buildings. In only its second
year, Augsburg's program for the learning disabled had 30 students enrolled. The program received a state award for excellence.
Weekend College, started in 1982 with 69 students, had an enrollment of
over SO0 in fa11 1988. Through Weekend College, adult students can work
M l i m e and pursuea bachelor's degree that has a practicalfocus on a liberal
arts base.
In January of 1987 Augsburg initiated a Master of Arts in Leadership
program. As in Weekend College, students can work full-time and take
graduate courses leading to a master's degree.
These programs bring working add& to the campus. They are comple
mented by the College's Cooperative Education Progsam Cbegun in 19%)
that places Augsburg students into paid work experiences. Tfte Co-op
Education Program helps s tadents get career experience in additiun to their
classroom studies.
Augsburg Today
Augsburg continues to reflect the commitment and dedication of the
founders who believed:
Augsburg education should be preparation for service in community
and church;
education should have a solid liberal arts core with a practical dimension in order to send out productive, creative and successful citizens;
the city with all its excitement, challengesanddiversity,is an unequaled
learning laboratory for Augsburg students.
Augsburg is a quality liberal arts institution set in the heart of a great
metropolitan center.There arenow more than 11,000 Augsburg alumni. In
a world that has c h g d much since those first days of the College,
Augsburg still sendsout graduates who make a difference where they live
and work.
Campus Location
Augsburg's campus is located in the heart of the Twin Cities, surrounding
Muphy Square, the first of 155parksin the "City of Lake." The University
of Minnesota West Bank campus and two of the .eitfs largest hospitals,
Fairview and St. Mary's, are adjacent to the campus. Downtown Minneapolis and St. Paul are minutes west and east via Interstate 94 which forms
the southern border of the campus, or on bus routes that also connect with
the suburbs. (See map at back of book)
Reaching the Twin Cities is easy. Most airlines provide daily service to
Minneapolis-St. Paul International Airport, and bus or train connections
can be made from all areas of the United States.
Policies
It is the policy of Augsburg College not to discriminate on the basis of race,
creed, national or ethnic origins, age, marital status, sex or handicap as
required by Title IX of the 1972Educational Amendments or Section 504 of
the Rehabilitation Act of 1973, as amended, in its admissions policies,
educational programs, activities and employment practices. Inquiries regarding compliance may be directed to the coordinators listed in the
Directory in the back of this Catalog, or to the Director of the Minnesota
Department of Human Rights, Bremer Tower, 7thPlaceat Minnesota Street,
St. Paul, MN 55101.
The College and its faculty subscribe to the Statement of Principles on
Academic Freedom as promulgated by the American Association of University Professors and the Association of American Colleges.
Accreditation and Memberships
Augsburg College is accredited by the North Central Association of Colleges and Schoolsand TheNational Councilfor the Accreditationof Teacher
Education (Secondary and Elementary). Our Programs are approved by
The American Chemical Society, The Council on Social Work Education,
National Association for Music Therapy, Inc., and the National League for
Nursing. Augsburg College is an institutional metliber of the National
Association of Schools of Music (NASM).
We are a member of the Associated Colleges of the Twin Cities (ACTC),
Lutheran Education Council in North America, and Minnesota Private
College Council.
Augsburg College is registered with the Minnesota Higher Education
Coordinating Board. Registration is not an endorsement of the institution.
Registration does not mean that credits earned at the institution can be
transferred to other institutions or that the quality of the educational
programs would meet the standards of every student, educational institution, or employer.
Facilities and Housing
Instruction facilities and student housing at Augsburg are conveniently
located near each other. A tunnel/ramp/skyway system connectsthe tower
dormitories,the five buildings on the Quadrangle, plus the Music Hall, 2222
Murphy Square, and the Foss, Lobeck, Miles Center for Worship, Drama
and Communication.
Admissions Office - Located at 628 21st Avenue South, provides offices
for the admissions staff and reception area for prospective students and
their parents.
Augsburg College Center - Center of non-academic activity, with spaciousloungesand recreational areas, dining areas, bookstore, and offices for
student govenunent and student publications. (1967)
-
Center for Global Education Located at 709 23rd Avenue South, provides offices for the Global Center staff and a resource room for those
interested in global issues.
Foss, Lobeck, Miles Center for Worship, Drama and CommunicationThe newest building on campus, estabIishes a new "front door" for the
ColIege on Riverside Avenue. The Foss Center is named in magnition of
the gifts of Julianand June Foss and those from a great numkr of alumni
and friends of the College. The Tjornhom-NeIsonTheater is also housed in
this complex, which contains space for the campus ministry program,
drama, and communication. (1988)
Ice Arena - With two large skating areas for hockey, figure skating and
recreational skating for Augsburg and the metropolitan community.(1974)
Melby Hall -Named in honor of J. S. Melby, dean of men from 1920 to
1942, basketball coach, and head of the Christianity Department, provides
facilities for the health and physical education program, intercollegiateand
intramural athletics, chapel services, and general auditorium purposes.
(1961)
Mortensen Tower -Named in honor of Gerda Mortensen, dean of women
from 1923to 1964, has 104 one- and two-bedroom apartments that house
312 upperclass students, plus conferencerooms and spacious lounge areas.
(1973)
Music Hall -Contains a 217-seat recital hall, classroom facilities, two rehearsal halls, music libraries, practice studios and offices for the music
faculty. (1978)
Old Main -Home for the Foreign Language and Art Departments, with
classroomsused by other departments. Extensivelyremodelledin 1980,Old
Main combines energy efficiency with architectural details from the past. It
is included on the National Register of Historic Places. (1900)
ScienceHall-Houses classrooms, well-equippedlaboratories,amediumsized auditorium, and faculty offices. (1949) In 1960 the Lisa Odland
Observatory on the roof was completed.
South Hall, Kueffner Apartments, and Annex Houses -All located in or
near the campus area, provide additional housing accommodations for
students, faculty and staff.
George Sverdrup Library -Named in honor of Augsburg's fourth president, contains reading rooms, seminar rooms, work rooms, an audio-visual
center, the Augsburg Archives, classrooms and faculty offices. (1955)
Sverdrup-Oftedal Memorial Hall -Named in honor of Augsburg's second and third presidents, provides space for administrative and faculty
offices. (1938)
2222 Murphy Square -Houses offices forWeekend College, the Graduate
Program, and Cooperative Education, as well as classroom space. (1964)
Urness Tower - Named in honor of Mr. and Mrs. Andrew Umess, who
have givenseveral generous gifts to the College, providesliving quarters for
324 students. Each floor is a "floor unit," providing36 residents, housed two
to a room, with their own lounge, study and utility areas. (1967)
West Hall -Apartment housing for upperclass students. (1966)
Admissions
A
ugsburg College is looking for students with intelligence
and character. We want people who can benefit from and
contribute to their community -the College community, and the
larger community.
Freshman and transfer applicants are encouraged to visit the
campus and meet with an Admissions Counselor, because firsthand appraisal of programs, facilities, and academic atmosphere
is valuable. Arrangements may be made to meet with a member
of the faculty and to attend classes when school is in session.
Augsburg's admissions staff is ready to help students and parents
with college planning. Just call any weekday between 8:00 a.m.
and 4:30 p.m. -Admissions Office (612) 330-1001. We'll answer
your questions and arrange a tour for any day (including Saturday mornings during the school year). Our office is on the Northwest comer of 7th Street and 21st Avenue South in Minneapolis
(please call first).
Augsburg selects students on individual merit without regard to
race, creed, disability, national or ethnic origin, sex or age.
Application Procedures
V For Freshmen
Application for Admission -Applicants should complete the application
for admission and essay, and return them to the Admissions Office together
with the non-refundable $15.00 application fee.
Transcripts - An official transcript from the high school is required of
freshman applicants. Freshman applicants who are still high school students at the time of application should have their most recent transcript
sent, followed by a final transcript upon graduation. Graduate Exarnination Degree scores (G.E.D.) may be presented instead of the high school
transcript.
Test Scores-Freshman applicants are required to submit results from the
Preliminary Scholastic Aptitude Test (PSAT), the Scholastic Aptitude Test
(SAT),or the American College Test (ACT). It will suffice if test scores are
recorded on the official high school transcript.
Additional Information -If there is personal information that may have
affected the applicant's previousacademicperformance, it may be included
with the application or discussed personally with an admissions counselor.
Academic recommendationsmay be required by the AdmissionsCornmittee before an admissions decision is made.
Notification of Admissions Decision- Augsburg College uses a "rolling"
admissions plan. Students are notified of the admissions decision, usually
within two weeks after the application file is complete and has been
evaluated by the Admissions Committee.
Confirmation of Admission -Accepted students who are applying for
financialaid are asked to make a$100non-refundabletuitiondeposit within
30 days of their financial aid notification. Extensions may be requested in
writing to the Director of Financial Aid.
Accepted studentswho are not applying for financial aid are asked to make
a $100 non-refundable tuition deposit within 30 days of their letter of
acceptance. Those students who wish to live in College housing must also
submit a $100 housing deposit.
Early Decision for Freshmen
AugsburgoffersanEarlyDecisionProgramforstudentswho select Augsburg
as a primary college choice. Early Decision candidates must apply by
November 15 of their senior year and will receive the admission decision
about December 1. The College bases its admissions decision on the academic record through the junior year, test scores, and recommendations.
Students who are eligible for Early Decision will receive maximum consideration for financial assistance.
Early Decision candidates applying for financial aid are required to complete the FFS or FAF after January 1.
Accepted students who are applying for financial aid are asked to make a
$100 non-refundable tuition deposit within 30 days of their financial aid
notification. Extensions may be requested by writing to the Director of
Financial Aid.
Accepted studentswho are not applying for financialaid are asked to make
a $100 non-refundable tuition deposit within 30 days of their letter of
acceptance. Those students who wish to live in College housing must also
submit a $100 housing deposit.
Early Admission of Freshmen
Students of exceptional ability who wish to accelerate their educational
program may be granted admission to begin full-time work toward a
degree following completion of their junior year or first semester of the
senior year of high school. Applicants for early admission must complete
the normal procedures for freshman applicants, submit two academic
recommendations from the high school faculty, and arrange a personal
interview with the Director of Admissions.
Students from Minnesota who are interested in the possibility of enrolling
at Augsburg under the auspices of the Minnesota Post Secondary Enrollment Options Act should contact the Admissions Office for specific information.
V For Transfer Students
Augsburg College welcomes students who wish to transfer after having
completed work at other accredited colleges or universities. College credit
is granted for liberal arts courses satisfactorily completed at accredited
institutions. The College reserves the right not to grant credit for courses
where it considers the work unsatisfactory, to grant provisional credit for
work taken at unaccredited institutions, and to require that certain courses
be taken at Augsburg.
A cumulative grade point average (GPA) of 2.0 (on a 4.0 scale) or better is
required on previous college work.
Admission to a major, as well as admission to the College, is sometimes
necessary. Please check with the Admissions Office and departmental
catalog section to see if admission to the major is necessary.
Application for Admission -Applicants should complete an application
for admission and return it to the Admissions Office together with the
$15.00 non-refundable application fee.
Transcript-An official transcript sent directly to the Admissions Office
from the college(s)the student has attended is required. Transfer student
applicants who have completed one year or less of college-level work must
have an official transcript from their high school sent directly to the
Admissions Office. Students who have completed a year or more of college
work will be evaluated primarily on their college performance.
Additional Information-If there is personal information that may have
affected the applicant's previous college performance, it may be included
with the applicationor discussed personally with an admissionscounselor.
Academic recommendations may be required by the Admissions Committee before an admissions decision is made.
Notification of Admissions Decision- Augsburg Collegeuses a l'rolling"
admissions plan. Students are notified of the admissions decision, usually
within two weeks after the application file is complete and has been
evaluated by the Admissions Committee.
Confirmation of Admission-Accepted students who are applying for
financialaid are asked to make a$100 non-refundable tuitiondepositwithin
30 days of their financial aid notification. Extensions may be requested in
writing to the Director of Financial Aid.
Accepted students who are not applying for financialaid are asked to make
a $100 non-refundable tuition deposit within 30 days of their letter of
acceptance.
Those studentswho wish to live in College housing must also submit a $100
housing deposit.
V For Former Students
Students who have interrupted attendance at Augsburg College without
requesting a leave of absence and who wish to return, apply for readmission through the Registrar's Office. Studentswho have attended any
other institution(s1during the absencefrom Augsburg must have an official
transcript sent from each one to the Registrar's Office.Returning students
do not pay the application fee.
V For Special Students (Non-Degree)
In some circumstances, people may be admitted as special students (nondegree)and granted the privilege of enrolling in courses for credit. Usually
part-time students, they may subsequentlybecome candidatesfor a degree
by petitioning through the Registrar's Office.
Students regularly enrolled at another college may take course work at
Augsburg College as a special student (non-degree).A transcript must be
sent to the Admissions Office by the student's home institution.
An application form for special student (non-degree) status is available
from the Admissions Office.
V For International Students
Internationalstudentsshould consult with the Coordinator of International
Student Admissions regarding the procedures for applying as an international student. All international students transferring to Augsburg from
another United States college or university must apply and be accepted for
admission to Augsburg two months prior to the start of the semester: July
1for Fall, November 1 for Spring.
To contact the Coordinator, call (612) 330-1001 or write to:
Coordinator of International Student Admissions
Augsburg College
731 21st Avenue South
Minneapolis MN 55454
Your Education
A
11 students receive financial help indirectly, since a quality
liberal arts education costs more than tuition and fees
cover. The College raises that difference in gifts - from alumni,
faculty, staff, parents, church, friends, foundations, a n d endowment income.
However, the primary responsibility for paying for a college
education rests on students and their families. Financial aid is
intended to supplement those resources.
College Costs 1988-89
The Board of Regents has approved the costslisted for the 1988-89academic
year. The Board reviews costs annually and makes changes as required. The
College reserves the right to adjust charges should economic conditions
necessitate.
V Tuition, Fees, Room and Board
..........................................................
Tuition (full-time enrollment)
$8,020.00
This rate applies to all full-time students entering in September, 1988.
Students are considered full-time when they take three or more courses
during the semester terns with a total of seven or more courses in the school
year. The charge includes tuition, general fees, facility fees, subscription to
student publications, and admission to most College-supported events,
concerts and lectures. The amount is payable in two equal installments at
the beginning of each semester.
........................................
Tuition (part-time enrollment) per course
$595.00
This rate applies to students taking fewer than three courses in a semester
and/or an Interim only. Part-time students taking lifetime sports are
charged the audit rate for that course.
................................
Audit Fee (for part-time students) per course.
$298.00
Full-time students may audit a course without charge. Part-time students
taking Lifetime Sports are charged the audit rate for that course.
...................................................$1,610.00
Full Board (19 meals a week) ...........................................................$1,470.00
Room Rent (includes telephone).
Other board plans are available as defined in the housing contract booklet
available from the Office of Student Life. Partial board (14 meals a week) is
$1,430.00; the point plan is $1300.00.
V Other Special Fees (Non-refundable)
Fees Billed on Student Account
ACTC Bus (full-time students
only) ........................................$5.00
Late Registration (per day
after classes begin) ................ $10.00
Registration Change after first
5 days (cancel/add/change/
grade option, or combination
at one time) ............................$5.00
Introduction to Cinema Art .....$35.00
Life Drawing (See Interim
Catalog for fee)
Music Therapy Internship
(one half course credit) ....$298.00
Fees Payable by ChecWCash
Application (new and/or
special students) ................$15.00
Nursing Credit Validation
Tests .......................................$95.00
Nursing Comprehensive
Exam ........................................$9.00
Locker Rental (commuters).......$5.00
Music Lessons Private,
per semester (14 lessons) ...$175.00
Class, per semester ...............$50.00
Radio-Television Production ...$ 10.00
Theater Technical Production .$35.00
Student Teaching (per course
for full-time students) ..........$15.00
Student Teaching (per course
for part-time students) .......$150.00
Study Abroad (in approved nonAugsburg programs) ......... $125.00
Student Activity Fee .................. $85.00
Student Activity Fee (parttime students) .......................$42.50
Student Parking Lot Permit
-car ...................................$45.00
-motorcycle .......................$20.00
Transcript Fee (per copy after
first, which is free) ...............$2.00
Special Examinations,
Cap & Gown Costs (Schedule
on file in Registrar's Office)
Books and Supplies
These costs are estimated to range between $350 - 400 per year.
V Deposits
..............................................
Enrollment Deposit (Non-refundable)
$100.00
Required of all new students after acceptance. The Enrollment Deposit is
credited to the student's account only when his/her enrollment is terminated. Any net credit balance (after all charges and/or fines) will be
refunded upon request of the student. For more information, contact the
Admissions Office.
....................................................................
$10.00
Housing Damage Deposit
Required of all resident students at the time of signinga contract, to reserve
a housing assignment. This deposit is retained against damages and/or
fines and is returned to the student account (less all charges for damages
and/or fines)at the end of the occupancy period covered by the contract.
New contracts may be terminated for Fall or Spring Term by notifying the
Office of StudentLife in writing by the first day of registration. The resident
will be responsible for all costs incurred due to late cancellation or lack of
proper notification.If the new contract is cancelled prior to July 1for Fall semester or January 1for Spring Semester, $50.00 will be forfeited from the
$100 deposit as a service charge. The entire deposit will be forfeited if
cancellation is after these dates.
V Payments
Semester Fees - Prior to the start of each semester a "Statement of
Estimated Charges" showing basic charges and credits designated by the
Student Financial Services Office is sent to the student from the Business
Office.
Payment Options - (1)Annual payments, due August 20 as billed; (2)
Semester Payments, due August 20 and January 20 as billed; (3) Payment
Plan -upon application and after College approval, a three-month plan is
available each semester. Details are included with the Estimate of Charges
letter; (4) lcmonth Payment Plan -upon application, College approval,
and payment of a $50 administrativefee, the annual chargesmaybe paid in
10 equal insta1Imuzb beginning June20 and ending March 20. No finance
charge wdl be assessed on accounts which are current. An application will
be sent upon request.
Financial Policies
A finance charge is applied at a simple rate of 1%per month on any account
with an open balance of 30 days or more or on a 10-monthpayment plan in
which payment is not current.
Tuition is set on an annual basis, payable in two equal installments at the
beginning of each semester.
Registration is permitted only if the student's account for a previous term
is paid in full.
Augsburg College will not release academic student transcripts until all
student accounts are paid in full or, in the case of student loan funds
administered by the College (National Defense/Carl Perkins National
Direct Student Loan and the Nursing Student Loan), are current according
to established repayment schedules.
V Refunds
Students fill out Withdrawal from College forms available in the Center for
Student Development. They must be filled out completely signed, and
turned in to the Registrar's Office. Students who properly withdraw,
change to part-time, are dismissed, or are released from a housing contract
will have their accounts adjusted for tuition and room (except for the
minimum deduction of $100.00 to cover administrativecosts) according to
the following schedule:
100% - through the first five days of classes (less $100.00
administrative fee)
90% - from the 6th though 10th day of classs
80% - from the 11th through 13th day of classes
70% - from the 16th through 20th day of classes
60% - from the 21st through 25th day of dasses
50% - from the 26th day of classes through the
mid-point of the term
No refund will be made afterthe middle classday of the term. Board refunds
are made on a proportionate basis.
If a student is forced to withdraw due to illness or accident, the refund will
include the normal percentage plus one-half of the percentage adjustment,
upon submissionof a report from the attending doctor stating the inability
or inadvisability of continued enrollment.
Students who elect to omit an Interim or to graduate in December are not
entitled to a refund of Interim tuition, room, and board charges. Students
who participate in an approved off-campus Interim are eligible to apply for
a board refund and room sub-lease. Details and request forms are available
in the Office of Student Life.
All refunds of charges will be applied to the account of the student and all
adjustments for aid, loans, fines and deposits, etc. will be made before
eligibility for a cash refund is determined.
Financial Aid
Financing higher education could be the most significant investment a
person or family makes in a lifetime. So, proper planning and wise choices
are important, not only in choosing a college, but also in the methods used
to pay for it. Augsburg College, through its Office of Student Financial
Services, will help students and their families with both monetary and
advisory assistance to protect access to a quality education in spite of increasing costs.
Financial assistance awarded through Augsburg is a combinationof scholarships, grants, loans, and part-time work opportunities. The College
cooperates with federal, state, church, and private agencies in providing
various aid programs. For the academicyear 1986-87approximately 85%of
all students at Augsburg received scholarships, grants, loans and part-time
employment totalling over $7,200,000 from all aid sources.
The primary responsibility for financing a college education rests upon the
student and family. Financial aid is intended to supplement student and
family resources.
The Family Financial Statement (FFS) of the American College Testing
Program (ACT)or the Financial Aid Form (FAF)of the College Scholarship
Service (CSS)helps determine the amount of assistance for which a student
is eligible. This analysis estimates the amount a student and family can be
expected to provide for college expenses, taking into account such family
financial factors as current income, assets, number of dependents, other
educational expenses, debts, retirement needs, and special considerations.
V How and When to Apply
New Students - Regular Admission
1. Apply for admission to Augsburg College. No financial aid notification is made until the student has applied and been accepted for
admission.
2. Obtain the Family Financial Statement (FFS) or Financial Aid form
(FAF)from a high school or college financial aid office. Complete the
application and send it to the processing agency after January 1but
before March 15for priority consideration.Minnesota residents must
complete the FFS which includes the application for the Minnesota
State Scholarship/Grant Program. Augsburg's code on the FFS is
2080. For non-Minnesota residentsusing the FAF, Augsburg's code is
6014.
3. Within four to six weeks, Augsburg will receive the analysis. If at that
time you are accepted for admission, the Financial Aid Committee
will meet and review your eligibility for all the programs available. A
letter will be sent to you detailing your financial aid package.
4. Acceptance of this financial aid package is required within the deadline stated. If necessary, the appropriate loan forms and/or work
applications will then be sent to you.
5. Transfer students must submit a financial aid transcript from each
college previously attended before financial aid will be offered. The
financial aid transcript forms are available through the Admissions
Office or Financial Aid.
Returning Students
Eligibility for assistance must be re-establishedeach academicyear by filing
the application and Family Financial Statement (FFS).Renewal is based on
financial eligibility, satisfactory academic progress, and fund availability.
V Kinds of Aid
A student applying for aid from Augsburg applies for assistance in general
rather than for a specific scholarshipor grant (exceptas noted).The various
forms of aid available are listed here for information only.
In addition to aid administered by Augsburg College, studentsare urged to
investigate the possibility of scholarships, grants, and loans that might be
available in their own communities. It could be worthwhile to check with
churches, the company or business employing parents or spouses, high
schools, service clubs, and fraternal organizations for information on aid
available to students meeting their requirements. In addition to these
sources, some students are eligible for aid through Vocational Rehabilitation, Education Assistance for Veterans, Educational Assistance for Veterans' Children, and others.
+ Gift Assistance
President's Scholarships - President's Scholarships are awarded annually to the most academically qualified full-time freshmen students. These
scholarships are awarded without regard to need.The awards are renewable for three years based on academic performance at Augsburg. Special
application is due February 1.Details from Admissions Office.
Dean's Scholarships-Full tuition and half tuitionDean's Scholarshipsare
awarded each fall to the most academicallyqualifiedfull-time studentswho
are direct transfersto Augsburg College followingcompletionof anA.A. or
A.S. degree, having maintained a 3.5 GPA on a 4.0 scale. These scholarships
are awarded without regard to need and are renewable for an additional
year. Because this is a unified program, full tuition is assured, since the
Collegeguaranteesthe differencebetween non-Augsburggrants and scholarships (suchas state scholarships, Pell grants, etc.) and full tuition. Special
application is due April 1.
PairedResources inMinistryandEducation (PRIME)Awards- Augsburg
College will match the first $300 a year of a student's scholarship or grant
from a Lutheran congregation.Announcement from the congregationmust
be made by October 1.
Augsburg Tuition Grants -Available to students who have shown academic potential and have financial need. A grant may pay up to full tuition
and fees. A student's academic performance, financial need, and high
school and community involvement are taken into consideration.
Minnesota State Scholarships and Grants - Awarded by the state to
Minnesota residents who have financial need. For 1988-89, they range from
$100 to $4509. All applicants from Minnesota are expected to apply.
Supplemental Educational Opportunity Grants - A federal program
administered by the College. To be eligible, a person must: (1)be a U.S.
citizenor permanentresident; (2)have exceptional financialneed as defined
by the program and demonstrated by the FFS (or FAF); (3) be capable of
maintaining satisfactory academic standing at the College; and (4) be
accepted for admission.
Pell Grants - Federal Pell grants are awarded to students attending
eligible institutions of higher education and are based on financial need as
defined by program guidelines. The maximum grant eligibility for each
student for 1988-89 is $2200 minus the amount the student and family can
be expected to contribute.Application ismadeby filingthe FFS (or FAF)and
requesting on the applicationform that the necessary informationbe sent to
the Pell Grant Program.
Bureau of Indian AffairsITribaland State Indian Scholarships-American Indian students who meet federal and state requirements may apply for
Bureau of Indian Affairs, Tribal and/or State Indian Scholarship monies.
Students must be 1/4 degree Indian ancestry and be enrolled with a
federally recognized tribe. Indian grants supplement all other sources of
financial aid. For assistance in application contact Augsburg's American
Indian Program Director or your tribal agency.
+ Loan Assistance
Perkins Student Loan - Joint Augsburg College-federally funded program administered through the College for students who demonstrate
financial eligibility. Loans are interest free during your education. No
interest accrues nor do payments have to be made on the principal at any
time you are enrolled at least half-time. Simple interest of 5% and repayment of the principal (at the minimum of $30 a month) begin six months
after you leave school (nine months for new borrowers after 7-1-87).
Repayment may extend up to 10years. The loan carries a teacher cancellation clause. The maximum which may be borrowed for undergraduate
study is $9000.
Guaranteed Student Loans and Minnesota State Student Loans -Loan
funds are obtained directly from a local lender or state agency in states
which provide such programs. While the student is attending at least halftime, there is no interest charge. Simple annual interest of 8%on the loan
balance and repayment of the principal begin six months after you leave
school. Repayment may extend up to 10years. The maximum loan is $2625
for the first two years and $4000 for the remaining years of undergraduate
study with the cumulative undergraduate maximum of $17,250. Applications are available at the College, some banks, and the Minnesota State
Student Loan Office.
Nursing Student Loan -Federal program with provisions similar to the
National Direct Student Loan program, but restricted to applicants accepted or enrolled in our program leading to the baccalaureate degree in
nursing. Recipientsmust have financial need and be registered at least half
time. The maximum loan is $2500 per year.
Parent Loan Program (PLUS) -PLUS is a loan program to help parents
meet college costs of their dependent children. Parents may borrow up to
$4,000 per student per year with an aggregatemaximum of $20,000. Repayment begins within 60 days of check disbursementat a variable interest rate
not to exceed 12%and a minimum payment of $50 per month. Application
forms are available at Augsburg College or the lending institutions. Applicationsarenormallyfiled with thebankor thrift institution with which your
family has an account.
+ Student Employment
Augsburg College provides work opportunitiesfor students with proven
financial need who are at least one-half time students. Assignment is made
on the basis of need and potential competence in performing the duties
assigned. Part-time work provided by the College is considered financial
aid, just like scholarships,loans, and grants. A maximum of 15hours of oncampus employment per week is recommended.
All on-campus work is governed by policies stipulatedin the work contract
issued to the student employee for each placement. Payment is made
monthly by check to the student employee.
College Work Study Program and Minnesota State Work Study Program
-Under these programs the federal or state government supplies funds on
a matching basis with the College to provide some part-time work opportunities.
+ Sponsored Scholarships
Scholarship winners are selected by the Student Affairs Committee of the
Faculty unless otherwise specified.For departmentalscholarships,winners
are recommended by faculty of the department involved. Descriptions of
awards are from statements of the donors' wishes. *Indicates endowed
scholarships
General Scholarships
Charles and Ellora Alliss Educational Foundation Scholarships -A number of awards of
varying amounts (minimum $500) are made each year on the basis of financial need and
ability. Established in 1973by the foundation.
Alma Jensen Dickerson Memorial Scholarship*-Awarded annually to deservingjunior/
senior students. Established in1961 to perpetuate her memory.
Oliver M. and Alma Jensen Dickerson Memorial Scholarship*-Awarded annuallyto two
deservingjunior or senior students. Establishedin 1969by Alma Jensen Dickerson to honor
her late husband and perpetuate their memory.
Elias B.Eliason Sr. Memorial Scholarship*-Awarded annually to one or more needy and
deserving u m d a s s students. Establishedin 1979in memorv of their husband and father bv
and Mrs. Cla&
~osie
~er:e & o n , Conrad Eljason, E. Bernie Eliason, Mrs. Ekabeth~auseth
Hoelck.
M. J. Estrem Scholarship*-Awarded annually to a worthy student. Established in 1965by
Maybelle and Malwlm Estrem.
First Bank Systems-Awarded each year without regard to a specificmajor,but to students
with demonstrated leadership ability and an interest in entrepreneurialdevelopment.
The Julian P. Foss Scholarship*-Awarded to a student of any class who has financialneed,
shows promise, and demonstrates faith and dedication to overcoming difficult circumstances. Established by Julian P. Foss ('30), Mesa, Arizona.
The Edwin C. Johnson Scholarship*- Awarded annually to one or more students who
demonstratepotential and financial need. Established in 1985by Edwin C. Johnson, Powers
Lake, ND.
Memorial Scholarship Foundation Scholarships* - Awarded annually to an able and
deserving upperclass student. Established in 1964 by undesignated memorial gifts.
Minnesota Mining and Manufacturing Company Liberal Arts Scholarships - Given annually to needy students who are U.S. citizens. Established in 1972.
Northern States Power Company Scholarship* -Awarded
class year on the basis of financial need and ability.
to deserving students in each
John G. Quanbeck Scholarship Fund - Awarded annually to freshman students who
without assistance would be unable to pursue higher education. Established in 1963 by a
bequest of John G. Quanbeck
Readers Digest Endowed Scholarship* -Awarded to able and deserving students. Established by the Readers Digest Foundation in 1964.
The Lea A. and Elsie L. Wildung Endowment Fund* -Awarded annually to one or more
students of any class who have potential and financial need. Establishedin 1986 through the
gift of Elsie L. Wildung, St. Paul, MN.
Edward Yokie Memorial Scholarship* -Awarded to an able and deserving junior or senior
student. Established in 1962 to honor the memory of their beloved father by his daughters,
E. Lorraine Yokie and Doris E. Yokie.
Special Scholarships
Aid Association for Lutherans - Awarded annually to able and deserving upperclass
students who are certificate (policy) holders with Aid Association for Lutherans Insurance
Company. Established in 1966.
The Crown Prince Harald Scholarship - Established by authorization of the Augsburg
College Board of Regents in 1965 on the occasion of the visit by Crown Prince Harald, this
annual scholarship provides full tuition for a freshman student from Norway. The winner
is selected from competition held in Norway by the NorgeAmerika Foreningen.
Grace Jewel Jensen Buster Memorial Scholarship* - One or more scholarships are
awarded annually to sophomore, junior, or senior Chinese students who have outstanding
academicrecords and are preparing to work among the Chinese people. Established in 1983
by family and friends to honor the memory of Grace Jewel Jensen Buster, a 1922 alumna.
The Mildred Ryan Cleveland MemuM SchoIafslp* - Awarded annually -to able and
deserving student(s) who have p h ~ i c adisabilities
l
and have demonstrated financial need.
Established in 1972 by her husband, Floyd Cleveland, ko honor the memory of Mrs. Q e v e
land, Augsburg alumna, conseaated Christian leader and devoted wiEe.
The Laura Ann Erickson Memorial Scholarship* - Awarded annually to one or more
female freshmen students of any major who belong to the Lutheran Church (ELCA) and show
evidence of academic achievement and financial need. Established in 1986 by Raymond D.
Erickson, in memory of his daughter, Laura Ann E r i b n .
The Laura Ann and Raymond D. Erickson Courage Scholarship*-Awarded annually, as
funds are available, to one or more freshman students who belong to the Lutheran Church
(ELCA) and show evidence of academic achievement, financial need, and personal courage.
Establishedin 1986byRaymondD. Erickson ('50) in tribute to thecourage of hislate daughter,
Laura Ann rickso on: David J. Formo Memorial Scholarship*-One or more scholarships are awarded annually
to a iunior or senior student who has successfullvovercome adversity and achievedexcellence
in aiademic and extracurricularperformance. kstablished in 1979 iymembers of his family
to honor the memory of Commander David J. Formo, 1964 alumnus.
The FhnwickThanksgivingScholarship*-Awarded annually ta a studentat or above the
sophomorelevd who demonstrateshigh academic achievementand is preparingfura career
in %me form of therapy, e.g, physical, occupational s p e d , music, psychological. Established at Thanksgiving, 1986, by Dr. Thcodare J, and
Fern S I-Eanwick, in gratitude to
the therapist who aided in the r e c o v q of their son,Theodore T.Hanwick 0 ,
from a sevae
accident.
TheRw.John H j e l m h d Sfholiuships-Awarded annually to second or third generation
eeshman or uppadass students of any major who have attained a 3.0 grade point average,
a better. Establishedin 19%by Sigvald ('41) andHden Hjelmdand, and John ('70) and Lynn
Hjelmeland
Gmce h e Tohnson Memmial Molarshig - One or more dmlarshim are awarded
annually t.0 u&rdass international stud& who have overcome ad&$
and achieved
excellence in mdcmic and extraamicdar performance.E s t a b h h d in 1981 by her parents,
Dr.and M m mar Johnson,and other f d y m e m b e r s and Men& in memory of ~ r a k ~ n n e
(Gay) J o h n , a student at Aupburg 1971-1973.
Catha Jones Memorial Scholarship* -Awarded annually to upperdrtss women of high
moral character, with preferencegiwn to female or malestudents transferring from Waldorf
College who are in music and/or demwtary education. Esfablished in W E in memory of
Catha Jones, 1197 d m a , by her parents, Mr. and Mrs. Kenncth Jones, o f h a family and
fiends, and the Augsburg College Senior Challenge kogram.
Lutheran Brotherhood Lutheran Senior College Scholarship -Awarded on the basis of
scholastic achievement, religious leadership and financial need. Minimum award $500.00.
The scholarship is renewable.
The Rev. Horace E. Nyhus Memorial Scholarship* - Awarded annually to a senior
student(s) who has successfully overcome adversity and has achievedexcellence in academic
in 1977 to honor thememory of the Rev. Nyhus,
and ex~acurricular~ormance.Established
a 1929 graduate of Augsburg Seminary who uvercame the adversity of early years to earn
his own education and he w e d others with humanity and wisdom,
The Ole K. and Evelyn L. O h n Scholarship* - Awarded annuaIly to students with
financial need. Preference given to students f r o m Canada or transfmdngfrom a public college
or university who indicate an interest in religion, music, or Scandinavian studies. Established
in 1988 by Mrs. Evelyn Olson and Mr. Gordon Olson ('631, in memory of Rev. Ole K. Olson
('32) and in honor of Mrs. Olson's 80th birthday.
Minority Student Scholarships/Grants
-
The Hearst Ame*imn Indian Scholarship*
One or mom scholarships are awarded
annually to an American Indian upperclass student(5) who has a cumulative grade point
average of 3.0 or betta at Augsburg College. Established in1984by The Hearst Foundation.
The Otto Bremer Foundation American Indian Scholarshipr - Awarded to American
Indian Students. Recipients will be involved in a community serviceproject during the year.
Car@ Foundation American Indian Scholarship* - Awarded to American Indian Students who either: 1) have been denied or lost tribal funds or, 2) have experienced other
unusual circumstances as determined by the American Indian Program Director and the
Financial Aid Director.
Marilyn Petersen Memorial Scholarship* - One or more scholarships are awarded
annually to upperclass Oriental international students. Established in 1978by her parents,
family and friends to honor thememory of Marilyn's devotion to sharing and loving people,
especially her service to students.
Marlys Johnson Simengaard Memorial Scholarship* -Awarded periodically to a Black
American student. Established in 1964 in memory of Marlys Johnson Simengaard and her
Christian concern for the problems of social injustice.
Religion and Christian Service Scholarships
The Norman and Louise Bockbrader Scholarship*-Awarded annuallyto students preparing for full-time service careers in the church. Established in 1981by Rolland H. Bockbrader
to honor the lifelong devotion that his parents have given to the family, congregation,
Augsburg College, and the community.
Andrew and Constance Burgess Scholarship*- Available to both North American and
international students to encourage men and women to enter full-time Christian service.
Awards are based on demonstrated academic ability, moral character, and potential for
Christian service. Established in 1983by the Rev. and Mrs. Andrew S. Burgess.
Thorvald Olsen and Anna Constance Burntvedt Memorial Scholarship* - Awarded
annually to a student(s) in the senior class who is preparing for the ministry. Established in
1960 by family and a churchwide offering to honor the memory of Dr. T. 0.Burntvedt,
president of the Lutheran Free Church, 1930-1958.
Henningand Sellstine Dahlberg Memorial Scholarship*-Awarded annuallyto an upperclass student preparingfor a Christian vocation. Established in 1982to honor the memory of
Henning and Sellstine Dahlberg.
Iver and Marie Iverson Scholarship*- Awarded on the basis of need, character and interest
in Christian service. Established in 1957by Iver Iverson.
The Rev. Amold j. Melorn M e m d Schollwhip -Awarded annually to one or more
students of any dass who demms!mtepotential and Rnanual need, with preferencefor those
who are pparing for a religious service vocltion. Established In 1985by Kenneth and Vera
Ndsan in memory of thdr pastor, The Rev. Amdd J. Mefom, a 1947graduate of Augsburg
College.
Gerda Mortensen Memorial Scholarship*- One or more scholarships are awarded annuallv on the basis of scholarship, service, and devotion to the Christian faith. Established in
19?5 by the family and ~ u ~ s College
b & ~ in memory of Gerda Mortensen for five decades of
service to Christian higher education at Augsburg College.
Onesimus Scholarship* - Awarded periodically to students preparing for the Christian
ministry. Established in 1962by Mr. and Mrs. James Hdeckson.
Johan H.0. Rodvik Mernmial ScholarshipC - One or mere scholarships are awarded
annually to A u g s b g students preparing far a prof-ional career in Chrklian service.
Established in 1 9 6 by Mr. and Mrs.Luther H.Kodvik in memory of Johan J. 0.Rodvlk and
his deep perxlnal dedimlian to hk cralling as aminister, as well as his schdarly research and
pioneering tl~oughtconcerning the Apostle Paul's traditionally misunderstoad at tihrde
toward the question of equal rights and equal status for women.
The Rev. Olaf Rogne Memorial Scholarship* -Awarded on the basis of need, scholarship
and interest in Christian service. Established in 1958 to honor the Rev. Old Rogne, business
administrator of the college, 1940-1952.
The Rev. Lawrence and Gertrude Sateren Scholarship*- One or more scholarships are
awarded annually to a junior or senior preparing for a full-time vocation in the church.
Established in 1980by their children,families and friends to honor thelifelong devotion that
the Rev. and Mrs. Lawrence Sateren gave to the church, Augsburg College, and Augsburg
Seminary over a period of 60 years.
Moms G. C. & Hanna Vaagenes Missionary Scholarship Fund* -Awarded m d y to a
junior/senior student preparing for service as a aisianary through the World MissIon
Department of The Evangelical L uthwan Churchin Amcrim. btablishedin 1969by the Rev.
and Mrs. Morris G. C. Vaagenes.
Departmental Scholarships
Art
The Crown Princess Art Scholarship - Established by authorization of the Augsburg
College Board of Regents in 1978 to honor the Gown Princess of Norway. Awarded annually
to a talented art student with finanaal need.
August Molder Memorial Art Scholarship* - One or more scholarships are awarded
annually to upperclass students majoring in art. Established in 1982 by his wife, family and
friendsin memory of August Molder, accomplished artist and teacher for more than 20 years
at Augsburg College.
Athletic
The Carl Bloomberg Memorial Scholarship - Awarded annually to a needy student(s)
participating in the Augsburg College hockey program. Established in 1983 by friends in
memory of Carl Bloomberg, a talented young hockey player.
Paul Dahlen Memorial Scholarship*-Awarded annually to an able and deserving student
on the basis of Christianpurpose, athletic and academic achievement Established in 1966 by
his parents, the Rev. and Mrs. Lester Dahlen, in memory of their son, a senior student at
Augsburg College.
Paul DahlenJGerald Pryd Memorial Scholarship* - Awarded annually to an able and
deserving male student on the b s i s of personality, character, athletic and academic
achievement. Established in 1966 by friends to honor the memory of these two Augsburg
College students.
David Gronner Memorial Scholarship* - Awarded annually to two or more students,
participatingin athletics or music, who have demonstrated financialneed and high Christian
character. The athletic scholarship is for a male candidate only, with a preference in
basketball. Establishedin 1975 by Mrs.David Gronner andchildren Richard, Carol, and Paul,
and Mrs. Ethel Gronner to honor the memory of David Gronner, an Augsburg College
alumnus.
Keith Hoffman Memorial Scholarship* -Awarded annually based on academic achieve
ment, personal character, and abilityin athletics. Establishedin 1945 by Mr. andMrs. Charles
S. Hoffman to honor their son who gave his life in the conquest of Okinawa.
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R o y Jordan Memorial Scholarship'
One ormore scholar*ps are award& amraalIy to
u p p d a s s students partic+alingin infermllegiatesports,with preference for students in the
m t l i n g program. Established in 1980by the M P i Jordan and Charles Schulz familiesin
memory of Rory Jordan, an Augsburg graduate and n a t i o d y rxognizd wrestler.
Magnus and Kristofa Kleven Scholarship8-Awarded annually to students on the basis of
achievement, personal character, and promise in the field of physical education. Established
in 1958 by their children in memory of their parents.
The Hoyt Messerer Athletic Scholarship8- Awarded annually to amaleathlete of any class
or major, upon the recommendation of the Athletic Department. Establishedin 1987by Hoyt
C. Messerer, Cedar Falls, Iowa.
The Sian Person Memorial Sckolamh1p*-Awarded annua7ly to one ormore male students
of any class or academicmajor who p&i+tes in the College%salhleticprogramand shows
widenceof aclademicachiwernent a n d h a d n d . Establishedin1986bvGIenandGerdd
Person, in memory and in honor af their brother, Stan Person.
Biology
Biology Scholarships - Established in 1972 by the faculty of the Biology Deparhnent to
honor outstanding students who intend to major in biology, natural science or medical
technology.
The Dr. Kennekh D.amd Mrs. Linda mailey) Holmen Biology SehaIarship* - A merit
scholarship awarded annually to an -4s student majoring or minoring in biology.
Established in 1985by Dr.Kenneth D. and Mrs.Linda mailey) Holmen.
Business Administration/Economics
Augsburg Business Alumni ScholarshipFund* -Awarded annually to sophomore,junior
or senior students majoring in any of the areas encompassed within the Department of
Business Administration and Economics and based on academic excellence and financial
need. Established in 1984by Augsburg business alumni and other alumni and friends within
the business community.
The Forss-Herr Scholarship*- Awardedannuallyto a junior or senior business student who
has shown academic achievement, has been involved in extracurricular activities and has
financialneed. Preference will be given to students from families where two or more children
are in college at the same time. Established in 1987 by Mrs. Grace F. (Forss, '57) and Mr.
Douglas P. Herr, Danville, IL.
Gamble-Skogmo Foundation Scholarship*-Awarded annually to one or more upperclass
students interested in the field of business. Established in 1965 by The Gamble-Skogmo
Foundation.
Gertrude S. Lund Memorial Scholarship* - One or more awards are made annually to a
junior or senior student(s) majoring in business administration. Established in 1980 by
members of the family in memory of Gertrude S. Lund, Augsburg College alumna and dedicated teacher at the College.
The Joan L. Volz Business Scholarship* - Awarded annually to an upperdass student of
any major who intends to pursue a graduate degree in business management. The award is
based upon academic performance and financial need. Established in 1987 by Joan L. Volz,
a 1968 graduate.
Chemistry
Ellen and Courtland Agre Chemistry Award - Given annually to a chemistry major,
preferably one going into graduate studies to earn the doctorate in chernishy. Established
in 1980 by Dr. and Mrs. Courtland Agre.
Chemistry Scholarships* - Awarded annually to junior and senior students whose academic recordindicates promise of achievement in the field of chemistry. Establishedin 1968
by family, friends, and the Augsburg College Chemistry Department to honor:
Manivald Aldre
Frederick C. and Laura E. Mortensen
Dr. W.M. Sandstrom
Walter Gordon Schnell
Walter E. Thwaite, Jr
Covey Hen drickson
Carl Fosse Chemistry Scholarship - Awarded annually to a junior or senior whose
academic record indicates promise of achievement in the field of chemistry. Established in
1986 by Burton and Peggy Fosse, Burnsville, MN.
The Dr. Kenneth D. and Mrs. Linda (Bailey) Holmen Chemistry Scholarship* -A merit
scholarship awarded annually to an upperclass student majoring or minoring in chemistry.
Established in 1985 by Dr. Kenneth D. And Mrs. Linda (Bailey) Holmen.
Minnesota Mining and Manufacturing Chemistry Scholarship - Awarded to chemistry
majors who are citizens of the U.S.Established in 1979.
Conrad S m d e Memorial Chemistry Scholarships*- A d d annually to juniw/senior
studentsmajoring in rhemishy who have a GPA of 3.0 or above and, preferably, graduateor
professional school gods. EsQbIished in 19M thrwgh the Conrad Sunde estate m memory
of a 1915 d m n u s who was the k t Augsburg ColIegegraduate toeam aPh.D. inchemistry.
Fh pmfffisionalcareer as ducator, researcher and consultmtincluded many inventions,of
which the development of lanolin oil was his outstanding work.
Education
David Mathre Scholarship* -Awarded annually to qualified full-time student(s) in need
of financial assistance during the term in which they are student teaching.
The Barbara (Tjornhom) and Richard K. Nelson Scholarship* -Awarded annually to a
student of any class; based upon financialneed, with preference given to a person preparing
for a career in elementary education. Established in 1986 in honor of an alumna, Barbara
(Tprnhom) Nelson and her husband, Richard K. Nelson.
English
Anne Pedersan English Sthohhipv- Awarded annually to jlmfm/senior students who
aremajoringin English, wikh preference given to those who plan ta teach English as a career.
Eskablished In 1971 by f a d t y members of the ERglish w e n t to honor the 37 years of
&a of Anne Pedersm as English teacher at hugburg College.
Pmf. P. A. Sveegen MemcdaI Scholarship* - Awarded annually to an outstanding
sl-udent in the EeId of English. Established in 1959 by Gerald Sveeggen in memory of P. A.
Svezggen, p r o f w r of English at Augsburg, 19151952.
Foreign Language
Mimi Baez Kingsley Modern Language Scholarship*-Awardedannually to junior/senior
students who are majoring in modem language, with preference given to those who plan to
teach language. Established in 1969 by Mr. and Mrs. James Kingsley.
Health-Related
Ellen and Courtland Agre Re-Medicine Award -Given annually to a student of any major
who is planning on entering medical school to earn a doctorate in medicine. Established in
1980by Dr. and Mrs. Courtland Age.
Augsburg Nurses Alumni Association Scholarship*-Awarded annually to a registered
nurse seeking a baccalaureate degreeinnursing. Establishedin 1983by The Augsburg Nurses
Alumni Association.
Ehanor Christcnsen Edwards M~rnorialScholarshipc-Awarded d
y to upperclass
sludent(s) preparing for a career in mediche or heal &. Established in I978 in memory of
Beanor Christensen Edwards* devotion and beein health cmeby members of her family,
Bemhard Christensen, Elsie Christensen Schroeder, Jessie Christensen, Nadia Christensen
and Theodore Christensen.
History
Dr. Carl H. Chrislock History Scholarship - Awarded annually to a history major.
Established in 1980by Gregory M. Fitzloff to honor Carl H. Chrislock
The Rev. and Mrs. 0.J. Haukeness History Award -Awarded annually to a senior student
for excellence in history. Established in 1980by Helen Ranck to honor her parents, the Rev.
and Mrs. 0.J. Haukeness.
EL N. Henfitkson History StItohhip* - Awarded timually to studmts majoring in
history wlth prderence given to those who plan a c a r e in the fidd Established in 1969 by
Dr. and Mrs. Carl K Orislck and augmented by other contributions to honor the memory
of H. N. H e n d r i h n , professor of history at Augsburg College, 1900-1952.
The Nydahl Histmy Schohship* -Awarded annualIy to juniors or seniors who have
potenhd and financial need, with preference given to history majors. Established in 1986
thmugh a twqust in the will of Dr. Theodore L. Nydahl.
Mathematics
Mathematics Scholarship-Awarded annually to an able and deserving student in the field
of mathematics. Established in 1980by the Mathematics Department.
MinnegascoScholarship-Awarded annually to able and deserving junior/senior students
maiorinrr in mathematics or the scienceson the basis of need and academicabilihr. Established
in i969 Minnegasco.
cy
Metro-Urban Studies
Joel and FrancesTorstenson Scholarshipin Urban Affairs*-One or more scholarships are
awarded annually to upperdass students who actively contribute toward the fulfillment of
Augsburg's Mission Statement relating to the College's urban involvement. Established in
1982 by colleagues, former students, and friends to honor the service and leadership of the
Torstensons in community development and urban affairs.
Music
Peggy Christensen Benson Memorial Scholarship*- Awarded annually to a student of
choral music. Established in 1965 by Thomas I. Benson in memory of Peggy Christensen
Benson, an Augsburg College alumna.
Sam Coltvet Memorial Choral Music Scholarship*-Awarded annually to a student of any
academic class who is a choir member not majoring in music. Established in 1985by Dr. Kenneth D. and Mrs. Linda (Bailey) Holmen, in memory of Mr. Sam Coltvet, who believed in the
value of Christian higher education and choral music.
Freshman Performance Studies Scholarships -Entering freshman music majors who evidence marked abilityin their major instrumentor voice will receive free lessons in that major
medium during the first two semesters of performance studies.
The Rev. Clement A. Gisselquist Church Music Scholarship* - Awarded annually to a
rnwically-gifted student, with preference &en M a student of organ and/or choral music
who desires to serve, prof&onaIIy or otherwise, in the ministry of music of the Lutheran
Church. EeabIished in 1955 by the family.
David Gronaer Mwwrial Schohship* - A m d e d m u d y to Two or more students
partiapating in athletics or music,wha have demonstrated financialneed and are af hihigh
Christian character. &tablistid in 1975by MS. David Gronner and children Richard, Carol
and Peu&and Mrs. Ethel G r m e s i n memory of David Gronner, Augsbmg College alumnus.
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0.I. H e r t s m S c h ~ k h . i g * Awa~dedarmudy to j u n i o r / d a r students who show
promise of a m d d mccm and have hinimdal need Preference given ta those who have
demonstrated profidency in choral and/or instrumental music and interest or potmfial in
conducting. Establishedin 1966 by 0.I. Hertsgaard
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Leonard and Sylvia Kaschel Scholarship* Awarded to u p p g h students seeking to
acquire m u s I d and performance sljlL4 in inshumenlalmusic with preferwe given to those
who have shown proficiency in keyboard instruments.Established in 1975 by Leonard and
Sylvia Kuschel to honor the beautiful mesage of music
The Lucille H. Messerer Music Scholarship*-Awarded annually to amusic student of any
class or major, upon the recommendation of the Music Department. Established in 1987 by
Lucille H. Messerer, Cedar Falls, Iowa.
Xenne& 0.Lower- N o d kap Male C h m s Music Scholarship+-Awarded annually to
an upperclass studmt ma!orhg in music, based upon academic pdormance wd 5nandal
need, with preference given to a person studying choral music Established in 1956 in
memory of Kenneth 0. Lower ('28) and in recognition of the heritage of the Nordkap male
Chorus.
Edwin W. and Edith B. Norberg Scholarship* - One or more scholarships are awarded
annually to upperclass student(s) preparing for careers in church music. Established in 1980
by Edwin W. Norberg to honor his wife's lifelong career in the teaching and conducting of
piano, organ and choral music.
St Joh's Lnthwan Chrrrch-John N d Memorial Scholmhip*-- Awarded a n n d y in
honor of St.]oh's Lutheran Church's faithful =ton for 335 ymrs,Mr. JohnNorris. Applicants
must& U.S.citizens majmkg in music who are sophomoresor above. The awards are based
upon financial need and satisfacto~yacademic progress, with preference given to racial
minority students.
Henry P. Opseth Music SchalasshipV- Awarded a n n d y to a sophomm/junior student
of outstanding promise in the field of music. EstabIlshedin 1953by his family to honor Henry
P. Opseth, chairman of the Augsbtsrg Music Department, 1922-1951.
Leland B. Sateren Choral Music Scholarship*-Awarded to outstanding students who are
participants in the Augsburg Choral Music program.
Senior Performance Scholarships - Senior music majors who have attained a cumulative
GPA of 3.0 in their major instrument or voice will be awarded a Senior Performance
Scholarshipwhich provides for free lessons in that major medium during the two semesters
preceding graduation.
Rev.Mark Ronning Memorial hstmmenhl Mndc Scholarship* -Awarded annually to
a student of any dass who is a member of a College instrumental group but is not studying
music Established h 1985 by Dr. Kenneth D.and Mrs.Linda (Bailey) Holmar, in memory
of Rev, Mark Ronnhg; who dedicated his life to helping young people.
Mayo Savold Memorial Scholarship* -Awarded
band, based on talent and academic record.
annually to a partiapant in the concert
Marilyn Solberg Voice Scholarshi$ -Awarded mnually to an Augsburgstudent who has
music as a major/minor and who shews outstandingpromise for achievement in the art of
singing. Established in 1955 by her parents, Mr. and Mrs. Iver Solberg, and her brother
Dowan to honor Marilyn Yvonne Solberg, member of the Augsburg choir from 1950-53.
String Scholarships - Awarded to entering students who demonstrate ability on violin,
viola, cello, or bass and who intend to pursue their study through performancestudies, string
ensemble, and orchestra.
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John and Vera Tfiut SchoIarahip* One or more scholarships sue awatded m d y to
upperdass shrdmb who have achieved e x d e n e in performance in v o i e or pima. Established in 1980by Johnand Vera Rut, their family and friends.The 'lhuts cherished Iifelong
careerr in the teaching of music, three demdes of which were at A u ~ b w g .
Stuart West Memorial Scholarship*-Awarded annuallyto a student on the basis of skilled
performance or aptitude in instrumentalmusic. Established in 1983 by Mrs. Joan West and
children, Kristine, Dale, David, and James.
Philosophy
Kenneth C. Bailey Philoslrphy Scholarship*-A merit d-ip
awarded annually to an
upperclassstudent majoring or minoring in philmphy. Estabbhedin 1985by Dr. Kenneth
D. andMrs. Linda (Bailey)Holmen, in honor of Dr. Bdejfs twentielh anniversary asmember
of the Augsbwg College faculty.
Physics
Theodore J. Hanwick Physics Scholarship*-Awarded annually to an upperclass student
majoring in physics. Established in 1976 by the Augsburg College Physics Department and
friends to honor Dr. Hanwick on his 20th anniversary as a member of the Augsburg faculty.
Political Science
Political Science Scholarship*-One or more scholarshipsare awarded annually to upperclass students pursuing careers in political science. Established in 1980by Professors Norma
Noonan and Myles Stenshoel.
Scandinavian Studies
Iver and Myrtle O l m Scholarship*- Awarded annually to an u p M a s s student(s) with
amdernic ability, in b e pursuit of a degree with m e e n bation in Scandinavian languages,
literature, history and/or culture. Established in 1983 by their children and their families and
friends to honor I v a and Myrtle Olson on the omsfon of their golden wedding anniva-sary.
Social Work
Steen Family ScholarshipFund for Minority SocialWork Students* -Awarded annually
to one or more minority social work students, based upon the student's potential and
financial need, with preference given to those who are preparing for professional careers in
social work Established in 1985by Dr. Paul and Mrs. Lorene Steen, as representatives of the
Steen Family.
Sociology
Adolph Paalson M ~ m o r i dPrize)-- Awarded annudy to a student m h e p e r a l field of
Christian d o l o g y . BtabIlshed in 1956 by members of hh family to honor the memary of
Professor Adolph P&n,
who bught sodaI sdenm at Augsburg from 1930-35.
SpeecWCommunication/TheatreArts
Ailene Cole Theatre Arts Scholarship - Awarded to a senior student based on talent,
scholarship, and theatre participation.
Student
Life
E
xperiences in the classroom are an important part of
college life, but learning and development also occur in
formal and informal activities of the College and the metropolitan
area. Whether students are residents or commuters, the climate
for learning and living at Augsburg will add dimension to their
education.
Campus Ministry
As a college of the church, we are concerned about spiritual as well as
academic and social growth. Our concern for spiritual growth is evident in
the opportunities we encourage and provide for students to explore their
own faith.
Sinceour campusis comprised of individualsfrom many different religious
and cultural backgrounds, our worship life is characterized by a similar
diversity and richness of tradition. Bible studies, fellowship groups, outreach teams, planning committees, retreats, peace and justice forums,
hunger conferences, concerts, plays and movies are examples of the wide
variety of activities on campus.
This ministry finds its most visible expression in chapel worship where
students, faculty and staff gather each day to give thanks and hear the
Gospel proclaimed by a number of speakers and musicians. Each Wednesday night students gather for Holy Communion.
We seek to develop a free and open environment where people are encouraged to use and discover the gifts that God has given them. As a college of
the church, we encourage students to form their own values which will be
the basis for the kind and quality of life that reaches beyond their years at
Augsburg.
The College Pastor has an office in the Worship Center and is available for
counseling, consultation, support or information.
Student Government
Through studentgovernment studentssecureacloser relationship with and
better understanding of the administrationand faculty, and provide input
into the decision-making process at Augsburg. Student govenunent also
sponsors and directs student activities, protects student rights, and provides the means for discussions and action on all issues pertaining to
student life at Augsburg.
Student government is organized into the executive branch, the legislative
branch, and the judicial branch. Electionsare held in the spring for the next
year. Freshmenelect their representatives in the fall of their first year. Many
kinds of involvement are possible -program planning, writing, editing or
service opportunities. If you want to get involved, contact the President or
Vice President of the Student Body in their offices in the College Center.
Social, Cultural, Recreational
Throughout the year, a variety of socialand culturalactivitiestakes place on
campusas well as in the TwinCities.These activitiesinclude dances, special
dinners, name entertainment, and visiting personalities in various fields.
The College Center is the focus of lesiure-time activity on campus. Offices
for the College newspaper, the Augsburg Echo, and the yearbook, the
Augsburgian, are on the lower level. Many of the clubs that unite classroom
or non-classroom related interests meet in the Center. KCMR, a studentoperated non-profit radio station serving the needs of Augsburg and the
surrounding Cedar-Riverside community, is located in Mortensen Tower.
V Fine Arts
Students have many opportunities to participate in music and drama. In
addition to appearing on campus and in the city, the Augsburg Choir,
Concert Band, and Orchestra perform on national and international tours.
Many other ensembles are available to cover the entire range of musical
styles and previous musical experience. Students stage several plays on
campus each year under the direction of the Theatre Arts Department.
V Intercollegiate Athletics
Augsburg is affiliated with Minnesota Intercollegiate Athletic Conference
(MIAC) and is a member of the National Collegiate Athletic Association
(NCAA) Division 111. Men annually compete in football, soccer, cross
country, basketball, hockey, wrestling, baseball, track, and golf. Women
annually compete in volleyball, cross country, soccer, basketball, track and
field, and softball.
V Intramurals
Every student is urged to participate in some activity for recreation and
relaxation. An intramural program provides competition in a variety of
team sports as well as individual performance activities. Broomball has
been an especially popular coed sport. Check schedules for times when
there is open use of the gymnasium and ice arena.
Student Affairs
The Student AffairsDivisionis comprised of a variety of programs, services,
and activitiesdedicated to complementingand enhancing students' educational experience and the academic programs of Augsburg College. These
programs, s h e s , and activities provide students with an enriched cone
@ate experience which celebrates our rich diversity of student needs and
interests; attendsto the social, cultural, andcareer developmentof students;
and enhances students' academicperformance through direct intervention
and environmental management. The following information provides a
brief introduction to the major efforts of the Student Affairs Division.
V Academic Skills Enrichment
When students are concerned about the amount of work facing them, they
benefit fromthe programs of the LearningCenter. The Center offers services
that cover the basic skills in reading, writing, vocabulary, spelling, test
preparation, and math, as well as techniquesto improve and enrich even the
best of study habits. If students need help with test anxiety, procrastination,
or time management, the Center has programs that help.
V American Indian Support Program
R
This office, located in Memorial Hall, was created in 1978 to recruit and
retain American Indian students. Indian students receive help in admissions, financial aid, registration, tutoring, and academic and career planning. Personal counseling and advocacy regarding student status are also
available through the program. Periodically, campus activities and exhibitions are coordinated by this office.
V Black Student Support Program
Personal help with financial aid, registration, educational planning, and
career decisions is available for all black students at Augsburg. The Black
Student Support Program provides valuable assistance in getting the most
out of the resourcesbothoncampus and citywide. Communityand campus
education and cultural events are also organized.
V Career Services
Career Services assists studentsin many ways. The staff can help students
explore interestsfor majors, find Internshipsand locate part-time jobs to try
out career possibilities. The staffprovides seminars on career development,
i n t e ~ e w i n gskills and resume writing. Placement files are developed for
each student and sent out to prospective employers and graduate progr--
V Counseling Services
All students have moments of anxiety, difficulty making decisions, and
confusionabout themselves, their values, or their relationships. Sometimes
it is important to talk to someone with skills in counseling. Whenever
studentsneed to talk things out or get suggestionsabout the many excellent
helping services in the Twin Cities, they find valuable assistance through
the Counseling Department.
V Disabled Student Programs
Learning disabled studentshave average or above average intelligencebut
have difficulty achieving to their full potential. Services available to such
students include: diagnostic evaluation, educational planning, learning
aids and remedial instruction. If studentsare concerned that difficulties in
school are more than just temporary problems, they can discuss their
learning style with the Coordinator of Disabled Students or the Learning
Disabilities Specialists,and arrangeassessmentand structured assistanceto
increase their potential for academic success.
Physically challenged studentsare served through this office too. Individualized attention and servicesare provided for and/or coordinated in order
to meet the mobility needs of students.
V Orientation
The entire College is involved in orienting new students to Augsburg. The
Coordinator of Orientation works closely with the faculty and staff in
developing a cohesive program for students and their families which
introduces them to this unique academic communityand the programs and
people which serve them. Augsburg College has an exemplary program,
called the First Year Experience, which is a collaborative effort between
Academic and Student Affairs. This program begins prior to enrollment
and continues through the Interim term of the freshman year.
V Residence Life
The College houses approximately 800 students in a traditional residence
hall, apartment buildings, 22 houses and a family housing complex. The
housing staff manages these facilities and creates a wide array of educational and social programming which balances and compliments the educational experience of students.The staff is comprised of three professional
staff members and 18paraprofessionalswho live and work closelywith the
resident students to provide a safe environment for living and learning.
V Student Activities
The Student Activities program creates opportunities for students to enhance their leadership skills through active involvement in developing
events, activities, and organizations which serve the student community.
Hundreds of major programming efforts and targeted activitiesfor specific
student interests are generated through these efforts and make Augsburg
an enjoyable interactive environment which encourages student involvement.
International Programs
The Coordinator of International Programs focuses on the special needs of
students from countries other than the United States and on students
interested in studying in other countries.
International Students - Augsburg enjoys the academic and cultural
participation of international students. The Coordinator of International
Programs helps to orient and advise on visa, exchangeprogram and permanent resident statusissues. The Coordinator handles information on immigration, work permits and temporary status. Arrangements for American
hosts of international students are made.
Foreign Study - There are also many opportunities for foreign study
which are coordinated and facilitated by this office.
Health Service
The staff of Smiley's Point Clinic located on Riverside Avenue across the
street from the campus will take care of students' health needs. Visits are
free except for special testing or service, and prescriptions are available
through the Fairview Pharmacy at cost. Students must check family health
coverage to determineif they are included;if not, a studenthealth insurance
plan is available.
Food Service
The Commons -Situated on the top floor of the College Center, this is the
main food service facility for students, faculty and staff. This pleasant room
features small table units for easy conversation and overlooks the College
Quadrangle and Murphy Square. The portions are generous and modestly
priced. Students on board plan who live in residence halls eat their meals in
the Commons.
The Chin Wag -Located on the ground floor of the Center, the Chin Wag
features short orders and is open through the noon hour and in the
evenings.
Augsburg provides a variety of board plan options for those living in
College houses or nearby apartments.
Living on Campus
Because ~ i ~ s b recognizes
u r ~
that a student's ability to respond to the
learning environment depends, in part, upon his or her living conditions, a
variety of housing alternatives is provided. The residence hall program
promotes student growth by asking students to actively participate in
group decision-making.Each residence unit has one or more Resident Staff
who facilitate the process of group living and discuss personal concerns
with individua1,students.
Augsburg requires all freshmen and sophomores not living at home to live
in College-operatedhousing. Married student housing is available in annex
housing and South Hall. Students rent a room at the beginning of the fall
term for the entire school year. New students receive room assignments the
summer before they arrive at Augsburg. Upperclass students make housing
arrangements in the spring. All resident students must sign housing contracts.
Freshmen and transfer students are urged to make the tuition deposit by
June 1in order to secure housing. Students who deposit after June 1will be
provided housing only if space is available.
All students living on campus must pay an advance payment when they
sign the housing contract. The feeis credited to the students' accounts when
they move into the residence.
Urness Tower -All new freshmen and some upperclass students live in
Urness Tower. This eleven story high-rise houses 324. Each floor is considered a house unit providing 36 students (two to a room), with their own
lounge, study and utility areas.
Mortensen Tower - This is the newest residence hall, an alternative to
traditional residence hall living. It contains 104 one- and two-bedroom
apartments to accommodate 312 upperclass students.
South Hall -Contains 12 apartments housing 34 upperclass students.
West Hall -Contains 12 one-bedroom apartments housing 24 upperclass
students.
Annex Housing - This provides an alternative opportunity for group
living. Groups of upperclass men or women share living space, house
responsibilities, and cooking. Houses are located in the campus area. One
way to maximize the living and learning of your housing situation is to bid
for a Special Interest House. Groups of students have created exciting
projects by writing and implementing educational impact proposals on
such topics as Environmental Concerns, Men's and Women's Awareness,
International Living, Honors Program, and Scandinavian Studies.
Mortensen Tower is carpeted, air conditioned, and contains kitchen units.
It is otherwise unfurnished. In other residence halls or houses, rooms are
furnished except for bed linens, towels, blankets, bedspreads, and lamps.
Laundry facilities are available in each residence.
Student Rights
The College has adopted a statement of student rights and responsibilities
and has provided for due process in matters of disciplinary action, grievances, and grade appeal. The Judicial Council is elected by students and
faculty and serves to conduct hearings and review matters of concern. Any
student who wishes to identify appropriate procedures for complaint
should contact the Vice President for Student Affairs.
The College operates in compliance with the Family Rights and Privacy Act
and Title IX. Students have the right to inspect all official records, files and
data which pertain to them and which are maintained in the Office of the
Registrar and the Placement Office and to challenge inaccurate or misleading information. Exceptions are parents' financial records and confidential
letters and statements placed in the record before January 1,1975, or placed
under conditions where students have signed a waiver of right of access.
Students have the right to experience education free from discrimination
based on sex, race, ethnic or cultural background, handicap, creed, marital
status or age.
Persons seeking additional information on these topics should contact the
Office of the Dean of Students or the appropriate coordinator as listed in the
Directory at the end of the Catalog.
Academic
Information
A
ugsburg College constructs its curriculum upon the premise
that students must be educated as full human persons: intellectually, spiritually, and physically. To act effectively, human beings must
have a broad grasp of the world from which they have come as well as
the world in which they live. By providing courses in the humanities,
natural sciences, and social sciences, the general education cumculum
introduces students to the breadth and complexity of knowledge and
culture.
Required courses in religion are designed to acquaint students with the
Christian tradition and encourage them to reflect upon the importance
and meaning of spirituality in their lives. Recreation courses offer
students the opportunity to develop skills for participation in exercise
and sporting activities.
Students choose from over forty major areas of study to gain a depth of
knowledge in a discipline and to prepare for a career or further study.
Thus, through a balance of curricular activities supported by full programs in student life and religious life, an Augsburg College education
strives to educate its students in a real world for the real world.
General Information
+ Degrees Offered
Augsburg offers the Bachelor of Arts, the Bachelor of Music, and the
Bachelor of Science degrees. The B.S. degree is awarded to graduates with
majors in Chemistry (ACS),Music Therapy, Nursing and Social Work. The
B.M. degree is awarded to graduates with majors in Music Education and
Music Performance. Graduates with majors in other fields receive the
Bachelor of Arts degree. Augsburg also offersaMaster of ArtsinLeadership
degree.
+ Academic Calendar
Augsburg follows the 4-1-4 calendar, with Fall and Spring semesters of
approximately 14 weeks separated by a 4-week January Interim. Students
normally take four courses each semester and one course during Interim. A
maximum of three courses can be earned in the two annual summer
sessions, one of four weeks and one of six weeks.
The calendar is coordinated with those of the four other colleges of the
Associated Colleges of the Twin Cities, so students can take courses on
another campus during the regular term. (See Registration.) January Interim is particularly intended to be a time for both students and faculty to
employ styles of teaching and learning and to investigate questions and
topics in places and ways not possible during the regular term. The Interim
catalog, published in the fall of each year, is distributed to all students and
is available by contacting the Interim Office.In addition to classes offered
on campus, Augsburg offers a variety of travel opportunities within the
United States and abroad. Independent or directed study and Internships
are among the many Interim options.
Augsburg Weekend College follows a trimester calendar (see Augsburg
Weekend College). Augsburg's Graduate Program follows a trimester
calendar.
+ Faculty
The heart of any educational institutionis its faculty, and Augsburg College
is particularly proud of the excellence and commitment of its professors.
Most faculty hold the doctorate or other terminal degree, and all consider
their teaching to be the focus of their activity. Faculty are involved in
research, including such varied studies as space physics, the history of
medieval spirituality, women in the Soviet Union, and homelessness in
American cities. Music faculty perform professionally on the local and
national level, and studio artists' works can be seen in buildings, galleries,
and shows around the country. Augsburg faculty see their research as
supportingtheir teaching. They are actively involved in an exciting faculty
development program which introduces them to current thought in many
fields but especially in teaching techniques and theories.
Augsburg's size and small classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisers
and counselors and participate regularly in campus activities. Every student is assigned a freshman adviser and chooses a major adviser. In this
close interaction, faculty act as both mentors and models for students.
+ Library and Audio-Visual Services
A relaxed atmosphere, a helpful staff and friendly studentlibrary assistants
make the library a favorite place to study. The main library houses over
160,000books, periodicals, records, tapes and films.Music, Chemistry, and
Art History slide libraries are located within the departmental areas.
A service-dedicatedstaff provides students with assistance to meet diverse
information needs including instruction in the use of the library, standard
reference service, guidance in pursuing term paper topics, and directions to
other local sources of information. Special arrangements are made for
access by students with physical handicaps.
Students have access to over 5,000,000 volumes via daily interloan and
courier service among seven private liberal arts colleges, the Hill Reference
Library, and Minitex, the statewide network.
The Library Audio-Visual Center houses audio-visual materials and equipment and provides access to materials for rent or loan. Assistance with
production of slides, transparencies, filmstrips and audio/video tape recordings is availablefor faculty and students. Equipment suchas movie and
slide projectors and tape recorders may be borrowed for limited periods.
Film bibliographies and other advice on materials selection are available.
Facilities for classes in broadcasting are located in the Center.
+ Computer Resources
Approximately 60 microcomputers, including Apple IIe's and Macintoshes, IBM XT's, laboratory computers, and graphics microcomputers are
arranged in networks with larger machines, to satisfy standard educational
needs. Students and faculty members needing even more computingpower
also have access to computers at the University of Minnesota and the
Minnesota Supercomputer Center.
Academic Organization
and Programs
+ Divisions and Departments
The College curriculum is offered by 20 departments which are grouped
into four divisions for administrative and instructional purposes.
Humanities -Raymond Anderson (Chairperson)
Art, English, Foreign Languages, Philosophy, Religion, Speech, Communication and Theatre Arts
Natural Science and Mathematics -Neal Thorpe (Chairperson)
Biology, Chemistry, Mathematics and Computer Science, Physics
Social and Behavioral Sciences -Norma Noonan (Chairperson)
Business Administration and Economics, History, Political Science,
Psychology, Sociology
Professional Studies -Edwina Hertzberg (Chairperson)
Education, Health and Physical Education, Music, Nursing, SocialWork
+ Majors and Minors
Majors, or concentrations of study, may be within one department, within
one division, or cross academic disciplines. Some students decide on a
major or majors before they enter college. Otherstest a variety of disciplines
before deciding.Normally a major shouldbe elected by the end of the fourth
semester and earlier in some disciplines. Details of majors and minors are
in the course description section. Unless otherwise indicated, majors are
part of the B.A. degree.
Students may contact the Registrar about creating a unique major.
Majors
Applied Economics
Art History
Biology
Business Administration
(Accounting, Finance, International
Business, Management, Management
Information Systems, Marketing)
Chemistry @.A. or B.S.)
Communication
Computer Science
East Asian Studies1
Economics
Economics-Business Administration
Engineering2
English
Foreign Languages:
French, German, Norwegian, Spanish
Health Education
History
Humanities
International Relations
Kindergarten-Elementary Education
Mathematics
Metro-Urban Studies
Music
Music Education (B.M.)
Music Performance (B.M.)
Music Therapy (B.S.)
Nursing (B.S.)
Occupational Therapy
Philosophy
Physical Education
Physics (B.A. or B.S.)
Political Science
Psychology
Religion
Russian Area Studies1
ScandinavianArea Studies
Social Science
Social Work (B.S.)
Sociology
Speech
Studio Art
Theatre Arts
Transdisciplinary
Minors
Art History
Biology
Business Administration
Chemistry
Communication
Computer Science
East Asian Studies
East and Southeast Asian Studies
Economics
English
Foreign Languages:
French, German, Norwegian, Spanish
Health Education
History
International Business
Management Information Systems
Mathematics
Music
Philosophy
Physical Education
Physics
Political Sdence
Psychology
Religion
Russian Area Studies'
ScandinavianArea Studies
Social Welfare
Sociology
Speech
Studio Art
Theatre Arts
Women's Studies
It is possiblefor students to complete other majors through the Associated Colleges of the
Twin Cities (ACTC).Students who wish to compleiea majorofferedat one of the other ACTC
colleges must apply through the Augsburg Registrar's Ofice.
1 -Cooperative Program of the Associated Colleges of the Twin Citiesandagreementswith
the University of Minnesota. It is possiblefor students to fake beginning and intermediate
courses in Chinese, Japaneseand Russian.
2 - Dual degree programs with the University of Minnesota Institute of Technology,
WashingtonUniversity School of Engineering and Applied Science, and Michigan Technological University.
3 -Dual degree program with Washington Uniwsity School of Medicine.
+ Teaching Licensure
Teaching Licensure programs are offered at Augsburg in KindergartenElementary Education and the following fields in Secondary Education:
English-Language Arts, French, German, Health, Life Science, Mathematics, Physical Science (Chemistry or Physics), S e n c e (Grades 5-91, Social
Studies, Spanish, Speech, Theatre Arts, and in the specialareas of Art (K-121,
Band (IS-12) and Classroom Music (Grades 5-12), Orchestra (K-12) and
Classroom Music (Grades 5-12), Vocal and Classroom Music (K-9), Vocal
and Classroom Music (Grades 5-12), and Physical Education (K-12). Students planning to teach on the secondary level have advisers both in the
Education Department and the area of their academic major(s).
+
Certification Programs
Special programs certifying skills and knowledge have been established at
Augsburg to increase vocational possibilities and/or enhance personal
growth:
Certificate in Art -Requires eight courses, one of which must be in art history.
Special professional or avocational concerns of those wanting to teach art in less
formal circumstances than a college are addressed. For further information,
contact the Art Department Chairperson.
Church Staff Work Certification -Designed to prepare for full-time specialized
lay work in the Lutheran Church. It consists of nine courses for a Church Staff
Worker major in Religion plus additional specialized courses in psychology,
sociology, speech and physical education. The program is designed to meet or
exceed criteriaused in The Evangelical Lutheran Church in Americacertification
program. Interested students should contact the Religion Department Chairperson.
Program Evaluation Certification - Provides the background for performing
systematic assessments of programs for social improvements. Students are
required to complete a group of five psychology and sociology courses, including an Internship. For further information, contact the Psychology or Sociology
Department Chairperson.
+ Pre-Professional Programs
Students who plan to enter the fields of law, medicine, occupational
therapy, dentistry, the ministry, veterinary science, pharmacy, or engineering can profit from a liberal arts education at Augsburg.
It is recommended that requirements for admission to graduate schools or
seminaries be reviewed and the course of study at Augsburg planned
accordingly.A faculty adviser is available in each field to assist students in
their planning. Students who want to plan a pre-professional program
should contact the AssociateAcademic Dean early in their freshmanyear to
arrange for help from the appropriate faculty adviser.
Pre-Dentistry -These courses are recommended to fulfill the minimum requirements of the School of Dentistry at the University of Minnesota:ENG, 2 courses;
BIO 111,112; PHY 121,122; CHM 115,116 (or 105,106), 351,352; MAT 124; PSY
105. Requirements at other universities may vary.
Pre-Engineering -This program provides a course of study which enables students to complete introductory core requirements in mathematics, science and
the liberal arts necessary for engineering.Some students in the program choose
to transfer after two years to an institution granting degrees in engineering,
while others elect to participate in a dual degree program. Augsburg College has
cooperative arrangements with three universities to allow the student to earn a
Bachelor of Arts degree from Augsburg College and an engineeringdegree from
either the University of Minnesota Institute of Technology, Minneapolis; Washington University School of Engineering and Applied Science, St. Louis, Missouri; or Michigan Technological University, Houghton, Michigan. The dual
degree programs afford students the opportunity to combine a strong background in the liberal arts, including an elected major, with the study of engineering.
Pre-Law - Students considering a career in law should examine the handbook
published by The Association of American Law Schoolsand consult the Augsburg
pre-law adviser, Dr. Myles Stenshoel.Students may wish to take the course POL
170 (Law in the United States) to help determine their interest in law. Pre-Law
students should major in a discipline of their own choosing, and will satisfy most
law-school entrance requirements with a record of solid achievement in the
liberal arts.
Pre-Medicine -Many medical schools are encouraging a liberal arts education to
prepare for study in medicine. At Augsburg, the Biology and Chemistry Departments have majors which can fulfill the academic requirements for premedical
students. Both require CHM 115,116 (or 105,106), MAT 124,125; and PHY 121,
122. The chemistry major also requires CHM 353,361, one advanced course,
seminar, and two or more biology courses. The biology major also requires BIO
111,112,201,491 and at least one from each of five groups (367,386,4711, (355,
474), (351,353,473), (361,440), (476,481), with 353 and 355 especially recommended for medical school. Designed to meet the University of Minnesota
(Minneapolis) requirements, both programs also encourage courses in the
behavioral sciences and humanities, including psychology and sociology. The
University of Minnesota (Minneapolis) requires two years of English. Requirements at other medical schools may vary. Students are encouraged to consult
with the faculty adviser early in the freshman year.
Pre-Occupational Therapy - Augsburg College has a cooperative arrangement
with Washington University in St. Louis, Missouri, to allow students to earn a
Bachelor of Arts degree from Augsburg and a Bachelor of Science or Master of
Science degreein OccupationalTherapyfrom Washingtonuniversity. Prerequisite courses for the Occupational Therapy Program include ENG 111, BIO 111,
112 and 473 or 353; CHM 105 or 115; PHY 103; PSY 105,351,362; SOC 121,336,
SOC 362 or MAT 373.
Pre-Pharmacy - Augsburg has a program designed to fulfill minimum requirements of the College of Pharmacy at the University of Minnesota: BIO 111,112;
CHM 115,116,351,352; EC0 112or 113;ENG 111and a second course; MAT 124,
125; PHY 121,122; electives from humanities, literature and the arts to fulfill the
semester hour requirements. Requirements at other universities may vary.
Pre-Seminary -A student may enter a theological seminary with any of several
different majors, such as history, philosophy, English, psychology, sociology, or
religion. Recommended preparation includes REL 111,221; at least two semesters of history (Western Civilization); one or more courses in the history of
philosophy; and Greek in the junior and/or senior year.
Pre-Veterinary Medicine - To meet minimum requirements of the College of
~ e t e r i n a i ~ e d i c iat
n ethe University of ~innesota,these courses are r i o m mended: ENG, 2courses; MAT 124; public speaking, 1course; CHM 115,116 (or
105,106), 351,352,353; BIO 111,112;PHY121,122; economics, 1course;2courses
in art, literature, music, humanities, theatre, or Upper Division foreign languages; and anthropology, economics, geography, history, political science,
psychology or sociology courses to fulfill the rest of the distribution require
ments. Requirements at other universities may vary.
V Inter-Institutional Programs
Augsburg cooperates with other colleges a n d institutions in the Twin Cities
area on several programs.
Library and Media Center - Through CLIC, the Twin-Cities private colleges
library consortium, and MINITEX, the statewide library network, the Augsburg
community has access to over 5,000,000 volumes.
Associated Colleges of the Twin Cities (ACTC) -Full-time students at Augsburg
and the St. Paul colleges of Hamline, Macalester, St. Catherine and St. Thomas
may elect a course each semester at one of the other campuses.No additional fee
is required for such an exchange, except for private instruction in music and
some independent studies. See Independent Study for further details. Students
may elect to participate in the cooperativeprogram to gain new perspectives, to
get better acquainted with the other schools, or to undertake a specific course or
major not offered on the home campus.The colleges have coordinated calendars.
The Interim term may also be taken on another campus. A regularly scheduled
bus shuttles students between the campuses.
Augsburg College also cooperateswith other colleges in planning study opportunities for the January Interim
Higher Education Consortium for Urban Affairs (HECUA) - Augsburg, in
cooperation with fifteen other colleges and universities in Minnesota, Wisconsin, Iowa, and South Dakota, develops and offers off-campus study semesters in
Scandinavia, South and Central America, San Francisco, and the Twin Cities. All
HECUA programs are interdisciplinary and address the critical issues associated with social change and the human community. The consortium also
facilitates innovative curricular endeavors, an interchange and sharing among
faculty, cooperative research, international and experiential education, and
conferences on planning and metro-urban studies.
Chemical Dependency Program -A cooperative effort between Augsburg College and Minneapolis Community College in downtown Minneapolis has
resulted in the establishmentof a four-year program in social work, sociologyor
psychology with a chemical dependency specialty. The program is designed to
train specialists to help professional people in dealing with chemical dependency problems. Courses are taken on both campuses.
Conservation of Human Resources (CHR) - These co-learning classes bring
together Augsburg students, prison inmates, mental hospital patients, guards,
and students at rehabilitation centers. Classes are held at such places as the
ShakopeeInstitution for Women, Stillwater State Prison, Trevilla of Robbinsdale
(a center for the severely physically handicapped), or on the Augsburg campus.
The classes offered through several departments give students first-hand views
of the prisons, hospitals and rehabilitation centers. The response of students
involved in the courses, both from Augsburg and the institutions, has been
extremely favorable.
Air Force ROTC - Augsburg students may participate in the Air Force ROTC
program at The College of St. Thomas under the ACTC consortium agreement.
Students are eligible to compete for 2- and 3-year AFROTC scholarships. For
more information, contact the Dean of the College.
Naval ROTC -Augsburg students may participate in the Naval ROTC program at
the University of Minnesota under an agreement between Augsburg, the University of Minnesota, and the program. For more information, contact the Dean
of the College.
V Opportunities for Study Abroad
Several types of intemational experience are available to Augsburg students. Some of them are briefly described below. For application procedures and further information, see the Director of International Programs.
Since there is a limit on the number of studentswho may study abroad each
year it is wise to apply in the fall prior to the year one wishes to participate
in an intemational program. The deadline is December 1of the preceding
year.
Associated Colleges of the Twin Cities Programs -Students may participate in
the ACTC program in Germany and Vienna, spendingJanuary and Februarpin
intensive language study in Germany, and March through May in a regular
semester program in Vienna, where a variety of course offerings is available.
HECUA (Higher Education Consortium for Urban Affairs) -Augsburg students
join students from other colleges and universities in five Werent full semester
programs in Scandinavia, South and Central heria,San Francism and the
Twin Cities. All programs are interdisciplinary and emphasize the impact of
social change and crosscultural factors on the human community. HECUA
programs emphasize intense language experience, Internships, and field trips.
Interim -Study abroad during the Interim is planned for each year. See listings in
the Augsburg Interim Catalogand in the brochure on Interims Abroad issued in
spring for the followingJanuary. Augsburg is affiliated with the Upper Midwest
Association for Intercultural Education (UMAIE).
International Business Program -Augsburg College International Business Program offers studentsthe opportunity to spend a year of study in London, Paris
(AmericanCollege), Cairo (American University), or Heidelberg. A major concentration in international business provides the option of taking Business
Administration courses at Augsburg and international Core courses at one or
two of the campuses abroad. See Business Administration-InternationalBusiness.
in Global Community - Augsburg's 3 1/2 month living/learning
program based in Cuemavaca, Mexico, focuseson the study of issues related to
global justie and human liberation in the light of Christian proclamation.
I ndudes intensive Spanish instmclion,group tsips, home stay with a family, and
Pro-
cultural activities. The cost, including travel, is equivalent to full room, board,
and tuition for one term at Augsburg. Application and interview required, enrollment limited. See Global Education Programs.
Human Services in a Latin American Context - 3 1/2 month study program
designed to introduce participants to the central issues currently facing the third
world, and to focus on Latin American models of education and service and their
contribution to the process of social change. These models have grown out of the
sense that the achievement of basic human rights goes hand in hand with the
empowermentof individuals and groups to control their own lives. Application
and interview required, enrollment limited. See Global Education Programs.
Student Project for Amity Among Nations -Augsburg participates in the SPAN
program. This is a joint venture of the University of Minnesota and several
colleges in the state. Each year three or four countriesare selected, and qualified
students are granted partial scholarshipsto enable them to spend a summer in
informal study in one of the countries chosen. Applications to the program are
made in the spring of the freshman or sophomore year. The SPAN program
consists of three stages: language study and group meetings during the school
year before departure, Independent Study abroad on a topic of one's choice
during the following summer, and the writing of a paper upon return.
Semester oryear Abroad -Arrangements havebeen made under which Augsburg
students may spend their sophomore or junior year in study at a number of
foreign educational institutions. Among them are the University of Oslo, Norway; the University of York, England; the University of Dundee, Scotland;the
Institute for American Universities in Avignon, France; The American College
in Paris; and the Fundacion Ortega y Gasset, Toledo, Spain.
Student TeachingAbroad -Selected EducationDepartmentstudentsmay participate in the InternationalStudentTeachingAbroad program coordinated through
Moorhead State University. Students have options for student teaching in
dozens of countries through the International Independent School network.
Those interested in further information should contact the Education Department. Students who student teach abroad also will do part of their student
teaching under direct Augsburg faculty supervision.
Summer School -There is a wide variety of possibilities for those who wish to
spend a summer studyingabroad.RecentlyAugsburg students have spent summers in Norway, Spain, Mexico, France, Greece, Germany, and England. Those
interested in further information should contact the Director of International
Programs.
V Honors Program
The HonorsProgramis a set of opportunitiesdesigned to challengethe most
academically distinguished students at Augsburg. Honors combines academic and cultural components with social and intellectual activities. The
main components of the program include a one-per-term sequence of
honors courses during the freshman and sophomore year, special topics
seminars, a senior honors Interim course, and a bi-monthly program of
speakers and events in the city. Students gain an enriched academic
experience with the support and camaraderie of other honors students.
Through the program, the College can identify and meet the needs of our
v m y best students. Members normally enter as freshmen, with opportunities for transfersandothers.Requirementscenter on full participation in the
program components and a GPA of approximately 3.5. Please send inquiries to Professor Diane Pike, Director of Honors.
V Cooperative Education and Internships
Through Cooperative Education and Academic Internships, Augsburg
College students integrate their liberal arts education with the world of
work. Each placement is closely related to a student's major or career
interest. An underlying assumption is that a liberal arts education is an
effective form of career preparation.
Augsburg's Cooperative Education and Academic Internship Programs
link employers and faculty in a way that enriches and expands a student's
educational experience. This on-the-jobexperience adds breadth and depth
to the liberalarts curriculumand helps students make more informed career
decisions.
Augsburg'sliberal arts education is enhanced by the College'smetropolitan
location and the broad range of opportunities in the Twin Cities. Co-op Ed
and Internships expand these mutually beneficial relationships and the
resulting partnerships among employers, educators and students.
Augsburg has been a leading proponent and provider of experiential
education for many years. Both Co-op Education and Internships are
voluntary and available throughout the curriculum. Eachacademic department determines the extent of its involvement in either program and the
amount of credit it will allow. The Associate Academic Dean coordinates
the Internship Program with assistance from Cooperative Education and
Career Services.
Co-op Education and Internships are separate and distinct from programs
which require clinical experience, practicums, residencies and/or student
teaching in order to fulfill the professional training associated with accredited programs. However, many students participate in Co-op Education
and Internships prior to and following these required assignments.
Cooperative Education students are expected to complete one Internhip
per year in conjunction with their placement. A nonaedi t Cooperative
Education transcript entry is available during the academic termswhen the
student is not registered for an Internship.
Upper Division Internships are numbered 399 and Lower Division Internships are numbered 199. Registration for Internshipsconsists of the following steps. A learning agreement (forms are available from the Associate
Academic Dean's office) must be negotiated with the faculty member
responsible for grading the experience. The grading system, activities, and
appropriatelevel must be agreed upon. The completed learning agreement
is returned to the Associate Dean's office. An Internship card (withthe
description/location) signed by the faculty member and Associate I3ean
must be turned in to the Registrar's Officeat registration time. Students are
not encouraged to register/add until an actual experience has been arranged, but they must make arrangements by the end of the registration
period. For extension of study beyond one term, see the section of the
catalogunder grading.Amaximum of four coursesof Internshipmay count
toward the 35 courses required for the degree.
V IndependentIDirected Study
Many departments offer opportunities for conscientious students who
demonstrate sufficientbackground and preparation in a given field to carry
out upper division level work on an independent basis. Courses are
numbered 499. (Some departments have been given faculty approval to
offer 1/2 course credit under498. The Speech, Communicationand Theatre
k t s Department uses 495 for Independent Study in Communication.)
Many departments also offer an opportunity for Directed Study on a Lower
Division level. These courses are numbered 299. Arrangements between
students and instructors should be made in advance of the period of initial
registration. The grading system and appropriate level must be agreed
upon. Independent and Directed Study course numbers are used only for
study different in content from courses already listed in this Catalog. An
agreed-upon titlemustbe reported on the appropriateform to theRegistrafs
Office at registration time. The faculty member giving the grade must sign
the form. Studentsare not encouraged to register/add until an actual study
has been arranged, but they must make arrangementsby the end of the registration period. For extension of study beyond one term, see the section of
the Catalog under grading.
A maximum of two courses in Independent Study and/or Directed Study
may count toward the 35 courses required for the degree. Students may
cross-registerfor Independent Studies at another ACTC school only when
the major field in which the Independent Study is proposed is not available
on their home campus, and will be charged by the host campus for any
special costs attached.Requests for exception to this policy should be made
directly to their own academic dean.
V Weekend College
Augsburg Weekend College provides an educational alternative for adult
students who work or have other commitments during the week. It is a
means by which men and women may earn a college degree, complete a
second major, or pursue a personal interest or skill.
Weekend College classes meet on alternate weekends and there are three
trimester terms during the early September through June academic year.
Students may take from one to four classes each term.
While Augsburg Weekend College program involves the same courses as
the day school program, the curriculum is limited to selected liberal arts
courses and the following majors: Business Administration (specializations
in accounting, finance, management, and marketing), Communication
(concentrations in human relations, marketing communications, public
relations/advertising, and supervisory management), Management Information Systems, Elementary and Secondary Education, English, Nursing,
and Social Work.
V Graduate Program
In January of 1987Augsburg College initiated a Master of Arts program in
Leadership. Based on the subject matter and approaches of the traditional
liberal arts, this cross-disciplinaryprogramdirects its academic content and
pedagogical approaches at situations, issues and problems relevant to
organizational leaders. Augsburg's program recognizes that todafs leaders need broad-spectrum abilitiesto provide them with a more comprehensive understanding of their world.
Designed for working adults who have demonstrated leadership potential
in the workplace, the Augsburg Graduate Program operates on alternate
Saturdays and alternate Thursday evenings. Students may take either one
or two courses per trimester.
V Continuing Education Program
Augsburg College offers selected courses through Continuing Education.
Inquiries shouldbe addressedto the Officeof the Associate Academic Dean.
V Center for Global Education
The Center for Global Education was founded at Augsburg in 1982 with a
commitmentto educationwhichbothexpandsour world view and deepens
our understanding of issues related to global peace and justice. Studentscan
participate in a number of forums, seminars and conferences that focus on
global issues. In addition, a spring semester program in Mexico, "The
Program in Global Community," a fall semester in Mexico, "Human Services in a Latin American Context," and occasional Interims allow more indepth exposure to these topics.
Academic
Policies and
Procedures
V Registration
A student must be registered for a course to receive credit for it.
Students normally register for four coursesa semester and one course in the
Interim. Students registered for three or more courses in a semester are
classified as full-time students. To register for more than 4.5 courses,
students must contact the Registrar's office to petition the Committee on
Student Standing for permission.
Although a student may register up to two weeks afterthe semesterbegins,
registration is encouraged at the regularly scheduled time. Special feesare
charged for late registration. Special fees also are charged for cancelling or
adding courses or changing grading option after the first five days of a
semester.
A joint class schedule is published each Springby the Associated Colleges
of the Twin Cities, listing courses and their location at the five colleges for
the following semesters.
Separate catalogs of courses are published by the Interim Office, Summer
School Office, Weekend College Officeand Graduate Program Office for
those sessions at Augsburg, listing registration times and procedures.
Specific information on registration and help with registration on another
campus are available from these offices:
Office of the Registrar -Science 114, for Fall and Spring Terms
Interim Office -Memorial 230
Summer School Office -Memorial 230
Weekend College Office -2222 Murphy Square, for Fall, Winter and
Spring Trimesters
Graduate Program Office -2222 Murphy Square, for Fall, Winter and
Spring Trimesters
V Pre-Registration
Freshmen and transfer studentsmaypre-register during summerfor courses
in the fall.All currently enrolled studentsmay pre-register during the fall for
the springand during the springforthe fall.All studentsmust confirm their
registration at the beginning of each semester and complete financial
arrangements.
V Withdrawal from College
Students are urged not to abandon courses for which they are registered,
since this results in a failing grade on the official record. Cancellation of
courses or withdrawal from College must be done in the Registrar's Office.
Withdrawal from College cannot occur during final examination week
unless a petition is approved by the Student Standing Committee. Withdrawal from College and resulting adjustments in accounts are effective as
of the date the completed Withdrawal from College form is returned to the
Registrar's Office.
V Leave of Absence
StudentsmayrequeslaLeave of Absence for academic or personalreasons.
Arequest formmust bepickedup fromthe Office of theDeanof the CoLlege.
It must be signed by the Dean of Sbdmts, or au khorized representative,and
by the Dean of the College, or authorized representative. The cornpIeted
form must be turned in to the Registrar's Office.
A Leave of Absence may be granted for one term or one academic year. If
an extension of a Leave of Absence is needed, it should be requested in the
same manner as the original Leave of Absence, and the completed form
must be turned in to the Registrar's Office before the expiration of the
previous Leave of Absence, or readmission will be required.
Students on leave are responsible for keeping the Registrar's Office informed of their mailing address. All deadlines for financial aid and housing
must be observed by returning students. A Leave of Absence does not defer
repayment of loans or extend incomplete deadlines.
V Graduation Requirements
The responsibility for seeing that all degree requirements are satisfied rests
with the student. Academic advisers, department chairpersons, the Academic Dean and the Registrar are available for counsel and assistance in
program planning.
Former Augsburg students, readmitted to complete a degree, have a choice
between using the catalog in effect when they first enrolled, or using the
catalog in effect at the point of readmission.
Each student must apply for graduation at the time specified by the
Registrar. Application forms are available in the Registrar's Office.
All degree and course requirements must be completed and verified in the
Registrais office prior to the anticipated date of graduation (there may be
no incompletes or open courses on the academic record).
See the separate section on Graduation with Distinction to learn about
requirements for these honors.
1.Completion of 35 courses -At least 11coursesmust be Upper Division,
numbered in the 300s and 400s. Not more than 13may be in one department,
except in certain approved majors - 17 (Music Education) or 20 (Music
Performance)for the Bachelor of Music degree, and 18 for the Bachelor of
Science (Music Therapy) or Bachelor of Science (Nursing) degree. The
course total must include three Interims for students whose complete
academic work is at Augsburg. For transfer students, the course total must
includeone less Interim course than the number of years at Augsburg. This
is calculated on each transfer student's evaluation of transfer credits.
No more than these maximums may be applied toward the 35 total courses
required: 4 Conservationof Human Resources (CHR)courses; 2 courses by
independent/directed study; 4 courses of Internship; and 8 courses with a
grade of Pass (PI. Non-traditional grading (P)also has these limits: 2 in the
major except Elementary Education and Nursing; 1in the minor if approved
by the department chairperson.
Students who enter an academic program with a baccalaureate or higher
degree should contact the Registrar's Officeabout specific requirementsfor
a second baccalaureate degree or for the equivalent of a major.
2. Completion of a Major -Requirements for each major are listed under
the departmental headings. A minor or double-major is not required, but is
encouraged.
3. First Year Experience (FYE) - All students who enter the College as
freshmen in the weekday schedule program must complete satisfactorily
the FYE Fall Orientation and Seminar. See the program section on the First
Year Experience for a full description.
4. Grade Point Average -2.0 for most majors -A grade point average
of 2.0 is required over all courses taken and over all courses which apply
toward the major. Some majors, licensure, and certification require higher
grades in each course or a higher grade point average. (For example, see
licensure in education, music education, music performance, music therapy, nursing, social work.) See the departmental section for details.
5. Residence -The last year of full-time study or equivalent (minimum
of 7 courses for part-time students) must be at Augsburg. Contact the
Registrar if an official interpretation is needed.
6. Distribution Requirements -Next page.
V Distribution Requirements
Writing - A course in writing (English 111) or certification of demonstrated proficiency by the Department of English. Exemption tests are
given during the summer and fall orientation periods.
Liberal Arts - An approved course from each of these seven areas:
.Mathematics-Physics
Psychology-Sociology
Economics-Political Science
Chemistry-Biology
English-Speech, Communication
History-Philosophy
Art-Music
and Theatre Arts (devoted to the
study of literature)
A list of approved coursesis available from advisersand the RegisWs
Office.
Foreign Languages -Two courses (111 and 112)of one foreign language
at Augsburg. Studentswho test abovethe 111level of a foreignlanguage
will take one additional course at placement level in that language or
two courses (111 and 112) of another foreign language. International
students should consult with the Registrar.
Religion -Three approved courses in religion, of which not more than
one may be an Interim course. For transfer students, the number required is one Augsburg religion class for each year of study or equivalent at Augsburg. This is calculated on each transfer student's evaluation of transfer credits.
Urban Concerns, or Women's Studies, or Minority Studies-One course.
Courses approved to meet this requirement are published each term.
Information is available at the Registrar's Office.
Lifetime Sports -Two different Lifetime Sports or demonstrated proficiency in two different Lifetime Sports.
V English as a Second Language (ESL) Program
Students who declare a language other than English to be their primary
language, or who are citizens of another country, must take the ESL
placement test in conjunction with the English writing placement test at
orientation.Students' placement in ESL, Developmental Writing, or Effective Writing will be determined by their scores on the Michigan test (80-90
range for exemption from ESL) and by a writing sample.
Near the end of each term of the English as a Second Language course, an
objective test will be administered to all students in the class. The score on
this test and the grade earned in the classwill determine whether additional
ESL course work is required. Usually a score of 80 to 90 and a course grade
of 3.5 or 4.0 will fulfill the student's ESL requirement.
If studentsdo not meet the ESL requirement, they will remain in ENG 217/
218 until they meet the criteria stated above. Academic credit will normally
be granted for no more than two courses.
Students who fulfill the ESL requirement, by examination or by course
completion, have completed the foreign language requirement for graduation.
V Evaluation and Grading
Student achievement in courses is measured primarily by final examinations. Shorter tests, written papers, oral reports, and other types of evaluation also are used.
Most courses are offered with grading options -traditional grading on a
4.0 to 0.0 scale or the Pass/No Credit system, in which P means a grade of
2.0 or better and N means no credit and a grade of lessthan 2.0. Studentsare
cautioned to use the P/N grade option with care since some graduate and
professional schools do not look favorably on a large number of P-graded
courses, or rank each as a "C." Transfer students are cautioned that Pgraded coursesdo not countin therequirementthat 14 traditionally graded
courses be earned at Augsburg in order to be considered for graduation
with distinction. See PJ N Iimi tations under Graduation Rquirments.
Certain corn are offered on one grading system only. Sociology 265 and
several Iaterim coursesare graded only on the P/N grading system. Some
education courses are graded only on the P/N system or only on the
traditional system. English I11 is graded P or N, or 2.0-4.0/N. Some other
courses are graded only P, 1.0, N. Chemistry Seminar and Lifetime Sports
are graded P/O.O.
In courses where there is a choice, studentswill be graded on the traditional
systemunlessthey indicateon their registration that they wish to use theP/
N grading option. Any changes in choice of grading system must be made
according to dates published each term. A fee is charged for any changes
after the first five days of classes.
'
IExplanation of Grades
Number grades are used with these definitions
4.0 Achieves highest standards of excellence
3.5
3.0 Achieves above basic course standards
2.5
2.0 Meets basic standards for the course
1.5
1.0 Performance below basic course standards
0.5
0.0 Unacceptable performance (no credit for the course)
Grades of P (Pass) or N (No credit) are not computed in the grade point
average. A grade of P representswork at or above the 2.0 level; N represents
work at the 1.5 or below level.
An incomplete grade may be given only in the case of extreme emergency.
To receive an incomplete grade, a student must receive permission of the
instructor of the course; must file a form stating the reasons for the request,
the work required to complete the course, the plan and date for completing
the work, and commentsfrom the instructor; and must gain the approval of
the Registrar.If permission is granted, the necessary work must be completed in enough time to allow evaluation of the work by theinstructor and
filing of a grade before the final day of the following semester. If the work
is not completed by that date, the grade for the coursebecomes a 0.0.
Internships, Indqendent Studies, and TXected Studies may sometimes
last longer than one term. When this is the case, they must be completedby
the grading deadlines within one year from the beginning of the first term
of registration. A grade of X is given by the instruckor to indicate that the
study is extended. It is expected that students givm X extensions will
continue to communicate with their instructors and demonstrate that
satisfactoryprogress is being maintained. The Registrafs Office will automatically continue theregistration in response to an X grade. A finalgrade
will be issued at t h e end of the term in which the work is completed and
evaluated (butnot longer than one year). An instructor reserves the discretion of not giving an X whew satisfactory progress is not demonstrated.
Withdrawal from college or dropping these continued courses will terminate their registration. Under this circumstance, a re-registration as 1X by
the student would be necessary if done during registration periods within
one year of initial registration; if done after one year, a new registration
would be necessary.
A course inwhich a grade of 0,0.5,1 .O,15,N, I, or X has been received may
be repeated for credit. C o m e s in which higher grades have been earned
may riot be repeated for credit and a grade, but may be audited. AIl courses
takenand grad- earned each termremain on theacademicrecord. Only the
aeditsand gradesearned the second,be,for legitimatelyrepeated courses,
are counted toward graduation and in the grade point average.
A course is given a grade of W when it is dropped after the deadline for
dropping classes without a notation on the record.
V Auditing Courses
Students who wish to take courses without credit or grade may do so by
registering for Audit (V).Full-time students may audit a murse without
charge. The charge for part-time students is listed under College Costs.
Students who audit a course shouId confer with the insmctor within two
weeks of the beginning of the term to determine expecfations, attendance
and any 0 ther requirement If expedations have been met, the course will
be listed on the hammipt as having k e n audited. If expectations have not
been met, the course will be listed with a grade of W (Withdrawn).
V Grade Point Average
The grade point average (GPA) is based on final grades for all work at
Augsburg. It does not include credit and grade points for work transferred
from other colleges.Coursestakenon the P/N gradingoptionare recorded,
but not computed in the GPA.
V Classification
Students are classified in August and at the end of the Fall and Interim
terms.
-
Sophomores 7 courses completd with at least 14 grade points.
Juniors -16 courses compIeted with at least 32 grade points.
Seniors -25 courses completed with at least 50 grade points.
V Advanced Placement Program
Advanced placement in courses beyond the beginning level is granted to
students with scores of 3, 4, and 5 on the CEEB Advanced Placement
Program Test. Additional credit or placement is at the discretion of the
department. Inquiries should be addressed to the Office of the Registrar.
V International Baccalaureate Program
Courses earned from the International Baccalaureate Program will be
consideredby the CoIIege for advanced placement and appropriatecredit
Departmental guidelines are available from the Office of the Registrar.
V Assessment of Previous Learning
(APL Program)
Augsburg Collegerecognizes that learningcan and does take place in many
life situations. Some of this learning may be appropriate for credit recognition within the disciplines that compose the academic program of a liberal
arts college. The APL program (Assessment of Previous Learning) at
Augsburg provides a means by which a student's previous learning, other
than that which is transferred from another accredited institution, may be
presented for examination for possible credit toward the completion of a
baccalaureate degree.
Not all learning from life experience, however, is appropriate for credit
recognition at a liberal arts college. Such learning must meet two essentiaI
criteria: 1) it is relevant to coursework in a field of study within the
Augsburg liberal arts curriculum and 2) it can be objectivelydemonstrated
either by comprehensive examination or committee evaluation.
The APL program at Aupburgprovides sever& meansby which students
may have their previous learning assessed for credit recopition. The
following is a brief description of each of these means of assessment:
T h e College LevelEmmination Program (CLIP)-Thkis a seriesof standardized
tests which have been dewlo+ by The College Board and are offered to
studentsfora small f ~ e at
e regionaltesting centers.(Theregional testingcenter for
this area is the University of Minnesota.)Studentswho scoreat or above the 65th
percenkileon a subject examination may d v e academic credit for that subject
at Augsburg College. Additional information about CLEPtestsis availablefrom
the Office of the Registrar.
Departmental Comprehensive Exams -These are available for students to use in
obtaining credit for previous learning if the following conditions are met:
A. There is a departmental instrument available for subject area in question.
B. There is a faculty member designated by the department to administer the
exam.
C. The Student Standing Committee approves the student's request to take the
exam. Credit for departmental exams is availableon a pass/no credit basis
only, and there is a charge per exam.
TheCredit AssessmentProgxam(CAT)-This isa credit assessmentalternativein
which a faculky committee completesa credit evaluation of a learning portfolio
submitted by the student. The factdty committee is composd of the Rqktsar
and two faculty members from fields 05 study directly related to the student's
previous learning. Lnformational meetings and consdtation are provided for
students who wish to prepare a portfolio of previous learning for credit assessment. This may include a personal meeting with the CAP Committee. In campleting the evaluation of a student's psevious Iearning, the CAP Cornmitree
applies the following criteria:
A. There is documentable evidence of a cognitive component in the previous
learning experience that involved prescribed and/or systematic study of
content material found within liberal arts coursework.
B. The learning has been objectively verified by individuals in addition to the
presenting student.
C. The learning lends itself to both qualitative and quantitative measurement.
D. The learning relates well to the student's educational goals.
E. The learning and skillsinvolved are current and could be used at the present
time.
Students may apply for the credit assessment process after completing at least
four coursesof academicworkat Augsburg Collegewith acumulativeAugsburg
GPA of at least 2.5. It is strongly recommended that the process not be used when
four or fewer courses remain for graduation. There is an application deposit
(applicableto transcript charge) to initiate the credit assessment process, and a
charge for each semester credit applied to the student's transcript.
Transcript credit will be granted on the basis of semester credits, and the total
number of credits granted will be divided by four to determine the number of
courses applied'to graduation. These credits will be recorded with the course
number of CAP 2xx.Application of this credit toward distribution requirements
and academicmajors and minors may be subsequentlyaddressed by the departments involved in response to a formal request by the student.
Maximum Credit Accepted for Previous Learning - While Augsburg College
recognizes the validity of learning that takes place outside the traditional
classroom, this learningmust be placed in the contextof formal study in campusbased liberal arts courses. Therefore, Augsburg places a maximum of nine
courses (one-fourth of a baccalaureate degree) on transcript credit that is obtained through previous experiential learning. In compiling the nine courses of
credit for previous experiential learning, the student may use any combination
of the three assessment processes available in the APL program: CLEP exams,
departmentalexams, and credit granted through CAP Committee assessment.
V Academic Progress, Probation and Dismissal
The Collegerequires that studentsmaintain the followingcumulative grade
point averages (GPA):
Freshman a student having taken fewer than 7 courses cumulative
GPA of 1.6 or higher
Sophomore - a student having taken fewer than 16 courses mmulative GPA of 1.7 or higher
Junior a student having taken fewer than 25 courses cumulative GPA of 1.9 or higher
a student having taken 25 or more courses cumulative
Senior GPA of 2.0 or higher.
It should be noted that a minimum GPA of 2.0 is required for graduation
with certain majors requiring a higher minimum GPA.
Students whose academic achievement falls below these guidelines will
either be placed on scholastic probation at the end of the term, or will be
continued on probation, or will be dismissed from the College. In addition,
a freshman who receives 2 zero grades or a sophomore who receives 3 zero
grades will be considered for probation or dismissal. However, dismissal
from the College is not automatic. Each case is reviewed by the Committee
on Student Standing. Evidence of the student's commitment to academic
progress is the major consideration in deciding whether or not to dismiss a
student. Students who have a poor academic rmrd may be strongly
advised to withdraw before the end of a tern. Those on probation who
voluntarilywithdrawfromthe College, as well as those who are dismissed,
must have special permission to re-enroll.
Students may be removed from probation when the cumulative GPA
reachesthe minirmm leveIs stated above. Studentsplaced on probation as
freshmen far having earned 2 zero grades may be removed h m probation
if their classification changes to sophomore, if they have not earned additional zero grades, and if their cumulative GPA reaches 1.7. Studentsplaced
on probation as sophomores for having earned 3 zero grades may be
removed from probation if their classification changes to junior and their
cumulative GPA reaches 1.9.
The Collegereserves the right to dismissany student who does not meet the
guidelines stated above. Once a student is dismissed, he or she may appeal
the decision within 10 days to the Committee on Student Standing.
V Dean's List
The Dean's List is compiled after each semester, listing students whose
grade p i n t average for a semester is 3.5 or better, based on a minimum of
three full courses, or equivalent, foraweekday schedule student or two full
courses, or equivalent, for a weekend college student, graded on the
traditional grading system, with no incompletes in courses offered for
credit. L€ permission is given, an announcement is sent to the hometown
newspaper of each student on the Dean's List.
V Graduation with Distinction
Graduation with distinction is determined as follows:
Summa cum laude -3.8 to 4.0 cumulative GPA
Magna cum laude -3.6 up to but not including 3.8 cumulative GPA
Cum laude -3.3 up to but not including 3.6 cumulative GPA
To qualify for graduation with distinction, transfer students must have
completed two years (14 traditionallygradedcourses)of workat Augsburg.
7 Veterans of Military Service
Augsburg is approved by the StateApprovingAgency for Veterans Education. Veterans should tonsult with the Office of the Registrar about completion of the enrollment certificate and the forwardingof other information to
the Veterans Administration.
Augsburgs standardsd academic progress are giveninthisCatalog.When
a veteran or eligible perstln fads to maintain these prescribed standards of
progress, the College will so inform the Veterans Adminisfration. It is the
responsibiIity of each veteran to report any change in registration and/or
academic load to the Office of the Registrar, as i t is for all studmts.
If less than full-time, veterans will be referred to the State Approving
Agency after any period of two consecutive terms if they did not earn the
equivalent of what they had been certified for.
A non-punitive grade which brings a veteran's academic load for the term
below three courses will be reported to the Veterans Administration.
Veteranswill need to meet the requirements of theveterans Administration
regarding repayment of educational assistance funds received.
Departments
and Programs
Course Descriptions
Major and Minor Requirements
A
s a liberal arts institution, Augsburg College operates with a
belief that knowledge and truth are interrelated and are integrated into a whole. The tradition of the academic world, however,
divides this unified truth into more manageable parts: the academic
disciplines. The knowledge of individual disciplines is subdivided into
courses which make it more accessible to students. These courses can be
arranged in various ways to construct majors, to create the substance of a
broad general education, and to give students the opportunity to study
areas of particular individual interest.
Descriptions of caurszs are arranged by departments and programs.
T h e descriptions offer a brief summary of the subject matter covered in
individual courses to aid students in planning a program. A syllabus
containing a more detailed explanation of content, approach, and
requirements for a particular course can be obtained from the instructor.
Department entries also contain a narrative discussion of the educational
philosophy of each department, its pals, and its place in the College's
program. A Listing of requirements for individual majors follows the
narrative.
Courses and t e r n listed are subject to change. In general, classes are
offered Fa31 and/or Spring terms, unless another frqumcyis specified.
The Schedule of Classes published each spring lists offerings and locations for Fall and Spring terms. Descriptions and schedules for courses
of f e d in JanuaryInterim, Summer Scl~ml,Augsburg Weekend College
and the Master of Arts in Leadership program are published in separate
catalogs.
+ Credits
A full course is offered for one credit. A few fractional courses, for one-half
or one-quarter credit, are offered in the Division of Professional Studies.A
full course has the approximate value of 4 semester credits or 6 quarter
hours.
Most courses meet for three 60-minute periods or two 90-minute periods a
week, in addition to laboratories.
+ Numbering
Courses numbered below 300 are Lower Division courses. Courses numbered 300 and above are classified as Upper Division. In general, coursesin
the lOOsareprimarily for freshmen, 200s sophomores, 300sjuniors, and400s
seniors.
+ Prerequisites
Courses that must be taken before enrolling in a higher level course are
listed in the course description. A skdent may enroll in a course when a
prerequisite has not been fyzfiIIed if there is prior approval by a professor
teaching the course and of the academic adpiw.
V Art
Department (ART)
Art is important as a field of study for our modem age. Our survival as a
culture may very well depend on whether we are able to create order
and beauty in the design and function of communities.Realizing this, we
have made design and msitivity to all aspects of visual experience
central to the art program at Augsburg.
Giving and receiving visual messages is so much a part of everyday life
that it is often taken for granted. At the same time, however, the interchange of visual ideas is frequently misunderstood. The task of the artist,
art teacher, and art historian is to celebrate visual experience through a
variety of media and art examples. In short, the visual arts teach us how
to see.
Because of the College's commitment to the liberal arts, the visual arts, as
taught at Aupburg draw ideas and inspiration from all disciplines. Art
as a human activity docs involve manual skill, although to become
broadly signifimnt i t should interact with the content available in other
fields, such as language, history, drama, music, literature, philosophy,
theology, business, physical education, and science.
A liberd arts college, such as Augsburg College, 5 an idea1 setting for
the study of art because it provides a constant possibility for the interaction of ideas, disciplines, and attitudes. At Augsburg, art study is further
enhanced by associations with a significant number of art galleries and
museums in the Twin Cities area.
Cooperative Education and Internships in studio art and art history
provide on-the-job, supervised, evaluated experiences which contribute
to the student's overall education and development. Primary goals
include improvement of art and museum skills, production and creative
strategies.
Hundreds of specific careers exist in the general area of art. Augsburg
graduates have established careers in such fields as teaching in public
schools and colleges, anthropology, pottery making, antique restoration
and sales, film and video work, portrait painting, and gallery and
museum work.
The future holds a great deal of promise for artists who can combine
skills with a breadth of understanding.
Art Faculty: Philip Thompson (Chairperson), Kristin Anderson, Robert Friederichsen, Norman Holen, Patrick Redmond, Dorothy Williamson.
Studio Art Major: 9-13 studio courses with Foundations 102,107,225; 3 art history
courses including 240. One course must be in 2-dimensional art (118,223,360)
and 1in 3-dimensional art (150, 221,250). Majors are required to begin their
programs with the Foundations, although advanced placement is possible with
approval of a portfolio by the Art faculty.
Teaching Licensure Major: 7 studio disciplines among foundations 102,107,225;
Studio 118,132,150,221,223 and 250 plus a second course in 2 areas; 240 and 2
other art history courses. Consult with Education Department for requirements
in education for teacher licensure.
Art History Major: 8 art history courses including 240 and 388; 2 studio courses
including 1from 102,107 or 225 and 118 or 221.
Honors Majors: GPA of 3.5 in the major and 3.0 overall, general growth and
development and/or special projects such as senior exhibition and research.
Application should be made to the Department Chairpersonbefore the last term
of the senior year.
Studio Art Minor: 4 studio courses including 107; 240.
Art History Minor: 5 art history courses including 240.
Certificate in Art: 8art courses, including 1in art history. Up to 4 courses may be
taken in one studio area or in art history.
+ Foundations
in Studio Art
Environmental Aesthetics
102
107
225
Fine arts in the urban and world setting. Concern for the visual content of
experience in the environment leading toward appreciation and criticism.
Individual and group projects exploring design problems in representation,
symbolism and abstraction.
Drawing
Drawing in graphite pencils, pen, and pastel pencils. Subjects include stilllife, figures, building interiors and exteriors, and experimental work.
Visual Communications I
The theory and practice of visual perception and communication using
elements such as color, line, shape, type, and pictorial images. An emphasis
will also be placed on the creative thought process.
+ Studio Art
100,300 Special Topics
Occasional courses dealing with subjects not usually offered by the Department.
118 Painting I
Introduction to painting media and technique in acrylic and oil.
132 Photography
The camera used as a tool for visual creativityand expressionwith attention
to blackand white photographic process. Need access to 35 mm. single lense
reflex camera. Materials will cost approximately $125-150. (Fall)
Jewelry
An introduction to the casting of jewelry in pewter and silver.
Internship
Lower Division Internship.
Sculpture I
An introductionto sculpture.Choiceof media: clay, welded steel and bronze,
plaster, stone, and plexiglass. Learn to model, carve, cast, weld and assemble
the respective media.
Print Making I
Principles and methods of print making in a variety of media including
etching, silk-screen and woodcut.
Life Drawing
See Interim Catalog.
Ceramics I
An introduction to the making of pottery with an emphasison handbuilding
and glazing.
Directed Study
Independent Study for Lower Division credit.
Visual Communications I1
A study of visual communicationsinmagazines, television, film, advertising
symbols, and other mass media. Praaice in areas of photography, typography, and illustration. mreq.:22j, Springl
Ceramics LI
Advanced work in ceramics with an emphasison throwing or handbuilding
and a continuation of glazing. (Prereq.: 250)
Painting I1
Advanced study of painting. (Prereq.: 118)
Watercolor Painting
Design concepts using descriptiveand experimental techniquesin transparent watercolor. (Alternateyears)
Print Making I1
Advanced work with color and compositionin various media, includingsilkscreen, etching, and woodcut, including Japanese woodcut technique. (Prereq.: 223)
Internship
Consult Chairperson or Internship Director to determine project.
Sculphue I1
Advanced workin sculpture.Choice of media: clay, welded steelandbronze,
plaster, stone, and plexiglass. (Prereq.: 221)
Independent Study
Advanced study in area of the student's choice, intended for senior art
majors.
+ Art History
240
Art History Survey
A survey of art from prehistoric to modern times. Includesreading, research,
viewing of slides, visits to museums.
Note: The following courses are offered intermittently, usually one or two sections
a year.
352 Women's Art History
A study of the place of women in the history of the visual arts-as artists, as
subjects, and as patrons.
382 Scandinavian Arts
Survey of the visual arts in Scandinavia from pre-history to modem times.
385 Prehistoric and Ancient Art
The art of the Ice Age through the Roman period to the 4th century A.D.
386 Medieval Art
Early Christian through late Gothic and proto-Renaissance painting, sculpture, and architecture in Europe.
387 Renaissance and Baroque Art
European painting, sculpture, and architecture, from the 14th through the
18th centuries.
388 19th and 20th Century Art
European painting, sculpture, and architecturefrom Neoclassicism through
the present.
389 American Art
A study of early colonial art through contemporary American art, with
specific emphasis on 19th and 20th century art and its relationship to European art as well as indigenous movements.
V Biology
Department (BIO)
Biology is the study of MeI and it is natural that we,as contemplative
living creatures, seek a deeper understandingof the living world that
envelops us. This search has led to the realization that the earth is filled
with an enormous variety of living organisms. Since humans are a part
of the biological world, an understanding of the basic biological processes common to all organisms, as well as those features which are
unique to humans, is essential to attain self-understandingand to
provide a basis for wise decisions.
Another significant insight that has emerged from the study of life is that
even the simpIest organisms are incredibly complex, and a complete
understanding of wen one of these has, as of yet, eluded the grasp of
biologists. This is true even though some organisms have been subjected
to years of intensive scrutiny.Biology will thus c o n t h e to be a fertile
field for research for many years to come.
Still, an enormous amount of knowledge regarding living organisms has
accumulated over the years. In recent decades great strides have been
made in understanding important biological processes, particularly
those at the cellular and molecular levels. Biological research has also
provided some extremely important benefits to humans. Most advances
in medicine, veterinary medicine, agriculture and food science have
depended on the findings of basic biological research.
Since the biological world reveals such variety, complexity, and knowledge, an undergraduate major in biology needs to be broadly based.
Since a complete understanding of biological systems depends on
applications of the principles of physics and chemistry, a firm background in the physical sciences is also important for biologists.
For many, an undergraduate major in biology serves primarily as a basis
for further study. In past years Augsburg graduates have gone on to further studies in professionalschools such as medicine, veterinary medicine, and dentistry. Others have entered graduate programs in the life
sciences, leading to careers in areas such as college or university teaching, basic and applied research, and public or environmental health.
Other graduates have embarked directly after graduation on a variety of
careers, including high school teaching and laboratory technology.
BiologyFaculty: NealThorpe (Chairperson),Robert Herforth,Erwin Mickelberg,
Ralph Sulerud
Major: 9 courses, including 111,112, and 201 plus 9 othercourses, at least 1from each
of the following 5 groups: Molecular and Cellular: 367,386, 471; Cellular to
Organismal: 355,474; Organismic/Animals: 351,353,473; Organismic/Plants:
361,440; Environmental: 476,481.
One of the 6 courses may be BIO 203 or any Upper Division Interim biology
course. BIO 491, a noncredit seminar, is required of all juniors and seniors. Also
required: CHM 105(115),106(116),and 223; PHY 103;Math Placement Group 111.
Students intending to enter graduate, medical, or other professional schools
should consult with the Department since these schools vary in their scienceadmission requirements.Thesemay include CHM 351,352instead of 223, PHY 121,
122 instead of 103, and MAT 124,125.
Licensure for teaching in Minnesota also requires 3 courses in earth and life
sciences. For secondaryteaching we recommend the broadest possible program
in biology. Students planning to teach are advised to consult with the Education
Department early in their academic program.
The Department works with the Cooperative Education Office in identifying
and defining Co-op Ed experiencesin laboratoriesand other settingsin the Twin
Cities. This experience is open to juniors and seniors. Students interested should
consult with the Biology Department Co-op Ed Coordinator.
Honors Major: GPA of 3.5in biologyand 3.0 overall, activeparticipationin seminar,
1 course of approved Independent Study with an oral defense of the research
report. Application should be made no later than the first term of the senior year.
Minor: 5 courses, including 111,112 and 3 Upper Division courses; CHM 115,116
(or 105,106).
Human Biology
Basic biological mnfrom an anthropocenhic p i n t of vim,An attenrpt
to answer such questions as: What makes man just another meabw of khe
biotic fold? Does man have a niche in the ecosystem? What influence does
man have on the environment? What influence does the environment, especially the urban environment, have on man? (3 hours lecture. A student may
not receivecredit for both 101and 103.Does not apply to the major or minor)
103 Human Anatomy and Physiology
A professional course in the structure and function of the human body. 3
hours lecture, 3 hours laboratory. (A student may not receive credit for both
101 and 103. Does not apply to the major or minor)
105 Biology and Society
What are some of the biologically-based problems with which our society
must deal? A survey of the environmental and health implicationsof pollution, non-renewable resource depletion, waste disposal, war, occupational
safety and health. An historical survey of American agriculture, world food
supply and biological determinism. A critical evaluation of the social application of biological concepts. (3 hour lecture. Does not apply to the major or
minor)
108 Microbiology
Basic microbial features are considered as well as applications of microbiology to the fields of medicine and sanitation. (3 hours lecture, 3 hours
laboratory. For student nurses, health majors, or consent of instructor.
Prereq.: CHM 110or consent of instructor.Weekend College. Does not apply
to the major or minor)
109 Special Topics in Biology
Offered periodicallythrough Augsburg's Conservationof Human Resources
(CHR) program. Generally conducted off campus with community people
taking the course together with college students in a co-learning model.
Topics will vary depending upon needs and interest. (Does not apply to the
major or minor)
111,112 General Biology
A comprehensive introduction to biological science for biology and other
science majors. The courseincludesanintroductionto molecular biology, cellular biology, genetics, developmental biology, evolutionary mechanisms,
anatomy, physiology, ecology, and phylogenetic relationships of organisms.
Must be taken in sequence except by permission of instructor. (3 hours
lecture; 4 hours laboratory. 111,Fall; 112, Spring)
199 Internship
Lower Division Internship. (Prereq.: 112)
201 Methods in Biological Research
An examination of methods commonly employed in biological research,
which may include electrophoesis, column separations, ultracentrifugation,
microscopy, cell culture, radioisotopic techniques, gas chromatography, and
physiological recording. The theoretical basis of each method is discussed
and experimentsare conducted to demonstrate the utility of each method. (3
hours lecture, 3 hours laboratory. Prereq: 112. Spring)
203 Principles of Nutrition
A study of the six classes of nutrients and their digestion, absorption,
transport, metabolism, interaction, storage, and excretion. A special effort
will be made to differentiate "fact from fiction" in this controversialbiological field. (3 hours lecture. Prereq.: 112 or consent of instructor. Fall)
101
Directed Study
Independent Study for Lower Division credit. (Prereq.: 112)
Invertebrate Zoology
A study of the invertebrate groups stressing classification, morphology,
behavior, life history, and evolutionary relationships. (3 hours lecture, 4
hours laboratory. Prereq.: 112. Altemate years, Spring)
Comparative Vertebrate Zoology
A comparative study dealing with the classification, morphology, distribution, evolution, behavior and population dynamics of the vertebrates. (3
hours lecture, 4 hours laboratory. Prereq.: 112. Fall)
Genetics
The principles of heredity with emphasis on recent advances in human
genetics. Laboratory work stressing Drosophila genetics. (3 hours lecture, 4
hours laboratory. Prereq.: 112. Spring)
Plant Biology
A survey of the major divisions of the plant kingdom including the study of
anatomy, physiology, life histories, taxonomy, and ecology. (3hours lecture,
4 hours laboratory. Prereq.: 112. Fall)
Biochemistry
An introductory consideration of the chemistry of proteins, carbohydrates,
lipidsand nucleic acidsincludingintermediarymetabolism.(3hours lecture.
Prereq.: 112, CHM 223 or 352 or consent of instructor. Fall)
Immunology
A study of the structure and function of the immune system at molecular,
cellular, and tissue levels. Both basic immunology and fundamental principles relating to clinical immunology will be considered. (3 hours lecture,
4 hours laboratory. Prereq.: 112. Alternate years, Spring)
Internship
Upper Division Internship.Studentsmust be juniors or seniors. Prereq.: 112)
Plant Physiology
A consideration of the chemical and physical mechanisms involved in
photosynthesis, respiration, growth, and development, and water relations
in vascular and nonvascular plants. The relationships of these processes to
plant structures. (3 hours class, 4 hours laboratory. Prereq.: 112. Altemate
years, Spring)
Cellular Biology
A study correlating function with ultrastructure in both prokaryotic and
eukaryotic cells. (3hours class,4 hourslaboratory.Prereq.: 112367orconsent
of instructor. Alternate years, Spring)
Animal Physiology
A study of animal function with emphasis on the vertebrates. Wherever
possible, functions are explained on the basis of physical and chemical
principles. (3 hours class, 4 hours laboratory. Prereq.: 112; CHM 106 or 116;
PHY 103or 122or consent of instructor. Fall)
Developmental Biology
A consideration of the physiological and morphologicalchanges which occur
during the development of organisms with emphasis on the vertebrate
animals. Experimental as well as descriptive studies are included in the
laboratorywork. In addition to embryonicdevelopment, the topics of malignancy, aging, and regeneration are discussed. (3 hours class, 4 hours lab.
Prereq.: 112. Spring)
Microbiology
An introduction to the study of microorganisms with emphasis on bacteria
and viruses. Microbial taxonomy, morphology, physiology, genetics, and
pathogenicity are considered as well as certain methods. (3 hours class, 4
hours laboratory. Prereq.: 112.Fall)
481 Ecology
A m e y of reprewntative biological communities; the study of reciprocal
relationships between organisms and their environments. (3 hours class. 4
hours laboratory, some Saturday field trips.P m q . : 112,361 or consent of
instructor. Spring)
491 Seminar
A weekly meeting of biology majors under the direction of Beta Beta Beta
Biological Honor Society. Active participation by juniors and seniors is
required. Guest speakersare often invited. A noncredit requirement for the
major.
499 'Independent Study
Individual laboratory, field, or library research under the direction of an
instructor. Intended for biology majors who are juniors or seniors. (Prereq.:
112,and previous arrangement with instructor)
476
V Business Administration
and Economics Department
The Department of Business Administration and Economics is committed to developing both the theorelid and practical tools necessary for
entry into and advancement in business and other organizationsas well
as preparation for graduate study. To this end, the Deparhent offers
s p d i z a t i o n in a varieg. of areas including:Accounting Applied
Economics, Economics, Finance, hternational Business, Management,
Management Information Systems (MIS), Marketing, as well as a Combined Business and Economics concentration.
Each of these areas is dependent upon a strong foundation in the liberal
arts with an emphasis on solid communication and analytical skills.
R ~ ~ ~ g n i zthe
i n goccupational realities of the business and economic disciplines, the Departmenk is equally committed to maintaining an application-oriented balance. This balance is achieved in part by fostering close
ties with the corporate community which in turn provides a wealth of
practical expertise and a wide variety of Internship opportunities, as well
as future job prospects.
Departmental faculty believe they can best serve both the student and
the community by contributingto an education which is ethically based,
technically competent and socially aware.
Business Administration and Economics Faculty: Amin Kader (Chairperson),
Diane Busico, Thomas Busico, John Cemto, Peter Gillen, John Cosgrove,
Gerald Glatzmaier, Satya Gupta, Paul Halvorson, Mark Hassenstab,
Richard Herzog, Marilyn Horowitz, Mary Jo Johnson, Jane Kammerman,
Robert Kramarczuk, Roy LaFayette, Dan McNamara, Fekri Meziou, Thomas
Morgan, Paul Pender, David Riley, Edward Sabella, Hamed Sallam, Milo
Schield, Stanley Solnick, Stuart Stoller
+ Business
Business Administration Major (BUS) Core courses for the Accounting, Finance,
Management and Marketing specializations:
BUS 175,221,222,242,252,279,331,391, ECO 112,113,313,311 or 312 or 315.
Specialization in Accounting: 12Core courses,322, 323,324, either326or 423 or 425.
Specialization in Finance: 12 Core courses, 322,433,438, either 479 or ECO 318 or
415.
Speaalization in Management: 12Corecourses, 340,440, ECO318, PSY 373 or SOC
301.
Specialization in Marketing: 12 Core courses, 352,357,450, ECO 415
Specialization in International Business: 175,221,222,242,252,279,331,391, ECO
112113,313. Also the following emphasis: 3 InternationalBusiness Courses and
an International Economics Course.
BUS 399 or 499 is required, as well as 3 semestersof a foreignlanguage (or tested
equivalent).
Specialization in Management Information Systems: 175,221,222,242,252,279,
331,370 (or CSC 3521,375,475,476,479; ECO 112,113,313,318; MAT 174and 175
or MAT 124 and CSC 170.
Honors Majo~:GPA of 3.5 in the major and 3.0 overall; a senior thesis and
comprehensive oral examination in the major field of concentration.
Minor in Business Administration: 6 courses, including 221,242,252, 331, ECO 112
and 113. Other configurations may be permitted on consultation with the
Department.
Minor in International Business: 6 courses, including 221,242 or 252, ECO 113, and
3 International Business courses. Other configurations may be permitted on
consultation with the Department.
Minor in Management Information Systems (MIS): 6 courses, including 221,242
or 252,370,375,475, and ECO 113.175 is the recommended prerequisite for 370
and 375. Other configurations may be permitted on consultation with the
Department.
C.P.A. Certification: Students who wish to take the Certified Public Accountants
(CPA) examination prior to fulfilling the experience requirement must have
completed the major in Business Administration-Accounting and taken all
accountingand businesslawoffered. Studentsmajoringin BusinessAdministration-Accounting arequalified underthe rules of theMinnesotastate Board of Accountancy to sit for the examination during their last semester.
C.M.A. Certification: Students who have taken a prescribed course of study in
accounting may take the certified management accountant (CMA) examination prior to fulfilling the experience requirement. This certificate indicates
proficiency in the area of managerial accounting.
Notes: Students who plan to major in the Business Administration
department are strongly encouraged to select a department adviser as
soon as possible, in order to carefully plan their program of study.
In addition to the courses listed under the title "Topics in Business
Administration" (BUS 295,4951, the Department has also offered:
Research Methods for Economics and Business, Computer Simulation for
Business, Income Taxes for Individuals, Computer Applications, Discrete
Event Simulation, Entrepreneurship, Micro Computer Accounting,
Ethics in Business, International Management, International Marketing
and Risk Management and Insurance.
Business Courses (BUS)
175
199
221
222
242
252
279
Computers for Economics and Business
An introduction to computerized data processing. Learn a higher-level
language (BASIC). Learn about computerized spread-sheets (LOTUS)and
data bases (DBASD. Learn about word processing and computerized business graphics. (Prereq.: Math Placement Group I1 or high school algebra)
Internship
Lower Division Internship.
Principles of Accounting I
Introduction to business activities, basic concepts and fundamentals of
accounting, the accounting cycle and preparation of financial statements.
Principles of Accounting I1
A continuation of 221. Introduction to business activities, accounting for
corporations. Basic concepts and fundamentals of managerial accounting,
planning and controllingprocesses, decision-makingand behavioral considerations. (Prereq.: BUS 221)
Principles of Management
Development of the theory of management, organization, staffing, planning,
and control. The nature of authority, accountability and responsibility,
analysis of the role of the professional manage
Principles of Marketing
Principles of basic policy and strategy issues in marketing. Legal, ethical,
competitive, behavioral, economic, and technological factors as they affect
product, promotion, marketing channel and pricing decisions.
Quantitative Methods for Economics and Business
An introduction to quantitative reasoning, descriptive measures, probability, sampling distributions,inference, and estimation with emphasis on their
use in applied problems in business and economics. (Prereq.: Math Placement Group I11 or a grade of at least 2.0 in MAT 104)
Topics
Lectures, discussions, meeting with members of the staff or visiting faculty
regarding research methodology and readings in the areas of business
administration. (Prereq.: Consent of instructor)
Directed Study
Independent Study for Lower Division credit.
Accounting Theory and Practice I
An analysis of accounting theory pertaining to financial statements, income
concepts, current and non-current assets. (Prereq.: BUS 221, ECO 113, Fall)
Accounting Theory and Practice I1
A continuation of 322. An analysis of accounting theory pertaining to
liabilities, stockholders' equities and other accounting issues. Additional
emphasis on incomedetermination consideringprice level changes. (Prereq.:
BUS 322. Spring)
Managerial Cost Accounting
Accounting tools for planning and control of economic activities. Planning,
budgeting, standard cost systems, as well as other quantitative and behavioral topics. (Prereq.: BUS 222,242,252,279, or consent of instructor)
Tax Accounting
The more common and important provisions of federal income taxes for
individuals and various formsof business enterprises.(Prereq.: BUS 221,331,
ECO 112,113, or consent of instructor)
Financial Management
Theory of acquisition, allocation, and management of funds within the firm.
Sources and uses of long and short term funds, cost of capital, capital
budgeting, leverage, dividend policy, and related topics. (Prereq.: BUS 222,
ECO 113)
Human Resource Management
Personnel function in business, acquisition and utilization of human resources; desirable working relationships; effective integration of the worker
with the goals of the firm and society. (Prereq.: BUS 242)
Marketing Research and Analysis
Research process as an aid to decision making in marketing management;
research methodology; marketing research results; evaluation of the effectiveness of research in marketing. (Prereq.: BUS252,279, ECO 113, or consent
of instructor)
Marketing Communications
This course looks at the communications aspects of marketingby integrating
advertising, public relations, sales promotion, and personal selling into a
coherent promotion mix. Emphasis will be placed on the design and evaluation of marketing communications programs, particularly advertising;
selection of media; copy-creative effort; advertiser-agency relationship;
management of the personal selling function including salesforce selection,
compensation, territorial design, and performance appraisal. (Prereq.: Bus
252) Note: 355 and 357 cannot both be taken for credit)
Advertising
An introduction to print and broadcast advertising and promotion as importan t elements in modem marketing and communications. (Note: 355 and 357
cannot both be taken for credit)
International Business
Introduction to the problems and possibilities of doing business in an
internationalcontext. Appreciation of the prospectiverequired for successful
planning and managementof any enterprise operating abroad is emphasized
by foreseeing both the opportunities and the difficulties inherent in international business. (Prereq.: Two business and economics courses or consent of
instructor)
Advanced Computing for Business and Economics
Current topics involving programmable spreadsheets (LOTUS), programmable data bases (D-BASE), graphics, information retrieval using telecommunications, and other packages (statistical analysis, project management,
expert systems, etc.). Solve common problems in economics, finance and
markkting. (Prereq.: One computer course such as BUS 175 or CSC 145,170
or 174. Recommended BUS 279)
Information Systems in the Organization
Use of systems approach in analyzing the use of information systems in the
organization. Analyze business needs and information requirements, identify relevant solutions and communicate recommendations. Emphasis on
management consulting skills including written and verbal communications. (Prereq.: Two computer courses such as BUS 175 and 370)
Business Law
Legal rules relating to contracts, agency, negotiable instruments, property
and business organizations under the Uniform Commercial Code.
Internship Program
A student may receive course credits through an Internship program which
is applicableto graduation, but not to the major. This program will afford the
student the opportunity to spend one full term working with some organization. In addition, the student will write a report on his/her activities. (Prereq.:
Consent of instructor)
Auditing
Internal and external auditing procedures. Emphasis on internal checks and
controls for accounting systems. (Prereq.: BUS 323, Fall)
Advanced Accounting
Accounting for business combinations, governmental accounting, partnership accounting and fund accounting. (Prereq.: BUS 323. Spring)
Financial Theory: Policy and Practice
A system's approach to financial structure and policy. Emphasison decision
making, presentation through literature, readings, lectures, and case material. (Prereq.: BUS 331)
Investment Theory
Appraisal of the riik/return relationships of various types of securitiesfrom
the viewpoint of both individual and institutional investor. Extensive coverage of capital markets and portfolio management. (Prereq.:All Core courses
or consent of instructor)
Operations Management
Concepts and principles related to the management of operating functions.
Examplesfrom serviceindustries, non-profit organizationsand manufacturing. Taught from a managerial point df view. Topics include: an overview
of operations, planning operation processes, productivity measurement,
standards, forecasting, concepts of quality, inventory management, prin-
450
475
476
479
495
499
ciples of scheduling, and operational control information systems. (Prereq.:
BUS 242 or Consent of instructor)
Marketing Management
Integration of marketing with other business functions; marketing management and decision making, planning marketing programs, channels of distribution, pricing, product selling promotion policies. (Prereq.: BUS 352)
Information Systems Analysis and Design
Analyze information requirements and design systems specifications. Utilize relational data base software to quickly
several system de- implement
signs. Utilize project management software to manage the life cycie process
including documentation and implementation. (Prereq.: all lower level core
courses, BUS 375. Recommended: BUS 370 or CSC 352)
Information Systems Projects
Using skills developed in BUS 375 and 475, completean information analysis
and systems design for several business situations. Utilize both case studies
and actual businesses. (Prereq.: BUS 375,475. Recommended: BUS 479)
Intermediate Quantitative Methods for Economics and Business
Utilizing computer packages relevant to statistical analysis. Programming
tools include spreadsheets, Minitab, SPSS and other statistical packages.
Areas of interest include statistical descriptions, analysis of variance and
statistical inference plus linear models, queuing models and Monte Carlo
simulations. (Prereq.: BUS 175,279, Math Placement Group IV or a grade of
at least 2.0 in MAT 114,121, or 122. Recommended: BUS 370)
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and current national and international
business problems and policies. (Prereq.: Consent of instructor)
Independent Study
The student may earn Independent Study credits through individually
supervised projects designed to afford him/her the opportunity to analyze
some topic or issue in depth. (Prereq.: Consent of instructor)
+ Economics
Major in Economics: 8Economicscourses (112,113,312,313,414, and 3 other Upper
Division); BUS 221,222,279, and MAT 114.
The complete calculus sequence is very strongly recommended for those planning graduate study in Economics. In addition, courses in the use of computers
are also strongly recommended.
Major in Applied Economics: 8 Economics courses (112,113,215,312,313, and 3
other Upper Division); BUS 175,221,222,279,479, MAT 121 and PHI 130.
Combined major in Economics-Business Administration: 6 Economics courses
(112, 113, 312, 313, and 2 other Upper Division); 8 Business Administration
courses (221,222,242,252,279,331, and 2 other Upper Division).
Honors Major: GPA of 3.5 in the major and 3.0 overall; a senior thesis and comprehensive oral examination in the major field of concentration.
Minor in Economics: 112, 113,312,313, and 1additional Upper Division course.
Other configurations may be permitted on consultation with the Department.
Notes: Students who plan to major in the Department are strongly encouraged to
select a Department adviser as soon as possible in order to carefully plan their
program of study.
In addition to the courses listed below, these topics have been offered under ECO
295, 495 Topics: Consumer Economics, History of Economic Thought, Research
Methods for Economics and Business, Advanced Economic Theory, DecisionMaking with Finite Markov Chains, and Comparative Economic Systems.
ECO 110,112, and 113 will satisfy general education requirements. ECO 110 will
satisfy the urban concerns requirement.
Economics Courses (ECO)
110
112
113
175
199
215
279
295
Economics of Urban Issues
Study of economic implications of many problems facing a metro-urban
environment. Some of the topics to be discussed are: Population "Crisis,"
CrimePrevention, Ecology and IncomeDistribution; DistributingFree Bread;
Mass Transit Systems, etc. Fundamental microeconomic tools introduced to
facilitate discussion of the above mentioned topics. (This is a basic course
designed for those students who do not plan to major in Economics or
Business Administration. It does not apply toward an Economics major or
minor. Students who plan to major in Business Administration and/or
Economics should enroll in ECO 112 and 113 which are also open to nonmajors.)
Principles of Macroeconomics
An introduction to macroeconomics; national income analysis, monetary
and fiscal policy, international trade, economic growth. Application of
elementary economic theory to current economic problems. May be taken
independently of 113or 110.112and 113may be takenin either order, ormay
be taken in the same term for the student to progress rapidly to the other
courses.
Principles of Microeconomics
An introduction to microeconomics, the theory of the household, firm,
market structures and income distribution. Application of elementary economic theoryto market policy. Maybe taken independently of 112or 110.112
and 113may be taken in either order, or maybe takenin the sameterm for the
student to progress more rapidly to other courses.
Computers for Economics and Business
(See under Business)
Internship
Lower Division Internship.
Elements of Mathematical Economics
Economic concepts explained using mathematics as a tool. Examples from
finance, management, and marketing are also examined. (Prereq.: ECO 113)
Quantitative Methods for Economics and Business
(See under Business)
Topics
Lectures, discussions, meeting with members of the staff or visiting faculty
regarding research methodology and current national and international
economics problems and policies. (Prereq.: consent of instructor)
Directed Study
Independent Study for Lower Division credit.
Public Finance
Analysis of the principles of taxation and public expenditures;the impact of
fiscalpolicy on economic activity; debt policy and its economicimplications.
(Prereq.: ECO 112,113. Fall)
Intermediate Macroeconomics
Determinants of national income, employment and price level analyzed via
macromodels. Attention paid to areas of monetary-fiscal policy, growth and
the business cycle. (Prereq.: ECO 112, Fall)
Intermediate Microeconomics
Theory of resource allocation, analysis of consumer behavior, firm and
industry; the pricing of factors of production and income distribution;
introduction to welfare economics. (Prereq.: ECO 113)
Money and Banking
Functioning of the monetary and banking systems, particularly commercial
banks, the Federal Reserve System and its role in relation to aggregate economic activity. Emphasis placed on monetary theory and policy. (Prereq.:
ECO 112,113)
Management Science
Provides a sound conceptual understanding of the modern techniques of
management science to prepare students to make better business and economic decisions. Emphasisis onapplications, whichare taken from the areas
of transportation, marketing, portfolio selection, environmental protection,
the shortest route, inventorymodels, informationsystems, etc. (Prereq.: ECO
313. Spring)
International Trade and Finance
A study of the underlying forces affecting the economic relations among
nations. Development of the basis for international trade; balance of payments; exchange rate systemsand commercialpolicy. (Prereq.: ECO 112,113
or consent of instructor)
Internship Program
A student may receive course credits through an Internship program which
is applicableto graduation, but not to the major. This program will afford the
student the opportunity to spend one full term working with some organization. In addition, the student will writeareport onhis/her activities. (Prereq.:
Consent of instructor)
Labor Economics
Analysis of labor markets; labor as a factor of production; determination of
wage collective bargaining; labor legislation and effects upon society. (Prereq.: ECO 313 or consent of instructor. On demand)
Welfare Economics
Basic concepts and propositions; Pareto optimality, economic efficiency of
alternative market structures; social welfare functions; normative concepts
of economic theory. (Prereq.: ECO 313 or consent of instructor)
Managerial Economics
Integrates economic theory and correspondingpractices in business. Among
the topics considered are theories and practices in forecasting, estimation of
demand and cost functions, price and non-price competition, production and
cost considerations, and an analysis of economic problems of relevance to
management. (Prereq.: BUS 279, ECO 313. Spring)
416
479
495
499
Mathematical Economics
Mathematical economics with emphasis on the application of mathematical
tools to the areas of micro and macro economictheory. (Prereq.: EC0312,313
and at least MAT 122or equivalent or consent of instructor. On demand)
Intermediate Quantitative Methods for Economics and Business
(See under Business)
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and current national and international
economic problems and policies. (Prereq.: Consent of instructor)
Independent Study
The student may earn Independent Study credits through individually
supervised projects designed to afford him/her the opportunity to analyze
some topic or issue in depth. (Prereq.: Consent of instructor)
V Chemistry
Department (CHM)
Chemistry is the science of the changes in matter, examining those
changes and working toward an understanding of them. Correlating the
results of physics and opening the vistas of molecular biology, chemistry
has been described as the central science, since matter includes the entire
physical world such as the things we use, the food we eat and even
ourselves.
Chemists as scientists must be well versed in the science of chemistry,
knowledgeable in fact and theory for solving scientific problems, capable
of providing a public understanding of their work including potential
problems as well as benefits.
Chemists as people must be broadly educated in order to understand
themselves and their society. The liberal arts core of religion, humanities,
the arts and the social sciences is imperative if a chemist is to be truly
human and therefore truly scientific.
The Department is on the List of Approved Schools of the American
Chemical Society, and offers a chemistry major which meets the chemistry background required by many fields.
Consonant with these ideas, the Department of Chemistry has established the followingobjectives to help its students develop into mature
scientists.
To provide a course of study of sufficient rigor and depth to enable our
graduates who complete our ACS chemistry major to complete successfully with their peers of similar ability in graduate school or
research positions.
To provide programs of study for professional goals in addition to the
traditional positions as chemists.
To provide an atmosphere of learning so that students will want to
remain lifelong learners thereby remaining competent in their field
however that may change after graduation, and be able to move into
new areas as opportunities arise.
To encourage students to take a broad view of their education and to
seriously study areas outside of the sciences; and
To present the excitement of chemistry to non-science majors as an
example of the methodology of the natural sciences in examining the
world around us. The presentation of major concepts underlying the
changes in matter, the opportunity to examine change in the physical
world, and the reflection of the implications of science in our society
will enhance the ability of non-science persons to make better value
judgments concerning science questions in their own endeavors.
Chemistry Faculty: Earl R. Alton (Chairperson), Arlin E. Gyberg, John R.
Holum, Joan C. Kunz
Graduation Major (Bachelor of Arts) in Chemistry: 115,116, (or 105,106) 351,352,
353, 361, 363 and 1 additional course from 364 and 365, 464, 481, 483, or
Biochemistry.Participationin seminar; PHY 121,122;MAT 124,125.SinceUpper
Division courses have mathematics and physics prerequisites, students should
plan to take MAT 124, 125 in the freshman year and PHY 121, 122 in the
sophomore year.
Teaching Major: Chemistry Major (for licensure in Physical Science): Recommendation for licensure in Physical Science requires General Chemistry (115,116 or
105,106); CHM 351,352,353,361,363,491; 1advanced course. PHY 121,122 and
2 additional physicscourses;ModernPhysics and Electronics arerecommended.
Students are advised to consult with the Education Department early in their
planning.
Pre-Medical Chemistry Major: The same as the graduation major. In addition,
medical schools expect at least 2 courses (and usually more) in biology. Students
should consult members of the ChemistryDepartmentfor assistancein planning
a course program early in their college career.
Bachelor of Science: Persons completing the ACS major and meeting the graduation requirements of the College shall be awarded the degree Bachelor of
Sdence.
American Chemical Society Approved Major (Bachelor of Science): 12 courses
including 115,116 (or 105,106) and a31 chemistry courses above 350 (excepr 399,
497,4991, Chemistry Seminar participation; MAT 124,125,224; PHY 321,122
(which should be taken during khe sophomoreyear). Reading abilityinGerman
equivalent to 2 semesters and computer proficiency are also required. Modern
Physics, additional mathematics and research experience are recommended.
Honors Major: Full ACS mapr; average of 3.5 in chemistry, mathematics, and
physics, 3.0 overall; 1summer or course of approved research; participation in
seminar.
Minor: 5 courseswhich must include 115,116 (or 105,106),353and 2 other chemistry
courses from 351,352,361 or BIO 367.
Note: Credit willnot be granted for both 105and 115, or for both 106and 116.Other
restrictions are in course descriptions.
Most courses in this Department have prerequisites, coursesthat must be completed
before enrolling in the given course. A prerequisite must be completed with a grade
of 2.0 or higher to count. Otherwise, permission of the instructor is necessary. These
requirements also must be met when using the first term of a two-term course in
registering for the second term.
Placement in 105 or 115is determined by the score on the Mathematics Placement
Examination: 105 requires Group I1 placement; 115 requires Group 111placement.
High school chemistry is a prerequisite for 115.
105,106 Principles of Chemistry
Sornwhat less rigomus than 115,1116;designed e s p d y for students who
will not major in chemistry, although students may go from 106 to 352,353.
Conceptsand laws underlying chemistry illustrated by a variety of examples
including organic and environmental systems, (3 one-hour lectures,3 hours
of laboratory. Prereq.: Math Placement Group II. 105, Fall;106, Spring)
109,110 General, Organic and Biological Chemistry
Designed for students who need a survey of the fundamental principles of
general, organic and biolopcal chemistry for careers in allied health areas
such as nursing(includingAugsburg'sUpper Division Progmm), inhalation
therapy, histotechnology, physical education, and others. Open also to
students in the humanities and social scisciences. Erst term,general chemistry
principles and an introduction to organic chemistry. Second term, organic
and biological chemistry with special applications to human physiological
chemistry. (3 onehour lectures, 2 hours of laboratory. This course does not
apply toward the major or minor in chemistry. Credit cannot be earned for
both 109and 105or 115, nor can credit be earned for both 110and 351. Prereq.:
High school chemistry within the last 3 years. Weekend College)
115,116 General Chemistry
An intensive course for premedical students and future chemists. First
semester includes chemical equations and calculations, energetics, and
bonding theory with examples from inorganic chemistry. The second emphasizes equilibrium and solution chemistry including kinetics and electrochemistry. (3 one-hour lectures, 3 hours of laboratory. Prereq.: High school
chemistry, Math Placement Group 111.115, Fall; 116, Spring)
199 Internship
Lower Division Internship.
223 Elementary Organic Chemistry
This onesemester course is designed for students whose professional goals
require some background in organic chemistry but not the rigor of the yearlong organic course. As a survey course, topics covered will include synthesis, properties, and reactionsof selected aliphatic and aromatic compounds.
This course will not count to ward a Chemistry Major, nor will credit be given
for this courseif Chemistry351-352is taken, nor does it fulfillthe prerequisite
requirement forChemistry352.Credit cannotbe given forchemistry110 and
Chemistry 223, nor does Chemistry223 meet Biochemistryrequirements for
other programs. (Prereq.: 106or 116.Three lectures and one three-hour laboratory per week. Offered Term 11)
299 Directed Study
Independent Study for Lower Division credit.
351,352 Organic Chemistry
Important classes of organic compounds with special emphasis on mechanisms and multi-step synthesis. Descriptive material is correlated by means
of modern theories of chemical bonds, energyrelations, and reaction mechanism; many applications of organic chemistry to biological, environmental
and industrial fields. (3 one-hour lectures, 1four-hour laboratory. Prereq.:
106 or 116; 351, Fall; 352, Spring)
353 Quantitative Analytical Chemistry
Covers gravimetric and volumetric analysis and solution equilibrium in
detail and gives an introduction to electrochemicaland spectrophotometric
techniques of analysis. The laboratory involves quantitative analysis of a
variety of samples, and includes trace analysis. (3 hours of lecture, 1fourhour laboratory. Prereq.: 106 or 116. Fall)
361,364 Physical Chemistry
Thebasictheoretical concepts of chemistry:thermodynamics,kinetics, quantum theory, and states of matter are studied in the first semester. Applications
of these conceptsto areas of molecular structure, equilibriaand electrochemistry in the second semester. (3 one-hour lectures. Prereq.: 106 or 116; PHY
121,122; MAT 124,125.361, Fall; 364, Spring)
363,365 Physical Chemistry Laboratory (112course each)
Physical Chemistry Laboratory introduces students to techniques of data
collection and experimental application of concepts presented in Physical
Chemistry lecture. 363 is to be taken the first half of the Spring semester and
involves experiments related to 361.365 is to be taken the second half of the
semester by all persons taking 364, except that special students may ask the
Department for exemption.
Internship
Opportunity for off-campus experiences as a chemist. Cooperative Education is also an option for majors. Junior standing.
Advanced Organic Chemistry
Organized around the problems of identifying organic compounds in the
laboratory. Lecture topics include structure-spectracorrelationsfor IR, UV,
NMR, and mass spectroscopy;use of the literature (includingBeilstein); and
further study of organic reactions. Infrared, nuclear magneticresonance, and
ultraviolet spectra routinely used. (3hours of lecture, 6 hours of laboratory.
Prereq.: 352,353,361 or consent of instructor; some reading knowledge of
German. Fall)
Advanced Analytical Chemistry
Emphasis upon advanced equilibrium theory and principles of atomic and
molecular spectroscopy as applied to analytical methods as well as chromatographicand electroanalyticaltechniques of analysis. (3hourslecture, 1four
and one-half-hour laboratory. Prereq.: 353, 361, or consent of instructor.
Spring)
Advanced Inorganic Chemistry
Correlation of inorganic reactions using the electrostatic, valence bond, and
molecular orbital models. Coordination chemistry is discussed in terms of
ligand field theory. The laboratory involves preparations of inorganic compounds using a variety of techniques. (3 one-hour lectures, 1 three-hour
laboratory. Prereq.: 352,361, or consent of instructor. Fall)
Quantum Chemistry
Presents quantum theory in terms of Schrodinger's wave equation and uses
the equation to solve the problems of the harmonic oscillator and the hydrogen atom. Approximate solutions are introduced and used to develop
molecular orbitaltheory for molecules. Includes commutators,electron spin,
angular momentum and group theory. (3 one-hour lectures. Prereq.: 361 or
consent of instructor. Spring)
Chemistry Seminar
This seminar, which has no course credit, is a weekly meeting of chemistry
majors under the direction of the Augsburg Chemistry Society. Juniors and
seniors are expected to participate, with seniors presenting papers. Outside
visitors are also invited to participate.
Introduction to Chemistry Research
Chemistry majors pla~ingresearch
careersneed research experiencebefore
graduation. Such experience may be obtained by working on a summer research project in the Department (not counted as a course) or by research
participation during the academicyear (which may be counted as a course).
Cooperative Education is an excellent opportunity to be involved in industrial research projects. (Junior standing)
Independent Study
Chemistry majors who are interested in non-laboratory research such as
theoretical or historical chemistry may pursue their interest via Independent
Study. (Junior standing)
V East and
Southeast Asian
Studies
Khin Khin Jensen, Director
+ Program Options
Major or minor in East Asian Studies through Augsburg and the other
Associated Colleges of the Twin Cities (ACTC). This is an intercollege,
interdepartmental program which provides a foundation for careers in
international business, government, teaching, global ministries, work
with social and recreational agencies, or graduate study.
Two years of Japanese are taught on one of the five ACTC campuses, or
Augsburg students may take Chinese courses at Hamline University.
There also is a contractual arrangement with the University of Minnesota
East Asian Studies Department for Chinese and Japanese language
courses.
Opportunities for language study abroad are available in Japan, China,
Taiwan, Korea, Hong Kong and Singapore. Summer institutes are
available in the People's Republic of China and in the U.S. See the
Director for information and procedure to register for any of these
courses or travel.
Non-majors in the program are eligible to take the Chinese or Japanese
language courses, which may be taken for distribution requirement.
Major in East Asian Studies: 10 courses, including 4 courses (2 years) of basic
college Chinese or Japanese, or equivalent competencies;2 muss in History,-2
courses in culturaI specializationor comparative studies; and 2 courses from a list
of appmved electives.Major coursesmust have the written approval of the Director
of the program.
Minor in East Asian Studies: 5courses, including 2 courses (1year) of basic college
Chinese orJapan- or equivalent competenaes;l courseinhistoryofEastAsia;and
2 Upper Division coursesin cultural specialization from a list of approved electives.
Minor courses must have the written approval of the Diseaor of the p r o p .
Minor in East and Southeast Asian Area Studies is an area concentration at
Augsburg College that does not include a language component. It is designed to be
useful for a variety of careers when combined with other majors.
Minor in East and Southeast Asian Studies: 5 courses, 2 from HIS 322,323,324; 1
from PHI 355, REL 356, SOC 336; 1from HIS 474, POL 351,363,382; and 1from HIS
226,399,495,499. HIS 104 is strongly recommended.
Note: Interim courses related to the East and Southeast Asian Studies
program may be substituted when appropriate, with the consent of the
Director.
Asian and Asian-American Women in Public Life in the 20th Century
(See under History Department)
Directed Study
(See Director of pmgram)
Modern Southeast Asia
(See under History Department)
Modern China
(See under History Department)
Modem Japan
(See under Histoj Department)
Communist Political Systems
(See under PoliticalScienceDepartment,ComparativePoliticsand Analysis)
Communist Foreign Policies
(See under Political Science Department, International Politics)
Marxist Visions: Past, Present, and Future
(See under Political Science Department, Political Theory and Analysis)
Internships
(See Director of program for guidelines to apply for an Internship)
The World and The West
(See under History Department)
Seminar
(See Director of program)
Independent Study
(See Director of program for guidelines)
Economics (ECO)
See Business Administration and Economics
V Education
Department
I M- ~
Students interested in attaining teacher licensure or developing a background in education as a base for advanced study in other careers will
find opportunities in the Department of Education.
Professional Education combines the study of theory with practice, and
field experiences are an essential part of the course offerings. The location of Augsburg College is particularly advantageous for field experiences because of the wide variety of public, private and special schools in
the Twin Cities.
The career that first comes to mind for graduates of teacher education
programs is classroom teaching. Augsburg graduates are found in many
classrooms within the Twin Cities area. In addition, they provide educational services in classrooms across the nation and in some foreign
countries.
The teacher education program coupled with the liberal arts program
serves as a solid base for graduate education. Some teaching fields
require graduate work beyond the initial license in either elementary or
secondary education.
Not all graduates choose to teach in school settings. Teacher education
graduates are also found in business, working in managerial, sales,
production, and service areas.
As of April 1,1988, all persons are required to have taken basic competency tests (prescribed by the Minnesota Board of Teaching) in reading,
writing skills and mathematics prior to beginning Upper Division
courses.
Licensure in Elementary Education is available both through day school
and Weekend College. Selected secondary education programs are also
available in Weekend College.
Fl
Education Faculty: Mary Endorf (Chairperson), Sheldon Fardig, Ann Fleener,
Rich Germundsen, Kathy Heikkila, Lynn Lindow, Marie McNeff, Karen
Morgan, Vicki Olson, Lauretta Pelton, Mary Jo Stump
+ Elementary Education (EDE)
Mary Endorf, Coordinator
Kindergarten-Elementary Major and Licensure Requirements: 255,341,351,352,
381,382,383,384,386,387,481,482,483; HPE 114,115; S W K 260; a college level
mathematics course; academicminor (major recommended). For persons taking
their first Education courses in the Fall of 1989 or later, 1additional 1/2 course
will be required: EDE 388 Human Relations. If those persons also desire
kindergarten licensure, EDE 375: Discovery Learning in the World of Kindergarten will alsobe required. GPA of 2.5 overall and 2.5 in major and academicminor
and grades of P in student teaching courses required h r licensure as well as
mhimum grades of 25 in d Education courses; fulfill quiremen ts of M i m e
sota Board of Teaching 5 MCAR 3,041 in Ruman Relations. The prafessional
semester for juniors for 198849wdlincluds 341,352,381,382,384,386, and 387
(341,381,382,383,384,386,387 are1/2 courses.) Beginningin the fall of 1989,professional semester for juniors will include: 352, 375,381,382,384,386, and 387.
Acceptance into the AugsbuxgEducationhprtment Limsurel7mgmnis a n+
quired prerequisiteto the professional semester.The criteria for accepmce into
the Department Licensure Program are available in the Education Department.
199
Internship
Lower Division Internship.
255 Orientation to Education in an Urban Setting and Field Experience
Investigation of various aspects of the teaching profession and opportunity
for in-school work. Open to all students. Membership in one of the professional teacher organizations is required. (Prereq.: sophomore standing or
above)
282 Introduction to Special Education
(See Special Education)
295,495 Topics in Education
Study of selected topics in educationthat are not treated extensively through
current course offerings. Specific topics will be announced.
299 Directed Study
Lower Division Independent Study.
341 Media Technology (11
2' course)
Psychological and philosophical dimensions of communication through the
use of instructional technology. Selection, preparation, production, and
evaluation of effective audio-visual materials for teaching/learning situations. Computer training will be included in this course. (Fall, Spring 198889, Interim 1989-90 and after)
351 Techniques of Teaching Reading
The study and utilization of a variety of techniques and resources in the
reading and the diagnosisand correctionof reading difficulties. (Fall, Spring)
Creating Learning Environments: Kindergarten-Elementaryand Field Experience
The study of strategies and methods of teaching and Ieaming in the contexts
of educational, psychologiml and sociological theories. Membership in one
of the professional teacher organizationsis required. (Pmq.:255orED5265
or consent of instructor. FA,Spring)
Discovery Learning In the World of Kindergarten (112 course)
Study and utilbtion of a variety of techniques and murces far teaching
kindergarten. (Required for all persons d n g kindergarten licensurewho
take their first Education course in the Fall of 1989 or later. Concurrent
registration with 352. Fall, Spring)
Kindergarten-Elementary Curriculum: Art, Music (112 course)
Examination and preparation of materials and resources for art and music
taught at the kindergarten and elementary levels. Laboratory experiences.
(Prereq.: 255 or EDS 265, concurrent registration in 352. Fall, Spring)
Kindergarten-Elementary Curriculum: Mathematics (112 course)
Examination and preparation of materials and resources for mathematics at
the kindergarten and elementary levels. Laboratory experiences. (Prereq.:
255 or EDS 265, concurrent registration in 352. Fall, Spring)
Kindergarten-Elementary Curriculum: Physical Education, Health (112
course)
Eminatianand prepmition of materials and resourcesfor physical educatian and health at the kindergarten and elementary levels. Laboratory
experiences. (Pmq.: 255 or IDS 265. Fall, Spring)
Kindergarten-ElementaryCurriculum: Social Studies, Science (112 course)
Examination and preparation of materials and resources for social studies
and science at the kindergarten and elementary levels. Laboratory experiences. (Prereq.: 255 or EDS 265, concurrent registration in 352. Fall, Spring)
Kindergarten-Elementary Curriculum: Children's Literature, (112 course)
Examination and preparation of materials and resources for children's
literature at the kindergarten and elementarylevels.Laboratory experiences.
(Prereq.: 255 or EDS 265, concurrent registration in 352. Fall, Spring)
Kindergarten-Elementary Curriculum: Language Arts (112 course)
Examination and preparation of materials and mourcesfor language arts at
the kindergarten and elementary levels. Laboratory experiences. (Prereq.:
255 or EDS 265, concurrent registration in 352. Fall, Spring)
Human Relations (112 course)
Emphasis on the study of values, of commmicationW q u w , and of the
major minority gmups in Minnesota for the dwloprnent of interpersonal
relations skills appLicabIetoteaching and other pmfessiod vocations.Open
to all.
Internship
The student may select from a variety of situations for professional work
experience.A learningcontract must bedeveloped and must have Education
faculty approval.
School and Society
(See Secondary Education)
,482,483,484 Student Teaching Kd and Seminar
Observingand facilitatinglearningat the kindergartenand elementarylevels
under the supervisionof collegeand elementaryschoolpersonnel. Member-
491
498
499
ship in one of the professional teacher organizations is required. Students
must apply to Student Teach at least 3 months prior to enrolling for the
courses. Four courses in student teaching (481, 482, 483 and 484) are
recommended unless otherwise advised by the Education Department.
(Fmeq.:All K-Elementary coursework satisfactorily completed or permission of the Department for an exception. Admission into the Education
Department Limnsure kagmm and admission for Student Teaching)
Practicum and Seminar in Special Education
(See Special Education)
Independent Shrdy (1/2 come)
Study of specific areas in education as determined by candidate seeking
licensure in a teaching area. May be taken more than once for credit (by
permission).
Independent Stady
Opportunity for advanced and specialized research prows not otherwise
provided for in the Departmental curriculum.A projected promust be
o u t l i d and approved by the kindagartenetementaryeducation faculty.
+ Secondary Education (EDS)
Mary Endorf, Coordinator
Itistherespnsibilityof eachshldenttomeetaZ1speaficrquitmentsof~e
Education Department. Secondary Education students are advised ta consult UTith Education faculty regarding state requirements for teacher ficensure, in addition to confemng with the student's major field adviser.
Licensure Requ3ements of thestateof hrlinnesata for teachingin serondaryschcaIs
are met through the Augsburg College Education Department Liensure Frogram: Baccalaureatedegree; amdeaic major in anapproved teaching area;265,
334,388,478, methods course(sS in major area, 48l,482 (and 483 for Art, Music,
and Physical Education teaching majors); HPE 114, 115; PSY 105; GPA of 2.5
overall, 2.5 in a11 education courses, 2.5 in academic major and P in student
teaching. Applicationfor and acceptance into the Augsburg Licensure Program
required. Criteria for admission to the program are available in the Education
Department.
Art, Music and Physical Education Licensure: A person preparing for licensure in
one of these areas follows the secondary education program even though he or
she plans to teach at the elemenfaq school leveL A person with a major in one
of these special areas will take three courses instudent teaching and do some
studentteaching at both the secondaryand elementarylevels. Inaddidon to 334,
the arkmajor will register for 361,362; the physical educationmajor for 365; and
the music major for 355.
Art and physial education teacher education programs lead to licensure for
g r a d s K-12. Music teacher educatjon pmgrams lead to licensureinthe following m s : 1-Band (K-12)and classmrn music (5-12); 2-Orchestra K-12) and
classrmm music 6-12};3-Vocal and classroom music (K-9); or 4 V 4 and
classroom music (5-12).
Foreign Language Licensure: For foreign language teachers (French, German,
Spanish), see Major Department for information on the required competency
exams.
Teaching in the Minor Field: Minnesota State Rule provides for restricted teaching
in selected fields in which a person has received a minor. Students must be
accepted into the Education Department Licensure Program, take the minor
subject area methods course, and student teach in the minor area to receive
licensure or be recommended for an endorsement by Augsburg College.
The Professional Term. School and Society and Student Teaching are taken jointly
in one full-time term in professional education. Attendance at special afternoon
or evening seminars is also required. All students are expected to be involved
full-time in the activities of the professional term.
199
Internship
Lower Division Internship.
265 Orientation to Education in an Urban Setting and Field Experience
Investigatesvarious aspects of the teaching profession, with opportunity for
in-school work. Open to all students. Membership in one of the professional
teacher organizations is required. (Prereq.: Sophomore standing)
282 Introduction to Special Education
(See Special Education)
295,495 Topics in Education
Study of selected topics in educationthat are not treated extensively through
current course offerings. Specific topics will be announced.
299 Directed Study
Independent Study for Lower Division credit.
341 Media Technology (U2 course)
(See Kindergarten-Elementary Education) (Fall, Spring 1988-89. Interim
beginning 1989-90)
350 Reading in the Content Areas (112 Course)
The study and utilization of a variety of techniques and resources to assist
students in teaching reading through the content areas. Major: Required for
Secondary Education. Upper Division. (Fall, Spring)
354 Creating Learning Environments: Secondary and Field Experience
The mastery of theories and their applicationfor teaching inlearning settings.
Laboratory experiences. Membership in one of the professional teacher organizations is required. (Prereq.: 265, PSY 105. Fall, Spring)
355 Music Methods (K-12)
Trends and issues in music education. The development of music skills and
teaching procedures for school music K-12. Workshopsand laboratory experience. (Spring)
356,357,358 Music Methods: Brass and Percussion, Woodwinds, Strings (U2
course each)
Study and application of instructional methods, materials, and techniques.
361 Art Methods (Elementary and Junior High School)
Procedures, materials and issues relatingto the teaching of art in the elementary, middle, and junior high schools. For art teaching majors only. (Fall)
Art Methods (Senior High School) (112 course)
Procedures, materials and issues relating to the teaching of art in the senior
high school. (To be taken concurrently with 361.Fall)
English Methods
Materials and methods suitable for students in secondary schools. Emphasis
on the preparation of lesson and unit plans. Some teaching experience in a
local high school. The study of adolescent literature is included. (Spring)
(Prereq.: EDS 354: Creating Learning Environments)
Physical Education Methods (K-12)
(See Physical Education Department)
Foreign Language Methods (112 course)
Language learning theory. The theory and practice of language teaching.
(Consult with the Foreign Language Department)
Natural Science Methods (lI2 course)
Course structures,goals, and procedures in science education.Consideration
of ability levels of students. Survey and assessment of classroom textbooks
and materials. Development of a file of teaching materials and references.
Consult with the Education Department.
Social Studies Methods (112 course)
Introduction to the teaching of social sciencesand history in secondaryschool
classrooms. Emphasis on instructional strategies and curriculum develop
ment. Consult with the Education Department.
Speech and Theatre Arts Methods (lI2 course)
The teaching of basic speech, interpretative reading, discussion, and theatre
and the directing of co-curricular speech and theatre activities. (Spring)
Mathematics Methods (112 course)
Study of the basic techniques and materials for teaching secondary school
mathematics, and the consideration of trends and issues in mathematics
education. Consult with the Education Department.
Human Relations (112 course)
Emphasis on the study of values, of communication techniques, and of the
major minority groups in Minnesota for the development of interpersonal
relations skillsapplicableto teaching and other professional vocations. Open
to all.
Internship
The student may select from a variety of situations for professional work
experience.A learning contract must be developed and must have education
faculty approval.
Health Methods
(SeeHPE 410Administrationand Supervisionof the SchoolHealth Program)
School and Society
Emphasis on p i n t s of view about the role of school in modern scoiety and
final theoretical preparation to approach student teaching. Membership in
one of the professional teacher organizations is required. (Prereq.: Senior
standing; concurrent registration with 481,482,483,or 484)
,482,483,484 Student Teaching and Seminar
Observingand directing learning at the secondarylevel under supervision of
college and secondary school personnel. Three courses recommended of all
majors and required of Art, Music, and Physical Education majors. Four
courses required of double majors. (Concurrent registration with 478)
498
499
Independent Study (112 course)
Study of specific areas in education as determined by candidate seeking
licensure in a teaching area. May be taken more than once for credit (by
permission).
Independent Study
h
not otherwise
Opportunity for advanced and speciakd r ~ c projects
provided for in the Departmental curridurn. A projerted program must be
outlined which meets the approval of education faculty.
+ Special Education (EDE, EDS)
Mary Endorf, Coordintaor
Minor: Minimum of 6 courses (282,491;PSY 351,357; 1coursechosenfrom HPE 354,
MUS 110 (Interim)or 395, PSY 362, EDS 385 (Interim), or SWK 304 (CHR); and
1course chosen from LIN 289, PSY 352 or 359, or EDS 388. BIO 103 is recommended as an additional course.
282 Introduction to Special Education
Introduction to the field of special education. An examination of the nature,
c a m , and educational intenentione for such exceptionalities as mental r e
tardation, physicat disability, hearing and vision impairment, learning disabilities, behavior disordersand giftedness. (Spring)
491 Practicum and Seminar in Special Education A supervised field placement in a facility for an exceptional population plus on-campus seminar.
(Prereq.: Completion of courses for special: education minor or consent of
instructor. Students planning to take this course should consult with the
Special Education Coordinator about a placement prior to registering for the
course. Fall)
V Engineering
Ken Erickson, Adviser
Augsburg College has cooperative arrangements with three universities
to allow the student to earn a Bachelor of Arts degree from Augsburg
College and an engineering degree from either the University of Minnesota Institute of Technology, Minneapolis; Washington University School
of Engineering and Applied Science, St. Louis, Missouri; or Michigan
Errcause of the special
T~hnologicalUniversiky, Houghton,
requirements and opportunities of these programs, early consultation
with the Augsburg Engineering Adviser is necessary. Applications for
thew programs require the recommendation of the Augsburg Engineering Adviser.
+ University of Minnesota
The Institute of Technology and Augsburg cooperative arrangement provides for two dual degree engineering programs:
Bachelor of k W a c h e l a r of Engineering CB.A./BB.l enables students to
r ~ e i vaeBachelor of Arts degree from AugsburgCollege and a Bache10r of
Enginewing degree from the University of Minnesota. The program typically involves three years at Augsburg and two years at the Institute of
Technology.
Studentsmay apply for the program afses completing thesophomoreyear.
At that time, they will 'be informed of their status in the program and any
further conditions necessary for find acceptance into the program- Formal
application to the Institute of Technology may be completed during the
second semester of the junior year at Augsburg.
Ba&eJ.or of Arts/Master of Engineering (BJVM.EF enables students to
receive a Bachelor of Arts degree from Augsburg College and a Master of
Engineering degree from the University of Minnesota. This program involves four years at Augsburg and, typically, two years at the Institute of
Technology.
The curriculum is the same as the B.A./B.E. curriculum with the addition
of several extra courses that are completed at Augsburg during the senior
year to mininizethe numberof undergraduatecourses, if any, that students
must take at the University kfore proceeding through the graduate curriculum.The n u d m of such murses varies by IT department and area of
emphasis within a department.
Application for admission into the B.A/ME. program should be initiated
during the second semester of the junior year at Augsburg. Formal application for the program may be completed daring the senior year. Those
admitted will receive special counseling from the Institute of Technology
staff regarding courses that should be taken during the senior year at
Augsburg. Participants in the B.A./M.E. program are not guaranteed
admission to the Institute of Technology.
+ Washington University (Three Year Plan)
+ Michigan Technological University (Dual Degree Plan)
These programs enable students to receive a Bachelor of Arts degree from
Aupbutg and a Bachelor of Enpeering degree from Washington University School of Engineeringand Applied Science or Michigan Technological
University in a five-year period.
The first h r e e years are spent at Augsburg foIIowed by two years at the
affiliated university. Studentsacceptedinfo the program will be consided
foradmission to theen@eringxhooI if they willcompletecourserequire-
ments, have the requisite cumulative grade point average, and are recommended by the Engineering Adviser of Augsburg College.
Students are also encouraged to exploreopportunitiesfor graduate work at
Washington University and h4ichigan Tecl-tnological University. Further
information on these and other graduate programs is available from the
Augsburg Engineering Adviser.
Financial Aid: Students receiving financial aid who are partidpants in these dual
d e g r e programs will be encouraged to apply to the engineering school of their
choice for continuing support. Their applications will be evaluated using need
and academic performance as aiteria.
Minimum Course Requirements for Admission to the Dual Degree orThree-Two
Programs: CHM 115,116;CSC 170;ENG 111;MAT 124,125,224,226; PHY 121,
122;additional courses to meet general education requirements and a total of 27
courses at Augsburg. Normally MAT 124,125 and PHY 121,122are taken in the
freshman year. Students interested in Chemical Engineering also should take
CHM 351,352.
e
7 - -
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V English
Department (ENG)
.
3
...-.
Those who study English believe that an intense concern for words,
ideas, and images helps us understand who we are and who we can
become. Writing helps us clarify and share our thoughts. Literature helps
us contemplate the pains and joys of human existence. Through the
study of English we see life's complexity, experience life as others do,
and understand better the world in which we live and work.
English relates closely to other majors. With the other arts, English is
concerned with the pleasure that comes from artistic creation and with
the contemplation of works of art. With psychology and ~ o l o g y ,
English is concerned with individual and group khavior. With philo*
phy, English is interested in ideas and in the relation between meaning
and language. With dence, English is interested in discovering order
and det crmining structures. With speech and ~ommunications,English
studies the effective use of language. With history and the other social
sciences and humanities, English studies the way people have acted and
thought at different times and in different cultures.
The Augsburg English Department integrates its program with the
cultural opportunities of this vital urban area. Augsburg students can
walk to assigned or recommended plays, films, a n d readings available
near the campus. English majors have the opportunity to use and refine
their skills through Internships on a n d off campus, tutoring in the
Writing Lab, or participating in the Co-op Ed Program.
Students with a n Augsburg English major pursue careers i n elementary,
secondary a n d college education, journalism, government, law, the
ministry, library science, medicine, advertising, public relations, publishing, writing, and other professions a n d businesses. English majors may
start o n a slightly lower rung of the career ladder than those with more
specialized training, but will move to higher rungs more quickly because
of their broad background, their skill in analysis, a n d their superior
communication skills. Skills i n reading perceptively and writing effectively enhance a n y career and make life more enjoyable and understandable.
English Faculty: Catherine Nicholl (Chairperson), Barbara Andersen, Joseph
Bodziock, Cathleen Dalglish, David Garrison, Douglas Green, Joan Griffin,
John Mitchell, Ronald Palosaari, Kathryn Swanson
Major: 9 courses above 111, including 225; 1 course in American literature; 1 course
in Western literary tradition (271 or 272); and 3 courses in British literature, 1on
literature before 1660 (for example, 331 or 438) and 1that surveys a number of
writers (336,337,423). Majors are encouraged to take ENG 245 early in their
college work and to consult their Departmental adviser regularly. A student
with a double major or special program that involves considerable work in the
English Department should also work closely with an adviser in the Department.
Note: Transfer students must take at least three of their English courses at
Augsburg.
English-Language Arts Teaching M a j o ~10 courses, including those listed under
the major, a coursein the English language, and an Internship in the teaching of
writing. One course must include a cornpanent in non-Western literature. In
addition, the ACTC courses CommunicationSkillsin the EnglishClassroomand
Teaching Mass Media are required. Courses in early American literature,
Shakespeare, and film are recommended. Students are encouraged to take
courses toward their major during the freshman and sophomore years, and
apply for teacher education not later than the spring of their sophomore year.
Students in this program must work with advisers in the English Department
and the Education Department in order to meet the professional requirements
within the Education Department as well as the requirements for the major.
Honors Major: GPA of 3.5 in the major and 3.0 overall, submit program to
Department Chairpersonby October 15 in senior year for Department approval.
Submit paper to Departmentby April 20 and defend it before facultycommittee.
Honors project may be an Independent Study program.
Minor: 5 courses above 111, including at least 2 literature courses, 1 of which must
be in British literature, and 1 writing course above the freshman level.
Note on Concentration: In addition to meeting requirements for the major, English
majors may, if they wish, develop an area of emphasis, such as British concentration, American concentration, world literature concentration, or writing concentration.A student arranges a concentrationby careful selection of electives in
the major, by the design of an Independent Study course that applies to the concentration, and by the selection of some related courses outside the Department.
English majors should work closely with their advisers in developing a concentration. Interim courses, special courses, and courses at other ACTC schools will
often fit well into a concentration.
The English Placement Test: A writing sample is required of students who score
19 or below on the verbal section of the ACT test or 78 or below on the verbal
section of the PSAT tests. Also required of students who have not taken either
the ACT or PSAT.
Students who do not show competence in composition skills such as stating and
supporting a thesis, organizing clearly, and constructing paragraphs and sentences are required to enrollin Developmental Writing in which they will receive
more individual instructionthan is possible in Effective Writing. These students
must pass Developmental Writing before enrolling in Effective Writing.
Note on Prerequisites: 111is strongly recommended but not a prerequisite for a
Lower Division literature course. Prerequisite for an Upper Division course is
successful completion of a Lower Division literature course or consent of the
inshctor.
Developmental Writing
A preparatory coursefor EffectiveWriting required of students identified by
a writing sample (the English Placement Test) as needing additional preparation in composition. Students write short papers based on their own
observations, experiences, and thoughts. P/N grading only. Students receive a course credit, but this does not fulfill the graduation requirement in
writing.
111 Effective Writing
Emphasis is on exposition, including learning research techniques and
writing critical reviews. At least one work of literature is assigned. Attention
is given to increasing students' effectiveness in choosing, organizing, and
developing topics, thinking critically, and revising for clarity and style. A
Writing Lab is provided for those needing additional help. The minimum
passing grade for this course is 2.0.
217,218 English as a Second Language (ESL)
Consistent, repeated work on pronunciation, vocabulary and American
idioms, grammar and sentence patterns make up a major part of these
courses. In-class drills and exercises, assignments, and sessions with ESL
tutors are means for students to improve oral skills and to increase their
fluency. Understanding spoken American English, speaking, reading college-level materials, and writing are the skills emphasized in these two
courses. Testing will determine placement in these courses, and testing, as
well as other course work, will determine whether the ESL requirement is
met. These courses are graded either P/N or 2.0-4.O/N. Students will con101
tinue in 218 until the requirement is completed. By successfully completing
the courses, students will be exempted from the foreign language requirement.
Writing f o r Business and the Pmfessions
A practical course designed toimprove writing skillsfor those preparing for
business and professional careers.Thewriting of reports, letters, and proposals will be emphasized. Students will be encouraged to use material from
their own areas of specialization. (Prereq.: 111)
Intermediate Expository Writing
The development of essays in a variety of rhetorical modes, which may
include identification, definition, classification, illustration, comparison and
contrast, and analysis. Particular attention will be given to stylistic and
organizational matters through the course's workshop format, in which
students' papers are read and discussed. (Prereq.: 111)
Introduction to Creative Writing
The purpose of the course is to introduce students to the process of creative
writing and to various genres, emphasizing poetry and short fiction but
including journal keeping, drama, and creative prose.
Journalism
This is an introductory newswriting course. Emphasis will be placed on
writing for the print media, but students will learn to write for radio and t e l e
vision as well. Students will consider how to recognizenews, how to gather
and verify facts, and how to write those facts into a news story or news
feature. The course will cover basic copy preparation and editing practices
and include an introduction to legal and ethical questions faced by journalists. (Prereq.: 111)
Introduction to Cinema Art
An investigationof the artistic qualitiesand the historical development of the
film medium. The courseincludestheviewing and discussingof both feature
length and short films. (Spring)
Introduction to Literature
An introduction to the study of fiction, drama, and poetry. Particular attention will be devoted to developingcritical and analytical skills in reading and
writing about literature. Strongly recommended for English majors and
minors.
American Literature to 1920
Reading and analysisof some significantworks of selected American writers
from colonial times to the emergence of literary naturalism. Attention is also
given to the writer's contribution to the historical development of American
literature.
Modern Fiction
Significant works of selected prose writers, chiefly European, of the 20th
century. Some non-Western works will be included.
European Literature: Homer to Dante
A study of major works of Greek and Roman literature, for example the epics
of Homer and Virgil, the tragedies of Aeschylus, Sophocles, and Euripides,
the comedies of Aristophanesand Ovid's Metamorphoses.Dante's Inferno will
be studied as a work in which the Christian and the classical traditions are
combined. These works will be studied with reference to their mythological
foundations, their cultural background, their influence on later literature,
and their enduring relevance. (Fall)
European Literature: From the Renaissance to the Modem Period
Study of masterpieces of literature, chiefly European, from the medieval to
the modem period, including such authors as Moliere, Cervantes, Montaigne, Goethe, Dostoyevsky. (Spring)
Topics in Literature
Individual courses designed to investigate specific themes, movements,
authors, or works. The subjects selected for study in any year will be listed in
the class schedule for that year. Recent offerings have included Contemporary Poetry and Women and Fiction.
Directed Study
Independent study for Lower Division credit.
Advanced Journalism Interviewing and Editing
Emphasisis placed first on interviewing and then on organizing and writing
the interview story. The second half of the course will concentrateon editing
the work of others and learning layout and design. The course will include
workshop sessions during which students conduct interviews and critique
the interview skills of fellow students. There willalso be laboratory sessions
devoted to layout and design. (Prereq.: 227. On demand)
British Literature, Chaucer to the Elizabethans
Chaucer and the medieval milieu will be studied as well as the development
of English poetry and drama in the English Renaissance.
Milton and His Age
A study of Milton's major poems and selected prose. In addition the Renaissance literary tradition out of which Milton created his works will be
examined. (Alternateyears 1989-90)
British Literature, Seventeenth and Eighteenth Centuries
Reading, analysis and discussion of works of selected writers from the
metaphysical poets up to Blake, with attention to the historical, intellectual,
and social influences and the major literary movements. (Fall)
British Literature, the Romantics and the Victorians
A study of major writers of the 19th century, emphasizing Romantic poetry,
Victorian poetry, Victorian prose and two or three novels of the period.
Relationships among these writers and their influence on one another will be
emphasized as well as their relationship to their own age and their lasting
contribution to the forms of poetry and prose. (Spring)
Advanced Expository Writing
Designed for the self-motivated writer, the course will emphasize the conventions of professional writing, including appropriate styles, voice, subjects, and techniques for gathering information. By the end of the course, the
student will be expected to write reliable reports and articles of publishable
quality. (Prereq: 225 or consent of instructor)
Advanced Creative Writing
The purpose of this course is to help the experienced student improve
creativewriting ina single genre, as announced in theclass schedule. (Prereq:
226 or consent of instructor on the basis of submitted work)
American Literature Since 1920
A study of some recent and contemporary writers and literary movements.
Attention is given to the dynamics of American society and its intricate relationship to the literature. Special emphasis is given to the city as setting and
symbol in modern American literature.
399
423
438
498
499
Internship
The Department offers on-campus Internships in teaching writing and ESL,
and various off-campus Internships. Interested students should consult the
Department Chairperson.
Studies in the British Novel
A survey of the development of the novel in England from its 18th century
beginnings up to the 20th century. Novels studied will be selected from the
works of such authors as Defoe, Richardson, Fielding, Sterne, Austen,
Dickens, Bront$ Thackeray, Eliot, and Hardy. Attention will be given to the
conditions contributing to the rise of the novel and its emergenceby the 20th
century as the dominant literary form. (Alternate years, 1988-89)
Shakespeare
Study of ten or twelve major plays -comedies, histories, tragedies -with
attention to the development of Shakespeare's dramatic and poetic art.
Additional plays assigned for reading analysis.
Independent Study -Metropolitan Resources
Open to junior or senior English majors with a grade of 3.0 or consent of
Department Chairperson. Ppvidesdirected Independent Study which makes
use of the resources of Augsburg's urban location, such as theaters, poetry
readings, and writers' groups.
Independent Study
Open to junior or senior English majors with a grade of 3.0 or consent of
Department Chairperson. Provides directed Independent Study in the area
of the student's choice.
V First Year
Experience (FYE)
Patricia Parker (Associate Academic Dean), Diane Pike
The initial months after entering college as a freshman are a period of
transition. The faculty and staff wish to assist students to make the
transition to being a college student successfully and to help them
become part of this academic community. Students are introduced to the
character of the College, its heritage as an urban liberal arts college of the
church, the process of learning in a community where ideas are valued
and treated seriously, and the logistics of being a college student.
The First Year Experience (FYE) is composed of four parts: Summer
Registration, Fall Orientation, FYE Seminars, and FYE Interim Term
Courses.
Participation in the Fall Orientation program and in the FYE Seminars is
required of all students who begin Augsburg College as freshmen in the
day schedule program. Students who meet the requirement satisfactorily
by attendance at and participation in an FYE Seminar will receive a
notation of a passing (P) grade for FYE 005 on their official transcript.
Students without a P for FIE 00.5 will not be permitted to graduate with
an Augsburg degree.
005
FYE Seminar
A series of fall term meetings with an FYE faculty adviser to discuss issues
related to becoming an active member of the Augsburg College community
of learners. Discussion will be based upon readings from a variety of
disciplinesand sources collected in The Augsburg Anthology. (P/N grading
only; evaluation based on attendance and participation)
V Foreign Language
Department
The Foreign Language Department at Augsburg College contributes in
many ways to realizing the College's mission of providing liberal arts
education for service in today's world. The Department is committed to
the view that education should go beyond career preparation. So viewed,
foreign language study goes beyond the development of new cornmunications skills to foster an abiding awareness that the splendid diversity
of human languages, literatures, and cultures represents a rich historic
legacy developed in different ways by many nations to be shared by all
in common. The Departmental faculty believe that familiarity with the
language and culture of another people is an essential step in the development of global perspective and hence is indispensable in the education
of Augsburg students.
The Foreign Language Department offers language, literature, and
culture courses in French, German, Norwegian, Russian, and Spanish.
Courses in Chinese, Japanese, Latin, and Greek are available to
Augsburg Students through the College's affiliation with ACTC, a
consortium of Twin Cities colleges.
A special perspective on language is also available to Augsburg students
in the linguistics courses offered by the Foreign Language Department.
Linguistics goes beyond the study of individual languages to investigate
the general principles which operate in and shape all languages and in
this way the study of linguistics affords the student a unique view of one
of the most intriguing and central facetsof the human mind.
Foreign language skills, perhaps combined with the study of linguistics,
are essential in preparing for a number of careers and represent a
valuable special qualification in many others. Anticipated careers in a
number of fields such as foreign language teaching translation, the
diplomatic corps, or international business may require a foreign language major, perhaps combined with a major in some other field. In
addition, students pursuing careers in many other fields such as health
care, social work, the ministry, psychology, or philosophy, to name just a
few, often find that a foreign language minor and/or the study of
linguistics qualifies them for special assignments in their chosen field.
Foreign languages Faculty: Mary Kingsley(Chairperson),Nancy Aarsvold, Ruth
Aaskov, Nancy Giguere, Mary Johnson, Angelika Rauch, Gunta Rozentals,
Steve Sakai, Donald Steinmetz
Placement Levels: Studentswith previous foreign language study must register in
coursessuited to their levelof preparation.Placement is accordingto thenumber
of high school semesters one has studied that language: 0-2 = 111;3-4 = 112; 5
6 = 211; 7 = 212; 8 = 311. Students in doubt about their placement level should
consult the Chairperson. Be sure to sign placement form.
Students should arrangeto take the LanguagePlacement Test if they wish to take
a course above the level determined by previous studies in that language.
Studentswho elect to take a coursebelow the one in which they are placed by the
Department may do so, but grading must be P/N only. The Language requirement will be satisfied onlyby completion of the course in which the student was
originally placed. Credit and grading for that course may be traditional.
Basic Requirements: Majorsmust take4of theupper Division coursesat Augsburg
College and 4 abroad. Minors must take 2 of the Upper Division courses at
Augsburg College. 311 is prerequisite to all Upper Division courses.
Transfer students intending to major or minor must take a minimum of 1Upper
Division course per year at Augsburg. See Department facultyfor limits on nonAugsburg courses and career information.
Teaching Licensure: Teacher candidates in French, German and Spanish must
consult with the Department of Education for specific information and enrollment in the programas well as for information on Special Methods courses. A 3.0
averagein Advanced Conversationand Compositionis a Departmentalrequirement for teaching majors. Licensure requires successful completion of the
Competency Exam. See Requirements for State of Minnesota Licensure for
Teaching in Secondary Schools, under Department of Education.
Honors Major: Majors seeking Departmentalhonors must apply in the junior year.
Requirements: 3.3 GPA in the major, 3.0 GPA overall, and honors thesis dernonstrating ability in Independent Study for one course credit. Consult Department
Chairperson for details.
+ Chinese (CHN)
Chinese language studies are possible through a contractual arrangement
with the ACTC East Asian Studies Program and the University of Minnesota East Asian Language Department. See East and Southeast Asian
Studies Director.
+ French @RE)
Major: 8 courses above 212, including 311,312 or 411,331 or 332,350 or 355,351 or
353,450 or equivalents. Study abroad required.
Minor: 4 courses above 212, including 1 in conversationcomposition, 1 in civiliiation, and 1 in literature. Interim, Summer, or Semester in France strongly
recommended.
Teaching Licensure Minor: 5 Upper Division courses beyond 212, including 1 in
conversationcomposition, 1 literature, 1 in civilization. Study in France
strongly recommended.
Recommended Supporting Courses: European History, a second language, philosophy, linguistics, English literature. Also see Interim Catalog.
Directed Study
Conversational French, readings. Once weekly. No credit. (Spring. On
demand)
111,112 Beginning French
Aim to develop communication skills of understanding, speaking, reading,
and writing. Through conversations, classroom practice, and readings, these
courses work toward the discovery of French culture and way of life. Four
class meetings per week. Laboratory work is an integral part of the course.
(Fall/ Spring)
199 Internship
Lower Division Internship.
211,212 Intermediate French
Selected articles, interviews, and literary readings are the basis of practice in
communication, vocabulary building, and developing greater ease in reading and writing French. Review of basic structures and grammar. Laboratory
work. (Fall/Spring)
243 French Literature in Translation
Major representative works of French literature are read in English translation. ~ h r o u ~individualized
h
background reading and class discussion,
students become acquainted with artistic qualities and cultural-historical
011
significanceof these works. Sophomorestanding.Fulfillsonly literature distribution requirement. Does not count toward a French major or minor. (On
demand)
Directed Study
Independent Study for Lower Division credit.
Conversation and Composition
Explores topics of current interest in both oral and written form to build
fluency, accuracy, and facility of expression in French. Emphasis on vocabulary enrichment, grammatical refinements, effective organization of ideas.
Laboratory assignments. Post-intermediate level. A prerequisite to other
Upper Division courses. (Fall)
French Expression
A two-pronged approach to coherent and correct expression in speaking and
writing. Attention to grammatical structures, French turns of phrase and
elementary stylistics for business and personal use. French phonology and
speech group practice, study of written models. (Prereq.: 311 or consent of
instructor. Spring. On demand)
French Civilization: Historical Perspective
A study of the diversified development of the French from their beginnings
to the modern period. Special attention to cultural manifestations of French
intellectual, political, social and artistic self-awareness. Readings, reports,
extensive use of audio-visual materials. In French. (Prereq.: 311 or consent of
instructor. Alternate years)
French Civilization Today
Topics in 20thcentury problems, ideas. Cultural manifestations that promote understanding of Frenchspeakingpeople and their contributionto the
contemporary scene. Readings, reports, extensive use of audio-visual materials and periodicals. In French. (Prereq.: 311 or consent of instructor. Alternate years)
Introduction to Literahue for Language Students
Theory and practice of literary studies. A theoretical component (in English)
treats the basic principles of literature, literary genres, and different approaches to literary analysis. Studentsapply the elements of theory through
reading, analyzing, and discussing selected works. Recommended for majors and minors. Open to all qualified students. (Prereq.: 311 or consent of
instructor. On demand)
353 Survey of French Literature
The study of major French authors and literary movements in France,
through the reading of whole literary works where possible. Lectures,
discussion, oral and written reports in French. (Prereq.: 311 or consent of
instructor. Alternate years)
Twentieth Century Literature
A survey of the major French literary movements since World War I,
including the novel, the theatre, poetry, the essay, and criticism. Classes, oral
and written reports, and laboratory texts in French. (Prereq.: 311 or consent
of instructor. Alternate years)
Internship
Upper Division Internship.
Advanced Conversation and Composition
By means of reading, speakingand writing on topics of intellectual, social, or
450
499
political interest, the student acquires extensive training in the four skills at
an advanced level. Attention to accuracy and effectiveness, characteristic
levels of expression, refinements in style and organization as individual
needs indicate. Provides for self-improvementand self-evaluation. Laboratory assignments. (Prereq.: 311 or consent of instructor. On demand)
French Seminar: Novel, Drama, Poetry, Short Story
Study in depth of a topic or genre in French literature. Student presentations
in French. For advanced students.(Seealso Interim offerings. Prereq.: 311 or
consent of instructor. On demand)
Independent Sttrdy
Individual pursuit of a topic, movement, or genre at an advanced level.
Designed to compl&ea balanced program, enhance research, or meet individual interests. In literature a mapr paper and its defense are included.
(Consultationswith French teachers required. Junior standing. Fall, Interim,
Spring. Subject and plan to be clarified early with study adviser)
+ German (GER)
Major: 8 upper division courses, including 311; 411, 1 in civilization, and 1 in
literature. Semester in Germany required.
Minor: 4 Upper Division courses, including 311 and 411. Interim, Summer or
Semester in Germany strongly recommended.
Teaching Licensure Minor: 5 courses beyond 212,induding 1 in conversationcomposition, I in literature, 1in dvilization, and 2 electives. All m u m must be
Upper Division course. Study in Germany s~rongIyrecommended.
Recommended Supporting Courses: Linguistics, European History, another language, English literature.
111,112 Beginning German
Course 111is for students with no previous background; 112is for students
who have had 111or equivalentor less than two years of high schoolGerman.
Aims at developingbasic skills.Classroompractice in speaking, understanding and reading basic German. Goals: ability to read extended narratives in
simple German, insights into German culture and participation in short
conversations. Laboratory materials available.
199 Internship
Lower Division Internship.
211,212 Intermediate German
For students with two terms (or two years high school) of previous German.
Aims at developingbasic skills into working knowledge of German. Review
of basic structures with emphasis on extending range of vocabulary and
idiomatic expression through reading and discussion of materialsrepresenting contemporary German life and literature. (211, Fall; 212, Spring)
244 German Literature in Translation
Principal works of German literature representing various periods and
movements are read and discussed in English. The readings are considered
not only in the particular context of German cultural history, but also
discussed interms of their relevanceto perennialhuman problems. Credit for
this course does not apply to a German major or minor. (Sophomorestanding. On demand)
Independent Study
Independent Study for Lower Division credit.
German Comersation and Composition
Aims at developing facility in the use of grammatical structures, vocabulary
and idiomatic expressions most common in colloquial German. Intensive
practice in speaking is supplemented with exercisesin written composition.
Fall)
German Civilization and Culture I
The Early Background. Follows the cultural and social development of the
German-speaking peoples from the prehistorical Indo-European origins (ca.
3,000 B.C.) to the Thirty Years War (1643), with emphasis on the impact of
Roman civilization, the re-emergence of German cultural self-awareness
during the Middle Ages, and the intellectual and religious upheavals of the
Reformation. In German. (Prereq.: 311 or consent of instructor. Alternate
years)
German Civilization and Culture I1
Survey of significant currents of development which have shaped presentday Germany, Austria and Switzerland since the Age of Enlightenment. The
contemporary scene is considered in view of its roots in the intellectual,
geopolitcal, artistic and scientific history of the German-speaking peoples. In
German. (Prereq.: 311 or consent of instructor. Alternate years)
Introduction to Literature for Language Students
Theory and practice of literary studies. A theoretical component (in English)
treats the basic principles of literature, literary genres, and different a p
proaches to literary analysis. Students apply the elements of theory through
reading, analyzing and discussingselected works. Recommended for majors
and minors. Open to all qualified students. (Prereq.: 311 or consent of
instructor. On demand)
German Literature through the 18th Century
Brief surveyof heroic, courtly, Reformation, Baroque, Auflclarung and Sturm
und Drang literature. Extensive readings and dicussions in Classic and
Romantic periods. Readings in German, supplemented by lectures on the
history of German literature in its cultural and geopolitcal context. Class discussions help to improve students' ability to express ideas in German.
(Prereq.: 311 or consent of instructor. On demand)
German Literature: The 19th Century
Includes later Romanticism, Jung-Deutschland, poetic realism, Naturalism
and Impressionism. The literary reaction to the decline of idealistic philosophy and the importance of the individual and the rise of materialism,
technologyand mass man. Readingsin German. Class discussionshelp to improve students' ability to deal with concepts and express themselves in
German. (Prereq.: 311 or consent of instructor)
German Literature: The 20th Century
Literary responses to the crises and upheavals of our time. Writers of
international stature are discussed:Kafka, Hesse, Mam, Brecht. Readings in
German with class discussions are designed to aid students' self-expression
in German. (Prereq.: 311 or consent of instructor. On demand)
399
411
451
452
499
Independent Study
Independent Study for Upper Division credit.
Advanced German Composition and Conversation
Aims at developingand refining the student's use of German as a vehicle for
expressing his or her own ideas and opinions. Emphasis on written composition including control of style. Oral practice through use of German as
classroom language. (Prereq.: 311 or consent of instructor. Fall)
German Prose
Reading and discussion of German prose masterpieces from Goethe to the
present. Leaures treat the development of the epic genre as a mirror of
cultural and geopolitical history. (Prereq.: 311 or consent of instructor. On
demand)
German Drama
Representative dramatic works from late 18th century to the present are
discussed and read as symptomatic of perennial human concerns. Lectures
treat the historical development of the drama. (Prereq.: 311 or consent of
instructor. On demand)
Independent Study
Independent Study for Upper Division credit.
+ Japanese WN)
Japaneselanguage studies are possible through a contractual arrangement
with the ACTC East Asian Studies Program and the University of Minnesota East Asian Language department. See East and Southeast Asian
Studies Director for more information.
+ Linguistics
199
289
299
311
(LIN)
Internship
Internship for Lower Division credit.
Introduction to Linguistics
An introduction to linguistic analysis and general linguistic principles, with
focus on linguistic universals (organizationalprinciples and features common to all languages) and psycholinguistics (inquiry in to the mechanics of
language learning and the structure of the mind as revealed in language).
Theoretical questions will be approached by studying samples of various
languages. No prerequisite. Recommended for all language majors and
minors. (On demand. ACTC)
Directed Study
Independent Study for Lower Division credit.
Theories of Grammar
Comparative analysis of various views of language represented in current
linguistic research with the aim of illuminatingunderlying philosophical assumptions, investigational criteria, and explanatorygoals which distinguish
them. The theories will be contrasted with those of adjacent disciplinessuch
as anthropology, psychology, logic, and communication theory to explore
ways in which each theory seeksto overcomethe inadequaciesof traditional
grammar. (On demand)
399
499
Internship
Internship for Upper Division credit.
Independent Study
Independent Study for Upper Division credit.
+ Norwegian (NOR)
Major: 8 courses above 211, including 311,312 or 331,353,411. Study in Norway
required.
Minor: 4 courses above 211, including 1 in conversation-composition, 1 in civilization, and 1 in literature. Study in Norway encouraged.
Recommended Supporting Preparation: A second foreign language, linguistics,
European history.
111,112 Beginning Norwegian
Introduction of the four basic language skills: speaking, listening, reading
and writing. Stress on spoken rather than literary Norwegian. Laboratory
work expected. (111, Fall; 112, Spring)
199 Internship
Internship for Lower Division credit.
211 Intermediate Norwegian
Continued conversation and composition to improve comprehension and
facility of expression. Selected readings in Norwegian used as basis for class
discussion and exercises. Laboratory work and some field experience expected. (Prereq.: 112 or equivalent)
299 Directed Study
Independent Study for Lower Division credit.
311 Norwegian Conversation and Composition
Intensive practice in spoken Norwegian with emphasis on pronunciation
and original composition. Some attention given to regional variations in
spoken Norwegian and to differences between the two official languages of
Norway. Some laboratory work and field experience required. (Prereq.: 211
or equivalent)
312 Old Norse
An introduction to the structure of Old West Norse through the study of
selectionsfrom Old Norse literature. Some attention given to Old East Norse
and aspects of the history of four modern Nordic languages. Knowledge of
one of the latter is desired but not required. Norwegian language majors/
minors will have special assignments. (On demand)
331 Norwegian Civilization and Culhue
This study of Norwegian cultural history will include significant aspects of
the contemporary Norwegian society. Through extensive readings (in Norwegian as far as possible), the domesticand foreign influencesat work in the
comparativelyhomogeneouspopulationof Norway willbe examined.Written
and oral reports in theNorwegian language will be required along with some
field work. (Prereq.: 311 or consent of instructor. On demand)
350
353
399
411
499
Introduction to Literahue for Language Students
Theory and practice of literary studies. A theoretical component (in English)
treats the basic principles of literature, literary genres, and different approaches to literary analysis. Studentsapply the elements of theory through
reading, analyzing, and discussing selected works. Recommended for majors and minors. Open to all qualified students. (Prereq.: 311 or consent of
instructor. On demand)
S w e y of Norwegian Literature
Selected readings in contemporary Norwegian literature provide a base for
the study of original works from earlier periods extendingback to Old Norse
literature. All genres are examined, and considerable attention is given to
writings in the Nynorsk language, particularly poetry. Ledures, readings,
oral and written reports are in Norwegian. (Prereq.: 311 or equivalent.
Alternate years)
Internship
Internship for Upper Division credit.
Advanced Norwegian Conversation and Composition
Further intensivepractice in spoken and written Norwegian. Attention given
to the other Scandinavianlanguagesand to the historical development of the
Norwegian language. Laboratory work and field experience required. (Prereq.: 311 or consent of instructor. On demand)
Independent Study
Independent Study for Upper Division credit.
+ Russian .(RUS)
Two years of Russian are offered at Augsburg. Russian language studies
may be continued in the ACTC Russian Area Studies Program, which
requires two years of language for the major. See Russian Area Studies
Campus Coordinator.
111,112 Elementary Russian
A i d to developreading, writing, understanding, and conversational skills
through oral classroom practice, developingease in reading, short compositions, and acquaintancewith Russian culture. Extensive use of the language
lab.
211,212 Intermediate Russian
Continuesdevelopingtheskillsof writing, understandingand speakingwith
an added emphasis on reading. Introduction of advanced grammar topics,
idioms and the study of word building in Russian. (ACTC)
+ Spanish
(SPA)
Major: 8 courses above 212, including 311,411,456 or 457,2 of 352,353,354, and
either 331 or 332. Study in Spain or Latin America is required.
Minoc 4 courses above 212, including 1 in conversation-composition,1 in civilization, and 1 in literature. Interim or Summer study abroad strongly recommended.
Teaching Minor: 5 courses beyond 212, including 1in conversationcomposition,
1 in literature, 1 in civilization, and 2 electives. All courses must be Upper
Division courses. Study in Spain or Latin America recommended.
Recommended Supporting Courses: Linguistics, another language, Pre-Columbian civilization, Latin-American Area studies. Consult Department for other
supporting courses in humanities.
111,112 Beginning Spanish
Aims to develop the four basic skills: understanding, speaking, reading, and
writing of elementary Spanish. Introduction to culture of Spanish-speaking
world. Laboratory work is an integral part of the course.
199 Internship
Internship for Lower Division credit.
211,212 Intermediate Spanish
Through the reading of selected Latin American and Spanish texts which
stimulate intellectualgrowth and promote cultural understanding, students
review all of the basic structures of Spanish, and build conversational skills
through class discussions. besigned for students with 2-4 years of high
school Spanish or its equivalent. (211 Fall, 212 Spring)
216,316 Intensive Individualized Spanish
(See under Program in Global Community)
249 Selected Works of Spanish and Latin American Literature in Translation
Major works of Spanish and Latin American literature representing various
periods and movements are read in English translation. Through background reading and class discussion in English the student is acquainted
with the salient artistic qualities and cultural-historical significance of the
readings. Credit in this course does not count toward a major or minor in
Spanish. Sophomore standing preferred. (On demand)
261 Spanish Language
(Seeunder Metro-Urban Studies, SAUS and LISLA)
299 Directed Study
Independent Study for Lower Division credit.
311 Spanish Conversation and Composition
Thorough oral and written practice in correct expression with the aims of
fluency and facility. Enrichment of vocabulary. Laboratorywork. This course
is a prerequisite for all Upper Division courses. Brereq.: 212 or equivalent.
Fall)
312 Spanish Expression
Intended for students who have a basic command of writing and speaking
skills in Spanishand wish to expand them. Intensivepractice to improve oral
and written expression with emphasis on conversational facility, stressing
idiomatic usage and the finer points of grammar. Readings to stimulate
discussion and broaden cultural background from contemporary literary
texts and magazine articles. Conducted in Spanish. (On demand)
331 Spanish Civilization and Culhue
Study of the Spanishcharacterand of Spanishcontribution to world civiliiation through historical, intellectual, literary, and artisticmovements. In Spanish. (Prereq.: 311 or consent of instructor. Alternate years)
Latin American Civilization and Culture
A study of the cultural heritage of the Spanish American countries from the
Pre-Columbian civilizations to the present. In Spanish. (Prereq.: 311 or 212,
with consent of instructor. Altemate years)
Introduction to Literature for Language Students
350
Theory and practice of literary studies.A theoretical component (in English)
treats the basic principles of literature, Literary genres, and different approaches to literary analysis. Students apply the theory through reading,
analyzing, and discussing selected works of literature. Recommended for
majors and minors. Open to all qualifed students. Brereq.: 311 or consent of
instructor. On demand)
352,353 Survey of Spanish Literature I, I1
A study of representative authors in Spanish literature, supplemented by
lectures on the literary movements and development of Spanish literature.
Lectures, discussion, written and oral reports in the language. (Prereq.: 311
or consent of instructor. On demand)
354
Representative Hispanic American Authors
An introduction to Spanish-American literature. Lebures, discussions, written and oral reports in the language. (Prereq.:311or consent of instructor. On
demand)
399
Internship
Internship for Upper Division credit.
411 Advanced Conversation and Composition
Emphasis on increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, and written compositions and grammatical exercises. (Prereq.: 311 or consent of instructor)
332
456
Spanish Drama
Study of the masterpieces of dramatic literature in Spain. Oral and written
reportsin the language. Emphasison theGolden Age and the Modem Period.
(Prereq.: One survey course. Altemate years)
457
Spanish Novel
Studyof the outstanding novelists of the 19thand 20th century in Spain. Oral
and written reports in the language. (Prereq.: One survey course. Alternate
years)
499
Independent Study
Independent Study for Upper Division credit.
General Studies (GST)
Joel Mugge and Donald Warren
Some courses help to integrate learning around topics in ways which are
different from the more traditional disciplines. General Studies include
specialized academic enrichment programs, an integrative pro-seminar
created by cooperating faculty, and offerings of the Center for Global
Service and Education.
009
Cooperative Education
Placement in a Co-op Education assignment, satisfactory completion of
evaluation process, and participation in seminars conducted by Co-op Education staff. No course aedit. (Fall and Spring)
140,141 Introduction to the Liberal Arts (112course each)
An introduction to the philosophy of the liberal arts curriculum and to the
philosophy and student services available at Augsburg College. The course
also focuses on improving those skills so important to academic success:
reading rate and comprehension, note taking and textbook reading, time
management, vocabulary, spelling, test taking, concentration and memorization, conflict management, assertiveness training, career planning, and
making decisions. (140,Fall; 141,Spring)
230
Cultural Issues Seminar
(See under Program in Global Community)
V Global
Education
Programs
The center for Global Education, a program of Augsburg College, is
committed to education which helps citizens expand their world view
and deepen their understanding of international issues. The Center
believes that firsthand knowledge of other societies and cultures builds
international awareness, informs debate on foreign policy, and contributes to a more just and peaceful world. Toward this end, the Center
offers a variety of experiential education programs which examine the
problems of international development and the dynamics of social
change. A unique dimension of the Center's work is that its programs
include the perspectives of the poor and disenfranchised as well as the
views of decision-makers.
+ Program in Global Community
The Center for Global Education offersa spring semester program, The
Program in Global Community, each year in Cuernavaca, Mexico. It is an
academic program that explores the history of political change, the dynamics of social justice, and the role of the church in Latin America.
Students live together as a community in the Augsburg Study Center,
but also with Mexican families. The semester also includes a trip to
Central America. The cost is equivalent to full room, board and tuition at
Augsburg. Courses are offered for credit in the disciplines as listed.
SPA 216,316 Intensive Individualized Spanish
Intensive, individualized instructionfor three hours a day for six weeks of the
semester. Instruction is geared to individual competency levels and is taught
by Mexican instructors. (Required course. Placement level determined by
Program Director)
INS 311 The Development Process
This seminar focuses on specific global and interpersonal developmental
processes. Particular theories of development and educational approaches
are criticallyexamined. As an integrativeseminar, the courseattempts to pull
together the many aspects of the overall program. The seminar provides
studentsthe opportunity to reflect criticallyon their own educationalprocess
as well. (Required course)
GST 230 Cultural Issues Seminar
This seminar consists of a series of mini-courses offered in a number of
relevant topic areas related to the theme of the program. Each mini-course
consists of 12 hours. Any four mini-courses fulfill the requirements of the
seminar. (Either this course or HIS 347 required)
HIS 347 Mexico: A Historical Perspective
Four specific mini-courses together provide a rather comprehensiveview of
Mexico's historical development from preColumbian times to the present
day. (Either this course or GST 230 required)
299 Directed Study
499 Independent Study
This preferably is in a student's major or minor discipline, developed ahead
of time in consultationwith a Departmentaladviser on the home campus and
the program director. The topic a student chooses should be relevant both to
the discipline and the theme of global community. (Optional fourth course)
REL 366 The Church and Social Change in Latin America
This course focuses on the relationship of the church to poverty, political oppression and social injustice in Latin America. Central to the course is an
examination of the emerging 'Theology of Liberation" as articulated by
prominent Latin American theologiansas well as by people directly involved
in local parishes and development projects in Cuernavaca. (Prereq.: 1course
in religion or theology. Optional fourth course)
+ Human Services in a Latin American Context
The Center for Global Education offers a fall semester program, Human
Services in a Latin American Context, each year in Cuernavaca, Mexico.
Throughout Latin America new models for education and human care
have evolved during the last 25 years. The methodologies used attempt
to teach critical thinking skills, raise people's consciousness and increase
their ability to work together to change their situation. H u m a n Services
i n a Latin American Context is a 3 1/2 month study program designed to
introduce participants to the central issues currently facing the third
world, and to focus on Latin American models of education and service
and their contribution to the process of social change. These models have
grown out of the sense that the achievement of basic human rights goes
hand i n hand with the empowerment of individuals a n d groups to control their own lives.
This semester program is co-sponsored with Pacific Lutheran University.
The semester includes a trip to Central America. The cost is equivalent to
full room and board a t Augsburg College. Courses are offered for credit
in the disciplines as listed.
SPA 216,316 Intensive Individualized Spanish (Spanish)
Intensive, individualized instructionfor three hours a day for six weeks of the
semester. Instructionis geared to individual competency levels and is taught
by Mexican instructors. (Required course. Placement level determined by
Program Director)
SWK 361, SOC 271 Social Policy and Social Justice (Social Work or Sociology)
Social policy related to the health, education and well-being of members of
Mexican society from an historical perspective. The course will examine the
distances between policy and reality, particularly for the poorest groups, the
impact of international economics and politics, and movements that have
emerged dedicated to bridging the gaps between needs and policies. This
course, with a different set of student objectives and a differentbibliography,
can be taken for social work or sociology credit.
SWK 399 Internship (Social Work)
A supervised learning experience in an agency setting with emphasis on
acquiring an overviewof how the agency functionsand how populations are
served.
POL 295 Global Perspectives: The World in Change (Political Science)
A survey of global issuesaffectingthe human condition in a rapidly changing
and increasingly interdependent world; modernization and development;
economic change and international trade; diminishing resources; war and
revolution; peace and justice; cultural diversity. Emphasis on the development of a global perspectivewhich recognizes human commonalities as well
as diversity in perceptions, values and priorities.
EDE /EDS 412 Latin American Models of Education (Education)
A comparative approach to learning some basic goals and methods of
educational models being developed in Latin America. Students will apply
their knowledge of educationalconceptsused in the U.S. to an understanding
of basic processes employed by Latin American educators in teaching critical
thinking, consciousness-raising and cooperative problem-solving. A focus
throughout the course will be on exploring the transferability of these
learning models to North America.
V Health and
Physical Education
Department (HPE)
Virtually all students at Augsburg College will interact at some point in
their college years with the Department of Health and Physical Education. It is the philosophy of the Department to provide quality experiences in professional preparation and education for lifelong participation
in physical activity. In addition, the gifted athlete as well as the occasional player will find ample opportunity for athletic and developmental
activities.
The Physical Education Department provides the organizational framework for a wide range of educational experiences, including several
major and minor programs: general education in Physical Education
(Lifetime Sports); men's and women's intercollegiateathletic programs;
intramural programs for men and women; and athletic facilities for
developmental and recreational activities.
Department graduates have traditionally found employment in educational settings. Additional career opportunities are possible in YMCA
and community services, municipal park and recreation departments, as
adult fitness instructors, and in working with people with disabilities.
Health and Physical Education Faculty: Richard A. Borstad (Chairperson),Carol
Enke, Marilyn Pearson Florian, Paul Grauer, Alvin Kloppen, Joyce Pfaff,
Edwin J. Saugestad
I
+ Health Educatjon
J
Majol: 110,'11<11<, 320.35; 410; BIO 103,108,111; CHM 105or 109;PSY 105; SOC
Teaching Major: Same as Health Education mapr plus 355. Students wishing to
become licensed teachers should consult with the Education Department for
requirements.
Teaching Minor: 110,114,115,320 or 410; BIO 103; SOC 231.
Personal and Community Health
Modern concepts and practices of health and healthful living applied to the
individual and the community. (Fall)
Internship
Internship for Lower Division credit.
Health and Safety Education (112course)
Principles and practices of safety education in school and community life.
Includes information about school health programs and prevalent health
needs and problems of school age children, and American Red Cross First
Aid course.
Health and Chemical Dependency Education (112course)
An analysis of chemical abuse and what can be done for the abuser. Includes
information about school health programs and prevalent health needs and
problems of school age children.
Human Sexuality
A study of the psychological, social, and biological components of human
sexuality. Open to all students.
Directed Study
Independent Study for Lower Division credit.
School Health Curriculum
Techniques for developing a course of study based upon growth and development for grades K-12. Special work units in nutrition and diseases. (Prereq.: All coursesin the major sequencenumbered in the 100and 200 seriesand
consent of instructor)
Teaching the Exceptional Child (112 course)
Education of the exceptional child with special reference to the analysis of
functional and organic abnormalities and the role of school health and
physical education programs. (Prereq.: 350. Spring)
Tests and Measurement (112course)
Survey of basic statistical procedures and evaluation of tests in health and
physical education. (Spring)
Internship
Internship for Upper Division credit.
Administration and Supervision of the School Health Program
Historical background, legal bases, school health services, and relationships
to community health program and resources. Methods and materials in
health education with laboratory experience in classroom and community.
(Prereq.: 320. Odd number years, Fall, Interim)
Independent Study
Independent Study for Upper Division credit.
+ Physical J3ducation
i/
J
"
1J
"'
' - 1 1
Major: 114,115, 3 5 4 7 ~ 5223,231;
;
232,'243,350,351,471:472,474,475;
BIO 103.
Teaching Licensure Major: 114,115,354,355; 223,231,232,243,350,351,365,471,
472,474,475; BIO 103. Students wishing to become licensed teachers should
consult with the Education Department for requirements.
Major with Specialization in Adapted Physical Education: Consult Department
Chairperson for individual program planning.
Minor: 114,115;223,231,232 or 472,243. Thereisno PE teaching minor inMinnesota
Public Schools.
Coaching Endorsement: 243,351 (Prereq.:BIO 1031,475 (Prereq.: 350), 1of 476483
(except 481), and practicum in coaching (499 is an optional method for meeting
the practicum requirement).
Notes: Coaches entering their first headcoaching assignment in Minnesota high
schools are required to have a coaching endorsement and a current Minnesota
teacher's license.
002,003 Lifetime Sports
199
223
231
232
234
243
299
350
Three hours per week. Two Lifetime Sports meet the general education
requirements. (Part-time students should consult with Department Chairperson) No course credit.
Internship
Internship for Lower Division credit.
Team Sports
Theory and practice in skills, teaching, and officiating team sports. (Spring)
Individual and Dual Sports
Theory and practice in skills, teaching, and officiating individual and dual
sports. (Fall)
Recreational Activities and Rhythms (112 course) .
Theory and practice in performing American heritage and international folk
dances. Exposure to New Gamesconcepts and activities. Practice in teaching
and performing selected social dances. (Interim)
Outdoor Education (112 course)
This course will look zt a wide variety of outdoor activitiesthat can be taught
in a school setting. The following activities will be emphasized: canoeing,
back-packing, cycling, outdoor cooking, campingand water safety. Students
must be prepared to spend some weekends participating in these activities.
(Even numbered years, Spring)
History and Principles of Physical Education
History, principles, and philosophy of physical education. (Spring)
Directed Study
Independent Study for Lower Division credit.
Kinesiology
Mechanics of movement with special emphasis upon the muscular system
and analysis of movement. (Prereq.: BIO 103. Fall)
Physiology of Exercise
The mapr effects of exercise upon the systemsof the body and physiological
principles applied to exercise programs and motor training. (Prereq.: BIO
103. Spring)
Teaching the Exceptional Child
(See Health Education)
Tests and Measurement
(See Health Education)
Physical Education Methods (K-12)
Procedures, materials, and issues for teaching physical education at the
elementary and secondary levels. (Fall)
Internship
Consult Department Chairperson.
Sailing in the Virgin Islands
Designed for the beginning and intermediate sailor interested in learning the
art and practice of sailboat cruising. The course will focus on taking the
participant to a competent level of sailboat handling (anchoring, mooring,
helming and crewing). (Interim)
Physical Education Programming
Procedures and techniques of management, leadership and decision making
for physical education and interscholastic athletic programs. Curriculum
analysis and preparation. (Prereq.: 243. Fall)
Gymnastics (112 course)
Theory and techniques of teaching gymnastics. Opportunity to teach and
perform in all apparatus events and tumbling. Experience in spotting and
skill analysis. (Fall)
Swimming and Aquatics (112 course)
Theory and practice in teaching swimming, lifesaving, and water safety.
Open only to junior and senior Physical Education majors and minors.
(Prereq.: Swimming competence as determined by pre-test. Fall)
Prevention and Care of Athletic Injuries (112 course)
Emphasis placed on preventing injuries. Treatment of common athletic
injuries. Practical experience in taping and training-room procedures. (Prereq.: 350, Fall, .lst half of term, and even numbered years, Interim)
Coaching of Football (112 course)
Theory, technique and administrative aspects of coaching football. (Odd
numbered years, Fall, 1st half of term)
Coaching of Basketball (112 course)
Theory, technique and administrative aspects of coaching basketball. (Odd
numbered years, Interim)
Coaching of Hockey (112 course)
Theory, technique and administrative aspects of coaching hockey. (Odd
numbered years, Interim)
Coaching of Track and Field (112 course)
Theory, technique and administrative aspects of coaching track and field.
(Odd numbered years, Spring, 2nd half of term)
Coaching of BasebalYSof tball(112 course)
Theory, technique and administrative aspects of coaching baseball and
softball. (Odd numbered years, Spring, 2nd half of term)
481
483
499
Officiating of Basketball (112 course)
Mechanics, techniques and practical experience of officiating basketball.
Prepares student for certificationby the Minnesota State High School Association. (Interim)
Coaching of Volleyball (112 course)
Theory,technique and administrative aspects of coaching volleyball. (Odd
numbered years, Fall, 1st half of term)
Independent Study
Directed intensivestudy in an area of physicaleducation.Open only to junior
or senior majors.
V History Department
(HIS)
History is to society what memory is to an individual; it brings to a
civilization an understanding of its identity. The distinguished Medievalist J.R. Strayer expresses it this way: "No community can survive and
no institution can function without constant reference to past experience.
We are ruled by precedents fully as much as by laws, which is to say that
we are ruled by the collective memory of the past. It is the memory of
common experiences which makes scattered individuals into a community."
A society's history is also a storehouse of human experiences that
enables us to deal more knowledgeably with the continuities and
changes in current issues. Established disciplines, as history long has
been, train the mind by developing concepts and skills that enables one
to deal with masses of information. Many have found that history is an
entree into the richer enjoyment of travel, cultural events, and the broad
reading enjoyed by the educated person. Accordingly, history has long
heid a major role in the liberal arts. This is true at Augsburg.
The Department has smngth in and requires of its majors work in four
main areas: ancient and medieval, modern Europe, United States, and
the non-Western world. The Department's graduates are well represented among professional historians; at present, six are in graduate
schools preparing for such careers. More have distinguished themselves
as social studies teachers in elementary and secondary schools and current projections indicate that there will be growing opportunity in that
field for history majors. For most of our students, however, the study of
history provides one of the better undergraduate liberal arts experiences,
valuable both for personal enrichment and a wide variety of career
choices.
History Faculty Richard Nelson (Chairperson),James Brothen, Gregory Bruess,
Orloue Gisselquist, Donald Gustafson, Khin Khin Jensen, John R Jenswold
Major: 8 courses plus 1 seminar. At least 4 of these courses must be Upper Division.
A major must have at least 1 course (either survey or upper level) from each of
the 4 areas: Ancient and Medieval; Modern Europe; U.S.; and non-Western.
Major for Teaching Licensure: Students interested in secondary education may
take a History Major in combinationwith specified social sciencecourses and the
required educational courses, in compliance with the state requirements. For
more information, see the Department Chairperson or the Social Studies Coordinator.
Minor: 5 courses, at least 3 of which must be Upper Division.
Honors Major: GPA of 3.6 in the major and 3.0 overall; except in special instances,
applicationbefore the end of the first term of the junior year; 2 years of a foreign
languageat the collegelevel (orits equivalent);an honorsthesis (equalto 1course
credit) to be defended before a faculty committee.
Notes: First year students should enroll in 1 or more of the 101-104 courses.
Distributioncredit is normally given only for courses 101-104.200level courses are
normally reserved for sophomore or Upper Division students. Upper Division
courses are numbered 300 and up. Lower Division students are normally required
to take at least one 100 level course before enrolling for an Upper Division course.
There are 16 Upper Division courses (numbered 300 and up) in this Department.
Severalare offered each term. Offeriigsdepend upon faculty schedulesand student
registration.
101
102
The Beginnings of the Western Culture
An analysis of the primary civilizations in the Near East, the classical world
of Greece and Rome, and the middle ages of Europe into the 13th century.
The Shaping of Western Civilization
A consideration of European institutions and values from the waning of the
middle ages through the remodeling of Europe by Napoleon.
The Modern World
A study of the main currents in Western civilization from the time of
Napoleon to the present.
The Modern Non-Western World
An introduction to various centersof cultural and political power in Asia and
Africa of the last 200 years.
Internship
Lower Division Internship.
U.S. History to 1877
A survey of Americans from Jamestown through the efforts to reconstruct a
nation tom apart by the Civil War.
U.S. History Since 1877
An assessment of the century which precedes our time with an effort to
consider the various social, economic, intellectual and political forces and
events that have created the modern United States.
Asian and Asian-American Women in Public Life in the 20th Century
An exploration of the experiences and contributions of selected women in
China, Japan, India, Korea, Philippines, and the state of Hawaii. Includes
crosscultural perspective, responses to impact of modernization and Western education.
Scandinavian History Prehistoric to 1750
An introduction to the settlement and development of the Scandinavian
countries with emphasis on their impact on and contributions to the development of European society.
Scandinavian History 1750 to the Present
An introduction to the history of the Scandinaviancountries from the early
modern period to the present with emphasis on the place of Scandinavian
society in European and world history.
Directed Study
An opportunity for a student to do readings or study on topics not covered
in the scheduled courses. The proposed study must be approved by the
directing faculty member and the chairman of the Department before registration. A maximum of one course in directed study may be applied to the
major.
Modem Southeast Asia
A study of the major historical events, personalities and political developments in this area. A comparative analysisof the nationalist movements and
the process of decolonization will especially focus on Indonesia, the Philippines, Burma and Vietnam.
Modern China
A selective treatment of Chinese history since the Opium War of 1839. The
erosion of China's isolationism and collapse of the imperial system. The
Nationalist and Communist revolutions of the 20th century.
Modern Japan
An examinationof the emergence of Japan as amajor world power in the 20th
century. Components of the course will include a study of the distinctive
features of the Pre-Meiji era, modernization factors since 1868, interaction
and encounter with China, urban development, ecological problems, role of
women and Japan's trade in Asia and Africa.
Topics in U.S. History
Exploration in depth of selected topics in U.S. history (excluding foreign
policy; see History 332). The specific topics to be offered will be announced
prior to registration.
History of American Foreign Policy
The relationship of foreign policy to general American development is
stressed.
Mexico: A Historical Perspective
(See under Program in Global Community)
The Ancient Near East and Greece to 338 B.C.
The development of civilization in the Near East from earliest times through
its extension and elaboration by the Greeks. Emphasis is placed on the
development of writing, achievement in the arts and sciences and-political
institutions.
Hellenistic Greece and Rome to 330 A.D.
A study of the development of Alexander's Empire, the Hellenistickingdoms
and the rise of Rome as the world's greatest power. Emphasis is placed on
personalities, the arts and sciences and Rome's contributions in law and the
political process.
The Late Middle Ages to 1560
A study of the scholastic tradition and the role of the Church and state
through the changes forced on these institutions during the Italian Renaissance and the early years of the Reformation.
Internship in History
A limited number of Internships may be available for qualified Upper
Division students majoring in history. In this connection, students are encouraged to consider the opportunities available through the Cooperative
Education program.
England in the Tudor and Stuart Periods
A study of Englishhistory from a 15thcenturybackground through 1714.The
emergence of modern constitutionalism is the major theme of the course.
Emphasis is also placed on 16th and 17th century aspects of England's
subsequent role in the world economy and on the Englishliteraryrenaissance
of Elizabethan and early Stuart periods.
Europe in the Seventeenth Century
The study of this century as the most critical period in the rise of the modem
state. Emphasis is also placed on the emergence of modern science and its
effect on intellectual history. The chronological boundaries may be listed as
1560-1714.
Topics in World History
This course will investigatetopics in world history which are not included in
regular course offerings. The specific topics to be offered will be announced
prior to registration.
The World and The West
This coursebegins with Europe's discoveryof the rest of the world, considers
cultural interaction and conflict, and the building of European empires in
Asia and the Americas, and concludes with the breakdown of these imperial
systems at the end of the 18th century.
495
499
Seminar
Selected topics which will be announced prior to registration. This course is
designed for history majors of at least junior standing. Admissionbypermission of the instructor. Offered at least once each year.
Independent Study
Majors with an average of 3.5 or above in history courses are encouraged to
apply for directed Independent Study. A maximum of one course in Independent Study may be applied toward the major.
V Humanities
(HUM)
Bruce Reichenbach (Chairperson), John Benson and Richard Nelson
The Humanities major provides the opportunity to reflect across departmental lines, to experience the ways in which different academic disciplines approach simiIar questions and issues, and to participate in interdisdplinary learning experiences. You can, in effect, m a t e your own
major by choosing a theme or topic you wish to study,and then by
taking courses in various departments relating to that theme.
The major was created especially to encourage students not majoring in
the humanities but in such areas as science, business, or social science to
broaden their insights and perspectives by taking a broadly-based
second major.
Major: g murses, including 275. Elve of the courses must be Upper Division.
Courses must be selected fmm at least 4 of these 7 departments- Art, English,
Foreign Languages, fTistory,l%3osophy, Religion, and Speech,Communication
and Theatre Arts. No more than 3 courses from anyone department can be used
to satisfy the requirement.
I
Note: Each student taking a humanities mapr will focus on someparticular theme
or perspective which will constitute the core of the major p r o m . Six ofthe 9
courses must be t a k a in this core.The core adopted and the courses chosen to
meet the requirement will be worked out with the student's adviser in the
humanities, and must be approved by the Humanities Major Committee. The
theme or perspective of the corecan k chosen from those listed in the Humanities Handbook or can be created by the skudent in consultation with an adviser
in the humanities. Further information concerning the core can be found in the
Humanities Handbook.
A student may not list a double major in humanities and in one of the component
disciplinesunless the distribution of courses selected in the humanities major is
significantly different from the other major.
275
Perspectives on the Humanities
An introduction to the humanities which focuses on different themes, depending upon the instructor. The course correlates ideas, principles and
values from the perspectives of several of the humanities disciplines.
499
Independent Studies
Individual study and w r c h on some intdsciplinary humanities topic,
worked out in consultation with an adviser. The study must be approved by
the Humanities Committee.
V Interdisciplinary Studies
(INS)
(See Metro-Urban Studies, Global Education Programs, and Women's
and Minority Studies)
V International Relations
Norma C. Noonan, Director
International Relations is an interdisciplinary major which offers the student both breadth and depth. The student may focus on a discipline or
geographic area of the world. The program consists of a core of 7 courses
and 6 electives chosen from a wide list of courses offered at Augsburg
and other colleges. Students are encouraged to consider foreign study for
Interim or a Semester. Competency in one language is required, and
some students study two languages.
The goal of the program is to give students a broad exposure to intenational studies with considerable freedom to choose options for specialization. Students in the recent past have focused their studies on Latin
America, the Middle East, Western Europe, the USSR, the Far East,
Southeast Asia, and others.
Recent students have had double majors in History, Political Science, or a
foreign language. Numerous combinations of majors and minors are
possible with the International Relations major.
Major: 13courses. (1)7 required courses: ECO 112 or 113;HIS 103or 104; POL 158
or 160; 2 of the following: HIS 332, POL 363,461; POL 490; the fourth term of
college work in a modern foreign languae. Q )6 ofthe following electives (not
more than 3 from any one disciplinemaybe countedtoward the major);ECO 360,
495; HIS 322,323,324,440,474; PHI 355; POL 330,351,381,382,455,459; REL 356;
SOC 336; Interim courses, seminars, Independent Study, topics courses and
courses at other colleges/universitiescan be considered here with the approval
of the Program Director; fourth term or higher of college work in a second
language.
Minor: 7 courses and 1year of foreign language. Required ECO 112or 113, HIS 103
or 104, and POL 158 or 160.One come of HIS 332, POL 363 or 4 1 .One year of
foreignlanguage. Any 3 courses from the list ofapproved electivesforthe major.
Not more than 2 courses horn any department could count toward the minor.
Note: Only the fourth or higher term of languages cuurth t o w a d the major; prerequisite courses or competencies mmot be credited toward the 13 required
courses. Students should confer with the program director about regional and
disciplinary concentrations possible within the major, for example, a concentration on a gmgraphic area or in one of the major disciplines in the program.
V Mathematics and
Computer Science Department
At least since Socrates, scholars have appreciated the value of mathematics in developing the skills of critical thinking, understanding abstract
concepts, and analyzing and solving problems. Coupled with the more
modern needs of quantitative thinking, these skills are still essential for
any liberallyeducated person. Mathematics and computer science
courses at Augsburg are intended to help develop these skills.
Mathematical ideas in and of themselves have had a formative impact on
the development of civilization, and the development of computers has
already begun to influence modern society. To the extent that a liberal
education must include a variety of perspectives on our culture and
heritage, a study of these influences is important.
An increasing number of academic disciplines require a working knowledge of the tools of mathematics and computer science. This Department
serves students majoring in a wide variety of fields.
Majors within this Department axe prepared for graduate school, work in
industry,or semice professions, with opportunities to focus on either the
itheoretical or the appIied areas of their vocations. Internship and Coop
erative Education options help students takeadvantage of Augsbwg's
proximity to the many technically-oriented enterprises in the city. Thus
the Department aims to provide its own majors with skills necessary to
serve the larger community through a variety of careers.
Mathematics/Computer Science Faculty: Ken Kaminsky (Chairperson),
Larry Copes, Tarry Crockett, Beverly Durkee, Matthew Foss, Noel Petit,
Larry Ragland, Beverly Stratton
Mathematics Major: 9 courses in mathematics including MAT 124,125,215,224,
314,324, and 3 electivesfrom MAT courses about 210, at most 1 of which is at the
200 level; participationin Departmental colloquium. Also required: CSC 170.At
least 2 Upper Division mathematics courses must be taken at Augsburg. Fm
teachinglicensuw, the 3 electives must be 351,373, and 441. Studentswishing to
become licensed teachmare advise3 to consult with the Education Department
for other requirements.
Computer ScienceMaj or: 9 coursesincluding 240,345,350,445,450;270 or BUS 175;
and 3 electives from CSC courses above 260 or 1 of SOC 363 or BUS 479;
participation in Departmental colloquium. Also required: MAT 174, 175 (or
MAT 124,125,171,224and CSC 170);MAT 215; MAT 373 or BUS 279 or SOC 362.
At least 2 of the Upper Division courses must be taken at Augsburg.
Honors Major: GPA of 3.5 in mathematics and computer science, 3.1 overall.
Independent Study at an advanced level.
Mathematics Minor: 5 courses, including 124,125, (or 174,1751,224, and 2 electives
from MAT courses above 210, at most 1 of which is at the 200 level. For a teaching
minor the2 additional courses must be selected from MAT 215,314,328,351,373,
441.
Computer Science Minor: 6 courses including 170,171 (or MAT 174,175), 240,345,
350, and 1 course from MAT 355, BUS 279, SOC 363, or any CSC courseover 260.
PrerequisiteslPlacement Exam - Before enrolling in any mathematics course in
this Department the student must have scored appropriately on the Augsburg
MathematicsPlacement Exam or an equivalent exam, or have completed college
courses equivalent to prerequisites. A course must be completed with a grade
of 2.0 or higher to count as a prerequisite.
The Placement Exam is given during college registration sessions and at other
announced times during the year. It is required of all entering students except
those who have received a grade of C or better in a college-level mathematics
course taken at another college, or have passed the College Board Advanced
Placement Exam. These students, and those who place into Group V, should
consult with the Department about appropriate courses to take.
+ Mathematics
(MAT)
Basic Mathematics
A self-paced course for students needing a review of arithmetic and transition to algebra. Topics include integers, fractions, decimal numbers, ratios,
percents, metric system,exponents, radicals, and evaluation of algebraic
expressions.Counts as one c o w e i n semester%load but d w not give credit
toward graduation. Admission only by Augsburg Mathematia Placement
T=t. (Prmq.: Placement Group I. P/N grading only)
104 Intermediate Algebra
A self-pacedcourseforstudentsnoedinga rwiew ofbasic algebraicskillsand
concepts. Topics include operations with polynomialsand rational expressions; exponents and radicals; solving linear and quadratic equations and
inequalities;and graphing of linm and quadratic functions. Counts as one
course in semester's load but does not give credit toward graduation.
Admission onlybyAugsburg Mathematics Placement Exam. (Prereq.: Placement Group 11. P/N grading only)
114 Elementary Functions
A study of functions: alpbraic, exponential, logarithmic, and trigonomehic,
For students planning to take 124 or 174. Students who have completed 124
or 174 may register f o r d i t edywithconsent of instructor.
104or
Plament Group III. Spring)
121 Finite Mathematics
Topics of linearity and probability with applicationsto the social and behavioral sciences. (Prereq.: 104 or Placement Group 111)
122 Calculus for the Social and Behavioral Sciences
Differential and integral calculus of a single variable with applicationsto the
social and behavioral sciences. Students who have completed 124 may not
register for credit. (Prereq.: 104 or Placement Group 111. Spring)
124,125,224 Calculus I, 11, HI
Differentialand integral calculus, including calculusof severalvariables and
series, with applications primarily from the physical sciences, integrated
with topics from plane and solid analyticgeometry. Primarily for students in
mathematicsor the sciences. (Prereq.:114or Placement Group IV for 124; 124
for 125; 125 for 224.124, Fall; 125, Spring; 224, Fall)
131 Mathematics for the Liberal Arts
An examination of the interaction between the development of mathematics
and that of civilization. Primarily for students not intending further study in
mathematics. (Prereq.: 104 or Placement Group 111. Fall)
103
m.:
Discrete Mathematics
Topics in discrete mathema tics such as seb and logic, combinatorics, probability, relations and functions, vectors and matrices, boolean algebra, and
graph theory. (Prereq. 114or 121or Placement Group IV. Fall)
174,175 Mathematics for Computing I, I1
A study of discrete and continuous mathematics with applications to computer science, integrated with learning structured programming. Primarily
for students planning to major in computer science. (Prereq.: 114 or Placement Group IV for 174; 174 for 175)
171
Honors Mathematics for the Ijberal Arts
Like 131, but for sophomores in the Honors Program. (Prereq.: 104 or
Placement Group 111, and freshman honors courses; or permission of instructor. Spring)
Number Theory
An introductory study of the integers and their properties. (Prereq.: Consent
of instructor)
Elementary Linear Algebra
A study of linear equations, determinants, vector spaces, linear transformations, and matrices. (Prereq.: 224 or 175. Spring)
Differential Equations
Solutions of ordinary differential equations with applications; solutions by
special integral transforms; systems of differential equations with matrix
algebra techniques; series solutions. (Prereq.: 224. Spring)
Directed Study
Independent Study for Lower Division credit. (Prereq.: Consent of instructor)
Abstract Algebra
A rigorous investigation of the basic structures of algebra, such as groups,
rings, integral domains, and fields. (Prereq.: 215. Fall)
Analysis
An introduction to the study of mathematical analysis. Includes a rigorous
study of major concepts used in the calculus and their application to more
abstract situations. (Prereq.: 224. Spring)
Complex Variables
An introduction to complex numbers and functions, limits, differentiation
and integration,series, analyticfunctions, conformal mappings, and applications. (Prereq.: 224. Alternate years, Fall 1988)
Modern Geometry
A study of Euclidean and non-Euclidean geometries by synthetic, coordinate, and transformation methods with projective axioms as abasis. (Prereq.:
122or 125. Alternate years, Fall 1989)
Numerical Analysis
A study of methods used to solve problems on computers. Analysis of
computational problems and development of algorithms for their solutions,
applications of a procdureoriented programming language in numerical
analysis. Topitsinclude thegeneralconceptof iterativeformulae,solution of
equations, Newton's method, l i n w systems,intapolation, numerical differen tiation and integration, Pmeq.:175;or 224, CSC 170. Alternateyears, Fall
1989)
Probability and Statistics
An analyticstudy of probability and statistics,including probabilitydistributions and densities, expectation, sampling distributions, central limit theorem, estimation, correlation and tests of hypotheses. (Prereq.: 224 or 175.Fall)
Internship
A combined effort of student, faculty, and employer to complete a specific
task and learn in a workplace. The Internship often is under the auspices of
the Cooperative Education office as well as the Mathematics Internship
Supervisor.
441
481
491
499
Foundations of Mathematics
Set theory, logic, axiomatic method, and development of number systems.
(Prereq.: completionof or concurrent registration in 314 and either 324 or 328;
or consent of instructor. Alternate years, Fall 1988)
Topics in Mathematics
Study of advanced topics selected from real or complex analysis, abstract
algebra, topology, probability, statistics, or computer science. (Prereq.: 314
and either 324 or 328; or consent of instructor. Spring)
Mathematics/Computer Science Colloquium
This colloquium, which has no course credit, meets weekly to keep the
mathematics and computer science community informed about contemporary developments in the field and about interesting ideas that don't arise in
courses. Junior and senior majors must attend, and others are welcome. All
seniors give a talk. Other sessions are presented by faculty members or
outside visitors.
Independent Study
Topics defined through consultation between student and Department.
+ Computer Science (CSC)
Computing for the Liberal Arts
An introduction to computers, programming, and computer applications, as
well as some of the social and philosophical issues associated with computers. Primarily for students in non-science areas. Does not applytoward either
a computer science major or minor.
170 Structured Programming
An introduction to computer languages and algorithms. Applications from
mathematics, business, and natural sciences. Programming in a higher level
language such as Pascal. (Prereq.: MAT 124. Spring)
171 Discrete Mathematics
(See MAT 171)
174,175 Mathematics for Computing I, I1
(SeeMAT 174, MAT 175)
240 Survey of Computer Science
An introduction to computer organization and structure, assembly and
machine languages, computer logic design, number and character representations, and functions of components of computer systems. Continued
development of structured programming concepts. (Prereq.: MAT 175; or
both 170 and MAT 124 and concurrent registration in MAT 171. Fall)
261 Electronics
(See PHY 261)
270 FORTRAN
Study of the FORTRAN programming language. (Prereq.: 170, or MAT 175.
Interim)
340 Digital Communications and Computer Networks
Principles and methods of data communications, distributed processing
systems, network protocols and security, and general computer interfacing.
(Prereq. 240. Fall)
145
Computer Systems and Assembly Language
Survey of computers, languages, systems, and applications.Developmentof
competence in assembly language programming. Elements of computer operation, including input-output, interrupts, and an introduction to operating
systems. (Prereq.: 240. Fall)
Data Structures and File Processing
Concepts and algorithms used in the solution of non-numerical problems.
Applications to data management systems, file organization, information
retrieval, list processing, programming languages, and storage devices.
(Prereq.: 240. Spring)
Database Management and Design
Structure of database management systems, query facilities, file organization
and security, including the development of an elementary database system.
(240 is recommended before 352 is taken. Spring)
Internship
A combined effort of student, faculty, and employer to complete a specific
task and learn in a workplace. The Internship often is under the auspices of
the CooperativeEducation office as well as the Computer ScienceInternship
Supervisor.
Operating Systems and Computer Architecture
Elements of operating systems, memory and process management, interactions among major componentsof computer systems, and a detailed study of
the effects of computer architectureon operating systems. (Prereq.: 345, MAT
215. Spring)
Theory of Programming Languages and Compilers
Structure of computer programming languages, including data types and
control structures, implementation considerations for programming languages, lexical analysis and parsing, and interpretive languages. (Prereq.:
350, MAT 215. Fall)
Mathematics/Computer Science Colloquium
(See MAT 491)
Advanced Topics in Computer Science
Study of advanced topics from such areas as computer graphics, artificial
intelligence, computability, and automata. (Prereq.: Consent of instructor)
Research Project
An extensive group or individual project selected in consultation with a
faculty member. If directly supervised by a faculty member the course may
be taken for credit. (Prereq.: 345,350. Spring)
Independent Study
Topics defined through consultation between student and Department.
V Metro-Urban Studies (INS)
Metro-Urban Studies is a transdisciplinary major and minor taught by
faculty in sociology, economics, history, political science, psychology and
other related disciplines. The Metro-Urban Studies program seeks to
blend classroom and field experience, theory and Internships which
focus the content of liberal learning on the metropolitan community and
the process of urbanization.
The Metro-Urban Studies major and minor are designed to provide
undergraduate preparation for postgraduate studies in planning, architecture, law, public administration, environmental studies, social welfare, government, community organization, and theology. The program
and college-wide urban concerns requirement introduce students to the
wide variety of developing careers related to urban and metropolitan
affairs, equipping students with the analytical and theoretical tools
required to understand the metropolitan community.
Cooperative Education and Internships are available as ways to enhance
the quality of the major and make fuller use of the extensive metropolitan opportunities afforded by the College's location. The Higher Education Consortium for Urban Affairs (HECUA) and Associated Colleges of
the Twin Cities (ACT) enrich the overall program.
Metro-Urban Studies Faculty: Gany W. Hesser (Director),Andrew Aoki, Robert
Clyde, Norman Ferguson, Orloue Gisselquist, Satya Gupta, John Jenswold,
Myles Stenshoel
Major: 15 courses, including 10 core requirements: ECO 123,279 or SOC 362; HIS
431; POL 122,384 or SOC363; SOC 211,381; a minimum of 1 course of Internship
or Independent Study; 2 non-social science courses with an urban emphasis, at
least 1 of which must be in the humanities (currentoptionsincludeART 102, BIO
105, ENG 351, INS 233,260, PHI 362, PHY 111, SPC 342). PSY 356 is highly recommended, as are the HECUA programs.
To complete the major, the student has a choice among 3 emphases or tracks:
General/Liberal Arts, Planning or Public Administration. These 5 elective
courses must include a minimum of 3 disciplines. Options include a wide variety
of courses, Int&s,
Internships, Independent Studies, and urban courses at
other ACTC colleges. Participation in the urban programs offered through the
Higher Education Consortium for Urban Affairs (HECUA) is highly recommended.
Minor: To be linked with appropriate majors (such as business administration,
history, political science, psychology, religion, sociology, speech). Core courses
are required for the concentration: ECO 120 or 123; POL 122; SOC 211,381; an
approved Social ScienceResearch Course; an approved Internship and/or Independent Study. Other combinations are possible and may be approved by the
Director.
199
299
399
498
499
Internship
Lower Division Internship. Consult Program Director to determine project.
(Fall, Interim, Spring and Summer)
Directed Study
Independent Study for Lower Division students (Prereq.:Consent of instructor and SOC 121 or 211. Fall, Spring, Summer)
Internship
Consult theProgramDirector for details. (Prereq.: Consent of instructor. Fall,
Interim, Spring)
Independent Study -Metropolitan Resources
An independently designed course a student (or group of students) develops, making extensive, systematic and integrated utilization of resources
available in the metropolitan community, e.g. lectures, symposia, perfomances, hearings. These resources become the core of the course, supplemented by traditional college resources. The course is designed in consultation with and evaluated by a Department facultymember. (Prereq.: SOC 121
or 211 and consent of instructor. FA,Spring, Summer)
Independent Study
Student must present written proposal containing rationale, objectives and
methodology of the proposed study according to Department guidelines.
(Prereq.: SOC 121 or 211 and consent of instructor. Fall, Interim, Spring)
4 Urban Studies Options Through HECUA
Augsburg co-founded and plays a leading role in the Higher Education
Consortium for Urban Affairs (HECUA), a consortium of 16 colleges and
universities. Augsburg's Metro-Urban director served as its president
from 1982 to 1987. Through HECUA, Augsburg students have access to
five interdisciplinary field learning programs of exceptional quality,
located in Scandinavia, South America, Central America, San Francisco
and the Twin Cities.
I. Metro-Urban Studies Term (MUST)
This program focuses upon the Twin Cities metropolitan area.
358
359
399
Readings Seminar: Urban Issues
Reading materials are assignedto complement morning field seminartopics.
Included are government and institutional publications, journal articles and
books.
Field Seminar: Twin Cities Metropolitan Area
Using the community as a classroom, students visit agencies, talk with
specialists in various fields, and investigate current issues in the Twin Cities
area. Topics include: geography, government, economics, historic preservation, populations, ethnic communities, transportation, planning and social
services.
Internship
Students are placed in a variety of public and private agencies or businesses
for work experience. A learning contract is developed with MUST faculty
approval. Students may choose an Internship of one or two courses.
11. Scandinavian Urban Studies Term (SUST)
This interdisciplinary field learning program is at the University of Oslo
and examines cities and urban life in Scandinavia.
372
377
393
394
Norwegian Language
Intensive language instruction at beginning or intermediate levels, with
emphasis on conversational listening and speaking skills. Students with
advanced Norwegian language proficiency have the option of studying
Norwegian literature.
Note: For Language credit the student should consult with the Chairperson
of the Foreign Language Department.
Scandinavia in the World
Global perspectives of Scandinavian societies. Exploration of Scandinavian
viewpoints as small power nations in a world of super powers and their role
in issues of peace, conflict resolution and arms control, East-West relations,
European security, trade, and the Third World. Emphasis on Norway with
field travel to Scandinavian capitals and to Leningrad for discussions with
advocates of competing perspectives.
Norwegian Art and Literature: Perspectives on Social Change
Social change and issues of change and development in Norway as reflected
in its art and literature. Selected works for survey of Norwegian history with
emphasis on the contemporary period. Field study, site visits (theaters,
museums, galleries) and discussions with artists active in a variety of media.
Urbanization and Development in Scandinavia
Examination of urban economic, social and cultural policies and practices as
a reflection of issues of the modern welfare state and social democracies.
Includes historical survey of transformations from rural and regional cultures to urbanized and advanced industrialized nations. Emphasis on Norway, with field travel to Scandinaviancapitalsfor a comparativeperspective.
499
Independent Study
Students with advanced Norwegian language proficiency have the option of
conducting Independent study &search, using Norwegian language skills,
on a topic approved bytheSUSTProgramDirector and the appropriatehome
college faculty adviser.
111. South American Urban Semester (SAUS)
This "semester in the city" program is located in Bogota, Colombia. It
focuses upon urbanization and development in the Third World.
261
361
362
363
499
Spanish Language
Spanish instruction at intermediate or advanced levels.
Introduction to Colombia
Overview of Colombia and economic development.
Proseminar: Urbanization in Latin America
Readings, discussions, and lectures in both English and Spanish, with aid of
SAUS staff and visiting Colombian urbanists.
Field Seminar: Wealth, Poverty, and Community Development in the
Latin American City
Structured field course focusingon plight and prospects of the urban poor in
Bogota, with field trips to other Colombian and foreign cities for comparison.
Visits to various types of barrios and to public and private agencies dealing
with urban problems.
Independent Study
In consultation with SAUS faculty, student elects a specific topic for library
and/or field research related to subjects of seminar and/or major academic
interests.
IV. City Arts
A program that explores the arena of human creativity by bringing participants directly into contact with the practice, administration, politics,
and economics of the art world of the Twin Cities.
300
300
399
Field Seminar: Arts in the Cities
Field study of art worlds and their role in the Cities. Topics include the social
organization of the arts, doing business in the arts, arts and the urban
landscape, making a living as an artist, funding for nonprofit arts organizations, artists and audience, the dispersing city and problem of audience.
Research Semina~:The Creative Process
An investigation of contemporary studies of intelligence, creativity, and
thinking processes that uses both academic literature and discussions with
artists and other resource people. Special workshops on topics such as
writing and thinking, visual studies and communication, and photography,
encourage studentsto try out new ways of working and different approaches
to learning.
Internship
Individually developed Internship or mentoring arrangements with Twin
Citiesartists or arts organizations. Students may choosean Internship for one
or two courses.
V. Literature, Ideology and Society in Latin America (LISLA)
This Spring semester program is a n interdisciplinary field study that
provides extensive study-travel in Colombia, Nicaragua a n d Puerto Rico.
Immersion in Spanish language a n d Colombian culture a r e stressed.
261
360
364
367
499
Spanish Language
Spanish instruction at intermediate or advanced levels.
Latin American Literature: Perspectives on Social Change
Selected works of literature and theatre that express writers' and artists'
perspectives on Latin American society and social change. Emphasis on
contemporary period with considerable field study, including interviews
with community arts and "street" theatre groups, writers, literary critics,
composers, performers and filmmakers; small-group field assignments on
current arts activities; site visits to museum and gallery exhibits, movies,
plays concerns and a variety of community arts events.
Latin American Arts and Society
Introduces theoretical frameworks for examining the relationships among
arts, ideologyand society. Provides historicalbackground through survey of
Latin American thought in major artistic periods: Colonial, Republican,
Romantic, Positivist, Modernist, "Indigenismo," Realist and Contemporary.
Readings and seminar lecture-discussions.
Ideologies of Social Change in Latin America
Introduction to the study of ideology and .historical o v e ~ e wof Latin
American ideologies, especially in relation to issues of development and
social change. Comparative study of current ideological debates and their
impact, with special attention to diffusionism, "dependencia," Marxism and
liberation theology. Field study emphasizes local resources, including interview-discussions with proponents of competingideologies; interviews with
government, business, church and community people; site visits to projects
reflecting ideology-in-practice.
Independent Study
By special permission from LISLA faculty, students with advanced Spanish
proficiency can be exempted from Spanish and conduct Independent Study
research instead.
V Music
Department (MUS)
Throughout the ages, music has been seen as an aesthetic expression of
the deepest and highest human emotions and thoughts. Thus music has
long been seen as an integral part of a liberal arts education, offering an
important component of personal, social, and intellectual development.
The Music Department at Augsburg College offers courses in music and
music performance to give students access to this essential aspect of
human history and culture. In addition, all students of the College community have the opportunity of participating in choral and instrumental
ensembles which perform locally, nationally, and internationally.
Augsburg College is an institutional member of the National Association
of Schools of Music. The Music Department serves the general education
needs of students and offers professional training in music. The music
major combines a broad education in the liberal arts with preparation for
a wide range of graduate and professional opportunities. Student majors
may choose from among four majors in three degree programs: Bachelor
of Arts-Music Major; Bachelor of Music-Performance Major; Bachelor
of Music-Music Education Major; and Bachelor of ScienceMusic
Therapy Major.
In addition to opportunities as professional musicians, teachers of music,
and music therapists, graduates have access to a wide variety of careers.
Leaders in the professions and business regard a liberal arts major as an
excellent preparation for satisfyingand effective service in many occupational areas.
Music Faculty: Robert Karlkn (Chairperson), Robert Adney, Laine Bryce,
Wayne Dalton, John Dunham, Stephen Gabrielsen, Merilee Klemp,
Angela Kretschmar, Nicholas Lenz, Cynthia Lohman, Adele Lorraine,
Steven Lund, Roberta Metzler, Kathryn Mickelson, Patricia Nortwen,
Celeste OfBrien, Marlene Pauley, Nicholas Raths, Thomas Rolfs,
Thomas Rossin, Pauline Sateren, George Stahl, Mary Wilson
Music Coordinator: Mary Ella Pratte
Entrance Procedures: Freshmen will enrollin the regular Bachelor of Arts program.
Those wishing to become Bachelor of Music candidates must perform (Level I1
repertoire) in their major performance medium for a faculty panel. They must
then apply, by petition, to the Department before the end of their second
semester of study. Candidate approval is necessary to register for B.M. level performance studies. Transfer students may enter the B.M. program on probation,
subject to Departmental approval of performance hearing and petition during
their first semesterinresidence. Music Education majors must apply, by petition,
to the Department during the sixth term of study. All other music major and
minor candidatesmust apply, by petition, to theDepartment prior to registration
for Upper Division courses. Additionally, Music Education majors must apply
to the Education Department for acceptance into the music education licensure
program. Departmental approval and a cumulative GPA of 2.5 in all music
courses is necessary for the education licensure program. All transfer students
must take the theory placement examination at the first class meeting of 101or
102. Freshmen who wish to be considered for a Freshman Performance Scholarship must perform in their major performance medium for a faculty panel.
Auditions for memberships in ensembles are scheduled, following application,
during the senior year of high school, summer orientation sessions or at another
time preceding initial registration.
Honors Major: Candidates for the honors program are nominated each spring from
among those juniors who have attained a CPA of at least 3.0 in music courses. A
faculty committee must approve the candidate's honors project proposal and
certify successful completion. The following possibilities are indicative of acceptable projects: senior thesis and its defense; an additional senior recital of
graduate quality; composition of a work for vocal and/or instrumental ensemble
of 15 minutes duration; conducting an ensemble concert; or combinationsof the
above.
+ Degree and Major Requirements
Core Curriculum (Required of all Majors): 101,102,111,112,201,211,231,232,311,
341,342 or 344; 8 quarter courses in a major ensemble; Performance studies and
recital requirements as given under each specific degree and major. (SeeApplied
Music section.) French or German study as stated in general education requirements.
Bachelor of Arts
Music Major: Offersthe broadest education in liberal arts and prepares the student
for the greatest range of graduate, business and professional opportunities.
Students who intend to pursue non-performance graduate study, or desire to
enter one of the many music-related business fields of employment, most often
choose this course of study.
Requirements: 13 course credits: Core curriculum plus 1 course credit of music
elective;Performance studies -6 quarter courses and 2 half courses in the major
instrument or voice, 2quarter coursesin the minor instrument or voiceand a half
senior recital 458; keyboard proficiency and passing three Music Repertoire
tests.
Requirements for the Music Minor: 6 course credits: 101,102,111,112; 231 or 232;
341; 342 or 344; 4 consecutive quarter courses in a major ensemble concurrent
with 4 quarter courses in Performance studies. Music minors must pass one
Music Repretoire test.
Bachelor of Music
Music Education Major: Offers students the preparation necessary to become
teachers of music in the public schools. This preparation includes coursework
which allows the student to become certified to teach at the elementary through
the secondary levels.
Requirements: 17 course credits: Core curriculum plus 202, 212; Performance
studies- 2 quarter courses, 4 half courses, 2full courses in the major instrument
or voice; 2 quarter courses in the minor instrument or voice; a half junior recital
358 and a full senior recital 459; improvisation competency on major instrument
or voice; keyboard proficiency, passing 3 Music Repertoiretests, and achieving
a cumulative GPA of 2.5 in all music courses and in the major performance
medium.
Vocal emphasis -251,252,253,254,435
Instrumental emphasis -151,155, and 1course credit of music elective
Otherrequirements: 10 1/2coursecredits: HPE 114,115,PSY 105,EDS265,354,355,
356,357 or 358,388,478,481,482,483. Consult the EducationDepartment, Music
Department Guides and program adviser.
Music Performance Major Designed for students who display advanced competence and achievement in music performance. This degree program is chosenby
students who wish to become professional performers, private instructors, or
who intend to pursue a graduate degree in music performance.
Requirements: 20 course credits: Core cumculum plus 202, 212; Performance
studie-2 quarter courses and 6 full courses in the major instrument or voice; 2
quarter courses in the minor instrument or voice; full junior and senior recitals
358,459; keyboard proficiency test, passing 3 Music Repertoire tests and achieving a cumulative GPA of 2.5 in all music courses and in the major performance
medium.
Voice -251,252,253,254,435,l course of music elective, 2 courses of French or
German above the B.A. requirements
Piano or Organ -301,302,436,456,1/2 course credit of music elective
Instrument -301,302,11/2 course credits of music electives
Bachelor of Science
Music Therapy Major fulfills academic and clinical requirements for registration
with the National Association for Music Therapy, and prepares students for the
professional certification examination developed by the Certification Board for
Music Therapists. This course of study is chosen by students who wish to
become registered music therapists.
Requirements: 18 course credits: Core curriculum plus 1 course credit of music
elective; 2 of 151,155,156; 271,274,275,372,373,374,375,472,473,474,475,479;
Performance studies - 6 quarter courses in the major instrument or voice, 2
quarter courses in the minor instrument or voice and a half senior recital 458;
keyboard proficiency, guitar proficiency, passing 3 Music Repertoire tests, and
achieving a minimum grade of 2.0 in each music therapy course. Other requirements: EDS 282, 356, 357, 358; PSY 105, 362; BIO 103; SOC 362 or PSY 264.
Graduates are eligible to take the National Association for Music Therapy
certification examination.
Applied Music
Ensembles (MUE): One quarter course credit per semester is granted to members
of major ensembles (MUE 111,112,121,141). Other ensembles carry no aedit.
Traditional grading is required for music majors and minors in ensemble
courses. The general student may register for credit with either traditional or P/
N grading, or may choose no credit status with audit (V)designation. A
maximum of 2 course credits in ensemble may be counted toward graduation
requirements.
Performance Studies (MUP): All students enrolled in Performance studies for
credit with traditional grading arerequiredto satisfy each of the three synergistic
elements: lessons, performances, and listening. The general (non-music major or
minor) student, taking private lessons for no credit, is not required to fulfill the
additional performance and listening requirements.
Lessons: Private instruction in voice, piano, organ and any instrument is available
for all students in the following categories:
No credit -one half-hour lesson and three hours of practice per week.
One quarter course credit- one half-hour lesson and four hours of practice per
week.
One half course credit -two half-hour lessons and eight hours of practice per
week.
One course credit (B.M. only) - two half-hour lessons and twelve hours of
practice per week.
Performances: All students registered in performance studies for credit must
perform each year in a general student recital, at the end of each semester for a
faculty panel, and as additionally required by the instructor.
Listening: All students registered in performance studies for credit are required to
attend 15designated music events during the academic year and pass the Music
Repertoire test. Failure to attend the required number of Faculty Artist Series
recitals, major ensemble home concerts, or other designated music events is a
factor in determining the final grade received in performance studies. Music
majors must pass a total of three Music Repertoire tests; music minors must pass
one. (See Music Department Guides for contents of Music Repertoire tests.)
Recitals: A committee composed of the student's teacher and two other music
faculty members will determine the final grade for all recitals and will conduct
a prerecital hearing for senior B.M. Performance major recitals. Concurrent
registration in performance studies in the major performance medium is required for recital performance.
B.A. and B.S. Candidates -one half senior recital 458 at repertoire level 111.
B.M. Music Education Major -one half junior recital 358 at repertoire level 111and
full senior recital 459 at repertoire level IV.
B.M. Performance Major -full junior (level IV) and senior (level V) recitals 358,
459.
Keyboard Proficiency: B.A., B.M. and B.S. candidates must demonstrate elementary keyboard familiarityby passing the Piano Proficiency test. This test may be
taken at the beginning or end of Fall or Spring semester.(See Music Department
Guide for contents of Piano Proficiency test)
Music Courses (MUS)
Theory
101
102
111
112
201
202
211
212
301
Materials of Music I (112course)
Notation, scales, intervals, triads, keyboard harmony and principles of part
writing. (Fall)
Materials of Music I1 (112course)
Diatonic harmony, secondary dominants and simple modulations. (Spring)
Aural Skills I (112course)
Rhythmic and melodic dictation, interval and triad recognition, sight singing
and harmonic dictation to parallel progress in 101. (Prereq.: Concurrent
registration in or completion of 101. Fall)
Aural Skills I1 (112course)
Development of listening and reading skills to parallel progress in 102.
(Prereq.: 111and concurrent registration in or completion of 102. Spring)
Materials of Music 111 (112course)
Continuation of 102with chromatic harmony and modulation. (Prereq.: 102.
Fall)
Form and Analysis (112course)
Musical structures of common practice period and introduction to 20th
century practice. (Prereq.: 201. Spring)
Aural Skills 111 (112course)
Melodic, harmonic dictation and sight singing to parallel progress in 201.
(Prereq.: 112 and concurrent registration in or completion of 201. Spring)
Aural Skills IV (112course)
Further development of listening skills to parallel progress in 202. Brereq.:
211 and concurrent registration in or completion of 202. Spring)
Counterpoint I (112course)
16ththrough 18thcentury contrapuntaltechniques includingdoublecounterpoint, pasacaglia, fugue and canon. Brereq.: 201,211. Alternate years. Fall
1988)
302
311
312
341
342
344
Counterpoint I1 (112course)
Study of contemporarycounterpoint including works of Schoenberg, Bartok,
Hindemith, Stravinsky and Carter. (Prereq.: 301. Alternate years. Spring
1989)
Composition I (112course)
Study of notational systems, score layout, calligraphy, physical basis of
sound, ranges of and arranging music for voices and instruments. Simple
forms and tonal harmonic materials are employed. (Fall)
Composition I1 (112course)
Advanced arranging for vocal and instrumental ensembles of varying sizes
and types. Contemporary techniques, atonal systems, and larger forms are
studied and used. (Spring)
Basic Conducting (112course)
Study of fundamental conducting patterns and baton technique.Score analysis and preparation. Rehearsal techniques. Basic nomenclature. (Fall)
Choral Conducting (112course)
Choral literature and organization. Vocal methods and voice selection.
Advanced conducting techniques with class as the choir. (Spring)
Instrumental Conducting (112course)
Preparation of and conducting instrumental literature. Advanced conducting techniques. Organization of instrumental ensembles. (Spring)
The following courses will not be offered until the specific B.M. major in theorycomposition is accredited by the National Association of Schools of Music.
401 Counterpoint 111(112course)
Advanced contrapuntal writing. (Prereq.: 302. Fall)
402 Counterpoint IV (112course)
Continuation of advanced contrapuntal writing Brereq.: 401. Spring)
411 Composition III (112course)
Individual and class instruction in all styles. Brereq.: 312. Fall)
412 Composition IV (112course)
Advanced compositional techniques. (Prereq.: 411. Spring)
History and Literature
130
230
231
232
330
Introduction to Music in the Fine Arts
Relationship between music of each period and the other fine arts. For nonmusic majors.
Electronics in Music
Exploration and creation of sounds heard in 20th century music. The study
and application of practical electronic technology used in music will be
combined with aesthetic considerationsin the creativeaspects of the art. For
non-music majors.
History and Literature of Music I
A study of the evolution of music from antiquity to 1750. (Prereq.: 201,112.
Fall)
History and Literature of Music I1
Continuation of 231 from 1750 to the present. (Prereq.: 201,112. Spring)
Ethnic Music
Hispanic, Black, Indian, Asian and other ethnic music and its cultural
relationship. For the general as well as the music student. (Interim)
The followingfour half courses are extensive studies of special eras in the history of
music. (Prereq.: 231,232)
331 Music of the Baroque Era (112course)
(Alternate years, Fall 1989)
332 Music of the Classical Period (U2course)
(Alternate years, Spring 1990)
333 Music of the Romantic Period (112course)
(Alternate years, Fall 1989)
334 Music of the 20th Century (U2course)
(Alternate years, Spring 1990)
432 Church Music and Worship
Development and influence of church music as evidenced in contemporary
worship practices. Designed for the general as well as themusic and theology
student. (Spring)
435 Voice Repertoire (112course)
Interpretation, style and programming of the song literature from the 16th
century to the present. (Prereq.: 231,232. Alternate years, Fall 1988)
436 Piano Repertoire (U2course)
Study of the piano literature from the 17thcenturyto the present by listening,
analyzing and performing. (Prereq.: 231,232. Alternate years, Spring 1989)
498,499 Independent Study (U2course each)
Advanced research and projects not otherwise provided for in the Department curriculum. Open only to advanced students upon approval by the
faculty.
Technique
151,152 Voice Methods (114course)
Fundamentals of tone production and singing.
155,156 Piano Methods (114course)
Basic keyboard familiarity, simple accompaniment and music reading skills
necessary to meet specific degree requirements.
157,158 Guitar Methods (114course)
Beginning techniques of classic guitar.
251 English Diction (U4course)
Fundamental course in correct standard English diction for singing. Familiarization with the International Phonetic Alphabet. Open to all students
registered for vocal instruction. (Fall semester)
The following threequarter coursesare continuationsof 251 with applicationfor the
Italian, German and French languages.
252 Italian Diction (114course)
(Prereq.: 251. Fall semester)
253 German Diction (114course)
(Prereq.: 251. Spring semester)
254 French Diction (114course)
(Prereq.: 251. Spring semester)
358 Junior Recital
B.M. candidates only. Half recital at repertoire Level 111, Music Education
Majorsor full recital at LevelIV, Music Performancemajors. No coursecredit.
456
458
459
Piano Pedagogy (112course)
Principles, methods, materials and techniques for teaching piano. Survey of
various pedagogical schools of thought. (Prereq.: Consent of instructor.
Alternate years, Spring 1990)
Senior Recital
Half recitalby B.A. or B.S. candidates at repertoireLevelII1. No course credit.
Senior Recital (112course credit)
B.M. candidates only. Recital must be preceded by a prerecital hearing by
faculty committee. Repertoire Levels IV for Music Education majors and V
for Music Performance majors.
Therapy
Music Therapy: A Clinical Overview
A survey of the music therapy programs in Minnesota, with field trips to
various institutions. An introductory course for the freshmen and sophomores considering music therapy as a major to give students a broad
background in the ways in which music is used as a therapy. (Interim only)
271 Music Therapy Techniques and Materials (112course)
Study of non-symphonic instruments, Orff-Schulwerk, applications of recreational music activities to clinical settings.
274,275 Music Therapy Practicums
Volunteer work in a clinical setting, two hours per week. No course credit.
372 Psychological Foundations of Music I
An objectiveapproach to musical stimuli and response, with an emphasis on
acoustics and sociopsychologicalaspects of music. An understanding of the
research process and development of an experimental research project.
373 Psychological Foundations of Music I1
Implementation of group and individual research projects, emphasis on a
multidisciplinary approach to music therapy. Theories of learning music,
musical talent, and performance.
374,374 Music Therapy Practicums
Volunteer work in a clinical setting, two hours per week. No course credit.
472 Influence of Music on Behavior
A study of human behavior as it relates to music, with emphasis on psychological, cultural, and biological aspects of musical behavior. Understanding
of the theory of music therapy.
473 Music Therapy Senior Seminar
Class discussions of theories and research as they apply to therapeutic
settings including discussion of professional ethics. A holistic approach to
therapy with music.
474,475 Music Therapy Practicums (1/4course each)
Volunteer work under the supervision of a registered music therapist, two
hours per week. (Prereq.: 3 of 274,275,374,375)
479 Music Therapy Clinical Internship (1/2course)
Full-time placement in an NAMT Internship setting for six months. Application for Internship sites must be made nine months in advance. Sites in Minnesota are limited. (Prereq.: Completion of all other graduation requirements)
110
+ Ensembles and Performance Studies
Ensembles (MUE)
These musical organizations exist not only for the benefit of the music
student, but for any student who wishes to participate. Membership is
determined by audition during the first week of fall semester. (Special
circumstances may permit entering at other times.) Assignment to an
ensemble is then made at the discretion of the appropriate faculty. Membership is for the entire academic year which, on occasion, includes Interims.
While the Department strongly encourages both formal and informal
ensemble experience, only membership in Band, Orchestra, Choir or Chorale will satisfy the major,minor or distribution requirements. Instruments
are available for rent.
111 Augsburg Choir (114 course)
112 Chorale (l/&course)
114 Festival Choir (0)
121 Orchestra (114 course)
122 String Ensemble (0)
131Woodwind Ensemble (0)
141 Concert Band (114course)
142 Brass Ensemble (0)
143 Jazz Ensemble (0)
Performance Studies (MUP)
Private instruction for credit is graded traditionally. AU areas of study are
available to the non-music major or minor. Group lessons in piano, voice
and guitar are available at a reduced fee. All lessons are adapted to the individual needs of the student and those bearing credit are supplemented by
accompanying,ensembIeparticipation and other performanm. Representative programs of study in private insttuction are o u t h e d in Music
Department Guides. These repertoire lists are graded I-V to indicate levels
of achievement and the following expectations: No-credit study has no
repertoire requirements; Music Minor - Level I; B.A. and B.S. Majors enter I and attain 111; B.M. Education Major -enter I1 and attain IV;B.M.
Performance Major -enter 11and attain V.
Ilx Voice
12x Strings: Violin, Viola, Cello,
Bass
13x Woodwinds: Oboe, Bassoon,
Clarinet, Saxophone, Flute
Recorder, Horn
14x Brass: Trumpet, Trombone,
Baritone, Tuba
15x Piano
16x Guitar
17x Percussion
18x Organ
Class Lessons:
011 Voice class
015 Piano class
016 Guitar class
Note carefully the following provisions:
1.
2.
3.
4.
5.
Instrumental rental, practice room reservations and performance study registration occurs the first week of classes in the Music Department office.
Seniormusic majorswho haveattained acumulativeGPA averageof 3.0 in their
major instrument or voice will be awarded a Senior Performance Scholarship
which provides for free lessonsin that major medium during the two semesters
preceding graduation. Similar scholarshipsare available to entering freshmen.
A semesterof study is 14weeks of lessonsand coaching.Any lessonsduringthe
Interim or summer are arranged privately with the teacher.
A student who cannot come for a scheduled lesson is required to notify the
teacher at least 24 hours in advance; otherwise, except for illness immediately
prior to a lesson, the student will forfeit the right to a make-up lesson.
The music faculty reserves the right to limit or even prohibit performance
outside the Department if it interfereswith musical growth for the student. The
Department recommends, and on occasion assigns, the teacher to the student
and permission is required for subsequent change. Credit is granted only for
study with faculty members of the Augsburg College Music Department.
V Natural Science
Earl Alton, Coordinator
The Natural Science Licensure program for teachers is designed to
provide strong preparation for science teaching and to satisfy Minnesota
licensure requirements.
The program of courses is designed to provide a broad, basic background in science and allow for specializationin an area. The following
programs assume that the student will meet the general education requirements of the College, the requirements for appropriate majors, and
the courses required in the Department of Education, and, in the physical
sciences, have at least one year of calculus. Consult with the Department
of Education for requirements in Education. Early consultation with
adviser is essential.
Licensure Program f or Teachers: The Minnesota Board of Teaching has approved
the licensure program for science teachers and authorized Augsburg to recommend candidates in:
Life Science, grades 7-12
Life Science (minor), grades 7-12
Physical Science (Chemistry major or Physics major), grades 7-12
Chemistry (minor), grades 7-12
Physics (minor), grades 7-12
Middle School Science, grades 5-9
Broad Base Requirement: 7courses: 2 in earth science (Astronomyor Meteorology,
Geology), 2in GeneralBiology, 3 inPhysicalScience (Physicsfor the Life Sciences
or a year of General Physics, and 2 courses of General Chemistry).
Biology Major: (For licensure in Life Science) The Broad Base requirement plus 8
courses: 7 BIO courses, including 491 and at least 1from each of the following
groups: (I)351 (Invertebratezoology)or 353 (Comparativevertebrate Zoology),
(11)355 (Genetics)or 474 (Developmental Biology), (In)361 (PlantBiology)or 481
(Ecology), (IV) 471 (Cellular Biology) or 473 (Animal Physiology), (V)440 Plant
Physiology) or 476 (Microbiology), and 1course in Organic Chemistry.
Chemistry Major: (For licensure in Physical Science) The graduation major in
Chemistry: CHM 115,116 (General Chemistry) (or 105-106), 351,352 (Organic
Chemistry),353 (QuantitativeAnalytical Chemistry), 361 (Physical Chemistry),
363 (PhysicalChemistryLaboratory), 1Advanced Chemistrycourse, and Chemistry Seminar. In addition a year of General Physics and 2 additional physics
courses above General Physics; Modern Physics and Electronics are recommended.
Physics Major: (For licensure in Physical Science) The graduation major in Physics:
PHY 121,122 (General Physics), 245 (Modern Physics), 351 (Mechanics I), 362
(Electromagnetic Fields I), 395 (ComprehensiveLaboratory) and 3 additional
coursesto be selected from 261 (Electronics),352(MechanicsII),363 (Electromagnetic Fields II), 481 (Thermal Physics), 486 (Quantum Physics D, and 488
(QuantumPhysics 11). In addition, ayear of General Chemistryand 1courseeach
of Organic Chemistry and Analytical Chemistry.
Licensure with Minor: For Life Science, Broad Base Requirement plus 7 courses in
Biology; for Chemistry, the Chemistryminor and an additional Upper Division
course; for Physics, the Physics Minor plus 1additional course above PHY 122.
Science (For Middle SchoolLicensure- grades 5-9): Broad Base Requirementand
an additional 7 Natural Science courses, 2 in Earth Science (Meteorology and
Mineralogy or equivalent), 2 biology courses above General Biology, and 3 in
Physical Science, at least 1each in Chemistry and Physics above the level of General Chemistry or General Physics. Note: This is not a Natural Science major; it
is a program for licensure. Students must still complete a College major.
Nursing Department (NUR)
Augsburg offers an Upper Division major in professional nursing
leading to a Bachelor of Science degree. The program is accredited by the
National League for Nursing. Graduates of the program are eligible to
apply for Public Health Nurse Certification in Minnesota.
Requirements for admission to the major are: completion of an associate
degree or diploma program in nursing with a minimum overall grade
point average of 2.5; a current license to practice as a registered nurse in
the state of Minnesota; and completion of courses in inorganicchemistry,
organic ar biochemistry, anatomy and physiology, microbiology, English
composition,introductory mciology and introductory psychology.
Students must take these courses at Augsburg or another acaedi ted
college or university prior to admission to the nursing major. The
prerequisite courses in sociology, psychology, English, chemistry and
biology listed above may apply toward distribution requirements as well
as toward admission to the major. All prerequisite courses must have
been completed at the 2.0 level. Courses with grades below 2.0 must be
satisfactorily repeated or challenged.
In addition, applicants must successfully validate their theoretical
knowledge via written testing prior to acceptance to the major. These
tests are given at Augsburg through the Department of Nursing. Applicants must give evidence of current nursing clinical practice within the
past five years. This may include 1) graduation from a school of nursing,
2) work experience, or 3) completion of a nursing refresher course or an
acceptable equivalent.
Nursing Department Faculty: Beverly Nilsson (Chairperson), Mag o n e Audette,
Marian Enos, Sharon McDonald, Sharon Ostwald, Pam Weiss, Teri Welcher
Major: 10 courses in nursing including 305,306,310,311,330,350,403,404,423,427;
PSY 355 or an approved Upper Division biology course; and an ethics course,
either PHI 380 or REL 483. Courses in interpersonal communication are supportive to the major. A minimum grade of 2.0 in each nursing course and the
required biology and ethics courses, and a cumulative GPA of 2.5 at the
completion of the courses of study are required.
Courses in the nursing major are offered on weekends and are designed so that
they may be completed within two to three years. However, more time may be
required to complete the total course of study depending on the number of
credits transferred from other colleges or universities. Students in nursing may
take non-nursing courses in both day school and Weekend College. Students
interested in pursuing the nursing major should consult with anadviser from the
Nursing Department for program planning.
Honors Major: GPA of at least 3.6 in the major and 3.3 overall; application to the
Department Chairpersonby November 1 of the senior year; recommendationby
nursing faculty; honors thesis to be defended beforeafacultycommitteeby April
15. Candidates register for 499 to complete the thesis.
305
Contemporary Nursing I: Communication
A transitional course that introduces the componentsof the professional role
and begins the professional socialization process. The communicativeprocess is emphasized as one means by which the nurse-client relationship is
negotiated. Interactive, group, and learning theories are explored for their
applicabilityto changing professional roles and practice. A teaching project
is required. (Prereq. or current enrollment: PSY 355)
Contemporary Nursing II: Paradigms in Nursing
An introduction to theories and conceptual thinking in the process of
professional dwdopmmt. The function of theory in guiding nursing p m timis emphasized.Selectednursing conceptual modelsare studied and their
applicationto practiceisexamined using the nursingproms format. Clinical
application is required. (Prereq.: 305)
Community Health Nursing I
The focus of this course is on community health delivery systems and the
practiceof public health nursing. Concepts of health a m examined as they
apply to current cornmunity health problems and issues. Qinical application
of course content involves making a health assessment and exploring a
community health issue. Ethicalissuesrelatedto community health decisionmaking with aggregate groups are explored. (Prereq.: 330)
Community Health Nursing 11: Practicum*
This course provides a basis for understanding community characteristics
and cultural diversity related to health care. The nurse's role as a generalist
and as a member of the health team is explored. This course is primarily a
clinical course. The student will demonstrate knowledge of community
health concepts in providing care to a selected caseload of clients.
310)
Trends and Issues in Nursing
This course is designed to investigatethe current responsibilities of the professional nurse. Contemporary economic, social, political, and professional
trends and issues are explored in relation to their implications for nursing
practice. (Prereq.: 306; PHI 380 or REL 483 or concurrent enrollment)
c rer re^.:
Introduction to Nursing Research
Theresearch process and methods appropriateto nursing arethe focusof this
course. Issues of ethics in nursing research are explored. Students critique
nursingresearch for its applicability to nursing practice. (Prereq.: 330;maybe
taken concurrently with 310)
Contemporary Nursing III: Families
This course provides a theoretical basis for family nursing care. Content
includes family as a primary group and family dynamics in light of situational and developmental events. Consideration is given to the role of the
nurse in family health care. (Prereq.: 311,350. To be taken prior to or concurrently with 423)
Contemporary Nursing IV: Leadership and Management
T h i s course pmvfdm a theoretical basis for leadership and management as
emerging professional nurse rules. Conceptsofchange,&nflict,communication and system dynamics are explored. Ethics, accountabilityand advocacy
provide the basis for role development and professionalism. (Prey.: 403)
Practicum in Nursing I: Nursing of the Family
A clinical practicum offering the student an opportunity to apply content
from 403 in providing complex nursing care to families in a selected practice
setting. (Prereq.: 403 or concurrent enrollment)
Practicum in Nursing II: Leadership and Management*
This clinical practicum utilizes knowledge and skills from 404. Opportunity
is provided to apply leadership and management theory in a selected agency
setting. (Prereq.: 404 or concurrent enrollment)
432
499
Topics in Nursing
A course designed to provide in-depth exploration of selected topics in
nursing. The subjects studied will vary depending upon the needs and
interests of the faculty and students. (Prereq.: Senior standing or consent of
instructor. On demand)
Independent Study
This learning experience provides the opportunityfor the student to study a
selected topic or issue in depth. Students consult with faculty and submit
written study proposals, objectives, and methods of evaluation prior to
registration.
*If the practicums in nursing are not taken concurrently with their respective
theory courses, studentsare required to consult with faculty prior to registration regarding review of the theoretical content.
V Occupational Therapy
Adapting to disabilities and reshaping lives so that they are productive
and meaningful are some of the goals of the occupational therapist.
Occupational therapy is an applied science that teaches people skills to
enable them to perform the tasks of everyday living when a physical or
emotional disability has affected them. The ultimate goal of the occupational therapist is to provide people with the necessary skills to develop
a sense of wholeness and independence.
Given the orientation of this applied science to development of the
abilities of the whole person, it is appropriate that such a career preparation be founded in the liberal arts. Augsburg College has a cooperative 32 arrangement with Washington University in St. Louis, Missouri, to
allow students to earn a Bachelor of Arts degree from Augsburg College
and a Bachelor of Science or Master of Science degree in Occupational
Therapy from Washington University. The Bachlelor of Science requires
four semesters at Washington University, and the Master of Science
requires five.
Students spend their first three years at Augsburg College pursuing the
academic major of their choice and meeting general education requirements in the liberal arts. A student may choose any major at Augsburg
College while gaining the minimum prerequisite courses for the Occupational Therapy degree. Students are encouraged to consult the program
adviser and plan their programs carefully since fulfilling necessary
requirements in three years may be difficult in certain majors. Majors in
Biology, Psychology, and Sociology offer the least complicated alternatives.
Students accepted into the 3-2 program are guaranteed admission to the
Bachelor of Science program at Washington University provided they
have met course requirements, have at least a 3.0 average, and are recommended by the Augsburg College adviser. They will be given preference for admission to the Master of Science program at Washington
University if they fulfill the above requirements and receive two additional recommendations from health care professionals, faculty or work
supervisors.
Prerequisite courses for the Washington University Occupational Therapy Program: ENG111,BIO111,112,and473or353;CHM105or115;PHY103;PSY105,
351,362; SOC 121,241; SOC 362 or MAT 373.
V Philosophy
Department (PHI)
The Philosophy Department assists students in understanding issues
raised in the traditional areas of philosophy. To this end, we consider
problems of knowledge and questions of truth, the nature of reality, the
basis of values, and rules for correct reasoning. Our goals are to instill in
students a love of truth, to inspire a curiosity about significance and
meaning, and to develop the skills of critical analysis and creative
synthesis.
The liberal arts curriculum provides an opportunity for students to
explore different:aspectsof the world from a variety of perspectives or
disciplines. Philosophy plays a central role in the liberal arb by helping
students to explore questions about themselves, human experience, right
and wrong the world, and God. Beginning with hva Somatic principles:
'The unexamined I i k is not worth living," and 'Know yourself," the
study of philosophy assists students in the realization of their unique
potential for understanding and self-fulfillment.
At Augsburg the philosophy major i s founded upon the princi p1e that
philosophy is best learned at the feet of the masters. Therefore, the care
of the major consists of four courses in the history of philosophy leading
from the ancient Greeks and Romans, through the Medieval and the
Renaissance periods to the present. In these courses students are taught
how to read, understand, and criticize the great texts of the finest minds
in Western civilization.In addition, majors are expected to prepare
themselves in the discipline of philosophy by taking the various seminars which the Department offers, as well as exploring the opportunities
to study tutorially with the individual members of the Philosophy
faculty.
This major has been carefully planned so that students can easily supplement the study of philosophy with other studies. Though some majors
g o on to graduate school in philosophy, most use the major to prepare
for other professional studies such a s law, medicine, or Christian ministry. Many enter the market place, feeling that the study of philosophy
has given them the ability to think critically.
Philosophy Faculty: Mark Fuehrer (Chairperson), Kenneth Bailey,
Bruce Reichenbach, Paul Holmer
Major. 9 courses, including 130,141,242,343,344, and a course in the 400's (other
than 499). Five of the courses must be Upper Division.
Honors Major: Admission to the Philosophy Honors program is by recommendation of the philosophy faculty. Such recommendations will be made at the end
will consist of an honors thesis on an approved
of the junior year. The
topic of the student's choice, involving research above the course level, and a
defense of this thesis before the faculty of the Department.
Minor. 5 courses, including 2 from 141,242,343, and 344.
Note: 110,120,130, and 141 are recommended for fulfilling the general education
requirement.
110
120
130
141
Introduction to Philosophy: Ideas and Method
Though each person has his or her own set of ideas and beliefs, m l y have
theybeen critically analyzed or evaluated for rheir consistency, adequacy or
truth. One reason for this is that individuals lack the needed skills. Another
is that they may have had little opportunity to examine critically some of the
ideas basic to w e e m culture.The purpose of this course is to provide the
student with someexperienceinexamining ideas, and therebyto sharpen the
&ti& and analytical skills required to evaluate and construct a system of
ideas arid beliefs.
Ethics
This course studies moral judgments about personal and social issues, and
evaluates possible grounds for making moral decisions. It also investigates
the nature of happiness and its relation to the moral life.
Logic
Suppose someone gives you reasons, and then says you must accept a
particular conclusion. Must you? When does a conclusion validly follow
from premises? Here we examine the rules which govern valid arguments
and work to develop your ability to recognize and construct sound arguments.
Introduction to Philosophy Readings in Classical Texts
The writings of Plato and Aristotle are the foundations of all philosophical
thought in Western civilization. In this course students will read and analyze
some of the keyworks by Plato and Aristotle. In addition, other philosophical
schools of thought in the ancient world will be studied: Stoicism, Epicureanism and Neoplatonism in order to familiarize the student with the other
elements that constitute classical philosophy. An advanced introductory
course in philosophy for honor students, those contemplating a philosophy
major or minor and those students wishing a more in-depth approach to
philosophy at the introductory level. Excludes students enrolled for 110.
(Spring)
-
Internship
Internship for Lower Division credit.
History of Philosophy: M e d i d and Renaissance PhiIosophy
The Middle A g e was a period of great synthesis of elements of m s t i a n
metation, classical phiIosbphy and Islamic culture. In this course students
will read writings by St. hselm, St. Banaventme, Occam, St. Thomas
Aquinas and Nicholas of Cusa In order to understand the process of philosophicalassimihtioninvolved incanstrvcting a Christian philosophy. S i
the Remissanm intensified the medieval synthesis, students will.be exposed
to the thought of Pico, Ficino and Bruno. (Fall)
Directed Study
Independent Study for Lower Division credit.
Ksfoy of PhiIasophy:Enlightenment and 19th Century FMosophy
Does knowledge begirt with innate ideas or with experience? Can we get
beyond our own concepts to h o w the world itself? What isan idealist view
of the world? This course studies the major rationalists of the 17th century
(Descartes, Spinoza, Leibniz), the major empiricists of the 18th century
(Locke, Berkeley, Hume), Kant's synthesis of philosophy, and 19th century
Idealism and the reaction to it (Marx, Kierkegaard, Nietzsche). (Suggested
prior course, 141 or 242)
History of lhitcsophy: Twentieth Centuiy Philosophy
love affair with language? Is
What lies k h i n d 20th century philosophy"~
truth that which works? Can we remake philosophy as a ligorous sdence?
These and other issues are dealt with in a study of the major representatives
of linguistic analysis, pragmatism, existentialism,and phenomenology. (Suggested prior course, 141,242, or 343)
Philosophy of Religion
What is the relationbetween faith and reason?Does God exist, and if so, what
can be said about God? Can we reconcile the goodness of God with human
and animal suffering? Are we really immortal? Are &des possible? We
will conduct a systematic inquiry into these gumions which form the basis
of religious beliefs. (Suggest=&: 1prior course in philosophy) (Cross-listed
with Religion 350)
Oriental Philosophy
A study of the basic concepts and philosophies which underlie Hinduism,
Buddhism, Confucianism and Taoism. (Suggested:1prior course in philosophy)
Poli ti& PMIosophy
Ey studying the writings af political philosophers from antiquity up to the
modern period, students win be asked to examine m c i a l questions concerning the organization of human society. Therelation of thenature of the smte
to religion, the home and the city will be took& at through the eyes of Mato,
Aristotle, Cicero, Dante and Machiavelli.
Philosophy of Science
The scientist's knowledge of the world is purported to be profoundly
different and better than that of the non-scientist. Is this true? What constitutes scientific knowledge? Are there certain real questions which science
cannot answer? How certain are the methods used by the scientist to recover
knowledge? In addition to dealing with these questions, students will work
in researching and developing philosophical problems in the special sciences. (Suggested prior course, 130 or 1course in natural science)
370
380
399
410
430
499
Existentialism
Studies in the writings -both philosophical and literary - of prominent
Existentialist authors. We will examine what it means to be a being-in-theworld, and explore such themes as absurdity, freedom, guilt, despair and
paradox. (Suggested: 1 prior course in philosophy)
Ethics of Medicine and Health Care
Application of ethicalprinciples to problems which arise inthe areas of health
care and delivery, human experimentation, human engineering, abortion,
care for the dying and euthanasia.
Internship
Internship for Upper Division credit.
Topics in Philosophy
Advanced studies covering a specificarea of philosophy, such as philosophical movements, the history of an idea or specific problem, or interdisciplinary
problems. Seminar format. May be taken more than once for credit. (Suggested prior courses, any from 141,242,343,344 or consent of instructor)
Studies in Individual Philosophers
Advanced studies in the philosophy of particular philosophers, e.g., Plato, St.
Thomas, Marx, Hegel, Kierkegaard or Wittgenstein. Seminar format. (Suggested prior courses: 141,242,343, or consent of instructor)
Independent Study
Individual study and research on some philosophical topic of interest to the
student, worked out in consultation with the faculty adviser.
-
V Physics
:
-+
b!
Department (PHY)
Physicists are not only curious about the world, but ambitious as well.
Their aim is to understand the fundamental principles which describe
and govern all physical aspects of the universe. Called "natural philosophers" in previous centuries, physicists investigate natural systems by
means of controlled experimentation and mathematical analysis. Physics
includes the study of systems ranging in size from sub-atomic particles
to the largest of galaxies, and from the relative stillness of near absolute
zero temperature to the fiery activity of the stars. As a fascinating and
expanding area of study and as a basic science, physics plays an important role in many of the liberal arts disciplines and contributes to
society's understanding of such areas as energy, weather, medical
science and space exploration.
Recognizing the importance of physics in contemporary life and realizing that keeping abreast of the rapid advances is an ever increasing
challenge, the Department intends to bring to the students not only basic
concepts but also insights into recent developments. In this process, the
faculty expects challenges to arise, be met, and stimulate sound thinking,
perceptive judgment, and an interest in experimental techniques.
To this end a rigorous major provides students with the in-depth preparation required for graduate study. More than two-thirds of the graduates in Physics have completed or are currently working toward graduate degrees at a number of fine universities across the nation. A major in
physics provides flexibility. It also serves as a stepping stone for graduate work in related areas such as computer science, atmospheric science
and meteorology, astronomy, oceanography, biophysics, environmental
science, engineering and medical and health related fields for many
physics graduates.
In addition, the Physics Program at Augsburg functions in a supportive
role for students majoring in mathematics, chemistry, biology and
computer science. The Department also supervises the Pre-Engineering
program with degree programs available at cooperating universities at
both the bachelofs and the advanced degree levels.
Cooperative Education, Internship, and Undergmduate Research programs provide opportunities for students to apply fheir physicaI science
knowledge and problem solving skills in practical situations in industrial, governmental, and academic settings. Students may participate in
alternating term Co-op programs or work part-time during two or more
academic terms. Internship opportunities alone generally involve only
one semester.
The Department serves the liberal arts tradition by offering courses for
the non-science students that will enable them to attain a general understanding of a particular area of science. These courses seek to provide the
basic starting point for further study and the opportunity to enable
students to follow new developments with some degree of comprehension.
Physics Faculty: Mark Engebretson (Chairperson),Nick Arge, Kenneth
Erickson, Jeffrey Johnson, William Monsma
.
. .
B.A. Major; 9murres, including 121,122,2k,351,362,363,395and 396 (l/2course
each), plus 2 courses above 122.
B.S. Major: 12courses, including 121,122,245,261,351,352,362,363,395 and 396
(1/2course each), and 486, plus 2 courses above 122.A yea. of introductory
chemistry is also required.
B.A. Major with Concentration in Space Physics: 13 courses, including 121,122,
245,261,320,351,352,362,363,395 and 396 (1/2 course each). 420 and 486, plus
1 course above 122. A year of introductory chemistry is also required.
In planning their courses of study, students are encouraged to workclosely with
members of the physics faculty. Normally, students should have MAT 124,125,
and PHY 121,122 the freshmanyear, and MAT 224 and 226 the sophomore year.
Teaching Licensure Major: The same as the major. Students are advised to refer to
the EducationDepartment sectionof the Catalogand consultwith the Education
Department early in their planning.
Honors Major: A GPA of 3.6 in physics and 3.0 overall. An independent investigation of a physics topic with an oral defense of the written research report. Application for the honors major should be made no later than the f i s t term of the
senior year.
Minor: 5 courses, including 121,122, and 3 courses above 122.
Soaety of Physics Students: The Augsburg chapter of Society of Physics Students
provides students the opportunities of membership ina national physics society
and of participating in the physics community on a professional basis. Membership in SPS is open to all students interested in physics.
Sigma Pi Sigma: Membership in the Augsburg chapter of this national physics
honor society is open to those students who have completed the equivalent of a
minor in physics, have a GPA of 3.0 in physics and overall, and rank in the upper
third of their class.
101
103
106
Astronomy
A descriptive course covering our solar system, stars and galaxies that
q u i r e s elementaryalgebra-Thenecssaryopticalinstruments areexplained
and use is made of a 12-inchreflecting telescope, an Sinch Celesbn, and a
3-in& Questar. Occasional night viewing. (3 one-hour lectures. Prereq.:
Mathema tics PIament Group TI)
Physics for the Life Sciences
An introductory course in which the applications, problems, and experiments are selected not only to illustrate fundamental principles, but also to
demonstrate the relevance of physics to the life sciences. The course is
designed to serve students in biology, psychology, physical educatisn (therapy programs), medical technology and other health science programs. The
course is also a very suitable elective or distribution requirement for the
liberal arts student. (3 one-hour lectures, 2-hour laboratory. Prereq.: Mathematics Placement Group 111. Spring)
Introductory Meteorology
A study of the science and wonders of theatmosphere. The courseis designed
to provide a working knowledge of the basic science principles required for
understanding weather and climate. Attention will be given to the overall
weather patterns of theearth and to themany varied aspectsof weather, some
of which include: clouds and precipitation, thunderstorms, tornadoes and
hurricanes, weather monitoring and forecasting, the influenceof weather on
pollution, fronts and cyclones, and opticalphenomena of the sky. The course
is designed to be an elective or to satisfy the distribution requirement for the
liberal arts student. (3 one-hour lectures. Prereq.: Mathematics Placement
Group 11)
111 Physics, Computers, and Society
A study of the historical development of selected topics in physical science.
Attention will be given to the interaction of physics and its associated technology with philosophy, religion, and culture. Study of mechanics, electricity, and digital electronics will lead up to discussion of the meaning of 20th
century physics and of the role of electronics and computers in modern
society. Microcomputers will be used extensively in the laboratory. (3 o n e
hour lectures, 2-hour laboratory. Prereq: Mathematics Placement Group 11.
Fall)
121,122 General Physics I, I1
A rigorous study of classical physics including mechanics, wave motion,
thermodynamics, electricity, magnetism, and optics. Designed for physics
majors, pre-engineering students and other specified majors. Must be taken
in sequence. (3 one-hour lectures, 3-hour laboratory. Prereq.: MAT 124 or
concurrent registration. 121, Fall; 122 Spring)
199 Internship
Internship for Lower Division credit.
245 Modem Physics
An introduction to modern physics from a historical and experimentalbasis.
Relativity, quantum effects, atomic and molecular physics, nuclear and solid
state physics. This courseindicatesthe need for, and develops the experimental basis of, quantum mechanics. (3 onehour lectures. Prereq.: 122. Fall)
261 Electronics
A review of AC and DC circuits and study of analog electronicscomprisesthe
first half of the semester. The second half includes study of digital electronics
culminating in analysis and use of microprocessors and microcomputer
systems. (Prereq.: 103,111 or 122; and MAT 122 or 125)
299 DirectedStudy
Independent Study for Lower Division credit.
320 Introduction to Space Science
A s w e y of the earth's space environment including solar, planetary, magnetospheric, ionospheric, and upper atmospheric physics. Topics include
solar flares, solar corona, the solar wind, the bow shock, magnetopause,
radiation belts, plasma sheet, magnetic storms, and magnetosphere-ion*
sphere coupling with special emphasis on magnetospheric substorms, current systems, particle precipitation,and aurora. (3onehour lectures. Prereq.:
245)
327
Special Functions of Mathematical Physics
at an intermediate level, with
A; introduction to mathematical
emphasis on functionswhich have been developed to aid in analyzing problems in physics and engineering. Beginning with a review of complex
numbers and partial differentiation, topics include Fourier series, series
solution of selected differential equations, Legendre, Bessel, and other orthogonal functions, partial differential equations, and functionsof a complex
variable. (Prereq.: 122 or consent of instructor; MAT 224 or equivalent)
351,352 Mechanics I, I1
A careful study of classical mechanics in terms of Newton's laws of motion
and the Lagrangian and Hamiltonian formalisms.Topics include conservation principles, single particle motion, systems of particles, oscillatory systems, central-force motion, dynamics of rigid bodies, gravitation, kinematics
of two-particle systems and noninertial reference frames. (3 one-hour lectures. Prereq.: 122, MAT 226.351, Fall; 352 Spring)
362,363 Electromagnetic Fields I, I1
The classical e l m m a g n e t i c field theory is dweloped using the vector
calculus throughout. Electrostatics, rnagnetostatics, solution of Laplace's
and Poisson's equations, electric and magnetic properties of materials, and
the theory of electromagnetic radiation based on Maxwell's equations. (3
one-hour lectures. Prereq.: MAT 226.362, Fall; 363, Spring)
395,396 Comprehensive Laboratory (112 course each)
An emphasis on independent laboratoryinvestigations,including participation in physics seminars. Experiments in the area of mechanics, thermodynamics, vacuum physicrs, electronics, electricity, magnetism, optics, and
modern physics. (1 th~+hourlaboratory and 1 seminar hour per week.
Prereq.: Junior standing or consent of instructor)
399 Internship
Internship for Upper Division credit.
420 Plasma Physics
A rigorous study of the fundamentals of plasma physics including plasma
parameters, plasma drifts and particle motion, electric and magnetic fields,
kinetic theory, and Maxwell-Boltzmanndistribution functionand Boltzmann
equation,magnetohydrodynamics, plasmawaves and instabilities,and transport processes. The applications of plasma physics to laboratory and space
plasmas will be emphasized. (3 one-hour lectures. Prereq.: 362, 363 or
concurrent registration)
481 Thermal Physics
The study of properties of systemsand processes for which temperature is an
important variable. The subject is developed from two independent yet complementary viewpoints; the experimental, macroscopic classical thermodynamics and the theoretical, microscopic statistical mechanics. (3 one-hour
lectures. Prereq.: 351. Spring)
486 Quantum Physics I
A development from first principles, including de Broglie's postulates, the
Schroedingerequation, operators, wavefunctions, expectation values, angular momentum, and approximation methods. Specific problems studied
include potential wells and potential barriers, the harmonic oscillator, and
the hydrogen atom. (3 one-hour lectures. Prereq.: 245,351. Fall)
488 Quantum Physics I1
The application of quantum mechanics to specific topics chosen from the
areas of solid state physics, atomic and molecular physics, nuclear physics,
and particle physics. (3 one-hour lectures. Prereq.: 486. Spring)
499 Independent Study
An opportunity for students to explore systematically a problem in experimental or theoretical physics, worked out in consultation with a faculty
adviser. Open to juniors and seniors with Departmental approval.
I
I
V Political
Science
Department
(POL)
Firmly grounded in the liberal arts tradition, political science has roots in
the humanities, including philosophy and history. Through its use of
statistical analysis, it relates not only to other behavioral sciences, but
also to mathematics and the sciences generally. The role and significance
of authority in human affairs establish the focus of political science;
because politics is a central and enduring reality in the world, it affects
and is affected by many other human concerns.
As an academic discipline, political science uses systematic inquiry and
analysis to examine political reality and to suggest and test alternatives.
The student who majors in political science will explore political ideas
and values, investigate political cooperation and conflict, analyze and
compare political systems, and develop perspectives on international
relations. In the process, the student will be encouraged to relate insights
from other liberal arts disciplines such as philosophy, psychology,
economics, history, and sociology to the study of politics.
Providing work in several sub-fields of political science, the major
supplies the breadth appropriate for graduate work in the discipline, as
well as in public adminstration, public policy analysis, law, and other
professions.If also serves as a foundation on which to deveIop careers in
public service, business, communications, and other fields. Legislative
and ofher Internships, as well as significant independent research projects, are within easy reach of Augsburg political science students in the
Twin Cities area; combined with broad, balanced and flexible course
offerings, these special opportunities enhance the student's potential for
graduate study and a successful career.
Augsburg political science students have the benefit of an experienced
faculty that brings a balanced expertise to the course offerings, as well as
special strengths in interpreting politics in the contexts of the mass communications media, communism, and American public law. The Departmental faculty is committed to the view that the study of politics, involving as it does an understanding of the human heritage and the importance of informed choice in human affairs, is an important aspect of
liberal learnings.
Political Science Faculty: Norma Noonan (Chairperson), Milda Hedblom,
Andrew Aoki, Philip Fishman, Mary Ellen Lundsten, Joseph Goldman,
Myles Stenshoel
Major: 9 courses, plus Statistical Analysis (SOC 362). Required: 121 or 1220r 160 or
170; 158; 384; and at least 5 other Upper Division courses in 4 out of 5 political
science areas. A seminar in 1of the 5 areas may be counted for that area.
Honors MajOG The Honors Majm in Political Science includes the requirements
Listed above, plus the following:The student's gradcpoirrt averagemust be 3.5
in the major and 3.0 overall. The student must take an Honors Independent
Study and a seminar, and must submit, not later than March I of the senioryear,
an HonorsTh&sta be defended beforea faculty committee. Students maywork
with any member of the Department on their Honors Thesis. For specific
requirements,mnsul t the Departmental Chairperson.Students should applyfor
the Honors Major no later than the first term of the junior year.
Minor: 5 courses, including: 121 or 122 or 170; 158; and at least 3 Upper Division
courses in 3 out of 5 political science areas.
Political Science Areas: (I) American Government and Politics 01) Comparative
Politics and Analysis (111) International Politics (IV) Public Law (V)Political
Theory and Analysis. Any course listed in more than one area may be counted
in only one area toward major or minor requirements.
Note: Students interested in secondaryeducation may take a political science major
in combination with specified social science courses, in compliance with state
requirements. For more information, see the Department Chairperson.
See the class schedule for precise listing of terms in which courses are offered.
I. American Government and Politics
121
122
325
326
American Government and Politics
The politics of American government including the forms of political ideas;
the pattern of participation; the dynamics of congressional, presidential and
bureaucratic policymaking; and current issues in American society.
Metropolitan Complex
Politics in the urban setting, including important issues, actors, and structures influencing public policy in the modem urban complex. Discussionlecture, simulation, and meetings with political experts and activists.
Public Administration
The politics of public administration and bureaucratic policy-making in the
United States; governmental regulation, promotion and management,
emphasizing political and economic interaction. (Prereq.:1coursein political
science or consent of instructor)
Political Parties and Behavior
The political behavior of the electorate emphasizing public opinion and
political parties in the electoral process. Field work with political parties and
interest groups and media in presidential elections (optional in non-presidential election years). (Prereq.: 1 course in political science or consent of
instructor. Fall term of election years)
342
370
371
421
Mass Communications in Society
Effects of mass communicationson individualbehavior; the uses and control
of mass media for political and social purposes including a study of censorship, newsmaking, entertainment and public affairs programming. (Junior
and senior students only)
Constitutional Law I
(See Section IV for description. Alternate years)
Constitutional Law I1
(See Section IV for description. Alternate years)
Topics in American Politics
Selected themes, including legislative, executive or judicial process, and
policy process in American politics; national, urban or state focus; topic to be
included in subtitle. (Prereq.: 1 course in political science or consent of
instructor. On demand)
11. Comparative Politics and Analysis
158
350
351
381
459
Political Patterns and Processes
An analysis of basic patterns in the political system and decision-making
process with some comparison of major political systems and discussion of
contemporary issues.
Comparative Democracies
The emergence, maintenance and decline of selected democracies, focusing
on political behavior, institutions, and processes. (Prereq.: 1course in political science or consent of instructor)
Communist Political Systems
A comparativeanalysis of the Soviet Union and other Communist states in
terms of political behavior, institutions, processes and politics. (Prereq.: 1
course in political science or consent of instructor)
Democratic Theory and Practice
(See Section V for description)
Topics in Comparative Politics
Selected themes including interpretations of political systems and comparisons of political processes such as political participation, communications,
political developments, political change, and revolution. Topic to be included in subtitle. (Prereq.: 1course in political science or consent of instructor. On demand)
111. International Politics
160
363
World Politics
Introduction to the processes and issues of international politics, including
the dynamicsof the international system, theories of international relations,
and a focus on recent problems.
Communist Foreign Policies
Analysis of the motivation, formulation, and implementation of foreign
policies of Communist nations with emphasis upon the Soviet Union and
China. (Prereq.: 1course in political science or consent of instructor)
461
490
Topics in International Politics
Selected themes including interpretations of international politics, foreign
policy decision making, simulations of international problems. Topic to be
included in subtitle. (Prereq.: 1 course in political science or consent of
instructor)
Seminar in International Relations
Capstoneseminar for studentsmajoring ininternational relations; analysisof
some methods for studying international relations; analysis of major trends;
senior thesis. Open to other students by consent of instructor. (Prereq.: 4
courses in the international relations sequence)
IV. Public Law
170
370
371
375
Law in the United States
A surveyof American law and legal process. Theories of law;law and society;
roles of courts, police, lawyers, and juries; the United States Constitution as
"supreme" law; law as politics; historic and contemporary legal issues.
Constitutional Law I
The legal-political-philosophicalrole of the SupremeCourt in the American
political system in significant decisions affecting the allocation of powers in
the national government and in the federal system. (Prereq.: 170 or consent
of instructor. Alternate years)
Constitutional Law I1
Constitutionallimitationsof the Bill of Rights and of the Fourteenth Amendment as applied by the SupremeCourt to the protection of human rights and
civil liberties of individuals. (Prereq.: 170 or consent of instructor. Alternate
years)
Media Regulation, Law, and Ethics
A study of key issues and contemporary conflicts in media ethics and
regulation, including the uses of law to settle disputes about content in the
media, access to the media and ownership of the media. Alternative justifications and critiques of mass media systems will be examined. (Prereq.:
Lower Division political science course, speech/communications course,
SPC/POL 342, or permission of instructor)
V. Political Theory and Analysis
158
380
381
Political Patterns and Processes
(See Section I1 for description)
Western Political Thought
A study of influential political philosophers, emphasizingthe values, goals,
and assumptionswhich continueto inform and to rationalize humangovernance. (Prereq.: 1course in political science or consent of instructor)
Democratic Theory and Practice
A study of democratic theory and public policy practice with focus on the
emergence of political democracy, capitalism and the welfare state in comparative perspective. (Prereq.: 1 course in political science or consent of
instructor)
382
484
Marxist Theory: From Marx to Mao
Origins and evolution of Marxist theory and movements emphasizing
Marxism as developed in Russia and China. Consideration of the political,
social, and economic dimensions of the theories, with some focus on the
preferred futures envisaged in the doctrine. (Prereq.: 158 or consent of
instructor)
Political Analysis Seminar
An analysis of different approaches and theories in the study of politics
including in examination of the requirements of science as a model for
political study; major research required. (Prereq.: Statistical Analysis; 158
and 2 Upper Division courses, or consent of instructor)
VI. Seminars, Independent Study and Internships
199
295
299
399
490
495
498
499
Internship
Lower DivisionInternship.Consult Internship Supervisorin theDepartment
to determine project. (P/N grading only unless Internship Supervisor grants
exception. Fall, Interim, Spring)
Lower Division Seminar
Specialtopics.Consult Department Chairpersonconcerningtermsand subject
matter. (On demand)
Directed Study
Independent Study for Lower Division students. (Prereq.: consent of instructor. Fall, Interim, Spring)
Internship
Consult Chairperson or Internship Director to determine project. (Prereq.:
consent of instructor. P/N grading only unless Internship Supervisor grants
exception. Fall, Interim, Spring)
Seminar in International Relations
(See Section III for description)
Seminar
Selected topics. Consult Department Chairperson concerning terms and
subject matter. (Prereq.: Consent of instructor)
Independent Study: Metropolitan Resources
An independently designed course a student (or group of students) develops, making extensive, systematic and integrated utilization of resources
available in the metropolitan community, e.g. lectures, symposia, performances, hearings. These resources become the core of the course, supplemented by traditional college resources, and designed in consultation with
and evaluated by a faculty member of the Department. (Prereq.: Consent of
instructor. Fall, Interim, Spring)
Independent Study
Topics defined through consultation between instructor and student. ( P r e
req.: Consent of instructor. Fall, Interim, Spring)
V Psychology Department
(PSY)
Psychology, with its emphasis on behavioral observation and data,
provides a perspective on human activities which is an integral part of a
liberal education. The goal of the Psychology program is the improved
understanding of human behavior by studying how people cope with
their environment and interact with each other.
The Department's courses have three basic goals: (1) to introduce the
student to the current information and methods in psychology as well as
earlier approaches to psychological questions; (2) to develop the ability
to analyze, interpret, and evaluate behavioral research, and (3) to provide practice in the application of these principles. The Department
program provides an emphasis on both field experiences and the theoretical foundation for graduate study in psychology and related areas.
Cooperative Education and Internships are designed to provide students
with practical pre-professional experience. On the job experience gives
students the opportunity to test career fields and develop professional
contacts.
Psychologists use a variety of methods to study behavior, including
experimentation, observation and clinical case analysis. Faculty members
in the Department of Psychology at Augsburg have varied professional
specializations which include areas such as counseling, physiological
psychology, human development, personality and computer
applications.
The Psychology program's emphasis on the use of a problem solving
approach, the acquisition of information about human development and
interaction, and the development of human relations skills can be
beneficial in careers in business, education and other social services, the
church and government, as well as in careers such as research, law, and
medicine.
Student interns are placed in the metropolitan area where they can
acquire practical, pre-professional experience and develop professional
contacts. This program mutually benefits the students and the
community.
Psychology Faculty: Lyla Anderegg, Grace Dymd, Norman Ferguson,
Paul Hirdman, Duane Johnson
Major: 10coursesincluding 105,264,265,381,399, and 493. A minimum of 5 courses
must be from Augsburg. Students are also expected to select 1course from the
Developmental/Personalitycourses and other electives to complete the major.
Not more than 2 courses from among 299,399 and 499 may be counted toward
requirements for a major. It is recommended that psychology majors take
additional course work from other areas that will complement and strengthen
their particular interests in psychology; for example, areas such as business administration,biology, or communication. All psychology majors MUST have an
adviser in the Psychology Department.
Honors Major: GPA of 3.5 in the major and 3.0 overall, and completion of a high
quality research project culminatingthe major program. Application for honors
consideration must be made during the junior year. Please consult the Department Chairperson for more detailed requirements.
Minor: 5 courses including 105, with a minimum of 2 courses at Augsburg. Not
more than 1course from 299,399, and 499 may be counted toward the minor.
Certificate in Program Evaluation: 5 courses including 264 (or SOC 362), 399, CSC
145, SOC 363, and approved elective. These courses are designed to provide the
cognitive background and skill development to perform well as a research
assistant for agencies or firms which do program evaluations or self-assessment
programs. Systematicand periodic assessmentsof programs for social improvement are increasingly expected by government and funding agencies. For
further information contact Norman Ferguson.
105
199
General Psychology
An introduction to the methods and approaches used in psychology for the
purpose of understanding behavior.The structure of the field of psychology,
including its major sub-areas, is emphasized.
Internship
Internship on Lower Division level. Cooperative Education Program may
apply here. Students are encouraged to seek an appropriate placement site
by registering with the Augsburg Cooperative Education Office.
Sensing and Perceiving
An ecologically oriented approach to the study of perceptual systems.
Emphasis on the processing of environmental information and how this
relates to adaptive behavior and subjective experience. Topics include:
adaptation to novel environments, machine intelligence, and anomalous
perception such as illusions. (Prereq.: 105. On demand)
165 Research Methods: Design, Procedure, and Analysis I, I1
A two-term sequence including experimentation in human learning, problem solving, social psychology, and sensation-perception. Emphasis will be
placed on both statistical and experimental design methodology. Research
Methods I may be taken for credit without continuing in Research Methods
11. Majors in psychology must take both terms of the Go-term sequence; 264
must precede265;265 should betaken inthe termimmediately following 264.
(Prereq.: 105)
Directed Study
Limited registration by special permission. Specific planning for the study
must be completed and approved well in advance of the time of registration.
Social Behavior
Social factors which influenceindividual and group behavior in naturalistic
and experimental settings. Topics include: cooperation, competition, affiliation, conformity and attitudes.
Developmental Psychology: Child
Emphasis on normal child development and behavior. Consideration of
theoretical systems used for viewing the developmental sequence and process. Inquiry into practical implicationsand applicationsof data and theory in
respect to the development of children. (Prereq.: 105)
Developmental Psychology: Adolescent and Young Adult
Emphasis on normal development and behavior. Consideration of data and
theory related to development during the adolescent and young adult
periods of life. (Prereq.: 105)
Developmental Psychology: Middle Adult and Older Adult
Emphasis on normal development and behavior. Consideration of data and
theory related to development during the middle adult and older adult
periods of life. Includes perspectives on death and dying. (Prereq.: 105)
Brain & Behavior
A survey of the functions of the nervous system which are responsible for
behavior in animals and human beings. Major topics include: sleep and
wakefulness, motivation and emotion, learning and memory, and mental
disorders. (Prereq.: 105) Additional lab hours required. (On demand)
Environment and Behavior
A study of the influence which the environment, both natural and manmade, has on behavior. Major topics include: overcrowding and environmental stress, territoriality, defensible space and crime, and built environments such as rooms, buildings and cities. (Prereq.: 105)
Learning
earning concepts, behavior change principles and psychology of instruction. Behavior change and individualized instruction projects. (Prereq.: 105)
Psychological Assessment
Theory, principles and examples of tests of personality and intelligence.
(Prereq.: 105. On demand)
Personality
An introduction to the field of personality study with special attention
directed toward personality theories and contemporary application of those
theories. (Prereq.: 105)
Abnormal Psychology
An introduction to maladaptive human behaviors from the social, organic
and psychological points of view. Visitation to a variety of community service agencies will accompany classroom learning. (Prereq.: 105)
Psychology of the Individual: Female and Male
A study involvingknowledgeof materials bearing on the developmentof sex
differences and roles, the effect of societyupon values and goals, differential
legal status of each sex and psychophysiological data bearing upon these
differences. (Prereq.: 105or consent of instructor)
Organizational Psychology
Theoreticalconceptualizations of organizationalbehavior. Factors and practices such as management styles, evaluationand maintenance of workeffectiveness, and social influences. (Prereq.: 105)
Psychology in Historical Perspective
Historical development of psychological viewpoints and theoretical positions. (Prereq.: 2 psychology courses)
Internship
Prior to the beginning of the term, interested studentsshould consult with the
Departmental Internship Coordinator regarding requirements and permission to register. Grading is on a P/N basis.
Program Evaluation
The application of scientific research techniques and statistical analysis to
programs for social improvement. Designing information systems for the
ongoing monitoring of programs. Assessing community needs. Assessing
program effectiveness and efficiency. The political and organizational context of program monitoring and evaluation. The role of evaluation research
for social policy and program improvement. (Prereq.: 264 or SOC 362; SOC
363. On demand)
Counseling Psychology
Principles, methods, and attitudes involved in the counseling process. Considerationgiven to goals and ethical guidelinesfor a counseling relationship.
(Prereq.: 4 psychology courses)
Current Topics in Psychology
Study of selected areas and topics in psychology that are not treated extensively through current course offerings. Specific topics will be published
prior to registration. (Prereq.: 105and consent of instructor. Alternate years)
Seminar: Contemporary Issues
Discussion of contemporary societal issues from a psychologicalviewpoint.
Consideration of the approaches and methods used by psychologists in
studying such issues. (Prereq.: 5 psychology courses)
Independent Study
Limited registration by special permission for advanced studentsin psychology. Students must present a written plan prior to registration including
carefully considered rationale and purpose for the proposed study.
V Religion
Department (REL)
Augsburg College understands itself as a college of the church and it is
persuaded that the Christian faith provides an appropriate perspective
from which to undertake its educational task. The biblical faith and
tradition of the Christian church have influenced the Western world to a
degree much greater than is sometimes recognized. They have affected
and continue to influence language, literature, history, values, and
political structures.
The student encounters this religious tradition in studying these and
other areas. The study of religion and theology is intended to make such
encounters more meaningful by a better knowledge of biblical history
and that of the Christian church, and by a larger acquaintance with
theological thought.
While it is true that the fundamental orientation of this College is to the
Christian faith, it is also true that the field of religion obviously includes
more than is represented by the Christian faith. Large segments of the
earth's population live by religious concepts and ideas which are different from those prominent in the West. The Department of Religion seeks
to introduce students to some of these major religious traditions.
Courses in religion are not intended to be footnotes to courses in other
disciplines and departments. The study of religion and the discipline of
theology have an integrity of their own. It is the hope and expectation of
the Department that students will become better acquainted with the
content and character of the Christian faith and enable them to reflect
theologically on their own religious commitment.
The College offers both a major and a minor in Religion. Students who
wish to work in the church as a parish or youth worker or as a director of
Christian Education may find a major in religion appropriate for that
purpose.
Religion Faculty: Philip Quanbeck (Chairperson), John Benson, Bradley Holt,
Curtis Peter, Stephen Pinsky, Eugene Skibbe
Major: 8 courses, including 111,221,356,481 and 495, the seminar especially for
majors, taken in the junior or senior year. Before taking the seminar, each major
must have written 1 formal research paper and placed it on file with the
Department Chairperson. Only 1 Interim course may be applied to the major.
One Upper Division New Testament Greek course may be applied to the major.
Major in Church Staff Work: 9 courses, including 111,221,356,358,360 or 483,362,
399,471 or 473,481. These together with specified courses in other departments
can lead to Augsburg certification.
Program for Christian Day School Teachers: Students pursue one of the regular
teacher education programs in the Department of Education to prepare for
licensure by the State of Minnesota. In addition to the licensure program, 5
courses in religion are required: 111,221,362, The Christian Day School (Interim)
and The Lutheran Heritage (Interim). Student Teaching experience is required
in both a public school setting and in a Christian Day School.
This program prepares students who are interested in teaching in Christian Day
Schools, particularly those of The Evangelical Lutheran Church in America,
although participation is not limited to such schools.
Honors Major: GPA of 3.3 in the major and 3.0 overall; research project approved
by the Department and colloquium with the Department.
Minor: 5 courses. Not more than 1 Interim course may be counted for the minor.
Certificate in Church Staff Work: 9 Religion courses (111,221,356,358,360 or 483,
362,399,471 or 473,481); HPE 232; PSY 105,351,352 or 371,485; SOC 211 or PSY
373, SOC 231; SPC 354. This program meets or exceeds the educational requirements of The Evangelical Lutheran Church in America, but certification by the
church is a separate function. By adding 2 or 3 courses from appropriate departments, the student can develop special emphases in parish education, business
management or diaconal work.
Notes: Religion 111 or 221 is prerequisite to all other courses. Department approval
is necessary before courses taken in other colleges can be accepted for Religion
Department and/or general education course credit. All majors are urged to
consult with the Department Chairperson.
111
199
221
Introduction to Theology
An introduction to the academic discipline of theology and to the dialogue
between the church and the world which concerns Christian doctrine.
Internship
Internship on Lower Division level.
Biblical Studies
The origin, literary character, and transmission of the biblical documents.
The task of biblical interpretation. The history of Israel and the emergenceof
the church.
Directed Study
Independent Study on Lower Division level.
Philosophy of Religion
(See under Philosophy Department)
Denominations and Religious Groups in America
A study of the beliefs and worship practices of the major denominations and
religious groups. Some contemporary cultic movements will also be considered. (Spring)
History of Religions
An introductory survey of some of the major living religions of the world,
including Hinduism, Buddhism, Confucianism, Taoism, Shinto, and Islam.
Lectures plus some discussion of primary documents from these religious
communities. (Fall)
Survey of Church History
A survey of Christian history in the early, medieval, Reformation, and
modern periods. Some attention to primary sources, in addition to interpretations of the periods in question. The expansion of the church, its inner life,
its relation to the state, and the development of its doctrine will be major
elements of the study.
Life and Work of the Church
Congregationallifein itsvaried character withattention directed to Christian
education and curriculum, youth work and parish work. (Alternate years)
Religion and Society
An examination of theinteraction of religion and societyin terms of sociological analysis with particular emphasis on contemporary sociologicalresearch
on religious movements in American society. (Spring)
The Church in the First Four Centuries
A study of the early Christian Church in the context of the Roman Empire,
including such topics as persecution and martyrdom, the development of the
creeds, Christianity in conflict with Gnosticism and mystery religions,
monasticism and mysticism, early Christian worship; also including the
theology of several early Christian leaders and a special unit on the life and
thought of Augustine. (Alternateyears, Spring)
Theology of the Reformers
An introduction to the theological thought of the Protestant reformers of the
16th century. Special attention to the writings of Martin Luther and other
representative figures. (Fall)
Religion in America
A study of the development of religion in America. Special attention to the
rise of religious liberty, revivalism, denominations and the responses of
religion to the challenges of its environing culture. (Fall)
Scandinavian Immigrant Church History
Topics and themes related to church history and Scandinavianimmigration
to this country. (Offered as funding permits)
The Church and Social Change in h t i n America
(See under Program in Global Community)
Internship
Limited to students who have completed at least four academic courses, have
at least first semester junior standing, and satisfy Department guidelines.
Church Music and Worship
(See under Music Department)
Jesus and His Interpreters
Consideration of the New Testament documents, particularly the Gospels,
dealing with their context, literary structure and relationships. Attention to
the variety of interpretations given the person of Jesus, including the "quest
for the historical Jesus." (Fall)
Theology of Paul
A study of the ApostlePaul including his historical background, his relationship to the early church, and some of the themes to be found in his writings.
(Alternateyears, Spring)
The Message of the Old Testament
The various types of Old Testament literature. The distinctive ideas of
Hebrew thought with emphasis on the message of the prophets. (Alternate
years, Spring)
Judaism
A surveyof the history of Judaism from the end of the Old Testament period
to modern times, with emphasis placed upon the religious development. A
special interest in such modern Jewish thinkers as Buber and Heschel. The
Jewish Chatauqua Society annually makes a grant to Augsburg College in
partial support of this course in Judaismoffered in the Religion Department.
(Fall)
Contemporary Theology
An introduction to some representative trends in Christian theological
thought today, as seen from the systematicperspective, in thelight of thecontinuing theological task of the Christian Church. (Spring)
Christian Ethics
The bases of Christian social responsibility, in terms of theological and
sociological dynamics. Emphasis on developing a constructive perspective
for critical reflection upon moral action. (Fall)
Psychology of Religion and Theology
A study of current psychological views of religion in the context of the
traditional Christian view of human nature. Special attention will be given to
the classics in the field by Freud, Jung, and William James, and to those
Christian theologians who have been influenced by them. (Alternateyears,
Spring)
Seminar
Selected topics. Required of majors in the junior or senior year. Others by
permission of instructor. (Fall)
Independent Study
Limited to students who are religion majors and satisfy Departmental
guidelines.
V Russian Area Studies
Norma C. Noonan, Campus Coordinator, Staff
Russian Area Studies is an ACTC joint major which seeks to give the
student the broadest possible exposure to Russian and Soviet history,
politics, literature, traditions and philosophy. The major is interdisciplinary and offers perspectives on Russia both past and present. A minimum of two years of the Russian language is required.
This major is a good foundation for students preparing for careers in
government, teaching, international business, or law, especially when
combined with a second major in a field such as business, economics,
history, language, political science or theology. It also is a good foundation for graduate study in history, political science, language and literature or international relations.
Major: 11 courses: 4 courses (2 years) of basic college Russian (or equivalent
competencies);2 courses in Russian history; 1course in Marxist theory; 1course
in Russian literature; 1course in Soviet politics; 2 other courses from approved
electives.
Minor: 6 courses: 2 courses (1 year) of basic college Russian (or equivalent
competencies);1course in Russian history; 1course in Soviet politics; 1course
in Marxist theory; 1other course from the approved list of electives.
Each student's major program must be approved by the Coordinator.
V Scandinavian
Area Studies (SCA)
Mary Kingsley, Foreign Language Department Chairperson
Major: 8 Upper Division courses.
Minor: 4 Upper Division courses.
Note: Major programs must contain 4 courses listed in the Augsburg
Catalog or transferred to Augsburg as Upper Division Scandinavian
Area Studies courses, i.e., courses taught by a Scandinavian language
department or subdepartment regardless of their content, which may
be linguistic, literary or cultural. Students graduating with a major or
minor must also present the equivalent of intermediate level competence in a Scandinavian language. See Norwegian courses under
Foreign Language Department.
Recommended Supporting Preparation: Study in Scandinavia, elective
courses which may lead toward a second major such as English,
history, urban studies, business administration.
Old Norse
(See under Department of Foreign Languages Norwegian)
Contemporary Scandinavia
A broad survey of Scandinavianculture with special emphasis on conditions
and developmentsin the20th century. Knowledge of Scandinavianlanguage
desirable but not required. (On demand)
The Modem Scandinavian Novel
Lectures provide a survey of the Scandinaviannovel. Class discussionbased
on assigned reading of selected novels by Jonas Lie, Sigrid Undset, Selma
Lagerlof, Piir Lagerkvist, Knut Hamsun, Halldor Laxnessand others. Knowledge of a Scandinavian language desirable. Language majors and minors will
be required to do assigned readings and written work in a Scandinavianlanguage. (On demand)
The Modern Scandinavian Drama
Readingsincludedramatic worksby Ibsen, Bjomson, Strindberg,Lagerkvist,
Munk and other 20th century dramatists. Lectures provide a survey of
Scandinaviandrama with emphasis on Ibsen and Strindberg. Knowledge of
a Scandinavian language desirable. Language majors and minors will be
required to do assigned readings and written work in a Scandinavian
language. (On demand)
Scandinavian Immigrant Church History
(See under Department of Religion)
Norwegian Language and Culture
(See under Metro-Urban Studies, SUST)
Scandinavia in the World
(See under Metro-Urban Studies, SUST)
Scandinavian Arts
(See under Department of Art)
Norwegian Art and Literature: Perspectives on Social Change
(See under Metro-Urban Studies, SUST)
Urbanization and Development in Scandinavia
(See under Metro-Urban Studies, SUST)
Seminar: Ethnidmmigration Experience
(Offered periodically under Department of History 495 Seminar)
Independent Study
In consultation with a faculty member, student selects a specific topic for
study.
V Social Science
Khin Khin Jensen,Coordinator
A student may not list a double major in Social Science and in one of the
component disciplines unless the distribution selected in the Social
Science major is significantly different from the other major.
Non-Western Major: 14 courses: HIS 104; 1 social science methodology course
(ECO279, PSY 264, SOC 362 or 365); and 12courses, in at least 4 disciplines, from
the following: ECO 112,258; HIS 103,322,323,324,440,474; POL 351,363,382,
461; PHI 355; REL 356; SOC 336; seminars, Independent Studyor Interim courses
on relevant topics in History and/or Political Science. The student planning to
fulfillthis social sciencemajor should consult the Chairpersonof theDepartment
of History in choosing a major adviser.
V Social Studies
Jerry Gerasimo, Coordinator
Students preparing to teach social studies on the high school level must
complete, in addition to the professionalrequirements to be met within
the Department of Education, a competency-based program designed to
provide a broad foundation in the social sciences.
SocialStudiesTeachingLicensure: 7 courses(ECO112or113,Geography, HIS222,
POL 158, PSY 105, SOC 121 and 336) plus a major in 1of 5 fields -Economics,
History, Political Science, Psychology or Sociology.
Studentsconsideringa career in social studies education should consult, as
soon as possible, the Augsburg Department of Education and the Social
Studies Coordir~ator.
V Social Work
Devartment
The Social Work major program prepares graduates for entry-level
professional practice in the field of human services. The program is
accredited by the Council on Social Work Education, and leads to a
Bachelor of Science degree. The program is based on a generalist model
of practice, enabling graduates to work with individuals, families,
groups, communities, and to develop and analyze social policy.
The College's commitment to the liberal arts is highly compatible with
education for professional social work practice. The liberal arts with its
emphasis on breadth of understanding, cultural and ethnic diversity,
openness to new ideas, analysis and synthesis, is an ideal foundation for
social work education. As Sir Richard Livingston has said, "A technician
is a person who knows everything there is to know about his/her job
except its ultimate purpose and social consequence." Effective social
workers should not be technicians. Augsburg social work graduates are
entry level professionals.
Augsburg College's motto, "Education for Service," exemplifies the
philosophy of the Social Work Department. Unique learning opportunities for field work placement and cultural enrichment are provided by a
metropolitan setting known for a humane quality of life which is enhanced by the arts, outstanding human services, and a highly-educated
populace. Social work opportunities abound. Minnesota is known for the
vitality and relevance of its social services. The Twin Cities, as the hub
for these services, provides both a plethora of field placements for social
work students and external experts for the classroom. The ethnic and
economic diversity present in this metropolitan area provides opportunities for social work students to learn to understand, appreciate, respect,
and work with people different from themselves and to be enriched by
this opportunity to interact with diverse clients and professionals.
The Social Work Program strives to contribute to its environment as well
as to gain from it. Appropriately, social work students have been involved in a wide variety of community service efforts including helping
to develop a Big Brother/Big Sister program on campus, mobilizing
students to assist a social service agency in their annual Christmas giving
program, and tutoring at a local neighborhood center.
The Social Welfare minor and electives in the Department allow students
to support another major while gaining knowledge about human needs
and growth, human services, and the methods of effective citizenship.
Students taking these courses have the opportunity to become knowledgeable about public issues and develop and nurture a perspective that
sees the central importance of diversity to the social fabric of this country. But beyond knowledge, students are encouraged to use their talents
and skills to address the needs of society in the interest of the public
good.
Social Work Faculty: Mary Lou Williams (Chairperson),Maria Brown,
Francine Chakolis, Edwina Hertzberg, Rosemary Link
Major: 11Core Program courses: 361,363,364,461,462,463,465,466,467,469, and
SOC365; and 8 SupportingProgram courses:257,260; BIOlO1;PSY 105;SOC 121,
231,265,365,375. (The Sociologysequenceconstitutesa minor in that discipline.)
A minimum grade of 2.0 is required for each course in the core program and a
2.0 average is required in the supporting program.
Concentration:Concentrationin Aging, ChemicalDependency, Crime and Corrections, Social Ministries, and Youth are possible. Concentration consists of
courses descriptive of functional, dysfunctional, and programmatic aspects,
plus field work placement in the senior year in the special area. For Social
Ministries, a minor in religion with specific coursework is required. Completion
of a concentration is noted on the transcript.
Candidacy: Social work majors must apply for candidacy status before the beginning of the senior year. Certain 400 level courses list candidacy as a prerequisite.
A written self-statement, reference letters, and the completion of all Core and
Supporting Program courses below the 400 level is necessary for candidacy
review.
Social Welfare Minor: 6 courses, including 257 (or approved alternative), 361,463;
260 or SOC 375; SOC 265; and 1of 465, POL 121,158,325.
School SocialWork Certif ication: StateDepartmentof Education-requiredHuman
Relations Certification for school social work is available through successful
completion of EDS 388.
Elective courses open to all students:
257
260
299
340
361
399
463
Exploring Human Services
With faculty approval, student selects a placement for 80 hours per term as
a volunteer in a social agency or institution. Opportunity to know human
senrice professionals, minority professionals, clients and communities, social service delivery systems, and career aspects of the helping vocations.
Especially recommended for freshmen and sophomores.
Humans Developing
This course provides the knowledge basic to an understanding of human
growth through the life cycle, and of the interplay of sociocultural, biological, and psychological factors which influencethe growth of individuals and
families in contemporary American society. Emphasized is the role of the
"nurturing environment" in relation to human growth, the impact of "sustaining environment," and other special stressesrelevant to growth. Growth
related to populations and groups which represent ethnic and/or life-style
diversity is also a focus. Students will gain self-understanding through use
of their own experiences.
Directed Study
An opportunity for students to do readings and study on topics of interest.
Proposed study must be approved in advance of registration. (Prereq.: 257
and consent of instructor)
Policies, Program and Skills for the Aging
This course includes the study of the impact of social policy on the older
population, the older population's impact on social policy, services planned
to address needs of older population, and skills needed to work with this
population. Class conducted in senior citizen residence. (Prereq.: Sophomore
or consent of instructor)
Social Responses to Human Needs
This course describes the historical and contemporary systems of human
service and the diversity of professionals and client groups. The major assumptions and social movements which have contributed to the charitable
and governmental responses to human needs will be emphasized. Guest
speakers and agencyvisits highlight the course. (Prereq.: Junior or consent of
instructor. Fall)
Internship*
Provides field learning experience for the non-major and supplements the
required field work of majors (Prereq.: Consent of instructor)
Community Development and Organization
Locality development and social change through community organization,
social planning, and social action. Emphasis on: 1)survey of historical forms
of communityorganization and social change, 2) understanding the theories,
basic issues, and strategies relevant to social protest and change, 3) examination of the role of staff, and of the functions and interrelationships of
community organizations, and 4) knowledge of and actual practice in the
local community in the essential principles and techniques of organizing.
(Prereq.: Senior or consent of instructor)
Social Policy: Analysis and Development
Includes the study of theories of social policy formulation and methods of
analysis associated with needs and services, and analysis of the impact of
policy on social work practice. Development and implementation will be
viewed firsthand through work with a public policy agency or official. Readings and analytical paper integrate class concepts with practical experience.
(Prereq.: 361,463, and senior or consent of instructor)
Special Topics (112 to 1 course)
Current issues in social work theory or practice. To be announced. (Prereq.:
Consent of instructor. Offered periodically in Interim)
Independent Study -Metropolitan Resources
An independently designed course a student (or group of students) develops, making extensive, systematic and integrated utilization of resources
available in the metropolitan community, e.g. lectures, symposia, performances, hearings. These resources become the core of the course, supplemented by traditional college resources, and designed in consultation with
and evaluated by a faculty member of the Department. (Prereq.: 257 and
consent of instructor)
Independent Study
Student must present written proposal containing rationale, objectives and
methodology of the proposed study according to Department guidelines.
(Prereq.: 257 and consent of instructor)
*Can be taken in coordination with Cooperative Education, which may
provide payment for work in field sites.
Cour'sesreserved for Social Work majors only:
Methods and Skills of Social Work
Basic features of the helping process; theoretical foundations, principles and
techniques of social work interventive methods, and practical experience
necessary for social work practice with individualsand small groups with a
diversity of professionals and client groups; development of the student's
repertoire of relationship-buildingskills. Lecture-discussion sessions and/
or laboratory exercises each week. (Prereq.: 361, junior)
Field Work P
Beginning supervised professional experiencein a social work agency focusing on interviewing experience and relationship building. Ten hours per
week, plus one small group supportive/discussion seminar per week. Brereq.: 361, junior, concurrent with 363)
Advanced Methods and Skills in Social Work
Enlargement and refinement of practice skills recognizing adaptationsof the
problem-solving model to diverse populations through lecture, classroom
exercise and regular class work. Enlargement of social group work skills,
emphasison development of generalist practice skillsand eclecticapproaches
with a focus on diversity of professionals and client populations. Lectures
and/or laboratory exercises each week. (Prereq.: 2.0 in 363 and in 364,
candidacy status. Concurrent with 462)
363
462
466
467
469
Field Work 11*
Progressively responsible supervised professional social work experience
including work with individuals, families, groups and/or communities in a
social service agency. Ten hours per week, plus one supportive/discussion
seminar per week. (Prereq.: Candidacy status; concurrent with 461)
Field Work I11 (Y2 or 1 course)'
Continuation of 462 (1/2 course option during Interim. Prereq.: Candidacy
status, 2.0 in 461,462,463)
The Social Worker as Professional
Ethical practice, bureaucratic survival, professionaljob attainment, affirmative action and sexual harassment issues, personnel policies and practices,
organizational theory, and resource development will be studied in the
course. The field work practice becomes the laboratory for class exercises.
(Prereq.: Candidacy status, 2.0 in 461,463)
Field Work IV*
Continuation of 466. (Prereq.: Candidacy status, 2.0 in 466, concurrent with
467)
*Can be taken in coordination with Cooperative Education, which may
provide payment for work in field sites.
V Sociology Department
(SOC)
Sociology is a disciplined study of human social behavior. As a relatively
young discipline, sociology provides yet another perspective on a theme
which is common to many of the disciplines in a liberal arts curriculum,
namely the theme that humans are "social animals." Sociology emphasizes the extent to which the human inclination to interact socially comes
to exhibit regularized patterns over time. These patterns together form a
society or a social structure.
Sociology seeks to understand these societal patterns. Sociology also
seeks to understand patterns within the great variety of institutions that
exist in a society.
The Sociology Department at Augsburg is designed to help students
think sociologically in terms of obtaining an understanding of society
and developing skills in evaluating social institutions and programs.
Students are encouraged to select as electives some of the non-traditional
learning models available, such a s Internships, Independent Study,
Interim courses, and the co-learning courses offered through the Conservation of Human Resources (CHR) program. The Department urges
students to use Augsburg's urban setting as a "laboratory" for learning.
A major in sociology can prepare one for a variety of careers or for
advanced professional studies. Cooperative Education a n d Internships
enable majors t o apply the theo.ries and research skills of sociology while
they explore career alternatives. Augsburg alumni w h o have majored in
sociology a r e currently employed in the personnel departments of both
government and private corporations, i n industrial relations work, and
in program evaluation. Others have used their majors as preparation for
advanced study in areas such as law, the ministry, social work, and
urban planning.
The Department of Sociology welcomes students who, in their quest for
a liberal education, are looking for new and different ways of understanding and appreciating the often taken-for-granted aspects of our
world.
Sociology Faculty: Diane Pike (Chairperson), Jerry Gerasimo, Gordon Nelson,
Garry Hesser, Barbara Johnson
Major: 10 courses including 121,349,362,363,375,485. Highly recommended: a
Conservation of Human Resources (CHR) course, Internship, Cooperative
Education, Independent Study or Upper Division Interim course in sociology.
This recommendation is made in the hope that the student will take advantage
of the variety of learning models offered through the Department. Consult
Department Chairperson concerning areas of concentration.
Honors Major: The student must have a minimum GPA of 3.5 in the major and 3.0
overall. Application for honors in sociology candidacy shall consist of submission of thesis proposal to Department Chairperson before April 1of the junior
year. Candidacyis contingent upon Departmentalapproval of proposal by April
30 of junior year. After acceptanceas a candidate, the student will register for 499
to complete work on thesis. Honors in sociology will be granted to a candidate
who successfully defends the thesis before March 31 of the senior year and
maintains the GPA through graduation.
Minor: 5 courses including 121 and 2 Upper Division courses (i.e., 300 and above).
Certificate in Program Evaluation: 5 courses including 362 (or PSY 2641,363,399,
CSC 145, and approved elective. These courses are designed to provide the
cognitive background and skill development to perform well as a research
assistant for agencies or firms which do program evaluations or self-assessment
programs. Systematicand periodic assessmentsof programs for social improvement are increasingly expected by government and funding agencies. For further information contact Department Chairperson.
Principles of Sociology
Sociology is a unique way of understanding the world. As an academic
discipline and a profession, sociology provides insights into culture, roles,
groups, interaction, inequality, and social structure. An essential tool for
discovering the world and one's place in it.
199 Internship
Lower DivisionInternship.Consult Internship Supervisorin the Department
to determine project. (Fall, Interim, Spring, and Summer)
211 Human Community and the Modem Metropolis
The cultural and structural dynamics of the modern world viewed from the
perspective of the metropolitan situation, with a focus on the possibilities of
human community in the context of urban institutions and processes.
231 Sociology of the Family
An examination of the family as a social institution. The structures and
processes within families are studied within their institutional and cultural
contexts.
265 Racial and Minority Group Relations
The dimensions of racial and minority group relations. Major attention is
focused upon prejudice, racism, and the role of self-understanding. (P/N
grading only)
273 Crime and Corrections
This course includes an examination of Corrections programs within the
context of the Adult Criminal and JuvenileJustice Systems. Attention is also
given to definitions of crime, theoretical formulations as to possible causes
and attempts at control. (Aeld visits arranged to correctional facilities.)
299 Directed Study
Independent Study for Lower Division students. (Prereq.: 121and consent of
instructor. Fall, Spring, Summer)
3001301,302,303,304 Special Topics in Sociology
A variety of topics offered periodically depending on needs and interests
which are not satisfied by regular courseofferings.May be offeredon campus
in addition to regular course offerings or off campus in conjunction with
Augsburg's Conservation of Human Resources (CHR) Program. (Prereq.:
consent of instructor)
336 Introduction to Cultural Anthropology
The concept of culture examined in anthropology and in the way we see and
live in the world. An analysis of basic assumptions underlying the ideas of
"primitive," "civilized," and "progress." The person's relationto culture. An
analysis of selected aspects of Western culture. (Prereq.: 121)
349 Complex Organizations
Little in contemporary life is unaffected by the existence of organizations.
This course examines organizationsas corporate actors, looking at the topics
of culture, technology, structure and corporate deviance. (Prereq.: 121 or
permission of instructor)
360 Religion and Society
An examinationof theinteraction of religion and societyin terms of sociological analysis with particular emphasis on contemporary sociologicalresearch
on religious movements and institutions in American society.
362 Statistical Analysis
The fundamentals of descriptive and inferential statistics for the social
sciences. Designed specifically for sociologyand political science majors, but
121
recommended for others needing a statistical background for social science
quantitative analysis.(Prereq.: Group I11Math Placement Test. For majors, to
be taken preceding 363. Fall)
Research Methods
An introduction to the skills involved in research design and data analysis.
The practice of social research is learned through class activitiesand individual projects. Focus on learning usable skills. To be taken immediately after
362. (Prereq.: 362 or consent of instructor. Spring)
Quantitative Analysis and Program Evaluation
Overview of commonly-used research methods, especially experimental
designs and applications to program evaluations. Consumer overview of
methods of organizing, comparing and interpreting quantitative information. Use of data-processing equipment for statisticalanalysis. Designed for
social work majors. Not to be taken by sociologymajors. (Prereq.: Level I11
Math Placement Test. Spring)
Social Psychology
An examination of the idea of "group," its relationshipto individualbehavior
and society. An analysis of the ideas of "self" and "identitf' and what part
they play in understanding interpersonal relations and human behavior. A
sociological view of mental health. A look at the major assumptions and
processes underlying our everyday l i f e a look at the trivial, the ordinary
and the taken-for-granted. "Symbolic interaction," an important orientation
in social psychology, will be used as a way of dealing with the major issues
in the course. (Prereq.: 121, junior or senior students only)
The City and Metro-Urban Planning
The primary focus of the course is upon the major issues confronting the
present and future metropolis. Particular emphasis will center on alternative
theories and approaches to shaping the future metropolis. Current developments in the Twin Citiesregionwill be compared and contrasted to urban and
regional developments globally and nationally. Resourcesinclude extensive
readings, simulations, films, outside speakers and field trips in a seminar
format. (Prereq.: 121 or 211 or consent of instructor. Spring)
Internship
Consult the Department Chairperson or Internship Director for details.
(Prereq.: consent of instructor. Fall, Interim, Spring)
Modern SociologicalTheory
An examination of the major theoretical traditions within sociology, tracing
the course of their development in the 19th and 20th centuries. (Prereq.: 2
courses in sociology including 121 or consent of instructor. Fall)
Independent Study -Metropolitan Resources
An independently designed course a student (or group of students) develops, making extensive, systematic and integrated utilization of resources
available in the metropolitan community, e.g. lectures, symposia, performances, hearings. These resources become the core of the course, supplemented by traditional college resources, and designed in consultation with
and evaluated by a faculty member of the Department. (Prereq.: 121 or 211
and consent of instructor. Fall, Spring, Summer)
Independent Study
Student must present written proposal containing rationale, objectives and
methodology of the proposed study according to Department guidelines.
(Prereq.: 121 and consent of instructor. Fall, Interim, Spring)
and Theatre Arts
Department (SPC)
+ Communication
Speech, communication, and theatre arts at Augsburg are humane
studies designed to promote sensitivity and wisdom in the use of
communication, since true communication aims to foster informed,
responsible choice and shared understanding.
The primary aim of the Department is to help students to communicate
effectivelythrough both speaking and writing. The courses are designed
(1) to promote the intellectual disciplines required for research, exposition, and argument; (2) to develop writing and speaking skills; (3) to
build confidence, creativity, and ethical sensitivity; and (4) to provide a
wide variety of realistic communication experiences.
Communication careers call for a broad liberal arts education, so the
communication major at Augsburg begins with a foundation of logic,
psychology, sociology, literature, writing, and public speaking. In addition to these preparatory courses, the communication major requires five
core courses: advanced writing, interpersonal communication, persuasive communication, mass media, and a communication Internship.
With the help of a faculty adviser, the student selects five elective
courses pertaining to one of the following communication emphases:
journalism, public relations, supervisory management, human relations,
broadcast media, speech or theatre arts education. For breadth we rec-
ommend double majors, and for practical experience we recommend
participation in co-curricular communication activities throughout the
college years, climaxing in Internships under professional supervision.
This major is also used as preparation for other fields, such as religion,
politics, and law. The speech major is designed to prepare students for
teaching in the secondary schools.
Students should meet with a Departmental adviser as early as possible to
plan the major and obtain a copy of the Departmental Handbook.
+ Theatre Arts
Theatre is not primarily an extracurricular activity nor is it merely
entertainment. As a laboratory that uses all of the liberal arts, theatre
enhances a liberal arts education. By reliving how other people throughout history were thinking, feeling and struggling, actors have a greater
understanding of their own humanity. Theatre enables students to
experience the beauty, mystery, and ambiguity of life.
Minneapolis-St. Paul is an ideal place to study theatre, because it is one
of the major theatre centers in the United States. Augsburg students
expand their knowledge of theatre not only by attending, but also by
working in the professional and community theatres of the Twin Cities.
Our theatre faculty has professional experience which enables them to
provide realistic guidance to students.
The Augsburg program encourages students to participate in all aspects
of theatre production while providing each student the opportunity of
emphasizing one specific area, such as acting, directing, or design. While
the program is primarily designed to prepare students for educational
theatre, graduates go into many other fields, such as professional theatre,
television, film, advertising, business, and religion.
Speech, Communication and Theatre Arts Faculty: Julie Bolton (Chairperson),
Raymond Anderson, Deborah Bart, David Lapakko, Martha Johnson
Honors Major: GPA of 3.5 in the major, 3.0 overall, 2 Independent Study
projects of honors quality, distinguished performance in at least one of the
communication arts, comprehensive examination in field of concentration.
Application to be made early in the senior year.
Communication Courses (SPC)
Prospective majors should contact the Department as early as possible to
work out a plan for the major and a personal career action plan. Freshmen
should take 111,PSY 105, SOC 121 or a literature course.
Communication Major. 10 courses, including 342,351 or 352,354,399 and ENG 223
or 225 or 226 or 227, and satisfactory performance on competencytests in writing
and typing. Supporting coursesrequired but not countingtoward the major: PHI
130; PSY 105; SOC 121 or 336,375.
Communication Minor: 5 courses approved by the Department.
Speech Major For Teaching Licensure: 10 courses, including 111,241 or 343,350,
351, 352, 354, 360; participation in forensics, and a minor in English. Recommended: 366, courses in theatre, participation in drama.
Speech Minor For Teaching Licensure: 111 and 6 of the following: 241 or 343,350,
351,352,354,360 and participation in forensics.
Note: Students preparing to teach speech in secondaryschools may specialize in any
of three majors: speech, theatre arts, and speech-theatre arts. Any of these must
be combined with at least an English minor, preferably a major. The communication major or minor does not qualify one for teaching speech. Consult with the
Department of Education for requirements in Education. 116 is strongly recommended for students in elementary education.
Public Speaking
Theory and practice of effective speaking and critical listening. Students
have the opportunity to give several speeches and receive feedback about
their performance from the class and the instructor. The course focuses on
such topics as developing self-confidence, speech preparation and organization, audience analysis and adaptation, effective delivery, style and language, and critical thinking and listening.
132 Photography
(See under Department of Art)
227 Journalism
(See under Department of English)
225,330 Visual Communications I, I1
(See under Department of Art)
241 Introduction to Cinema Art
(See under Department of English)
299
Directed Study
Independent Study for Lower Division credit.
342
Mass Communications in Society
(See under Department of Political Science)Junior and senior students only.
343
Broadcast Production I
Introduction to video production with an emphasis on creative concept
development, script-writing, directing and producing for video. Students
will work in production teams and will gain experience in operation of
equipment.
345
Organizational Communication
An examination of the dynamics of communication in organizational settings. Focuses on topics such as superior-subordinate relationships, formal
and informal communication networks, management styles, power and
authority, motivation of employees, organizational culture, performance
appraisal, effectiveuse of meetings and sourcesof communicationproblems
111
in the workplace.Designed to enhance communicationskillsof both managers and subordinates. Students both investigate the literature on organizational communicationand attempt to apply it to their own experiencesin organizations.
Voice and Diction
A study of vocal skills including tone production, breathing, resonating,
articulating, listening, introduction to phonetics and the vocal mechanism.
Theory and practice are combined in oral projects, reports and papers, voice
tapes and individual coaching. (Alternateyears, Fall)
Argumentation
Application of standards for sound evidence and reasoning in public speaking, discussion, and debates. Key objectives include increasing skill in
analyzing argumentative claims, being able to distinguish between strong
and weak arguments, understanding tests for evidence and fallacies in
reasoning, and learning to apply principles of argumentation to contemporary public issues. Students have the opportunity to enhance their skills in
debate and discussionand also learn to analyze and critique arguments they
encounter in their daily lives.
Persuasion
Theory of how people are influenced to change attitudes and behavior. The
course deals with a broad range of topics, including obstacles to persuasion;
cultural dimensions of persuasion; the use of logical and psychological
appeals; empirical research in persuasion;how persuasion is used in politics,
sales, advertising, and interpersonalcontexts;the nature of mass movements
and campaigns; the impact of the mass media on persuasion; and ethical
issues related to persuasion. Students analyze persuasive messages in contemporary society, with practical work in speech and promotional projects.
Interpersonal Communication
A study of the dynamics of human interactionthrough verbal and non-verbal
messages; emphasis on factors that build relationships and help to overcome
communication barriers. This course combines theory and practice to help
the student understand and manage communication problems more effectively.
Small Group Communication
A study of group dynamics and leadership with emphasis on factors related
to decision making, styles of leadership, and conflict management. This
course combineslecture with practical experienceto help the student become
a more effective and productive member of a task-oriented small group.
Organizational Psychology
(See under Department of Psychology)
Media Regulation, Law and Ethics
(See under Department of Political Science)
Internship
(Consult the Department Chairperson for details)
Independent Study in Communication
Selected topics in speech and communication, with emphasis on the use of
primary sources and methodology of research.
Independent Study
Independent Study for Upper Division credit.
Theatre Arts Courses (SPC)
Majors should take part in dramatic productions every year. Freshmen
planning to major in theatre arts should begin with courses 111,116,222,232
a n d 228.111 is not part of the major.
Theatre Arts Major: 10 courses (222,228,232,361,362,366, and 4 of the following:
116,229,343,350,360,367,428,429,432); plus 111,l Internship, 1theatre Interim
course, and 10production units in 3 or more of the following areas: acting (2 required), technical crew work (4 required), playwriting, direction, design, and
theatre management.
This major should be supported by courses in dramatic literature including
Shakespeare and Modern Drama or Scandinavian Drama. Strongly recommended: courses in movement, dance, art, and media art (cinema, radio,
television, video).
Theatre Arts Minor: 5 courses, including 222,228 or 229,232,361 or 362,366, and
5 production units in the following areas: acting (1 required), technical crew
work (2 required), playwriting, direction, design, and theatre management.
Theatre Arts Major For Teaching Licensure: 10 courses: 116,222,228,232 241 or
343,350,360,361,362,366, plus 111,a minor in English, and 10 production units
in 3 or more of the following areas: acting (2 required), technical crew work (4
required): playwriting, direction, design, and theatre management.
Theatre Arts Minor For Teaching Licensure: 5 courses: 222,228 or 229,232 or 116,
361 or 362,366, plus 111,and 4 production units in the followingareas: acting (1
required), technical crew work (1 required), playwriting, direction, design, and
theatre management.
Speech-Theatre Arts Major For Teaching Licensure: 12 courses, 111,222,228 or
229,232 or 116,241 or 343,350,351,352,354,360,361 or 362,366, a minor in
English, and participation in 2 activities (forensics, theatre, media).
116
222
228
Creative Dramatics
A study of various forms of dramatic play by activity, reading, observation,
and discussion. Emphasis on improvisationaltechniques and active participation. Development of dramatic pieces from written, verbal, visual, and
audible sources.
Introduction to Theatre
A survey of dramatic art: major historical periods, plays, artists; dramatic
structure, principles, and values; basic concepts and techniques of the play
production process. (Fall)
Technical Production I
Introduction to the backstage world of the theatre: its organization, crafts,
magic, and art. Technical production experience, practical projects, and
theatre tours. Crew work required in addition to normal class time. Open to
all students. Should be taken in freshman or sophomore years. Lab fee.
(Alternate years, Fall)
Stage Design I
Introduction to technical design for the theatre. Emphasis on scenery and
lighting design. Practical projects in drafting, drawing, painting, and design
theory. Open to all students. Should be taken in freshman or sophomore
years. (Alternate years, Spring)
Acting
An introduction to the art of acting. Focus on physical, mental and emotional
preparationand exploring the creative approach to sceneand character study
in American drama.
Directed Study
Independent Study for Lower Division credit.
Interpretative Reading
Basic principlesof oral interpretation of literature.Study, understanding and
practice in reading prose, poetry and drama before small and large groups.
Theatre History and Criticism I
An overview of theatre history from its classical Greek origins through
Elizabethan theatre. We examine plays and attend local theatre productions
in order to understand and experience theories of drama, dramatic production and criticism.
Theatre History and Criticism I1
An overview of theatre history from French Neoclassical through contemp*
rary theatre. We examine plays and attend local theatre productions in order
to understand and experience theories of drama, dramatic production and
criticism. Brereq.: 361)
Stage Direction I
Basic directorial techniques: choice of plays, play analysis, production organization, technical collaboration, casting, rehearsals, blocking, and characterization. Direction of a short production required (one-act or excerpt
from full-length play). Upper Division students or consent of instructor.
(Spring)
Stage Direction I1
1n-depth analysis and practical experience in directing different play forms
and styles: serious, comic, period, experimental, musical. Direction of a short
production required (one-act or excerpt from full-length play). (Prereq.: 366
or consent of instructor. Spring)
Internship
(Consult faculty in area of emphasis.)
Technical Production 11
Advanced constructionand problem-solving techniquesin technical areas of
scenery, props, lighting, sound, costumes, and make-up. (Prereq.: 228 or
consent of instructor. Lab fee. Alternate years, Fall)
Stage Design I1
Advanced projects in technical design. Introduction to costume design.
(Prereq.: 229 or consent of instructor. Alternate years, Spring)
Advanced Acting
This course explores the elements of characterization through character
analysis and extensivescene study. Emphasis is on a variety of roles from the
classics, including Shakespeare,French Neoclassicism, Restoration Comedy,
Realism and Non-Realism, Epic and the Absurd culminating in preparation
and presentation of a professional audition.
499
Independent Study in Drama
Individual projects in oral interpretation and theatre.
V Transdisciplinary
Students wishing to develop their own majoiby combining appropriate
portions of two majors may consider the Transdisciplinary Major. The
Transdisciplinary Major enables students to respond to a particular
career interest. While such an individually developed major may satisfy
the particular interests of a student, broad majors may not be suitable for
those wishing to pursue graduate study or preprofessional programs in
some academic fields.
Students wishing to develop a TransdisciplinaryMajor are to observethe following:
A. The major program should include at least two-thirds of the courses
required in the normal major programs of two major fields offered at the
College.
B. The student should design and sign a contract for such a major prior to the
end of his or her sophomoreyear (contract forms are availablein the Office
of the Registrar).
C. The contractmust be approved by the student's adviser and bythe Faculty
Committee on Student Standing.
V Women's and
Minority Studies (INS)
Women's Studies and Minority Studies courses fulfill the Urban
Concerns, or Women's Studies, or Minority Studies distribution
requirement. In addition, Augsburg offers students an opportunity
to minor in Women's Studies.
+ Minority Studies
231
Religion i n African-American History
An examination of selectedtopics related to the Blackexperience,e.g. African
backgrounds, religion under slavery, evangelicalism. Meets 1 religion requirement or the Urban Concerns, Women's and Minority Studies requirement.
232
233
260
Blacks in America: An Introduction to African-American Studies
An interdisciplinary course providing an ovemiew of the major issues
related to the Black experience in terms of the family, education, religion, art,
economicsand politics. It is designed to heighten the student's consciousness
regarding the African retentions in Black culture, the evolution of Black
culture and the impact of Black culture on American society.
Women: A Cross-Cultural Perspective
This course will examine a variety of issues concerning the biological,
evolutionary and historical origins of women's roles and status in human society.Emphasiswill be placed on the comparativeroles of womenin different
cultures. This comparison will include such North American models as the
Navajo, Ojibwe, and Iroquois, African models such as the Pygmies and other
tribal groups, and the peasant societies of eastern Europe, Mexico, and the
Middle East and rural China. Offered periodically through CHR and the
American Indian Program office.
Contemporary American Indians
The situation of Indians in the United States since the Indian Reorganization
Act (1934) with an emphasis upon current issues, e.g. tribal sovereignty,
treaty rights, and education. Examples of the persistence of religious/
cultural traditions among selected Indian tribes today.
+ Women's Studies
Beverly Stratton, Coordinator
Women's Studies values the experiences and perspectives of women by
placing them at the center as it branches out to critically examine
women's contributions in life and learning. Women's Studies seeks to
complement other disciplines by expanding knowledge about women,
addressing misconceptions, and raising new questions which spark
further investigation. It seeks to empower students for leadership.
Women's Studies tries to be explicit about its goals and issues. It seeks to
raise awareness of diversity, to critically examine all disciplines and
existing social practices, to recover past achievements of women and
encourage the work that women now do, to expand perspectives and to
provide a basis for decision making and critical evaluation of future
learning.
Minor: 5 courses which must include INS201,3 electives, 1of which must
be Upper Division, and INS 495 or 499. Courses may be taken from the
ACTC colleges as well as Augsburg. Each student's program must have
the written approval of the Women's Studies Coordinator.
201
Introduction to Women's Studies
This multidisciplinary course will introduce students to the contributions of
women in history, religion, literature, philosophy, sciences, and the arts and
to how the questionsand methodologies of these disciplinesdiffer when seen
from women's perspectives. Students will also study the history of the
women's movement, diversity of women's experiences in terms of race,
sexual orientation and class, and other contemporary issues raised by feminists.
233
265
495
499
Women: A Cross-Cultural Perspective (See description under Minority
Studies)
Women in American Culture
Through a discussion of works by women historians and selections from
women's journals, speeches, articles, short stories, poems, plays and other
aesthetic creations, the class will collectively assess the position of Black and
white women in American culture from the founding of the colonies to the
present. Contributions by Indian women, Chicanas and other "invisible"
women minorities will be included.
Seminar
Selected topics. Required of minors who do not elect to do an Independent
Study. To be completed after the introductory course and electives. (Alternate years, Fall 1989)
Independent Study
In consultationwith a facultymember and with the approval of the Women's
Studies Coordinator, a student selects a specific topic for study. Required of
minors who do not elect to participate in the seminar.
Approved electives from other academic departments including:
ART 352
ENG 282 or 482
HIS 226
POL 421
POL 459
Women's Art History (see Art Department listing)
Topics in Literahue (see English Department listing)
Asian and Asian-American Women in Public Life in
the 20th Cenhuy (see History Department listing)
Topics in American Politics (see Political Science Department listing)
Topics in Comparative Politics (see Political Science
Department listing)
H
H
H
Regents
ELCA
Directory
Administration
H
H
H
H
Faculty Emeriti
Academic Calendar
Faculty
Maps
V Board of Regents
(as of June 1988)
The year in parentheses after each name is
the expiration date of current term.
i;
&-
Chair
Donald R. Grangaard
Secretary
Charles W. Amason
Vice Chair
The Reverend Harris W. Lee
Treasurer
Raymond A. Grinde
--
Charles W. Amason, J.D. (1988)
Paul B. Batalden, M.D.
(1990)
Nancy H. Bottemiller
Rodney P. Burwell
(1992)
(1988)
H. David Dalquist, I11
(1990)
Darrell J. Egertson
(1988)
Julian P. Foss
Barbara C. Gage
Donald R. Grangaard, J.D.
Richard R. Green, Ed.D
Raymond A. Grinde
Carolyn T. Groves
(1990)
(1992)
(1990)
(1992)
(1990)
(1990)
Elling B. Halvorson
(1990)
Lawrence 0. Hauge
(1988)
(1990)
Catherine E. Johnson
George 0.Johnson, Ph.D. (1990)
Harris W. Lee, D. Min.
(1988)
-
-
Attorney, Head and Truhn,
Minneapolis, MN
Vice President for Medical Care, Hospital
Corp. of America, Nashville, TN
Homemaker, Wadena, MN
Chairman, Xerxes Corporation,
Minneapolis, MN
President, Northland Aluminum Products,
Inc., St. Louis Park, MN
Executive Vice President/Chief Financial
Officer, Apache Corp., Denver, CO
Retired Businessman, Mesa, AZ
Homemaker, Long Lake, MN
First Bank System, Inc., Minneapolis, MN
Chancellor, New York City Public Schools
Partner, Klohn Design, Inc., St. Paul, MN
Administrator, S. J. Groves and Sons
Company, Minneapolis, MN
Chairman of the Board, Halvorson Osborne
Construction Co., Kirkland, WA
Chairman, Suburban National Bank,
Eden Prairie, MN
Homemaker, Minneapolis, MN
Associate Professor & Director, Hospital &
Health Care Admin., Minneapolis, MN
Senior Pastor, Lutheran Church of the Good
Shepherd, Minneapolis, MN
Mr. Gary H. Lohn
(1988)
Mildred I. Mueller, Ph.D. (1990)
Rev. Maynard L. Nelson
(1990)
Ms. Roselyn J. Nordaune, J.D.
(1988)
Mr. Howard E. Olson
Mr. Donald G. Oren
(1990)
(1988)
Mr. Harvey M. Peterson (1990)
Mrs. Inez M. Schwarzkopf (1988)
Gladys I. Strommen
Merton P. Strommen
Leland N. Sundet
(1990)
(1996)
(1990)
David L. Swanson
(1990)
Stanley W. Thiele
(1992)
William A. Urseth
(1992)
Control Data Business Advisors,
Mankato, MN
Director of Education Statistics, MN Dept:of
Education, St. Paul, MN
Senior Pastor, Calvary Lutheran Church,
Minneapolis, MN
Partner, Nordaune & Friesen,
St. Louis Park, MN
Businessman, St. Paul, MN
President, Dart Transit Company,
St. Paul, MN
President, Catco Company, St. Paul, MN
Director for Community and Organizational
Development, Women of ELCA, Chicago, IL
Homemaker, St. Paul, MN
Founder, Search Institute, Minneapolis, MN
Chairman & Chief Executive Officer,
Century Manufacturing Co.,
Bloomington, MN
Vice President, Grudem Brothers Co.,
St. Paul, MN
Senior Vice President, Administrative
Services, 3M, St. Paul, MN
Chief Executive Officer,
U.S. Communications, Minneapolis, MN
V Division for Education
The Evangelical Lutheran Church
in America (ELCA)
Board
Chair: Rev. Dennis H. Dickman
Secretary: Solveig Gregory
Vice-Chair: Mary Ellen H. Schrnider
Executive Staff
Executive Director: Rev. W. Robert Sorensen
Assistant Director for Finance: Beata H. Sorenson
Director for Colleges and Universities: James M. Unglaube
Assistant Director for Colleges and Universities: Naomi E. Linnell
V Directory
Augsburg College
731 21st Avenue South
Minneapolis. MN 55454
Area Code: 612
President .............................................................................................
330-1212
Academic Affairs ..............................................................................330-1024
Admissions ......................................................................................330-1001
Alumni Programs .............................................................................330-1179
Business Office (Fees and Accounts).............................................. 330-1029
Campus Ministry (College Pastor) ................................................. 330-1107
330-1162
Career Services ..................................................................................
College Center Manager/Coordinator, Special Events ............... 330-1121
College Relations (News and Publications) ..................................330-1180
Development (Financial Gifts to the College)............................... 330-1171
Facilities Office .................................................................................. 330-1120
Financial Aid (Scholarships) ...........................................................
330-1046
General Information (Other office
numbers; business hours only) .................................................. 330-1000
Evenings........................................................................................ 330-1234
Graduate Program ......................................................................... 330-1787
Ice Arena Manager ...................................................................... 330-1251
Interim Office .................................................................................. 330-1025
Library ................................................................................................ 330-1017
Parent Programs
,
.
.................................................. .330-1179
Personnel Office ................................................................................
330-1058
Registrar ...................................................................................... 330-1036
Student Activities Office .................................................................. 330-1111
....
.....................................
.330-1160
Student Affairs .....................
Student Government Office ............................................................
330-1110
Student Life (Housing).................................................................... 330-1109
Summer School Office ...................................................................... 330-1025
Weekend College ............................................................................ 330-1782
........... .......
.
.
..
.
.
The College has designated the following persons as coordinators for
discrimination inquiries or grievances:
Mary Lou Williams, Assistant Professor, Social Work Department (612/
33@1157)Affirmative Action Coordinator (matters based on race,
creed, national or ethnic origin)
Vern M. Bloom, Director, CHR -Memorial Hall (612/330-1133)
504 Coordinator (matters based on physical or mental handicap)
William R. Rosser, Vice President for Student Affairs, Memorial Hall
(612/330-1168) -Title lX Coordinator (matters based on sex or
marital status)
Sandra Jacobson, Director of Personnel, Ground Floor, Memorial Hall
(612/330-1023) -Employment
All correspondence should be addressed to the designated individual, at
Augsburg College, 731 21st Avenue South, Minneapolis, MN 55454. Formal
grievance procedures are described in the Staff Handbook. Copies are
available from the Personnel Office.
V Administration
Office of the President
President .......................................................................... Charles S. Anderson
Executive Secretary to the President .........................Carolyn S. Magnuson
College Pastor ......................................................................... David T. Wold
Director, Church Relations ..........................................................Curtis Peter
Director, Admissions ............................................................... Carol A. Stack
Academic Affairs
Vice President for Academic Affairs and
Ryan A. LaHurd
Dean of the College ...................................................
Executive Secretary to the Academic Dean ........................ Lois M. Nielsen
Associate Dean of the College and
Director of Special Programs ................................Patricia A. Parker
c h a r d J. Thoni
Director, Weekend College
Operations Manager, Weekend College ......................... Laurel Orthmeyer
Graduate Program Coordinator ........................................o n e Karvonen
Registrar .............................................................................Burdett Parsons
Institutional Research Analyst ............................................ Robert W. Clyde
Head Librarian ............................................................... Margaret Anderson
Director, Audio-visual Center ..........................................
Brian P. Hackney
Director, Black Student Affairs ................................................M. Anita Gay
Director, American Indian Support Program ................Bonnie A. Wallace
Interim Director ............................................................. Donald R. Gustafson
Kathleen Lutfi
Coordinator, International Programs ............,...
Director, Faculty Development ....................................... Edwina Hertzberg
Director, Cooperative Education ........................................ Garry W. Hesser
....................
R
Student Affairs
Vice President of Student Affairs and
Dean of Students ........................................................ William R. Rosser
Executive Secretary to the Vice President ...................................
Casey Levi
Associate Dean of Students .................................................. James B. Grubs
Co-directors, Counseling Services ......Nancy G. Medcraft, Joan W. Slater
Director, Academic Enrichment .....................................Donald M. Warren
Director, Career Services ..................................................... Tina M. Wagner
Coordinator, Off-campus Student Employment ................... Lois A. Olson
Director, Student Life and Housing ................Linda K. Schrempp-Alberg
Director, Student Activities .................................................. Brian Cockayne
Coordinator, Urness Tower ...................................................... Ava J. Young
Coordinator, Mortensen Tower ........................................ Sue J. Hohenstein
R
Development and College Relations
Vice President for Development and College Relations .............................
Executive Secretary to the Vice President ............................... Betty Arnold
Director, Development ............................................................. Gordon Olson
Director, Planned Giving ...................................................Thomas I. Benson
Jeroy C. Carlson
Senior Development Officer
Director, Corporate and Foundation Relations ..............Victoria J. Hoshal
Director, Alumni/Parent Relations ....................................Jeffrey Swenson
Director, College Relations .......................................M a Adams Forsberg
Director, Publications ................................................................... Ka I. Cady
Publications Specialist....................................................... Morgan K. Brooke
Development Officer/Annual Fund ...............
Donna McLean
.............................................
Finance and Management
Vice President for Finance and Management ....................Michael Ranum
Executive Secretary to the Vice President
Assistant Vice President for
Student Financial Services ...................................... Herald A. Johnson
Financial Aid Counselor ......................................................... Karen D. Flom
Director, Personnel ............................................................... Sandra Jacobson
Controller ........................................................................................
Koepke
Director, Administrative Computer Center ............................ Steve Terrien
Manager, College Center .................................................Mildred A. Nelson
Manager, Central Services..................................Charles E. Christopherson
Director, Purchasing/Bookstore .......................................... Robert P. Gores
Director, Marriott Corp. Food Services ................................ Randy McNeal
Director, Plant Services ........................................................ James Weninger
Supervisor, Maintenance ....................................................... Robin A. Curtis
Manager, Ice Arena .................................................................. James J. Carey
......................................................
V Faculty
Emeriti
Courtland L. Agre, Professor Emeritus of Chemistry. Ph.D.,
University of Minnesota.
Ernest W. Anderson, Professor Emeritus of Health and Physical Education.
Oscar A. Anderson, President Emeritus. B.A., St. Olaf College; B.D.,
Luther Theological Seminary;L.L.D., Concordia College, Moorhead.
Valeria Baltins, Professor Emerita of Foreign Languages.
Magister der Philosophia, University of Latvia.
Carl Chrislock, Professor of History. B.A., Augsburg College; M.A., Ph.D.,
University of Minnesota.
L. Gracia Christensen, Professor Emerita of English.
Ailene Cole, Professor of Theatre Arts/Speech. B.A.,
Gustavus Adolphus College; M.A., Ph.D., University of Minnesota.
K. Berner Dahlen, Professor Emeritus of English. M.S. University of Minnesota.
Edgar E. Eklof, Professor Emeritus of Music. M.M. Manhattan Music School.
Sheldon P. Fardig, Professor Emeritus of Education. B.A.
Carleton College, M.M., Ph.D., Northwestern University.
Theodore J. Hanwick, Professor Emeritus of Physics. Ph.D.,
New York University.
Katherine Hennig, Professor Emerita of Music. M.A., University of Minnesota.
Einar 0 . Johnson, Professor Emeritus of Education. Ph.D.,
University of Washington.
James D. Johnson, Professor Emeritus of Music. Ph.D.,
University of Minnesota.
Bernhardt J. Kleven, Professor Emeritus of History. Ph.D.,
University of Minnesota.
Edor C. Nelson, Professor Emeritus of Physical Education. M.Ed.,
University of Minnesota.
Anne Pederson, Professor Emerita of English. M.A., University of Minnesota.
LaVonne J. Peterson, Professor Emerita of Health and Physical Education.
M.Ed., University of Minnesota.
Martin Quanbeck, Professor Emeritus of Education. Ph.D.,
University of Minnesota.
Leland B. Sateren, Professor Emeritus of Music. L.H.D., Gettysburg College;
D. Mus., Lakeland College.
Paul T. Steen, Professor Emeritus of Sociology. Ph.D., University of Minnesota.
Joel S. Torstenson, Professor Emeritus of Sociology. Ph.D.,
University of Minnesota.
V Academic Calendar
Fall 1988
Labor Day recess .......................................................................................... M Sep 5
Upperclass validation ...................................................
.
,
....................... Tu. Sep 6
Freshmen registration ....................................................................................Tu. Sep 6
Classes begin ................... ,
.
.
,
............................................................................W Sep 7
Last day to register,
designate grading option.
add a class,
drop a class without notation on record,
move Upper/Lower
Division course to Upper
..
.. Division
or Lower Division .................................................................................... Tu, Sep 13
Mid-term break ................................................................................................ F Oct 28
Interim registration ....................................................................... M. Oct 31 .F. Nov 4
Spring term pre-registration ....................................................... M Nov 14 .F. Dec 2
Last day to withdraw from a class ............................................................... F Nov 18
Thanksgiving recess begins ........................................................................ T h Nov 24
Classes resume .......................................................................................... M Nov 28
Classes end ...................................................................................................... F Dec 9
Final examinations begin ........................................................................ M. Dec 12
Final examinations end ................................................................................ T h Dec 15
Final grades due and Incompletes due
from spring and summer '88 ............................................................... W Dec 21
Interim 1989
Classes begin ......................................................................................................
T Jan 3
Last day to register. add a class.
drop a class without notation on record
or move Upper/Lower Division course to Upper Division ................. W. Jan 4
Last day to designate grading option
or move Upper/Lower division course to Lower Division ................ M. Jan 16
Last day to withdraw from a class .................................................................. F. Jan 20
Classes end .........................................................................................................
F Jan 27
Interim grades due ............................................................................................ F Feb 3
Spring 1989
Validation of registration
...................... .
.
.................................................... T Jan 31
.
Classes begin .....................................................................................................
W Feb 1
Last day to register.
designate grading option.
add a class.
drop a class without notation on record.
move Upper/Lower Division course to Upper Division
or Lower Division ......................................................................................T Feb 7
Mid-term break begins ....................................................................................
F Mar 24
Classes resume ..................................................................................................
M Apr 3
Easter break begins ........................................................................................ F. Mar 24
Classes resume ..................................................................................................
M. Apr 3
Last day to withdraw from a class ................................................................ F Apr 21
Early registration for fall ............................................................. M Apr 24 .F. May 5
Classes end .......................................................................................................
F. May 12
Final examinationsbegin
.............................................................................
M,
May 15
.
Final examinations end ................................................................................ May 18
Baccalaureate and
Commencement ......................................................................................
S May 21
Final grades due and Incompletes due
from fa11 '88 and Interim '89 .............................................................. W May 24
-
A
.
Summer School 1989
Term I ......................................................................................... T May 30 .F, June 23
Term I1 ........................................................................................... M June 26 .F. Aug 4
Fall 1989
Labor Day recess ...............................................................................................
M Sep 4
Upperclass validation and Freshmen registration ...................................... T u Sep 5
Classes begin ....................................................................................................
W Sep 6
Last day to register.
add a class.
designate grading option.
drop a class without notation on record.
or move Upper/Lower Division course to Upper Division
T . Sep 12
or Lower Division ....................................................................................
Mid-term break .................................................................................................
F Oct 27
Interim registration ....................................................................
M. Oct 30 .F. Nov 3
Spring term pre-registration ....................................................... M Nov 13 .F. Dec 1
Last day to withdraw from a class ................................................................ F. Nov 17
Thanksgiving recess begins .....................................................................
Th. Nov 23
Classes resume ...............................................................................................M Nov 27
Classes end ..........................................................................................................
F Dec 8
M. Dec 11
Final examinations begin ...............................................................................
Final examinations end ................................................................................. T h Dec 14
Final grades due and Incompletes due
from spring and summer '89 .................................................................. W Dec 20
Interim 1990
.
.
...................................................................... Tu. Jan 2
Classes begin ......................
Last day to register. add a class.
drop a class without notation on record
or move Upper/Lower Division course to Upper Division .................. W. Jan 3
Last day to designate grading option
or move Upper/Lower Division course to Lower Division ............... Tu. Jan 16
Last day to withdraw from a class ............................................................... F. Jan 19
Classes end .........................................................................................................
F Jan 26
Interim grades due .............................................................................................F Feb 2
Spring 1990
Validation of registration.............................................................................. T Jan 30
Classes begin .................................................................................................
W Jan 31
Last day to register.
designate grading option.
add a class.
drop a class without notation on record.
or move Upper/Lower Division course to Upper Division
T Feb 6
or Lower Division ......................................................................................
Mid-term break begins ............................................................................... Sa. Mar 24
Easter break begins .......................................................................................... F Apr 13
Classes resume ................................................................................................ M Apr 16
Last day to withdraw from a class ................................................................ F Apr 20
Early registration for fall ............................................................. M Apr 23 .F. May 4
Classes end .......................................................................................................
F May 11
Final examinations begin ............................................................................. M May 14
Final examinations end ................................................................................Th. May 17
Baccalaureate and
S May 20
Commencement ......................................................................................
Final grades due and Incompletes due
from fall '89 and Interim '90 .................................................................. W May 23
V Faculty
Correct as of May 15,1988.
(beginning year of service on faculty in parenthesis)
1 Charles S. Anderson (1976). President, B.A., St. Olaf College; M.A., University
of Wisconsin; B.Th., Luther Theological Seminary; Ph.D., Union Theological
Seminary, New York.
1 Ryan A. LaHurd (1985). Vice President for Academic Affairs and Dean of the
College. B.A., Mt. Carmel College; M.A., University of Chicago; Ph-D., University of Wisconsin-Madison.
Nancy I. Aarsvold (1986). Instructor of Foreign Languages. B.A.,
Pacific Lutheran University; M.A., University of Minnesota.
Ruth L. Aaskov (1960). Associate Professor of Foreign Languages. B.A.,
Augsburg College; M.A., Middlebury College; Ph.D.,
University of Wisconsin.
Robert W. Adney (1979). Studio Artist/Percussion, part-time. B.A., University of
Minnesota.
Earl R. Alton (1960). Professor and Department Chairperson of Chemistry, B.A.,
St. Olaf College; M.S., Ph.D., University of Michigan. (On leave Interim and
Spring, 1989)
Brian R. Ammann (1988). Instructor and Head Basketball Coach, Health and
Physical Education. B.A., Augsburg College; M.S., North Dakota State
University.
Lyla Mae Anderegg (1959). Associate Professor, part-time, Psychology, B.A.,
University of Minnesota; M.A., Northwestern University.
Barbara Andersen (1969). Associate Professor of English. B.A., Northwestern
College; M.A., Northwestern University.
Edwin D. Andersen (1987). Instructor, part-time, Mathematics, Weekend
College. B.A., Macalester College; M.S.T., Illinois Institute of Technology;
Ph.D., University of Minnesota.
Kristin M. Anderson (1984). Instructor, part-time, Art. A.B., Oberlin College;
M.A., University of Minnesota; M.A., Luther-Northwestern Seminary.
Margaret J. Anderson (1%7). Associate Professor, Head Librarian. B.S., M.A.,
University of Minnesota.
Raymond E. Anderson (1949). Professor of Speech, Communication and Theatre.
B.S., M.A., Ph.D., University of Minnesota.
Sheldon Anderson (1988). Instructor, part-time, History. Weekend College.
Andrew L. Aoki (1988).Assistant Professor of Political Science. B.A., University
of Massachusetts-Amherst; M.A., Ph.D., University of Wisconsin-Madison.
Charles N. Arge (1987). Lecturer, part-time, Physics. B.S., University of Arizona.
Marjorie Audette (1986). Assistant Professor, part-time, Nursing, Weekend
College. B.S., Marquette University; M.A., University of Iowa.
Kenneth C. Bailey (1965). Professor of Philosophy. B.A., St. Olaf College; M.A.,
Ph.D., University of Minnesota.
Catherine Bakken (1985). Lecturer, part-time, Psychology. B.A., Concordia
College; M.A., University of North Dakota; M.A., United Theological
Seminary; M. Div., Luther-Northwestern Seminary.
Deborah Bart (1980). Instructor of Speech, Communication and Theatre. B.A.,
M.A., University of Minnesota.
John E. Benson (1963). Professor of Religion. B.A., Augsburg College; B.D.,
Luther Theological Seminary; M.A., Ph.D., Columbia University.
Vern M. Bloom (1971). Director of CHR Program and College of the 3rd Age.
B.A., M.S.W., University of Minnesota.
Joseph C. Bodziock (1986). Lecturer, part-time, English. B.A., St. Joseph's
College; M.A., University of New Hampshire.
Julie H. Bolton (1975). Assistant Professor and Department Chairperson of
Speech, Communication and Theatre. B.S., M.F.A., University of Minnesota.
Richard Borstad (1977). Associate Professor and Department Chairperson of
Health and Physical Education. B.A., M.A., Ph.D., University of Minnesota.
John Bosma (1985). Instructor, part-time, Speech, Communication, and Theatre,
Weekend College. B.A., Concordia College, St. Paul; M.A., University of
Minnesota.
Michael Brand (1979). Studio Artist/Trumpet, part-time. B.S., M.F.A., University
of Minnesota.
James A. Brothen (1988). Visiting Assistant Professor of History, part-time. B.A.,
M.A., Ph.D., University of Minnesota.
Maria Brown (1980). Assistant Professor in Social Work. B.A., M.A., American
University; M.S.W., University of Minnesota.
Laine Bryce (1978). Studio Artist/Bassoon, part-time. B.A., University of
Minnesota.
Priscilla K. Buffalohead (1983). Lecturer, part-time, Sociology and Women's and
Minority Studies. B.A., M.S., University of Wisconsin-Madison.
Diane F. Busico (1986). Assistant Professor of Business Administration and
Economics. B.S., Youngstown State University; M.B.A., Kent State
University.
Thomas L. Busico (1988). Instructor, part-time, Business Administration and
Economics, Weekend College. B.S., Youngstown State University; M.B.A.,
Kent State University.
John Cemto (1983). Assistant Professor in Business Administration and Economics. B.A., Rhode Island College; M.S., University of Wisconsin-Stout.
Francine Chakolis (1983). Assistant Professor of Social Work. B.S., Augsburg
College; M.S.W., University of Minnesota.
James Cleary (1986). Lecturer, part-time, Psychology, Weekend College. B.A.,
University of Wisconsin-Eau Claire; M.A., Ph.D., Western Michigan
University.
Robert W. Clyde (1967). Associate Professor of Sociology, Institutional Research
Analyst. B.A., Coe College; M.A., Rockford College; Ph.D., University of
Iowa.
Lawrence E. Copes (1980). Associate Professor of Mathematics/Computer
Science. B.A., Illinois Wesleyan University; M.A., Ph-D., Syracuse University.
(On leave, 1988-89)
John Cosgrove (1983). Lecturer, part-time, Business Administration and Economics, Weekend College. B.A., University of Minnesota.
Larry Crockett (1985). Assistant Professor of Mathematics/Computer Science.
B.A., M.A., Pacific Lutheran University; M.Div., Luther Theological
Seminary.
Wayne A. Dalton (1984). Studio Artist/Voice, part-time. B.A., University of
Redlands; M.Th., Ph.D., School of Theology at Claremont.
Jan Davies (1987). Instructor, part-time, Education, Weekend College. B.F.A.,
Illinois Wesleyan University.
John Dunham (1987). Visiting Instructor and Studio Artist/Cello, part-time,
Music. B.A., Syracuse University; M.M., University of Michigan-Ann Arbor.
Beverly C. Durkee (1965). Professor of Mathematics/Computer Science. B.A.,
B.S.L., B.S.Ed., M.A., University of Minnesota; Ph.D., Arizona State
University.
Grace B. Dyrud (1962). Professor of Psychology. B.A., M.A., Ph.D., University of
Minnesota. (On leave Fall, 1988 and Interim, 1989)
Mary G . Endorf (1986). Assistant Professor and Department Chairperson of
Education. B.A., Hamline University; M.S., SUNY-Cortland; Ph.D., University of Minnesota.
Mark J. Engebretson (1976). Associate Professor and Department Chairperson of
Physics. B.A., Luther College; M. Div., Luther Theological Seminary; M.S.,
Ph-D., University of Minnesota.
Marian S. Enos (1987). Lecturer, part-time, Nursing. B.S.N., M.S., Ph.D., University of Minnesota.
Kenneth N. Erickson (1970). Professor of Physics. B.A., Augsburg College; M.S.,
Michigan State University; Ph.D., Colorado State University.
Sheldon P. Fardig (1962). Lecturer in Education. B.A., Carleton College; M.M.,
Ph.D., Northwestern University.
Norman B. Ferguson (1972). Professor of Psychology. B.A., Franklin and
Marshall College; M.S., Ph.D., University of Wisconsin.
Ronald E. Fine (1987). B.A., University of Maryland; M.A., American University.
Ann C. Fleener (1987). Assistant Professor of Education. B.S., M.A., University of
Minnesota.
Marilyn Pearson Florian (1980). Instructor in Health and Physical Education.
B.A., Augsburg College; M.A., St. Cloud State University.
Mathew Foss (1988). Visiting Instructor of Mathematics/Computer Science. B.S.,
B.S.E., M.A., Northeast Missouri State University.
Stephanie C. Franz (1984). Lecturer, part-time, Physics, Weekend College. B.A.,
Augsburg College; M.S., University of Minnesota.
Robert Friederichsen (1971). Assistant Professor, part-time, Art. B.A., Bethel
College; M.A., Pennsylvania State University.
Mark L. Fuehrer (1969). Professor and Department Chairperson of Philosophy.
B.A., College of St. Thomas; M.A., Ph.D., University of Minnesota.
1
Greta Gaard (1986). Instructor, part-time, English, Weekend College. B.A.,
Pepperdine University; M.A., Claremont Graduate School.
Stephen M. Gabrielsen (1963). Associate Professor of Music. B.A., Augsburg
College; M.A., University of Minnesota.
David L. Garrison (1986). Lecturer in English, part-time. B.A., Appalachian State
University; M.A., Baylor University; Ph.D., University of Minnesota.
M. Anita Gay (1987). Director, Black Student Affairs. B.S., Southern University,
Baton Rouge; M.A., Howard University.
Jerry Gerasimo (1971). Professor of Sociology.B.A., Lake Forest College; M.A.,
Ph.D., University of Chicago. (On leave Interim and Spring, 1989)
Richard Germundsen (1987). Assistant Professor of Education. B.S., Mankato
State University; M.A., American University; Ph.D, University of
Minnesota.
Nancy J. Giguere (1987). Instructor, part-time, Foreign Languages, Weekend
College. B.A., University of Arizona; M.A., Middlebury College; Ph.D.,
University of North Carolina.
Peter Gillen (1988). Instructor, part-time, Business Administration and Economics, Weekend College. B.S.B., University of Minnesota.
Orloue N. Gisselquist (1956). Associate Professor of History. B.A., M.A., Ph.D.,
University of Minnesota.
Gerald Glatzmaier (1986). Lecturer, part-time. Business Administration and
Economics. B.A., St. Cloud State University; M.A., University of Minnesota;
M.A., Northeastern University.
Joseph R. Goldman (1986). Visiting Lecturer in Political Science. B.A., M.A.,
Ph.D., University of Minnesota; Ph.D., University of Kansas.
Paul H. Grauer (1979). Assistant Professor, part-time, Health and Physical
Education. B.S., Concordia College, Nebraska; M.Ed., University of Nebraska; M.A., University of Minnesota.
Douglas E. Green (1988). Assistant Professor of English. B.A., Amherst University; M.A., Ph.D., Brown University.
Joan L. Griffin (1986). Assistant Professor of English. A.B., Washington University; M.A., Ph.D., Harvard University.
Satya P. Gupta (1976). Professor of Business Administration and Economics. B.S.,
M.S., Agra University, India; M.S., Ph.D., Southern Illinois University.
Donald R. Gustafson (1961). Professor of History, Interim Director. B.A., Gustavus Adolphus College; M.A., Ph.D., University of Wisconsin.
Arlin E. Gyberg (1974). Professor of Chemistry. B.S., Mankato State University;
Ph.D., University of Minnesota.
Brian P. Hackney (1983). Assistant Professor, Director of Audio-Visual Center.
B.A., University of Wisconsin-Eau Claire; M.A., University of WisconsinStout.
Paul P. Halvorson (1985). Lecturer, part-time, Business Administration and
Economics. B.A., Augsburg College; M.A., The American University.
Mark Hassenstab (1988). Instructor, part-time, Business Administration and
Economics, Weekend College. B.A., Augsburg College; M.B.A., University of
Minnesota.
Milda K. Hedblom (1971). Professor of Political Science. B.A., Macalester
College; M.A., Ph.D., University of Minnesota.
Kathy Heikkila (1984). Lecturer, part-time, Education. B.S., University of Wisconsin-Lacrosse; M.A., The College of St. Thomas.
Robert S. Herforth (1966). Professor of Biology. B.A., Wartburg College; M.S.,
Ph.D., University of Nebraska.
Edwina L. Hertzberg (1977). Associate Professor of Social Work, Director of
Faculty Development. B.A., Cedar Crest College; M.S.W., Ph-D., University
of Minnesota.
Richard C. Henog (1984). Assistant Professor of Business Administration and
Economics. B.S., Washington University; M.B.A., St. Louis University.
Garry W. Hesser (1977). Associate Professor of Sociology, Director of MetroUrban Studies, Director of Cooperative Education Program. B.A., Phillips
University; M.Div., Union Theological Seminary; M.A., Ph.D., University of
Notre Dame.
Paul T. Hirdman (1985). Assistant Professor of Psychology. A.A., Waldorf Junior
College; B.A., Augsburg College; M. Div., Luther Theological Seminary;
M.A., Ph.D., University of North Dakota.
Norman D. Holen (1964). Professor of Art. B.A., Concordia-College, Moorhead;
M.F.A., University of Iowa.
Bradley P. Holt (1981). Associate Professor of Religion. B.A., Augsburg College;
B.Q., Luther Theological Seminary; M. Phil., Ph.D., Yale University.
Paul L. Holmer (1986). Distinguished Visiting Professor of Philosophy.
B.A.,M.A., University of Minnesota; Ph.D., Yale University.
John R. Holum (1957). Professor of Chemistry (and Acting Department Chairperson, Interim & Spring, 1989).B.A., St. Olaf College; Ph.D., University of
Minnesota.
I. Khin Khin Jensen (1955-56,1959). Professor of History, Director of East and
Southeast Asian Studies. B.A., Rangoon University, Burma; M.A., Bucknell
University; Ph.D., University of Wisconsin.
John R. Jenswold (1985). Lecturer, part-time, History. M.A., University of
Connecticut-Storrs.
Barbara E. D. Johnson (1985). Lecturer, part-time, Sociology. B.S., Gustavus
Adolphus College; M.S., Ph.D., University of Minnesota.
Duane E. Johnson (1968). Professor of Psychology. A.A., North Park College;
B.A., Huron College; B.A., University of Minnesota; M.E., South Dakota
State University; Ph.D., University of Minnesota.
Jeffrey E. Johnson (1985). Assistant Professor of Physics. B.S., M.A., and Ph.D.,
University of Minnesota.
Martha B. Johnson (1988). Assistant Professor of Speech, Communication, and
Theatre. B.A., M.A., and Ph.D., University of Wisconsin-Madison.
Mary E. Johnson (1962). Associate Professor of Foreign Languages. B.A., Smith
College; M.A., Columbia University; M.A., University of Minnesota.
Amin Kader (1974). Associate Professor and Department Chairperson of Business Administration and Economics. B.Comm., University of Cairo, Egypt;
M.B.A., University of Michigan.
Kenneth S. Kaminsky (1987). Associate Professor and Department Chairperson
of Mathematics/Computer Science. A.B., M.S., Ph.D., Rutgers State University.
Jane Kammerman (1986). Lecturer, part-time, Business Administration and
Economics. B.A., University of California; J.D., University of Minnesota.
Robert KarlCn (1973). Professor and Department Chairperson of Music. B.M.,
New England Conservatory; M.A., University of Minnesota.
Mary A. Kingsley (1965). Associate Professor and Department Chairperson of
Foreign Languages. B.A., St. Olaf College; M.A., Middlebury College.
Merilee I. Klemp (1980). Instructor and Studio Artist/Oboe, part-time. B.A.,
Augsburg College; M.A., University of Minnesota.
Alvin L. Kloppen (1976). Assistant Professor of Health and Physical Education.
B.S., Augustana College; M.A., University of South Dakota.
Boyd N. Koehler (1967). Associate Professor, Librarian. B.A., Moorhead State
College; M.A., University of Minnesota.
Robert Kramarczuk (1983). Instructor, part-time, Business Administration and
Economics, Weekend College. B.A., College of St. Thomas; M.A., Ph.D.,
University of Minnesota.
Angela Wyatt Kretschmar (1981). Studio Artist/Clarinet, part-time. B.A., St.
Olaf College.
Edith V. Kromer (1983). Librarian, part-time, Weekend College. B.A., Hamline
University; M.A., University of Minnesota.
Joan C. Kunz (1987).Assistant Professor of Chemistry. B.S., University of
Missouri-St. Louis; Ph.D., University of Wisconsin-Madison.
Roy H. LaFayette (1972). Lecturer, part-time, Business Administration and
Economics. B.S.B., University of Minnesota.
David V. Lapakko (1986). Assistant Professor of Speech, Communication and
Theatre. M.A., University of Minnesota.
Nicholas A. Lenz (1980). Studio Artist/Voice, part-time. B.A., Southwest State
University; M.F.A., University of Minnesota.
Ronald L. Libertus (1985). Lecturer, part-time, CHR Program and Women's and
Minority Studies. B.A., University of Minnesota; M.A., Windham College.
Lynn Lindow (1985). Visiting Instructor of Education. B.S., Mankato State
University; M.S., North Dakota State University.
Rosemary J. Link (1986). Assistant Professor of Social Work. M.Sc., London
University; Ph.D., University of Minnesota.
Cynthia Dunbar Lohman (1985). Studio Artist/Voice, part-time. B.A., M.M.,
University of Minnesota.
Steven Lund (1983). Studio Artist/Trombone, part-time. B.S., University of
Minnesota.
Mary Ellen Lundsten (1977). Lecturer, part-time, Political Science. B.A., Smith
College; M.A., Johns Hopkins School of Advanced International Studies;
Ph.D., University of Minnesota.
Karen M. Mateer (1984). Assistant Professor, Librarian. B.S., University of South
Dakota; M.A., University of Iowa.
Janet M. Mathison (1986). Instructor, part-time, Religion, Weekend College.
Associate Director, Center for Global Education. B.A., Alverno College;
M.A., Ed.D., University of Pennsylvania, Philadelphia.
Jerie McArthur (1983). Instructor in Speech, Weekend College. B.A., Macalester
College; M.A., Ph.D., University of Minnesota.
Dan McNamara (1984). Lecturer, part-time, Business Administration, Weekend
College. BSIE, University of Dayton; M.S., Ph.D., University of Wisconsin.
Marie 0.McNeff (1968). Professor of Education. B.S., M.Ed., Ed.D., University
of Nebraska.
Roberta Kagin Metzler (1974). Assistant Professor of Music. B.A., Park College;
B. Music Ed., M. Music Ed., University of Kansas.
Fekri Meziou (1987). Assistant Professor of Business Administration and
Economics. B.A., University of Tunis, Tunisia; M.A., Ph.D., University of
Minnesota.
Erwin D. Mickelberg (1956). Professor of Biology. B.A., Augsburg College; M.A.,
University of Minnesota.
Kathryn S. Mickelson (1985). Visiting Lecturer, part-time, Music. B.S.,
Augsburg College; M.M.T., Southern Methodist University.
Jan Miner (1984). Instructor, part-time, Speech/Communication, Weekend
College. B.A., Lycoming College; M.A., Bowling Green State University.
John R. Mitchell (1968). Associate Professor of English. B.A., Maryville College;
M.A., University of Tennessee.
William Monsrna (1987). Lecturer, part-time, Physics. B.A., Calvin College;
M.Div., Calvin Seminary; Ph.D., University of Colorado.
Karen Morgan (1987). Instructor, part-time, Education, Weekend College. B.S.,
St. Cloud State University; M.Ed., University of Minnesota.
Thomas Morgan (1983). Assistant Professor of Business Administration and
Economics. B.S., Juniata College; M.B.A., University of Denver; M.S.,
University of Oregon.
Elizabeth Proctor Murphy (1984). Studio Artist/Cello, part-time. B.A., Cleveland Institute of Music.
Gordon L. Nelson (1967). Professor of Sociology. B.A., M.A., University of
Minnesota; B.D., Luther Theological Seminary; M.A., Ph.D., University of
Chicago.
Richard C. Nelson (1968). Professor and Department Chairperson of History.
B.A., University of Nebraska; M.A. Ph.D., University of Minnesota.
Catherine Christie Nicholl(1973). Professor and Department Chairperson of
English. B.A., Hope College; M.A., University of Michigan; Ph.D., University
of Minnesota.
Beverly J. Nilsson (1977). Associate Professor and Department Chairperson of
Nursing. B.S., M.S., University of Minnesota.
Norma C. Noonan (1966). Professor and Department Chairperson of Political
Science. B.A., University of Pennsylvania; M.A., Ph.D., Indiana University.
Patricia Nortwen (1985). Studio Artist/Piano, part-time. B.A., B.S., M.A., University of Minnesota.
Celeste M. O'Brien (1975). Studio Artist/Piano, part-time. B.A., Harnline
University.
Vicki B. Olson (1987). Assistant Professor of Education. B.S., M.A., Ph.D.,
University of Minnesota.
Sharon K. Ostwald (1986). Adjunct Assistant Professor of Nursing. M.S., Ph.D.,
University of Minnesota.
James F. Palmer (1987). Instructor, part-time, Mathematics and Computer
Science, Weekend College. B.A., Illinois State University, Normal; M.A.,
University of Minnesota.
Ronald G. Palosaari (1965). Professor of English. B.A., Bethel College; B. Div.,
Bethel Seminary; M.A, Ph.D., University of Minnesota.
Marlene J. Pauley (1983). Studio Artist/Clarinet, part-time. B.A., St. Olaf College;
M.M., Michigan State University.
Lauretta E. Pelton (1970). Associate Professor of Education. B.A., Briar Cliff
College; M.Ed., Marquette University.
Paul Pender (1985). Instructor, part-time, ~ u s i i e s Administration,
s
Weekend
College. B.A., M.B.A., University of Wisconsin.
Douglas D. Peny (1976). Instructor, part-time, Social Work, Weekend College.
B.A., M.S.W., University of Minnesota.
Curtis Peter (1983). Lecturer, part-time, Religion. B.A., Wartburg College;
M. Div., Wartbug Theological Seminary.
Noel J. Petit (1984). Associate Professor of Mathematics/Computer Science. B.A.,
St. Olaf College; M.S., Ph.D., University of Minnesota.
Joyce Pfaff (1966). Associate Professor of Health and Physical Education and
Director of Women's Athletics. B.A., Augsburg College; M.Ed., University of
Minnesota. (On leave 1988-89)
Diane I,Pike (1981). Associate Professor and Department Chairperson of
Sociology. A.B., Connecticut College; Ph.D., Yale University.
Stephen H. Pinsky (1983). Lecturer, part-time, Religion. B.A., Franklin and
Marshall College; B.H.L., M.H.L., Hebrew Union College.
Philip A. Quanbeck (1957). Professor and Department Chairperson of Religion.
B.A., Augsburg College; B.D., Augsburg Theological Seminary; M.Th., Ph.D.,
Princeton Theological Seminary.
Larry C. Ragland (1985). Associate Professor of Mathematics/Computer Science.
B.S., M.A., Central Missouri State College; Ph.D., University of Texas at
Austin.
0.Nicholas Raths (1987). Studio Artist/Guitar, Music. B.M., M.M., University of
Minnesota.
Bruce R Reichenbach (1968). Professor of Philosophy. B.A., Wheaton College;
M.A., Ph.D., Northwestern University.
David Riley (1987). Instructor, part-time, Business Administration and Economics, Weekend College. B.A., St. Mary's College; M.B.A., College of St. Thomas.
C.P.A.
Thomas D. Rossin (1986). Assistant Professor of Music. M.F.A., University of
Minnesota.
Gunta Rozentals (1965). Associate Professor of Foreign Languages. B.A., M.A.,
Ph.D., University of Minnesota.
Edward M. Sabella (1961). Professor of Business Administration and Economics.
B.S., University of Rhode Island; Ph.D., University of Minnesota.
Hikaru S. Sakai (1987).ACTC part-time Instructor in Japanese. B.A., University
of Osaka; Ed.S., M.A., College of St. Thomas.
Hamed Sallam (1988). Instructor, part-time, Business Administration and Economics. B.S., Ein Shams University, Cairo; M.S., Cairo University; Ph.D.,
Tbilisi State University, U.S.S.R.
Pauline Sateren (1974). Lecturer, part-time, Music Education. B.A., Northwestern College; M.M.Ed., University of Colorado.
Edwin J. Saugestad (1959). Associate Professor of Health and Physical Education
and Director of Men's Athletics. B.A., Augsburg College, M.A., University of
Minnesota.
Milo A. Schield (1985). Assistant Professor of Business Administration and
Economics. B.S., Iowa State University; M.S., University of Illinois; Ph.D., Rice
University.
Eugene M. Skibbe (1964).Professor of Religion. B.A., St. Olaf College; B.Th.,
Luther Theological Seminary; Th.D., University of Heidelberg, Germany.
Stanley H. Solnick (1984).Assistant Professor of Business Administration and
Economics. B.A., M.B.A., University of Northern Colorado.
Donald B. Steinmetz (1968).Professor of Foreign Languages. B.A., M.A., Ph.D.,
University of Minnesota.
Myles Stenshoel(1965). Professor of Political Science. B.A., Concordia College,
Moorhead; Concordia Theological Seminary; M.A., Ph.D., University of
Colorado.
Stuart M. Stoller (1986). Assistant Professor of Business Administration and
Economics. B.S., M.S., Long Island University.
Beverly J. Stratton (1986).Assistant Professor of Mathematics/Computer
Science. B.A., M.A., Boston University.
Marie Stmss (1988).Instructor, part-time, Education, Weekend College. B.S.,
Mankato State University; M.S., Mankato State University.
Mary Jo Stump (1988).B.A., Ball State University; M.A., Northern State College.
Grace K. S d e m d (1966).Associate Professor, Librarian. B.A., Augsburg College;
M.A., University of Minnesota.
Ralph L. Sulerud (1964). Professor of Biology. B.A., Concordia College,
Moorhead; M.S., Ph.D., University of Nebraska.
Gerald Swanson (1988). Instructor, part-time, Art, Weekend College. B.A.,
M.F.A., University of Minnesota.
Kathryn Swanson (1985).Assistant Professor of English. B.A., St. Olaf College;
M.A., University of Minnesota.
Philip J. Thompson (1959). Professor and Department Chairperson of Art. B.A.,
Concordia College, Moorhead; M.F.A., University of Iowa.
Neal 0.Thorpe (1967).Professor and Department Chairperson of Biology. B.A.,
Augsburg College; Ph.D., University of Wisconsin.
Calvin Vraa (1988). Instructor, part-time, Psychology, Weekend College. B.A.,
Concordia College; M.A., Northern Colorado University; Ph.D., University of
North Dakota.
Donald M. Warren (1978).Lecturer, part-time, Intro to Liberal Arts. B.A., M.A.,
University of Minnesota.
Pamela Weiss (1983).Instructor of Nursing. B.S.N., University of Nebraska;
M.P.H., University of Minnesota.
Theresa Welcher (1986). Assistant Professor of Nursing. B.S., and two M.S.
degrees, South Dakota State University.
Mary Louise Williams (1978; 1984). Assistant Professor and Department Chairperson of Social Work. B.F.A., M.S.W., University of Pennsylvania.
Dorothy J. Williamson (1970).Instructor, part-time, Art Education. B.A., Asbury
College; M.A., University of Minnesota.
Mary E. Wilson (1969). Studio Artist/Flute, part-time. B.A., B.M., Macalester
College.
Departments and Programs:
.........................................................
..................................................
........................................
.............................................
..................
..,...
........................................
................................................
.......................
............................
.........,.
.............
........
................................................
.........................................
..................
.....................
........................139
..................................................144
..................................153
...............................................154
......................157
..........................................158
................................................161
................................. 166
........................................171
.,..,
..... .,. ..175
........................179
...............179
............180
..................................... 181
........................................ 181
Art
73
76
Biology
Business Administration and
Economics
80
Chemistry
88
East and
93
Southeast Asian Studies
97
Education
Engineering
101
103
English
108
First Year Experience
Foreign Languages
109
,. ..119
General Studies
120
Global Education Programs
Health and Physical Education
123
History
127
131
Humanities
132
Interdisciplinary Studies
132
International Relations
Mathematics and Computer Science133
Metro-Urban Studies
Music
Natural Science
Nursing
Occupational Therapy
Philosophy
Physics
Political Science
Psychology
Religion .
Russian Area Studies
Scandinavian Area Studies
Social Science. Non-Western
Social Studies
Social Work
Sociology
Speech/Communication and
Theatre Arts
Transdisciplinary Studies
Women's and Minority Studies
Academic Adviser ................................. 49
Academic Calendar ....................... 48. 206
Academic Enrichment .................. .42. 119
Academic Information ......................... 47
Academic Organization and Programs .50
Academic Policies and Procedures .......61
Academic Progress ................................ 69
.................. 10
Accessibility ................... ,
Accounting Specialization ....................81
4 9. 11
Accreditation .................................
Adapted Physical Education ...............125
203
Administration ....................................
Admissions ...................................... 12 15
Advanced Placement Program .............. 67
American Indian Program ............... 10.42
Annex Housing ................................ 13. 45
Application for Financial Aid ...............26
Application Procedures ......................... 16
Art History ............................................ 75
Assessment of Previous Learning
(APL) ....................-...........*.. .-...... 67
Associated Colleges of the
Twin Cities (ACTC) ........48,52,55, 56
Athletics ............................................ 4 1
Audio-visual Services .......................... 49
Auditing Courses...................................66
Audit Fee ............................................... 22
41
Augsburgian ....................................
.
.
. ....-...-..-
185
...................................189
.................195
.......195
-
...
Black Student Program ................... 10. 43
Board ..................................................... 22
Board of Regents ................................. 210
Books and Supplies ...............................23
Business ................................................ 81
Calendar. Academic ......................48. 206
Campus Minishy ................................... 40
Campus Tours ....................... ..........16
Cancellation of Courses ........................ 62
.
.
..........43
Career Services ................... .
Center for Global Education ...........12. 60
Certification Programs
Art ............................................... 52. 74
Church Staff Work ............................ 52
Program Evaluation .................. 52. 172
Chemical Dependency Program ............55
Chinese .............................................. 111
Chin Wag ..............................................45
Christian Day School Program ........... 176
City Arts .............................................. 142
Classification .........................................67
CM.A. Certification ............................. 82
Coaching Endorsement ....................... 125
College Center ................................. 12. 41
College Level Examination Program
(CLEP) .............................................. 68
.
............. 40
College Pastor ................... .
College Work Study Program ...............29
Commons .......................,
.
.
...............44
Communication ................................... 189
Computer Resources ............................. 50
Computer Science ...............................137
Conservation of Human Resources
(CHR) ................................................ 55
Continuing Education ........................ ,
.
60
Cooperative Education ............ 10. 58. 119
Costs ...................................................... 22
Counseling Services ..............................43
Course Descriptions ..............................71
C.P.A. Certification ...............................81
Credit Assessment Program (CAP) .......68
Credits ................................................... 72
.
.
Dean's List ............................................ 70
Degrees .................................................. 48
Departmental Comprehensive Exams ...68
Departments by Division ...................... 50
Departments and Programs ................... 71
Deposits .................................................
23
Directed Study ....................................... 59
Directory .............................................
202
Disabled Student Programs ...................43
Dismissal .........................,.....................69
Distinction. Graduation with .................70
Distribution Requirements .................... 64
Divisions ............................................... 50
Dual Degree Programs
(Engineering) ......................52 53. 101
.
E
Early Admission of Freshmen ...............17
Early Decision for Freshmen ................17
Echo ...................................................... 41
Economics ............... ............................ 85
Elementary Education ...........................96
Employment ..........................................28
English as a Second Language
(ESL) .........................................
,105
Enrollment ...............................................4
Evaluation and Grading ........................65
Facilities ................................................12
Facts and Figures .................................., 4
Faculty ........................................4 9 2 0 9
Faculty Emeriti ....................................205
Fairview Pharmacy ............................... 4 4
Fees ....................................................... 22
Finance Charge ..................................... 24
.FinanceSpecialization ..........................81
Financial Aid ......................................... 25
Financial Policies .................................. 24
Financing Your Education ....................21
Fine Arts ................................................41
First Year Experience (EYE)..43.63. 108
Food Service ......................................... 44
Foreign Study .................................. 44. 56
Foss. Lobeck. Miles Center for Worship.
Drama and Communication .............. 12
French .................................................. 111
Full-time Student .................................. 22
George Sverdnrp Library ..........13.49.55
German ................................................113
Gift Assistance ......................................27
Global Education Center .................12. 60
Global Education Programs ................120
Grade Point Average (GPA) .....18.63.67
Grading ..................................................65
Graduate Program .....................10 60. 61
Graduation Requirements .....................62
Graduation with Distinction ..................70
Grants ....................................................27
.
Learning Disabilities Program ..............43
Leave of Absence ..................................62
Library .......................................13.49. 55
Life Science........................................-153
Lifetime Sports ..............................
64. 125
Linguistics ...................... ................ 115
Literature. Ideology and Society in
Latin America (LISLA) ..................143
Living on Campus .................................45
Loan Assistance ....................................
28
Location .....................
.......11. 223
.
.
.
.
.
.
Majors and Minors
(Also see Courses) ......................51. 71
Management Specialization .................. 81
Management Information Systems
(MIS) Specialization .........................81
Map .....................................................
223
Marketing Specialization ...................... 81
Married Student Housing ......................45
Master of Arts in Leadership ..........10 60
Mathematics ........................................
135
Melby Hall ............................................ 12
Memberships .....................................
4. 11
Metro-Urban Studies Term (MUST) ..141
Minnesota State Work Study Program ..29
Ice Arena ............................................1 2 Minority Scholarships/Grants ...............31
Independent Study .................................59 Minority Studies .................................. 195
Information Request Card ...................225 Minors ........................................51 71
Intercollegiate Athletics ....................4.41 Mission Statement ...................................6
Interim .......................................4 56. 61 Mortensen Tower ............................12. 46
Inter-InstitutionalPrograms ..................55 2222 Murphy Square .............................13
InternationalBaccalaureate Program ....67 Music Education ...............................
144
InternationalBusiness .....................56.81 Music Ensembles ..........................41 152
International Students .....................19. 44 Music Hall .............................................13
I n t m h i p Program ................................58 Music Performance ............. 146. 147 152
Intramural Athletics ..............................42 Music Therapy .................................... 151
Health Service .......................................44
Health Education .................................124
Higher Education Consortium
(HECUA) ............................55.56. 140
History of Augsburg College ..................8
Honors Major (See Departmental Listings)
57
Honors Program ....................................
Housing .............................. 12. 23.44.45
Human Services in a Latin American
Context ......................................
5 6 121
.
.
.
Japanese ........................................9 115
KCMR Radio ................ ....................... 41
Kindergarten-Elementary
Education ........................................96
Kueffner Apartments .............................13
Norwegian ...........................................116
Numbering of Courses ..........................72
Off-Campus Programs ............................4
Old Main ...............................................13
Orientation .............................................
43
P
Part-time Students ................................. 2 2 1
Payment Options ................................... 24
Physical Disabilities .............................. 43
Physical Education ..........................,.. 125
Physical Science ..................................153
Pre-Professional Programs .................... 53
Pre-Registration.....................................61
Prerequisites ......................................... 72
Probation ........................................ 69
Program in Global Community .....56. 121
1 -: '
.
7
R
Refunds ........................... .
.
.
.........3
Registration ........................................... 61
Residence Requirement ......................... 63
Room and Board ..................... ..........22
ROTC ..............................................55.56
Russian ........................................... 117
,.
Scandinavian Urban Studies Term
(SUST) ............................................ 141
Scholarships ..........................................29
Science (Grades 5-9) ...........................153
Science Hall ...........................
13
Secondary Education ....................... .95,98
Semester Fees ........................................ 24
Sigma Pi Sigma ................................... 163
Smiley's Point Clinic ............................ 44
Social, Cultural, Reaeational ...............41
Social Welfare Minor ..........................183
Society of Physics Students ................ 163
South American Urban Semester
(SAUS) ............................................142
South Hall ................................. 13, 45, 46
Spanish ............................................ 117
Special Education ................................101
Special Interest Houses .........................46
Special Students (Non-Degree) .............19
Speech ..........................................
189
Sponsored Scholarships ........................ 29
Student Activities ...............................
44
Student Affairs Division .......................42
Student Employment .................,.......... 28
Student Government .............................41
Student Life ...........................................39
Student Project for Amity Among
Nations (SPAN) ................................57
Student Publications ..............................41
...............
.
Student Rights ...................................... 46
Student Teaching ..................... 57, 97, 100
Studio Art .............................................. 74
Study Abroad .................................. 44, 56
Summer Sessions ................................
57
Sverdrup-OftedalMemorial Hall .......... 13
Teaching Licensure (Also see majors) ..52
Test Scores ........................................... 16
Theatre Arts ......................................... 189
Transcripts ....................................... 16, 18
Transfer Students .................................. 18
Tuition ....................... ............ ........... 22
..
Urness Tower .................................. 13. 46
Veterans
................................................70
Weekend College ...................... 10. 60. 61
13. 46
West Hall ......................................
Withdrawal from College ................24. 62
Women's Studies ................................ 196
Work Study ........................................... 29
Campus Guide
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
Admissions House
George Sverdrup Library
Science Hall
Old Main
West Hall
Mortensen Tower
Umess Tower
Christensen Center
Sverdrup-Oftedal
Memorial Hall
Music Hall
2222 Murphy Place
Melby Hall
Ice Arena
Stage I1 Theatre
Center for Global
Education
Scandinavian Center
Foss, Lobeck, Miles Center
for Worship, Drama and
Communication
Youth and Family Institute
19. Office Annex ~ o u i e
20. Tutor House
21. American Indian Support
and Minority Education
Partnership
A.
B.
C.
D.
E.
F.
G.
Admissions Parking
Student Parking
Visitor Parking
The Quad
Faculty/Staff Parking
Murphy Square
Anderson-Nelson
Athletic Field
H. Fairview/St. Mary's
Parking Ramp
I. Husby-Strommen
Tennis Courts
J. Resident Parking Only
Accessible Entrance
Campus Location
To Find Augsburg
From Minneapolis
Interstate 94 east to 25th Avenue exit, left to Riverside Avenue, left to 2lst
Avenue South, left at Augsburg sign.
From St. Paul
Interstate 94 west to Riverside exit, right on Riverside Avenue to 2lst
Avenue South, left at Augsburg sign.
Parking
All posted Augsburg College parking lots are free and open for
student use from 430 pm Friday through Sunday evening. Lots are
located on 7th Street between 2lst and 22nd Avenues and south of 8th
Street on 2lst Avenue. Most street parking is 2 hour parking, seven days a
week. Additional parking is available in the St. Marfs Hospital ramp, or
U of M parking lots on the north side of Riverside Avenue.
Show less
AUCSBURC COLLEGE
Minneapolis, Minnesota
1984 Interim Catalog
POSTMASTER
Volume 114, Number 4
Winter 1983
612/300-1001
AUCSBURC COLLEGE (USPS #490-310) is published four times a year in Spring, Summer, Fall,
and Winter by Augsburg College, 731 21st Avenue South, Minneapolis, M N 55454. Sec... Show more
AUCSBURC COLLEGE
Minneapolis, Minnesota
1984 Interim Catalog
POSTMASTER
Volume 114, Number 4
Winter 1983
612/300-1001
AUCSBURC COLLEGE (USPS #490-310) is published four times a year in Spring, Summer, Fall,
and Winter by Augsburg College, 731 21st Avenue South, Minneapolis, M N 55454. Secondclass postage paid at Minneapolis, Minnesota.
Augs,burgCollege lnterim
The interim is an integral part of the school year at Augsburg College. It is particularly
intended to be a time for both students and faculty to employ styles of teaching and learning
and to investigate questions and topics in places and ways not possible during the regular
term. Since one course equals a full time load, students should plan to spend the same
amount of time in class and preparing for class as they would for a four course load during
Fall and Spring semesters.
0
OCT
NOV
DEC
Calendar for Full Credit Courses
....................................
October 31-November 4.
Interim Registration
December 5 ...........................................Late Interim Registration
First Day of Interim
January 3.. .................................................
Class 1 9:00 a.m.
Class 11 1:00 p.m.
January 4..
Last day for cancel/add
January 17.. ................ Last day for determining grading system with Registrar
January 20.. ........................... Last day for withdrawing from full courses
January 27.. ......................................................
Interim ends
..............................................
Calendar for Half Credit Courses
...............................
January 3..
First group of half credit courses begins
January 4 . . .............................Last day to cancel/add half credit courses
January 9 . ........... Last day for determining grading system for half credit courses
January 11.. .....................Last day for withdrawing from half credit courses
January 13.. ...............................First group of half credit courses ends
January 16.. ...........................Second group of half credit courses begins
January 17.. ............................Last day to cancel/add half credit courses
January 23. .......... Last day for determining grading system for half credit courses
January 25.. ..................... Last day for withdrawing from half credit courses
January27........................................................
lnterimends
The interim day is divided into two blocks of time:
II - 1:00 - 5:00 p.m.
I - 8:00 - 12:OO Noon
The number and length of class meetings as well as the beginning time will be arranged the
first day of class.
4/l nterim
Essential Information
One course is considered a full time load during interim and no student is permitted to
register for more than one course credit during the period.
There i s no tuition refund for a student who chooses not to enroll in an interim course.
Most interim courses are graded traditionally on a scale of 4.0 to 0. Students generally have
the option to register on a Pass/No credit basis. A few interim courses are graded only on the
P/N system; this i s indicated in the course description.
Some courses are offered with either upper or lower division standing. Such interim courses
have two numbers listed and the student must select. Students registering for upper division
standing should anticipate additional assignments and a more rigorous grading standard.
To graduate, an Augsburg student is required to complete 35 courses of which at least three
must be interim courses (or one interim less than the number of years of full time enrollment
at Augsburg; e.g., a transfer enrolled full time for two years is required to complete one
interim for graduation.)
This Catalog
This catalog lists courses by departments with departments listed in alphabetical order. At the
end of the book are listings of other courses not offered by Augsburg but recognized by the
College for interim credit. Further descriptions and information about these courses are
available in the lnterim Office, Memorial 230. Students may also register for one of the
Lifetime Sports listed on the last page.
Location Key
L-Library Building
M-Music Hall
OM-Old Main
P-Psychology Building
S-Science Hall
Options
International Interims-Students are invited to consider being part of one of the three
overseas interims offered by Augsburg College during January 1984. These interims are under
the following departments:
Health-Sailing i n the Virgin Islands
Political Science - Mass Media and Politics i n Britain, France, Germany and Austria
Religion-Israel and Egypt: Archaeology and Religion
Augsburg students are also eligible for participation in one of the 28 international interims
offered by the Upper Midwest Association for lnternational Education (UMAIE) as well as
travel interims offered by other 4-1-4 schools in the country.
Further academic description, travel details and cost estimates are available in the lnterim
Office and from Mary Kingsley in the lnternational Center, Old Main 20.
Students interested in participating i n one of these international interims should apply in the
lnternational Center before November 1. Additions to the overseas groups usually cannot be
made after that date.
There will be no June interim in 1984.
-
Internships
Students electing an internship interim must present a completed internship
learning contract to the Internship Office (Memorial 230) no later than Tuesday, November
22. Contract forms are available in the same office.
Independcmt or DhWcd Study
Students may elect a program of independent study
(upper dlvislon 499) or directed study (!owerdivblon 299) for interim. Faculty members are
strongly drseouraged fram accepting responsibility for more than one independent or
dlrected study per interlm. student^ choosing to pursue independent or directed study must:
-
A. Meet departmental requirements,
6. Present to the lnterim Director for approval a copy of the proposed study plan approved
by the supervising faculty member. This proposal must be submitted at -I
one week
before registration and not later than November 28. Apprgpriatestudy propo$alforms can
be obtained in the lnterim Office.
Inftdma at Qthw -Is
Augsburg students may enroll at any other 4-74 Instltutlan
which offers a reclprocai lnterlm arrangepent. CataIags of these Interlmscan be consulted in
the Interim Offlee. The Interim Secretary wIti help students in appiylng for ~giwrationat
other schoals. Registration for lntwlms at rhe h e r Twin CMes college wlll be done at
Augsburg during the regular reghtratlon period. Most courses taught during the interim w
other 4-14schoolsare accepted forcredit by Aughurg, but ma not necessarily beaccepted
as meeting Augsburp'r distributhn rsquirem~ntr.Thls quiklcailon putlcuhtly J f a
courses offered for the Reiiglon requirement.
-
Non-Aupburg Students
e welcamee studenw from athat 44-4 schools far the jaiiiiary Interim
*hkoul tul~ion%rp provided he wudcnlt honr instlhltlon ql.a.not to cbar
to Au$bug students for the January tern. he walver of tuition,does not Indu$
e special
luirion
fees, housing or board costs. 0 t h nudem wlII be c h a r d $720 for the lnterlm course,
#upburg Cot
Students interested in regfstwing for an Aupburg lnterim should write to the lnterim
Director for application forms or use the forms provided by the interim office at their own
school.* These students are welcom to stay on campus but are not required to do so.
Requests for interim housingsfiwld bemadeto fie lnterim Office.
*There is an application processing fee of $10.
ku burg Policy
H"
Aug ufg College adml4 studehts of any race, golor, rtatlonal and ethnk origln ro all the
rl$hts, btiufI<&.s, figrams, and acthltlesgeneraI y accorded or made available to studentsat
,the school, It do= trot dlscrimlnq~on the basis of race, col,ar,crded, national and e~hrltc
orlgtn in eq6layrbent flfactiw or adrniitIstqatlon of Its edtFdatfonal>
policies, admission$poIi-dw, icholprshlp and loan programs, and ~thleticand other school-administer& programs.
Need More Help?
Check with:
The lnterim Office (Memorial 230),
The lnterim Secretary, Ruth Maertens at 330-1025, or
The lnterim Director, Dr. Don Gustafson at 330-1192.
.
Courses
Calligraphy
ART 106 - 4001,306 - 4002
Instructor: Philip Thompson
Study of the art and craft of calligraphy. Development of calligraphic skills i n pen and brush
with ink and paint. Three completed design projects in lettering or line are required. For
upper division credit a major project is required.
Distribution: Art-Music
Time: I . . ...... Room: O M 4
Nutrition: You Are What You Eat
BIO 104 - 4003
Instructor: Erwin Mickelberg
Designed to discuss the foods that we eat in a popular fashion. After a review of the human
digestive system, each of the three basic food types will be discussed along with the role of
minerals, vitamins and water.
An attempt will be made to dispel the mysteries and the manufactured information in the
media, to make application to individual concerns, and to address the controversy concerning
food additives.
Distribution: Chemistry-Biology
Time: 11.. ...... Room: S 213
Heredity, Evolution, and Humankind
BIO 110 - 4004
Instructor: Ralph Sulerud
Where did I come from? What am I7 Where am I going? certainly must rank among the more
fundamental quertions which intrigue and torment members of our specips. While at one
l w e i weseek phtlosophlcat and religious answers, h i o l n ~ yIS invokecl at another level. I t l s t h ~
intent of this course to addresrrhesc questions and others through thesrudy of ~ v o t u t l o nand
heredfry {genetlrs). The concept of organic evolution continues to have i t s critics, a matter
which we shall consider. Yet to lhrt va5l majority of hlologists the evolution of life is not only
accep~edbut ir rcaasded as the single most significant confrihurion which biology has made
to human knowledgr. We will study I ~ Pevidence in support of evolution. rht? proposed
mechanisms of ttip ~volutionaryprocess, and, a5 time permits, the course or evolution from
primiltvr! forms to humans. Some principles ol genetics will be studied for the primary
purpose of making 11 possible rn undcrstand evolurionary mechanisms. Ways in which people
e s he discussed.
influence rhrir own evoluiion and that olol her ~ p e r ~ wlll
Classes will consist largely of lectures and discussions. Grading will be based on quizzes and
tests.
Prerequisites: A high school general biology course
Distribution: Chemistry-Biology
Time: I . . ...... Room: S 212
Wetland Ecology
BIO 311 - 4005
Instructor: Roberta Lammers
I n Wetland Ecology we will study the complexity, variety and importance of freshwater
wetlands (i.e. bogs, marshes, fens, swamps, etc.). The physical aspects of these wetlands as
well as the interrelationships of some of their major organisms like sedges, insects, and
sphagnum will be considered. Students will be re uired to pursue4nclependent reading on
wetland organisms of particular Interest to them. T e course work will also include required
reading, discussion and leeura, lab observation d wetland organisms, and local field trips
depending on the weather. We shall examine critically the potential ofMinnesota's wetlands
as an energy source. Grading will be based on one test and the presentation (written or oral)
of the independent reading.
Prerequisites: Biology 111,112
Distribution: Chemistry-Biology
Time: I........ Room: S 213
1
Personal Investment and the Stock Market
-
BUS 257 4006
Instructor: Thomas Morgan
The course i s designed t o familiarize the novice with the basic components of the personal
investment decision.
Course content will include examination and discussion of alternative investment instruments
and the markets in which they are transacted. I n addition to assigned readings, students will
be expected to complete several small projects. Evaluation of course performance will be
based upon successful completion of projects and a final exam. This course is not recommended for upper class business majors.
Time: I........ Room: O M 13
Management Simulation Games
BUS 378 - 4074
Instructor: Amin Kader
In this course the students will be grouped into teams. Each team controls a company which
manufactures and sells a line of multiple products. The company competes against other
companies; each manufactures and sells similar products. Each team attempts to outperform
other teams by selecting what could be perceived by the team as the optimum operating
strategy. This strategy includes setting selling prices, production volumes, marketing expenditures, plant and securities investments, as well as stockholders' dividends. Grading will be
P/N only with evaluation on the basis of the work done and its results.
Prerequisites: BUS 135 and 261, ECO 122 and 123 or permission of instructor
Time: 11.. ...... Room: O M 11
8/l nterim
Chemistry for Changing Times
C H M 100 - 4009
Instructor: Arlin Gyberg
This is a non-laboratory chemistry course based on the very popular book by John H. Hill of
the same title. It is not a traditional chemistry course and does not assume a science
background. Basic science and math are introduced early and are taught as needed for
understanding the various topics and implications. The course does assume the student is
interested in and concerned about the relationship of chemistry to life and living.
Chemistry has been intimately a part of liberal education for centuries. The early scientists
were considered to be philosophers and their societies were philosophical societies. In
recent decades the human seeking of personal independence has led to chemistry becoming
a part of everyday life to the point of actual dependence on chemistry. We live in a world of
pesticides, fertilizers, plastics, "the pill," food additives and processed foods, vitamin
supplements, the energy crisis, chemical dependency, biocides, pollutants, drugs, searching
for life on other planets, genetic manipulation, and it goes on and on. Emotions and mental
disorders can often be traced to chemical imbalance. The common dragged out, grumpy
feeling after an afternoon nap is a result of a chemical imbalance. The nature of a hangover is
the result of a complex system of altered body chemistry. Even learning appears to be the
result of chemical reaction to form a "memory molecule." Most of the problems we face are
molecular in nature. What then but chemistry can better help us to understand ourselves, our
society, our world, and our universe? Come join us as we take a molecular look at the human
condition. This course will be offered in a lecture/discussion format. Films will supplement
the lecture/discussion periods. Quizzes and tests will be used for evaluation. This course
does not satisfy prerequisites for Chemistry 106,116 or 223.
Distribution: Chemistry-Biology
Time: I . . ...... Room: S 315
Principles of Economics (Micro)
ECO 123 - 4007
Instructor: Satya Gupta
An introduction to microeconomics: the theory of the household, firm, market structures
and income distribution. Application of elementary economic theory to market policy. May
be taken independently of Economics 122 or 120.
Distribution: Economics-Political Science
Time: 11.. ...... Room: L 1
Welfare Economics
ECO 454 - 4008
Instructor: Ed Sabella
Basic concepts and propositions: Pareto optimality, economic efficiency of alternative market
structures, social welfare functions, normative concepts of economic theory. Applications to
various problems and disciplines. Course evaluation will be based on exams (take-home) and
projects.
Prerequisites: ECO 251 or permission of instructor
Time: 11.. ...... Room: O M 16
Student Teaching
EDS 481 - 4010 EDE 481 - 4014
EDS 482 - 4011 EDE 482 - 4015
EDS 483 - 4012 EDE 483 - 4016
EDS 484 - 4013 EDE 484 - 4017
Instructor: Sheldon Fardig
Observing and directing learning under supervision of college and secondary school
personnel. This is a full day experience in a school.
Prerequisites: Acceptance in Education Program and permission of instructor.
Grading: P/N only
Time: I.. . . . . . . Room: L 4
Emily Dickinson: The Poems and the Person
ENG 140 - 4018, 340 - 4019
Instructor: Ronald Palosaari
Unknown in her lifetime, Emily Dickinson now is regarded as one of America's finest poets.
Her poetry was so unknown that the sister who shared with her the family home did not
know of it until, following Emily's deathbed instructions, she began to burn Emily's papers.
What was spared the fire is now ours to devour.
Emily Dickinson spent most of her life within the family home confining her relationships to a
very few, being regarded as mysterious or eccentric by very many. Some biographers have
suggested she retreated from the world to give herself to poetry since her time and place
made no provision for a female professional poet. Others trace her seclusion to various family
relationships or personal problems or frustrated dreams of love. Whatever the cause, out of
the mystery of her life comes the glory of her poetry.
During the interim we will study both her poetry and some of the major studies of her life.
Each student will read one of her biographies as well as her poetry. Students who desire may
pursue independent research in her biography or her poetry or in general historical topics
that mav illumine either the Doems or the Derson.
Studenk opting for upper d i i s i o n credit will be graded on a more rigorous level than those
opting for lower division credit.
Prerequisites: A course in literature or permission of instructor
Distribution: English-Speech, Communication & Theater Arts
Time: I..
Room: O M 16
. . . . ..
10/l nterim
People Under Pressure
ENG 211 - 4020
Instructor: Barbara Andersen
The child, the youth, the middle-aged, the old, all live under pressure-political, social,
religious and personal. What these pressures are and how people cope with them provide the
focus for the course. This i s not, however, a course in depression, for pressure and stress
often have positive results. And many people respond to pressure with courage, grace and
even wit.
We will read several genres, mostly of the 20th century, and works that are not usually
covered in literature courses. Among the works being considered are Waters, The Man Who
Killed the Deer; Potok, M y Name is Asher Lev; Brautigan, Trout Fishing i n America; Wright,
Native Son; Pym, Excellent Women; Hassler, Simon's Night; Lindbergh, Gift from the Sea;
Turgenev, Fathers and Sons; Albee, The American Dream and The Zoo Story; Anderson, I
Never Sang for M y Father; Gordon, Final Payments. Students will have some choice of works
to read.
Evaluation will be based on discussions, some in-class writing, reading quizzes, oral reports
(optional) and two examinations.
Distribution: English-Speech, Communication & Theater Arts
Time: I.. . . . . . Room: O M 10
.
Six Guns and Samurai Swords: A Comparative Studyof American Western and Japanesesamurai Films
ENG 233 - 4021
SOC 233 - 4058
Instructors: Jerry Gerasimo and John Mitchell
The purpose of the course is to clarify the thematic form of the Western and the Samurai film
by comparing their respective myths, their social premises, and their conventions: for
example, the ritualized duel and the use of proxemic patterns (treatments of space) i n ways
that are implicitly cultural. Although both genres are highly popular, they are vividly useful
for esthetic, cultural, and anthropological comparison. Students will be required to attend all
film presentations (approximately 10 feature films), to read selected texts, and to make a final
written report.
Laboratory Fee: $35
Distribution: English-Speech, Communication & Theater Arts
Time: 1 1 . . . . . . . . Room: M 24
French Civilization Today
FRE 332 - 4022
Instructor: Ruth Aaskov
The study of 20th Century French civilization will extend and deepen our understanding of
the French and the role of their country in the world today. We will investigate the concerns
and the situation of the people vis-a-vis their family, friends, institutions, economy,
government. The study of "documents authentiques" as well as articles, essays, Guide France,
slides, music, art, and technology will help ascertain the major French contributions to our
civilization since 1900.
We will participate i n a variety of group and individualized activities: common readings with
discussion, illustrated presentations, projects and reports, field trips and media experiences
- all in order to broaden and deepen our French experience.
Evaluation will include the completion of assigned tasks and reports, participation and
contribution to the group, several brief quizzes, and individual progress in the ability to
initiate, develop, and present a topic or study within the course.
Materials will be largely i n French to assure an authentic French experience.
Prerequisites: FRE 311 or consent of instructor
Time: I........ Room: O M 25
German Civilization and Culture I1
CER 332 - 4024
Instructor: Don Steinmetz
Survey of significant currents of development which have shaped present-day Germany,
Austria and Switzerland since the Age of Enlightenment. The contemporary scene is
considered in view of its roots in intellectual, geo-political, artistic and scientific history of the
German-speaking peoples. The course will be taught in German.
Prerequisites: GER 311 or permission of instructor
Time: 11.. ...... Room: O M 27
Beginning Norwegian
NOR 111 - 4025
Instructor: Leif Hansen
The course provides an introductlo,n to the basic skills of 115tening, speaking, reading, and
writing. The first class sessions are conducted without the use of a printed texf. Later class
sessions provide a thorough lntroducrion to the structures of contemporary Norwegian, but
oral expression is emphasized throughout the course. Oral and written tests. Laboratory work
expected.
Distribution: Foreign Language
Time: 11.. ...... Room: O M 29
Norwegian Conversation and Composition
NOR 311 - 4026
Instructor: Leif Hansen
Intensive practice in spoken Norwegian with emphasis on pronunciation and original
composition. Some attention given to regional variations in spoken Norwegian and to
differences between the two official languages of Norway. Laboratory work and field
experience required.
Prerequisites: NOR 211 or equivalent
Time: To be arranged with instructor.. . . . . . . Room: O M 29
Spanish of the Business and the Professional World
SPA 215 - 4023
Instructor: Cunta Rozentals
Objectives: To give the students the basics needed to cope with professional situations by
preparing them to work with Spanish-speaking clients i n various fields. Content: Introduction to the communication patterns and technical expressions used in health care, education,
welfare, law enforcement and business areas. Layout and style of Spanish business letters.
Evaluation: Tests and performance in simulations of true-to-life situations.
Prerequisites: SPA 212
Time: I.. . . . . . . Room: OM 21
Recreational Rhythms and Activities
HPE232-4027
Instructor: Bethany Shifflett
Theory and practice in teaching and performing American heritage and international folk
dances. Exposure to New Games concepts and activities. The majority of the course grade is
based upon participation in class activities, a teaching assignment, and a written test.
This offering equals only 1/2 course credit.
Time: I - Jan. 3-13.. . . . . . . Room: Melby
Administration and Supervision
of the School Health Program
HPE410-4075
Instructor: Richard Borstad
Historical background, legal bases, school health services, and relationships to community
health program and resources. Methods and materials in health education with laboratory
experience in classroom and community.
Periodic exams covering lecture and textbook assignments; written summaries of professional
journal articles; in-class activities, including a presentation on a teaching method.
Prerequisites: HPE 320
Time: I . . . . . . Room: Melby 13
. .
January 7-26,1984
Sailing in the Virgin Islands
HPE 455 - 4029
Instructor: Joyce Pfaff
Designed for the beginning and intermediate sailor interested in the art and practice of
sailboat cruising. The course will focus on taking the participant to a competent level of
sailboat handling (anchoring, mooring, helming and crewing). The student will live aboard a
42' fixed keel sailboat with six or seven other people and will function as an active crew
member.
Actual on-the-water instruction will be the major part of the course. This will be supplemented by sessions dealing with safety, boat handling, boat systems, provisioning, trip
planning, piloting and navigation. Sailing will include cruises to the various islands and cays in
the British and American Virgin Islands.
Snorkeling and windsurfing will be available on an optional basis.
Evaluation will be based on individual demonstrated competencies in crewing and leadership
in the role of "acting captain." A daily ships log will be kept by all participants and a final
written exam will be given.
Cost: $1995.00
Distribution: Lifetime Sports
Prevention and Care of Athletic Injuries
HPE475-4028
Instructor: Doug Nelson
Emphasis placed on preventing injuries. Treatment of common athletic injuries. Practical
experience in taping and training-room procedures.
Prerequisites: HPE 350 Kinesiology
This course equals only 1/2 course credit.
Time: I - Jan. 16 - 27.. . . . . . . Room: Melby 12
The Japanese-AmericanExperience:
Relocation & Redress
HIS 240 - 4030,340 - 4031
Instructor: Khin Khin Jensen
This course is a study of the Japanese-American experience, primarily in the United States,
but will include mini units of their relocation experience in Canada and some Latin American
countries. Special focus will be given to the forced evacuation of several hundred JapaneseAmericans during World War II, how and why they were uprooted from homes and
businesses at short notice. How did this ethnic group adjust to detention in camps, survive
the trauma of their wartime experience, e.g. psychological impact on young and old? The
redress issue, the report of the recent judicial commission appointed by Congress to
investigate the relocation, will be an important component of the course, e.g. constitutional
issues related to the rights of scores of American citizens. Perspectives of immigrant
restrictions, and the contribution of the Japanese to American economy and society will be
examined.
Japanese-Americans from the Twin Cities, films, slides, recordings and readings will be used
as resources. Ethnic meals. Some evening meetings will replace day sessions.
Grades will be based on discussion, a journal, an exam, and for upper division there will be a
project. Fees - $15.00.
Prerequisites: Lower division none. Upper division - one college history course or consent
of instructor.
Distribution: History-Philosophy
Time: I... . . . . Room: L 1
.
Paris in the Nineteenth Century
-
HIS 114 4032
Instructor: Orloue Gisselquist
The French are sometimes accused of thinking of Paris as the "navel of the universe." There's
a bit of "sour grapes" caricature i n that clever statement. For if one could pick out a city
which i n the last thousand years has been more important to Western Civilization than any
other, one could make a good case for Paris. I n this course we will study the history of that
city in one period of its greatness, the nineteenth century. We will use some readings about
France, Paris, and Modern urbanism, but the main emphasis in our reading and approach to
the subject will be the use of some nineteenth century French novels as historical sources
for the study of Paris. We will thus have the opportunity to study the city of Paris in this
century in some fullness, read some great literature, and develop our talents i n the use of
historical material. As a bonus we will double (maybe quadruple!) our enjoyment of a future
trip to Paris. The course will be conducted i n part as a lecture course and in part as a seminar
(discussion of readings, short papers, and shared reports-all part of the evaluation). There
will be a final exam.
Distribution: History-Philosophy; Urban Concerns
Time: 11.. . . . . . Room: O M 23
.
The Minnesota Political Tradition
HIS 356 - 4033
Instructor: Carl Chrislock
An interpretive survey of Minnesota political history from territorial days to the present.
Attention will focus not only on narrative political history, but also on the underlying forceseconomic, ethnic, religious and cultural-that have helped shape the state's political culture.
Procedures wttl be essentially traditional: lecture-discussion, assjgned and optional readings,
a term paper or hook reviews, and a final examination (basically essay). Some audio-visual
aids (transparencies of polirical cartoons, video cassettes of Arthur Naftalin's conversations
with Mtnnesolta gouernors,slides~will bc used; and an effort to recruit oursidespeakers with
political experience will be made.
Prerequisites: One course in U.S. history, or consent of instructor.
Time: 11..
Room: M 23
......
Classics of Western Thought
H U M 275 - 4034
Instructors: Richard Nelson, Bruce Reichenbach
The period between the exhaustion of ancient civilization and the emergence of early
modern Europe (ca. 500-1700) was an age of discovery and creativity in Western culture. The
BBC series Civilization will provide the visual center from which we will develop the various
perspectives on literature, philosophy, religion, politics, art and science which can be found
during this period. The course will emphasize the mutual impact of ideas and events.
Presentations by guest speakers and readings from major works representing different
disciplines will supplement the film series.
There will be a mid-term, a final exam and a short paper required of all registrants.
Time: I..
Room: S 112
......
An Exposure of Chaos in Modern Cosmic Models
MAT 136 - 4035,136 - 4036
Instructor: Henry Follingstad
An exploratlon of math-related Ideas and Space-Age research which critically re-evaluates
present "scientific dogmas" on the universe and the smaller cosmic models of earth, life, and
mankind. New Space-Age data, much of it ignored or misinterpreted, is uncovered to show
inadequacies and contradictions in cosmology, relativity, macroevolution, and their links to
geology, biology, and the humanities. Space age alternatives are also presented to integrate
the flood of new data with past knowledge.
Class instruction and individual research will include study of the historical and modern
impact of math-related cosmic models, and will note some misuses of mathematics which
have transformed scientific speculation into "scientific fact." A written research paper is
required i n one of six major areas discussed.
Upper division students will show broader research scope and writing ability and will present
extensive oral summaries of their papers.
Distribution: Mathematics-Physics
Room: O M 23
Time: I..
......
Numerical Pattern Processing Through Programming
-
MAT 144 4037,211 - 4038
Instructor: Larry Copes
I n this course students will learn to write elementary computer programs in the Pascal
language. The programs will generate numerical and other mathematical data to be
examined for patterns. With the help of the instructor and each other, students will test
conjectures through data analysis and further programs. Work will be in individual, small
group, and classroom settings. Evaluation will be through individual programs and written
reports.
For students registering for MAT 211, the patterns and reports will require the mathematical
maturity of one who has completed a semester of college mathematics at the calculus level.
All students should expect to spend four to five hours per day in the computer room.
Prerequisites: for 144 - Croup I l l score on Augsburg Mathematics Placement Examination
for 211 - MAT 124 or 174
Distribution: Mathematics-Physics
Room: S 205
Time: I..
......
The Electronics of Music
MUS 210 - 4041,410 - 4042
Instructor: Robert Karlkn
An opportunity for students to explore, experience, and create some sounds of 20th Century
music. Through a "hands-on" approach, participants will be involved in:
1. making multi-track recordings on half-track, quarter-track, and cassette decks through an
eight-track mixer.
2. individually creating and mixing sounds of traditional sound sources as well as analog and
computer-controlled synthesizers.
The study and application of practical electronic technology used in music will be combined
with aesthetic considerations in the creative aspects of the art.
Though no prerequisites are necessary for participation i n the class, i t is expected that
students will bring to it an interest in, and curiosity about, the many ways in which electronics
technology is involved i n the field of music today. Music majors and students registering for
upper division credit will be assigned special projects.
Students will be able to concentrate on aspects of recording, creative electronic music, or a
combination of the above.
Distribution: Art-Music
Time: 11..
Room: M 25
......
Broadway Musical
MUS 285 - 4043
Instructors: JamesJohnson and Steve Cabrielsen
The preparation and performance of a Broadway musical including singing, acting, set design
and building, choreography, dancing. A variety of talents and interests are used. Li'l Abner is
the present musical under consideration.
Costumes will be made by members i n the class. Fees for material will be paid by members
wearing those costumes.
Room: M Sateren
Time: I..
......
Trends and Issues in Nursing
NUR 330 - 4044
Instructor: Pam Farnan
This course is intended to give students a broad perspective by introducing current trends
and issues in health care and the profession of nursing. Many of the issues are controversial,
are relevant to current practice and have potential for far-reaching effects in health care.
Students will be graded on group presentations and written examinations.
Prerequisites: Registered Nurse
Time: I........ Room: O M 12
Introductory Meteorology: Weather and Climate
PHY 106 - 4045
Instructor: Ken Erickson
A study sf Ihe science and wonders of he atmosphere, The course Is deslgned t o provide a
working knowledge of the basic science principles required for understand in^ weather and
climate. Attenlion will he given to the overall weather pattprns of the earth and to thc many
varied aspects af weather, some of which Include: the relationship of sun, earth and
atmosph~re, clouds and precipltatinn, thunderstorms, tornadoes and hurricanes, weather
monitoring and lorecasting, rhe influence a l wealher on pollution, fronts and cyclones, and
o i the sky. The course i s designed to he an elective or to satisfy the
o p ~ i c a phenomena
l
distribution requirement for the liberal arts student. Grading will he basetl on exams,
laboratory exercises and a paper.
Prerequisites: Elementary Algebra (high school)
Distribution: Mathematics-Physics
Time: I.. ...... Room: S 108
Politics and Policy Making in Public Education
POL136-4046,336- 4047
Instructor: Jo Fraatz
This course examines politics and policies in American public schools, and provides
opportunities for students to analyze policy problems and propose their own solutions. Most
of the allotted class time will be used for a combination of lectures and discussion; time
outside of class will be spent reading, thinking, and writing. The objectives of the course
include:
1. To learn something about the difficulties of working in public schools;
2. To learn something about the prospects for changing public schools;
3. To learn how to analyze policy problems and policy solutions;
4. To develop and improve writing skills.
Written assignments will take the form of policy memos to which students will be asked to
respond. Evaluations will be made on the following basis: 1 & 2 - 10 points each; 3 & 4 - 15
points each; 5 & 6 - 20 points each; Class participation - 10 points.
Grades will be determined after all points earned on these requirements are added up at the
end of the course. Students wishing credit for an upper division course must be at least
sophomores and will be required to do a 10-page book critique in addition to meeting the
above requirements.
Distribution: Economics-Political Science
Time: 1 1 . . ...... Room: M 22
Mass Media and Politics in Britain,
France, Germany and Austria
POL 344 - 4048
SPC 344 4064
Instructor: Milda Hedblom
-
This course provides a close-up study of four European mass media systems and the relations
of those systems with political rulers and the broader public. Through seminar discussion, site
visits, media observation, and briefings with public officials and media professionals and
scholars, students learn about major issues in each country. We begin in London, after a week
move to Paris - remaining for several days to compare British and French media and politics.
Departing Paris by overnight train, we stop two days in Salzburg before proceeding to
Vienna, the site of Austrian national media and the Parliament. From Vienna we continue to
Prague for the weekend, then conclude the program in Berlin with briefings on German
media and U.S. international radio operations.
Distribution: Economics-Political Science
Grading: P/N only
Theologies of Politics
POL 386 - 4049
Instructor: Myles Stenshoel
An inquiry into political perceptions, attitudes and preferences associated with various
theological premises from early Christian times to the present. Students will encounter views
of Paul, Augustine and Aquinas; a comparative approach to Reformation theology in the
political expressions of Luther and Calvin; and, in a 20th century sampling, perspectives of
Reinhold Niebuhr, the Moral Majority and Liberation theology.
Goal: An enhanced understanding of ways in which theological and political thought are
mutually dependent and of the political expression of particular theological values and
assumptions.
Methods: Lecture, reading, thinking, discussing and writing -a paper on a relevant subject
chosen by the student:
Evaluation: Quizzes, paper, participation.
Prerequisites: REL 111 and a political science course or permission of instructor.
Time: I.. . . . . . Room: O M 11
.
The Male Jail
PSY 286 - 4077,386 - 4078
Instructor: Lyla Anderegg
A prisoner of his sex, his gender, his society, he devotes his existence to the development of
serious disease and a death occurring a decade earlier than the female. His obituary: "He was
a real man."
A review of the psychological, physical and legal data bearing upon the status of the
American Male, circa 1982.
Additional assignments will be given to upperclass students requiring research, integration of
materials, added involvement in the community.
Evaluation by quality of oral presentation, kind and level of first-person information
gathering and written test.
Prerequisites: General Psychology for upper division status.
Distribution: Psychology-Sociology
Time: 11.. ...... Room: P 2
Nature and Uses of Consciousness
PSY 335 - 4050
Instructor: Richard Marken
Consciousness was what psychology was about until Watson discovered behavior. This course
will investigate various approaches to understanding consciousness (and, of course, the
unconscious). The goal is to become conscious of the functional significance of consciousness
and related phenomena (volition, awareness). Evaluation will be based on class participation
and a final paper.
Prerequisites: General Psychology
Time: I........ Room: P 2
Issues in Science and Religion
REL 374 - 4051
Instructors: John Benson and Mark Engebretson
For some in our society science is the driving engine of a better, more secure life. For others,
including some Christians, science and its associated technologies constitute a grave threat.
This course will begin with a historical overview of the relations between science and the
Christian faith, emphasizing three periods: the origins of the Christian faith, the development
of "modern" science and mechanistic philosophy; and the reevaluation of science and
nature in the 20th century.
The following are some of the questions to be dealt with: Has science made the Bible
obsolete?Are scientists really that smart? Has modern physics made it easier to be a Christian?
Can computers save us?Why do science and religion always seem to be fighting one another?
Grades will be based on class discussion of assigned readings, two short tests and a written
project.
Prerequisites: Religion (Only one interim course may be used toward graduation religion
requirements)
Distribution: Religious studies
Time: 1 1 . . ...... Room: O M 18
The Lutheran Heritage
REL 345 - 4052
Instructor: Eugene Skibbe
The Lutheran Church i s the largest Protestant church in the world. We will examine the
Lutheran Church as it is today, its origins in the 16th century, and its development and
cultural influence during 450 years of history. The text by Bergendoff will provide an
overview. Lecture and class discussion will deal with examples of Lutheran witness to the
Gospel i n art, music, missions, philosophy, sociology and theology. Requirements will
include two exams and one short paper.
Prerequisites: One course in religion
Distribution: Religious studies (Only one interim course may be used toward graduation
religion requirements)
Time: I . . . . . . Room: M 22
..
Israel and Egypt: Archaeology
and Religion
REL 375 - 4053
Instructor: Philip Quanbeck
1-
'
Israel is a<mall country - a young country, but a focal point for international politics and the
study of world religions. Egypt, larger and older, boasts a 5,000-year-old civilization as well as
contemporary importance in the Arab world. I n this interim we visit archaeological and
religious sites i n both nations. During our week i n Jerusalem, the ancient story comes alive as
we live in the O l d City, visit the Church of the Holy Sepulchre, the Dome of the Rock, and the
Aska Mosque, and see the Western Wall - a place of special religious importance to the
Jews. O n bus tours out of Jerusalem we visit Bethlehem, Nazareth, Hebron, Caesarea,
Qumran, Masada, Beer-sheba, and the Sea of Galilee. During four days in Egypt we tour
Cairo, Memphis, Sakkara, and the Giza Pyramids.
Distribution: Religious studies (Only one interim course may be used toward graduation
religion requirements)
Grading: P/N only
Practicum in Human Services
-
SWK 257 4054
Instructor: Rosalie Clark
Thirty hours per week of volunteer work i n a human service agency is combined with
readings and weekly seminars. An opportunity to discover whether a career in human
services is for you. Evaluation will be based on submission of journals, summary of experience
and a final examination. Students will be asked t o meet with instructor before the end of Fall
semester to discuss selection of agency and structure of the course.
Objectives:
1. To develop special awareness of the kinds of problems for which people seek help.
2. To increase knowledge of the services given by the agency in which student is serving.
3. To gain knowledge of the professionals i n the organization, including their skills,
competencies, education, and training.
4. To gain beginning knowledge about the diversity of human services agencies.
5. To increase understanding of self in relation to the human service field.
Time: I.. . . . . . Room: M 22
.
Field Work Ill
SWK 466 - 4055, (1 course), 466 - 4076 (M course)
Instructor: Maria Brown
The objectives of the class are to use supervisory relationship to increase interpretive as well
as social work performance competence; to promote gradual entry into direct social work
practice; to increase competence in the client contact phase of the problem solving process;
to increase student self-awareness in regard to professional practice interests, areas of
strength, and areas for personal/professionaI development; to promote competence i n the
full process of problem solving, with special emphasis on analysis and resolution stages.
Course content will be continuation of Field Work Il-educationally focused field placement
i n a social service agency.
Students will spend 15 (or 30) hours per week in field placement, plus one hour per week in
faculty facilitated supportive seminar held on campus.
Evaluations will be made i n writing by Field Instructor using previously developed contract
and social work evaluation form.
Note: Course is offered for 1/2 (15 hours per week) or full (30 hours per week) credit. If for
full credit, 1/2 credit will be based on non-client contact tasks.
Prerequisites: Minimum of 2.0 in Field Work I and in Field Work II; candidacy status
Time: Arrange with instructor
The Housing Pyramid Came:
Public Policy and Your Future
SOC 143 - 4056,343 - 4057
Instructor: Carry Hesser
Course objectives include 1) To introduce students to the study of public policy and how it
impacts their lives and futures; 2) Through reading, discussion and simulations the students
will learn the critical issues that are operative in the processes and decision-making that goes
into the choices and execution of public policy; 3) Using housing and neighborhoods as the
focus of attention, students will work in groups to research and understand viable public
policies currently in place to meet housing and neighborhood needs, as well as alternatives to
the present policies; and 4) Experience policy-making and project planning through
simulation and contact with practicing policy makers and planners.
Requirements: Active participation in simulations; reflection and analysis of simulations in
journals; group/individual research project with class report (students desiring upper
division credit will do a more extensive analysis, with greater quantity and quality) and a final
exam. Each requirement is worth 25% of the final grade.
Prerequisites: One introductory social science course or permission of instructor
Distribution: Urban Concerns
Time: I . . . . . . . . Room: M 25
Six Guns and Samurai Swords: A Comparative Study
of American Western and Japanese Samurai Films
SOC 233 - 4058
ENC 233 - 4021
Instructors: Jerry Cerasimo and John Mitchell
(See description on p. 10)
22/l nterjm
Sociology of Law
SOC 220 - 4059
Instructor: Diane Pike
This course examines the nature of law, its effect on society, and the effect of society on it.
From a sociological perspective, we will explore cross-cultural notions of law, deterrence, the
criminal j u s t i ~ esystem, the legal profession, and corporate crime. The basic course format
will be lecture and discussion, much of the latter based on the reading assignments.
Evaluation i s based on participation and two examinations. Students desiring upper division
credit will be asked to write a short paper on an assigned question in addition to the exams.
Prerequisites: Principles of Sociology or introductory Political Science course or permission
of instructor
Distribution: Psychology-Sociology
Time: 1 1 . . ...... Room: O M 10
The Sociology of Gambling
SOC 313 - 4060
Instructor: Gordon Nelson
Recent research has examlned the phenomenon of gambling from a saclological perspective.
What rypeof person i s llkely to gamble? What Is the nature of the wmk-force i n the gambling
industry?Is gambling a social problem or a social beneflh These are some of the questions
raised in published sociological studies. The'course will focus o n these studla. Students will
be expected to read and discuss this materlal and t o pass a final examination. I n addition, i n
order to oixerve n gambling society within a legalized setting, the course will Include a field
trip to Las Vegas. Cost of the field trip {travel and lodging) wlll be approximately $300.
Prerequisites: Consent of instructor
Time: I........ Room: O M 22
Imagination and Humor in Communication
-
SPC 165 4061,365 - 4062
Instructor: Ray Anderson
Imagination, creative rhinking, and humor are important dimensions of communication
competence. The major purposes of this course are 10 better understand the functions of
imagination, the creative process, and the nature of humor; to improve creative thinking;
and to increase the ability to protluce effective humor.
There will be lectures and readings on these topics, a study of models, and a variety of
assignments, i n writing and speaking. There will be a number of experimental projects
involving humor; the amount of attention given to this topic will depend in part upon the
interests of the class.
Evaluation will be based on essay examinations and on the creative projects. For upper
division students, one or more additional papers will be required.
Prerequisites: Beginning Speech, Freshman English
Distribution: English-Speech, Communication & Theater Arts
Time: 11.. ...... Room: S 112
Story Theater (Children's Theater)
-
SPC 285 4063
Instructor: Ailene Cole
This class will improvise, produce, and perform a children's play. Whatever is needed-script,
costumes, props, lights, scenery, music, dance-will be created and executed by the class.
Performances are scheduled for the final week.
Time: 9:30-12:OO and 1:OO-3:00 p.m.. . . . . . Stage 2
..
Mass Media and Politics in Britain,
France, Germany and Austria
SPC 344 - 4064
POL344-4048
Instructor: Milda Hedblom
(See description on p. 18)
Other Courses
These courses are offered by institutions or groups not connected with Augsburg College but
have been approved for credit by the College. Most carry a tuition cost plus other expenses
which are the responsibility of the student. They are offered only on a P/N basis. Fuller
descriptions and details for registering are available in the lnterim Office.
ART 163 - 4065 Basic Spinning, Weaving and Dyeing
Offered by the Weavers Guild of Minnesota. Tuition and materials cost $174.
GST 120 - 4071 Wilderness (branch of Plymouth Christian Youth Center)
A splendid course at the PCYC base on the edge of the Boundary Waters
Canoe Area in northern Minnesota near Grand Marais. Approximate cost:
$400.
HPE 106 - 4066 Ski Interim (Park City, Utah)
Comprehensive program with lessons and seminars by professional ski
instructors. Open to all from novice to expert. Special courses for those
interested in and qualified for ski patrol and ski instructor. Package fee of
approximately $995 includes lodging, lift tickets, lessons, lectures, seminars
and cross country ski outing. Does not include transportation or food
(condos have cooking facilities). Dates are Jan. 7 - 28. Contact Joyce Pfaff
(Melby Hall basement or at 330-1248) for further information and registration
materials.
HPE 484 - 4069 Teaching Tennis the Professional Way
A course for students who want to learn how to teach tennis - taught by
professionals. Cost: $175. Time 9:00 - 12:OO M, T, Th at the Minneapolis
Tennis Center
POL 398 - 4067 Washington Interim: The Making of a President
POL 398 - 4068 Washington Interim: The Legal System and Legal Careers
Washington lnterim provides a combined program of lectures, site visits, and
seminar situations focusing on a particular area or topic in Washington, D.C.
Information on either of the above programs, housing and financial assistance is available from Jo Fraatz in Memorial 113.
24/l nterim
Augsburg Lifetime Sports
The following activities are available to students during interim. They do not carry official
credit, but they do meet the lifetime sports requirement for graduation. Students may
participate i n any one of these without registering for the course, but will be expected to pa
any fees whether or not the student registers for the course.
Racquetball
HPE 002 - 4071
Instructor: Dave Boots
Learn rules and skills necessary to enjoy racquetball.
Distribution: Lifetime Sports.
Time: 9:20.. ...... Melby
Badminton
HPE 002 - 4072
Instructor: Dave Boots
Basic techniques and theory of beginning badminton - much of the class time will be spent in
singles and doubles games and tournaments. There will be no written tests or outsid
assignments. Grading is P/N and is based on attendance and participation.
Distribution: Lifetime Sports.
Time: 12:OO Noon.. ...... Melby
American Karate
HPE002-4073
Instructor: Mike Teitelbaum
The form, basic techniques and practical usage of American Karate, taught by a certified
Second Degree MKA Black Belt instructor. Fee of approximately $20.00.
Distribution: Lifetime Sports.
Time: 12:OO - 1:00 M, W, F . . ...... Melby
Weightlifting
HPE 002-4079
Instructor: Paul Grauer
Distribution: Lifetime Sports
Time: 9:20.. ...... Melby
Running
HPE 002 - 4080
Instructor: Paul Grauer
Distribution: Lifetime Sports
Time: 12:OO noon.. ...... Melby
Show less
Augsburg College lnterim
The interim i s an integral part of the school year at Augsburg College. It is particularly intended
to be a time for both students and faculty to employ styles of teaching and learning and to
investigate questions and topics in places and ways not possible during t... Show more
Augsburg College lnterim
The interim i s an integral part of the school year at Augsburg College. It is particularly intended
to be a time for both students and faculty to employ styles of teaching and learning and to
investigate questions and topics in places and ways not possible during the regular term. Since
one course equals a full time load, students should plan to spend the same amount of time in
class and preparing for class as they would for a four course load during Fall and Spring
semesters.
Calendar
November 9-12 ............................................ Interim Registration
December 7 ........................................... Late Interim Registration
January4 . . ................................................. First Day of Interim
Class 1 9:00 a.m.
Class 11 1:00 p.m.
January5 . . ............................................. Last day for cancel/add
January7 . ................. .Last day for determining grading system with Registrar
January 18.
Beginning of certain half credit courses*
January22. ....................................... Last day for cancelling courses
January29.. ...................................................... Interim ends
..............................
The interim day is divided into two blocks of time:
I - 8:00 - 12:00 Noon
11 - 1:00 - 5:00 p.m.
The number and length of class meetings as well as the beginning time will be arranged the first
day of class.
'Students enrolling in half-credit coursesshould consult the Registrar'sOfficefor datesforcancel/add
and to determine the grading system.
Essential Information
One course is considered a full time load during interim and nostudent is permitted to register
for more than one course credit during the period.
There i s no tuition refund for a student who chooses not to enroll in an interim course.
Most interim courses are graded traditionally on a scale of 4.0 to 0.Students generally have the
option to register on a Pass/No credit basis. A few interim courses are graded only on the P/N
system; this is indicated in the course description.
Some courses are offered with either upper or lower division standing. Such interim courses
have two numbers listed and the student must select. Students registering for upper division
standing should anticipate additional assignments and a more rigorous grading standard.
To graduate, an Augsburg student i s required to complete 35 courses of which at least three
must be interim courses (or one interim less than the number of years of full time enrollment at
Augsburg; e.g., a transfer enrolled full time for two years is required to complete one interim
for graduation.)
POSTMASTER
Volume 112, Number 3
Fall 1981
612/300-1001
AUCSBURCCOLLECE (USPS#490-310)is published fourtirnesa year in Spring,Summer, Fall,and
Winter by Augsburg College, 731 21st Avenue South, Minneapolis, M N 55454. Second-class
postage paid at Minneapolis, Minnesota.
This Catalog
This catalog lists courses by departments with drpartmrnrs l i r t ~ c li n alphabetical order.
Augsburg Interims Abroad are identified by aspecial ~ r . i v e I ~ y m h oAt
l . t h e e n d o f the book are
listings of other courses not offered by Augsburg bt11 recognizerl Ilv the College for interim
credit, and a variety of Lifetime Sports. Further dcscriptlr>ns anrl i ~ ~ f o r m a t i oabout
n
these
courses are available in the lnterim Office, Memorial 230.
Options
june lnterim - A t least one interim course will be offered in the June1982session of summer
school (see listing under Education) in lieu of January term with n o additional tuition charge.
Students planning to elect the june interim must register at the time of interim registration in
the fall. Students wishing t o take the June interim i n addition t o the January one will be
required t o pay the regular summer course tuition.
lnternational Interims-Students are invited to consider being part of one of the five overseas
interims offered by Augsburg College during January 1982. These interims are under these
departments:
English - Theatre i n London
Religion - Israel, Ancient and M o d e r n
- The Confrontation of Cultures and Religions i n Hawaii
Social Work - Social Service and Public Policies i n a Developing Country: Egypt, 1982
Health and Physical Education - Sailing i n the Virgin Islands
Other international interims are available through Upper Midwest Association for International Education (UMAIE) and St, Olaf College.
Further academic description, travel details and cost estimates are available i n the lnterim
Office and from Mary Kingsley i n the lnternational Center, Memorial 229.
Students interested in participating in one of these international interims should apply i n the
International Center before November 1. Additions to the overseas groups usually cannot be
made after October.
Internships-Internshipsareopen tostudents whocontinue an internship from the fall term or
who begin an internship which will continue into the spring term. Students electing an
internship interim are to present a completed internship learning contract to the Internship
Office (Memorial 230) no later than Tuesday, November 17.
Independent o r Directed Study - Students may elect a program of independent study (upper
division 499) or directed study (lower division 299) for interim. Faculty members are strongly
discouraged from accepting responsibility for more than one independent or directed study
per interim. Students choosing to pursue independent or directed study must:
A. Meet departmental requirements,
B. Present to the lnterim Director for approval a copy of the proposed study plan approved by
the supervising faculty member. This proposal must be submitted at least one week before
registration and not later than November 2. Appropriate study proposal forms can be
obtained in the lnterim Office.
Interimsat Other Schools- Augsburg students may enroll at any other 4-1-4institution which
offers a reciprocal interim arrangement. Catalogs of these interims can be consulted in the
lnterim Office. The lnterim Secretary will help students i n applying for registration at other
schools. Registration for interims at the other Twin Cities colleges will be done at Augsburg
during the regular registration period. Most courses taught during the interim at other 4-1-4
schools are accepted for credit by Augsburg, but may not necessarily be accepted as meeting
Augsburg's distribution requirements. This qualification particularly affectscourses offered for
the Religion requirement.
Non-Augsburg Students
Augsburg Collegewelcomesstudentsfrom other4-1-4schoolsfor theJanuary interim without
tuition charges provided the student's home institution agrees not t o charge tuition to
Augsburg students for the January term. The waiver of tuition does not include special fees,
housing o r board costs. Other students will be,charged $600 for the interim course.
Students interested i n registering for an Augsburg Interim should w r i t e t o the lnterim Director
for application forms or use the forms provided by the interim office at their own school. These
students are welcome to stay o n campus but are not required t o d o so. Requests for interim
housing should be made t o the lnterim Office.
Augsburg Policy
Augsburg College admits studentsof any race,color, nationalandethnicorigin toall the rights,
privileges, programs, and activities generally accorded or made available to students at the
school. It does not discriminateon the basisof race, color, creed, national and ethnicorigin i n
employment practices or administration of its educational policies, admissions policies,
scholarship and loan programs, and athletic and other school-administered programs.
Need More Help?
Check with:
The lnterim Office (Memorial 230),
The Interim Secretary, Lorraine Stieper at 330-1025, or
The lnterim Director, Dr. Don Gustafson at 330-1192 (Memorial 114b).
Courses
Location Key
L-Library Building
M-Music Hall
OM-Old Main
P-Psychology Building
S-Science Hall
Jewelry
Art 150 - 4003
Instructor: Norman Holen
You are introduced to copper, brass, pewter, and silver and you learn how t o cut, shape,
enamel and cast these metals.
The supplies you need will vary according to the projects we choose. We try to provide the
necessary equipment and re-usable items.
There is n o text and there are no tests. You are graded o n your pieces.
Distribution: Art - Music
Time: II
OM1
16mm Film-Making I - Film-Making I1
Art 242 - 4001,342 - 4002
Instructor: Paul Rusten
The procedure, techniques and philosophy of 16mm film-making for expression/communication.
Using professional 16mm equipment, students i n teams will produce short black and white
synchronized sound motion pictures.
Students w h o have successfully completed Film-Making I (or equivalent) may take FilmMaking II, producing an advanced film project within thesameclass-schedule and time-frame
as Film-Making I.
Fee: $75.00 for filmstock and equipment rental
Prerequisites for 342: Film-Making I or equivalent
Distribution: Art - Music
Time: II
Ethical Issues in the Life Sciences
BIO 106 - 4113
lnstructor Ralph Sulerud
W r .Ire living I n a prrtod of b i o l o g i r c ~rc~volutron
l
whlch seems l ~ k e l y10 conrlnur, Many of the
r i ~ v ~ ~ t o p will
r n ~ ~ncreasrngly
n~~
rerull In tlramat~c changes In ethiral ~ h t n k i n gand the
liormr~lation of p u b f ~pr o l ~y,
r guestion\sur h h ~ these
c
must be effect~ut+ly
atlrIressetl: w h a t are
l h r ~ g l ~oft r thp unborn7 Should h ~ u l o ~ i she
t s allowed to work o n a n y type nt r r w d r r h n o
nlairrl wlipre ~t le;lrI<?Doer ~ h ~r r l r aof 4 rnaral r e s p o n s ~ b ~ ltoward
~ty
the rrivrronmrnr make
sense? What e t h ~ c a land soc~alproblems would arlse as a result of c l o n ~ n gpeople? Is
recomb~nantDNA research l ~ k e l yto create more problems than ~tsolves? I s euthanas~aever
just~f~ed
It ?I S Intended that th~scourseshould p r o v ~ d eat least a small part of the background
necessary to answer such questions and make respons~bleeth~calcho~ces
Each t o p ~ cw ~ l be
l ~ n t r o d ~ c eby
t l I ~ F ,Instructor or a guest, but much of the class tlme w ~ lbe
l
spent d~scuss~ng
ass~gnrtlr~arl!rrgsnrrrl varlous vlewpolnts Formulat~onof a b r ~ e fposltlon
paper on one o f the i ~ s i 1 c 5w ~ l lhe r e q u ~ r e d Grades w ~ l lbe based o n the paper, class
partlclpatlon and exarnlnatlun rerrtltr.
Distribution: Chemistry - Biology
Time: I
Wetland Ecology
Bio 311 - 4114
Instructor: Roberta Lammers
I n wetland ecology w~ will study the complexity, variery and impurtalrce 01 Ird shwater
wetlands (i.e., bogs, marshes, fens, swamps, etc.). We will :turfy the physical asperrs of these
wetlandsas well as the interrelationshipsof some of their rn,ijor organisrnslikc~~d~~s,insects,
and sphagnum. Students will be required to pursue intlept.nrlcnr rr.dclirig on wetland
org.fnitms of particular i n t r r ~to
~ l hen^. The raurse w w cons is^ ul re,,ding and discussion as
well as lab ivork identilying nrganismsrollecled In n n r t h ~ r n
M i n n ~ s o t aduring the summer by
a l Minncsota's wetlands as an energy
the instructiw. Wc shall examine cririrally ~ hpro ~ e n ~ iof
source. There will hr local l i ~ l tripsrf~~~enrilnf:un
d
rhewea~
her. Cradingwill be o n the basis of
one test and the presentalion (writren or or;~l)of ~ h indrpendent
r
rcadin~.
Prerequisites: 510 111, 112
Time: I
The Biology of Aging
Bio 385 - 4115
Instructor. Robert Herforth
At snmc lime ax another I r l our lives masr 01 u5 w ~ l rl i t h e r d ~ r c c r l yaxpcrlence aging or be
~ n f l u e n r c d pcople ~ ~ n c l e r g n t nagc-rrlared
g
changrq. Thic roiIrsP WIIIroncenlrfite on t h ~
t)iolog~ralasprcts uT such chang~s.W h a ~ir t h ndtlrrc
~
oI t h c s ~age-related rhangr?~?
What
lartorr tnIl~lr*ncrthe l a t v of aging? Do rellr ~ s a l ~ ~ from
t r c l the body <how aging? 1s aging the
o focne r t a ~ n
c r l l r o r tissuesol the body?What are the current t h ~ o r l e s a st o
rerulr of d c ~ r r ~ o r a t ~
IIIP h i o l ~ g ~ kca~c ~l rol a g ~ n g ?Ir aglng ronrrnllerl by a I ~ r a l o g ~ c clock?
al
Thew and other
qursrions will tw arldressrd In l h h course hy rnpans nf rlassroom ~ P C I U ~ P Fand d~scusslnnsol
ass~gnedread~ngs.Evaluat~onw ~ l be
l based on several qulzzes and exams glven d u r ~ n gthe
course
Prerequ~s~tes:
BIO 111
Time: I
S 212
Introduction to Chemistry
C h m 104 - 4116
Instructor: John Carlson
of chemistry for ~hosr?
who have never studled chemistry hefore.
h course in basic
Inclu(E~d
are conccpls nt measurcrncnt, alorntr anrl ~ n o l e r u l a strucrurr,
r
types of rcactinns,
solurionr, n c ~ r l sr ~ bases,
~ d at111 $n ~ n r m t l u c - t ~ to
p no r ~ a n ichrmistry.
r
Many applications to Iifc
~ T O C C S S ~and
S
cnvironmental concerns are ma&. I.~cturesand demonslratians; rlo lab; no
:
~hrcrlonger examinations
Icrm paperr. Two hnrlrs iprturp ppr (Jay, five days a w ~ e kquizzes,
plus a final. Not oprn lo a n y w i t h priorstudy ofchernisrry. Does notcount roward 3 rriajor o r a
minor i n chemistry. Crctlit for both 104 anrl either 105,109, n r 115 no1 allowrrl.
Distribution: Chemistry - Biology
Time: I
Laboratory Introduction to Chemistry
Chm 113 - 4117
Instructor: Earl Alton
rindin%whlch chemicals are i n a solution (qualitdtlve analysis) ir a rhallengine, way of learning
rumc principles of chemistry. This course will use I,lkoratory experiments coupled with an
essentially non-mathematical explanation of the chemisrry involverl to provicjr an introducrion
to chemistry. Thp laboratory work will center on ~ o l v i n grhcrnical urtknowns. There will b e
s~verr71~ ~ d l 1 r ~ - ~ ~ i 5sessions
~ ~ s s each
i o n week and ,~bnut~ h r haurr
c ~ of lal~oratory~ a c day.
h
Grading will be based upon solving unknowns and a few quizzes.
Prerequisites: High School Chemistry
Distribution: Chemistry - Biology
Time: I (Lectures 11:OO-12:OO N) Time: II (Lab 1:OO-4:00 p.m.)
Introduction to Clinical Chemistry
Chm 205 - 4118
Instructor: Arlin Gyberg
A few years ago rllagnnctlc rnedicln~
was ptinc~pdllya rnaltpr of r t > l l r c l i n information
~
about
Fymptnmc to d ~ a ~ n o san
e ~ l l n r w .O c c a ~ ~ o n a l lat>r)ralc)ry
ly
IPS15 w t r e mad^ lo support 1 1 1 ~
d~agnnsrs.A l t h o ~ i g hr o l l r c l l i ~ n
~lormat~u
n
ahrlu~
synip1nrns ~ s s t ~anl l inl~agralpar[,~ i l ~ g n o < t r (
medicine l i d s progrr~seOto rhe pant whcrc laburatory teslr are r c j u ~ l n ~l ~
l yc r f o r m c dalrd may
result In d t i l d g n ~ ~ ~ ~ d ~[porn
f f e rt ~hnone
~l inclicntrtl l?y Ihe symptomr.Thlscourre intrrrtl~lcpr
sornc o l the lypes ol c l i r ~ n i c a problems
l
s r g n ~ l ~ r aInn ~m e d ~ c r n eand mrlhods nl chtarnic.~!
analysrs urrtl i n the tlcnical r h ~ m i ~ t rlat>oralory.
y
Lecturer, lilme, orcasitmal laboratory
l
wlIl he u~crrlIrl t h c , ctrursp,
exprrlrnul-, anrl at ledst one f i ~ l dr i rp tn a r l ~ n i r a lal~r>r.-~~ork
evaluation will be by frequent quizzes and a f ~ n aexam.
l
Prerequisites: C H M 106,116, or 223
T ~ m eI
S 315
Economics of Urban Issues
Eco 120 - 4119
Instructor: Ed Sabella
Study of economic implications of problems facing a metro-urban environment. Basic microeconomic tools employed.
Distribution: Urban Studies
Time: II
O M 13
Learning Styles, Teaching Styles
Ede 227 - 4125
Eds 227 - 4126
Instructor: M a r ~ eMcNeff
differences among students, varlatlons In learnlng styles are numerous Some
L ~ k e~ndlvldual
students learn better by dlscuss~on,others by l~sten~ng
and others by work~ngo n thelr own
Students d ~ f f e rIn learnlng style w h ~ c hmeans that certaln educational approaches are more
effect~vethan others for part~cularstudents
H a v ~yo11 had profe5sr~r~
that held you spellbot~nrlin thrlr r.lassrsl Have you had their
counterpart whcrr y ~ ~ u s ~ r u ~tg
o Irt,ry
e d awdke? T ~ ~lrnlrnrsor
P
mdy have L I ~ Pa ~t r . ~ r h t nstyle
~
ihai was or wa5 nnt c<hmpa~ihlt.w i ~ hyour learn~ngsrvlc.
Thrs course will explorr r e ~ e a r r hhe~n'gcJon~rn t h r area.; of teaching and learning styles,
51utlpnrsw ~ lpartlcrpa~e
l
In a I~arninarty!r\ rnvrnrory lo help Identify how they barn h ~ r t .
f hiscoi~rsersoflcrrtl
through theIrft~ratlonDcpar~mrnl.hutir t l r f i n l t ~ l y{)pentoallstudentr.
tl
Time: ll
Discovery in the Wsrld of Kindergarten
Ede 375 - 4124
Instructor: Lauretta Pelton
This course is a study of the kindergarten curriculum, an exploration of resources and materials
and a review of teaching approaches.
Laboratory requirement: Five half days in a kindergarten classroom. This is to be arranged by
the student after consultation with the instructor. The laboratory experience should have
taken place prior to the course itself.
The course is a prerequisite to student teaching at the kindergarten level and to obtaining a
license for teaching at that level.
Prerequisites: Consent of instructor
L4
Time: Summer Interim
Student Teaching
Eds 481 - 4120
Eds 482 - 4121
Eds 483 - 4122
Eds 484 - 4123
Instructor: Sheldon Fardig
Observing and directing learning under supervision of college and secondary school
personnel. This is a full day experience in a school.
Prerequisites: Acceptance in Education Program and permission of instructor.
Time: I
L6
People Under Pressure
Eng 211 - 4130
Instructor: Barbara Andersen
The child, the youth, the middle-aged, the old, all live under pressure-political, social.
religious and personal. What these pressures are and how people cope with them provide the
focus for the course. This i s not, however, a course i n depression,for pressure and stress often
I i a v ~p c l s i t i v ~r e ~ t ~ And
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Wr. will r r,icl r c v r r a l grhrirtls. IIIOFTI~ (11 ( 1 1 201
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r l ~ l tjl \ ~ i i l l I yI O ~ U P V P ( !
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being rrln5irl~retl,]rt, Wafvrs, T l l v L l a n \4'ht1 K i l l r ~ r i~ h r - 4
LJypr; I'rl~ok,A ~ l yNan~rbi, /\r/~rlr[rlu: I3r,ir1li~arl.Trr)r/l I , f s / ~ ~>!I
r rAtrt~r,ic,~:
~
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M y Father: Gordon, Final Paylncnt,. Students will have some choice of works to read.
Evaluation will be based on discussions, some in-class writing, reading quizzes, oral reports
(optional) and two examinations.
Distribution: English - Speech, Co~nmunication& Theater Arts
Time: I
O M 10
.
The Brontes
Eng 248 - 4128
Eng 348 - 4129
Instructor: Catherine Nicholl
I n a parsonage on the edge of the Yorkshire moors, four gifted children mused themselves hy
redding Shakespeare and Byron and writing miniature books i n which they developed two
elaborate and romantic kingdoms. Literally surrounded by death-the churchyard in which
their mother and two sisters were buried-they consoled themselves with the lile of the
imagination. All of them, too, were to die young. But the th~,eesisters. Charlotte, Emily, and
Anne, gave to the world several groundbreaking novels dnd some memorable poetry.
The course will focus primarily o n the writings of Charlotte ()a~leEyrc. Villerte) and Emily
(Wurhering Heighfs, poems). All students will read these works and will sample some of the
critical approaches t o Wufherir~gHeight\, one of the most original novels of the nineteenth
century. In addition, we will read the biography of Charlotte by her friend and fellow writer.
Elizabeth Gaskell. We will consider the influence on the sisters of the family situation and of
attitudes toward women writers in the 1840's.
Each student will read one additional novel or biography. Class activities will include lectures,
discussions, and films In addition to short quizzes and an exam, each student will either write a
short paper or d o a class presentation. Upper division students will d o both.
Prerequisites: One literature course or consent of the instructor.
Distribution: Urban Studies, or Women's Studies, or Minority Studies
Time: l l
O M 16
Europe January 3-28
I nteri m/9
Theatre in London
Eng 269 - 4131
Eng 369 - 4132
Instructor: Richard Sargent
Cost: $1795
London is one of the leading centers of theatre in the world. We will attend plays at theatres
such as the National Theatre and the Royal Shakespeare Company theatres where internationally renowned directors like Peter Hall present revivals of classics and the premieres of the
work of playwrights like Tom Stoppard and Peter Shaffer. We will be reading some plays in
order to be aware of the historical context in which contemporary dramatists are writing. In
addition to going to plays and touring theatres, we will take advantage of the cultural richness
London has to offer, visiting art galleries such as theTate, attending concerts, and touring spots
in London that have been significant in literary history. We will also make trips to visit other
theatres, notably to Stratford.
Students will keep a journal: those taking the course for upper division will write a paper in
addition.
Counts toward English major
Distribution: English - Speech, Communication &Theater Arts
Grading: P/N
Five-College Poetry Writing Workshop
Eng 362 - 4127
Instructor: Roger Blakeley, Macalester College
M~mbcrs
of the workshop will experiment with poetry techniques, aiming at the completion
rrl .I pns~lolirkof new work and the revising of existing manuscripts. The workshop will meet
threp mornings a week at Macalester for lectures, discussions, and critiques. In addition,
iridividual conlerences will be scheduled, and an optional public reading is planned for late in
the month. Attendance at all class sessions is mandatory
The course is open to students from the five Associated Colleges of the Twin Cities who have
had experience in writing poetry. Normally only three students from a college will be
accepted. Preferably students should have taken at least one college-level creative writing
course.
Students considering this course should contact Richard Sargent (English Department) and
submit samples of their work no later than one'week before the first day of Fall Registration for
Interim.
Class meets 9:30 to 11:45 MWF, H 203 (Macalester), plus conferences TBA.
French Literature in Translation
Fre 243 - 4134
Instructor: Ruth Aaskov
Study of representativeshorter French works in English translation. By reading and analysis of a
common core of varied works we will strengthen communication and critical skills, develop
cultural sensitivity, and become acquainted with significant French writers. Mini-lectures and
study guides will help focus attention on the works themselves. M u c h class time daily will be
devoted to small group discussion and exchange of ideas. Evaluation based on group work,
progress, quizzes, writing assignments, and a short independent study.
.
Prerequisites: Sophomore standing
Distribution: Jr. & Sr. only (old requirements).
Time: I
-
Beginning Norwegian
~ d 111
r - 4133
Instructor: Liv Dahl
Introduction of the four basic language skills: speaking, listening, reading, and writing. Stress
o n spoken rather than literary Norwegian. Oral and written tests. Laboratory work expected.
Distribution: Foreign Language
Time: I
O M 29
Norwegian Conversation and Composition
Nor 311 - 4137
Instructor: Leif Hansen
Intensive practice i n spoken Norwegian with emphasis on pronunciation and original
composition. Some attention given t o regional variations i n spoken Norwegian and to
differences between the t w o official languages of Norway. There will be laboratory work and
field experience.
If arrangements can be made, part of the course will be conducted at a location in Northern
Minnesota.
Fees: $100 if the off-campus part of the course can be arranged.
Prerequisites: 75211 or equivalent
Time: II
O M 29
lntensive Beginning Spanish
Spa 112 - 4135
Instructor: To b e named
The goal of thiscourse isto complete thesequence of Beginning Spanish with greater emphasis
o n spoken Spanish than is usually the case. Students will be expected to complete and correct
written assignments outside of class so that time in class can b e used for small group
conversations, impromptu skits and discussions in Spanish. Evaluation will be based on
daily work, quizzes, four tests and a final exam.
Prerequisites: Spanish 111
Distribution: Foreign Language
O M 23
Time: I
Spanish of the Business and the Professional World
Spa 215 ;4136
Instructor: Gunta Rozentals
Objectives: To give the students the basics needed to cope with professional situations by
preparing them to work with Spanish-speaking clients in various fields.
Content: Introduction to the communication patterns and technical expressions used in
health care, education, welfare, law enforcement and business areas. Layout and style of
Spanish business letters.
Evaluation: Tests and performance in simulations of true-to-life situations.
Prerequisites: Spanish 212
Distribution: Foreign Language
Time: I
Planning for Tomorrow:
Personal & Social Transformation in the 1980's
Gst 240 - 4177
Robert Clyde, Augsburg College
Berenice Bleedorn, Director of Creative Studies, The Coll6ge of St. Thomas
Course will define personal and social transformation, show how this transformation takes
place, and introduce students to such concepts as general systems theory, paradigm shifts,
entropy and syntropy, holism, and the uncertainty principle. Using this knowledge, students
will develop a model for a futuristic democracy, i n which the citizens "think globally and act
locally."
Students will read Marilyn Ferguson's The Aquarian Conspiracy plus one or more additional
books from the bibliography, keep a journal on the readings, class discussions and additional
resources (meetings, lectures, interviews, films, etc.), and prepare a plan for personal,
continuing involvement in the model for the futuristic democracy developed by the class.
Evaluation will be based on assessment of "open journal" through oral examination, and
assessment of quality of personal growth plan.
S 108
Time: II
Recreational Rhythms and Activities
Hpe 232 - 4143
Instructor: Pam Paulson
Theory and practice in teaching and performing American heritage and international folk
dances. Exposure to New Games concepts and activities. The majority of the course grade i s
based upon participation in class activities, a teaching assignment, and a written test.
This offering equals only 1/2 course credit.
Time: I - Jan. 18-29
Melby
Modern Dance
Hpe 373 - 4141
Instructor: Pam Paulson
An introductory course in modern dance technique, composition, improvisation, and
problem solving. The majority of the course grade i s based upon daily performance in class,
performance of a group composition, and a written test.
This offering equals only 1/2 course credit.
Melby
Time: I - Jan. 4 - 15
12/l nteri m
Administration and Supervision
of the School Health Program
Hpe 410 - 4142
Instructor: Richard Borstad
Historical background, legal bases, school health services, and relationships to community
health program and resources. Methods and materials in health education with laboratory
experience in classroom and community.
Prerequisites: Health 320 (School Health Curriculum)
Time: I
Melby 13
Virgin Islands January 4-28
Sailing in the Virgin Islands
**
Hpe 455 - 4139
Instructor: Joyce Pfaff
Cost: $1995
Designed for the beginning and intermediate sailor interested in the art and practice of sailboat
cruising. The course will focus on taking the participant to a competent level of sailboat
handling (anchoring, docking, helming, and crewing). The student will live aboard a 39'fixed
keel sailboat with 6 other people and will function as an active crew member.
Actual on-the-water instruction will be the major part of the course. This will besupplemented
by sessions dealing with safety, boat handling, boat systems, provisioning, trip planning,
piloting,and navigation. Sailing will include cruises to the various islandsand cays in the British
and American Virgin Islands. Snorkelingand windsurfing will be available on an optional basis.
Evaluation will be based on competencies demonstrated by each individual in crewing and
leadership in the role of "acting captain." A daily ship's log will be kept by all participants.
Counts toward lifetime sport distribution requirement
Grading: P/N only
Coaching of Football
Hpe 476 - 4140
Instructor: Al Kloppen
Theory, technique and administrative aspects of coaching football.
This offering equals only 1/2 course credit.
Time: I -Jan. 4 - 15
Melby 12
Coaching of Basketball
Hpe 477 - 4138
Instructor: Rees Johnson
Theory, techniquesand administration of coaching basketball. Course will includeoff-season,
pre-season and in-season programs. Grade evaluation will be based on preparation of a
coaching notebook, a written exam and general participation.
There will be some out of class night work.
Prerequisites: Instructor's approval.
This course equals only 1/2 course credit.
Melby 13
Time: I l -Jan. 18 - 29
20th Century South Asia
His 162 - 4147
His 462 - 4148
Instructor: Don Gustafson
Thts geographtc area has pratlilrrd the l a r g r ~workrng
~
rlernocr~ryin thc world today; from
this people havr come on(' a( our cenlury's greaimt "saints" and a l s o one or the most
r ~ n o w n e tstalesmen;
l
11 isa forernoqt cxample of 20th-Ccntnryr olonralismarid natlonallrm: ir
Iiarexpr.r~~ntetl
oneaf thisrentury'sgreatr~rupheavalfof people: i t rsa ~tdndnrdexarnplcfor
populat~ontrtsrs and world h u n ~ e rillt~stratlons.5oi11hAsia is all thrs-ant1 much more.
Thts course I$ d~slgnerlfor the ctndent *ha has Inrercs! but lirtls or no background In
nnn-western ~ubj~=ct5-1hough
nth~rsare a l ~ owelcorn~.The h ~ a rot l the coursr will he in a
w ~ t l ~ a ~ s o r t m e nreadings
r
(somt oI them really cxcellcnt) t r u ~~IIF-IP
will a l ~ o h e
lertures, trrne
for drscussron and frequent breaks for slrde presentations.
Grades w ~ lbe
l based on general level of partlclpatlon, on some wrltten work and probably a
test Students reglster~ngfor upper dlvls~oncred~tw ~ l have
l
addlt~onalassignments and be
graded by upper dlvrslon standards.
Prerequisites: Students registering for upper division credit must have had at least one college
history class.
Distribution: History - Philosophy
Time: I
S112
Eastward to America: Limited Hospitality
His 220 - 4145
His 320 - 4146
Instructor: Khrn Khrn Jensen
An invesriaatlon c l r tlw rationale fcr I ~ immigration
P
pattern, economir opporlunities, and
social. politlcnl and economic- problems encour~rer~rl
tjy thp folIowing Irnrn1grant5:Chlnew,
l
Forus on these thrre rrhnic groups will involve
jap~ncseanrl Korean5 tn the W n i l ~ rStares.
tjrlth t h "nld"
~
rmmigrants nntl ~tir"ncw" immigrants. Coursc will u 1 1 l i r~~~l ~ nspeak~r5
ic
(Chinesr. Japancse and Koreilns) in a home rnvirnnment-dt~cus5Ion format. There will l~
etltnir meals, ~ t h n i craaking dcrnonsrra~ians,films, slides ~ n df i r * l t l rrips-,111 f h c ~arp
important rornponent5 of thv rorlrsp as IS rlie academic component ol readings. erc.
Focus Ir on ~ h cxperienrrs
r
or tlicsc ethnic aroups in Hawaii. Calllorr~i;~
ant1 M t n n ~ f o t a .
and a Iourn,jI, loww rlivirron will cloa jnirrn;tl. Thrrr will
1 1 1 ~ ~ ~ r d i v i s i o n ~ t u dwill
e n dnapaprr
t5
t)r an exam un the t ~ x and
t
readlng~.
Fees: $15 for meals and films etc.
Prerequ~sites:Lower Divis~on,None
Upper Divis~on,sophomore standing and consent of instructor
D~stribution:Ii~storyand Philosophy
Time: I
Studies in Ancient and Medieval History
Through the Reformation
His 366 - 4190
Instructor: Richard Nelson
This course is intended for those students who, having completed a course i n either ancient,
medieval, renaissance, or reformation history, have a desire t o extend their work in one of
those areas. Students will meet with me on a regular arranged basis for consultation and
identification of the topic they intend to study. These topics can be of varied nature: e.g.,
biographical, social, military,art, literature, etc. The final result of thestudy will becompletion
of a paper or project.
Prerequisite: One history course and consent of instructor
Time: II
Brush Up
Mat 103 - 4150
Instructor: Bev Durkee
Thiscourse is designed asa brush u p in arithmetic and elementary algebraskills.Thecourse will
be particularly helpful for students in elementary education or w h o will b e taking statistics as
part of a major. Part of the work will be done on the computer.
There will be diagnostic tests t o determine study needs, homework assignments t o gain skills,
and written problem solving tests to determine achievement. Grades will be determined by
test scores. Course of study i s completely individualized.
Time: I
S 108
Mathematical Aspects of Music
Mat 130 - 4149
Instructor: Ben Cooper
This course has t w o purposes. The first is to convey some mathematics that musicians should
know (or know about), mostly concerning such pre-musical topics as acoustics, scales, tuning,
and the premises of twelve-tone composition, but also concerning the question of the
meaning of compositional style and quality.Thesecond purpose is t o try tocounterthecultural
invrntine or discovering
isolation of motlcrn malhematics by mcans o l parallel e r t p ~ r i c n c r %
math~maticr;
and writing music,anrl thro~ghc-antactwith one or two rna~hr*rnaticalto~ics
not
t
a tangential bearing o n music,
usually found in the curriculum t h a t a r c r i a n i l i ~ a n t ~ t r a v e aleas1
and con bc enjoycd with minimdl prereq~lisites.When pos~ihle,we will Iry trl hear those things
we discuss mathematically through recordings or performant:e. Grades will be based o n
homework exercises, mostly mathematical, but including the composition of at least one
canon. Therefore some experience i n part writing is essential. The necessary mathematics will
be developed i n class.
Prerequisites: Music 101 o r equivalent and some high school algebra.
Distribution: Mathematics - Physics
Time: I
Mathematical Themes in History and Philosophy
M a t 134 - 4188
M a t 334 - 4189
Instructor: Larry Copes
This course is designed for students who enjoy challenging reading and writing, but may be
uncomfortable with mathematics. Objectivesare to examine waysin which mathematical ideas
have affected and have been affected by philosophical ideas and historical movements. We
shall examine h o w number systems, algebra, cardinality, and axiom systems have related to
various epistemologies. There will be t w o exams and two short papers.
Students must be qualified for College Algebra, as demonstrated (for example) by being i n
Croup A on the Augsburg Mathematics Placement Exam.
Upper division: Students should have taken at least one mathematics course beyond Calculus II. Grading will be based o n three papers.
Prerequisites: Yes
Distribution: Mathematics - Physics
Time: II
O M 25
Introduction to Music Therapy: A Clinical Overview
Mus 110 - 4151
Instructor: Roberta Metzler
Visitation of clinical f a c i l i ~ i ~i rsl t l ~ cMetropolitan area to observe music therapy in practice.
Objectives of the coursr will Ile lo llccorn~familiar with a variety of clientele (Including
mentally retarded, emotionally tlis~url)ed,nntl p11ysic.illy hilndicapped), and t u observ~how
music therapy function< wilt1 diricrcnt populations. I n addition to the field trips, c-lasircmm
discussions will include an o v e r v i ~ wol nlusir fherapy prac-tires and theory in thir country and
abroad. Evaluation will be based o n tests,field trip reports, and class participation. A special fee
of $15.00 will be required, t o cover the cost of transportation. A special class project will be
required for upper division credit. Student times must beflexible, toallow for field tripsduring
either the morning or afternoon.
Fees: $15.00
Distribution: Art - Music
M24
Time: II
Sign and Song
Mus 161 - 4152
Mus 361 - 4153
Instructor: Larry Fleming
This course of study will investigate the relationship between visual symbols utilized in
"signing" for the hearing impaired, and the basicelementsof music: melodiccontour, rhythm,
and text topics.
The process will include:
I. Theory-Readings and discussion i n the areas of symbol, image, ritual, and gesture by
authors S. Langer, B. Shahn, C. lung, T. Stafford, and others.
II. ~ a r t i c i ~ a t i o n - ~ a s i"signing"
c
will b e taught by an area expert, so that fundamental
concepts, vocabulary, and gestures are experienced and understood.
Ill. Observation-Visits at local congregations and schools where signing is used with song.
Although of special benefit for Music, Drama, and Education students, this study might prove
useful for any interested student. N o previousexperienceor music training is necessary. Upper
division credit requires the writing of a position paper.
Distribution: Art - Music
M 22
Time: II
Trends and Issues in Nursing
Nur 330 - 4154
Instructors: Susan Knust - Nancy Malcolm
Nursing is viewed from an historical, current and futurist perspective to develop theories and
concepts of leadership, change, and role development. The nurse as leader is discussed i n
terms of ethics and accountability to the profession and t o society. The changing health care
needs and demands of society are examined i n light of theability of the health caresystemand
health care providers to meet those needs. The role of the nurse in meeting current and
projected societal health care needs is discussed with emphasis on changing and emerging
roles in nursing.
The student increases his/her awareness of the complexities of societal and health issues by
examining the political and legislative processes related to such issues. Emphasis is placed o n
the impact of these processeson the nursing profession and health care delivery. The role of
the nurse as an active participant i n these processes i s examined as well. Teaching methods
include lecture, discussion and a variety of expert guest speakers. Evaluation methods include
annotated bibliography, student debates and paper and pencil test.
O M 11
Time: II
The Nature of Contemplation
Phi 210 - 4157
Instructor: Mark Fuehrer
Thiscourse will examine the nature of contemplation by meansof philosophicalanalysis of the
works of several contemplative writers. The following concepts will be analyzed and
discussed: the object of contemplation, the effects of contemplation on the human subject,
the modes of contemplation, and the language of contemplation.
The course will consist of introductory lectures o n topics t o be discussed followed by selected
readings and discussions i n class. Each student will prepare one paper of moderate length on a
topic of his/her choosing with respect t o the course. Students will be given a grade based on
the term paper and the individual discussions.
Distribution: History - Philosophy
Time: II
O M 23
Age of Aquarius? A Philosophical Look
at Some Contemporary lssues
Phi 250 -4158
Instructor: Kenneth Bailey
A popular song says: "This is the dawning of the Age of Aquarius." Is it? Aquarius, the
Waterbearer, the eleventh sign of the zodiac, symbolizes simplicity, peace, and brotherhood.
Whether such an age has begun is a question. Some astrologers say it began as early as 1930;
others that it is just dawning. However that may be, i n this course we will discusssome of the
concerns (e.g., freedom, morality, hunger) that face whatever age we may be in, from a
philosophical standpoint.
Basically a discussion course. Grades will be based o n written tests and class participation.
Distribution: History - Philosophy
OM 10
Time: II
Islamic Philosophy: Past and Present
Phi 410 - 4156
Instructor: Bruce Reichenbach
A study of the preservers of the Classic Greek tradition, analyzing h o w they reshaped the
materials they inherited and i n what way they helped influencc the rise of Medieval Christian
thought. To what extent current Islamic thought preserves their heritage or is conditioned by
Christian western culture will be explored.
Seminar format, with presentation and discussion of research papers.
Prerequisites: No, though some previous philosophy recommended.
Distribution: History - Philosophy
M 23
Time: I
1982 Oak Ridge ~ssociatedUniversities
Science Minimester
Phy 322 - 4159
Inctructor: Kermit E. Paulson
A study of nuclear radiation with emphasis on applications and "hands-on" laboratory
experience for the individual student. The course will consist of (1) introductory work on
radiation detection and measurement at Augsburg, (2) participation in the 1982 Oak Ridge
Associated Universities Science Minimester where the student has the opportunity to study
projects i n nuclear radiation physics, radiobiology, radiochemistry, environmental radiation,
coal technology, health physics,and radiological safety; and (3) summary and evaluation of the
program back at Augsburg.
This course is a cooperative venture with Oak Ridge Associated Universities-Professional
Tra~ningprogram. Two weeks of the coursewill bespent i n Oak Ridge, Tennessee utilizing the
instructional staff and laboratory facilitiesof ORAU. These facilities provide an opportunity for
laboratory experience not normally available to undergraduate students.
Fecs: The cost for travel and housing will be approximately $250.
Prerequisites: Consent of instructor.
Time: I
S 24
Democratic Theory and Practice
Pol 381 - 4160
Instructor: Milda Hedblom
A study of democraric theory and public policy practice with focu, on the emergence of
political democracy, capitalism and the welfare state in comparative perspective. An extensive
research project will b e required in one of the major themes of the course involving
considerable independent work.
Prerequisites: Two courses political science,economics, philosophy or instructor's permission.
M 25
Time: II
The Politics of American Defense
POI 461 - 4161
Instructor: Mary Ellen Lundsten
Contending explanations of American foreign policy-making will be examined with special
concern for nuclear strategy and military intervention. Issues arising out of the Carter and
Reagan defense policies will be discussed i n the light of previous American foreign policy
behavior since World War II. .
Grades will be based on t w o 5-page essays i n which students will reflect and comment on
course readings, class discussions, and their experiences i n a policy-making simulation to be
held during one all-day class in mid-January.
Prerequisites: One introductory course in political science or permission of the instructor.
M 25
Time: I
Use of the Personal Computer in Psychology
Psy 241 - 4163
lnitructor: Richard Marken
See how a personal computer (the Psychology Department's Apple Il)can be used as a tool t o
explore the mind. Learn t o write simple programs i n BASIC which will produce graphic
displays, measure response time, d o statistical analyses and mndel thought processes. See the
fruits of your efforts i n glorious color on the Apple II TV scleen. Evaluation based o n
programming projects and two tests.
P3
Time: II
Designing an Introductory Psychology Course
Psy 305 - 4164
Instructor: Norm Ferguson
The course will involve students i n all phases of developing an introductory psychology course.
This will include assessing the background and interests of the potential students, developing a
course outline, choosing the classroom teaching methods, selecting the textbooks, preparing
the exams and other forms of evaluation, and determining the grading procedures.
There are two main objectives: (1) t o give students exposure to principles of curriculum
development and theories of intellectual growth and development and (2) t o give students an
opportunity to experience thesubject matter of introductory psychology from the perspective
of an instructor.
Evaluation will be based o n daily class participation and written assignments.
Prerequisites: Two courses in psychology.
Time: II
P1
Reading in the Works of Robert Coles
Psy 372 - 4162
Instructor: Duane Johnson
Thiscourse will providean opportunity to read i n the works of Robert Coles with major focus
o n conditions under which children develop. Reading will also include some attention t o
authors closely related to Coles' perspective.
Robert Coles isone of America's most widely published writers; much of his writing is based on
a participant-observer style ol rrsaarrh. I-lp<prnclsfuhstantial time with particular persons i n
various settings (southrrnri-5, rrligrants, sliarc~cropllers, Eskimos, Chicanos, Indians, the
affluent and privileged, pcoplc of Iflsler 2nd South Africa) and reports their lives with
sensitivity and with particirlar ~ l r p n l i o1 ~
0 ltheir ~ r r c * ~ ~ k
He
ll~
i s ra.perceptive criticof our society
and a spokesperson for the "less advantaged" and minority persons.
Some initial study and planning will be required prior t o the beginning of the interim; each
student must contact Dr. Johnson n o later than December 1 for further details regarding these
assignments and t o confirm her/his registration i n the course. Course expectations will include
extensive reading, regular class attendance and contribution, an annotated journal, and ashort
summary paper. Course will be offered only on a P-N grading basis.
Prerequisites: 86105 - General Psychology
P5
Time: I
Hawa~iJanuary 4-30
The Confrontation of Cultures
and Religions in Hawaii
rC
Rel 321 - 4166
Instructor: P h ~ l ~
Quanbeck
p
Cost: $1795
It
A study of Buddhism, Protestant Christianity, Mormonism,and Polynesian religion with special
attention t o their interrelation i n Hawaii. Special attention given t o t h e following: the meeting
of New England Calvinism and Hawaiian traditional culture and religion and its results today;
the meeting of Christianity and both Chinese and Japanese Buddhism i n Hawaii today; and the
approach of the Church of Jesus Christ of Latter Day Saints (Mormons) to the Polynesians.
Efforts will also be made to study aspects of Chinese and Japanese cultures and religions i n
their own right.
Evaluation will be based o n class participation and the submission of a journal.
Distribution: Religion
Prerequisites: one religion course
Grading: P/N only
Christianity in Modern Africa
Re1 366 - 4165
Instructor: Bradley Holt
This cour.;c. is i n t ~ n c l r t10
l inform l~artiriparitsabout thr. c'ontrmporary r r l i g i c > ~situatir~n
~s
In
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l
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c
llrc univrrsat r taimsol Christianiry anrl
form< il takrbs. A l f r n l i o r i will h r #ivcn lo Iht? lllarrting of Ctiristii~nityit1
the v d l i ~ Ot (~CUIIU~JI
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t n ~ nr ~n l n n ~ arrgimt:s,arlrl
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irs rrr.rnt growth in ~nrlcpendentstates.
T l i r " l r ~ r l o p m d r n r " African churches will bc stuclirvl. as well as aliprnpt5 lu l u r n ~ l ~ l .an
rt~
"Africa11 Christian Tlienlngy." Tlrrb c o u r w wlIT ~ n i l ~ l uler.lur~s.
y
v t s i ~ i nresourrv
~
I)ersr)n,
a i~rllo-visual~ i r l s. i,~ i r frlisr-i15sionnfr ~ a r l i n gmaterials. Stirrlrnts will beevaluated ona research
j,lppr and an examination.
P! "equisites: One cohrse i n religion.
Uis~r1,-ution: Religion
Time: II
O M 18
-
Christianity in Crisis: The New Evangelicals
Confront the Twentieth Century
Re1 368 - 4187
Instructor: Bruce Stuart
Protestant Christians respond to science, social change, and critical views of their faith.
"Bible-believing" and "evangelical" Americans attempt to shape their culture and call
America t o a "Christian" and a "moral" pattern. Emphasis will be placed on the history and
thought of "Born-Again" Christians since the 1920's.
Key issues: Fundamentalism vs. Modernism, The Scopes Trial, Revivalism, Faith-healing,
inerrancy of scripture, the Christian i n politics, the "electronic church" and prayer in the
public school
Key figures: W.B. Riley, Carl Mclntire, Billy Graham, Oral Roberts, Jerry Falwell, several
American Presidents, Mark Hatfield
Classroom lectures and discussion, one Sunday morning of television, texts and reserved
reading. There will be two tests and a short paper.
Prerequisites: One course i n religion
Distribution: Religion
Time: I
*+*
Israel January 3-28
Israel, Ancient and Modern
Re1 375 - 4167
Instructor: John Benson
Cost: $2195
This course encounter will focus o n archaeology and geography with special attention t o
methods and results of archaeology as they relate to biblical sites in Israel. The group will live
primarily in Jerusalem where there will be lectures, walking tours in the O l d City, and visits to
museums and places of religious and historical interest. Twoside trips are planned: one to the
north, including places such as the Sea of Galilee, Tiberias, Capernaum, Hazor Megiddo and
Nazareth; and another t o the south, which will include such places as Ashdod, Beer-sheba,
Masada and Qumran. Some time will be spent in London at the beginning of the interim.
There will be required reading, and students will keep a journal.
Prerequisites: one course i n religion
Distribution: Religion
Grading: P/N only
Practicum in Human Services
Swk 257 - 4169
Instructor: Doug Perry
Thirty hours per week of volunteer work i n a human service agency i s combined with readings
and weekly seminars. An opportunity to discover whether a career i n human services is for you.
Evaluation will be based on submission of journals, summary of experience and a final
examination.
Students will b e asked t o meet with instructor before the end of Fall Semester i n order to
discuss selection of agency and structure of the course.
Objectives:
1) To develop special awareness of the kinds of problems for which people seek help.
2) To increase knowledge of the service given by the agency i n which student is serving.
3) To gain knowledge of the professionals i n the organization, including their skills,
competencies, education, and training.
4) To gain beginning knowledge about the diversity of human service agencies.
5) To increase understanding of self i n relation t o the human service field.
Time: I
Field Work Ill
Swk 466 - 4170
Instructor: Edwina Hertzberg
Continuation o f educationally focused field placement in a social service agency (Field Work
11).
Student will spend 15 hours per week in field placement, plus one hour per week in faculty
facilitated supportive seminar held on campus.
Student will b e evaluated in writing by Field Work Instructor using previously developed field
learning agenda and social work evaluation form.
Objectives:
1) To use supervisory relationship t o increase interpretive as well as performance competence.
2 ) To promote gradual entry into direct practice.
3) To increase competence i n client contact phase of the problem solving process.
4) To increase student self awareness in regard to professional practice interest, areas of
strength and areas for personal/professionaI development.
5) To promote competence i n the full process of problem solving, with special emphasis o n
analysis and resolution stages.
6) To apply human behavior and social environment theories content to analytic processes
and t o develop interpretive ability.
7) To continue to promote gradual entry into action-intervention phase of the problemsolving process.
8 ) To further examine minority issues in relation t o practice.
(Note: this will be offered for 1/2or full credit. For full credit, student will spend 30 hours per
week i n placement, the additional 15 hours to be i n non-client contactactivities whichaddress
specific projects i n the agency, as written into the field learning agenda and agreed upon
among student, field instructor, and faculty supervisor)
Prerequisites: Field Work II
O M 11
Time: II - 4:00 - 5:00 p.m. T,W,Th
Pol 399 - 4184 Washington Interim
A study-internship program i n Washington, D. C. i n connection with the
Washington Center of Learning Alternatives, Information o n projects, housing
and financial assistance i s available from Dr. Barbara Richards-Haugen i n
Memorial 113.
Swk 312 - 4185 Training School o n Alcohol and Drug Abuse
Intensiveexperiential and didactictraining at Johnson Institute combined with
week-long experience i n chemical dependency treatment agency. Students
are evaluated according to participation i n classes, experiential learning and i n
the chemical dependency agency. Enrollment is very limited. Social Work
95257, social work major and permission of contact person, Eddie Hertzberg,
are prerequisites. Cost: $100.
Augsburg Lifetime Sports
The following activities are a v a l l a l ~~nrrudents
l~
during interim and may be taken in addition t o
a regular course. They d o riot carry nlfir,inl credit, but they d o meet the life-time sports
requirement for graduation. S~uderrksmay parlicipate in any one of these without registering
for the course, but will be e x p ~ r ~ rtor lpay any fees whether or not credit i s received.
Badminton
Hpe 002 - 4178
Instructor: Marilyn Pearson
Basic techniques and theory of beginning badminton - much of the class time will be spent i n
singles and doubles games and tournaments. There will b e n o written tests or outside
assignments.
Distribution: Meets the general education requirement of one life-time sport
Time:'12:00 Noon
Melby
Volleyball
Hpe 002 - 4179
Instructor: E. W. Anderson
Learn rules and skills necessary to enjoy volleyball.
Distribution: Meets the general education requirement of one life-time sport.
Time: 12:OO Noon - 1:00 p.m. daily
Melby
Racquetball
Hpe 002 - 4180
Instructor: E.W. Anderson
Learn rules and skills necessary to enjoy racquetball.
Distribution: Meets the general education requirement of one life-time sport.
Time: 8:00 a.m. - 9:00 a.m. daily
Melby
American Karate: Fun, Fitness, Sport, Self Defense
Hpe 002 - 4191
Instructor: M i k e Teitelbaum
An introduction t o "American" Karate. Form, basic techniques and practical usage will b e
taught by a certified Second Degree MKA Black Belt Instructor.
Fees: approximately $20.
Time: 12:OO Noon Monday, Wednesday, Friday
Melby
Show less
2012-2013 Undergraduate Catalog
www.augsburg.edu
Augsburg College
Undergraduate Catalog
2012-2013
Official Publication of Augsburg College
2211 Riverside Avenue, Minneapolis, MN 55454
612-330-1000
This catalog should answer most questions students have about Augsburg College
undergraduate ... Show more
2012-2013 Undergraduate Catalog
www.augsburg.edu
Augsburg College
Undergraduate Catalog
2012-2013
Official Publication of Augsburg College
2211 Riverside Avenue, Minneapolis, MN 55454
612-330-1000
This catalog should answer most questions students have about Augsburg College
undergraduate education and its curriculum. Although information was current at the time of
publication, it is subject to change without notice. The written policies in the catalog are the
College policies in force at the time of publication. It is the responsibility of each student to know
the requirements and academic policies in this publication. If you have questions about anything
in this catalog, consult Academic Advising, a faculty adviser, the dean of the College, or the
registrar. Refer to the Directory for correspondence or telephone inquiries.
Published 2012
www.augsburg.edu
A Greeting from the President
A college catalog is a wonderful text, full of detail and data that offer all of us a map to our
lives together as a college community. This is a map grounded in Augsburg’s mission: “To
educate students to be informed citizens, thoughtful stewards, critical thinkers, and responsible
leaders.”
What has prompted you to study this map of Augsburg College? If you’re already enrolled at
Augsburg, I trust you will continue to find here the awe and wonder of an educational
experience that is meaningful and challenging. I hope you will be reminded of the relationships
and commitments you have formed at Augsburg—they will last a lifetime. I also hope that you
find in this map signposts of the progress you have made in your vocational journey and that
you will continue to believe that you have rightly chosen Augsburg as the community in which
you will spend time for the next several years.
If you are studying this map to find out more about Augsburg College and an Augsburg
education, welcome. I believe you will find it not only tells you about the character and essence
of our institution, but also about our mission of service, particularly about those whom we serve
in a modern, vibrant city. Augsburg is located in the heart of the Twin Cities of Minneapolis and
St. Paul, and it is in the city that our College both serves and thrives. As you study here, you will
find a setting that not only provides remarkable learning opportunities, but one in which you will
be able to share your own talents and skills. Augsburg’s challenging academic environment is
enhanced by both education and service experiences that transform theory into action and unite
the liberal arts with the practical in preparing students as faithful citizens in a global society.
The experience you are undertaking at Augsburg—or thinking of undertaking—will occur on
a small campus in the core of a great city; it will be led by faculty preoccupied with your welfare
and the emergence and refinement of your vocational plans.
As you join Augsburg College, or consider doing so, please know that those of us who await
you here find the College an exciting place, full of diversity and yet possessed of a community
dedicated to higher learning and good living. Here you can find your way in the world.
May this map be your faithful guide!
Sincerely yours,
Paul C. Pribbenow
President
2012-2013 Academic Calendar
Day Program (and PA program)
The academic calendar is subject to change. Refer to the registrar’s webpage for updated
calendar and registration information at www.augsburg.edu/registrar.
Fall Term 2012
Summer
September 5
October 26
Nov 12-Nov 30
November 22
November 26
December 14
December 17-20
First-year registration
Classes begin
Mid-term break (one day only)
Registration for spring
Thanksgiving recess begins
Classes resume
Classes end
Final exams
Spring Term 2013
January 14
March 18
March 25
April 8-19
March 29
April 26
April 29-May 2
May 4
Classes begin
Mid-term break begins
Classes resume
Registration for fall
Easter break begins
Classes end
Final exams
Baccalaureate/Commencement
The multi-year calendar for planning purposes can be found at www.augsburg.edu/registrar.
Please note that future years are subject to change.
2012-2013 Academic Calendar
Weekend and Evening College and Graduate Programs (not including
the PA program)
The academic calendar is subject to change. Refer to the registrar’s webpage for updated
calendar and registration information at www.augsburg.edu/registrar.
Fall Term 2012
Class Weekends:
September 7-9
September 21-23
October 5-7
October 19-21
November 2-4
November 16-18
Nov 30-Dec 2
December 7-9
Winter Term 2013—Class Weekends:
January 4-6 (MSW only)
January 11-13
January 25-27
February 1-3
February 15-17
March 1-3
March 15-17
March 22-24
Spring Term 2013—Class Weekends:
April 5-7
April 26-28
May 10-12
May 17-19
May 31-June 2
June 14-16
June 21-23 (MSW only)
NOTE: For Rochester programs, reference the registrar’s webpage at
www.augsburg.edu/registrar.
Directory
Area Code: 612
Access Center
330-1749
Academic Advising
330-1025
Academic Enrichment
330-1165
Academic Affairs
330-1024
Admissions Office
330-1001
Toll-free
1-800-788-5678
Alumni and Constituent Relations
330-1178
Toll-free
1-800-260-6590
Athletics
330-1249
Campus Activities and Orientation / SOAR
330-1111
Center for Learning and Adaptive Student
330-1053
Services (CLASS)
Classroom Services
330-1219
College Pastor/Campus Ministry
330-1732
Counseling and Health Promotion
330-1707
Development (financial gifts to the College)
330-1613
Toll-free
1-800-273-0617
Enrollment Center
330-1046
Toll-free
1-800-458-1721
Event and Conference Planning
330-1107
Facilities Management
330-1041
Financial Aid (scholarships and other aid)
330-1046
General Information (other office numbers;
330-1000
business hours only)
Fax
330-1649
Graduate Programs
330-1101
Human Resources
330-1058
Lindell Library
330-1017
Lost and Found
330-1000
Parent and Family Relations
330-1525
President’s Office
330-1212
Registrar
330-1036
Residence Life (housing)
330-1488
Rochester Campus
507-288-2886
StepUP
330-1405
Strommen Career and Internship Center
330-1148
Student Affairs
330-1160
Student Government
330-1110
Summer Session
330-1046
TRIO/Student Support Services
330-1311
Weekend and Evening College
330-1101
About Augsburg
At Augsburg College, we believe that the college experience should be a time of exploration,
of discovery, of new experiences, and new possibilities. We also believe that a liberal arts
education is the best preparation for living in the fast-paced, changing, and complex world of
today and tomorrow. Augsburg graduates will be able to demonstrate not only the mastery of a
major field of study, but also the ability to think critically, solve problems, and communicate
effectively.
Discovering Your Gifts and Talents
The heart of an Augsburg education is the Augsburg Core Curriculum—designed to prepare
students to become effective, informed, and ethical citizens. Through “Search for Meaning”
courses, students explore their own unique gifts and interests and find where their own talents
intersect with the needs of our global society.
At the same time, courses across all disciplines stress the skills that will serve for a lifetime:
writing, speaking, critical thinking, and quantitative reasoning, to name a few.
Thanks to Augsburg’s prime location in the heart of a thriving metropolitan area, many
courses are able to offer rich and varied learning opportunities in real-life situations through
academic internships, experiential education, volunteer community service, and cultural
enrichment. In a sense, the resources of the Twin Cities are an extended campus for Augsburg
students.
Selection from over 50 Majors
Augsburg offers more than 50 majors—or you can create your own major, either on campus
or through the Associated Colleges of the Twin Cities (ACTC). This five-college consortium
allows day program students to take courses on other campuses without charge while a full-time
student at Augsburg. The ACTC includes Augsburg College, St. Catherine University, Hamline
University, Macalester College, and the University of St. Thomas.
Weekend and Evening College offers 18 majors and a number of certificate programs.
Mission Statement
Students who graduate from Augsburg are well prepared to make a difference in the world.
They stand as testaments to the College motto, “Education for Service,” and mission:
“Augsburg College educates students to be informed citizens, thoughtful stewards, critical
thinkers, and responsible leaders. The Augsburg experience is supported by an engaged
community that is committed to intentional diversity in its life and work. An Augsburg education
is defined by excellence in the liberal arts and professional studies, guided by the faith and
values of the Lutheran Church, and shaped by its urban and global settings.”
History
A College of the Church
Augsburg was the first seminary founded by Norwegian Lutherans in America, named after
the confession of faith presented by Lutherans in Augsburg, Germany, in 1530. Augsburg
opened in September 1869, in Marshall, Wis., and moved to Minneapolis in 1872. The first
seminarians were enrolled in 1874, and the first graduation was in 1879.
Early Leaders Establish a Direction
August Weenaas was Augsburg’s first president (1869-1876). Professor Weenaas recruited
two teachers from Norway—Sven Oftedal and Georg Sverdrup. These three men clearly
articulated the direction of Augsburg: to educate Norwegian Lutherans to minister to immigrants
and to provide such “college” studies that would prepare students for theological study.
In 1874 they proposed a three-part plan: first, train ministerial candidates; second, prepare
future theological students; and third, educate the farmer, worker, and businessman. The
statement stressed that a good education is also practical.
Augsburg’s next two presidents also emphatically rejected ivory tower concepts of
education. This commitment to church and community has been Augsburg’s theme for more
than 140 years.
Education for Service
Keeping the vision of the democratic college, Georg Sverdrup, Augsburg’s second president
(1876-1907), required students to get pre-ministerial experience in city congregations. Student
involvement in the community gave early expression to the concept of Augsburg’s motto,
“Education for Service.”
In the 1890s, Augsburg leaders formed the Friends of Augsburg, later called the Lutheran
Free Church. The church was a group of independent congregations committed to
congregational autonomy and personal Christianity. This change made Augsburg the only
higher educational institution of the small Lutheran body. The college division, however, was still
important primarily as an attachment to the seminary.
The Focus Changed
Traditional attitudes began to change after World War I. In 1911, George Sverdrup, Jr.,
became president. He worked to develop college departments with an appeal to a broader
range of students than just those intending to be ministers. Augsburg admitted women in 1922
under the leadership of longtime dean of women, Gerda Mortensen.
The College’s mission assumed a double character: ministerial preparation together with a
more general education for life in society. In 1937, Augsburg elected Bernhard Christensen, an
erudite and scholarly teacher, to be president (1938-1962). His involvement in ecumenical and
civic circles made Augsburg a more visible part of church and city life.
After World War II, Augsburg leaders made vigorous efforts to expand and improve
academic offerings. Now the College had become a larger part of the institution than the
seminary and received the most attention.
Accreditation for the College
Augsburg added departments essential to a liberal arts college, offering a modern college
program based on general education requirements and elective majors. Full accreditation of the
College was achieved in 1954.
A study in 1962 defined the College’s mission as serving the good of society first and the
interests of the Lutheran Free Church second. The seminary moved to Luther Theological
Seminary (now Luther Seminary) in St. Paul in 1963 when the Lutheran Free Church merged
with the American Lutheran Church. Subsequently, the American Lutheran Church merged with
two other Lutheran bodies in 1988 to form the Evangelical Lutheran Church in America.
A College in the City
Under the leadership of President Oscar A. Anderson (1963-1980) Augsburg became a vital
and integral part of the city. The College began to reach out to nontraditional student
populations, ensuring educational opportunity for all students. Also in these years, Augsburg
added the Music Hall, Mortensen Hall, Urness Hall, Christensen Center, Ice Arena, and Murphy
Place.
Dr. Charles S. Anderson led the College from 1980 to 1997. He guided Augsburg’s
commitment to liberal arts education, spiritual growth and freedom, diversity in enrollment and
programs, and a curriculum that draws on the resources of the city as extensions of campus
and classroom. Some of the accomplishments during his tenure include instituting two graduate
degree programs, hosting national and international figures at College-sponsored forums and
events, increasing accessibility, and the addition of the Foss, Lobeck, Miles Center for Worship,
Drama, and Communication; the Oscar Anderson Residence Hall; and the James G. Lindell
Family Library.
Dr. William V. Frame became president in August 1997 and retired in 2006. Under his
leadership, the College sharpened its identity as a college of the city, providing an education
grounded in vocational calling that provides students both the theoretical learning and the
practical experience to succeed in a global, diverse world.
Dr. Paul C. Pribbenow became president in July 2006. Under his leadership, the College
aims to educate students of all ages—in the midst of a great city—to be faithful citizens of the
world.
Augsburg Today
Augsburg continues to reflect the commitment and dedication of the founders who believed:
• An Augsburg education should be preparation for service in community and church;
• Education should have a solid liberal arts core with a practical dimension in order to
send out productive, creative, and successful citizens;
• The city—with all its excitement, challenges, and diversity—is an unequaled learning
laboratory for Augsburg students.
The vision of the College’s work today is lived out in the phrase, “We believe we are called
to serve our neighbor.” Through common commitments to living faith, active citizenship,
meaningful work, and global perspective, Augsburg prepares its students to become effective,
ethical citizens in a complex global society.
In addition to Augsburg’s undergraduate program of liberal arts and sciences, Augsburg
offers master’s degree programs in business, education, leadership, nursing, physician
assistant studies, and social work, as well as a doctoral program in nursing practice. For
information on graduate programs, go to www.augsburg.edu/grad.
Undergraduate education is offered both on weekday semester programs, and alternate
weekend trimester programs. The graduate programs generally follow the trimester schedule.
In addition to its Minneapolis campus, Augsburg has a branch campus in Rochester, Minn.
Weekend and Evening College
Augsburg’s Weekend and Evening College (WEC) provides an educational opportunity for
adults who want to earn a bachelor’s degree and work or have other commitments during the
week. It is a means by which men and women can gain skills for professional advancement,
prepare for a career change, or pursue a personal interest in one or more areas of the liberal
arts and professional studies.
Weekend and Evening College began in 1982 with 69 students taking courses in three majors.
Eight courses were offered in the first term. Today, with approximately 1,000 students enrolled
each term and 18 majors in the liberal arts and professional studies, WEC is one of the largest
programs of its type among Minnesota private colleges.
The Non-Traditional Student
Augsburg’s Weekend and Evening College is based on the assumption that non-traditional
students are mature, self-disciplined, and motivated learners who seek a combination of
classroom experience and individual study. Each course includes periods of concentrated, oncampus study as well as time for independent study and class preparation.
Alternate Weekends
To meet the needs of nontraditional students, classes generally meet on alternate weekends
for three-and-a-half to four hours on either Friday evening, Saturday morning, Saturday
afternoon, or Sunday afternoon. Laboratory sections or additional class hours may be
scheduled during the week. WEC students may take from one to four courses each term. The
WEC academic year is divided into three trimesters (fall, winter, and spring), so that students
may complete three terms in the traditional nine-month academic year.
A Community of Learners
Essential to the goals of Augsburg’s Weekend and Evening College is participation in a
community of non-traditional learners. This community is enriched by the presence of men and
women with a variety of work and life experiences. To facilitate this kind of community
interaction, Augsburg encourages WEC students to make use of College facilities, such as
Lindell Library, and to participate in academic and co-curricular activities, such as the student
newspaper, travel seminars, student organizations, fine arts events, networking events,
workshops, and convocations. The WEC student body elects its own leaders through the WEC
Student Senate.
Augsburg continues its tradition of innovation to meet the needs of non-traditional students
by creating new programs, and providing faculty and staff development in teaching and serving
non-traditional students.
To learn more about graduate studies at Augsburg, go to www.augsburg.edu/grad.
Weekend and Evening College Faculty
The heart of any educational institution is its faculty, and the WEC faculty are full-time
Augsburg professors as well as adjunct faculty who bring professional experience to their
teaching. Most faculty hold a doctorate or other terminal degree, and all consider teaching to be
the focus of their activities at the College. Professors are involved in social, professional, and a
variety of research activities, but these support and are secondary to their teaching. Faculty are
actively involved in a dynamic faculty development program that introduces them to best
practices in teaching and learning techniques and theories.
Weekend and Evening College’s small classes facilitate the College’s tradition of close
involvement between professors and students. Faculty act as academic advisers and participate
regularly in campus activities.
Rochester campus
Augsburg’s branch campus in Rochester was established in 1998 as a natural extension of
the College’s mission and its expertise in teaching working adults. In Rochester, six
undergraduate majors, plus a certificate program in business management, are offered.
The Rochester campus classrooms and offices are located at Bethel Lutheran Church
(ELCA), a few blocks south of the heart of the city which is home to about 100,000 residents. It
is a city that enjoys a rich ethnic diversity and superior technological resources.
Augsburg classes in Rochester meet on a trimester schedule with classes taking place on
weekday evenings and on occasional Saturdays, making them accessible to working adults. In
addition to the half- dozen degree programs that can be completed entirely in this location,
students may work on a variety of other majors through a combination of Rochester-based
courses and courses taken in the Day or WEC program in Minneapolis.
Students at the Rochester campus are Augsburg College students. They are supported
through an array of e-learning resources ranging from access to Lindell Library databases to the
use of online course management software. Information about the Rochester campus is
available at www.augsburg.edu/rochester or by calling the Rochester office at 507-288-2886.
College of the Third Age
Augsburg demonstrates its commitment to lifelong learning in part through its College of the
Third Age. College of the Third Age is a teaching-learning service founded more than 30 years
ago to serve older adults by encouraging lifelong learning, fostering interactive discussion, and
introducing new topics and subjects related to an ever-changing world. A roster of more than 25
retired, semi-retired, and working professors teach non-credit seminars for the program, based
upon their areas of expertise.
College of the Third Age partners with organizations and facilities that serve older adults in
the Twin Cities metropolitan area, including churches, synagogues, community centers, and
senior residences. The current catalog lists more than 200 classes available for group study at
partner organizations and facilities. To obtain further information about the program or to
request a catalog, call 612-330-1139 or visit www.augsburg.edu/thirdage.
Campus Location
Augsburg College is located in the heart of the Twin Cities of Minneapolis and St. Paul,
Minnesota. The campus is bordered by Riverside Avenue and Interstate 94, near the University
of Minnesota West Bank campus and the University of Minnesota Medical Center.
Downtown Minneapolis is just minutes away, providing access to internships and careers
with some of the country’s leading companies as well as entertainment, arts, sports venues,
shopping, dining, and transportation. The campus is blocks from the Hiawatha light rail line and
the future Central Corridor line, which provide easy access to Minneapolis, St. Paul, and the
Minneapolis International Airport.
Facilities and Housing
Instruction facilities and student housing at Augsburg are conveniently located near each
other. A tunnel/ramp/skyway system connects the two tower residence halls, the five buildings
on the Quadrangle, plus Music Hall, Lindell Library, Oren Gateway Center, and the Foss,
Lobeck, Miles Center for Worship, Drama, and Communication.
Admissions Office—The Office of Admissions is located on the first floor of Christensen
Center.
Anderson Hall (1993)—Named in honor of Oscar Anderson, president of Augsburg College
from 1963 to 1980, this residence hall is located at 2016 8th Street. Anderson Hall contains four
types of living units and houses 192 students, as well as the Master of Science in Physician
Assistant Studies; Center for Global Education; and the Office of Marketing and
Communication.
Counseling and Health Promotion—The Center for Counseling and Health Promotion
(CCHP) offers programs and services that enhance student learning by promoting personal
development and well-being. The center occupies the house located at 628 21st Avenue.
Christensen Center (1967)—The College center, with the admissions office, student
lounge and recreational areas, the Strommen Center for Meaningful Work, the Commons
dining facility and Einstein Bros. Bagels, two art galleries, copy center, and offices for student
government and student publications.
Edor Nelson Field—The athletic field, located at 725 23rd Avenue, is the playing and
practice field of many of the Augsburg teams. An air-supported dome covers the field during
winter months, allowing year-round use.
Foss, Lobeck, Miles Center for Worship, Drama, and Communication (1988)—The
Foss Center is named in recognition of the Julian and June Foss family. The Tjornhom-Nelson
Theater, Hoversten Chapel, and the Arnold Atrium are also housed in this complex, which
provides space for campus ministry, the drama and communication offices, and the Center for
Learning and Adaptive Student Services (CLASS).
Ice Arena (1974)-—Two skating areas provide practice space for hockey and figure skating,
and recreational skating for Augsburg and the metropolitan community.
Kennedy Center (2007)—Completed in 2007 as a three-story addition to Melby Hall and
named for Dean (’75) and Terry Kennedy, it features a state-of-the-art wrestling training center,
fitness center, classrooms for health and physical education, and hospitality facilities.
The James G. Lindell Family Library (1997)—This library and information technology
center houses all library functions and brings together the computer technology resources of the
College. The library is located on the corner of 22nd Avenue and 7th Street.
Luther Hall (1999)—Named for theologian Martin Luther, Luther Hall is a three-story
apartment complex along 20th Avenue, between 7th and 8th Streets that houses juniors and
seniors in units from efficiencies to two-bedroom suites.
Melby Hall (1961)—Named in honor of J. S. Melby (dean of men from 1920 to 1942,
basketball coach, and head of the Christianity Department). It provides facilities for the health
and physical education program, intercollegiate and intramural athletics, the Hoyt Messerer
Fitness Center, and general auditorium purposes. The Ernie Anderson Center Court was
dedicated in 2001.
Mortensen Hall (1973)—Named in honor of Gerda Mortensen (dean of women from 1923
to 1964), it has 104 one- and two-bedroom apartments that house 312 upper-class students, the
Department of Public Safety and a lounge area.
Music Hall (1978)—Contains Sateren Auditorium, a 217-seat recital hall, classroom
facilities, two rehearsal halls, music libraries, practice studios, and offices for the music faculty.
Old Main (1900)—Home for the Department of Art and the Department of Languages and
Cross-Cultural Studies, with classrooms used by other departments. Extensively remodeled in
1980, Old Main combines energy efficiency with architectural details from the past. It is included
on the National Register of Historic Places.
Oren Gateway Center (2007)—Named for lead donors and alumni Don and Beverly Oren,
it is home for the StepUP program, Institutional Advancement offices, the Alumni and Parent
and Family Relations Offices, Center for Faith and Learning, and substance-free student
housing. It also houses the Barnes & Noble Augsburg Bookstore, Nabo Café, Gage Family Art
Gallery, and the Johnson Conference Center.
Science Hall (1949)—Houses classrooms; laboratories for biology, chemistry, and physics;
mathematics; a medium-sized auditorium; faculty offices, administrative offices, and various
other program offices.
Sverdrup Hall (1955)—Named in honor of Augsburg’s fourth president, it contains the
Enrollment Center, as well as classrooms and faculty offices.
Sverdrup-Oftedal Memorial Hall (1938)—Built as a residence hall and named in honor of
Augsburg’s second and third presidents, it contains the President’s Office, Human Resources,
and other administrative and faculty offices.
Urness Hall (1967)—Named in honor of Mr. and Mrs. Andrew Urness, this tower provides
living quarters for 324 first-year students. Each floor is a “floor unit,” providing 36 residents,
housed two to a room, with their own lounge, study, and utility areas.
Associated Support Organizations
Augsburg College has a commitment to programs that increase both individual and group
understanding and achievement.
Inter-Race: The International Institute for Interracial Interaction
Policies
Augsburg College, as affirmed in its mission, does not discriminate on the basis of race,
color, creed, religion, national or ethnic origin, age, gender, sexual orientation, gender identity,
gender expression, marital status, status with regard to public assistance, or disability in its
educational policies, admissions policies, employment, scholarship and loan programs, athletic
and/or school-administered programs, except in those instances where there is a bona fide
occupational qualification or to comply with state or federal law. Augsburg College is committed
to providing reasonable accommodations to its employees and students. (Approved by the
Augsburg Board of Regents Executive Committee on June 16, 2010).
The vice president/chief of staff in the Office of the President serves as the Title IX officer
and may be reached at 612-330-1212.
Deputy Officer for Students
Dean of Students
Sarah Griesse
612-330-1489
griesse@augsburg.edu
Deputy Officer for Employees
Assistant Vice President for Human Resources/ Chief Diversity Officer
Andrea Turner
612-330-1058
turner2@augsburg.edu
Deputy Officer for Athletics
Kelly Anderson Diercks
Assistant Athletic Director
612-330-1245
diercks@augsburg.edu
Any questions concerning Augsburg’s compliance with federal or state regulations
implementing equal access and opportunity can be directed to the affirmative action coordinator,
Office of Human Resources, CB 79, Augsburg College, 2211 Riverside Ave., Minneapolis, MN
55454, 612-330-1058.
The College and its faculty subscribe to the Statement of Principles on Academic Freedom
as promulgated by the American Association of University Professors and the Association of
American Colleges.
Accreditation and Memberships
Augsburg College is accredited by the Higher Learning Commission of the North Central
Association of Colleges and Schools and the National Council for the Accreditation of Teacher
Education (Secondary and Elementary). Our programs are approved by the
• American Chemical Society
• American Music Therapy Association
• Commission on Collegiate Nursing Education
• Council on Social Work Education (BS and MSW)
• National Accrediting Agency for Clinical Laboratory Sciences (NAACLS)
• National Council for Accreditation of Teacher Education
• Accreditation Review Commission on Education for the Physician Assistant (ARC-PA)
Augsburg College is an institutional member of the:
• American Association of Colleges and Universities (AACU)
• Association of Physician Assistant Programs
• Council of Independent Colleges (CIC)
• National Association of Schools of Music (NASM)
The College is a member of the Associated Colleges of the Twin Cities (ACTC), Lutheran
Education Council in North America (LECNA), Minnesota Private College Council, National
Society for Experiential Education, and Campus Compact.
Augsburg College is registered as a private institution with the Minnesota Office of Higher
Education pursuant to Minnesota Statutes, sections 136A.61 to 136A.71. Registration is not an
endorsement of the institution. Credits earned at the institution may not transfer to all other
institutions.
Undergraduate Admissions
Augsburg College strives to create a strong, rich, and vibrant campus community with
students representing a large number of backgrounds, viewpoints, experiences, talents, and
cultures.
Selection of students for Augsburg College is based upon careful consideration of each
candidate’s academic achievement, personal qualities and interests, participation in activities
and employment, and potential for development as a student and as a graduate of Augsburg
College.
Visit the Campus
Firsthand appraisal of programs, facilities, and academic atmosphere is valuable. First-year
and transfer applicants are encouraged to visit the campus and meet with an admissions
counselor. Arrangements can be made to meet with a member of the faculty and to attend
classes when school is in session.
Augsburg’s undergraduate admissions staff is ready to help students and families with
college planning. Call any weekday between 8:30 a.m. and 4:30 p.m.—612-330-1001 or toll-free
1-800-788-5678, and we’ll assist with your questions and arrange a tour for you. Admissions
visits and tours are available Monday through Friday, and most Saturday mornings during the
school year. The Office of Admissions is located on the first floor of the Christensen Center and
serves traditional, non-traditional, and graduate students.
Application Procedures
Day College First-year Students
Application for Admission—Students should complete the application for admission,
including the essay, and submit them to the Office of Admissions. Students may apply online for
free at www.augsburg.edu/day/apply.html or www.commonapp.org, or submit a paper
application with a nonrefundable $25 processing fee.
Transcripts—An official transcript from the high school is required of first-year applicants.
First-year applicants who are still high school students at the time of application should have
their most recent transcript sent, followed by a final, official transcript upon graduation. If the
student has taken college courses, an official transcript from the institutions should also be sent.
General Education Development (GED) scores may be presented instead of the high school
transcript.
Test Scores—First-year applicants are required to submit results from a college entrance
examination. The American College Test (ACT) is preferred; results from SAT are also
accepted. Test scores recorded on the official high school transcript are sufficient. Augsburg
strongly recommends completing the writing portion of either the ACT or SAT.
Recommendations—Two letters of academic recommendation are required for students
who have below a 3.0 GPA and 22 ACT. If the applicant has been out of school for several
years, letters may be submitted by a supervisor, counselor, or pastor (spiritual leader).
Additional Information—If there is additional information that may have affected the
applicant’s previous academic performance, it may be included as a personal statement with the
application and discussed individually with an admissions counselor. On occasion, the
Admissions Committee may defer a decision on a candidate’s admission until other information
has been received. For example, more recent test scores, results of the present semester’s
coursework, additional letters of recommendation, or writing samples may be requested by the
committee. If any additional credentials are needed, the Office of Undergraduate Admissions
will inform the candidate.
Notification of Admissions Decision—Admissions decisions are made on a rolling basis.
Applicants are notified of the admissions decision usually within two to three weeks after the
application file is complete and has been evaluated by the Admissions Committee. Notification
of admission status for completed applications begins in late September.
Confirmation of Admission—Accepted students are asked to make a $150 enrollment
deposit* to the Office of Undergraduate Admissions. Students who wish to live in College
housing must also submit a $200 nonrefundable housing deposit along with the housing
contract to the Residence Life Office. *Nonrefundable after May 1.
Day College Transfers and Weekend and Evening College Students
A cumulative grade point average (GPA) of at least 2.50 (on a 4.0 scale) in previous college
work is recommended for admission to the College. Information regarding transfer credit policies
is found in the Academic Information section of the catalog.
Application for Admission—Students should complete the application for admission,
including the essay, and submit them to the Office of Admissions. Students may apply online for
free at www.augsburg.edu/day/apply.html, or submit a paper application with a nonrefundable
$25 processing fee.
Transcripts—Official transcripts from all previous postsecondary institutions should be sent
directly to the Office of Admissions. Applicants with less than one year of previous transferable
college work should also have their official high school transcript sent. The GED test certificate
may be presented instead of the high school transcript.
Test Scores—First-year applicants are required to submit results from a college entrance
examination, unless he or she has been out of high school for more than five years. The
American College Test (ACT) is preferred; results from SAT are also accepted. Test scores
recorded on the official high school transcript are sufficient. Augsburg strongly recommends
completing the writing portion of either the ACT or SAT.
Recommendations—Two letters of academic recommendation are required for applicants
who have below a 3.0 cumulative GPA and/or less than one year of college–level work. If the
applicant has been out of school for several years, letters may be submitted by a supervisor,
counselor, or pastor (spiritual leader).
Additional Information—If there is personal information that may have affected the
applicant’s previous academic performance, it may be included with the application and
discussed individually with an admissions counselor. Academic recommendations may be
required by the Admissions Committee before an admission decision is made. On occasion, the
Admissions Committee may also defer a candidate’s admission until other information has been
received. For example, test scores, results of current coursework, additional letters of
recommendation, or writing samples may be requested by the committee. If any additional
credentials are needed, the Admissions Office will inform the candidate.
Notification of Admissions Decision—Augsburg College uses a rolling admissions plan.
Students are notified of the admission decision usually within two weeks after the application file
is complete and has been evaluated by the Admissions Committee.
Application for Re-Admission
Day students who have not registered for courses at Augsburg College for one semester or
more, and WEC/Rochester students who have not registered for courses at Augsburg College
for three trimesters or more, must apply for re-admission
(http://www.augsburg.edu/registrar/documents/forms/readmit.pdf) through the registrar’s office
to resume attendance. Students who have attended other institutions during their absence from
Augsburg must have an official transcript sent from each institution to the Office of the Registrar.
Returning students do not pay the application fee.
Special Students (Non-Degree)
In some circumstances, people may be admitted as special students (non-degree) and
granted the privilege of enrolling in courses for credit. Students may request a change in their
degree status by contacting the registrar’s office.
Students regularly enrolled at another college may take coursework at Augsburg College as
a special student (non-degree). To apply for admission as a special student, submit the
completed application, academic intent, and all necessary official transcripts to the Office of
Undergraduate Admissions. Contact the admissions office regarding which official transcripts
you may need for your application file.
Special Students (Second Degree)
Students who have graduated from Augsburg who are returning to complete an additional
major will not be awarded a second degree unless it is a different degree from the first awarded.
Minors are not noted on the transcript if they are completed after a bachelor’s degree has been
awarded.
Students who have completed a four-year degree at an accredited college or university may
complete a second degree at Augsburg College. Second degree requirements include a
minimum of eight course credits taken at Augsburg, completion of a major, and completion of
any liberal arts requirements not covered by a previous degree. Depending on the student’s
previous degree, completion of a second major (non-degree) may also be an option.
International Student Admissions
International students are a vital part of the Augsburg community. (See International Student
and Scholar Services, in the Student Life section.)
International students should contact International Student and Scholar Services for an
international student application and financial requirements. All applicants must provide proof of
financial solvency. Applications must be completed two months prior to the start of the
semester—June 1 for fall, December 1 for spring.
For more information, call 612-330-1359 or 1-800-788-5678 (toll-free); e-mail Soniel Han at
han@augsburg.edu, or write to:
International Student and Scholar Services
Campus Box 307
Augsburg College
2211 Riverside Avenue
Minneapolis, MN 55454 USA
Students who have attended a college or university outside of the United States will need to
obtain a foreign credential evaluation by contacting World Education Services (WES). WES is a
nonprofit organization with more than 30 years of experience evaluating international
credentials. WES will examine your transcript(s) and prepare a report that will help Augsburg
College understand how your international coursework compares to courses and grades in the
United States. Augsburg College will use this information in its admissions review and will grant
transfer credit where appropriate.
World Education Services, Inc.
Bowling Green Station
PO Box 5087
New York, NY 10274-5087
www.wes.org
Phone: 212-966-6311
Fax: 212-966-6395
Financing Your Education
All students receive financial help indirectly, since a quality liberal arts education costs more
than tuition and fees cover. The College raises that difference in gifts—from alumni, faculty, staff,
parents, churches, friends, foundations, and endowment income.
However, the primary responsibility for paying for a college education rests on students and
their families. Financial aid is intended to supplement those resources.
College Costs 2012-2013
Day College
The Board of Regents has approved the costs listed below for the 2012-2013 academic year.
The board reviews costs annually and makes changes as required. The College reserves the
right to adjust charges should economic conditions necessitate.
Day College Tuition, Fees, Room, and Board
Tuition (full-time enrollment)
$31,292
This rate applies to all full-time students attending in September 2012. Students are
considered full-time when they take three or more course credits during the semester. The
charge includes tuition, general fees, facility fees, and admission to most College-supported
events, concerts, and lectures. The amount is payable at the beginning of each semester or you
can set up an official payment plan through the Office of Student Financial Services.
Tuition (part-time enrollment)
Per one-credit course $3,671
This rate applies to students taking fewer than three courses in a semester. Part-time
students taking lifetime sports are charged $220 for that course.
Audit Fee (for part-time students)
Per course $1000
Full-time students—see audit policy in the Academic Information section.
$5,116
Detailed room rates and housing options are available through the Office of
Residence Life.)
Meal Plans
15 Plus $4,076 (15 meals a week; $100 in Augsburg Flex Points a semester)
10 Plus $3,970 (10 meals a week; $150 in Augsburg Flex Points a semester)
5 Plus $3,630 ( 5 meals a week; $345 in Augsburg Flex Points a semester)
Other board plans are available as defined in the housing contract booklet available from the
Office of Residence Life.
Room Cost (average starting price)
Full-Time Fees
$664.50
(Student activity, technology, newspaper readership, wind energy fee, MPIRG)
Other Special Fees (Non-refundable)
Fees Billed on Student Account
Student Activity Fee (part-time students)
Late Registration
Petition fee for waiver of registration deadlines
(non-refundable)
Lifetime Sport (part-time students)
Newspaper Readership
Technology Fee (per credit)
Overload Fee (per course credit over 4.5, Day and
WEC/Rochester/United combined)
Private Music Lessons, per semester
(14 lessons—.0 credit or .25 credit)
(14 lessons—.5 credit)
Student Teaching (per course for full-time students)
Student Teaching (per course for part-time students)
Study Abroad (in approved non-Augsburg programs)
Zero-credit seminar (part-time students)
$ 50
$ 200
$ 50
$ 220
$ 10
$ 50
$ 3,671
$ 390
$ 780
$ 155
$ 215
$ 425
$ 1,000
Fees Payable by Check/Cash
Application (new and/or special students)
Locker Rental
Student Parking Lot Permit
Car
Motorcycle
Transcript Fee
Regular service
Next day
On demand
Special Examinations, Cap and Gown Costs
(Schedule on file in registrar’s office)
$ 25
$ 40
$ 220
$ 110
$ 6
$ 10
$ 16
Books and Supplies
These costs are estimated to average $125 per course.
Deposits
$ 150
Required of all new students after acceptance. If the student attends Augsburg College, the
deposit is considered initial payment toward their first-term tuition and fees. Should the student
not attend, the enrollment deposit may be forfeited. For more information, contact the Office of
Admissions.
Housing Damage Deposit
$ 200
Required of all resident students at the time of signing a contract to reserve a housing
assignment. This deposit is retained against damages and/or fines and is returned to the
student account (less all charges for damages and/or fines) at the end of the occupancy period
covered by the contract. New contracts may be terminated in writing for fall or spring term by
Enrollment Deposit (non-refundable)
following the conditions delineated in the housing contract. The resident will be responsible for
all costs incurred due to late cancellation or lack of proper notification as specified in the
housing contract.
College Costs 2012-2013
Weekend and Evening College
Application Fee (payable once, non-refundable)
Tuition (per course credit)
Tuition (per summer course, 2013)
Activity Fee (per trimester)
Facilities Fee (includes parking permit; per trimester)
Audit Fee (per course)
Lifetime Sports: Fee for WEC Course
Lifetime Sports: Fee for Assessment of Previous Learning
Nursing Clinical Fee
Supplementary Student Teaching Fee (per course credit)
Late Registration Fee
Transcript Fee
Regular service
Next day
On demand
Petition Fee for waiver of registration deadlines
(non-refundable)
Zero-credit seminar
$ 25
$ 1,830
$ 1,777
$ 11.50
$ 35
$ 1,000
$ 220
$ 150
$ 250
$ 215
$ 200
$ 6
$ 10
$ 16
$ 50
$ 1,000
Payments
Day College
Semester Fees—Prior to the start of each semester a statement of estimated charges
showing basic charges and financial aid credits designated by the Student Financial
Services Office is sent to the student via e-mail. All statements are available online.
Payment Options—Augsburg College offers payment plan options for all students.
Information about payment plan options is available online through the student’s Augnet,
Records and Registration account.
Weekend and Evening College
All statements are available online through Augnet, Records and Registration. For tuition
and fee information, please refer to the financial aid website.
Payment Options
(1) Payment in full at the start of each term or an extended payment plan.
(2) Employer Reimbursement: Students on this plan must file an employer reimbursement
application form each academic year, prior to the start of the first class. Once enrolled in the
employer reimbursement payment plan, students have until 60 days after the end of each term
to pay their term costs in full. There is a $20 per term fee associated with this payment option.
The student is responsible for payment of the balance should the employer not reimburse for
any reason. If the employer offers partial reimbursement, the non-reimbursed portion of tuition
and fees must be paid in full at the start of the term.
(3) Students may also defer payment by enrolling in the College’s third party payment plan or in
a military payment plan if their term costs are to be covered by a third party or through VA
education benefits, such as the GI Bill. (More details can be found at
www.augsburg.edu/studentfinancial)
Financial Policies
A finance charge is applied at a simple rate of .67 percent per month on any account with an
open balance of 30 days or more.
Registration is permitted only if the student’s account for a previous term is paid in full or if
the student is making scheduled payments in accordance with an approved online payment
plan.
Augsburg College will not release student academic transcripts or graduation
diplomas/certificates until all student accounts are paid in full or, in the case of student loan
funds administered by the College (Federal Perkins Student Loan), are current according to
established repayment schedules and the loan entrance and exit interviews have been
completed.
Refunds
Students who withdraw from Augsburg College may be eligible for a refund of a portion of
their charges based on the appropriate refund schedule. Financial aid may be adjusted for those
students who withdraw from the College or drop course(s) and receive financial assistance.
Students who wish to withdraw from Augsburg should complete the Withdrawal from College
form available online through the registrar’s website. It must be filled out completely, signed and
turned in to the Enrollment Center. Students who properly withdraw or change to part-time, who
are dismissed, or who are released from a housing contract will have their accounts adjusted for
tuition and/or room (except for the minimum deduction of $100 to cover administrative costs) in
accordance with the terms of their housing contract and/or the appropriate tuition refund
schedule.
Students are responsible for canceling courses through the Enrollment Center (or online) in
order to be eligible for any refund. Students who unofficially withdraw (stop attending) but do not
complete the drop/add form are responsible for all charges. Financial aid may be adjusted
based on the student’s last recorded date of attendance. Refund calculations are based on the
date that the drop/add form is processed.
Refund Policy for Day, Weekend and Evening, Rochester, and Graduate Studies
Students who withdraw from Augsburg College may be eligible for a refund of a portion of
their charges based on the refund schedule below. This refund is based on the percentage of
calendar time remaining on the date of the student’s official withdrawal from classes. This
applies to all students who drop one or more courses during the term and/or withdraw from all
courses in the term.
Percentage of calendar time remaining after official drop or withdrawal and amount of refund:
100% to 90% remaining
Full refund (minus $100 administrative fee)
89% to 60% remaining
50% refund
This refund schedule is effective whether or not a student has attended classes. Allow 30 to
45 days for tuition and possible financial aid adjustments to be finalized. If a credit balance
remains on the student’s account, a credit refund will be issued at that time.
The refund of charges calculation used is the Augsburg College Refund Policy stated above.
Students may appeal refund decisions through the Financial Petition Committee. Petition forms
are available online through the registrar’s website.
Medical refund
If a student is forced to withdraw from one or more courses in a term due to illness or an
accident, the refund will include the normal refund percentage (based on the regular refund
schedule), plus one-half of the remaining tuition and fees. This extra medical refund will be
considered upon submission of documentation from the attending doctor, on letterhead,
verifying the medical circumstances. Requests for medical refunds should be made through
the Financial Petition Committee. Petition forms are available through the registrar’s
website.
Unofficial Withdrawal
Federal regulations require that records of financial aid recipients who earn failing grades in
all their classes be reviewed. If courses are not completed (e.g., unofficial withdrawal, stopped
attending), the College is required to refund financial aid to the appropriate sources according to
federal or Augsburg refund policies based on the last recorded date of attendance. Students are
responsible for the entire cost of the term including the portion previously covered by financial
aid should they stop attending. Students are strongly urged to follow guidelines for complete
withdrawal from college. If there are extenuating circumstances, a petition to have the cost of
tuition refunded can be made. Petition forms are available online through the registrar’s website.
A student who registers, does not attend any classes, and does not withdraw may petition to
withdraw retroactively. The student must petition within six months of the end of term and
provide proof of non-attendance. Proof can include, but is not limited to, statements from each
instructor that the student never attended, or documentation of attendance for the term at
another college or university. If approved, grades of W will be recorded and charges for the term
dropped. The administrative cancellation fee is $300.
Financial Aid
All students who wish to be considered for financial assistance must establish financial aid
eligibility on an annual basis. This includes completing the application process as outlined below
and making satisfactory academic progress. In order to maintain eligibility in financial aid
programs, students must make satisfactory academic progress toward the attainment of their
degree or certificate as stipulated in the College catalog and as published on the Academic
Progress Standards for Financial Aid Recipients webpage, www.augsburg.edu/finaid/sap.html.
Financing higher education could be the most significant investment a person or family
makes in a lifetime. Proper planning and wise choices are important, not only in choosing a
college, but also in the methods used to pay for it. Augsburg College, through its Enrollment
Center, will help students and their families protect access to a quality Augsburg education in a
time of increasing financial challenge.
Financial assistance awarded through Augsburg may be a combination of scholarships,
grants, loans, and part-time work opportunities. The College cooperates with federal, state,
church, and private agencies in providing various aid programs. During the 2011-2012
academic year, more than eight out of ten students at Augsburg received financial assistance.
The primary responsibility for financing a college education rests upon the student and
family. Financial aid supplements student and family resources.
The Free Application for Federal Student Aid (FAFSA) helps determine the amount of
assistance for which a student is eligible. This analysis takes into account such family financial
factors as current income, assets, number of dependent family members, other educational
expenses, retirement needs, and special considerations.
How to Apply
The following are required to process your financial aid application:
1). Be admitted to Augsburg as a regular student or be a returning student in good academic
standing with the College.
2). Complete the Free Application for Federal Student Aid (FAFSA) or the Renewal FAFSA.
Students are encouraged to file the FAFSA electronically online at www.fafsa.ed.gov. Students
and their parents may sign the FAFSA electronically using a PIN issued by the US Department
of Education. Instructions for requesting a PIN can be found at www.fafsa.ed.gov. Be sure to
include the Augsburg College code, 002334, on your application. Submit your application to the
processing agency after January 1. File your FAFSA by May 1.
What Happens Next?
Once all documents are received, we review the financial aid application to determine
financial aid eligibility for all available programs. A financial aid award letter will be sent to the
student. This letter details the financial aid award and includes information regarding:
•
•
institutional financial aid programs and requirements for continued eligibility,
federal and private loan programs (students must complete a loan application to receive
loan funds)
Types of Aid
A student applying for aid from Augsburg applies for assistance in general rather than for a
specific scholarship or grant (except as noted). The various forms of aid available are listed here
for information only.
In addition to aid administered by Augsburg College, students are urged to investigate the
possibility of scholarships and grants that might be available in their own communities. It is
worthwhile to check with churches, the company or business employing parents or spouses,
high schools, service clubs, and fraternal organizations for information on aid available to
students who meet their requirements. In addition to these sources, some students are eligible
for aid through Rehabilitation Services, Educational Assistance for Veterans, Educational
Assistance for Veterans’ Children, and other sources.
Academic Excellence Scholarships
President’s Scholarship—Awarded to incoming first-year students, the President’s
Scholarships are awarded based upon competition. The applicant must have a minimum of 3.50
GPA in core academic courses or a 27 or greater ACT composite (or a combined SAT score of
1210 or greater). Separate applications are required. The application must be postmarked by
January 30.
Phi Theta Kappa Scholarship—These scholarships are awarded to selected transfer
students with a 3.50 GPA. The application deadline is August 1 for fall enrollment and
December 15 for spring. Call the Office of Admissions for information, 612-330-1001.
Achievement Scholarships
Regents’ Scholarship—The Regents’ Scholarships are awarded to all qualified new firstyears of high academic achievement who apply and are accepted before May 1 for fall or
December 1 for spring. Selection is based on high school GPA and national test scores.
Transfer Regents’ Scholarship—Transfer Regents’ Scholarships are awarded to all
qualified transfer students with a minimum 3.00 GPA who apply and are accepted for admission
by May 1 for fall or December 1 for spring.
Augsburg Legacy Award—These scholarships provide tuition awards to full-time day
students working toward their first bachelor’s degree who are children of Augsburg graduates or
siblings of current Augsburg students or children or spouses of current ELCA pastors. Deadline:
May 1 for fall or December 1 for spring.
Science Scholarship—The Courtland Agre and Theodore Hanwick Science Scholarships
recognize incoming first-year students of high academic science achievement. The renewable
award of $10,000 per year is awarded to all eligible proposed chemistry or physics majors.
Students must be in the top 30% of their high school class or on national tests (ACT or SAT),
have a grade point average of 3.0 or above in the proposed science major, have completed
intermediate algebra or pre-calculus, and be a full-time student in the day program. No
scholarship application is required. Students who receive a science scholarship will not receive
a Regents’ award. Deadline: Accepted for admission by May 1 for fall enrollment.
ACAP Scholarship—Awarded to incoming first-year students who have participated in a
college preparatory program such as Admission Possible, TRiO, MMEP. Deadline: Accepted for
admission by May 1.
Leadership, Service, and Performance Scholarships
Ethnic Leadership Scholarships—Ethnic Leadership Scholarships recognize returning
Day program students with demonstrated scholarship and a record of, and/or potential for,
leadership. Eligible students must be full-time in the day program and have the recommendation
of the appropriate Augsburg Ethnic Student Services program director and another individual
knowledgeable about the student’s extracurricular activities. The application deadline is March
1. For more information and an application, contact:
• American Indian Student Services, 612-330-1144
• Hispanic-Latino Student Services, 612-330-1309
• Pan-Afrikan Student Center, 612-330-1022
• Pan-Asian Student Services, 612-330-1530
Fine Arts Scholarship—Awarded to selected incoming students who demonstrate active
participation in the fine arts. Separate application and portfolio or audition are required. The
application deadline requires a postmark of January 25 for fall or November 1 for spring.
Lutheran Congregational Scholarship Program
Augsburg Corporation Scholarship—Recognizes students who are members of an ELCA
congregation within the Minneapolis Area Synod, Saint Paul Area Synod, Southeastern
Minnesota Synod, or Northwest Synod of Wisconsin. These four synods constitute the
Augsburg Corporation. The scholarship is awarded at point of admission for $1,000 per year.
PRIME Scholarship—Students who receive a scholarship from their Lutheran congregation
will receive a matching scholarship from Augsburg, up to $750 per year. Application and
payment from the sponsoring organization should be submitted to the Enrollment Center.
Gift Assistance (Need-Based)
Augsburg Tuition Grant—This grant is based on financial eligibility and academic record.
Minnesota State Grant—Eligibility requires Minnesota residency and enrollment of fewer
than four years (or its equivalent) at any postsecondary school. This grant is also based on
financial eligibility.
Federal Supplemental Educational Opportunity Grant—Whenever law and funds permit,
SEOGs are awarded to students who demonstrate exceptional financial need. Preference is
given to students eligible for the Federal Pell grant.
Federal Pell Grant—Federal Pell grants are awarded to students attending eligible
institutions of higher education and are based on financial need as defined by program
guidelines. Maximum grant for 2011-12 is $5,550.
Bureau of Indian Affairs/Tribal and State Indian Scholarship—Bureau of Indian
Affairs/Tribal and State Indian Scholarships and Augsburg American Indian Scholarships are
available to Indian students (both full- and part-time) who meet specific criteria. For Bureau of
Indian Affairs/Tribal and State Indian Scholarships, students must be a quarter-degree Indian
ancestry and be enrolled with a federally-recognized tribe. Eligibility criteria for Augsburg
American Indian Scholarships vary. Contact the director of the American Indian Student
Services Program. American Indian grants supplement all other forms of financial aid.
Questions may be directed to the director of the American Indian Student Services Program or
to your local BIA, tribal, or state Indian education office.
Loan Assistance
Federal Perkins Student Loan—A federally-funded program administered through
Augsburg College for students who demonstrate financial eligibility. No interest accrues nor do
payments have to be made on the principal at any time you are enrolled at least half time in
school. Simple interest of 5 percent and repayment of principal (at the minimum of $40 a month)
begin nine months after you leave school. Repayment may extend up to 10 years. The loan
offers a teacher cancellation clause. The maximum that may be borrowed for undergraduate
study is $16,000.
Federal Stafford Student Loan—Subsidized Stafford Loans are need-based loans that the
federal government subsidizes by paying the interest while the student is in school and during
the grace period.
For the Unsubsidized Stafford Loan, interest begins accruing on the date of disbursement
and the borrower is responsible for all interest. The borrower may choose to make payments
while in school or may defer payments and allow interest to accrue and be capitalized (added to
the balance of the loan).
The interest rate for new borrowers through the Subsidized Stafford Loan and the
Unsubsidized Stafford Loan, as of July 1, 2012, is a fixed rate of 6.8%.
The following borrowing limits apply to the Stafford Loan program after July 1, 2010:
o First-years: $5,500 annually (Combined Subsidized and Unsubsidized Stafford)
o Sophomores: $6,500 annually (Combined Subsidized and Unsubsidized Stafford)
o Juniors/Seniors: $7,500 annually (Combined Subsidized and Unsubsidized Stafford)
o Aggregate maximum: $31,000 (Combined Subsidized and Unsubsidized)
Federal Parent Loan Program (PLUS)—PLUS is a loan program to help parents meet
college costs of their dependent children. Parents may borrow up to the cost of attendance
(minus all other student financial aid). Repayment begins within 60 days of final disbursement;
the interest rate is a fixed rate of 7.9% and a minimum payment of $50 per month. There is also
an origination fee of 4%.
Further information about all student and parent loan programs can be found online at the
Financial Aid website.
Student Employment
Students are able to apply for work study positions through Augsburg’s Human Resources
Office. Part-time work provided by the College is considered financial aid, just like scholarships,
loans, and grants. Students are limited to a maximum of 20 hours of on-campus employment
per week. The number of hours a student can work is dependent on the position and the needs
of the department. However, work is not guaranteed.
All on-campus work is governed by policies stipulated in the work contract issued to the
student employee for each placement. Payment is made bi-weekly by check to the student
employee.
Federal College Work Study Program and Minnesota State Work Study Program—
Under these programs the federal or state government supplies funds on a matching basis with
the College to provide part-time work opportunities.
Student Life
Augsburg’s mission focuses on student learning in the broadest sense. Experiences in the
classroom are an important part of college life, yet learning and development also occur in
formal and informal activities of the College and the surrounding area. Whether students take
classes in the day, evening, or weekend, the climate for learning and living at Augsburg will add
dimension to their education.
Campus Ministry
As a college of the church, we are concerned about spiritual as well as academic and social
growth. Our concern for spiritual growth is evident in the opportunities we encourage and
provide for students to explore their own faith.
Because our campus is comprised of individuals from many different religious and cultural
backgrounds, our worship life is characterized by a similar diversity and richness of tradition.
Bible studies, growth groups, outreach teams, and community outreach opportunities, retreats,
peace and justice forums, concerts, and gatherings are examples of the wide variety of activities
on campus.
This ministry finds its most visible expression in chapel worship where students, faculty, and
staff gather each day to give thanks and hear the Gospel proclaimed by a number of speakers
and musicians. Each Wednesday night students gather for Holy Communion. Weekend and
Evening College Chapel is held each Saturday morning when classes meet. On Sundays,
Trinity Lutheran worship services are held on campus, with many other churches within walking
distance.
We seek to develop a free and open environment where people are encouraged to use and
discover the gifts and sense of call and vocation that God has given them. As a college of the
church, we encourage students to form values guided by our Christian heritage, which will be
the basis for the kind and quality of life that reaches beyond their years at Augsburg.
The college pastor, associate college pastor, and campus ministry staff have offices in the
Foss, Lobeck, Miles Center for Worship, Drama, and Communication and are available for
spiritual guidance, counseling, support, or information.
Vocation
Augsburg College has a deep and long-standing commitment to the theological concept of
vocation—the idea that all people can use their individual gifts to serve God’s purposes in the
world and that each person’s contribution is uniquely valuable.
In the spring of 2002, with the generous support of the Lilly Endowment, Augsburg created a
program called Exploring Our Gifts that was designed to help students, staff, and faculty explore
the connections between faith, learning, service, and work. Over the years, the program has
helped embed vocational themes into the curriculum and has sponsored a wide variety of shortterm projects that offer rich opportunities for reflection on how to live with purpose and meaning.
These ongoing projects include internships at nonprofit organizations, off-campus service
projects, international seminars, vocation-themed chapel presentations, interfaith forums,
vocation retreats, and scholarships for students interested in exploring service to the
community, ministry, or church leadership.
When Exploring Our Gifts ended in summer 2010, the College created a permanent center—
the Augsburg Center for Faith and Learning—that keeps vocation at the core of Augsburg’s
vision. This center continues many of the earlier initiatives and carries on the work of promoting
discovery of gifts and discernment of calling among the students, faculty, and staff at Augsburg
as well as members of the larger community.
For further information on how to participate in Augsburg’s vocation programming, visit the
Augsburg Center for Faith and Learning, Oren Gateway Center, Room 106.
Student Government
The Augsburg Day Student Government and the Weekend and Evening College Student
Government organizations support and advocate for student concerns, needs, and activities.
These student government groups serve as the official student governments, and the primary
voice and liaison between students and the administration, faculty, and staff of Augsburg
College.
Campus Activities and Orientation
Campus Activities and Orientation (CAO) creates and implements innovative programming
that fosters individual and community development and creates an environment where students
can connect, engage, and invest in the Augsburg community. CAO programming works to
enhance and supplement the liberal arts and professional studies at Augsburg College through
quality transitional programs for new students as well as through leadership education. CAO is
made up of five program areas:
Campus Activities
CAO offers programs and activities designed to connect and engage students with the
Augsburg community and with the broader Twin Cities community.
Lesbian, Bi-sexual, Gay, Transgender, Questioning, Intersex and Asexual (LBGTQIA)
Services
LBGTQIA Services works to improve the campus environment for all students, staff, faculty,
and visitors at Augsburg College by developing and supporting inclusive understanding of
gender and sexuality, as well as by fostering a community that honors and affirms the
wholeness of all identities.
Student and Group Leadership Development
Programs include Student Group Development and the Emerging Leaders Program (ELP).
CAO advises student groups and provides skill-building workshops focusing on recruiting
members, event planning, facilitating meetings, conflict resolution, and other areas of
development. ELP is an initiative designed to develop new leadership at Augsburg; emerging
leaders learn skills necessary to be effective in leadership roles through intentional learning
opportunities and relationships with upper class mentors.
Orientation Programs
Summer Orientation and Registration (SOAR) is a required two-day, overnight orientation
experience for incoming first-year day students that is designed to help with the transition to
Augsburg College. Students will meet fellow classmates, faculty, and staff; learn about college
resources and services; obtain fall semester schedules; and get a taste of life on campus.
Parent SOAR is an optional orientation experience for the parents and guardians of firstyear day students that runs concurrently with the students’ SOAR session. Parents obtain
important information about the campus; meet fellow parents, faculty, and staff; learn about
college resources and services; and get a taste of what life will be like for their students on
campus.
Transfer SOAR is a required one-day orientation experience for transfer students in the day
program designed to help with the transition to Augsburg College. Students will learn about
College resources and services, hear about academic programs, and discover why being a part
of the Augsburg community is so rewarding.
Auggie Days is a required on-campus orientation experience for incoming first-year day
students, which is designed to complement SOAR. It provides opportunities to enhance
academic and personal success and offers a helpful advantage in starting at Augsburg College.
Student Center
Christensen Center, the Augsburg student union, serves students, faculty, staff, alumni, and
guests. Traditionally considered the “living room” of the campus, the student union provides a
central gathering place for the diverse populations of residential, commuter, Weekend and
Evening College, and graduate students at Augsburg through the merging of curricular and cocurricular programs and activities.
Christensen Center also houses several student services, such as the Office of Admissions,
Campus Activities and Orientation, the Strommen Center for Meaningful Work, Ethnic Student
Services, Event and Conference Planning, the Copy Center, Shipping and Receiving, the
Information Desk, A’viands Food Services, and Mail Services.
The Auggies Nest, located on the ground floor of Christensen Center, serves as the student
group office area and houses the Augsburg Day and Weekend Student Government, the
Augsburg ECHO (campus newspaper) office and the KAUG (campus radio) office. Cubicles,
lockers, and additional workspaces are also available in this area for student group use.
Fine Arts
Students have many opportunities to participate in music and drama. In addition to
appearing on campus and in the city, the Augsburg Choir, Concert Band, and Orchestra perform
on national and international tours. Many other ensembles are available to cover the entire
range of musical styles and previous musical experience. Students stage several plays on
campus each year under the direction of the Theater Arts Program and have the opportunity to
attend a series of on-campus workshops with visiting arts professionals.
Anne Pederson Women’s Resource Center
The Anne Pederson Women’s Resource Center at Augsburg College is located in Sverdrup
Hall 207, offering a variety of programming for Augsburg students (women and men) and a
meeting place for students, faculty, and staff alike. It houses a women’s studies library, a
seminar room for films and discussions, and a lounge space for studying, relaxing, and just
hanging out. The Women’s Resource Center sponsors numerous programs and activities on
topics such as sexuality education and sexual assault advocacy, as well as broader topics such
as The Vagina Monologues; an annual Feminist Film Series in the spring; monthly brown-bag
lunch discussions, and of course, the Koryne Horbal Convocation Lecture in the fall, which
features women and men who speak about the many issues important to women’s, as well as
everyone’s, lives. The center also regularly co-sponsors annual events for the Muslim Student
Assocation’s Women in Islam Day and for the Asian American Women’s Group.
We would love to support you as an intern or volunteer, or simply to co-sponsor your event!
Contact us or friend us on Facebook. Student staff positions at the WRC are posted online with
Human Resources.
The WRC is the home of the Student Feminist Collective and provides meeting space for
the Asian American Women’s Group, the Sexual Assault Advocacy Group at Augsburg
(SAAGA), and the Women of Africa Resource and Development Association (WARDA). Friend
us on Facebook to learn out about upcoming events.
Athletics and Sports
Intercollegiate Athletics
Augsburg is affiliated with the Minnesota Intercollegiate Athletic Conference (MIAC) and is a
member of the National Collegiate Athletic Association (NCAA) Division III. Men annually
compete in football, soccer, cross country, basketball, ice hockey, wrestling, baseball, track and
field, and golf. Women annually compete in volleyball, cross country, soccer, basketball, ice
hockey, softball, swimming, track and field, and golf.
Intramurals
Every student is urged to participate in some activity for recreation and relaxation. An
intramural program provides competition in a variety of team sports as well as individual
performance activities. Broomball has been an especially popular coed sport. Check schedules
for times when there is open use of the gymnasium and ice arena.
Sports and recreation
At Augsburg, sports are for all students as well as the intercollegiate athlete. The campus
offers, on a space-available basis, a double-rink ice arena, gymnasium, tennis courts, a fitness
center with workout machines and weight room, and an air-supported dome over the athletic
field for winter fitness use by walkers and runners. (See additional information under Health and
Fitness, Fitness Centers.)
Gage Center for Student Success
The Gage Center assists all Augsburg students in setting and achieving optimal academic
goals here at the College and beyond. The center consists of five collaborating units:
Academic Advising
Academic Advising orients new Day and Weekend and Evening College undergraduate
students to the academic policies and procedures of the College and assists students on initial
course selection. This office continues to serve students throughout their tenure at Augsburg by
interpreting core curriculum requirements, administering entry-level skills assessments,
interpreting graduation requirements, providing degree-planning materials, and answering
questions on student academic progress. Academic Advising functions as a supplement to
Augsburg’s faculty advising system and supports the work of professional staff advisers across
campus. The Academic Advising office is located in the Gage Center for Student Success, Link
Level of Lindell Library.
All current students are assigned to a faculty adviser. Prior to the end of their sophomore
year, when they have completed 12 or more credits, students are required to declare a major
and select a faculty adviser. Majors and minors are declared online through Augnet Records
and Registration. Students select a faculty adviser from their major area of study using the
Change of Major/New Adviser Form. All day students are required to meet with their assigned
faculty adviser(s) each term prior to registration. Both day and weekend students are
encouraged to meet with their faculty adviser(s) as often as is necessary.
Center for Learning and Adaptive Student Services (CLASS)
The Center for Learning and Adaptive Student Services (CLASS) provides individualized
accommodations and academic support for students with documented learning, attentional,
psychiatric, and other cognitive disabilities, and for students with physical disabilities. CLASS
has been recognized as a leader in its field, helping these students gain full access to the
College curriculum. Its mission is a reflection of Augsburg’s commitment to providing a rigorous
and challenging, yet supportive, liberal arts education to students with diverse backgrounds,
preparations, and experiences.
Support and specialized services are provided to students with documented physical
disabilities, which may include TBI, chronic illness, mobility impairments, and vision, hearing, or
speech impairments.
Each term, disability specialists work directly with students to discuss their disabilities and
determine a plan for academic access. Typically, meetings are held weekly and discussions
may include:
• Accommodations for testing and coursework (e.g., extended time, note-taking)
• Referrals to other campus resources (e.g., tutoring, general technology assistance,
academic advising, counseling, financial aid)
• Training and use of assistive technology through the Groves Accommodations Laboratory
• Assistance with academic, organizational, and time management skills
The disability specialists may also consult with instructors, academic advisers, and other
members of the College faculty, staff, or administration to support each student as they work
toward success. Taking advantage of those opportunities, however, remains the student’s
responsibility.
These services are available to any Augsburg student who establishes eligibility by
submitting appropriate documentation to CLASS. A copy of the Guidelines for Documentation of
a Disability can be obtained by contacting the CLASS Office. CLASS also provides informal
screenings for students who suspect they may have a learning-related disability. These
screenings are meant only to help students determine whether they should seek a thorough
evaluation by a qualified professional.
Academic accommodations are intended to ensure access to educational opportunities for
students with disabilities. The mandate to provide accommodations does not, however, extend
to adjustments that would “fundamentally alter” the basic nature or essential curricular
components of an institution’s courses or programs.
Housing accommodations are provided on an individual basis for students with disabilities
based on the review of appropriate documentation. The nature of the disability and the amount
of equipment and personal care needed are also considered in housing placement.
These services are made possible in part through endowment support provided by the Gage
family and the Groves Foundation.
Academic Skills Office (ASO)
The Academic Skills Office helps students to achieve their academic goals and become selfdirected learners. Comprehensive academic support (e.g., time management, note-taking,
reading, testing, motivation/procrastination, problem solving, troubleshooting) is available for all
Augsburg students through individual and group appointments. In addition, the Academic Skills
coaches address affective needs and aid in the transition to college. Coaches also refer
students to campus resources.
The Academic Skills Office coordinates several programs to support students:
Tutoring/Supplemental Instruction Services—ASO coordinates free tutoring (contract
and drop-in) for most classes and supplemental instruction in specific courses. Tutors
and SI leaders are recommended by course professors and trained by ASO to provide
tutoring support.
Conditional Admit Program (CAP)—A limited number of students are admitted
conditionally through the CAP program. If CAP students do not meet the program
requirements, they will be continued in the CAP program, placed on probation, or
dismissed. Get more information at the Academic Skills Office website,
www.augsburg.edu/acskills. See the Academic Progress, Probation, and Dismissal
section of the catalog for a description of probation and dismissal procedures.
Probation Advising—Students placed, continued, or returned to academic probation
are required to meet with an approved academic advocate. A registration hold is placed
on the student's record, which will prevent registration, until the student completes the
probation requirements. Students who do not fulfill the necessary requirements of their
probationary status will be continued on probation and/or dismissed. For more
information on probation requirements, go to the Academic Skills Office website at
www.augsburg.edu/acskills. See the Academic Progress, Probation, and Dismissal
section of the catalog for a description of probation and dismissal procedures.
Augsburg Advantage at St. Kate’s (AASK)—Based on their application for admission
to Augsburg, the Augsburg College Admissions Committee selects students for the
AASK program. The AASK program is a collaborative effort between St. Catherine
University (St. Kate’s) and Augsburg. The program assists students with the transition
from high school to college with specific courses and supportive programming. The
program provides participants with the opportunity to complete similar coursework that
first-year students complete at Augsburg. Students attend courses on the Minneapolis
campus of St. Catherine University and have access to both campuses for support,
resources, and activities.
Upon successful completion, students are guaranteed sophomore status (minimum of
seven course credits) and will have fulfilled many of the first-year Augsburg
requirements.
To complete the program, students are required to:
•
Complete all required courses (30 semester credits) including Foundations in
Fitness (at Augsburg) with a minimum 3.0 GPA and no course grade below 2.0 or P.
• Satisfactory completion of all Critical Competencies at St. Kates
• Attend all seminars and transition events at Augsburg and St. Kates
• Complete transition application and recommendation process with adviser at St.
Kate’s by March 15.
• Complete the Summer Transition Program (one course and all programming) in
Summer I at Augsburg after year at St. Kate’s.
A second year program, which would allow students to earn an Associate of Arts
degree from St. Catherine’s University, may be an option for students who are unable to
transition after their first year in the AASK program. Students should contact SCU and
Augsburg advisers if interested in this option.
TRiO Programs
TRiO programs are federal student services programs funded by the US Department of
Education, and hosted with additional funding by Augsburg College. TRiO Programs seek to
help students overcome class, social, academic, and cultural barriers to higher education. They
help students prepare for college, adjust to college life, persist in college, and maintain good
academic standing to graduate with a bachelor’s degree, as well as assist with preparation for
graduate school.
TRiO/ Student Support Services
Student Support Services (SSS) is a TRiO program designed to help students persist in
college and graduate in a timely manner. The program serves students who are low-income,
first-generation college students (neither parent has a four-year degree) and/or students with
disabilities to develop the skills and motivation necessary to successfully pursue and earn a
bachelor’s degree. Participants in TRiO/SSS must also be US citizens or permanent residents
or refugees, must demonstrate academic need for program services, and must be committed to
succeed in college.
Augsburg TRiO/SSS serves 160 students from the point of admission through graduation,
including transfer students. TRIO/SSS typically admits 40 new students to the program each
year. Students meet regularly with their program adviser to address academic success issues,
through:
• Individual academic advising and support, including appropriate goal attainment
strategies and self-advocacy skill-building
• Academic program planning, including pre-registration for each term, major and career
decision making, and long-term course planning
• Preemptive tutoring during the first seven weeks of the semester
• Financial aid counseling and financial literacy education
• Assistance with FAFSA renewal and supplemental scholarship applications
• Academic progress monitoring
• Weekly progress meetings for students on academic probation and for students admitted
through Conditional Admit Program (CAP)
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Career and personal skills development, with referrals to appropriate resources
Academic success workshops, group academic skill development
Graduate and professional school information and application assistance
Social and cultural activities and student-led events
Equipment lending program for short-term use of laptops, graphing calculators, Smart Pens
Five-week residential Summer Bridge program for 25 incoming first-year students, including
free summer-term college coursework, academic seminars, adjustment-to-college
workshops, and advising
• Need-based scholarships for students actively participating in TRIO/SSS. Students may
apply for TRiO/SSS any time after admission to Augsburg College; however, preference is
given to students who apply within their first term of enrollment. For more information,
an application, or to make an appointment with a TRiO/SSS adviser, contact TRiO/SSS
program staff at 612-330-1311 or triosss@augsburg.edu.
TRiO-McNair Scholars Program—The McNair Scholars Program, a federal TRiO program
funded by the US Department of Education, is designed to prepare participants for doctoral
studies through involvement in research and other scholarly activities. The goal of McNair is to
increase graduate degree attainment of students from underrepresented segments of society
and to encourage these students to consider becoming college professors.
McNair Scholars enroll in the program during their sophomore or junior year. Students must
be enrolled full time (or will be enrolled full time) at Augsburg College, demonstrate strong
academic potential, and have an interest in pursuing doctoral studies. To qualify as eligible for
the program, the student must be low-income AND first generation OR a member of a group
underrepresented in graduate study—African American, American Indian, Alaskan Native, or
Hispanic/Latino. The Augsburg McNair program serves 25 students per year.
A major component of the Augsburg McNair Scholars Program is a summer research
experience in collaboration with a faculty mentor. For research, scholars receive funding from
the College and the grant for a total of $4,000 stipend plus up to $1,500 for room and board and
up to $500 for research supplies. Stipends are also available for attending and presenting their
work at a professional conference (up to $1,000). Students will also participate in:
• Social and cultural activities to enrich participants’ academic lives and perspectives
• Conference travel and professional presentation of participants’ original research
• Graduate program exploration and application assistance
• Financial aid exploration, as well as graduate school application and GRE fee waivers, and
other financial incentives, such as McNair-designated fellowships
• Intensive preparation for the Graduate Records Examination (GRE), the test required for
admittance into most graduate programs
• Tuition-free academic credit courses—Discourse in the Disciplines and Introduction to
Research
• Sharpened writing, library, technology, and oral presentation skills
• A motivated, diverse, and supportive learning community
Office of Undergraduate Research and Graduate Opportunity (URGO)
The Office of Undergraduate Research and Graduate Opportunity is a resource for
Augsburg students seeking research, scholarship, and graduate and professional school
opportunities. URGO also supports faculty and staff in their work to engage students in these
areas. Services include:
Undergraduate Research
• Summer Research Program—URGO Summer Research is a 10-week, on-campus
program where students join a faculty member’s ongoing research/creative line or carry
out an individually designed project. Students receive $4,000, a supply budget and a
housing stipend.
• Academic year research—$1,000 to pursue scholarship with a faculty mentor
Nationally-Competitive Fellowships—Provide application assistance and interview
preparation for awards such as the:
• Fulbright US Student Program
• Goldwater ($7,500 science scholarship)
• Rhodes (two years at Oxford)
• Truman (graduate fellowship for public service)
• Mitchell (one-year study at Irish institution)
• Rotary Ambassadorial Scholarship
• Marshall (two-year study at UK institution)
• Udall ($5,000 for undergrad interested in environmental or tribal policy)
• UK Summer Fulbright (first and second years study abroad at UK institution)
• NSF (graduate fellowship)
• Gates/Cambridge (two years at Cambridge)
Graduate and Professional School Advising—Individualized advising and application
assistance for:
• Graduate school
• Pre-health sciences (medical school, physician assistant program, pharmacy school,
veterinary medicine, etc.)
• Off-campus summer research experiences for undergraduates (US and abroad)
GRE test Affordable, on-campus prep courses
Other Initiatives
• Fund student travel to national academic conferences to present research findings
• Mayo Innovation Scholars Program—Collaborative research between select Minnesota
private colleges, Augsburg’s MBA program, and the Mayo Clinic Office of Intellectual
Property
• Zyzzogeton—Annual on-campus festival showcasing undergraduate research and
creative activity
• Courtland Agre Annual Summer Research Symposium for students in STEM disciplines
(in conjunction with Nobel laureate, chemist, and Augsburg alumnus Peter Agre, and St.
Olaf College)
Services for Students with Disabilities
Center for Learning and Adaptive Student Services
Supports students with learning, attentional, psychiatric, and other cognitive disabilities.
Provides support and specialized services to students with documented physical disabilities.
TRiO/Student Support Services
Students with disabilities may be eligible to apply for TRiO/SSS.
StepUP® Program
The StepUP program at Augsburg College strives to help students champion lives of
recovery, achieve academic success, and thrive in a residential community of accountability and
support. The culture of StepUP is shaped by its values: recovery based on spirituality and the
12-step model; personal responsibility, integrity, and living a balanced life; educational success;
giving back through servant leadership; thriving in a community that is an alcohol- and drug-free
environment; and developing healthy minds, bodies, spirits, and emotions.
Students live in on-campus recovery housing, have individual support meetings with
licensed alcohol and drug counseling staff, and participate in team and community-building
activities. Students have access to academic skills specialists and other support services on
campus. Participation in Step-UP offers students leadership opportunities within the program,
on campus, and in the greater Twin Cities community. In StepUP, students join together to form
a community in which recovery is celebrated as a normal part of personal growth. Many of the
friendships and bonds students form while participating in the StepUP program last a lifetime.
In order to qualify for the program students must be committed to a 12-step abstinencebased recovery program, have a minimum of six months of continuous sobriety, agree to abide
by the StepUP contract, and live in StepUP housing.
Ethnic Student Services
American Indian Student Services
The American Indian Student Services program has been assisting American Indian
students to further their academic careers at Augsburg College since 1978. The program’s
mission is to recruit, retain, and graduate Native students by providing academic, financial,
emotional, and cultural support and advocacy in a comfortable and friendly environment. Some
of the services provided include:
• Assisting students with the admission process and financial aid application
• Nurturing students’ identification as an American Indian and providing opportunities for
students to learn about their heritage
• Providing opportunities for the campus community to learn about the variety of American
Indian people and cultures
• Providing academic advising and course plans
• Providing opportunities to network with other American Indian students, faculty, staff, and
alumni
• Providing a number of different scholarships, including the Bonnie Wallace Leadership
Award, Minnesota Indian Teacher Training Partnership Grant, and additional assistance in
seeking and applying for other outside/tribal scholarships
•
Offering community and professional referrals, networking opportunities within the Native
community and information about jobs and internships
Hispanic/Latino Student Services
The Hispanic/Latino Student Services program offers students individualized attention in
many areas, including academic support, counseling, and advocacy.
Day, WEC, and graduate students find assistance in admissions and financial aid
procedures, scholarships, orientation and registration, academic planning, career counseling,
housing, internships and employment, and placement referrals.
The program advises Latino student organizations (such as the Spanish Club and the Allied
Latino/a Augsburg Students) and supports academic, social, and cultural events/activities that
improve the academic and personal development of Hispanic/ Latino students and provide
awareness of the unique aspects of Hispanic culture.
Pan-Asian Student Services
The Pan-Asian Student Services program was created in 1992 to recruit and retain AsianAmerican students and to enhance the quality of their total experience while at Augsburg
College. The program seeks to create opportunities where Asian students can be involved in
and contribute to all aspects of academic and student life.
The program provides assistance in the admissions and financial aid application process,
orientation, registration and coursework selection, career development, academic and nonacademic pursuits, and employment and placement referrals.
The Augsburg Asian Student Association is affiliated with the program. The association
organizes various activities during the academic year to increase the network of friendship and
support for Asians, other students at Augsburg, and the surrounding community.
Pan-Afrikan Student Services
The Pan-Afrikan Center (PAC) traces its roots to an event held in 1968 called “One Day in
May” when Augsburg hosted a series of interactive programs with the community. As a result,
Black Student Affairs was born. It has evolved, over the years, into the PAC.
PAC serves the Augsburg College community by providing culturally-conscious personal,
academic, financial, pre-professional and transitional support for students of Afrikan descent.
This service enhances the recruitment, retention, and graduation of Pan-Afrikan students and
enables their learning experience to be interactive. PAC brings the knowledge and experience
of Afrikan people in the Diaspora to the community through a variety of programming and
advises the Pan-Afrikan Student Union.
The Pan-Afrikan Student Union (PASU) is a commissioned organization whose purpose is
to enable students of Afrikan descent to share their diversity and collectively express their
fellowship with the Augsburg community. PASU sponsors a variety of social and cultural
activities.
Scholastic Connections
Scholastic Connections is a scholarship and mentorship program for achievement-oriented
students of color who are continuing Augsburg undergraduate students. The goal of the
program is to form a mentoring community that provides a network of belonging that recognizes,
supports, challenges, and inspires scholars to ensure their success at Augsburg and beyond.
Each year five new scholars are selected as program participants via an application
process. Scholars receive a $5,000 scholarship for the academic year and are paired with a
mentor who is an alumnus/alumna of color and is successful within their chosen profession.
Working with the Ethnic Services directors, scholar/mentor pairings are formed that, ideally,
match ethnic group and field of interest.
Eligible scholars have:
o A GPA of 2.5 or higher
o Demonstrated financial need
o Demonstrated leadership ability or potential
o Demonstrated community involvement both on and off campus
Program objectives are to:
o Support scholars as they continue at Augsburg
o Frame the questions: Who am I? Where do I belong? What are my gifts? How can I best
serve the world?
o Assist in discerning vocation
o Prepare for life after Augsburg: career planning and implementation
Scholars who successfully complete program requirements are eligible to continue with the
program each successive year until graduation.
LGBTQIA Services
Lesbian, Gay, Bisexual, Transgender, Questioning, Intersex, and Asexual (LGBTQIA)
Services works to improve the campus climate for all students, staff, faculty and visitors at
Augsburg College by developing and supporting inclusive understandings of gender and
sexuality, as well as fostering a community that honors and affirms the wholeness of all
identities.
LGBTQIA Services provides student advocacy and educational opportunities for the entire
campus through a variety of programs and ongoing initiatives. Ally Trainings; the Soup, Gender,
and Sexuality series; and the LGBTQIA Newsletter offer learning and networking opportunities
for the entire campus on issues around gender and sexuality. In addition, the department
honors LGBTQIA and allied students each year during Lavender Graduation, where the
recipients of the LGBTQIA Student Leadership Award and Karen Neitge Scholarship are
honored.
For more information, visit www.augsburg.edu/cao/lgbtqia.html.
Health and Fitness
Center for Counseling and Health Promotion (CCHP)
CCHP provides personal counseling in a confidential and supportive place for students to
discuss personal life challenges with professional mental health counselors. Through
counseling, students can name personal strengths and challenges, identify self-care and
support resources, learn new relationship and coping skills, and increase awareness of values
and choices. Counseling services to students include individual counseling, group counseling,
assessment and referral to campus and mental health resources, educational workshops, and
consultations in the case of concern for another student.
Students bring many concerns to counseling, including stress, anxiety, depression, mood
swings, relationship concerns, grief and loss, roommate issues, intimacy and sexuality, alcohol
and other drug concerns, family issues, eating concerns, coming out and other sexual identity
concerns, cultural identity, self-esteem, sleep difficulties, and other concerns. Professional
counseling can help increase student academic success both by increasing the opportunity for
increased self-understanding and personal growth, and by directly addressing potential barriers
to academic success.
CCHP also offers health promotion activities and events that increase awareness of health
issues and assists students in adapting new behaviors for a healthier lifestyle, such as weekly
pilates and yoga classes. Health promotion also includes an active group of peer health
educators, Engaging Peers on Issues and Choices (EP!C) who are available to present an
interactive alcohol education program to groups requesting the program. Health promotion also
works with various campus organizations and student groups to foster positive change within
the campus environment.
Health Insurance
Augsburg College does not require that students have health insurance, with the exception
of international students and student athletes. If a student is not covered by a health insurance
plan, they may contact the Center for Counseling and Health Promotion for more information on
student health insurance plans.
Health Clinic Services
The College offers basic health care services to students through a contract with University
Fairview Physicians – Smiley’s Clinic. These services are limited. For students without health
insurance, Smiley’s Clinic provides certain clinic health services with a minimal co-pay at the
time of the visit. Emergency services of any kind are not covered through the contract between
Augsburg and Smiley’s Clinic. Students with health insurance can also access Smiley’s Clinic
for a variety of clinic or other health services. A student’s health insurance provider will be billed
for medical services and the student will be responsible for any co-pays or deductibles
associated with their insurance.
For more information regarding counseling, health promotion, health insurance, or health clinic
services, call 612-330-1707 or visit www.augsburg.edu/cchp.
Fitness Centers
Located on the lower level of Kennedy Center and Melby Hall the fitness centers are
equipped with stationary bicycles, stair steppers, treadmills, and other aerobic workout
machines. They include a weight room with universal and free weight systems. All staff,
students, and faculty may use the centers; some hours are reserved for classes.
International Student and Scholar Services (ISSS)
ISSS is responsible for the recruitment and advising of international students. Members of
the ISSS team serve as Designated School Officials (DSO) for the College’s F-1 student visa
program and carry out the Responsible Officer (RO) role for the College’s J-1 student/scholar
exchange program. A DSO ensures institutional and individual compliance with the law and
government policies pertaining to F-1 students. An RO ensures institutional and individual
compliance with the law and government policies pertaining to J-1 exchange students and
scholars. ISSS advises students regarding the F and J regulations so that students maintain
their F or J immigration status.
Other examples of ISSS responsibilities include:
● Providing general advocacy for international students
● Advising the International Student Organization
● Overseeing the International Student Mentor Program
● Supporting the development of intercultural competence
● Implementing a mandatory international student orientation program each semester
● Making referrals and providing guidance on issues related to health insurance, taxes,
banking, and acquiring a driver’s license, MN State ID or social security card
● Recruiting international student applicants and guiding them through application and visa
processing procedures
● Managing international student recruitment partnerships
● Marketing Augsburg College to the international community
Residence Life Program
Students who choose to make Augsburg their home find a friendly, 23-acre village in the
midst of a major metropolitan area. They make many new friends among roommates and
classmates. They are just steps away from Lindell Library, classrooms, Hoversten Chapel, the
ice arena, fitness center, and Christensen Center. With just over 1,000 students living on
campus, most students and faculty greet each other by name.
Augsburg recognizes the importance of the residential experience during the college years.
Studies show that students who live on campus are more likely to persist academically, to be
involved on campus, and tend to have a slightly higher grade point average. Department of
Residence Life staff are professional and student team members available to support students
in their academic and co-curricular experiences. Through their efforts residential community
members become acquainted with life at Augsburg through educational and social
opportunities.
Living on campus offers many opportunities for learning, leadership, and fun. Numerous
events are planned to welcome students to the community, including dances, movie nights,
open mic nights, and weeks devoted to special themes or issues.
Resident students have access to a 24-hour computer lounge, wireless internet, study
lounges, 24-hour security, laundry facilities, and vending. All rooms and apartments are
equipped with hook-ups for telephone, cable television, computers, and internet access. A
skyway connecting the lobby of Urness Hall and Mortensen Hall to Christensen Center and
Oren Gateway Center to the Lindell Library keeps students out of the weather on the way to
class.
To secure housing on campus, students need to submit the following items by May 1:
o Enrollment deposit
o Housing deposit
o Housing contract
Students submitting deposits and the housing contract after May 1 will be placed in housing
as space is available. During spring semester, current Augsburg students are provided with
information on the process to secure housing for the next academic year.
Urness Hall—One home to new Auggies and upper-class resident advisers, this nine-story
high-rise houses 324 students. Each floor is considered a house-unit providing 36 students (two
to a room) with their own lounge, study, and utility areas. In Urness Hall, rooms are furnished
with a bed, dresser, desk, and chair. Linens are not provided.
Mortensen Hall—This building is a 13-story high-rise apartment building. It contains 104
one-bedroom and two-bedroom apartments to accommodate 312 upper-class students.
Mortensen Hall is carpeted and contains kitchenette units. It is furnished with beds and
dressers.
Anderson Hall—Contains four types of living units: two-bedroom apartments, two-room
suites, floor houses, and townhouses. This residence houses 192 students, including new
Auggies, upper-class students, and the special interest housing program. All rooms are
furnished with beds, dressers, desks, and chairs.
Luther Hall—Opened in 1999, this apartment residence includes studios and two- and fourbedroom apartments with full kitchens. Beds, dressers, desks, and chairs are provided.
Underground parking is available at an additional cost. Meal plans are optional. This building is
designed to provide an environment for upper-class students.
Oren Gateway Center— The new “front door” to the Augsburg campus, Oren Gateway
Center offers substance-free living connected to a dining area, underground parking, and
classrooms. Opened in 2007, Oren Gateway Center houses the StepUP first-year and
upperclass community and upper-class students committed to an alcohol- and drug-free
environment. Flats, apartments, and studios are furnished with bed, desk, and dressers. Meal
plans are optional.
Special Interest Housing—Special interest housing is available to students who are
interested in creating a living/learning environment by designing their own house system. All
house members meet to determine their program focus, educational goals, and community
agreement guidelines. Examples of programs of past special interest housing include PASU,
Fellowship of Christian Athletes, Youth and Family Ministry, Urban Studies House, PreProfessional Health Association, and the Cross-Cultural House.
Food Service
Commons—Situated on the top floor of Christensen Center, this is the main food service
facility for students, faculty, and staff. This spacious room features small-table units for easy
conversation overlooking the College quadrangle and Murphy Square. Students on board plans
who live in residence halls eat their meals in the Commons.
Einstein Bros. Bagels—On the main level of Christensen Center, Einstein Bros. Bagels
sells coffee, smoothies, hot and cold sandwiches, wraps, soups, salads, and snacks.
Nabo—This eatery is located in the Oren Gateway Center. Pronounced “náh-bu,” with the
accent on the first syllable, featured food options include salads, cold and hot sandwiches, a
pasta bar, pastries, and beverages.
Augsburg provides a variety of board plan options for those living in College houses or
nearby apartments.
College Policies
Student Standards of Behavior, Complaints, Records
The College has adopted a statement of standards for student behavior and has provided
for due process in matters of academic honesty, disciplinary action, and grievances. These are
in the Student Guide.
The College operates in compliance with the Family Educational Rights and Privacy Act.
Students have the right to inspect certain official records, files, and data that pertain to them and
that are maintained in the registrar’s office and the placement office, and to challenge
inaccurate or misleading information.
Information on these policies is found in the Student Guide available on the website at
www.augsburg.edu/studentguide.
Official Notices
Students will receive official notices via the student campus mail system (student campus
box), the A-Mail publication, and the student’s Augsburg e-mail account. Students should check
their campus mailbox and their student e-mail account regularly. The A-Mail is a daily online
publication on Inside Augsburg.
Family Educational Rights and Privacy Act
The Family Educational Rights and Privacy Act (FERPA) of 1974, as amended, provides
certain rights to students regarding their education records. Each year Augsburg is required to
give notice of the various rights accorded to students pursuant to FERPA. A copy of Augsburg’s
policy is published in this catalog in the Student Life section and in the Student Guide distributed
annually to students.
Augsburg College understands that no information other than “directory information” can be
released without the written permission of the student, except in limited circumstances. Students
must give permission in writing for educational information to be released to anyone outside of
the official personnel (faculty and administration) at Augsburg. This means that faculty or others
cannot write letters of support/recommendation or nominate students for awards unless explicit
written permission is given by the student to release non-“directory information.” It is not
sufficient to ask for letters of recommendation.
Complete information about Augsburg’s procedures with regard to FERPA are available
from the Office of the Registrar.
Discrimination Complaints
For inquiries or grievances in any of the following areas, contact the director of human
resources, ground floor, Memorial Hall 19, 612-330-1023.
Affirmative Action—for matters based on race, creed, national, or ethnic origin
Section 504—for matters based on physical or mental handicap
Title IX—for matters based on gender or marital status
Employment—All correspondence should be addressed to the Office of Human Resources
at Augsburg College, 2211 Riverside Avenue, Minneapolis, MN 55454.
Academic Information
Augsburg College constructs its curriculum upon the premise that students must be
educated intellectually, spiritually, and physically. To act effectively, human beings must have a
broad grasp of the world from which they have come as well as the world in which they live. By
providing courses in the humanities, fine arts, natural sciences, and social sciences, the general
education curriculum introduces students to the breadth and complexity of knowledge and
culture.
Required Search for Meaning courses are designed to acquaint students with the Christian
tradition, introduce them to other faith traditions, and encourage them to reflect upon the
importance and meaning of spirituality in their lives. Recreation courses offer students
opportunities to develop skills for participation in exercise and sporting activities.
Students choose from more than 50 major areas of study to gain a depth of knowledge in a
discipline and to prepare for a career or further study. Thus, through a balance of curricular
activities supported by full programs in student life and religious life, an Augsburg College
education strives to educate its students in a real world for the real world.
Degrees Offered
Augsburg offers the Bachelor of Arts, the Bachelor of Music, and the Bachelor of Science
degrees. Augsburg also offers the Master of Arts (in leadership, nursing, and education), the
Master of Business Administration, the Master of Science (in physician assistant studies), the
Master of Social Work, and the Doctor of Nursing Practice degrees.
Academic Calendar
The Augsburg day program follows the semester calendar, with fall and spring semesters of
approximately 14 weeks. Full-time students normally take four course credits each semester.
The Day College calendar is coordinated with those of the four other colleges of the Associated
Colleges of the Twin Cities (ACTC), so that students can take a course on another campus
during the regular term.**
Weekend and Evening College (WEC) classes typically meet on alternate weekends and
the program follows a trimester calendar. Some classes may meet weekly on weekday
evenings. The fall trimester is held from early September through mid-December. Winter
trimester meets from January through late March. Spring classes are held from early April
through the end of June. There are seven to eight class sessions each trimester, and classes
meet on weekends for 3.5 to 4 hours. (Refer to the program schedule for weekday evening
meeting times.) Students may take from one to four classes each term.**
The Rochester campus operates on a trimester calendar. Classes are held on weekday
evenings and meet alternate weeks. Similar to Weekend and Evening College, Rochester’s fall
trimester begins in September, winter trimester begins in January, and spring trimester begins in
April. There are seven to eight class sessions each trimester with each class meeting for 3.5 to
4 hours. Students may take one to four classes each term.**
**See Registration under the Academic Policies and Procedures section and Calendars
under Academic Calendars
Courses and majors offered through Weekend and Evening College and on the Rochester
campus are the same as their Day College counterparts. However, the curriculum is limited to
selected liberal arts courses and majors.
Augsburg offers two summer school sessions, plus two summer online options. Select
graduate-level courses may be made available in a separate summer term. The summer
session schedule is available in March of each year.
Augsburg graduate programs follow a trimester calendar, except for physician assistant
studies. (See Graduate Programs Section.)
Faculty
The heart of any educational institution is its faculty. Augsburg College is particularly proud
of the excellence and commitment of its professors. Most faculty hold a doctorate or the highest
degree in their field, and all consider teaching to be the focus of their activity. Faculty are also
involved in a variety of professional and research activities that support their teaching. They are
actively involved in an exciting faculty development program that introduces them to current
thought in many fields, but especially in teaching techniques and theories.
Augsburg’s size and small classes encourage its tradition of close involvement between
professors and students. Faculty act as academic advisers and participate regularly in campus
activities. Every incoming student receives an adviser. In this close interaction, faculty act as
both mentors and models for students.
Library and Information Technology Services
The James G. Lindell Family Library opened in 1997. The four-level, 73,000-square-foot
facility houses the library and information technology functions of the College as well as the
Gage Center for Student Success. In addition to its large collection of print volumes, e-books,
and e-journals, Lindell Library includes special collections and archives, a curriculum library, a
computer lab and student computing help desk, a library instruction classroom, and facilities for
media viewing and listening. Skyways link the library to Oren Gateway Center and Sverdrup
Hall.
Learning Commons
Within Lindell Library, a Learning Commons provides assistance in research and the use of
technology as well as spaces for collaborative learning. In the Learning Commons multimedia
lab, students can create digital audio and visual projects.
Library Resources
Students can search a wide variety of local, regional, national, and international databases.
They have access to 23,000 e-journals, 17,000 e-books, and 190,000 print volumes within
Lindell Library and, through a daily courier service, access to the library holdings of the seven
private liberal arts colleges in the Twin Cities. In addition, Lindell Library has a large collection of
media resources. A service-oriented staff provides students and faculty with research
assistance and instruction in the use of information resources. Arrangements are made for
access by students with physical limitation and special needs.
Information Technology Resources
Augsburg College has built a reputation as a leader in its commitment to provide students
with relevant and timely access to information technology and training. Visit the Student
Technology website, www.augsburg.edu/techdesk, for more on Information Technology at
Augsburg.
Computing
Students have access to more than 250 on-campus computers. Both PC and Macintosh
desktop computers are available in the Lindell Library Learning Commons and computer lab,
and in the 24-hour Urness computer lab. The College has six computer classrooms and 41
technology-enhanced classrooms. The circulation desk in Lindell Library has 40 wireless
laptops available for use in the library.
Several computer clusters are available for more specific student use within academic
departments. A high-speed fiber optic campus network provides access to AugNet online
services, printing, and to the internet and internet2. Network-ready student machines can
connect to the campus network from residence hall rooms or any building on campus using
WiFi. All of the AugNet online services and several of the registrar’s student services are
available securely on- and off-campus.
Academic Organization and Programs
Divisions and Departments
The College curriculum is offered by 26 departments that are grouped into three divisions for
administrative and instructional purposes:
Fine Arts and Humanities—American Indian Studies, Art, Communication Studies, English,
History, Languages and Cross-Cultural Studies, Music, Philosophy, Religion, Theater Arts,
Women’s Studies, College librarians.
Natural and Social Sciences—Biology, Chemistry, Computer Science, Economics, Mathematics,
Physics, Political Science, Psychology, Sociology.
Professional Studies—Business Administration, Education, Health and Physical Education,
Nursing, Social Work.
Majors and Minors
Majors, or concentrations of study, may be within one department, within one division, or
may cross academic disciplines. Some students decide on a major or majors before they enter
college; others explore a variety of disciplines before deciding.
The College requires students to declare a major upon completion of 12 course credits, and
earlier in some disciplines. Details of majors and minors are in the Departments and Programs
section. Unless otherwise indicated, majors are part of the bachelor of arts degree.
Students are not required to complete a minor for graduation; however, minors completed
prior to graduation will be listed on the transcript. Minors are not noted on the transcript if they
are completed after a bachelor’s degree has been awarded.
Student-Designed Major
Students may design their own major with the assistance and approval of three advisers
from relevant fields and subsequent final approval by the Augsburg College Academic Affairs
Committee (AAC). A student-designed major allows flexibility in selecting major courses. Any
student wishing to design a major must complete a proposal, submit it with approval and
supporting letters from three faculty advisers, and obtain AAC approval of the program.
Students should seek AAC approval as early as possible so that any changes suggested by
AAC may be incorporated into the design without affecting the student’s proposed completion
date. The deadline for initial submission of the program design to AAC is the first term in which
the student has achieved junior status; the final version must be approved the term before the
student achieves senior status.
Students wishing to design majors must:
1. Develop the student-designed major in concert with three faculty advisers from relevant
fields, who together constitute the Review Team. All advisers must sign the proposal cover
sheet and submit supporting letters of approval to AAC. Supporting letters should assess
both the student’s ability to complete the proposed major and the validity and value of the
proposed major, including (in at least one of the letters) the proposed capstone course. The
advisers’ signatures and supporting letters represent their approval of the program, including
the capstone course, and their commitment to oversee the student’s progress.
2. Develop a student-designed major program proposal that includes:
a. A statement of learning goals and objectives
b. A list of proposed courses (minimum of nine, no more than one of which is a lowerlevel language course, and at least five of which are upper division) and a discussion
of how the courses are related to the program goals. Indicate how the proposed
courses collectively support a specialized and cohesive plan usually associated with
a college major. Proposals must include research describing comparable programs
of study at a minimum of three other academic institutions. In addition, students
should consult with the Strommen Career and Internship Center for additional
information regarding career objectives. The proposal should provide information
showing how the Augsburg Core Curriculum requirements (including graduation
skills) are to be fulfilled.
c. A description of the student-designed major capstone to be taken sometime during
the senior year. The student should devise the capstone in consultation with
advisers. It should require an integrative project/paper that draws together the
coursework up to that point and/or prepares one for further study. In addition, at least
one of the advisers must specifically address the rationale for the proposed capstone
in his or her supporting letter, though approval of the student-designed major
program by all advisers presumes their approval of the capstone course.
3. Submit the completed proposal and supporting documentation to the dean’s office.
If AAC approves the proposed major program, the student will be expected to complete the
program designed and still meet all of the other Augsburg degree requirements as stated in the
college catalog.
Students who design their own majors will meet with their advisers regularly throughout the
design and subsequent evaluation of their program. Changes in the approved student-designed
major may be made through the normal petition process to the Student Standing Committee
with adviser approval.
ACTC Majors—It is possible for full-time day students to complete other majors through the
Associated Colleges of the Twin Cities (ACTC). Students who wish to complete a major or
minor offered at one of the other ACTC colleges must submit a completed ACTC Major or Minor
Declaration Form to the Augsburg registrar’s office. This form must list all ACTC courses
required and be signed by the ACTC school adviser. Some majors may not be available or may
have a competitive application process with acceptance determined by the major department.
Weekend and Evening College is not part of the ACTC consortium, and weekend students
may not register for ACTC courses or complete ACTC majors under the terms of the ACTC
consortium agreements.
Other Study Programs
Teaching Licensure
Several teaching licensure programs are offered at Augsburg. Licensure is available in
kindergarten-elementary, or K-6 license. A middle school endorsement is available in one of the
following: mathematics, science, communication arts/literature, social studies. A preprimary
endorsement (3- to 5-year-olds) is also available.
Licensure is also available in the following middle school/high school fields: life sciences,
chemistry, communication arts/literature, health, mathematics, physics, and social studies. This
license prepares people to teach in grades 5-12. Students seeking licensure in one of these
areas obtain an appropriate subject area major and complete secondary licensure coursework.
Specialist licenses are available in art (K-12), vocal music and instrumental music (K-12),
and physical education (K-12). The licenses prepare people to teach in grades K-12. Students
seeking licensure in one of these areas also obtain the appropriate subject area major and
complete the secondary licensure coursework. (See Department of Education and subject area
departments for more information.)
K-12 special education majors and licenses in emotional/behavioral disabilities and in
learning disabilities are also available. These majors and licenses are offered only through
Weekend and Evening College. Students seeking elementary licensure and special education
licensure have Education Department advisers.
Students seeking 5-12 and K-12 licensure have advisers in their subject area major and in
the Education Department. It is very important that students work closely with their advisers
throughout their programs.
Certificate Programs
Augsburg offers undergraduate certificates through the Departments of Art and Business
Administration (see Departments and Programs section). Certificates are available to nondegree seeking students or students who are completing a degree from a different academic
department. A student may declare degree-seeking status after earning a certificate.
Pre-Professional Programs
Students who plan to enter the fields of law, medicine, dentistry, ministry, veterinary science,
pharmacy, or engineering can profit from a liberal arts education at Augsburg.
It is recommended that requirements for admission to graduate schools or seminaries be
reviewed and the course of study at Augsburg planned accordingly. A faculty adviser is
available in each field to assist students in their planning. Students who want to plan a preprofessional program should contact Academic Advising prior to or early in their first year to
arrange for faculty advising.
Pre-Dentistry—These courses are recommended to fulfill the minimum requirements of the
School of Dentistry at the University of Minnesota: ENL 111, 220; BIO 151, 152, 253, 369; CHM
115, 116, 351, 352; MAT 114 or 163 or 248; PHY 121, 122; PSY 105. Requirements at other
universities may vary.
Pre-Engineering—See Engineering in the Departments and Programs section.
Pre-Law—Students considering a career in law should examine the handbook published by
the Association of American Law Schools. Students may wish to take law-related courses to
help determine their interest in law. Pre-law students should major in a discipline of their own
choosing; most law school entrance requirements will be satisfied with a record of solid
achievement coupled with an acceptable Law School Admission Test (LSAT) score.
Pre-Medicine—Majors in chemistry and biology are not required in order to apply to medical
schools, but many students with an interest in the health sciences choose to major in these
fields. The competitive candidate typically has substantially more training than the minimal
course requirements. At this time, most medical schools list as prerequisites courses which are
the equivalent of CHM 115, 116, 351, 352; BIO 151, 152, 253; MAT 145, 146 and PHY 121,
122. Many also require the equivalent of BIO 369 and MAT 163 or 248. Students should take
care to examine closely the requirements of each program to which they intend to apply.
The Medical College Admission Test (MCAT) is scheduled to be substantially altered in
2015. A new section in social and behavioral sciences will be added and greater emphasis
placed on advanced topics in biology. Students planning to enter medical school in the fall of
2016 or later should work closely with health profession advisers to learn how the exam will
differ from the current format and what prerequisite coursework will be required by medical
schools at that time.
Pre-Occupational Therapy, Pre-Physician Assistant, and Pre-Physical Therapy—
Coursework in preparation for these programs should be discussed with a faculty member in the
Department of Biology.
Pre-Pharmacy—Augsburg has a program designed to fulfill minimum requirements of the
College of Pharmacy at the University of Minnesota: BIO 151, 353, 476; CHM 115, 116, 351,
352; COM 111 or 115; ECO 112 or 113; ENL 111, 220; MAT 145; PHY 121, 122; and two
courses in behavioral sciences such as PSY 105 and SOC 121. Requirements at other
universities may vary.
Pre-Seminary—A student may enter a theological seminary with any of several different
majors, such as history, philosophy, English, psychology, sociology, or religion. Recommended
preparation includes REL 100, 200; at least two semesters of history (Western civilization); one
or more courses in the history of philosophy; and Greek in the junior and/or senior year. The
Augsburg Center for Faith and Learning provides resources and support, including scholarship
opportunities, for students considering seminary.
Pre-Veterinary Medicine—To meet minimum requirements of the College of Veterinary
Medicine at the University of Minnesota, the following courses are required: ENL 111, 220; MAT
114 or 145; BIO 151, 152, 253, 355, 369, 476; CHM 115, 116 351, 352; PHY 121, 122.
Additional liberal arts courses are required. Requirements at other universities may vary.
Honors Program
The Augsburg Honors Program offers an adventurous education where students with a
passion for ideas can be their best. We offer a friendly and welcoming atmosphere for students
committed to an exceptional higher education.
Augsburg’s Honors Program is unlike any other honors program in the nation because it
gives students the resources and freedom to build their own ideal higher education. Students
have the opportunity to create their own courses, edit and write for the Honors Review of
Undergraduate Scholarship, participate in an intramural debate league, belong to an Honors
House, and learn through small reading groups, research projects, and travel around the world.
Each Honors course has been specifically created for Honors students, and includes a
challenging “signature experience” such as writing a play, putting great books on trial, or
attending music, theater, and art performances. Honors courses bring in professors from
several different departments so students can learn from talented professors teaching their
specialties.
For information, contact Robert C. Groven, Honors Program director, at
honors@augsburg.edu. Also see the Honors Program in the Departments and Programs
section.
Inter-Institutional Programs
Augsburg cooperates with other colleges and institutions in the Twin Cities area on several
programs.
Cooperating Libraries in Consortium (CLIC)—Through CLIC, the Twin Cities private
colleges library consortium, the Augsburg community has direct access to more than 2.5 million
volumes and media resources of the 14 libraries.
Associated Colleges of the Twin Cities (ACTC)—Full-time day students at Augsburg and
the St. Paul colleges and universities of Hamline, Macalester, St. Catherine, and St. Thomas
may elect to take one course each semester (fall and spring) at one of the other campuses. No
additional fee is required for such an exchange, except for private instruction in music or
approved independent studies. Exchange courses are not transfer courses, and thus courses
taken through ACTC are considered Augsburg College courses and do not impact the residency
requirement. The permanent record of courses for which an Augsburg student has crossregistered is kept in the Office of the Registrar at Augsburg College, not at the host ACTC
institution. Students may elect to participate in the cooperative program to gain new
perspectives, to get better acquainted with the other schools, or to undertake a specific course
or major not offered on the home campus. A regularly scheduled bus shuttles students among
the campuses.
Weekend and Evening College is not part of the ACTC consortium, and weekend students
may not register for ACTC courses or complete ACTC majors under the terms of the ACTC
consortium agreements.
Higher Education Consortium for Urban Affairs (HECUA)—Augsburg, in cooperation
with 17 other colleges and universities, offers off-campus study semesters in Ecuador, New
Zealand, Northern Ireland, Norway, and the Twin Cities. (See HECUA programs in the
International Programs and Metro-Urban Studies sections of Departments and Programs.)
McNally Smith College of Music—Augsburg College full-time students may elect to take
one course each semester at McNally Smith College of Music (MSCM) providing that they meet
all MCSM requirements. This program is open to sophomores through seniors. There is no
additional fee for this program. Students should consult with their adviser to confirm if the
classes will count toward graduation requirements. In no instance may a McNally Smith course
be used as a substitute for any Augsburg course specifically listed within a degree program.
Exchange courses are not transfer courses. Courses taken through the Augsburg–McNally
Smith exchange are considered Augsburg College courses and do not impact the residency
requirement. The permanent record of courses which a student has registered for through the
exchange is kept in the Office of the Registrar at Augsburg College, not McNally Smith.
Air Force ROTC—Augsburg day students may participate in the Air Force ROTC program
at the University of St. Thomas under the ACTC consortium agreement. Students are eligible to
compete for two- and three-year AFROTC scholarships. ROTC credits serve as electives at
Augsburg. For more information, contact the Office of the Registrar, or call the University of St.
Thomas at 651-962-6320 or 1-800-328-6819, x6320.
Army ROTC—Augsburg day students may participate in the Army ROTC program at the
University of Minnesota under an agreement between Augsburg, the University of Minnesota,
and the program. ROTC credits serve as electives at Augsburg. For more information, contact
the Office of the Registrar.
Augsburg Abroad
Augsburg Abroad is the front door for students and faculty interested in education abroad,
which includes study, internships, service-learning, research, student teaching, and field study
abroad.
Services provided through the Augsburg Abroad office:
• Study abroad program selection advising
• Financial and academic advising for study abroad
• Registration and billing for study abroad
• Pre-departure and re-entry support (application, orientation, etc.)
• Faculty-led, short-term program coordination
About half of Augsburg undergraduate students study abroad at least once before
graduating. Students can study a variety of disciplines in a wide variety of countries. For
example, students have the opportunity to study gender issues in Mexico, study social change
in Central America, carry out business simulations in Norway and Germany, do student teaching
in Italy, intern with community organizations in Northern Ireland, do an internship in Namibia, do
ecological field study in Tanzania, take organic chemistry in New Zealand, and gain fluency in a
foreign language where it is widely spoken.
Students can choose from more than 300 programs in 90+ countries. Programs vary in
length from one week to a year abroad. In addition to the Augsburg Study Abroad programs
(Augsburg faculty-led short-term, Center for Global Education, exchange and HECUA
programs), students can choose from affiliated program providers.
Academic Requirements and Credit
Students automatically fulfill the Augsburg Experience requirement on Augsburg Abroadapproved study abroad programs. Courses taken abroad can also fulfill graduation requirements
including major, minor, language, Liberal Arts Foundation, lifetime activity, and internship
requirements. This is determined prior to departure when students fill out the required Course
Approval Form that is signed by faculty adviser(s), and appropriate staff and faculty approving
courses.
Semester and Summer Programs
• Courses taken on off-campus programs during the senior year will meet the Augsburg
residency requirement.
• Students must take a full load of credits while abroad on semester programs.
• Students must take courses graded A-F while abroad.
• Grades received on affiliated and non-Augsburg programs are reported as transfer credit on
the transcript, and thus are not figured into the GPA.
• A C-equivalent or higher must be received for the credit to transfer to Augsburg.
Faculty-led Short-term Programs
Students must register for all courses required by the short-term program. Credit values may
vary, so confirm the specific program credit load with the Augsburg Abroad Office. Any courses
removed by the student without Augsburg Abroad permission prior to the start of the program
will be re-added to the student’s schedule. If no work was completed in these reinstated
courses, a grade of zero will be awarded.
Overload Fee Exemption for faculty-led January and Spring Weekend and Evening College
(WEC) programs: January and spring WEC faculty-led programs are placed within the spring
semester. However, full-time day students will not be billed an overload fee if an additional 4.0
or 4.5 credits are taken in the regular spring term. A student taking minimal credits in the spring
can use the January or Spring WEC faculty-led short-term program as a spring term course in
order to be considered part-time or full-time.
Crossover Policy Exemption—The crossover policy does not apply to study abroad students.
WEC students who do a study abroad program placed in the day program do not count that as
their crossover course. The same policy exemption is valid for day students doing a study
abroad program scheduled in a WEC term.
Eligibility
Following are Augsburg College’s requirements for study abroad:
•
•
Minimum 2.5 GPA at the time of application. Individual programs may require a higher
average. Students with lower averages should consult with Augsburg Abroad
Sophomore, junior, or senior standing by the time you study abroad. Short-term, faculty-led
programs will allow participation as a first-year if the student receives approval from the
faculty-leader.
•
Transfer students must complete one semester at Augsburg before they may study off
campus.
• No academic or disciplinary probation. Students placed on academic or disciplinary
probation after admittance to study abroad may be withdrawn from the program. The
student is responsible for all non-recoverable program costs incurred.
• No outstanding balances on student account
Note: Students applying to faculty-led programs who meet the above criteria are accepted to
these programs on a first applied, first accepted basis. Space is limited, so early application is
important.
Application Process
In order to study abroad students should follow the P-A-C-K steps:
• Profile: Create an online profile by clicking “Get Started” on the Augsburg Abroad website at
www.augsburg.edu/augsburgabroad.
• Advising: Attend an advising meeting--held daily in the Augsburg Abroad office or by
appointment
• Choose: Choose from more than 300+ Augsburg and affiliate programs in more than 90
countries. An advanced online search tool help students find programs based on location,
academic needs, and personal interests. Applying online is easy—click "Apply Now" and follow
the simple steps.
• Key Dates: Keep track of application deadlines.
Application Deadlines:
September 30 Spring semester study abroad and winter-break faculty-led programs
November 1 Spring-break faculty-led programs
February 1
Spring WEC term and Summer Session faculty-led programs
March 1
Fall semester and non-faculty-led summer study abroad programs
Program provider deadlines vary; students need to meet all deadlines and eligibility
requirements set by program providers. Students should start planning in their first year for
study abroad to be sure to do appropriate research and meet all deadlines.
ACCESS/CLASS Abroad
Students should be prepared for the fact that disability may be culturally defined. Attitudes
toward disability and levels of accessibility can vary greatly from country to country. The
Americans with Disabilities Act mandates equal access to university-sponsored programs and
services to students with disabilities. However, providing access by US standards can present
unique challenges in international settings. The expectation on the part of US students and
institutions is that reasonable accommodations will be made. Depending on the country and
culture, there may be different ways to define accessibility and different expectations in terms of
accommodations that can or should be made. Students are encouraged to work closely with
Augsburg Abroad/CLASS/ACCESS.
Students are responsible for requesting accommodations abroad within a reasonable time
frame prior to departure, ideally as early as program selection. Augsburg Abroad will work
closely with the student, CLASS, and /or ACCESS offices to determine needs and make
appropriate and possible accommodations abroad.
Costs and Financial Aid
The cost of semester study abroad is comprised of program fees that generally include
tuition, housing, international health insurance, some meals, excursions, and study abroad fees.
Airfare, personal expenses, books, and other expenses are not included in the price of semester
programs. Program costs vary; Augsburg College pays the program provider on the student’s
behalf and then bills the Augsburg student account. This allows students to access their
financial aid for study abroad. Students will always pay a minimum of Augsburg tuition when
studying abroad.
Students who receive financial aid, loans, scholarships, and/or grants to study at Augsburg
can use that entire package to cover their study abroad program costs. Students receiving
Augsburg institutionally-funded aid (e.g., President’s, Regents’, Legacy, Promise, and other
Augsburg scholarships, and tuition remission benefit) may use their scholarships to study
abroad multiple times on Augsburg programs (see below in Study Abroad Program section).
However, institutionally-funded aid may be used only once toward study abroad costs on an
affiliate program. Cost estimates for the time abroad are drawn up to assist the student in
planning and the financial aid office in awarding aid to students studying abroad. Additional
scholarships are available for semester and academic year programs.
The cost of short-term faculty-led programs is typically comprised of tuition (for summer
programs), meals, airfare, ground transportation, and interpretation/translation services. These
costs are on top of any semester/year tuition charges. Some scholarships are available, but are
limited for short-term programs. Students often apply loans to fund the additional cost of
education travel.
Students are required to notify Augsburg Abroad immediately if they choose not to continue
with their study abroad experience. At the moment of notification, non-recoverable costs and a
cancellation fee will be assessed and charged to the student account. Depending on the time of
notification of withdrawal, students may owe nothing; or they may owe the study abroad fee, the
deposit, or some or all of the program fee. Students are also subject to the cancellation and
refund policies of Augsburg Abroad and their program provider.
Augsburg Study Abroad Programs
Augsburg Faculty-led Short-term Programs
Faculty-led winter break, spring break, and summer programs offer opportunities to intensively
study on a course abroad with an Augsburg professor and other Augsburg students. Program
length varies from nine days to five weeks. Programs change annually. Scholarships are
available for some programs.
The Center for Global Education
The mission of the Center for Global Education at Augsburg College is to provide cross-cultural
educational opportunities in order to foster critical analysis of local and global conditions so that
personal and systemic change takes place leading to a more just and sustainable world.
The center’s study programs are conducted in Central America, Cuba, Mexico, and
Namibia. Students experience three distinct types of living situations: living with other students
in a community house, spending several days in a rural setting, and living several weeks with
host families. In the Mexico and Namibia programs, students travel together on two-week
seminars—from Mexico to Central America, and from Namibia to South Africa. The cost of
these programs is equivalent to full tuition, room, and board for one semester on campus, plus
airfare. Scholarships are available for Augsburg students.
Crossing Borders: Gender and Social Change in Mesoamerica (Mexico)—Fall
This program is an experientially-based intensive semester of study and travel designed to
introduce students to the important issues facing Mexico, US-Mexico relations, and the context
in which many Mexicans are immigrating to the United States. Students will improve Spanish
language skills, as well as develop intercultural communication skills. Students will learn about
key social, economic, political, and cultural issues in Mexico, as well as explore the
interconnectedness of race, ethnicity, class, gender, sexuality, and religion. Students will learn
firsthand from diverse women and men involved in struggles for social change, as well as
business leaders, religious leaders, and feminist activists and scholars, government
representatives, politicians, and political activists. Spanish courses range from beginning to
advanced, including courses for bilingual students. The program includes rural travel within
Mexico and four-to-five-day seminar in Mexico City. Students stay in the Augsburg study center
for part of the semester and with Mexican host families for four to six weeks, although semesterlong homestays are available for Spanish majors and others upon request. Students may meet
several AugCore requirements while in Mexico and/or take courses in the following four
concentrations: business, religion, Spanish, and women’s studies.
Nation-Building, Globalization, and Decolonizing the Mind: Southern African Perspectives
(Namibia)—Fall or spring
This program examines the crucial issues of nation-building, globalization, and decolonizing
the mind, from the perspectives of the new democracies in southern Africa. Namibia won its
independence in 1990 after decades of apartheid under South African colonization. South Africa
had its first democratic election in 1994. As these nations struggle to build nationhood and deal
with the legacies of apartheid and colonialism, they are faced with the challenges posed by
today’s world—rapid globalization as well as under- and unequal development. Decolonizing the
mind is a long-term project. Credit is available in history, religion, political science, and
interdisciplinary studies. Internships are also available in several disciplines.
Social Change in Central America: Exploring Peace, Justice, and Community Engagement
(Guatemala, El Salvador, Nicaragua)—Fall or spring
This is an intensive semester of study and regional travel designed to introduce students to
the key issues facing Central Americans. Students will explore the history, culture, and struggles
of the people of Guatemala, El Salvador, and Nicaragua, as well as study approaches toward
social and economic development. Course credit may be earned in Spanish, religion, history,
women’s studies, and political science. Students spend the first five weeks in Guatemala, the
next four weeks in El Salvador, and the final six weeks in Nicaragua. Students live with local
host families for nine weeks. Prerequisites: one course in college-level Spanish or its equivalent.
Migration and Globalization: Engaging Our Communities (Mexico)—Spring
This is an intensive program that explores issues of migration, immigration, and
globalization. It is ideal for students who are interested in working with Spanish-speaking
populations in the United States. as it includes intensive Spanish language classes, an
internship or independent research opportunity, and courses that help students understand the
connections between globalization and migration while learning from diverse communities that
are organizing for positive social change around issues of race, ethnicity, socioeconomic class,
gender, sexuality, economics, and the environment. Credit is available in Spanish, history,
women’s studies, political science, and religion. Students spend most of the semester living in
Augsburg housing and approximately six weeks living with Mexican host families.
Social Work in a Latin American Context (Mexico)—Spring
This program was created to satisfy the curriculum requirements for a Bachelor of Social
Work degree program. Its goal is to develop cross-culturally competent, ethical social work
professionals with a global perspective by providing a semester of transformative, experiential
learning focused on social and economic justice. It includes Spanish language study and social
work courses. Social work field is also available for qualified students. Students live with
Mexican host families for six weeks.
International Exchange Partner Programs
The Office of International Programs offers a broad range of semester and academic year
exchange programs in China, Finland, Germany, Norway, and Slovenia. Students can choose
from several options in diverse disciplines. All coursework is in English. Travel scholarships are
available for these programs. For further information on these programs and scholarships
contact Augsburg Abroad.
Higher Education Consortium for Urban Affairs (HECUA)
Augsburg, in consortium with other colleges and universities, offers full semester programs in
Ecuador, New Zealand, Northern Ireland, Norway, and the Twin Cities. All HECUA programs
explore civic engagement, community, and social change, and emphasize internships and field
study.
For more information on international HECUA programs, see the International Programs and
Metro-Urban Studies sections of Departments and Programs).
Community Internships in Latin America (Ecuador)—Fall and Spring
This interdisciplinary program, based in Quito, Ecuador, enables the student to combine
intense involvement in a community-based organization with study of the community
development process. A home-stay and a hands-on internship develop Spanish and other skills.
The program addresses globalization, the environment, oil politics, and other local and
international issues.
New Zealand Culture and the Environment: A Shared Future—Fall
Based in Auckland, this new program examines how social and environmental factors shape
political and ecological dimensions of identity and culture, and how New Zealanders from many
different backgrounds are envisioning and creating a shared future. A number of topics explored
during the semester include the history of colonization, the treaty and the truth and reconciliation
process that shape contemporary life, Maori protest and social movements, key strategies used
to address sustainability, and many more economic and environmental issues.
Northern Ireland: Democracy and Social Change—Spring
The Northern Ireland: Democracy and Social Change program examines the historical,
political, and religious roots of conflict in Northern Ireland, the prospects for peace, and the
progress being made. Through a seven-week internship, students get hands-on experience with
organizations working for social change. Field seminars focus on human rights, conflict
transformation, and education for democracy. The program is located at the UNESCO Centre at
the University of Ulster in Coleraine.
SUST: Scandinavian Urban Studies Term (Norway)—Fall and Spring
A quarter of Oslo’s residents are not ethnic Norwegians. Students investigate changing
Northern Europe using Norway’s welfare state and Scandinavian national identity as case
studies. Coursework and an internship provide unique perspectives on how the Norwegian
social democracy and Scandinavian welfare states are working to address the challenges posed
by immigration and cultural and ethnic diversity. Students choose an independent study project
or Norwegian language courses.
MUST: Poverty, Inequality and Social Change —Fall or Spring
This semester-length Metro-Urban Studies Term (MUST) program delves into the root
causes of increasing levels of poverty and inequality in the United States. To understand these
issues, the program focuses on the economy, housing systems, education, welfare, government
policies, urban sprawl, regional race and class segregation, and institutional discrimination.
City Arts—Spring
An interdisciplinary study of the role of art and the artist in working for social justice, and an
exploration of the relationship between art, culture, and identity. Students meet Twin Cities
artists, activists, private and public arts funders, and politicians, and engage in a thorough
examination of the role of art in advocating for social change.
Environmental Sustainability: Science, Public Policy, and Community Action—Fall
Ecosystem degradation and rehabilitation, the social and economic underpinnings of conflict
over environmental change, and public policy and community-based strategies to achieve
sustainability. Uses social, economic, and environmental sustainability to address themes like
the links between rural and urban concerns and the way local decisions relate to regional and
global trends. Students gain first-hand experience learning from community organizers,
government planners, and business leaders who are rising to the challenges of creating a more
sustainable world.
Writing for Social Change—Fall
Writing for Social Change prepares students to be better readers, writers, and actors in our
society by looking at the role of literature and literary production in creating social
transformation. As one theme of the program, students focus on “voice” and the idea of claiming
voice as a means of empowerment, while they simultaneously develop writing craft and critical
reading skills. The program offers a balance of creative writing workshops (in fiction, poetry, and
creative nonfiction) and critical reading/reflection sessions.
Clair and Gladys Strommen Career and Internship Center
The Strommen Career and Internship Center is a comprehensive resource center
emphasizing the importance and value for all students to engage in internships, career
development, and the exploration of vocation throughout their college years. The integration of
“knowing and doing” adds breadth and depth to the curriculum and assists students in making
more informed academic and career decisions. The underlying assumption is that a liberal arts
education is an effective preparation for life, meaningful work, and active citizenship.
Career Services
Career Services provides opportunities, programs, and career counseling to help students
discover their unique gifts, talents, skills, and interests; explore career paths; and grapple with
questions of vocation and purpose in a changing world. This process is viewed as an important
part of a student’s development while attending college. To aid in this process, professional
career staff provide career assessments and individualized career planning and coaching. Staff
also assist students with choosing majors, planning for internships, preparing for internship and
job searches, and making connections to community, business, and alumni resources.
Internships
Academic Credit
An internship for credit is a carefully planned, work- or service-based learning experience
where a student focuses on specific learning objectives that connect concepts of the major to
the experience. An academic internship is approved, supervised, and evaluated by a faculty
member in the department in which the student wishes to earn the internship credit. A learning
agreement plan, negotiated with the faculty supervisor and work supervisor, outlines the
academic-related objectives, strategies, and evaluation methods for receiving credit. Students
do internships in nonprofits, small and large businesses, government agencies, museums, arts
organizations, and schools and churches.
Internships for credit are available in all majors and can be taken during a day program
semester, Weekend and Evening College trimester, or summer sessions. Interdisciplinary (INS)
internships are also available. For extension of an internship beyond one term, see Evaluation
and Grading. Internships can be registered for 1 course credit or .5 credit. One course credit
involves a minimum time commitment of, on average, 10 hours per week or 140 total hours.
Internships for .5 credit require a minimum of 80 total hours. A maximum of four courses of
internship may count toward the total courses required for the degree. Internships completed off
campus for credit will automatically fulfill the Augsburg Experience graduation requirement.
Non-Credit and Transcript Notation
Not-for-credit internships related to a student’s major or career interests can be registered
for a zero-credit transcript notation (GST009). The goal is for students to apply theory to
practice in a work setting and reflect on the experience. Work opportunities typically are part
time during the academic year and/or full time during summer, and can begin and end anytime.
Students set learning goals and evaluate their experience. The director of the Strommen Career
and Internship Center supervises non-credit internships and transcript notation work
experiences. Internships not for credit and transcript notations may be used to fulfill the
Augsburg Experience graduation requirement by completing a Work-Connections reflection
process.
Sabo Center for Citizenship and Learning
Service-Learning and Community Engagement/Community Service-Learning
Augsburg’s Community Service-Learning Program provides students with opportunities to
understand and respond to needs in the city through course-embedded service experiences and
civic engagement activities. A key component of community service-learning is reflection on and
analysis of community issues in order to promote personal and educational growth and civic
responsibility. By connecting classroom content with service-learning experiences in the city,
Augsburg students deepen their understanding of abstract course concepts while learning about
pertinent and related community issues. This dynamic and interactive educational approach
employs reciprocal learning between students and their community. Service-learning
components are embedded in most academic disciplines.
Examples of community service-learning sites include homeless shelters, cultural and
environmental organizations, tutoring programs, and literacy centers.
Campus Kitchen Project and Community Garden
The Campus Kitchen Project connects the campus community with the larger community by
using food as a tool to nourish bodies, develop leadership, and educate students through
service-learning. To accomplish these goals, three separate programs exist:
Food to Share—Surplus food from the Augsburg Dining Service is donated, reheated, and
served by student volunteers to neighborhood partners, including homeless shelters, youth and
senior programs, and others.
Food to Grow—On the corner of campus, Augsburg staff and students manage a community
garden composed of 70 individual plots where community and campus members can grow their
own food. The garden staff also hosts classes on healthy living in which neighborhood youth
learn to grow and cook healthy food.
Food to Buy—A farmer’s market and CSA delivery is available weekly at Augsburg College and
the Brian Coyle Community Center in order to increase access to healthy foods. Surplus
produce from the market and CSA shares are donated to the Campus Kitchen meal delivery
program.
Bonner Leader Program
In November 2008 Augsburg College launched its first year of the Bonner Leader program,
funded through the national Bonner Foundation. Through the Bonner program at Augsburg,
students develop deep community relationships and engage in long-term policy advocacy
throughout their four years at Augsburg. Those selected to be a part of the Augsburg College
Bonner Leaders were largely first-year students, with diverse ethnic and geographical
backgrounds and unique experience with community-leadership roles. Through service
placements with partner nonprofit community organizations, students worked an average of 200
hours over the course of the academic year in placements supporting ELL classrooms, running
an employment education computer lab, helping coordinate a low-income housing program,
providing community health outreach, and working with a financial literacy program. Beyond
their work-study service, students participated in at least 100 volunteer hours with various
community initiatives and civic engagement projects on campus.
Through their participation with the Bonner Leader program, students engaged in monthly
guided reflections and leadership development training. The Augsburg Bonner Community
Leader program is a successful campus model to build on the College’s culture of community
and civic engagement and bring together existing community service programs to take the
College community to the next level of deepening knowledge, reflection, and authenticity of civic
engagement in the community.
Augsburg Reads
The Augsburg Reads program is a federally-funded literacy and tutoring program focused
on elementary student achievement. Augsburg Reads pairs college students with community
organizations in the Cedar-Riverside neighborhood that are focused on student achievement
through after-school programs.
Graduate Programs
Augsburg College offers seven graduate degree programs: Master of Arts in Education,
Master of Arts in Leadership, Master of Arts in Nursing, Doctor of Nursing Practice, Master of
Business Administration, Master of Science in Physician Assistant Studies, and Master of Social
Work. Consult the Augsburg Graduate Studies catalog for complete information.
The Master of Arts in Education (MAE) offers initial licensure coursework at the graduate
level in elementary education, secondary education, and special education—E/BD and LD. The
MAE also offers the preprimary specialty and the K-12 Reading Teacher endorsement. Students
are able to take up to six licensure courses at the graduate level and complete their licensure
programs with a combination of graduate and undergraduate coursework. Students can then
apply their graduate level licensure courses to complete a master’s degree program. Students
will complete their master’s degree through a combination of Master of Arts in Leadership
coursework and graduate level education coursework.
Licensed teachers also can pursue special education (E/BD and/or LD), as well as the K-12
Reading Licensure Endorsement and the preprimary endorsement at the graduate level. The
program is available through the Weekend and Evening College schedule, and the admissions
process begins with the Office of Admissions. For further information about the programs,
contact the Education Department or the admissions office.
The Master of Arts in Leadership (MAL) is based on a liberal arts approach to leadership
studies. This cross-disciplinary program directs its academic content and pedagogical
approaches to situations, issues, and problems relevant to organizational leaders. Augsburg’s
program recognizes that today’s leaders need a broad spectrum of abilities to provide them with
a more comprehensive understanding of their world. Designed for working adults, the program
offers courses primarily on alternate Saturdays (Note: A five-year program is available to
Augsburg undergraduate accounting majors that would qualify them for CPA certification and
fulfill requirements for a BA in accounting and an MA in leadership. See the Department of
Business Administration, accounting major section of the catalog for further information.)
The Master of Arts in Nursing prepares nurses for transformational leadership and
transcultural community health nursing practice across care settings, with emphasis on
addressing health inequities among diverse populations. The program is offered within the
context of a Christian liberal arts education. Graduates are eligible to apply for national
certification in Advanced Community Health Nursing, or Advanced Nursing Administration
through the American Nurses Credentialing Center (ANCC), and/or Advanced Certification in
Transcultural Nursing through the Transcultural Nursing Society (TCNS). Classes meet on a
flexible schedule (every other week or once per month) that includes weekdays, weekday
evenings, and Saturdays. Web-enhanced teaching is used for all classes. Practicums include
optional short-term study abroad experiences. Students may choose to study in Mexico;
Guatemala; Namibia; Pine Ridge, S.Dak.; and/or Europe. The Master of Arts in Nursing
program is accredited by the Commission on Collegiate Nursing Education in accordance with
its accreditation standards and procedures.
Streamlined entry into the Master of Arts in Nursing—Students with an ADN and a
bachelor’s degree in a field other than nursing can enter the Master of Arts in Nursing program
as a “bridge student.” This process requires acceptance to the MA in Nursing program and
completion of three courses in the Augsburg undergraduate nursing program.
Students in good standing in the Augsburg undergraduate nursing program can enter the
MA in nursing through an “expedited” process. After provisional acceptance to the MA in
Nursing program while still a student in the undergraduate program, students can take three
designated courses in the Master of Arts in Nursing, which will be applied to the MA at
Augsburg upon successful completion of the undergraduate nursing degree.
The Doctor of Nursing Practice (DNP) program is designed for registered nurses (RNs)
who currently hold a master’s degree in nursing and wish to advance their practice within
diverse communities and complex institutions. The program prepares nurses for advanced
transcultural nursing in community life, integrating holistic practice modalities that uphold and
improve human potential across care settings and care systems. The emphasis is on nursing
leadership and system level changes that decrease health inequities and improve health
outcomes of persons underserved by the current health system. Short-term study abroad and
away opportunities are woven throughout the curriculum, and students are encouraged to take
advantage of these opportunities.
The DNP program is structured in a cohort model. Students are admitted to the program
during the spring, and classes begin in the fall term. Classes meet face-to-face one day per
month and three times during a term. Seminars are scheduled for the mornings following
classes. Video conferencing between Minneapolis and Rochester is used for most classes and
seminars. The program is structured to be completed in 32 months of part-time study---five
semester credit hours per term.
The Master of Business Administration (MBA) is designed to give students mastery of
the skills and knowledge necessary to advance in their careers and accept roles of greater
responsibility in an organization. Meeting primarily one evening per week, this challenging
program is designed to be completed in 23 months. Organized in cohort format, the program
encourages learning in a collaborative small-group environment and features a high level of
interaction and attention from the faculty. The program focuses on giving students the ability to
think critically and effectively manage in complex environments. An intensive management
consulting course allows students to apply theory and classroom learning to an actual business
or organizational environment. Local businesses and organizations provide a laboratory for
students as they complete comprehensive projects in various disciplines and functions.
The core program can be enhanced through participation in a number of concentrations
including finance, health care management, international business, social entrepreneurship, and
marketing management.
The Master of Science in Physician Assistant Studies (PA) is designed for students
interested in careers as health care providers. The mission of the program is based on a
foundation of respect and sensitivity for the cultures and backgrounds of, and is oriented toward
providing care to, underserved populations. Students are well educated in current medical
theory and practice in primary care medicine. All physician assistants must have a supervising
physician in order to practice. The program is three years long with classes held Monday
through Friday during the day.
The Master of Social Work, accredited by the Council on Social Work Education, prepares
students for entering advanced social work practice. The program builds on the liberal arts base
of the College and supports the College’s mission to nurture future leaders in service to the
world.
There are two concentrations: multicultural clinical practice (MCCP) or program
development, policy, and administration (PDPA). Students choose one of the two
concentrations for their program focus. The curriculum emphasizes work with diverse and
oppressed groups, social justice, leadership for social change, and a holistic, strengths-based,
problem-solving framework. Graduate social work classes meet in four-hour blocks on Friday
evenings, Saturday mornings, and Saturday afternoons.
The multicultural clinical practice concentration prepares students to work with diverse
peoples across the full range of contemporary clinical social work practice settings. The
program development, policy, and administration concentration prepares students to actively
seek equality and justice for clients within agencies, institutions, and society, while directing
energy toward changing policies that obscure and oppress people.
Two dual degrees are also available: a Master of Social Work/Master of Arts in Theology
degree (MSW/MA, Theology) and a Master of Social Work/Master of Business Administration
degree (MSW/MBA). The MSW/MA dual degree is offered in collaboration with Luther
Seminary. It is designed to meet the educational interests of people planning to serve the
spiritual and social needs of families, individuals, and communities. The MSW/MBA dual degree
is offered in collaboration with the Augsburg MBA program. It provides students with the skills
and expertise necessary to build well managed and financially sound organizations that serve
diverse communities, both locally and globally.
Other Programs
Continuing Education Program
The mission of Augsburg College continuing education program is to provide working adults
with lifelong learning opportunities that will enable them to continue to grow personally,
professionally, and spiritually in their homes, workplaces, and communities. The program strives
to meet the needs of the community by offering credit and noncredit programs consistent with
the mission of Augsburg College.
Programs are developed through collaborations between academic and administrative
departments of the College and community organizations. These collaborations have included
the Departments of Business, Biology, Education, Nursing, Religion, Social Work, the Center for
Leadership Studies, Institutional Advancement, and organizations including Minneapolis and St.
Paul public school districts, Minnesota Department of Education, and the Midwest Regional
Office of the College Board. Augsburg College is a Lifelong Learning Partner with the ELCA.
Canadian Program
The Canadian program was inaugurated in 1985 with endowment from the Mildred Joel
bequest for Canadian studies. The program supports special events and conferences as well as
student internships and faculty activity in Canadian studies. The goals of the program include
community involvement, increased awareness of the importance of Canadian/US relations, and
provision of opportunities to learn directly from Canadians through visits and exchanges.
Academic Policies and Procedures
Registration
A student must be registered for a course in order to earn credit, and all registered courses
will be reflected on a student’s AugNet Records and Registration page. Day students are
required to meet with their faculty adviser prior to registration for the fall and spring terms.
Weekend and evening students are not required to meet with a faculty adviser, but it is strongly
encouraged. Students are responsible for verifying the accuracy of their registrations.
Web registration through AugNet is the primary method of registration, although the
Enrollment Center is available to process registration forms. Please reference the academic
calendar for the schedule of open registration dates.
Students who encounter a prerequisite issue when trying to register for a course through
AugNet should come to the Enrollment Center for assistance.
The following registrations cannot be completed online and must be processed at the
Enrollment Center:
• THP courses (Theater practicum courses)
• 100-level MUP courses (Variable-credit music lessons)
• Student Teaching (Education Department approval required)
• Independent Study and Directed Study (Separate form available at the Enrollment
Center;
instructor and department chair signatures required)
• Internships (Registration form available at the Strommen Center or Enrollment
Center;
instructor and director of Strommen Career and Internship Center signatures
required)
Full-time day students normally register for four course credits per semester. Students
registered for three or more course credits in a semester are classified as full-time students.
Students registered for two course credits are classified as half-time students.
To register for more than 4.5 course credits, students must contact the Enrollment Center to
petition the Committee on Student Standing unless the following apply: Students with a
cumulative GPA at Augsburg of 3.00 to 3.49 may take a total of 5.0 course credits without
petitioning; students with a cumulative GPA at Augsburg of 3.50 or greater may take a total of
5.5 course credits without petitioning. All overload registrations must be done in person at the
Enrollment Center. (Note: There is an additional tuition charge for course loads over 4.5 course
credits. This includes combining the credit load from both the day and WEC programs. Spring
day term will include winter WEC and spring WEC.) Auditing classes over the 4.5 overload limit
will also incur a tuition charge.
Official academic calendars for all programs are available on the registrar’s webpage.
The last day to initially register for courses in the day program (semesters) is the Friday
before the term begins. After initial registration, day students may add individual classes to their
current schedule or withdraw without notation through day 10 of the term. The signature of the
instructor is required to add a class after the fifth day. From day 11 through day 20, students
may still petition the Committee on Student Standing for permission to add a class. There is a
fee for this petition. Day 20 is the last day to petition for adding a class.
Students registered for day program Time 1/Time 2 (T1/T2) courses that meet only part of
the term may add or withdraw without notation through the fifth school day after the start of the
course. Changing grade option or withdrawing with a W is allowed through the fourth week of
T1/T2 classes. Specific dates for each term are listed under “Academic Calendars” at
www.augsburg.edu/registrar. .
Weekend and Evening College and Rochester program students typically register for one or
two course credits each trimester. Maximum credit load is 4.0 credits. Students registered for at
least two course credits in one term are considered full-time for that term. Students registered
for one course credit are considered half-time for the term.
The last day to initially register for courses in the Weekend and Evening College program
(WEC) is the last business day before the term begins. After initial registration, WEC students
may add individual classes to their current schedule or withdraw without notation through Friday
after the first class weekend. The signature of the instructor is required to add a class after the
class meets. Students may petition the Committee on Student Standing for permission to add a
class through the Thursday prior to the second class weekend. There is a fee for this petition.
The last day to petition to add a class is the Thursday prior to the second class weekend.
Students registered for Weekend and Evening College T1/T2 courses may add or withdraw
without notation through the Friday after the first weekend class meeting. Changing grade
option or withdrawing with a W is allowed through the Tuesday after the second weekend class
meeting.
The last day to initially register for courses on the Rochester campus is the last business
day before the term begins. After initial registration, Rochester students may add individual
classes to their current schedule and/or withdraw without notation through Monday after the first
week of classes. The signature of the instructor is required to add a class after a class meets
and it must be processed through the Enrollment Center. Students may petition the Committee
on Student Standing for permission to add a class through the Friday prior to the second week
of classes. There is a fee for this petition. The last date to petition to add a class is the Friday
before the second week of classes.
Students registered for Rochester T1/T2 courses may add or withdraw without notation through
the Monday after the first week of the class. Changing grade option or withdrawing with a W is
allowed through the Monday after the second week of the class.
Separate rules apply to Summer Session. Late course registrations may be subject to
additional late fees.
ACTC school course listings are also available online and should be checked to verify the
correct meeting times and room assignment. As some courses are offered only in alternate
years, students should also consult with departmental advisers when planning their academic
program.
Summer session and graduate program courses are published in separate schedules.
Specific information on registration and help with registration on other campuses are
available from these offices:
Office of the Registrar—612-330-1036
Academic Advising—612-330-1025
Rochester Program—507-288-2886
Crossover Registration Policy
Every Augsburg undergraduate student is admitted to a “home program,” either the day,
Weekend and Evening College, or Rochester Program. It is expected that students will
complete most degree requirements through their home program. However, full-time students
may register for up to 1.0 credit per term outside their home program. Enrollment will be based
on class availability.
Tuition will be charged at the rate of their home program for courses registered outside their
home program. The rate will be based on the maximum credit load they are carrying on any
calendar date over the span of the two terms. For example, a day program student taking 2.0
credits in the day program, and 1.0 credit in the WEC program, will be considered full-time and
will be charged the full-time day program tuition rate. A WEC student taking 2.0 credits in the
WEC program, and 1.0 credit in the day program, will pay the WEC tuition rate x 3.0 credits.
Day students taking more than 4.5 credits will pay the day part-time rate for any credits over
4.5 in their combined day/WEC load (Spring day term will include both winter WEC and spring
WEC). The maximum number of credits that may be included in the day full-time tuition rate for
students who cross-register is 4.5.
Students have registration priority in their home programs. Crossover registration dates are
published on the registrar’s office webpage. Crossover registration is not available online.
The WEC and Rochester programs are not part of the ACTC (Associated Colleges of the
Twin Cities) tuition exchange program. WEC/Rochester students may NOT cross over to attend
ACTC courses.
Students must have completed an undergraduate degree and be admitted to a graduate
program before taking graduate level courses from that program. (An exception is made for
approved courses in the Department of Nursing and the joint BA Accounting/MAL.)
Undergraduate students enrolled in graduate courses will pay the graduate rate for those
courses. Any student enrolled in an Augsburg graduate level program wishing to take an
undergraduate course will pay the rate of the program in which the course is offered (Day,
WEC, or Rochester).
Change of Program
Students may apply to change their “home program” by filling out a Change of Program form
available at the Enrollment Center. The change will take effect the following term. Changes are
limited to one each academic year. A Change of Program form must be submitted before the
term begins. Students registered in spring day may not do a change of program into spring
WEC.
Withdrawal from College
Students are urged not to abandon courses for which they are registered because this will
result in a failing grade on their official academic record. Cancellation of courses or withdrawal
from College must be completed in the Enrollment Center. A Withdrawal from the College form
may be obtained at the Enrollment Center or downloaded from the registrar’s webpage. The last
day to file for withdrawal from the College is the last day of classes prior to finals week.
Withdrawal from college and any consequential adjustments in accounts are effective as of the
date the Withdrawal from College form is returned to the registrar’s office. Students must be readmitted to the College when they are ready to resume their studies. The Application for
Readmission form is available from the Enrollment Center or can be downloaded from the
registrar’s webpage.
Students are responsible for keeping the registrar’s office informed of their current mailing
address.
Leave of Absence
Students following the day calendar (semester) may apply to take a leave of absence for
one term. The leave of absence allows continued access to e-mail and AugNet Records and
Registration. If a student on a leave of absence does not register for the subsequent semester,
the student’s file will be deactivated and the student will need to submit an Application for
Readmission form in order to re-enroll. The leave of absence program is not available to day
students who withdraw from all courses in a term.
Military Called to Active Duty
Augsburg College will allow students to withdraw from courses without penalty if they are
called to active duty as military reservists, National Guard, or for other military service. This shall
include a 100 percent refund of tuition and fees upon verification of call to active duty. Students
must provide a copy of their orders to the registrar.
If the student is called to duty after the deadline to drop a course, the registrar will place a W
for the course(s) along with a notation on the transcript that the student was called to active
duty. This is to assist the student with any financial aid complications that may arise and also
indicate that the withdrawal was outside of the student’s control.
Alternatively, the College supports faculty in enabling students who are called to active duty
and have substantially completed a course, to assign a grade based upon the coursework
completed, or to work out an “incomplete” agreement. Students who are able to complete some
of their courses would have their refund adjusted to reflect this.
Students who are being placed on active duty should contact the registrar and/or the dean’s
office as soon as possible so the College can notify all parties and aid in this process.
Student Standing Committee
The Student Standing Committee reviews requests for exceptions to academic policies.
Typically, the committee considers requests for:
•
Minor exceptions to academic requirements and/or approval of transfer course
substitutions
• Extending time for an incomplete
• Permission to take a course overload
• Student schedule changes after registration deadlines (adding, withdrawing, or
grade
option changes)
Note: Petitions for an exception to published registration deadlines will require a $50 petition
fee attached to the petition. This fee is nonrefundable regardless of the outcome of the petition.
Petitions involving adding or dropping courses/withdrawing from college after the deadline must
be submitted within six months of the published registration deadlines for the term involved.
For petitions requesting a late registration, any student account holds must be cleared
before submitting the petition. Students who are allowed to add a course by petition after the
published registration deadline will incur a $150 late registration fee per course.
In addition, the committee reviews students’ transcripts in determining academic probation
or dismissal from the College on academic grounds. The committee also hears appeals from
students who have been dismissed for academic reasons.
The committee reviews student requests for readmission to the College after dismissal or
returning after leaving while on probation, or students readmitting to the College immediately
after a term in which they withdrew from College.
The committee typically meets every other week throughout the school year (SeptemberApril), and once a month during summer.
Petition Process
Step 1: Pick up a petition form at the Enrollment Center or download from the registrar’s
webpage, www.augsburg.edu/registrar/.
Step 2: Fill out the petition form completely. Include documentation for illness or family
emergency. Have your adviser, instructor, or department chair sign and add comments
concerning your request. Petitions without comments from faculty will be returned for
completion. Note: If petitioning for a change in registration, submit a drop/add form signed by
both the instructor and student.
Step 3: Return the completed petition form to the Office of the Registrar/Enrollment Center; if
applicable, include a signed drop/add form and $50 check.
Step 4: Confirmation of the committee’s decision will be e-mailed to the student via his or her
Augsburg e-mail account.
Catalog Applicability
Students must fulfill the general education requirements that were in effect when they
matriculated at Augsburg. Students may elect to satisfy the departmental major requirements of
any of the catalogs in effect during their years of enrollment. However, students who are
readmitted after more than six years away from the College must complete the departmental
major requirements of the most current catalog at the time of readmission or any one of the
catalogs in effect during their subsequent years of continuous enrollment at Augsburg.
Second Majors and Degrees
Students who graduated from Augsburg and are returning to complete an additional major
will not be awarded a second degree unless it is different from the original degree awarded.
(BA, BM, BS) Students cannot earn multiple degrees for the same major, though it is possible to
earn multiple degrees from the same academic department if the majors are distinct. For
example, a student cannot earn both a BA in computer science and a BS in computer science,
but may earn a BS in computer science and a BA in computational philosophy.
Evaluation of Transfer Credit
The evaluation of transfer credits is completed by the Office of the Registrar and is based on
a student’s official transcript. College credit is granted for liberal arts courses completed at
regionally accredited institutions with a grade of 2.0/C or better. Liberal arts courses are defined
as courses similar in nature, content, and level to those offered at Augsburg. Augsburg does not
grant transfer credit for developmental-remedial courses, vocational-technical courses, or
continuing education units (CEUs). Courses with grades of C-, CD, or below do not transfer to
Augsburg College. Competency credits and exam credits issued by another institution may and
will be evaluated on an individual basis. The registrar’s office evaluates coursework for credit
and for applicability toward Augsburg Core Curriculum requirements. Academic departments
are responsible for evaluating the applicability of coursework toward a student’s major or minor.
The College requires that certain courses and a minimum number of courses be taken at
Augsburg. (Refer to the Residence Requirements section of the catalog.)
Augsburg operates on a course credit system rather than semester or quarter hours.
Augsburg course credits are equivalent to four semester hours or six quarter hours. Transfer
credits that have been reported to Augsburg as semester or quarter hours are converted to
Augsburg course credits by dividing by four or six, respectively.
Augsburg College limits transfer credit from two-year colleges. Students may transfer a
maximum of 64 semester credits (96 quarter credits) from two-year colleges. Once a student
reaches this credit limit, no additional credits will transfer from two-year institutions toward the
minimum number of course credits required for a bachelor’s degree. However, courses taken
beyond the credit limit can be used to meet liberal arts and major requirements.
Courses and credits that are accepted in transfer are reported on the student’s transcript.
Grades and grade points from other institutions are not transferred to Augsburg and are not
included in the student’s cumulative grade point average.
Students should consult with their faculty advisers and the Office of the Registrar before
taking courses at other institutions to ensure compliance with transfer credit policy and
residency requirements. (Refer to the Residence Requirements section of the catalog.)
MnSCU Transfer Students
Completion of the Minnesota Transfer Curriculum (MnTC) with a cumulative grade point
average of 2.5 or higher will satisfy Augsburg’s Liberal Arts Foundation requirements and will
reduce the Search for Meaning requirement to one course (REL 300). Students will be granted
credit for transferable courses graded C or better. To qualify for this transfer program, the MnTC
must be completed prior to enrollment at Augsburg.
Completion of the Associate of Arts degree with the MnTC and a cumulative grade point
average of 2.5 or higher will satisfy Augsburg’s Liberal Arts Foundation requirements, will
reduce the Search for Meaning requirement to one course (REL 300), and will waive one of two
Lifetime Fitness requirements. Students will be granted credit for transferable courses graded
C– or better. Transfer courses that equate to Augsburg’s requirements of Effective Writing, entry
level math, and modern language must have a grade of C or better in order for credit to be
granted. To qualify for this transfer program, the AA degree and MnTC must be completed prior
to enrollment at Augsburg.
Note: Additional prerequisite coursework beyond the AA degree may be required in some
Augsburg majors. Students are advised to consult an academic adviser in the major department
to discuss major requirements. Courses with C– grades or below will not be accepted as
prerequisites or for application to majors.
Admission to a major—a separate process from admission to the College—is sometimes
required. Check with the Office of Admissions and consult the Departments and Programs
section of this catalog.
Advanced Transfer Students
Students who enter Augsburg with 13 or more course credits accepted in transfer are
considered Advanced Transfer Students. The Augsburg Core Curriculum will be adjusted for
advanced transfer students as outlined below:
• Complete REL 300 Bible, Christian Theology, and Vocation instead of REL 100 and
REL 200
• Waiver of Augsburg Seminar requirement
• Waiver of Engaging Minneapolis
• Waiver of the Entry-level Critical Thinking Assessment
• Waiver of one Lifetime Fitness requirement (depending on transfer evaluation)
All Augsburg Core Curriculum requirements not mentioned above remain unchanged for
Advanced Transfer Students.
*Waivers for Advanced Transfer are determined at the time of initial entry into Augsburg and
will not be granted for courses completed after initial enrollment.
Transfer Credit for Military Experience
Students are welcome to submit their military transcripts to the Office of the Registrar for
transfer credit evaluation. A military transcript will contain credit recommendations from the
American Council on Education (ACE) for training and courses completed in the US Armed
Services. Augsburg will review a military transcript to determine if any of the credit
recommendations contained within it meet transfer credit guidelines.
Army records maintained by AARTS: http://aarts.army.mil
Navy and Marine Corps records maintained by SMART: https://smart.navy.mil
Coast Guard records maintained by US Coast Guard Institute:
www.uscg.mil/hq/cgi/ve/official_transcript.asp
Air Force records: Air University and Community College of the Air Force are regionally
accredited institutions. Students should submit official transcripts from these schools during the
admission process.
Graduation Requirements
The responsibility for ensuring that all degree requirements are satisfied rests with the
student. Each student is required to apply for graduation at the end of his or her junior
year to confirm remaining graduation requirements. Application forms are available at the
Enrollment Center or on the registrar’s webpage. Faculty advisers, the Academic Advising staff,
department chairs, and the registrar’s staff are available for counsel and assistance in program
planning.
Students who enter an academic program with a bachelor’s or higher degree should contact
the Office of the Registrar about specific requirements for a second bachelor’s degree or for the
equivalent of a major. See Special Students section (Second Degree).
All degree and course requirements must be completed and verified in the Office of the
Registrar in order for the degree to be conferred. (There may be no incompletes or open
courses on the academic record.)
Requirements for Undergraduate Graduation
Degree requirements include completion of a minimum number of credits, a major, the
Augsburg Core Curriculum, a minimum GPA in major(s)/minor(s) and in total coursework, and
residence.
1. Completion of 32 course credits—No more than these maximums may be applied
toward the 32 total course credits required: two course credits by independent/directed study;
four course credits of internship; and six course credits with a grade of Pass (P). To graduate
with Latin honors, students may take no more than two elective P/N graded course credits.
Each department sets its own limitations on the number of P/N graded courses that may be
applied toward the major and minor programs, but normally students may apply no more than
two course credits with P grades toward a major and no more than one course credit with a P
grade toward a minor. The Department of Education is an example of a department that allows
students to apply more than two course credits with P grades within the major program (two in
major field courses plus student teaching).
2. Completion of a Major—Requirements for each major are listed under the departmental
headings.
3. Completion of the Augsburg Core Curriculum—Requirements for the Augsburg Core
Curriculum are listed in the next section.
4. Grade Point Average —Students must earn a minimum overall grade point average of
2.00. Additionally, all majors and minors require at least a 2.00 grade point average in
coursework for the major or minor. Some majors, licensure, and certificate programs require a
higher grade point average or a minimum grade in each course. See the departmental section
for details about the grade and grade point average for individual majors and minors.
5. Residence —A minimum of 8.0 course credits must be completed through Augsburg
College. Additionally, no fewer than 6.0 of the last 8.0 course credits must be completed at
Augsburg or within an approved exchange program (ACTC, McNally Smith, or Augsburg
Abroad). Transfer courses and Assessment of Previous Learning (APL) credits are counted
against the residency requirement. Therefore, students are encouraged to complete transfer
work and APL credits prior to reaching senior standing. Some departments have a minimum
number of courses that are required in residence within the major or minor. Consult the catalog
description of the major/minor or the chair of the department for further information.
The Augsburg Curriculum
The Augsburg Curriculum is comprised of three main components: core curriculum (or
general education requirements), major requirements, and electives. Some students may need
to complete entry-level skill courses before enrolling in college-level classes. The general
education requirements, known as the Augsburg Core Curriculum, include signature courses
and experiences, a liberal arts foundation, and skills development.
Entry Level Placement Tests
Critical Thinking, Math, Writing, English, and language placement for Augsburg language
courses
Core Skills
Effective Writing
Modern Language
Lifetime Fitness
The Augsburg Core Curriculum
The Augsburg Signature Curriculum
Christian Vocation and the Search for Meaning I and II
The Augsburg First Year
Augsburg Seminar
Engaging Minneapolis
Many Voices Project
Augsburg Experience
Senior Keystone
The Liberal Arts Foundation
Natural Sciences and Math
Social and Behavioral Sciences
Humanities
Fine Arts
Electives
Majors
Graduation Skills
Critical Thinking
Quantitative Reasoning
Speaking
Writing
The Augsburg Core Curriculum
The Augsburg Core Curriculum is designed to prepare students to become effective,
informed, and ethical citizens through their engagement in a curriculum that:
• Provides a liberal arts foundation and promotes the acquisition of intellectual and
professional skills;
•
Calls for common inquiry into questions of Christian faith and the search for
meaning;
• Cultivates the transformative discovery of, and appreciation for, the student’s place
of leadership and service in a diverse world — vocatio and caritas.
The curriculum has three major components:
The Augsburg Signature Curriculum
The Liberal Arts Foundation
Skills Requirements
Skills Requirements
Entry Level Placement Tests
There are entry level skills assessments in:
Critical Thinking
Mathematics
Writing
Placement in French, German, or Spanish
English Language Learners
Placement in writing, math, and critical thinking courses is determined by assessments.
These assessments are a prerequisite for (not completion of) core and graduation skills course
requirements.
First-year students who begin at Augsburg in the fall of 2012 or later must complete all
required developmental/entry-level courses by the end of their fourth term. Transfer students
who begin at Augsburg in the fall of 2012 or later must complete all required
developmental/entry-evel courses by the end of their third term. The developmental courses
subject to this policy are:
• GST 100
• ENL 101
• ENL 111 / HON 111 / ENL 112
• ENL 217 / 218
• MAT 103 / 105
Critical Thinking Assessment and Requirement
Students identified as needing the entry-level critical thinking skill component, based on
review of their past academic work, are required to complete GST 100 with a minimum grade of
2.0 or better.
Mathematics Assessment and Requirement
All students are required to have their math placement group (MPG) determined. In some
cases, students who have transferred a mathematics course taken at another college may have
their MPG determined by the registrar’s office. All other students must take the Augsburg Math
Placement Exam, which is administered by Academic Advising. Students are required to take
the Math Placement Exam before registering for the first term. Practice questions and other
information are available from Academic Advising. Students may retake the Math Placement
Exam once during their first term of enrollment.
Based on the math assessment result, students will be enrolled in the appropriate courses
or advised on preparation for retaking the Math Placement Exam. Students in MPG 1 must take
MAT 103 to advance to MPG 2. Students in MPG 2 must take MAT 105 to advance to MPG 3.
Students in MPG 3 must take MAT 114 to advance to MPG 4. No other MAT course changes a
student’s MPG. A grade of Pass or 2.0 or higher is required to advance to the next math level.
Students are encouraged to advance their MPG as soon as possible. Students must
achieve Math Placement Group (MPG) 3 or higher to graduate. In addition, many courses
require MPG 2, 3, or 4 as a prerequisite.
Writing Assessment and Requirement
A writing sample is required of students to determine their placement in an appropriate
writing class. In some cases, students who have transferred an equivalent English composition
course from another college or Advanced Placement English Language and Composition with a
score of 4 or 5 may have their placement determined by the registrar’s office. All other students
must take the Writing Placement Test, which is administered by Academic Advising.
Based on the writing sample, students are placed into the appropriate writing course. All
students are required to complete Effective Writing (or Advanced Effective Writing or Honors
Effective Writing). Students who need to develop competence in composition skills—such as
stating and supporting a thesis, organizing clearly, and constructing paragraphs and
sentences—are required to enroll in Developmental Writing (ENL 101) before taking Effective
Writing. These students must pass Developmental Writing (ENL 101) with a grade of P, 2.0, or
higher before enrolling in Effective Writing (ENL 111/112/HON 111).
Modern Language Assessment
Students with proficiency or experience in French, German, or Spanish will complete an
assessment to determine placement in Augsburg’s modern language courses. This
assessment determines the appropriate starting point for satisfying the modern language
requirement. This online assessment is administered by Academic Advising. Assessment to
determine placement in other languages taught at Augsburg is administered by faculty
representing the specific language.
English Language Learners Assessment and Requirement
Students whose primary language is other than English will complete an assessment to
determine English comprehension and preparedness for classes taught in English. This
assessment is administered by Academic Advising. Students whose first language is not
English and whose score is below the minimum on the English Language Learners (ELL)
placement test must fulfill the ELL requirement by taking ENL 217/218. The requirement is
satisfied by successfully completing the ELL course(s) and achieving a score above the
minimum on the ELL placement exam. Students who complete the ELL requirement fulfill the
Modern Language Core Skill requirement.
Core Skills Requirements
Effective Writing
ENL 111 Effective Writing or ENL 112 Advanced Effective Writing or HON 111 Honors
Effective Writing with a grade of 2.0, P, or higher, or an equivalent transfer course is required.
Attendance at the first day of class is required.
Modern Language
For students who have not previously studied a modern language, completion of a twocourse sequence in the same language with a minimum grade of 2.0 or P in both courses is
required. For a language previously studied, placement into the 211 level or successful
completion (minimum grade of 2.0 or P) of 112 satisfies the graduation requirement. Placement
into French, German, and Spanish courses is based on assessment results from an online
Brigham Young University evaluation tool. Students proficient in other modern languages may
seek a placement evaluation through faculty fluent in the specified language at Augsburg or
other ACTC schools. Availability of assessment in all languages is not guaranteed.
Assessment is used for placement only and does not grant course credit. Students may
audit, but will not receive course credit for any course taken below their placement level. The
Department of Languages and Cross-Cultural Studies may override assessment results as
deemed appropriate.
Modern language courses accepted in transfer may be applicable to this skills area for partial or
full completion of the requirement.
Students who have demonstrated competence in American Sign Language by passing an
approved course sequence will have fulfilled the Modern Language Core Skill.
Students whose first language is not English and whose score is below the minimum on the
English Language Learners (ELL) placement test must fulfill the ELL requirement. The
requirement is satisfied by successfully completing the ELL course(s) and achieving a score
above the minimum on the ELL placement exam. Students who complete the ELL requirement
fulfill the Modern Language Core Skill requirement. Contact Academic Advising or the English
Department for additional information. More information can also be found in the English
Language Learners section.
Lifetime Fitness
Two lifetime fitness courses are required. HPE 001 Foundations of Fitness is required of all
students. The second course may be chosen from a variety of different lifetime activity courses
(HPE 002, 003). Students may test out of the activity course by demonstrating proficiency from
a selected lifetime activity. Proficiency exams are offered through the Health and Physical
Education Department each semester. There is a fee to take the lifetime activity proficiency test.
Intercollegiate athletes and Health and Physical Education majors may not test out of this
requirement.
Foundations of Fitness and Lifetime Activity courses are noncredit courses and are not
included in the 32-course credit graduation requirement.
The Augsburg Signature Curriculum
Christian Vocation and the Search for Meaning
Augsburg’s Signature Curriculum takes seriously the College’s identity as a college of the
Evangelical Lutheran Church in America. Two required courses (REL 100 and REL 200)
highlight Augsburg’s commitment to this identity and the College’s related interest in asking
students to think critically about the concept of vocation.
Faculty who teach these courses make the following commitments to their students:
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You are welcome—whether you are Jewish or atheist, Buddhist or seeker, Catholic or
Muslim, Baptist, Lutheran, uncertain, disinterested, or someone who is “spiritual but not
religious.” Our Christian understanding is rooted in a generous spirit of hospitality.
We will treat each other with respect as we learn how to engage in conversation with
one another about our different values, commitments, convictions, and faith traditions.
We will challenge and support one another to develop a mature faith for our time—open
to doubts and eager to explore our questions and the realities of our world and culture.
We will equip you with basic knowledge about vocation, religion, the Bible, and
Christianity as well as about Judaism, Islam, Hinduism, and Buddhism—their stories,
claims, and key concepts.
We will deepen our study of Christianity, explore Augsburg’s claim that “what we believe
matters,” and invite you to continue the process of developing your own lived theology.
We will explore the concept of vocation and our understanding that we are beloved and
called to live and serve as neighbors. We will explore the idea that vocation is a model
and lens for viewing the connections between our basic beliefs and the commitments
and actions we make in life.
The Augsburg First Year
In order to help them make the transition to college and their new community, first-year
weekday program students are required to take courses containing the following components:
Augsburg Seminar
All students who enter the College as first-year students in the weekday schedule program
must satisfactorily complete fall orientation and Augsburg Seminar (AugSem), a first-year
learning community in their major or related area of academic interest. AugSem’s purpose is to
help first-year students embrace the expectations and benefits of being a member of a learning
community at Augsburg College by:
• Encountering the community
• Engaging the learning process
• Exploring the self as scholar
AugSem equips students to become intentional learners, connects them to the larger
Augsburg community, and helps them succeed in future college work.
Engaging Minneapolis
The Engaging Minneapolis requirement builds on Augsburg’s national leadership in
experiential education as well as its commitment to its urban location. The course linked with
their AugSem introduces students to the city as a resource for intentional learning, typically
through civic engagement, cultural engagement, or service-learning.
Many Voices Project
Embedded in ENL 111, 112, and HON 111 (see Core Skills requirements), the Many Voices
Project engages first-year students in discussion of a common text addressing themes of
cultural diversity and global awareness. Emphasizing ways in which written communication can
promote understanding and productive engagement among different cultures and points of view,
the Many Voices Project is intended to teach skills and methods that promote successful
communication among diverse writers and readers.
Augsburg Experience
All students must complete at least one approved Augsburg Experience as a requirement
for graduation. Augsburg Experiences highlight the College’s commitment to experiential
education and active participation in the broader community, both locally and globally. Five
categories of approved experiential learning opportunities are recognized as Augsburg
Experiences: internships and applied work experiences (including fieldwork, practicums, and
student teaching), faculty-student research, service-learning/community service, study abroad,
and off-campus immersion experiences.
An Augsburg Experience integrates experiential learning with academic learning. Approved
Augsburg Experiences meet two criteria: (1) integrate experiential learning with academic
learning and (2) link on-campus learning to the goals, mission, needs, or ideas of off-campus
people, organizations, and/or communities, either through community partners, professional
activities, and/or travel. Augsburg Experiences may be embedded in designated courses that
are part of the regular class schedule or may be completed for zero credit outside the regular
class schedule. The length of time required, credit/no-credit status, and grading options for
approved Augsburg Experiences vary.
Senior Keystone
The Senior Keystone course provides a final opportunity for exploring the central themes of
an Augsburg education—vocation and the search for meaning in a diverse and challenging
world. Students reflect on the meaning of their educational experiences and consider issues of
transition as they prepare for their lives after Augsburg. Most Keystone courses also meet major
requirements.
The Senior Keystone course in each department connects the broad liberal arts foundation with
the professional skills and in-depth study of the major. It asks graduating students to think
critically, reflectively, and ethically about their place in the world as leaders and servants.
The official list of approved keystone courses is found on the registrar’s webpage—
under the heading General Education Requirements, click on Senior Keystone.
The Liberal Arts Foundation
The Liberal Arts Foundation courses introduce students to knowledge and modes of inquiry
across a wide range of disciplines and subjects. The course offerings in the traditional liberal
arts provide the opportunity for students to acquire a broad and solid foundation for their
specialized study and professional preparation.
Students choose two approved LAF courses from two different departments in each domain:
Natural Sciences and Mathematics; Social and Behavioral Sciences; Humanities; and Fine Arts.
The official list of approved LAF courses is found on the registrar’s webpage—under the
heading General Education Requirements, click on Liberal Arts Foundation.
Natural Sciences and Mathematics
Two approved courses from two different departments: Biology, Chemistry, Mathematics,
Physics.
One must be a lab science course.
Social and Behavioral Sciences
Two approved courses from two different departments: Anthropology, Economics,
Environmental Studies, Political Science, Psychology, Sociology
Humanities
Two approved courses from two different departments/programs: American Indian Studies,
Communication Studies, English, History, Philosophy, Religion, Languages and Cross-Cultural
Studies (literature and culture courses), Women’s Studies
Note: The signature Search for Meaning (REL 100, 200, or 300) courses do not count as
humanities Liberal Arts Foundation requirements.
Fine Arts
Two approved courses or approved activities from two different departments: Art, Film,
Music, Theater Arts.
One fine arts LAF requirement can be met by participating in one of the following:
• Four semesters in any combination of the major choral ensembles listed (MUE 111,
112, 114, 115)
• Four semesters of orchestra (MUE 121)
• Four semesters of concert band (MUE 141)
Graduation Skills Requirements
An Augsburg education includes enhancement of certain skills during the years in college.
Critical thinking, quantitative reasoning, speaking, and writing skills are deliberate components
of certain courses. Graduation skill requirements typically are embedded in required courses in
the major. Some departments, however, designate courses outside the major or elective
courses in the major that fulfill these requirements.
The Quantitative Reasoning (QR) skill has two components: foundational skills and the
application of those skills. Courses in which foundational quantitative reasoning skills are taught
have a QF designation. Courses that contain an embedded project in which students apply and
practice those foundational skills have a QA designation. Courses that provide both foundational
skills and an application project have a QFA designation. MPG 3 (Math Placement Group 3) is a
prerequisite for all quantitative reasoning QF and QFA courses. Departments may designate
one required course with a QF designation and one required course with a QA designation
(departments may also designate a list of QF or QA courses from which students can choose);
OR, departments may designate a QFA course that fulfills the Quantitative Reasoning skill
(departments may also designate a list of QFA courses from which students can choose); OR,
departments may list this skill as embedded.
See the Departments and Programs pages in this catalog, consult the graduation skills
catalog supplement found online on the registrar’s webpage, or consult the department chair for
more information.
Core Curriculum Modifications
Some majors that result in a Bachelor of Science degree give students the ability to modify
their Core Curriculum requirements in one of the following ways.
Bachelor of Science/Liberal Arts Foundation (LAF) Waiver—Students who elect the
Bachelor of Science/LAF Waiver must complete at least six of the eight LAF requirements,
provided at least one course is taken in each of the four domains. (e.g., two Natural Science
and Mathematics courses, two Social and Behavioral Science courses, one Fine Arts course,
and one Humanities course) The following majors are approved for the Bachelor of Science/LAF
Waiver:
• Biology
• Biopsychology
• Chemistry
• Elementary Education
• Health Education (teaching licensure only)
• Mathematics
• Medical Laboratory Science
• Music Therapy
• Nursing
• Physical Education (teaching licensure only)
• Physics
Bachelor of Science/Modern Language Waiver—Students who elect the Bachelor of
Science/Modern Language Waiver are not required to complete modern language courses as
part of their degree. The following majors are approved for the Bachelor of Science/Modern
Language Waiver:
• Biology
• Biopsychology
• Chemistry
• Mathematics
• Medical Laboratory Science
• Music Therapy
• Nursing
• Physics
Evaluation and Grading
Explanation of Grades
The official delivery of end-of-term grades to students is online via the AugNet Records and
Registration website.
Student achievement in courses is measured by final examinations, shorter tests, written
papers, oral reports, and other types of evaluation.
Most courses are offered with grading options—traditional grading on a 4.0 to 0.0 scale or
the Pass/No credit system, in which P means a grade of 2.0 or better and N means no credit
and a grade of less than 2.0.
Pass/No Credit
Students who choose the P/N option are cautioned:
• In order to receive a grade of P, a student must achieve at least a grade of 2.0.
• Some graduate and professional schools do not look favorably on a large number of
P-graded courses, or rank each as a C.
•
Maximum number of course credits taken P/N that may be applied to graduation is
six course credits with a grade of Pass (P).
• P-graded courses do not count toward the requirement that 14 traditionally-graded
course credits be earned at Augsburg in order to be considered for Latin honors.
Transfer students should be especially aware of this requirement.
• To be eligible for graduation with Latin honors, students may elect only two P/N
credits.
• See P/N limitations in the Graduation Requirements section.
Certain courses have restrictions and are offered on one grading system only (e.g., lifetime
activities are graded only P/N). In courses where there is a choice, students will be graded on
the traditional system unless they indicate on their registration that they wish to use the P/N
grading option. Any changes in choice of grading system must be made according to dates
published each term.
Numeric Grades
Numeric grades are used with these definitions:
4.0 Achieves highest standards of excellence
3.5
3.0 Achieves above basic course standards
2.5
2.0 Meets basic standards for the course
1.5
1.0 Performance below basic course standards
0.5
0.0 Unacceptable performance (no credit for the course)
Grades of P (Pass) or S (Satisfactory) or N (No credit) are not computed in the grade point
average.
Incomplete (I) Grades
An incomplete grade (I) may be awarded when the instructor grants permission after
determining that a student emergency may delay completion of coursework. Students who
receive an incomplete grade should be capable of passing the course if they satisfactorily
complete outstanding course requirements. To receive an incomplete grade, a student must file
an Application for Incomplete Grade form by the end of the term with the Office of the Registrar.
This form states the reasons for the request, outlines the work required to complete the course,
and includes the course instructor’s signature. The instructor may stipulate the terms and
conditions that apply to course completion; however, students may not attend the same course
(or a portion of the same course) in a following term with an incomplete grade. The student must
complete the outstanding work in enough time to allow evaluation of the work by the instructor
and filing of a grade before the final day of the following academic term in the student’s
program. If the work is not completed by the specified date of the following academic term, the
grade for the course becomes 0.0.
Extension (X) Grades
Internships, independent studies, and directed studies may sometimes last longer than one
term. When this is the case, they must be completed by the grading deadlines within one year
from the beginning of the first term of registration. A grade of X (extension) is given by the
instructor to indicate that the study is extended. It is expected that students given X extensions
will continue to communicate with their instructors and demonstrate that satisfactory progress is
being maintained. A final grade will be issued at the end of the term in which the work is
completed and evaluated (but not longer than one year). An instructor has the right to not grant
an extension where satisfactory progress is not demonstrated. If the course is not completed, a
grade of 0.0 will be assigned.
Withdrawal Grade
A course is given a grade of W (withdrawn) when it is dropped after the deadline for
dropping classes without notation on the record and before the last day to withdraw deadline.
Repeated Courses
A course in which a grade of 0.0, 0.5, 1.0, 1.5, or N has been received may be repeated for
credit. Courses in which higher grades have been earned may not be repeated for credit and a
grade, but may be audited. All courses taken each term and grades earned, including W and N,
will be recorded on the academic record. Only the credits and grades earned the second time,
for legitimately repeated courses, are counted toward graduation and in the grade point
average. Courses completed at Augsburg College must be repeated at Augsburg to be included
in the repeat policy.
Auditing Courses
Students who wish to take courses without credit or grade may do so by registering for Audit
(V). Full-time day students will be charged an audit fee if their total credit load is over 4.5
credits. The charge for part-time and Weekend and Evening College students is listed under
Weekend and Evening College costs in the Financing Your Education section. The signature of
the instructor is required to register an audit. Students who audit a course should confer with the
instructor within two weeks of the beginning of the term to determine expectations, attendance,
and any other requirements. If expectations have been met, the course will be listed on the
transcript as having been audited. If expectations have not been met, the course will be listed
with a grade of W. Audited courses do not count toward graduation and do not fulfill general
education requirements.
Grade Point Average
The grade point average (GPA) is based on final grades for all work at Augsburg. It does not
include credit and grade points for work transferred from other colleges. Courses taken on the
P/N grading option are recorded, but not computed in the GPA. The formula for computing the
GPA is:
GPA = Total grade points divided by number of credits attempted, i.e., courses with 0 to 4
grade assigned.
Classification
Students are classified when grades are posted at the end of each term. Classification is
based on the number of course credits completed.
Sophomores—7 completed course credits
Juniors—15 completed course credits
Seniors—23 completed course credits
Assessment of Previous Learning (APL) Program
Augsburg College recognizes that learning can and does take place in many life situations.
Some of this learning may be appropriate for credit recognition within the disciplines that
comprise the academic program of a liberal arts college. The Assessment of Previous Learning
program (APL) at Augsburg provides a means by which a student’s previous learning, other
than that which is transferred from another accredited institution, may be presented for
examination for possible credit toward the completion of a bachelor’s degree.
Not all learning from life experience, however, is appropriate for credit recognition at a liberal
arts college. Such learning must meet two essential criteria: (1) it is relevant to coursework in a
field of study within the Augsburg liberal arts curriculum, and (2) it can be objectively
demonstrated either by comprehensive examination or committee evaluation.
The APL program at Augsburg provides several means by which students may have their
previous learning assessed for credit recognition. The following is a brief description of each of
these means of assessment:
International Baccalaureate Program (IB)—Courses earned from the International
Baccalaureate program will be considered by the College for advanced placement and
appropriate credit. IB exams may fulfill general education and/or major requirements. Credit
granting guidelines are available in the registrar’s office and on the Academic Advising website.
Advanced Placement Program (AP)—Augsburg allows students to earn credit for scores of 3,
4, or 5 on selected Advanced Placement tests. For some exams, a minimum score of 4 is
required. AP exams may fulfill general education and/or major requirements. Additional
information is available on the Academic Advising webpage and from the Office of the Registrar.
The College Level Examination Program (CLEP)—This is a series of standardized tests
developed by the College Board that are offered to students for a small fee at regional testing
centers. Students who score at or above the American Council on Education’s recommended
score on an approved examination may receive academic credit for that subject at Augsburg
College. CLEP exams may fulfill general education and/or major requirements. Information
about CLEP tests is available from the Office of the Registrar and on the Academic Advising
webpage.
Language Testing International World Language Assessment Program (LTI)—This
standardized test assesses written and/or spoken proficiency in world languages. For a small
fee, students can assess their level of knowledge in world languages to earn college credit
or/and waive the modern language requirement. Information about LTI Assessment is available
from Academic Advising.
Departmental Comprehensive Exams—These are available for students to use in obtaining
credit for previous learning if the following conditions are met:
• There is a departmental exam available for the subject area in question.
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•
There is a faculty member designated by the department to administer the exam.
The registrar approves the student’s request to take the exam. Credit for
departmental exams is available on a P/N basis only, and there is a charge per exam
of $400 for a full course credit.
Portfolio Assessment Program—This is a credit assessment alternative in which a faculty
team completes a credit evaluation of a learning portfolio submitted by the student. The faculty
team is composed of two faculty members from fields of study directly related to the student’s
previous learning. Students who wish to prepare a portfolio of previous learning for credit
assessment should consult the Office of the Registrar. In completing the evaluation of a
student’s previous learning, the faculty team applies the following criteria:
• There is documentable evidence of a cognitive component in the previous learning
experience that involved prescribed or systematic study of content material found
within liberal arts coursework.
• The learning has been objectively verified by individuals in addition to the presenting
student.
• The learning lends itself to both qualitative and quantitative measurement.
• The learning relates well to the student’s educational goals.
• The learning and skills involved are current and could be used at the present time.
Students may apply for the credit assessment process after completing at least one term of
academic work at Augsburg College with a cumulative Augsburg GPA of at least 2.50. It is
strongly recommended that the process not be used when four or fewer courses remain for
graduation. There is a nonrefundable application deposit of $200 to initiate the credit
assessment process for each course presented in a portfolio. An additional $200 is charged
upon approval of each course. Credit is available on a P/N credit basis only.
Transcript credit will be recorded with the equivalent Augsburg course numbers as
determined by faculty reviewers.
Maximum Credit Accepted for Previous Learning—While Augsburg College recognizes the
validity of learning that takes place outside the traditional classroom, this learning must be
placed in the context of formal study in campus-based liberal arts courses. Therefore, Augsburg
allows a maximum of eight credits (one-fourth of a bachelor’s degree) to be obtained through
previous experiential learning. In compiling the eight credits for previous experiential learning,
the student may use any combination of the five assessment processes available in the APL
Program: AP exams, CLEP exams, IB exams, departmental comprehensive exams, and credit
granted through portfolio assessment.
English Language Learners (ELL)
Students whose primary language spoken at home is not English must take the ELL
placement test in conjunction with the English writing placement test prior to registering for their
first term at Augsburg. Students’ placement in ELL, ENL 101 Developmental Writing, or ENL
111, HON 111, or ENL 112 Effective Writing will be determined by their scores on the Michigan
test (85-100 range for exemption from ELL courses) and by a writing sample.
Near the end of each term of the English Language Learner’s course, an objective test will
be administered to all students in the class. The score on this test and the grade earned in the
class will determine whether additional ELL coursework is required. Usually a score of 85 to 100
and a course grade of 3.5 or 4.0 will fulfill the student’s ELL requirement.
All students whose native language is not English must stay enrolled in ENL 217/218 until
such time that they pass the ELL placement test at 85 percent or higher. The ELL course can be
counted only twice in the total number of courses required for graduation.
Students who fulfill the ELL requirement, by examination or by course completion, have
completed the Modern Language Core Skill requirement for graduation.
Academic Progress, Probation, and Dismissal
The College requires that all students maintain a 2.00 cumulative grade point average
(GPA). A minimum GPA of 2.00 is required for graduation; however, certain majors require a
higher minimum GPA.
A student will be placed on probation and considered for continuation or dismissal if:
• His/her cumulative GPA is below 2.00
• He/she is a first-year student who receives two (2) zero or No Pass grades
• He/she is a sophomore, junior, or senior who receives three (3) zero or No Pass
grades
• At the end of the first term, he/she has not fulfilled the requirements established
through the Conditional Admit Program [see the Academic Skills Office Conditional
Admit Program (CAP) section of the catalog].
For more information on probation requirements, go to the Academic Skills Office website at
www.augsburg.edu/acskills/.
Dismissal from the College is not automatic. Each case is reviewed by the Student Standing
Committee. Evidence of a student’s commitment to academic progress is the primary
consideration used when deciding whether to dismiss a student.
Students who have a poor academic record may be strongly advised to withdraw before the
end of a term. Students on probation who voluntarily withdraw from the College must receive
permission from the Student Standing Committee to re-enroll.
Students who have been dismissed may apply for readmission after one year. At that time,
the Student Standing Committee will review the application for readmission accompanied by
any statements and evidence attesting to the student’s commitment to academic success.
A student will be removed from probation if:
• His/her cumulative GPA reaches 2.00; or
• He/ she was placed on probation because of unfulfilled Conditional Admit
Requirements and he/she subsequently satisfies those requirements.
The College reserves the right to dismiss any student who does not meet the guidelines
stated above. Once a student is dismissed, he/she may appeal the decision to the Student
Standing Committee within 10 school days. Specific appeal instructions are included in the letter
of dismissal.
Students may also be dismissed from professional programs, such as social work,
education, and nursing. A student dismissed from a program may appeal the decision through
the Program Dismissal Appeal Process. The process is available at
www.augsburg.edu/studentguide/.
Dean’s List
The Dean’s List, compiled after each semester, lists undergraduate students whose grade
point average for a semester is 3.50 or better. Students must be full-time students (a minimum
equivalent of three full course credits for a weekday schedule student or two equivalent full
course credits for a Weekend and Evening College student), graded on the traditional grading
system, with no incompletes in courses offered for credit. Courses taken outside of a program’s
calendar (e.g., crossover courses taken in a WEC trimester term by a day student, or in a
semester term by a weekend student) are not calculated when determining the Dean’s List. If
permission has been given by the student, an announcement of the Dean’s List is sent to the
student’s hometown newspaper.
Latin Honors
Augsburg recognizes those students who have demonstrated exemplary academic
achievement by conferring Latin honors upon completion of a bachelor’s degree.
This designation and the standards set are in effect for all students who complete degree
requirements in May 2004 or later. Students may also receive honors recognition for
departmental honors and for participation in the Honors program. (See individual department
and program descriptions for details.)
Qualification for Latin honors is determined as follows:
Summa cum laude
3.90-4.00 GPA, plus successful completion of the summa oral
examination
Magna cum laude
3.80-3.89 GPA
Cum laude
3.60-3.79 GPA
To be eligible, a student must complete a minimum of 14 traditionally-graded credits at
Augsburg and have no more than two elective pass/no pass graded credits at Augsburg
(classes offered only as P/N by the department will not be counted).
For additional information, including the guidelines for the summa cum laude oral
examination, go to the Latin Honors section at www.augsburg.edu/registrar/.
Graduation and Commencement
Though the terms are often confused, the words “graduation” and “commencement” carry
different meanings. Graduation refers to the completion of all degree requirements. Students
graduate when all requirements for the degree have been fulfilled, meaning that one can
graduate at any point during the academic year provided that all requirements are complete.
Commencement is a ceremony. It is an opportunity for students, family, friends, and the
Augsburg College community to celebrate academic achievement. Participation in
commencement, however, does not mean that a student has graduated. A student will not
graduate and a degree will not be conferred until all requirements are met, regardless of
participation in commencement.
Augsburg College holds two commencement ceremonies in the spring to accommodate the
College’s different student populations. The May commencement ceremony is for students in the
day undergraduate program and for students in the Physician Assistant Studies graduate program.
The June commencement ceremony is for students in the other six graduate programs as well as
undergraduate students in the Weekend and Evening College and Rochester programs.
Undergraduate students who have not completed all degree requirements may participate in
commencement if: (1) no more than three requirements will remain in their program at the
conclusion of spring term; and (2) the remaining requirements will be completed in the summer
or fall terms immediately following commencement.
Enrollment/Degree Verification
Augsburg College has authorized the National Student Clearinghouse to act as its agent for
verification of student enrollment and degree status.
Contact information is as follows:
National Student Clearinghouse
13454 Sunrise Valley Road, Suite 300
Herndon, VA 20171
Web: www.degreeverify.org
Phone: 703-742-4200
Fax: 703-742-4239
E-mail: degreeverify@studentclearinghouse.org
Veterans of Military Service
Augsburg is approved by the state approving agency for veterans education. Veterans
should consult with the VA certifying official in the Office of the Registrar about completion of
enrollment verification and the forwarding of other information to the Department of Veterans
Affairs. Veterans will need to meet the requirements of the Veterans Administration regarding
repayment of educational assistance funds received.
Additional information about veterans education benefits can be found at www.gibill.va.gov.
Family Educational Rights and Privacy Act Notice
The Family Educational Rights and Privacy Act of 1974 (FERPA), as amended, provides
certain rights to students regarding their education records. Each year Augsburg College is
required to give notice of the various rights accorded to students pursuant to FERPA. In
accordance with FERPA, you are notified of the following:
Right to inspect and review education records—You have the right to review and inspect
substantially all of your education records maintained by or at Augsburg College. The student
must request to review their education records in writing with their signature. The College will
respond in a reasonable time, but no later than 45 days after receiving the request.
Right to request amendment of education records—You have the right to seek to have
corrected any parts of an education record that you believe to be inaccurate, misleading, or
otherwise in violation of your right to privacy. This includes the right to a hearing to present
evidence that the record should be changed if Augsburg decides not to alter your education
records according to your request.
Right to give permission for disclosure of personally identifiable information—You
have the right to be asked and to give Augsburg your permission to disclose personally
identifiable information contained in your education records, except to the extent that FERPA
and the regulations regarding FERPA authorize disclosure without your permission. One such
exception which permits disclosure without consent is for disclosure to school officials who have
legitimate education interests. A school official is a person employed by the College in an
administrative, supervisory, academic or research, or support staff position (including law
enforcement unit personnel and health staff); person or company with whom the College has
contracted (such as an attorney, auditor, or collection agent); a person serving on the board of
trustees, or a student serving on an official committee, such as a disciplinary or grievance
committee, or assisting another school official performing his or her tasks. A school official has a
legitimate educational interest if the official needs to review an education record in order to fulfill
his or her professional responsibility.
Right to withhold disclosure of “directory information”—FERPA uses the term
“Directory Information” to refer to those categories of personally identifiable information that may
be released for any purpose at the discretion of Augsburg College without notification of the
request or disclosure to the student.
Under FERPA you have the right to withhold the disclosure of the directory information listed
below. Please consider very carefully the consequences of any decision by you to withhold
directory information. Should you decide to inform Augsburg College not to release Directory
Information, any future request for such information from persons or organizations outside of
Augsburg College will be refused.
“Directory information” includes the following:
• The student’s name
• The student’s address
• The student’s telephone number
• The student’s e-mail address
• The student’s date and place of birth
• The student’s major and minor field of study
• The student’s academic class level
• The student’s enrollment status (FT/HT/LHT)
• The student’s participation in officially-recognized activities and sports
• The student’s degrees and awards received (including dates)
• The weight and height of members of athletic teams
• The student’s dates of attendance
• Previous educational agencies or institutions attended by the student
• The student’s photograph
Augsburg College will honor your request to withhold all Directory Information but cannot
assume responsibility to contact you for subsequent permission to release it. Augsburg
assumes no liability for honoring your instructions that such information be withheld. The Office
of the Registrar must be notified in writing of your intent to withhold your Directory Information. If
the notice is not received by the registrar prior to Sept. 15 (or within 10 school days of the start
of a subsequent term for a new student), it will be assumed that all Directory Information may be
disclosed for the remainder of the current academic year. A new notice for withholding
disclosure must be completed each academic year.
Right to complain to FERPA Office—You have the right to file a complaint with the Family
Educational Rights and Privacy Act Office, US Department of Education, 400 Maryland Ave.
SW, Washington, DC, 20202-4605, concerning Augsburg’s failure to comply with FERPA.
Reporting Educational Information
Letters of reference must be requested in writing and explicitly indicate what information
may be reported in the letter.
Clery Act
The Clery Act Annual Report for Augsburg College contains statistics on reported crimes on
and near Augsburg property and campus, as well as institutional policies concerning campus
security and crime. The report is available online at www.augsburg.edu/dps/security/report.html.
For a printed copy, contact Augsburg’s Department of Public Safety at 612-330-1717.
Majors and Minors
Listings that are in bold type are offered through both the day program and Weekend and
Evening College. Listings indicated by asterisks are also offered through both the day program
and Weekend and Evening College, and may include completion of weekday evening courses
for some requirements. Students are encouraged to discuss scheduling rotation of major
courses with their faculty adviser.
Weekend/Rochester/Partner Hospitals students may choose a major offered in the day
program if they wish, but must adhere to crossover registration policies and limitations. They
may also take as many courses as possible through Weekend and Evening College, then finish
the major as a day program student. A change of program is allowed once each academic year,
and will take effect the following term.
Majors and Areas of Emphasis
Accounting
American Indian Studies*
Art*
Art History
Studio Art*
Biology (BA or BS)
Life Sciences (BA)
Biopsychology (BS)
Business Administration
Economics/Business Administration
Marketing (WEC only)
Music Business
Chemistry (BA or BS)
Communication Studies
Communication Arts/Literature (teacher licensure major)
Human Relations
Marketing Communications
Mass Communication
Organizational Communication
Professional Communication
Public Relations and Advertising
Supervisory Management
Computer Science (BA or BS)
Computational Economics (BA)
Computational Philosophy (BA)
Economics
Applied Economics
Computational Economics
Economics
Economics/Business Administration
Economics/Political Science (teacher licensure major)
Mathematical Economics (BS)
Education
Education Studies (non-licensure)
Elementary Education Studies (non-licensure)
Kindergarten-Elementary (BA or BS- licensure)
Special Education: Emotional/Behavioral Disabilities (WEC only)
Special Education: Learning Disabilities (WEC only)
Secondary (nonmajor, licensure only)
Engineering 2
English*
Creative Writing*
Literature, Language, and Theory*
Media Writing*
Environmental Studies
Exercise Science
Film
Finance
Health Education (BA or BS)
History*
International Business
International Relations
International Business Concentration
Languages and Cross-Cultural Studies 1
Cross-Cultural Studies
French
German
Norwegian
Spanish
Management
Management Information Systems
Marketing
Mathematics (BA or BS)
Medical Laboratory Science (BS)
Medieval Studies
Metro-Urban Studies
Music
Music (BA)
Music Business (BA)
Music Education (B.M.)
Music Performance (B.M.)
Music Therapy (BS)
Nordic Area Studies
Nursing (BS-Evening program offered through Weekend and Evening College only)*
Philosophy
Computational Philosophy
Physical Education (BA or BS)
Physics (BA or BS)
Space Physics (BS)
Political Science
Political Science/Economics (teacher licensure major)
Psychology
Psychology and Law
Social Psychology
Religion*
Youth and Family Ministry
Social Work (BS)
Sociology
Student-Designed Major
Theater Arts
Directing/Dramaturgy Concentrations
Performance Concentration
Technical Design/Technology Concentration
Women’s Studies 1
Minors
Accounting
American Indian Studies*
Art
Architecture
Art History
Studio Art*
Biology
Business Administration
Chemistry
Communication Studies
Computer Science
Economics
English*
English Literature, Language, and Theory
Writing
Writing–Creative Emphasis
Writing–Media Emphasis
Environmental Studies
Film
Health Education
History*
International Business
International Relations
Languages and Cross-Cultural Studies
French
German
Norwegian
Spanish
Leadership Studies
Management Information Systems
Marketing
Mathematics
Medieval Studies
Metro-Urban Studies
Music
Music Business
Nordic Area Studies
Peace and Global Studies
Philosophy
Physical Education
Physics
Political Science
Psychology
Religion*
Youth and Family Ministry
Sociology
Social Welfare
Special Education
Theater Arts
Theater Arts
Theater History and Criticism Dramaturgy
Women’s Studies
1
Cooperative program of the Associated Colleges of the Twin Cities (ACTC) and agreements
with the University of Minnesota. It is possible for students to take beginning/intermediate/
advanced language courses not available at consortium colleges. Consult with the ACTC office
for specific program options. Students register directly with the ACTC office.
2
Dual-degree programs with the University of Minnesota Institute of Technology and Michigan
Technological University.
Departments and Programs
As a liberal arts institution, Augsburg College believes that knowledge and truth are
interrelated and are integrated into a whole. The tradition of the academic world, however,
divides this unified truth into more manageable parts: the academic disciplines. The knowledge
of individual disciplines is subdivided into courses that make it more accessible to students.
These courses can be arranged in various ways to construct majors, to create the substance of
a broad general education, and to give students the opportunity to study areas of particular
individual interest.
Course Descriptions
Descriptions of courses are arranged by departments and programs. These descriptions
offer a brief summary of the subject matter to aid students in planning a program. A syllabus
containing a more detailed explanation of content, approach, requirements, and evaluations for
a particular course can be obtained from the instructor.
Department entries also contain a narrative discussion of the educational philoso-phy of
each department, its goals, and its place in the College’s program. A listing of requirements for
individual majors and minors follows the narrative.
Class Schedule
Courses listed are subject to change. In general, day classes are offered fall and/or spring
terms unless otherwise indicated. The schedule of classes offered through the Associated
Colleges of the Twin Cities (ACTC) for fall and spring terms is only available online.
Since some courses are offered alternate years, it is important that the student review major
requirements and course offerings with an adviser to ensure that all requirements can be met.
Descriptions and schedules for the Master of Arts in Education, Master of Arts in Leadership,
Master of Arts in Nursing, Master of Business Administration, Master of Science in Physician
Assistant Studies, Master of Social Work, and Doctor of Nursing Practice courses are published
in a separate Graduate Studies catalog.
Credits
A full course is offered for one course credit. A few fractional courses, for one-half or onequarter course credit, are offered. Unless noted, all courses are one course credit. A full course
is valued as four semester credits or six quarter hours. Most day program courses meet for
three 60-minute periods or two 90-minute periods per week with additional time required for
laboratory work. All full credit Weekend and Evening College courses meet for eight three-andone-half-hour sessions during fall and for seven four-hour sessions during winter and spring
terms.
Numbering
Courses numbered below 300 and above are classified as upper division. In general, courses in
the 100s are primarily for first-years, 200s for sophomores, 300s for juniors, and 400s for
seniors.
Prerequisites
Courses that must be taken before enrolling in a higher level course are listed in the course
description as prerequisites. A student may enroll in a course when a prerequisite has not been
fulfilled if there is prior approval by the professor teaching the course. Some prerequisites (such
as ENL 111, math placement, and critical thinking) cannot be waived by the instructor. NOTE:
Not all courses are offered in all schedules. Refer to Augnet Records and Registration for
information on when specific courses are offered.
Internships and Independent Studies
Every department offers opportunities for internships and independent study. The course
description and process for registering for credit is normally the same for each department.
Some departments have additional statements that can be found in the departmental course
listing. Interdisciplinary internships are also available.
Internships
Registration for internships consists of the following steps:
1. Obtain the internship registration permission form and secure the signatures of the faculty
supervisor and director of the Strommen Career and Internship Center.
2. Register: Turn in the completed internship registration form (with all signatures) to the
Enrollment Center. You must register the internship for the academic term that coincides with
the internship experience.
3. A learning agreement plan (on-line form available from the Strommen Career and
Internship Center) must be submitted to the faculty member responsible for grading the
experience. The form is is sent to the Strommen Career and Internship Center and copies are
sent to the faculty supervisor and student.
196
Internship/On-campus
197
Internship/Off-campus (.5)
198
Internship/On-campus (.5)
199
Internship/Off-campus
A work or service-based learning experience typically at the sophomore level in which a
student, faculty member, and site supervisor design a learning agreement that links the
ideas and methods of the discipline with the opportunities inherent in the placement. Prior
to the beginning of the term/registration, interested students must consult with the
departmental internship coordinator or a faculty member and the Strommen Career and
Internship Center regarding requirements and permission to register.
396
Internship/On-campus
397
Internship/Off-campus (.5)
398
Internship/On-campus (.5)
399
Internship/Off-campus
A work or service-based learning experience at the junior/senior level in which a student,
faculty member, and site supervisor design a learning agreement that links the ideas and
methods of the discipline with the opportunities inherent in the placement. For some
majors, participation in a concurrent seminar may be expected. Prior to the beginning of
the term/registration, interested students must consult with the departmental internship
coordinator or a faculty member and the Strommen Career and Internship Center
regarding requirements and permission to register. (Off-campus 397/399 internships are
one option for the Augsburg Experience graduation requirement.)
Directed and Independent Studies
299
Directed Study
An opportunity to study topics not covered in the scheduled offerings under the direction
of an instructor. Open to all students, but normally taken by sophomores and juniors.
Approval must be secured in writing from the instructor and the department chairperson
before the term in which the study is undertaken.
499
Independent Study/Research
An opportunity for advanced and specialized research projects. Normally open to junior
and senior majors. Approval must be secured in writing from the instructor and the
department chairperson before the term in which the study is undertaken.
American Indian Studies—AIS
American Indian studies is a major that gives students the opportunity to learn about the
original, indigenous cultures of North America. Students will be provided with a multidisciplinary
understanding of the history and present situation of American Indians. The program
emphasizes the interrelations among history, culture, language, literature, the arts, philosophy,
religion, political and social forces, and the legal status and sovereignty of American Indians.
This course of study exposes students to the richness and beauty of North American Indian
cultures.
American Indian Studies Faculty
Eric Buffalohead (Chair), Sophia Jacobson, Elise Marubbio
Adjunct Faculty
Roxanne Gould, Richard Gresczyk, Dale Weston, Jim Rock
Degree and Major Requirements
American Indian Studies Major
Ten courses including;
AIS 105
Introduction to American Indian Studies
AIS 205
Contemporary American Indians
ENL 255
American Indian Literature
or AIS 264 American Indians in the Cinema
HIS 236
American Indian History
REL 370
American Indian Spirituality and Philosophical Thought
AIS 499
Senior Research Project
In addition, students must complete four electives. At least four of the courses toward the
major must be upper division.
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major. The graduation skill in
Quantitative Reasoning (QR) is met by GST 200 or PHI 230. Transfer students must consult an
adviser about potential adjustments to their course requirements to fulfill each of these skills.
Minor
Five courses including AIS 105. At least two courses must be upper division.
American Indian Studies Courses
AIS 105
Introduction to American Indian Studies
Designed to introduce students to the content areas of the American Indian studies
curriculum, this course includes an overview of American Indian history, federal
Indian policy, land issues, reservation and urban issues, cross-cultural influences,
and American Indian literature, art, music, and language.
OJB 111, 112 Beginning Ojibwe I, II
An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on
vocabulary, reading, writing, and conversational skills. Classroom practice will include
linguistic patterns and oral interaction.
ANT 141
Cultural Anthropology
This course serves as an introduction to cultural anthropology. Course objectives
include providing students with an understanding of anthropological methods and
theories, the concepts of race and culture, an appreciation and awareness of differing
cultures, and an awareness of the role cultural anthropology has in understanding
contemporary human problems.
AIS 205
Contemporary American Indians
In this topics-oriented course, students focus on issues that face contemporary
American Indians, including tribal sovereignty and identity politics, treaty rights,
language retention and education, religious freedom, and Indian activism.
AIS 208
Native American Women and Film
Beginning with issues of representation and a history of Hollywood’s portrayal of
Native American woman as princess figures, sexualized maidens, or squaws, we will
expand our conceptualization of Native American women by putting into conversation
a variety of voices that talk back to or address mainstream stereotypes of Native
American women. Our goal is to expand our conceptualizations of Native American
women and their important roles in society by examining a variety of cultural issues
as they are presented through documentary and fiction films made by and about
Native American women.
AIS 233
Women: A Cross-Cultural Perspective
This course examines a variety of issues concerning the biological, evolutionary, and
historical origins of women’s roles and status in society. Comparative roles of women
are examined in tribal contexts across various indigenous cultures. Studies include
the role of women in Native American and African tribes, peasant societies of Eastern
Europe, Mexico, the Middle East, and China.
HIS 236
American Indian History
A study of the native people of North America from the pre-Columbian period through
European exploration and settlement to the present, emphasizing American Indian
contributions to world culture, tribal structure, and intergovernmental relations.
ENL 255
American Indian Literature
American Indian Literature offers a survey of contemporary American Indian writing,
including nonfiction, fiction, poetry, and drama. The course explores the richness and
diversity of American Indian literature and the ways in which literature reflects and
illuminates American Indian culture and traditions. The course emphasizes close
readings of literature and public speaking skills through in-class presentation and
small group discussion.
AIS 264
American Indians in the Cinema
Indians in the Cinema surveys various images of American Indians created by
Hollywood and television. Focusing on films from the 1910s to the present, the course
provides an understanding of how American Indians were portrayed in film
historically, how this image has evolved over the past century, and how it is reflective
of Western cultural and racial ideologies.
ART 290
Tribal Arts and Culture
An exploration of the rich heritage of visual arts from indigenous communities of North
America, surveying the dynamic nature of Native American art spanning from preEuropean contact into the present while exploring the political nature of that trajectory
as it encounters
cultural change, Western aesthetics, and Western concepts of art. Students will meet
Native artists, visit a variety of Native American art galleries and exhibitions, and learn
about the cultural, social, and political context surrounding Native American art.
AIS 305
Indigenous Issues of Central America
This travel seminar explores issues faced by indigenous peoples of Guatemala,
Nicaragua, or Mexico. Each group faces similar challenges that manifest differently
due to the political, social, and cultural influence about sovereignty, land rights,
economy, religion, cultural survival, women’s issues, and political movements through
site visits of the dominant culture in each country. Students will learn and interaction
with indigenous organizations. This course is cross-listed with Women’s Studies.
AIS 320
American Indian Women
Through life histories of Indian women, the course examines the vital roles and
contributions of women in past and present tribal cultures. It explores the continuity of
women’s roles over time and the changes in these roles, precipitated by the
influences of Western colonialism. The course also assesses how American Indian
women have crossed cultural boundaries and influenced non-tribal communities
through their activism and traditionalism. This course is cross-listed with women’s
studies.
AIS 332
Native American Storytelling
The objective of this course is to study Native American storytelling from a cultural
perspective. An appreciation of oral traditions will be emphasized and studied within
the broader context of world mythologies. Students will be expected to perform
storytelling and to research the various tribal storytelling traditions.
ENL 355
Themes in American Indian Literature
The course is structured around a number of writers working within a particular theme
such as Native Voices of Minnesota, Voices from the Southwest, Poetics and Politics
of Native Writing, Women and Power in Native Literature, Urban-Reservation:
Homing, and American Indian film-literature adaptation. Students focus on primary
texts, comparing and contrasting theme, voice, aesthetic, or cultural emphasis as it
shifts or arises across the group of texts. Course cross-lists with English. (Prereq.:
ENL 220 or 221, or a 200-level literature course, or consent of instructor.)
AIS 364
Indigenous Filmmakers
Indigenous Filmmakers introduces students at the junior and senior level to the
exciting and expanding field of indigenous media—specifically films made by Native
Americans. We will explore the political and social forces at work behind the
American indigenous film movement, which responds to mainstream film’s portrayal
of Native Americans and provides an extraordinary range in perspectives and views
that inform Native American cultures.
REL 370
American Indian Spirituality and Philosophical Thought
Religious beliefs, spiritual customs, and philosophy of North American Indians are
studied. Tribal similarities and differences are explored as are tribal relationships with
nature, religious oversight of life cycles, sacred ritual ceremonies, and beliefs in an
afterlife.
AIS 408
Native American Women and Film
Beginning with issues of representation and a history of Hollywood’s portrayal of
Native American woman as princess figures, sexualized maidens, or squaws, we will
expand our conceptualization of Native American women by putting into conversation
a variety of voices that talk back to or address mainstream stereotypes of Native
American women. Our goal is to expand our conceptualizations of Native American
women and their important roles in society by examining a variety of cultural issues
as they are presented through documentary and fiction films made by and about
Native American women. (Prereq.: WST 201 or any 2XX women’s studies course; or
AIS 105 or any 2XX American Indian studies course; or consent of instructor.)
AIS 490
Keystone Indigenous Issues of Central America
This travel seminar explores issues faced by indigenous peoples of Guatemala,
Nicaragua, or Mexico. Each group faces similar challenges that manifest differently
due to the political, social, and cultural influences of the dominant culture in each
country. Students will learn about sovereignty, land rights, economy, religion, cultural
survival, women’s issues, and political movements through site visits and interaction
with indigenous organizations.
AIS 495
Topics in American Indian Studies
Individual courses designed to investigate specific topics such as Minnesota Indians,
Contemporary Indigenous Issues of North and South America, and American Indian
Literature Seminar.
AIS 499
Independent Research
An independently-designed research project.
Art—ART
Art is essential. It teaches us to see, claim beauty, make sense of pain, explore the world,
and express ourselves.
At Augsburg College, inspiration and creativity grow from the diversity of ideas of a small
campus in the heart of a major metropolitan area. A solid foundation of drawing, design, and
history is balanced with the development of technical skills, critical thinking, and creative
exploration in a range of media. On-campus galleries showcase the work of students and
professional artists. Small class sizes and an innovative faculty support creative curriculum in
disciplines like drawing, painting, printmaking, ceramics, sculpture, photography, hand
papermaking, book arts, architecture, and digital media. Galleries and museums surround us;
art club, studio visits, and guest artists provide art in real time; service learning, internships, and
study abroad are integral to our program. We reach nearly 1,000 students a year from all
disciplines, and we graduate 25-30 majors annually with BA degrees in art history, studio art, art
education; we also offer an architecture minor and certificates in studio art and digital design.
For nearly half a century, students have been earning degrees in art and art history at
Augsburg College. We’re excited to be here in the center of the city. We think you will be, too.
Art Faculty
robert k. tom (Chair), Kristin M. Anderson, Susan Boecher, Chris Houltberg, Tara Sweeney
Degree and Major Requirements
Studio Art Major
Majors are required to begin their programs with the studio arts foundations:
ART 102
ART 107
Design
Drawing
One course in two-dimensional art from:
ART118
ART 223
ART 225
ART 257
Painting I
Printmaking I
Graphic Design I
Watercolor Painting I
One course in three-dimensional art from:
ART 221 Sculpture I
ART 250 Ceramics I
ART 280 Hand Papermaking and Book Arts I
Five additional studio arts courses
ART 240 Art History Survey
Two additional art history courses
ART 305 Junior Exhibition and Faculty Review (.0 course)
ART 405 Senior Exhibition and Faculty Review (.0 course)
Studio majors must participate in an exhibition and review in their junior year, followed by a solo
or two-person show with a faculty review, and the annual senior group exhibition.
The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and
is met by completing the major. The graduation skills in Speaking (S), Writing (W), and
Quantitative Reasoning (QR) are met by completing the following courses:
S: Studio art majors may choose from ART 102, 225, or upper division art history courses
(349, 352, 382, 385, 386, 387, 388, 389) to satisfy the speaking skill.
W: Studio art majors may choose two of the following courses upper division art history
courses to satisfy the writing skill: ART 349, 352, 385, 386, 387, 388, and 389.
QR: PHY 119, MAT 145, MAT 146, GST 200, or PHI 230.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that differ slightly in
emphasis from the Augsburg major requirements. The state requirements may also be subject
to change after publication of this catalog. Students therefore should consult with the Augsburg
Department of Education to identify current Minnesota teacher licensure requirements.
Art History Major
Eight art or architectural history courses including:
ART 240
ART 388
Art History Survey
Modern Art
Two studio courses:
ART 102
ART 118
Design or ART 107 Drawing
Painting I or ART 221 Sculpture I
The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and
is met by completing the major. The graduation skills in Speaking (S) and Writing (W) are
embedded in the upper division art history courses and are met by completing the major. The
graduation skill in Quantitative Reasoning (QR) is met by completing the following courses:
QR: PHY 119, MAT 145, MAT 146, GST 200, or PHI 230.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Note: Students planning a double major in studio art and art history or a major/minor
combination should meet with a department adviser to plan appropriately.
Departmental Honors
GPA of 3.50 in the major and overall, portfolio of artwork (studio majors) or research (art
history majors) reflecting the highest quality work, and Art Department-approved special
projects and/or research. Application should be made to the department chair before the last
term of the senior year.
Studio Art Minor
Five courses including ART 240, ART 107, and three additional studio courses.
Architecture Minor
Five courses including ART 105, ART 210, ART 243, ART 244, and ART 249 or 349.
Art History Minor
Five art history courses including ART 240.
Certificate in Art
Eight art courses, including at least one in art history. Up to four courses may be taken in one
studio area or in art history.
Certificate in Digital Design
Eight art courses, including four in digital design (ART 215, ART 225, ART 320, and, ART 340),
one in art history, and ART 102, and two studio electives.
Art Courses
Note: All studio courses require significant work hours outside of class sessions. Some
studio courses have lab fees.
Studio Art Foundations
ART 102
Design
A study of design is the unifying foundation for the visual arts. Two- and some
three-dimensional projects demonstrate theory and application of basic design
elements and principles.
ART 107
Drawing
Introduction to foundational drawing from direct observation, memory, and
reference. Traditional and experimental media and methods are explored to
develop technical and formal skills in support of individual expression.
Studio Art
ART 100, 300 Topics
Selected courses dealing with special topics, offered occasionally in the
department.
ART 105
Introduction to Architectural Drawing
This course develops basic skills involved in perceiving and representing the
material environment through the study of sketching and drawing skills.
ART 106
Chinese Calligraphy and Painting I
Introduction and practice of Chinese calligraphic painting and writing.
ART 118
Painting I
Introduction to observational and experimental approaches and techniques in
acrylic or oil painting. Color theory, composition, painting methods, and individual
expression are emphasized.
ART 122
Plein Air Sketching I
Introduction to traditional sketching media and approaches for drawing en plein air,
outside and on location. Portable, all-weather materials and processes, and
perceptual techniques are emphasized to create a sketchbook of drawings from
direct observation
ART 132
Photography I
This course introduces the technical skills, creative applications, and vocabulary
of black-and-white film photography. Technical lectures and demonstrations cover
35mm camera operation, film processing, and black-and-white darkroom printing.
Class lectures, readings, field trips, and research introduce students to the canon
of photographic history, including a broad range of genres, historical contexts, and
artistic practices. Students need a 35mm single lens reflex camera.
ART 180
Introduction to Community-Based Photography
This course introduces the technical skills and creative applications of black-andwhite photography with coursework that integrates partnership and service. Art 180
combines art and social research concepts to help students understand how the
arts foster community building and engagement. Class lectures, demonstrations,
assignments, and service will introduce students to documentary work that will be
presented as portfolio to a nonprofit partner. Students need a 35mm single lens
reflex camera.
ART 210
Drawing for Design in Architecture
Introduction to and exploration of the conceptual function of drawing in
architecture. Exploration of the history of drawing in architecture, critical review of
drawing conventions and systems, and examination of drawing processes as
modes of perception and cognition. (Prereq.: ART 105 or instructor permission)
ART 215
Web Design I
This course provides an introduction to designing for the internet. Students will
learn basic skills for interactive design and will become familiar with Dreamweaver,
Photoshop, Illustrator, and Fireworks.
ART 221
Sculpture I
An introduction to sculpture and three-dimensional design through the
explorationof the inherent properties of various materials and processes.
ART 223
Printmaking
An introduction to traditional and experimental media and methods of printing.
Intaglio, relief, and mono/unique methods are explored.
ART 225
Graphic Design I
This course provides an introduction to the practice of graphic design. Design
principles are explored in creating and organizing through visual
communication. The focus of this class will be building the foundation in design
programs such as Adobe InDesign, Illustrator, and Photoshop, and discovering the
visual language necessary to develop as creative problem solvers.
ART 233
Collaborative Printmaking: A Press-Free Approach
This online course is designed to engage creative, imaginative, and technical
processes to produce prints without a press and to interpret works of art. Students
learn water-based printmaking techniques while exploring several kinds of
collaboration. Students critically analyze works of art produced by themselves and
their peers, and through this analysis they will articulate different theories of
aesthetics.
ART 247
Life Drawing
Introduction to traditional and experimental methods and techniques for drawing
the human figure through direct observation of the live nude model. Perceptual
proportions, planes, and individual expression of the human form in space are
emphasized.
ART 250
Ceramics I
An introduction to the making of pottery with an emphasis on handbuilding and
throwing techniques combined with theory, concept, and form.
ART 257
Watercolor Painting I
Introduction to foundational techniques, and observational and experimental
approaches to watercolor painting. Exploration of color theory, composition, and
individual expression are emphasized. Includes some painting outside on location.
ART/THR 265 Computer Drafting for the Stage and Architecture
(See Theater Arts section for course description.)
ART 280
Hand Papermaking and Book Arts I
Introduction to hand papermaking, box building, and bookmaking; emphasizes the
interplay of text, image, and form in the contemporary artist's book.
ART 305
Junior Exhibition and Review (.0 course)
Junior Exhibition and Review showcases the junior art major’s emerging style and
content in a group exhibit to focus exploration in support of the upcoming senior
exhibition. A committee of art department faculty and staff conduct a formal review
of the exhibition. Junior art majors prepare and present an artist statement at the
review. (Prereq.: Completion of 16 credits)
ART 306
Chinese Calligraphy and Painting II
Advanced practice of Chinese calligraphic painting and writing. (Prereq.: ART 106)
ART 315
Web Design II
This course explores interactive design through the use of animation, sound, and
video in website development. Students will use software such as Flash and
Fireworks as primary applications. (Prereq.: ART 215 or instructor permission)
ART 320
Typography
Study of the history, development, structures, and application of traditional and
contemporary typography; exploration of letterforms using digital, hand-set type,
and hand lettering. (Prereq.: Any ART course)
ART 322
Plein Air Sketching II
Advanced study of drawing en plein air emphasizes creating a sketchbook outside
on location to explore advanced observational technique, significant experiential
engagement, complex composition, and emerging personal style using portable allweather materials and processes. (Prereq.: ART 122)
ART 330
Graphic Design II
This studio course explores and develops concepts used in solving design
problems through visual communication. Students will explore the various tools
necessary in this discipline, such as typography, layout, color, information design,
branding, packaging, and illustration. (Prereq.: ART 225 or instructor permission)
ART 332
Photography II
Advanced study that focuses on refining the skills and visual vocabulary introduced
in ART 132. Emphasis on portfolio development using advanced black-and-white
materials. Semester projects encourage individual creativity and examination of
critical issues in contemporary photography. Students must provide their own
35mm camera.
ART 340
Digital Imaging
Exploration of visual communications in the electronic environments using various
software programs to create digital images, animation, and digital games.
ART 351
Ceramics II
Advanced work in ceramics explores clay, glaze, and firing technology with a
continued emphasis on throwing and handbuilding techniques combined with
theory, concept, and form. (Prereq.: ART 250)
ART 355
Painting II
Advanced study in acrylic or oil painting emphasizes individual expression and
emerging style through advanced color theory, series development, and
exploration of individual subject matter, approach, and method. (Prereq.: ART 118)
ART 357
Watercolor Painting II
Advanced study in watercolor painting emphasizes individual expression and
emerging style through advanced color theory, series development, and
exploration of individual subject matter, approach, and method. (Prereq.: ART 257)
ART 368
Printmaking II
Continued exploration of intaglio, relief, and mono/unique methods. Use of larger formats,
multiple plates, and an emphasis on color are encouraged. (Prereq.: ART 223)
ART 380
Hand Papermaking and Book Arts II
Advanced exploration in hand papermaking and book arts, emphasizing individual
research and expression. (Prereq.: ART 280)
ART 405
Senior Exhibition and Faculty Review (.0 course)
Senior Exhibition and Faculty Review is a practical approach, exemplifying best
visual arts practice and showcasing the senior art major’s body of work through a
solo or two-person exhibit. A committee of two art department faculty and one
outside department faculty/staff of choice conducts a formal review of the
exhibition. (Prereq.: ART 305 or permission of Art Department chair)
ART 478
Sculpture II
Advanced work in sculpture and three-dimensional design. (Prereq.: ART 221)
Internships and Independent Study Courses
ART 199
Internship in Studio Art
ART 299
Directed Study in Studio Art
ART 399
Internship in Studio Art
ART 499
Independent Study/Research in Studio Art
Art and Architectural History
ART 240
Art History Survey
A survey of world art from prehistoric to modern times.(Prereq.: Pass CT
assessment or GST 100. WEC: alternate years)
Note: The following courses are offered intermittently, usually two or three sections per year.
ART 231
Pre-Columbian, Colonial and Contemporary Mexican Art
Develops an understanding and appreciation of Mexican art from the PreColumbian, colonial, and contemporary periods, including Frida Kahlo, Diego
Rivera, David Alfredo Siqueiros, and José Clemente Orozco. Numerous
excursions to museums as well as archaeological and historical sites. (Prereq.:
SPA 212. Taught in Mexico, see program listings in International Programs)
ART 243
History of Architecture to 1750
History of architecture and city planning from antiquity to 1750, as illustrated by
Western and non-Western examples.
ART 244
History of Architecture after 1750
History of architecture and city planning since 1750, as illustrated by Western and
non-Western examples.
ART 249/349 The Designed Environment
This course addresses the designed environment, investigating architecture,
landscape architecture, and urban design. Class sessions consist almost
exclusively of extensive walking tours and site visits to prominent examples of
design excellence. (Prereq.: None for ART 249; ENL 111 or 112 or HON 111, and
an ART, HIS, or urban studies course for ART 349)
ART 290
Tribal Arts and Culture
An exploration of the rich heritage of visual arts from indigenous communities of
North America, surveying the dynamic nature of Native American art spanning
from pre-European contact into the present while exploring the political nature of
that trajectory as it encounters cultural change, Western aesthetics, and Western
concepts of art. Students will meet Native artists, visit a variety of Native American
art galleries and exhibitions, and learn about the cultural, social, and political
context surrounding a Native American art.
ART 352
Women and Art
A study of the creative role of women in the visual arts, including the fine arts, the
traditional arts, and the arts of Native American women. (Prereq.: ENL 111 or 112
or HON 111)
ART 382
Scandinavian Arts
The visual arts in Scandinavia from the Stone Age to the present, including
architecture, folk arts, painting, sculpture, and design.
ART 385
Prehistoric and Ancient Art
The art of the Ice Age through the Roman period to the fourth century A.D.
ART 386
Medieval Art
Early Christian through late Gothic and proto-Renaissance painting, sculpture, and
architecture in Europe. (Prereq.: ENL 111 or 112 or HON 111)
ART 387
Renaissance and Baroque Art
European painting, sculpture, and architecture, from the 14th through the 18th
centuries. (Prereq.: ENL 111 or 112 or HON 111)
ART 388
Modern Art
Painting, sculpture, and architecture from Neoclassicism through the present.
(Prereq.: ENL 111 or 112 or HON 111)
ART 389
American Art
A study of early colonial through contemporary American art, architecture, and folk
arts.
Internships and Independent Study Courses
ART 199
Internship in Art History
ART 299
Directed Study in Art History
ART 399
Internship in Art History
ART 499
Independent Study/Research in Art History
Augsburg Core Curriculum—
AUG/KEY/GST
This section does not include all courses in the core curriculum, but only those not located in a
disciplinary department.
The Signature Curriculum
Augsburg Seminar
AUG 101 Augsburg Seminar (.0 course)
A weekly seminar linked to a course or course pair that integrates course content with
learning strategies and community-building opportunities beneficial to beginning
college students. While the content course is graded on a traditional point basis,
Augsburg Seminar is graded Pass/No Credit. Permission to complete the seminar if
the student withdraws from the linked content course(s) is at the discretion of the
instructor(s). (P/N grading only)
Senior Keystone
KEY 470 Creating Life in the Arts: Exploration and Reflection on Vocation
From personal reflection on vocation to real-world insights and hands-on experiences,
this course will delve deeply into the skill sets and mind sets important for arts
professionals in all fine arts majors. While exploring vocation concepts, this course
balances entrepreneurial awareness, attitudes, and skills with intrapreneurial insights,
skills, and reflection.
KEY 480 Topics in Global Interdependence
This cross-cultural keystone seminar prepares students to “act globally” by
challenging them to apply the diverse perspectives acquired while studying abroad
and to analyze issues that transcend national boundaries. In English with readings in
a language other than English. Open to international students and to upper-division
students who have advanced knowledge of a language other than English or who
have studied abroad for a full semester (including in English-speaking countries, with
consent of instructor).
KEY 490
Vocation and the Meaning of Success
This course is the keystone course for business majors and other majors where the
major program does not include a keystone element. It draws together all facets of a
student’s education by providing opportunities to reflect upon and write about the
integration of one’s classes, life, and future. Readings and critical discussions with
others in the same and in different majors will add dimension to each student’s
reflective writing. (Prereq.: ENL 111 or HON 111 or ENL 112)
Liberal Arts Foundation
Connections Courses
Students may fulfill Liberal Arts Foundation requirements through disciplinary courses (listed
under academic departments) or through interdisciplinary Connections courses.
ENV 100
Environmental Connections
An interdisciplinary introduction to current environmental issues. The course depends
on ecological visions of the world and examines the connections we share as people
living simultaneously in human community and in physical environments. In
examining these connections, we depend on the insights offered by political science,
biology, economics, literature, sociology, chemistry, and history as well as experiential
education and service-learning. The issues examined in this class—neither remote
nor abstract—exist in our everyday lives, and a central feature of the course is the
application of knowledge gained in the class to a campus project. (Social and
Behavioral Sciences LAF. Fall)
FIA 130
Arts and the City
Using the arts resources of the city, this course will explore how to understand and
appreciate various art forms: theater, music, opera, visual arts, dance, and film. Class
sessions consist almost entirely of attendance at off-campus performances and sites.
(Fine Arts LAF)
HUM 120 Medieval Connections: Medieval Life in 12th-Century Europe
This is the introductory course for medieval studies. It uses an interdisciplinary
approach to study European culture during a period known as the High Middle Ages,
roughly AD 1100 to 1300. It attempts to examine medieval culture as a complex
system of thought and feeling, which includes history, religion, philosophy, literature,
art, theater, music, and food. It also takes an experiential approach to this material,
for example, by having students and faculty attend class in academic regalia, just as
they did in medieval universities. (Humanities LAF. Spring)
SCI 106
Introductory Meteorology
A survey of the basic principles of Earth’s weather and climate. Topics include winds,
fronts, cyclones, clouds and precipitation, thunderstorms, tornados and hurricanes,
climate and climate change, global warming, and ozone depletion. (Three one-hour
lectures, one two-hour laboratory per week. Prereq.: MPG 2 and pass CT assessment
or GST 100. Fall, spring.)
SCI 110
Natural Science I
The first semester of a two-semester survey of natural science. This course focuses
on the nature of science and major concepts of physics and chemistry. Laboratory
work stressing experimentation and measurement will include the use of computers
and electronic sensors. (Three one-hour lectures, one three-hour laboratory per week.
Natural Sciences LAF. Prereq.: MPG 3)
SCI 111
Natural Science II
The second semester of a two-semester survey of natural science. This course
focuses on major concepts of earth science and biology. Laboratory work will
complement lectures and will include the use of computers and electronic sensors.
(Three one-hour lectures, one three-hour laboratory per week. Natural Sciences LAF.
Prereq.: SCI 110 and pass CT assessment or GST 100)
Skills
Entry Skills
GST 100
Critical Thinking
Designed to develop critical thinking skills, this course strengthens the ability of
students to comprehend, analyze, synthesize, and evaluate ideas and arguments.
Students identified by the Critical Thinking Assessment are required to complete GST
100 with a minimum grade of 2.0 or better. Students who have passed the Critical
Thinking Assessment may take the class only with the permission of the instructor.
GST 140
Introduction to the Liberal Arts
An introduction to the philosophy of the liberal arts curriculum and improving those
skills important to academic success: reading, comprehension, note-taking and
textbook reading, time management, vocabulary, test-taking, organization,
concentration and memorization, learning style, conflict management, assertiveness
training, and motivation strategies.
Graduation Skills
GST 200
Quantitative Reasoning/Statistical Literacy
This course focuses on critical thinking about statistics and its use as evidence in
arguments, with an emphasis on interpretation, evaluation, communication, and
analysis of statistically-based arguments. Topics include association, causation,
observational studies, experiments, risk, confounding, bias, and chance. Common
techniques involving statistical opportunism, conditional reasoning using English to
describe and compare rates and percentages presented in tables and graphs, and the
use of standardization to take into account the influence of confounders are reviewed.
Emphasis is on interpretation, evaluation, communication, and analysis of statisticallybased arguments. (Prereq.: MPG 3)
Other General Studies Courses
GST 009
Internship Transcript Notation (.0 course)
A transcript notation is given for the academic learning inherent in an approved notfor-credit/internship/work experience. Reflection activities and work-learning
evaluations are conducted by the Strommen Career and Internship Center. With
approval, a non-credit/internship completed by juniors or seniors will fulfill the
Augsburg Experience graduation requirement.
Biology—BIO
We are in the midst of a revolution in biology. From the unraveling of information locked
within the human and other genomes to the complexities of interactions between organisms in
diverse ecosystems in changing environments, biologists and members of the public are
grappling with an almost overwhelming flood of new information. By focusing on the core
principles of biology, students are given the tools with which to interpret results coming out of
the revolution, and by early exposure to original independent research projects, given the
opportunity to themselves contribute to our understanding of the natural world. Integration
across biological sub-disciplines is emphasized, paralleling the integration taking place in the
maturing field of systems biology. As biological phenomena become amenable to the analytical
tools of chemistry, physics, mathematics, and computer science, biology is increasingly a
multidisciplinary venture. Thus, a firm background in these sciences is also important for the
successful study of biology. Biological forces have many profound effects on society, and in turn
humanity has strongly affected our biosphere. Thus, service-learning opportunities are tightly
integrated within the curriculum.
Augsburg has a strong commitment to undergraduate research. There are a variety of
opportunities in the Biology Department to work with faculty on individual research projects both
during the academic year as well as during the summer. Students at Augsburg also participate
in research programs at other institutions.
For many, an undergraduate major in biology serves as a springboard for further study.
Augsburg graduates have gone on to graduate studies in the life sciences, leading to careers in
college or university teaching, basic and applied research, and public health. Many have
entered professional programs in medicine, veterinary medicine, and dentistry. Other graduates
have gone directly into secondary education, biomedical and biotechnology industries,
laboratory research, natural resources, and environmental education.
Biology Faculty
Dale Pederson (Chair), Jennifer Bankers-Fulbright, Matthew Beckman, Ralph Butkowski,
William Capman, David Crowe, Ann Impullitti
Degree and Major Requirements
Students may choose one of the following degree options: Bachelor of Arts in biology, Bachelor
of Science in biology, or Bachelor of Arts in life sciences.
Bachelor of Arts in Biology
The total number of required courses in the department is nine-and-a-half courses. There are
additional required supporting courses that must be taken in other disciplines.
The Core Series (4.5 total courses):
A. Introductory Biology Courses (3.0 courses)
BIO 151
Introductory Biology
BIO 152
BIO 253
Evolution, Ecology, and Diversity
Introductory Cellular Biology
B. Plant Biology or Ecology (1 course):
Note: At least one of the following courses must be taken in fulfillment of the major.
BIO 361
Plant Biology
or BIO 481
Ecology
C. A Keystone Course (0.5 course)
BIO 490
Biology Keystone
or SCI 490
Integrated Keystone
or another keystone with departmental approval
The Electives (5 courses)
Note: In addition to the requirements listed above, at least five of the following courses must be
completed:
BIO 351
Invertebrate Zoology
BIO 353
Comparative Vertebrate Anatomy
BIO 355
Genetics
BIO 361
Plant Biology
BIO 369
Biochemistry
BIO 440
Plant Physiology
BIO 471
Advanced Cellular and Molecular Biology
BIO 473
Animal Physiology
BIO 474
Developmental Biology
BIO 475
Neurobiology
BIO 476
Microbiology
BIO 481
Ecology
BIO 486
Immunology
BIO 495
Special Topics in Biology
Required Supporting Courses for Bachelor of Arts
CHM 105/106
Principles of Chemistry
or CHM 115/116 General Chemistry
PHY 116
Introduction to Physics
or PHY 121/122 General Physics
MAT 114
Precalculus
or MAT 145
Calculus I
or MAT 163
Introductory Statistics
or MAT 248
Biostatistics
or PSY 215
Research Methods: Design, Procedure, and Analysis I
Bachelor of Science in Biology
The Core Series above, but with the following supporting courses:
Required Supporting Courses for Bachelor of Science
CHM 105/106
Principles of Chemistry
or CHM 115/116 General Chemistry (Must be taken concurrently with BIO151/BIO152,
respectively)
CHM 351/352
Organic Chemistry
PHY 121/122
General Physics
MAT 145/146
Calculus I, II
General Education Accomodation
BS biology majors may reduce their general education program by one or two courses. See
Bachelor of Science/Liberal Arts Foundation (LAF) Waiver in the Academic Information section
of the catalog.
Bachelor of Arts in Life Sciences
This major is appropriate for students also seeking secondary teaching licensure in biology.
Requirements are the same as for the Bachelor of Arts in biology degree, but with the
following differences:
Only four (rather than five) upper division biology electives are required, along with:
Two additional science courses, chosen from the following list:
PHY 101
Astronomy
SCI 106
Introductory Meteorology
An introductory geology course
Bachelor of Science in Medical Laboratory Sciences
See the Medical Laboratory Sciences section of the catalog for details of the MLS major.
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) are
embedded throughout the offered courses and are met by completing the major. The graduation
skill in Speaking (S) is met by completing COM 115 (preferred) or COM 111.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Transfer course policy for majors and minors
All transfer courses, including ACTC courses, must be approved in writing by the
department, subject to review by the chair. Only those biology courses successfully completed
(2.0 or above) within the last 10 years will be considered. No more than two upper division
courses from other institutions may be applied toward the major.
Custom Biology Programs
Students who have completed BIO 151, 152, 253 and at least two upper division electives
may, in consultation with their adviser, seek approval from the department to complete major
requirements with as many as four upper division courses from other institutions.
Departmental Honors
A GPA of 3.5 in biology and 3.0 overall is required. Additionally, students must successfully
complete one of the following: a) one course of approved independent study (BIO 499), b) a
research internship combined with BIO 497, or c) participation in the Mayo Innovation Scholars
Program. BIO 497 and BIO 499 projects should be submitted to the department for approval by
Sept. 30 of the senior year or Feb. 28 in the case of students planning to graduate in the
following December. BIO 497 and BIO 499 projects must include public presentation and a
written report approved by the department.
Minor
A course sequence in general chemistry and five biology courses including BIO 151, 152, 253,
and two upper division courses. The majority of courses in biology must be taken at Augsburg
College.
Other Requirements
In planning their courses of study, students are encouraged to work closely with members of
the biology faculty. Biology majors must have an adviser in the biology department. In order to
complete all major requirements in four years, BIO 151 and 152 and General Chemistry should
be taken in the first year, and BIO 253 and Organic Chemistry (when appropriate) in the second
year. Students should complete their math requirements early in their college careers. To enroll
in courses that require BIO 253 as a prerequisite, a minimum grade of 1.0 and average grade of
2.0 is required in BIO 151, 152, and 253. For courses that require only BIO 151 and 152,
students must earn a minimum grade of 1.0 and an average grade of 2.0 in BIO 151 and 152. A
grade of 2.0 or above is required for all supporting courses and upper division biology courses
applied to the major. Upper division biology requirements must be traditionally graded. A GPA of
2.5 in upper division biology courses is required for the life sciences major.
Biology for Health Sciences
Prerequisite requirements for health sciences vary with the program and the institution. Care
should be taken to study the requirements for every program well in advance of making
application. In general, medical schools require two-semester sequences in calculus, physics
and organic chemistry. Biochemistry is also commonly required, and in some instances
statistics and literature. Programs in physician assistant training, veterinary medicine, physical
therapy, and such typically have a more extensive list of prerequisites. Students considering a
post-baccalaureate program in these areas should consult early and often with health science
advisers Dixie Shafer, Dale Pederson, and Kelsey Richardson-Blackwell.
Graduate Training in Biology
Graduate programs in biological fields typically require two semesters of general chemistry,
organic chemistry, calculus, and physics. Also required is extensive involvement in research
through Augsburg Experience, internships, and/or independent study. Careful consultation with
a biology adviser is recommended to select among coursework and research options.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for biology teachers, the science
portions of which are satisfied by the Augsburg life sciences major. The state requirements may
be subject to change after publication of this catalog. Students therefore should consult with the
Augsburg Department of Education to identify current Minnesota teacher licensure
requirements. All upper division biology requirements for secondary licensure must be
completed before beginning student teaching.
Post-Baccalaureate Teaching Licensure
Students who have earned a bachelor’s degree elsewhere and seek life science teaching
licensure at Augsburg are required to complete a minimum of two upper division biology
courses at Augsburg with grades of 2.5 or higher. Required or elective courses are determined
by the department following review of transcripts and prior to matriculation.
Beta Beta Beta
Membership in the Augsburg chapter of this national biology honor society is open to
students who have completed at least one upper division biology course and have a GPA of 3.0
in biology.
Cooperative Education and Service-Learning
The department works with the Strommen Career and Internship Center in identifying and
defining cooperative education experiences in laboratories and other settings in the Twin Cities.
Biology Courses
SCI 110
Natural Science I
The first semester of a two-semester survey of natural science. This course focuses
on the nature of science and major concepts of physics and chemistry. Laboratory
work stressing experimentation and measurement will include the use of computers
and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Prereq.:
MPG 3)
SCI 111
Natural Science II
The second semester of a two-semester survey of natural science. This course
focuses on major concepts of earth science and biology. Laboratory work will
complement lectures and will include the use of computers and electronic sensors.
(Three one-hour lectures, one three-hour laboratory. Prereq.: SCI 110)
SCI 280
Introduction to Research
This is a topics course for discovery-based research introducing concepts and skills
based on instructor-generated research projects. It is offered through a selection
process based on student interest, invitation, and interview selection. It is
recommended for students in the Honors program and can also fulfill an Augsburg
Experience as an experiential course in research if the student project results in
presentation of the work in subsequent semesters. All are welcome to apply. (Prereq.:
Invitation to participate in course; 0.5 course)
BIO 102
The Biological World
The basic concepts of biology pertaining to both plants and animals are emphasized.
The nature of science and the approach used by scientists to gather and analyze data
and propose and test hypotheses are considered. (Three one-hour lectures, one
three-hour laboratory. Does not apply to the major or minor. Prereq.: MPG 2 and pass
CT assessment or GST 100)
BIO 103
Human Anatomy and Physiology
A survey of the structure and function of the human body. (Three one-hour lectures,
one three-hour laboratory. A student may not receive credit for both BIO 121 and 103.
Does not apply to the major or minor. Prereq.: HPE 104 or MUS 101 or MUS 111 or
permission of the instructor; CHM 102 or another chemistry course strongly
recommended. Spring)
BIO 121
Human Biology and Lab
An introduction to basic biological principles with a human perspective and
application. Includes discussion of the molecular and cellular basis of life, genetics,
and genetic disease, selected organ systems and disease, and the sustainability of
life on earth. (Three one-hour lectures, one three-hour laboratory. A student may not
receive credit for both BIO 121 and 103. Does not apply to the major or minor in
biology. Students are strongly encouraged to take CHM 102 before taking this class.
Fall and spring)
BIO 150
Introductory Biology Workshop
An elective workshop for students concurrently enrolled in BIO 151. Students will
explore topics covered in BIO 151 in more depth using AVID-based strategies for
succeeding in college-level biology courses. P/N grading only. (Coreq: BIO 151 and
consent of the instructor)
BIO 151
Introductory Biology
First of a two-semester sequence. An introduction to biology for science majors,
including cell and molecular biology, energy metabolism, genetics. BIO 151 and 152
must be taken in sequence except by permission of instructor. (Three hours of
lecture, three hours laboratory, some Saturday field trips. Prereq.: MPG 3 or
concurrent registration in MAT 105. Fall)
BIO 152
Ecology, Evolution, and Diversity
Second of a two-semester introductory sequence. An introduction to evolution,
ecology, and biological diversity for science majors. (Three hours of lecture, four
hours laboratory. Prereq.: BIO 151. Spring)
BIO 253
Introductory Cellular Biology
An introduction to structure and function in tissues, cells, and subcellular organelles.
(Three hours of lecture, four hours of laboratory. Prereq.: CHM 106 or 116. Fall)
BIO 297
Directed Study: Research in Biology (0.5 credit)
Directed research with a faculty member. No more than two terms may be applied to
minimum graduation requirements. (Requires permission of the instructor and chair of
the department.)
BIO 351
Invertebrate Zoology
A study of the invertebrate animals stressing classification, morphology, behavior, life
history, and phylogeny. (Three hours of lecture, four hours of laboratory. Prereq.: BIO
151, 152. Fall)
BIO 353
Comparative Vertebrate Anatomy
Comparative anatomy, functional morphology, and evolutionary morphology of
vertebrates. (Three hours of lecture, four hours of laboratory. Prereq.: BIO 151, 152.
Spring)
BIO 355
Genetics
A study of the principles of heredity. The course integrates classical transmission
genetics, molecular genetics, and genomics. Special topics will include epigenetics,
developmental genetics, and human disease genetics. Contemporary genetic model
systems will be utilized in laboratory experiments. (Three hours of lecture, four hours
of laboratory. Prereq.: BIO 253 and MAT 114 or 145 or 163 or 164 or 248 or PSY
215. Spring)
BIO 361
Plant Biology
A survey of the diversity and evolution of algae and plants. Topics on plant anatomy,
physiology, phylogeny, ecological and economic importance, and plant-microbe
interactions are integrated throughout. (Three hours of lecture, four hours of
laboratory. Prereq.: BIO 151, 152. Fall)
BIO 369
Biochemistry
The course addresses the chemical structure and function of the major biological
macromolecules. Key topic areas are protein structure and function, enzyme
mechanisms, thermodynamics, intermediary metabolism, and metabolic regulation.
(Three hours of lecture, four hours of laboratory. Prereq.: BIO 253, CHM 351 and
MAT 114 or 145 or 163 or 164 or 248 or PSY 215. Fall)
BIO 440
Plant Physiology
A consideration of the processes involved in photosynthesis, growth, development,
and water relations in plants including the relationship of process to structure and life
history. (Three hours of lecture, four hours of laboratory. Prereq.: BIO 253.)
BIO 471
Advanced Cellular and Molecular Biology
An examination of mechanisms of molecular genetics, recombinant DNA technology,
cell-signaling, cell cycle control, the cytoskeleton and select additional topics. (Three
hours of lecture, four hours of laboratory. Prereq.: BIO 369. Spring)
BIO 473
Animal Physiology
A study of digestion, respiration, circulation, excretion, movement, and sensory
perception as well as neural and hormonal control of these functions, emphasizing
vertebrates. (Three hours of lecture, four hours of laboratory. Prereq.: BIO 253 and
MAT 114 or 145 or 163 or 164 or 248 or PSY 215. Fall)
BIO 474
Developmental Biology
A study of development from the embryonic to adult stages. The course will focus on
the physiological, molecular, and morphological changes that occur during
development. Additional topics to be covered will include evolutionary developmental
biology (evo devo), teratology, stem cells, regeneration, and cell death. (Three hours
of lecture, four hours of laboratory. Prereq.: BIO 253.)
BIO 475
Neurobiology
An introduction to the nervous system. Topics to be studied include the electrical
activity of neurons, sensory and motor systems, mechanisms of learning and
memory, animal behavior, and human cognition. (Three hours of lecture, four hours of
laboratory. Prereq.: BIO 253. Spring)
BIO 476
Microbiology
An introduction to the study of microorganisms. Environmental, industrial, and
medical issues are discussed, with particular attention paid to human pathogens.
(Three hours of lecture, four hours of laboratory. Prereq.: BIO 253. Spring)
BIO 481
Ecology
A study of interactions between organisms and the biotic and abiotic environment.
Topics include physiological ecology, energy flow, nutrient cycling, a survey of
biomes, population and community ecology, and conservation. (Three hours of
lecture, four hours of laboratory, some Saturday field trips. Prereq.: BIO 152, CHM
106 or 116 and MAT 114 or 145 or 163 or 164 or 248 or PSY 215. Fall)
BIO 486
Immunology
This course is a study of the body’s immune defense. The course investigates the
structure and mechanisms of human body’s three lines of immune defense.
Protection from microorganisms and parasites, and cancer surveillance are
considered. The role of immunity in vaccination and transplantation, and mechanisms
of immune malfunction in allergy, autoimmunity, and immunodeficiency are included.
(Three hours of lecture, four hours of laboratory. Prereq.: BIO 355. Spring)
BIO 490
Biology Keystone (.5 course)
A seminar course that fulfills the AugCore keystone requirement. Several important
biological issues that have ethical and societal implication and ramifications are
explored, including the topics of the vocation of a scientist, connections between faith
and science, and moral, ethical, and societal challenges faced by scientists. (Prereq.:
senior biology major. Fall, spring)
SCI 490
Integrated Keystone (.5 course)
The Natural Science Keystone explores the connections of science with the world at
large, including faith, vocation, ethics, and professional accountability. Students will
reflect on science as a vocation and the philosophy of science in a global context of
the interconnectedness of faith, reason, ethics, sustainability, and socio-politicaleconomic situation. (Prereq.: senior biology, chemistry, or physics major; P/N for 0.5
course)
BIO 495
Special Topics in Biology
Courses covering special topics not otherwise covered by other course offerings.
Topics may vary.
Internships and Independent Study Courses
BIO 199
lnternship
(Prereq.: BIO 151, 152. P/N only)
BIO 299
Directed Study
BIO 399
Internship
(Prereq.: BIO 253. P/N only)
BIO 497
Independent Study/Research (.5 course)
(Prereq.: BIO 253. P/N only)
BIO 499
Independent Study/Research
(Prereq.: BIO 253. P/N only)
Biopsychology
The biopsychology major is designed to offer students an integrative perspective on the
biological basis of behavior. Towards this end, students will take courses in both psychology
and biology to gain exposure to a broad range of theories and research covering a variety of
topics such as cognition, motor control, sensation/perception, emotion, and psychopathology.
These topics will be studied at multiple levels of analysis including genetic, neural, and
environmental.
The biopsychology major will provide students with a strong foundation of courses in
neuroscience, statistics, and chemistry. This broad training can help prepare students for
careers in research, medicine, public health, education, and pharmaceutical or biotechnology
industries.
Biopsychology Faculty
Matthew Beckman (Biology), Ralph Butkowski (Biology), David Crowe (Biology), Stacy Freiheit
(Psychology), David Matz (Psychology), Dale Pederson (Biology), Bridget Robinson-Riegler
(Psychology), Nancy Steblay (Psychology), Henry Yoon (Psychology).
Major
Thirteen Courses
Psychology Courses:
PSY 105
PSY 215
PSY 315
PSY 355
Principles of Psychology
Research Methods and Statistics I
Research Methods and Statistics II
Biopsychology
Biology Courses:
BIO 151
BIO 152
BIO 253
BIO 475
Introductory Biology
Ecology, Evolution, and Diversity
Introductory Cell Biology
Neurobiology
Psychology Electives (two required):
PSY 299
Directed Study (Research in Biopsychology)
or PSY 360 Psychology Lab (two semesters)
PSY 354
Cognitive Psychology
PSY 391
Individual Differences
PSY 410
Clinical Neuropsychology
PSY 491
Advanced Research Seminar
PSYC 322
Sensation and Perception (St. Thomas)
PSYC 407
Seminar in Behavioral Neuroscience (St. Thomas)
PSYC 378
Psychology of Language (Macalester)
PYSC 486
Seminar in Neuropharmacology (Macalester)
Biology Electives (two required):
BIO 355
BIO 369
BIO 471
BIO 473
BIO 495
BIOL 356
Genetics
Biochemistry
Advanced Cell and Molecular Biology
Animal Physiology
Animal Behavior (this topic only)
Cellular and Molecular Neuroscience (Macalester)
Keystone (one required):
BIO 490
PSY 400
SCI 490
Biology Keystone
Keystone Internship
Integrated Science
Note: Students will need to take the CHM 105/106 or 115/116 sequence to complete the
biology courses. A minimum of five courses must be from Augsburg.
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) are
embedded throughout the offered courses and are met by completing the major. The graduation
skill in speaking (S) is met by completing COM 111 or 115. Transfer students must consult an
adviser about potential adjustments to their course requirements to fulfill these skills. An
average grade of 2.0, with no grade below a 1.0 is required for the biology introductory
sequence BIO 151, 152, 253. A grade of 2.0 or above is required for all upper division courses
applied to the major.
Transfer Course Policy for Majors
All transfer courses, including ACTC courses, must be approved in writing by the
department chair(s). Only those biology and psychology courses successfully completed (2.0 or
above) within the last 10 years will be considered. In general, courses that meet the transfer
guidelines may only be applied to introductory or elective credit for the major.
Biopsychology Honors
GPA of 3.5 in the major, and 3.3 overall. Students must complete a high-quality research
project, approved and evaluated by three members of the Biopsychology faculty. Formal
application must be made no later than the junior year.
Department of Business
Administration—BUS, ACC, FIN, MIS,
MKT
Our mission is to prepare students for professional careers in business or for graduate
studies. This preparation involves a curriculum that stresses analysis and communication,
emphasizes both theory and practice, and is shaped by the needs of the business community.
The department fosters close ties with the corporate community that provide a wealth of
practical expertise, a variety of internship opportunities, and future job prospects.
The faculty believe they can best serve both the student and the community by providing an
education that is technically competent, ethically based, and socially aware.
Faculty
Magdalena M. Paleczny-Zapp (Chair), William M. Arden, John C. Cerrito, David A. Conrad,
John A. Furia, Jennifer Grant, Marc D. Isaacson, Amin E. Kader, Ashok K. Kapoor, Steven J.
LaFave, Laura K. Lazar, Lori L. Lohman, Marc C. McIntosh, Fekri Meziou, Milo A. Schield,
David G. Schwain, Kathryn A. Schwalbe, Peter J. Stark, Stuart M. Stoller
General Requirements
Majors
The Department of Business Administration offers seven majors: business administration
(BUS), accounting (ACC), finance (FIN), international business (BUS), management (BUS),
management information systems (MIS), and marketing (MKT). There is also a combined
business and economics major, which incorporates courses from both the Departments of
Business Administration and Economics.
Specializations
Specializations provide students majoring in a field of study the opportunity to deepen their
knowledge of a particular aspect of this major area. Within the business administration major
there are two specializations: marketing (WEC only) and music business (Day only).
Minors
Minors provide students the opportunity to study and obtain a professional credential in an
area of study that is in addition to their major. Minors are available to students majoring in fields
outside the Department of Business Administration, in addition to students majoring in other
areas in the Department of Business Administration. The Department of Business
Administration offers six minors: business administration (for non-business majors only),
international business, music business, accounting, management information systems, and
marketing.
Certificate Programs
Certificate programs in the Department of Business Administration are designed to meet the
needs of working people looking for specific skills to help them in their job, or to pursue a new
career. The department offers certificates in information technology, business management, and
business finance through the Weekend and Evening College program. Certificate requirements
are listed in management, finance, and management information system sections of the catalog.
Transfer Students
Transfer students must complete at least four of the upper division courses required in the
major at Augsburg, or at least three courses in the minor, or obtain an exemption from the
department. Transfer courses must be approved by the department. Courses taken more than
10 years ago will not be accepted.
Advising
Students who plan to major in any of our business majors are strongly encouraged to select
a departmental adviser who teaches in their major. This should be done by the end of the
sophomore year at the latest. In addition to advising, departmental faculty can counsel students
on their careers, assist in obtaining internships or jobs, and provide letters of recommendation
for prospective employers or graduate programs. The full-time business administrator is also
available for advising questions relating to degree progress, course selection, and international
courses abroad.
Departmental Honors
To complete departmental honors in the Department of Business Administration, students
need to consult with the department chair. Students need to apply to the department and start
the process during the junior year.
Internships
Students are strongly encouraged to work with the Strommen Career and Internship Center
and department faculty to obtain an internship (BUS/ACC/FIN/INS/MIS/MKT 399) during their
junior or senior year. Internships can provide students with experience that may be valuable in
competing for jobs after graduation. Advisers should be consulted about internships.
Study Abroad
The Department of Business Administration faculty actively support international study. For
additional details, see the section on International Partners under International Programs in this
catalog, or consult the departmental coordinator and/or the department administrator, for
international business or other overseas opportunities.
Entrepreneurship
Students are encouraged to take BUS 254 Entrepreneurship.
Business Administration—BUS
The major in business administration prepares students for professional careers in business
administration or for graduate studies. The two specializations within this major share a
common business core. This common core provides students with a broad foundation so they
can readily adapt to internal changes in interests and goals and to external changes in
circumstances and opportunities.
Degree and Major Requirements
Business Core
Seven courses including:
ACC 221
Introduction to Financial Accounting
ACC 222
Introduction to Managerial Accounting
BUS 242
Principles of Management
or BUS 200 Exploring Business as a Vocation
ECO 113
Principles of Microeconomics
FIN 331
Financial Management
MIS 260
Problem Solving for Business
MKT 252
Principles of Marketing
Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of
Success to fulfill the Augsburg Core Curriculum Senior Keystone Requirement. (See course
description under Augsburg Core Curriculum.)
Specialization in Music Business (Day students only)
Business Core* plus eight courses:
MUS 105
The Music Business
MUS/BUS 245 Arts Management and Concert Promotion
MUS/BUS 399 Internship
ECO 112
Principles of Macroeconomics
One additional music business elective (1.0 credit taken at Augsburg or MSCM)
3 MUS credits
or 2 MUS credits and 1 MUE credit (2 credits must be in residence at Augsburg),
selected from:
MUS 101
Materials of Music I
MUS 111
Aural Skills I
MUS 102
Materials of Music II
MUS 112
Aural Skills II
MUS 130
Introduction to Music and the Fine Arts
MUS 220
Worlds of Music
MUS 241
History of Jazz
(other MUS courses as approved by adviser)
*Music business majors may substitute BUS 254 in place of BUS 242 or 200.
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded
throughout the offered courses. The Quantitative Reasoning (QR) graduation skill is met by
completing two courses: MIS 260 (QF) and either BUS 264 or BUS 379 or COM 352 (QA).
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Specialization in Marketing (Weekend and Evening College students only)
Business core plus five courses:
ECO 112
Principles of Macroeconomics
BUS 264
Statistical Literacy for Managers
or BUS 379 Quantitative Methods for Business and Economics
MKT 352
Marketing Research
MKT 355
Marketing Communications
or MKT 357 Advertising
MKT 450
Marketing Management
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and
Writing (W) are embedded throughout the offered courses and are met by completing the
business administration major, marketing specialization.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Combined Major in Business Administration and Economics
Eleven courses including:
ACC 221
Introduction to Financial Accounting
ACC 222
Introduction to Managerial Accounting
BUS 242
Principles of Management
or BUS 200 Exploring Business as a Vocation
MKT 252
Principles of Marketing
BUS 379
Quantitative Methods for Business and Economics
or FIN 331 Financial Management
and one other upper division business administration, accounting, finance, MIS, or marketing
course.
ECO 112
Principles of Macroeconomics
ECO 113
Principles of Microeconomics
ECO 312
Intermediate Macroeconomics
ECO 313
Intermediate Microeconomics
and one other upper division economics course
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and
Writing (W) are embedded throughout the offered courses and are met by completing the
combined major in business administration and economics.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Minor in Business Administration (open to non-business majors only)
Six courses including:
ACC 221 and 222, BUS 242 or 200, ECO 112 or 113, FIN 331 or BUS 264 or 379, MKT 252.
Other configurations may be permitted with approval of the department chair.
Minor in Music Business
Eight courses including:
MUS 105, ECO 113, MIS 260, ACC 221, MUS/BUS 399, and one of the following: MUS/BUS
245, BUS 254, plus two additional music course credits beyond MUS 105 and MUS 399
(maximum of 1 credit in MUE and/or MUP courses).
This minor is a collaborative program between the Music and Business Administration
Departments. The minor is a course of study designed both for the music major desiring
additional preparation in business and for the non-music major interested in pursuing a career in
the music industry.
Business Administration Courses
BUS 200 Exploring Business as a Vocation
This course is intended to introduce you, the student, to the possibility of pursuing a
career in business as a vocational calling. In this course you will be exposed to the
key areas of business operations including: management, marketing, management
information systems/technology, finance, accounting, and international business.
BUS 242 Principles of Management
Development of the theory of management, organization, staffing, planning, and
control. The nature of authority, accountability, and responsibility; analysis of the role
of the professional manager.
BUS/MUS 245 Arts Management and Concert Promotion
A study of the role of the artist manager in career development and the role of the arts
administrator in the management of performing arts projects, and organizations.
Factors affecting trends and earnings, challenges within the industry, and
differentiation between the for-profit and non-profit sectors are discussed. Emphasis
is placed on developing a working vocabulary of industry topics and in benefiting from
practical field experience. (Prereq.: BUS/MUS 105)
BUS 254 Entrepreneurship
The process of transforming an idea into an organization that can market this idea
successfully. Examines the construction of a viable business plan with attention to the
resources needed for success.
BUS 264 Statistical Literacy for Managers
Critical thinking about statistics as evidence for management decisions. Analysis of
business cases involving non-financial data. Focus on predicting, understanding, and
managing variation: modeling, sampling, optimizing, etc. Reviews descriptive and
inferential statistics. Uses spreadsheets for statistical analysis (trends and confidence
intervals). Includes the generation and analysis of survey data. Uses Monte Carlo
simulation in business forecasting. Focus on communicating results in a form that
facilitates decisions by non-quantitative managers. Attention to alternate choices,
sub-optimization, and unanticipated consequences. Optional topics include process
control, six-sigma, data mining, and dashboard metrics. (Prereq.: MPG 3 and MIS
260 or equivalent. WEC and evening schedule: Additional evening sessions are
required.)
BUS 295 Topics
Lectures, discussions, meetings with members of the staff or visiting faculty regarding
research methodology and readings in the areas of business administration. (Prereq.:
consent of instructor)
BUS 301 Business Law
Legal rules relating to contracts, agency, negotiable instruments, property, and
business organizations under the Uniform Commercial Code. (Prereq.: Pass CT
assessment or GST 100)
BUS 340 Human Resource Management
Personnel function in business, acquisition, and utilization of human resources;
desirable working relationships; effective integration of the worker with the goals of
the firm and society. (Prereq.: BUS 242 or BUS 200)
BUS 362 International Business
This course views international business from a global perspective, including views of
the U.S. government and perspectives of foreign governments. Each topic is
supported with real-life case studies (Prereq.: ECO 112 or 113, and BUS 242 or BUS
200 or MKT 252, and ENL 111 or 112 or HON 111)
BUS 379 Quantitative Methods for Business and Economics
How to read and interpret data to make better business decisions. Topics include
descriptive statistics (emphasis on confounding and conditional reasoning) and
statistical inference (confidence intervals and statistical significance). Software used
is either Minitab or Excel. (Prereq.: MIS 260 and either MPG 3 or completion of MAT
171. WEC and evening schedule: Additional sessions are required, usually on a
weekday evening.)
BUS 440 Strategic Management
Concepts and principles related to long-range planning. Taught from a managerial
viewpoint with examples from various industries and sectors. (Prereq.: BUS 242 or
BUS 200)
BUS 465 International Management
This course analyzes several factors influencing behavior in the workplace and the
board room, including skills needed to manage across national borders. (Prereq.:
ENL 111 or 112 or HON 111, and BUS 242 or 200; BUS 362 recommended.)
BUS 479 Intermediate Quantitative Methods for Business and Economics
Advanced modeling using computer software. Specific topics may include multivariate
modeling PATH analysis, Monte Carlo simulations, queuing models, and ANOVA.
(Prereq.: BUS 379. On demand)
BUS 495 Topics
Lectures, discussions, meetings with members of the staff or visiting faculty regarding
research methodology and current national and international business problems and
policies. (Prereq.: consent of instructor)
Internships and Independent Study Courses
BUS 299 Directed Study
BUS 399 Internship
BUS 499 Independent Study/Research
Accounting—ACC
Accountants perform an important function in society by providing high quality financial
information. Augsburg accounting majors learn the requisite skills to do this through the study of
theories and practices associated with the areas of financial accounting, managerial accounting,
tax accounting, and auditing. In addition, accounting majors take courses in other business
areas necessary so that they have a broad understanding how accounting serves the needs of
business managers and others who rely on accounting information.
Students completing the accounting major will be prepared for entry-level positions as auditors
and public accountants, management accountants, tax accountants, and internal auditors. Their
education will give them knowledge and skills to work as accountants in business, government,
and nonprofit organizations and to work in other positions requiring engagement with financial
information.
The Augsburg accounting major also provides students with the accounting and business
coursework required to take the Uniform Certified Public Accountant (CPA) exam. Students
should note, however, that in order to take the exam they must have completed a total of 150
credit hours in either undergraduate or graduate coursework (an Augsburg equivalent of 37.5
credits). Students will also have met the coursework requirements to take the Certified
Management Accountant (CMA) exam.
Accounting majors are encouraged to consider taking one of the professional accounting
examinations upon graduation. Students interested in learning more can find information at the
following websites:
CPA exam general information:
http://www.aicpa.org/BecomeACPA/Pages/BecomeaCPA.aspx
State of Minnesota CPA exam requirements:
https://www.revisor.mn.gov/rules/?id=1105.1500
CMA exam:
http://www.imanet.org/cma_certification.aspx
Degree and Major Requirements
Accounting Major
Business Core Requirements
Seven courses including:
ACC 221
ACC 222
Introduction to Financial Accounting
Introduction to Managerial Accounting
BUS 242
Principles of Management
or BUS 200 Exploring Business as a Vocation
ECO 113
Principles of Microeconomics
FIN 331
Financial Management
MIS 260
Problem Solving for Business
MKT 252
Principles of Marketing
Required Accounting Courses
Nine courses including:
ECO 112
BUS 301
BUS 379
ACC 322
ACC 323
ACC 324
ACC 326
ACC 423
ACC 425
Principles of Macroeconomics
Business Law
Quantitative Methods for Business and Economics
Accounting Theory and Practice I
Accounting Theory and Practice II
Managerial Cost Accounting
Tax Accounting
Auditing
Advanced Accounting
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and
Writing (W) are embedded throughout the offered courses and are met by completing the major.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of
Success to fulfill the Augsburg Core Curriculum Senior Keystone requirement. (See course
description under Augsburg Core Curriculum.)
Joint BA in Accounting and Master of Arts in Leadership
A BA in accounting and an MA in leadership (MAL) can be earned in this five-year program
designed for students who wish to qualify for CPA certification and obtain a master’s degree. By
the end of the fifth year and successful completion of all requirements, the student receives both
a BA in accounting and an MA in leadership and will have fulfilled the 150-hour requirement to
qualify for the CPA certification. The MAL program offers a large number of courses on a
weekend schedule. Refer to the Graduate Studies Catalog for a complete list of course
offerings.
It is recommended that students meet with an accounting adviser to create an effective plan
for successful completion of the five-year program.
Requirements:
1. Students must apply for admission to the MAL program at the end of their junior year. The
application process includes submission of a completed application form, three letters of
recommendation (two from professors and one from an employer), a personal statement, an
example of writing in an academic paper, a GPA of at least 3.30, and an interview with a threeperson panel from the MAL program.
2. Students must also have faculty endorsement from the accounting program.
3. Students must complete at least one year of accounting work experience (either a job or
internship) by the time they graduate from the MAL program.
Program Coordinator: Stu Stoller
Minor in Accounting
Six courses including:
ACC 221, 222, 322, 323 and 324 plus one of the following courses: ECO 112, ECO 113, MIS
260, FIN 331 or BUS 379. This minor is recommended for majors in MIS and finance.
Accounting Courses
ACC 221 Introduction to Financial Accounting
Introduction to business activities, basic concepts, and fundamentals of accounting,
the accounting cycle, and preparation of financial statements.
ACC 222 Introduction to Managerial Accounting
A continuation of ACC 221. Introduction to cost accounting for manufacturing. Basic
concepts and fundamentals of managerial accounting, planning and controlling
processes, decision making, and behavioral considerations. (Prereq.: ACC 221)
ACC 295 Topics
Lectures, discussions, meetings with members of the staff or visiting faculty regarding
research methodology, and readings in the areas of business administration.
(Prereq.: consent of instructor)
ACC 322 Accounting Theory and Practice I
An analysis of financial accounting with emphasis on accounting theory pertaining to
financial statements, income concepts, valuation concepts, FASB statements, and
other relevant issues as applied to assets. (Prereq.: ACC 222)
ACC 323 Accounting Theory and Practice II
A continuation of ACC 322. An analysis of financial accounting with emphasis on
accounting theory pertaining to financial statements, income concepts, valuation
concepts, FASB statements, and other relevant issues as applied to liabilities and
stockholders’ equity. (Prereq.: ACC 322)
ACC 324 Managerial Cost Accounting
Accounting tools for heavy manufacturing systems as well as for managerial decision
making. Planning, budgeting, standard cost systems, as well as other quantitative and
behavioral topics. (Prereq.: ACC 221, 222, BUS 242 or BUS 200, BUS 379 or MAT
163 or 373, MKT 252, or consent of instructor)
ACC 326 Tax Accounting
The more common and important provisions of planning and compliance for income
taxes. (Prereq.: ACC 221, FIN 331, ECO 112, 113, or consent of instructor)
ACC 423 Auditing
Internal and external auditing procedures. Emphasis on the CPA’s role to form the
basis of opinion on a set of financial statements. (Prereq.: ACC 323 and ENL 111 or
112, or HON 111)
ACC 425 Advanced Accounting
Accounting for business combinations, consolidations, governmental accounting,
partnership accounting, and fund accounting. (Prereq.: ACC 323)
ACC 495 Topics
Lectures, discussions, meetings with members of the staff or visiting faculty regarding
research methodology, and current national and international business problems and
policies. (Prereq.: consent of instructor)
Internships and Independent Study Courses
ACC 199 Internship
ACC 299 Directed Study
ACC 399 Internship
ACC 499 Independent Study/Research
Finance—FIN
The finance major prepares students for professional careers in corporate finance and the
financial services industry. Augsburg finance majors learn requisite skills through courses
focused on financial theory and practice, investment and portfolio theory, intermediate
accounting theory, money and banking, and international finance. In addition, finance majors
take courses in other business areas necessary so that they have a broad understanding of how
finance serves the needs of business managers and others who rely on financial information.
Besides careers in the finance/accounting area in all businesses large and small, this major
leads to careers in banking, asset management, insurance, and investment banking. Students
will gain the knowledge and skills to work as financial analysts and financial managers in
business, government, and nonprofit organizations, and to work in other positions requiring
engagement with financial information.
Students are encouraged to complete an internship prior to graduation. Proficiency in the
use of spreadsheets such as Excel is expected. Coursework provides a foundation for graduate
school and professional career examinations such as the Chartered Financial Analyst (CFA),
conducted by the CFA Institute, and the Certified Financial Planner (CFP).
Degree and Major Requirements
Finance Major
Finance Core Requirements
Seven courses including:
ACC 221
Introduction to Financial Accounting
ACC 222
Introduction to Managerial Accounting
BUS 242
Principles of Management
or BUS 200 Exploring Business as a Vocation
ECO 113
Principles of Microeconomics
FIN 331
Financial Management
MIS 260
Problem Solving for Business
MKT 252
Principles of Marketing
Required Finance Courses
Eight courses including:
ECO 112
BUS 301
BUS 379
ACC 322
FIN 433
FIN 438
FIN 460
Principles of Macroeconomics
Business Law
Quantitative Methods for Business and Economics
Accounting Theory and Practice I
Financial Theory: Policy and Practice
Investment Theory
International Finance
ECO 315
Money and Banking
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and
Writing (W) are embedded throughout the offered courses and are met by completing the major.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Note: Finance majors are encouraged to take KEY 490 Vocation and the Meaning of
Success to fulfill the Augsburg Core Curriculum Senior Keystone requirement. (See course
description under Augsburg Core Curriculum.)
Business Finance Certificate Program
The Business Finance Certificate provides students with the knowledge needed to pursue
positions in the banking or brokerage industry, provides basic background for Series 6, 7, 63
examinations, and will partially meet requirements for the Level I CFA examination. It is
designed for students who want to supplement a previously obtained bachelor’s degree or who
are looking to enhance skills in their current job or to pursue a new career. The Business
Finance Certificate is available to non-finance majors and is available through the Weekend and
Evening College (WEC) program. The certificate consists of six courses: ECO 112, ACC 221,
FIN 331, 433, 438, and ECO 315.
Students are required to be in Math Placement Group 3. They must also have a background
in computer skills (especially spreadsheets), or take MIS 260 before admission to the certificate
program. Students must achieve a minimum 2.00 grade point average in all Business Finance
Certificate courses.
Finance Courses
FIN 240
Personal Finance
Introduction to personal financial planning and budgeting, credit management, income
taxes, insurance, real estate, investments, retirement, and estate planning. (This
course is typically offered online in the summer.)
FIN 331
Financial Management
This course includes financial statement analysis, risk and return, security valuation,
capital budgeting, capital structure, and working capital management. (Prereq.: ECO
112 or ECO 113, ACC 221, and MPG 3. This course is also offered as an online
option in summer.)
FIN 433
Financial Theory: Policy and Practice
This course includes readings and case discussions on markets, financial strategy,
capital structure and payout policies, raising capital, risk management, corporate
restructuring, and corporate governance. (Prereq.: FIN 331)
FIN 438
Investment Theory
This is an introduction to investment decision making and portfolio managementtheory and practice. Other topics include valuation principles and practices, risk and
return analysis, and derivatives. (Prereq.: FIN 331 and ENL 111 or 112 or HON 111)
FIN 460
International Finance
This course develops tools for practicing multinational financial management,
including currency exchange rates, risk, forecasting, spot and forward rates, hedging,
and international monetary and trade flows as represented in the accounting and
macroeconomic identities for current account and trade deficits. This course extends
the framework of financial management to include international transactions as well
as ethical considerations. (Prereq.: FIN 331)
International Business—BUS
The objective of the international business major is to prepare students for the increasingly
competitive and interdependent international business world with which they must cope. It is
absolutely necessary for American graduates to be fully informed about how to compete and do
successful business outside the US as well as in the US market where much of their
competition is from foreign firms.
Students will learn about business transactions between and within countries, exchange
rates, the laws and logistics of international trade, and investments made in foreign markets.
Knowledge of other cultures is crucial to being a successful international business person.
Besides your studies in business, finance, banking, and the like, you will also learn about
different cultures and societies.
A major in international business will lead you to exciting careers in a global context.
Degree and Major Requirements
International Business Major
Business Core Requirements
Seven courses including:
ACC 221
ACC 222
BUS 242
or BUS 200
ECO 113
FIN 331
MIS 260
MKT 252
Introduction to Financial Accounting
Introduction to Managerial Accounting
Principles of Management
Exploring Business as a Vocation
Principles of Microeconomics
Financial Management
Problem Solving for Business
Principles of Marketing
Required International Business Courses
Six courses including:
ECO 112
Principles of Macroeconomics
BUS 264
Statistical Literacy for Managers
or BUS 379 Quantitative Methods for Business and Economics
BUS 362
International Business
BUS 465
International Management
MKT 466
International Marketing
And one additional upper division course in either international business or international
economics.
Students must also complete three semesters of a foreign language (or equivalent). This
does not include American Sign Language. The language requirement may be waived for
international students. Contact the international business coordinator for details on language
equivalents or other configurations, including transfer equivalencies.
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and
Writing (W) are embedded throughout the offered courses and are met by completing the
international business major.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Minor in International Business
Six courses including:
ECO 112 or 113; ACC 221; BUS 242 or 200 or MKT 252, and three courses in international
business (one may be in international economics).
Students should consult the area coordinator concerning acceptable alternatives in
international economics.
International Business Courses
BUS 362 International Business
This course views international business from a global perspective, including views of
the U.S. government and perspectives of foreign governments. Each topic is
supported with real-life case studies (Prereq.: ECO 112 or 113, and BUS 242 or BUS
200 or MKT 252, and ENL 111 or 112 or HON 111)
BUS 465 International Management
This course analyzes several factors influencing behavior in the workplace and the
board room, including skills needed to manage across national borders. (Prereq.:
ENL 111 or 112 or HON 111, and BUS 242 or 200; BUS 362 recommended.)
MKT 466 International Marketing
Examination of issues and activities unique to marketing in an international setting.
Emphasis on adaptation of a marketing mix according to the international marketing
environment. (Prereq.: MKT 252)
Management—BUS
The major in management prepares the student for a wide variety of careers in supervision
and senior management. Peter Drucker once commented that effective management is
probably the main resource of developed countries and the most needed resource in developing
ones.
The role of a manager is to guide the organization and its employees toward the
accomplishment of goals. The skills developed in the study of this major are applicable in
businesses of any size and in both the for-profit and nonprofit sectors.
In addition to the general business core courses, students take courses in human resources,
strategy, international management, project management and/or quantitative methods of
management.
Degree and Major Requirements
Management Major
Business Core Requirements
Seven courses including:
ACC 221
Introduction to Financial Accounting
ACC 222
Introduction to Managerial Accounting
BUS 242
Principles of Management
or BUS 200 Exploring Business as a Vocation
ECO 113
Principles of Microeconomics
FIN 331
Financial Management
MKT 252
Principles of Marketing
MIS 260
Problem Solving for Business
Required Management Courses:
Six courses including:
ECO 112
Principles of Macroeconomics
BUS 264
Statistical Literacy for Managers
or BUS 379 Quantitative Methods for Business and Economics
BUS 340
Human Resource Management
BUS 440
Strategic Management
BUS 465
International Management
MIS 376
Project Management
or ECO 318 Management Science
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and
Writing (W) are embedded throughout the offered courses and are met by completing the
management major.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Business Management Certificate Program
The Business Management Certificate Program is designed for students who want to add to
a current degree, update previously learned skills, change or explore a new career, or increase
their value in the job market. It is available through the Weekend and Evening College program.
Students may begin by completing the Business Management Certificate Program and continue
on to complete a bachelor’s degree in management. The certificate consists of five courses:
BUS 242, 340, 440, 465, and one of the following: BUS 254, MIS 376, or ECO 318.
Management Courses
BUS 340 Human Resource Management
Personnel function in business, acquisition, and utilization of human resources;
desirable working relationships; effective integration of the worker with the goals of
the firm and society. (Prereq.: BUS 242 or 200).
BUS 440 Strategic Management
Concepts and principles related to long-range planning. Taught from a managerial
viewpoint with examples from various industries and sectors. (Prereq.: BUS 242 or
BUS 200).
BUS 465 International Management
This course analyzes several factors influencing behavior in the workplace and the
board room, including skills needed to manage across national borders. (Prereq.:
ENL 111 or 112 or HON 111 and BUS 242 or 200. BUS 362 recommended).
Management Information Systems—MIS
The major in management information systems prepares students for professional careers
in information systems such as application developer, business systems analyst, IT consultant,
or project manager. MIS studies information systems as both a resource and a tool for decision
making. Students learn to analyze and evaluate existing systems and to design and develop
new systems. MIS is an extensive major (16 courses) and includes courses from computer
science, mathematics, economics, business, accounting, finance, and marketing as well as from
MIS.
Degree and Major Requirements
Management Information Systems Major
Business Core Requirements
Seven courses including:
ACC 221
Introduction to Financial Accounting
ACC 222
Introduction to Managerial Accounting
BUS 242
Principles of Management
or BUS 200 Exploring Business as a Vocation
ECO 113
Principles of Microeconomics
FIN 331
Financial Management
MIS 260
Problem Solving for Business
MKT 252
Principles of Marketing
Required MIS Courses
Six courses including:
BUS 264
Statistical Literacy for Managers
or BUS 379 Quantitative Methods for Business and Economics
MIS 270
Data Management for Business
MIS 375
Management Information Systems in the Organization
MIS 376
Project Management
MIS 475
Systems Analysis and Design
MIS 476
Information Systems Projects
Three required supporting courses:
CSC 160
Introduction to Computer Science
CSC 170
Structured Programming
or CSC 240 Introduction to Networking and Communications
MAT 171
Discrete Math for Computing
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and
Writing (W) are embedded throughout the offered courses and are met by completing the major.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of
Success to fulfill the Augsburg Core Curriculum Senior Keystone Requirement. (See course
description under Augsburg Core Curriculum.)
Minor in MIS
Six courses including:
MIS 260, ACC 221, ECO 113, BUS 242 or 200 or MKT 252, plus two courses selected from
MIS 270, MIS 375, and MIS 376 or ECO 318 (but not both MIS 376 and ECO 318)
Information Technology Certificate
The Information Technology (IT) Certificate program is comprised of six courses, which are
part of the management information systems (MIS) degree program. Non-degree seeking
students can complete these six courses to earn the certificate. The certificate is available
through the Weekend and Evening College (WEC) program. Students who do not have a
degree are eligible to go on with their studies to complete the bachelor’s degree in MIS. The six
certificate courses are: MIS 260, 270, 375, 376, CSC 160 and CSC 240.
Students can vary the order of courses taken. However, MIS 260 should be the first MIS
course, and CSC 160 should be the first CSC course taken. Students are required to meet a
math proficiency level of MPG 3 prior to entering this program.
Management Information Systems (MIS) Courses
MIS 260
Problem Solving for Business
This course applies advanced software capabilities like macros, Solver, and Scenario
Manager in Microsoft Excel as well as other simulation and decision support tools for
problem solving in business through the use of realistic business cases. (Prereq.:
MPG 3)
MIS 270
Data Management for Business
Introduces the concepts of data modeling, database structures, and relational
databases using a hands-on approach. (Prereq.: MPG 3)
MIS 295
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty regarding
research methodology, and readings in the area of management information systems.
MIS 375
Management Information Systems in the Organization
Broad understanding of using information systems to support organizational
objectives. Topics include strategic planning and uses of information systems,
business process analysis, and understanding of the components in a technology
architecture. (Prereq.: BUS 242 or BUS 200 or MKT 252, ENL 111 or 112 or HON
111, and pass CT assessment or GST 100)
MIS 376
Project Management
Develops project management skills needed to initiate, plan, execute, control, and
close projects. Combines theories, techniques, group activities, and computer tools
such as Microsoft Project. Emphasizes technical and communications skills needed
to manage inevitable changes. (Prereq.: MIS 260)
MIS 475
Systems Analysis and Design
Develops skills in using systems development methodologies and Computer Aided
Software Engineering (CASE) tools. Techniques used include data and process
modeling, file and database design, and user interface design. A course-long project
is used to complete a rudimentary system design. (Prereq.: MIS 260, 270, and 375)
MIS 476
Information Systems Projects
Skills developed in previous courses are used to complete an actual project of
systems analysis and design. (Prereq.: MIS 260, 270, 375, 376, and 475)
MIS 495
Topics
Lectures, discussions, and meetings with members of the staff or visiting faculty
regarding research methodology and current problems and policies. (Prereq.: consent
of instructor)
Internships and Independent Study Courses:
MIS 199
Internship
MIS 299
Directed Study
MIS 399
Internship
MIS 499
Independent Study/Research
Marketing—MKT
The marketing major prepares students for professional careers in a wide variety of
marketing functions within both business and not-for-profit organizations. Career avenues
include marketing research, product management, marketing communications (e.g., advertising,
public relations, sales promotion), and sales. Marketing courses focus on integrating both theory
and practical applications, with an emphasis on hands-on projects. Augsburg’s metropolitan
location makes it easy for marketing students to complete marketing plans, research studies,
and other projects for leading Twin Cities companies and not-for-profit organizations.
Degree and Major Requirements
Marketing Major
Business Core Requirements
Seven courses including:
ACC 221
Introduction to Financial Accounting
ACC 222
Introduction to Managerial Accounting
BUS 242
Principles of Management
or BUS 200 Exploring Business as a Vocation
ECO 113
Principles of Microeconomics
FIN 331
Financial Management
MIS 260
Problem Solving for Business
MKT 252
Principles of Marketing
Required Marketing Courses
Eight courses including:
ECO 112
Principles of Macroeconomics
BUS 264
Statistical Literacy for Managers
or BUS 379 Quantitative Methods for Business and Economics
BUS 301
Business Law
MKT 352
Marketing Research and Analysis
MKT 450
Marketing Management
MKT 466
International Marketing
MKT 350
Consumer Behavior
or MKT 354 Sales Management
MKT 355
Marketing Communications
or MKT 357 Advertising
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and
Writing (W) are embedded throughout the offered courses and are met by completing the major.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of
Success to fulfill the Augsburg Core Curriculum Senior Keystone requirement. (See course
description under Augsburg Core Curriculum.)
Minor in Marketing
Five courses including:
MKT 252, MKT 355 or MKT 357, MKT 352, and two additional marketing courses.
This minor is recommended for anyone who wishes to further their knowledge of the
marketing field.
Marketing Courses
MKT 252 Principles of Marketing
Principles of basic policy and strategy issues in marketing. Legal, ethical, competitive,
behavioral, economic, and technological factors as they affect product, promotion,
marketing channel, and pricing decisions.
MKT 350 Consumer Behavior
Consumer behavior theories and principles as they apply to the consumer decision
making process. Impact of attitudes, values, personality, and motivation on individual
decision processes. Analysis of cultural, ethnic, social class, family, and purchase
situation influences. Application to everyday purchasing situations. (Prereq.: MKT 252
or consent of instructor)
MKT 352 Marketing Research and Analysis
Research process as an aid to decision making. Emphasis on development of
research proposal, methodology, and collection and analysis of data. (Prereq.: MKT
252, BUS 379 or 264, or consent of instructor. For non-business majors: An
alternative to BUS 379 is another introductory statistics course with consent of
instructor. Augsburg statistics courses that will automatically fulfill the BUS 264 or 379
prerequisite for non-business majors are MAT 163, SOC 362, or PSY 215.)
MKT 354 Sales Management
Formulation, implementation, evaluation, and control of sales force programs
designed to carry out marketing objectives. Management of sales force recruitment,
departmental structure, training, motivation, territory allocation, quotas, and
compensation. (Prereq.: MKT 252 or consent of instructor)
MKT 355 Marketing Communications
Integration of advertising, public relations, sales promotion design, evaluation, and
personal selling into a coherent promotion mix. (Prereq.: MKT 252) Note: Either MKT
355 or 357 can be taken for graduation credit, but not both.
MKT 357 Advertising
Introduction to print, broadcast, and Web-based advertising and promotion as
important elements in modern marketing and communications. Note: Either MKT 355
or 357 can be taken for graduation credit, but not both.
MKT 450 Marketing Management
Application of marketing concepts to day-to-day strategies and long-term planning
issues; development and implementation of marketing plans. (Prereq.: MKT 252,
MKT 352, MKT 355 or 357, ENL 111 or 112 or HON 111, and pass CT assessment or
GST 100, or consent of instructor)
MKT 466 International Marketing
Examination of issues and activities unique to marketing in an international setting.
Emphasis on adaptation of a marketing mix according to the international marketing
environment. (Prereq.: MKT 252)
MKT 495 Topics
Lectures, discussions, meetings with members of the staff or visiting faculty regarding
research methodology and current national and international business problems and
policies. (Prereq.: consent of instructor)
Internships and Independent Study Courses:
MKT 199 Internship
MKT 299 Directed Study
MKT 399 Internship
MKT 499 Independent Study/Research
Chemistry—CHM
Chemistry is the science that examines and works toward understanding changes in matter.
Chemistry has been described as the central science because matter includes the entire
physical world, such as the things we use, the food we eat, and even ourselves. Correlating the
insights of chemistry with physics, mathematics, and molecular biology opens vistas that excite
and offer opportunities to benefit the entire world.
Chemists as scientists must be knowledgeable in fact and theory for solving scientific
problems and also capable of providing a public understanding of their work, including potential
problems as well as benefits.
Chemists as people must be broadly educated in order to understand themselves and their
society. The liberal arts as offered in the general education curriculum is imperative if a chemist
is to be both truly human and truly scientific.
Augsburg’s chemistry department is approved by the American Chemical Society (ACS) and
offers a chemistry major that meets the chemistry background required by many fields.
Consonant with these ideals, the Department of Chemistry has established the following
objectives to help its students develop into mature scientists:
• To provide a course of study of sufficient rigor and depth to enable our graduates
who complete our ACS chemistry major to compete successfully with their peers of
similar ability in graduate school or research positions, as well as professional goals
other than traditional positions as chemists.
• To provide an atmosphere of learning so that students will want to remain lifelong
learners, thereby remaining competent in their field, however that may change after
graduation, and be able to move into new areas as opportunities arise.
• To encourage students to take a broad view of their education and to integrate
outside study areas with the sciences.
• To present the excitement of chemistry to non-science majors as an example of the
methodology of the natural sciences in examining the world around us. The
presentation of major concepts underlying the changes in matter, the opportunity to
examine change in the physical world, and the reflection of the implications and
limitations of science in our society will enhance the ability of non-science persons to
make better value judgments concerning science questions in their own endeavors.
Chemistry Faculty
Sandra L. Olmsted (Chair), Ron L. Fedie, Vivian Feng, Arlin E. Gyberg (emeritus), David R.
Hanson, Joan C. Kunz, Michael Wentzel
Degree and Major Requirements
Bachelor of Arts
Major in Chemistry
CHM 115, 116 General Chemistry I, II
CHM 351, 352 Organic Chemistry I, II
CHM 353 Quantitative Analytical Chemistry
CHM 361 Physical Chemistry I
CHM 363 Physical Chemistry Laboratory I
CHM 491 Chemistry Seminar (four semesters)
One course in biochemistry and one additional course from:
CHM 364
CHM 367
CHM 464
CHM 481
CHM 482
CHM 470
Physical Chemistry II
Properties of Polymers
Advanced Organic Chemistry
Advanced Analytical Chemistry
Advanced Inorganic Chemistry
Principles of Medicinal Chemistry
Also required:
PHY 121, 122 General Physics I, II
MAT 145, 146 Calculus I, II
Because upper division courses have mathematics and physics prerequisites, students should
plan to take MAT 145, 146 in the first year and PHY 121, 122 in the sophomore year.
Teaching Licensure in Physical Science
The State of Minnesota has specific licensing requirements for teachers that may differ
slightly in emphasis from the Augsburg major requirements. The state requirements may also
be subject to change after publication of this catalog. Students therefore should consult with the
Augsburg Department of Education to identify current Minnesota teacher licensure
requirements.
Chemistry for Pre-Professional Students
Pre-medical students should plan to take at least three courses (and usually more) in
biology. Other pre-health and pre-professional students (physician assistant, pharmacy,
engineering, etc.—see pre-professional program listings in the Academic Information section)
should consult the chemistry department for assistance in course planning early in their college
careers.
Bachelor of Science
American Chemical Society Approved Major
CHM 115, 116 General Chemistry I, II
CHM 351, 352 Organic Chemistry I, II
CHM 353 Quantitative Analytical Chemistry
CHM 361, 363
Physical Chemistry and Laboratory I
CHM 364, 365
Physical Chemistry and Laboratory II
CHM 464 Advanced Organic Chemistry
CHM 481 Advanced Analytical Chemistry
CHM 482 Advanced Inorganic Chemistry
One course in biochemistry
One course from:
CHM 367
CHM 470
CHM 495
Properties of Polymers
Principles of Medicinal Chemistry
Topics in Chemistry
Also required are:
CHM 491 Chemistry Seminar (four semesters)
MAT 145, 146, 245
Calculus I, II, III
PHY 121, 122 General Physics I, II (should be taken in sophomore year)
Recommended: Modern Physics, additional mathematics, research experience, and computer
proficiency.
General Education Accommodation
BS chemistry majors are allowed a two-course reduction in the general education program.
See Graduation Requirements modification section of this catalog.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills
are embedded throughout the chemistry major for both BA and BS degrees. ENL 111 should be
taken in the first year. The Speaking (S) skill is met through COM 115 (or COM 111) and further
developed in upper division chemistry courses.
Departmental Honors
Full ACS major; GPA of 3.50 in chemistry, mathematics, and physics and 3.0 over-all; one
course or summer of approved research; participation in seminar.
Minor
Five courses that must include: CHM 115, 116, CHM 353, and any two other chemistry
courses above 300. At least one of the 300-level courses must be taken at Augsburg.
Note: Other restrictions and prerequisites are in the course descriptions.
Chemistry Courses
Any course taken as a prerequisite for another course, including the first course in a twoterm sequence, must be completed with a grade of P, or 2.0 or higher.
SCI 110
Natural Science I
The first semester of a two-semester survey of natural science. This course
focuses on the nature of science and major concepts of physics and chemistry.
Laboratory work stressing experimentation and measurement will include the use
of computers and electronic sensors. (Three one-hour lectures, one three-hour
laboratory. QF course. Prereq.: MPG 3)
SCI 111
Natural Science II
The second semester of a two-semester survey of natural science. This course
focuses on major concepts of earth science and biology. Laboratory work will
complement lectures and will include the use of computers and electronic sensors.
(Three one-hour lectures, one three-hour laboratory. Prereq.: SCI 110)
CHM 102
Chemistry for Changing Times
Designed for the liberal arts student. Emphasis is upon developing basic chemistry
concepts using examples primarily from inorganic chemistry. Does not count
toward a chemistry major or minor. CHM 102 includes a laboratory experience.
(Prereq.: MPG 2)
CHM 115
General Chemistry I
This is the entry course for chemistry and related science majors, including biology
and physics. Course topics include an introduction to matter and measurements,
chemical equations, stoichiometry, energetics, electronic structure, and bonding
theory. (Three one-hour lectures, one three-hour laboratory. QF course. Prereq.:
MPG 3, high school chemistry recommended. Fall and Spring)
CHM 116
General Chemistry II
A continuation of Chemistry 115. Emphasis on equilibrium and solution chemistry
including kinetics and electrochemistry. (Three one-hour lectures, one three-hour
laboratory. QF course. Prereq.: CHM 115. Spring and Summer)
CHM 351, 352 Organic Chemistry I, II
Important classes of organic compounds with special emphasis on mechanisms
and multi-step synthesis. Descriptive material is correlated by means of modern
theories of chemical bonds, energy relationships, and reaction mechanisms.
(Three one-hour lectures, one four-hour laboratory. Prereq.: CHM 116. Fall: CHM
351; spring: CHM 352)
CHM 353
Quantitative Analytical Chemistry
Covers gravimetric and volumetric analysis and solution equilibrium in detail and
gives an introduction to electrochemical and spectrophotometric techniques of
analysis. The laboratory involves quantitative analysis of a variety of samples, and
includes trace analysis. (Three hours of lecture, one four-hour laboratory. QA
course. Prereq.: CHM 116. MPG 3. Fall)
CHM 361
Physical Chemistry I
Covers three of the basic theoretical concepts of chemistry: thermodynamics,
quantum mechanics, and statistical mechanics. (Three one-hour lectures. Prereq.:
CHM 116; MAT 145, 146; PHY 121, 122; pass CT assessment or GST 100. Fall)
CHM 363
Physical Chemistry Laboratory I
(.5 course)
Physical Chemistry Laboratory introduces students to techniques of data collection
and experimental application of concepts presented in physical chemistry lecture.
CHM 363 is to be taken in the fall and involves experiments related to CHM 361.
(Two two-hour lab periods. Prereq.: CHM 361 or concurrent registration, and ENL
111 or 112 or HON 111. Fall)
CHM 364
Physical Chemistry II
Covers the fundamentals of the chemical kinetics as well as the concepts studied
in CHM 361 applied to areas of solutions, molecular structure, spectroscopy,
surfaces, diffraction techniques, and macromolecules. (Three one-hour lectures.
Prereq.: CHM 361. Spring)
CHM 365
Physical Chemistry Laboratory II
(.5 course)
CHM 365 is to be taken the second semester and involves experiments relating to
CHM 364. (One four-hour lab period. Prereq.: CHM 364 or concurrent registration.
Spring)
CHM 367
Properties of Polymers
Presents polymer chemistry as an interdisciplinary chemistry relying on the
organic, analytical, and physical chemistry prerequisites to unfold the details of
macromolecules. (Prereq.: CHM 352, 361. Spring, alternate years)
CHM 464
Advanced Organic Chemistry
Laboratory work is organized around the problems of identifying organic
compounds. Lecture topics include theory and structure-spectra correlations for IR,
UV, NMR, and mass spectroscopy; use of the literature, and advanced topics in
organic synthesis. (Three hours of lecture, six hours of laboratory. Prereq.: CHM
352, 353, 361 or consent of instructor. Fall)
CHM 470
Principles of Medicinal Chemistry
Medicinal chemistry examines the organic chemistry of drug design and drug
action. Students study the mechanisms of drug transport across biological
membranes, absorption, distribution, and drug excretion; the relationship between
structure and activity; molecular recognition process in drug-receptor interactions;
enzyme mechanisms; and the metabolic pathways by which drugs are detoxified.
Also studied are the concepts used in the design of therapeutic substances.
(Prereq.: CHM 352. A course in biochemistry is recommended. Spring, alternate
years)
CHM 481
Advanced Analytical Chemistry
Emphasis on instrumental methods of analysis. Atomic, molecular, and electron
spectroscopy, radiochemical, chromatography, thermal, and electroanalytical
methods are covered. (Three hours of lecture, one four-and-one-half hour
laboratory. Prereq.: CHM 353, 361 or consent of instructor. Spring)
CHM 482
Advanced Inorganic Chemistry
Study of inorganic substances and their reactions using electrostatic and molecular
orbital models. Reactivity and bonding in coordination, cluster, and organometallic
compounds are considered. The laboratory consists of preparations using a variety
of techniques. (Three one-hour lectures, one three-hour laboratory. Prereq.: CHM
352, 361 or consent of instructor. Spring)
CHM 491
Chemistry Seminar
(.0 course)
This seminar, which has no course credit, is a weekly meeting of chemistry majors
under the direction of the Augsburg Chemistry Society. Juniors and seniors are
expected to participate, with seniors presenting papers. Outside visitors are also
invited to participate.
CHM 495
Topics in Chemistry
Study of a specific area building upon inorganic, analytical, physical, and organic
chemistry.
CHM 497
Introduction to Chemistry Research
Chemistry majors planning research careers need research experience before
graduation that may be obtained by working on a summer research project (not
counted as a course) or by research participation during the academic year (that
may be counted as a course). Cooperative education is an excellent opportunity to
be involved in industrial research projects. (Prereq.: junior or senior standing)
Internships and Independent Study Courses
CHM 199
Internship
CHM 299
Directed Study
CHM 399
Internship
CHM 499
Independent Study/Research
(Prereq.: junior or senior standing).
Communication Studies—COM
Our discipline is grounded in rhetorical and scientific principles and is guided by the need to
make communicative choices that are artful, ethical, and effective. Students who major in
communication studies are concerned with interpersonal relationships, mass media, public
advocacy and social influence, group and organizational dynamics, and intercultural dimensions
of communication.
Prospective majors should meet with a departmental adviser as early as possible to design
an approved major program, preferably by the end of the sophomore year.
Communication Studies Faculty
Deborah Redmond (Chair), Kristen Chamberlain, Wesley Ellenwood, Robert Groven, Daniel
Hanson, Jenny Hanson, David Lapakko, Emanuelle Wessels
Degree and Major Requirements
Bachelor of Arts
Communication Studies Major
Twelve courses overall—eight required core courses and four courses within one of eight
emphases. For transfer students, at least six of these courses must be taken at Augsburg.
Required of all communication studies majors:
COM 111
Public Speaking
or COM 112 Contest Public Speaking
COM 254
Interpersonal Communication
COM 280
Introduction to Communication Studies
COM 351
Argumentation
COM 352
Persuasion
COM 355
Small Group Communication
COM 321
Business and Professional Speaking
or COM 329 Intercultural Communication
COM 490
Senior Keystone
Professional Communication Emphasis
This emphasis is intended for students interested in studying communication from an artistic
and humanities perspective. It is appropriate for career interests such as communication
graduate school, other professional graduate programs (e.g. law school), rhetorical criticism,
political communication, and for being a professional trainer, communication consultant,
professional speaker, or speechwriter.
Four additional electives from the following: COM 321 (required), COM 329, 345, 405, 399,
499; THR 350; BUS 242, 301; ENL 220; POL 326, 342, 370; PSY 271, 325; SOC 362, 363
Organizational Communication Emphasis
Appropriate for: business-related careers such as professional manager, sales,
management consulting, technical consulting, internal communications, organizational or
industrial consulting, human systems analyst or designer, and also graduate programs in
organizational studies.
Four additional electives from the following: COM 345 (required), COM 321, 329, 356, 399,
405, 480, 495, 499; BUS 242, 340; PSY 271, 325, 373; SOC 265, 349, 375
Supervisory Management Emphasis
Appropriate for students seeking management careers.
Four additional electives from: BUS 242 or 440 (required); COM 321, 329, 356, 399, 405,
480, 495, 499; BUS 340; ENL 223; MIS 260; PSY 373; SOC 349
Human Relations Emphasis
Appropriate for students pursuing the study of how organizations manage their internal
structure and personnel. People who work in this area deal with such issues as discrimination,
work rules, employee relations, etc.
Four additional electives from: BUS 340 (required); COM 321, 329, 345, 356, 399, 405, 495;
PSY 373, 385; SOC 265, 349, 375
Marketing Communication Emphasis
Courses in this emphasis focus on the communication aspects of the marketingcommunication mix. This emphasis is particularly helpful for students interested in an
organizational role in marketing communication.
Four additional electives from: MKT 252 (required); COM 120, 321, 329, 356, 399, 405, 480,
495, MKT 352, 355, 357, 450; POL 342
Public Relations and Advertising Emphasis
Courses are designed to prepare students for the growing fields of public relations and crisis
management, as well as advertising and promotional communication. An internship in public
relations, advertising, or a related field is required.
Four additional electives from: ENL 227 (required); COM 120, 321, 329, 345, 356, 399, 405,
480, 495; ART 132, 224, 225; BUS 242, 379; MKT 252, 355, 357; PSY 373; SOC 349, POL 342
Mass Communication and Journalism Emphasis
Courses are designed to prepare students for entry into television, film, journalism, e-media
(both performance and production), media criticism and policy, or graduate school in mass
communication or journalism.
Four electives from the following: ENL 227 (required); COM 120, 243, 247, 321, 329, 348,
399, 495, 499: ART 132, 215, 224, 225, 315, 330, 340; ENL 226, 228, 241, 324, 327, 427; POL
342; THR 232, 233, 325, 350, 360; BUS 254, ENL 328
Graduate Study Emphasis
Courses in this emphasis would be especially helpful for students planning to do graduate
work in such fields as communication studies, education, or law.
Four electives from the following: SOC 362 or ENL 420 (required); COM 120, 321, 329, 356,
405, 495, 499; PHI 230; POL 483; PSY 215, 315; SOC 363, 375
For All Eight Emphases
We encourage all majors to participate in Augsburg’s interscholastic forensics program.
Students should be aware that the tournament season is essentially from October through midMarch, and should plan schedules accordingly.
All Day majors should plan to include at least one internship (COM 399) as one of their
electives.
Students may petition the department to include as part of their major concentration other
Augsburg courses not listed above. Such requests must be submitted in writing to the
departmental adviser for prior approval. Also, students may petition to include up to three
courses from other ACTC schools as electives, with prior approval of the adviser or department
chair.
The Critical Thinking (CT) and Speaking (S) graduation skills are embedded throughout the
offered courses and are met by completing the major. The graduation skills in Quantitative
Reasoning (QR) and Writing (W) are met by completing the following courses:
One QF: PSY 215 or MAT 163 AND a QA: COM 352 (NOTE for Mass Communication only,
COM 352 or ENL 327)
W: COM 351 and any 200 level writing course in the English Department
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Communication Arts/Literature Teacher Licensure Major
This major, which includes secondary education coursework and student teaching
requirements in the Education Department, offers students the preparation necessary to
become teachers of communication arts and literature in public schools and allows them to
become licensed to teach at the middle school through the secondary level. Recommendation
for teacher licensure is granted only to students who complete the requirements for this program
with a minimum grade of 2.0 in major courses and with a minimum cumulative GPA of 2.50 in
the major. All requirements in the major must be completed prior to student teaching. The
course requirements for this program are listed in the Department of English section of the
catalog.
Departmental Honors
Departmental Honors is designed to encourage overall excellence as well as outstanding
achievement on a specific project of special interest to the student. Departmental Honors
students must maintain a 3.50 GPA in the major and a 3.00 GPA overall, and, as part of their
major program, complete a substantial independent project of honors quality (COM 499
registration). Honors candidates should meet with their departmental adviser prior to their senior
year to develop a proposal for the honors project.
Communication Studies Minor
Six courses including:
COM 111
Public Speaking
or COM 112
or COM 115
COM 254
COM 280
COM 120
or COM 243
or POL 342
COM 351
or COM 352
COM 355
or COM 345
Contest Public Speaking
Scientific and Technical Speaking
Interpersonal Communication
Introduction to Communication Studies
Mass Media and Popular Culture
Studio Production
Mass Communication in Society
Argumentation
Persuasion
Small Group Communication
Organizational Communication
Film Major
The Augsburg film major reflects our belief that students are transformed through a wellrounded curriculum that encourages creativity, critical analysis and inquiry, ethical
considerations, and an understanding of the synergy between theory and practice. The major
explores the tension between art and commerce through dialogues with film industry members,
internship and mentorship opportunities, film symposia, and our Film Artist series. Students will
gain experience in scripting, directing, editing, and acting for both 16mm film and digital.
Students will be introduced to the study of film theory, criticism, and culture. Students are
encouraged to double major or to seek minors in related fields such as art, English, theater,
philosophy, communication studies, women’s studies, and American Indian studies, to name a
few.
Film Faculty
Deborah Redmond (Program Director), Michael Burden, Robert Cowgill, Cass Dalglish, Wesley
Ellenwood, Darcey Engen, Doug Green, Jenny Hanson, Martha Johnson, Elise Marubbio
Required of all Film Majors:
Nine Core Courses
FLM 180 FA
FLM 216
ENL 241 HUM
COM 247 HUM
FLM 260
ENL 371
FLM 420
FLM 490
Film Sight and Sound
Film Production I (Prereq.: FLM 180)
Intro to Cinema Arts (Prereq;: ENL 111 or 112 or HON 111)
Documentary History and Theory
Documentary Production I (Prereq.: FLM 180 and COM 247)
History of Cinema (Prereq.: ENL 220 or 221 and a 2XX literature course)
Issues in Contemporary Cinema (Prereq.: COM 247 or ENL 371)
Film Keystone (Prereq.: FLM 216 and FLM 260)
Select and complete one (1) of the following courses:
THR 232
THR 233
FA
Acting
Acting for Camera
Three electives must be chosen from the three defined tracks below in consultation with your
adviser, who is designated by the program director. Note that not all elective courses are offered
every year, so alternatives within the track may have to be chosen.
Track #1 Production: Students interested in producing films or videos complete three (3)
electives chosen from:
ART 132
ART 215
ART 315
ART 340
COM 243
FLM 312
FLM 348
FLM 499
ENL 228
MUS 130
PHY 119
THR 328
FA
FA
Photograph
Web Design 1
Web Design 2 (Prereq.: ART 215)
Digital Imaging
Television Production
Film Production 2 (Prereq.: FLM 216)
Intermediate Video Production (Prereq.: FLM 260)
Independent Study (Prereq.: Instructor’s permission)
Broadcast and Online Journalism (Prereq.: ENL 111 or 112 or HON 111)
FA
Introduction to Music and the Fine Arts
NS-L Physics for the Fine Arts (Prereq.: MPG 3)
Theatrical Design (Prereq.: THR 228)
Track #2 Performance: Students interested in acting and directing choose from:
ENL 325
Playwriting (Prereq.: ENL 111 or 112 or HON 111)
ENL 328
Screenwriting (Prereq.: ENL 220, 221, 226, or 228)
PHY 119 NS-L Physics for the Fine Arts (Prereq.: MPG 3)
THR 233
Acting for the Camera
THR 328
Theatrical Design (Prereq.: THR 228)
THR 350
Voice for Speech, Stage, and Screen
TTHR 366
Stage Direction (Prereq.: THR 362 or consent of instructor)
FLM 499
Independent Study (Prereq.: Instructor’s permission)
Track #3 Theory and Culture Students interested in analysis of film, film genres, and
cultural context choose from:
ART 240 FA
AIS 264
AIS 364
AIS/WST 208/408
ENL 221
ENL 228
ENL 240
ENL 430
FLM 499
PHI 120 HUM
PHY 119 NS-L
SPA 248
REL 309
Art History Survey (Prereq.: Pass CT assessment or GST 100)
American Indians in the Cinema
Indigenous Filmmakers
Native American Women and Film (Prereq.: WST 201 or any WST 2xx
women’s studies’ course; AIS 105 or any 2xx AIS course, or consent of
instructor)
Expository Writing about the Arts and Popular Culture (Prereq.: ENL 111 or
112 or HON 111)
Broadcast and Online Journalism (Prereq.: ENL 111 or 112 or HON 111)
Introduction to Literary Study (Prereq.: ENL 111 or 112 or HON 111)
Advanced Studies in Theory and Method (Prereq.: any 300-level literature
course or consent of instructor)
Independent Study (Prereq.: Instructor’s permission)
Ethics (Prereq.: pass CT assessment or GST 100)
Physics for the Fine Arts (Prereq.: MPG 3)
Spanish & Latin American Culture through Film
Religion at the Movies (Prereq.: REL 100 or 300)
Graduation Skills
The Critical Thinking (CT), Speaking (S), and Writing (W) graduation skills are embedded
throughout the offered courses and are met by completing the major. The graduation skill in
Quantitative Reasoning (QR) is met by completing the following courses:
QR/QFA is satisfied by GST 200, MAT 145, MAT 146, PHI 230, or PHY 119
Note: For transfer students, at least three of these six courses must be courses offered
at Augsburg. Prospective minors must obtain prior approval from a film faculty adviser.
Communication Courses
COM 111 Public Speaking
The course focuses on speech preparation, organization, audience analysis, style,
listening, and overcoming speech fright. Note: Students may take only one of either
COM 111, COM 112, or COM 115 for credit. (Fall, spring)
COM 112 Contest Public Speaking
Theory and practice of preparing speeches for delivery in formal and contest
situations. Students are expected to attend three interscholastic speech tournaments
and compete in at least two of the following: informative speaking, persuasive
speaking, speaking to entertain, and/or communication analysis. Note: Students may
take only one of either COM 111, COM 112, or COM 115 for credit. (Fall)
COM 115 Scientific and Technical Public Speaking
An introduction to public speaking for students majoring in scientific or technical
fields. Includes the same foundational material as introduction to public speaking,
including delivery, argumentation, persuasion, and audience analysis. This material is
then applied to specific contexts common in technical fields, with special attention to
distinguishing expert or lay audiences and the use of technical vocabulary and
notation systems. Note: Students may take only one of either COM 111, COM 112, or
COM 115 for credit.
COM 120 Mass Media and Popular Culture
This course is a survey of the mass media in popular culture. Students will examine
the different types of mass media and will gain an understanding of what popular
culture is and why it is important. The course examines the importance of media
criticism and the impact that media have had on culture and society. Students are
encouraged to think critically about media and media consumption.
FLM 180 Film Sight and Sound
This is a beginning-level production course that explores the language of film by way
of its aesthetic roots, technological history, and the vocabulary associated with visual
story telling. Students will analyze scenes at the shot-by-shot level while learning the
creative potential of the moving image. Students then incorporate these lessons into
their own work.
FLM 216 Film Production I
This is an introductory film production course that explores the short narrative story
form. Students will write, shoot, and edit four 16mm silent B &W films. This course
explores the collaborative nature, technical requirements, and creative demands of
telling stories through film.
COM 243 Television Production
This is an introductory television production course utilizing three cameras in a live
studio environment. This course emphasizes the demands of live television
production, such as collaborative team effort, pre-production, time management, and
meeting deadlines. Through a series of exercises, students learn the skills required to
produce a live 30-minute news magazine program. (Fall)
COM 247 Documentary History and Theory
This course studies the history of film’s nonfiction art form, as well as the theoretical
methods of engaging the world through a lens. Through the study of selected
documentaries, students will identify and analyze the filmmaker’s point of view and
the methods used to deliver the message.
COM 254 Interpersonal Communication
A study of the dynamics of human interaction through verbal and non-verbal
messages; emphasis on factors that build relationships and help to overcome
communication barriers.
FLM 260 Documentary Production I
This is an introductory video production course that explores documentary’s nonfiction
art form. Through a series of four video projects, students learn the elements and
structure of stories that observe the world through a lens. Emphasis will be placed on
research and story development, as well as learning through collaboration during
production. (Prereq.: FLM 180 and COM 247)
COM 280 Introduction to Communication Studies
An introductory survey course designed to acquaint students with the world of ideas
that serves as the foundation for the field of communication studies.
FLM 312 Film Production II
This intermediate 16mm production course builds on the lessons and skills learned in
FLM 216, with the addition of negative color photography and synchronized sound.
Each student creates three narrative film projects with a collaborative team where
they experience the tasks of writing, directing, shooting, and editing. (Prereq.: FLM
216)
COM 321
Business and Professional Speaking
This course explores advanced issues in public address including delivery and
performance, vocal control, persuasion, audience adaptation, argument construction,
and speaker credibility. The class uses a series of speeches, ranging from impromptu
speaking and persuasion to job interviewing and sales presentations, in order to hone
students’ speaking skills. (Prereq.: COM 111 or 115)
COM 329 Intercultural Communication
This course explores cultural differences and their implications for communication,
including differences in values, norms, social interaction, and code systems.
COM 345 Organizational Communication
An examination of communication in organizational settings. Focuses on topics such
as superior-subordinate relationships, management styles, motivation of employees,
organizational culture, effective use of meetings, and sources of communication
problems.
FLM 348
Intermediate Video Production
This course explores the potential of digital cinema. Building on the lessons learned in
COM 247, emphasis will be placed on the visual aesthetic of the digital image while
exploring the craft of storytelling. Each student will produce projects in each of film’s
three main genres: narrative, documentary, and experimental. (Pre-req: FLM 260)
COM 351 Argumentation
Develops critical thinking skills by study of the theory and practice of argument,
evidence, fallacies, and refutation. Includes how to build and analyze public
arguments that confront students in their everyday lives. (Prereq.: COM 111 or 115 or
consent of instructor; ENL 111 or 112 or HON 111; and pass CT assessment or GST
100. Fall)
COM 352 Persuasion
Examination of the process of influence in a variety of social contexts, paying special
attention to the psychological aspects of persuasion. (Prereq.: MPG 3; COM 111,
112, or 115 or consent of instructor; and either MAT 163 or PSY 215)
COM 355 Small Group Communication
A study of group dynamics and leadership with emphasis on decision making,
leadership styles, and conflict management.
COM 356 Advanced Interpersonal Communication
This course explores theories and concepts from communication studies related to
our understanding of self, other, relationships, and what it means to lead a
compassionate life. As such, it provides students with an opportunity to probe deeper
into theories and concepts introduced in COM 254 Interpersonal Communication.
(Prereq.: COM 254 or consent of instructor)
FLM 420
Issues in Contemporary Cinema
This course will examine cultural, artistic, commercial, and theoretical concerns that
occur in world cinema today. Our purpose is to help students both contextualize the
cinema they see in appropriate and insightful ways, and to provide a sophisticated
critical apparatus to help them read films as texts and to interpret the cinema’s larger
societal value and impact.
COM 405
Nonverbal Communication
This course focuses on the nonverbal elements of communication. Nonverbal
communication encompasses all communication except the spoken word. In order to
fully explore the functions of nonverbal communication in everyday life, students will
conduct a research project that looks at nonverbal communication in depth. (Prereq:
COM 280)
COM 415 Advanced Critical Media Studies
This course explores the role that various media, such as film, television, and the
internet play in shaping and influencing society. Topics covered include theories of
influence and effects, representations of gender, race, and class, ownership and
democracy, and new media. After taking this course, students should possess
heightened understanding and appreciation of media’s significance and impact in the
world.
COM 480 Public Relations/Promotional Communication
Public relations in the modern world of communication, marketing, and business. An
overview of public relations as a career and a survey of basic promotional
communication in profit and nonprofit organizations.
COM 490 Communication Studies Keystone: Critical Conversations about Communication and
Vocation
A synthesis of communication theories and application of those theories to each
student’s sense of vocation. This course satisfies the keystone requirement.
COM 495 Communication Topics
Selected topics in communication with emphasis on the use of primary sources and
methodology of research.
FLM 490
Film Studies Keystone: Critical Conversations about Film and Vocation
A synthesis of film theories and application of those theories to each student’s sense
of vocation. This course satisfies the keystone requirement. (Prereq.: FLM 216, FLM
260)
FLM 495 Film Topics
Selected topics in film with emphasis on professional standards at every step of the
finished project.
Internships and Independent Study Courses
COM 199 Internship
COM 299 Directed Study
COM 399 Internship
COM 499 Independent Study/Research
FLM 399
Internship
FLM 499
Independent Study/Research
Electives
See department listings for the following approved electives:
ART 132
ART 224
ART 225
ART 330
BUS 242
BUS 340
BUS 379
BUS 440
CSC 160
ENL 226
ENL 227
ENL 228
ENL 241
ENL 327
ENL 328
ENL 430
MKT 252
MKT 352
MKT 355
MKT 450
PHI 230
POL 342
POL 375
PSY 215
PSY 315
PSY 325
PSY 371
PSY 373
PSY 385
SOC 231
SOC 265
SOC 349
SOC 362
SOC 363
SOC 375
THR 230
THR 232
THR 350
Computer Science—CSC
The Department of Computer Science at Augsburg strives to give students a sound
theoretical and practical foundation in computer science. We offer both a BA and a BS major.
The coursework provides students a strong foundation in computer science, with emphasis on
concepts rather than applications. We encourage students to strengthen their coursework by
electing an internship, undergraduate research experience, or cooperative education
experience. Our location in the Twin Cities provides us with an excellent resource of such
experiences for students, and allows them to add practical applications to their education.
Computer Science Faculty
Noel Petit (Chair), Larry Crockett, Erik Steinmetz, Shana Watters
Degree and Major Requirements
Bachelor of Arts
Computer Science Major
Twelve courses including:
CSC 160
CSC 170
CSC 210
CSC 240
CSC 320
CSC 345
CSC 385
CSC 450
CSC 451
MAT 114
MAT 171
or MAT 145
Introduction to Computer Science and Communication
Introduction to Programming
Data Structures
Introduction to Networking and Communications
Algorithms
Principles of Computer Organization
Introduction to Formal Logic and Computation Theory
Programming Languages and Compilers I
Programming Languages and Compilers II
Precalculus (or MPG 4)
Discrete Mathematics for Computing (recommended)
Calculus I
And two electives from:
CSC courses above 200
PHY 261
Electronics
MIS 475
Systems Analysis and Design
MAT 355
Numerical Mathematics
At least one elective must be an upper division course.
The Critical Thinking (CT), Quantitative Reasoning (QR,) and Writing (W) graduation skills
are embedded throughout the offered courses and are met by completing the major. The
Speaking (S) graduation skill is met by:
a) COM 111 or 115 (115 recommended), or
b) a sequence of courses and presentations approved in consultation with the Computer
Science Department. Consult your academic adviser for details.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Bachelor of Science
Computer Science Major
Sixteen courses including:
CSC 160
CSC 170
CSC 210
CSC 240
CSC 320
CSC 345
CSC 385
CSC 450
CSC 451
MAT 145
MAT 146
Introduction to Computer Science and Communication
Introduction to Programming
Data Structures
Introduction to Networking and Communications
Algorithms
Principles of Computer Organization
Introduction to Formal Logic and Computation Theory
Programming Languages and Compilers I
Programming Languages and Compilers II
Calculus I
Calculus II
Two courses from:
MAT 245
MAT 246
MAT 247
MAT 271
Calculus III
Linear Algebra
Modeling and Differential Equations
Discrete Mathematical Structures (recommended)
And three electives from:
CSC courses above 200
PHY 261
Electronics
MIS 475
Systems Analysis and Design
MAT 355
Numerical Mathematics
At least two electives must be upper division courses.
The Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills
are embedded throughout the offered courses and are met by completing the major. The
Speaking (S) graduation skill is met by:
a) COM 111 or 115 (COM 115 recommended), or
b) a sequence of courses and presentations approved in consultation with the Computer
Science Department. Consult your academic adviser for details.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Computational Economics
The computational economics major has been designed to serve students with need for
some basic understanding of computer science and economics. The major requires six courses
from computer science, six from economics, and a required capstone independent study.
Students interested in this major should consult with the faculty in computer science, in
economics, or one of the coordinators.
Coordinators
Jeanne Boeh, Department of Economics, and Noel Petit, Department of Computer Science
Major in Computational Economics
Thirteen courses including:
MAT 145
CSC 160
CSC 170
CSC 210
CSC 240
or CSC 320
or CSC 352
CSC 345
ECO 112
ECO 113
ECO 312
ECO 313
ECO 318
ECO 315
or EC0 415
CSC 499
or ECO 499
Calculus I
Introduction to Computer Science and Communication
Introduction to Programming
Data Structures
Introduction to Networking and Communications
Algorithms
Database Management and Design
Principles of Computer Organization
Principles of Macroeconomics
Principles of Microeconomics
Intermediate Macroeconomics
Intermediate Microeconomics
Management Science
Money and Banking
Managerial Economics
Independent Study
Independent Study
The Speaking (S), Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W)
graduation skills are embedded throughout the offered courses and are met by completing the
major. Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Computational Philosophy
Computational philosophy emphasizes areas of interest in which philosophy and computer
science overlap: logic, artificial intelligence, cognitive science, philosophy of mind, and
philosophy of language. The major requires seven courses from computer science, six from
philosophy, and a required capstone topics course. Students interested in this major should
consult with the faculty in computer science, in philosophy, or one of the coordinators.
Coordinators
David Apolloni, Department of Philosophy, and Noel Petit, Department of Computer Science
Major in Computational Philosophy
Fourteen courses including:
MAT 171
Discrete Mathematics for Computing
or MAT 145 Calculus I
CSC 160
Introduction to Computer Science and Communication
CSC 170
Introduction to Programming
CSC 210
Data Structures
CSC 320
Algorithms
CSC 373
Symbolic Programming and Artificial Intelligence
CSC 385
Introduction to Formal Logic and Computation Theory
PHI 241
History of Philosophy I: Ancient Greek Philosophy
PHI 242
History of Philosophy II: Medieval and Renaissance Philosophy
PHI 343
History of Philosophy III: Early Modern and 19th-Century Philosophy
PHI 344
History of Philosophy IV: 20th-Century Philosophy
PHI 365
Philosophy of Science
PHI 410
Topics in Philosophy
or CSC 495 Advanced Topics in Computer Science
One upper division elective in philosophy
The Speaking (S), Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W)
graduation skills are embedded throughout the offered courses and are met by completing the
major.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Departmental Honors
GPA of 3.50 in computer science major courses, GPA of 3.10 overall, and an independent
study project.
Computer Science Minor
Six courses including CSC 160, 170, 210, 345, one additional upper division computer
science course, and one of MAT 171 or MAT 145.
A course must be completed with a grade of 2.0 or higher to be counted as completing a
major requirement. A course must also be completed with a grade of 2.0 or higher to count as a
prerequisite for a subsequent computer science course.
Computer Science Courses
CSC 160 Introduction to Computer Science and Communication
An introduction to computer science topics in hardware, software, theory, and
computer communications: algorithm design, logical circuits, network concepts, the
internet, and programming. (Prereq.: MPG 3, recommend concurrent registration with
MAT 171 or complete CSC 160 prior to taking MAT 171)
CSC 170
Introduction to Programming
A study of problem-solving, algorithm development, and programming using a highlevel programming language. (Three hours of lecture, one-and-one-half hours of lab.
Prereq.: CSC 160 and MPG 3, pass CT assessment or GST 100; MAT 171
recommended)
CSC 210 Data Structures
Data structures such as linked lists, stacks, and queues; recursion. (Three hours of
lecture, one-and-one-half hours of lab. Prereq.: CSC 170, MPG 4, and one of
MAT 145 or MAT 171; pass CT assessment or GST 100)
CSC 240 Introduction to Networking and Communications
Principles and methods of data communications, information theory, distributed
processing systems, network protocols and security, standards, network
management, and general computer interfacing. (Prereq.: CSC 160 and MPG 3)
CSC 272 UNIX and C
Study of UNIX operating system and the C programming language. It is assumed that
the student has knowledge of programming methods and has done programming in
some other language. (Prereq.: CSC 170 or another course with a study of a
programming language)
CSC 320 Algorithms
A systematic study of algorithms and their complexity, including searching and sorting
algorithms, mathematical algorithms, scheduling algorithms, and tree and graph
traversal algorithms. The classes P and NP, NP-complete problems, and intractable
problems. (Prereq.: CSC 210, MPG 4, and one of MAT 145 or MAT 171; pass CT
assessment or GST 100)
CSC 345 Principles of Computer Organization
An introduction to computer architecture, binary representation of data, processors,
instruction sets, and assembly language programming. (Prereq.: CSC 210 and MPG 4)
CSC 352 Database Management and Design
Structure of database management systems, query facilities, file organization and
security, and the development of database systems. (Prereq.: CSC 210)
CSC 353 Database Architecture and Design
An introduction to the physical design and tuning of database systems. Topics include
data storage, indexing, query processing, and transaction processing with a focus on
the relation database. Advanced topics include security, other types of databases
(e.g., distributed databases, client-server architectures, object-oriented), emerging
technologies, and applications. (Prereq.: CSC 210; CSC 352 recommended)
CSC 373 Symbolic Programming and Artificial Intelligence
An introduction to programming in functional, symbolic languages, such as Lisp or
Scheme. A study of the foundation algorithms used in the field of artificial intelligence.
Applications to selected problems from artificial intelligence. (Prereq.: CSC 210 and
pass CT assessment or GST 100)
CSC 385 Formal Logic and Computation Theory
An introduction to sentential and first-order logic including logical connectives, proof
theory, and quantification. Formal models of computation including finite state
automata, pushdown automata, and Turing machines. Incompleteness and
uncomputability. (Prereq.: CSC 210 and one of MAT 145 or MAT 171)
CSC 431 Introduction to AI Robotics
Robot components, robotic paradigms, mobile robots, task planning, sensing, sensor
fusion, basic control concepts. (Prereq.: CSC 210 and ENL 111 or 112 or HON 111)
CSC 440 Advanced Networking and Operating Systems
Network management; client/server databases and workstations; TCP/IP and other
network examples. Elements of operating systems, memory and process
management, interactions among major components of computer systems, and a
detailed study of the effects of computer architecture on operating systems. (Prereq.:
CSC 240 and 345)
CSC 450 Programming Languages and Compilers I
Principles that govern the design and implementation of programming languages.
Topics include formal languages, programming language syntax and semantics,
parsing, and interpretation. Emphasis on design issues. (Prereq.: CSC 345 or
concurrent registration, CSC 385 or concurrent registration, CSC 320, and ENL 111
or 112 or HON 111)
CSC 451 Programming Languages and Compilers II
Continuation of CSC 450: compilers, data structures, control structures, and the runtime environment. Emphasis on implementation issues. (Prereq.: CSC 345, CSC 450,
and CSC 385)
CSC 457 Computer Graphics
A study of the foundational algorithms required for computer graphics. Topics include
geometric algorithms, geometric modeling, graphics techniques, graphical user
interfaces, human-centered software development, computer animation, virtual
environments, and 3D immersive rendering. (Prereq.: CSC 210, MPG 4)
CSC 495 Advanced Topics in Computer Science
Study of advanced topics from areas of computer science not included in other
courses. This course may be repeated, but may not be counted more than twice as
part of the requirements for the major. (Prereq.: Consent of instructor)
Internships and Independent Study Courses
CSC 199 Internship
P/N grading only.
CSC 299 Directed Study
CSC 399 Internship
P/N grading only.
CSC 499 Independent Study/Research
Economics—ECO
The Department of Economics offers a program that stresses a strong theoretical
background, quantitative analysis, and an emphasis on national and international issues.
Students who graduate with an economics major are well prepared to continue their education
in a variety of fields or to work successfully in business and government because of the strong
liberal arts emphasis within the major.
The department offers six majors: economics, applied economics, mathematical economics,
business and economics, computational economics, and economics and political science
(education majors only). The economics major and the applied economics majors lead to
careers in the business world or government. The mathematical economics major is designed
for students who intend to attend graduate school in economics or another quantitative field
such as finance or operations research. It is also designed to serve students to work in
quantitative fields immediately upon graduation, e.g., research analysts or actuaries.
Computational economics provides a liberal arts entry into the field of computer science. The
combined economics/business administration major allows students great flexibility in order to
explore both fields. Finally, the teaching major in political science/economics allows secondary
education licensure students to obtain a solid background for teaching economics.
The study of economics provides a firm foundation for confronting change because it
presents a disciplined way to analyze and make choices. An economics major prepares
students for community leadership and leads to a great diversity of career opportunities
including law, teaching, journalism, and private and public international service. Pre-law and
potential Master of Business Administration students are especially encouraged to consider
economics as a major or a minor.
Students are able to combine an economics major with other disciplines such as business
administration, international relations, mathematics, management information systems, political
science, history, and area study programs. Students who are interested in any type of
quantitatively-oriented graduate program in economics or in business are encouraged to either
major or minor in mathematics. These students should also take courses in computer science.
Consult an adviser for specific course suggestions.
For the economics and applied economics majors, the capstone experience is Economics
490 Research Methods in Econometrics. Students in other majors should consult their adviser
for other alternatives. Internships are recommended. Students must consult with the department
chair and the internship office before registering for academic credit.
Note: Transfer students must complete at least three upper division economics courses for a
major and two for a minor. Transfer classes must have been completed in the last 10 years with
at least a 2.0 grade.
Economics Faculty
Keith Gilsdorf (Chair), Jeanne Boeh, Kevin Bowman, Stella Hofrenning, Bernard Walley
Major in Economics, BA
Economics Core:
ECO 112
Principles of Macroeconomics
ECO 113
Principles of Microeconomics
ECO 312
Intermediate Macroeconomics
ECO 313
Intermediate Microeconomics
ECO 490
Research Methods in Econometrics
Three upper division economics course electives
Supporting Classes
Statistics Class:
BUS 379
Quantitative Methods for Business and Economics
or MAT 163 Introductory Statistics
Mathematics Class:
MAT 114
Precalculus
or MAT 145, 146 Calculus I and II
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and
Writing (W) are embedded throughout the offered courses and are met by completing the major.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Major in Applied Economics BA
ECO 112
Principles of Macroeconomics
ECO 113
Principles of Microeconomics
ECO 312
Intermediate Macroeconomics
or ECO 315 Money and Banking
ECO 313
Intermediate Microeconomics
ECO 490
Research Methods in Econometrics
ECO 360
International Economics
ECO 318
Management Science
or ECO 415 Managerial Economics
ECO 350
Labor Economics
ECO 399
Internship Program
or ECO 499 Independent Study
BUS 379
Quantitative Methods for Business and Economics
or MAT 163
Introductory Statistics
ENL 223
Writing for Business and the Professions
PHI 120
Ethics
or PHI 125 Ethics and Human Identity
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and
Writing (W) are embedded throughout the offered courses and are met by completing the major.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Major in Computational Economics, BA
See Computer Science.
Combined Major in Economics and Business Administration, BA
Five economics courses:
ECO 112
Principles of Macroeconomics
ECO 113
Principles of Microeconomics
ECO 312
Intermediate Macroeconomics
ECO 313
Intermediate Microeconomics
One upper division economics course elective
Six accounting/business administration/MIS courses:
ACC 221
Introduction to Financial Accounting
ACC 222
Introduction to Managerial Accounting
BUS 242
Principles of Management
MKT 252
Principles of Marketing
FIN 331
Financial Management
or BUS 379 Quantitative Methods for Business and Economics
One upper division business course elective
Major in Mathematical Economics, BS
Eight economics courses:
Eco 112 Principles of Macroeconomics
Eco 113 Principles of Microeconomics
Eco 312 Intermediate Macroeconomics
Eco 313 Intermediate Microeconomics
Eco 416 Mathematical Economics
Eco 490 Research Methods in Economics
Two upper division economics course electives
Seven mathematics courses:
MAT 145
Calculus I
MAT 146
Calculus II
MAT 373, 374 Probability and Statistics I and II
MAT 245
Calculus III
MAT 246
Linear Algebra
MAT 324
Analysis
or MAT 369 Modeling and Differential Equations in the Biological and Physical Sciences
or MAT 377 Operations Research
Recommended Courses: CSC 160 Introduction to Computer Science and Communication
and CSC 170 Introduction to Programming
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major. Consult your department
chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR)
graduation skill.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Teacher Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ
slightly in emphasis from the Augsburg major requirements. The state requirements may also
be subject to change after publication of this catalog. Students, therefore, should consult with
the Augsburg Department of Education to identify current Minnesota teacher licensure
requirements.
Teaching Major in Political Science and Economics
See Political Science.
Departmental Honors
GPA of 3.50 in the major and 3.00 overall; a senior thesis and comprehensive oral
examination in the major field of concentration.
Minor in Economics
ECO 112, 113, 312, 313, and one additional economics upper division course. Other
configurations may be permitted by consulting with the department chair. Note: Students who
plan to major in the department are strongly encouraged to select a department adviser as soon
as possible in order to carefully plan their program of study.
Economics Courses
ECO 110 Economics of Urban Issues
This course studies the economic implications of many problems facing a metrourban environment especially in the areas of education, housing, and transportation
and is designed for those students who do not plan to major in economics, business
administration, or MIS. (On demand)
ECO 112 Principles of Macroeconomics
An introduction to macroeconomics: national income analysis, monetary and fiscal
policy, international trade. Application of elementary economic theory to current
economic problems. May be taken independently of ECO 113. ECO 112 and 113
may be taken in either order. (Prereq.: MPG 3)
ECO 113 Principles of Microeconomics
An introduction to microeconomics: the theory of the household, firm, market
structures, and income distribution. Application of elementary economic theory to
market policy. May be taken independently of ECO 110 or 112. ECO 112 and 113
may be taken in either order. (Prereq.: MPG 3)
ECO 311 Public Finance
Analysis of the principles of taxation and public expenditures, the impact of fiscal
policy on economic activity, and debt policy and its economic implications. (Prereq.:
ECO 113. On Demand)
ECO 312 Intermediate Macroeconomics
Determinants of national income, employment, and price level analyzed via
macromodels. Attention paid to areas of monetary-fiscal policy, growth, and the role
of expectations. (Prereq.: ECO 112 and ENL 111 or 112 or HON 111. Fall)
ECO 313 Intermediate Microeconomics
Theory of resource allocation, analysis of consumer behavior, firm and industry; the
pricing of factors of production and income distribution; introduction to welfare
economics. (Prereq.: ECO 113 and pass CT assessment or GST 100. Spring
semester and winter trimester)
ECO 315
Money and Banking
Functioning of the monetary and banking systems, particularly commercial banks,
and the Federal Reserve system and its role in relation to aggregate economic
activity. Emphasis placed on monetary theory and policy. (Prereq.: ECO 112. Fall,
spring semesters and winter trimester)
ECO 317 Comparative Economic Systems
This course focuses on comparing the performance of various countries that rely on
different economic systems for the allocation of resources, including systemic
changes in Eastern Europe. Theoretical models are examined and compared to realworld variants. (Prereq.: ECO 112 or 113: Every three years)
ECO 318 Management Science
Provides a sound conceptual understanding of the modern techniques of
management science to prepare students to make better business and economic
decisions. Emphasis is on applications such as transportation, marketing, portfolio
selection, environmental protection, the shortest route, and inventory models.
(Prereq.: ECO 113, MPG 3. Fall semester and winter trimester)
ECO 350 Labor Economics
Analysis of labor markets, labor as a factor of production, determination of collective
bargaining, labor legislation, and effects upon society. (Prereq.: ECO 113. Fall in
alternate years)
ECO 360 International Economics
A study of the underlying forces affecting the economic relations among nations.
Development of the basis for international trade, balance of payments, exchange rate
systems, and commercial policy. (Prereq.: ECO 113. Spring in alternate years)
ECO 365 Environmental Economics
This course applies economic principles to the management and utilization of
society’s environmental resources. It analyzes the role of externalities and the public
policy approaches designed to address those market failures, including
command/control and incentive-based strategies. Policy issues examined include air
and water pollution, global environmental issues like ozone depletion and global
warming, and environmental policy for developing countries. (Prereq.: ECO 113. Fall
in alternate years)
ECO 370 International Economic Development
This course studies the major factors that affect the economic standard of living in the
developing world. It examines such issues as poverty and income inequality,
population growth, education and health of society, agricultural production,
environmental externalities, and the role of international trade and foreign assistance.
(Prereq.: ECO 112 or ECO 113. Spring in alternate years)
ECO 415 Managerial Economics
Integrates economic theory and corresponding practices in business. Among the
topics considered are theories and practices in forecasting, estimation of demand and
cost functions, and an analysis of economic problems of relevance to management.
(Prereq.: BUS 379, ECO 313. On demand)
ECO 416 Mathematical Economics
Mathematical economics with emphasis on the application of mathematical tools to
the areas of micro- and macroeconomic theory. (Prereq.: ECO 312 or ECO 313 and
MATH 145 or a calculus class approved by course instructor.)
ECO 490 Research Methods in Econometrics
This course provides an introduction to the application of statistical models and
methods to economic problems. Emphasis is on use of econometric software to
analyze data and to test hypotheses. This course satisfies the keystone requirement.
(Prereq.: ECO 112 and ECO 113, and ENL 111 or 112 or HON 111)
ECO 495 Topics
Lectures, discussions, meetings with members of the staff or visiting faculty regarding
research methodology and current national and international economic problems and
policies.
Internships and Independent Study Courses
ECO 199 Internship
(P/N Grading only.)
ECO 299 Directed Study
ECO 399 Internship
(Prereq.: 50% of the major or consent of instructor. P/N grading only.)
ECO 499 Independent Study/Research
Education- ECE, EED, ESE, EDU, ESL,
SPE
The Department of Education maintains liberal arts-based teacher education programs that
are accredited by the Minnesota Board of Teaching and National Council for Accreditation of
Teacher Education (NCATE). These programs lead to recommendation for licensure to the
State of Minnesota for:
● Elementary (grades K-6);
● Secondary—grades 5-12 in communication arts/literature, health, mathematics, and
social studies; grades 9-12 in life science, chemistry, and physics;
● K-12 licenses in visual arts, physical education, music, English as a Second Language
(ESL) and special education: Emotional Behavioral Disabilities (EBD) and Learning
Disabilities (LD). (Note for special education: ESL, EBD, and LD are available in
Weekend and Evening College (WEC) only. The new academic behavior specialist -ABS
program (pending approval) begins January 2013 in WEC only.
● Optional endorsements for a K-6 elementary license include preprimary (ages 3-5),
mathematics (grades 5-8), general science (grades 5-8), social studies (grades 5-8), or
communication arts/literature (grades 5-8).
Degree and/or licensure programs are available in both weekday and weekend/evening
formats. WEC degree and licensure programs are limited to elementary, secondary
communication arts/literature and social studies, and K-12 visual arts, ESL and special
education. Additional teaching majors are available through the weekday program and open to
weekday and weekend students who can take courses on a weekday schedule. All prerequisite
courses, elementary core courses, and professional education courses are available on a
weekend or weekday late afternoon/evening schedule. Field service requirements, associated
with courses, and student teaching must be completed during regular weekday hours. All
students must have some time available each term for field experiences in P-12 educational
settings.
A graduate level licensure option is available in weekend/evening format to those already
holding a BA/BS degree. Graduate courses taken for licensure can be applied to a Master of
Arts degree in Education (MAE). Students who have completed a BA/BS degree may complete
a licensure only program within the day or WEC undergraduate program. Contact the
Education Department or the Office of Admissions for information.
Students in all degree and/or licensure programs must apply for acceptance into the
Education Department prior to beginning most 300-400 level courses. (EDC 310 may be taken
prior to admission). All students are required to take the Minnesota Teacher License Exam
(MTLE) in basic skills—reading, writing, and mathematics—prior to admission to the department
and must pass the MTLE basics skills tests before student teaching. Additional criteria for
acceptance into the Education Department are available through the department website.
Students complete a semester of full-time student teaching at the conclusion of their degree
and/or licensure State law requires passing appropriate exams (MTLE, pedagogy, and content
exams) prior to recommendation for licensure. Students who entered Augsburg College under
earlier catalogs must comply with the requirements of the new licensure programs.
The Education Department offers non-licensure majors in elementary education and
education studies. Contact the department for details. The department also offers a special
education minor which is described at the end of this section after course listings.
Students are assigned an Education Department program adviser at the outset of
coursework. All students are expected to become knowledgeable about programs and follow
through with department policies. Handbooks outlining programs and policies are available
through the Education Department and website.
Student Teaching Abroad
Selected Education Department students may participate in an international student
teaching program. Those interested in further information should contact the Education
Department at least one year prior to student teaching. Students who teach abroad will do part
of their student teaching in the Twin Cities area under direct Augsburg faculty supervision.
Education Faculty
Jeanine Gregoire (Chair), Elizabeth Ankeny, Chris Brown, Joseph Erickson, Ann Grugel,
Gretchen Irvine, Anne Kaufman, Audrey Lensmire, Gregory Krueger, Susan O’Connor, Vicki
Olson, Donna Patterson, Ron Petrich, Barbara Short, Christopher Smith, Diane Vodicka, Dana
Wagner, Barbara West
Elementary Education—EED/EDC
Elementary Major and Licensure Requirements
Elementary education majors are required to complete the following non-major and major
courses. To be licensed they must also complete a student teaching experience. Degreeseeking students follow the Bachelor of Science Liberal Arts Foundation requirements.
Non-departmental core courses (requirements subject to change—see Education
Department for most current list):
ENL 111
HPE 115
Effective Writing
Chemical Dependency (.5)
Math sequence for students (Do NOT take if seeking 5-8 math endorsement.)
MPG 3:
MAT 137 Math for Elementary Teachers I (required)
MAT 138 Math for Elementary Teachers II (required)
Science sequence for students (Do NOT take if seeking 5-8 general science
endorsement.)
Option A is for weekday students who do not have college-level science courses in their
background.
SCI 110
Natural Science I (Physical Science)
SCI 111
Natural Science II (Biological and Earth Science)
Option B is for weekday, weekend, and/or transfer students with at least one college-level
science course accepted in transfer, or for weekday students who have already started this
sequence.
PHY 103
Conceptual Physics (spring semester—evening) or EED 203 Elementary
Education Physical Science (summer session I only; does not fulfill general
education requirement)
EED 200
Elementary Education Earth Science (summer session II; does not fulfill general
education requirement)
BIO 102
The Biological World
Major Courses
Foundations Block I
EDC 200
Orientation to Education in an Urban Setting
EDC 210
Diversity in the Schools (.5)
and EDC 211 Minnesota American Indians (.5)
or EDC 206 Diversity/Minnesota American Indians
EDC 220
Educational Technology (.5)
EED 225
Foundations of Literacy
Foundations Block II
EDC 310
Learning and Development
Methods Block I (Courses from this point on require admission to the department)
EED 311
EED 312
EED 325
EED 326
EED 386
K-6 Methods: Health (.25)
K-6 Methods: Physical Education (.25)
K-6 Literacy Methods
Structured Field Experience (0 credit)
K-6 Children’ Literature (.5)
Methods Block II
EED 341
EED 342
EED 350
EED 360
EED 370
EED 380
EED 336
K-6 Methods: Visual Arts (.25)
K-6 Methods: Music (.25)
K-6 Methods: Mathematics
K-6 Methods: Science
K-6 Methods: Social Studies/Thematic Studies (.5)
Kindergarten Methods (.5)
Advanced Literacy Methods (.5)
Capstone Block
EDC 410
EDC 490
Learners with Special Needs
School and Society
Student Teaching Block
EED 481, 483, 485 Student Teaching (2.0-3.0). Student teaching is required for licensure.
Students with an elementary major who do not complete student teaching can graduate through
the elementary education non-licensure major.
EED 488: Topics: Teaching Performance Assessment (TPA) and Student Teaching Seminar
(.5)
Endorsements (optional to add on to elementary license, secondary biology, chemistry,
physics)
Communication Arts (5-8)
ENL 220
Intermediate Expository Writing
ENL 240
Introduction to Literary Study
COM 254, 329 or 351 or 355
EED 331
Middle School Writing Methods (.5)
ESE 300
Reading and Writing in the Student Teaching Content Area
ESE 350
5-12 Methods: Adolescent Literature/Media Literacy
Student Teaching—five weeks
Social Studies (5-8)
POL 121
American Government and Politics
HIS 120, 121 or 122 US History
ECO 113
Microeconomics
Choose 1:
HIS 103; HIS 104; PSY 105; SOC 121; ANT 141
ESE 220
Human Geography
ESE 300
Reading and Writing in the Student Teaching Content Area
ESE 311
Middle School Methods: Social Studies (.5)
Student Teaching—five weeks
Mathematics (5-8)
MPG 4
or MAT 114 Precalculus
MAT 145
Calculus I
MAT 163
Introductory Statistics
or MAT 248 Biostatistics
MAT 252
Exploring Geometry
MAT 271
Discrete Mathematics
MAT 287
History of Mathematics
ESE 300
Reading and Writing in the Content Area
ESE 331
Middle School Methods: Mathematics (.5)
Student Teaching—five weeks
General Science (5-8)
CHM 105
Principles of Chemistry I
or CHM 115 General Chemistry I
CHM 106
Principles of Chemistry II
or CHM 116 General Chemistry II
BIO 121
Human Biology
BIO 102
The Biological World
PHY 116
Introduction to Physics
SCI 106
Meteorology
Geology
(take elsewhere—see Education Department for suggestions)
ESE 300
Reading and Writing in the Content Area
ESE 341
Middle School Methods: Science (.5)
Student Teaching—five weeks
Preprimary Teaching (3-5-year-olds)
PSY 250
Child Development (Prereq.: PSY 105)
SOC 231
Family Systems (Day) or SPE 440 Parent and Professional Planning (WEC)
ECE 345/545 Foundations of Preprimary Education (fall trimester)
ECE 346/546 Learning Environments for Preprimary-aged Children (winter trimester)
ECE 347/547 Immersion and Teaching Competence (spring trimester)
ECE 488, 489 Student teaching for seven weeks in preprimary or kindergarten, seven weeks in
a
grade (1-6)
Graduation and Licensure/ Endorsement requirements
A minimum GPA of 2.50 overall, 2.50 in the major, 2.00 in the specialty area, and grades of
P in student teaching courses are required for licensure as well as 2.0 or better in all required
core, specialty, and education major courses. The equivalent of two full courses graded P/N,
plus student teaching, is the maximum allowed within the elementary education major
requirements.
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and
Writing (W) are embedded throughout the offered courses and are met by completing the major.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
A graduate-level elementary licensure option is available through Weekend and Evening
College. Licensure is obtained through a combination of graduate and undergraduate credits.
The graduate credits can be used toward the MAE degree. Contact the Education Department
or Office of Admissions for information.
Secondary Education—ESE/EDC
It is the responsibility of each student to meet all specific requirements of the Education
Department and the subject area major. Secondary and K-12 licensure students are expected to
have advisers in both their subject area major and in the Education Department. K-12 licensure
is available in art, music, health and physical education. A 5-12 secondary licensure program is
available in communication arts/literature, mathematics, and social studies. A 9-12 secondary
licensure program is available in life science, chemistry, and physics with an additional general
science endorsement for grades 5-8.
Licensure requirements in the state of Minnesota for teaching in secondary schools are met
through the Augsburg College Education Department licensure program. These requirements
are: bachelor’s degree, academic major in an approved teaching area, and completion of an
approved licensure program.
Consult with your subject matter adviser for Graduation Skills requirements in Critical
Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W).
Non-Departmental Requirements
ENL 111
HPE 115
Effective Writing
Chemical Dependency (.5)
Program Requirements
Foundations Block I
EDC 200
Orientation to Education in an Urban Setting
EDC 210
Diversity in the Schools (.5)
and EDC 211 Minnesota American Indians (.5)
or EDC 206 Diversity/Minnesota American Indians
EDC 220
Educational Technology (.5)
Foundations Block II
EDC 310
Learning and Development
Methods Block I (Courses from this point and on require admission to the Education Department.)
ESE 300
ESE 325
Reading/Writing in the Content Area
Creating Learning Environments
Methods Block II
ESE 3XX
K-12 or 5-12 Special Methods in Licensure Area
Capstone Block
EDC 410
EDC 490
Learners with Special Needs
School and Society
Student Teaching Block
ESE 481, 483, 485 Student Teaching (2.0-3.0)
ESE 488
Topics: Teaching Performance Assessment (TPA) and Student Teaching Seminar
(.5)
A minimum GPA of 2.50 overall, 2.50 in education, 2.50 in the teaching major, and P (pass) in
student teaching are required for licensure. All required major, non-departmental requirements,
and education program courses must have a grade of 2.0 or better.
Art, Music, and Physical Education Licensure (K-12)
Students preparing for licensure in one of these areas follow the secondary education
program even though they may plan to teach at the elementary school level. A person with a
major in one of these special areas will take three to four courses in student teaching and do
some student teaching at both the secondary and elementary levels. Note: Recommendation for
teacher licensure in music is granted only to students who successfully complete the
requirements for the Bachelor of Music Education major.
Art, music, and physical education teacher education programs lead to licensure for grades
K-12.
Students may no longer license in a minor field of study.
A graduate level licensure option is available through Weekend and Evening College.
Licensure is obtained through a combination of graduate and undergraduate credits. Contact
the Education Department or the Undergraduate and Graduate Admissions Offices for
information.
Education Core Courses—EDC
EDC 199 Internship
EDC 200 Orientation to Education in an Urban Setting
Career exploration and overview of the teaching profession. Emphasis on historical
and philosophical foundations of the American school system. Field service
experience in an urban P-12 school is required. This course meets Engaging
Minneapolis requirements. (Prereq.: ENL 111 or 112 or HON 111, sophomore
standing)
EDC 206 Diversity/Minnesota American Indians
This course will examine human diversity and human relations. It will provide an
awareness and critical analysis of how prejudice, discrimination, and stereotypes
impact us personally, as well as how these elements impact our schools and
communities. Also addressed in this course is the Minnesota Standard of Effective
Practice 3.G: Understand the cultural content, worldview, and concepts that comprise
Minnesota-based American Indian tribal government, history, language, and culture.
(WEC and summer only)
EDC 210 Diversity in the Schools (.5 course)
Emphasis on the study of values, of communication techniques, and of the major
minority groups in Minnesota for the development of interpersonal relations skills
applicable to teaching and other professional vocations.
EDC 211 Minnesota American Indians (.5 course)
An overview of cultural content, worldview, and concepts that comprise Minnesotabased American Indian tribal government, history, language, and culture.
EDC 220 Educational Technology (.5 course)
Psychological and philosophical dimensions of communication through the use of
instructional technology. Selection, preparation, production, and evaluation of
effective audiovisual and computer-based materials for teaching/learning situations.
Computer training will be included in this course.
EDC 310 Learning and Development in an Educational Setting
A survey of educational psychology topics as applied to teaching and learning.
Special emphasis is placed on classroom applications of theoretical constructs. Field
service requirements in an educational program or P-12 school.
EDC 399 Internship
EDC 410 Learners with Special Needs
The study of students with disability, special needs, and giftedness. Emphasis on
techniques and resources to help all students achieve maximum outcomes, and
special focus on needs of urban students. Field service in a mainstreamed P-12
classroom required. (Prereq.: MTLE and admission to department)
EDC 490 School and Society
Emphasis on points of view about the role of school in modern society, relationships
with parents and community, collaborative models, leadership, and professional
development. Serves as final theoretical preparation for student teaching. This course
meets the senior keystone requirement. (Prereq.: MTLE and admission to
department)
Elementary Education—EED
EED 199
Internship
EED 200
Elementary Education Earth Science (summer session II only)
This course provides hands-on investigations that model modern inquiry learning and
teaching strategies. It meets the basic earth science subject matter standards for
initial licensure. This is a content intensive course. Plan to spend much time outside
of class reading and completing assignments. (Prereq.: Must be an elementary
education major)
EED 203
Elementary Education Physical Science (summer session I only)
Students will participate in hands-on experiments to explore properties of and
changes in matter; position, motion, and force; light, heat, electricity, and magnetism;
and kinds of ways to transfer energy. All elementary MSEPs for physical science are
met in this course. (Prereq.: Must be an elementary education major)
EED 299
Directed Study
EED 311
K-6 Methods: Health (.25 course)
Examination and preparation of materials and resources for health at the kindergarten
and elementary levels. (Prereq.: MTLE and admission to department)
EED 312
K-6 Methods: Physical Education (.25 course)
Examination and preparation of materials and resources for physical education at the
kindergarten and elementary levels. (Prereq.: MTLE and admission to department)
EED 225 Foundations of Literacy
An initiation into K-6 elementary literacy instruction, focusing on the fundamentals of
linguistics and literacy development in children, with special attention to English
language learners. This course aims in particular to develop students’ base
knowledge as the prerequisite for all upper level courses in literacy.
EED 325
K-6 Literacy Methods
Continued instruction in and discussion of literacy K-6 instruction, development, and
assessment. This course aims to investigate research and practices involved in K-6
literacy instruction by examining the competing theories regarding literacy, the
research findings that give support to these theories, and a range of practical
approaches to teach literacy in an elementary setting. (Prereq.: MTLE, admission to
the department, and successful completion of EED 225. Students must be registered
concurrently for EED 326.)
EED 326
Structured Field Experience (0 credit)
Observation, analysis, and preparation of assessment tools and literacy materials for
K-6 students in an elementary classroom setting. (Prereq.: MTLE, admission to the
department, and successful completion of EED 225. Students must be registered
concurrently for EED 325.)
EED 331
Middle School Writing Methods (.5)
This course will focus on writing strategies and processes appropriate to middle level
students. Emphasis will include the writing process, types of writing, and integrated
writing across the curriculum. This course is required for students seeking elementary
licensure with a communication arts/literature specialty. (Prereq.: MTLE and
admission to department)
EED 336
Advanced Literacy Methods (.5)
The focus of this course is on formal and informal assessment tools, response to
intervention, and differentiated instruction in a K-6 literacy setting. Field service in a
P-12 classroom required. (Prereq.: MTLE, admission to the department, and
successful completion of EED 225 and EED 325/326)
EED 341
K-6: Methods: Visual Arts (.25 course)
Examination and preparation of materials and resources for visual arts at the
kindergarten and elementary levels. (Prereq.: MTLE and admission to department)
EED 342
K-6: Methods: Music (.25 course)
Examination and preparation of materials and resources for music at the kindergarten
and elementary levels. (Prereq.: MTLE and admission to department)
EED 350
K-6 Methods: Mathematics
Examination and preparation of materials and resources for mathematics at the
kindergarten and elementary levels. Field service in a mainstreamed P-12 classroom
required. (Prereq.: MTLE and admission to department. MPG3. MAT 137
recommended)
EED 360
K-6 Methods: Science
Examination and preparation of materials and resources for analyzing and translating
elementary science curriculum, considering different instructional strategies, models
of instruction, and authentic assessment techniques. Additional focus on scientific
inquiry from the perspective of a learner, teacher and scientist and translation of
theoretical constructs to an elementary classroom. Field service in a P-12 classroom
required. (Prereq.: MTLE and admission to department)
EED 370
K-6 Methods: Social Studies/Thematic Studies (.5 course)
Examination and preparation of materials and resources for social studies and
thematic teaching at the kindergarten and elementary levels. (Prereq.: MTLE and
admission to department.)
EED 380
Kindergarten Methods (.5 course)
Study and use of a variety of techniques and resources for teaching kindergarten.
Field service in a kindergarten classroom required. (Prereq.: MTLE and admission to
department)
EED 386
Children’s Literature (.5 course)
This course focuses on the study of literature for children and young adolescents. It
includes wide reading across the genres represented in children’s literature, to
evaluate the quality of the literature read, exploring children’s response to literature,
and using children’s literature in teaching and learning.
EED 399
Internship
EED 481, 483, 485
Student Teaching
Two to three courses of full-time, supervised classroom experience. Required for
licensure. Successful completion of student teaching occurs upon satisfactory
completion of degree program and program portfolio. Meets Augsburg Experience
requirement. (Prereq.: Admission to department; GPA: 2.5; Passing MTLE basic skills
tests; completion of coursework)
EED 488
Topics: Teaching Performance Assessment (TPA) & Student Teaching Seminar (.5)
Secondary Education—ESE
ESE 199
Internship
ESE 220
Introduction to Human Geography
This course is designed as an introduction to the principal concepts, approaches, and
perspectives of the study of geography through the examination of world geographic patterns
and processes. Major topics include population distribution; cultural characteristics and
cultural landscapes; political integration and disintegration; economic land use; settlements
and urbanization. This course will meet the Minnesota Standards of Effective Practice in
Geography for middle school and high school social studies license.
ESE 299
Directed Study
ESE 300
Reading/Writing in the Content Areas
The study and use of a variety of middle school and secondary techniques and
resources to teach reading and writing through the content areas. Field service in a 712 classroom required.(Prereq.: MTLE and admission to department. Note: Students
seeking the 5-12 communication arts/literature license do must take this course.)
ESE 310
5-12 Methods: Social Studies
Introduction to the teaching of the social sciences in middle and high schools.
Emphasis on instructional strategies and curriculum development. Middle school
portion required in social studies is taught as ESE 311 Middle School Methods: Social
Studies (.5 course). Field service in a middle school classroom required. (Prereq.:
MTLE and admission to department)
ESE 325
Creating Learning Environments
An introduction to assessment, lesson planning, and classroom organization based in
the Minnesota Graduation Standards, national standards and required state testing.
Emphasis on creating environments conducive to learning. Field service in a 7-12
classroom required. (Prereq.: MTLE and admission to department. Note: Students
seeking 5-12 Health and K-12 PE licenses do not need to take this course.)
ESE 330
5-12 Methods: Mathematics
Introduction to the teaching of mathematics in middle and high schools. Emphasis on
instructional strategies and curriculum development. Middle school portion required in
mathematics taught concurrently as ESE 331 Middle School Methods: Mathematics
(.5 course). Field service in a middle school classroom required. (Prereq.: MTLE and
admission to department)
ESE 340
5-12 Methods: Science
Introduction to the teaching of the natural sciences in middle and high schools.
Emphasis on instructional strategies and curriculum development. Middle school
portion required in science taught concurrently as ESE 341 Middle School Methods:
Science (.5 course). Field service in a middle school classroom required. (Prereq.:
MTLE and admission to department)
ESE 350
5-12 Methods: Literature and Reading
Introduction to the teaching of literature and reading in the middle and high schools.
Emphasis on instructional strategies and curriculum development. Also required for
elementary concentration in communication arts/literature. Fieldwork experience
required. (Prereq.: MTLE and admission to department)
ESE 351
5-12 Methods: Speaking and Listening (.5 course)
Introduction to the teaching of speaking and listening in middle and high schools.
Emphasis on instructional strategies and curriculum development. Required for
communication arts/literature license. (Prereq.: MTLE and admission to department)
ESE 360
K-12 Methods: Visual Arts
Introduction to the teaching of visual arts in the schools. Emphasis on instructional
strategies and curriculum development. Fieldwork experience required. (Prereq.:
MTLE and admission to department)
ESE 370
K-12 Methods: Music
Introduction to the teaching of music in the schools. Emphasis on instructional
strategies and curriculum development. Fieldwork experience required. (Prereq.:
MTLE and admission to department)
ESE 399
Internship
ESE 481, Student Teaching
483, 485 Two to three courses of full-time, supervised student teaching required for licensure.
Secondary licenses require two courses. K-12 licenses require two to three.
Successful completion of student teaching occurs upon satisfactory completion of
licensure program and program portfolio. Meets Augsburg Experience requirement.
(Prereq.: MTLE and admission to department)
ESE 488
Topics: Teaching Performance Assessment (TPA) & Student Teaching Seminar (.5)
Special Education: Emotional/Behavioral
Disabilities (EBD) and/or Special
Education: Learning Disabilities (LD) –
SPE
The special education EBD and LD majors are available only through Weekend and
Evening College (WEC). These majors are ideally suited to people who are currently working in
schools with K-12 students with EBD/LD. The K-12 special education license includes a
specialty in emotional/behavioral disabilities and/or learning disabilities. Courses labeled SPE
are to be taken during the final year of coursework while students are working in an EBD or LD
setting. Students must complete field service requirements in special education and general
education mainstreamed settings as part of course and program requirements; field service
requirements are during the regular school times and calendar year. See the Education
Department for more information on the distribution of field service hours. The new K-12
Academic Behavior Specialist (ABS) program will begin Fall 2013, pending approval. Contact
the Education Department or the Education Department website for current information
concerning this transition.
A graduate-level licensure option is available through Weekend and Evening College
(WEC). Licensure is obtained through a combination of graduate and undergraduate credits.
Special Education Coordinator: Susan O’Connor
Required Non-major Courses:
HPE 115
ENL 111
Chemical Dependency (.5)
Effective Writing
Required Education Courses for EBD:
EDC 200
Orientation to Education in an Urban Setting
EDC 210
Diversity in the Schools (.5)
and EDC 211 Minnesota American Indians (.5)
or EDC 206 Diversity/Minnesota American Indians
EDC 220
Educational Technology (.5)
EDC 310
Learning and Development
EDC 410
Learners with Special Needs
EED 225
Foundations of Literacy
EED 325
K-6 Literacy Methods
EED 326
Structured Field Experience (0 credit)
EED 350
K-6 Methods: Math
EED 360
K-6 Methods: Science
SPE 315
Critical Issues Seminar (.5)
SPE 400
Teaching Students with Emotional and Behavior Disabilities, and Learning
Disabilities
SPE 410
Implementing Assessment Strategies
SPE 420
Planning, Design, and Delivery
SPE 430
Instructional and Behavioral Practices
SPE 490
Parent and Professional Planning
SPE 481, 483, 485, 487 Student Teaching
Graduation Skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and
Writing (W) are embedded throughout the offered courses and are met by completing the major.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Required Education Courses for LD:
All courses for the EBD major, with the exception of SPE 430, plus:
SPE 424
Etiology and Origins of LD
SPE 434
Teaching Content Areas to Students with LD
Special Education Courses
SPE 315
Critical Issues Seminar (.5 course)
The purpose of this course is to discuss critical issues in the field, create a final
portfolio synthesizing your coursework and experience, and prepare for student
teaching. (Prereq.: MTLE and admission to department)
SPE 400
Teaching Students with Learning Disabilities and Emotional/Behavioral Disabilities
This course presents an overview of learners with emotional and behavioral
disabilities and learning disabilities. It addresses the historical and philosophical
aspects of the EBD category, examines origins of student behavior and student
learning styles, and addresses theoretical perspectives and conceptual models as
they relate to this category of disability. (Prereq.: MTLE and admission to the
department)
SPE 410
Implementing Assessment Strategies
This course examines the assessment process from the pre-referral to the
recommendation stage. Students gain understanding of key assessment tools and
how they influence student placement and programming. A qualitative and personcentered assessment process is emphasized. (Prereq.: MTLE and admission to the
department)
SPE 420
Planning, Design, and Delivery
This course provides students with skills to write and implement individual program
plans and to create effective learning environments for students labeled EBD.
Particular attention is paid to inclusion models, diversity of student need, and forming
partnerships with key school personnel. (Prereq.: MTLE and admission to the
department)
SPE 424
Etiology and Origins of Learning Disabilities (LD only)
This course will focus on the history and context of learning disabilities (LD). This
includes an in-depth look at the origin of learning disabilities, as well as various
theoretical models (sociological, biological, psychological, cognitive, and behavioral)
applied to understanding learning disabilities. The course will also provide a critique
of current philosophical positions in the field. Students will also acquire knowledge
related to accessing information relevant to the field of learning disabilities. (Prereq.:
MTLE and admission to department)
SPE 430
Instructional and Behavioral Practices (EBD only)
This course examines behavioral support options used with students who are labeled
EBD. It emphasizes the use of reflective, proactive, and non-aversive approaches
drawn from current best practices and including positive behavioral supports, personcentered planning, and functional assessment. (Prereq.: MTLE and admission to the
department)
SPE 434
Teaching Content Areas to Students with Learning Disabilities (LD only)
This course will teach students to identify, adapt, and implement developmentallyappropriate instruction that supports the learning of students identified as having
learning disabilities. The course will specifically focus on the areas of reading, writing,
listening comprehension, math, reasoning, and problem-solving skills. There will be a
strong focus on the modifications involved in these areas and the planning process
involved. (Prereq.: MTLE and admission to department)
SPE 490
Parent and Professional Planning
This course examines the role of families of students with special needs, specifically
those families of students labeled EBD. A family systems perspective is introduced
and applied. The need to form strong connections with community agencies is
emphasized. This course along with SPE 315 meets the senior keystone requirement
in the core curriculum. (Prereq.: MTLE, admission to department, and ENL 111 or 112
or HON 111)
SPE 481, 483, 485, 487 Student Teaching
Two to three courses of full-time, supervised student teaching required for licensure.
Student teaching occurs during the last year of coursework within an internship
context. Meets Augsburg Experience requirement. (Prereq.: Education Department
admission, 2.5 GPA, passing MTLE basic skills tests)
Special Education Minor
The Special Education minor requires six courses (five plus one prerequisite psychology
course) that encompass an interdisciplinary perspective on the field of disability. The minor is
designed to fit the needs of students in various disciplines interested in disability issues. This
minor is available through the weekday program.
Required courses:
EDC 410
EDU 491
SOC 231
Learners with Special Needs
Practicum and Seminar in Special Education
Family Systems: A Cross-Cultural Perspective
PSY 105
Principles of Psychology
Choose one from the following:
PSY 250
PSY 251
PSY 252
Child Development
Adolescent and Young Adult
Aging and Adulthood
Choose one from the following:
SOC 265
Gender, Race, and Ethnicity
SWK 260
Humans Developing
SWK 301
History and Analysis of Social Policy
PSY 357
Behavior Analysis
PSY 359
Assessment
Interested students should contact the director of special education at the outset of coursework.
EDC 410 Learners with Special Needs
(see EDC course descriptions)
EDU 491 Practicum and Seminar in Special Education
A supervised field placement in a facility for an exceptional population plus oncampus seminar. Students planning to take this course should consult with the
special education director about a placement prior to registering for the course.
(Prereq.: Completion of all other courses in special education minor or consent of
instructor. Open to non-special education students)
Engineering
Augsburg College has cooperative arrangements with two universities to allow students to
earn a Bachelor of Arts degree from Augsburg College and an engineering degree from either
the University of Minnesota College of Science and Engineering, Minneapolis, or Michigan
Technological University, Houghton, Michigan. Because of the special requirements and
opportunities of these programs, early consultation with the Augsburg engineering adviser is
necessary. Applications for these programs require the recommendation of the Augsburg
engineering adviser. Contact Jeff Johnson, Physics Department, johnson9@augsburg.edu or
612-330-1070.
University of Minnesota
The College of Science and Engineering and Augsburg cooperative arrangement provides
for two dual degree engineering programs:
Bachelor of Arts/Bachelor of Engineering (BA/BE) enables students to receive a Bachelor of
Arts degree from Augsburg College and a Bachelor of Engineering degree from the University of
Minnesota. The program typically involves three years at Augsburg and two years at the College
of Science and Engineering.
Students may apply for the program after completing the sophomore year. At that time, they
will be informed of their status in the program and any further conditions necessary for final
acceptance into the program. Formal application to the College of Science and Engineering may
be completed during the second semester of the junior year at Augsburg.
Bachelor of Arts/Master of Engineering (BA/ME) enables students to receive a Bachelor of
Arts degree from Augsburg College and a Master of Engineering degree from the University of
Minnesota. This program involves four years at Augsburg and, typically, two years at the
College of Science and Engineering.
The curriculum is the same as the BA/BE curriculum with the addition of several extra
courses that are completed at Augsburg during the senior year to minimize the number of
undergraduate courses, if any, that students must take at the university before proceeding
through the graduate curriculum. The number of such courses varies by IT department and area
of emphasis within a department.
Application for admission into the BA/ME program should be initiated during the second
semester of the junior year at Augsburg. Formal application for the program may be completed
during the senior year. Those admitted will receive special counseling from the College of
Science and Engineering staff regarding courses that should be taken during the senior year at
Augsburg. Participants in the BA/ME program are not guaranteed admission to the College of
Science and Engineering.
Michigan Technological University
This program enables students to receive a Bachelor of Arts degree from Augsburg and a
Bachelor of Engineering degree from Michigan Technological University in a five-year period.
The first three years are spent at Augsburg followed by two years at the affiliated university.
Students accepted into the program will be considered for admission to the engineering school if
they complete course requirements, have the requisite cumulative grade point average, and are
recommended by the engineering adviser of Augsburg College.
Students are also encouraged to explore opportunities for graduate work at Michigan
Technological University. Further information on these and other graduate programs is available
from the Augsburg engineering adviser.
Financial Aid
Students receiving financial aid who are participants in these dual degree programs will be
encouraged to apply to the engineering school of their choice for continuing support. Their
applications will be evaluated using need and academic performance as criteria.
Degree and Major Requirements
Minimum course requirements for admission to the dual degree or three-two programs:
CHM 115
CHM 116
CSC 170
ENL 111
PHY 121
PHY 122
General Chemistry
General Chemistry
Structured Programming
Effective Writing
General Physics I
General Physics II
Four mathematics courses are required:
MAT 145
Calculus I
MAT 146
Calculus II
MAT 245
Calculus III
MAT 369
Modeling and Differential Equations
or PHY 327
Special Functions of Mathematical Physics
Additional courses to meet general education requirements and a total of 24 courses at
Augsburg.
Normally MAT 145, 146, and PHY 121, 122 are taken in the first year. Students interested in
chemical engineering also should take CHM 351, 352.
English—ENL
Those who study English believe that an intense concern for words, ideas, and images
helps people understand who they are and who they can become. Writing helps all of us clarify
and share our thoughts. Literature helps us contemplate the pains and joys of human existence.
Through the study of English we see life’s complexity, experience life as others do, and better
understand the world in which we live and work. Students majoring in English have the
opportunity to choose one of four concentrations: literature, language, and theory; media writing;
creative writing; and secondary licensure in communication arts/literature.
English relates closely to other majors. With the other arts, English is concerned with the
pleasure that comes from artistic creation and with the contemplation of works of art. With
psychology and sociology, English is concerned with individual and group behavior. With
philosophy, English is interested in ideas and in the relation between meaning and language.
With science, English is interested in discovering order and determining structures. With speech
and communication, English studies the effective use of language. With history and the other
social sciences and humanities, English studies the way people have acted and thought at
different times and in various cultures.
The Augsburg Department of English integrates its program with the cultural opportunities of
this vital urban area. Augsburg students can walk to assigned or recommended plays, films, and
readings available near the campus. English majors have the opportunity to use and refine their
skills through working in internships on and off campus, tutoring English Language Learner
(ELL) students, or tutoring in the writing lab.
Students with an Augsburg English major pursue careers in elementary, secondary, and
college education, journalism, government, law, the ministry, library science, medicine,
advertising, public relations, publishing, writing, and other professions and businesses.
English Faculty
John Schmit (Chair), Stephan Clark, Robert Cowgill, Cass Dalglish, Suzanne Donsky, Douglas
Green, John Harkness, Colin Irvine, Dan Jorgensen, Dallas Liddle, Kathryn Swanson, Mzenga
Wanyama, Cary Waterman, Susan Williams
Degree and Major Requirements
Choosing a Concentration
The English literature, language, and theory concentration provides students various
approaches to the life-enhancing study of the written word and visual text. Spotlight courses
focus on specific authors, genres, or themes, and provoke discovery of new literary
experiences. Courses in African American, Native American, Asian American, and postcolonial
literatures reconfigure the nature of traditional literary studies. Survey courses in English,
American, and world literatures are organized by historical periods and provide a classically
structured framework of study. Courses in literary theory demand the intense and intellectually
challenging engagement of text, culture, and self.
While some of our courses foreground theoretical approaches to literature and deeply
examine race, class, and gender in the consideration of their subject matter, all of our courses
infuse these concerns into their engagement with primary works of fiction, poetry, creative
nonfiction, film, and drama.
All literature classes involve students in dynamic and enjoyable literary examination, and are
taught by professors who love teaching and who love literature. Our classes develop and
demand the skills of aesthetic receptivity, perceptive and critical reading, open and clear
speaking, and analytical and engaging writing—skills of the educated and employable citizen.
The literature, language, and theory concentration offers courses of study cross-listed with
American Indian Studies, Art, Communication Studies, Film, Theater Arts, and Women’s
Studies.
The English writing concentration is for students who intend to develop professional skills in
either creative or media writing. Over the course of their study, students will master terminology;
understand historical, legal, and ethical issues relevant to the field; and study the works of
established writers and professionals. The writing major emphasizes expanding competencies
in observation, research, and analysis that enable writers to gather material from a variety of
sources and perspectives for their work. Writing majors will understand the interdisciplinary
demands inherent in creative and media writing (including issues of design) and will enhance
their appreciation of the aesthetic possibilities inherent in the writing life.
Writing courses are taught by dedicated professors who are practicing writers themselves.
The writing concentration offers courses of study cross-listed with Art, Communication Studies,
and Theater Arts.
The communication arts/literature teacher licensure major is for students who seek to be
licensed to teach in Minnesota in communication arts/literature. Students are encouraged to
take courses toward their major during the first and sophomore years, and to apply for the
education licensure program no later than the spring of their junior year.
Students in both programs must work with advisers in the English Department and the
Education Department in order to meet the professional requirements within the Education
Department as well as the requirements for the major. Should licensure not be possible,
graduation can be achieved through an English major, which requires at least two additional,
specific courses, or through a communication studies major.
Graduation Skills
Graduation Skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major. The Quantitative
Reasoning (QR) graduation skill is met by completing the following courses:
Concentrations in English Literature, Language, and Theory; English Writing; Creative
Writing:
QR/QFA: GST 200 or PHY 119; OR a
QF: one of CHM 106, CHM 115, CHM 116, HON 220, MAT 114, MAT 129, MAT 137, MAT 138,
MAT 145, MAT 146, MAT 163, MAT 173, PHY 103, PHY 106, or SCI 110; AND completion of
either a:QA: ENL 327
Concentration in Media Writing:
QR:--QF: one of CHM 106, CHM 115, CHM 116, HON 220, MAT 114, MAT 129, MAT 137, MAT
138, MAT 145, MAT 146, MAT 163, MAT 173, PHY 103, PHY 106, or SCI 110; AND completion
of:
QA: ENL 327
Communication Arts/Literature Teacher Licensure:
QR:--QF: one of CHM 106, CHM 115, CHM 116, HON 220, MAT 114, MAT 129, MAT 137, MAT
138, MAT 145, MAT 146, MAT 163, MAT 173, PHY 103, PHY 106, or SCI 110; AND completion
of:
QA: COM 352
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Major Requirements
English Literature, Language, and Theory Concentration
The concentration requires nine courses above ENL 111, or HON 111, or ENL 112.
Students must take at least two 200-level literature courses as prerequisites for upper
division courses in English, as well as either ENL 220 or ENL 221. No more than two 200-level
literature courses may count for the major.
Students must take at least five 300-level courses, with one each in British literature,
American literature, and world literature.
Majors must take at least one 400-level course with concurrent enrollment in ENL 490
English Keystone. Any 300-level course serves as a prerequisite for the 400-level.
Minor in English Literature, Language, and Theory
Five courses above ENL 111, or HON 111, or ENL 112 are required. One course must be
ENL 220 or ENL 221; the remaining four must be literature, language, and theory courses, three
of which must be upper division courses.
English Writing Concentration
Students must take 10 or 11 courses above ENL 111, or HON 111, or ENL 112, including
three literature, language, and theory courses. At least one of these must be at the 300-level or
higher.
Creative Writing Emphasis
Two introductory writing courses at the 200-level: ENL 226 (required) and either ENL 220 or
221. And a 300 level writing sequence: Either Fiction I and Fiction II (ENL 320 and 321), or
Poetry I and Poetry II (ENL 322 and 323). And one elective from the following: ENL 227; ENL
228; ENL 320 or ENL 322; ENL 324; ENL/FLM 328; ENL/THR 325; an approved ACTC creative
writing course; or an internship. And ENL 420, the keystone writing course. An additional art
class is required, either Web Design I (ART 215) or Graphic Design (ART 225).
Media Writing Emphasis
Two introductory courses are required: Either ENL 227 or 228; and Either ENL 220 or 221.
Also required, ENL 327 Quantitative Journalism; and two additional courses from the following:
ENL 226, 227, 228, ENL 324; ENL/FLM 328; ENL/THR 325; an approved ACTC
writing/reporting course; or an internship.
And ENL 427, the Keystone Advanced Studies in Media Ethics and Theory.
Additional art classes are required: Web Design I (ART 215) and Graphic Design (ART 225).
Minor in Writing
A minor with an open emphasis requires five writing courses above ENL 111, or HON 111,
or ENL 112, including at least one course from the 200-level and two from the 300-level.
A minor with a creative emphasis requires five writing courses above ENL 111, or HON 111,
or ENL 112 and must include ENL 226, and at least three upper division creative writing
courses, two of which must be a 300 two-course writing sequence.
A minor with a media emphasis requires six courses above ENL 111, or HON 111, or ENL
112, and must include ENL 227 or 228, ENL 427, one design course, and three upper division
media writing courses.
Communication Arts/Literature Teacher Licensure Major
Prerequisite: ENL 111, or HON 111, or ENL 112
Major Requirements (eight courses in English):
ENL 220
Intermediate Expository Writing
ENL 240
Introduction to Literary Study
ENL 365
Contemporary Post-Colonial Fiction
ENL 380
Introduction to the English Language
ENL 396
Internship in Teaching Writing
And three upper-division ENL Literature courses, one each in British, American, and world
literature.
Experiential Requirement (no credit)
One college-level experience required in forensics, debate, newspaper, literary journal, or
related activity (subject to departmental approval).
Additional Courses (outside the English Department):
COM 112
Contest Public Speaking
COM 243
Studio Production
COM 254
Interpersonal Communication
COM 352
Persuasion
Special Methods (two courses)
ESE 350
5-12 Methods: Literature and Reading
ESE 351
5-12 Methods: Speaking and Listening (.5 course)
ESE 352
5-12 Methods: Media Literacy (.5 course)
Additional ESE and EDC courses are required for licensure. They include EDC 200, 210, 211,
220, 310; ESE 325, 350, 351, 352; EDC 410, 490; student teaching. In addition to consulting
your designated ENL adviser, contact an Education Department adviser for information about
education courses.
Departmental Honors
GPA of 3.50 in the major and 3.00 overall; submit proposal to department chair by early
October in senior year for department approval. Submit and defend paper before faculty
committee. Honors project may receive independent study credit (refer to departmental
guidelines).
Other Requirements
Transfer Students
Note: Transfer undergraduate majors must take at least three of their English courses at
Augsburg. Transfer students who minor in English must take at least two of their English
courses at Augsburg.
Transfer English education students with a BA in English from another college must take at
least three of their English courses at Augsburg (preferably upper division courses). These
courses must be taken before the department can recommend a student for student teaching.
The English Placement Test
A writing sample is required of students to determine their placement in an appropriate
writing class. Students having completed AP (Advanced Placement) courses in composition
must have a score of 4 or 5. Students who need to develop competence in composition skills—
such as stating and supporting a thesis, organizing clearly, and constructing paragraphs and
sentences—are required to enroll in Developmental Writing (ENL 101) where they receive more
individual instruction than is possible in Effective Writing (ENL 111). These students must pass
Developmental Writing (ENL 101) with a grade of P, 2.0, or higher before enrolling in Effective
Writing (ENL 111).
Note: Students should register for ENL 101 during the first semester of attendance if
possible. ENL 111, 112, or HON 111 should be completed, if possible, during the first year.
Students in Developmental Writing (ENL 101), Effective Writing (ENL 111), HON 111, or
ENL 112 can elect the traditional grading system or P/N grading in consultation with their
instructor up through the last week of class (without special permission/petition). Students who
choose to receive a traditional grade in either course will receive a grade of N (one time only) if
their work is below a 2.0. A student who repeats ENL 101 or 111 and does not receive a grade
of 2.0 or higher, will receive a grade of 0.0.
English Courses
Service Courses
The department offers these service courses for students as required by a placement test.
Note: First day attendance in all writing courses is mandatory for a student to hold his/her place
in the course.
ENL 101
Developmental Writing
A preparatory course for ENL 111 Effective Writing, this course is required of students
identified by the English Placement Test as needing additional preparation in
composition. Students receive course credit, but this course does not fulfill the
graduation requirement in writing. The minimum passing grade for this course is 2.0.
ENL 111
Effective Writing
Emphasis is on exposition, including learning research techniques, and writing critical
reviews. Attention is given to increasing students’ effectiveness in choosing,
organizing, and developing topics; thinking critically; and revising for clarity and style.
A writing lab is provided for those needing additional help. The minimum passing
grade is 2.0.
HON 111 Effective Writing for Liberating Letters
This course takes a problem-based, process-oriented approach to expository writing.
Attention is given to choosing, organizing, and developing topics; thinking critically;
reading closely; and revising carefully for clarity and style. The minimum passing
grade is 2.0.
ENL 112
Advanced Effective Writing
Advanced Effective Writing follows the same purposes and procedures as ENL 111;
placement is determined by a writing sample submitted by students upon entry to the
College. The minimum passing grade is 2.0.
ENL 217/218
English for Language Learners
Understanding spoken American English, speaking, reading college-level materials,
and writing are the skills emphasized in these two courses. Testing determines
placement in these courses; and testing, as well as course performance, determines
whether the ELL requirement is met. Students continue in ELL until the requirement is
completed but can receive credit for only two courses.
Literature, Language, and Theory Courses
The 200-level courses in the literature, language, and theory track of the English major develop
foundational competencies in reading and interpreting literary texts, and provide opportunities
for diverse literary discovery. These courses require ENL 111, or HON 111, or ENL 112 as a
prerequisite or co-requisite.
ENL 240
Introduction to Literary Study
This course develops students’ critical and analytical skills in reading and
appreciating all kinds of literary texts and genres, including poetry, fiction, and drama.
Emphasis is placed on learning fundamental terms and concepts that serve future
literary inquiry and enjoyment. Required for communication arts/literature teacher
licensure major. (Prereq. or co-req.: ENL 111, or HON 111, or ENL 112)
ENL 241
Introduction to Cinema Arts
An investigation of the cinematic qualities, theoretical principles, and technical and
aesthetic evolution of the film medium. Includes the viewing and analysis of both
feature length and short films, illustrating the international development of film form
and selected aesthetic movements. (Prereq or co-req.: ENL 111, or HON 111, or ENL
112)
ENL 250
American Voices
American Literature is made up of many voices that are distinct from one another in
any number of ways. This course foregrounds those voices that are usually identified
by dint of ethnic rubrics. In each iteration, a specific ethnic literature such as Hispanic,
Asian American, or Jewish literature will be emphasized. Check the departmental web
page for further information or contact the instructor. (Prereq.: ENL 111, or HON 111,
or ENL 112)
ENL 251
Introduction to African-American Literature
This course introduces students to the foundations, development, and production of
modern African-American literature from its origins in the 18th century to the present.
explores various literary genres, representative authors, epochal texts, and literary
and ideological movements that have contributed to the shaping of the African
American literary tradition. (Prereq or co-req.: ENL 111, or Hon 111, or ENL 112)
ENL 255
American Indian Literature
American Indian literature offers a survey of contemporary American Indian writing,
including nonfiction, fiction, poetry, and drama. The course explores the richness and
diversity of American Indian literature and the ways in which literature reflects and
illuminates American Indian culture and traditions. The course emphasizes close
readings of literature and public speaking skills through in-class presentation and
small group discussion. Course cross-lists with American Indian Studies. (Prereq or
co-req.: ENL 111, or HON 111, or ENL 112)
Spotlight Courses
Offered alternating terms (content for each will vary by term—check online course descriptions)
ENL 260
Authors
A chance to investigate closely an author of significant influence in various cultural
contexts. Course subjects may include “Shakespeare on Page, Stage, and Screen,”
“Tolkien’s Life, Times, and Works,” “The Cinema of Orson Welles,” “Mark Twain in the
20th Century,” and others. Check the departmental web page for the title of a given
section. (Prereq or co-req: ENL 111, or HON 111, or ENL 112)
ENL 270
Themes
This course traces a specific theme through changing historical, literary, and cultural
contexts. Course subjects may include “The Heroic Journey,” “Literature and
Landscape,” “Utopian Visions,” and others. Check the departmental web page for the
title of a given section. (Prereq or co-req: ENL 111, or HON 111, or ENL 112)
ENL 280
Genres
Students will consider literary and cultural developments that fix generic conventions
and ways authors subvert or challenge those conventions. Course subjects may
include “History of Mystery Fiction,” “The Short Story,” “Sports and Literature,”
“Victorian Thrillers,” “The Musical on Stage and Screen,” and others. Check the
departmental web page for the title of a given section. (Prereq or co-req.: ENL 111, or
HON 111, or ENL 112)
ENL 290
Explorations in Language and Theory
An introductory course in applied literary or language theory. Course subjects may
include “Cinema and Sexuality,” “Strategies in Reading the Novel,” “Challenging the
Gaze,” “Language and Society,” and others. Check the departmental web page for
the title of a given section. (Prereq or co-req: ENL 111, or HON 111, or ENL 112)
The 300-level courses in the literature track in English concentrate on primary texts in
historical and cultural contexts. These courses ask students to practice interpreting literary texts
by employing techniques, terminology, and research methods of the discipline, resulting in
effective and substantive expository writing about the subject. Unless otherwise indicated,
students must take ENL 220 or 221 (see writing courses), or one 200-level literature, language,
or theory course, or gain consent of the instructor as a prerequisite.
British Literature
ENL 330
Shakespeare
Study of the bard’s major plays—comedies, histories, tragedies, and romances—for
their literary, dramatic, and cultural significance. (Prereq.: ENL 220 or 221, or a 200level literature, language, or theory course or THR 250, or consent of instructor.)
ENL 332
Renaissance and Reformation
A survey of 14th- to 17th-century British literature, with attention to its European
contexts. Begins with the Reformation of the 14th century and Canterbury Tales and
ends with the Puritan Revolution and Paradise Lost. Themes include “the
enchantment of evil”; the hero as lover and courtier; utopian dreams and the literature
of conquest; the writer as politician; and the challenges to religious certainty in a postPtolemaic universe. Major writers include Marlowe, Spenser, Shakespeare, More,
and Donne. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory
course, or consent of instructor.)
ENL 333
British and American Literature of the 17th and 18th Centuries: Strange Shores
British and American writers of this period are surveyed, with attention to the
historical, intellectual, and social influences of the major literary movements on both
sides of the Atlantic. (Prereq.: ENL 220 or 221 or one 200-level literature, language,
or theory course, or consent of instructor.)
ENL 334
British Literature: Reason and Romanticism
This class investigates the literary texts now called Romanticism within the history
and culture of late 18th- and early 19th-century Britain. The famous “big six” poets
(Blake, Coleridge, Wordsworth, Byron, Shelley, Keats) will be studied in the context of
poetic predecessors and influences (Burns, Cowper, Smith) and contemporary talents
in other genres, including Austen, Wollstonecraft, and Scott. (Prereq.: ENL 220 or
221, or one 200-level literature, language, or theory course, or consent of instructor.)
ENL 336
British literature: The Age of Victoria
If America was the world’s cultural and political leader in the 20th century, Britain was
the leader of the 19th century. Students will study the literature and culture of Queen
Victoria’s England and her empire from the 1830s through 1914 in all four major
genres of poetry, fiction, drama, and essay. (Prereq.: ENL 220 or 221 or one 200level literature, language, or theory course, or consent of instructor.)
ENL 337
The British Novel: Love and Learn
This course traces two great structuring ideas—the love-plot and the education-plot—
in the rise and development of the British novel in the 18th and 19th centuries. The
course spans 150 years of literary history, while studying and critiquing the ways
literary theorists and historians have explained and theorized British fiction. Authors
surveyed include Defoe, Richardson, Austen, Trollope, Brontë, Eliot, and others.
(Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or
consent of instructor.)
ENL 338
Readings in British and Commonwealth Drama
A variable survey of drama in English by British and Commonwealth playwrights,
organized historically and/or thematically. Sample topics include “Mysteries and
Moralities,” “London Onstage,” “The Empire Strikes Back,” and “What Is My Nation?”
Readings range from the Middle Ages to the present. THR 250 satisfies the
prerequisite for this course. (Prereq.: ENL 220 or 221 or one 200-level literature
course or THR 250, or consent of instructor.)
ENL 339
Modern British and Irish Writers
Writers of the first half of the 20th century are surveyed, with attention paid to their
contribution to modernism, experimentation, and literary form. Virginia Woolf, William
Butler Yeats, James Joyce, Henry Green, D.H. Lawrence, Samuel Becket, and Muriel
Spark are among the authors surveyed. (Prereq.: ENL 220 or 221 or one 200-level
literature, language, or theory course, or consent of instructor.)
American Literature
ENL 350
Readings in African-American Literature
This course offers a chance to look in depth at authors, themes, historical influences,
and theoretical issues surrounding both classical and emerging minority literature.
The course’s focus varies. A specific ethnic literature or a specific writer may be
emphasized; at other times topics that cross the boundaries of minority literatures will
be examined. Check the departmental web page for a given section’s emphasis.
(Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or
consent of instructor.)
ENL 351
19th-Century American Literature
Covers the intellectual and social environment that affected the writers of the period.
Many different genre—slave narratives, romances, tall tales, epic poetry—are
considered. Douglass, Jacobs, Thoreau, Melville, Hawthorne, Twain, Emerson,
Dickinson, James, and Wharton are among the authors surveyed. (Prereq.: ENL 220
or 221 or one 200-level literature, language, or theory course, or consent of
instructor.)
ENL 352
American Literature from 1900 to 1945
Naturalism, the rise of modernism, the development of social protest literature,
significant movements such as the Harlem Renaissance, and other major
developments of the period are charted. Cather, Dreiser, Elliot, Fitzgerald, Faulkner,
Hemingway, Hughes, and Hurston are among the writers considered. (Prereq.: ENL
220 or 221 or one 200-level literature, language, or theory course, or consent of
instructor.)
ENL 353
American Literature from 1945 to the Present
Writers surveyed include O’Connor, Bellow, Baraka, Baldwin, Ellison, Erdrich, Roth,
Pynchon, Oates, Kingston, Mailer, Williams, Wideman, Morrison, as well as
contemporary fiction writers represented by the Best American Short Stories
anthologies. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory
course, or consent of instructor.)
ENL 354
Contemporary American Poetry
A survey of the work of poets who have come into prominence since mid-20th century
as represented in the anthology Contemporary American Poetry. Attention will be
given to younger and/or less prominent poets represented in the Best American
Poetry series. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or
theory course, or consent of instructor.)
ENL/AIS 355
Themes in American Indian Literature
The course is structured around a number of writers working within a particular theme
such as “Native Voices of Minnesota,” “Voices from the Southwest,” “Poetics and
Politics of Native Writing,” “Women and Power in Native Literature, ““UrbanReservation: Homing,” and “American Indian Film-Literature Adaptation.” Students
focus on primary texts, comparing and contrasting theme, voice, aesthetic, or cultural
emphasis as it shifts or arises across the group of texts. Course cross-lists with
American Indian studies. (Prereq.: ENL 220 or 221 or one 200-level literature,
language, or theory course, or consent of instructor.)
ENL 358
Readings in American Drama
A variable survey of American drama from the early 20th century to the present,
organized historically and/or thematically. Sample topics include “American Families,”
“Blacks and Whites,” and “Sex and Self on the American Stage.” Readings range
from O’Neill and Treadwell to Shanley and Parks. (Prereq.: ENL 220 or 221 or one
200-level literature course or THR 250, or consent of instructor.)
World Literature in Translation
ENL 360
The Classical Tradition
A study of the major works of Greek and Roman literature, including Homer,
Aeschylus, Sophocles, Virgil, through Dante. Works are studied with reference to their
mythological foundations, their cultural background, their influence on later literature,
and their enduring relevance. (Prereq.: ENL 220 or 221 or one 200-level literature,
language, or theory course, or consent of instructor.)
ENL 361
The Medieval World
A survey of medieval literature from the collapse of the Roman Empire to the 14th
century, this course emphasizes themes of cultural collision and synthesis: pagans—
both classical and “barbarian”—and Christians; Islam and Christendom. Attention is
paid to heroic traditions (myth, epic, saga, romance, hagiography); the literature of
courtly and profane love; and visions of heaven and hell. (Prereq.: ENL 220 or 221 or
one 200-level literature, language, or theory course, or consent of instructor.)
ENL 362
Renaissance to Modern Literature
Study of masterpieces of literature, chiefly European, from the Renaissance to the
modern period, including such authors as Molière, Cervantes, Rabelais, Voltaire, and
Ibsen. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory
course, or consent of instructor.)
ENL 365
Contemporary Postcolonial Fiction
This examination of contemporary world fiction includes work by authors from Latin
America, Africa, Asia, and the Middle East, and fiction written by indigenous authors
worldwide. The course explores novels in relation to language, culture, and gender in
an age of globalization and fragmented nationalisms, considering fictions in their
literary, cultural, and social contexts. Cross-listed with Women’s Studies. Required for
communication arts/literature teacher licensure major. (Prereq.: ENL 220 or 221 or
one 200-level literature, language, or theory course, or consent of instructor.)
ENL 367
Women and Fiction
The course studies novels and short stories by women across cultures. Emphasis on
the conditions that have affected women’s writing (including race and class), the
reflection of women’s unique experience in their writing, and the ways in which
women writers have contributed to and modified the Western literary heritage. This
course is cross-listed with Women’s Studies. (Prereq.: ENL 220 or 221 or one 200level literature, language, or theory course, or consent of instructor.)
ENL 368
Readings in World Drama
A variable survey of drama in translation from around the world, organized historically
and/or thematically. Sample topics include “Classical Theaters,” “Spanish and Latin
American Drama from the Renaissance to the Present,” “Social Issues in
Contemporary World Drama.” (Prereq.: ENL 220 or 221 or one 200-level literature
course or THR 250, or consent of instructor.)
Language, Media, and Theory
ENL 371
History of Cinema
A chronological survey of the development of cinema from the inception of the moving
image in the late 19th century through the emergence of film as one of the most
important popular art forms of the 20th century. Emphasis will be placed on important
international cinematic artistic movements, such as Italian neorealism and the French
New Wave, on cultural contexts that influenced the reception of film art, and on
technological advancements that altered the medium and influenced both narrative
and documentary filmmakers. (Prereq.: ENL 220 or 221 or one 200-level literature,
language, or theory course, or consent of instructor.)
ENL 380
Introduction to the English Language
A structural and historical overview of theoretical and social issues concerning the
English language, including theories of language acquisition. Required for the
communication arts/literature licensure major. (Prereq.: ENL 220 or 221 or one 200level literature, language, or theory course, or consent of instructor.)
ENL 385
Language and Power
Students will consider both spoken and written examples of language as a means of
establishing, maintaining, or revoking power. They will also pay attention to gender
differences in the use of language and analyze ways in which speakers and writers
can both create and revise reality via the language they use. (Prereq.: ENL 220 or
221 or one 200-level literature, language, or theory course, or consent of instructor.)
ENL 394
Composition: Theory and Practice
Students will examine composition as a relatively new field of study, one in which
research in such areas as cognition, language acquisition, gender differences in
language, and code switching are relevant. Using both spoken and written language,
students will apply various theoretical positions to the language they and others use
to communicate in a range of linguistic tasks. Recommended for licensure and
potential graduate students. (Prereq.: ENL 220 or 221 or one 200-level literature,
language, or theory course, or consent of instructor.)
The 400-level literature, language, and theory courses emphasize scholarship, criticism, and
theory, and ask students to write and speak professionally about literary texts. Any 300-level
literature course or consent of the instructor serve as a prerequisite for the 400-level. One 400level course must fulfill the keystone requirement.
ENL 410
Advanced Studies in Literature
Potential course subjects include “The Beats,” “American Indian Writers Speak,” “The
Unteachable Novel,” “Studies in the American Romance,” “Black and White and Red
All Over: Film Noir, Communism, and Race,” and others. Check the departmental
web page for the subject of a specific term, and get a complete course description in
the English Department. (Prereq.: Any 300-level literature course or consent of
instructor)
ENL 430
Advanced Studies in Language, Theory, and Method
Through a focus on particular issues and problems in literary studies, this course
engages students in a variety of past and current critical theories. Possible course
topics include “Is There a Gay Literature?” “Realism Reconsidered,” “Cognition,
Meaning, and Interpretation,” “Eco-criticism and the Nature of Reading,” “Readings in
Theory,” and others. Check the departmental web page for the subject of a specific
term, and get a complete course description in the English Department. (Prereq.: Any
300-level literature course or consent of instructor)
Writing Courses
Note: First day attendance in all writing courses is mandatory for a student to hold his/her place
in the course.
ENL 220
Intermediate Expository Writing
This course builds on the practices and methods of Effective Writing. Its workshop
format stresses style and organization, the process of revision, self and peer
evaluation, and the relationship between reading and writing. Required for the
communication arts/literature teacher licensure major. (Prereq.: ENL 111, or HON
111, or ENL 112)
ENL 221
Expository Writing about the Arts and Popular Culture
A variant of English 220, this course also builds on the methods of Effective Writing,
but in this version students work on content related to subjects in the world of art and
literature. Particularly aimed at art, theater arts, and film majors. (Prereq.: ENL 111, or
HON 111, or ENL 112)
ENL 223
Writing for Business and the Professions
This practical course is designed to improve writing skills for those entering business
and professional careers. (Prereq.: ENL 111, or HON 111, or ENL 112)
ENL 226
Introduction to Creative Writing
The purpose of the course is to introduce students to the process of creative writing
and to various genres, emphasizing poetry and short fiction, but including journal
keeping and creative prose. (Prereq.: ENL 111, or HON 111, or ENL 112)
ENL 227
Journalism
An introductory newswriting course with an emphasis on writing for the print media.
Students consider how to recognize news, gather and verify facts, and write those
facts into a news story. (Prereq.: ENL 111, or HON 111, or ENL 112)
ENL 228
Broadcast and Online Journalism
This is an introductory newswriting course with an emphasis on writing for broadcast
and online media. Students use an intensive practice model to learn the basics of
newsgathering, writing, and production for radio and the internet. (Prereq.: ENL 111,
or HON 111, or ENL 112)
ENL 320
Fiction One
Students draft a collection of short stories and critique others’ work in the writing
workshop environment. Throughout the term, students will also read classic and
contemporary short fiction, analyzing and examining the work of established writers
as they learn to identify successful short fiction while creating their own work.
(Prereq.: ENL 226)
ENL 321
Fiction Two
A writing workshop in which students will revise a body of short fiction, redrafting and
polishing at least four short stories of varying lengths for inclusion in a portfolio of
work. Students will also be expected to create at least one new work of short fiction
during this workshop term. (Prereq.: ENL 320 or review and acceptance by instructor
of four story drafts written by the student and offered as work the student will refine in
Fiction Two.)
ENL 322
Poetry One
Students draft a collection of poems and critique others’ work in the writing workshop
environment. Students will learn to identify successful poetry as they create their own
poems; they will read published poetry and listen to new and established poets
reading their own work. (Prereq.: ENL 226)
ENL 323
Poetry Two
In this writing workshop, students write and revise a collection of poems to be
produced as a chapbook. Some of the poems written during this semester will be
experiments with formal verse, such as villanelles and sestinas. (Prereq.: ENL 322 or
review and acceptance by instructor of a collection of poetry written by the student.)
ENL 324
Creative Nonfiction
In this writing workshop, students develop a portfolio of creative works in the “fourth
genre,” which may include memoir; personal essays; flash nonfiction; researched
feature stories; mixed media, hypertext, and fragmented nonfiction; and lyric essays.
(Prereq.: ENL 220 or 221 or 226)
ENL/THR 325 Playwriting
An introductory course in writing for theater. Students will learn the basics of dramatic
structure, methods of script analysis, and techniques for the development of
playscripts from idea to finished product. (Prereq.: ENL 111 and junior or senior
standing, or consent of theater department chair. THR 250 or ENL 226
recommended.)
ENL 327
Quantitative Journalism: From Computers to Community
This course introduces students to gathering, analyzing, and presenting quantitative
data by using computers and other sources. The course also incorporates off-campus
resources to provide students with real-world experience of how data are
incorporated into print, broadcast, and online journalism. This course is designed for
persons wishing to explore use of quantitative data and for those preparing to enter
the communication professions. (Prereq.: ENL 227 or 228)
ENL/FLM 328 Screenwriting
An introductory course in writing for film, this course will take students from story
outline to the creation of a screenplay draft. In addition to writing their own scripts,
students will review feature films and analyze work written by each member of the
class, giving detailed critical analysis and engaging in discussion of aesthetics, craft,
and form. (Prereq.: ENL 220 or 221, or 226, or 228)
ENL 420
Advanced Studies in Writing
The writing keystone is a final, summative seminar emphasizing collaboration,
professional standards, and the creation of a publishable or performable completed
product. The topic changes; check the departmental web page. (Prereq.: Any 300level writing course)
ENL 427
Advanced Studies in Media Ethics and Theory
This course acquaints students with the concepts and functions of the news media in
global society, exploring the interaction of ethical and legal principles of American
journalism and considering the role of the news media in historical, economic, and
technological contexts. The course will analyze situations that have arisen in the past
and situations that arise now in a digitized information world. Students will study the
special position given the media in the United States and will consider First
Amendment protections and the media’s responsibilities to inform the public in a free
and democratic society. (Prereq.: ENL 220, or 221, or 226, or 227, or 228; and any
300-level media writing course.)
ENL 490
English Keystone (.0 course)
Students seeking keystone credit must register for this no credit, P/N course, along
with ENL 410, 420, or 430.
Directed Studies, Internships, and Independent Studies
ENL 291/391
Experiences in Thai Education and Culture
In this course, offered alternate years, students will spend approximately three weeks
in May in Thailand. During this time, students will visit temples and sites in Bangkok,
Chiangmai, and Prachuab Kirikhan. They will learn about Thai Buddhism,
government, traditional customs, and culture. Students will also spend several days
teaching English to Thai students in a Thai secondary school.
ENL 299
Directed Study
ENL 396
On-Campus Internships
This course is required for all communication arts/literature licensure students. It is
normally taken with students enrolled in English 101 Developmental Writing. Interns
prepare class presentations, assess student writing, and learn methods useful in
teaching composition.
ENL 399
Off-Campus Internships
ENL 499
Independent Study and Honors Projects
Honors studies must be directed by a professor chosen by the student and approved
by the department. Independent study projects not designated for honors must be
approved by the chair of the department.
Environmental Studies
Environmental studies is the interdisciplinary investigation of human relations with the natural
world. The program pursues a multifaceted examination—across the natural sciences, social
sciences, humanities, and professional studies—of the interdependence shared by people and
nature. It provides an understanding of the material world as well as the ecological, social, and
cultural processes and problems that bind that world together. Through the study of politics,
biology, literature, chemistry, social work, economics, and history, environmental studies
students focus on the most pressing local, regional, national, and global issues of our day.
Augsburg College’s location in the city offers a particular opportunity for the close study of
complex urban environments. Although many equate environmental issues with rural areas,
most people live in cities. Urban residents shape nature in innumerable ways, including through
energy, food, and water consumption; transportation; and industrial production. In turn, cities
often serve as the settings in which environmental injustice flourishes. With that in mind,
Augsburg’s environmental studies program fosters the simultaneous study of ecological quality
and social justice.
The program provides undergraduate training leading to a BA or a minor in environmental
studies. Upon completion of the program, students will be able to comprehend ecological
processes, recognize the many and varied forms of nature in the city, distinguish stakeholders’
interests in policy debates, decipher the context and variety of human experiences in nature,
identify inequities in the access to and use of natural resources, and articulate responses
grounded in multiple disciplinary insights to current urban environmental challenges. Drawing on
their experiences in settings as diverse as the Cedar-Riverside neighborhood, the upper
Mississippi River Valley, and Mexico, graduates of the program pursue vocations in nonprofit
organizations, government policy and planning positions, law, education, ministry, and corporate
settings.
Environmental Studies Faculty
John Zobitz (Mathematics, Director), Matthew Beckman (Biology), Ralph Butkowski (Biology),
Kristen Chamberlain (Communication Studies), Christina Erickson (Social Work), Z. Vivian Feng
(Chemistry), Keith Gilsdorf (Economics), David Hanson (Chemistry), John Harkness (English),
Ann Impullitti (Biology), Colin Irvine (English), Joan Kunz (Chemistry), Michael Lansing
(History), Joseph Underhill (Political Science).
Major
Fourteen Courses (standard track or HECUA track)
Standard Track Requirements (14 course credits):
Core courses:
ENV 100
ENV 120
Environmental Connections
Introduction to Environmental Science
SWK 210
Environmental Justice and Social Change
POL 241
Environmental and River Politics
or INS 342
River Politics Field Seminar
or POL 325 Politics and Public Policy
or POL 341/ Environmental Politics (CGE)
WST 341
or SOC 381 The City and Metro Urban Planning
ENL 270
Rites of Thematic Passage (Literature and Landscape)
or REL 313/ Environmental Theology and Ethics (CGE)
WST 313
HIS 316
US Urban Environmental History
ECO 365
Environmental Economics and Sustainable Development
ENV 399
Internship
ENV 490
Environmental Studies Independent Project (Keystone)
Biology requirements:
BIO 151
BIO 152
BIO 481
Introductory Biology
Ecology, Evolution, and Diversity
Ecology
Chemistry requirements:
CHM 105 Principles of Chemistry I
CHM 106 Principles of Chemistry II
or CHM 115 General Chemistry I
CHM 116 General Chemistry II (depends on MPG score)
HECUA Track Requirements (14 course credits):
ENV 100
Environmental Connections
SWK 210
Environmental Justice and Social Change
ENL 270
Rites of Thematic Passage (Literature and Landscape)
or REL 313/ Environmental Theology and Ethics (CGE)
WST 313
HIS 316
US Urban Environmental History
INS 345, INS 346, INS 399 (HECUA Environmental Sustainability Semester, four course credits:
Adaptive Ecosystem Management; Social Dimensions of Environmental Change,
Field/Research Methods and Investigation, Internship and Integration Seminar)
SBS 499
Environmental Studies Independent Project (Keystone)
Biology requirements:
BIO 151
BIO 152
BIO 481
Introductory Biology
Ecology, Evolution, and Diversity
Ecology
Chemistry requirements:
CHM 105
Principles of Chemistry I
CHM 106
Principles of Chemistry II
or CHM 115 General Chemistry I
CHM 116
General Chemistry II (depends on MPG score)
Minor
(Seven courses)
ENV 100
Environmental Connections
ENV 120
Introduction to Environmental Science
CHM 105
Principles of Chemistry I
or CHM 115 General Chemistry I
BIO 151
Introductory Biology
SWK 210
Environmental Justice and Social Change
HIS 316
US Urban Environmental History
or ENL 270
Rites of Thematic Passage
or REL 313/ Environmental Theology and Ethics (CGE)
WST 313
POL 241
Environmental and River Politics
or INS 342
River Politics Field Seminar
or POL 325 Politics and Public Policy
or POL 341/ Environmental Politics (CGE)
WST 341
or ECO 365 Environmental Economics and Sustainable Development
or SOC 381 The City and Metro-Urban Planning
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and
Writing (W) are embedded throughout the offered courses and are met by completing the major.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Environmental Studies Courses
ENV 100
Environmental Connections
An interdisciplinary introduction to current environmental issues. The course depends
on ecological visions of the world and examines the connections we share as people
living simultaneously in human community and in physical environments. In
examining these connections, we depend on the insights offered by political science,
biology, economics, literature, sociology, chemistry, and history as well as
experiential education and service-learning. The issues examined in this class—
neither remote nor abstract—exist in our everyday lives, and a central feature of the
course is the application of knowledge gained in the class to a campus project.
(Social and Behavioral Sciences LAF, fall)
ENV 120
Introduction to Environmental Science
An introduction to the systematic study of the environment from physical, biological,
chemical, and quantitative perspectives. Satisfactory completion of this course
satisfies a Liberal Arts Foundation requirement in the Natural Sciences and
Mathematics and as a QF. MPG 3 and CT required.
ENV 490
Environmental Studies Independent Project
An independently-designed project (approved by the program director and a
committee of three environmental studies faculty representing at least two academic
divisions) that displays a student’s ability to synthesize interdisciplinary approaches,
demonstrate higher-level learning, and examine vocational issues through the study
of an environmental problem. Vocational questions will also be formally explored.
(Prereq.: ENV 100, BIO 152, CHM 106 or 116, SWK 210, HIS 316, and ENV 399)
Film
See listing under Communication Studies.
Finance
See listing under Business Administration.
Foreign Languages
See listing under Languages and Cross-Cultural Studies.
French
See listing under Languages and Cross-Cultural Studies.
German
See listing under Languages and Cross-Cultural Studies.
Health, Physical Education, and
Exercise Science—HPE
All students at Augsburg College will interact at some point during their college experience
with the Department of Health, Physical Education, and Exercise Science. Goals of the
department are to provide quality experiences, preparation for the professions, and an
education that leads to lifelong participation in physical activity. Recreational participants as well
as student athletes will find ample opportunity for developmental activities.
The physical education program prepares students for careers in physical education
endeavors in the schools and in allied professions. It also provides general education in physical
activity for all Augsburg students.
The health education program prepares students for careers in school health education,
wellness, and allied professions. This program offers a comprehensive view that examines
prevention and promotion needs for individuals, schools, and the community.
The exercise science program prepares students with practical application of the knowledge
needed to become a health fitness or community health professional. Interested students will
also be prepared to move on to graduate or professional school in allied health fitness
professions.
All students seeking teaching licensure must receive a minimum grade of 2.0 in all required
courses with an HPE prefix.
Health, Physical Education and Exercise Science Faculty
Eileen Kaese Uzarek (Chair), David Barrett, Jane Becker, Chris Brown, Anthony Clapp, Steven
Dalhed, Carol Enke, Aaron Griess, Melissa Lee, Mike Navarre, Patrice Salmeri, Missy Strauch,
Ted Vickerman
Degree and Major Requirements
Health Education
Health Education Major
HPE 104
HPE 110
HPE 114
HPE 115
HPE 215
HPE 316
HPE 320
HPE 357
HPE 358
HPE 390
HPE 410
HPE 450
Components of Fitness Training
Personal and Community Health
Health and Safety Education
Chemical Dependency Education
Health and Exercise Psychology
Human Sexuality
School Health Curriculum
Measurement in Health, Physical Education, and Fitness
Assessment in Health and Physical Education
Instructional Methods and Materials in Health Education
Administration and Supervision of the School Health Program
Current Health Issues
BIO 103
Human Anatomy and Physiology
PSY 250
Child Development
or PSY 252 Adolescent and Young Adult Development
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and
Writing (W) are embedded throughout the offered courses and are met by completing the major.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Health Education Minor
HPE 104, 110, 114, 115, 316, 320, 390, 450, BIO 103. (The Minnesota Board of Teaching does
not license minors in teaching.)
Teaching Licensure
The Minnesota Board of Teaching has specific licensing requirements for teachers that may
be subject to change after the publication of this catalog. It is the responsibility of the student to
consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
A Bachelor of Science degree is available for students seeking teacher licensure. Students
must consult with a faculty adviser concerning the Augsburg Core Curriculum requirements
under the Bachelor of Science option.
Physical Education
Physical Education Major
HPE 104
HPE 114
HPE 115
HPE 205
HPE 220
HPE 254
HPE 275
HPE 324
HPE 334
HPE 335
HPE 340
HPE 350
HPE 351
HPE 357
HPE 358
HPE 473
BIO 103
Components of Fitness Training
Health and Safety Education
Chemical Dependency Education
Introduction to Health, Physical Education, and Health Fitness
Motor Learning
Introduction to Developmental and Adapted Physical Education
Prevention and Care of Athletic Injuries
K-6 PE Games and Activities
7-12 Sport Skills and Activities
Outdoor Education
Organization and Administration of Physical Education Programs
Kinesiology
Physiology of Exercise
Measurement in Health, Physical Education, and Exercise Science
Assessment in Health and Physical Education
Physical Education Curriculum
Human Anatomy and Physiology
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and
Writing (W) are embedded throughout the offered courses and are met by completing the major.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Physical Education Minor
HPE 104, 115, 205, 324, 334, 351. (The Minnesota Board of Teaching does not license minors
in teaching.)
Coaching Certification
The Minnesota Board of Teaching does not require coaching certification. The following
courses are recommended for those interested in coaching in Minnesota public schools:
HPE 114
Safety Education
HPE 275
Prevention and Care of Athletic Injuries
HPE 280
Coaching Theory
The MSHSL requires all head varsity coaches of interscholastic sports to complete a coaching
effectiveness program offered through the MSHSL.
Teaching Licensure
The Minnesota Board of Teaching has specific licensing requirements for teachers that may
be subject to change after the publication of this catalog. It is the responsibility of the student to
consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
A Bachelor of Science degree is available for students seeking teacher licensure. Students
must consult with a faculty adviser concerning the Augsburg Core Curriculum requirements
under the Bachelor of Science option.
Exercise Science
Exercise Science Major
HPE 104
Components of Fitness Training
HPE 110
Personal and Community Health
HPE 114
Health and Safety Education
HPE 115
Chemical Dependency Education
HPE 205
Introduction to Health, Physical Education, and Exercise Science
HPE 215
Health and Exercise Psychology
HPE 275
Prevention and Care of Athletic Injuries
HPE 300
Nutrition for Exercise Science
HPE 305
Stress Management
HPE 350
Kinesiology
HPE 351
Physiology of Exercise
HPE 357
Measurement in Health, Physical Education, and Exercise Science
HPE 397 or 399 Internship in Exercise Science
HPE 450
Current Health Issues
HPE 490
Health Fitness Seminar and Keystone
BIO 103
Human Anatomy and Physiology
Select and complete one (1) of the following two (2) courses:
HPE 315
Exercise Testing and Prescription
or HPE 330 Community Health Methods
Select and complete one (1) of the following two (2) courses:
HPE 430
Epidemiology (HLTH 400 Epidemiology at Univ. of St. Thomas)
or HPE 304 Advanced Fitness Training
Health, Physical Education, and
Exercise Science Courses
HPE 001
Foundations of Fitness
(.0 course)
This course is required of all Augsburg students outside the HPE majors. It seeks to
improve the student’s knowledge and understanding of the components of physical
fitness and how they contribute to personal lifelong health and well-being. This course
is designed to provide knowledge and skills needed to assess, monitor, and discipline
oneself to maintain a lifestyle of fitness and wellness. (Fall, spring)
HPE 002, 003 Lifetime Activity
(.0 course)
Lifetime activity courses are designed to improve proficiency in a selected physical
activity. Students will be able to understand and demonstrate basic skills, strategy,
and rules of the activity. (Fall, spring)
HPE 007 Lifetime Activity - Hybrid
(.0 course)
This Lifetime Activity course is designed to improve proficiency in one or more
student selected activities. Students will understand and demonstrate fundamentals
and benefits of selected activities. This course will be taught in a hybrid format,
blended between in-person lab experiences and online discussions and reporting.
(Fall, winter, spring WEC)
HPE 008 Foundations of Fitness - Hybrid
(.0 course)
Foundations of Fitness is designed to improve the student's knowledge and
understanding of physical fitness, nutrition and stress and how they influence health
and well-being. This course provides knowledge and skills needed for an individual to
maintain a lifestyle of fitness and wellness. This course will be taught in a hybrid
format, blending in-person lab experiences with online discussion and reporting.
HPE 104
Components of Fitness Training
This course implements a performance-based approach designed to enable the
student to become well educated in strength and cardiovascular training. The
proficiencies will address the specifics of knowledge and performance in fitness
training. This course will implement optimal research-based theories for improving
aerobic and muscular strength for the purpose of designing an individualized strength
and aerobic conditioning program. (Fall, spring)
HPE 110
Personal and Community Health
Concepts and practices of health and healthful living applied to the individual and the
community. (Prereq.: ENL 111 or 112 or HON 111. Fall, spring)
HPE 114
Health and Safety Education
(.5 course)
Principles and practices of safety education in school and community life. National
Safety Council First Aid and CPR certifications. (Fall, spring)
HPE 115
Chemical Dependency Education
(.5 course)
An analysis of chemical use and abuse and what can be done for the abuser.
Includes information about school health education and services. (Fall, spring)
HPE 205
Introduction to Health, Physical Education, and Exercise Science
(.5 course)
An introduction to the professional field of health, physical education, and fitness.
Includes history, current trends, and professional opportunities related to health,
human performance, and wellness. Students also will examine the components of a
healthy lifestyle found on the wellness continuum. (Fall, spring)
HPE 215 Health and Exercise Psychology
Study of the impact of psychological, behavioral, social, and biological interactions on
exercise and health. Specific physiological and psychological benefits associated with
exercise are addressed along with health promotion, intervention, and adherence.
Examples of topics covered include anxiety, depression, stress, ADHD, self-efficacy,
and determinants of exercise. (Spring)
HPE 220
Motor Learning
(.5 course)
The study of the processes associated with developing motor skills and performance,
and how this relates to motor development. (Spring)
HPE 254
Introduction to Developmental/Adapted Physical Education
(.5 course)
A general overview of developmental/adapted physical education from early
childhood through grade 12. The role of school-based health and physical education
programs for students with disabilities will be addressed. Fieldwork experience is a
requirement in this course. (Fall)
HPE 275
Prevention and Care of Athletic Injuries
(.5 course)
Emphasis placed on preventing and treating common athletic injuries. Practical
experience in taping and training room procedures. A lab accompanies this course.
(Prereq.: HPE 114. Spring)
HPE 280
Coaching Theory (.5 course)
Theory, philosophy, organization, and supervision of coaching. Includes psychology
of sport and how psychological factors affect participation in sport.
HPE 300
Nutrition for Exercise Science
This course provides an integrated overview of the physiological requirements, food
sources, and functions of carbohydrates, fats, protein, vitamins, and minerals and
their impact on health and performance. Students will evaluate and design nutritional
regimens to support optimal athletic performance, ultimately examining nutritional
supplements, ergogenic aids, and anabolic steroids and the safety and efficacy of
legal and banned substances.
HPE 304
Advanced Fitness Training
This course is designed to examine and apply the latest in scientific research of
advanced personal training. Participants will be exposed to established training
methods for developing advanced workouts as well as a variety of breakthrough
exercises that may result in fitness improvements. Ultimately, students will create and
optimize aspects of the different training phases for their year-round program design.
(Prereq.: BIO 103, HPE 104, HPE 114. Spring)
HPE 305 Stress Management
(.5 course)
This course introduces students to concepts related to stress and stress
management. Along with the study of the role of stress in dysfunction of the human
body, individual assessments and reflection are used to assist students in developing
a greater understanding of the role of stress in their life. Individual stress
management plans will be constructed. (Fall)
HPE 315
Exercise Testing and Prescription
(.5 course)
This is a course in exercise testing and prescription relative to the cardiopulmonary
system. The course is designed to provide the student with an understanding of the
physiological and pathophysiological responses of the body to clinical exercise testing
and to develop a basis for the exercise prescription in health and disease. The
content of this course is focused toward the knowledge and skills required for taking
the ACSM Health Fitness Instructor (HFI) certification exam. (Prereq.: MPG III, HPE
357. Fall)
HPE 316
Human Sexuality
A study of the psychological, social, and biological components of human sexuality.
(Spring)
HPE 320
School Health Curriculum
(.5 course)
Techniques for developing a course of study in school health based upon growth and
development for grades K-12. Examination of national standards and pedagogy for
health education, curriculum, and assessment included. (Prereq.: HPE 110. Fall even
years)
HPE 324
K-6 PE Games and Activities
(.5 course)
This course integrates theory and practice in teaching age- and skill-appropriate
activities to elementary students. Fieldwork experience is a requirement in this
course. (Prereq.: HPE 104, HPE 205. Spring)
HPE 334
7-12 Sport Skills and Activities
(.5 course)
Theory and practice in skills and teaching selected games and activities. Fieldwork
experience is a requirement in this course. (Prereq.: HPE 104, HPE 205. Fall)
HPE 335
Outdoor Education
(.5 course)
A course designed to provide knowledge and develop skills in a variety of outdoor
educational activities and to study the natural environment in which these activities
occur. The course will include a three-day camping/hiking trip. Fieldwork experience
is a requirement in this course. (Prereq.: HPE 104, HPE 114, HPE 205. Fall even
years, spring even years)
HPE 340
Organization and Administration of Physical Education Programs
(.5 course)
A survey of management, leadership, and decision making for physical education and
athletic programs. (Prereq.: HPE 205 and pass CT assessment or GST 100. Fall)
HPE 350
Kinesiology
A study of the mechanics of movement with an emphasis on the use of the muscular
system. An analytic approach to the study of movement and how it relates within the
physical education and health fitness fields. A lab accompanies this course. (Prereq.:
BIO 103. Co-req.: HPE 357. Fall)
HPE 351
Physiology of Exercise
The major effects of exercise on the systems of the body and physiological principles
applied to exercise programs and motor training. A lab accompanies this course.
(Prereq.: ENL 111 or 112 or HON 111, BIO 103. Spring)
HPE 357
Measurement of Health, Physical Education, and Exercise Science
(.5 course)
Concepts of statistics and the use of statistical procedures in health, fitness, and
physical education programs. Topics include descriptive statistics, probability,
estimation, ANOVA, correlation, and linear regression. (Prereq.: MPG 3, HPE 104,
and either HPE 110 or HPE 205. Fall)
HPE 358
Assessment of Health and Physical Education
(.5 course)
Standards, assessment, and evaluation of tests in health and physical education.
(Prereq.: HPE 104, HPE 357 and either HPE 110 or HPE 205. Fall)
HPE 365
Physical Education Methods (K-6)
Procedures, materials, and issues for teaching physical education in grades K-6. An
in-depth view of all aspects of teaching physical education to elementary-aged
children. Fieldwork experience is a requirement in this course. (Prereq.: HPE 104,
HPE 324. Fall)
HPE 368
Physical Education Methods (7-12)
Procedures, materials, and issues involved in teaching physical education in
secondary schools. An in-depth view of all aspects of teaching physical education to
secondary-aged students. Fieldwork experience is a requirement in this course.
(Prereq.: HPE 104, HPE 334. Spring)
HPE 390
Instructional Methods and Materials in Health Education
Principles and methods of instruction applied to health education grades K-12.
Emphasis on teaching/learning strategies and student assessment. Evaluation and
development of materials included. Fieldwork experience is a requirement in this
course. (Prereq.: HPE 110. Spring)
HPE 410
Administration and Supervision of the School Health Program
(.5 course)
Historical background, legal basis, and school health services relationship to
community and school health programs and resources. (Prereq.: HPE 110. Fall even
years)
HPE 450
Current Health Issues (.5 course)
This course uses critical thinking skills to examine current health issues in text and
media from a sociological, political, economic, and medical perspective. (Prereq.:
HPE 110 and pass CT assessment or GST 100. Fall odd years)
HPE 473
Physical Education Curriculum (.5 course)
Techniques for developing a course of study in physical education based upon growth
and development for grades K-12. Examination of national standards and pedagogy
for physical education, curriculum, and assessment included. (Prereq.: HPE 205. Fall)
HPE 490
Exercise Science Seminar and Keystone
This course will provide the student with the pinnacle component of the Exercise
Science degree plan. The keystone will provide an understanding of human
responses to exercise and its relevance to a diverse and challenging world, as well as
help develop a basis for research as this relates to the major. The student will choose
a research topic in the field of kinesiology or exercise physiology, design a research
study, recruit subjects, conduct testing, evaluate data, and present their research to
the Health, Physical Education, and Exercise Science Department at the end of the
semester. The student will also choose from a number of options to advance their
career and improve their marketability in the field. (Prereq.: HPE 350, HPE 351)
Internships and Independent Study Courses
HPE 199
Internship
HPE 299
Directed Study
HPE 397/399
HPE 499
Internship
Independent Study/Research
Open only to junior or senior majors.
History—HIS
History is to society what memory is to an individual; it brings to a civilization an
understanding of its identity. The distinguished medievalist J.R. Strayer expressed it this way:
“No community can survive and no institution can function without constant reference to past
experience. We are ruled by precedents fully as much as by laws, which is to say that we are
ruled by the collective memory of the past. It is the memory of common experiences that makes
scattered individuals into a community.”
The study of history enables us to deal more knowledgeably with continuity and change in
society. The construction of an informed sense of our past is a fundamental ingredient in
appreciating and understanding the present as well as anticipating the future. History majors are
prepared to be active and contributing members of their society. The study of history, which has
long held a major role in the liberal arts, is an entry to elementary and secondary education,
graduate study in many fields, and a wide range of employment opportunities that require
abilities in communication, conceptualization, and processing of information.
History Faculty
Phillip C. Adamo (Chair), Jacqueline deVries, Bill Green, Don Gustafson, Michael Lansing
Degree and Major Requirements
Major
Nine courses (including HIS 280 and 480). At least four of these courses must be upper
division. A major must have at least one course (either survey or upper level) from each of the
four areas: ancient and medieval, modern Europe, United States, and non-Western.
Graduation Skills
The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and
is met by completing the major. Speaking (S) and Writing (W) skills are also developed
throughout the major, but are given special emphasis in the following courses (both required for
majors):
S: HIS 480
W: HIS 280 and HIS 480
The Quantitative Reasoning (QR) graduation skill may be fulfilled by taking HIS 369, GST
200, MAT 145, MAT 146, MAT 163, or PHI 230.
Teaching Licensure
The State of Minnesota has specific licensing requirements for teachers that may differ
slightly in emphasis from the Augsburg major requirements. The state requirements may also
be subject to change after publication of this catalog. Students therefore should consult with the
Augsburg Department of Education to identify current Minnesota teacher licensure
requirements.
Minor
Five courses, at least three of which must be upper division.
Departmental Honors
GPA of 3.60 in the major and 3.00 overall; except in special instances, application before
the end of the first term of the junior year; two years of a foreign language at the college level
(or its equivalent); an honors thesis (equal to one course credit) to be defended before a faculty
committee.
Medieval Studies
The History Department also hosts the major in medieval studies. For more information,
refer to Medieval Studies in this catalog.
Other Requirements
First-year students should enroll in one or more of the 100-level courses. The 200-level
courses are normally reserved for sophomore or upper division students. Upper division courses
are numbered 300 and above.
Prerequisites
Satisfactory completion of a lower division course (100- or 200-level) is normally required
before enrolling in an upper division course (300- and 400-level). See instructor for permission.
Transfer Students
Transfer students planning a major must normally take at least three of their courses at
Augsburg including HIS 280 and 480. A minor normally requires two courses taken at Augsburg.
History Courses
HIS 101
The Beginning of Western Culture
An analysis of the primary civilizations in the Near East, the classical world of Greece
and Rome, and the Middle Ages of Europe into the 13th century.
HIS 102
The Shaping of Western Civilization
A consideration of European institutions and values from the waning of the Middle
Ages through the remodeling of Europe by Napoleon.
HIS 103
The Modern World
A study of the main currents in Western civilization from the time of Napoleon to the
present.
HIS 104
The Modern Non-Western World
An introduction to various centers of cultural and political power in Asia and Africa of
the last 200 years.
HIS 120
America to 1815
A survey of the relations between Native, European, and African peoples from first
contacts to the War of 1812, drawing on social, cultural, and environmental history as
well as political and economic history. The course will move topically as well as
chronologically through the colonial and early national period. Themes include the
legacies of massive ecological and demographic change, the colonial competition for
North America, Indian-white conflict and collusion, enslavement of African peoples,
the creation of the United States, and internal as well as foreign conflicts in that
nation’s early years. (Prereq.: Pass CT assessment or GST 100)
HIS 121
19th-Century United States
A survey of United States history from 1815-1900, drawing on social, cultural, and
environmental history as well as political and economic history. The course will move
topically as well as chronologically through the years in which the United States came
to prominence despite internal dissent and violence. Themes include the emergence
of a national identity, political system, and economy, slavery, expansion, and empirebuilding, regional differences, the Civil War and its aftermath, and industrialization.
(Prereq.: Pass CT assessment or GST 100)
HIS 122
20th-Century United States
A survey of United States history from 1900 to the present, drawing on social,
cultural, and environmental history as well as political and economic history. The
course will move topically as well as chronologically through the modern era. Themes
include industrialization and urbanization, the significance of gender, race, and
ethnicity in American culture, the growth of a strong federal government, the
emergence of the United States as a world power, the creation of a consumer society,
the rise of identity politics, and the passing of American hegemony. (Prereq.: Pass CT
assessment or GST 100)
HIS 150/350
Latin American History
This course examines the histories of Mexico, Central America, and the Caribbean
from the 1790s to the 1990s. Centering our analysis in the Latin American
experience, we will examine cultural trends, social interactions, and economic
development as well as the relations that each of these regions shared with the
United States. Special attention will be paid to independence movements,
neocolonialism, dependency and underdevelopment, ecological transformations, the
Latino/a diaspora, and the struggles of indigenous communities. (Prereq.: Consent of
instructor required for HIS 350)
HIS/WST 155/355
Cultural Conflict and Change in Latin America
Center for Global Education course. In the International Programs section, See Social
Change in Central America: Exploring Peace, Justice, and Community Engagement
(Guatemala, El Salvador, and Nicaragua).
HIS 162/462
20th-Century South Asia
This course explores the processes of colonialism, nationalism, decolonization, and
independence in the area now politically known as India, Pakistan, and Sri Lanka.
Upper division students will have additional assignments and different exams from
lower division. (Prereq.: Consent of instructor required for HIS 462)
HIS 195
Topics in History
An introduction to selected historical topics not regularly offered in lower division
classes. The specific topics to be offered will be announced prior to registration.
HIS 225
History of the Twin Cities
The Minneapolis and St. Paul area serves as a case study for the themes of frontier
urbanization, industrialization, and economic change; transportation, immigration, and
ethnicity; and urban politics and reform.
HIS 234
Minnesota History
This course examines the racial, ethnic, political, and economic history of Minnesota,
from the earliest inhabitants (Ojibwe and Dakota), through the period of British and
French exploration, and to the development of statehood.
HIS 236
American Indian History
A study of the native people of North America from the pre-Columbian period through
European exploration and settlement to the present, emphasizing American Indian
contributions to world culture, tribal structure, and intergovernmental relations.
HIS 241
Topics in African American History
Selected topics in African American history not regularly examined in other
departmental offerings. The specific topics to be offered will be announced prior to
registration.
HIS 242
History of African American Civil Rights, 1619-1915
A survey of the development of African American civil rights focusing on legal,
economic, and political issues influenced by race and class, emphasizing
emancipation and integration of slaves and former slaves.
HIS 243
History of African American Civil Rights, 1915-1972
A continuation of HIS 242 with special emphasis on the contributions of W.E.B.
DuBois, Marcus Garvey, A. Philip Randall, Charles Houston, Thurgood Marshall, and
Martin Luther King Jr.
HIS 249/349
The Designed Environment
This course addresses the designed environment, investigating architecture,
landscape architecture, and urban design. Class sessions consist almost exclusively
of extensive walking tours and site visits to prominent examples of design excellence.
(Prereq.: None for HIS 249; ENL 111 or 112 or HON 111, and an ART, HIS, or urban
studies course for HIS 349)
HIS 280
The History Workshop
This course introduces history majors and minors to the historian’s craft. Students will
examine the development of the discipline of history, the methods of analysis used by
professional historians today, and the varieties of applications for history in
professional careers and public life. Students will also gain and sharpen the research
and writing skills critical to their success in upper-level history courses. Guest
speakers and off-campus site visits will enhance course content. (Prereq.: ENL 111 or
112 or HON 111)
HIS 282
The History of Women Since 1848
This course examines in comparative perspective women’s changing political,
economic, social, and sexual status since the 19th century, with attention given to
social, racial, ethnic, and sexual differences among women.
HIS 300
Public History
Public history is the practice of historical methods with a nonacademic audience in
mind. This survey explores the components of public history, many of its venues, and
pressing issues in the field through examination of a range of topics (including, but
not limited to): local history, historical memory, archives, exhibits, oral histories,
documentaries, publishing, museums, historic sites, and historic preservation.
HIS 311
Topics in Women’s History
Exploration of selected topics in women’s history not regularly examined in other
departmental offerings. The specific topic to be offered will be announced prior to
registration.
HIS 316
U.S. Urban Environmental History
A chronological exploration of the interactions between Americans and the nonhuman
world, with particular attention to urban and suburban areas. Topics include the
commodification of nature, the death of the organic city, political movements
organized around nature, ways of knowing nature, environmental justice, and
relationships between culture and nature. Additionally, students will use both primary
sources and fieldwork to explore the specific environmental history of a Minneapolis
neighborhood.
HIS 323
Modern China
A selective treatment of Chinese history since the Opium War of 1839, the erosion of
China’s isolation and collapse of the imperial system, and the Nationalist and
Communist revolutions of the 20th century.
HIS 327
Racism and Resistance in Southern Africa and the U.S.
Center for Global Education course. In the International Programs section, see Nation
Building, Globalization, and Decolonizing the Mind (Namibia).
HIS 331
Topics in United States History
In-depth exploration of selected topics in United States history not regularly examined
in other departmental offerings. The specific topics to be offered will be announced
prior to registration.
HIS 332
History of United States Foreign Relations
A survey of United States foreign relations from the American Revolution through the
Cold War, emphasizing changing definitions of war and peace, tensions between
internationalism and isolationism, and the emergence of the United States as an
economic and military power.
HIS 335
American Urban History
A study of urban development from colonial and frontier beginnings through the age
of industrialization to the present, including the dynamics of urban growth and
planning, politics and reform, and the growth of urban culture.
HIS 336
American Labor History
A survey of the history of work and the worker, primarily in the late 19th and 20th
centuries, emphasizing the nature of work, working-class life and community,
evaluation of organized labor, and the relationship of workers and union to the state.
HIS 338
American Legal History
An examination of the social, economic, and intellectual factors in American history
that, combined with English and colonial antecedents, contributed to the emergence
of our modern legal system. (Prereq.: Pass CT assessment or GST 100)
HIS 343
The North American West
This course reckons with the contest of colonial powers in North America, the
American conquest of the region, the role of the federal government in shaping the
West, the rise of the most urban part of the United States, and the important role that
the West plays in modern American culture. Themes include the persistence of Native
peoples, ethnicity, race, and gender in Western daily and political life, the creation of
an international borderlands, and the ecological transformation of Western
landscapes.
HIS 346
Namibia and South Africa: A Historical Perspective
A survey of Namibia and South Africa including the experience of indigenous peoples,
the impact of South African occupation, the war for independence, and the roots of
apartheid and its institutionalization. (Center for Global Education course. In the
International Programs section, see Nation Building, Globalization, and Decolonizing
the Mind: Southern African Perspectives [Namibia]).
HIS 348
Russia and the Soviet Union in the 20th Century
An introductory historical survey of the Soviet Union, beginning with a brief
examination of Russian history before turning to the Russian Revolutions of 1917, the
rise of Stalin, the Cold War, and the emergence of Gorbachev. The course will
emphasize political, diplomatic, economic, and cultural history.
HIS 352
Modern Germany
A survey of the social, political, and cultural development of modern Germany,
focusing on the question of Germany’s Sonderweg (special path) and examining such
topics as romanticism, unification, the rise of national socialism, and the Holocaust.
HIS 354
Modern Britain and Ireland
This course will take a distinctively interdisciplinary approach (sources will include
literature, film, music, and artwork) to explore a period of dramatic change in British
politics, society, culture, and international status.
HIS 355
Cultural Conflict and Change in Latin America
For course description, see HIS 155.
HIS 357
Mexican History, Culture, and Cosmovision
An exploration of Latin American history from Pre-Columbian times through the
conquest and colonial periods up to modern Latin America. The course will use a
gendered lens to focus on Mexican history, culture and cosmovision. Additional
readings and written assignments will be required for upper-division students. Taught
on-site in Mexico through Center for Global Education. In International Programs, see
the listing for Migration and Globalization: Engaging Our Communities (Mexico)
(Prereq.: One previous history course or consent of instructor required)
HIS 360
Ancient Egypt and Classical Greece
This course examines the history of ancient Egypt and classical Greece from c. 3200
to 323 BC, and uses a variety of written and visual sources in an attempt to
understand these societies. In addition to the “traditional” political narrative, it also
looks at social, economic, and cultural aspects of life in antiquity.
HIS 361
Hellenistic Greece and Rome
This course examines the history of Hellenistic Greece and Rome from c. 800 BC to
476 AD, and uses a variety of written and visual sources in an attempt to understand
these societies. In addition to the “traditional” political narrative, it also looks at social,
economic, and cultural aspects of life in antiquity.
HIS 369
The Early and High Middle Ages
This course examines the history of Europe and the Mediterranean from c. 300 to
1350 AD, and uses a variety of written and visual sources in an attempt to understand
medieval society. In addition to the “traditional” political narrative, it also looks at
social, economic, and cultural aspects of medieval life. (Prereq.: MPG 3)
HIS 370
The Late Middle Ages to 1648
This course examines the history of Europe from c. 1300 to 1648 AD, and uses a
variety of written and visual sources in an attempt to understand late medieval
society. In addition to the “traditional” political narrative, it also looks at social,
economic, and cultural aspects of life in this period.
HIS 374
Medieval Crusades
This course examines Western Europe’s crusading era (1095-1291 AD), a time when
warriors from the Christian West attempted to “take back” the Holy Land from its
Muslim occupiers. Through a close reading of primary sources, we will examine such
issues as pilgrimage, holy war, and the complex relationships between East and
West, between Muslims and Christians. We will pay particular attention to the
question of historical representation.
HIS 378
Medieval Church
This course examines the history of the medieval church from Constantine the Great
to Martin Luther (c. 300 to c. 1517 AD). It uses a variety of written and visual sources
in an attempt to understand the medieval church and its influence, not only in
religious matters, but also in the social and political spheres. Cross-listed with REL
378.
HIS 440
Topics in World History
This course will investigate topics in world history that are not included in regular
course offerings. The specific topics to be offered will be announced prior to
registration.
HIS 462
20th-Century South Asia
For course description, see HIS 162.
HIS 474
The World and the West
Europe’s discovery of the rest of the world, cultural interaction and conflict, the
building of European empires in Asia and the Americas, and the breakdown of these
imperial systems at the end of the 18th century.
HIS 480
Seminar
This course is required for the major, and enrollment is normally restricted to students
who have nearly finished their coursework. Selected topics will be announced prior to
registration. Permission of the instructor is required. This course fulfills the keystone
requirement. (Prereq.: HIS 280 and ENL 111 or 112 or HON 111. Generally offered
fall and spring terms.)
Internships and Independent Study Courses
HIS 199
Internship
HIS 299
Directed Study
HIS 399
Internship
HIS 499
Independent Study/Research
(Prereq.: 3.50 GPA in history)
Honors Program—HON
The Augsburg Honors Program offers an adventurous education where students with a
passion for ideas can be their best. We offer a friendly and welcoming atmosphere for students
committed to an exceptional higher education.
Augsburg’s Honors Program is unlike any other honors program in the nation because it
gives students the resources and freedom to build their own ideal higher education. Students
have the opportunity to create their own courses, edit and write for the Honors Review of
Undergraduate Scholarship, participate in an intramural debate league, belong to an Honors
House, and learn through small reading groups, research projects, and travel around the world.
Each Honors course has been specifically created for Honors students and includes a
challenging “signature experience” such as writing a play, putting great books on trial, or
attending music, theater, and art perfomances. Honors courses bring in professors from several
different departments so students can learn from talented professors teaching their specialties.
For information, contact Robert C. Groven, Honors Program director, at
honors@augsburg.edu.
Honors Program Recognition
Students who complete the Honors Program requirements satisfy all general education
requirements, except those for physical education and modern language.
Honors students also receive special transcript notation, special graduation recognition,
résumé-building positions, and special access to academic advising and career options.
Honors Admission Requirements and Academic Scholarships
Students with a demonstrated record of achievement are eligible to enter the Augsburg
Honors Program. Prospective students may demonstrate achievement in a variety of ways.
Most students who are admitted have a composite ACT score of 27 or higher (or a combined
SAT score of 1250 or higher), and a high school GPA of 3.50 or higher. However, students
without these numeric requirements may be eligible if they have exceptional records of
extracurricular activity or other exceptional experiences. All students are encouraged to apply.
To apply, students should fill out the online application at www.augsburg/honors.edu.
Students applying for the Honors Program also automatically apply for the College’s highest
academic scholarships: the President’s, Honors Regents’, International President’s, and
Hanwick/Agre Scholarships.
Qualifying Advanced Placement, International Baccalaureate, College in the Schools, and
Postsecondary Option courses may satisfy Honors Program requirements, and/or be granted
College credit. Contact Academic Advising or the Honors program director for further
information.
Students may enter the Honors Program at three points: first semester of first year, second
semester of first year, or first semester of sophomore year. Students who enter during the
second semester of the first year must fulfill all remaining Honors requirements, may substitute
REL 100 for HON 100, and may be excused from taking HON 120. Students who enter the first
semester of the sophomore year must fulfill remaining Honors requirements, and may substitute
REL 100 for HON 100, may substitute two non-Honors humanities liberal arts foundation
courses for HON 130, may substitute ENL 111 for HON 111, and may be excused from taking
HON 120.
Scholars Program for Advanced Transfer Students
Students with more than 16 credits in transfer work may enter the Scholars Program but
may not enter the Honors Program. The Scholars Program allows students to enroll in Honors
courses, join an Honors House, and participate in all Honors Program activities. In order to
graduate with the Scholars Program transcript designation, students must join an Honors House
and participate in required meetings, maintain an overall GPA of 3.50 or higher, and take HON
340, HON 490, and two other full-credit Honors courses.
Honors Co-Curricular Activities
Honors Houses: All Honors students must belong to an Honors House for the purpose of
receiving academic advising and program information. All Honors students are required to
attend mandatory meetings of the Honors Program or of their houses. These meetings are
necessary for advising, information, and governance. When students enter the Honors Program
they choose to join one of the four Honors Houses:
The Crockett Scholars House coordinates scholarship, research, fellowship, major award or
prize opportunities, and graduate school placement for all Honors students. Crockett House also
organizes events related to scholarship, such as College scholarship events.
The Pike Stewards House coordinates public relations, job placement, and fundraising
opportunities for all Honors students. Pike House also organizes events for alumni and
fundraising.
The Griffin Citizens House coordinates recruiting, social activities, admission and
scholarship applications, and the Honors website opportunities for all Honors students. Griffin
House also organizes events for recruiting and socializing, such as banquets, parties, and high
school recruiting trips.
The Hesser Servants House coordinates service-learning, social justice, experiential
learning, and political activity opportunities for all Honors students. Hesser House also
organizes related events, such as Honors service days and Augsburg experiences.
Augsburg Honors Review: Students manage, edit, write, and publish an interdisciplinary
journal of undergraduate scholarship. The Review accepts submissions from students at
Augsburg and other colleges and universities around the nation.
Student Leadership Opportunities: Students elected to leadership within their Honors
House may serve as house presidents or serve in other program leadership positions. The
house presidents sit on the Honors Student Presidents Council and make critical decisions
about program courses and resources.
Student-Created Learning Experiences (SCLE)
Honors students may learn through established courses or through student-created learning
experiences. These student-created experiences may substitute for Honors curricular
requirements, or may simply enrich a student’s education. Such student-created experiences
may count toward requirements in majors and satisfy Honors requirements, or simply be an
elective course.
Student-created learning experiences may take almost any form. Some possible forms include:
• Student-created courses (created in collaboration with faculty)
• Full course (10-20 students)
• Reading Groups (2-9 students)
• Individual Reading and Examination (individual study)
• Student/Faculty Research (may be one or many students)
Process: A student-created learning experience may be proposed by any Honors student or by
any Augsburg faculty or staff person. The interested student should speak with either an Honors
Council member or the Honors Program director. Next, a proposal should be drafted in accord
with the Honors student-created learning experience form. Finally, the proposal should be
submitted by the student to the Honors Program director who will carry the proposal to the
Honors Council for review.
Honors Established Curriculum
These requirements are normally taken in the order listed below, but can be taken out of
order if schedule conflicts require it.
First Year: Fall
First-year students select Honors House membership.
First-year students are not permitted to join Augsburg Honors Review.
HON 100
Christian Vocation and the Search for Meaning I
HON 120
Scholar Citizen (includes theater lab, satisfies speech skill and critical thinking
skill requirements)
First Year: Spring
HON 130
HON 111
Liberating Letters (humanities LAF and speaking skill)
Effective Writing for Liberating Letters (satisfies effective writing requirement)
Second Year: Fall
• Students write and research as staff writers in HON 450: Augsburg Honors Review
(0.0 credit, pass/no pass)
• HON 220: Scholar Scientist (satisfies non-lab natural sciences and mathematics LAF
and quantitative reasoning skill requirements)
* HON 200 Christian Vocation and the Search for Meaning II
Second Year: Spring
• Students write and research as staff writers in HON 450: Augsburg Honors Review
(0.0
credit, pass/no pass)
• HON 240: Science, Technology, and Citizenship (satisfies natural sciences and
mathematics lab LAF)
Third Year: Fall
• Students eligible to become editors and managers in HON 450: Augsburg Honors
Review
• HON 250: Social Scientist (satisfies social and behavioral sciences LAF)
• HON 200: Christian Vocation and the Search for Meaning II
• HON 340: Junior Colloquium (taught by the president or dean of the College; 0.0
credit, pass/no pass)
Third Year: Spring
• Students eligible to become editors and managers in HON 450: Augsburg Honors
Review
• HON 230: Arts and the City (satisfies fine arts LAF)
• HON 340: Junior Colloquium (continues from fall semester; 0.0 credit, pass/no pass)
Fourth Year: Fall
• Students may join HON 450 Augsburg Honors Review and HON 460 Honors
Disputation League in their fourth year
• HON 490: Honors Senior Seminar (offered fall and spring)
Fourth Year: Spring
• HON 490: Honors Senior Seminar (offered fall and spring)
Research Requirement: At some point before graduating, students must satisfy the Honors
Research Requirement as detailed in the Research Requirement document available in the
Honors Suite or online. In addition, students must register for at least two semesters of the
following to document the research experience on their transcript:
• HON 450 Augsburg Honors Review
• HON 470 Student/Faculty Research Collaboration
Summary Notes:
• The Honors recommended sequence satisfies all general education requirements
except foreign language and physical education.
• Students past first year may take courses out of the recommended sequence without
prior permission.
• Residency: All Honors students must complete seven full-credit courses in the
Augsburg Honors Program to meet the Honors residency requirement for graduation.
Honors Courses
HON 100 Christian Vocation and the Search for Meaning I
Honors section of REL 100. Some students (e.g. some science majors) may need to
defer the course and take HON 100 in another term.
HON 120 The Scholar Citizen
An introduction to the Honors Program. Course content focuses on great primary
texts focusing on the connections between learning and citizenship, or the public uses
of knowledge (e.g. Plato’s cave). (Includes theater lab)
HON 130 The Liberating Letters: The Trial of Letters
Interdisciplinary humanities survey course that explores the Western tradition of
letters through significant texts and modern context. Students stage courtroom
trials where great authors, characters, or ideas are challenged and tested. Based on
the medieval liberal arts trivium of grammar, rhetoric, and logic. This course is linked
with HON 111 and both courses share texts, assignments, and some class sessions.
Students are strongly encouraged to register for both courses in the same term.
(satisfies humanities LAF and speaking skill requirements)
HON 111 Effective Writing for Liberating Letters
Linked with HON 130, this effective writing course employs a rhetoric-based and
argument-focused approach to college-level writing. Students are strongly encourged
to register for HON 130 and this course during the same semester. (Satisfies effective
writing requirement).
HON 200 Christian Vocation and the Search for Meaning II
Honors version of REL 200. See REL 200 for content and requirements.
HON 220 The Scholar Scientist
Inspired by the medieval quadrivium (arithmetic, geometry, astronomy, music), this
course addresses systems of quantitative thought, including logic, computing, and
formal systems. (Satisfies graduation QR requirement)
HON 230 Arts and the City
Interdisciplinary fine arts course where students attend museums, galleries, concerts,
plays, and other significant arts events while researching and writing critical and
historical critiques of central theories and approaches to the fine arts. (Satisfies fine
arts LAF)
HON 240 Science, Technology, and Citizenship
Multidisciplinary/interdisciplinary lab science course. Physics, biology, and chemistry
are used to critically examine a key national or global issue. (Satisfies lab natural
sciences and mathematics LAF)
HON 250 The Social Scientist
Problem-based/question-based course in social sciences involving at least two social
science disciplines and several faculty. (satisfies social and behavioral sciences LAF)
Travel Seminar
Honor students are encouraged to study abroad at some point during their four-year
degree. This may include a Center for Global Education 10-day seminar, international
travel seminar, or domestic immersion trip.
HON 340 Junior Colloquium: The Scholar as Leader
Taught by the dean and/or president of the College, this seminar explores themes of
leadership and service in the public context. (0.0 credit; P/N)
HON 380 Student-Created Learning Experience (SCLE)
Following the guidelines set forth above, SCLEs may take many forms as determined
by the student and faculty creating the learning experience (may be 0.0, .5 or 1.0
credit, and may use traditional or P/N grading options).
HON 450 Augsburg Honors Review: Research Thesis Requirement
Students in the fall semester of HON 450 practice and complete a structured process
for
collecting,synthesizing, applying, and documenting research and academic writing.
Students should take this course in conjunction with another course within which they
will produce a research-based paper. A final research paper is required to complete
450. Students also solicit and evaluate manuscripts for the Honors Review (0.0 credit,
P/N only).
Students in the spring semester of HON 450 edit and publish the Honors Review, a
national journal for undergraduate scholarship that resides at Augsburg College.
Students will evaluate and select potential articles for the journal, shepherd those
manuscripts through an external review process by faculty referees, and publish the
journal by the end of the term. This course will assist students in developing
evaluative, copy-editing, layout, and publication design skills (0.0 credit, P/N only).
HON 470 Student/Faculty Collaboration: Research Thesis Requirement
Following the guidelines outlined above, students register for this course to gain
course credit for a student/faculty research collaboration. (0.0 credit, P/N only)
HON 490 Honors Senior Seminar
This course integrates and synthesizes themes from all four years of the Honors
Program. It also expands upon the themes of HON 120 by studying primary texts
related to philosophy, rhetoric, vocation, and meaning.
Interdisciplinary Studies—INS
Interdisciplinary studies programs draw upon and combine coursework from multiple
academic disciplines to provide both broad perspective and in-depth focus on an area of study.
Through interdisciplinary programs and courses, students can gain greater insight and
understanding of cultures and perspectives different from their own. Augsburg offers a number
of majors that are interdisciplinary in nature. They include:
American Indian Studies
Environmental Studies
International Relations
Metro-Urban Studies
Nordic Area Studies
Women’s Studies (ACTC)
These majors, their descriptions, and their requirements are listed alphabetically within the
Departments and Programs section of the catalog. Other interdisciplinary course offerings are
listed under International Programs.
Leadership Studies Minor
Coordinator: Norma Noonan
The world of the 21st century demands complex skills. It is not enough to have an area of
expertise or be a good manager. One needs leadership skills. The Augsburg curriculum offers a
minor in leadership studies, drawing on a wide variety of courses across disciplinary lines. A
minor in leadership studies can enhance your major in a wide variety of disciplines including
business, sociology, political science, communication, computer science, economics, and
psychology.
Four required courses:
BUS 242
SOC 349
COM 345
POL 421
Principles of Management
Organizational Theory (prereq. SOC 121 or permission of instructor)
Organizational Communication
Topics: This topic only) Becoming a Leader (prereq. one POL course or
permission of instructor) This course is the only integrative course in the minor.
Two required electives:
Select two courses from the following list. (No more than one per department)
BUS 340
Human Resource Management (Prereq.: BUS 200 or 242)
BUS 440
Strategic Management (Prereq.: BUS 242 or 200)
HIS 122
20th-Century United States (Prereq.: Pass CT assessment or GST 100)
INS 325
Building Working Relationships (WEC/Day)
PSY 373
Industrial Organizational Psychology (Prereq.: PSY 105)
COM 321
Business and Professional Speaking
COM 355
COM 410
Small Group Communication
The Self and the Organization (WEC)
Peace and Global Studies Minor
See International Relations, in the Department and Programs section.
Interdisciplinary Studies Courses
INS 225
Introduction to Islam
The course covers the ideological foundations of Islam, its basic concepts and tenets,
Islamic law (Shari’ah), Islamic economic and political systems, and Islamic patterns of
life.
INS 232
The African American Experience in America
An overview of the major issues related to the African American experience, focusing
on historical, sociological, economic, legal, and psychological aspects of that
experience.
INS 298
Meaningful Work: Linking Education, Vocation, and Career Exploration
This course will introduce students to the nature of work and its role and value to the
individual and to society and provide the strategies and skills necessary for a lifetime
of career-related decision making, meaningful work, and active citizenship. The
course is geared to both students who are undecided and students who are seeking
an in-depth look at a chosen personal life and career path.
INS 342
River Politics Field Seminar
In this two-week intensive field experience, students will travel by boat down the
Mississippi River exploring elements of the politics and policies relating to the river.
Students will engage in service projects, field observations, and interviews with
residents, legislators, activists, and government employees. (Prereq.: POL 241 or
equivalent and passing a water safety test)
International Relations
International relations is an interdisciplinary major which provides students with the basis for
informed global citizenship, preparing them for graduate study or careers in foreign service,
nonprofit organizations, or international business. The student may focus on a discipline or
geographic area of the world. The program consists of a core of seven courses and six electives
chosen from a wide list of courses offered at Augsburg and other colleges. Students are
encouraged to consider foreign study opportunities; most of our majors do study abroad at
some point during their time at Augsburg. Competency in one language is required, and some
students study two languages. All majors complete a significant senior research project and
thesis on a topic of their own choosing, including immigration, conflict resolution, economic
development, or climate change.
The goal of the program is to give students a broad exposure to international studies with
considerable freedom to choose options for specialization. Students have focused their studies
on Latin America, the Middle East, Western Europe, Russia and East Central Europe, the Far
East, and Southeast Asia.
Recent students have had double majors in history, political science, international business,
or a foreign language. Numerous combinations of majors and minors are possible with the
international relations major.
Director
Joseph Underhill
Degree and Major Requirements
Required core courses:
ECO 112
Principles of Macroeconomics
or ECO 113 Principles of Microeconomics
HIS 103
The Modern World
or HIS 104 The Modern Non-Western World
POL 158
Political Patterns and Processes
or POL 160 World Politics
POL 490
Seminar in International Relations
One of the following:
INS 225
Introduction to Islam
POL 241
Environmental and River Politics
SOC 121
Introduction to Human Society
SWK 230
Global Peace and Social Development
or one course from the list of required electives listed below.
Two of the following:
HIS 332
History of US Foreign Relations
POL 368
Model United Nations
POL 459
Topics: Women in Comparative Politics
POL 461
Topics in International Politics
Also, the equivalent of four terms of college work in a modern language.
Required electives
Five of the following (not more than three from any one discipline may be counted toward the
major):
BUS 362, 465
ECO 360, 365, 370
ENV 310
FIN 460
HIS 323, 346, 352, 354, 440, 474
MKT 466
PHI 355
POL 350, 351, 359, 459, 483
REL 356
COM 329
FRE 332, GER 332, NOR 331, SPA 331, SPA 332, NAS 330 (See Languages and CrossCultural Studies)
Seminars, independent study, topics courses, and courses at other colleges/universities can
be considered here with the approval of the program director, as well as a fourth term or higher
of college work in a second foreign language.
Note: Only the fourth or higher term of language counts toward the major; prerequisite
courses or competencies cannot be credited toward the 13 required courses. Students should
confer with the program director about regional and disciplinary concentrations possible within
the major; for example, a concentration in a geographic area or one of the major disciplines in
the program.
The Critical Thinking (CT) and Writing (W) graduation skills are embedded throughout the
offered courses and are met by completing the major. The graduation skill in Speaking (S) is
met by completing:
S: one of the following IR electives: ECO 365, HIS 350, or PHI 355
The graduation skill in Quantitative Reasoning (QR) may be met by completing the IR
elective POL 483.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
International Relations Major with International Business Concentration
Required core courses of the international relations major, three of the following courses:
BUS 362
BUS 465
FIN 460
MKT 466
International Business
International Management
International Finance
International Marketing
One of the following:
ECO 360
International Economics
ECO 365
Environmental Economics and Sustainable Development
ECO 370
International Economic Development
One elective from the list of international relations major electives, excluding other business,
economics, and marketing courses.
Note: Several of the business courses have prerequisites. Please consult the catalog and
your academic adviser before registering for one of the advanced courses.
Departmental Honors
GPA of 3.50 in the major; 3.00 overall. In addition to fulfilling the requirements for the major,
the student must complete an honors thesis no later than March 1 of the senior year and must
defend the thesis before a faculty committee. Students should declare their intention to
complete an honors major by the end of their junior year.
International Relations Minor
ECO 112 or 113, HIS 103 or 104, and POL 158 or 160. One course from HIS 332, POL 363
or 461. One year of modern language. Three courses from the list of required electives for the
major. Not more than two courses from any department can count toward the minor.
Peace and Global Studies Minor
The peace and global studies minor focuses on the centrality of justice, tolerance, and
intercultural understanding in moving toward a less violent world; it takes advantage of the
campus resources of the Peace Prize Forum (co-hosted each year by Augsburg College) and
the Center for Global Education. The minor is structured as a learning community that involves
students, faculty, staff, and community members; it focuses on experiential learning that
emphasizes the interconnections between peace, justice, and environmental sustainability.
Students will draw on study abroad in taking local actions to address global issues.
The minor consists of two required courses (POL 160 and SWK 230), two upper division
electives (chosen from ECO 365, REL 366, HIS 332, HIS 350, INS/WST 311, POL/WST 341,
REL 313, POL/WST 359, INS 312, REL 346, HIS 346, POL 353, ECO 495, SOC 240, ENL 365,
and other topics or study abroad courses, with approval of program director), a senior keystone
seminar, a study abroad requirement, and participation in local peace-related activities. See
international relations program director for full program description.
International Programs
Study abroad at Augsburg aims to provide students the skills needed to be successful in
today’s highly interconnected world. The College’s mission states, “An Augsburg education is
defined by excellence in the liberal arts and professional studies guided by the faith and values
of the Lutheran Church, and shaped by its urban and global settings.” This strong
commitment to a global perspective provides the foundation to include study abroad in every
student’s degree program. Augsburg’s programs, the Center for Global Education, and HECUA
provide study abroad opportunities for students in all majors. Using an experiential education
model that focuses learning on social justice issues, these programs challenge students
academically and personally to become “informed citizens, thoughtful stewards, critical thinkers,
and responsible leaders.”
In addition to the following programs, students have 300 programs in nearly 90 countries
from which to choose the best opportunity for their curricular and personal needs. Augsburg
Abroad is the front door for students and faculty interested in study abroad, and provides
advising on programs, finances, and academics. More information about study abroad is located
in Augsburg Abroad, in the Academic Information section of this catalog.
Center for Global Education Programs
Crossing Borders: Gender and Social Change in Mesoamerica (Mexico)—Fall
This program is an experientially-based intensive semester of study and travel designed to
introduce students to the important issues facing Mexico, US-Mexico relations, and the context
in which many Mexicans are immigrating to the United States. Students will improve Spanish
language skills, as well as develop intercultural communication skills. Students will learn about
key social, economic, political, and cultural issues in Mexico, as well as explore the
interconnectedness of race, ethnicity, class, gender, sexuality, and religion. Students will learn
firsthand from diverse women and men involved in struggles for social change, as well as
business leaders, religious leaders, feminist activists and scholars, government representatives,
politicians, and political activists.
Spanish courses range from beginning to advanced, including courses for bilingual students.
The program includes rural travel within Mexico and four-to-five-day seminar in Mexico City.
Students stay in the Augsburg study center for part of the semester and with Mexican host
families for four to six weeks, although semester-long homestays are available for Spanish
majors and others upon request. Although students may select courses from several different
disciplines, they may meet several AugCore requirements while in Mexico and/or take courses
in the following four concentrations: business, religion, Spanish, and women’s studies.
Prerequisite: One college-level Spanish course or its equivalent
SPA 111, 112
Beginning Spanish I, II
Aims to develop the four basic skills: understanding, speaking, reading, and
writing of elementary Spanish. Introduction to culture of the Spanish-speaking
world. Taught by Mexican instructors. (No prerequisite for SPA 111. Placement
level determined by placement test or completion of prerequisite for SPA 112)
SPA 206
Spanish for Health Care Professionals
This course aims to satisfy the needs of students in nursing, pre-med students,
and others in health care fields who seek to develop strong speaking and oral
comprehension skills. The main focus will be on developing specialized
vocabulary and learning grammar within the context of daily situations relevant to
different aspects of health care. (Prereq.: SPA 112 or instructor’s permission.
Taught in Mexico)
SPA 211, 212
Intermediate Spanish I, II
Through the reading of selected Latin American and Spanish texts that stimulate
intellectual growth and promote cultural understanding, students review all of the
basic structures of Spanish and build conversational skills through class
discussions. Taught by Mexican instructors. (Placement level determined by
placement test or completion of prerequisites: 112 for 211 and 211 for 212)
SPA 220
Business Spanish
Aims to enable intermediate and advanced Spanish language students to
develop proficiency in the vocabulary, grammar, and cultural competencies
necessary to successfully conduct business in Spanish-speaking countries, with
an emphasis on Latin America. (Prereq.: SPA 311 or equivalent or instructor’s
consent)
SPA 225 and 325
Topics: Spanish for Heritage Speakers
This course is for students who grew up hearing Spanish and can communicate
their ideas but who lack a basic knowledge of Spanish grammar and feel
insecure about writing and/or speaking it. The goal is to help these students gain
fluency and confidence in their native language. (No prerequisites. 225 or 325
level available according to proficiency)
SPA/ART 231 Mexican Art
This course aims to develop an understanding and appreciation of Mexican art
from the Pre-Columbian, colonial, and contemporary periods, with emphasis on
Frida Kahlo and the muralist movement of Diego Rivera, David Alfredo Siqueiros,
and José Clemente Orozco. Students will participate in numerous excursions to
many museums as well as archaeological and historical sites. When taken for
ART credit meets the LAF in Fine Arts. (Prereq.: SPA 212. Taught in Mexico)
SPA 311
Conversation and Composition
Aims to enrich vocabulary and improve fluency and facility through oral and
written practice in correct expression. This course is a prerequisite for all upper
division courses except for SPA 316. Taught by Mexican instructors. (Prereq.:
SPA 212 or equivalent or placement exam)
SPA 316
Conversation in Cultural Context
Aims to improve oral fluency through intensive, individualized instruction,
discussions, debates, and oral reports. Uses Latin American films to stimulate
discussion. This course is only offered in Mexico, Central America, and Cuba,
and is taught by local instructors. (Prereq.: SPA 212 or equivalent or score at
minimum of 311 level on placement exam)
SPA 332
Latin American Civilization and Culture
A study of the cultural heritage of the Spanish American countries from the PreColumbian civilizations to the present. In Spanish. (Prereq.: SPA 311 or
equivalent)
SPA 334
Contemporary Mexican Literature
This course examines short stories by the most important contemporary Mexican
authors, focusing particularly on the second half of the 20th and the first few
years of the 21st century. You will learn about the distinctive traits of Mexican
literature as you learn about the historical, cultural, and literary contexts of this
period. (Prereq.: SPA 311 or instructor’s consent. Taught in Mexico)
SPA/WST 335 Contemporary Latin American Women–Texts and Voices
This course examines the social construction of gender in Latin American
countries and addresses key issues faced by Latin American women today.
Includes analysis of poems, excerpts of novels, essays, testimonies, and
interviews by and about Latin American women. Aims to help students develop
an appreciation for the complexity of diversity of Latin American women’s
experiences. (Prereq.: SPA 311. Taught in Mexico)
SPA 356
Latin American Literature: 20th-Century Voices
Examines issues of social change through the voices of contemporary Latin
American writers. Focuses on short stories, poetry, plays, one novel, and
testimonials of indigenous peoples, women, and Central American refugees.
Taught by Mexican instructors. (Prereq.: SPA 311 or equivalent)
SPA 411
Advanced Conversation and Composition
Emphasizes increasing facility and correctness of written and oral expression
through conversations, discussions, reports, debates, written compositions, and
grammatical exercises. Taught by Mexican instructors. (Prereq.: SPA 311 or
equivalent and ENL 111 or 112 or HON 111)
ACC 322
Accounting Theory and Practice I
An analysis of financial accounting with emphasis on accounting theory
pertaining to financial statements, income concepts, valuation concepts, FASB
statements, and other relevant issues as applied to assets. (Prereq.: ACC 222)
BUS 461
Global Business Management: Mexico and Other Emerging Markets
This course examines global economic conditions today and explores vital
issues, such as exchange rates, trade balances, international joint ventures,
resources, tariffs, trade barriers, government regulations, shipping options, etc.
Emphasis is on understanding issues from the perspectives of both developed
and developing countries, using Mexico as a case study. (Prereq.: ECO 112 or
113, and BUS 242 or MKT 252, or consent of instructor)
HPE 002
Lifetime Activity: Latin Dance (.0 course)
This Lifetime Activity course is designed to help students develop proficiency in
diverse forms of Latin dance. The course meets for a total of 21 hours over the
course of the semester. There is an additional cost of US $50 per student to
cover expenses. The course carries no academic credit, but it fulfills a physical
fitness Lifetime Activity graduation requirement.
KEY 490
Vocation and the Meaning of Success
This course is the keystone course for business majors and other majors where
the major program does not include a keystone element. It draws together all
facets of a student’s education by providing opportunities to reflect upon and
write about the integration of one’s classes, life, and future. Readings and critical
discussions with others in the same and in different majors will add dimension to
each student’s reflective writing. (Prereq.: ENL 111, or HON 111, or ENL 112)
POL/WST 359 Women, Gender, and Social Change in Latin America
An exploration of gender politics in Latin America. Particular attention is given to
women’s organizing efforts around issues of domestic and political violence,
ecology, human rights, democracy, political participation, and revolutionary social
change. This course fulfills a Social and Behavioral Sciences LAF requirement.
REL 200
Christian Vocation and the Search for Meaning II
This course focuses on articulating students’ own theological questions and
positions and on recognizing and evaluating religious claims in the areas of
biblical interpretation and the historical, cultural, and global contexts of
Christianity and other world religions. The version taught in Mexico will include
particular emphasis on religion in Mexico. (Prereq.: REL 100).
REL/WST 366 Latin American Liberation Theologies
An exploration of Latin American theologies of liberation and their relationship to
social/political transformation. Examines key theological concepts, critiques, and
practical implications.
BUS/HIS/INS/MKT/POL/REL/SPA/WST/YFM 399
Internship
Students gain 80-100 hours of hands-on work experience in a Mexican
organization and participate in an ongoing seminar which explores cultural
issues, organizational analysis, and personal and professional development.
Students seeking Spanish credit must receive approval from the department
chair prior to enrollment. (Prereq.: SPA 212 or equivalent, internship application,
and Spanish reference forms)
BUS/HIS/INS/MKT/POL/REL/SPA/WST/YFM 499 Independent Study
Students conduct independent, field-based research and participate in an
ongoing seminar which explores fieldwork methods and cultural and ethical
issues. Students seeking Spanish credit must receive approval from the
department chair prior to enrollment.
Migration and Globalization: Engaging Our Communities (Mexico)—Spring
This is an intensive program that explores issues of migration, immigration, and
globalization. It is ideal for students who are interested in working with Spanish-speaking
populations in the United States, as it includes intensive Spanish language classes, an
internship or independent research opportunity, and courses that help students understand the
connections between globalization and migration while learning from diverse communities that
are organizing for positive social change around issues of race, ethnicity, socioeconomic class,
gender, sexuality, economics, and the environment.
Credit is available in Spanish, history, women’s studies, political science, and religion.
Students spend most of the semester living in Augsburg housing and approximately six weeks
living with Mexican host families.
Course offerings include: HIS/WST 357, POL/WST 341, REL 200, an internship, independent
study, and the choice of 1-2 Spanish courses from 17 different options (including ART 231, which
meets the LAF requirement in Fine Arts). A Lifetime Activity course (Latin Dance) is also available
for no credit.
Prerequisite: One college-level Spanish course or its equivalent
SPA 111, 112
Beginning Spanish I, II
Aims to develop the four basic skills: understanding, speaking, reading, and
writing of elementary Spanish. Introduction to culture of the Spanish-speaking
world. Taught by Mexican instructors. (No prerequisite for SPA 111. Placement
level determined by placement test or completion of prerequisite for SPA 112)
SPA 206
Spanish for Health Care Professionals
This course aims to satisfy the needs of students in nursing, pre-med students,
and others in health care fields who seek to develop strong speaking and oral
comprehension skills. The main focus will be on developing specialized
vocabulary and learning grammar within the context of daily situations relevant to
different aspects of health care. (Prereq.: SPA 112 or instructor’s permission.
Taught in Mexico)
SPA 211, 212
Intermediate Spanish I, II
Through the reading of selected Latin American and Spanish texts that stimulate
intellectual growth and promote cultural understanding, students review all of the
basic structures of Spanish and build conversational skills through class
discussions. Taught by Mexican instructors. (Placement level determined by
placement test or completion of prerequisites: 112 for 211 and 211 for 212)
SPA 220
Business Spanish
Aims to enable intermediate and advanced Spanish language students to
develop proficiency in the vocabulary, grammar, and cultural competencies
necessary to successfully conduct business in Spanish-speaking countries, with
an emphasis on Latin America. (Prereq.: SPA 311 or equivalent or instructor’s
consent)
SPA 225 and 325
Topics: Spanish for Heritage Speakers
This course is for students who grew up hearing Spanish and can communicate
their ideas but who lack a basic knowledge of Spanish grammar and feel
insecure about writing and/or speaking it. The goal is to help these students gain
fluency and confidence in their native language. (No prerequisites. 225 or 325
level available according to proficiency)
SPA/ART 231 Mexican Art
This course aims to develop an understanding and appreciation of Mexican art
from the Pre-Columbian, colonial, and contemporary periods, with emphasis on
Frida Kahlo and the muralist movement of Diego Rivera, David Alfredo Siqueiros,
and José Clemente Orozco. Students will participate in numerous excursions to
many museums as well as archaeological and historical sites. When taken for
ART credit meets the LAF in Fine Arts. (Prereq.: SPA 212. Taught in Mexico)
SPA 311
Conversation and Composition
Aims to enrich vocabulary and improve fluency and facility through oral and
written practice in correct expression. This course is a prerequisite for all upper
division courses except for SPA 316. Taught by Mexican instructors. (Prereq.:
SPA 212 or equivalent or placement exam)
SPA 316
Conversation in Cultural Context
Aims to improve oral fluency through intensive, individualized instruction,
discussions, debates, and oral reports. Uses Latin American films to stimulate
discussion. This course is only offered in Mexico, Central America, and Cuba,
and is taught by local instructors. (Prereq.: SPA 212 or equivalent or score at
minimum of 311 level on placement exam)
SPA 332
Latin American Civilization and Culture
A study of the cultural heritage of the Spanish American countries from the PreColumbian civilizations to the present. In Spanish. (Prereq.: SPA 311 or
equivalent)
SPA 334
Contemporary Mexican Literature
This course examines short stories by the most important contemporary Mexican
authors, focusing particularly on the second half of the 20th and the first few
years of the 21st century. You will learn about the distinctive traits of Mexican
literature as you learn about the historical, cultural, and literary contexts of this
period. (Prereq.: SPA 311 or instructor’s consent. Taught in Mexico)
SPA/WST 335 Contemporary Latin American Women–Texts and Voices
This course examines the social construction of gender in Latin American
countries and addresses key issues faced by Latin American women today.
Includes analysis of poems, excerpts of novels, essays, testimonies, and
interviews by and about Latin American women. Aims to help students develop
an appreciation for the complexity of diversity of Latin American women’s
experiences. Taught in Mexico. (Prereq.: SPA 311.)
SPA 356
Latin American Literature: 20th-Century Voices
Examines issues of social change through the voices of contemporary Latin
American writers. Focuses on short stories, poetry, plays, one novel, and
testimonials of indigenous peoples, women, and Central American refugees.
Taught by Mexican instructors. (Prereq.: SPA 311 or equivalent)
SPA 411
Advanced Conversation and Composition
Emphasizes increasing facility and correctness of written and oral expression
through conversations, discussions, reports, debates, written compositions, and
grammatical exercises. Taught by Mexican instructors. (Prereq.: SPA 311 or
equivalent and ENL 111 or 112 or HON 111)
HIS/WST 357
Mexican History, Culture, and Cosmovision
An exploration of Latin American history from Pre-Columbian times through the
conquest and colonial periods up to modern Latin America. The course will use a
gendered lens to focus on Mexican history, culture, and cosmovision. Additional
readings and written assignments will be required for upper division students.
Taught in Mexico. (Prereq.: One previous history course or consent of instructor
required for 300-level course).
HPE 003
Lifetime Activity: Latin Dance (.0 course)
This Lifetime Activity course is designed to help students develop proficiency in
diverse forms of Latin dance. The course meets for a total of 21 hours over the
course of the semester. There is an additional cost of US $50 per student to
cover expenses. The course carries no academic credit, but it fulfills a physical
fitness Lifetime Activity graduation requirement.
POL/WST 341
Globalization, Social Struggles, and the Environment
Explores issues of globalization and social change in Mexico and analyzes
political, social, and economic policies that promote and/or hinder sustainable
development from a gender perspective. Particular emphasis will be placed on
environmental issues and the causes of migration/emigration and social unrest in
Mexico.
REL 200
Christian Vocation and the Search for Meaning II
This course focuses on articulating students’ own theological questions and
positions and on recognizing and evaluating religious claims in the areas of
biblical interpretation and the historical, cultural, and global contexts of
Christianity and other world religions. The version taught in Mexico will include
particular emphasis on religion in Mexico. (Prereq.: REL 100).
BUS/HIS/INS/MKT/POL/REL/SPA/WST/YFM 399
Internship
Students gain 80-100 hours of hands-on work experience in a Mexican
organization and participate in an ongoing seminar which explores cultural
issues, organizational analysis, and personal and professional development.
Students seeking Spanish credit must receive approval from the department
chair prior to enrollment. (Prereq.: SPA 212 or equivalent, internship application,
and Spanish reference forms)
BUS/HIS/INS/MKT/POL/REL/SPA/WST/YFM 499
Independent Study
Students conduct independent, field-based research and participate in an
ongoing seminar which explores fieldwork methods and cultural and ethical
issues. Students seeking Spanish credit must receive approval from the
department chair prior to enrollment.
Social Work in a Latin American Context (Mexico)—Spring
This program was created to satisfy the curriculum requirements for a Bachelor in Social
Work degree program. Its goal is to develop cross-culturally competent, ethical social work
professionals with a global perspective by providing a semester of transformative, experiential
learning focused on social and economic justice.
All students are expected to take SWK 294 as a core course. Other course offerings include
SWK 295, SWK 316, a field placement in social work, and the choice of one Spanish course
from 17 different options (including SPA/ART 231, which when taken as ART 231 meets the
LAF in Fine Arts). A Lifetime Activity course (Latin Dance) is also available for no credit.
Prerequisites: Approval of the Social Work Department and one college-level Spanish
course or the equivalent. Students may choose to study Spanish in Mexico during the month of
January prior to the start of the semester.
SPA 111, 112
Beginning Spanish I, II
Aims to develop the four basic skills: understanding, speaking, reading, and
writing of elementary Spanish. Introduction to culture of the Spanish-speaking
world. Taught by Mexican instructors. (No prerequisite for SPA 111. Placement
level determined by placement test or completion of prerequisite for SPA 112)
SPA 206
Spanish for Health Care Professionals
This course aims to satisfy the needs of students in nursing, pre-med students,
and others in health care fields who seek to develop strong speaking and oral
comprehension skills. The main focus will be on developing specialized
vocabulary and learning grammar within the context of daily situations relevant to
different aspects of health care. (Prereq.: SPA 112 or instructor’s permission.
Taught in Mexico)
SPA 211, 212
Intermediate Spanish I, II
Through the reading of selected Latin American and Spanish texts that stimulate
intellectual growth and promote cultural understanding, students review all of the
basic structures of Spanish and build conversational skills through class
discussions. Taught by Mexican instructors. (Placement level determined by
placement test or completion of prerequisites: 112 for 211 and 211 for 212)
SPA 220
Business Spanish
Aims to enable intermediate and advanced Spanish language students to
develop proficiency in the vocabulary, grammar, and cultural competencies
necessary to successfully conduct business in Spanish-speaking countries, with
an emphasis on Latin America. (Prereq.: SPA 311 or equivalent or instructor’s
consent)
SPA 225 and 325
Topics: Spanish for Heritage Speakers
This course is for students who grew up hearing Spanish and can communicate
their ideas but who lack a basic knowledge of Spanish grammar and feel
insecure about writing and/or speaking it. The goal is to help these students gain
fluency and confidence in their native language. (No prerequisites. 225 or 325
level available according to proficiency)
SPA/ART 231 Mexican Art
This course aims to develop an understanding and appreciation of Mexican art
from the Pre-Columbian, colonial, and contemporary periods, with emphasis on
Frida Kahlo and the muralist movement of Diego Rivera, David Alfredo Siqueiros,
and José Clemente Orozco. Students will participate in numerous excursions to
many museums as well as archaeological and historical sites. When taken for
ART credit meets the LAF in Fine Arts. (Prereq.: SPA 212. Taught in Mexico)
SPA 311
Conversation and Composition
Aims to enrich vocabulary and improve fluency and facility through oral and
written practice in correct expression. This course is a prerequisite for all upper
division courses except for SPA 316. Taught by Mexican instructors. (Prereq.:
SPA 212 or equivalent or placement exam)
SPA 316
Conversation in Cultural Context
Aims to improve oral fluency through intensive, individualized instruction,
discussions, debates, and oral reports. Uses Latin American films to stimulate
discussion. This course is only offered in Mexico, Central America, and Cuba,
and is taught by local instructors. (Prereq.: SPA 212 or equivalent or score at
minimum of 311 level on placement exam)
SPA 332
Latin American Civilization and Culture
A study of the cultural heritage of the Spanish American countries from the PreColumbian civilizations to the present. In Spanish. (Prereq.: SPA 311 or
equivalent)
SPA 334
Contemporary Mexican Literature
This course examines short stories by the most important contemporary Mexican
authors, focusing particularly on the second half of the 20th and the first few
years of the 21st century. You will learn about the distinctive traits of Mexican
literature as you learn about the historical, cultural, and literary contexts of this
period. (Prereq.: SPA 311 or instructor’s consent. Taught in Mexico)
SPA/WST 335 Contemporary Latin American Women–Texts and Voices
This course examines the social construction of gender in Latin American
countries and addresses key issues faced by Latin American women today.
Includes analysis of poems, excerpts of novels, essays, testimonies, and
interviews by and about Latin American women. Aims to help students develop
an appreciation for the complexity of diversity of Latin American women’s
experiences. (Prereq.: SPA 311. Taught in Mexico)
SPA 356
Latin American Literature: 20th-Century Voices
Examines issues of social change through the voices of contemporary Latin
American writers. Focuses on short stories, poetry, plays, one novel, and
testimonials of indigenous peoples, women, and Central American refugees.
Taught by Mexican instructors. (Prereq.: SPA 311 or equivalent)
SPA 411
Advanced Conversation and Composition
Emphasizes increasing facility and correctness of written and oral expression
through conversations, discussions, reports, debates, written compositions, and
grammatical exercises. Taught by Mexican instructors. (Prereq.: SPA 311 or
equivalent and ENL 111 or 112 or HON 111)
SWK 294
International Social Welfare: The Mexican Context
Develops students’ understanding of current social, economic, political, and
cultural realities in Mexico through an exploration of Mexican culture and history.
Emphasis on intercultural communication and the role of US foreign policy in
Mexico. Aims to frame students’ knowledge of contemporary social welfare and
social work practice with migrants and immigrants in the Minnesota and the
United States at large.
SWK 316
Social Work Practice II: With Families and Groups
Develops student understanding and working knowledge of human behavior in
families and in groups. The Mexican context of family and group work will be
examined, and uniquely Mexican models will be explored and discussed in
relation to current family and group theory. Groups can be used to accomplish
individual, family, organizational, and/or community goals. Students will practice
skills needed to be an effective group member and facilitator in class. A six-week
home stay with a Mexican family will provide an opportunity to learn about
Mexican family structure through personal experience.
SWK 295
Comparative Social Policy
Aims to prepare social work students to function as informed and competent
participants in efforts to achieve change in social policies and programs. This
course in comparative social policy uses Mexico and the United States as a
context for studying policy formation, implementation, analysis, and the influence
of values on these processes. Central to this course is a service-learning
component. Those enrolled in Social Work Field Experience may use the same
field setting for both courses. Roles and responsibilities of generalist social
workers and citizens in formulating, implementing, and evaluating policy
responsive to social needs are addressed. United States and Mexican
immigration and migration policies will be used a primary vehicle for this critical
analysis.
SWK 317
Field Work II: Integrative Seminar
Progressively-responsible, supervised professional social work experience
including work with individuals, families, groups, and communities in a social
service agency. A total of 120 hours, continuing SWK 307, plus an integrative
seminar. Contributes approximately 100 hours to the practicum hours required
for the BSW degree for those students with Spanish-language oral competency.
Involves sharing of experiences with other students in a small group seminar.
(Prereq.: intermediate Spanish, candidacy status; concurrent with SWK 316).
HPE 003
Lifetime Activity: Latin Dance (.0 course)
This Lifetime Activity course is designed to help you develop proficiency in
diverse forms of Latin dance. The course meets for a total of 21 hours over the
course of the semester. There is an additional cost of US $50 per student to
cover expenses. There is no academic credit for this course, but it fulfills the
physical fitness Lifetime Activity graduation requirement.
Social Change in Central America: Exploring Peace, Justice, and Community
Engagement (Guatemala, El Salvador, and Nicaragua)—Fall or Spring
This multi-country program, defined by an experiential methodology and unique approach to
community engagement, offers students a provocative and inspiring experience that develops
Spanish language skills while immersing participants in the lives of host families, urban and
rural communities, and grassroots organizations dedicated to work on issues related to conflict,
US foreign policy, gender, and economic and social justice.
Students spend the first five weeks in Guatemala, the next four weeks in El Salvador, and
the final six weeks in Nicaragua. All students will take the following four courses: One Spanish
course, REL 366, HIS/WST 355, and POL 310.
SPA 211, 212
Intermediate Spanish I, II
Through the reading of selected Latin American and Spanish texts that stimulate
intellectual growth and promote cultural understanding, students review all of the
basic structures of Spanish and build conversational skills through class
discussions. Taught by Guatemalan instructors. (Placement level determined by
placement test or completion of prerequisites: 112 for 211 and 211 for 212.)
SPA 311
Conversation and Composition
Aims to enrich vocabulary and improve fluency and facility thorough oral and
written practice in correct expression. This course is a prerequisite for all upper
division courses except for SPA 316. Taught by Guatemalan instructors.
(Prereq.: SPA 212 or equivalent or placement exam.)
SPA 316
Conversation in Cultural Context
Aims to improve oral fluency through intensive, individualized instruction,
discussions, debates, and oral reports. Uses Latin American films to stimulate
discussion. This course is only offered in Mexico, Central America, and Cuba,
and is taught by local instructors. (Prereq.: SPA 212 or equivalent or score at
minimum of 311 level on placement exam.)
SPA 111, 112
Beginning Spanish I, II
Aims to develop the four basic skills: understanding, speaking, reading, and
writing of elementary Spanish. Introduction to culture of the Spanish-speaking
world. Taught by Guatemalan instructors. (No prerequisite for SPA 111.
Placement level determined by placement test or completion of prerequisite for
SPA 112.)
SPA 356
Latin American Literature: 20th-Century Voices
Examines issues of social change through the voices of contemporary Latin
American writers. Focuses on short stories, poetry, plays, one novel, and
testimonials of indigenous peoples, women, and Central American refugees.
Taught by Guatemalan instructors. (Prereq.: SPA 311 or equivalent.)
SPA 411
Advanced Conversation and Composition
Emphasizes increasing facility and correctness of written and oral expression
through conversations, discussions, reports, debates, written compositions, and
grammatical exercises. Taught by Guatemalan instructors. (Prereq.: SPA 311 or
equivalent and ENL 111 or 112 or HON 111.)
HIS/WST 355
Cultural Conflict and Change in Latin America
An exploration of selected topics and case studies from Latin American history
with special emphasis on the role of women in history. Focuses on the
development of gender, class-based, and racial/ethnic oppression and the history
of resistance and social change in Latin America from the Conquest to the
present day. Examines the Pre-Columbian period, the conquest and colonial
periods, and concludes with the post-war period in Central America.
POL 310
Citizen Participation in Policy Formulation within a Globalized Economy—A
Nicaraguan Case Study
This course exposes students to key debates shaping the contemporary political
economy of development in Nicaragua and the rest of Central America. The
course aims to help students understand the interplay between global processes
and political and economic factors that define development policy formulation
and implementation at the national level today.
REL 366
Latin American Liberation Theologies
An exploration of Latin American theologies of liberation and their relationship to
social/political transformation. Examines key theological concepts, critiques, and
practical implications.
Nation Building, Globalization, and Decolonizing the Mind: Southern African
Perspectives (Namibia)—Fall or Spring
This program examines the crucial issues of nation building, globalization, and decolonizing
the mind from the perspectives of the new democracies of southern Africa. Namibia won its
independence in 1990 after decades of apartheid in South African colonization. South Africa
had its first democratic election in 1994. As these nations struggle to build nationhood and deal
with the legacies of apartheid and colonialism, they are faced with the challenges posed by the
rapid process of globalization in today’s world; the challenges posed by under- and unequal
development; and the long-term project of decolonizing the mind.
INS 312
The Development Process—Southern Africa
This course provides the opportunity to reflect critically on issues of development,
hunger, injustice, and human rights, with special emphasis given to the
experience of women. The course examines basic theories of development.
REL 346
Religion and Social Change in Southern Africa
This course examines the changing role of the church in the midst of the political
transformations of southern Africa. Students meet with people representing a
variety of religious perspectives and roles within churches and religious
organizations.
POL 353
Political and Social Change in Namibia: A Comparative Perspective
This course is an integrative seminar for the semester and examines the legacy
of apartheid in Namibia with particular focus on the social and political
movements that have evolved in the struggle for independence.
HIS 327
Racism and Resistance in Southern Africa and the United States: Struggles
against Colonialism, Apartheid, and Segregation
This course explores historical parallels of the development in southern Africa
and in the United States, strategies of resistance, the successes and limitations
of political victories over apartheid and racism, and the lingering economic,
social, political, and psychological effects of racism.
HPE 002/003
Lifetime Activity: Yoga (.0 course)
Designed to meet the general education graduation requirement for lifetime
fitness. This course has no credit, but will appear on the transcript. It fulfills a
Lifetime Activity graduation requirement at Augsburg College.
HIS/INS/POL 399 Internship
A limited number of internships will be available to provide students with the
opportunity to gain hands-on work experience in a development agency.
HIS/INS/POL 499 Independent Study
Students may design a proposal to conduct an independent study of a topic
related to their major or minor.
History, Culture and Politics of Cuba—Fall or Spring
Learn about decision making processes and citizenship rights by exploring the impact of
paternalism, centralism, bureaucracy, autonomy, the role of mass organizations, collective
rights, and the meaning of community. Students will also explore social justice as it relates to
wealth production, including discussion of market mechanisms, socialization, and material
versus moral incentives. The program will also delve into race, class, gender, and sexual
orientation in the Cuban context and students will be challenged to examine issues of equity,
the impact of a classless society, and the historical context of today's social relations.
SPA 211, 212
Intermediate Spanish I, II
Through the reading of selected Latin American and Spanish texts that stimulate
intellectual growth and promote cultural understanding, students review all of the
basic structures of Spanish and build conversational skills through class
discussions. Taught by Cuban instructors. (Placement level determined by
placement test or completion of prerequisites: 112 for 211 and 211 for 212.)
SPA 316
Conversation in Cultural Context
Aims to improve oral fluency through intensive, individualized instruction,
discussions, debates, and oral reports. Uses Latin American films to stimulate
discussion. This course is only offered in Mexico, Central America, and Cuba,
and is taught by local instructors. (Prereq.: SPA 212 or equivalent or score at
minimum of 311 level on placement exam)
HIS 440
Topics in World History: History of Cuba
Overview of Cuban history, including colonization, independence struggles, the
1959 revolution, the social impacts of the revolution, and the special period, with
particular emphasis on US-Cuba relations as they developed through the
centuries. Students will be able to situate an analysis of contemporary Cuba
within a historical context.
POL 461
Topics in International Politics: Cuban Politics
Analysis of the Cuban State—how it is organized, how it functions, and the role
of the Cuban Communist Party. The course includes a historic evaluation of USCuba relations and Cuba’s international relations, as well as discussion of the
role of Cuban society in politics and decision making.
SOC 295
Special Topics: Cuba Today
Investigation of Cuban society today, including race and gender dynamics, youth,
the arts, nongovernmental organizations, and state-organized federations.
Students develop a complex analysis of the various institutions, identities, and
relationships that form Cuban society, situating their analysis in a rich web of
government institutions, state-organized federations, cultures, beliefs, and
practices.
HECUA Programs
Scandinavian Urban Studies Term: Norway (SUST)—Fall or spring
In less than 50 years, Norway has become one of the richest nations in the world and
increasingly multicultural. Twenty-five percent of Oslo residents, for example, are not ethnic
Norwegian. The program investigates dramatic changes in Northern Europe by analyzing the
development of the Norwegian welfare state through a wide range of topics such as
globalization theories, nation-building and national identity, governance and political party
systems, European integration, racial thinking, histories of racialization, international aid politics,
sexuality, and environmentalism. Students study Norwegian language or do an independent
research project, and also intern with a leading NGO.
INS 372
Norwegian Language
INS 377
Challenges of Globalization to the Scandinavian Welfare State
INS 393
Scandinavian Art, Film, and Literature
INS 394
Urbanization and Immigration
INS 499
Independent Study (Students may choose either INS 372 or 499)
Community Internships in Latin America: Ecuador (CILA)—Fall or Spring
The Community Internships in Latin America program offers a semester of study experience
with a focus on community participation and social change. A hands-on internship designed to
meet the learning goals of the student is combined with a seminar, independent project, and a
homestay for an intensive immersion into Latin American daily life and culture. Models of
community participation, organization, development, and social change are compared and
contrasted. Students learn firsthand about the social problems in Ecuadorian communities and
explore ways in which communities are addressing these challenges. All lectures, internships,
and field projects are in Spanish, with discussions in Spanish and English. Readings are mostly
in Spanish. Papers may be written in English or Spanish.
INS 366
Community Participation and Social Change
INS 399
Internship (two course credits)
INS 499
Independent Study
Democracy and Social Change: Northern Ireland—Spring
The Northern Ireland: Democracy and Social Change program examines the historical,
political, and religious roots of conflict in Northern Ireland, the prospects for peace, and the
progress being made. Through a seven-week internship, students get hands-on experience with
organizations working for social change. Field seminars focus on human rights, conflict
transformation, and education for democracy. The program is located at the UNESCO Centre at
the University of Ulster in Coleraine.
INS 316
Northern Ireland: Building a Sustainable Democracy
INS 317
Politics of Conflict and Transformation
INS 399
Internship (two course credits)
Divided States of Europe: Globalization and Inequalities in the New Europe—Spring
Ten former communist nation-states have recently joined the European Union. From three
different locations—Norway, Romania, and Hungary—students examine the complex dynamics
of European integration via issues such as labor migration, minority politics, right-wing populism,
prostitution, and human trafficking. Together, Hungary and Romania encompass some of
Europe’s most pressing social justice issues and constitute its primary geographic and cultural
bridge between East and West.
INS 371
Disjuncture and Difference in Europe
INS 376
Challenges and Opportunities of European Integration
INS 399
Internship
INS 499
Independent Study
Languages and Cross-Cultural Studies
The Department of Languages and Cross-Cultural Studies at Augsburg College contributes
in many ways to realizing the College’s mission of providing liberal arts education for service in
today’s world. The department is committed to the view that education should go beyond career
preparation and that familiarity with the language and culture of another people is an essential
step in the development of a truly global perspective.
The department offers language, literature, and culture courses leading to majors in French,
German, Norwegian, and Spanish, as well as an interdisciplinary major in cross-cultural studies.
Introductory courses in Ojibwe, Farsi, and American Sign Language are offered at Augsburg,
and courses in Chinese, Japanese, Latin, and Greek are available to Augsburg students
through the five-college Associated Colleges of the Twin Cities (ACTC) consortium.
Knowledge of several languages, perhaps combined with the study of linguistics, is essential
in preparing for careers in second-language education and translation, but also represents a
valuable special qualification in many other professions. Students anticipating careers in
international business, law, social work, the diplomatic corps, the health professions, or the
ministry may wish to take a second major or minor in languages. In addition, a minor in
languages is a valuable research tool for those intending to pursue graduate study in most
academic disciplines.
Languages and Cross-Cultural Studies Faculty
Frankie Shackelford (Chair), Maria Ceplecha, Brian Duren, Anita Fisher, Michael Kidd, Diane
Mikkelson, Peter Morales, Pary Pezechkian-Weinberg, Kate Reinhardt, Joseph Towle, Dann
Trainer, John van Cleve
Degree and Major Requirements
Major
The language major consists of 10 courses above 211 (Norwegian only: 211 and above),
including two courses in culture, two courses in language, two courses in literature, KEY 480,
and three electives (from any of the three areas above). At least seven of these courses must
be taught in the target language of the major and at least four of them must be taken on the
Augsburg campus.
The cross-cultural studies major consists of three core courses, a language requirement, a
study-abroad requirement and three electives:
Core: LCS 100, LCS 399, and KEY 480.
Language requirement: Minor in French, German, Norwegian or Spanish or completion of
the 212 level in two different languages (in Norwegian only: 211).
Study-abroad requirement: one semester on an approved study abroad program or two
travel seminars (consult Augsburg Abroad for offerings).
Required electives: Three upper division courses in related areas. Courses must be chosen
in consultation with the student’s academic adviser and must include comparative study of a
non-English speaking culture. Seminars, independent study, topics courses, and courses at
other colleges and universities can be considered here. No more than two courses may be
counted from a single department.
The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and
is met by completing the major. The graduation skills in Speaking (S) and Writing (W) are met
by completing 411 in French, German, Norwegian, or Spanish (W) and KEY 480 (W and S).
The Quantitative Reasoning (QR) graduation skill is met with one of the following courses:
GST 200, MAT 145 or 146, or PHI 230.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Minor
The language minor consists of four courses above 211 (Norwegian only: 211 and above),
including one in language and one in literature or culture approved by the department. All of
these courses must be taught in the target language, and at least two of them must be taken on
the Augsburg campus. There is no minor in cross-cultural studies.
Other Requirements
Departmental Honors
Majors seeking graduation with departmental honors must apply in the junior year.
Requirements: 3.50 GPA in the major, 3.50 GPA overall, and honors thesis.
Prerequisite
A prerequiste must be completed with a minimum grade of 2.0 or P.
Transfer Students
Transfer students intending to major or minor in languages must take a minimum of one
upper division course per year at Augsburg. See major/minor above for limits on non-Augsburg
courses. Courses accepted for transfer must have been taken within the past seven years.
Study Abroad
A semester of study abroad is required for language majors and some study abroad is
strongly recommended for minors. See adviser for guidelines on portfolio documentation of
coursework taken abroad. Majors in cross-cultural studies must complete a semester abroad or
two short-term international study experiences approved by the department. An advanced-level
internship in the major language (399) or an interdisciplinary internship (INS 199), linking
language skills with community service and career exploration, is strongly encouraged.
Teaching Licensure
Augsburg College no longer offers a licensure program in modern languages.
Languages and Cross-Cultural Studies Courses
LCS 100
Introduction to Cultural Studies
This course is an introduction to the critical study of cultures and cross-cultural
difference. It examines the connections between social relations and the
production of meaning. It sets the stage for global citizenship by revealing how
our “position” in the world affects the way we view, interpret, and interact with
other cultures.
LCS 295/495
Topics in Cross-Cultural Studies
LSC 399
Internship in Cross-Cultural Studies
KEY 480
Topics in Global Interdependence
This cross-cultural keystone seminar prepares students to “act globally” by
challenging them to apply the diverse perspectives acquired while studying
abroad and to analyze issues that transcend national boundaries. In English, with
readings in a language other than English. Open to international students and to
upper division students who have advanced knowledge of a language other than
English or have studied abroad for a full semester (including in English-speaking
countries with consent of instructor).
American Sign Language (ASL)
ASL 101, 102
Beginning American Sign Language I, II
An introduction to deaf culture and the signs and syntax of ASL. Students
observe the demonstration of signs, practice their own signing, and learn the
facial expressions and body language needed to communicate clearly with deaf
and hard-of-hearing people. (Fall: 101; spring: 102, Prereq.: 101)
Farsi (FAR)
FAR 111/112
Beginning Farsi I, II
An introductory sequence in Basic Modern Persian (Farsi). Aims to develop
communicative skills in understanding, speaking, translating into English, and
reading phonetic transcriptions, while exploring the culture of Iran and other
Farsi-speaking countries such as Afghanistan and Tadjikstan. (Alternating years)
French (FRE)
FRE 111, 112
Beginning French I, II
Aims to develop communication skills of understanding, speaking, reading, and
writing. Through conversations, classroom practice, and readings, these courses
work toward the discovery of French culture and way of life. Four class meetings
per week. (Fall: 111; spring 112, Prereq.: 111. WEC—additional sessions
required)
FRE 211, 212
Intermediate French I, II
Selected articles, interviews, and literary readings are the basis of practice in
communication, vocabulary building, and developing greater ease in reading and
writing French. Review of basic structures and grammar. Laboratory work. (Fall:
211; spring: 212, Prereq.: 211)
FRE 295
Topics in Literature, Culture, or Linguistics
FRE 311
Conversation and Composition
Explores topics of current interest in both oral and written form to build fluency,
accuracy, and facility of expression in French. Emphasis on vocabulary
enrichment, grammatical refinements, effective organization of ideas. A
prerequisite to other upper division courses. (Fall. Prereq.: FRE 212)
FRE 331
French Civilization: Historical Perspective
A study of the diversified development of the French from their beginnings to the
modern period. Special attention to cultural manifestations of French intellectual,
political, social, and artistic self-awareness. Readings, reports, extensive use of
audiovisual materials. In French. (Prereq.: FRE 311 or consent of instructor.
Spring: on rotational basis)
FRE 332
French Civilization Today
Topics in 20th-century problems, ideas. Cultural manifestations that promote
understanding of French-speaking people and their contributions to the
contemporary scene. Readings, reports, extensive use of audiovisual materials,
and periodicals. In French. (Prereq.: FRE 311 or consent of instructor. Spring: on
rotational basis)
FRE 351, 353
Survey of French Literature I, II
The study of major French authors and literary movements in France through the
reading of whole literary works where possible. Lectures, discussion, oral and
written reports in French. (Prereq.: FRE 311 or consent of instructor. Spring: on
rotational basis)
FRE 411
Advanced Conversation and Composition
By means of reading, speaking, and writing on topics of intellectual, social, or
political interest, the student acquires extensive training in key modalities at an
advanced level. Attention to accuracy and effectiveness, characteristic levels of
expression, refinements in style and organization. (Prereq.: FRE 311 or consent
of instructor and ENL 111 or 112 or HON 111. Fall)
FRE 495
Topics in Literature, Culture, or Linguistics
Internships and Independent Study Courses
FRE 199
Internship
FRE 299
Directed Study
FRE 399
Internship
FRE 499
Independent Study/Research
German (GER)
GER 111, 112 Beginning German I, II
Aims at developing basic skills. Classroom practice in speaking, understanding,
and reading and writing basic German. Goals: ability to read extended narratives
in simple German, insights into German culture, and participation in short
conversations. (Fall: 111; spring: 112, Prereq.: 111. WEC—additional sessions
required)
GER 211, 212 Intermediate German I, II
Aims at developing basic skills into working knowledge of German. Review of
basic structures with emphasis on extending range of vocabulary and idiomatic
expression through reading and discussion of materials representing
contemporary German life and literature. (Fall: 211; spring: 212, Prereq.: 211)
GER 295
Topics in Literature, Culture, or Linguistics
GER 311
Conversation and Composition
Aims at developing facility in the use of grammatical structures, vocabulary, and
idiomatic expressions most common in colloquial German. Intensive practice in
speaking is supplemented with exercises in written composition. (Prereq.: GER
212. Fall)
GER 331
German Civilization and Culture I
Follows the cultural and social development of the German-speaking peoples
from the prehistorical Indo-European origins (ca. 3,000 BC) to the Thirty Years
War (1648). In German. (Prereq.: GER 311 or consent of instructor. Spring: on
rotational basis)
GER 332
German Civilization and Culture II
Survey of cultural currents that have shaped Germany, Austria, and Switzerland
since the Age of Enlightenment. The contemporary scene is considered in view
of its roots in the intellectual, geopolitical, artistic, and scientific history of the
German-speaking peoples. In German. (Prereq.: GER 311 or consent of
instructor. Spring: on rotational basis)
GER 351
Survey of Literature: German Literature from Chivalry to Romanticism
The prose, epic, and poetry readings in this course chronicle the German
experience from Charlemagne to Napoleon; from Luther to Kant; from Hildegard
of Bingen to Goethe, Schiller, and the Romantics; and offer a way to relive the
Renaissance, the Reformation, and the Enlightenment.
GER 354
Survey of Literature: German Literature in the 19th and 20th Centuries
The literary, cultural, and scientific background of the new millennium has many
German-speaking roots in the works of figures like Marx, Freud, Nietzsche,
Einstein, Kafka, Rilke, Hesse, and Brecht. Selected readings of prose, poetry,
and plays bring alive the drama and conflicts that characterized the birth of the
modern age. (Prereq.: GER 311)
GER 411
Advanced Conversation and Composition
Aims at developing and refining the student’s use of German as a vehicle for
expressing ideas and opinions. Emphasis on written composition including
control of style. Oral practice through use of German as classroom language.
(Prereq.: GER 311 or consent of instructor and ENL 111 or 112 or HON 111.
Fall)
GER 495
Topics in Literature, Culture, or Linguistics
Internships and Independent Study Courses
GER 199
Internship
GER 299
Directed Study
GER 399
Internship
GER 499
Independent Study/Research
Norwegian (NOR)
NOR 111, 112 Beginning Norwegian I, II
Introduction of the four basic language skills: speaking, listening, reading, and
writing. Stress is on communication and its cultural context. (Fall: 111; spring:
112, Prereq.: 111. WEC—additional sessions required.)
NOR 211
Intermediate Norwegian I
Continued acquisition and refinement of communication skills (speaking,
listening, reading, and writing). Emphasis is on social or cultural contexts and
integrated vocabulary clusters. Selected readings in Norwegian are used as a
basis for class activities and writing exercises. Includes grammar review.
(Prereq.: NOR 112 or equivalent. Fall)
NOR 295
Topics in Literature, Culture, or Linguistics
NOR 311
Conversation and Composition
Practice in spoken and written Norwegian with emphasis on communicative
contexts and integrated vocabulary. Readings in history, social science, and
literature form a basis for class activities and frequent writing practice. (Prereq.:
NOR 211 or equivalent. Spring)
NOR 331
Norwegian Civilization and Culture
A two-tiered approach allows students to understand contemporary cultural
developments, such as Norway’s changing role in the global community, within a
broader historical context. Readings in history are supplemented by lectures,
newspaper articles, and video materials. In Norwegian. (Prereq.: NOR 311 or
consent of instructor.)
NOR 353
Survey of Norwegian Literature
Selected readings in contemporary Norwegian literature provide a basis for the
study of major works from earlier periods, including several in Nynorsk.
Readings, lectures, discussion, journals, essays, and oral reports in Norwegian.
(Prereq.: NOR 311 or consent of instructor.)
NOR 411
Advanced Conversation and Composition
Extensive practice in spoken and written Norwegian, based on literary and
cultural readings. Students serve as peer-tutors for those registered in NOR 311.
Readings, journals, discussion, role-playing, and written and oral reports in
Norwegian. (Prereq.: NOR 311 or consent of instructor and ENL 111 or 112 or
HON 111. Spring)
NOR 495
Topics in Literature, Culture, or Linguistics
Internships and Independent Study Courses
NOR 199
Internship
NOR 299
Directed Study
NOR 399
Internship
NOR 499
Independent Study/Research
Ojibwe (OJB)
Two courses in Ojibwe (Chippewa) are offered at Augsburg, both as part of the Languages and
Cross-Cultural Studies Department and as part of the American Indian Studies
major.
OJB 111, 112 Beginning Ojibwe I, II
An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis
is on vocabulary, reading, writing, and conversational skills. Classroom practice
will include linguistic patterns and oral interaction. (Fall: 111; spring: 112, prereq.:
111)
Spanish (SPA)
Courses in addition to those below are offered through various programs listed under
International Programs.
SPA 111, 112
Beginning Spanish I, II
Aims to develop the four basic skills: understanding, speaking, reading, and
writing of elementary Spanish. Introduction to culture of the Spanish-speaking
world. (Fall: 111 and 112; spring: 112, Prereq.: 111. WEC—additional sessions
required.)
SPA 211, 212
Intermediate Spanish I, II
Through the reading of selected Latin American and Spanish texts that stimulate
intellectual growth and promote cultural understanding, students review all of the
basic structures of Spanish and build conversational skills through class
discussions. (Fall: 211; spring: 212, Prereq.: 211)
SPA 248
Spanish and Latin American Culture through Film
An introduction to contemporary cultural issues of Spanish and Latin American
societies as portrayed in the films of major filmmakers with attention to the
aesthetic variations across their works. Films in Spanish with English subtitles;
language of instruction is English. (On demand)
SPA 295
Topics in Literature, Culture, or Linguistics
SPA 311
Conversation and Composition
Thorough oral and written practice in correct expression with the aims of fluency
and facility. Enrichment of vocabulary. This course is a prerequisite for all upper
division courses. (Prereq.: SPA 212 or equivalent. Fall)
SPA 312
Spanish Expression
Intended for students who have a basic command of writing and speaking skills
in Spanish and seek to expand them. Intensive practice aimed at refining
grammar skills. Highly recommended as a continuation of SPA 311. (Prereq.:
SPA 311 or consent of instructor. Spring)
SPA 331
Spanish Civilization and Culture
Study of the Spanish character and of Spanish contributions to world civilization
through historical, intellectual, literary, and artistic movements. In Spanish.
(Prereq.: SPA 311 or consent of instructor)
SPA 332
Latin American Civilization and Culture
A study of the cultural heritage of the Spanish American countries from the PreColumbian civilizations to the present. In Spanish. (Prereq.: SPA 311 or consent
of instructor. Spring: on rotational basis)
SPA 352, 353
Survey of Spanish Literature I, II
A study of representative authors in Spanish literature, supplemented by lectures
on the literary movements and development of Spanish literature. Lectures,
discussion, written, and oral reports in Spanish. (Prereq.: SPA 311 or consent of
instructor. Fall: on rotational basis)
SPA 354
Representative Hispanic Authors
An introduction to Hispanic literature. Lectures, discussions, and written and oral
reports in Spanish. (Prereq.: SPA 311 or consent of instructor. Note: Students
who have taken SPA 356 taught in Mexico may not take 354. Spring: on
rotational basis)
SPA 411
Advanced Conversation and Composition
Emphasis on increasing facility and correctness of written and oral expression
through conversations, discussions, reports, debates, written compositions, and
grammatical exercises. (Prereq.: SPA 311 or consent of instructor and ENL 111
or 112 or HON 111. Fall)
SPA 495
Topics in Literature, Culture, or Linguistics
Internships and Independent Study Courses
SPA 199
Internship
SPA 299
Directed Study
SPA 399
Internship
SPA 499
Independent Study/Research
Mathematics—MAT
Mathematics is the study of structure and relationships and provides tools for solving a wide
variety of problems. Mathematical language describes our world from the perspectives of the
natural, physical, and social sciences. Engaging in mathematical thinking helps strengthen the
problem solving and quantitative reasoning skills that are increasingly expected of every
member of contemporary society. Moreover, as mathematics has had a formative impact on the
development of civilization, it is an important part of a liberal arts education.
Students majoring in mathematics acquire the skills necessary to serve society through a
variety of careers. In addition to acquiring computational and problem solving skills,
mathematics majors at Augsburg develop their abilities to reason abstractly; to conjecture,
critique, and justify their assertions; to formulate questions; to investigate open-ended problems;
to read and comprehend precise mathematical writing; to speak and write about mathematical
ideas; and to experience working in teams on mathematical projects. Students can prepare for
graduate school, for work in business, industry, or nonprofit organizations, or for teaching
mathematics in grades K-12. Students majoring in many disciplines find it helpful to acquire a
minor or a second major in mathematics.
Students may choose coursework supporting the study of mathematics as a liberal art
(through the BA degree) or choose a more focused program of courses (through the BS
degree). BS focus areas include theoretical mathematics, statistics, teaching mathematics, and
the application of mathematics to science and engineering, actuarial science, computing,
business, or economics. Augsburg’s urban location allows students to gain experience working
with mathematics through internships, service learning, and the colloquium course.
Mathematics Faculty
Jody Sorensen(Chair), Pavel Bělík, Tracy Bibelnieks, Suzanne Dorée, Richard Flint, Matthew
Haines, Kenneth Kaminsky, John Zobitz
Degree and Major Requirements
Bachelor of Arts—Mathematics Major
Nine courses including:
MAT 145 Calculus I
MAT 146 Calculus II
MAT 245 Calculus III
MAT 246 Linear Algebra
MAT 271 Discrete Mathematical Structures
A “theoretical structures” course: MAT 304, MAT 314, MAT 324, or other courses approved by
the department.
Three additional electives chosen from MAT courses numbered above 250, at least two of
which are numbered above 300.
Also required: MAT 491 Mathematics Colloquium during junior and senior years.
Students must earn a grade of 2.0 or better in each course that applies toward the major.
At least two MAT courses numbered above 250 must be taken at Augsburg.
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QF and QA), and Writing
(W) are embedded in the MAT courses and are met by completing the major. An additional
course in Speaking (S) is also required and may be met by either MAT 201 together with the
major, COM 111, COM 115, student teaching, another speaking skill course approved by the
department, or completion of another major that includes the speaking skill. Students
transferring in mathematics course(s) must consult their MAT adviser about potential additional
skills courses needed.
Bachelor of Science—Mathematics Major
Twelve courses including:
MAT 145 Calculus I
MAT 146 Calculus II
MAT 245 Calculus III
MAT 246 Linear Algebra
MAT 271 Discrete Mathematical Structures
Four electives chosen from MAT courses numbered above 250, at least three of which are
numbered above 300.
Three additional electives chosen from MAT courses numbered above 250, or the following list
of supporting courses (or substitutes with departmental approval); BIO 355, BIO 473, BIO 481,
BUS 379, CHM 353, CHM 361, CHM 364, CSC 160 (recommended), CSC 170, CSC 210, CSC
320, CSC 385, CSC 457, ECO 112 or ECO 113 (cannot count both), ECO 318, ECO 416, ECO
490, ESE 330, FIN 331, MAT 163, MAT 248, MAT 173, MKT 352, PHY 121, PHY 122, PSY
215, PSY 315, SOC 362, SOC 363. (Not more than one of MAT 163, MAT 248, BUS 379, PSY
215, SOC 362 may count).
These seven electives must include a(n):
• “Theoretical Structures” course: MAT 304, MAT 314, MAT 324, or other courses
approved by the department.
• “Applied Project” course: MAT 355, MAT 369, MAT 374, MAT 377, or other courses
approved by the department.
• “Statistical Perspectives’’ course: MAT 373, MAT 163, MAT 248, BUS 379, PSY
215, SOC 362, or other courses approved by the department.
At least five of the seven electives must be chosen from a focus area approved by the
department.
Sample focus areas:
• Biological Sciences: one of MAT 163, MAT 248, PSY 215; two of BIO 355, BIO 473,
BIO 481; two of MAT 363, MAT 369, MAT 373
• Business, Economics, or Actuarial Science: ECO 112 or ECO 113; two of CSC 160,
BUS 379, ECO 318, ECO 416, ECO 490, FIN 331, MAT 163, MAT 248, MAT 173,
MKT 352; MAT 373; MAT 374 or MAT 377. (Only one of BUS 379, MAT 163 and
MAT 248 may count).
•
Computational Mathematics: CSC 170; CSC 210; one of CSC 320, CSC 385, CSC
457; two of MAT 304, MAT 355, MAT 363, MAT 377.
• Physical Sciences: Two of PHY 121, PHY 122, CHM 353, CHM 361, CHM 364; two
of MAT 324, MAT 327, MAT 355, MAT 369; a fifth course from this list.
• Statistics: One of MAT 248, BUS 379, PSY 215, SOC 362; MAT 324; MAT 373; MAT
374; one of ECO 490, MKT 352, PSY 315, SOC 363, or another applied statistics
course approved by the department.
• Teaching Mathematics: ESE 330; MAT 252; MAT 287; MAT 314; MAT 324
• Theoretical mathematics: MAT 314; MAT 324; at least three of MAT 252, MAT 287,
MAT 304, MAT 363, MAT 373, or regularly offered courses at other ACTC colleges
in Complex Variables, Topology, Measure Theory/Real Analysis II, Abstract Algebra
II, Combinatorics.
Also required: MAT 491 Mathematics Colloquium during junior and senior years.
In addition, an experiential component in the focus area is required, such as an internship,
volunteer or paid work experience, undergraduate research project, student teaching in
mathematics, or other experiences approved by the department. Such experiences may also
fulfill the Augsburg Experience requirement if approved. For an undergraduate research project,
the work may build upon a course-based project, but significant work beyond the course is
expected.
Students must earn a grade of 2.0 or better in each course that applies toward the major.
At least two MAT courses numbered above 250 must be taken at Augsburg.
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QF and QA), and Writing
(W) are embedded in the MAT courses and are met by completing the major. An additional
course in Speaking (S) is also required and may be met by either MAT 201 together with the
major, COM 111, COM 115, student teaching, another speaking skill course approved by the
department, or completion of another major that includes the speaking skill. Students
transferring in mathematics course(s) must consult their MAT adviser about potential additional
skills courses needed.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers. The state
requirements are subject to change after publication of this catalog. Students therefore should
consult with the Augsburg Education Department to identify current Minnesota teacher licensure
requirements.
At the time of publication, the mathematics requirements for secondary education licensure
to teach mathematics in grades 5-12 are the same as the BS major, but the electives must
include ESE 330 5-12 Methods: Mathematics; MAT 252; Exploring Geometry; MAT 287 History
of Mathematics; MAT 314 Abstract Algebra; MAT 324 Analysis; one of MAT 163 Introductory
Statistics, MAT 248 Biostatistics or MAT 373 Probability and Statistics I; and an “Applied
Project” course.
At the time of publication, the mathematics requirements for a concentration in mathematics
to teach in grades 5-8 under elementary education licensure are MPG 4 or MAT 114
Precalculus; MAT 145 Calculus I; one of MAT 163 Introductory Statistics, MAT 248 Biostatistics
or MAT 373 Probability and Statistics I; MAT 252 Exploring Geometry; MAT 271 Discrete
Mathematical Structures; and MAT 287 History of Mathematics. ESE 331 Middle School
Methods in Mathematics is also required.
Elementary Education majors seeking middle school mathematics licensure are strongly
encouraged to consult with a mathematics department adviser before enrolling in the 200 level
MAT courses.
Departmental Honors in Mathematics
To be considered for departmental honors, a student must be involved with mathematics
beyond the classroom, have a GPA of at least 3.50 in MAT courses numbered above 200, have
an overall GPA of at least 3.00, complete a project with significant mathematical content
(usually beginning before senior year), and obtain the approval of the Mathematics Department.
The project may build upon a course-based project, but significant work beyond the course is
expected. The project results must be presented in a public forum. A proposal to complete
departmental honors in mathematics should be submitted to the Mathematics Department chair
at least one year prior to graduation. Specific requirements are available from the department.
Pi Mu Epsilon
Membership in the Augsburg chapter of this national mathematics honor society is by
invitation. To be considered, students must have a declared mathematics major, junior or senior
status, and a GPA of 3.00 in their major and overall.
Mathematics Minor
Five courses including:
MAT 145 Calculus I
MAT 146 Calculus II
Three MAT electives numbered above 200, at least one of which is numbered above 300.
Alternatively students may complete a minor by taking the six courses: MAT 145, MAT 146,
MAT 163 or MAT 248, MAT 252, MAT 271, and MAT 287.
Students must earn a grade of 2.0 or better in each course that applies toward the minor.
At least one MAT course numbered above 250 must be taken at Augsburg.
Other Requirements
Math Placement Group (MPG)
Before enrolling in any mathematics course, students must have the required Math Placement.
All students are required to have their Math Placement Group (MPG) determined. In some
cases, students who have transferred in a mathematics course taken at another college may
have their MPG determined by the registrar’s office. Students who have passed the College
Board Advanced Placement Exam in calculus should consult with the Mathematics Department.
All other students must take the Augsburg Math Placement Exam, which is administered by
Academic Advising. The exam is given during College registration sessions and at other
announced times during the year. Practice questions and other information are available from
Academic Advising. Students in MPG 1 may take MAT 103 to advance to MPG 2. Students in
MPG 2 may take MAT 105 to advance to MPG 3. Students in MPG 3 may take MAT 114 to
advance to MPG 4. No other MAT course changes a student’s MPG. Students are also
permitted to retake the Math Placement Exam during their first term of enrollment at Augsburg
College.
Prerequisites
A course must be completed with a grade of 2.0 or higher to count as a prerequisite for a
mathematics course.
Mathematics Courses
MAT 103
Everyday Math
Concepts of integers, fractions, decimal numbers, ratios, percents, order of
operations, exponents, and an introduction to algebraic expressions and equations
with an emphasis on applications to everyday life. P/N grading only. Grade of P
advances student to MPG 2. MAT 103 does not count as a credit toward
graduation. (Prereq.: MPG 1)
MAT 105
Applied Algebra
Concepts of linear, exponential, logarithmic, and other models with an emphasis on
applications to the social and natural sciences, business, and everyday life. Grade
of 2.0 or higher advances student to MPG 3. Students preparing for MAT 114
should consult the department. (Prereq.: MPG 2 and a year of high school algebra)
MAT 114
Precalculus
Concepts of algebraic, exponential, logarithmic, and trigonometric functions for
students planning to study calculus. Students who have completed MAT 145 or
other calculus courses may register for credit only with consent of department.
Grade of 2.0 or higher advances student to MPG 4. (Prereq.: MPG 3)
MAT 129
Practical Applications of Mathematics
An examination of applications of mathematics in contemporary society, with an
emphasis on quantitative reasoning including an introduction to probability and
statistics and topics such as the mathematics of finance, graph theory, game
theory, voting theory, linear programming, or cryptography. Note: Students who
have successfully completed MAT 138, MAT 163, MAT 248, BUS 379, PSY 215, or
SOC 362 may not register for credit without consent of instructor. (Prereq.: MPG 3)
MAT 137-8
Mathematics for Elementary Teachers I and II
Concepts of number, operations, algebra, geometry, measurement, data analysis,
and probability with an emphasis on the processes of problem solving, reasoning,
connections, communication, and representation. These courses are designed for
prospective K-6 elementary school teachers. (Prereq.: MPG 3)
MAT 140
Calculus Workshop (.25 course)
An elective workshop for students concurrently enrolled in Calculus I or Calculus
II. Calculus related problems and activities that require significant collaborative
and creative effort. Emphasis on strategies for succeeding in college-level
mathematics courses. MAT 140 does not satisfy NSM-LAF requirement. P/N
grading only. (Coreq.: MAT 145 or MAT 146 and consent of instructor).
MAT 145-6
Calculus I & II
Concepts of calculus of one-variable functions including derivatives, integrals,
differential equations, and series. (Prereq.: MPG 4 for MAT 145; MAT 145 for MAT
146)
MAT 163
Introductory Statistics
Concepts of elementary statistics such as descriptive statistics, methods of
counting, probability distributions, approximations, estimation, hypothesis testing,
analysis-of-variance, and regression. Note: Students who have successfully
completed BUS 379, MAT 248, PSY 215, or SOC 362 may not register for credit
without consent of instructor. (Prereq.: MPG 3)
MAT 171
Discrete Mathematics for Computing
Concepts of discrete mathematics including binary representations, sequences,
recursion, induction, formal logic, and combinatorics, with an emphasis on
connections to computer science. Students who have completed MAT 271 may not
register for credit. (Prereq.: MPG 3. Also recommended: CSC 160)
MAT 173
Mathematics of Finance
Concepts of elementary financial mathematics such as annuities, loan payments,
mortgages, life annuities, and life insurance. Provides an introduction to actuarial
mathematics. (Prereq.: MPG 3)
MAT 201
Communicating Mathematics
(.5 course)
An introduction to mathematical speaking, typesetting, presentation technology,
reading, and bibliographic resources. This half-credit course does not count as an
elective in the mathematics major or minor. Completion of this course plus one of
MAT 304, MAT 314, MAT 324, MAT 355, MAT 369, MAT 374, or MAT 377 taken at
Augsburg satisfies the major’s speaking skill requirement. Students with majors
other than mathematics should consult their major department before taking this
course. (Prereq.: MAT 146)
MAT 245
Calculus III
Concepts of multivariable calculus including functions of several variables, partial
derivatives, vectors and the gradient, multiple integrals, and parametric
representations. (Prereq.: MAT 146)
MAT 246
Linear Algebra
Concepts of linear algebra including systems of linear equations, matrices, linear
transformations, abstract vector spaces, determinants, and eigenvalues. (Prereq.:
MAT 245 or MAT 271)
MAT 248
Biostatistics
Concepts and techniques of probability, descriptive statistics, and statistical
inference are applied to scientific studies in Biology, Medicine and other Health
Sciences. Material is centered on real studies in these areas. Other topics include
graphing techniques, correlation and regression, experimental design,
combinatorics, probability, point and interval estimation, hypothesis testing and, time
permitting, analysis of variance and nonparametric methods. Credit may not be
received for both MAT 163 and MAT 248. (Prereq.: MAT 145 or both MPG 4 and
BIO 151)
MAT 252
Exploring Geometry
Concepts of geometry including Euclidean and non-Euclidean geometries and
geometric transformations with an emphasis on geometric reasoning, conjecturing,
and proof. (Prereq.: MAT 145)
MAT 271
Discrete Mathematical Structures
Concepts of discrete mathematics including number theory, combinatorics, graph
theory, recursion theory, set theory, and formal logic, with an emphasis on
algorithmic thinking, mathematical reasoning, conjecturing, and proof. (Prereq.: MAT
146 or MAT 145 and one of MAT 163, MAT 248, MAT 252, or MAT 287; and pass
CT assessment or GST 100.)
MAT 287
History of Mathematics
Concepts of historical importance from the areas of geometry, number theory,
algebra, calculus, and modern mathematics. (Prereq.: MAT 145)
MAT 304
Graph Theory
Concepts of graph theory including standard graphs, classic questions, and topics
such as degree sequences, isomorphism, connectivity, traversability, matching,
planarity, coloring, and graph metrics. Focuses on theoretical structures. (Prereq,:
MAT 271, ENL 111 or 112 or HON 111, and a speaking course. Also
recommended MAT 246.)
MAT 314
Abstract Algebra
Concepts of algebra including the abstract structures of groups, rings, integral
domains, and fields. Focuses on theoretical structures. (Prereq.: MAT 246, MAT
271, ENL 111 or 112 or HON 111, and a speaking course)
MAT 324
Analysis
Concepts of real analysis including limits, boundedness, continuity, functions,
derivatives, and series in a theoretical setting. Focuses on theoretical structures.
(Prereq.: MAT 146, MAT 271, ENL 111 or 112 or HON 111, and a speaking
course. Also recommended: additional MAT course numbered 200 or higher)
MAT 327
Special Functions of Mathematical Physics
(See PHY 327)
MAT 355
Numerical Mathematics and Computation
Concepts such as polynomial interpolation, numerical differentiation and
integration, numerical solution of differential equations, error propagation, practical
implementation of numerical methods on modern computers, and applications.
Includes an applied project. (Prereq.: MAT 146, CSC 160, ENL 111 or 112 or HON
111, and a speaking course)
MAT 363
Dynamical Systems
Concepts of dynamical systems including iteration, stability, orbit diagrams,
symbolic dynamics, chaos, and fractals, along with topics such as applications of
dynamical systems and/or complex dynamics including the Mandelbrot set and
Julia sets. (Prereq.: MAT 146 and MAT 246, MAT 269, or MAT 271)
MAT 369
Modeling and Differential Equations in the Biological and Natural Sciences
Concepts of differential equations including quantitative and qualitative methods of
linear and non-linear systems; the application, modeling, and analysis of differential
equations to model biological phenomena. Includes an applied project. (Prereq.:
MAT 245, ENL 111 or 112 or HON 111, and a speaking course)
MAT 373-4
Probability and Statistics I & II
Concepts of probability and statistics including methods of enumeration, random
variables, probability distributions, expectation, the Central Limit Theorem,
sampling distributions, methods of estimation, hypothesis testing, regression,
analysis of variance, and nonparametric statistics. 374 includes an applied project.
(Prereq.: MAT 245 for MAT 373. Also recommended MAT 271. MAT 373, ENL 111
or 112 or HON 111, and a speaking course for MAT 374)
MAT 377
Operations Research
Concepts of linear programming and its applications to optimization problems from
industrial settings including the simplex method, sensitivity analysis, duality theory,
alternate optima, and unboundedness with an emphasis on both the mathematical
theory and the application to current business practice. Includes an applied project.
(Prereq.: MAT 246, ENL 111 or 112 or HON 111, and a speaking course)
MAT 395/495 Topics/Advanced Topics in Mathematics
Study of an advanced topic such as actuarial mathematics, combinatrics, complex
analysis, mathematical biology, topology, or foundations of mathematics. (Prereq.: at
least two MAT courses numbered above 200 and consent of instructor. For 495, an
additional upper division MAT course depending on the particular topic may also be
required)
MAT 491
Mathematics Colloquium
Information about contemporary applications, career opportunities, and other
interesting ideas in mathematics. Presented by outside visitors, faculty members,
or students. Carries no course credit.
Internship and Independent Study Courses
MAT 199/399 Internship
Work-based learning experience that links the ideas and methods of mathematics
to the opportunities found in the internship. For upper division credit, significant
mathematical content and presentation at a departmental colloquium is required.
(Prerequisite for upper division: at least one upper division MAT course, junior or
senior standing)
MAT 499
Independent Study/Research
Selection and study of an advanced topic outside of the offered curriculum with the
guidance of a faculty member. Presentation at a departmental colloquium is
required. (Prereq.: at least one upper division MAT course, junior or senior
standing, and consent of instructor.)
Medical Laboratory Science—MLS
Medical laboratory scientists perform complex biological, microbiological, and chemical tests
on patient samples. They also use, maintain, and troubleshoot sophisticated laboratory
equipment in the performance of diagnostic tests. The medical laboratory scientist analyzes
these test results and discusses them with the medical staff. He/she also possesses the skills
required for molecular diagnostic tests based on DNA and RNA technologies. In addition, the
medical laboratory scientist will find opportunities in test development, experimental design,
administration, and education.
The curriculum requires a minimum of six semesters on campus to complete the
prerequisite curriculum. Students spend an additional 12 months of clinical education in a
hospital-sponsored, accredited program during their senior year. A Bachelor of Science degree
is awarded at the satisfactory completion of all required coursework.
Admission to the medical laboratory science major is on a competitive basis. Students apply
for admission to the medical laboratory science program early in the fall semester of the
academic year just prior to the beginning of their professional studies, typically in the junior year.
Formal acceptance into the hospital-sponsored program is based on the submission of an
application for admission to the major, personal recommendations, review of academic
performance, and interview with the Program Admission Committee. A minimum grade point
average of 2.75 overall as well as in science and mathematics courses is strongly
recommended. Acceptance into the hospital program is not guaranteed by the College. The
hospital program affiliated with Augsburg is Fairview Health Services. The program is accredited
by the National Accrediting Agency for Clinical Laboratory Sciences (NAACLS), 5600 North
River Road, Suite 720, Rosemont, IL 60018-5156; 773-714-8880.
During the clinical component in an accredited hospital program, students will register for
12.25 credits. The clinical phase routinely begins in June with anticipated graduation the
following spring. Graduates of the program are eligible to sit for certification examinations
offered by national certification agencies.
Hospital affiliates of Augsburg College:
Fairview Health Services
Fairview Lakes Medical Center
Fairview Northland Regional Medical Center
Fairview Red Wing Medical Center
Fairview-Ridges Hospital
Fairview-Southdale Hospital
UMMC, Fairview-Riverside (West Bank)
UMMC, Fairview-University (East Bank)
Generalized four-year academic plan for medical laboratory science (MLS) majors
To complete the program in four years, students must:
• achieve Math Placement Group 3 or 4
• qualify for ENL 111
• score above 45 on the Critical Thinking exam
• not require ENL 217/218
• meet graduation skills requirements within the major and supporting courses
• satisfy the Engaging Minneapolis requirement with BIO 151/152
Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the
offered courses and are met by completing the major. The graduation skill in Speaking (S) is
met by completing COM 111 or COM 115. Consult your department chair or academic adviser
for requirements for meeting the Quantitative Reasoning (QR) graduation skill.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Bachelor of Science in Medical Laboratory Science–MLS
Required Courses
BIO 151
Introductory Biology
BIO 152
Evolution, Ecology, and Diversity
BIO 253
Introductory Cellular Biology
BIO 355
Genetics
BIO 369
Biochemistry
BIO 473
Animal Physiology
BIO 476
Microbiology
BIO 486
Immunology
MLS 400
Introduction to MLS
MLS 405
Body Fluids
MLS 410
Clinical Hematology/Hemostasis
MLS 415
Clinical Immunology
MLS 420
Immunohematology
MLS 425
Clinical Chemistry
MLS 430
Clinical Microbiology
MLS 433
Virology/Mycology/Parasitology
MLS 435
Molecular Diagnostics
MLS 440
Laboratory Management and Education
MLS 445
Research Design and Methods
MLS 450
Applied Clinical Chemistry
MLS 455
Applied Hematology/Hemostasis
MLS 465
Applied Immunohematology
MLS 470
Applied Clinical Microbiology
MLS 475
Advanced Applications in MLS
MLS 480
Advanced Topics in MLS
MLS 485
Advanced Studies in MLS
Clinical Rotations
BIO 490
Biology Keystone
or SCI 490 Integrated Keystone
Required Supporting Courses for Bachelor of Science
CHM 105/106 Principles of Chemistry
or CHM 115/116
General Chemistry
CHM 351/352 Organic Chemistry
MAT 163
Introductory Statistics
or MAT 164
Biostatistics
or MAT 248
Biostatistics
COM 115
Scientific and Technical Public Speaking
or COM 111
Public Speaking
To enroll in courses that require BIO 253 as a prerequisite, students must earn an average
grade of 2.0 in BIO 151, 152, and 253. A grade of 2.0 or above is required for all supporting
courses, upper division biology courses, and MLS courses applied to the major. Courses
required for the major must be traditionally graded. Students must meet all College graduation
requirements including general education, grade point, College residency, and total credits.
Medical Laboratory Science Courses
MLS 400 Introduction to Medical Laboratory Science
Course is designed to provide the MLS student with the basic laboratory skills
required for the laboratory component of the curriculum. This course will also provide
teamwork, leadership, and interpersonal skills needed by health care professionals.
Current issues in MLS will also be covered including ethics, government regulations,
and concepts of total testing process. (Prereq.: CHM 353; BIO 355 and 476; and
admission to the MLS program)
MLS 405 Body Fluids
Covers concepts related to the formation, distribution, and function of body fluids and
their chemical, physical, and cellular composition in health and disease. Laboratory
focus is on performance, interpretation, and correlation of results. (Prereq.: CHM 352;
BIO 355 and 473; and admission to the MLS program)
MLS 410 Clinical Hematology/Hemostasis
Course is designed to provide the MLS student with the basic knowledge of
hematology/hemostasis. Cellular components of the blood in normal and diseased
states, hemostasis principles, laboratory testing, interpretation, and the correlation of
results will be covered. Laboratory component will focus on specimen preparation red
cell, white cell, and platelet identification and enumeration, both microscopically and
electronically. (Prereq.: CHM 352; BIO 355, 476, and 486; and admission to the MLS
program)
MLS 415 Clinical Immunology
Course in the application of immunologic and serologic techniques used for the
specific diagnosis of immunodeficiency diseases, malignancies of the immune
system, autoimmune disorders, hypersensitivity states, and infection by specific
microbial pathogens. Laboratory sessions offer exercises in methods for detection of
antigens and antibodies in patient specimens. (Prereq.: CHM 352; BIO 476 and 486;
and admission to the MLS program)
MLS 420 Immunohematology
Course covers aspects of the Blood Group Systems, antibody screening, compatibility
testing, blood donor service, selection of donors, blood drawing, storage,
preservation, components, records, and regulations for blood banks. The laboratory
section includes performance of blood bank procedures, donor processing,
compatibility testing, antibody screening, and identification. (Prereq.: BIO 355, 369,
and 486; and admission to the MLS program)
MLS 425 Clinical Chemistry
The focus of the course is on the physiology of body analytes and the organ systems,
with an emphasis on the corresponding clinical laboratory procedures and human
disease states. Discussion will include the clinical correlations of the analytical
procedures data with the diseases. The laboratory section covers skills necessary to
the performance of clinical chemistry test procedures. (Prereq.: CHM 352; BIO 369
and 476; and admission to the MLS program)
MLS 430 Clinical Microbiology
Course includes the study of bacteria, rickettsiae, chlamydia, and mycoplasma as
they relate to diseases in humans. Topics include clinical signs and symptoms of the
disease process, specimen collection and processing, modes of transmission, and
methods of identification. In the laboratory component, students will process
specimens from various body locations. Emphasis will be placed on isolation with
identification, selection of appropriate antibiotic therapy, quality assurance, and
safety. (Prereq.: CHM 353; BIO 369, 476 and Immunology; and admission to the MLS
program)
MLS 433 Virology, Mycology, and Parasitology
Study of viruses, fungi, and parasites as they relate to diseases in humans. Topics
include clinical signs and symptoms of the disease process, specimen collection and
processing, modes of transmission, and methods of identification. Laboratory
emphasis focuses on isolation and identification, quality assurance, and safety.
(Prereq.: CHM 353; BIO 369, 479 and 486; and admission to the MLS program)
MLS 435 Molecular Diagnostics
A course on the composition, structure, function, and characteristics of DNA.
Emphasis will be placed on clinical laboratory methods used to isolate, amplify,
manipulate, and analyze DNA sequences in order to integrate theory and practice.
(Prereq.: CHM 353; BIO 336, 473, 476 and 486; and admission to the MLS program)
MLS 440 Laboratory Management and Education
Course is designed to introduce the medical laboratory science student to the
principles of laboratory administration. The seminar-format course will focus on
human resource management, operations management, and educational
methodologies appropriate for the supervisor and laboratory manager (Prereq.:
admission to the MLS program)
MLS 445 Research Design and Methods
The course applies scientific method to clinical laboratory research problems,
systematic applications of hypothesis formation and decision making through
research design principles. Research proposal writing and the process of institutional
review board approval and informed consent will also be covered. (Prereq.: MAT 163
and admission to the MLS program)
MLS 450 Applied Clinical Chemistry
Rotation with daily lecture which applies the principles of clinical chemistry in the
clinical laboratory. The course is designed to utilize and build upon theoretical and
applied knowledge acquired in the previous didactic courses (MLS 400, 425) and
apply it to the performance of analytical procedures and management of the clinical
chemistry laboratory. (Prereq.: admission to the MLS program and MLS 400 and 425)
MLS 455 Applied Clinical Hematology/Hemostasis
A six-week rotation with mini-lectures, extends the learning to the clinical hematology,
hemostasis, and hematopathology laboratories. Students will gain experience
processing and analyzing patient’s specimens with a wide variety of complex
procedures and instruments. Students will also expand their identification and
diagnostic skills on microscopic analysis of hematology and body fluid specimens.
The rotation also includes the fundamentals of flow cytometry techniques and
molecular diagnostics (genetics) with interpretation of results. (Prereq.: admission to
the MLS program and MLS 400, 405, and 410)
MLS 465 Applied Immunohematology
A six-week rotation with mini-lectures, extends the concepts and skills learned in MLS
420 Immunohematology, to the blood bank setting for the performance of antibody
identification techniques, hemolytic disease problems, quality assurance
management, solving of patients’ blood compatibility problems, and cell therapy. The
rotation also includes the fundamentals of HLA testing with interpretation of results.
(Prereq.: admission to the MLS program and MLS 420)
MLS 470 Applied Clinical Microbiology
Rotation with daily lecture which applies the principles of MLS 430. Student will
process a variety of patient specimens in the microbiology laboratory and gain
experience with a wide variety of state-of-the-art procedures and equipment for the
isolation and identification of pathogenic bacteria, fungi protozoa, helminthes, and
viruses. (Prereq.: admission to the MLS program and MLS 430 and 433)
MLS 475 Advanced Applications in MLS
Selected study in one aspect of the practice of clinical laboratory science, such as
ancillary biology, cytogenetics, outreach clinics, or industry. Rotation and lecture
included. (Prereq.: admission to the MLS program and enrollment in applied courses)
MLS 480 Advanced Topics in MLS
This course will cover, at an advanced level, the major areas of the clinical laboratory.
Topics will also include information on new directions in laboratory testing with an
emphasis placed on its impact on current laboratory practice and outcomes
assessment. (Prereq.: admission to the MLS program and MLS 405, 410, 415, 420,
425, 430, 433, 435, and 440)
MLS 485 Advanced Studies in MLS
A capstone research project required for satisfactory completion of the MLS program.
Student will complete a research project under the supervision of a mentor. Course
culminates in a major paper and presentation. Area of emphasis will be in one of the
specialty or subspecialty areas included in the clinical laboratory practice. (Prereq.:
admission to the MLS program and senior standing)
MLS 499 Independent Study in MLS
Individual reading or research under the guidance of an MLS instructor. (Prereq.:
admission to the MLS program; repeatable for maximum of one credit)
Medieval Studies
The objective of medieval studies is to introduce students to the culture of the Middle
Ages—its diverse history and beliefs, its arts and literature—and to the disciplinary and
interdisciplinary skills necessary for its serious study.
The major in medieval studies fulfills the original (medieval) ideal of a liberal arts education.
Since the study of the liberal arts was developed in the Middle Ages, students majoring in
medieval studies find a model context for the pursuit of a liberal arts degree in the modern
world.
As was the case in medieval universities, Augsburg’s major in medieval studies prepares
students for life beyond college. Because of its emphasis on precise reading and analysis of
texts, careful writing, and spirited discussion, the major in medieval studies offers a solid
foundation for graduate or professional study, as well as employment opportunities that require
abilities in communication, critical and abstract thinking, and processing information.
Medieval Studies Faculty
Phillip C. Adamo (History, Program Director), Kristin M. Anderson (Art), Mark L. Fuehrer
(Philosophy), Douglas E. Green (English), Martha B. Johnson (Theater Arts), Michael Kidd
(Languages and Cross-Cultural Studies), Merilee Klemp (Music), Philip A. Quanbeck II
(Religion), Mark D. Tranvik (Religion), Hans Wiersma (Religion)
Degree and Major Requirements
Major
Ten courses, including:
Six core requirements:
HUM 120
LAT 101
LAT 102
HIS 369
HIS 370
HUM 490
Medieval Connections
Beginning Latin I
Beginning Latin II
Early and Middle Ages
Late Middle Ages
Keystone, Medieval Studies Project
One of the following literature courses:
ENL 330
ENL 332
ENL 360
ENL 361
SPA 352
Shakespeare
Renaissance and Reformation
The Medieval World
The Classical Tradition
Survey of Spanish Literature I
One of the following religion or philosophy courses:
HIS 378
Medieval Church
PHI 242
Medieval and Renaissance Philosophy
REL 361
Church in the First Four Centuries
REL 362 Theology of the Reformers
One of the following history of arts courses:
ART 386
ART 387
MUS 231
THR 361
Medieval Art
Renaissance and Baroque Art
History and Literature of Music I
Theater History and Criticism I
Two electives from the following courses:
HIS 374
HIS 440
POL 380
SPA 331
Medieval Crusades
Monks and Heretics
Western Political Thought
Spanish Civilization and Culture
Any literature, religion/philosophy, or history of arts courses not already taken may be taken as
electives.
Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major. HIS 369 meets the
Quantitative Reasoning (QR) graduation skill.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Minor
Five courses, including HUM 120. The remaining four courses must be in different
disciplines, as grouped above (history, literature, religion/philosophy, and history of arts).
Other Requirements
Language Requirement
Students must take one year of college-level Latin as part of the major.
In addition, students must take one year of a college-level, modern language in which
medieval scholarship is published (e.g. Spanish, French, German, Norwegian, Arabic; NOT
American Sign Language). This second language will fulfill the Modern Language Core Skills
requirement.
Augsburg Experience
As with all majors, an Augsburg Experience is required for graduation. For the medieval
smajor this might include study abroad, or internships at the University of Minnesota’s Rare
Books Collection, the Hill Monastic Manuscript Library, or the Minnesota Renaissance Festival.
Prior approval of adviser is required for all Augsburg Experiences related to medieval studies.
Medieval Studies Courses
HUM 120 Medieval Life in 12th-Century Europe (Medieval Connections)
This is the introductory course for medieval studies. It uses an interdisciplinary
approach to study European culture during a period known as the High Middle Ages,
roughly AD 1100 to 1300. It attempts to examine medieval culture as a complex
system of thought and feeling, which includes history, religion, philosophy, literature,
art, theater, music, and food. It also takes an experiential approach to this material,
for example, by having students and faculty attend class in academic regalia, just as
they did in medieval universities. (Humanities LAF, Spring)
HUM 490 Keystone, Medieval Studies Project
The final project in medieval studies functions like an independent study. Because
medieval studies is an interdisciplinary major, the final project must be also be
interdisciplinary. Students are free to choose any topic connected to the Middle Ages,
but must examine it with professors from at least three different disciplines. The
traditional disciplines that comprise medieval studies are art history, English, history,
music history, philosophy, religion, and theater history, but students have also
completed projects involving professors from other disciplines, such as sociology and
psychology.
Experiential approaches are encouraged but not required. For example, past students
have built medieval musical instruments, medieval suits of armor, and Renaissance
commedia dell’arte masks, and then written about the process.
This course fulfills the Keystone requirement.
For other course descriptions, refer to the specific departments elsewhere in the catalog.
Metro-Urban Studies—INS
Metro-urban studies is the study of cities as social, political, economic, and cultural entities.
Metro-urban studies brings many different perspectives to the study of urban life. It is an
interdisciplinary major where students use the tools of sociology, political science, history,
environmental studies, and architecture to understand metropolitan areas in terms of complex
relationships that contribute to both opportunities and challenges. The major is designed to
utilize the city as our classroom, demonstrating the interplay of theory, policy, and lived
experience. Metro-urban studies coursework often includes walking tours, field trips and field
research. Augsburg College’s Metro-Urban Studies Program emphasizes the theme of planning
metro areas to be more environmentally sustainable that promote the health and civic
engagement of citizens.
The Metro-urban studies major helps prepare students for careers and graduate work in
urban planning, public administration, environmental studies, government, community
organizing, social welfare and non-profit work, and architecture. All students participate in
internships that reflect their career interests as part of the keystone experience.
Many students who major in metro-urban studies double-major in related disciplines such as
environmental studies, political science or sociology. If you’re interested in double-majoring,
please consult the director of Metro-Urban Studies about how to best plan your academic
schedule to accommodate both majors.
Metro-Urban Studies Faculty: The following faculty teach courses in the Metro-Urban Studies
Program.
Nancy Fischer (Director, Sociology), Kristin Anderson (Art), Andrew Aoki (Political Science),
Kevin Bowman (Economics), Lars Christiansen (Sociology), Keith Gilsdorf (Economics), Michael
Lansing (History), Garry Hesser (Sociology), and Joseph Underhill (Political Science).
Degree and Major Requirements
Major
A total of 10 courses, including the following: (please see department descriptions for individual
courses)
ECO 113
Principles of Microeconomics
POL 122
Metropolitan Complex
SOC 111
Community and the Modern Metropolis
HIS 316
U.S. Urban Environmental History
or ART 249/349 The Designed Environment (art credit)
HIS 249/349 The Designed Environment (history credit)
SOC 362
Statistical Analysis
or POL 483
Political/Statistics/Methodology
SOC 363
Research Methods
or POL 484
Political Analysis Seminar
SOC 381
INS 399
The City and Metro-Urban Planning
Internship
Plus two additional approved urban-related electives. For electives, please see the following list,
which is not exhaustive. Consult the director of Metro-Urban Studies for other elective
possibilities that suit your career interests, including off-campus study such as ACTC courses,
HECUA, or study abroad.
ART243
ART244
ECO365
ENV100
HIS225
HIS335
POL241
POL325
SOC265
SOC295
SOC349
History of Architecture to 1750
History of Architecture after 1750
Environmental Economics
Environmental Connections
History of the Twin Cities (not regularly offered)
American Urban History (not regularly offered)
Environmental and River Politics
Politics and Public Policy
Race, Class and Gender
Special Topics: Sustainable Cities (various locations, study abroad)
Sociology of Organizations
Students who are thinking of careers in urban planning are highly encouraged to take
courses in Geographic Information Systems (GIS) at Macalester College (Geography 225, 364,
and 365) or at the University of St. Thomas (Geography 221, 321, and 322). HECUA offcampus programs are highly recommended, especially the Metro-Urban Studies Term (MUST)
Twin Cities program, described below.
Graduation skills in Critical Thinking (CT), Speaking (S), Quantitative Reasoning (QR), and
Writing (W) are embedded throughout the offered courses and are met by completing the major.
SOC 381, taken in conjunction with INS 399, fulfills the Keystone requirement.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Minor
POL 122, SOC 111, HIS 316/249/349, SOC 381 and one of the following: ECO113 or an
approved metro-urban studies elective.
Metro-Urban Studies Courses
Internships and Independent Study Courses
INS 199
Internship
See descriptions for this and other internship options (on-campus, off-campus, half
credit) in Departments and Programs.
INS 299
Directed Study
See description in Departments and Programs. (Prereq.: POL 122 or SOC 211)
INS 399
Internship
See descriptions for this and other internship options (on-campus, off-campus, half
credit). Internships place students with sponsoring organizations that provide
supervised work experience for a minimum of 10 hours a week. Please note that
students may also fulfill their internship requirement through HECUA, Sociology
(SOC399) or Political Science (POL399).
INS 498
Independent Study—Metropolitan Resources
An independently-designed course developed by a student (or group of students),
utilizing the metropolitan resources available, e.g., lectures, symposia,
performances, hearings. The course is designed in consultation with and evaluated
by a department faculty member. (Prereq.: POL 122 or SOC 111 and consent of
instructor)
INS 499
Independent Study/Research
(Prereq.: POL 484 or SOC 363)
Urban Studies Options through HECUA
Augsburg co-founded and plays a leading role in the Higher Education Consortium for Urban
Affairs. Through HECUA, Augsburg students have access to interdisciplinary field learning
programs of exceptional quality located in Scandinavia, Latin America, Northern Ireland, and the
Twin Cities. The following programs can be counted towards the metro-urban studies major and
minor. Ask the director of Metro-Urban Studies for more detail. Also see International Programs
listings.
Metro-Urban Studies Term: Poverty, Inequality, and Social Change—Fall or Spring
This semester-length program delves into the root causes of increasing levels of poverty and
inequality in the United States. To understand these issues, the program focuses on the
economy, housing systems, education, welfare, government policies, urban sprawl, regional
race and class segregation, and institutional discrimination.
INS 358
Theories of Poverty, Inequality and Social Change
(Reading Seminar)
INS 359
Social Policy and Anti-Poverty Strategies in Theory and Practice
(Field Seminar)
INS 399
Internship
(Two course credits)
City Arts—Spring
An interdisciplinary study of the role of art and the artist in working for social justice, and an
exploration of the relationship between art, culture, and identity. Students meet Twin Cities
artists, activists, private and public arts funders, and politicians, and engage in a thorough
examination of the role of art in advocating for social change.
INS 330
Field Seminar: Arts Praxis
INS 331
Creating Social Change: Art and Culture in Political, Social, and Historical Context
INS 399
Internship
(Two course credits)
Environmental Sustainability: Science, Politics, and Public Policy—Fall
Ecosystem degradation and rehabilitation, the social and economic underpinnings of conflict
over environmental change, and public policy and community-based strategies to achieve
sustainability. Uses social, economic, and environmental sustainability to address themes like
the links between rural and urban concerns and the way local decisions relate to regional and
global trends. Students gain first-hand experience learning from community organizers,
government planners and business leaders who are rising to the challenges of creating a more
sustainable world.
INS 346
Adaptive Ecosystem Management
INS 345
Social Dimensions of Environmental Change
INS 399
Field/Research Methods and Investigation
INS 399
Internship and Integration Seminar
INS 399
Internship and Integration Seminar (2 course credits)
HECUA International Programs
See HECUA in International Programs for study programs outside the United States.
Music—MUS
The Music Department at Augsburg College offers professional music training in the context
of a liberal arts curriculum through three degrees and five music majors. It also offers a variety
of music courses and ensemble experiences that are available to non-music majors and
courses that meet Augsburg’s Liberal Arts Foundation requirements.
Augsburg’s location in the heart of a major artistic center makes it an ideal place to study
music, and the music faculty seek and encourage opportunities that connect the campus and
the greater arts communities. These opportunities allow students to explore the links between
theory and applied knowledge and may take many forms, including internships; community
performances; music therapy practica; community-based learning projects; required off-campus
performance and concert attendance assignments; or travel and study within and outside the
United States.
The Music Department is an institutional member of the National Association of Schools of
Music (NASM) and the American Music Therapy Association (AMTA).
Full-time Faculty
Robert Stacke (Chair), Michael Buck, Jill Dawe, Douglas Diamond, Peter Hendrickson, Roberta
Kagin, Ned Kantar, Merilee Klemp,
Part-time Faculty
Trudi Anderson, Matt Barber, Carol Barnett, Fred Bretschger, Garrick Comeaux, Marv Dahlgren,
Bridget Doak, Susan Druck, Brad Eggen, Lynn Erickson, Janet Fried, Jennifer Gerth, Nancy
Grundahl, Mary Horozaniecki, Joan Hutton, Jim Jacobson, Mark Kausch, Kathy Kienzle, Rena
Kraut, Dale Kruse, Steve Lund, K. Christian McGuire, Laurie Merz, Peter Meyer, Vladan
Milenkovic, Rick Penning, O. Nicholas Raths, Shannon Sadler, Andrea Stern, Sonja Thompson,
William Webb, Matthew Wilson, Yolanda Williams
Fine Arts Coordinator
Cathy Knutson
Fine Arts Facilities Manager
Karen Mulhausen
Degrees/Majors
Bachelor of Arts
Music Major
Music Major/Music Business Concentration
Bachelor of Music
Music performance major
Music education major
Bachelor of Science
Music therapy major
Music Therapy Equivalency Certificate
Offers students with an undergraduate degree the preparation necessary to meet the AMTA
requirements for becoming a Board Certified Music Therapist.
Music Minors
Music
Music Business
Degree and Major Requirements
Students intending to pursue a music major in any of the three music degree programs must
declare their major, perform a sophomore/transfer music major jury/audition, and complete the
Music Department degree application by the end of their fourth semester of study. More detail is
included in the Music Department Student Handbook posted on the Music Students site on
Moodle.
Because of the heavy curricular demands inherent in any single Music Department degree
program, students are strongly encouraged to avoid declaring double majors entirely within the
department, i.e. attempting two music degree programs simultaneously. In those rare cases
where such a scenario seems both warranted and feasible, students are required to petition the
department for acceptance of their proposed degree plan prior to formally declaring their double
majors.
Music Core
MUS 101 Materials of Music I
MUS 111 Aural Skills I
MUS 102 Materials of Music II
MUS 112 Aural Skills II
MUS 201 Materials of Music III
MUS 211 Aural Skills III
MUS 202 Form and Analysis
MUS 212 Aural Skills IV
MUS 231 History and Literature of Music I
MUS 232 History and Literature of Music II
MUS 331
Music of the Baroque Era (0.5 credit)
or MUS 332 Music of the Classical Period (0.5 credit)
or MUS 333 Music of the Romantic Period (0.5 credit)
or MUS 334 Music of the 20th Century (0.5 credit)
MUP 1xx Performance Studies (.25 or .5 credit, according to degree requirement) Four
semesters
MUP3xx
Performance Studies (.5 credit) Four semesters
MUE 113 or 122 or 125 or 131 or 142 or 143 or 144 or 145: Chamber Music
One to four semester(s) on the major instrument in accordance with degree requirement (0.0
credit)
MUS 358 Junior Recital and/or
MUS 458 or MUS 459 Senior Recital
MUE 111 or 112 or 114 or 115 or 121 or 141: Large Augsburg Ensemble (0.0/.25 credit)
Four to eight semesters in accordance with degree requirement
Additional requirements (refer to the Music Department Student Handbook for detail):
Piano Proficiency Test
Sophomore/Transfer Music Major Jury and Music Department degree application
Music Repertoire Tests
Graduation Skills for Bachelor of Arts in Music, Bachelor of Music Education, Bachelor of
Music Performance: Graduation skills in Critical Thinking (CT) and Writing (W) are embedded
throughout the offered courses and are met by completing the major. The graduation skills in
Speaking (S) and Quantitative Reasoning (QR) are met by completing the following courses:
S: MUS 341
QR fulfilled with QFA: PHY 119, GST 200, MAT 145, or MAT 146
Graduation Skills for Bachelor of Science in Music Therapy: Graduation skills in Critical
Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by
completing the major. The graduation skills in Speaking (S) and Quantitative Reasoning (QR)
are met by completing the following courses:
S: MUS 363
QR fulfilled with QF: PSY 215 or SOC 362 (choose one) and QA: MUS 372
Graduation Skills for Bachelor of Arts in Music with Music Business Concentration:
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major. The graduation skill in
Quantitative Reasoning (QR) is met by completing the following courses:
QR fulfilled with QFA: PHY 119, GST 200, MAT 145, or MAT 146
Transfer Students and Graduation Skills: Transfer students must consult an adviser about
potential adjustments to their course requirements to fulfill each of these skills.
Bachelor of Arts
Music Major
Offers the broadest education in liberal arts and prepares the student for the greatest range
of graduate, business, and professional opportunities. Students who intend to pursue nonperformance graduate study or desire to enter one of the many music-related business fields
most often choose this course of study.
Faculty adviser: Douglas Diamond
Requirements
Music core and:
MUS 341 Basic Conducting
MUS 458 Senior Recital
Two music course electives
MUP 1xx Performance Studies (.25 credit) Four semesters of half-hour lessons in major
instrument/voice
MUP 3xx Performance Studies (.5 credit) Four semesters of hour-lessons in the major
instrument/voice
MUE 111 or 112 or 114 or 115 or 121 or 141 (0.0/.25 credit)
Eight semesters in a large Augsburg ensemble on the major instrument/voice
MUE 113 or 122 or 125 or 131 or 142or 143 or 144 or 145 (0.0 credit)
Two semesters of chamber music/small ensemble courses on the major instrument/voice
Additional requirements:
Pass piano proficiency test
Complete sophomore/transfer music major jury and Music Department degree application
Pass three music repertoire tests
Music Business Major
The music business major prepares students to enter today’s music industry and to pursue
career opportunity where the arts and commerce intersect. Courses in music, performing arts,
and business combine with field observations and internships. These experiences prepare
students for careers in fields such as arts management, promotion, the record industry, and
general music business. The program affords both the performing artist and the business
student the opportunity to pursue music business studies. The music business major has two
tracks: the Bachelor of Arts in Music with Music Business Concentration (designed with a music
emphasis) and the Bachelor of Arts in Business Administration with Specialization in Music
Business (designed with business emphasis).
Augsburg College full-time students may elect to take one course each semester at McNally
Smith College of Music providing that they meet all McNally Smith College of Music
requirements. A list of approved electives from MSCM for the music business major is available
in the Augsburg music office. McNally Smith courses cannot be used as a substitute for any
required Augsburg course specifically listed within a degree program. This program is open to
sophomores through seniors. There is no additional fee for this program.
Faculty adviser: Ned Kantar
BA in Music with Music Business Concentration
Requirements:
Music core and:
ECO 113
MIS 260
ACC 221
BUS 242
or BUS 254
or BUS 200
MUS 105
MUS/BUS 245
Principles of Microeconomics
Problem Solving
Introduction to Financial Accounting
Principles of Management
Entrepreneurship
Exploring Business as Vocation
Music Business
Arts Management
MUS/BUS 39 Internship
MUS/BUS
Elective (Augsburg or MSCM course, 1.0 Augsburg credit)
MUS 458
Senior Recital
MUP 1xxPerformance Studies (.25 credit) Four semesters of half-hour lessons on major
instrument/voice
MUP 3xx Performance Studies (.5 credit) Four semesters of hour lessons in the major
instrument/voice
MUE 111 or 112 or 114 or 115 or 121 or 141 (0.0/.25 credit)
Eight semesters in a major Augsburg ensemble on the major instrument/voice
MUE 113 or 122 or 125 or 131 or 142 or 143 or 144 or 145 (0.0 credit)
Two semesters of chamber music/small ensemble courses on the major instrument/voice
Additional requirements:
Pass piano proficiency test
Complete sophomore/transfer music major jury and Music Department degree application
Pass three music repertoire tests
BA in Business Administration with Specialization in Music Business
Requirements:
ECO 112
Principles of Macroeconomics
ECO 113
Principles of Microeconomics
MIS 260
Problem Solving for Business
ACC 221
Introduction to Financial Accounting
ACC 222
Introduction to Managerial Accounting
BUS 242
Principles of Management
or BUS 254
Entrepreneurship
or BUS 200
Exploring Business as Vocation
MKT 252
Principles of Marketing
FIN 331
Financial Management
MUS/BUS 105
Music Business
MUS/BUS 245
Arts Management
MUS/BUS 399
Internship
MUS/BUS
Elective (Augsburg or MSCM course, 1.0 Augsburg credit)
3 MUS credits—OR—two MUS credits and one MUE/MUP credit, selected from:
MUS 101 Materials of Music I
MUS 111 Aural Skills I
MUS 102 Materials of Music II
MUS 112 Aural Skills II
MUS 130 Intro to Music and the Fine Arts
MUS 220 Worlds of Music
MUS 241 History of Jazz
(Other MUS courses as approved by adviser)
Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of
Success to fulfill the Augsburg Core Curriculum Senior Keystone Requirement.
Music Minor
Requirements: 7-8 credits
MUS 101, 102
Materials of Music I, II
MUS 111, 112
Aural Skills I, II
MUS 341
Basic Conducting
either MUS 231 History and Literature of Music I
or MUS 232 History and Literature of Music II
One additional course (.5 or above) in music history or conducting. Other courses may be
approved by departmental petition.
MUE 111 or 112 or 114 or 115 or 121 or 141 Four semesters in a large Augsburg ensemble
MUP 1xx Performance Studies (.25 credit) Four semesters of performance studies in the
major instrument/voice
Additional requirements
Pass one music repertoire test
Submit a Music Department application for minor by spring semester, sophomore year
Music Business Minor
The music business minor is a course of study designed both for the music major desiring
additional preparation in business and for the non-music major interested in pursuing a career in
the music industry. With the music business minor, students are given the opportunity to enroll
in coursework and participate in on-site field experiences that address specific professional
skills necessary to enter today’s music industry. The minor is a collaborative program between
the music and business departments.
Requirements: 8 credits
MUS 105
The Music Business
ECO 113
Principles of Microeconomics
MIS 260
Problem Solving for Business
ACC 221
Introduction to Financial Accounting
MUS/BUS 399
Internship (approved for the music business minor)
One of the following:
MUS/BUS 245
Arts Management and Concert Promotion
BUS 301
Business Law
BUS 254
Entrepreneurship
All of the above courses plus two additional music course credits beyond MUS 105 and MUS
245 (maximum of one credit in MUE and/or MUP courses)
Bachelor of Music
Music Education Major
A fully accredited program (National Council for Accreditation of Teacher Education and
Minnesota Board of Teaching), the music education major offers students the preparation
necessary to become music teachers in public schools. This coursework and preparation
includes certification to teach at the elementary through secondary levels, with either a
vocal/general or instrumental/general emphasis. In addition to applying to the Music
Department, Bachelor of Music education major candidates must apply to the Minnesota
Department of Education for acceptance to the music education licensure program which is
granted only to students who successfully complete the requirements for the Bachelor of Music
education major. All music requirements must be completed prior to student teaching. A
cumulative GPA of 2.50 in all music courses is necessary for the music education licensure
program.
Faculty adviser: Michael Buck
Requirements
Music core and:
MUS 311
Composition I
MUS 341
Basic Conducting (.5)
MUS 358
Half Junior Recital
MUS 459
Full Senior Recital
HPE 115
Health and Chemical Dependency Education
EDC 200
Orientation to Education
EDC 210
Diversity in the Schools
EDC 211
Minnesota American Indians
EDC 220
Educational Technology
EDC 310
Learning and Development
ESE 300
Reading/Writing in Content Area
ESE 325
Creative Learning Environments
ESE 370
Music K-12 Methods
EDC 410
Special Needs Learner
EDC 480
School and Society
EED 481c, 483c, ESE 485, 487 Student Teaching
MUS 359
Music Methods: Choral/Vocal (.5)
MUS 356
Music Methods: Brass/Percussion (.5)
MUS 357
Music Methods: Woodwinds (.5)
MUS 355
Music Methods: Strings (.5)
Choose one of the following two areas of emphasis:
either Vocal Emphasis:
MUS 251-254
Diction (.25 credit each=1.0)
MUS 342
Choral Conducting (.5 credit)
MUS/THR 235
Skills of Music Theater (.5 credit)
or Instrumental Emphasis:
MUS 344
Instrumental Conducting (.5 credit)
Music elective or approved course (1.0 credit)
Performance Studies and Ensembles: Students should choose the following courses in
accordance with their area of emphasis.
MUP 1xx
Performance Studies (.25credit)
Two semesters of half-hour lessons in the major instrument/voice (first year)
MUP 1xx
Performance Studies (.5 credit)
Two semesters of hour lessons in the major instrument/voice (second year)
MUP 3xx
Performance Studies (.5 credit)
Four semesters of hour lessons in the major instrument/voice (third and fourth year)
A music education major whose major instrument is piano, organ, or guitar is required to take a
minimum of four additional semesters of lessons on an instrument/voice that corresponds with
their large ensemble requirement.
MUE 111 or 112 or 114 or 115 or 121 or 141 (0.0/.25 credit)
Eight semesters in a large Augsburg ensemble on the major instrument/voice .
MUE 113 or 122 or 125 or 131 or 142 or 144 or 145 (0.0 credit)
Two semesters in a chamber music course on the major instrument/voice
Additional requirements:
Pass piano proficiency test
Complete sophomore/transfer music major jury and Music Department degree application
Pass three music repertoire tests
Achieve a cumulative GPA of 2.50 in all music courses and in the major instrument/voice
Bachelor of Music
Music Performance Major
This major is a focused classical training program designed to develop the skills, artistic
voice, and performing ability of the individual musician. This degree best prepares students who
are interested in graduate school, professional performance opportunities, or private studio
teaching. Acceptance to the program requires a half-hour formal audition and interview (see the
Music Department Student Handbook).
Faculty adviser: Jill Dawe
Requirements
Music Core and:
MUP 1xx
Performance Studies (.25credit)
Two semesters of half-hour lessons in the major instrument/voice (first year)
MUP 1xx
Performance Studies (.5 credit)
Two semesters of hour lessons in the major instrument/voice (second year)
MUP 3xx
Performance Studies (.5 credit)
Four semesters of hour lessons in the major instrument/voice (third and fourth year)
MUE 113 or 122 or 125 or 131 or 142 or 144 or 145 (0.0 credit)
At least four semesters chamber music playing on major instrument (see Handbook)
MUS 358
Junior Recital (.0 credit)
MUS 459
Senior Recital (.0 credit)
MUE 111 or 112 or 114 or 115 or 121or 141 (0.0/.25 credit)
Large Augsburg Ensembles: eight semesters OR for guitarists, harpists and pianists: four
semesters of large ensemble and four additional semesters of chamber music or other
assignment in consultation with adviser.
Additional coursework as follows:
Voice Majors:
MUS 251-254
Diction (0.25 credit each)
MUS 435
Voice Repertoire (0.5 credit)
MUS359
Music Methods: Voice/Choral
MUS Elective (0.5 credit)
Voice students are also strongly encouraged to take MUS/THR 235 Skills of Music Theater
and/or MUE 294 or 494 Opera Workshop.
Keyboard Majors:
MUS 436
Piano Repertoire
MUS 456
Piano Pedagogy
MUS Elective (0.5 credit)
Instrumentalists:
MUS356
Music Methods: Brass/Percussion (0.5 credit);
or MUS 357 Music Methods: Woodwinds (0.5 credit); or
MUS 355
Music Methods: Strings (0.5 credit)
MUS Elective (1.0 credit)
Additional requirements:
Pass piano proficiency test
Complete sophomore music performance audition; interview; & music department degree
application
Pass three music repertoire tests
Bachelor of Science
Music Therapy Major
Fulfills the academic and clinical requirements for eligibility to take the Music Therapy Board
Certification Examination. The B.S. in music therapy is a four-and-one-half-year degree
program, which includes a six month full-time internship in a clinical facility approved by the
American Music Therapy Association (AMTA). This course of study is chosen by students who
wish to become professional music therapists.
Faculty Adviser: Roberta Kagin
Requirements
Music core and:
MUS 271
Introduction to Music Therapy
MUS 274, 275
Music Therapy Practicums
MUS 363
Expressive and Creative Arts in Healing
MUS 372, 373
Psychological Foundation of Music I, II
MUS 374, 375
Music Therapy Practicums
MUS 480
Music Therapy Senior Seminar
MUS 474, 475
Music Therapy Practicums
MUS 481
Music Therapy Clinical Internship
MUS 458
Senior Recital
EDC 410
The Learner with Special Needs
PSY 105
Principles of Psychology
PSY 262
BIO 103
MUS 340
MUS 345
Abnormal Psychology
Human Anatomy and Physiology
Music Therapy Techniques and Materials I
Music Therapy Techniques and Materials II
One of the following two:
SOC 362
PSY 215
Statistical Analysis
Research Methods: Design Procedure, and Analysis I
Performance Studies and Ensembles:
MUP 1xx
Performance Studies (.25 credit) Four semesters of half hour lessons in major
instrument/voice
MUP 3xx
Performance Studies (.5 credit) Four semesters of hour lessons in the major
instrument/voice
MUE 111 or 112 or 114 or 115 or 121 or 141 (0.0/.25)
Eight semesters in a large Augsburg ensemble on the major instrument/voice and residency at
Augsburg
MUE 113 or 122 or 125 or 131 or 142 or 143 or 144 or 145 (0.0 credit)
Two semesters of chamber music/small ensemble courses on the major instrument/voice
Additional requirements:
Pass piano and guitar proficiency tests
Complete sophomore/transfer music major jury and Music Department degree application
Pass three music repertoire tests
Achieve a minimum grade of 2.5 in all music therapy courses
Music Therapy Equivalency/Certification Program
The music therapy equivalency program is available to students who already have a
bachelor’s degree and wish to meet the requirements set by the American Music Therapy
Association to become professional music therapists. This equivalency program prepares
students for eligibility to take the Music Therapy Board Certification Examination. Depending
upon the student’s degree and skill level, individual requirements will be outlined by the director
of music therapy. There is a minimum two-year residency requirement, which includes
participation in a major ensemble for four terms and successful completion of a two-year music
theory equivalency test.
For acceptance to the degree program, equivalency/certification students must:
• Complete sophomore/transfer music major jury and Music Department degree
application
• Complete the piano and guitar proficiency requirements during the first semester of
residence
Departmental Honors
Senior music majors with a cumulative GPA of 3.5 or higher in music courses may apply for
music departmental honors by completing extended original work in their area of interest. Such
work could include, but is not limited to, one of the following: defending a senior thesis,
presenting an additional recital, composing a substantial piece(s), conducting a program,
presenting a research paper, or some combination of any of the above.
Consideration for departmental honors requires a clearly written proposal that includes a
project title, a transcript, and a brief music résumé to be submitted to the music faculty by
November 1 of the senior year.
Examinations
Piano Proficiency
All Augsburg music majors are required to have basic piano skills that meet the standard
required by the Piano Proficiency Test offered at the end of each semester. Students come to
Augsburg with a wide variety of prior training and experience in piano, and therefore can elect to
develop their piano skills and prepare for the proficiency test in several ways. Students with
extensive training may be able to simply pass the test; those with some training may register for
private piano lessons; the majority of students are advised to take a piano placement test that
determines their appropriate placement within a sequence of four class piano courses (MUS
135/136/237/238) designed to teach the skills of the piano proficiency test. To maximize student
learning, it is strongly recommended that piano training is started during the first year, when
piano study will complement and strengthen the student’s experience in the music theory and
aural skills curriculum. Consult the Music Student Handbook for piano major and non-piano
major requirements and test dates.
Music Repertoire Tests
These four tests are intended to encourage students to become lifelong listeners by
requiring students to familiarize themselves with many of the masterpieces of the classical
music repertory from the Middle Ages to today. Consult the Music Student Handbook for the
lists of pieces required by all four repertoire tests and the call numbers for the repertoire test
CDs at Lindell Library. Each academic year a specific repertoire test is offered twice: once at the
end of the fall semester, and again at the end of the spring semester. Music majors are required
to pass three music repertoire tests, transfer students must pass two, and music minors must
pass one.
Music Courses
Many music courses are offered alternate years. Consult the registrar’s website at
www.augsburg.edu/enroll/registrar for up-to-date information or the Music Department for
course offerings in each term.
Theory and Musicianship
MUS 101
Materials of Music I
(.5 course)
Notation, scales, intervals, triads, keyboard harmony, and principles of part writing.
To be taken concurrently with MUS 111. (Prereq.: Theory Placement Test)
MUS 102
Materials of Music II (.5 course)
Diatonic harmony, secondary dominants, and simple modulations. To be taken
concurrently with MUS 112. (Prereq.: Passing MUS 101 with a minimal grade of 2.0)
MUS 111
Aural Skills I (.5 course)
Rhythmic and melodic dictation, interval and triad recognition, sight singing, and
harmonic dictation to parallel progress in MUS 101. To be taken concurrently with
MUS 101.
MUS 112
Aural Skills II (.5 course)
Development of listening and reading skills to parallel progress in MUS 102. To be
taken concurrently with MUS 102. (Prereq.: MUS 111)
MUS 160 Fundamentals of Music
Introduction to the basic elements of Western musical notation (pitch, rhythm, meter,
intervals, major and minor scales, key signatures, and chords). Students will develop
basic aural and keyboard skills, identify typical compositional forms in popular and
classical music. Students write their own composition for the final project.
MUS 201
Materials of Music III
(.5 course)
Continuation of MUS 102 with chromatic harmony and modulation. To be taken
concurrently with MUS 211. (Prereq.: Passing MUS 101 and 102 with a minimal grade
of 2.0)
MUS 202
Form and Analysis (.5 course)
Musical structures of common practice period and introduction to 20th-century
practice. To be taken concurrently with MUS 212. (Prereq.: Passing MUS 201 and
211 with a minimal grade of 2.0 and pass CT assessment or GST 100.)
MUS 211
Aural Skills III (.5 course)
Melodic, harmonic dictation, and sight singing to parallel progress in MUS 201. To be
taken concurrently with MUS 201. (Prereq.: MUS 112)
MUS 212
Aural Skills IV (.5 course)
Further development of listening skills to parallel progress in MUS 202. To be taken
concurrently with MUS 202. (Prereq.: MUS 211 and pass CT assessment or GST
100.)
MUS 311
Composition I (.5 course)
Ranges and characteristics of voices and orchestral instruments, standard notation
and score layout; related 20th-century literature. (Prereq.: Passing MUS 202 and 212
with a minimal grade of 2.0 and pass CT assessment or GST 100.)
MUS 312
Composition II (.5 course)
Contemporary approaches to melody, harmony, tonality, rhythm, and form. Atonality,
serialism, indeterminacy, electronic music, minimalism, decategorization. Related
literature (Prereq.: Passing MUS 202 and 212 with a minimal grade of 2.0)
History and Literature
MUS 130
Introduction to Music and the Fine Arts
E.D. Hirsch describes cultural literacy as “the network of information that all
competent readers possess.” This course draws students into that information web
using the history of Western art music as the thread that ties culture together from
the Middle Ages to the present. A “top ten of the last millennium” will provide
mileposts for understanding music in social context. Live performance will be a
feature of this course. Evaluation of student work will include short essay papers,
several quizzes, and a midterm and final examination. The ability to read music is not
required.
MUS 220
Worlds of Music
A survey of non-Western music, this course explores diverse musical styles and
instruments from many cultures.
MUS 231
History and Literature of Music I
An intensive survey of the evolution of music from antiquity to 1750, studying music
in its historical and cultural contexts as well as basic knowledge of repertory.
(Prereq.: MUS 101, 102, 201)
MUS 232
History and Literature of Music II
Continuation of MUS 231 from 1750 to the present. (Prereq.: MUS 101, 102, 201)
MUS 241
History of Jazz
This course is a study of the musical elements, cultural perspectives, and the
historical developments of jazz. Many styles of jazz are examined including early
New Orleans Dixieland, swing, cool, jazz/rock/fusion, ragtime, bop, and progressive
jazz.
MUS 331
Music of the Baroque Era (.5 course)
(Prereq.: MUS 231, 232 and ENL 111 or 112 or HON 111)
MUS 332
Music of the Classical Period (.5 course)
(Prereq.: MUS 231, 232 and ENL 111 or 112 or HON 111)
MUS 333
Music of the Romantic Period (.5 course)
(Prereq.: MUS 231, 232 and ENL 111 or 112 or HON 111)
MUS 334
Music of the 20th Century (.5 course)
(Prereq.: MUS 231, 232 and ENL 111 or 112 or HON 111)
The MUS 331-334 sequence provides an opportunity to explore the music, cultural trends,
and composers associated with each of the four main stylistic eras of the Western European
classical tradition. Representative repertoire is studied in conjunction with the cultural forces and
ideas that help shape the music. Music majors will have an opportunity to integrate their liberal
arts education, knowledge of music theory and history, and writing skills through a major
research paper required in each course.
MUS 432
Church Music and Worship
Development and influence of church music as evidenced in contemporary worship
practices. Designed for the general as well as the music and theology student.
MUS 435
Voice Repertoire (.5 course)
A survey of standard art song repertoire from Eastern and Western Europe, Russia,
Scandinavia, and the Americas. Includes listening, writing, and performance.
Required for vocal performance majors. (Prereq.: MUS 251, 252, 253, 254, or
permission from instructor)
MUS 436
Piano Repertoire (.5 course)
This course introduces students to a wide variety of music written for keyboard
instruments from the 17th century to the present. The changing role of the piano as a
cultural symbol is emphasized as the piano, and its music, is inextricably linked to
important compositional and social trends in Western culture over the last 300 years.
(Prereq.: MUS 231, 232)
Music Therapy
MUS 271
Introduction to Music Therapy (.5 course)
Study of non-symphonic instruments, Orff-Shulwerk, applications of recreational
music activities to clinical settings, and acquisition of skills in improvisation. Includes
on-campus practicum with children.
MUS 272
Human Identity through the Creative Arts
A study of the aesthetic expression and experience as they relate to human identity,
with an emphasis on psychological, cultural, and biological aspects of musical
behavior. An understanding of the relationships of the creative therapies of art,
music, drama, and movement.
MUS 274, 275 Music Therapy Practicums (.0 course)
Volunteer work in a clinical setting acquiring clinical skills in leadership, observation,
and functional music skills including improvisation. Two hours per week. No course
credit.
MUS 340
Music Therapy Techniques and Materials I
This course will introduce students to primary instruments used in MT sessions, e.g.,
guitar, keyboards and drums/percussion. Classes will focus on skill development in
accordance with AMTA standards. The course will emphasize functional playing
skills as well as song composition and group leading. The class is open for firstyears, sophomores, and transfer students.
MUS 345
Music Therapy Techniques and Materials II
This experiential course includes an introduction to musical improvisation, making
use of the skills acquired in Techniques and Materials I. These include the use of
modes, various song forms, harmonic relationships, and rhythm-based exercises.
The course will explore the student’s own personal relationship to music while
introducing them to clinical improvisation methods.
MUS 363
Expressive and Creative Arts in Healing
An experiential approach to healing through music, art, drama, dance, and
movement. Consultants will describe and demonstrate specific specialties in
expressive and creative arts, as used in therapy.
MUS 372
Psychological Foundations of Music I
An objective approach to musical stimuli and response, with an emphasis on
acoustics and sociopsychological aspects of music. An understanding of the
research process and development of an experimental research project.
MUS 373
Psychological Foundations of Music II
Implementation of group and individual research projects, emphasis on a
multidisciplinary approach to music therapy. Theories of learning music, musical
talent, and performance. (Prereq.: ENL 111 or 112 or HON 111)
MUS 374, 375 Music Therapy Practicums (.0 course)
Volunteer work in a clinical setting acquiring clinical skills in leadership, observation,
and functional music skills including improvisation. Two hours per week. No course
credit.
MUS 474, 475 Music Therapy Practicums (.25 course each)
Volunteer work under the supervision of a Board Certified Music Therapist, requiring
more advanced clinical and musical skills, including improvisation. Two hours per
week. (Prereq.: Three of MUS 274, 275, 374, 375, and pass piano, guitar, and vocal
proficiency test)
MUS 481
Music Therapy Clinical Internship (.0 course)
Full-time placement in an AMTA-approved internship site for six months (minimum
1,020 hours toward the AMTA required total of 1,200 hours). Application for
internship must be made nine months in advance. Sites in Minnesota are limited.
(Prereq.: Completion of all other graduation requirements, including all proficiency
exams and music repertoire tests)
MUS 480
Music Therapy Senior Seminar
Class discussions of theories and research as they apply to therapeutic settings,
including discussion of professional ethics. A holistic approach to therapy with music.
This course satisfies the Keystone requirement.
Music Business
MUS 105
The Music Business
An introduction to the music industry. Topics include copyright, licensing, contracts,
publicity, and marketing. Other topics include the record industry, agents, and
managers. Musical genres and historical periods are compared and analyzed.
MUS 245
Arts Management and Concert Promotion
The role of the artist manager in career development and the role of the arts
administrator in the management of performing arts projects and organizations.
Factors affecting trends and earnings, challenges within the industry, and
differentiation between the for-profit and nonprofit sectors are discussed. Emphasis
is placed on developing a working vocabulary of industry topics and in benefiting
from practical field experience. (Prereq.: MUS 105)
Methods and Pedagogy
MUS 355
Music Methods: Strings (.5 course)
This methods course introduces string instrument performance techniques and
problems. Students will perform on violin/viola, cello, and double bass. Other topics
include performance practice, instructional pedagogy, instructional materials, solo
and ensemble repertoire, and integration of music technology.
MUS 356
Music Methods: Brass/Percussion (.5 course)
This methods course introduces brass/percussion performance techniques and
problems. Students will perform on at least one brass instrument and snare drum.
Other topics include performance practice, instructional pedagogy, instructional
materials, solo and ensemble repertoire, and integration of music technology.
MUS 357
Music Methods: Woodwinds (.5 course)
This methods course introduces woodwind performance techniques and problems.
Students will perform on flute, one single reed instrument, and one double reed
instrument. Other topics include performance practice, instructional pedagogy,
instructional materials, solo and ensemble repertoire, and integration of music
technology.
MUS 359
Music Methods: Vocal (.5 course)
This methods course introduces choral/vocal performance techniques and problems.
Students will perform vocal solo and ensemble repertoire. Other topics include
performance practice, instructional pedagogy, physiological mechanics of singing,
and instructional materials.
MUS 456
Piano Pedagogy (.5 course)
This course introduces students to various ideas, tools, methodologies, and
resources associated with piano teaching. Students will apply what they learn in
class to actual teaching experiences through a community service-learning
requirement that pairs Augsburg teachers with piano students from the
neighborhood. This course fulfills the LAF Augsburg Experience requirement.
Applied Skills and Group Lessons
MUS 135
Class Piano 1 (.25 course)
This course is designed for beginning pianists with minimal piano training. The
course will
teach basic piano skills in the areas of sightreading; scales and chords progressions;
improvisation; and repertoire from a variety of styles. The class will use and apply
many of the concepts, terms, and ideas taught in MUS 101/111. (Co-req. or prereq.:
MUS 101 and MUS 111; placement test and/or permission of the instructor)
MUS 136
Class Piano 2 (.25 course)
This course is a continuation of MUS 155A: Class Piano 1 and MUS 135: Class
Piano 1, and will build on the skills introduced in these classes. The course is
designed for students with some prior piano and music theory training and/or
students who have completed a class piano course. (Prereq.: MUS 155 or MUS 135;
or placement test and/or permission of the instructor)
MUS 237
Class Piano 3 (.25 course)
This course is a continuation of Class Piano 1 and 2 and is designed for students
with piano training prior to Augsburg and/or students who have completed MUS 155,
MUS 135 and MUS 136. Class Piano 3 will cover all the skills and requirements of
the piano proficiency test and is designed to provide opportunities for students to
apply their piano skills to practical ‘real life’ situations such as score reading;
transposing; improvising; playing simple accompaniments; and learning repertoire in
a variety of styles. (Prereq.: MUS 155; MUS 135; MUS 136; or placement test and/or
permission of the instructor)
MUS 238
Class Piano 4 (.25 course)
This course is a continuation of MUS 237: Class Piano 3. At the conclusion of this
course
students should have a command of the skills required for the piano proficiency
exam. (Prereq.: MUS 155; MUS 135; MUS 136: MUS 237; or placement test or
permission of the instructor)
MUS 152
Class Voice (.25 course)
Fundamentals of tone production and singing.
MUS 158
Class Guitar (.25 course)
Beginning techniques of classic guitar.
MUS 251-254 English Diction (251), Italian Diction (252), German Diction (253), French Diction
(254) (each .25 course)
This is an intensive introduction to basic singing pronunciation of English, Italian,
German, and French through the study of the art song repertoire. Includes regular
class performances and phoneticization of texts using the International Phonetic
Alphabet. Required for vocal performance majors and music education majors.
MUS 341
Basic Conducting (.5 course)
Study of fundamental conducting patterns and baton technique, score analysis and
preparation, rehearsal techniques, basic nomenclature. (Prereq.: MUS 101, 111,
231)
MUS 342
Choral Conducting
(.5 course)
Choral literature and organization, vocal methods and voice selection, advanced
conducting techniques with class as the choir. (Prereq.: Pass piano proficiency test
and MUS 341)
MUS 344
Instrumental Conducting (.5 course)
Preparation of and conducting instrumental literature, advanced conducting
techniques, organization of instrumental ensembles. (Prereq.: Pass piano proficiency
test and MUS 341)
Performance Courses
Performance Study
These courses provide unique opportunities for Augsburg students to study on an individual
basis with artist/teachers who are active performers in this region. Performance study is offered
for woodwind, string, brass, percussion, keyboard instruments, electric bass, harp, and voice.
Lessons are individualized to fit the requirements of Augsburg’s three music degrees and five
majors, and are also available to qualified liberal arts students.
MUP 1XX
Performance Study (0; 0.25; 0.5 credits)
These courses are available for qualified liberal arts students with some prior
training in music; music minors; and music majors in their first and second years
of study. MUP 1xx-level courses can be repeated and are available for .25 credit
(half-hour lesson); .5 credit (one-hour lesson) and 0 credit (half-hour lesson).
Registration is by Add/Drop form and requires a signature.
MUP 3XX
Performance Study (0.5 credit)
These courses consist of a one-hour weekly, individual lesson designed for
music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a
sophomore/transfer music major jury; an approved Music Department degree
application)
MUP 111/311 Voice
MUP 116/316 Electric bass
MUP 121/321 Violin
MUP 122/322 Viola
MUP 123/323 Cello
MUP 124/324 Bass
MUP 131/331 Oboe
MUP 132/332 Bassoon
MUP 133/333 Clarinet
MUP 134/334 Saxophone
MUP 135/335 Flute
MUP 137/337 Horn
MUP 141/341 Trumpet
MUP 142/342 Trombone
MUP 143/343 Baritone
MUP 144/344 Tuba
MUP 152/352 Piano
MUP 161/361 Guitar
MUP 171/371 Percussion
MUP 181/381 Organ
MUP 191/391 Harp
MUP 192/392 Improvisation
MUP 193/393 Composition
Chamber Music
These performance-based courses introduce students to a wide range of music composed
for small groups, usually one person per part. All chamber music courses fulfill the chamber
music/small ensemble requirement for music majors, and are also open to nonmajors by
permission of the instructor.
MUE 113
MUE 122
MUE 125
MUE 131
MUE 142
MUE 144
MUE 145
Vocal Chamber Music (.0 course)
String Chamber Music (.0 course)
Guitar Chamber Music (.0 course)
Woodwind Chamber Music (.0 course)
Brass Chamber Music (.0 course)
Percussion Chamber Music (.0 course)
Piano Chamber Music (.0 course)
Jazz
MUE 129
Improvisation (.0 course)
Basic improvisational skills within a jazz combo format. Open to instrumentalists and
vocalists.
MUE 143
Jazz Ensemble (0.0/.25 course)
The Augsburg Jazz Ensemble is a group that performs extensively in a wide variety
of venues. The literature performed reflects the cultural diversity and historical
context of jazz. Placement is by audition or by arrangement with the director.
Preference is given to Concert Band members.
Vocal Performance
MUS 235
Skills of Music Theater
This course provides an interdisciplinary approach to the topic using music and
theater techniques to develop the student’s basic skills of music theater. Concepts of
diverse music-theater forms are introduced. Course includes reading, writing,
research, class discussion, exercises, small and large group participation,
memorization, and public performance. Students will attend and review live
productions.
MUE 294
Opera Workshop (1.0 course)
Experience the process of preparation, rehearsal, and performance of operatic
repertoire.
MUE 494
Opera Workshop (.25 course)
Experience the process of preparation, rehearsal, and performance of operatic
repertoire.
Recitals
Music students must work closely with their studio teacher to plan all aspects of degree
recitals including repertoire choice, confirmation of dates, dress rehearsals, selection of an
accompanist, etc. In addition to registering for a recital (i.e., MUS 358/458/459) students must
also complete an Application for Student Recital form to confirm scheduling, hall space, and
publicity. The form is due in the music office no later than the Add/Drop deadline at the
beginning of the semester of the recital.
MUS 358
Junior Recital (.0 course)
This course is required for Bachelor of Music degree candidates. To meet the
requirement, music education majors must complete a half-hour program of level III
repertoire; performance majors must perform a one-hour recital of level IV repertoire.
At the discretion of the studio instructor, students may also be required to perform a
recital preview prior to the public recital.
MUS 458
Senior Recital (.0 course)
This course is required for the Bachelor of Arts and Bachelor of Science degrees. To
meet this requirement, students must perform a half-hour recital of level III repertoire
from a variety of classical style periods. At the discretion of the studio instructor,
students may also be required to perform a recital preview prior to the public recital.
MUS 459
Senior Recital (.0 course)
This course is required for the Bachelor of Music degree. To meet the requirement,
music education majors must perform a one-hour recital of level IV repertoire;
performance majors must perform one hour of level V repertoire. At the discretion of
the studio instructor, students may also be required to perform a recital preview prior
to the public recital.
MUP 159
Piano Accompanying
This offering is an opportunity for music majors to receive individual weekly coaching
with one of Augsburg’s piano faculty or staff accompanists, and is highly
recommended for students preparing for recitals, auditions, or special performance
projects. Registration requires pre-notification/approval from the appropriate coach.
MUP fee schedule applies (see the Music Department Student Handbook)
Large Ensembles
Note: To fulfill the Liberal Arts Foundation requirement in Fine Arts, students must
participate in a large ensemble for four semesters at the 0.25 credit option. A maximum of two
credits for large ensemble participation may be used towards graduation requirements.
Music majors may choose to take large ensembles for 0.0 or .25 credit, depending on
course load/need. Transfer music majors must participate in a large ensemble for each
semester of their residency at Augsburg.
Auditions for membership in a large ensemble are scheduled during the first week each fall
semester or by contacting the ensemble director.
MUE 111
Augsburg Choir (0.0/.25 course)
MUE 112
Riverside Singers of Augsburg (0.0/.25 course)
MUE 114
Masterworks Chorale (0.0/.25 course)
MUE 115
Cedar Singers (0.0/.25 course)
MUE 121
Orchestra (0.0/.25 course)
MUE 141
Concert Band (0.0/.25 course)
Internships and Independent Study Courses
MUS 199
Internship
MUS 299
Directed Study
MUS 399
Internship
(MUS/BUS 245 is the prerequisite for MUS/BUS 399 Internship)
MUS 498
Independent Study (.5 course)
Advanced research and projects not otherwise provided for in the department
curriculum. Open only to advanced students upon approval by the faculty.
MUS 499
Independent Study/Research
Open only to advanced students upon approval of the faculty.
Natural Science Teaching Licensures
The natural science licensure program is designed to combine a strong content focus with
early and ongoing teaching preparation courses that meet Minnesota licensure requirements.
Courses are designed to provide a broad background in science and allow for specialization in
an area. The following programs assume that the student will meet the distribution/general
education requirements of the College, the requirements for appropriate majors, required
education courses, and, in the physical sciences, have at least one year of calculus. Consult
with the Education Department for licensure requirements. Early consultation with the major
area coordinator is essential to complete undergraduate major and licensure requirements on a
timely basis.
Coordinators
Dale Pederson (Biology), Sandra Olmsted (Chemistry), Jeff Johnson (Physics)
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ
slightly in emphasis from the Augsburg major requirements. The state requirements may also
be subject to change after publication of this catalog. Students therefore should consult with the
Augsburg Education Department to identify current licensure requirements. All upper division
courses required for the biology major must be completed before student teaching.
Licensure Requirements
General Science Endorsement (for grades 5-8)
GEO XXX
Introductory Geology (taken off campus)
SCI 106
Introductory Meteorology
BIO 121
Human Biology and Lab
BIO 102
Biological World
PHY 116
Introduction to Physics
or PHY 121, 122
General Physics I, II
CHM 105, 106
Principles of Chemistry I, II
or CHM 115, 116
General Chemistry I, II
Biology Major—BA in Life Sciences (for licensure in biology 9-12)
Requirements are the same as for the Bachelor of Arts in biology degree, but with the following
differences: only four (rather than five) upper division biology courses are required. Upper
division biology requirements must be traditionally graded. A GPA of 2.50 in upper division
biology courses is required for all life sciences majors.
Chemistry Major (for licensure in chemistry 9-12)
Broad base requirements, plus undergraduate major in chemistry:
CHM 105, 106
Principles of Chemistry I, II
or CHM 115, 116
CHM 351
CHM 352
CHM 353
CHM 361
CHM 363
CHM 491
MAT 145, 146
General Chemistry I, II
Organic Chemistry I
Organic Chemistry II
Quantitative Analytical Chemistry
Physical Chemistry
Physical Chemistry Laboratory
Chemistry Seminar (four semesters)
Calculus I, II
Two courses from:
CHM 364, 367, 464, 470, 481, 482 or BIO 367
One year of general physics—PHY 121, 122
Physics Major (for licensure in physics 9-12)
Broad base requirements, plus undergraduate major in physics:
PHY 121
General Physics
PHY 122
General Physics
PHY 245
Modern Physics
PHY 351
Mechanics I
PHY 362
Electromagnetic Fields I
PHY 363
Electromagnetic Fields II
PHY 395
Comprehensive Laboratory
PHY 396
Comprehensive Laboratory
Two additional physics courses above 122; PHY 261 recommended
MAT 145, 146, 245
Calculus I, II, and III
PHY 327
Special Functions of Mathematical Physics (Prereq.: MAT 245 or equiv.)
CHM 105, 106
Principles of Chemistry I, II
or CHM 115, 116
General Chemistry I, II
Post-baccalaureate Teaching Licensure
Students who have earned a bachelor’s degree elsewhere and seek life science teaching
licensure at Augsburg are required to complete a minimum of two upper division biology
courses at Augsburg with grades of 2.5 or higher.
Nordic Area Studies—NAS
Nordic area studies is an interdisciplinary program. The curriculum treats Norden (Denmark,
Finland, Iceland, Norway, and Sweden) not only as a geographical area, but as an integrated
cultural region with a shared history, common values, and a high degree of political, social, and
economic interdependency. Courses in Nordic area studies postulate a Nordic regional identity
as a context in which to appreciate the differences between the five individual countries and to
understand the complexity of their interactions among themselves and the global community.
Coordinator
Frankie Shackelford
Major
Eight courses, six of which must be upper division.
Minor
Four upper division courses.
Other Requirements
At least four of the courses required for the major must be Augsburg courses. The
remainder may be transfer credits included in the major with approval of the program
coordinator. Students graduating with a major or minor must also present the equivalent of
intermediate level competence in a Scandinavian language. See Norwegian language course
listings under the Department of Languages and Cross-Cultural Studies.
Recommended supporting preparation: Study abroad through International Partners or
SUST (See International Programs, International Partners, and Scandinavian Urban Studies
Term); independent study in Denmark, Norway, Sweden, Finland, or Iceland; and elective
courses or a second major such as Norwegian, history, political science, urban studies,
business administration, international relations, sociology, or social work.
The Critical Thinking (CT), Speaking (S), and Writing (W) graduation skills are embedded
throughout the offered courses and are met by completing the major. The graduation skill in
Quantitative Reasoning (QR) is met by completing one of the following courses:
QR: GST 200, MAT 145, MAT 146, or PHI 230.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Nordic Area Studies Courses
Additional course offerings are available through the Scandinavian Urban Studies Term.
(See International Programs)
NAS 121 Fire and Ice: Introduction to Nordic Literature
This course provides an introduction to Nordic culture via the medium of literature.
Readings foreground issues of personal, ethnic, and national identity against the
broad backdrop of Scandinavian history, social democratic values, and globalization.
NAS 230 Contemporary Norden
A broad survey of Nordic culture with special emphasis on conditions and
developments in the 20th century. No knowledge of Scandinavian language required.
NAS 351 The Modern Nordic Novel
Lectures illustrate the development of the Nordic novel. Class discussion is based on
reading selected works in translation from all five Nordic countries. Norwegian majors
will be required to do appropriate readings and written work in Norwegian. (Spring:
alternate years)
NAS 352 The Modern Nordic Drama
Readings include dramatic works by Ibsen, Strindberg, and selected 20th-century
dramatists. Lectures provide a context for understanding the development of Nordic
drama. Norwegian majors will do appropriate readings and written work in Norwegian.
(Spring: alternate years)
ART 382
Scandinavian Arts
(See Department of Art)
Internships and Independent Study Courses
NAS 199 Internship
NAS 299 Directed Study
NAS 399 Internship
NAS 499 Independent Study/Research
Nursing—NUR
The Augsburg Department of Nursing is designed exclusively for registered nurses who
want to advance their education and increase their career opportunities, and to address
changing health needs in a variety of rapidly changing care settings. No longer do nurses
practice only in hospitals. They are moving into communities, corporations, parishes, and
schools, as well as into their own private practices. Wherever they work, nurses are making a
difference in community health and well-being by providing comprehensive health care for
diverse groups of persons across the life span.
The BSN program at Augsburg equips nurses to synthesize knowledge from the liberal arts
with the art and science of nursing. Educational opportunities are provided that challenge
students’ interests and engage their creativity as they increase skills in critical thinking,
community assessment, leadership, and decision-making. Classes that combine short-term
immersion models of study both at home and abroad are woven into the BSN curriculum, and
students are invited to participate in these exciting endeavors as they are able.
Augsburg’s BSN program is fully accredited by the Commission on Collegiate Nursing
Education (CCNE). Graduates of the program are eligible to apply for a public health nurse
registration certificate through the Minnesota State Board of Nursing.
Nursing Faculty
Cheryl Leuning (Chair), Marty Aleman, Katherine Baumgartner (Coordinator, BSN program in
Minneapolis/St. Paul), Ruth Enestvedt, Joyce Miller, Sue Nash (Coordinator, BSN program in
Rochester), Joyce Perkins, Pauline Abraham, Kathleen Clark (Coordinator, Augsburg Central
Health Commons and the Dar Ul-Quba Health Commons at Cedar Riverside), Kaija Sivongsay,
Ginny McCarthy, Lisa Van Getson
Degree and Major Requirements
Major
Seven courses including:
NUR 300
Trends and Issues in Nursing
NUR 305
Communication
NUR 306
Paradigms in Nursing
NUR 403
Families and the Life Cycle
NUR 410
Community Health Nursing I
NUR 411
Community Health Nursing II
NUR 490
Leadership/Management
A minimum grade of 2.0 in each nursing course and a cumulative major GPA of 2.50 are
required. Students also must complete Augsburg’s residence and general education
requirements.
The Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W)
graduation skills are embedded throughout the required courses in the nursing major and are
met by completing the major.
Students petitioning to transfer in upper division nursing courses from another institution to
meet requirements in the nursing major at Augsburg must consult an adviser about potential
adjustments to their course requirements to fulfill each of these graduation skills.
The program has been planned so that courses in the nursing major can be completed over
15 months (full-time study, two courses per term) with a summer break; however, students may
pursue their studies at a slower and more flexible pace.
Courses in the nursing major are generally offered on weekday evenings with practicum
courses (NUR 410 and 411) requiring additional weekday time. More time may be required to
complete the total course of study depending on the number of liberal arts (general education)
courses individual students need to complete the BSN degree and the number of credits each
student transfers to Augsburg College from other colleges or universities. Students in nursing
may take non-nursing courses in both day school and Weekend and Evening College. Students
interested in pursuing the nursing major should consult with BSN admissions staff in the Office
of Admissions for assistance applying.
Departmental Honors
Admission to the honors major requires a GPA of at least 3.60 in the major and 3.30 overall,
application to the department chair by November 1 of the senior year, recommendation by
nursing faculty, and an honors thesis to be presented before a faculty committee by April 15.
Candidates register for NUR 499 to complete the honors requirement.
Latin honors
To be eligible for Latin honors, a student must meet minimum GPA standards as well as
complete a minimum of 14 traditionally-graded credits at Augsburg and have no more than 2
elective pass/no pass graded credits at Augsburg (classes offered only as P/N by the
department will not be counted, nor will N grades). For further information, see the Latin Honors
section in Academic Information.
Admission to the Nursing Major
In addition to meeting admission requirements for Augsburg College, admission to the
nursing major requires the following:
• Completed application
• Cumulative GPA of 2.5 or higher in the basic nursing program
• Unencumbered RN license–applicant must be a registered nurse who is licensed and
currently registered to practice in Minnesota prior to beginning the nursing major
• Evidence of HIPAA training
• Up-to-date immunization records
• Federal criminal background check (details provided in application process)
Special conditions:
• Students may be provisionally admitted to the Bachelor of Science in Nursing program
at Augsburg due to a cumulative GPA of less than 2.50 in their basic nursing program.
Full admission to the program requires students to achieve a GPA of 3.00 or better in
two liberal arts courses at Augsburg.
• Students may apply to Augsburg College prior to completion of their degree program
provided all admission requirements are met prior to enrolling at Augsburg.
Credit for Previous Nursing Courses
Registered nurses (RNs) transferring into Augsburg College’s BSN completion program will
be granted six (6) course credits (24 semester credit hours) in recognition of their previous lower
division nursing coursework if the following standards are met:
• Prior nursing education in the United States is taken in an associate degree in nursing
(ADN) program or a diploma in nursing program. Both must be state board-approved
programs.
• Nursing coursework taken outside of the United States is submitted for evaluation to
the World Education Services (WES), an agency approved by Augsburg College to
evaluate foreign transcripts. Reports should be sent directly to Augsburg College. In
addition, nursing coursework must be verified for authenticity by the Commission on
Graduates of Foreign Nursing Schools (CGFNS). Applicants must request CGFNS
(www.cgfns.org) to forward the educational credentials report to the Minnesota State
Board of Nursing. Once their credentials are verified, applicants must apply for
licensure and demonstrate successful passing of the National Council Licensure
Examination (NCLEX). Nurses who have previously submitted CGFNS credential
verification in a state other than Minnesota, and who have passed the NCLEX, will be
considered for admission and must meet the same residency requirements expected
of all students.
Students who change their major and transfer out of the BS in Nursing completion program
will lose the six-credit block grant and their transfer credit evaluation will be reassessed. The
six-credit block grant will be applied toward a Bachelor of Science degree in nursing only.
Options for Completing the Degree
Augsburg recognizes that nurses have a variety of time schedules, personal responsibilities,
and work demands that must be taken into account in any decision to work toward a college
degree. For this reason, Augsburg offers full- and part-time sequential alternatives for pursuing
a nursing degree.
Courses at Augsburg are available evenings and weekends. Generally, nursing classes
meet on alternate weekday evenings for four-hour time blocks. Clinical practicum requirements
usually occur on weekdays. Optional immersion courses and practicums at home and abroad
are scheduled throughout the year. Check with the Department of Nursing for details.
It is recommended that most liberal arts courses be taken before starting the nursing major.
Nursing majors can complete courses toward the bachelor’s degree at the Minneapolis campus
and in Rochester, Minn.
Nursing Courses
NUR 300 Trends and Issues in Nursing
A transitional course designed to investigate the current responsibilities of the
professional nurse. Economic, social, political, and professional trends and issues are
explored in relation to their implications for a changing practice.
NUR 305 Communication
Explores the components of the professional role and continues the professional
socialization process. Theories about how individuals and groups communicate are
applied to changing professional roles. (Prereq.: NUR 300 or concurrent enrollment,
ENL 111 or 112 or HON 111.)
NUR 306 Paradigms in Nursing
An introduction to theory-based nursing practice and research. Nursing theory and
conceptual models for nursing practice are studied and applied to practice and
research. (Prereq.: NUR 300 or concurrent enrollment.)
NUR 403 Families and the Life Cycle
Provides a theoretical basis for nursing interventions with diverse families and
explores theories related to family structure and function throughout the life span.
(Prereq.: NUR 305 and 306, or consent of instructor.)
NUR 410 Community Health Nursing I
Introduces the theory and methods that are essential to maintain or improve the
health of culturally diverse individuals, families, groups, and communities. (Prereq.:
Math Placement 3 or MAT 105, completion of NUR 300-level courses.)
NUR 411 Community Health Nursing II *
Provides clinical experience in community-based health care delivery systems.
Students will apply nursing process, teaching/learning theory, and public health
principles with culturally diverse clients. (Prereq.: NUR 410 or concurrent enrollment)
NUR 490 Leadership/Management
The capstone course for the nursing major. Integrates concepts from nursing and the
liberal arts. Examines the professional nurse roles of leader and manager. Concepts of
change, conflict, and system dynamics are explored. Ethics, accountability, and
advocacy in the leader-manager role are studied. Application of theory occurs in
selected practice settings with a professional nurse preceptor. This course satisfies the
Keystone requirement. (Prereq.: Senior status and completion of 300-level nursing
courses and REL 300.)
NUR 495 Topics in Nursing (optional)
Provides opportunities for in-depth exploration of selected topics in nursing. The
subjects studied will vary depending upon the interests of the faculty and students.
NUR 499 Independent Study/Research (optional)
Note: If NUR 411 is not taken immediately following NUR 410 or concurrently with NUR 411,
students are required to consult with faculty prior to registration regarding review of the
theoretical content. Students who decelerate for more than five years may be asked to audit
courses already taken. There is a fee to audit courses.
* This course involves an additional clinical tuition and 48 clinical practicum hours.
Transfer of Upper Division Nursing Courses
BSN students who are provisionally accepted into the Master of Arts in Nursing program at
Augsburg may enroll in up to three designated MAN courses, which can be used to fulfill
elective credits in the BSN program as well as fulfill credits in the MAN program. Note that these
graduate courses may not transfer into another college or university as graduate courses if they
have been used to complete the BSN; Augsburg College, however, accepts the courses as also
fulfilling requirements in the MAN. The three graduate nursing courses include the following:
NUR 500
Transcultural Health Care
This course explores meanings and expressions of health, illness, caring, and healing
transculturally. Focus is on understanding and developing professional competence in caring for
individuals, families, groups, and communities with diverse cultural backgrounds. (36 clinical
practicum hours)
NUR 532
Transcultural Healing Practices
Introduces students to complementary healing practices including the historical and cultural
contexts in which they developed and the philosophical underpinnings of selected
complementary therapies. (36 clinical practicum hours)
NUR 541
The Politics of Health Inequity
This course explores how health and illness are related to inequities in society and dynamics of
power in systems of health care. (72 clinical practicum hours)
Philosophy—PHI
Philosophy, in an important sense, is the most fundamental of the disciplines. All sciences
and most other disciplines arose out of it. Moreover, philosophy is concerned with asking and
answering the “big” questions that are the most basic. For example, Is there a God? Is there life
after death? Are there absolute moral standards? What kind of life is the best? What is
knowledge and what are its sources?
Students learn to ask and answer these and other similar questions for themselves through
the development and use of critical reasoning, assisted by the study of philosophers from the
past and present.
The philosophy major has been carefully planned so that students can easily graduate with
two majors. Some philosophy majors continue on to graduate school in philosophy, while others
use the major to prepare for other professional studies such as law, medicine, religious ministry,
or journalism.
Philosophy Faculty
David Apolloni (Chair), Markus Führer, Eric Helleloid, Michael Lotti, Marit A. Peterson
Degree and Major Requirements
Philosophy Major
Eight courses including:
PHI 230
Logic
or PHI 385 Intro. to Formal Logic and Computation Theory
PHI 241
History of Philosophy I: Ancient Greek Philosophy
PHI 242
History of Philosophy II: Medieval and Renaissance Philosophy
PHI 343
History of Philosophy III: Early Modern and 19th-Century Philosophy
PHI 344
20th-21st Century Philosophy
A 400-level course (other than PHI 499)
Two elective courses in philosophy
Four courses must be upper division.
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major. The Quantitative
Reasoning (QR) graduation skill can be met by taking PHI 230.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Language requirement
The Philosophy Department has no specific language requirement besides the one of the
College, but it recommends for philosophy majors Greek, Latin, French, or German, at the
discretion of the departmental faculty adviser.
Major in Computational Philosophy
In addition to a major and minor in philosophy, the Philosophy Department also offers a
cross-disciplinary major in conjunction with the computer science department emphasizing
areas of interest in which philosophy and computer science overlap: logic, artificial intelligence,
cognitive science, philosophy of mind, and philosophy of language. The purpose of the major is
to augment the technical skills of a computer scientist with the creativity and liberal arts
perspective of a philosopher. The result is a degree that is very marketable in industry and that
provides an excellent logical and philosophical background for those wishing to pursue graduate
study in philosophy. See Computer Science for course listing.
Departmental Honors
Admission to the philosophy honors program is by recommendation of the philosophy
faculty. Such recommendations will be made at the end of the junior year. The program will
consist of an honors thesis on an approved topic of the student’s choice that involves research
above the course level, and a defense of this thesis before the faculty of the department.
Philosophy Minor
Five courses, including two from PHI 241, 242, 343, and 344.
Philosophy Courses
PHI 110
Introduction to Philosophy
This course introduces students to typical philosophical questions (how we know, if
we can have certain knowledge, if there are universal moral principles, whether God
exists, the nature of the mind, etc.), to philosophical vocabulary, and to critical
thinking and what it means to view the world philosophically.
PHI 120
Ethics
By studying our moral beliefs, ethics helps students consider the bases they use to
make moral judgments. The course explores major philosophical approaches to
evaluating moral actions and then applies them to contemporary issues. The
Christian tradition will inform the considerations. Students who receive credit for PHI
120 may not receive credit for PHI 125. (Prereq.: Pass CT assessment of GST 100)
PHI 125
Ethics and Human Identity
A philosophical study of the role of human understanding, emotions, and action with
respect to the pursuit of happiness. We begin by asking what the end or purpose of
human life is, and students then learn about the moral and intellectual virtues required
to reach the end. Topics of friendship and human love are followed by an analysis of
human happiness. Students who receive credit for PHI 125 may not receive credit for
PHI 120.
PHI 175
Philosophy of Love and Sex
The nature and history of romantic love. The ethics of sex in relation to love,
marriage, the institution of monogamy, and homosexuality are considered.
PHI 230
Logic
Students learn to distinguish arguments from exposition. Then they learn the rules
that govern valid arguments and develop their ability to recognize and construct
sound arguments. The last part of the course focuses on informal logic and inductive
reasoning. (Prereq.: MPG3 and pass CT assessment or GST 100)
PHI 241
History of Philosophy I: Ancient Greek Philosophy
Central philosophical questions that concerned the Greek philosophers from Thales
to Plotinus still concern us today: the nature of reality and its relationship to language
and reason, the immortality of the soul, the nature of truth and human knowledge, and
the nature of the good life.
PHI 242
History of Philosophy II: Medieval and Renaissance Philosophy
Students will read writings by various medieval and Renaissance philosophers in
order to understand the process of philosophical assimilation involved in constructing
a Christian philosophy. Topics include the nature of being, human understanding in
relation to faith, and the place of the image of God in the human condition. (Prereq.:
ENL 111 or 112 or HON 111. Suggested prior course: PHI 241. Spring)
PHI 260
Philosophy and the Arts
Philosophical issues raised and illustrated by painting, sculpture, literature, music,
architecture, and film: the truth and falsehood of aesthetic judgment, the definition of
art; the nature of aesthetic experience, the evaluation of art; creativity, the relation
between the artist’s intention, the work of art, and its relation to the rest of the artistic
tradition. For arts majors and students with a strong background in the arts. (Prereq.:
Pass CT assessment or GST 100)
PHI 315
Philosophy of Human Nature and Human Culture
This course concerns the philosophical study of human nature and its relation to
human culture. Students will read a selection of texts by eminent philosophers on the
subject. Topics studied in the course include the knowledge and nature of the self, the
definition of the human being in terms of culture, myth and religion in human culture,
human nature and the culture of language, and the culture of art.
PHI 343
History of Philosophy III: Early Modern and 19th-Century Philosophy
We study the major rationalists of the 17th century (Descartes, Spinoza, Leibniz), the
major empiricists of the 18th century (Locke, Berkeley, Hume), Kant’s synthesis of
rationalism and empiricism, and 19th-century idealism and the reaction to it (Marx,
Kierkegaard, Nietzsche and Mill). (Suggested prior course: PHI 241)
PHI 344
History of Philosophy IV: 20th-21st Century Philosophy
The course surveys the major philosophical schools in the 20th and 21st centuries:
analytic philosophy, phenomenology, existentialism, pragmatism, and postmodern
philosophy. Focus of study is on major texts of these movements. Students are
strongly encouraged to take PHI 343 before taking PHI 344.
PHI 350
Philosophy of Religion
We systematically investigate a series of philosophical questions about religion. What
is the relation between faith and reason? Does God exist, and if so, what can be said
about God? Can God’s goodness be reconciled with human suffering? Are miracles
and life after death possible? (Prereq.: Pass CT assessment or GST 100)
PHI 355
Asian Philosophy
A study of the basic concepts and philosophies that underlie Hinduism, Buddhism,
Confucianism, and Taoism. We focus on analyzing diverse views of reality, the self,
ways of knowing, and recommendations on how to live.
PHI 365
Philosophy of Science
The course explores what scientific knowledge is, whether the scientist’s knowledge
of the world is profoundly different and better than that of the non-scientist, and what
degrees of certainty are yielded by scientific methods. (Suggested prior course: one
course in natural science)
PHI 370
Existentialism
Studies in the writings—both philosophical and literary—of prominent existentialist
authors. The course examines what it means to be a being-in-the-world and explores
such themes as absurdity, freedom, guilt, despair, and paradox. (Suggested: one
prior course in philosophy. Alternate years)
PHI 380
Ethics of Medicine and Health Care
The course discusses some fundamental ethical theories, which it then carefully
applies to problems that arise in the areas of health care and delivery, allocation of
scarce resources, human experimentation, genetic engineering, abortion, care for the
dying, and euthanasia.
PHI 385
Introduction to Formal Logic and Computation Theory
An introduction to sentential and first-order logic including logical connectives, proof
theory, and quantification. Formal models of computation including finite state
automata, pushdown automata, and Turing machines. Incompleteness and
uncomputability. (1.5-hour lab for PHI 385. Prereq. for PHI 285: None. Prereq. for PHI
385: CSC 210 and one of MAT 122 or MAT 145 or MAT 171)
PHI 388
Seminar in Philosophy
This course focuses on an individual philosopher, an individual text, or a specific topic
in philosophy. Students work on preparing an in-depth thesis paper on some aspect
of the course through discussion of the course material. Short lectures are used to
introduce students to the material followed by discussion and debate to move
students into the depths of the material.
PHI 410
Topics in Philosophy
Advanced studies covering either an individual philosopher or a specific topic in
philosophy, such as philosophical movements, the history of an idea or specific
problems. Seminar format. May be taken more than once for credit. (Suggested prior
courses: any course from PHI 241, 242, 343, 344, or consent of instructor, and ENL
111 or 112 or HON 111. Offered annually)
PHI 490
Keystone
This course integrates the student’s general education experience with an overview of
specific philosophical ideas or philosophers.
Internships and Independent Study Courses
PHI 199
Internship
PHI 299
Directed Study
PHI 399
Internship
PHI 499
Independent Study/Research
Physical Education
See listing under Health, Physical Education, and Exercise Science.
Physics—PHY
Physicists are a curious and ambitious lot. Their aim is to understand the fundamental
principles that describe and govern all physical aspects of the universe. Historically called
“natural philosophers,” physicists investigate by means of controlled experimentation and
mathematical analysis. Physics includes the study of systems ranging from sub-atomic particles
to the largest galaxies and from the relative stillness of near absolute zero to the fiery activity of
stars. Physics plays an important role in many of the liberal arts disciplines and contributes to
society’s understanding of such areas as energy, weather, medical science, and space
exploration. A good background in physics (and the associated problem solving skills obtained
therein) will prepare you well for a multitude of careers.
Recognizing the importance of physics in contemporary life and the need to keep abreast of
rapid technological advances, the department strives to give students not only an understanding
of basic concepts, but also insights into recent developments. A rigorous major provides
students with the preparation required for graduate study in physics. It also provides flexibility,
serving as a stepping stone to advanced work in related areas such as astronomy, engineering,
materials science, atmospheric science and meteorology, oceanography, biophysics,
environmental science, and the medical and health-related fields. The department serves the
liberal arts by offering courses for non-science students that enable them to attain a general
understanding of a particular area of science. These courses provide the basis for further study
and enable students to follow new developments in science with heightened awareness and
comprehension.
The department supervises the pre-engineering program, with degree programs available at
cooperating universities at both the bachelor’s and advanced degree levels, and administers
Augsburg College’s portion of funds designated for the Minnesota Space Grant College
Consortium, funded by NASA. It also maintains active research programs through its Center for
Atmospheric and Space Sciences and the Sverdrup Laboratory for Biophysics, with support
from the National Science Foundation, NASA, and other private and public sources. Several
students work as research assistants in these efforts during the academic year and in the
summer. Cooperative education, internship, and undergraduate research programs provide
opportunities for students to apply their knowledge and problem-solving skills in practical
situations in industrial, governmental, and academic settings.
Physics Faculty
Jeffrey Johnson (Chair), Stuart Anderson, Mark Engebretson, David Murr, Ben Stottrup, David
Venne
Physics Research Staff
Jennifer Posch
Degree and Major Requirements
Bachelor of Arts
Major
Thirteen courses including:
PHY 121
General Physics I
PHY 122
General Physics II
PHY 245
Modern Physics
PHY 351
Mechanics I
PHY 362
Electromagnetic Fields I
PHY 363
Electromagnetic Fields II
PHY 395, 396 Comprehensive Laboratory
Two elective physics courses above PHY 122
MAT 145, 146 Calculus I, II
MAT 245 Calculus III and PHY 327 Special Functions of Mathematical Physics
or MAT 245 Calculus III and MAT 369 Modeling and Differential Equations in Biological and
Natural
Sciences
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) are
embedded throughout the offered courses and are met by completing the major.
The graduation skill in Speaking (S) is met by completing the following course—COM 111,
COM 115, or MAT 201
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Bachelor of Science
Major
Seventeen courses including:
PHY 121
General Physics I
PHY 122
General Physics II
PHY 245
Modern Physics
PHY 261
Electronics
PHY 351
Mechanics I
PHY 352
Mechanics II
PHY 362
Electromagnetic Fields I
PHY 363
Electromagnetic Fields II
PHY 395
Comprehensive Laboratory I
PHY 396
Comprehensive Laboratory II
PHY 486
Quantum Physics
One physics course above PHY 122
CHM 105, 106
Principles of Chemistry
or CHM 115, 116 General Chemistry
MAT 145, 146
Calculus I, II
MAT 245 Calculus III and PHY 327 Special Functions of Mathematical Physics
or MAT 245 Calculus III and MAT 369 Modeling and Differential Equations in Biological and
Natural
Sciences
Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the
offered courses and are met by completing the major. Consult your department chair or
academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation
skill.
The graduation skill in Speaking (S) is met by completing the following course—COM 115
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Bachelor of Science
Physics Major with Concentration in Space Physics
Eighteen course credits. It is the same as the B.S. major, with the addition of PHY 320 and
PHY 420, and the omission of the elective physics course.
Departmental Honors
A GPA of 3.50 in physics and 3.30 overall. An original research project on a significant topic
in physics with an oral presentation and written report. Project proposals should be made to the
department by Sept. 30 of the senior year.
Other Requirements
In planning their courses of study, students are encouraged to work closely with members of
the physics faculty. Normally, students should have MAT 145, 146, and PHY 121, 122 during
the first year, and MAT 245 and 369 (or PHY 327) during the sophomore year.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ
slightly in emphasis from the Augsburg major requirements. The state requirements may also
be subject to change after publication of this catalog. Students therefore should consult with the
Augsburg Department of Education to identify current Minnesota teacher licensure
requirements.
Minor
Seven courses including:
PHY 121
General Physics I
PHY 122
General Physics II
Three elective physics courses above PHY 122
MAT 145, 146
Calculus I, II
Society of Physics Students
The Augsburg chapter of the Society of Physics Students provides students the
opportunities of membership in a national physics society and of participating in the physics
community on a professional basis. Membership in the society is open to all students interested
in physics.
Sigma Pi Sigma
Membership in the Augsburg chapter of this national physics honor society is open to those
students who have completed the equivalent of a minor in physics, have a GPA of 3.00 in
physics and overall, and rank in the upper third of their class.
Physics Courses
PHY 101
Introductory Astronomy
A descriptive course covering our solar system, stars, and galaxies. In addition, the
course traces the development of scientific thought from early civilization to the
present day. Night viewing is required. (Three one-hour lectures. Prereq.: MPG 2.
Fall, spring)
PHY 103
Conceptual Physics
An introductory course (with a hands-on intuitive approach) in which the applications,
problems, and experiments are selected to illustrate fundamental principles of
physics. (Two three-hour lectures/laboratories. Prereq.: MPG 3. Spring)
SCI 106
Introductory Meteorology
A survey of the basic principles of Earth’s weather and climate. Topics include winds,
fronts, cyclones, clouds and precipitation, thunderstorms, tornados and hurricanes,
climate and climate change, global warming, and ozone depletion. (Three one-hour
lectures, one two-hour laboratory. Prereq.: MPG 2 and pass CT assessment or GST
100. Fall, spring)
SCI 110
Natural Science I
The first semester of a two-semester survey of natural science. This course focuses
on the nature of science and major concepts of physics and chemistry. Laboratory
work stressing experimentation and measurement will include the use of computers
and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Prereq.:
MPG 3)
SCI 111
Natural Science II
The second semester of a two-semester survey of natural science. This course
focuses on major concepts of earth science and biology. Laboratory work will
complement lectures and will include the use of computers and electronic sensors.
(Three one-hour lectures, one three-hour laboratory. Prereq.: SCI 110)
PHY 116
Introduction to Physics
An algebra-based introductory course in which the applications, problems, and
experiments are selected to illustrate fundamental principles and provide a broad
survey of physics. (Three one-hour lectures, one three-hour laboratory. Prereq.: MPG
3. Fall)
PHY 119
Physics for the Fine Arts
A scientific study of sound, light, and the mechanics of structures and the human
body relating to music, the visual arts, and theater. Explores the physics of
phenomena and perception fundamental to these disciplines. (Three one-hour
lectures, one three-hour laboratory. Prereq.: MPG 3. Fall)
PHY 121
General Physics I
A rigorous study of classical physics including mechanics and wave motion. Designed
for physics, pre-engineering, and other specified majors. (Three one-hour lectures,
one three-hour laboratory. Prereq.: MAT 145 or concurrent registration. Fall)
PHY 122
General Physics II
A rigorous study of classical physics including thermodynamics, electricity,
magnetism, and optics. Designed for physics, pre-engineering, and other specified
majors. (Three one-hour lectures, one three-hour laboratory. Prereq.: PHY 121, ENL
111 or 112 or HON 111, MAT 146 or concurrent registration. Spring)
PHY 245
Modern Physics
An introduction to modern physics from a historical and experimental perspective.
Relativity, atomic, molecular, nuclear, and solid state physics. This course develops
the experimental foundations and need for quantum mechanics. (Three one-hour
lectures, one two-hour laboratory. Prereq.: PHY 122. Fall)
PHY 261
Electronics
AC and DC circuits, analog electronics, digital electronics, and the analysis and use
of microprocessors and microcomputer systems. (Three one-hour lectures, one threehour laboratory. Prereq.: PHY 116 or 122; and MAT 146. Spring: cross-listed with
computer science)
PHY 320
Introduction to Space Science
A survey of Earth’s space environment including solar, planetary, magnetospheric,
ionospheric, and upper atmospheric physics (solar dynamics, magnetic storms, particle
precipitation, aurora, and related topics). (Three one-hour lectures. Prereq.: PHY 245.
Spring)
PHY/MAT 327 Special Functions of Mathematical Physics
Special functions encountered in physics. Partial differentiation, partial differential
equations, Fourier series, series solution of differential equations, Legendre, Bessel,
and other orthogonal functions, vector calculus, applied linear algebra (e.g., matrix
multiplication, eigenvalues and eigenvectors, special matrices, determinants),
functions of a complex variable, and an introduction to computer programming in IDL.
(Three one-hour lectures. Prereq.: PHY 122 or consent of instructor, MAT 245 or
equivalent. Spring: cross-listed with mathematics)
PHY 351
Mechanics I
Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms.
Topics include conservation principles, single particle motion, gravitation, oscillations,
central forces, and two-particle kinematics. (Three one-hour lectures. Prereq.: PHY
122, MAT 369 or PHY 327, and pass CT assessment or GST 100. Fall)
PHY 352
Mechanics II
Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms.
Topics include dynamics of rigid bodies, systems of particles, coupled oscillations,
and noninertial reference frames. (Three one-hour lectures. Prereq.: PHY 122, PHY
351, MAT 369 or PHY 327. Spring)
PHY 362
Electromagnetic Fields I
The classical electromagnetic field theory is developed using vector calculus. Topics
include electrostatics, solution of Laplace’s and Poisson’s equations, and electric
properties of materials. (Three one-hour lectures. Prereq.: PHY 122, MAT 369 or PHY
327. Fall)
PHY 363
Electromagnetic Fields II
The classical electromagnetic field theory is developed using vector calculus. Topics
include magnetostatics, magnetic properties of materials, and electromagnetic
radiation based on Maxwell’s equations. (Three one-hour lectures. Prereq.: PHY 362,
MAT 369 or PHY 327. Spring)
PHY 395
Comprehensive Laboratory I
(.5 course)
Students work in small groups on advanced experiments from various physics
subfields (including modern physics, electronic instrumentation, magnetism, and
optics) with a focus on the role of experiments, interpretation of data, and scientific
communication. Incorporates an introduction to LabVIEW software for computerized
data acquisition and experiment control. (One three-hour laboratory and an
occasional one-hour seminar per week. Prereq.: junior or senior standing or consent
of instructor and ENL 111 or 112 or HON 111. Fall)
PHY 396
Comprehensive Laboratory II (.5 course)
A continuation of PHY 395. A thorough exploration of interface hardware and
software design (LabVIEW) for computer-controlled experiments followed by
application of these techniques to advanced experiments in high vacuum physics and
technology, modern optics, biophysics, and other areas. (One three-hour laboratory
and an occasional one-hour seminar per week. Prereq.: PHY 395, junior or senior
standing or consent of instructor, and ENL 111 or 112 or HON 111. Spring)
PHY 420
Plasma Physics
Fundamentals of plasma physics including waves, instabilities, drifts, plasma drifts,
particle motion, electric and magnetic fields, Boltzmann equation,
magnetohydrodynamics, transport, and applications to laboratory and space plasmas.
(Three one-hour lectures. Prereq.: PHY 362, 363 or concurrent registration)
PHY 430
Introduction to Solid State Physics
Topics in solid state physics including various theories of metals, crystal lattices, band
structure and Fermi surfaces, phonons, semiconductors and magnetism. The
conditions and consequences of the solid state of materials will be explored at a very
detailed level, taking realistic parameters of materials into account. (Three one-hour
lectures. Prereq.: PHY 351, PHY 362; PHY 486 strongly recommended. Fall)
PHY 486
Quantum Physics
A development from first principles, including de Broglie’s postulates, the
Schroedinger equation, operators, wave functions, expectation values, and
approximation methods. Applications include potential wells and barriers, the
harmonic oscillator, and the hydrogen atom. (Three one-hour lectures. Prereq.: PHY
245, 351. Spring)
Internships and Independent Study Courses
PHY 199
Internship
PHY 299
Directed Study
PHY 399
Internship
PHY 499
Independent Study/Research
Open to juniors and seniors with departmental approval.
Political Science—POL
Students studying political science at Augsburg College are provided with the intellectual
tools
for understanding and taking effective action in regard to the pressing political issues of the day.
The role and significance of authority and power in human affairs establish the focus of political
science. Augsburg political science students have the benefit of experienced faculty who teach
courses in all major areas of political science, and also possess special expertise in campaigns
and
elections, immigration and ethnic politics, urban and environmental politics, economic
development,
comparative and international politics, mass communications and other information technology,
and
American public law. Grounded in the diverse and international community around our college,
the
department directly engages the world and issues around us.
Political scientists use systematic inquiry and analysis to shed light on the dynamics of a
whole
range of phenomena, including elections, wars, poverty, human rights, regime change, and
migration.
Our majors explore political ideas and values, investigate political cooperation and conflict,
analyze
and compare political systems, and develop perspectives on international relations. In the
process,
our students are encouraged to relate insights from other liberal arts disciplines such as
philosophy,
psychology, economics, history, and sociology to the study of politics.
Providing work in several subfields of political science, the major supplies the breadth
appropriate
for graduate work in political science, public administration, public policy analysis, law, and other
professions. It also serves as a foundation on which to develop careers in public service,
business,
communications, and other fields. Legislative and other internships, as well as significant
independent
research projects, are within easy reach of Augsburg political science students in the Twin
Cities area.
Combined with broad, balanced, and flexible course offerings, these special opportunities
enhance
the student’s potential for graduate study and a successful career.
Political Science Faculty
Joseph Underhill (Chair), Andrew Aoki, Sarah Combellick-Bidney, Milda Hedblom, Elizabeth
Klages,
Norma Noonan
Degree and Major Requirements
Political Science Major
Ten courses:
POL 158
POL 483
POL 484
Political Patterns and Processes
Political/Statistics/Methodology
Political Analysis Seminar
Required elective—one of the following:
POL 121
American Government and Politics
POL 122
Metropolitan Complex
POL 160
World Politics
POL 170
Law in the United States
Also, at least five other upper division courses in four out of five political science areas. A
seminar
in one of the five areas may be counted for that area. Only one internship may count for an
upper
division area.
Also, one other political science course in any area, upper or lower division.
The Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are
embedded throughout the offered courses and are met by completing the major. The graduation
skill in Speaking (S) is met by completing one of the following courses:
S: POL 325, POL 326, or POL 380
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Pre-Law Concentration in Political Science
Major: 11 courses required
Specific Required Courses—six total
POL 121
POL170
POL 483
POL 484
Two of the following three courses:
ENL 223 or 220 (cannot use both ENL 223 and ENL 220)
PHI 230
COM 111
Electives—five total
Three courses from the choices below:
POL 350
POL 370
POL 371
POL 380
POL 381
Plus two additional upper level courses in Political Science (can come from the list above, or be
any
other upper level Political Science course).
Public Policy and Political Change Concentration in Political Science
Major: 11 courses required.
Six
Specific
Courses:
ECO 112 or 113
POL 121 or 122
POL 325 OR 326
POL 399 (internship must be approved by political science adviser)
ECO 490, POL 483, or SOC 362 (only one can be used for this requirement)
POL 484
One Course from the Following:
POL 121
POL 122
POL 124
POL 140
POL 158
POL 160
POL 170
Four Courses from the Following:
POL 241
POL 325
POL 326
POL 342
POL 370
POL 371
POL 381
POL 421
POL 461
ECO 312, 313, 413 (only one of these can be used for this requirement)
SOC 381
Notes
1. POL 140 can be substituted for POL 122, with adviser approval.
2. If both POL 121 and 122 are completed, one can count for section I and one for section II.
The
same course cannot fulfill requirements in both sections.
3. If both POL 325 and 325 are completed, one can count for section I and one for section III.
The same course cannot fulfill requirements in both sections.
4. Only one economics course (either 312, 313, or 413) can be counted toward the four
courses
required in Section III.
Departmental Honors
The honors major in political science includes the requirements listed above, plus the
following:
The student’s GPA must be 3.50 in the major and 3.00 overall; the student must take an honors
independent study and a seminar, and must submit an honors thesis to be defended before a
faculty
committee. Students may work with any member of the department on their honors thesis. For
specific requirements, consult the department chair. Students should apply for the honors major
no
later than the junior year.
Minor
Five courses, including POL 121 or 122 or 170; POL 158; and at least three upper-division
courses in three out of five political science areas. POL 483 may not usually be used for a
minor.
Pre-Law Minor: six courses required
Four
Required
Courses:
POL 121
POL170
Two of the following three courses:
ENL 223 or 220 (cannot use both ENL 223 and ENL 220)
PHI 230
COM 111
Electives:
Two
courses
from
the
choices
below:
POL 350
POL 370
POL 371
POL 380
When necessary, substitutions can be approved by the chair (e.g. if a required course has to be
canceled).
Public Policy and Political Change Minor: Six courses required
Three Specific Courses:
POL 121 or 122.
POL 325 or 326
POL 399 (internship must be approved by adviser)
Three Courses from the Following:
POL 241
POL 325
POL 326
POL 342
POL 381
POL 421
POL 461
ECO 312, 313, or 413
SOC 381
Notes
1. POL 140 can be substituted for POL 122, with adviser approval.
2. If both POL 325 and 325 are completed, one can count for section I and one for section II.
The
same course cannot fulfill requirements in both sections.
3. Only one economics course (either 312, 313, or 413) can be counted toward the three
courses
required in Section II.
Teaching Major in Political Science and Economics
Total of 12 courses required: five courses in economics, five courses in political science, and
two
courses in education. ECO 112 or 113 and POL 121 also fulfill requirements for the social
studies
core; education courses also fulfill licensure requirements for secondary education.
Economics Courses:
ECO 112
Principles of Macroeconomics (elective for social science core)
ECO 113
Principles of Microeconomics (elective for social science core)
ECO 312
Intermediate Macroeconomics
or ECO 315
Money and Banking
ECO 313
Intermediate Microeconomics
One other upper division economics course
Education Courses:
EDC 200
ESE 310
Orientation to Education (required for licensure)
5-12 Methods: Social Studies—Capstone course (required for licensure)
Political Science Courses:
POL 121
American Government (social science core course)
Two upper-level political science courses (must be in two different areas)
Two other political science courses
In addition, in order to graduate with this major, a student must have been admitted into the
Department of Education. To be licensed in social studies, additional education courses and the
social
studies core are required.
Political Science Areas
(I) American Government and Politics, (II) Comparative Politics and Analysis, (III) International
Politics, (IV) Public Law, and (V) Political Theory and Analysis. Any course listed in more than
one
area may be counted in only one area toward major or minor requirements.
Note: Students interested in secondary education may take a political science major or the
teaching major in economics and political science. Either option requires that the student also
take
courses required for the social studies core. For more information, see the department chair.
See the class schedule for precise listing of terms in which courses are offered.
Political science Courses
I. American Government and Politics
POL
121
American
Government
and
Politics
Surveys major parts of American national government—including Congress, the
presidency, and the courts—as well as campaigns and elections, federalism,
interest
groups, and political parties.
POL 122
Metropolitan Complex
Examines politics in metropolitan areas, emphasizing central cities and focusing
on
influences on urban public policy. Includes case studies of the Twin Cities metro
area.
POL 124
American Women and Politics
Investigates the roles women play in the political system. Political, economic, and
social issues will be explored from contemporary and historical perspectives.
POL 241
Environmental and River Politics
This course explores the politics of the communities and ecosystems of the
Upper
Mississippi River watershed, including controversies about river pollution, the
lock and dam system, regional water supply, flood control, and farming practices.
Includes 10-day canoe trip down the river to see how local policy-makers and
stakeholders are trying to achieve sustainability in the watershed.
POL 323
Social and Political Change
Examines interaction between cultural, social, and political change, looking
primarily, but not exclusively, at the United States. Also looks at how individuals
can try to effect political change. (Prereq.: one previous course in political
science, or junior or senior status or consent of instructor)
POL 325
Politics and Public Policy
The domestic policy making process, emphasizing how elected officials,
bureaucrats, and interest groups shape government policies in various areas,
including taxes, the
environment, and social welfare policy. How public policies are formulated and
implemented.
POL 326
Political Parties and Behavior
Emphasizes study of public opinion and political parties in the electoral process.
Field work with political parties, interest groups, and media in presidential
elections (optional in nonpresidential election years). (Prereq.: one course in
political science or consent of instructor. Fall term of election years)
POL 342
Mass Communication in Society
Studies effects of new information technology (such as the Internet) and of the
traditional electronic media. Covers uses of technology and media for
newsmaking, selling, entertainment, and public affairs. (Prereq.: Sophomore,
junior, or senior standing)
POL 370
Constitutional Law
(See Section IV for description.)
POL 375
Media Law
(See Section IV for description.)
POL 421
Topics in American Politics
Topics include legislative, executive, or judicial politics, public policy, and
leadership. Can include focus on national, state, or local level. (Prereq.: one
course in political science or consent of instructor)
II. Comparative Politics and Analysis
POL 158
Political Patterns and Processes
An analysis of basic patterns in the political system and decision-making process
with some comparison of major political systems and discussion of contemporary
issues.
POL 350
Topics In European Politics
Study of the political behavior, institutions, and processes of European states.
The course will focus on either European community law and politics or domestic
politics in European states. (Prereq.: one course in political science or consent of
instructor)
POL 351
Topics In Communist/Post-Communist Systems
Analysis of the former Soviet Union and/or other communist/post-communist
states in terms of political behavior, evolution, institutions, and political
processes. (Prereq.: one course in political science or consent of instructor)
POL 359
Topics: Women in Comparative Politics
Various aspects of women in comparative politics will be explored. Themes and
countries vary. (Prereq.: one course in political science or consent of instructor)
POL 459
Topics in Comparative Politics
Selected themes including interpretations of political systems and comparisons of
political processes such as political participation, political development, political
change, and revolution. Topic to be included in subtitle. (Prereq.: one course in
political science or consent of instructor)
III. International Politics
POL 160
World Politics
Introduction to the processes and issues of international politics, including the
dynamics of the international system, theories of international relations, and a
focus on recent problems.
POL 363
Russian and Chinese Foreign Policies
Analysis of theory and policy in the foreign policy process in Russia (and the
former USSR) and China. (Prereq.: one course in political science or consent of
instructor)
POL 368
Model United Nations
This course provides students with in-depth understanding of the United Nations
and
international diplomacy through the process of preparation for attending the
National Model United Nations Conference which is held each spring in New
York City. Students research a country and set of issues for the committee on
which they will serve. (Prereq.: POL 160 or equivalent and consent of instructor.)
POL 461
Topics in International Politics
Selected themes including interpretations of international politics, foreign policy
decisionmaking, simulations of international problems. Topic to be included in
subtitle. (Prereq.: one course in political science or consent of instructor)
POL 490
Seminar in International Relations
Capstone seminar for students majoring in international relations; analysis of
some
methods for studying international relations; analysis of major trends; senior
thesis. Open to other students by consent of instructor. This course satisfies the
Keystone requirement for International Relations majors. (Prereq.: four courses
in the international relations sequence and ENL 111 or 112 or HON 111)
IV. Public Law
POL 170
Law in the United States
A survey of American law and legal process. Theories of law; law and society;
roles of
courts, police, lawyers, and juries; the United States Constitution as “supreme”
law; law as politics; historic and contemporary legal issues.
POL 370
Constitutional Law
The legal-political-philosophical role of the Supreme Court in the American
political system in significant decisions affecting the allocation of powers in the
national government and in the federal system. (Prereq.: POL 170 or at least
junior status and one previous course in political science)
POL 371
Topics in Constitutional Law
Selected topics in constitutional law. Content will vary, defined by the subtitle of
the course. (Prereq.: POL 170 or consent of instructor)
POL 375
Media Law
Study of key issues and contemporary conflicts in media law and regulation,
including the uses of law to settle disputes about media content, access, ethics,
and ownership. (Prereq.: one course in political science, POL 342, or consent of
instructor)
V. Political Theory and Analysis
POL 140
Social Justice in America
Examines social justice in urban policies such as housing and education (issues
may vary). Students develop their own arguments about social justice. Emphasis
on class discussion; substantial participation required.
POL 158
Political Patterns and Processes
(See Section II for description.)
POL 282
Understanding Asian America
Asian Americans and their place in American politics and society. Includes some
coverage of Asian American history and looks at the struggle to define Asian
Americans.
POL 380
Western Political Thought
A study of influential political philosophers, emphasizing the values, goals, and
assumptions that continue to inform and to rationalize human governance.
(Prereq.: one course in political science or consent of instructor and ENL 111 or
112 or HON 111)
POL 381
Topics in Democratic Theory
Selected topics including the emergence of political democracy in comparative
perspective and American political thought. Topic to be included in the subtitle.
(Prereq.: one course in political science or consent of instructor, ENL 111 or 112
or HON 111, and pass CT assessment or GST 100)
POL 484
Political Analysis Seminar
An analysis of different approaches and theories in the study of politics including
an
examination of the requirements of science as a model for political study. Major
research is required. This course satisfies the Keystone requirement. (Prereq.:
POL 158 and two upper division courses, or consent of instructor)
VI. Seminars, Independent Study, and Internships
POL 295
Lower Division Seminar
Special topics. Consult department chair concerning terms and subject matter.
(On demand)
POL 483
Seminar in Political Statistics and Methodology
Introductory survey of political science methods. Covers experimental design,
descriptive and inferential statistics, computer methods, and issues in the
construction and execution of political surveys. (Prereq.: MPG 3)
POL 495
Seminar
Selected topics. Consult department chair concerning terms and subject matter.
Internships and Independent Study Courses
POL 199
Internship
P/N grading unless internship supervisor grants exception.
POL 299
Directed Study
POL 399
Internship
POL 499
Independent Study/Research
Psychology—PSY
Psychology is an exploration of behavior and mental processes. As an integral part of a
liberal arts education, psychology contributes to the understanding of individual and group
behavior. The study of psychology equips students to understand and use the scientific method
to think creatively and critically beyond the classroom. To prepare students for graduate study
and work in psychology, the major emphasizes the complementary components of a strong
foundation in research and theoretical work with the application of knowledge and skills in
coursework, research experiences, and internships within the community. The curriculum’s
emphasis on the experiential dimensions of learning and the integration of liberal arts and
professional domains prepares students for careers in many settings including business,
education, social services, research, law, government, church, and medicine.
Faculty members in the Department of Psychology have varied professional specializations
including clinical, counseling, physiological, developmental, social, cognitive, and
industrial/organizational psychology as well as expertise in psychological applications to health,
law, and public policy. Students may tap this expertise through a variety of learning experiences
including group and individual projects, Psi Chi Honor Society, and faculty-student research
teams.
Psychology Faculty
David Matz (Chair), Ben Denkinger, Grace Dyrud, Stacy Freiheit, O. Evren Guler, Bridget
Robinson-Riegler, Nancy Steblay, Henry Yoon
Degree and Major Requirements
Major
The major is 10 courses.
Foundations of Psychology
PSY 105
PSY 215
PSY 315
Principles of Psychology
Research Methods and Statistics I
Research Methods and Statistics II
At least one course from the following:
PSY 325
PSY 354
PSY 355
Social Behavior
Cognitive Psychology
Biopsychology
At least one course from the following:
PSY 491
PSY 493
Advanced Research Seminar
Seminar: Contemporary Issues
Professional Perspectives
PSY 400
Keystone Internship
At least one course from the following:
PSY 201
PSY 235
PSY 263
PSY 357
PSY 359
PSY 373
PSY 385
PSY 410
Health Psychology
Psychology and Law
Sports Psychology
Behavioral Analysis
Assessment
Industrial/Organizational Psychology
Counseling Psychology
Clinical Neuropsychology
Electives (three courses in psychology)
Majors are encouraged to take more than the minimum 10 required psychology courses.
Note: A minimum of five courses must be from Augsburg. No more than two courses from
among PSY 199, 299, 399/396, 400 and 499 may be counted.
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and
Writing (W) are embedded throughout the offered courses and are met by completing the major.
Transfer students should consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills. All psychology majors must have an adviser in the
Psychology Department.
Transfer-course policy for majors and minors: All transfer courses, including ACTC courses,
must be approved by the chair. Only those psychology courses successfully completed (2.0 or
above) within the last 10 years will be considered. In general, courses that meet the transfer
guidelines may only be applied to elective or PSY 105 credit for the major.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ
slightly in emphasis from the Augsburg major requirements. The state requirements may also
be subject to change after publication of this catalog. Students therefore should consult with the
Augsburg Department of Education to identify current Minnesota teacher licensure
requirements.
Biopsychology Major
The Psychology and Biology Departments jointly offer a program in Biopsychology. See
Biopsychology in Departments and Programs.
Concentration in Clinical Psychology
The clinical psychology concentration is designed to prepare students for careers and
graduate education in mental health care fields. Students will learn about the biological,
psychological, and social factors related to defining, understanding, and treating abnormal
behavior. Emphasis is placed on developing knowledge and skills related to both the science
and practice of psychology. Experiential learning opportunities include collaborating on faculty-
student research projects and completing an internship in a real-world mental health setting.
See the department chair for specific requirements.
Concentration in Psychology and Law
The field of psychology and law involves the application of scientific and professional
aspects of psychology to questions and issues relating to law and the legal system. This field
encompasses contributions made in a number of different areas—research, clinical practice,
public policy, and teaching/training among them—from a variety of orientations within the field of
psychology, such as developmental, social, cognitive, neuropsychology, and clinical. Students
in this concentration will participate in at least three experiential learning venues: laboratory
research, a community-based internship, and study tours to Hennepin County courts. See the
department chair for specific requirements.
Concentration in Social Psychology
Both the Sociology and Psychology Departments offer courses relevant to students with
interests in social psychology. The intent of the social psychology concentration is to provide
students with a solid disciplinary foundation along with specific coursework to strengthen a
cross-disciplinary social psychological perspective. Coursework will emphasize research skills,
theoretical analysis, and applied work in areas intended to prepare students for careers in law,
consulting, research, and social policy, as well as many other areas. In addition, the social
psychology concentration is ideal for graduate school preparation. See the department chair for
specific requirements.
Departmental Honors
GPA of 3.50 in the major and overall, and completion of a high-quality research project.
Formal application must be made during the junior year. Consult the department chair for more
detailed requirements.
Minor
Five courses, including PSY 105, and four electives. A minimum of two courses must be
from Augsburg. No more than two courses from among PSY 199, 299, 399/396, 400, and 499
may be counted.
Psychology Courses
PSY 105
Principles of Psychology
An introduction to the methods and principles of psychology. Applications of
psychological concepts to everyday situations are emphasized. Research
participation is required.
PSY 201
Health Psychology
Consideration of the impact of psychological, behavioral, social, and biological
interactions on health. (Prereq.: PSY 105)
PSY 215
Research Methods and Statistics I
Part I of a two-term sequence. See PSY 315. PSY 215 may be taken for one course
credit without taking PSY 315. Scientific method as practiced in psychology. This
sequence emphasizes skills of bibliographic research, research design and data
collection, statistical analysis and interpretation, and APA-style presentation of
research findings. (Prereq.: PSY 105, MPG 3, and sophomore status; pass CT
assessment or GST 100)
PSY 235
Psychology and Law
Application of psychological principles and research to legal processes, policy, and
problems. Emphasis on three content areas: eyewitness memory, courtroom
procedures, and forensic clinical practice. (Prereq.: PSY 105)
PSY 250
Child Development
Theory and scientific methods of examining development and behavior. Practical
implications of data and theory are stressed. (Prereq.: PSY 105)
PSY 252
Adolescent and Young Adult Development
Consideration of research and theory related to development during the adolescent
and young adult years. (Prereq.: PSY 105)
PSY 253
Aging and Adulthood
Development through middle and older adulthood. Consideration of positive and
negative aspects of aging. Content is especially relevant to those who study and work
with the largest growing segment of our population—the elderly. (Prereq.: PSY 105)
PSY 256
Environmental Psychology
This course uses a cultural-ecological viewpoint to study the influence of both the
natural and built physical environment on human behavior. (Prereq.: PSY 105)
PSY 261
Personality/Cultural Context
Current scientifically-based approaches to description, dynamics, and development of
personality. Includes study of gender, social position, and cross-cultural behavior.
(Prereq.: PSY 105)
PSY 262
Abnormal Psychology
Applying psychological science to understanding the causes and treatments for
psychological disorders. Topics include depression, anxiety, schizophrenia,
substance use, and eating disorders. (Prereq.: PSY 105)
PSY 263
Sports Psychology
Foundations of sports psychology. Psychological concepts applied to sports and
enhancement of athletic performance. Topics include motivation, team development,
leadership, psychological skills training, and goal setting. (Prereq.: PSY 105)
PSY 271
Psychology of Gender
Emphasis on the social construction of gender and its impact on the lives and
behavior of individuals. (Prereq.: PSY 105)
PSY 291
Addiction and Recovery
Examines addiction and recovery from multiple perspectives, giving special attention
to physiological, religious-spiritual, neurobiological, and sociocultural dimensions.
Emphasis is placed on interdisciplinary approaches to prevention, treatment, and
recovery. (Prereq.: PSY 105)
PSY 295
Topics in Psychology
Specific topic will be published prior to registration; e.g., Positive Psychology, Close
Relationships, Psychology and Religion. (Prereq.: PSY 105)
PSY 315
Research Methods and Statistics II
Part II of a two-term sequence. See PSY 215. Ideally PSY 315 should be taken in the
term immediately following PSY 215. (Prereq.: PSY 215 with a grade of 2.0 or higher
and ENL 111 or 112 or HON 111)
PSY 325
Social Behavior
Social factors that influence individual and group behavior in natural and laboratory
settings.Topics include social cognition, group behavior, social influence, attitudes
formation, and change. (Prereq.: PSY 215 or PSY 105 with consent of instructor)
PSY 354
Cognitive Psychology
Theory, data, and practical applications relevant to the following topics: attention,
perception, pattern recognition, memory, mental imagery, problem solving, decision
making, and language. (Prereq.: PSY 215 or PSY 105 with consent of instructor)
PSY 355
Biopsychology
Relationship between biology and behavior. Considers biological bases of learning
and cognition, emotions, abnormal psychology, and normal and altered states of
consciousness. (Prereq.: PSY 215 or PSY 105 with consent of instructor)
PSY 357
Behavior Analysis
Principles of learning/behavior change and their application to self-management,
family, work, school, and clinic settings. Individualized projects. (Prereq.: PSY 215 or
PSY 105 with consent of instructor and ENL 111 or 112 or HON 111)
PSY 359
Assessment
Theory and scientific methods of assessing human aptitudes, achievement,
personality, abnormal behavior, vocational interests, and impacts of the environment
on behavior. Examination of a variety of tests, concepts of reliability and validity, and
legal and ethical issues. (Prereq.: PSY 215 or PSY 105 with consent of instructor)
PSY 360
Psychology Laboratory
(.5 credit)
Laboratory research experience under the supervision of a faculty member.
Concurrent or previous enrollment in a full-credit course in the faculty member’s area
of expertise and approval by that faculty member are required. (Prereq.: Psy 215)
PSY 373
Industrial/Organizational Psychology
The theoretical and applied study of organizations. Topics include the individual,
group and organizational structure/process and change. (Prereq.: PSY 105)
PSY 381
Historical Perspectives
Focus on the people in psychology’s history, their questions and positions, from the
early Greek period to the present. Emphasis on the 20th century, inclusions of women
and minorities, and contextual history. (Prereq.: PSY 215 or PSY 105 with consent of
instructor)
PSY 385
Counseling Psychology
Discuss therapeutic approaches and interventions in counseling (e.g.,
psychoanalysis, person-centered therapy, cognitive behavioral therapy, and postmodern approaches). Topics include counseling diverse clients, evidence based
practice, and ethical guidelines for the counseling relationship. (Prereq.: PSY 215 or
PSY 105 with consent of instructor)
PSY 390
Special Topics in Psychology
Specific topic will be published prior to registration. (Prereq.: PSY 215 or PSY 105
with consent of instructor)
PSY 391 Individual Differences
General introduction to the study of individual differences. Particular focus is placed
on behavioral genetic methods and designs. Explores the degree to which genetic
and environmental influences co-determine the expression of various psychological
phenotypes, including psychometric IQ, personality, and facets along broader
psychopathologic dimensions. (Prereq: PSY 215 or PSY 105 with consent of
instructor; PSY 355 is recommended)
PSY 400
Keystone Internship
Students work 80 hours at an internship site of their choosing and attend weekly (or
weekend) class sessions. A series of papers/assignments address career and
personal goals as well as the relationship between the internship work and concepts
learned in the psychology major. PSY 400 satisfies the Keystone requirement but
must involve an off-campus internship to satisfy the Augsburg Experience
requirement. (Prereq.: PSY 315 and senior standing)
PSY 410
Clinical Neuropsychology
The exploration of human behavior when the brain is altered by traumatic brain injury
and diseases such as stroke, epilepsy, and dementia. Learn human neuroanatomy in
order to relate brain systems to attention, perception, memory, language, personality,
and awareness. Address clinical issues, including neuropsychological assessment
and interviewing. (Prereq.: PSY 315 or consent of instructor)
PSY 490
Current Topics in Psychology
Specific topic will be published prior to registration. (Prereq.: PSY 315 or consent of
instructor)
PSY 491
Advanced Research Seminar
Research team experience in a seminar format. Designed to extend students’
knowledge of statistical and methodological techniques and to explore contemporary
professional issues and implications for social policy. Recommended for students
headed for graduate school and those electing an honors major. (Prereq.: PSY 315 or
consent of instructor)
PSY 493
Seminar: Contemporary Issues
Discussion and exploration of contemporary, theoretical, professional, and social
policy issues from a psychological viewpoint. (Prereq.: PSY 315 or consent of
instructor)
Internships and Independent Study Courses
PSY 199
Internship
(Prereq.: PSY 105 and one other psychology course)
PSY 299
Directed study
(Prereq.: PSY 105)
PSY 399/396
Internship
PSY 399 involves an off-campus internship; PSY 396 involves an on-campus
internship. (Prereq.: PSY 315 and ENL 111 or 112 or HON 111)
PSY 499
Independent Study/Research
(Prereq.: PSY 315)
Religion, Youth and Family Ministry—
REL, YFM
In today’s complex world, issues and conflicts are increasingly influenced by deeply-held
religious beliefs and values. The study of religion at Augsburg College invites students on a
search for meaning, challenging them to explore their own religious beliefs and those of their
neighbors, gain a broader view of the role of faith in public life, and better understand our global
context.
As an academic discipline, religion probes many of life’s critical questions:
• Who are we as human beings and where did we come from?
• Why do bad things happen?
• How can we live meaningful lives?
• What happens after we die?
• How do our values shape our choices?
• What is our responsibility to others?
• What texts are sacred and how should we read them?
• How can we encourage cooperation and respect among people of different faiths?
Students begin their search for meaning in the AugCore courses REL 100, 200, or 300.
Here they learn to articulate their own beliefs and understand that what they believe really
matters. Students engage in a close reading of the Bible and other sacred texts, study their
historical contexts, and apply these insights to contemporary social issues. They also explore
their own gifts and how they might be used in service of the broader community as they pursue
a life of vocation. Students are invited to deepen their pursuit of these questions by choosing a
major or minor in religion, which offers a wide range of courses in theology, biblical studies, and
world religions.
As a college of the Evangelical Lutheran Church in America (ELCA), Augsburg faculty and
staff are eager to engage in dialogue with Christians from all denominations, with people who
practice other faith traditions, and with those who claim no particular beliefs. Faculty in the
Religion Department represent several Christian denominations and model respectful dialogue
with students from a variety of faith perspectives. We challenge all of our students to respect
and learn from one another and to think critically about matters of faith and reason in our lives
together.
Religion Faculty
Philip Quanbeck II (Chair), Lori Brandt Hale, Bradley Holt, Russell Kleckley, Lynne Lorenzen,
Mary Lowe, Beverly Stratton, Mark Tranvik, Hans Wiersma, Karl Jacobson, Matthew Maruggi,
Jeremy Myers
General Requirements
Majors
The Religion Department offers two majors: Religion (REL) and Youth and Family Ministry
(YFM).
Prerequisites
Religion 100 (or 300 for advanced transfer students) is prerequisite to all other courses.
Graduation Requirements
Courses designated REL and YFM are offered by the Religion Department. A maximum of
13 total REL and YFM courses may be applied toward the 32-course requirement for
graduation. Taking extra electives in REL or YFM may require students to complete more than
the minimum 32 courses required for graduation.
Transfer Courses
All transfer courses for majors and minors, including ACTC courses, must be approved in
writing by the chair. Only courses successfully completed (2.0 or above) within the last 10 years
will be considered. In general, courses that meet the transfer guidelines may only be applied to
elective credit for the major. Students who have taken an approved introductory course in Bible
and/or Christian theology at another college may take REL 300 in place of the College REL 100
and 200 requirement; consult the registrar’s office.
Advising
All majors must have an adviser in the department.
Departmental Honors
GPA of 3.50 in the major and 3.00 overall, research project approved by the department,
and colloquium with the department. Application must be received by the department by Dec. 30
of the student’s senior year.
Religion—REL
A religion major provides a strong foundation in the liberal arts and prepares students for
professional work and graduate studies in a wide range of fields. Since the major requires only
eight courses, students are encouraged to double-major in a related field. Students considering
seminary should attend two Bible courses and one course in theology or church history.
Students planning on graduate studies in religion ought to complete one Bible course, a world
religions course, and the Philosophy of Religion course. A religion major also provides strong
preparation for graduate studies in theology, religious studies, sacred scripture, church history,
and related fields. The major prepares students to think critically, read analytically, write clearly,
and speak confidently—skills that make our graduates attractive to graduate schools.
Degree and Major Requirements
Bachelor of Arts
Religion Major
Eight courses including:
REL 200
Christian Vocation and the Search for Meaning II
or REL 300 Bible, Christian Theology, and Vocation
REL 210
Research Methods in Religion
REL 495
Religion Keystone
Five additional electives
Note: Keystone, especially for majors, should be taken in the junior or senior year. One New
Testament Greek course may be applied to the major.
Graduation Skills
The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is
met by completing the major. The graduation skills in Quantitative Reasoning (QR), Speaking
(S) and Writing (W) are met by completing the following courses:
QR: GST 200, MAT 145, MAT 146, or PHI 230; or by the QR requirement for a second
major
S: REL 302, 386 or consult with adviser for an approved course outside the major
W: REL 495 and one of the following: REL 362, 370, or 481
Transfer students must consult a Religion Department adviser about potential adjustments
to their course requirements to fulfill each of these skills.
Religion Minor
Five religion courses including REL 100 and 200. (Advanced transfer students take REL 300
and four electives.)
Note for majors and minors: Students are required to have at least a 2.00 GPA in courses
counted toward the major or minor. One or two courses in youth and family ministry (YFM) may
count toward the religion major or minor.
Religion Courses
REL 100
Christian Vocation and the Search for Meaning I
This introductory course examines how people of faith—Jewish, Christian, and
Muslim—understand their faith and live out their spiritual commitments. In particular,
it explores some of the biblical and theological resources that the Christian tradition,
seen through the lens of vocation, brings to the search for meaning. Not accepted for
credit for students who have taken REL 300 or 331. REL 100 or 300 is a prerequisite
for all religion and youth and family ministry courses.
REL 120
Religion and Science in Popular Culture
This course explores the relationship between religion and science through issues
that emerge in public discussion through news and popular media. Examples of
topics include evolution and intelligent design, genetic engineering and stem cell
research, and the social role of science and science as vocation, along with historical
and philosophical development of science in its relationship to religion.
REL 200
Christian Vocation and the Search for Meaning II
This course focuses on articulating students’ own theological questions and positions
and on recognizing and evaluating religious claims in the areas of biblical
interpretation and the historical, cultural, and global contexts of Christianity and other
world religions. (Prereq.: REL 100)
REL 205
Exploring Topics in Religion
This course introduces students to various topics within the field of religion. Students
will explore primary texts on topics such as gender, economics, and politics and
investigate and analyze the contemporary debates involving these complex issues.
Students will develop their own perspectives on the topic under investigation.
(Prereq.: REL 100 or 300 and ENL 111 or 112 or HON 111)
REL 210
Research Methods in Religion
An introduction to the study of the main disciplines within the academic study of
Christianity (Bible, theology, and church history), including methods and research
skills. (Prereq.: REL 100 or 300 and ENL 111 or 112 or HON 111)
REL 260
Self, Sex, and Sin in Christian and Modern Thought
We face complex questions about human beings, sexuality, and sin. The Bible and
Christian thinkers have reflected on these topics, but it often seems like traditional
claims disagree with modern views. This course explores how the Christian tradition
and modern anthropology define self, sex, and sin. (Prereq.: REL 100 and 200 or
300)
REL 300
Bible, Christian Theology, and Vocation
This foundational course for advanced transfer students explores the Bible, Christian
tradition, and vocation. Students will articulate their own theological questions and
positions and begin to recognize and evaluate religious claims in a world of many
religions. Open only to advanced transfer students. Not accepted for credit for
students who have taken REL 100, 111, 221, or 331.
REL 301
Interpreting the Old Testament
An investigation of the Torah, prophets, and writings, including forms, genres,
historical contexts, portrayal of God, and interpretation of these texts by ancient and
modern Jewish and Christian communities. (Prereq.: REL 100 or 300 and pass CT
assessment or GST 100)
REL 302
Interpreting the New Testament
Historical, literary, and theological interpretation of Paul’s letters, the gospels, and
other New Testament writings as persuasive literature for ancient and modern
communities.
REL 306
Non-Western Christianity
A study of Christian belief and practice in a variety of cultural settings different from
those of Western Europe and North America. In addition to introductions to forms of
this faith on other continents, the course will explore the deep questions of the
relationship of culture and religion, and the ethnic and cultural location of Christianity.
REL 309
Religion at the Movies
Religious themes such as good and evil, morality and ethics, human nature, holiness,
faith and belief, salvation and redemption, and forgiveness and mercy will be explored
through the medium of popular film.
REL 313
Environmental Theology and Ethics
An overview of contemporary theology and theologically-based approaches to
environmental ethics using studies of environmental problems in South, Central, and
North America.
REL 324
Liberationist, Feminist, Queer and Postcolonial Theologies in Latin America
Study the range of Latin American liberation theologies that have developed since the
1960s, when Catholic theologians first asserted that God has a “preferential option for
the poor” and therefore linked their faith to revolutionary social movements against
political and economic oppression. Recently, Latin American theologies have
expanded to include feminist, queer, and postcolonial struggles against sexism,
heterosexism, and imperialism. Not accepted for credit for students who have taken
REL 366. (Taught only in Mexico)
REL 343
Theology of Marriage and Family
An examination of the nature of modern marriage and family relationships within the
context of the faith and practice of the Christian church.
REL 346
Religion and Social Change in Southern Africa
This course examines the changing role of the church in the midst of political
transformations of Southern Africa. Students will meet with people representing a
variety of religious perspectives and roles within churches and religious organizations.
Taught in Namibia.
REL 353
Finding Your Religion/Spirituality
A study of the beliefs and worship practices of the major Christian denominations and
of the world religions as practiced in America. Some controversial religious
movements will also be considered.
REL 356
World Religions
An introductory survey of some of the major living religions of the world, including
Hinduism, Buddhism, Confucianism, Taoism, Shinto, and Islam.
REL 357
Giants of Christian Faith
Christian history examined through the lives and theology of notable figures. Thinkers
who may be studied include Augustine, Martin Luther, Dorothy Day, and Martin
Luther King, Jr.
REL 362
Martin Luther and the Reformation
An introduction to the theological thought of the Protestant reformers of the 16th
century. Special attention to the writings of Martin Luther and other representative
figures. (Prereq.: REL 100 or 300 and ENL 111 or 112 or HON 111)
REL 363
Religion in America
A study of the history of religion in America. This course explores religion as force for
personal transformation, community, and social change. In the journey from
Puritanism to pluralism, special attention is given to the quest for religious freedom
and the search for meaning in history.
REL 366
Latin American Liberation Theologies
A study of the dominant theological perspectives that have shaped Latin American
culture and politics. Focuses on the relationship between theology and social/political
transformation. (Prereq.: Pass CT assessment or GST 100)
REL 370
American Indian Spirituality and Philosophical Thought
Religious beliefs, spiritual customs, and philosophy of North American Indians are
studied. Tribal similarities and differences are explored as are tribal relationships with
nature, religious oversight of life cycles, sacred ritual ceremonies, and beliefs in an
afterlife. (Prereq.: ENL 111 or 112 or HON 111, junior standing, and REL 100 or 300)
REL 378
Medieval Church
(See description under HIS 378.)
REL 383
Process Theology
Influences of the relational worldview of process philosophy on Christian faith and
ethical deliberations (including killing, abortion, human sexuality, and euthanasia).
REL 386
Speaking of Genesis
An investigation of scholarship on Genesis and the role of interpretation through study
of the characters and values portrayed in Genesis and related biblical texts.
REL 390
Theology of Death and Dying
A study of death and dying from the viewpoint of Christian theology and ethics, taking
into account also what other religions and the biological, psychological, and social
sciences have had to say on the subject. Special emphasis on medical ethics brought
on by modern medical technology.
REL 405
Christensen Scholar Seminar I
(.5 course)
This course will study the Bible and Christian tradition in order to help participants
discern a call in Christian ministry. This course is open to participants in the
Christensen Scholar program only.
REL 406
Christensen Scholar Seminar II
(.5 course)
This course will study the Bible and Christian tradition in order to help participants
discern a call in Christian ministry. This course is open to participants in the
Christensen Scholar program only.
REL 425
Christian Spiritual Practices
A practical forum on “habits of the heart” that sustain Christian service. Students
explore and critically reflect on the value and practice of spiritual disciplines such as
prayer, meditation, journaling, and service to the poor.
REL 441
Feminism and Christianity
Attention will be given to religious influences on societal roles for women and men,
feminist interpretation of the Bible, and the impact of feminism on Christian theology,
especially in terms of language and metaphor.
REL 471
Jesus and His Interpreters
Consideration of the New Testament documents, particularly the Gospels, dealing
with their context, literary structure, and relationships. Attention to the variety of
interpretations given the person of Jesus.
REL 472
Paul the Apostle
A study of the apostle Paul including his historical background, his relationship to the
early church, and some of the themes found in his writings. (Prereq.: REL 100 or 300
and pass CT assessment or GST 100)
REL 475
Judaism
An introduction to the Jewish faith as the tradition has developed, as well as attention
to current issues facing the Jewish community.
REL 480
Vocation and the Christian Faith
This course will examine vocation in the Bible, the Christian tradition, and
contemporary culture. Students will be challenged to make vocation the lens through
which they view their lives and communities. This course satisfies the Keystone
requirement. (Note: Some majors, including REL, may still require a particular
keystone course in that discipline.)
REL 481
Contemporary Theology
An introduction to some representative trends in Christian theological thought today,
as seen from the systematic perspective, in the light of the continuing theological task
of the Christian church. (Prereq.: REL 100 or 300 and ENL 111 or 112 or HON 111)
REL 483
Christian Ethics
The course will focus on the understanding of ethics from a Christian as well as an
interreligious perspective, examining the theological and social science context of
both individual and social ethics. Students will probe their own definitions of what it
means to live a moral life and the processes one uses to make moral decisions.
REL 490
Topics in Religion
Selected topics in religion.
REL 495
Religion Keystone
This course is required for the major, and enrollment is normally restricted to students
who have nearly finished their coursework. Selected topics vary by instructor.
Students will improve writing abilities through writing a major research paper.
(Prereq.: REL 210 and ENL 111 or 112 or HON 111)
Internships and Independent Study Courses
REL 199
Internship
Limited to special cases.
REL 299
Directed Study
REL 399
Internship
REL 499
Independent Study/Research
For religion majors only.
See department listing for a description of the following approved electives:
PHI 350
Philosophy of Religion
SOC 260 Religion and Society
Youth and Family Ministry—YFM
Youth and Family Ministry Major
In keeping with Augsburg’s mission to nurture future leaders in service to the world, the
major in youth and family ministry prepares persons for faithful work as youth and family
ministers in Christian congregations and other ministry settings. This major is interdisciplinary,
combining a core study of theology, Bible, and ministry with supporting coursework in the social
sciences. A distinctive element of the major is the combination of practical and theological
training: students will have many opportunities to apply their knowledge and discernment skills
in specific ministry contexts, including a supervised internship. Students must declare the YFM
major and receive faculty approval before participating in off-site fieldwork. A youth and family
ministry minor is also offered.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W)
graduation skills are embedded throughout the offered courses and are met by completing the
major.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Course Maximums
A student majoring in YFM may apply up to 15 courses from the Religion Department
toward graduation if they are required to take REL 100 and 200, and the 15th course is a REL
or YFM study abroad course or the Lilly Scholar Seminar. If the student is required to take REL
300, they may apply up to 14 courses if the 14th course is a REL or YFM study abroad course
or the Christensen Scholar Seminar.
Associate in Ministry (AIM)
Coursework completed with the major fulfills part of the requirements for Associate in Ministry
(AIM) status within the Evangelical Lutheran Church in America. Students interested in AIM
certification should consult with their home synod and with a YFM adviser no later than their
second year.
Youth and Family Ministry Major
Fourteen courses including:
Theology core (six courses):
REL 210
REL 301
REL 302
REL 362
REL 481
Research Methods in Religion
Interpreting the Old Testament
Interpreting the New Testament
Martin Luther and the Reformation
Contemporary Theology
REL 495
Religion Keystone
Youth and family ministry core (four courses):
YFM 208
YFM 209
YFM 235
YFM 305
YFM 358
YFM 399
Vocational Formation I [required non-credit experience]
Vocational Formation II [required non-credit experience]
Foundations for Ministry with Youth and Families
Ministry Practices
Life and Work of the Church
Internship
Youth and family ministry electives (Two courses):
YFM 205
Exploring Topics in Youth and Family Ministry (students will choose two topics
courses from a list of 0.5 credit courses)
One REL or YFM course from the following list:
YFM 232
Peer Ministry
YFM 316
Church and Culture in Context
REL 343
Theology of Marriage and Family
REL 345
The Lutheran Heritage (required for AIM certification)
REL 353
Denominations and Religious Groups in America
REL 356
World Religions
REL 357
Giants of Christian Faith
REL 425
Christian Spiritual Practices
And three supporting courses:
SOC 231
Family Systems: A Cross-Cultural Perspective
PSY 105
Principles of Psychology
PSY 250
Child Development
or PSY 252
Adolescent and Young Adult Development
or SWK 260
Humans Developing
Note: A student with a youth and family ministry major or minor may not also major or
minor in religion.
Youth and Family Ministry Minor
The minor consists of the following five courses:
YFM 235
Foundations for Ministry with Youth and Families
One youth and family ministry course from:
YFM 305
Ministry Practices
YFM 358
Life and Work of the Church
One Bible survey course from:
REL 301
Interpreting the Old Testament
REL 302
Interpreting the New Testament
One theology course from:
REL 362
Theology of the Reformers
REL 481
Contemporary Theology
and one course from the theology core, YFM core, or YFM electives as listed in the major.
Youth and Family Ministry Courses
REL 100 or 300 is a prerequisite for all religion and youth and family ministry courses.
YFM 205 Exploring Topics in Youth and Family Ministry (0.5 course)
Exploring Topics in Youth and Family Ministry features a selection of half-credit
courses in which students may further focus upon ministry topics introduced in YFM
235 and elsewhere. Special ministry topics will vary from year to year and include
such subjects as outdoor ministry, service-learning, program administration and
planning, youth culture and religion, communications, media, music and ministry, and
ministry with youth on the margins.
YFM 208 Vocational Formation I
(.0 course)
A noncredit requirement for all students majoring in youth and family ministry that is to
be completed by the end of the student’s second year. Students will complete an
entrance process into the major, participate in monthly cohort groups, monthly
roundtables, attend multiple spiritual direction sessions, and attend a vocational
formation retreat.
YFM 209 Vocational Formation II
(.0 course)
A noncredit requirement for all students majoring in youth and family ministry that is to
be completed by the end of the student’s final year. Students will complete a
professional portfolio, participate in monthly cohort groups, monthly roundtables, have
multiple meetings with an assigned mentor from the field, and attend one approved
professional conference or workshop. (Prereq.: YFM 208)
YFM 232 Peer Ministry: Principles and Leadership
Students learn to train college, high school, and junior high youth to serve as peer
ministers in their congregations and communities. They will learn and practice
communication skills, facilitate small groups, and learn the role of a listener/helper.
Peer ministry integrates the act of caring and serving others within a Christian belief
system.
YFM 235 Foundations for Ministry with Youth and Families
An introductory-level study in which the biblical, theological, and historical foundations
of ministry with youth and families are explored. Students will also be introduced to
the principles of practical theology and learn the skills and sensibilities necessary for
discerning what faithful ministry might look like in a specific location.
YFM 305 Ministry Practices
This course emphasizes the day-to-day sensibilities, skills, and practices needed for
the grounding and guiding of ministry professionals. An exploration of the history and
development of the spiritual practices of the Christian tradition, combined with modern
practices used for effective ministry, make up the major themes of this course.
(Prereq.: YFM 235)
YFM 316 Church and Culture in Context
A study of culture, church life, and the contemporary religious situation in another
country. An exploration of the roles of households, congregations, and other ministry
organizations in shaping and nurturing faith as compared to the United States. Shortterm travel seminar; available as offered.
YFM 358 Life and Work of the Church
This course features an overview of the manner in which Christianity has carried out
its mission throughout the centuries, as well as an exploration of the issues and
challenges facing modern and “postmodern” churches. A central element of this
course will be a research project that studies the methods and strategies of
congregations and other ministry organizations in their efforts to introduce, nurture,
and shape the Christian faith. (Prereq.: YFM 235)
YFM 399 Internship
The internship centers around 150 hours of supervised leadership practice focused
on youth and families, fulfilled in partnership with a congregation or other approved
ministry setting. A formal learning agreement as well as the development of a
professional portfolio round out the internship experience. (Prereq.: YFM 235 and
YFM 305 or 358)
Social Studies Teaching Licensure
Students preparing to teach social studies at the secondary level must complete a broad
foundation program in the social sciences and professional requirements within the Education
Department.
Coordinators
Jacqueline DeVries, degree-seeking students
Anne Kaufman, licensure only and MAE graduate students
Social Studies Teaching Licensure
Broad base requirements:
ECO 113
Principles of Microeconomics
ESE 220
Introduction to Human Geography
HIS 120
America to 1815
or HIS 121
19th-Century United States
or HIS 122
20th-Century United States
POL 121
American Government and Politics
PSY 105
Principles of Psychology
SOC 121
Introduction to Human Society
ANT 141
Cultural Anthropology
Plus a major in one of six fields—economics, history, political economics, political science,
psychology, or sociology. Geography and anthropology are also acceptable fields, although they
are not offered as majors on the Augsburg campus.
An interdisciplinary social studies major is available for persons holding a bachelor’s degree
and seeking licensure only. Consult with Anne Kaufman for details.
Students considering a career in social studies education should consult, as soon as
possible, the Augsburg Education Department and the social studies coordinator.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ
slightly in emphasis from the Augsburg major requirements. Students should consult with the
Augsburg Education Department to identify current Minnesota teacher licensure requirements.
Social Work—SWK
Students in social work are preparing to engage in professional practice with individuals,
families, groups, communities, and organizations. Students learn to become skilled at designing
change strategies with clients that promote individual change, social justice, and empowerment.
The curriculum includes classroom instruction, agency practicum, social work skills
development, history of social work and social welfare in the United States, analysis of social
welfare policy, and social science research. In and out of the classroom, students study
privilege and oppression and engage with diverse communities. In the end, students are
prepared to practice in multicultural settings.
Students graduating with a social work major receive a Bachelor of Science degree in social
work and are eligible to apply for licensure as a generalist social worker. Students interested in
a graduate degree in social work (MSW) are encouraged to apply to our Master of Social Work
program. The undergraduate degree provides transferable credits toward the foundation year of
an MSW program, reducing the number of credits needed. Both the bachelor’s and graduate
social work programs are accredited by the Council on Social Work Education.
Social work graduates embody the Augsburg College motto, “Education for Service.” One
example of this motto in action is the extensive service-learning and practica assignments
embedded in the social work curriculum. Students begin service-learning early in their major
and engage in more than 400 hours of agency-based training, supervised by licensed social
workers. The Twin Cities offers a variety of innovative and professional programs and agencies.
Students are encouraged to train with and learn from these local, regional, and national leaders
in social work.
Social Work Faculty
Nancy Rodenborg (Chair), Laura Boisen (MSW Field Coordinator), Lois Bosch (MSW Program
Director) Mauricio Cifuentes, Ankita Deka, Christina Erickson (Field Education Coordinator),
Annette Gerten (BSW Field Coordinator), Melissa Hensley, Abel Knochel, Barbara Lehmann
(BSW Program Director), Terrence Lewis, Michael Schock
Degree and Major Requirements
The Bachelor of Science degree consists of 10 upper level courses and a total of seven
supporting courses. Social work courses that are open to nonmajors are designated with an
asterisk.
The Supporting Courses
Select one of these three courses:
SWK 100
SWK 210
SWK 230
Introduction to Professional Social Work*
Environmental Justice and Social Change*
Global Peace and Social Development*
Select one of these four courses:
ECO 112
POL 121
POL 122
POL 325
Principles of Macroeconomics
American Government and Politics
Metropolitan Complex
Politics and Public Policy
Take these four courses:
BIO 121
PSY 105
SOC 121
SWK 280
Human Biology and Lab
Principles of Psychology
Introduction to Human Society
Diversity and Inequality in Professional Practice*
Select one of these two courses:
SOC 362
MAT 163
Statistical Analysis
Introductory Statistics
GPA Requirements for degree completion
The minimum GPA for admission to the program is 2.2 on a four-point scale. After
admission to the program, a minimum grade of 2.0 is required for each upper level course and a
2.00 cumulative GPA is required in the supporting program.
Graduation Skills
The Critical Thinking (CT), Speaking (S), and Writing (W) graduation skills are embedded
throughout the curriculum and are met by completing the major. The Quantitative Reasoning
(QR) graduation skill is met by taking SWK 401 and ECO 112, MAT 163, or SOC 362.
Pass/No Credit Maximums for Majors
All social work majors must take their upper level courses with traditional grading. Social
work majors are allowed to apply up to six credits with a grade of Pass (P) toward graduation,
as are other majors. Students seeking Latin and Department Honors may only take two P/N
credits. (See Latin Honors in Academic Information for additional details.)
Major Courses
Ten upper level courses:
SWK 301
SWK 303
SWK 306
SWK 307
SWK 316
SWK 317
SWK 401
SWK 406
SWK 407
SWK 417
History and Analysis of Social Policy*
Human Development and the Social Environment*
Social Work Practice 1: With Individuals
Field Work 1: Integrative Seminar
Social Work Practice 2: With Families and Groups
Field Work 2: Integrative Seminar
Social Work Research and Evaluation
Social Work Practice 3: With Communities and Policies*
Field Work 3: Integrative Seminar
Field Work 4: Integrative Seminar (Senior Keystone course)
Social Welfare Minor (for non-social work majors)
The goal of the social welfare minor is to give nonmajors a sense of the impact of social
work on society and a means to incorporate some social welfare perspectives to their chosen
career.
Six courses including:
SWK 100
SWK 303
SWK 301
SWK 406
SOC 265
Introduction to Professional Social Work
Human Development and the Social Environment
History and Analysis of Social Policy
Social Work Practice 3: With Communities and Polices
Race, Class, and Gender
And one course from:
POL 121
POL 158
POL 325
American Government and Politics
Political Patterns and Processes
Politics and Public Policy
No credit for non-academic work
In accordance with accreditation standards, the Social Work Department does not grant
social work course credit for life experience or previous work experience.
Admission to the Major
Students must apply to be admitted to the degree program in social work. This application
process, called candidacy, is subsequent to and separate from admission to Augsburg College.
The candidacy application is completed in the spring term of the sophomore year at Augsburg
or in the summer months for junior transfer students. Each social work major must complete the
application materials and be officially admitted to the social work program before beginning the
first field practicum in the junior year. Social work majors must have a cumulative 2.20 GPA to
enter the program. Students who do not meet this minimum GPA standard will be given an
opportunity to explain their GPA and may be considered for conditional admission. Admission to
the program is required as a prerequisite for those 300- and 400-level courses restricted to
social work majors only. Contact the Social Work Department for details.
Departmental Honors
The Social Work Department offers students the opportunity to earn departmental honors
through the completion of an applied or scholarly project. Students may apply for departmental
honors if they have earned and maintain an overall GPA of 3.30 and maintain a cumulative GPA
of 3.60 in all social work classes at the 300 level and above. Honors applicants may take up to
two courses as P/N (pass/no credit) and must complete a minimum of 14 traditionally-graded
Augsburg courses. Other requirements include the successful completion of a paper or project
designed to demonstrate critical understanding of one area in the field of social work or social
welfare. A faculty mentor will guide and supervise work on this paper or project. Please consult
with the adviser or program director for complete details and deadlines.
Social Work Courses
Social Work Entry Level Courses and SWK 280
The social work major offers three ways to begin the BS degree: SWK 100 is for those
students interested in the profession; SWK 210 is for students more interested in policy and
advocacy; and SWK 230 is for students interested in international social work and global issues.
All three courses are equal as introductions to the major.
All three courses feature an experiential learning component. Students volunteer 40 hours in
a human service agency, program, or institution. The placement is selected by the student,
approved by the course instructor, and supervised by agency staff. These courses are also
open to non-majors. The department also offers a course in human diversity, SWK 280, that is
to be taken after the entry level courses.
SWK 100 Introduction to Professional Social Work
This course provides an opportunity for students to explore a possible social work
major or future career in human services. Students will receive an overview of social
welfare as an institution and social work as a profession. The course examines
service needs associated with the unequal impact of social, economic and political
structures on diverse groups in society.
SWK 210 Environmental Justice and Social Change
This course examines the relationship between environmental justice issues and
principles and methods of social change. It explores the relationship between
environmental damage and damage to human populations, the differential effect of
environmental damage on specific populations, and the ways social change agents
can mobilize action to correct these injustices.
SWK 230 Global Peace and Social Development
This course offers a framework for understanding sustainable social and economic
development and nonviolent social change. Case studies present examples of how
social work and human services function in a global context and are vital to fostering
peace, human rights, and well-being.
SWK 280 Diversity and Inequality in Professional Practice
This course explores diversity and social inequality as they relate to professional
practice in social work and other helping professions. Building cultural competence in
work with diverse populations, students learn through dialogue, reading, experiential
exercises, and community observation.
Course Sequence and Concurrency
Social work upper level courses are taught in a two-year sequence. Courses are taught
once a year. The following courses must be taken together during the same term (as indicated):
SWK 301 History and the Analysis of Social Policy
The history of social workers, social movements, and changing social norms in
Europe, North America, and around the world profoundly affects social welfare policy
today and tomorrow. In this course, students learn how historical events, policies, and
programs influenced today’s social responses to human needs. (Prereq.: junior
standing and pass CT assessment or GST 100. Fall)
SWK 303 Human Development and the Social Environment
Students focus on the theories and knowledge of human bio-psycho-social spiritual
development throughout the life span. Students will study how people develop, with
attention to the interaction among individuals, families, and the changing social
environment. The course takes a life span perspective of human development, from
birth to death in the context of the person in the environment. Traditional approaches
to life “stages” are also explored, along with less traditional issues, such as human
behavior and development as a result of different cultures, sexual orientation, poverty,
differing physical or mental abilities, and the relationship between diverse statuses
and the social environment. (Fall)
SWK 306 Social Work Practice 1: With Individuals
Students develop foundational social work practice knowledge, skills, and values
while learning to interview, assess, set goals, and work with individual clients. Course
readings, class participation, simulations, and role-plays provide learning
opportunities for students to build skills necessary for generalist social work practice
with individuals, families, and groups. Emphasis is on holistic practice applying the
strength-based problem solving approach and working with diverse populations.
(Coreq.: SWK 307. Fall)
SWK 307 Field Work 1: Integrative Seminar
Students begin applying practice knowledge and skills in their first social work
practicum. Social work professionals in regional human service agencies supervise
students in a full-year field placement. Students also synthesize their course-based
learning with their supervised training through participation in weekly integrative
seminars. Students complete a minimum of 120 hours of supervised practice in the
fall term. (Coreq.: SWK 306. Fall)
SWK 316 Social Work Practice 2: With Families and Groups
Students continue to develop generalist social work practice knowledge, skills, and
values while learning to interview families and facilitate groups. Emphasis is on
holistic practice applying the strength-based problem solving approach and working
with diverse groups and families. (Prereq.: SWK 306, 307, and ENL 111 or 112 or
HON 111. Coreq.: SWK 317. Spring)
SWK 317 Field Work 2: Integrative Seminar
This course is a continuation of SWK 307. Students apply practice knowledge and
skills in their first social work practicum. Students synthesize their course-based
learning with their supervised training through participation in weekly integrative
seminars. Students complete a minimum of 120 hours of supervised practice in the
spring term. (Coreq.: SWK 316. Spring)
SWK 406 Social Work Practice 3: With Communities and Policies
Students learn how community organizations, human service agencies, and social
policies emerge in Western society. Students study how to organize communities for
empowerment, how to assist human service agencies to adapt, and how to influence
local, regional, and national policies. (Coreq.: SWK 407. Fall)
SWK 407 Field Work 3: Integrative Seminar
Social work professionals in regional human service agencies supervise students in a
senior year field placement. Students synthesize their advanced course learning with
their supervised training through participation in weekly integrative seminars.
Students complete a minimum of 120 hours of supervised practice in the fall term.
(Coreq.: SWK 406. Fall)
SWK 401 Social Work Research and Evaluation
This course will provide students with an introduction to positivist and constructivist
theories and related methods commonly used in both social science research and
social work evaluation. Students will learn to integrate social work values and ethical
principles with social science research and evaluation. Methods of program and
practice evaluation will be examined. Various approaches to organizing information
and interpreting data will also be examined. (Prereq.: MAT 163 or SOC 362, and
MPG 3.Spring)
SWK 417 Field Work 4: Integrative Seminar
This course is the social work major keystone course and a continuation of SWK 407.
Social work students synthesize their advanced course learning with their supervised
training through participation in weekly integrative seminars. Students complete a
minimum of 120 hours of supervised practice in the spring term. (Spring)
Internships and Independent Study Courses
SWK 199 Internship
SWK 295 Topics:
Special themes in social work specified in subtitle.
SWK 299 Directed Study
SWK 399 Internship
SWK 499 Independent Study/Research
Sociology—SOC
Sociology is the scientific study of society and social interaction in groups. Our examination
of human social organization provides the opportunity to improve the world we have created and
in which we live. The sociological perspective provides an important way to critically understand
how human beings come to think and act as they do in a variety of social contexts.
The goal of the department is to guide students in gaining knowledge of social processes
and the social order, how it affects them in their daily lives, and how it can be applied to their
lives and vocations. Sociology majors develop an understanding of the theories of society and
social groups, learn to create and use scientific tools of analysis, and practice the application of
sociological concepts to the solution of social problems.
The department urges students to use Augsburg’s metropolitan and international settings as
a laboratory for learning. Internships enable majors to apply the theories and research skills of
sociology while they explore career alternatives. Students also may take an independent study,
special topics course, or field study toward that end.
The major in sociology has equipped our alumni to understand and function more effectively
in the social world as professionals, citizens, and persons, providing the necessary knowledge
base and analytical, writing, and critical thinking skills. Augsburg alumni who have majored in
sociology are currently employed in the nonprofit sector, research positions, human resources
positions in both government and private corporations, criminal justice field, and as professors
of sociology. Others have used the major as preparation for advanced study in areas such as
law, human services, social work, urban planning, and the ministry.
Sociology Faculty
Lars Christiansen (Chair), Nancy Fischer, Garry Hesser, Diane Pike, Tim Pippert, James VelaMcConnell
Degree and Major Requirements
Major
Sociology has a long-standing tradition as an excellent undergraduate major that applies to a
number of fields from human services to criminal justice to business to public service. The
foundation of the major at Augsburg is that it provides a clearly organized curriculum that is
challenging, develops over the course of the major, and integrates and reinforces a challenging
set of important skills; those skills include abstract thinking, writing, critical analysis, basic
research, integration of theory and data, and the connection of the individual and collective
perspectives in the unique way of the sociological imagination. The five core courses
intentionally develop those skills in our students. The electives allow students to choose courses
that add other skills related to areas of career interest.
The major includes a total of 10 courses: five required core courses and five electives, at
least three of which are upper division courses from the specified list below:
Core major:
SOC 121
SOC 362
SOC 363
SOC 485
SOC 490
Introduction to Human Society
Statistical Analysis
Research Methods
Sociological Theory
Senior Seminar
At least three of the following upper division courses (Prereq.: SOC 121):
SOC 320
SOC 349
SOC 375
SOC 377
SOC 381
SOC 387
SOC 390
SOC 399
Sociology of Law
Sociology of Organizations
Social Psychology
Organizational Crime and Deviance
City and Metro-Urban Planning
Juvenile Delinquency
Social Problems Analysis
Internship
Two additional sociology electives
Note: Majors must have a 2.0 or higher in each required course (SOC 121, 362, 363, 485,
and 490) to receive credit in the major.
The Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W)
graduation skills are embedded throughout the offered courses and are met by completing the
major.
Transfer students must consult an adviser about potential adjustments to their course
requirements.
Interest Tracks
In order to focus preparation for careers and further study, the Department offers Interest
Tracks within the major. These interest tracks are: City and Community; Crime and Deviance;
Law; Organizations; and Social Psychology. The Interest Tracks guide majors in selecting
elective courses in a way that tailors their sociological training, experiences and skills. Working
with an adviser and following the guidelines and recommendations provided at the links below,
sociology majors can design a pathway through the major that directs them toward careers or
graduate work in criminal justice, law, organizational development, public relations, social
services, and urban studies.
Students who are interested in pursuing an interest track should discuss this with their
adviser or the Sociology Department chair. A full description of each interest track may be found
at the Sociology Department website, www.augsburg.edu/sociology.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ
slightly in emphasis from the Augsburg major requirements. The state requirements may also
be subject to change after publication of this catalog. Students therefore should consult with the
Augsburg Department of Education to identify current Minnesota teacher licensure
requirements.
Departmental Honors
To complete departmental honors in sociology, the student must have a minimum GPA of
3.50 in the major and overall. See department chair and website for specific requirements. An
application for departmental honors/graduation with distinction must be completed by spring of
the junior year.
Minor
Five courses including SOC 121 and at least two upper division courses taken at Augsburg
College. Students are required to have a 2.0 or higher in SOC 121 and at least a cumulative
2.00 GPA in courses counting toward the minor.
Sociology courses
SOC 111
Community and the Modern Metropolis
How is community possible in the context of multicultural, social, and political forces
that are characteristic of urban life? The cultural and structural dynamics of the Twin
Cities are a basis for exploring these themes. (Fall, spring)
SOC 121
Introduction to Human Society
What is society and how does it make us who we are? Sociology offers insights into
discovering the world and one’s place in it. Course study focuses on an
understanding of culture, social structure, institutions, and our interactions with each
other. (Fall, spring)
SOC 222
Office Space: The Sociology of Work
Why does a doctor get paid handsomely, and a burger-flipper get paid poorly? Can
workplaces be functional, or are they inherently conflictual? How does the current
expansion of global capital (globalization) shape our work experiences in the U.S.?
This course explores these and other questions through various sociological theories
of work and labor in modern society. (Fall)
SOC 231
Family Systems
The term family is a universal concept, yet its membership, rituals, and functions vary
dramatically across world cultures and sub-cultures in the United States. Family
systems are explored with respect to cultural and historical settings, variations among
families, and modern cultural and social patterns. (Fall, spring)
SOC 240
Protest and Social Change: The Sociology of Social Movements
Why do people engage in protests and join social movements? What impacts do
social movements have on social institutions, the state, culture, and even personal
identity? This course explores these and other questions through studying social
movement theory and several social movements occurring over the last two
centuries. (SOC 121 and courses on 19th or 20th century U.S. history
recommended, but not required. Fall, spring)
SOC 260
Religion and Society
An examination of the interaction of religion and society with attention to
secularization, race, gender, and the public role of religion utilizing sociological
research on the role of religion and religious organizations in American society. (Fall)
SOC 265
Race, Class, and Gender
Who gets what, when, and how? Individuals and groups from diverse backgrounds—
race, ethnicity, class, gender, and sexuality—receive unequal portions of wealth,
power, and prestige in our society. This course focuses on both the collective and
individual processes involved in social inequality. (Fall, spring)
SOC 266 Sociology of Sexualities
What we mean by “sex” changes over time. During different historical time periods
it’s been a sin, a means of forging ties between powerful families, a source of
psychological perversion, a means to pleasure, a symbol of love, as well as a
personal identity. This class explores how sexuality and its components (desire,
pleasure, love, the body) are socially constructed. (Spring)
SOC 277
Introduction to Criminology
What do we know about crime in American society? How can we explain crime
sociologically? Patterns of crime, theories to explain crime, and analysis of the police,
the courts, and the correctional system are examined.
SOC 290
Cultures of Violence
Street gangs and warfare. Police brutality and genocide. Domestic abuse and riots.
What are the dynamics underlying different forms of violence? This course takes
violence in its many forms as a topic for sociological analysis. (Fall)
SOC 295, 300, 301, 302, 303, 304, 495 Special Topics in Sociology
A variety of topics offered periodically depending on needs and interests that are not
satisfied by regular course offerings. (Prereq. for 300 level courses only: SOC 121 or
consent of instructor)
SOC 320 Sociology of Law
How does law in practice differ from law as it is written in the Constitution/Bill of
Rights? Despite the pretense that legal language is neutral, in practice, the law
constructs people in different, unequal ways based on their class, age, race, gender,
and sexuality. We will explore the different ways that law is practiced and theorized.
Coursework will involve observing law in practice in local courts. (Prereq.: SOC 121
or consent of instructor. Fall)
SOC 349
Sociology of Organizations
What is the nature of these modern organizations in which we spend so much of our
daily lives? Organizations as corporate actors are analyzed with respect to their
goals, culture, technology and structure. We will explore the consequences of living in
a society dominated by organizations. (Prereq.: SOC 121 or consent of instructor,
pass CT assessment or GST 100, and ENL 111 or 112 or HON 111. Spring)
SOC 362
Statistical Analysis
This course is an introduction to descriptive and inferential statistics in the social
sciences; as such, it provides a foundation for understanding quantitative analysis—
be it in an academic journal or a daily newspaper. (Prereq.: MPG 3. Fall/Spring)
SOC 363
Research Methods
Good research—do you know it when you see it? Can you produce it yourself?
Social science research skills are learned through the practice and application of
the basic tools of valid and reliable research design and data analysis. (Prereq.:
SOC 362 or consent of instructor and ENL 111 or 112 or HON 111. Fall/Spring)
SOC 375 Social Psychology
Who are you, really? Taking the perspective of symbolic interactionism, this course
begins with an exploration of how we create and sustain our identities through
interaction with those around us and how those identities change with the surrounding
circumstances. The course continues with a consideration of how social situations
affect and shape individual identity and behavior. (Prereq.: SOC 121 or consent of
instructor.Fall)
SOC 377
Organizational Crime and Deviance
The benefits of contemporary organizational life come with costs: space shuttle
explosions, insider trading, chemicals dumped in lakes; nuclear accidents; corporate
scandals. What are the causes and consequences of organizational crime and
deviance? Case study analysis and the application of sociological models of
explanation will be examined in depth. (Prereq.: SOC 121 or consent of instructor;
Recommended but not required: SOC 222 and/or SOC 349. Spring of alternate
years.)
SOC 381
The City and Metro-Urban Planning
Explores and analyzes theories and approaches to urban planning and the shaping
of metropolitan areas. Readings, simulations, outside speakers, and field study in a
seminar format. (Prereq.: SOC 111 or 121 or consent of instructor. Spring)
SOC 387
Juvenile Delinquency
Why is the delinquency of juveniles seen differently from the deviance of adults? In
addressing this question the social construction of deviance and delinquency as well
as the historical precedents for treating juveniles differently will be examined. Topics
include: sociological theories, patterns of delinquency, and the social and legal
reactions to juvenile delinquency. (Spring of alternate years)
SOC 390
Social Problems Analysis
How do social problems develop? What can be done about them? By focusing on a
specific social problem that changes every time the course is taught, this course
engages the sociological imagination in an attempt to draw connections between
micro-level analysis and macro-level analysis, linking our own private troubles with
public issues. (Prereq.: SOC 121 or consent of instructor. Spring of alternate years)
SOC 485 Sociological Theory
The classical tradition in sociological theory shaped the development of the discipline
today. By examining the primary texts of Spencer, Marx, Weber, Durkheim, Mead,
Simmel and others we are able to better understand both the history and biography of
sociology itself. An examination of the classical theoretical traditions within sociology,
tracing the course of their development in the 19th and 20th centuries. (Prereq.: Two
upper division courses in sociology, SOC 121 or consent of instructor, and pass CT
assessment or GST 100. Fall)
SOC 490 Senior Seminar and Keystone
What is sociology as a discipline all about? In this course, students engage in a
synthesis of the discipline by taking a step outside of it and examining it as a whole.
In other words, through seminar discussions and readings about the nature of
sociology and its underlying philosophies, we will engage in the "sociology of
sociology” in which students develop an understanding of the value of sociology
beyond college, and articulate a sense of vocation and professional identity. Pass/No
Pass grading. Senior sociology majors only. (Prereq.: SOC 485. Spring)
Internships and Independent Study Courses
SOC 199
Internship
This course requires at least 140 hours at a college-approved internship site and
completion of a learning agreement before or at the beginning of the
internship. Participation in a biweekly on-campus seminar is also required to receive
course credit.
SOC 299
Directed Study
SOC 399
Internship
SOC 498
Independent Study—Metropolitan Resources
An independently designed course a student (or group of students) develops, making
extensive, systematic, and integrated utilization of resources available in the
metropolitan community, supplemented by traditional College resources. (Prereq.:
SOC 111 or 121 and/or consent of instructor. Fall and Spring)
SOC 499
Independent Study/Research
(Prereq.: SOC 121, consent of instructor and department chair. Fall and Spring)
Spanish
See listing under Languages and Cross-Cultural Studies.
Theater Arts—THR
Theater is an ever-changing field that is important to understand in cultural and societal
context. In our courses, productions, recitals, and artist series, the study of theater embraces
both classical and new forms, centers marginalized voices, and encourages in-depth creative
exploration. Students are challenged to deepen their critical thinking abilities and to master
professional skills while also exploring new approaches to theater through their studies in
design, directing, performing, and playwriting. Students thoughtfully interrogate issues of cultural
representation and diversity as they find and express their own creative visions; and the
program prepares them well to continue with their education and/or become leaders in the field
of theater and performance studies.
The study of theater is firmly grounded in the liberal arts, integrating knowledge and
principles from many academic and artistic disciplines, including literature, history, philosophy,
religion, speech, art, music, and dance. Both the high quality curriculum and dramatic
productions of our department offer valuable cross-disciplinary connections for students and the
campus, while providing a solid base in classical, modern, contemporary, and multicultural
theater. In order to encourage non-majors to become involved in our department, we offer six
theater arts minors and welcome all Augsburg students to become involved in our productions.
Augsburg’s location in the heart of a nationally recognized theater community makes it
an ideal place to study theater. At Augsburg we seek to create every opportunity for students to
grow both as theater artists and scholars by encouraging connections between our campus and
the greater arts community, while also exploring connections between theory and application.
Students have the opportunity to make these connections through course study, theatrical
production work, participation in the Artist Series (an annual series of events featuring visiting
theater professionals from the local community who work closely with students), and attendance
at numerous professional productions throughout the Twin Cities. Augsburg productions are a
valuable opportunity for students to enter into creative collaboration with faculty and
professional artists-in-residence. We value and regard theater productions as a critical and vital
laboratory for student learning and training, and we hold our productions to the highest
standards of the profession.
Many of the skills acquired by theater majors or minors are highly valuable and
transferable to other professions: collaboration, verbal and nonverbal communication,
organization, critical thinking, leadership, creativity, and self-expression. Involvement in theater
arts can help prepare students for successful careers in law, education, business,
communication, and journalism, as well as professional or academic theater, television, or film.
Theater Arts Faculty
Darcey Engen (Chair), Michael Burden, Martha Johnson, Sarah Myers, Warren C. Bowles,
David DeBlieck, Karen Mulhausen, Sandra Schulte, Randy Winkler
Degree and Major Requirements
Bachelor of Arts
The Theater Arts Department currently has three concentrations within the major:
performance, directing/dramaturgy/playwriting, and design/technical. Each concentration
consists of the theater core curriculum supplemented by one concentration requirement, one
concentration elective, plus two theater major electives. Each concentration requires 10
production units taken as THP practicum courses.
Graduation Skills for Each Concentration
The Theater Arts Department addresses the graduation skills using the embedded model.
Every course within the core curriculum and most electives as part of a specific concentration
require various projects that address Critical Thinking (CT), Writing (W), and Speaking (S). The
Quantitative Reasoning (QR) graduation skill can be met by completing GST 200, MAT 145,
MAT 146, or PHY 119.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Theater Arts Major
Nine core courses for each concentration:
THR 228
THR 232
THR 245
THR 250
THR 270
THR 328
THR 361
THR 362
THR 366
Introduction to Stagecraft
Acting
Introduction to Asian and Asian American Theater
Script Analysis: Foundations of Theater
Black Theater
Theatrical Design
Theater History and Criticism I
Theater History and Criticism II
Stage Direction
Theater Major Electives
For each of the three concentrations, students may choose two electives from the following pool
of
courses. Within a single concentration, a course can count as a theater major elective only if
NOT taken to satisfy a concentration requirement or concentration elective:
THR 233
THR 226
THR/FLM 230
THR 235
THR 237
THR 255
THR 265
THR 275
THR 280
THR 295
Acting for the Camera
Movement for the Theater
Scene Painting for Stage and Film
Skills of Musical Theater
Dance for Musical Theater
Introduction to Musical Theater
Computer Drafting for the Stage and Architecture
Lighting and Sound for the Stage
Costumes and Makeup for Performance
Theater Topics
THR/ENL 325
THR 326
THR 350
THR 365
THR 425
THR 495
ENL 221
ENL 330
ENL 338
ENL 358
ENL 368
NOR 352
Playwriting I
Playwriting II
Voice for Speech, Stage, and Screen
Advanced Acting
New Methodologies of Stage Direction and Dramaturgy
Theater Topics
Expository Writing about the Arts and Popular Culture
Shakespeare
Readings in British and Commonwealth Drama
Readings in American Drama
Readings in World Drama
Modern Nordic Drama
Performance Concentration
This concentration within the theater curriculum is designed to serve students hoping to pursue
graduate studies in theater (MA/PhD and MFA) and/or professional work as performers.
Students choosing this concentration will enroll in the nine core theater major courses taken by
all theater majors plus the electives and requirements listed below. Students in the performance
concentration are encouraged to consult with their adviser when selecting electives. Advisers
will assist students in identifying the year and semester elective courses are offered. Students
are strongly encouraged to also complete a professional internship at a local Twin Cities
theater.
To fulfill this concentration:
Thirteen THR courses—nine required core courses, one performance concentration
requirement, one performance concentration elective, two theater major electives, plus 10
theater practicum units taken as THP courses.
Performance Concentration Requirement:
THR 365
Advanced Acting
Performance Concentration Electives:
Select and complete one of the following:
THR 226
Movement for the Theater
THR 350
Voice for Speech, Stage, and Screen
Theater Major Electives:
Select and complete two of the courses listed above under Theater Major Electives. Within the
performance concentration, a course can count as a theater major elective only if NOT taken to
satisfy a performance concentration requirement or elective.
Ten production practicum units (THP)--See Practicum Units
Directing/Dramaturgy/Playwriting Concentration
This concentration within the theater curriculum is designed to serve students hoping to pursue
graduate studies in theater (MA/PhD and MFA) and/or professional work as a director,
dramaturg, or playwright. Students choosing this concentration will enroll in the nine core
theater major courses taken by all theater majors plus the requirements and electives listed
below. Students in the directing/dramaturgy concentration are encouraged to consult with their
adviser when selecting electives. Advisers will assist students in identifying the year and
semester elective courses are offered.
To fulfill this concentration:
Thirteen THR courses—nine required core courses, one directing/dramaturgy/playwriting
concentration requirement, one directing/dramaturgy/playwriting concentration elective, two
theater major electives, plus 10 theater practicum units taken as THP courses.
Directing/Dramaturgy/Playwriting Concentration Requirement:
THR/ENL 325
Playwriting
Directing/Dramaturgy/Playwriting Concentration Electives:
Select and complete one of the following:
THR/ENL 326
Playwriting II
THR 425
New Methodologies of Stage Direction and Dramaturgy
ENL 221
Expository Writing about the Arts and Popular Culture
Theater Major Electives:
Select and complete two of the courses listed above under theater major electives. Within the
directing/dramaturgy/playwriting concentration, a course can count as a theater major elective
only if NOT taken to satisfy a directing/dramaturgy/playwriting concentration requirement or
elective.
Ten production practicum units (THP)--See Practicum Units
Specific practicum requirements:
Serve as stage manager on main-stage show
Dramaturg one main-stage show
Design/Technical Concentration
This concentration within the theater curriculum is designed to serve students hoping to pursue
graduate studies in theater (MA/PhD and MFA) and/or professional work as a theater designer
or technician. Students choosing this concentration will enroll in the nine core theater major
courses taken by all theater majors plus the requirements and electives listed below. Students
in the design/technical concentration are encouraged to consult with their adviser when
selecting electives. Advisers will assist students in identifying the year and semester elective
courses are offered.
To fulfill this concentration:
Thirteen THR courses--nine required core courses, one design/technical concentration
requirement, one design/technical concentration elective, two theater major electives, plus 10
theater practicum units taken as THP courses.
Design/Technical Concentration Requirement:
Select and complete one of the following:
THR 275
Lighting and Sound for the Stage
THR 280
Costumes and Makeup for Performance
Design/Technical Concentration Electives:
Select and complete one of the following:
THR/FLM 230
Scene Painting for Stage and Film
THR 265
Computer Drafting for the Stage and Architecture
Theater Major Electives:
Select and complete two of the courses listed above under theater major electives. Within the
design/technology concentration, a course can count as a theater major elective only if NOT
taken to satisfy a design/technology concentration requirement or elective.
Ten production practicum units (THP)--See Practicum Units
Curricular Planning Information
First-years planning to major in theater arts should complete THR 228, 232, and 250 during
their first year. Students who are second-year, third-year, or fourth-year majors may choose
from the following courses, depending on their concentration and courses offered: THR 226,
230, 235, 237, 245, 255, 270, 275, 280, 295, and 325. Theater majors who are juniors or
seniors may take THR 328, 361, 362, 366, 326, 350, 365, 425, and 495. Note: While many
courses are offered annually, some courses are offered alternate years only and others are
offered only on an occasional basis.
Departmental Honors
Designed to encourage overall excellence as well as outstanding achievement on a specific
project of special interest to the student. Departmental Honors students must maintain a 3.75
GPA in the major and a 3.60 GPA overall and, as part of their major, complete a substantial
independent project of honors quality. Honors candidates should meet with their departmental
adviser early spring semester of their junior year to develop a proposal for the honors project to
be submitted by the first week of April. The theater department will assign an honors project
adviser to students submitting successful proposals.
Transfer Students
Transfer students should meet with a transfer adviser upon acceptance to determine what
credits taken at another institution will transfer into the major. The majority of theater core
classes should, however, be taken at Augsburg. Additionally, transfers are required to take a
minimum of three upper division theater arts courses. Ten practicum units are also required; a
minimum of five need to be completed within the department. Transfers must also complete a
minimum of five THP credits within the department.
Theater Arts Minors
The Theater Arts Department offers six minors: musical theater, performance, design/technical,
film/performance, theater history and criticism dramaturgy, and a general theater arts minor.
Please note: ALL theater arts minors are required to complete five theater practicum units (THP
credits) in any of the three areas (acting/performance, production, or artistic/production
management).
Musical Theater Minor (5 courses):
Four Required Courses:
THR 232
Acting
THR/MUE 235
Skills of Musical Theater
THR 255
Introduction to Musical Theater
THR 237
Dance for Musical Theater
Take one of the following:
THR 365
Advanced Acting
MUE 294/494
Opera Workshop
Performance Minor (5 courses):
Two Required Courses:
THR 232
Acting
THR 250
Script Analysis
Take three of the following:
THR 116
Creative Drama
THR 222
Introduction to Theater
THR 226
Movement for the Theater
THR 350
Voice for Stage, Speech, and Screen
THR 365
Advanced Acting
THR 495
Theater Topics
Design/Technical Minor (5 courses):
One Required Course:
THR 328
Theatrical Design
Take four of the following:
THR 228
Stagecraft
THR 250
Script Analysis
THR/FLM 230
Scene Painting
THR/FLM 275
Lighting and Sound for the Stage
THR/ART 280
Costumes and Makeup for Performance
Film/Performance Minor (5 courses):
Two Required Courses:
THR 323
Acting
THR 233
Acting for the Camera
Take three of the following:
THR 226
Movement for the Theater
ENL 241
Introduction to Cinema Arts
THR 350
Voice for Stage, Speech, and Screen
THR 365
Advanced Acting
Theater History and Criticism Dramaturgy Minor (5 courses):
Four Required Courses:
THR 250
Script Analysis: Foundations of Theater
THR 325
Playwriting
THR 361
Theater History Criticism I
THR 362
Theater History Criticism II
Take one of the following
THR 299
Directed Study in Dramaturgy
THR 299
Directed Study in Theater History and Criticism
Theater Arts Minor (5 courses):
Four Required Courses:
THR 250
Script Analysis: Foundations of Theater
THR 232
Acting
THR 362
Theater History Criticism II
THR 366
Stage Direction
Take one of the following:
THR 228
Introduction to Stagecraft
THR 328
Theatrical Design
Theater Arts Courses
THR/HPE 002 Lifetime Sports—Introduction to Dance and Composition
(.0 course)
This course offers an overview of various exercises and gives an introduction to a
variety of movement styles, cultures of dance, and composition. Each class includes
a rigorous, physical warm-up, mixing yoga, conditioning, and modern dance.
THR/HPE 005 Lifetime Sports—Modern Dance and Improvisation (.0 course)
Students will learn various phrases of movement incorporating floor exercises and will
learn to travel through space using level, volume, and floor pattern. Improvisational
techniques will be introduced and students will create short improvisational pieces.
(NOTE: Students are allowed to use only one of THR/HPE 002, 003, 004, or 005 to
fulfill the lifetime sports requirement.)
THR 116
Creative Drama: Acting and Improvisation
A study of theatrical movement, voice, mime, mask, improvisation, acting, and
storytelling with an emphasis on active participation, creation of an original
performance, and reflective writing. This course is primarily designed for non-majors
and does not fulfill credit toward the theater arts major. Attendance at theater
productions required. Students will be required to pay for theater production tickets.
THR 222
Introduction to Theater
Introduction to Theater is an examination of theater as an artistic form and focuses on
the appreciation and value of theater in society. Focus on historical periods, plays,
artists, basic concepts, and techniques of the play production process. Students
attend and review stage productions. This course is primarily designed for non-majors
and does not fulfill credit toward the theater major.
THR 226
Movement for the Theater
A study of the principles of movement used in the art of acting. Students will improve
their use of energy, concentration, balance, control, clarity, timing, and spontaneity
through practical exercises. This course uses established theory and techniques in
neutral mask, Asian martial arts, and physical and vocal characterization exercises.
Students will examine various performance paradigms and see professional
productions.
THR 228
Introduction to Stagecraft
An introduction to the backstage world of the theater: its organization, crafts, and
creative processes. Students will execute practical projects, attend theater tours, see
professional productions, and participate in the Theater Department’s fall productions.
Open to all students. Thirty-hour lab requirement.
THR/FLM 230 Scenic Painting for Stage and Film
Scenic Painting is an introductory study of the art of scenic painting for the stage, film,
and faux application. Through a series of foundational painting projects, reading
assignments, informal lecture, discussion, and a final cumulative painting project,
students will develop the required skills and understanding of what it means to be a
scenic artist and what role the scenic artist plays in artistry of theater and film.
THR 232
Acting
An introduction to the art of acting. Focus on physical, mental, and emotional
preparation, and exploration of the creative approach to scene and character study in
American drama, culminating in a final performance. Students attend and review local
professional productions.
THR 233
Acting for Camera
An exploration of acting principles and techniques as it enhances and applies to oncamera effectiveness. This co-taught studio course also includes technology
elements which support acting on camera. (Alternate years)
THR/MUS 235 Skills of Music Theater
An interdisciplinary approach to the topic using music and theater techniques to
develop the student’s basic skills of music theater. Concepts of diverse music theater
forms are introduced. Course includes reading, writing, research, class discussion,
exercises, small and large group participation, memorization, and public performance.
Students will attend and review live productions. (Alternate years)
THR 237
Dance for Musical Theater
Introduction to movement technique in two dance styles. Students will learn
fundamental skills in and aesthetics of dance technique, as well as the sociohistorical
content and meaning of various dance forms, with a particular focus on the
representation of individual and cultural identity through movement.
THR 245
Introduction to Asian and Asian American Theater
A survey of the theatrical performance styles, aesthetic theories, and plays of
traditional Asian and Asian American cultures. The course includes lectures, films,
videos, and demonstrations by visiting performers. Attendance at local theater
productions required. Students will be required to pay for theater production tickets.
THR 250
Script Analysis: Foundations of Theater
This foundations class focuses on major principles and fundamentals of theater
literary analysis and research and uses discussion, writing, performance, and projects
as ways to interpret a dramatic script for academic and artistic purposes. Close
readings of plays from various genres and in-depth research projects will enable
students to learn and apply skills they will use in more advanced courses.
THR 255
Introduction to Musical Theater
This course examines American musical theater in societal, cultural, and historical
context with special attention to the representation of race, class, gender, and
sexuality on stage. Through active discussion and written assignments, students will
engage with specific musicals through the examination of cultural artifacts, live and
recorded performances, and popular and scholarly texts.
THR 265
Computer Drafting for the Stage and Architecture
An introduction to drafting on the computer. Students will learn how to use basic
commands to input information, organize, lay out, and print 2-D drafting plates, with
an emphasis on drafting for the theater.
THR 270
Black Theater
An examination of the principles, major movements, and fundamentals of theater by
and about African Americans. It examines the historical, political, and cultural context
of Black Theater and focuses on plays written by African American playwrights.
THR 275
Lighting and Sound for the Stage
A practical study of the lighting and sound design processes for theater and beyond.
This course leads the student step-by-step from script analysis through final
execution of both a lighting and sound design. Basic principles of light and sound, as
well as equipment, will be addressed.
THR 280
Costumes and Makeup for Performance
A practical study of the costume design and makeup application processes for theater
and beyond. Topics covered include period research, sketching, rendering, fabric
selection, fabric draping, and basic sewing techniques, as well as introductory
techniques in stage makeup application and design.
THR 295
Topics
An introduction to selected theater arts-related topics not regularly offered in lower
division classes. The specific topics to be offered will include travel abroad courses. In
addition, this THR 295 designation will fulfill an LAF requirement for Fine Arts.
THR/ENL 325 Playwriting I
An introductory course in writing for theater and performance. Students will learn the
basics of dramatic structure, character development, and theatrical language, as well
as techniques for the development of playscripts from idea to complete draft.
(Prereq.: ENL 111 or 112 or HON 111, or consent of Theater Department chair. THR
250 or ENL 226 recommended. Alternate years)
THR/ENL 326 Playwriting II
A playwriting workshop with emphasis on the revision process and the continued
development of craft. Students will revise, redraft, and polish an original one-act play,
as well as create one new, short piece of theatrical writing. (Prereq.: THR 325 or ENL
325)
THR 328
Theatrical Design
Introduction to the design process for the stage. Each student will execute four design
projects for scenery, costumes, lighting, and sound, using a research-based design
process. The class will take theater tours and host visiting artists.
THR 350
Voice for Speech, Stage, and Screen
A study of vocal skills including tone production, breathing, placement, relaxation,
resonating, articulating, listening, introduction to phonetics, and the vocal mechanism.
This course will use established exercises and theories in several methodologies of
vocal training. Theory and practice are combined in oral projects, reports and papers,
voice tapes, and individual coaching. (Alternate years)
THR 361
Theater History and Criticism I
An overview of theater history, dramatic literature, and criticism from the classical
Greek through the French Neoclassical period. Reading a range of texts (including
plays), writing a research paper, and attendance at local theater productions are
required. Need not be taken sequentially with THR 362. (Prereq.: THR 250 and ENL
111 or 112 or HON 111. Fall: alternate years)
THR 362
Theater History and Criticism II
An overview of theater history, dramatic literature, and criticism from the English
Restoration through contemporary performance. Reading a range of texts (including
plays), writing a research paper, and attending local theater productions are required.
Need not be taken sequentially with THR 361. (Prereq.: THR 250 and ENL 111 or
112 or HON 111. Fall alternate years)
THR 365
Advanced Acting
This course provides students with performance skills and the ability to recognize
differentiating clues that identify the style of a play. Through class exercises, scene
study, and character analysis, students will gain insight into the performance
demands of a specific style. Emphasis is on a variety of roles from the classics
(Shakespeare, French Neoclassicism, Restoration Comedy, realism, and
nonrealism), culminating in a public recital. (Prereq.: THR 250, THR 232, THR 362 or
consent of instructor, and pass CT assessment or GST 100. Fall, spring)
THR 366
Stage Direction
A study of the basic principles and skills of stage direction: directing concepts and
methodologies, stage techniques, terminologies, script analysis; rehearsal planning
and techniques; blocking, stage dynamics, working with actors, and the overall
staging of a play. Theories of directing are also examined. (Prereq.: THR 362 and
junior or senior standing)
THR 425
New Methodologies of Stage Direction and Dramaturgy
This course will examine principles and practices of the modern and contemporary
stage director as auteur. We will study radical reinterpretations of classic plays by
such directors as Meyerhold, Mnouchkine, and Sellars, and explore and apply some
of their methodologies in workshops and projects. Students will gain insights into
postmodernism and deconstruction in regard to stage direction and contemporary
theater. Prerequisite: THR 366.
THR 495
Theater Topics
Selected topics in theater.
Internships and Independent Study Courses
THR 199
Internship
See descriptions for this and other internship options (on-campus, off-campus, half
credit) under the Strommen Career and Internship Center, in the Academic
Information section.
THR 299
Directed Study
See descriptions under the Strommen Career and Internship Center, in the Academic
Information section.
THR 399
Internship
See descriptions under the Strommen Career and Internship Center, in the Academic
Information section.
THR 499
Independent Study/Research
See descriptions under the Strommen Career and Internship Center, in the Academic
Information section.
Theater Practicum Courses
THP courses involve practicum teaching and learning in the context of play productions and
are required for the theater arts major/minor. All THP theater practicum courses are taken for
noncredit with pass/no pass grading. Evaluation by the faculty mentor will be based on: 1)
successful and timely completion of practicum area for which student is registered; 2) positive
and professional attitude and work ethic demonstrated by the student; and 3) demonstrated
competency in practicum area. The positive evaluation of each of the areas must be sufficient
enough to lead to a minimum grade of 2.0 in order to receive a P grade.
THP courses require:
• Consent and signature of instructor
• Supervision by theater faculty
• A minimum of 30 hours of assessed participation by the student
• Registration for THP course for semester when practicum is completed
• Registration for practicum before deadline dates set by the Registrar’s Office
Please note:
• All majors will complete at least one THP 123 unit in costumes.
• All majors will complete one THP 113 in lighting.
• THP courses may be repeated.
• Crew work required for classes/coursework does not count towards practicum.
• Work-study hours do not count towards practicum.
• Completion of THP 115 and 116 counts as two and three practicum units respectively
because of the extraordinary amount of time required of the student. All other THP
courses count as one practicum unit each.
• Transfer students are still responsible for the full unit requirements (10 major/5 minor.)
Seven practicum units (major) or three units (minor) must be completed while at
Augsburg, and units to be credited from previous schools should have program
verification or a letter from a previous adviser.
Theater Practicum Courses–Areas
All theater arts majors in all concentrations are required to complete 10 practicum units
(THP) from the three established units.
Area 1: Performance
THP 111/121/131/141/151 Theater Practicum: Acting/Performance
1 practicum unit (.0 course)
Participation as performer (or as orchestra member) in a main-stage theatrical production, or
substantial participation as an actor in a senior directing project or in final scenes for THR 366
Stage Direction
Each major will complete between one and five THPs from the performance area.
The Performance Area THPs are:
THP 111
THP 121
THP 131
THP 141
THP 151
Fall Acting/Performance
Winter Acting/Performance
Spring Acting/Performance
Studio Acting/Performance
Misc. Performance
Area 2: Production
THP 113/123/133 Theater Practicum: Set, Costumes, Lights
1 practicum unit (.0 course)
Set or costume building, lighting crew, for main-stage production.
THP 114/124/134 Theater Practicum: Running Crew
1 practicum unit (.0 course)
Work on running crew for main-stage production: light or sound board operation,
dresser/costume crew; stage and production manager for final scenes from Stage Direction
class.
THP 115/125/135 Theater Practicum: Stage Management–small project
2 practicum units (.0 course)
Assistant stage management for main-stage production.
THP 116/126/136 Theater Practicum: Stage Management–large project
3 practicum units (.0 course)
Stage management for main-stage production.
Each major will complete between four and eight THPs from the production area.
The Production Area THPs are:
THP 112, 122 or 132
THP 113, 123 or 133
THP 114, 124 or 134
THP 115, 125 or 135
THP 116, 126 or 136
THP 115, 125 or 135
THP 116, 126 or 136
House Management
Set, Lights, Costumes Crew
Running Crew
Assistant Stage Manager
Stage Manager
Stage Manager–small project counts as two units
Stage Manager–large project counts as three units.
Area 3: Artistic/Production Management
THP 117/127/137 Theater Practicum: Artistic Assistance
1 practicum unit (.0 course)
Assistant to the designer (scenery, lights, costumes, sound), assistant to the director
(dramaturgy, choreography/assistant choreography for main-stage production), or a substantial
arts management project.
Each major will complete one THP from this area.
The Artistic/Production Management Area THPs are:
THP 117
THP 127
THP 137
Fall Artistic/Production Assistance
Winter Artistic/Production Assistance
Spring Artistic/Production Assistance
Please note that all theater practicum courses count as one theater practicum unit, except for
stage management THPs.
Urban Studies
See Metro-Urban Studies.
Women’s Studies—WST
The women’s studies program provides students with the opportunity to examine critically
women’s contributions and experiences in various historical and cultural contexts. This is an
inter-college program with course offerings at Augsburg College, Hamline University, St.
Catherine University, and the University of St. Thomas. Courses are drawn from many
disciplines and combine theoretical, practical, and research components that focus not only on
gender, but also acknowledge that race, class, and sexual identity are crucial aspects of
women’s experiences. The women’s studies program offers both a major and a minor, and
provides students with academic preparation for careers in human services, education, and
social work as well as graduate study.
Women’s Studies Faculty
Kristin M. Anderson, Stephanie Barnes, Janelle Bussert, Sarah Combellick-Bidney, Cass
Dalglish, Ankita Deka, Jacqueline deVries, Grace B. Dyrud, Darcey Engen, Nancy Fischer,
Doug Green, Milda Hedblom, Sophia Jacobsen, Michael Lansing, Barbara Lehmann, Lynne
Lorenzen, Mary Lowe, Anita Lutterman-Aguilar, M. Elise Marubbio, Kathleen McBride, Norma
Noonan, Pary Pezechkian-Weinberg, Timothy Pippert, Beverly J. Stratton, Kathryn Swanson,
James Vela-McConnell, Mzenga Wanyama
Degree and Major Requirements
Major
Ten courses that must include WST 201 Foundations in Women’s Studies, a mid-level
course in feminist theory or feminist philosophy selected from an approved list, WST 485
(seminar), and WST 199 or WST 399 (internships). Weekend and Evening College (WEC)
majors may take WST 499 (Independent Study) with a practical application in lieu of WST
199/399; interested students should speak with the WST director.
The remaining six electives are to be selected from approved women’s studies courses, and
should include one course with a racial, ethnic, or global emphasis and one course with a
sexuality emphasis. At least three courses must be upper division courses. Students may take
courses at any of the colleges participating in the women’s studies program. However, at least
three courses must be completed at Augsburg. Each student’s program must have the written
approval of the women’s studies program coordinator. Both majors and minors are encouraged
to participate in one of the gender-focused semester study abroad programs offered through
Augsburg’s Center for Global Education. Two programs have been pre-approved for Women’s
Studies credit: Crossing Borders: Gender and Social Change in Mesoamerica (offered fall
semester) and Migration and Globalization: Engaging Our Communities (offered spring
semester).
The Speaking (S), Writing (W), and Critical Thinking (CT) graduation skills are embedded at
all levels and are met by completing the major. The Quantitative Reasoning (QR) graduation
skill can be met by completing GST 200. Transfer students must consult an adviser about
potential adjustments to their course requirements to fulfill each of these skills.
Minor in Women’s Studies
Five courses that must include WST 201; three electives, one of which must be upper
division; and WST 485 or 499. Courses may be taken from the other ACTC colleges as well as
Augsburg. Each student’s program must have the written approval of the women’s studies
program coordinator.
Minor or Concentration in Sexuality Studies (Women’s studies majors must take a
concentration, rather than a minor, in sexuality studies)
The five credit minor/concentration in sexuality studies offers students the opportunity to
explore the history, social construction, and physiology of sexuality and to examine the cultural
meanings of gender, sexual orientation, and sexual practice on a global level. Students are
required to take three core courses plus two electives (one of which must be upper division), as
follows:
Core Courses in Sexuality Studies
WST 201
Foundations in Women’s Studies
SOC 266
Sociology of Sexualities
WST 305
Issues in Queer Studies
Elective Courses in Sexuality Studies
WST 281
HPE 316
WST 315
WST 281/481
Topics: Sexuality and Gender: A Global Perspective
Human Sexuality
Margins as Center: Feminist Theory
Topics: GLBT Issues in a Global Context (in Mexico)
Minor or Concentration in Global Women’s and Gender Studies (Women’s Studies Majors
must take a Concentration, rather than a Minor, in Global Women’s and Gender Studies).
The five credit minor/concentration in global women’s and gender studies offers students the
opportunity to focus on women’s roles, experiences, and worldviews in a global context.
Students are required to take three core courses plus two electives (one of which must be upper
division), as follows:
Core Courses in Global Women’s and Gender Studies:
WST 201
WST 315
POL 359
Foundations in Women’s Studies
Margins as Center: Feminist Theory
Topics: Women in Comparative Politics
Elective Courses in Global Women’s and Gender Studies:
WST 281
Topics: Sexuality and Gender: A Global Perspective
WST 281/481 Topics: GLBT Issues in a Global Context (CGE)
WST 313
Environmental Issues in Latin America: Environmental Theology and Ethics
(CGE)
WST 362
WST 341
WST 357
WST 366
Walking the Truth: Culture, Gender, and HIV/AIDS in Sub-Saharan Africa
Globalization, Social Struggles, and the Environment (CGE)
Mexican History, Culture, and Cosmovision (CGE)
Liberationist, Feminist, Queer, and Postcolonial Theologies in Latin America
(CGE)
AIS 208/408 Native American Women and Film
AIS 233
Women: A Cross-Cultural Perspective
AIS 305
Indigenous Issues of Central America
AIS 320
American Indian Women
ENL 365
Contemporary Postcolonial Fiction
HIS 195/INS 233 Promoting Justice and Seeking Equality: Globalization and Women’s
Grassroots Movements in Latin America/Women in Cross-Cultural
Perspective
Students are strongly encouraged to study abroad or to take at least one travel seminar.
Transfer Students
Students who transfer to Augsburg College and wish to complete a major or minor in
women’s studies are urged to consult with the director of Women’s Studies immediately upon
transfer. The Women’s Studies program has an articulation agreement with Century College
and with Inver Hills Community College that govern students from these institutions with a
Women’s Studies certificate who transfer to Augsburg. Transfers from other colleges and
universities must consult with the director of Women’s Studies for approval of courses for the
major or minor.
Women’s Studies Courses
WST 201
Foundations in Women’s Studies
This multidisciplinary course introduces students to the contributions of women
inhistory, religion, literature, philosophy, sciences, and the arts, and how the
questions and methodologies of these disciplines differ when seen from women’s
perspectives. Students will also study the diversity of women’s experiences in terms
of race, sexual orientation, and class.
WST 281
Topics
WST 281
Topics: Gender and Islam
The course introduces students to the diversity and heterogeneity of gender
relations in Muslim societies in the Arab World, Europe, Africa, North America, and
South and Southeast Asia. It traces Islam as a culturally-lived experience, spanning
from the local to the transnational. The course introduces students to feminist
theoretical arguments from the humanities and social sciences, and juxtaposes
these to complex case studies from various locals in order to illuminate connections
between Islam and rituals, ethnicities, gender, education, the media, travel,
migration, citizenship, political commitments, and conflict and societal change.
Concurrently the course aims to undo the many stereotypes about Islam, Muslim
societies, and Muslim women.
WST 281
Topics: Sexuality and Gender: A Global Perspective
This course will explore global contemporary issues of sexuality and gender,
examining social institutions and their impact on women's and men's experiences of
gender and sexuality. The course will focus in depth on topics such as ritualized
genital cutting, sex work and sex trafficking, sexual violence, disability and sexuality,
maternal sexuality, and global LBGT movements.
WST 281/481 Topics: Introduction to Men's Studies
This course will look through a feminist academic lens at men and masculinity,
particularly in
relation to such topics as boyhood, health, relationships,
sexualities, and violence.
WST 281/481 Topics: GLBT Issues in a Global Context
(CGE course; taught in Mexico)
WST 305
Issues in Queer Studies
A study of basic issues surrounding sexual orientation in the contemporary US
culture, including various disciplinary perspectives and theory. The course may
include guest speakers, a service-learning component at local GLBT/supporting
agencies, and some travel and experiences in the Twin Cities, as well as an
immersion experience outside of class time. Required experiential education fee.
Prerequisites: WST 201 or prior coursework in related fields (history, sociology,
psychology) or consent of the instructor(s).
WST 313
Environmental Issues in Latin America: Environmental Theology and Ethics
(CGE Course. See International Programs, Social Justice, Gender and the
Environment)
WST 315
Mid-Level Feminist Theory: Margins as Center
This multidisciplinary and multicultural feminist theory course focuses on the global
voices often marginalized by the feminist canon. A variety of texts—including
personal narratives, political statements, origin stories, and empirical studies—will
be analyzed to highlight different theoretical approaches and multiple feminisms.
WST 324
Liberationist, Feminist, Queer, and Postcolonial Theologies in Latin America
(CGE Course. See International Programs—Crossing Borders: Gender and Social
Change in Mesoamerica.)
WST 335
Contemporary Latin American Women: Texts and Voices
This course examines the social construction of gender in Latin American countries
and addresses key issues faced by Latin American women today. Includes analysis
of poems, excerpts of novels, essays, testimonies, and interviews by and about
Latin American women. Aims to help students develop an appreciation for the
complexity of diversity of Latin American women's experiences. (Prereq.: SPA 311.
Taught in Mexico.) (CGE Course.)
WST 341
Globalization, Social Struggles, and the Environment
(CGE Course. See International Programs, Migration and Globalization: Engaging
Our Communities)
WST 357
Mexican History, Culture, and Cosmovision
An exploration of Latin American history from Pre-Columbian times through the
conquest and colonial periods up to modern Latin America. The course will use a
gendered lens to
focus on Mexican history, culture and cosmovision.
Additional readings and written assignments will be required for upper division
students. Taught on-site in Mexico through Center for Global Education. (Prereq.: 1
previous history course or consent of instructor required for 300-level course)
WST 359
Women, Gender, and Social Change in Latin America
(CGE Course. See International Programs, Crossing Borders: Gender and Social
Change in Mesoamerica.)
WST 362
Walking the Truth: Culture, Gender and HIV/AIDS in Sub-Saharan Africa
This broad-based course explores the influence of culture and gender on the
HIV/AIDS pandemic in Sub-Saharan Africa. The natural history, biology, and
epidemiology of AIDS in Africa, as well as socio-cultural, ethical, theological and
political responses to the disease are examined. (Augsburg Abroad course.
Summer)
WST 481
Topics in Women’s Studies
WST 481
Topics: Research Methods
This course will introduce students to interdisciplinary, qualitative research methods.
We will explore the nature and ethics of the subject-researcher relationship and
practice participant observation and interviewing skills. The final product of the
course will be a completed research proposal.
WST 485
Women’s Studies Seminar
This advanced course will include student research and presentations that
incorporate feminist theory. The seminar is required of all majors and satisfies the
Keystone requirement. It is also required of minors who do not elect to do an
independent study (499). It is offered at a different college each semester and may
be taken in conjunction with WST 490.
WST 490
Women’s Studies—Keystone (0.0 course)
This course provides a Keystone component for all WST majors. (Prereq.: WST 201
and permission of instructor)
AIS 208/408 Native American Women and Film
Beginning with issues of representation and a history of Hollywood’s portrayal of
Native American women as princess figures, sexualized maidens, or squaws, we
will expand our conceptualization of Native American women by putting into
conversation a variety of voices that talk back to or address mainstream stereotypes
of Native American women. Our goal is to expand our conceptualizations of Native
American women and their important roles in society by examining a variety of
cultural issues as they are presented through documentary and fiction films made
by and about Native American women.
AIS 233
Women: A Cross-Cultural Perspective
This course examines a variety of issues concerning the biological, evolutionary,
and historical
origins of women’s roles and status in society. Comparative roles
of women are examined in tribal contexts across various indigenous cultures.
Studies include the role of women in Native
American and African tribes,
peasant societies of Eastern Europe, Mexico, the Middle East, and China.
AIS 305
Indigenous Issues of Central America
This travel seminar explores issues faced by Indigenous peoples of Guatemala,
Nicaragua, or Mexico. May be taken in conjunction with WST 490 or AIS 490.
AIS 320
American Indian Women
Through life histories of Indian women, the course examines the vital roles and
contributions of women in past and present tribal cultures. It explores the continuity
of women’s roles over time and the changes in these roles, precipitated by the
influences of Western colonialism. The course also assesses how American Indian
women have crossed cultural boundaries and influenced non-tribal communities
through their activism and traditionalism.
ART 352
Women and Art
A study of the creative role of women in the visual arts, including the fine arts, the
traditional arts, and the arts of Native American women. (Prereq: ENL 111 or 112 or
HON 111)
ENL 365
Contemporary Postcolonial Fiction
This examination of contemporary world fiction includes work by authors from Latin
America, Africa, Asia, and the Middle East, and fiction written by indigenous authors
worldwide. The course explores novels in relation to language, culture, and gender
in an age of globalization and fragmented nationalisms, considering fictions in their
literary, cultural, and social contexts. (Prereq: ENL 220 or 221 or one 200-level
literature, language, or theory course, or consent of instructor.)
ENL 367
Women and Fiction
This course studies novels and short stories by women across cultures. Emphasis
on the conditions that have affected women's writing (including race and class), the
reflection of women's unique experience in their writing, and the ways in which
women writers have contributed to and modified the Western literary heritage.
(Prereq: ENL 220 or 221 or one 200-level literature, language, or theory course, or
consent of instructor.)
ENL 385
Language and Power
Students will consider both spoken and written examples of language as a means of
establishing, maintaining, or revoking power. They will also pay attention to gender
differences in the use of language and analyze ways in which speakers and writers
can both create and revise reality via the language they use. (Prereq: ENL 220 or
221 or one 200-level literature, language, or theory course, or consent of instructor.)
HIS 195/INS 233
HIS 282
Topics: Promoting Justice and Seeking Equality: Globalization and Women’s
Grassroots Movements in Latin America/Women in Cross-Cultural Perspective
History of Women Since 1848
This course examines in comparative perspective women's changing political,
economic, social, and sexual status since the 19th century, with attention given to
social, racial, ethnic, and sexual differences among women.
HPE 316
Human Sexuality
A study of the psychological, social, and biological components of human sexuality.
(Prereq: HPE 110).
POL 124
American Women and Politics
Investigates the roles women play in the political system. Political, economic, and
social issues will be explored from contemporary and historical perspectives.
POL 359
Topics: Women in Comparative Politics
Various aspects of women in comparative politics will be explored. (Prereq: one
course in political science or consent of instructor.)
REL 441
Feminism and Christianity
Attention will be given to religious influences on societal roles for women and men,
feminist interpretation of the Bible, and the impact of feminism on Christian
theology, especially in terms of language and metaphor.
SOC 231
Family Systems
The term family is a universal concept, yet its membership, rituals, and functions
vary dramatically across world cultures and subcultures in the United States. Family
systems are explored with respect to cultural and historical settings, variations
among families, and modern cultural and social patterns.
SOC 265
Race, Class, and Gender
Who gets what, when, and how? Individuals and groups from diverse
backgrounds—race, ethnicity, class, gender, and sexuality—receive unequal
portions of wealth, power, and prestige in our society. This course focuses on both
the collective and individual processes involved in social inequality.
SOC 266
Sociology of Sexualities
What we mean by “sex” changes over time. During different historical time periods
it’s been a sin, a means of forging ties between powerful families, a source of
psychological perversion, a means to pleasure, a symbol of love, as well as a
personal identity. This class explores how sexuality and its components (desire,
pleasure, love, the body) are socially constructed.
Internships and Independent Study Courses
(Must be approved in writing by the women’s studies coordinator)
WST 199
Internship
WST 299
Directed Study
WST 399
Internship
WST 499
Independent Study/Research
Youth and Family Ministry
See listing under Religion.
Augsburg College Board of Regents
For more information, go to www.augsburg.edu/regents.
Andra Adolfson
Dan W. Anderson ’65
Ann B. Ashton-Piper
Karen Durant ’81
Matt Entenza, JD
Mark A. Eustis
Anthony L. Genia, Jr, ’85, MD
Alexander J. Gonzalez ’90
Michael R. Good ’71
Norman R. Hagfors
Jodi Harpstead
Rev. Rolf Jacobson, PhD
Eric J. Jolly, PhD
Cynthia G. Jones ’81, PhD
Dean Kennedy ’75
Toby Piper LaBelle ’96
The Honorable LaJune Thomas Lange ’68, JD
Andre J. Lewis ’73, PhD
Jennifer H. Martin, EdD
Marie O. McNeff, EdD
Paul S. Mueller ’84, MD
Jeff Nodland ’77
Lisa Novotny ’80
Paul C. Pribbenow, PhD
Bishop Peter Rogness, ex-officio
Gary Tangwall ’80
Rev. David Tiede, PhD
Bishop Harold Usgaard, ex-officio
Rev. Norman W. Wahl ’76, DMin
Bonnie Wallace
Rev. Mark Wilhelm, PhD, ex-‐officio
ELCA Program Unit for Congregational
and Synodical Mission
Executive Director
The Rev. Dr. Stephen Bouman
Program Director for Schools
The Rev. Dr. Mark Wilhelm
Augsburg College Faculty and
Administration
Beginning year of service of faculty and staff is indicated with parenthesis.
College Leadership
Paul C. Pribbenow (2006). President. BA, Luther College; MA, PhD, University of Chicago.
Leif Anderson (1996). Vice President and Chief Information Officer. BA, University of
Minnesota.
Barbara A. Farley (2000). Vice President of Academic Affairs and Dean of the College. BA,
College of Saint Benedict; MBA, PhD, University of Minnesota.
Ann L. Garvey (1998). Vice President of Student Affairs. BA, College of St. Catherine; MA,
Loyola University; JD, University of Minnesota.
Tammy McGee (2010). Vice President of Finance and Administration, Chief Financial Officer.
BS, St. Cloud State University; MBA, St. Thomas University.
Julie A. Edstrom (1991). Vice President of Enrollment Management. BA, MA, Augsburg
College.
Orval J. Gingerich (2001). Assistant Vice President of International Programs. Executive
Director of
Center for Global Education. BA, University of Iowa; MEd, University of Colorado; EdD,
University of Virginia.
Andrea L. Turner (2008). Assistant Vice President of Human Resources and Chief Diversity
Officer, BA, Swarthmore College; JD, Case Western Reserve University.
Administration
Sheila Anderson (1991). Director, Academic Advising. BS, Minnesota State UniversityMoorhead; MA, Augsburg College.
David Benson (2005). Director of Leadership Gifts, Development. BA, Concordia College; MA,
North Dakota State University.
Jesse Cashman (2011). Director, Public Safety. BA, College of St. Scholastica; MA,
University of St. Thomas.
Emiliano Chagil (2000). Director, Hispanic/Latino Student Services. MA, St. Paul Seminary
School of Divinity-University of St. Thomas.
Jodi Collen (2007). Director, Events and Conference Planning. BA, Wartburg College; MTA,
George Washington University.
Sally Daniels (1979). Director, Parent and Family Relations. BA, Augsburg College.
David Draus (2000). Director, Facilities and Risk Management.
James Erchul (1997). Director, Enrollment Planning. BA, Marquette Unversity; MSW,
University of Minnesota, Duluth.
Amanda Erdman (2007). Director, Residence Life. BA, Coe College; MAE, University of
Northern Iowa.
Marilyn E. Florian (1980). Assistant Athletic Director. Assistant Professor of Health and
Physical Education. BA, Augsburg College; MS, St. Cloud State University.
Orval J. Gingerich (2001). Assistant Vice President for International Programs. BA, University
of Iowa; MEd, University of Colorado; EdD, University of Virginia.
Amy Gort (2009). Assistant Vice President and Dean of Arts and Sciences and Associate
Professor of Biology. BS, University of Wisconsin; MS, PhD, University of Illinois at
Champaign-Urbana.
Sarah Griesse (2006). Dean of Students, Student Affairs. BA, Wittenberg University; MA, Ohio
State University.
Nancy Guilbeault (1980). Director, Counseling and Health Promotion. BA, MA, PhD, LP,
University of Minnesota.
Nathan J. Hallanger (2008). Special Assistant to the Vice President of Academic Affairs and
Dean of the College. BA, Augustana College; MTS, Harvard Divinity School, Harvard
University; PhD, Graduate Theological Union and Pacific Lutheran Theological Seminary.
Kevin Healy (2004). Director, Advancement Services. BS, Carroll College.
Sherry Jennings-King (2002). Director of Leadership Giving, Development. BS, University of
Tennessee.
Rebecca John (2010). Vice President of Marketing and Communication. BA, University of St.
Thomas; MA, University of Phoenix.
Benjamin G. Kent (1996). Director, Center for Academic Achievement. BA, University of
Wisconsin-Madison; MS, University of Oregon.
Scott Krajewski (2000). Director of IT Services, Information Technology. BS, Augsburg
College; MS, Iowa State University.
Mark Lester (1987). Co-site director, Central America, Center for Global Education. BA, St.
Pius X Seminary; MA, Mt. St. Mary Seminary.
Penh Lo (2008). Director, Pan-Asian Student Services. BS, Minnesota State University,
Mankato.
Ann Lutterman-Aguilar (1993). Site director, Mexico, Center for Global Education. BA,
Earlham
College; MDiv, Yale University; DMin, San Francisco Theological Seminary.
Kathleen McBride (1988). Co-site director, Central America, Center for Global Education. BA,
George Mason University; EdM, Harvard University.
Regina McGoff (1992). Director of Center for Global Education. BS, University of Minnesota;
MBA,
University of St. Thomas.
Thomas. F. Morgan (1983). Executive Director of Center for Faith and Learning. Professor of
Business Administration. BS, Juniata College; MBA, University of Denver; MS, University of
Oregon; PhD, University of Minnesota.
Jane Ann Nelson (1999). Director of Library Services. BA, University of Sioux Falls; MA,
University of Minnesota.
Aly C. Olson (2001). Director, Student Support Services/TRIO. BA, Grinnell College; MA,
University of Minnesota.
Lori A. Peterson (2004). Assistant Vice President and Dean of Professional Studies. Assistant
Professor of Business Administration. BSB., MEd, PhD, University of Minnesota.
Mohamed Sallam (2006). Director, Pan-Afrikan Center. BA, MA, Minnesota State University,
Mankato.
Patrice M. Salmeri (2002). Director, StepUP® Program. BS, Kent State University; MA, Saint
Mary’s University.
Doug H. Scott (2007). Director of Leadership Gifts. BA, Eastern University; MDiv, Eastern
Baptist Theological Seminary.
Dixie Shafer (2000). Director, Undergrad Research and Graduate Opportunity. BA, Moorhead
State University; EdM, Rutgers University.
Leah Spinosa de Vega (2008). Director of Augsburg Abroad. BA, MA, University of Minnesota.
David St. Aubin (2008). Director, Athletic Facilities. BS, University of Minnesota.
Kim Stone (2008) Director of Alumni and Constituent Relations. BA, Minnesota State
University, Mankato; MBA, Nova Southeastern University.
Jennifer R. Simon (2007). Director, American Indian Student Services. BA, University of
Minnesota; MA, Minnesota State University, Mankato.
Jeffrey F. Swenson (1986). Athletic Director. BA, Augsburg College; MA, University of
Minnesota.
Paul L. Terrio (1990). Director, Student Financial Services. BA, Augsburg College.
Jim Trelstad-Porter (1990). Director of International Student and Scholar Services. BA,
Augustana
College; MA, American University.
Alan J. Tuchtenhagen (2011). Interim Director, Master of Arts in Leadership. BS, Westmar
College;
MA, University of Nebraska; DPA, Hamline University.
David T. Wold (1983). Director, Campus Ministries. College Pastor. BS, St. Olaf College; MDiv,
Luther Seminary.
Karl Wolfe (2007). Director Rochester Program. BA, Azusa Pacific University; MDiv, Asbury
Theological Seminary; EdD, Pepperdine University.
Faculty (Full-time)
A
Pauline J. Abraham (2005). Assistant Professor of Nursing. A.D., Rochester Community
College; BSN., Winona State University; MA, Augsburg College.
Phillip C. Adamo (2001). Associate Professor of History. BA, SUNY-Albany; MA and PhD,
Ohio State University.
William Aleman (2011). Instructor of Physician Assistant Studies. Doctor in Medicine in
Surgery,
Universidad Central del Ecuador.
Beth J. Alexander (2000). Associate Professor of Physician Assistant Studies. BS and
DPharm,
University of Minnesota.
Kristin M. Anderson (1984). Professor of Art. AB, Oberlin College; MA, University of
Minnesota; MA, Luther-Northwestern Seminary; PhD, University of Minnesota.
Stuart M. Anderson (1989). Associate Professor of Physics. BA, Augsburg College; PhD,
University of Minnesota.
Elizabeth Ankeny (2008). Associate Professor of Education. BA, Augustana College; MA,
Morningside College; PhD, Colorado State University.
Andrew L. Aoki (1988). Professor of Political Science. BA, University of Oregon; MA, PhD,
University of Wisconsin-Madison.
David B. Apolloni (1989). Associate Professor of Philosophy. BA, University of Minnesota;
MDiv, Luther-Northwestern Seminar; PhD, University of Minnesota.
William M. Arden (2005). Assistant Professor of Business Administration. BS, New York
University; MS, Northeastern University; MBA, Boston University.
B
Jennifer Bankers-Fulbright (2008). Assistant Professor of Biology. BA, College of Saint
Benedict; PhD, Mayo Clinic College of Medicine.
David A. Barlow (2005). Assistant Professor of Physician Assistant Studies. BA, University of
Minnesota; PA Certificate, Augsburg College; MA, University of Nebraska, Omaha.
David D. Barrett (2011). Assistant Professor of Health and Physical Education. AA,
Normandale Community College; BA, Texas Lutheran University; MEd, Southwest Texas
State University; PhD, University of Minnesota
Eric Barth (2008). Assistant Professor of Physician Assistant Studies. BA, University of St.
Thomas;
BS, Trevecca Nazarene University; MPAS, University of Nebraska.
Bruce Batten (2008). Assistant Professory of Business, MBA. BS, Davidson College; PhD,
Medical College of Virginia.
Katherine A. Baumgartner (2005). Assistant Professor of Nursing. BS, Minnesota State
University-Mankato; MA, Augsburg College.
Matthew Beckman (2008). Assistant Professor of Biology. BA, Brandeis University; PhD,
University of Alabama.
Pavel Bělík (2008). Associate Professor of Mathematics. PhD, University of Minnesota.
Tracy A. Bibelnieks (2002). Associate Professor of Mathematics. BA, St. Olaf College; MS,
PhD, Clemson University.
Susan N. Boecher (2007). Assistant Professor, full-time, Art. BFA, University of Minnesota.
Jeanne M. Boeh (1990). Professor of Economics. BS, MA, PhD, University of Illinois.
Laura S. Boisen (1996). Professor of Social Work. BA, Wartburg College; MS, University of
Wisconsin-Madison; MPA, Iowa State University; PhD, University of Minnesota.
Lois A. Bosch (1997). Professor of Social Work. BA, Northwestern College; MSW, University of
Iowa; PhD, University of Illinois at Urbana-Champaign.
D. Kimberly Bowden (2006). Assistant Professor, part-time, Art. BLA, BS, MFA, University of
Minnesota.
Adriane Brown (2012). Assistant Professor of Women’s Studies. BA, Wichita State University;
MS, Minnesota State University, Mankato; PhD, Ohio State University.
Christopher Rhys Brown (2003). Field Experience Coordinator/Charter School Liaison,
Instructor of Education. BS, Bemidji State University; MEd, University of Sydney, Australia.
Michael Buck (2010). Assistant Professor of Music. BME, St. Olaf College; MME, Vandercook
College of Music; PhD, University of Southern Mississippi.
Eric L. Buffalohead (1997). Associate Professor of American Indian Studies. BA, MA, PhD,
University of Minnesota.
Michael R. Burden (1990). Associate Professor of Theater Arts (Designer and Technical
Director). BA, Augsburg College; MFA, University of Minnesota.
Ralph J. Butkowski (2001). Assistant Professor of Biology. BS, St. Cloud State University; MS,
PhD, University of Minnesota.
C
William C. Capman (1994). Associate Professor of Biology. BA, University of Illinois-Chicago;
PhD, University of Illinois at Urbana-Champaign.
John C. Cerrito (1983). Assistant Professor of Business Administration. BA, Rhode Island
College; MS, University of Wisconsin-Stout; EdD, University of Minnesota
Kristen A. Chamberlain (2007). Assistant Professor of Communication Studies. BS, PhD,
North Dakota State University.
Lars D. Christiansen (2001). Associate Professor of Sociology. BA, Clark University; MS, PhD,
Florida State University.
Mauricio Cifuentes (2011). Assistant Professor of Social Work. JD, Pontificia Universidad
Javeriana; MSW, PhD, Loyola University.
Anthony J. Clapp (2001). Assistant Professor of Health and Physical Education. AA, Golden
Valley Lutheran College; BA, Texas Lutheran College; MA, Southwest Texas State
University; PhD, University of Alabama.
Kathleen Clark (2009). Instructor and coordinator, Nursing. BSN, University of Wisconsin; MN,
Augsburg College.
Stephan Clark (2011). Assistant Professor of English. BA, University of Southern California;
MA,
University of California, Davis; PhD, University of Southern California.
Sarah Combellick-Bidney (2009). Assistant Professor of Political Science. PhD, Indiana
UniversityBloomington.
David A. Conrad (2000). Assistant Professor of Business Administration. Assistant Director,
MBA Program in Rochester. BA, Winona State University; MA, EdD, St. Mary’s University of
Minnesota.
Robert J. Cowgill (1991). Associate Professor of English. BA, MA, PhD, University of
Minnesota.
Larry J. Crockett (1985). Professor of Computer Science. BA, MA, Pacific Lutheran University;
MDiv, Luther Theological Seminary; PhD, University of Minnesota
David Crowe (2008). Assistant Professor of Biology. BA, Gustavus Adolphus College; PhD,
University of Minnesota.
D
Cathleen A. Dalglish (1986). Professor of English. BA, Saint Catherine University; MFA,
Vermont College; PhD, The Union Institute and University.
Jill A. Dawe (1994). Associate Professor of Music. BM, Memorial University of Newfoundland;
MM, DMA, Eastman School of Music.
Ankita Deka (2008). Assistant Professor of Social Work. BA, Delhi University; MA, Tata
Institute of Social Sciences; PhD, Indiana University.
Benjamin Denkinger (2011). Assistant Professor of Psychology. BA, Hamline University; PhD,
University of Minnesota.
Jacqueline R. deVries Jones (1994). Professor of History. BA, Calvin College; MA, PhD,
University
of Illinois-Urbana.
Douglas J. Diamond (2005). Orchestra Director, Assistant Professor of Music. BM, MM, The
Mannes College of Music.
Suzanne I. Dorée (1989). Professor of Mathematics. BA, University of Delaware; MA, PhD,
University of Wisconsin-Madison.
Grace B. Dyrud (1962). Professor of Psychology. BA, MA, PhD, University of Minnesota.
E
Wesley B. Ellenwood (2002). Assistant Professor of Communication Studies. BA, University of
Minnesota; MFA, Syracuse University.
Ruth C. Enestvedt (1999). Assistant Professor of Nursing. BSN, St. Olaf College; MA, PhD,
University of Minnesota.
Mark J. Engebretson (1976). Professor of Physics. BA, Luther College; MDiv, Luther
Theological Seminary; MS, PhD, University of Minnesota.
Darcey K. Engen (1997). Associate Professor of Theater Arts. BA, Augsburg College; MFA,
University of Wisconsin-Madison.
Carol A. Enke (1986). Instructor of Health and Physical Education. BS, MEd, University of
Minnesota.
Christina L. Erickson (2004). Associate Professor of Social Work. BS, University of Minnesota;
MSW., University of Minnesota – Duluth; PhD, University of Illinois – Chicago.
Joseph A. Erickson (1990). Professor of Education. BA, MA, College of St. Thomas; MA,
Luther-Northwestern Theological Seminary; PhD, University of Minnesota.
F
Barbara Edwards Farley (2000). Vice President of Academic Affairs and Dean of the College.
Associate Professor of Business Administration. BA, College of St. Benedict; MBA, PhD,
University of Minnesota.
Ronald L. Fedie (1996). Associate Professor of Chemistry. BA, University of St. Thomas; PhD,
University of Minnesota.
Zengqi Vivian Feng (2008). Assistant Professor of Chemistry. BS, Linfield College; PhD,
University of Illinois.
Nancy L. Fischer (2005). Associate Professor of Sociology. BA, Hamline University; MA, The
American University; PhD, State University of New York – Albany.
Richard M. Flint (1999). Assistant Professor of Mathematics. BA, St. Olaf College; MS, Iowa
State University.
Marilyn E. Florian (1980). Assistant Professor of Health and Physical Education. Women’s
Athletic Director. BA, Augsburg College; MS, St. Cloud State University.
Stacy R. Freiheit (2005). Associate Professor of Psychology. BA, University of Central Florida;
MA, PhD, Case Western Reserve University.
Mark L. Fuehrer (1969). Professor of Philosophy. BA, College of St. Thomas; MA, PhD,
University of Minnesota.
John A. Furia (2004). Assistant Professor of Business Administration. BA, Rhode Island
College; MPA, University of Rhode Island.
G
Annette M. Gerten (1997). Associate Professor of Social Work. BA, College of St. Catherine;
MSW., University of Michigan; PhD, University of Minnesota.
Keith F. Gilsdorf (2001). Associate Professor of Economics. BS, Moorhead State University;
MA, North Dakota State University; PhD, University of Nebraska-Lincoln.
Amy Gort (2009). Associate Professor of Biology. BS, University of Wisconsin; MS, PhD,
University of Illinois–Champaign-Urbana
Jennifer Grant (2010). Assistant Professor of Business. BA, St. Olaf College; MS, University of
Minnesota; MBA, Northcentral University; PhD, Graduate Theological Foundation.
Carrie Gray (2009). Assistant Professor of Physician Assistant Studies. BA, Central College;
MPAS, University of Iowa.
Douglas E. Green (1988). Professor of English. BA, Amherst College; MA, PhD, Brown
University.
William D. Green (1991). Associate Professor of History. BA, Gustavus Adolphus College; MA,
PhD, JD, University of Minnesota.
Jeanine A. Gregoire (1996). Associate Professor of Education. BS, MA, PhD, University of
Minnesota.
Robert C. Groven (1997). Associate Professor of Communication Studies. BA, Concordia
College-Moorhead; MA, JD, University of Minnesota.
Ann Grugel (2009). Assistant Professor of Education. BA, St. Olaf College; MS, PhD,
University of Wisconsin–Madison.
Evren Guler (2011). Assistant Professor of Psychology. BA, University of North Carolina; PhD,
University of Minnesota.
Donald R. Gustafson (1961). Professor of History. BA, Gustavus Adolphus College; MA, PhD,
University of Wisconsin.
H
Matthew J. Haines (2001). Associate Professor of Mathematics. BA, St. John’s University; MS,
PhD, Lehigh University.
Lori Brandt Hale (1998). Associate Professor of Religion. BA, University of Iowa; MA,
University of Chicago; PhD, University of Virginia.
David R. Hanson (2006). Assistant Professor of Chemistry. BA, PhD, University of Minnesota.
John U. Harkness (2001). Assistant Professor of English. BA, University of Minnesota; PhD,
Harvard University.
Milda K. Hedblom (1971). Professor of Political Science. BA, Macalester College; MA, JD,
PhD, University of Minnesota.
Peter A. Hendrickson (1993). Associate Professor of Music. Director of Choral Activities. BA,
Augsburg College; MA, Macalester College; MA, Columbia University; DMA, Manhattan
School of Music.
Melissa Hensley (2010). Assistant Professor of Social Work. AB, MSW, Washington University;
MHA, University of Missouri–Columbia; PhD, Washington University.
Paloma Hesemeyer (2010). Assistant Professor of Psychology. BA, Mills College; PhD,
University of Minnesota.
Garry W. Hesser (1977). Professor of Sociology. Director of Metro-Urban Studies. BA, Phillips
University; MDiv, Union Theological Seminary; MA, PhD, University of Notre Dame.
Stella K. Hofrenning (2000). Associate Professor of Economics. BS, University of Maryland;
PhD, University of Illinois.
Christopher Houltberg (2011). Assistant Professor of Art. BA, Azusa Pacific University; MA,
Art Institute of Boston.
I
Ann Impullitti (2010). Assistant Professor of Biology. BS, Northern Michigan University; MS,
University of Wisconsin; PhD, University of Minnesota.
Colin C. Irvine (2003). Associate Professor of English. BA, Carroll College; MA, University of
Notre Dame; PhD, Marquette University.
Gretchen Kranz Irvine (1993). Assistant Professor of Education. BS, College of St. Teresa;
MS, University of Wisconsin-River Falls; PhD, University of Minnesota.
Mark D. Isaacson (1998). Assistant Professor of Business Administration. BA, St. Olaf College;
MS, Rensselaer Polytechnic Institute.
J
Karl N. Jacobson (2007). Assistant Professor, full-time, Religion. BA, St. Olaf College; MDiv,
Luther Seminary.
Sophia J. Jacobson (1999). Assistant Professor, full-time, American Indian Studies. BA,
Metropolitan State University; MA, EdD, University of St. Thomas.
Jeffrey E. Johnson (1985). Associate Professor of Physics. BS, MS, MBA, PhD, University of
Minnesota.
Martha B. Johnson (1988). Professor of Theater Arts. BA, MA, PhD, University of WisconsinMadison.
K
Amin E. Kader (1974). Associate Professor of Business Administration. BComm, University of
Cairo, Egypt; MBA, University of Michigan.
Roberta S. Kagin (1974). Associate Professor of Music (Music Therapy). BA, Park College;
BMusicEd, MMusicEd, University of Kansas; PhD, Temple University.
Kenneth S. Kaminsky (1987). Professor of Mathematics. AB, MS, PhD, Rutgers University.
Ned D. Kantar (1999). Assistant Professor of Music. BS, MA, University of Minnesota.
Ashok K. Kapoor (1998). Associate Professor of Business Administration. BA, MA, University
of Delhi; MA, MBA, University of Minnesota; PhD, Temple University.
Anne M. Kaufman (1987). Associate Professor of Education. BS, MA, PhD, University of
Minnesota.
Michael Kidd (2008). Associate Professor of Languages and Cross-Cultural Studies. BA,
Pomona College; PhD, Cornell University.
Ericka Kimball (2012). Assistant Professor of Social Work. BSW, College of St. Catherine;
MSW,
Augsburg College.
Russell C. Kleckley (2002). Associate Professor of Religion. BA, Newberry College; MDiv,
Lutheran Theological Southern Seminary; DTh, University of Munich.
Merilee I. Klemp (1980). Associate Professor of Music. BA, Augsburg College; MA, University
of Minnesota; PhD, Eastman School of Music.
Kel Abel Knochel (2010). Assistant Professor of Social Work. BA, Albright College; MSW,
Spalding University of Social Work; PhD, University of Minnesota.
Boyd N. Koehler (1967). Associate Professor, Librarian. BA, Moorhead State College; MA,
University of Minnesota.
Bibiana D. Koh (2012). Assistant Professor of Social Work. BA, Hartwick College; MA,
Columbia University; MSW, Smith College; PhD, University of Minnesota.
Gregory P. Krueger (2000). Assistant Professor of Education. BA, Southwest Minnesota State
University; MA, Hamline University.
Joan C. Kunz (1987). Associate Professor of Chemistry. BS, University of Missouri-St. Louis;
PhD, University of Wisconsin-Madison.
L
Steven J. LaFave (1991). Professor of Business Administration. BA, Michigan State University;
MA, University of Michigan; MBA, University of Minnesota.
Suzanne W. Lagerwaard (2005). Instructor, part-time, Education. BA, University of Florida;
MEd, University of Minnesota.
Michael J. Lansing (2005). Associate Professor of History. AB, College of William and Mary;
MA, Utah State University; PhD, University of Minnesota.
David V. Lapakko (1986). Associate Professor of Communication Studies. BA, Macalester
College; MA, PhD, University of Minnesota.
Velma J. Lashbrook (2000). Assistant Professor, full-time, Master of Arts in Leadership. BS,
Iowa State University; MS, Illinois State University; EdD, West Virginia University.
Laura K. Lazar (2005). Assistant Professor of Business Administration. BA, MLS, Valparaiso
University; MBA, PhD, Indiana University.
Barbara A. Lehmann (2001). Associate Professor of Social Work. BA, Knox College;
MSW,Tulane University; PhD, Case Western Reserve University.
Audrey Lensmire (2011). Assistant Professor of Education. BA, Indiana University; MAT,
National-Louis University; PhD University of Minnesota.
Cheryl J. Leuning (1996). Professor of Nursing. BA, Augustana College; MS, University of
Minnesota; PhD, University of Utah.
Terrence Lewis (2011). Assistant Professor of Social Work. BA, Catholic University of America;
MSW, University of Kentucky; PhD, Boston University.
Dallas H. Liddle (1999). Associate Professor of English. BA, Grinnell College; PhD, University
of
Iowa.
Lori L. Lohman (1990). Associate Professor of Business Administration. BA, MBA, PhD,
University of Minnesota.
Edward D. Lotterman (2005). Assistant Professor of Economics. BA, MS, University of
Minnesota.
Mary E. Lowe (2003). Associate Professor of Religion. BA, Pacific Lutheran University; MDiv,
Luther Northwestern Theological Seminary; PhD, Graduate Theological Union.
Dawn B. Ludwig (1995). Director, Assistant Professor of Physician Assistant Studies. BA,
University of Colorado, Denver; MS, PA Certification, University of Colorado Health Science
Center; PhD, Capella University.
M
Patricia Z. Marincic (2005). Associate Professor of Physician Assistant Studies. BS, Purdue
University; MS, Colorado State University; PhD, Utah State University.
M. Elise Marubbio (2003). Associate Professor of American Indian Studies. BFA, Cleveland
Institute of Art; MA, PhD, University of Arizona.
Matthew Maruggi (2008). Assistant Professor of Religion. BA, MA, University of Dayton; PhD,
University of St. Thomas.
Virginia McCarthy (2011). Assistant Professor of Nursing. BSN, Creighton University; MN,
University of Washington; DNP, St. Catherine University.
Marc C. McIntosh (2007). Assistant Professor of Business Administration. BS, DePaul
University; MBA, Harvard University; DBA, Argosy University.
Mary Lee McLaughlin (1993). Assistant Professor, Librarian. BA, Western Michigan University;
AMLS, University of Michigan; MA, Michigan State University.
Fekri Meziou (1987). Associate Professor of Business Administration. BA, University of Tunis;
MA, PhD, University of Minnesota.
Catherine Micek (2010). Assistant Professor of Mathematics. BA, University of St. Thomas;
MS, PhD, University of Minnesota.
Joyce P. Miller (2004). Assistant Professor of Nursing. AA, Rochester State Junior College;
BS, MA, Augsburg College.
David Murr (2008). Associate Professor of Physics. BS, Augsburg College; PhD, Boston
University.
Jeremy P. Myers (2006). Associate Professor of Religion. BS, University of Minnesota; MA,
Luther-Northwestern Seminary.
Sarah Myers (2009). Assistant Professor of Theater Arts. BS, Northwestern University; MFA,
PhD, University of Texas.
N
Susan K. Nash (1998). Associate Professor of Nursing. BSN, MSN, EdD, University of
Minnesota.
Steven J. Nerheim (2004). Medical Director, Assistant Professor, part time, Physician Assistant
Studies. BA, Northwest College; MDiv, Luther Theological Seminary; MD, University of
Minnesota.
O
Susan E. O’Connor (1994). Associate Professor of Education. BS, University of Minnesota;
MS, PhD, Syracuse University.
Sandra L. Olmsted (1979). Associate Professor of Chemistry. BA, Augsburg College; MS,
University of Wisconsin; PhD, University of Minnesota.
Vicki L. Olson (1987). Professor of Education. BS, MA, PhD, University of Minnesota.
P
Magdalena M. Paleczny-Zapp (1986). Associate Professor of Business Administration. BA,
MA, Central School for Planning and Statistics, Warsaw; PhD, Akademia Ekonomiczna,
Krakow.
Donna R. Patterson (2006). Assistant Professor, full-time, Education. BA, MEd, University of
Minnesota.
Dale C. Pederson (1992). Associate Professor of Biology. BA, Augsburg College; PhD,
University of Minnesota.
Joyce B. Perkins (2006). Assistant Professor of Nursing. BS, University of New Hampshire;
MA, St. Mary’s College; MS, University of Minnesota; PhD, University of Colorado.
Noel J. Petit (1984). Professor of Computer Science. BA, St. Olaf College; MS, PhD, University
of Minnesota.
Ronald W. Petrich (1980). Assistant Professor of Education. BA, Augsburg College; MA,
United Theological Seminary.
Pary Pezechkian-Weinberg (1994). Associate Professor of Modern Languages. BA, National
University, Tehran; MA, University of Nice; PhD, University of California, Los Angeles.
Diane L. Pike (1981). Professor of Sociology. A., Connecticut College; PhD, Yale University.
Timothy D. Pippert (1999). Associate Professor of Sociology. BA, MA, PhD, University of
Nebraska-Lincoln.
Q
Philip A. Quanbeck II (1987). Associate Professor of Religion. BA, St. Olaf College; MDiv,
PhD, Luther Theological Seminary.
R
Deborah L. Redmond (1981). Assistant Professor of Communication Studies. BA, MA,
University of Minnesota.
Kathy J. Reinhardt (1997). Instructor of Modern Languages. MA, Middlebury College.
M. Bridget Robinson-Riegler (1994). Professor of Psychology. BS, Indiana University; MS,
PhD, Purdue University.
Nancy A. Rodenborg (2000). Associate Professor of Social Work. BS, Indiana University;
MSW, University of Minnesota; PhD, Arizona State University.
S
Milo A. Schield (1985). Professor of Business Administration. BS, Iowa State University; MS,
University of Illinois; PhD, Rice University.
John S. Schmit (1990). Professor of English. BS, St. John’s University; MA, University of New
Orleans; PhD, The University of Texas.
Michael D. Schock (1993). Associate Professor of Social Work. BA, University of Washington;
MSW, University of Minnesota; PhD, University of Washington.
David G. Schwain (1995). Assistant Professor, full-time, Business Administration. BBA,
University of Cincinnati; MBA, Harvard University.
Kathryn A. Schwalbe (1991). Professor of Business Administration. BS, University of Notre
Dame; MBA, Northeastern University; PhD, University of Minnesota.
Frankie B. Shackelford (1990). Professor of Modern Languages. BA, Texas Christian
University; PhD, University of Texas.
Barbara Short (2011). Associate Professor of Education. BA, Augustana College; MS, EdD,
Illinois
State University.
Kaija Sivongsay (2011). Assistant Professor of Nursing. BS, University of Wisconsin, Eau
Claire;
MA, DNP, Augsburg College.
Christopher Smith (2011). Assistant Professor of Education. BS, MS, Purdue University; PhD,
University of Minnesota, Twin Cities.
Jody M. Sorensen (2005). Associate Professor of Mathematics. BA, St. Olaf College; MA, PhD,
Northwestern University.
Robert J. Stacke (1990). Associate Professor of Music. Band and Jazz Director. BA, Augsburg
College; MACI, College of St. Thomas; PhD, University of Minnesota.
John J. Stangl (1991). Instructor, part time, Education. BS, MA, University of Minnesota.
Peter J. Stark (2007). Assistant Professor of Business Administration. BS, Northwestern
University; MBA, Pepperdine University
Nancy K. Steblay (1988). Professor of Psychology. BA, Bemidji State University; MA, PhD,
University of Montana.
Erik S. Steinmetz (1998). Assistant Professor of Computer Science. BA, Augsburg College;
MS,
University of Minnesota.
Kris Stellon (2012). Assistant Professor of Nursing. BA, MA, College of St. Scholastica.
Stuart M. Stoller (1986). Professor of Business Administration. BS, MS, Long Island University.
Martha E. Stortz (2010). Bernhard Christensen Professor of Vocation and Religion. BA,
Carleton College; MA, PhD, The Divinity School, The University of Chicago.
Benjamin L. Stottrup (2005). Associate Professor of Physics. BA, University of Minnesota,
Morris; PhD, University of Washington.
Beverly J. Stratton (1986). Professor of Religion. BA, MA, Boston University; MA, DTh, Luther
Seminary.
Kathryn A. Swanson (1985). Professor of English. BA, St. Olaf College; MA, PhD, University of
Minnesota.
Tara K. Sweeney (1992). Associate Professor of Art. BS, University of Wisconsin-Stout; MFA,
Minneapolis College of Art and Design.
T
Brenda J. J. Talarico (2003). Assistant Professor of Physician Assistant Studies, clinical site
director. BS, University of Minnesota; PA Certificate, Augsburg College; MPAS, University of
Nebraska Medical Center.
Ismael S. Talke (2012). Assistant Professor of Mathematics. BSc, University of Asmara; MSc,
University of Natal; MSc, PhD, Montana State University.
Sonja K. Thompson (1993). Assistant Professor of Music. BM, University of Minnesota; MM,
The Juilliard School.
Robert K. Tom (2002). Associate Professor of Art. BFA, University of Hawaii; MFA, Temple
University.
JosephTowle (2011). Assistant Professor of Spanish. BA, North Dakota State University; MA,
PhD, University of Minnesota.
Mark D. Tranvik (1995). Professor of Religion. BA, Luther College; MDiv, Yale University; ThD,
Luther Seminary.
Alan J. Tuchtenhagen (2011). Interim Director, Master of Arts in Leadership. BS, Westmar
College
MA, University of Nebraska; DPA, Hamline University.
U-V
Joseph Underhill (1998). Associate Professor of Political Science. BA, University of CaliforniaBerkeley; MA, San Francisco State University; PhD, University of Michigan.
Eileen Kaese Uzarek (2001). Assistant Professor of Health and Physical Education. BA,
Gustavus Adolphus College; MS, Mankato State University.
Lisa Van Getson (2012). Assistant Professor of Nursing. BS, College of St. Teresa; MA, St.
Catherine University; MS, Winona State University.
James A. Vela-McConnell (1997). Professor of Sociology. BA, Loyola University; PhD, Boston
College.
David E. Venne (1990). Atmospheric Science. Assistant Professor of Physics. BS, University of
Minnesota; PhD, Iowa State University.
Diane Vodicka (2008). Assistant Professor of Education. BA, North Park College; MEd,
Georgia Southwestern College.
W
Dana Wagner (2008). Assistant Professor of Education. BA, St. Olaf College; MEd, University
of Minnesota.
Bernard Walley (2011). Assistant Professor of Economics. BA, MPhil, University of Ghana,
Legon;
PhD, University of Nebraska-Lincoln.
Mzenga A. Wanyama (2006). Assistant Professor of English. BA, MA, University of Nairobi,
Kenya;
PhD, University of Minnesota.
Martha A. (Cary) Waterman (1991). Assistant Professor of English. BA, University of Denver;
BS, MA, Minnesota State University-Mankato.
Shana K. Watters (2007). Assistant Professor of Computer Science. AA, Northern Virginia
Community College; BS, South Dakota School of Mines and Technology; MS, MA, PhD,
University of Minnesota.
Mike Weimerskirch (2011). Assistant Professor of Mathematics. BA, Northwestern University;
MA,
University of St. Thomas; PhD, University of Minnesota.
Patricia F. Weiss (1991). Associate Professor, part time, Education. Paideia Associate-inResidence.
BA, Boston College; MEd, PhD, University of North Carolina.
Michael T. Wentzel (2011). Assistant Professor of Chemistry. BS, Creighton University; MS,
University of Pennsylvania; PhD, University of Minnesota.
Emanuelle Wessels (2010). Assistant Professor of Communication Studies. BA, University of
Iowa;
MA, PhD, University of Minnesota.
Barbara A. West (1997). Instructor of Education. Faculty Coordinator of Teacher Placement
/Licensing. BS, St. Cloud State University; MS, Syracuse University.
Trent Whitcomb (2010). Assistant Professor of Physician Assistant Studies. BS, Mankato State
University; MS, Finch University of Health Sciences.
Hans H. Wiersma (2004). Associate Professor of Religion. BA, University of California, San
Diego; MDiv, PhD, Luther Seminary.
X-Y-Z
Henry Yoon (2009). Assistant Professor of Psychology. BA, University of California; MA, PhD,
University of Minnesota.
John M. Zobitz (2007). Assistant Professor of Mathematics. BA, St. John’s University; MA,
PhD, University of Utah.
Faculty Emeriti
Ruth L. Aaskov. Professor Emerita of Modern Languages. BA, Augsburg College; MA,
Middlebury College; PhD, University of Wisconsin.
Earl R. Alton. Professor Emeritus of Chemistry/Dean Emeritus. BA, St. Olaf College; MS, PhD,
University of Michigan.
Lyla M. Anderegg. Professor Emerita of Psychology. BA, University of Minnesota; MA,
Northwestern University.
Barbara L. Andersen. Professor Emerita of English. BA, Northwestern College; MA,
Northwestern University.
Charles S. Anderson. President Emeritus. BA, St. Olaf College; MA, University of Wisconsin;
BTh, Luther Theological Seminary; PhD, Union Theological Seminary.
Margaret J. Anderson. Professor Emerita, Library. BS, MA, University of Minnesota.
Raymond E. Anderson. Professor Emeritus of Speech, Communication and Theater Arts. BS,
MA, PhD, University of Minnesota.
John E. Benson. Professor Emeritus of Religion. BA, Augsburg College; B.D., Luther
Theological Seminary; MA, PhD, Columbia University.
Anthony A. Bibus, III (1992). Professor Emeritus of Social Work. BA, University of St. Thomas;
MA, University of Virginia; PhD, University of Minnesota.
Vern M. Bloom. Professor Emeritus of Social Work. BA, MSW, University of Minnesota.
Julie H. Bolton Professor Emerita of Theater Arts. BS, MFA, University of Minnesota.
Richard A. Borstad. Professor Emeritus of Health and Physical Education. BA, MA, PhD,
University of Minnesota.
Nora M. Braun. Professor Emerita of Business Administration. BSBA, University of MissouriColumbia; MBA, PhD, University of Minnesota.
Maria L. Brown. Professor Emerita of Social Work. BA, MA, American University; MSW,
University of Minnesota.
Francine Chakolis. Professor Emerita of Social Work. BS, Augsburg College; MSW, University
of Minnesota.
Beverly C. Durkee. Professor Emerita of Mathematics. BA, BSL, BSEd, MA, University of
Minnesota; PhD, Arizona State University.
Kenneth N. Erickson. Professor Emeritus of Physics. BA, Augsburg College; MS, Michigan
State University; PhD, Colorado State University.
Norman B. Ferguson. Professor Emeritus of Psychology. BA, Franklin and Marshall College;
MS, PhD, University of Wisconsin.
Henry G. Follingstad. Professor Emeritus of Mathematics. BEE, MS, University of Minnesota.
Stephen M. Gabrielsen. Professor Emeritus of Music. BA, Augsburg College, MA, PhD,
University of Minnesota.
Jerry Gerasimo. Professor Emeritus of Sociology. BA, Lake Forest College; MA, PhD,
University of Chicago.
Orloue Gisselquist. Professor Emeritus of History. BA, MA, PhD, University of Minnesota.
Satya P. Gupta. Professor Emeritus of Economics. BS, MS, Agra University, India; MS, PhD,
Southern Illinois University.
Arlin E. Gyberg. Professor Emeritus of Chemistry. BS, Mankato State University; PhD,
University of Minnesota.
Daniel S. Hanson. Professor Emeritus of Communication Studies. BA, Augsburg College; MA,
University of Minnesota.
Edwina L. Hertzberg. Professor Emerita of Social Work. BA, Cedar Crest College; MSW, PhD,
University of Minnesota.
Norman D. Holen. Professor Emeritus of Art. BA Concordia College-Moorhead; MFA,
University of Iowa.
Bradley P. Holt. Professor Emeritus of Religion. BA, Augsburg College; BD, Luther Theological
Seminary; MPhil, PhD, Yale University.
John R. Holum. Professor Emeritus of Chemistry. BA, St. Olaf College; PhD, University of
Minnesota.
Irene Khin Khin Jensen. Professor Emerita of History. BA, Rangoon University, Burma; MA,
Bucknell University; PhD, University of Wisconsin.
Duane E. Johnson. Professor Emeritus of Psychology. BA, Huron College; BA, University of
Minnesota; ME, South Dakota State University; PhD, University of Minnesota.
Mary A. Kingsley. Professor Emerita of Modern Languages. BA, St. Olaf College; MA,
Middlebury College.
Alvin L. Kloppen. Professor Emeritus of Health and Physical Education. BS, Augustana
College; MA, University of South Dakota.
Lynn E. Lindow. Professor Emerita of Education. BS, Mankato State University; MS, North
Dakota State University; PhD, University of Minnesota.
Lynne F. Lorenzen. Professor Emerita of Religion. BA, University of Iowa; MDiv, Northwestern
Lutheran Theological Seminary; MA, PhD, Claremont Graduate School.
Esther G. McLaughlin. Professor Emerita of Biology. BA, PhD, University of CaliforniaBerkeley.
Marie O. McNeff. Professor Emerita of Education/Dean Emerita. BS, MEd, EdD, University of
Nebraska.
Erwin D. Mickelberg. Professor Emeritus of Biology. BA, Augsburg College; MA, University of
Minnesota.
Mildred “Mike” Mueller. Professor Emerita of Education. BA, MA, Central Michigan University;
EdD, University of Minnesota.
Edor C. Nelson. Professor Emeritus of Health and Physical Education. BA, Augsburg College;
MEd, University of Minnesota.
Richard C. Nelson. Professor Emeritus of History. BA, University of Nebraska; MA, PhD,
University of Minnesota.
Catherine C. Nicholl. Professor Emerita of English. BA, Hope College; MA, University of
Michigan; PhD, University of Minnesota.
Beverly J. Nilsson. Professor Emerita of Nursing. BS, MS, PhD, University of Minnesota.
Norma C. Noonan. Professor Emerita of Political Science. BA, University of Pennsylvania; MA,
PhD, Indiana University.
Ronald G. Palosaari. Professor Emeritus of English. BA, Bethel College; BDiv, Bethel
Seminary; MA, PhD, University of Minnesota.
Patricia A. Parker. Associate Academic Dean Emerita. BA, Eastern Michigan University; MA,
PhD, University of Michigan.
Curtis M. Paulsen Professor Emeritus of Social Work. BA, St. Olaf College; MSW, University
of Minnesota; PhD, The Fielding Institute.
Lauretta E. Pelton. Professor Emerita of Education. MEd, Marquette University.
Joyce M. Pfaff. Professor Emerita of Health and Physical Education. BA, Augsburg College;
MEd, University of Minnesota.
Philip A. Quanbeck, Sr. Professor Emeritus of Religion. BA, Augsburg College; BD, Augsburg
Theological Seminary; MTh, ThD, Princeton Theological Seminary.
Larry C. Ragland. Professor Emeritus of Computer Science. BS, MA, Central Missouri State
College; PhD, University of Texas at Austin.
Bruce R. Reichenbach. Professor Emeritus of Philosophy. BA, Wheaton College; MA, PhD,
Northwestern University.
Glenda Dewberry Rooney. Professor Emerita of Social Work. BS, University of North Texas;
MSW, University of Illinois; PhD, University of Minnesota.
Marianne B. Sander. Dean of Students Emerita. BA, Valparaiso University; MA, University of
Minnesota.
Edwin J. Saugestad. Professor Emeritus of Health and Physical Education. BA, Augsburg
College; MA, University of Minnesota.
Charles M. Sheaffer. Professor Emeritus of Computer Science. BA, Metropolitan State
University; MS, PhD, University of Minnesota.
Eugene M. Skibbe. Professor Emeritus of Religion. BA, St. Olaf College; BT., Luther
Theological Seminary; ThD, University of Heidelberg, Germany.
Clarice A. Staff. Professor Emerita of Social Work. BA, Augsburg College; MS, DSW, Columbia
University.
Grace K. Sulerud. Professor Emerita, Library. BA, Augsburg College; MA, University of
Minnesota.
Ralph L. Sulerud. Professor Emeritus of Biology. BA, Concordia College, Moorhead; MS, PhD,
University of Nebraska.
Karen T. Sutherland. Professor Emerita of Computer Science. AB, Augustana College; two MS
degrees; PhD, University of Minnesota.
Maryann Syers (1998). Professor Emerita of Social Work. BA, Arizona State University; MSW,
PhD, University of Minnesota.
Philip J. Thompson. Professor Emeritus of Art. BA, Concordia College, Moorhead; MFA,
University of Iowa.
David L. Tiede. Bernhard M. Christensen Professor Emeritus of Vocation and Religion. BA, St.
Olaf College; BD, Luther Theological Seminary; PhD, Harvard University.
Rita R. Weisbrod. Professor Emerita of Sociology. BA, MA, University of Minnesota; PhD,
Cornell University.
Mary Louise Williams. Professor Emerita of Social Work. BFA, MSW, University of
Pennsylvania.
Show less
AUGSBURG
COLLEGE
INTERIM 1991
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AUGSBURG
COLLEGE
INTERIM 1991
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Introduction
Calendar
About this Catalog
Options
Visiting Students
Augsburg Courses
UMAIE Courses
Other Courses
Augsburg Lifetime Sports
Introduction to Interim
Interim is an integral part of the school year at Augsburg College. The
College follows a 4-1-4 calendar, with Fall and Spring semesters of approximately 14 weeks separated by a four-week January Interim. Interim is particularly intended to be a time for both students and faculty to employ styles of
teaching and learning and to investigate questions and topics in places and ways
not possible during the regular term.
Because one Interim course equals a full-time load, students should plan to
spend the same amount of time in class and preparing for class as they would for
a four-course load during Fall and Spring semesters. Students can register for
only one course credit during Interim. There is no tuition refund for a student
who chooses not to enroll in an Interim course.
Most Interim courses are graded traditionally on a 4.0 to 0.0 scale. Students
generally have the option to register on a Pass/No credit basis. A few Interim
courses are graded only on the P/N system; this is indicated in the course
description.
Some courses are offered with either upper or lower division standing. Such
Interim courses have two numbers listed and the student must select. Students
registering for upper division standing should anticipate additional assignments
and a more rigorous grading standard.
To graduate, an Augsburg student is required to complete 35 courses of
which at least three must be Interim courses (or one Interim less than the number
of years of full-time enrollment at Augsburg; e.g., a transfer student enrolled full
time for two years is required to complete one Interim for graduation).
For More Information
Interim Office Memorial 230)
Interim*tary,
Kay Thoat =lo25
Interim Dimtor, Dr. Don Gustafsonat 330 - 1119 Memorial 114b)
It is the policy of Augsburg College not to discriminate on the basis of race, creed, national or ethnic origin, age,
marital status, sex or handicap as required by Title 1Xof the 1972 Educational Amendments or Section 504 of
the Rehabilitation Act of1973, as amended, in its admissions policies, educational programs, activities and
employment practices.
Interim Calendar 1990
.............................................................Interim Registration
...........................................................................
Late Interim Registration
.........................................................................................
First Day of Interim
October 29 -November 2
December 3
January 2
Class I 9:00 a.m.
Class I1 1:00 p.m.
........+..C..H...U
.....................................U..U...Y.m..r..La~tDay for CanceYAdd
...................Last Day for Determining Grading System with Registrar
January 3
January 16
January 18
January 30
February 4
..................................................Last Day for Withdrawing from Courses
....................................................................................................
Interim Ends
................................................................................ Spring Semester Begins
The time and number and length of meetings as well as the beginning time will
be arranged the first day of class. The daily schedule for Interim is divided into
two blocks of time:
Time I: 8:00 a.m. to Noon (on the first day of classes Time I classes will begin at
9:00 a.m.)
Time 11: 1:00 p.m. to 5:00p.m.
Note: Martin Luther King Day will be observed at Augsburg with a special
convocation on Monday, January 21, at 1:00p.m.
About This Catalog
The catalog lists courses by departments. Departments are listed in alphabetical order. At the end of the book are listings of other courses not offered by
Augsburg but recognized by the College for Interim credit. Further descriptions
and information about these courses are available in the Interim Office, Memorial
230. Students may also register for one of the lifetime sports listed at the end of
the Catalog.
Options
International Interim - Students are invited to be part of one of the 27
international Interims offered by the Upper Midwest Association for International Education (UMAIE). These course opportunities are listed near the end of
this catalog.
Independent or Directed Study - Studentsmay elect a progt-am of independent
study (upper division 499) or directed study (lower division 299) for Interim.
Faculty members are strongly discouraged from accepting responsibility for
more than one independent study per Interim. Students choosing to pursue
independent or directed study must:
1. Meet departmental requirements.
2. Present to the registrar for approval a copy of the proposed study plan approved by the supervising faculty member. This proposal must be submitted at
least one week before registration and no later than December 3. Appropriate
study proposal forms can be obtained in the Interim Office.
Interims at Other Schools - Augsburg students may enroll at any other 4-14 institution which offers a reciprocal Interim arrangement. Catalogs of these
Interims can be consulted in the Interim Office. The Interim Secretary will help
students in applying for registration at other schools.
Registration for Interims at the other Twin Cities colleges will be at Augsburg during the regular registration period. Note that Interim Courses at
Macalester, Hamline and St. Thomas begin on January 7 .
Most courses taught during the Interim at other 4-14 schools are accepted
for credit by Augsburg, but may not necessarily be accepted as meeting
Augsburg's distribution requirements. This qualification particularly affects
courses offered for the Religion requirement.
Visiting Students
Augsburg College welcomes students from other 4-14 schools for the
January Interim without tuition charges provided the student's home institution
agrees not to charge tuition to Augsburg students for the January term. The
waiver of tuition does not include special fees, housing or board costs. Other
students will be charged $708 for the Interim course.
Students interested in registering for an Augsburg Interim should write to
the Interim Director for application fonns or use the forms provided by the
Interim Office at their own school. There is an application processing fee of $10.
Students are welcome to stay on campus but are not required to do so.
Requests for Interim housing should be made to the Interim Office.
Courses
The Florida Keys: Marine Biology
of the Florida Keys and Writers of The Florida Keys
This interdisciplinay program will involve about two weeks of study i n southern
Florida. It will be based at the Newfound Harbor Marine Institute on Big Pine Key
during most of this period but there will also be a brief trip to the Everglades. Two
distinct course offerings are availablefor credit, taught by Ralph Sulerud and John
Mitchell. Descriptions for these courses can be found in the appropriate departmental
sections of this catalog (Biology and English.)
The interdisciplinay component will involve several days of field trips conducted by
the personnel of the institute. Unique communities such as coral reefs and mangrove
swamps will be studied. There will be plenty of opportunity for snorkeling, and scuba
diving is available for those who are certified. Students will also make several visits to
Key West, and will study some of the writings of Key West authors (see page 12). All
students will participate in these activities and i n certain classes i n addition to completing the specific requirements of the course for which credit will be given. It is intended
that relationships will become apparent between the biology of the Florida Keys and the
writing which has emerged from this interesting environment.
A fee of approximately $1,200 will be charged for transportation (including airfare),
lodging, most meals and the services (field trips, lab facilities, classes, etc.) of the
Newfound Harbor Marine Institute.
Marine Biology of The Florida Keys
BIO 140-41048; 340-41049
Instructor: Ralph Sulerud
The Florida Keys provide an excellent site for the study of marine organisms
and marine ecology. Most of approximately two weeks in Florida will be spent at
the Newfound Harbor Marine Institute located on Big Pine Key. The institute offers
laboratory facilities and field trips in addition to housing and a dining hall. Field
trips will pennit the study of diverse habitats such as those of coral reefs, shallow
bays, mangrove swamps, seagrass communities and tide pools. Organisms from
these communities and others will be investigated onsite and in the laboratory. A
marine biologist from the institute will be available to lead field trip and conduct
specialized classes. Upon termination of the program at the institute there will be a
short trip to the Everglades to experience yet another interesting environment.
Preparation for the excursion to the keys will be made during the week prior to
the trip. This will include an introduction to marine biology utilizing a variety ol
audiovisual materials. The final week will be devoted primarily to study and the
completion of course requirements.
The course will have an interdisciplinary component. Biology students will
interact with students from John Mitchell's Key West Writers course. Further
information concerning this component will be found listed under The Florida
Keys in the Interdisciplinary section of this catalog.
Evaluation will be based on overall participation in the program, a journal
based on daily experiences, and one or two exams. Upper division students will
also do a special research project which will be the basis of a paper.
Prerequisites: Permission of instructor. For upper division credit, Biology 111
and 112 or equivalent.
Distribution: BiologyIChemistry
Time: I
Room: Science 213
Molds, Mushrooms and Humans
BIO 141-41047
Instructor: Esther McLaughlin
The course will make familiar the "fifth kingdom1' of o'ganisms, fungi,often
neglected in undergraduate curricula. 'Ihe biology and classification of fungi,their mle ir
the ecosystem (rotting and other activities),and their medical, industrial and commedal
importance will all be covered in ledures, student pmentationsand field trips.
Evaluation will be via tests,quizzes, and graded presentations. Some classroom
demonstrationsof fungal typesand forms will be included.
Distribution: BiologylChemistry
Time: I1
Room: Science 205
Chemistry for Changing Times
CHE 100-41001
Instructor: Arlin Gyberg
'Ibis is a non-labontorychemistry course W on the popular book by JohnW. Hill
of the s m title. It is not a traditional chemistry come and does not assume a science
backgod. Basic science and math are introdud early and taught as needed for
understandmgthe various topics and implications. 'Ihemumedoes assumethe studentis
in-ted
in and concerned about the relationshipof chemistry to life and living.
Chemistryhas been intimately a part of liberal eduation for centuries. The early
scientists we= considered to be philosophersand their societies were philosophical
societies. In recent decades the human seeking of pemnal independem has led to
chemistrybecorning a part of everyday life to the point of actual dependare on chemistry. We live in a world of pesticides, fertdkm, plastics, "thepill", food additivesand
processed foods, vitamin supplements, the energy crisis, chemical dependency, biocides,
pollutants, drugs, searching for life on other planets, genetic manipulation, and it goes on
and on. Emotions and mental disorders can often be traced to chemical imbalance. The
common bgged out, grumpy feeling after an afternoon nap is a mult of a chemical
imbalance. The nature of a hangover is the result of a complex systemof alked body
chemistry. Even learning appears to be the mult of chemicalreaction to forma
"memory molecule". Most of the problems we face are molecular in nature. What then
but chemistry can better help us to understand ourselves, our society, our world, and our
universe? Come pin us as we take a molecular look at the hummamWion
This course will be offered in a lecture/discsussion format Films will supplementthe
lechm/discsussion periods. Daily quizzes willbe used for evaluation This course meets
a distributionneed but does not satisfy prerequisitesfor Chemistry 106or 116.
Prerequisite: High School Algebra
Distribution: Biology-Chemistry
Time: I1
Room Science 315
A Labaatory Intro&m
to Chemisty
<31M113.41002
Instructar: JoanKunz
Substances changed into new materials; colors change; solids v t e from
solution a m i stry is Lhe scimcc which trim to dcrstand these and many other
c h a n p wmning in the ma ttm around us. An intemting way to become introduced to
&anistry and to problem solving in the sciences is to do laboratory q x r h e n t s . 'Ihis
muse presents an introduction to chemistry using the laboratory as the chief arena for
instruction Studentswillbe introduced to measurements, reactions, synthesesand
chanical problem solving such as idcntifiation of simple m p u n d s in solution and
dekmination of amounts of matuials prrscnt in a sample Pmpr attention to techniques and safe practices in the laboratoryis scpeded. The course will meet each week
day fot thm hours. Course grades will be based on the quality of the laboratmy work,
tl-e I a h t m y reports ~summri;jngeach eqmimk),and an e m at the end of tlw
murse.
Distributiom Biology/Chemistry
Time:I
Room Science 315
COBOL
CSC 27141003
Instructo~:LanyRagland
A study of the COBOL progmning languagefor studentswith someprevious
howledge of pmgrammhg. This course will expand a student's knowledge of p r e
gramming and pmgmmkg languagesthrough pmentation of the features of COBOL
together with programming techniques for using those features. Thiscourse will include
lechms and programmingassignments in COBOL. Evaluation will be based on the
progaming assignments and examinations.
Pnsequisite: One course with a study of computer language (eg, CSC 170)
Time:I
Room: Science 112
Puinciples of Miaaeconornics
ECO 1l%4100Q
Instrudo~Satva Guvta
~n introdkon bmicroeconomics: the theory of the household, firm, market
structuresand income distribution the^ willbe an applicationof elementaryeconomic
theory to market policy. Grades will be based on tests in class.
Distribution: Economics/Political Science
Time:I
Room: Library 1
C 0 n ~ o r a . EcommicRelatim
y
Betzueen East and West
ECO 319-41037
Instructo~Magda Palemy-Zapp
In this course,we'll explore motivations for ecommic cooperation between countries
with different political and economic system 'Ihis will be followed by the analysisof thc
conditionsfor East-West economic cooperation and its pattans. We'll focuson m t
developmentsin pint economic and indusbial cooperation. Students will share an
understandingof economic relations at the national level and see how nations with
diffemt economic and political systems employ the principles of politics and economics
in their own domestic and international affairs. Using compamtivemeans,institutions
and systems that drive cornmaw and g o v m c e will be explored and explained,
including recent institutionalchanges in the dm&& of foreign trade in centrallyplanned economics. Then, at the global level, the effects of GAlT, EEC, and OMEA on
East-West economic dations will be examhed. At the end of the course, we'll try to
identify trends and alternativesin the 1980s. 'Ihere will be a mid-term test, a final scam
(takehome),and a
paper.
Prerequisite: Economics 112(Macro)
Time: I
Room: Old Main 21
EcrmomicMysis ofHumanActz*~~l~
and Orgm'mtbns
ECO 31%41038
Instrudac Milo Schield
Objective: To use thetoolsof modernmicm-emnomics to analyze a wide variety of
humanactionsand hurrranoqpizati011~
Issues Understandinginvestmentsin human capital (education,marriage, familyIsocial
clubs, charities, etc.) Undastanding the n a W I growth and mnsequencesof pmperty
rights (an economic theory of law, an economic theory of Western history, an economic
theory of capitalism,etc.) Understandingthen a W , growth and consequences of public
choices (publicopnizations and economicefficiency, voting, politicians, an economic
theory of bureaucracy and an economic theory of the State).
Textbooks: Henri LePage: ' T o m m w Capitalism1', RadniRadnitzkyand Bemholz: "Emnomic
ImperMsm".
Math Level: No calculus;some geometry. Rimarily vehd reasoning.
I quizzes,paper and final.
Approach: Readhgs, lechmsI~ o n sweekly
Evaluation: Quizzes (3at 100/0),final(200/0),book wviews (20%0),paper (20'31)and attendance/parlicipation (~WO).
Prerequisites Uppewlass standing or an upper-divisioncourse in Political Science,
Sociology, Philosophy or Economics, or else the permission of the Instructor.
Time: I1
Room: Science319
For more Economics listings, see Page 36
Human Relations
EDS 38841050
Instructor: Carolyn Clemmons
This class provides valuable insight into the values, communication techniques, cultural mores and other unique characteristicsof major minority groups
in Minnesota. This class is taught from a perspective of minority group members
with interaction from class members.
How do you blend and honor the diverse cultures in a classroom setting?
How might you gain more knowledge of our global society?
Students will develop interpersonal relation skills applicable to teaching and
other professional vocations. This is a one-half credit course.
Prerequisites: Passing of PPST and admittance to Education program in process.
Time: II Tuesdays, Thursdays and alternate Fridays
Room: Old Main 10
Discovery Leaming in ihe World of I(mdergmten
EDE 37541005
Instructor: Bruce Drewlow
This class
students for the unique experiencesand rrsponsibilitiesof a
kindergarkmcla~~~~~)m~classwill:
A. Stms key adult/child relationships.
B. S~RSScurriculum developmentand instructionalsystems which are supportedby
current mearchand practices in education settings.
C. Stress key adult/child relationships.
D. Stress process - '%ow to learn".
E. Sharemearchhsed findingsabout developmentally appropriateclassmom organizational plans.
ER
mntinuities and discontinuities in development (characteristicsof the
kindergarten child).
G. Examine appropriatedevelopmental instructionpractices.
H. Examine appropriatecurriculumdesign and instructionalpmgrams meeting the
needs of the kindergarten student.
I. Explore current methodologies in the instruction of the kindergarten child.
J. Include guest speakem and field trips.
Objectives of the class: At the completionof thisclass the studentwillbe able to
iden*
1.Developmental needs of the kindergarten
2. Discuss the diffe~ntapproachesto kindergarten educationand the theories
behind these approaches.
3. Organizea classroomenvironment to meet the learning needs of students.
4. Identify and create a curriculumplan for teaching kindergarten that meets both t h
students1needs and the teaching style of the teacher.
Grades willbe based on projectsIdiscussion and examination. This is a one-half credit
COum.
Pmequlsites: Passing of PPST and admittance to Educationprogram in pmcess.
Time:I Mondays, Wednesdays and alternate Fridays
Room: Library 4
wtiw o f t h r n w q s
ENG 13641051
Instructo~JohnMitchell
This course offers a study of literatureas it relates to setting, in this case an environment that willbe studied and experienced biologically, ecologically, and culturally in
with the mading of essays, poetry, and fiction. 'Ihe study of the environment
co-(E
itself will involve an interdisciplina~~
program based at the Newfound H a h r Marine
Instituteon Big Pine Key about 30 miles from Key West. The main text will be The Key
WestRtnder: l'he Best ofthe Key West Writers,18B1990; in addition, studentswill read
one novel from a variety of choices. It is said that at any given time there are about 50
writas living in Key West. They have included Stephen c1-ane,John Dos Passos, Wallace
Stevens, Ernest Heminpay, Wbeth Bishop, Robert Frost, TennesseeWilliams,
Thomas Sanchez, Thomas McGuane, and nunemus others. Field trips during the twe
week stay will involve excursions into the culturally and racially diverseArt Deco District
of Miami Beach; snorkelingin the coral reefs; trips to the "back country"of the mangrove
islands; visits to the homes of writem like Emest Haningway and TennesseeWilliams;
and an excursion into the Evqlades. A wonderful interplayof environment, culture,
and literaturewill result and the student will be an informed y c e rather than a men?
tourist. Studentswillbe scpected to keep a journal and to write a final paper about 1G12
pages in length, based upon the use of environment as literary setting.
This interdisciplhq program will involveabout two weeks of study in southern
Florida. It willbebased at the Newfound Harbor Marine Institute, Big Pine Key during
most of this period but the^^ will also be a brief trip to the Everglades. Two distinct
course offerings m availablefor d t , taught by Ralph Sulerud and John Mitchell.
Descriptions for these c o r n can be found in the appropriate deparhental sections of
this catalog (Biology and English)
The interdisciplinarycomponent will involve several days of field trips conducted by
thepemmnel of the institute. Unique communitiessuch as coral reefs and mangrove
swamps will be studied. Them will be opportunity for snorkeling, and scuba diving for
thosewho are certified. Studentswill also make several visits to Key West, and will
study writings of Key West authors. All students will participate in theseactivities and
in catain classes in addition to completingthe specificr e y h m m t s of the course for
which d t will be given. It is intended that mlationships willbecome apparent
between thebiology of the Florida Keys and the writing which has emerged from this
interesting environment.
A feeof approximately$1,2mwillbe dmged for bansportation (includinga m ) ,
lodging, most meals and the services (field trips, lab facilities, classes, etc.)of the
Newfound Harbor Marine Institute.
Pm.requisites:Permission of instruct01
Distribution: EnglishISpeech
Time: I
Room: Old Main l2
The S h a t Stay -Elements of Fidm
1
I
mG~1007/MW10a)
Instructoc Kathryn Swanson
What is fiction? What is good fiction? What elements of fiction should be considered
,in making an evaluation? In this course, students will find answersto thesequestionsby
mding a variety of fictional works and by writing their own fiction.
Although the course will not involvea systematic analysisof the history of the form of
the short story, we willbegin with tales and fables and we will &a sufficientnumber of
classics for the student to appnxiate the historical developmentfrom Poe to Beattie. 'Ihe
c o w willinvolve practice in ways of aplitaature and will include study of the
basic critical terminollogy, so it would be an appmpriatecourse for studentswho have not
yet studied literatureat thecollegelevel.
Students are scpectedto readthe storiesand novel, participate in class discussions,
write an analysisp a p on a selected short story, write an original short story, and take
several quizzes and a finalscam
Students talang thiscourse for upper division d t will m d an additional novel and
p~epw
a substantialpapg/class presentation bsed on it.
All students will be asked to contniute$5 to enable printing and distributionof sel&
original fiction from theclass.
Prerrquisite: Effective Writing
Distriiution: EngIiWSpeech
Time: I
Room: Music 22
Speech Communi*:
W
m Mimniiiie, Social C h ,and their
VioftheEnglishLanpge
ENG ZL9-4l057
Instructm JohnSchmit
'Ihe speech that we use, as much as theclothes that we wear, marks us as members of
a p u p . We adopt the laripage of thecommunity to which we wish to belong, and,
conversely, by njeclingthe languageof a community we are seen to reject the community
itself. Speech communitiesare delineated linguistically, but are definedas culW units.
'Ihe l a n m of each must encompass those conceptsand name those things that the
c
u
m
l holds to be important. 'Ihiscourse will conduct an emmination of issuescentralto
analysis of the speech communitiesof women, minorities and socialstrata. Students willlx
asked to focustheir individual study on an issue of pasonal intevst.
'Ihe come will combine ledme and student-initiated discusion Each student will be
evaluated on thebasis of two examinationsand a short (8 page) p a p .
Distribution: Urban Studies,or Women's Studies, or Minarity Studies
Time: II
Room: Old Main 27
ReSisi0n.s: ConternpmaryDmma in English (1975-pment,l
ENG 24941009
Instructm Douglas Gram
Questions of ethnicity, class, language, gender, and sexuality pervade recent
drama in English. These issues are revitalizing both contemporary drama and
productions of classic texts. We will examine how dramatic works of the late '70s
and the '80s, written in English, have been shaped by and have addressed issues
ranging from racial tension and interaction to sexual preference. (We sometimes
survey cumnt drama on several such topics, like class, gender, and language in
1989, and sometimes concentrate solely on plays about one issue, like sexual orientation in 1990.) For comparativepurposes, we will also view a few films on related
topics and try to attend at least two productions in the Twin Cities. There will be
moderate fees for the local productions.
Students will keep a journal, write two in-class essays, and one short paper.
(Theremay also be occasional quizzes.) A series of group projects, which include a
long paper and some performance, will conclude the course.
Prerequisite: ENG 111(Effective Writing) is strongly recommended
Distribution: EnglishISpeech
Time: I1
Room: Old Main 18
Recreational Rhythms and Activities
HPE 232-41042
Instructor: Carol Enke
Theory and practice in teaching and performing American heritage and intemational folk dances. Exposure to New Games concepts and activities.The majority of
the course grade is based on participation in class activities, a teaching assignment,
and a written test. This is a one-half medit course.
Time: I1 Mondays, Wednesdays and alternate Fridays
Room: Melby 202
Administration and Supemision of the
School Health Program
HPE 410-41043
Instructor: Richard Borstad
Historical background, legal bases, school health services, and relationships to
community health program and resources. Methods and materials in health education with laboratory experiencein classroom and community.
Periodic exams covering lecture and textbook assignments; written summaries
of professional journalarticles; in-class activities, including a presentation on a
teaching method.
Pmequisik HPE 320 (School Health C m i d u m )
Time: I
Room: Murphy Place2
CoachingofBasketbaZ1
HPE 477-41090
Instruchm Brian Ammann
?heory, tdmique and administrativeaspects of mchingbas-.
Exams, on-thefloora>aching~~es,danduscoutingreportdbethemethodsofevaluation
Thisisa
&f
cradit catrse.
Time I, Tuesdaysand Thursdaysand alternateFridays
Room: Melby 111
Coachingof Volleyball
HPE 48341054
Instructo~:Marilyn Florian
This c o r n deals with the theory, technique and administrative aspects of coaclng
volleyball. A small part of the grade willbe based on completed assignments; the mapr
portion of the grade will be based on tests.This is a one-half credit course.
Time: I, T and Th and alternate Fridays
Room: Melby 111
Officiating of Basketball
HPE---- 41041
Instructor: A1 Kloppen
This course will focus on learning the rules and mechanics of the game of
basketball. There will be practical experience on the floor. Students completing
the course should be ready for certification by the Minnesota High School
Association. Grade evaluation will be based upon tests, papers prepared and
performance on the floor. While there are no prerequisites, it is highly advisable
that students have some basketball playing experience. This is a one-half credit
course.
Time: 11, Tuesdays and Thursdays and alternate Fridays
Room: Si Melby 202
The 18SOs:Ameuica'sWatershed
HIS 33841056
1nstrucl.o~JohnJenswold
lkpmion! War! b b r wiolerm! Ruml mlution! Psycholo@ccrisis! mal
dislmkion! Political comption! Racial conflict!Thc 18% was a dynamicdecade of
crisis and challmge in almost every a s p 3 of American life. This rmwrlcable landmark
d d e pmvidcs a window through which we a n examine a n u m b of nwpr t h m
and W s taking s h a p in d m American d e t y , p l i tics, economics, culture, and
fordp @icy.
We'U appmach thederade thmgh the mdqpof such contemporary writers as
JaneAddams, ATbert Bevcridge, E u p e V. Debs, Theodoxv Dr&, The People's Party,
Jacob Riis, Frederick Jackson Turner, Thontein Veblen, and Booker T. Washington.
These readings - and their historical contacts- will provide the basesof ledures and
discussionson the rcIwant topics of the dmde under study.
Evaluation will be b a s d on short papers on tlac m d i n p and on one essay exarnination, as well as on classdiscussionsof the assigned material.
Prerequisites: HIS 221 or HIS 222, (US. Survey)or consent of instructor
Time: I
Room Old Main l3
The capstone of the Augsburg First Year Experience (FYE)Program is a special
interdisciplinary Interim course with places reserved for first year students. For the 1991
Interim there will be a single course with three sections, each taught by a difierent faculty
member. The course will provide fill credit and will satisfy the Fine Arts distribution
requirement. A few students who are not freshmen will be permitted in the course.
Art and Idea: The Baroque in Europe
INS 191-41011
Instructors: Julie Bolton, Merilee Klemp, Kristin Anderson
How do we see? How do we listen? How do we respond to theater? What is
the nature of art? How m ideas conveyed in art forms? What do the visual arts,
music, and theater have in common? How do they reflect the society in which they
were created? Is art timebound or timeless? All art forms are linked to a particular
time and place. We see that the visual arts, music and theater always reflect the
spiritual and intellectual climate of its time. Using examples of music, art and
theater created in Europe in the Baroque period, the course will explore how to
appreciate and understand the various art forms, e e e the relationships among
the arts, and consider the expression of enduring themes and ideas at different
points in time.
Students will participate in the course through various readings, including
reading plays, studying scores and listening to recordings, and reading primary
source material connected to the art pieces considered. Using the resources of the
College and the city, students will also attend a special performance of the Augsburg
Faculty Artist Series, visit art collections, including the Minneapolis Institute of Arts,
and attend music performances, including the Minnesota Orchestra or the St. Paul
Chamber Orchestra. Students will be expected to attend all required performances
and museum visits, write analyses of the art works or performances, and write a
paper integrating the different arts and time periods studied. There will also be
quizzes.
Costs for tickets to performances should not be more than $15.
Distribution: Fine Arts
Time: I The class will normally meet during Time I, but students will be expected to
attend a limited number of off-campus events (someevenings andlor weekends)as a part
of the class work.
Room: Tjomhom - Nelson Theater
The Paideia Approach: Thinking and Talking
About What You Read
I N S 120-41055
Instructors: Marie McNeff, Vicki Olson
Students will participate in a series of seminars, following the Paideia
seminar format as developed by Mortimer Adler and Paideia Associates.
Students will read selected readings, which will then be discussed in Paideia
seminars. One seminar will use Charlie Chaplan's "Modern Times" for viewing
and then seminar. Open to students with an interest in learning through and
about the Paidcia Program.
Students will read selected readings and view selected films for seminar
discussions, develop and/or hone habits of mature, intellectual talk; observe
seminars conducted in Minneapolis and St. Paul Public Schools; study the
Paideia Proposal; design their own rules and norms for effective seminars;
evaluate their own behaviors during seminars; lead seminars.
Methods of evaluation will include interviews with students and observations of students participating in seminars. Reflective writing will be a part of
the evaluation methodology. The evaluation of the course will be based, in part,
on seminar participation: "The good seminar participant (1) is neither too
impulsive nor overly hesitant in responding, (2) checks periodically on the
purpose and direction of the talk, (3) allows people to be heard, (4) is an active
listener, (5)spreads out the discussion, (6) is considerate, (7)criticizes a point
thoughtfully, (8)makes room for productive silence, (9)is well prepared." (From
"%minar Strategies": portion of essay by Grant Wiggins, Coalition of Essential
Schools, Brown University.)
Time: I
Room: Science 319
Social Change: The Ultimatum of
Community Development in India
I N S 241-41053
Instructor: Vincent Peters
Life in the global community of today's world demands an understanding of
many issues from perspectives not easily achieved without intimate study from a
viewpoint far different than one's own. This course seeks to challenge many
common assumptions regarding the differences between "rich" and "poor,"
"East!' and 'West," while examining the process of social change in the context
of an emerging nation.
South India provides a rich experience of lives in transition, as reformation
sweeps through the culture on every level, bringing socio-economic develop
ment, political empowerment, and redefinition of social and gender roles.
Students immerse themselves in the culture of South India through dialogue,
homestays, and cultural events, and as a result will find their own world view
greatly challenged and enhanced.
We will spend time in Madras, the smaller city of Vellore and villages near
it, in Bangalore and finish with four days in New Delhi which will coincide with
the colorful celebration of Republic Day.
There will be some assigned readings. Evaluation will be based on participation in discussion and field activities, maintenance of a journal and two tests.
The comprehensive fee of $2,695 includes air and surface transportation,
accommodations (half in hotels and half with families), breakfast daily and two
group dinners in addition to the twelve dinners with families.
Registration for this Interim must be made before October 26 at the Office of
International Programs.
W m k LifeTransitions
INS24541010
Instructar: Diane Busico
Are YOU so~~dbyyourfeelingsandconcemedaboutlifechoicesfacing
you? Would you like to have a betterundmtanding of y o d and others?
?he course will explore the process of adultpsychologid development from age 18
on. 'Ihroughbooks and articles, students will see the life come unfold and followvarious
passages through thelife mume Questionswhich naturally arise during the bansition
periods conaming,for example, carem, marriage, and family, will be bein the
context of the life course. StudentswiUbe expeckd to develop a journal andbe involved in
teamwork Upper class students will be scpected to assume team leadershiproles.
Distribution: Women's Studies
Time: I
Room: Old Main 10
Histimj of &eRomrmce Languages
LIN 3124UlZ
Instrue. Donald Steinmek
?he Romance languageshave played and continue to play a mapr mle in history.
Most people are familiarwith the names of the mapr R o m languages: Portuguese,
Spanish,Fm&, Italian,Romanian,but~arealsootherlesshmlanguagesinthis
p u p , such as Galidan, Catalan, P r o v d , l
,
Sardinian,Rom,and others. This
coursewillbe concerned why theselanguagesare so similar and why they&.
Basidy, the similarities stem from the fad that theselanguagesall have the same
source, the poplar Latin speech (oftenmked to as Vulgar Latin) which was spokenby
ordinary people - traders and rmrchants, soldiersand sailors, ruraland &an settlers of all
kinds - within the Roman Empire at its greatest extent. They differin part because
differences in dialect traditionally tend to grow with the passage of time and, very
importantly, these languages have all experienced the influences of various other
languages - such as Arabic in the case of Spanish, Celtic and German for French,
Slavic for Romanian, etc.
'Ihe length of thecoursewill not permit going into great detail regall these
changes,but the mapr developmentswill be emmined mthlly, particularly in thetheof
SpanishandFd
By the end of the c o r n , the student will have seen samplesof almost all theabove
Romance languagesand should be familiar with the basic aspects of thepopular (or
Vulgar) Latin which result in the similarities and alsobe aquainted with m y of the
factos which account for the diffenmm.
Grading for thecourse will be based on the studenfsg e n d pqaration for all
assignments, on specific performance for two tumin assignments, and on a final
examination
Pnmquisites: at least thee terms of some Romance Language or a linguisticscourse
Time:I
Room Old Main 22
Math and Ifs Applications: SSucceed Wth Math
MAT 1324013
I n s t r u e . Suzanne Do&
Are you a math avoider? Do numbers and symbols s<rare you? Do you wonder why a
student mapring in socialscience or h d t i e s needs to know some math?Would you
like to irrgroveyour math SHS,
be mom at ease wib math, and maybe even learn to like
math (a little)? If you answered "yes" to any of the above, thiscourseis for you.
In thismuse we will wok on solving problem and puzzles to help you be comfortable when dealing with numbers and to generally impmw your quantitativem n i n g
skills. W e w i l l s e e m a n y ~ o f m ~ t i c s i n b u s ~ a n d d s c i ~ .
Evaluation willbe based on homework problems, a pmblansolvingjournal, and
several short papes. kwillbe no quizzes or tests.
Time 11
Room Science212
Ma& ofbrterest
MAT 173-41014
Instrum Ken Kaminsky
Have you ever wondenxi why women have been charged more thanmen for
annuities and &ved
lower p e n s i o n ~ tthan
s men? Or why women have paid less
than men for life irmmme?Or how life inspremiums calculated? Or how
instalhmt loan payments are figured out? Or how much money to invest in order to
accumulate a certain lump sum or annual payment at a certain date in the fuhm? Then
thisc o r n may be meant for you. Theseand other interestingand usefultopics in the
mathematics of financialkmsadions willbe c o d .
'Ihisc o r n should be usefulfor studentsin businessand ecomrnics or for any
students intemtd in cawen in finmedated fields. Evaluation willbe based on classmom participationand quizzes.
Prerequisites Group III on math placement test ar equivalent
Distnlution. Mathematicsmhysics
Time I
Room Science 212
Creative Arts Therapies: A Clinical Overview
MUS ll(F41017
Instntctor: Roberta Metzler
An introductory course for students interested in interdisciplinary approaches of the various arts therapies, emphasizing the individual contributions
of dance, drama, music, art and other arts to the therapeutic process. The class
will visit clinical treatment facilities in the area. Evaluation will be based on
three tests and field trip reports.
Special fee to cover transportation: $15.
Time: I1
Room: Music 24
Electronic Music Composition
MUS 23&41063/430-41015
Instructor: Robert Karlen
An opportunity for students to explore, experience, and create some of the
sounds found in 20th Century music. Through a "hands+nl' approach, participants
will be involved in:
1.Making multi-track recordings on half-track, quarter-track, and cassette decks
through an eight-track mixer.
2. Individually creating, modifymg and mixing sounds from traditional sound
sources as well as from analog and computercontrolled synthesizers.
The study and application of practical electronic technology used in the production of music today will be combined with aesthetic considerations necessary for the
creative aspects of the art.
Much of the work in this course will be done in small groups. Lower division
students will work with up to four channel-four track recording involving techniques of speed changing, splicing, reversing tape direction and filtering using
primarily traditional and non-traditionalsound sources. Upper division students
will also use electronicallysynthesized sound sources including computer controlled
keyboard, overdubbing and overlaying up to seven tracks.
Students must have the use of a portable cassette recorder, and provide themselves with a 7-inch reel of blank recording tape and a blank cassette tape.
Prerequisite: Music theory or permission of instructor for upper division status.
Distribution: Art-Music
Time: I1
Room: Music 5
Beginning Nonoegian I
NOR 111-41018
Instructor: Frankil Shackelford
Course 111is for students with no previous background in Norwegian. The
course aims to develop basic skills in speaking, listening, reading, writing, and
cultural understanding. Classroom practice focuseson both presentation of vocabulary and structures and the use of the language in everyday contexts.
The finalgrade is derived from daily assignments, quizzes, and a final exam.
Distribution: Foreign Language
Time: I
Room: Old Main 25
What Do You Think Of That?
PHI 250-41019
Instructor: Kenneth C.Bailey
There are many puzzling issues in our lives and world which deserve some
clear and careful thought. What shall we think and say about such contemporary issues as "Freedom of the Will"; "Can Computers Think?"; and 'What are
the Grounds of Moral Responsibility?". In this course we will discuss these and
other concerns that confront our age, in an attempt to understand them more
clearly.
Discussions will be based upon readings from a wide selection of authors,
some traditional (such as John Locke, Rene Descartes, and William James); and
some very much in the forefront of contemporary discussion (such as Ayn Rand,
B.F. Skinner, Sidney Hook, and John Hospers). Their views are provocative, to
say the least, and they will challenge you to ask, again and again, 'Well, Now.
What Do You Think of That?".
Grades will be based upon a mid-term examination, a final examination, and
class discussions.
Distribution: History/Philosophy
Time: I1
Room: Music 22
Introduction to Weather
PHY 106-41020
Instructor: Noel Petit
A study of the science of meteorology which will provide a working knowledge of the principles of atmospheric science. Attention will be given to four
basic areas observing the weather changes and understanding the world's
climate. Related topics to be included are: hydrology (study of the earth's water
cycle), pollution, economic effects of the weather, and weathefs impact on world
events. This course is designed to be an elective or satisfy the MathematicsPhysics distribution requirement for the liberal arts student.
The course will have two weeks of class lecture and laboratory followed by a
two-week trip through the Southeast United States visiting major weather
facilities. The itinerary will include stops at Kansas City, Missouri; Oklahoma
City, Oklahoma; Vicksburg and Gulfport, Mississippi; Tampa, Miami, Cocoa
Beach, Daytona Beach and Gainesville, Florida. At each site there will be a tour
and explanatory program for the functions of that facility. Topics of the visits
will be severe storms, control of the water in the Mississippi River basin, automated weather observation at sea, television station weather facilities, hurricane
tracking, weather satellites, and agricultural weather.
During the trip the student will maintain a journal of weather and site visits.
Daily weather maps will be created using portable weather satellite reception
systems carried on the trip. This trip will not only allow visits of operational
weather facilities, but also will allow the student to experience the full range of
climates across the U.S. from north to south.
Daily quizzes and lectures will be given during the travel. Grades will be
based upon the journal, two hourly examinations and an individual project
completed during the trip. The cost will be approximately $700. Initial deposit
due by October 26.
Prerequisites: High School Algebra
Distribution: MathematicsRhysics
Time: I
Room: Science 28
Introduction to Space Science
PHY 320-41021
Instructor: Ken Erickson
This course is designed for students in science and engineering who are
interested in acquiring a basic knowledge of the major topics required for further
study in the field of space science.
The course will provide a survey of the earth's space environment including
solar, planetary, magnetospheric, ionospheric, and upper atmospheric physics.
Topics include solar flares, solar corona, the solar wind, the bow shock, rnagnetopause, radiation belts, plasma sheet, magnetic storms, and magnetosphereionosphere coupling with special emphasis on magnetospheric substorms,
current systems, particle precipitation, and aurora. Evaluation will be based on
assignments, two exams and a paper.
Prerequisites: PHY 245 or consent of instructor
Time: I
Room: Science 205
Spreadsheet Physics
PHY 15141022
Instructor: Jeff Johnson
Spreadsheets (e.g., Lotus 123)have been used extensively in business for
years. However, it is also possible to use spread sheets to solve physics problems
without using "high-powered" mathematics. Spreadsheets allow the student
who is not an expert in mathematics to experience physics on a more intuitive
level. We will use Lotus 123 to solve problems in a wide variety of physics areas
including planetary and projectile motion. Some of the problems investigated
might be in areas other than physics. Grading will be based on spreadsheet
projects, homework, and a final exam.
Prerequisites: Math level lII
Distribution: Mathematics/Physics
Time: I
Room: Science 30
Understanding the Middle East Through Literature
POL 241-41062
Instructor: Renee Taft
Literature in the Middle East can be a sensitive barometer of the manner in
which individuals have sought to cope with the challenges and crises experienced by their societies and have defined themselves within and against societies
which an? themselves in the process of change and redefinition. In this seminar,
students will examine a number of novels as well as expository prose in English
from Egypt and the Arab world, Israel and Iran. Because the theme of common
concern in our time is the Arab-Israeli conflict, emphasis will be placed on gaining a
better understanding of its ramifications. The seminar will emphasize close reading
and analysis of texts, classroom discussion and essay writing. No prerequisite
required although some basic knowledge of the Middle East is preferable. Final
examination and one paper comparing two or more authors read.
Distribution: Economics/Political Science
Time: I
Room: Music 23
Alternative Politics
PoLW1058
Instructm RandallKindley
'Ihe qanding role of alternativepolitical movements is one of themost fascinating
socialphenomena of the last quarterof thecentury. Politid plies, inhest p u p s and
~ m tmovanenk
s
that will fit our conventional view of left and right are becoming
significantpolitical playersat the national and local level in the United States and abmad.
'Ihe Gram, for example, have become parbmentary contendersin many Empean
countries. Youth and c h d mowmats have figured prominently in thepolitical changes
that swept EasternE m p e in 198P1990. Inbhremb, en-talist,
anti- nuclear,
religious and anti-tion
p u p s are gaining in memkrship and activism while
traditional competitionbetwemDemocl.at and Republicanwanes. Will the politics of the
21st Century be based on these new political cleavages?
In thiscourse, we will scarnine the phenomenon of alternative political m m t s
from a menational, national and local pmpective. Seved issues will be I-aised:What
accountsfor the pmpagation of thesenew political foms? What are the visions and goals
of these p u p s ? How are thesevisions and goals tramlabed into pragmatic political action?
How do their ideals, as w d as thepolitical systems in which thesegroups m embedded,
shaped#emms in objectivesand strategies? Finally, what does their growth mean for the
way politia will be conducted at thelocal, national and intemational level in the years to
come?
Essentially,thiscourse will be exploratoryand we hope to developa practical scheme
for comparing and analyzing theemergenceand behavior of thesealtemative political
p u p s . Reawillbe a mixtureof theoretical literature and publicationsof some of
thesepups. Thegreateremphasiswillbemthelatters~themaprityofclasstimewill
be devoted to presentations by prominent individualsin local alternativemovenwnts and
discussionsabout their political goals and strawes. Grades in the course willbe based on
class participation, a termpaper and a final exam
h q u i s i t e x 1Political Science course or permissionof instructor.
Time:I1
Room Murphy Place 3
TheLegalRights oftheAm&
Employee and
E m p l o y e r h a~llatmeandJudkialPempecttve
POL 37641099
Instruclor. Phil Fishman
This new course will scarnine the currentpolitical and legal rights and responsibilities
of theAmerican employeein the contempmy labor market Various forms of employment issues, including contra3rights, wrongful tamination, workers compmsationfor
pbrelated injuries, safety in the work place, protection against legal dkrhination on the
job, drug and alcoholtesting and rights of the employee to "whistle-blow!' Whemer
possible, the oppositeposition of theemployer willbe pmented. The role of theAmerican
labor union movement and employer's political action p u p s will be a d M where
devant. M willbe field trips to observeadual court and/or administrativelaw
pI.ocRedings. Students will alsomeet with employment la-.
Studentswill p q m e s p e d mini-termpaper and final examination.
h q u i s i t e s Junioror Senior status; 1course in Political Science or Economics.
Time: Wednesday Jan.2,6304k3and each Monday and Wednesdaythereafber.
Room Old Main 16
Psychobgy ofthe Legal System
PSY 3354024
Nancy Steblay
l l w US. legal system will be investigated from the perspectiveof psychologicaltheory
andpradice A ~ c f o c u s w i l l b e o n ~ s o c i a l p s y ~ l o g y o f m
with d d m a t i o n of such topics as jury selection, eyewitness evaluation and jury decision
Instru-
Class mdingsand discussionwill also a v e r suchW e r a m s as morality,justice,
ethics and victimization. Guest-1
will include members of the legal and psychological communities.
Evaluationn-ethods include test and w r i b work; studentswill alsobe mponsible
for contributionto classmomdiscussion.
Prerequisites: a general psychology course
Time: 11
Room: Old Main16
The Self as Revealed in Myths and Symbols
PSY 340-41023
Instntdotr Norm Ferguson
This course will explore concepts of self from psychological, cultural, and
theological perspectives. A variety of myths and symbols will be examined with the
intent of gaining knowledge about how they function as representationsof "the
self."
The objective of the course is to gain a deeper understanding of one's individual
self and of how the conceptualizationsof your self have been molded by a variety of
social, cultural, and historical influences. The content of the course will include
topics as: the impact of science on myth; the mythologies of romantic love, war, and
peace; the process of individuation; and metaphors of psychological transformation.
Class time will be devoted mainly to the discussion of the assigned readings.
Students will be expected to be prepared for class by doing the readings and to be
actively involved in the class discussions. Students will be given some of the
responsibility for leading discussions. Evaluation will be based on: (1) class partiapation, (2) a course journal, and (3)four or five short (60@-800word) papers.
Prerequisites: PSY 105(GeneralPsychology)
Time: I
Room: Murphy Place 2
Idealism and the Adolescent
PSY 3704025
Instructor: Duane E.Johnson
Inquiry into the nature and presence of idealism in the life of the adolescent person.
Theoretical bases for such idealism will be considered. Idealism W e d toward other
persons and society will be the main focus.-This course will be conducted as a seminar
with a high level of student contributionand prticiption. Attendance at each class
session is requhd.
Procedures will include class discussion, frequent short papers, and frequentoral
reports. Each student will be r e q M to seek out and interview pmons in the adolescent level of development. Typewritingor equivalent word processing will be required.
Studentsare required to read TheMoral Life of Children by Robert Colesbefore the start of
the Interim Thisbook will be available in the Augsburg Bookstore by November 1.
Content of the book will be discussed in the first few class sessionsand will provide a
base for further learning in the course.
This course is offered only on PIN basis.
Prerequisites: PSY 105, General Psychology
Time: I
Room: Old Main 23
The Bz%k, h p a g e and Intqmtation
REL 445 41006
Instructor: Philip Quanbeck
A study of theuse and funciton of language in the Bible. The importance of recognizing the varied character of language for understanding thebiblical text. Grades will be
based on class prticipation, a presentation to the class and an examination.
Prerequisites:REL 111 or REL 221
Distribution: Religion (only one Interim Religion course may be used toward graduation requirements.)
Time: I
Room: Old Main 11
The Theology of Mm'age
REL,34341026
Instructor: Cathy Paulsen
Mamiage has been described in terms of a free fall, a decision which we often make
with a portion of our brain and all of our heart. This course will take nothing from the
1
I
I
heart, whether you are manied or not, but it will inaxme your sureness and the possibility for meaning/intimacy in your life with a significant other. Within the context of
Christian tea*,
many theories, with particular attention given to the work of C. G.
Jung willbe studied and applied to the marital relationship and secondarilyto the
family.
discussion, and visiting resourcepersons. Evaluationwill be
Thew willbe,-l
based on class participation, one paper, and two tests. Two books willbe required.
Prerequisites:REL 111 or REL 221 or permission of instructor.
Distribution: Religion (only one Interim Religion course may be used toward graduation requirements.)
Time: I
Room Music 24
Biblical T
&
i
Then andNow
REL4354060
Instructor:~~-en
An opportunity for students to mearch s@c Biblical texts to examine their place
in Scriand how it has been interpwtd by theologians down through the centuries,
including current interpwlations by feminist, process and liberation theologians.
Each student will mearch and pment findings to the class on one specific text.
Evaluation is based on class participation and the mearch paper. No exams.
Prerequisites REL 111 or REL 221.
Distribution: Religion (only one Interim Religioncourse may be used toward
graduationrequirements.)
Time: II
Room Old Main 23
A t m , God and Money: How SciencP,
Religion a n d E c m i c s M k
REL 43641061
Instructors: Mark Engebretson,JohnBenson, and Tom M q a n
Science, theology and economic thought are intricately intertwined and reflect
one another in the development of Western Civilization. "Atoms, God and Money
will examine three historical periods: Medieval, 18th Century and 20th Century, to
show how the three areas of thought change together and influence one another.
Course content will be drawn from texts and video series by James Burke and from
writings of Kenneth Boulding. Class time will be divided among a variety of
activities including: discussion, lecture, presentations, small group tutorials and
simulation games. Drawing from the ideas developed in the course, participants
will work as teams to construct Space Colonies.
Course evaluation will be based upon: Midterm and Final exams, group project
presentation, and a final paper on a topic in the area in which one is taking the
course for credit.
Prerequisites: Junior or Senior status and one prior religion course
Distribution: Religion (only one Interim Religion course may be used toward
graduation requirements.)
Time: I1
Room: Science 123
Exploring Human Services
SWK 25741027
Instructor: Mary Lou Williams
Students will volunteer 20 hours per week under the direction of an agency
representative. In addition, students will attend a specific small group seminar 3
hours per week during which agency experiences will be shared and readings
discussed. Evaluation will be based on performance in agency, written subjective
summary, brief journal summary, exam on readings.
Time: I
Room: Murphy Place 1
Exploring Human Services and Social Work
in Great Britain (lanuay 2-26,1991)
SWK 34611028
Instructor: Rosemary Link
Experience the excitement of a changing Europe through British eyes. Explore
modern social policies in the context of ancient culture. Join British students and
faculty and meet a variety of human service professionals in health, corrections,
family and child welfare. Encounter the breadth of the nation's traditions through
visits to galleries, museums, theaters and historic sites, such as Canterbury, and
Stratford. In London we visit a wide range of agencies and explore this lively city
with the help of English social work students. We visit the West coast port of Bristol
and benefit from University faculty expertise in advocacy and child welfare. We mix
practical experience, observation and dialogue to understand how the country's
social services reflect culhual values. The fee ($2,295) includes travel and accomrnodations, breakfast daily, two lunches, six dinners and two theater tickets.
Registration for this Interim must be made before October 26 at The Office of
International Programs.
Field Work LU
S W K 466-41030 (fullcourse)
S W K 466-41029 (l/2 course)
Instrudar: Francine Chakoli
Course content w
i
l
lbe continuation of Field Work I. - educationallyfocused
field placement in a social service agency.
Students will spend 15 (or 30) hours per week in field placement, plus one hour
per week in a faculty facilitated supportive seminar held on campus. Evaluations
will be made in writing by the field instructor using previously developed contract
and social work evaluation forms.
Prerequisites: S W K 462 (Field Work II)
Time: To be arranged
Principles of Sociology
(with emphasis a the Health Care Systnn)
SOC 121-41031
Instructor: Barbara Johnson
Sociology is a unique way of understanding the world. As an academic discipline and a profession, sociology provides insights into culture, roles, groups,
interaction, inequality and social structure. It is an essential tool for discovering the
world and one's place in it.
The emphasis for illustrationsand exercises will be directed to the health care
system. Crosscultural comparisons will be drawn. The course will be useful for
future health care providers and related professionals and for consumers as well.
This course covers the same concepts and meets the same objectives as the
regular term course. Therefore students can expect daily written and/or reading
illbe given.
assignments. Three exams w
Distribution: Psychology/Sociology
Time: II
Room Library 1
Racial and Minority Group Relations
SOC 265-41032
Instructor: Jerry Gerasimo
This course considers the dimensions of racial and minority group relations.
Major attention is focused upon prejudice, racism, and the role of self- understanding.
The course format will include lectures, films,readings, and an opportunity for offcampus participant observation. Members of the class can expect evaluation to be based
on a combination of class participation, a research project, and a final examination. The
course is offered only on a P/N basis.
Distribution: Minority-Urban
Time: I
Room Old Main 18
Beginning Spmdsh
SPA 1114(B3
Instructo~Staff
Beginrung Spanish I is the first half of the beginning sequence, the goal of which is to
introduce the student to the most basic vocabulary and grammar in order to prepat him
or her either to go on to additional study of Spanish or to use it at an elementary speaking-understanding level at the end of the m n d course. The emphasisis on spoken
Spanish, but secondarygoals to develop reading and writing skills as well. After
Inkdm, students will be prepared to continuewith Spanish 112in the spring.
The approach used in class will be proficiency oriented and grammar explanations
willbe given as needed to clan@thosein the text. Evaluation will include class participation, a test on each chapterand a written and an oral final scam
Distribution: ForeignZanguage
Time: I
Room Old Main 29
Evaluating Continental Literatrwe
SPA 250-41034
~ I ' I S Gu*
~ ~ E
ROZ4?tlt&
The objective of the course is to enable studentsto discuss continentalliterature
through theuse of valid critical tools. It will involve both theory and subsequent evaluation of the reading selectionsfrom different points of view. We shall read half a dozen
short stories, severalplays, one novel and a number of poems.
Studentevaluation willbe based on thw written repork, participation in class
discussions, and a finalscam This course is designed for foreign language studentsbut
anyone with an interest in European continental literatureis welcome to m 1 1 . Students
interested in Spanish350 (Introductionto Literam for Language Students)should see
the instructor for special arrangements.Offered in English.
Prerequisites: Sophomore standing or consent of instructor
Distribution: English-Speech
Time:I
Room: Old Main27
Documentary Video
SPC 347-41035
Instructor: Deborah Bart
Documentary video is a video production course which integrates lecture
and criticism with hands-on experience dealing with non-fiction subjects.
Students will work in production teams, gaining experience in field production
and editing. The production teams will produce a 30-minute documentary piece.
Evaluation will be based upon student journals, critiques and a paper.
This course requires additional lab time for editing.
Time: I
Room: Foss A-V Seminar
Theater Crafts
SPC 495-41036
Instructor: Michael Burden
Theatei Crafts will introduce students to several methods used in producing
props and costume accessories for the stage. Class time will be project oriented.
Projects will include felt hats, masks, jewelry, mold casting, hand props and a
final project to be selected by the student. The class will also include theater
tours and attendance at a prop-oriented show.
Prerequisites: SPC 222 or 228 (Intro to Theatre or Technical Production) or
permission of instructor.
Time: I1
Room: Tjornhom-Nelson Theater
Augsburg is part of a consortium called UMAIE, Upper Midwest Association
for Intercultural Education, which offersoverseas learning experienm during the
Interim. Further information about the following courses can be obtained from
Kathleen Lutfi at the InternationalPrograms Office, 2018 Eighth Street (330.16551 or
from the Interim Office. Registration for these Interims ends October 26,1990. These
courses a~ offered on a P/N basis only and generally carry a lower division number.
Ancient and Modern Maya of the Yucatan
Archaeology in Yugoslavia
Art in France and Italy
Australia's Business Climate
The British School and Family
The Culture, Heritage and Diversity of Eastern Europe
Ecology and Natural History of The Yucatan
E m t in Transition
Europe and the Rise of Modern Science
-- Exploring Human Services and Social Work in Great Britain
Greece Art and Artifact, Myth and Drama
Guatemala: Centuries of Tradition- Century of Change
Hawaii: Mu1ti Cultural Communication in Organizational Settings
Intermediate German. 2,000 Years in Trier
Literary Landscapes of England and Ireland
Modern European Business and Worklife
Molart to Brahms: Music in Germany and Austria
Museums, Music and Monuments (Germany,Austria, Italy, Hunga y)
Peace Studies: Nonviolent Revolution in Europe
Social Change: The Ultimatum of Community Development in India
The Soviet Union and Eastern Europe in the Gorbachev Era
Southeast Sea Adventure: Tropical Ecology in Malaysia and Bali
Spain. 1492 to 1992 and Beyond
Theatre in Britain
This is New Zealand
Towards Peace an Conflict Resolution. Study in Ireland
Translating All That Business About lapan
*
These courses are offered by institutions or groups not connected with Augsburg College but have been approved for credit by the college. Most cany a tuition
cost plus other expenses which are the responsibility of the student. They are
offered only on a P/N basis. Fuller descriptions and details for registering are
available in the Interim Office.
Sailing in the Virgin Islands (January8-24 1991)
HPE 455-41039
Instructor: Joyce Pfaff
Designed for the beginning and intermediate sailor interested in the art and
practice of sailboat cruising. The course will take the participant to a competent
level of sailboat handling (anchoring, mooring, helming and crewing). The
student will live aboard a 43-46 foot fixed keel sailboat with five/six other people
and will function as an active crew member. Actual on-the-water instruction will
be the major part of the course. Sailing will include cruises to the various islands
and cays in the British and American Virgin Islands. Snorkeling and
windsurfing will be available on an optional basis. No smoking is allowed.
The course cost is $2,400, which includes airfare, for Augsburg day students
and qualifying 4-14 students. Others will have to pay regular Interim tuition in
order to receive academic credit.
Prerequisite: Permission from Marilyn Florian or Carol Enke of the Health
and Physical Education department.
Total payment is due October 31,1990.
Distribution: Lifetime sport (also one course credit).
Outward Bound
HPE 21241067
Check for informationin the InterimOffice for material on dog sledding and snowshoeing
on the Minnesota-Canadianborder or for white water cImoeingand desert campingon the
Rio Grande in theDecembeT27 through January27period.
l'hereis a cost of approximately$1,275 (theOutward Bound o ~ a r b t i o has
n some
scholarshipsavailable).
LPaders o n L e a i p : The NatimlAgendu
POL39841065
Washington, D.C.: News Cap;tolof The Wmld
POL 39841066
These Interims begin December 30and continue until January19,1991. Information
on either of the above pmgrams, housing and financial assistanceis available from Dr.
Milda Hedblom in Memorial 117k
ThefOllming&hity 1s d & I e fo shdcnb during Inhim and s h r h f s may rqisbjbr this
as(orn w
l
n
r mum. This &fy dm not mwy @cia! d i t , Inrf dm ma+ fhe
lfdirnesports requiremenffmgmduntim. Sludmk mnyprticipk in fhis c b ~uithuulr&tEn'ng
fw thewutse,Imt will tx qwtd fa F/mjfmw h e h or mf ll~esludent+tmfor the colme.
class as&I
American Karate
HPE 002-41045
Instructor: Mike Teitelbaum
The form, basic techniques and practical usage of American Karate, taught
by a certified Third Degree MKA Black Belt instructor. Fee of $25.00.
Distribution: Lifetime Sports
Time: 120&1:00 MWF
Room: Melby
Racquetball
HPE 002-41044
Instructor: Brian Ammann
Distribution: Lifetime Sports
Time: I; M,W and alternate Fridays
Room: Melby
Hisotry of Economic Thought
ECO 219-41406
Instructor: Richard Herzog
A chronological study of the major economic thinkers in the context o
the political, economic and social settings of the time. Emphasis will be or
tracing long-term secular trends in economic thinking in an attempt to
provide a framework for understanding and analyzing current social
problems.
I.
Ancient Economic Thinking
11.
The Medieval Period
111.
Mercantilism
IV .
Classical
V.
Socialist/Utopian
VI.
Modern
Primarily lecture/dimssion depending on class size. If small class
(less than 101, seminar style may be more appropriate. A major research
paper (minimum of 10 pages) would be required. Final exam would be
essay on three of five topics.
Distribution: Economics/Political Science
Time: I1
Room: Old Main 11
NEW COU'RSE
A I S 290-41069
ART 290-41068
S. Chapman
TRIBAL ARTS & CULTURE
An o v e r v i w of the v i s u a l arcs of the he'rfcan Indians v i t h i n r h e United
S r a t e s v i t h some a t t e n t i o n rtl Canada, Gntral and South America. In
addition to the visual arcs of the Eastern Woodland, P l a i n s , Pacific a d
Southwest fndians, some c o n t e n t w i l l hclude drama, d a c e , p o e t t y ,
mythology, r i t u a l s and r e l i g ~ o n . Scu&zsts -1
produce art work such ar
weaving, baskecs , p o t t e r y , jewelry, sedqture or p.rinrs. This wurst
is c r o s s f k i t e d v i t h the Arr Department.
Objectives, Content. aad Procedzres a m & s e e d on page 2 bf this
Proposal.
Evaluation w i l l be done fn amjuoctien w i t h t h e A r t
Department. A complete syllabus w i l l be developed v i t h the assistance
of che A r t D e p a r a e a t . Herhods of e v a l w c i w ill be Included.
Distribution: Fine A r t s
HPE 271-41070
Time: X I
Room:
OFFICIATING FOOTBALL
I.
~ e v e i o pknowltdgt mu s k i l l s mctizary t o ~m a' reglsttted
official nith the Hinnesota State Ugh School League.
2.
Develop appreciation far the fole of t h e official i n the total
aducational prrrcess.
Cmtenr:
OM4
Will k based an the rules mb -its
set f0M
the national
Federation for Swru and rules and r~gularlomsof tne Hinnesota
State High Schcvl League.
Procedures: Lectures, dermnstrat~ons.film. simlated 9-
situations
Evaluation: Written tcst
-
T h i s i s a one-half credit course.
H I S 140-41964
EAST EUROPE
Time: 11, M,W, a l t . Fri.
UNDER THE HAPSBURGS
-
Room: S i Melby
R.D. Zehnder
the East C e n ~ d
f u r c ~ e= a h of the rabs'hqs and itr
inheritors f o e z i n g on three themes: 1) %acfrgrpu..xd, 4 e v t l ~ * n tand -=ent
~nditzon
of t \ e peoples o f East Cent-d. E u m p t
thc Balkans w i t h
eye .to
fallowin; c ~ z t n events
t
in Erst Europe ~ ' p l - Q
an ricotic but &-
He w i l l lccir a t
vacation for tilose b e a d y bared with PEZLS and O s l o 2 ) The i..ceniws instltutlons of the & k e g s t k a t d b w c d them b m e w i a
t!!e c ! a l l e r . q e of Refgration, Libera-,
Hati-,
always as t h vsi+'-q
~
t e a m in Lke s t - ~ g g l e uith Gutavus Admf;.=s,
H z w l m n , and .
&-B
3) The brZLizn+ raltrt-al ac3ievemenrs of
s
f mt&e
.. t??es%h t ~ b d e r miles
ocean at t h e hterfaca of Geman, kt3, and SLavic s ~ c ~ e ~ fe s , HEZFreud.
W t will visit Vienna ~JI 1776 L!mgb *e fib ha2eus unless t h e
ma<*=
is realp by class. By t . ? e end of te= e v e r n n e ulll be q e c t e d to aiscuss
Easr !C==?e Fntelligently mer ccffee md m i l l do an fn-depa prrrjecr paper on
an East Europe s m e r vacatien w i t % r h s t o r i c a l f02 tome aspect, of th.
Habsbur: tultural or institutional e~::=ibution thaf you f k d psf-iF21uly
iatorescL7q. mare w i l l also be some farm of an -ma#.
Distribution: Hi rtory/Philosaphy
Time: I 1
Room: OM13
J, Shackel ford
- --
-- - - - - -
~ 1 1 1be p r e ~ r a t ~ - ~ ~ ' ~ & icjectim
~ - & t ef g e o c e ~ i r~ oi ~s - 1 ~ by a
SuceeasiW of u i e n t i l u from copemit o I-ton;
~ d l u r=forn
l
d the
discovery af the ~ t ~ m l a t t oofn t h e b l e d ;
-cgenm of a*pcrirntal
e t h o d s ; tbt o r p ~ a i ~ t l nofn the scl*ntlEi~*Oterprbe. and c-n
for t h e
&act o f science on rrligiow and mr.1 P t t t r s . shy'wr+ tb* t b - t t s t c d
theerlrs a t tb meitnta W o n mat in
perid? my dld t h e nrv Ideal
i ~ these quntiuar v ~ l require
l
er
aftto r c t w l t b opp~zitirn? c o ~ i d e t a t of
c ~ f i t l d c rthe r o c i a l llrd a f e 1 l e - l
a f r r t o f Rtfor-tion AM Cauntcrold nytb about t h e
b f o t m t ? o n m o p e . In the V r o u ¶ s we rill d b p c l
proqrtsstvc ~ t u c mof sciemtific d * q e l o ~ n tand c~let o ra ~ d c r r t m d i n go f
memr of tP. macept=l changes mt form gut of om tnttllactual h*rft.qr.
~lrrtrrretioa'vill Laclde lectnres and dlrelusia.
Bud en e x a d ~ t l o m(short W * r a rml -yrl
&
r
,
Prerequisite: 3 History course
m l m t l m u11l k
plpcr.
Time: ? I
Room: OM13
MATHEMATICS OF CHANCE
Zheng
The goal of this course I5 t o discuss with students a b u t various f i n i t e
mathematics t o p i c s , including Sets, counting Thcturfques. Probbil l t y md
S t a t i s t i c s . f lass sessions Include I r c t u e s , dCscussions and small grgup
rxercises. Course evaluatjon will be based on class-particlpatlvn,
hmemrrk, a midtrm exam and f i n a l exam. (Studmts who have hhd Probability
and Statistics fraR other courses shoutd contact the instructor before
n g i s t c r i n g far this tovrsc),
Students who have taken MT 121 aay n o t take t h i s course; however, students
who take thls course may l a t ~ rregister for HAT 121.
Prerequisites: MAT 104 or Group TI1
Distribution:
I N S 401-41071
Time: I1
Room: 5212
Math/Physics
THE C I T Y AS MYTH & METAPHOR:
& THE WILDERNESS
THE GARDEN
3. G r i f f i n
This course will l o o k a t t h e c i t y a s a garden and wilderness, e x p l o r i n g these
metaphors i n the broadest sense. Not only w i l l we look a t the c i t y per re,
but we w i 11 consider how these metaphors affect perceptions o f women L minorities.
The course w i l l approach the t o p i c primarily by way o f the humanities. Thus
there w i l l be a focus on the discussion o f t e x t s , but these texts w i l l be
supplemented by the resources of the Twin C i t i e s themselves.
Prerequisite: SENIOR HONORS STUDENT
INTERNSHIPS:
Time: I
Room: FC 42
For information on January Interim internships please contact
the Internship o f f i c e i n Murphy Place, Rm. 8, by December 14.
OTHER CHANGES:
HPE 232
REC'L RHYTHMS & ACTlVITlES meets Time: I , M,U, & a l t . F
Cancelled courses:
HIS 338, THE 1890s: AMERICA'S WATERSHED
MAT 132, MATH AND ITS
APPLICATIONS
INTERIM
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lntroductlon
Calendar
About Thls Catalog
optlons . . . . . .
Vlsltlng Students
lnterlm Courses
UMAlE Courses
Other Courses
Augsburg Ufetlme Sports
...............................................42
Contents
Interim is an integral part of the school year at Augsburg
College. The College follows a 41-4 calendar, with Fall and
Spring semesters of approximately 14 weeks separated by a
four-week January Interim. Interim is particularly intended to
be a time for both students and faculty to employ styles of
teaching and learning and to investigate questions and topics
in places and ways not possible during the regular term.
Since one Interim course equals a full-time load, students
should plan to spend the same amount of time in class and
preparing for class as they would for a four-courseload during
Fall and Spring semesters. Students can register for only one
course credit during Interim. There is no tuition refund for a
student who chooses not to enroll in an Interim course.
Most Interim courses are graded traditionally on a 4.0 to 0.0
scale.Students generally have the option to register on a Pass/
No Credit basis. A few Interim courses are graded only on the
PIN system; this is indicated in the course description.
Some courses are offered with either upper or lower division
standing. Such Interim courses have two numbers listed and
the student must select. Students registering for upper division standing should anticipate additional assignments and a
more rigorous grading standard.
To graduate, an Augsburg student is required to complete 35
courses of which at least three must be Interim courses. The
number of required Interim courses is adjusted for transfer
students. Transfer students should refer to their transfer credit
evaluation form, or consult the registrar.
It is the policy of Augsburg College not to discriminate on the
basis of race, creed, national or ethnic origin, age, marital
status, sex or handicap as required by Title D( of the 1972
Educational Amendments or Section 504 of the Rehabilitation
Act of 1973,as amended, in its admissions policies, educa tional
programs, activities and employment practices.
Interim Office (Memorial 230) - Interim Secretary, Kay
Thomsen, 330-1025; Interim Director, Dr. Diane Pike, 3301025.
October 26 - October 30 ............................Interim Registration
November 30 ...................................Late Interim Registration
t
Day of Interim
January 4 .............................................
Class 1990 a.m. (first day only)
Class I1 1:00p.m.
Last Day for CancellAdd
January 5 .
Last
Day
for
Determining
Grading System
...........
January 15
with Registrar
January 15 ..............Last Day for Withdrawing from Courses
A Ends
January 27 ....................
February 1...................
S P M Semester Begins
February 5 ..............................................
Interim Grades Due
The time and number and length of meetings as well as the
beginning time will be arranged the first day of class.The daily
schedule for Interim is divided into two blocks of time:
Time I: 8:00 a.m. to Noon (on the first day Time I classes will
begin at 9:00 a.m.)
Time 11: 1:00 p.m. to 590 p.m.
Note: Martin Luther King Day will be o b d at Augsburg with a
special convocation on Monday,January 18, at 1:OOp.m. Check with
your instructor for class scheduling on this day.
I
The catalog lists courses by departments. Departments are
listed in alphabetical order. At the end of the book are listings
of other courses not offered by Augsburg but recognized by
the College for Interim credit. Additional descriptions and
information about these courses are available in the Interim
Office,
Memorial 230. Students may also register for one of the
lifetime sports listed at the end of the catalog.
International Interim -Students are invited to be part of one
of the 24 international interims offered by the Upper Midwest
Association for InternationalEducation(UMAlE).Thesecourse
opportunitiesare listed near the end of this catalog.
Internships: Deadline: Friday, December 11.January Interim
internships must be planned in advance. Students electing an
internship must meet departmentalrequirements and present
a signed internshiplearning agreement plan to the Internship
Office (Murphy Place, Rrn. 8) no later than the last day of Fall
classes (Friday, December 11).The Learning Agreement forms
are available in the same office. Internships during Interim
must involve full-time work placements for approximately
four weeks. Assistance for planning your internship is available in the Internship and Cooperative Education Office.
Independent or Directed Study -Students may elect a program of independent study (upper division 499) or directed
study (lower division 299) for Interim. Faculty members are
strongly discouraged from accepting responsibility for more
than one independent study per Interim.Studentschoosing to
pursue independent or directed study must:
1. Meet departmental requirements.
2. Present to the registrar a copy of the proposed study plan
approved by the supervising faculty member and the
Introduction
I
direded/independent study registration form. These forms
must be submitted by November 30. Appropriate study proposal and registration forms can be obtained in the Interim
Office.
Interims at Other Schools -Augsburg students may enroll at
any other 4-1-4 institution which offers a reciprocal Interim
arrangement. Catalogs of these Interims can be consulted in
the Interim Office. The Interim Secretarywill help students in
applying for registration at other schools. Registration for
Interims at the other ACTC colleges will be at Augsburg
during the regular registration period. Most courses taught
during theInterim at other 4-1-4 schools are accepted for credit
by Augsburg, but may not necessarily be accepted as meeting
Augsburg's distribution requirements. This qualification particularly affects courses offered for the religion requirement.
Augsburg College welcomes students from other 4-1-4 schools
for the January Interim without tuition charges provided the
student's home institution agrees not to charge tuition to
Augsburg students for the January term. The waiver of tuition
does not include special fees, housing or board costs. Other
students will be charged $825 for the Interim course. Students
interested in registering for an Augsburg Interim should write
to the Interim Director for application forms or use the forms
provided by the interim office at their own school. There is an
application processing feeof $10. Students are welcome to stay
on campus but are not required to do so. Requests for Interim
housing should be made to the Interim Office.
I
Introduction
1
Alt 247-A
lnstructoc Norman Holen
A study of undraped figures for art students and non-art
students.
The figure will be depicted in various settings. The poses will
extend from 3minutes toan hour.You willbe introduced to the
2B and 4B pencils, colored pencils, and the felt tip pen.
Grades will be based upon quality and improvement.
There will be a fee of $35 to be paid on the first day of class.
Dlstrlbution:Alt/Muslc
General Educatlon Perspectlve:Aesthetics
Maxlmum Enrollment:25
77me: I
Room: Old Maln 17
610 102-A
lnst~ctocErwln Mlckelberg
A discussion of the many contributions and impacts made by
plants in almost every area of society. Historically, plants have
influenced explorationof the planet, militarycampaigns,health
care, religious beliefs, crime, and many other areas. We will
look at everything from the spice trade to the Lindbergh
kidnapping and the influence of plant life on each occurrence.
Two multiple choice examinations will be the evaluative
instruments.
Dlstrlbutlon: Blology/Chernbtry
General Educatlon Perspectlve: Natural World I or 2
Madmum Enrollment: 30
lime: 1
I
Room: Sclence 205
BIO 105-A
Instructor Esther McLaughlln
This class will develop an increased understanding of the
current environmental and health implications of such topics
as nuclear power (fission and fusion), genetic engineering,
waste disposal, biological warfare, carcinogens, agricultural
fertilizers, and pesticides. Additional topics of class interest
may also be discussed.
Three written examinations, of equal point value, will be
required. A four to six page referenced research paper on a p r e
approved topic may be substituted for one examination. The
papers will be evaluated on style and content, reflecting a
thorough understanding of the subject. Photocopy fee of $10.
Dlstrlbutlon: Blology/Chemlstry or Urban/Women/
Mlnorlty
General Educatlon Perspective: Natural World-2
Madmum Enrollment:20
lime: I
Room: Sclence 2 13
BUS 22GA
Instructor: Stuart Sfoller
Extensive use of the board game Monopoly to introduce nonbusiness students to the fundamentals of accounting and
finance. The game is somewhat modified, requiring students
to record Monopoly transactions on double entry accounting
ledgers. Financial statements must be prepared to obtain
money from the banker, and a banking committee must r e
view these financial statements to approve all loans.
The outcomes of this course will provide non-business majors
with the basics to: record business transactions, understand
and use financial statements and communicate effectively
with financial institutions.
Evaluation by quizzes, assignments to be handed in, and a
final.
Madmum Enrollment:25
Tlme:1
I
Room: Old Maln 10
BUS 30 1-A
Instructor Mllo Schleld
An analysisof ethical arguments which uphold the morality of
a market-based economy. The course has three components: a
review of critical thinking (with emphasis on ethical concepts),
an indepth review of two author's arguments, and a review of
market failures, their causes and their remedies.
Students will complete worksheets on critical thinking, prepare written analysis of each authors' arguments, take three
quizzes, prepare a final report, and take a final comprehensive
exam. Since class participation is necessary to demonstrate
verbal fluency with this subject, attendance is a factor in
grading. Students will not be judged on their individual beliefs
or ideologies. Students will be judged on how well they can
analyze, defend, and attack the arguments.
Prerequlsltes: One course In ethlcs or upper class status
or Instructor's permlsslon
General Educatlon Perspectlve: Crltlcal ThlnklngSklll
Madmum Enrollment:20
Tlme:1
I
Room: Old Maln 23
BUS 368-A
Instructor Steven LaFave
An examination of current Japanese business practices using a
cultural perspective. A multimedia approach will be em-
ployed, involving film, television documentaries, radio
speeches, and readings from current periodicals in addition to
text material. A seminar model will be used, with substantial
participation expected on the part of students.
Students will be evaluated based on a paper, two 20 minute
sessions of seminar leadership, class participation, and a midterm and final examination.This class should be of interest to
anyone majoring or minoring in International Business or any
field of Business Administration, as well as anyone with an
interest in Japan.
Prerequlsltes: BUS 242 or consent of Instructor
Madmum Enrollment:20
Time: I
Room: Muslc 22
INTRODUCTION
TO COBOL
CSC 27 1-A
Instructoc Noel Petlt
A study of the COBOL programming language for students
with some previous knowledge of programming. This course
will expand a student's knowledge of programming and
programming languages through presentation of the features
of COBOL together with programming techniques for using
those features. This course will include lectures and programming assignments in COBOL. Evaluation will be based on the
programming assignments and examinations.
Prerequlslte: One course wlth a study of computer
language (e.g., CSC 170)
Madmum Enrollment:20
rime: I
Room: Foss 42
Computer Science
ECO 112-A
lnstructoc Jeanne Boeh
An introduction to macroeconomics, national income analy-
sis, monetary and fiscal policy, international trade and economic growth. Application of elementary economic theory to
current economic problems.
Dlstrlbutlon: Economlcs/Polltlcal Science
General Education Perspectlve:
Maximum Enrollment:25
rime: I
Room: Fos 43
ECO 1 13-A
lnstructoc Ed Sabella
An introduction to microeconomics, the theory of the house-
hold, firm, market structures and income distribution. Application of elementary economic theory to market policy.
Dlstrlbutlon: Economlcs/Polltlcal Sclence
General Educatlon Perspectlve: Soclal Wodd
Maximum Enrollment: 25
77me: 1
I
Room: Old Maln 29
ECO 495-A
Instructoc Magdalena Paleczny-Zapp
Students will critically review the failures and successes of the
Soviet Planned Economy from 1917-1985. The main focus of
the coursewillbe Perestroika-restruduringtheSoviet economy
- and evaluating Gorbacheds economic program in terms of
economic growth, income distribution, consumer welfare,
technological performance, military power and environmental quality. The historic events of August 1991and their impact
on the future of the Soviet Union will be discussed in an
interdisciplinary manner.
Method of evaluatlon: Actlve class parflclpatlon; flnal
take-home research essay.
Prerequlslte: ECO 1 12 or consent of Instructor
Madrnum Enrollment: 15
Tlme:I
Room: Foss 43
EDE 375A
Instructor: Bruce Drewlow
This class prepares students for the unique experiences and
responsibilities of a kindergarten classroom. The course will
stress issues associated with adult/child relationships, curriculum design and development, classroom organization,
research plans, and developmental instruction practices. Fieldwork is a key component of this course. Guest speakerswill be
included to share their unique experiences and perspectives.
Grades wlll be based on projects, dlscusslon, and
examlnatlon.
Thk; Is a one-half credlt course.
Madmum Enrollment:20
nme: I
Room: Ubrary 1
EDU 353-A
lnstructoc Rlch Germundsen
This seminar style course presents an examination and comparison of selected Western and non-Western educational
systems as well as an investigation of possible careers in
international education. Special attention will be directed
toward Scandinavian and Central American models. There
will be lectures, discussions, presentations by students, and
guest speakers. Student evaluation will be based on class
presentations and investigative projects.
Madmum Enrollment: 15
Time: I
Room: Ubrary 12
EDU 388-A
lnstructoc M.I.K. (Mlke) Mueller
This course is the study of prejudice, discrimination, and
oppression as it affects persons of color, the handicapped,
limited English speakers, and females. Topics include racism,
sexism, homophobia, and economic issues.Emphasis is placed
on preparing potential (or practicing) teachers for classrooms
which will include minority students, different religious backgrounds, the less abled and students at risk. Students will be
expected to summarize readings, view appropriate films, and
complete a project. This coursesatisfies the Minnesota Human
Relations requirement for teachers and social workers. This is
a onehalf credit course. It is offered only on PIN basis.
Prerequlslte:Passlng of PPST and admlttance to
Education Dept. In process.
Madmum Enrollment:25
lime: I1
Room: Llbrary 1
ENG 2 19-A
Instructor: John Schrnlt
Language plays an important role in our socialization and
acculturation. The way we speak tells others who we are and
tells us who others are. Our speech is a reflection of our social
and economical standing and our cultural background. For
this reason we should expect women to speakdifferently from
men. And yet somehow we do not. We should expect anyone
from a different background to have differences of language.
Even more importantly, we must understand these differences
in order to make sure that we understand speakers from
different language communities.
This course will examine the dialects of various Englishspeaking communities and attempt to describe and understand their rules of speech:their grammatical rules, phonological rules, and their rules of discourse. It will include lectures,
student presentations, and student-led discussions. Besides
presenting a topic, students will write a paper on the presentation topic and take a final exam.
Dlstrlbutlon: Urban/Women/ Mlnoriiy
General Education Perspective: Intercultural
Awareness
Madmum Enrollment:25
rime: 1
I
Room: Old Maln 27
ENG 249-A
Instructor: Douglas Green
Questions of ethnicity, class, language, gender, and sexuality
pervade recent drama in English. These issues are vitalizing
both contemporary drama and productions of classic texts. We
will examine how dramatic works of the late '70s, the '80s, and
the '90s, written in English, have been shaped by and have
addressed issues ranging from racial tension to sexual preference. (We sometimes survey current drama on several such
topics, like class, gender and language in 1989, and sometimes
concentrate solely on plays about one issue, like homosexuality in 1990 and 1991.)For comparative purposes, we will also
view a few films on related topics and try to attend at least two
productions in the Twin Cities.There will be moderate fees for
the local productions.
I
Students keep a journal, write two in-class essays, and one
short paper. (There may also be occasional quizzes.)A series of
group projects, which include a long paper and some performance, conclude the course.
Prerequlslte:Engllsh I I I (Effectlve Wrltlng)Is strongly
recommended.
Dlstrlbutlon: Engllsh/Speech
General Education Perspective:Aesthetics
Madmum Enrollment:20
Tlme:1
I
Room: Old Maln I8
ENG 282-A
ENG 482-A
Instructor: John Mltchell
This course will provide an introductory survey of contempo-
rary American poetry by poets whose work has come into
prominence since World War IIor mid-century. Emphasis will
be given to the vision and sensibility of each poet and to the
themes of their poems, especially those images and statements
that concern philosophical, historical, psychological and cultural values. Through comparison and contrast, students will
be expected to formulate reasonableinterpretationsof selected
poets and poems and to express their discoveries in class
discussion and short papers. A final examination will be given,
and two interpretivepapers about three to five pages in length
will be assigned. For upper division credit, the student must
also read and give a written class report on a book that
discusses contemporary poetry; this choice must be approved
by the instructor.
Prerequlsltes: lntro to Uterature - for students enrolling
for upper dlvlslon credlt
Dlstrlbutlon: Engllsh/Speech
Madmum Enrollment: 15
Tlme: I
Room: Old Maln 21
English
I
ENG 282-8
Instructor Joan GrlftYn
An introduction to the mythology, heroic literature, and poetry of fifth to fourteenth century Ireland and Wales, this
course will also be an excursion into the Celtic culture that
produced works like the Tain and Mabinogion, stories that
influenced later Arthurian literature and modem fantasy. We
will consider how Celtic literature preserves ancient IndoEuropean traditions and how those traditions were changed
by the coming of Christianity. Finally, we will consider Celtic
contributions to medieval civilization.
Course grades will be based on participation in class discussion (and attendance), papers, and two exams.
Dlstrlbutlon: Englkh/Speech
Madmum Enrollment:25
Tlme:1
I
Room: Fos 42
THEATREINAND AROUND
LONDON
ENG 269-A
InslTuctoc Ron Palosaad
A study of live theatre in London. Students see at least ten
performances and visit museums, galleries, historical sites,
and other attractionsof London and s m u n d i n g areas including Stratford, Stonehenge, and Oxford. Evaluation will be
based on attendance at required plays, participations in discussions, three short papers, and a short final exam. Cost
includes travel, accomodations, breakfast daily, ten theatre
performances and four group dinners.
Dlstrlbutlon: Engllsh/Speech
Madmum Enrollment: 30
FRE 243-A
lnst~ctocRuth Aaskov
What is the attraction of French literature, its human and
artistic significance for the reader? With these questions in
mind we will read and analyze 8-10 shorter French literary
works available to us in English translation.
What will we be reading? A bit of Rabelais and Montaigne, of
Descartes and Pascal. We will explore the classical theater, the
social critic Voltaire, and the 19th century novel. Twentieth
century authors like Gide, Codeau, Sartre, and St. Exupery
will reveal concerns of life that supersedenational boundaries.
We will sample one piece of francophoneliterature from West
Africa, reflecting the struggle between indigenous and Westem culture. At mid-point each student will choose another
short work for personal study and presentation for the class.
Evaluation of your work will be based upon your active
participation in class, your timely reading and discussion
preparations, four quizzes, your independent study project,
and an endaf-the course discussion of the papers.
This literature course is intended to help you in further reading, critical thinking, and communication about literature.
Prerequlsltes:Sophomore standlng orpemlsslon of
lnst~ctor
Dlstrlbutlon: Uterature
Madmum Enrollment:25
77me: I
Room: Old Maln 27
GER 2 B A
lnst~ctocDon Stelnmelz
What do the works of Sholem Aleichem (which inspired
"Fiddler on the Rool"), Isaac Singer (Nobel Prize for Literature), and several other great writers have in common? They
were written in Yiddish. How did expressionslike "chuspe,"
"shnook," "klutz," "kitch," "schmaltz," and "shitik" get into
English? Again, the answer is Yiddish. Yiddish is closely
related to German and in this Interim you can learn to read
Yiddish as well as you can read German.
w77y 7'1 ~7ySl i t c 013
Grades wlll be based on performance and at least two
tests.
Prerequlsltes: One year of college German or pemlsslon of lnst~ctor
Madmum Enrollment: 15
nme: I
Room: Foss 2 1B
HPE 232-A
Instructoc Carol Enke
Theory and practice in teaching and performing American
heritage and international folk dances. Exposure to New
Games concepts and activities. The majority of the course
grade is based on participation in class activities, a teaching
assignment, and a written test.
This is a one-half credit course.
Tlme: I Mondays, Wednesdays,and alternate Fridays
Room: Melby 202
HPE 475A
Instructor:Ed Saugestad
The purpose of this class is to equip students with theskillsand
knowledge needed to assist in the prevention and caring for
trauma associated with physical activity. Content includes: the
identification and care of common injuries related to various
sports, procedures for preventing injuries, taping and wrap
ping, therapeutic measures, medical resources and legal considerations. Ledure, discussion, demonstration, and A-V r e
sources are utilized. Students will practice various training
techniques. Evaluation includes both written and practical
skill examinations. Small fee for taping materials.
This is a one-half credit course.
Prerequlslte:BIO 103
Madmum Enrollment:20
Time:I Tuesdays,Thursdays, and alternate Frldays
Room: Melby 1 1 1
HPE 477-A
lnstructoc Brian Ammann
Theory, technique and administrative aspects of coaching
basketball. Exams, on-the-floor coaching techniques, and a
scouting report will be the methods of evaluation.
This is a one-half credit course.
Time:I Tuesdays, Thursdays, and alternate Frldays
Room: Melby l l l
HPE 483-A
lnstructoc Marllyn Florian
This course deals with the theory, technique, and administrative aspects of coaching volleyball. A small part of the grade
will be based on completed assignments; the major portion of
the grade will be based on tests.
Thls Is a one-half credlt course.
Time:1
I Mondays, Wednesdays,and alternate Fridays
Room: Melby l l l
neurrn urla rnysrcur taucurrorl
UPâ¬48 I-A
Instructor: A1 Kloppen
This course will focus on learning the rules and mechanics of the
game of basketball.Therewillbe practicalscperienceonthe floor.
Students completing the course should be ready for certification
by the MinnesotaHigh SchoolAssociation. Gradeevaluationwill
be b a d upon tests, papers prepared and perbrmance on the
floor. While there are no prerequisites, it is highly advisable that
students have some basketball playing experience.
This is a one-half credit course.
rime: I1 Mondays, Wednesdays,and alternate Fridays
Room: Melby 202
UPâ¬47CFA
Instructor: A1 Kloppen
This course will focus on developing a philosophy toward
sports officiating. Students will acquire a knowledge of: proce
dures in umpire certification, rules of slow pitch softball
(Federation), rules of fast pitch softball (Federation), the m e
chanics of pmper position in umpiring one and two umpire
systems, and procedures in securing assignments. Students
will apply knowledge in practical game type experiences.
There will be a written evaluation and quizzes on rules and
mechanics of umpiring softball.
Thk Is a one-half credlt course.
Madmum Enrollment:20
Time: I Tuesday, Thursdays,and alternate Fridays
Room: Melby 202
UPE 487-A
lnstructoc Jeff Swenson
The Coaching of Wrestling course is designed for individuals
who aspire to become wrestling coaches at the elementary,
junior high, high school or college level. Philosophies, techniques, strategies, nutrition and weight control, weight training, mental toughness training, and complete organization of
program will be covered.
This is a one-half credit course.
Time:1
I Tuesdays, Thursdays, and alternate Frldays
Room: Melby 203
HIS 22GA
HIS 32GA
Instructoc Khln Khln Jensen
This course will focus on Asian immigration to the United
Statesin themid-19th centuryand turn of the 20th century. The
Chinese, Japanese, Korean, and Filipino experience will r e
ceive special attention. The course concludes with a component on the changes in the U.S.immigration laws in the postWorld War I1 period. Students will study the pattern of Asian
immigration, the areas they settled in, the contributions made
by these ethnic groups to the American economic scene, and
the mle of "new Asian immigrants" since the end of the
Vietnam war. The course will highlight the politics of the
immigration laws and the gradual opening of the United
States to some Asian immigration. Inter-active videos will be
used.
There will be a mid-term and a final project (a paper, topic to
be selected the first week of the term in consultation with the
instructor) due the last day of the term.
Upper division students will be required to complete a longer
paper than for lower division credit. They will also be expected
to complete a book review on a book related to the course theme
and provide an oral progress report of their paper to the class.
Prerequlsltes: None for lower level; more requirements
for upper level.
History
Dlstrlbuiion:Hlstory/Phllosophy
Madmum Enrollment:25
lime: I
Room: Old Maln 13
TOPICS IN U.S. HISTORY:
A HISTORY
OF
HIS 33 I-A
lnstructoc Chris Mmball
Thepoet Walt Whitmanoncecalledbaseball"Americalsgame."
In the century since Whitman uttered those words, baseball
has occupied a pmminent (and permanent) place in American
life in some ways equivalent to business, politics, religion and
race. In this course, then, we will examine the relationship
between the United States and its national pastime.
Our focus will not be on the game between the lines, the great
players and teams. Instead, we will take up several topics
which can illuminate the historical evolution of this country.
Some of these include: pmfessionalization and its impact on
amateur baseball, the mle of ethnicity and ethnic rivalry, the
color line, the emergence of the "big" leagues at the expense of
the "minor" leagues, women's baseball, labor relations and the
empowerment of the players, the impact of television, and the
ballpark as an urban place. Special attention will be paid to
baseball in the Twin Cities and students will be asked to do a
short research paper on some aspect of baseball history in this
region.
Grading will be based on the research paper, class participation and a final exam.
Prerequisites: One (I) hktory course or consent of
Instructor
Dlstrlbutlon: Hlsto~y/Phllosophy
Madmum Enrollment: 30
lime: I
Room: Old Maln 29
I
History
INS 12GA
lnstructoc Ann neener
Students will participate in a series of seminars, following the
Paideia seminar format as developed by Mortimer Adler and
Paideia Associates.Studentswill read selected readings, which
will then be discussed in Paideia seminars. Students will also
view selected films for seminar discussions; develop and/or
hone habits of mature, intellectual talk; observe seminars
conducted in Minneapolis and St. Paul Public Schools; study
the Paideia Proposal; design their own rules and norms for
effective seminars and evaluate their own behaviors during
seminars and lead seminars.
Method of evaluation will include interviews with students and
observation of students participating in seminars, reflective
writing related to seminar content, and seminar participation.
Madmum Enrollment:20
lime: 1
Room: Sclence 3 19
INS 210A
lnstructoc Wlllam D. Green
This course introduces college students to the experiences of
first year law students. We will examine the nature of American jurisprudence and legal theories that law students study in
their first year, discuss the academic and emotional pressures
that first year students typically face, and explore ways to cope
with these pressures.
Madmum Enrollment: 15
lime: I
Room: Muslc 23
Interdisciplinary
INS 225A
I n s ~ c t o rAmln
:
Kader
This course is designed by a practicing Muslim to present his
perception of Islam to non-Muslims. The course will cover the
ideological foundations of Islam, its basic concepts and tenets,
Islamic law (Shari'ah), Islamic economicand political systems,
and Islamic patterns of life. There will also be a consideration
of the differences between the Islamic sects (Sunnis, Shi'its,
Sufis, etc.). There will also be some effort to deal with the
similaritiesand differences between Islam and both Christianity and Judaism, and a visit to one of the mosques in the Twin
Cities.
Dlstrlbutlon: Mlnorlty/Urban Studles
Madmum Enrollment: 30
Time:1
I
Room: Foa 20
INS 245-A
lnstructoc Dlane Budco
Women assume multiple roles within the work and family
domains in contemporary society; for example, the roles of
executive, wife, and mother. Each role has related expectations
for behavior, presents an opportunity for personal growth and
also exerts pressure. When the roles are considered jointly,
they may competefor time and energy and require conflicting
types of behavior.
The subject of this course is the interaction of the work and
family roles of women. To investigate this topic, students will
read several books related to women's roles in the work and
family domains. The assessment of this component of the
course is based on written responses to questions assigned for
small group discussion. A second component of the course is
a group project on the work and family roles of women. The
assessment of this project is based on the group's presentation
of their work to the class. Examples of past student projects
include an historical overview of the work and family roles of
women, an overview of the possible choices for the combination of the work and family roles over the life course, a
summary of issues related to the work-role, a summary of
issues related to the family-role, a survey of the work and
family issues most important to women in different age brackets, and an indepth case study of the lives of three women.
Dlstrlbutlon: Women/ Mlnorlty /Urban
Madmum Enrollment: 30
Time: I
Room: Old Maln 10
INS 275A
Instructor: Bruce Relchenbach
The conquering Spaniards discovered in the Americas highly
developed and intricately structured cultures. We will study
three of these ancient cultures from the viewpoint of the
anthropological archaeologist, analyzing their history, religion, government military codes, agriculturaltechniques, and
daily life.
The course will be taught with lectures, slides, and student
presentations. Evaluations will include objective tests and a
paper.
Madmum Enrollment: 30
Time: 11
Room: Music 22
Interdisciplinary
MAT 173-A
lnstructoc Ken Kamlnsky
Have you ever wondered why women have been charged
more than men for annuities and received lower pension
benefits thanmen? Or why women have paid less than men for
life insurance? Or how life insurance premiums are calculated? Or how installment loan payments are figured out? Or
how much money to invest in order to accumulate a certain
lump sum or annual payment at a certain date in the future?
Then this course may be meant for you. These and other
interesting and useful topics in the mathematics of financial
transactions will be covered.
Evaluation will be based on classroom participationand quizzes.
This course should be usehl for students in business and
economics or for any students interested in careers in financerelated fields.
Prerequlslte:Math Placement Level 111
Dlstrlbutlon: Mathematlcs/Physlcs
Madmum Enrollment:20
Vine: I1
Room: Old Maln 16
MAT 253-A
Insfructor: Bev Durkee
Our objectives are the explorationof
this new geometry of fractals, its
rules, its visuals, how it reveals the
beauty of mathematics, how to create images of such complex forms
and experience it as a form of artistic
expression via computer graphics.
Mathematics
The class will observe the pattern of self-similarity and consider the transformationsused to construct fractals such as this
fern and the existence of self-similarityregardless of the power
of magnification used in examining it. The class will also
consider the well known Mandelbrot set and Julia sets in color
and in three dimensional rendition.
Class lectures will provide introduction to the mathematics,
and computer programs will provide students with the opportunity to construct their own visuals.
Studentswill be tested on themathematicsthrough a midterm
exam. Students will create a portfolio of visuals similar to the
one above and from pieces of the Mandelbrot or Julia sets
which display the mathematical character of thosevisuals and
including a major creative project. Finally students will keep a
journal noting their reflections on the interconnections between mathematics and the artistic creations being studied or
created.
Prerequislte: Math Placement Group 111 or higher
Dlstrlbutlon: Mathematics/Physlcs
General Education Perspectives:Aesthetics
Madmum Enrollment: 15
Tlme: I
Room: Science 1 12
MUS 204-A
lnstructoc 0.
Nlcholas Raths
An introductionto the fundamentalsof music and musicology
as they occw within the context of Rock's inception (1950s)and
maturation (1960s) periods. This course will examine the
historical background, musical content and methods of selected artists and their work.
Evaluation will be based on class participation, a comprehensive term paperexam and a group performance project. For
Music
non-music majors.
Dlstrlbutlon:Art/Muslc
Mcudmum Enrollment: 30
77me: I
Room: Choral Room M-2
MUS 129
Instructors: Stephen Gabrlelsen
l'Improvisationin Music" meets everyday for three hours, and
each student will improvise daily at class meetings, using a
variety of improvisational techniques and styles.
Prerequlslte:Mlnlmal ablllty on a muslcal Instrument or
the Instructor's pemlsslon.
Madmum Enrollment:Permlsslon of Inslructor requlred
to enroll
77me: I
Room: Muslc 4
MUS 394-A
Instructor Cynthla Lohman
"How can I use my creativity when I sing?" "How can I stop
feeling tense and inhibited when I perform?" "How can I reach
my full potential as a singerlactor?" These are common questions voiced by performers.
To answer these questions it is necessary to acknowledgethat
performing is a holistic activity, involving mind, body, and
spirit. Because all people possess a creative spirit which can
directly empower their performing, this course focuses on
exploring each participant's unique ability for selfsxpression.
Through exercises, designed to acquaint them with their own
performing power, students learn and practice the basic pro-
cess of singing/ading, and apply it to the study and performance of scenes from opera and musical theatre.
Students will participate in the course through study and re
hearsal of the assigned literature, completion of reading and
listening assignments, daily inclass experience of singinglacting
exercises, and participation in a final paformance of all scenes.
Prerequlsltes:Pennlsslon of prlvate volce Instructor, or
audlllon.
Dlstrlbution: Flne Arts
Madmum Enrollment:20
Tlme: I
Room: Muslc 10 (Cholr Room)
NOR 1 I 1-A
Instructor: Frankle Shackelford
This course is for students with no previous background in
Norwegian. It aims to develop basic skills in speaking, listening, reading, and writing as tools for communication and for
understanding Norwegian culture. Classroom practice focuses on both presentation of vocabulary and structures and
the use of the language in everyday contexts. Evaluation will
be based on participation, daily assignments, quizzes, a midterm, and a final exam.
Dlstrlbutlon: Modern Languages
General Education Perspecthe: InterculturalAwareness
Madmum Enrollment:25
Tlme:I
Room: Old Maln 25
PHI 175A
lnstructoc Davld Apollonl
We will begin by studying some common conceptions and
misconceptions of romantic love, and look at some philosophers' definitions of it. We will try to decide what it is to be in
love with someone, and how this differs from just being
friends, liking that person, and desiring that person sexually.
In the remainder of the course, we will consider the following
ethical issues concerning sex: (a) Sex and morality -Is there
such a thing as ethics for sex? Is there such a thing as sexual
immorality? (b) Sex and marriage -Is the use of birth control
moral? Is promiscuity bad? What strengths and weaknesses
does the institution of monogamy have? Is adultery immoral?
(c)The morality of alternative sexual preferences and lifestyles
-Is sexual perversion a viable concept? Are homosexuality
and lesbianism sexual perversions? Or are they merely alternative sexual preferences?
Dlstrlbutlon: Hlstory/Phllosophy
General Educatlon Perspective: Human ldentlty
Madmum Enrollment:30
Tlme: I
Room: Old Maln 16
PHI 2 W A
Instructor Mark Fuehrer
This course aims to provide an analysisof the natureof human
sleep and dreams and relate this analysis to states of waking
consciousness. We shall read philosophical texts on these
topics by Aristotle, Freud and Malcolm.
Evaluation shall be by final examination and reports. Student
discussion will also be a factor.
Prerequlslte: 1 course In Phllosophy
Madmum Enrollment: 15
Tlme: 1
Room: Old Maln 22
mrrosopny
PHY 151-A
lnstructoc Jeff E. Johnson
Spreadsheets (e.g., Lotus 123) have been used extensively in
business for years. However, it is also possible to use spread
sheets to solve physics problems without using "high-powered" mathematics. Spreadsheetsallow the student, who is not
an expert in mathematics, to experience physics on a more
intuitive level. We will use Cotus 1-2-3 to solve problems in a
wide variety of physics areas including planetary and projettile motion. Some of the problems investigated might be in
areasother than physics. Grading willbebased on spreadsheet
projects, homework, and a final exam.
Prerequlslte: Math Level 111
Dlstrlbutlon: Mathematlcs/Physlcs
Maximum Enrollment:20
7ime: I
Room: Sclence 30
PHY 325A
Instructor Stuart Anderson
From the realm of subatomic particles to molecular clusters
and beyond, the study and manipulation of matter often
demands the nearly total absence of the atmosphere in which
we live and breathe. This is the realm of high vacuum, without
which most of what we know as modern high technology
would be impossible. This course will acquaint the student
with the tools and techniques employed to produce, control
and monitor high vacuum environments, and allow students
to use these to study the behavior of gases and surfaces under
these conditions. Experiments will exploit a variety of chambers, pumps and gauges as well as a quadruple mass spectrometer. Considerable emphasis will be placed on laboratory
experiences;only one-third of the class period will be used for
formal lectures and discussion. Grades will be determined on
the basis of weekly evaluation of laboratory notebooks, two
exams, and a formal research paper.
Prerequlsltes:PHY 121, 122,245 (or equh~~lent),
MAT
124/ 125 (or 145/ 146),224 (or 245).
Madmum Enrollment: 10
lime: 1
I
Room: Sclence 30
POL 359-A
Instructor: Maya G. Pankratova
The former Soviet Union was, among other things, a huge
experiment showing the possibilities and failuresof a totalitarian government to change at will people's traditions, values,
and customs.
Numerous peoples living in the territory of the former Soviet
Union had differing beliefs and customs which influenced
women's lives. In the early stages after the revolution, the
Bolshevik authorities sought to destroy all the institutions
supporting the old regime, including the family and religion.
Accordingly, they encouraged women's independence and
denied their family obligations. In a later stage, the policy was
reversed and family values positively stressed. But, objective
situations contradicted the policy in both cases.
Students will be expected to read several books, plus some
articles. There will be discussion and some written assignments. A final paper will be assigned.
Prerequlsltes:Sophomore status; one course deallng
wM FSU or number of Department
Dlstrlbutlon: Polltical Sclence
Madmum Enrollment:20
lime: 1
I
Room: Muslc 24
PSY IOSA
lnstructoc Grace Dyrud
An introduction to the methods and approaches used in
psychology for the purpose of understanding behavior. The
field of psychology, including its major sub-areas is emphasized. Lectm, lab, and discussion. Evaluation by tests, lab
reports, computer exercises, and class participation.
Dlstrlbution: Psychology/Soclology
Madmum Enrollment:20
nine: 1
I
Room: Murphy Place I
PSY 20 1 -A
lnsfructoc VlctortaUhYeileld
The methods of Psychology are used to study behavioral and
socialinfluencesonhealth,includingtheinteractionof though ts,
emotions, and biological systems. Consideration will be given
to life styles, health system policies, stress management, and
illness prevention and treatment.
Prerequlslte: PSY 105
MaAmum Enrollment:25
Tlme:I
Room: Old Maln 23
REL 343-A
Instructor: Cathy Paulsen
Marriage has been described in terms of a free fall, a decision
that we often make with a portion of our brain and all of our
heart. This course will take nothing from the heart, whether
you are married or not. It will, however, increase your certainty and the possibility for meaning and intimacy in your life
with a partner. In the context of Christian teachings, many
theories will be studied, with particular attention given to the
work of C.G. Jung, and will be applied to the marital relationship primarily, and to the family secondarily.
There will be lectures, discussions, and visiting resource persons. Evaluation will be based on class participation, one
paper, and two tests. Two books will be required.
Prerequlsltes:REL I I I or REL 22 1 or permlsslon of
Instructor
Dlstrlbuifon: Rellglon (only one lnterlm course may be
used to meet rellglon requlremenis)
Madmum Enrollment:25
77me: I
Room: Muslc 24
REL 345A
lnstructoc Eugene Sklbbe
The Lutheran Church is the largest Protestant church in the
world. We will not only examine the Lutheran Church as it is
at the present time, but also study its origin in the 16thcentury,
its development over about 450 years, and its cultural influence. An anthology including several monographs and the
professor's lectures, together with reserve reading, will provide an overview. Ledure and class discussion will deal with
examples of Lutheran witness to the Gospel in art, music,
philosophy, sociology, and theology. Requirements include
four exams.
Prerequlsltes REL I I 1 or REL 22 1
Dlstrlbutlon: Rellglon (only one lnterlm course may be
used to meet rellglon requlremenis)
General Education Perspecifve: Chrlstlan Falth
Maxlmum Enrollment:25
rime: I
Room: Old Maln I8
REL 366-A
lnstructoc Brad Holt
This course will focus on two regions of Africa: the West and
the South. Students will be introduced to traditional African
culture and religion, the introduction of Christianity, and the
present development of indigenous churches in West Africa.
The new "Independent African Churches" will be studied, as
well as attempts to formulate "African Christian Theology." A
major &ion of the course will focus on contemporary r e
sponses of churches in South Africa to the apartheid system of
racial segregation.
Prerequisite: REL I I I or REL 22 1
Distrlbutlon: Religion (only one lnterlm course may be
used toward graduation religion requirements)
Madmum Enrollment:25
Tlme:1
I
Room: Music 23
REL 445
lnstructoc Phil Quanbeck
A study of the use and function of language in the Bible. The
importance of recognizing the varied character of language for
understanding the biblical text. Grades will be based on class
participation, two presentations to the class and an examination.
Prerequisites: REL I 1 I or REL 22 1
Distrlbutlon: Religlon (only one Interim course may be
used toward graduation rellgion requirements)
Madmum Enrollment:25
Tlme: I
Room: Old Main I I
SWK315A
Instructor: Blanca-Rosa Egas
This course introduces students to a health system in a developing country.It helps to realize that people in Ecuador prefer
holistic health care and facilitates students to develop awareness regarding Ecuadorians' values, attitudes and belief system. The course allows students to experience environmental
and psychosocial contrasts in rural and urban settings in the
coastal and highland regions of Ecuador. Students witness
modem health delivery and folk practices and different health
conditions. The visit to Vilcabamba, the world's well-known
sanctuary of longevity, allows interaction with individuals
over 100 years old. The assessment of the historic and current
Ecuador's worth provides a creative perspective, a positive
attitude, and abetter understanding of Latinos in the USA. The
cost of $2,395 includes travel, accommodations, breakfast
daily, two lunches and two group dinners. For more information contact Blanca-Rosa Egas at 330-1713. For registration
contact Kathy Lutfi at 330-1655.
Students are evaluated on course participation, one final examination and four reflection papers.
SOC 23 1-A
Instructor: Rlta Wekbrod
The human family is examined as a social system within
alternative contexts in American society and crosscultural
variants. Students will select one crosscultural or subcultural
variant for special study and analysis. Family problems are
seen within their cultural and institutional contexts.
Prerequlslte: SOC 121 prefened
General Educatlon Perspective: Intercultural
Awareness
Madmum Enrollment:25
lime: 1
I
Room: Old Maln 13
SOC 265-A
Insiiuctoc Gordon Nelson
This course examines the nature of human groups who, for
reasons of birth, accident, appearance, or behavior, have been
"set aside" and viewed as "different" by the larger society.
Members of the class are encouraged to reflect on the extent to
which suchgroups havedevelopedmeaningful cultures which
have made or could make significant contributions to the selfunderstanding of persons who are part of the larger society. In
addition to lectures and films presented in class, the course will
include an opportunity for off-campus participant observation during which members of the class will be asked to focus
on a particular cultural group other than their own. This
observation will become the basis for a class presentation by
each member, either individually or as part of a group. Members of the class can expect evaluation to be based on a
combination of class participation, their respective class p r e
sentations, and a final examination.This course is offered on a
P/N basis only.
Dlstrlbutlon: Mlnorlty./Women/Urban
General Education Perspective: intercultural
Awareness
Madmum Enrollment:25
lime: I
Room: Fos 20
socrorogy
I
BEGINNINGSPANISHI
SPA I1 1-A
Instructoc GabfielaSweet
Beginning Spanish I introduces the student to basic vocabulary and grammar. The emphasis is on spoken Spanish, but
secondary goals are to develop reading and writing skills as
well. After Interim, students will be prepared to continue with
Spanish 112 in the spring.
The approach used in class will be proficiency oriented, and
grammar explanationswill be given as needed to clarify those
in the text. Evaluation will include class participation, a test on
each chapter, and a written and oral final exam.
Dlstrlbutlon: Modern Languages
General Educaffon Perspective: Intercultural
Awareness 11
Madmum Enrollment:25
nme: 1
I
Room: Old Maln 25
SPC 226-A
lnstiuctoc Martha Johnson
This course will explore principles and styles of movement
used in the art of acting. The goal will be to increase the
student's ability to communicate through movement, by examining the principles of discipline, spontaneity, clarity, timing, concentration, and rhythm. Movement exercises will be
based on short scenes, monologues, and poems. Some principles of Asian theatrical movement will be introduced.
Course requirements will include assigned readings, exercises, a written play review of a live, professional performance
students will attend, two graded movement pieces, and one
final reflective paper.
The class is designed for those who desire to increase their
skills as actors, and also for those preparing for any field
involving public presentation: teaching, law, ministry, etc.
Maximum Enrollment:20
lime: I
Room: ?j'ornhom-Nelson Theatre
SPC 32 1-A
lnstructoc James Hayes
This "hands-on" course will give students the opportunity to
refine their public speaking skills in a contest format.Students
will be required to enter three different forensics events at
three interscholastic tournaments held during the month of
January. In addition, the class will prepare a videotaped
program of their work as an instructional aid for future forensics contestants. Evaluation will be based on peer and instructor critiques of written and oral work, selfevaluation, and, to
some degree, competitive success.
Prerequlsltes:SPC 1 1 1 or consent of Instructor
Madmum Enrollment:25
lime: 1
I
Room: Foss 2 1a/2 1b
SPC 495-A
Instructor: Anne Holmquest
The focus of this semintir is Conflict Resolution. The purpose
is to consider conflict theories which are competing answers to
the question: what causes conflict in communication and how
should it be resolved? We will simulate small group conflicts
in an attempt to study the application of resolution methods.
e
q
wreading (onebook and
Students will be evaluated on r
articles), a paper, small group performance and occasionally
Speech, Communication & Theatre
I
will be asked to give an oral report on research.
Madmum Enrollment: 20
Tlme:I/
Room: Foss 43
UMAIE
Augsburg is part of a consortium called UMAIE, Upper Midwest Association for Intercultural Education, which offers
overseas learning experiences during the Interim. Additional
information about the following courses can be obtained from
Kathleen Lutfi at the International Programs Office,620 21st
Avenue South. (330-1655) or from the Interim Office (3301025). Registration for these Interims ends October 23,1992.
These courses are offered on a P/Nbasis only and generally
carry a lower division number.
Australia's Business Climate
Brtaln: Focus on the Evolution of Ow Modern World
Vlew
The Caribbean:A Reglon of Cultural and Natural
Diversity
Communicaffon and CuRure in Japan
An Ecological Study of Coral Reefs in The Philippines
and Hawall
Ecuadoc A Study of Hoilsffc Health Attltudes and
Services
Europe and The Rise of Modern Science
Family In Focus: Policy and Servlces in Sweden and
Denmark
Field Blology In the Galapagos Islands and Mainland
Ecuador
Geography of the Baltic States
A Greek Odyssey
Hawaii: MuWCuHural Communicaffon in Organizational
Settings
The lndustrlal Revolution in England and Scotland
International Business and Culture in a European
Environment
Law In London
Uteraw Ireland
Museums, Muslc, and Monuments In the Great Cltles of
Europe
In Search of the Anclent Romans
South Afrlca: Cultural Plurallsm and Soclal Change
Speclal Programs for Speclal Chlldren In The United
Kingdom
Theatre In and Around London
Thls Is New Zealand
2000 Years In Trier:lntermedlate Geman
Vamonos:Spanlsh Language and Culture In Venezuela
These courses are offered by lnstltutlons or groups not
connected wlth Augsburg College,but have been
approved for credlt by the College. Most carry a tultlon
cost plus other expenses whlch are the responslbllliy of
the student. They are offered only on a P/N basis. Fuller
descr/ptlonsand details for registering are available In
the Intertm Offlce.
HPE 455-A
Instructor: Joyce Pfaff
Designed for the beginning and intermediate sailor interested
in the art and practice of sailboat cnrising. The course will take
the participant to a competent level of sailboat handling (anchoring, mooring, helming, and crewing). The student will
live aboard a 43-46 foot fixed keel sailboat with fivelsix other
people and will function as an active crew member. Actual on
the water instruction will be the major part of the course.
Sailing will include cruises to the various islands and cays in
the British and American Virgin Islands. Snorkeling and
windsurfing will be available on an optional basis. Some
classes will be held in December prior to leaving for the Virgin
Islands in January.
The course cost is $2,600, which includes airfare, for Augsburg
day studentsand quahfymg4-1-4 students.Others will have to
pay regular Interim tuition in order to receive academic credit.
Total payment is due October 31,1992.
Prerequlslte: Pennlsslon from Joyce Pfaff of the Health
and Physlcal Education Department (6 12) 330 1247.
Dlstrlbuiion: Ufeffme Sports: also one course credk
HPE 2 12-A
Check for information in theInterimOfficefor material on dog
sledding and snowshoeing on the Minnesota-Canadian border or for white-water canoeing and desert camping on the Rio
Grande in the December 26 through January 26 period. There
is a cost of approximately$1,275 (the Outward Bound organization has some scholarships available).
POL 398-A
POL 398-A
Information on either of the above programs, housing, and
financial assistance is available from Dr. Milda Hedblom,
Memorial 117A, 330-1197.
Other Courses
lrls
@ Printed on recycled paper.
Show less
Introduction
Undergraduate Catalog
2019-2020
Official Publication of Augsburg University
2211 Riverside Avenue, Minneapolis, MN 55454
The Augsburg University Undergraduate Catalog contains information about academic program requirements and
academic and student policies and procedures for... Show more
Introduction
Undergraduate Catalog
2019-2020
Official Publication of Augsburg University
2211 Riverside Avenue, Minneapolis, MN 55454
The Augsburg University Undergraduate Catalog contains information about academic program requirements and
academic and student policies and procedures for Fall Semester 2019 - Summer Semester 2020. It is subject to change
without notice.
The catalog is intended to complement other university publications including the Student Guide and university website.
It is important for students to be familiar with all university policies and procedures. Students are strongly encouraged
to consult their advisor(s) at least once each semester to be certain they are properly completing degree requirements.
Published 2019
Phone: 612-330-1000
www.augsburg.edu
1
A Greeting from the President
A university catalog is a wonderful text, full of detail and data that offer all of us a map to our lives together as a
university community. This is a map grounded in Augsburg’s mission: “To educate students to be informed citizens,
thoughtful stewards, critical thinkers, and responsible leaders.”
What has prompted you to study this map of Augsburg University? If you’re already enrolled at Augsburg, I trust you will
continue to find here the awe and wonder of an educational experience that is meaningful and challenging. I hope you
will be reminded of the relationships and commitments you have formed at Augsburg—they will last a lifetime. I also
hope that you find in this map signposts of the progress you have made in your vocational journey and that you will
continue to believe that you have rightly chosen Augsburg as the community in which you will spend time for the next
several years.
If you are studying this map to find out more about Augsburg University and an Augsburg education, welcome. I believe
you will find it not only tells you about the character and essence of our institution, but also about our mission of
service, particularly about those whom we serve in a modern, vibrant city. Augsburg is located in the heart of the Twin
Cities of Minneapolis and St. Paul, and it is in the city that our university both serves and thrives. As you study here, you
will find a setting that not only provides remarkable learning opportunities, but one in which you will be able to share
your own talents and skills. Augsburg’s challenging academic environment is enhanced by both education and service
experiences that transform theory into action and unite the liberal arts with the practical in preparing students as
faithful citizens in a global society.
The experience you are undertaking at Augsburg—or thinking of undertaking—will occur on a small campus in the core
of a great city; it will be led by faculty preoccupied with your welfare and the emergence and refinement of your
vocational plans.
As you join Augsburg University, or consider doing so, please know that those of us who await you here find the
university an exciting place, full of diversity and yet possessed of a community dedicated to higher learning and good
living. Here you can find your way in the world.
May this map be your faithful guide!
Sincerely yours,
Paul C. Pribbenow, Ph.D.
President
2
About Augsburg
At Augsburg University, we believe that the university experience should be a time of exploration, of discovery, of new
experiences, and of new possibilities. We also believe that a liberal arts education is the best preparation for living in the
fast-paced, changing, and complex world of today and tomorrow. Augsburg graduates will be able to demonstrate not
only the mastery of a major field of study, but also the ability to think critically, creatively solve problems, and
communicate effectively.
Discovering Your Gifts and Talents
The heart of an Augsburg undergraduate education is the Augsburg Core Curriculum—designed to prepare students to
become informed citizens, thoughtful stewards, critical thinkers, and responsible leaders—and thus achieve the
educational goals of our mission. Through “Search for Meaning” courses, students explore their own unique gifts and
interests and find where their own talents intersect with the needs of our global society, their vocation.
At the same time, courses across all disciplines stress the skills that will serve for a lifetime: writing, speaking, critical
thinking, and quantitative reasoning, to name a few.
Thanks to Augsburg’s prime locations in the heart of thriving metropolitan areas, many courses are able to offer rich and
varied learning opportunities in real-life situations through academic internships, experiential education, volunteer
community service, and cultural enrichment. In a sense, the resources of the Twin Cities and Rochester are extended
campuses for Augsburg students.
Mission Statement
Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as
testaments to the university motto, “Education for Service,” and mission:
Augsburg University educates students to be informed citizens, thoughtful stewards, critical thinkers, and
responsible leaders. The Augsburg experience is supported by an engaged community that is committed to
intentional diversity in its life and work. An Augsburg education is defined by excellence in the liberal arts and
professional studies, guided by the faith and values of the Lutheran church, and shaped by its urban and global
settings.
Campus Location
Augsburg University is located in the heart of the Twin Cities of Minneapolis and St. Paul, Minnesota. The campus is
bordered by Riverside Avenue and Interstate 94, near the University of Minnesota West Bank campus and the University
of Minnesota Medical Center.
Downtown Minneapolis is just minutes away, providing access to internships and careers with some of the country’s
leading companies, as well as entertainment, arts, sports venues, shopping, dining, and transportation. The campus is
blocks from the METRO Green and Blue light rail lines, which provide easy access to destinations in Minneapolis and St.
Paul, as well as the Minneapolis International Airport.
History
A College of the Church
Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith
presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869, in Marshall, Wisconsin,
and moved to Minneapolis in 1872. The first seminarians were enrolled in 1874, and the first graduation was in 1879.
Early Leaders Established a Direction
3
August Weenaas was Augsburg’s first president (1869-76). Professor Weenaas recruited two teachers from Norway—
Sven Oftedal and Georg Sverdrup. These three men clearly articulated the direction of Augsburg: to educate Norwegian
Lutherans to minister to immigrants and to provide such “college” studies that would prepare students for theological
study.
In 1874 they proposed a three-part plan: first, train ministerial candidates; second, prepare future theological students;
and third, educate the farmer, worker, and businessperson. The statement stressed that a good education is also
practical.
Augsburg’s next two presidents also emphatically rejected ivory tower concepts of education. This commitment to
church and community has been Augsburg’s theme for more than 140 years.
Education for Service
Keeping the vision of the democratic college, Georg Sverdrup, Augsburg’s second president (1876-1907), required
students to get pre-ministerial experience in city congregations. Student involvement in the community gave early
expression to the concept of Augsburg’s motto, “Education for Service.”
In the 1890s, Augsburg leaders formed the Friends of Augsburg, later called the Lutheran Free Church. The church was a
group of independent congregations committed to congregational autonomy and personal Christianity. This change
made Augsburg the only higher educational institution of the small Lutheran body. The college division, however, was
still important primarily as an attachment to the seminary.
The Focus Changed
Traditional attitudes began to change after World War I. In 1911, George Sverdrup, Jr. became president. He worked to
develop college departments with an appeal to a broader range of students than just those intending to be ministers.
Augsburg admitted women in 1922 under the leadership of longtime dean of women, Gerda Mortensen.
The college’s mission assumed a double character: ministerial preparation together with a more general education for
life in society. In 1937, Augsburg elected Bernhard Christensen, an erudite and scholarly teacher, to be president (193862). His involvement in ecumenical and civic circles made Augsburg a more visible part of church and city life.
After World War II, Augsburg leaders made vigorous efforts to expand and improve academic offerings. Now the college
had become a larger part of the institution than the seminary and received the most attention.
Accreditation for the College
Augsburg added departments essential to a liberal arts college, offering a modern college program based on general
education requirements and elective majors. Full accreditation of the college was achieved in 1954.
A study in 1962 defined the college’s mission as serving the good of society first and the interests of the Lutheran Free
Church second. The seminary moved to Luther Theological Seminary (now Luther Seminary) in St. Paul in 1963 when the
Lutheran Free Church merged with the American Lutheran Church. Subsequently, the American Lutheran Church
merged with two other Lutheran bodies in 1988 to form the Evangelical Lutheran Church in America.
A College in the City
Under the leadership of President Oscar A. Anderson (1963-80), Augsburg became a vital and integral part of the city of
Minneapolis. The College began to reach out to nontraditional student populations, ensuring educational opportunity
for all students. Also in these years, Augsburg added Anderson Music Hall, Mortensen Residence Hall, Urness Tower,
Christensen Center, Ice Arena, and Murphy Place.
Charles S. Anderson led the college from 1980 to 1997. He guided Augsburg’s commitment to liberal arts education,
spiritual growth and freedom, diversity in enrollment and programs, and a curriculum that draws on the resources of the
city as extensions of campus and classroom. Some of the accomplishments during his tenure include instituting two
graduate degree programs, hosting national and international figures at college-sponsored forums and events,
increasing accessibility, and the addition of the Foss Lobeck Miles Center; the Oscar Anderson Residence Hall; and the
James G. Lindell Library.
4
William V. Frame became president in August 1997 and retired in 2006. Under his leadership, the college sharpened its
identity as a college of the city, providing an education grounded in vocational calling that provides students both the
theoretical learning and the practical experience to succeed in a global, diverse world. Augsburg’s Rochester learning
site was added in 2002, further expanding Augsburg’s presence in key cities in the state of Minnesota.
Paul C. Pribbenow became president in July 2006. Under his leadership, Augsburg aims to educate students of all ages—
in the midst of a great city—to be faithful citizens of the world. Augsburg became Augsburg University on September 1,
2017.
5
Augsburg Today
Augsburg continues to reflect the commitment and dedication of the founders who believed:
An Augsburg education should be preparation for service in community and church.
Education should have a solid liberal arts core with a practical dimension in order to send out productive, creative,
and successful citizens.
The city—with all its excitement, challenges, and diversity—is an unequaled learning laboratory for Augsburg
students.
The vision of the university’s work today is lived out in the phrase, “We believe we are called to serve our neighbor.”
Through common commitments to living faith, active citizenship, meaningful work, and global perspective, Augsburg
prepares its students to become effective, ethical citizens in a complex global society.
In addition to Augsburg’s undergraduate program of liberal arts and sciences, Augsburg offers numerous master’s
degree programs as well as a doctoral program in nursing practice. For information about graduate programs, go to
augsburg.edu/grad.
Undergraduate and graduate education is offered in a variety of formats. In addition to its Minneapolis campus,
Augsburg has a learning site in Rochester, MN.
Centers of Commitment
The four centers of commitment articulate core values that inform the institutional mission of Augsburg University both
internally and externally. These centers are:
Center for Global Education and Experience
Sabo Center for Democracy and Citizenship
Christensen Center for Vocation
Strommen Center for Meaningful Work
Each center provides a bridge between curriculum and community; each works to realize the university’s strategic
intention to "educate for lives of meaning and purpose" as well as to ensure the university is "at the table" with
community partners in relationships of mutual benefit that enhance the university’s distinctive identity and deepen the
educational experiences of our students. Their themes are reflected in Augsburg's mission: informed citizens, thoughtful
stewards, critical thinkers, and responsible leaders.
Minneapolis-Based Day Program
Augsburg’s Minneapolis-based day program offers more than 50 majors—or students can create their own major, either
on campus or through the Associated Colleges of the Twin Cities. The day program provides an educational opportunity
for students who want to earn a bachelor’s degree through courses that meet during the day or in the evening. Students
in the day program pay comprehensive tuition that allows them to register for 12-19 semester credits per term. ACTC is
a five-college consortium that allows day program students to take courses on other campuses without additional
charge while a full-time student at Augsburg. The ACTC consortium includes Augsburg University, St. Catherine
University, Hamline University, Macalester College, and the University of St. Thomas. (See Associated Colleges of the
Twin Cities section).
Adult Undergraduate Program
Augsburg’s adult undergraduate program provides an educational opportunity for adults who want to earn a bachelor’s
degree with a flexible schedule and with a learning environment that acknowledges the real life experience adult
students bring to the classroom. It is a means by which students can gain skills for professional advancement, prepare
for a career change, or pursue a personal interest in one or more areas of the liberal arts and professional studies.
6
Minneapolis - Adult Undergraduate Program
Augsburg’s adult undergraduate program is designed to help students finish a bachelor’s degree quickly and efficiently,
in as little as two years. Delivered in a hybrid-learning format, it combines the benefits of face-to-face classroom
instruction with the convenience of online learning.
Augsburg also offers courses from several day program majors during the evening in a traditional classroom setting. Not
all of the required courses for the day program majors are offered in the evening. For a complete list of degree
completion programs offered in the adult undergraduate program, visit augsburg.edu/pro/majors.
Rochester - Adult Undergraduate Program
Augsburg’s instructional site in Rochester was established in 1998 as a natural extension of the institution’s mission and
its expertise in teaching working adults. A variety of undergraduate majors are offered.
Rochester is a city that enjoys a rich ethnic diversity and superior technological resources. The Rochester site
classrooms and offices are located at Bethel Lutheran Church (ELCA), a few blocks south of the heart of the city, which is
home to more than 100,000 residents. Bethel Lutheran Church is located at 810 3rd Ave SE, Rochester, MN 55904.
In Rochester, Minnesota, students complete the same degree requirements as students in the Minneapolis
undergraduate program. Augsburg classes in Rochester meet on a semester schedule with classes taking place on
weekday evenings, making them accessible to working adults. As with the adult undergraduate program in Minneapolis,
Rochester classes are delivered in a hybrid-learning format, combining the benefits of face-to-face classroom instruction
with the convenience of online learning. There are eight majors offered in Rochester, some of which must be completed
by taking courses at the Minneapolis campus. In addition to the degree programs that can be completed entirely in this
location, students may work on a variety of other majors through a combination of Rochester and Minneapolis-based
evening courses.
Students at the Rochester site are Augsburg University students. They are supported through an array of e-learning
resources ranging from Lindell Library databases to the use of online course management software. Information about
the Rochester site is available at augsburg.edu/rochester or by calling the Rochester office at 507-288-2886.
7
Minneapolis Campus Facilities
Instruction facilities and student housing at Augsburg’s main campus are conveniently located near each other. A
tunnel/ramp/skyway system connects the two tower residence halls, the five buildings on the Quadrangle, plus the
Music Hall, Lindell Library, Oren Gateway Center, Hagfors Center, and the Foss, Lobeck, Miles Center for Worship,
Drama, and Communication.
Admission Office—The Office of Admission is located on the lower level of Christensen Center.
Anderson Residence Hall (1993)—Named in honor of Oscar Anderson, President of Augsburg from 1963 to 1980, and
this residence hall is located at 2016 8th Street. Anderson Hall contains four types of living units and houses 192
students, as well as the Center for Wellness and Counseling, the Sabo Center for Democracy and Citizenship, and the
Office of Marketing and Communication.
Center for Wellness and Counseling—The Center for Wellness and Counseling, located in Anderson Hall, offers
programs and services that enhance student learning by promoting personal development and well-being.
Christensen Center (1966)—The university center includes the Admission Office, a student lounge, the Strommen
Center for Meaningful Work, the Commons dining facility and Einstein Bros. Bagels, two art galleries, the copy center
and mailroom, Events and Conference Planning, the Center for Global Education and Experience, International Student
and Scholar Services, Latinx Student Services, American Indian Student Services, Pan-Afrikan Student Services, Pan-Asian
Student Services, Campus Life, LGBTQIA+ Student Services, and the Auggie’s Nest, a meeting place for student
organizations.
Edor Nelson Field—The athletic field, located at 725 23rd Avenue, is the playing and practice field of many of the
Augsburg teams. An air-supported dome covers the field during winter months, allowing year-round use.
Foss, Lobeck, Miles Center for Worship, Drama, and Communication (1988)—The Foss Center is named in recognition
of the Julian and June Foss family. The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are also
housed in this complex, which provides space for Campus Ministry, the departments of Theater and Communication
Studies, Film, and New Media, classrooms, and administrative offices (Facilities Management and the Enterprise
Information Systems and Systems and Networking teams in IT).
Hagfors Center (2017) - The Norman and Evangeline Hagfors Center for Science, Business, and Religion houses eight
academic departments (Biology, Business, Chemistry, Physics, Psychology, Religion, and Mathematics, Statistics, and
Computer Science), the office of Undergraduate Research and Graduate Opportunities, the McNair Scholars Program,
and the office of the Dean of Arts and Sciences. The Hagfors Center is the largest academic building on the Augsburg
campus and contains 139,000 square feet of collaborative learning space, including 24 labs and 6,000 square feet of
student-faculty research facilities.
Ice Arena (1974)—Two skating areas provide practice space for hockey and figure skating, and recreational skating for
Augsburg and the metropolitan community.
Kennedy Center (2007)—Completed in 2007 as a three-story addition to Melby Hall and named for Dean (’75) and Terry
Kennedy, it features a state-of-the-art wrestling training center, fitness center, classrooms for health and physical
education, and hospitality facilities.
The James G. Lindell Family Library (1997)—This library and information technology center houses all library functions
and is located on the corner of 22nd Avenue and 7th Street. It houses the TechDesk and User Support team in IT and the
Gage Center for Student Success: the Deidre Middleton Office of Academic Advising, the Academic Skills Office, the
Center for Learning and Adaptive Student Services (CLASS), and TRIO/Student Support Services.
Luther Residence Hall (1999)—Named for theologian Martin Luther, Luther Hall is a three-story apartment complex
along 20th Avenue, between 7th and 8th Streets that houses juniors and seniors in units from efficiencies to twobedroom suites.
Melby Hall (1961)—Named in honor of J. S. Melby (dean of men from 1920 to 1942, basketball coach, and head of the
Christianity Department). It provides facilities for the health and physical education program, intercollegiate and
8
intramural athletics, the Hoyt Messerer Fitness Center, and general auditorium purposes. The Ernie Anderson Center
Court was dedicated in 2001.
Mortensen Residence Hall (1973)—Named in honor of Gerda Mortensen (dean of women from 1923 to 1964), it has
104 one- and two-bedroom apartments that house 312 upper-class students, the Department of Public Safety and a
lounge area.
Charles S. Anderson Music Hall (1978)—Contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two
rehearsal halls, music libraries, practice studios, and offices for the Music department faculty.
Old Main (1900)—Home for the Department of Art and the Department of Languages and Cross-Cultural Studies, with
classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency with
architectural details from the past. It is included on the National Register of Historic Places.
Oren Gateway Center (2007)—Named for lead donors and alumni Don and Beverly Oren, it is home for the StepUP
program, Institutional Advancement offices, the Alumni and Parent and Family Relations Offices, the Master of Business
Administration Program, the Master of Arts in Leadership program, the Master of Fine Arts in Creative Writing program,
and substance-free student housing. It also houses the Barnes & Noble Augsburg Bookstore, Nabo Café, Gage Family Art
Gallery, and the Johnson Conference Center.
Science Hall (1949)—Houses the department of Nursing and Administrative Accounting.
Sverdrup Hall (1955)—Named in honor of Augsburg’s fourth president, it contains the Enrollment Center (Registrar’s
Office and Student Financial Services), the Women’s Resource Center, the Honors Desk, classrooms and computer labs,
and the departments of Education and Computer Science.
Sverdrup-Oftedal Memorial Hall (1938)—Built as a residence hall and named in honor of Augsburg’s second and third
presidents, it contains the President’s Office, Human Resources, Norway Hub, the Academic Affairs Office, Student
Affairs Offices, the Christensen Center for Vocation (CCV), and faculty offices for Political Science, History, Philosophy,
American Indian Studies, English, and Sociology.
Urness Hall (1967)—Named in honor of Mr. and Mrs. Andrew Urness, this tower provides living quarters for 324 firstyear students. Each floor is a “floor unit,” providing 36 residents, housed two to a room, with their own lounge, study,
and utility areas.
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Accreditation, Approvals, and Memberships
Augsburg University is accredited by:
The Higher Learning Commission (HLC)
Accreditation Review Commission on Education for the Physician Assistant (ARC-PA)
Commission on Collegiate Nursing Education (CCNE) (Bachelor, Master, and Doctorate level degrees)
Council on Social Work Education (CSWE) (Bachelor, Master level degrees)
Augsburg’s programs are approved by:
American Chemical Society (ACS)
American Music Therapy Association (AMTA)
Minnesota Board of Teaching
National Association of Schools of Music (NASM)
Augsburg University is an institutional member of:
American Association of Colleges and Universities (AAC&U)
American Association of Colleges of Teacher Education (AACTE)
American Association of Higher Education (AAHE)
American Music Therapy Association, Inc. (AMTA)
Association of International Education Administrators (AIEA)
Campus Compact
Council of Independent Colleges (CIC)
Council on International Educational Exchange (CIEE)
Diversity Abroad Network
The Forum on Education Abroad
Institute of International Education (IIE)
Lutheran Education Council in North America (LECNA)
National Association of International Educators (NAFSA)
National Association of Schools of Music (NASM)
National Society for Experiential Education (NSEE)
Physician Assistant Education Association
Associated Colleges of the Twin Cities (ACTC)
Higher Education Consortium for Urban Affairs (HECUA)
Minnesota Private College Council MPCC)
Twin Cities Adult Education Alliance (TCAEA)
Augsburg University is registered with the Minnesota Office of Higher Education pursuant to sections 136A.61 to
136A.71. Registration is not an endorsement of the institution. Credits earned at the institution may not transfer to all
other institutions. Minnesota Office of Higher Education, 1450 Energy Park Dr., Suite 350, St. Paul, MN 55108,
www.ohe.state.mn.us; 651-642-0533.
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Policies
Non-Discrimination Policy
Augsburg University, as affirmed in its mission, prohibits discrimination on the basis of race, color, religious belief,
national or ethnic origin, age, disability, gender, sexual orientation, gender identity or expression, marital status, familial
status, genetic information, status with regard to public assistance, or citizenship in its educational policies, admission
policies, employment, scholarship and loan programs, athletic and/or school-administered programs, except in those
instances where there is a bona fide occupational qualification or to comply with state or federal law. Augsburg
University is committed to providing reasonable accommodations to its employees and students with disabilities.
(Approved by Board of Regents on October, 2014)
For further information, please contact the university’s Title IX Officer:
Ann Garvey| Vice President of Student Affairs| Student Affairs
Memorial Hall, Room 118G| 612-330-1168| garvey@augsburg.edu
Additionally, the university has four Deputy Officers:
Deputy Officer for Students:
Sarah Griesse| Dean of Students
Memorial Hall, Room 118F| 612-330-1489| griesse@augsburg.edu
Deputy Officer for Employees:
Dawn Miller| Director, Human Resources
Memorial Hall, Room 19| 612-330-1216| millerd1@augsburg.edu
Deputy Officer for Athletics:
Kelly Anderson Diercks| Associate Athletic Director
Si Melby Hall, Room 205E| 612-330-1245| diercks@augsburg.edu
Deputy Officer:
Leif Anderson| Vice President and Chief Information Officer
Memorial Hall, Room 124D| 612-330-1497| andersol@augsburg.edu
The Deputies work with the Title IX Coordinator to identify any patterns or systemic problems that arise and may assist
as investigators of complaints.
Family Educational Rights and Privacy Act
The Family Educational Rights and Privacy Act of 1974 (FERPA), as amended, provides certain rights to students
regarding their education records. Each year Augsburg University is required to give notice of the various rights accorded
to students pursuant to FERPA. In accordance with FERPA, you are notified of the following:
Right to inspect and review education records
You have the right to review and inspect substantially all of your education records maintained by or at Augsburg
University. The student must request to review their education records in writing with their signature. The university will
respond in a reasonable time, but no later than 45 days after receiving the request.
Right to request amendment of education records
You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate,
misleading, or otherwise in violation of your right to privacy. This includes the right to a hearing to present evidence that
the record should be changed if Augsburg decides not to alter your education records according to your request.
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Right to give permission for disclosure of personally identifiable information
You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information
contained in your education records, except to the extent that FERPA and the regulations regarding FERPA authorize
disclosure without your permission. One such exception which permits disclosure without consent is for disclosure to
school officials who have legitimate education interests. A school official is a person employed by the university in an
administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel
and health staff); person or company with whom the university has contracted (such as an attorney, auditor, or
collection agent); a person serving on the board of regents, or a student serving on an official committee, such as a
disciplinary or grievance committee, or assisting another school official performing his or her tasks. A school official has
a legitimate educational interest if the official needs to review an education record in order to fulfill his or her
professional responsibility.
Right to withhold disclosure of “directory information”
FERPA uses the term “Directory Information” to refer to those categories of personally identifiable information that may
be released for any purpose at the discretion of Augsburg University without notification of the request or disclosure to
the student.
Under FERPA you have the right to withhold the disclosure of the directory information listed below. Please consider
very carefully the consequences of any decision by you to withhold directory information. Should you decide to inform
Augsburg University not to release Directory Information, any future request for such information from persons or
organizations outside of Augsburg University will be refused.
“Directory information” includes the following:
The student’s name
The student’s address
The student’s telephone number
The student’s e-mail address
The student’s date and place of birth
The student’s major and minor field of study
The student’s academic class level
The student’s enrollment status (FT/HT/LHT)
The student’s participation in officially-recognized activities and sports
The student’s degrees and awards received (including dates)
The weight and height of members of athletic teams
The student’s dates of attendance
Previous educational agencies or institutions attended by the student
The student’s photograph
Augsburg University will honor your request to withhold all Directory Information but cannot assume responsibility to
contact you for subsequent permission to release it. Augsburg assumes no liability for honoring your instructions that
such information be withheld. The Registrar’s Office must be notified in writing of your intent to withhold your Directory
Information.
Right to complain to FERPA Office
You have the right to file a complaint with the Family Policy Compliance Office, US Department of Education, 400
Maryland Ave. SW, Washington, DC, 20202, concerning Augsburg’s failure to comply with FERPA.
Reporting Educational Information
Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter.
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Annual Security Report
The Annual Security Report (ASR) for Augsburg University contains statistics on reported crimes on and near Augsburg
property and campus, as well as institutional policies concerning campus security and crime. The Department of Public
Safety prepares this annual Crime Report to comply with the Jeanne Clery Disclosure of Campus Security Policy and
Crime Statistics Act. The report is available online at http://www.augsburg.edu/dps/crime-alerts-and-logs/. For a
printed copy, contact Augsburg’s Department of Public Safety at 612-330-1717.
Student Rights
The university has adopted a statement of student rights and responsibilities and has procedures for disciplinary action,
grievances, and grade appeals, as outlined in the Augsburg Student Guide at
inside.augsburg.edu/studentaffairs/studentguide.
Official Notices
A university-provided e-mail account is the official means of communication with students, faculty, and staff of Augsburg
University. Students, faculty, and staff are responsible for all information sent to them via the university-provided e-mail
account. Students should regularly check their e-mail account. If a student, faculty or staff member chooses to forward
their Augsburg e-mail, they are responsible for all information and attachments sent to the forwarded e-mail account.
Students will also receive official notices via the A-Mail online publication and should routinely review the A-Mail.
Resident day program students will be assigned a campus mailbox; commuter day program students may request a
campus mail box. Students should check their campus mailbox regularly.
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Admission
Augsburg University strives to create a strong, rich, and vibrant campus community with students representing a large
number of backgrounds, viewpoints, experiences, talents, and cultures. Selection of students for Augsburg University is
based upon careful consideration of each candidate’s academic achievement, personal qualities and interests,
participation in activities and employment, and potential for development as a student and as a graduate of Augsburg
University.
Augsburg University asks all applicants for admission and readmission whether they have been convicted of a felony. A
felony conviction does not automatically preclude an applicant from being accepted to Augsburg University. The full
process and policy can be found in the Augsburg Student Guide.
Visit Campus
Firsthand appraisal of programs, facilities, and academic atmosphere is valuable. First-year and transfer applicants are
encouraged to visit the campus and meet with an admission counselor. Arrangements can be made to meet with a
member of the faculty and to attend classes when school is in session. Augsburg’s undergraduate admission staff is
ready to help students and families with planning. Visit our website or call any weekday between 8:30 am and 5:30
pm—612-330-1001 or toll-free 1-800-788-5678—and we’ll assist with your questions and arrange a tour for you.
Admission visits and tours are available Monday through Friday and selected Saturdays. The Office of Admission is
located on the lower level of the Christensen Center and serves traditional undergraduates, post-traditional
undergraduates, and graduate students.
Application Procedures
First-year Day Program Students
Application for Admission
Students must submit a completed application for admission and may apply online at augsburg.edu/firstyear or
commonapp.org without any fee.
Transcripts
An official transcript from the high school is required of first-year applicants. First-year applicants who are still high
school students at the time of application should have their most recent transcript sent, followed by a final and
official transcript upon graduation. If the student has taken college courses, including while in high school, an official
transcript from each institution should also be sent prior to registration and orientation. General Education
Development (GED) scores may be presented instead of the high school transcript.
Test Scores
Beginning fall 2019, submission of ACT or SAT test scores for admission is optional for incoming undergraduate (firstyear and transfer) student applications, except in specific circumstances like GED students, homeschooled students,
and students with narrative transcripts. For more information please refer to Augsburg’s Admission Application
Requirements.
Recommendations
One letter of academic recommendation is required for all students. A letter may be submitted by a teacher and/or
counselor.
Essay
First-year applicants are required to provide written responses to 3 short answer questions listed on the application.
Additional Information
If there is additional information that may have affected the applicant’s previous academic performance, it may be
included within the application and discussed individually with an admission counselor. On occasion, the Admission
Committee may defer a decision on a candidate’s admission until additional information has been received. For
example, new test scores, results of the present semester’s coursework, additional letters of recommendation, or
writing samples may be requested by the committee. If any additional credentials are needed, the Office of
Undergraduate Admission will inform the candidate.
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Notification of an Admission Decision
Admission decisions are made on a rolling basis. Applicants are notified of the admission decision usually within
three weeks after the application file is complete and has been evaluated by the Admission Committee. Notification
of admission status for completed applications begins in October.
Confirmation of Admission
Accepted students are asked to make a $150 enrollment deposit* to the Office of Undergraduate Admission.
Students who wish to live in university housing must submit a housing contract to the Residence Life Office.
*Nonrefundable after May 1.
Note: Admission to a major—a separate process from admission to the university—is sometimes required. Check
with the Office of Admission and consult the specific department’s section of this catalog.
Undergraduate Day Transfers
Information regarding transfer credit policies is found in the Academic Information section of the catalog.
Application for Admission
Students should complete the application for admission, including the three short answer questions, and submit
them to the Admission Office. Students may apply online for with no application fee at augsburg.edu/transfer or
commonapp.org.
Transcripts
Official transcripts from all previous postsecondary institutions at which you registered must be sent directly to the
Admission Office. An official high school transcript and/or official GED test scores may be required upon request.
Official transcripts are marked with institutional security features, date, and appropriate signature. Augsburg
University accepts official transcripts directly from another institution’s Office of the Registrar or a secure
authenticated designated party. The transcript must arrive at Augsburg University in an envelope sealed by the
issuing institution or via an encrypted electronic method (adapted from AACRAO, 2018). If any transcripts show inprogress coursework, an updated official transcript will need to be received by Augsburg in order to verify that the
in-progress coursework was later dropped, withdrawn from, or graded. Upon receipt, new official college transcripts
will be evaluated for possible transfer credit. Failure to submit the replacement official transcript in a timely manner
will result in a registration hold.
Recommendations
One letter of recommendation is encouraged for all transfer applicants. Letters may be submitted by a supervisor,
counselor, professor, or spiritual leader.
Additional Information
If there is personal information that may have affected the applicant’s previous academic performance, it may be
included with the application and discussed individually with an admission counselor. Academic recommendations
may be required by the Admission Committee before an admission decision is made. On occasion, the Admission
Committee may also defer a candidate’s admission until other information has been received. For example, test
scores, results of current coursework, additional letters of recommendation, or writing samples may be requested
by the committee. If any additional credentials are needed, the Admission Office will inform the candidate.
Notification of Admission Decision
Augsburg University uses a rolling admission policy. Students are notified of the admission decision usually within
two weeks after the application file is complete and has been evaluated by the Admission Committee.
Note: Admission to a major—a separate process from admission to the university—is sometimes required. Check with
the Admission Office and consult the specific department’s section of this catalog.
Adult Undergraduate Students
Information regarding transfer credit policies is found in the Academic Information section of the catalog. Students who
are applying to the Adult Undergraduate program should have attempted a minimum of 12 semester credits, including
courses in foundation areas (writing, etc.)
Application for Admission
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Students should complete the application for admission and submit it to the Admission Office. Students may apply
online with no application fee at augsburg.edu/transfer or commonapp.org.
Transcripts
Official transcripts from all previous postsecondary institutions at which you registered must be sent directly to the
Admission Office. An official high school transcript and/or official GED test scores may be required upon request.
Official transcripts are marked with institutional security features, date, and appropriate signature. Augsburg
University accepts official transcripts directly from another institution’s Office of the Registrar or a secure
authenticated designated party. The transcript must arrive at Augsburg University in an envelope sealed by the
issuing institution or via an encrypted electronic method (adapted from AACRAO, 2018). If any transcripts show inprogress coursework, an updated official transcript will need to be received by Augsburg in order to verify that the
in-progress coursework was later dropped, withdrawn from, or graded. Upon receipt, new official college transcripts
will be evaluated for possible transfer credit. Failure to submit the replacement official transcript in a timely manner
will result in a registration hold.
Notification of Admission Decision
Augsburg University uses a rolling admission policy. Students are notified of the admission decision usually within
two weeks after the application file is complete and has been evaluated by the Admission Committee.
Note: Admission to a major—a separate process from admission to the university—is sometimes required. Check with
the Admission Office and consult the specific department’s section of this catalog.
Readmission
Day students who have not registered for courses at Augsburg University for one semester or more, and AU/Rochester
students who have not registered for courses at Augsburg University for two or more semesters, must apply for
readmission through the Registrar’s Office to resume attendance. Students who have attended other institutions during
their absence from Augsburg must have an official transcript sent from each institution to the Registrar’s Office.
Returning students do not pay the application fee.
To apply for readmission after withdrawing from the university, students must submit an Application for Readmission.
The last day to be approved for readmission is the Friday prior to the start of the term. Please note that processing
may take up to 10 business days.
If the student has attended other institutions since leaving Augsburg, official transcripts must be submitted to the
Registrar’s Office. If any transcripts show in-progress coursework, an updated official transcript will need to be
received by Augsburg in order to verify that the in-progress coursework was later dropped, withdrawn from, or
graded. Upon receipt, new official college transcripts will be evaluated for possible transfer credit. Failure to submit
the replacement official transcript in a timely manner will result in a registration hold.
All financial holds must be cleared before a student can be approved for readmission.
If the student was academically suspended, withdrew while on academic warning or probation, or has a GPA below
2.0, they will need to submit a personal statement explaining their circumstances for review by the Student Standing
Committee.
If the student withdrew for medical reasons, a doctor’s note indicating the student is well enough to resume studies
must be submitted with the application.
Non-Degree Students
Individuals may take coursework at Augsburg University as non-degree seeking students, enrolling on a space-available
basis. Registration dates are included in the university’s Academic Calendar. To apply for admission as a non-degree
seeking student, submit the completed application, academic intent, and all necessary unofficial transcripts to the
Admission Office. Individuals who intend to become degree-seeking in the future must submit official transcripts.
Contact the Admission Office regarding which unofficial/official transcripts you may need for your application file.
Non-degree seeking students who wish to pursue a degree must reapply for admission by submitting the completed
application, academic intent, and all official transcripts to the Admission Office.
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Second Degree Students
Students with an existing baccalaureate degree from Augsburg or another institution may enroll to complete an
additional major(s) or minor(s). Students will not be awarded a second degree unless it is different from the original
degree awarded (BA, BM, BS). Students cannot earn multiple degrees for the same major, though it is possible to earn
multiple degrees from the same academic department if the majors are distinct.
Second degree requirements include a minimum of 32 semester credits earned at Augsburg, completion of a major, and
completion of any liberal arts requirements not covered by a previous degree. Depending on the student’s previous
degree, completion of a second major (non-degree) may also be an option.
International Students
International students are a vital part of the Augsburg community. We welcome students from all over the world
wishing to start or complete their degrees at Augsburg. Any student requiring a student (F-1) visa to study in the United
States will be considered an international applicant.
For admission and/or financial aid questions, please contact us by emailing beintl@augsburg.edu or calling 612-3301359.
Foreign Credential Evaluation
Students who have attended a college or university outside of the United States are required to submit international
transcript(s) accompanied by a professional credit evaluation.
This evaluation should include the following:
Course-by-course evaluation to show a complete course listing with credit values and grades received for each
course
Calculation of grade point average to demonstrate the cumulative grade point average using the standard US
grading system, i.e., A=4.0, B=3.0, C=2.0, D=1.0, F=0.0
Translation to English (if applicable)
Analysis of credentials (if applicable)
The evaluation report must be sent directly to Augsburg’s Office of Admission. Preferred evaluation services are World
Education Services (www.wes.org) or Educational Credential Evaluators (www.ece.org), though Augsburg will accept
evaluations from any member of the National Association of Credential Evaluators (www.naces.org).
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Financing Your Education
The Board of Regents approves the costs for the academic year. The board reviews costs annually and makes changes as
required. Augsburg reserves the right to adjust charges should economic conditions necessitate.
Full-Time vs. Half-Time
Students will need to be enrolled in 6 credits to be considered half-time and 12-19 credits to be considered full-time.
This is an important distinction for charges and for accessing financial aid.
Day Program Tuition and Fees
Tuition and fees are published online at www.augsburg.edu/studentfinancial/tuition/undergraduate-day.
Fees (full-time enrollment)
The standard program fees are the Student Activity Fee, Technology Fee, Newspaper Readership Fee, and the Campus
Greening Fee. Specific courses or programs may have additional fees associated with them, such as lab or supply fees.
Full-Time Cost – Fall and Spring 2019-2020
Semester
Year
$19,647.50
$330.00
$1,228 per credit
$39,295.00
$660.00
$4,912 per 4 credits
$1,228 per credit
$180.00 per term
$4,912 per 4 credits
Tuition – Full-Time (12-19 credits per term)
Fees – (12-19 credits per term)
Overload Fee – (over 19 credits)
Part-Time Cost – Fall and Spring 2019-2020
Tuition –Part-Time (less than 12 credits)
Fees – (less than 12 credits)
Other Costs
Audit Fee (taking a class for no credit)
Music Lesson Fees
½ Hour Lesson
1 Hour Lesson
$1,000.00 per course
$400.00
$800.00
Room and Board Costs
Detailed housing rates are available through Residence Life Office at www.augsburg.edu/reslife/rates.
Detailed meal plan rates and flex point options can be found at www.augsburg.edu/reslife/rates/meal-plans.
Adult Undergraduate Tuition and Fees
Tuition and fees are published online at www.augsburg.edu/studentfinancial/tuition/weekendevening-undergraduate.
Tuition
Students are charged per credit. Students are charged based on their program regardless if they take a course through a
different program. All associated costs must be paid by the beginning of each semester to avoid accruing finance
charges, unless you have enrolled in an official payment plan through Student Financial Services.
Fees
Specific courses or programs may have additional fees associated with them, such as lab or supply fees.
Adult Undergraduate - Minneapolis
$426.00 per credit
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$1,704.00 per 4.0 credits
Adult Undergraduate - Rochester
$426.00 per credit
$1,704.00 per 4.0 credits
Payments
Semester Charges
Prior to the start of each semester, a statement of estimated charges showing charges and financial aid credits
designated by the Student Financial Services Office is sent to the student via e-mail. All statements are available online
through AugNet’s Records and Registration site. Payments can be made online at
www.augsburg.edu/studentfinancial/header-make-paymentaccount-activity/payments. Augsburg may charge late fees
and interest on delinquent accounts. Review the full policy regarding past due balances online at
www.augsburg.edu/studentfinancial/disclosure.
Payment Options
Augsburg University offers payment plan options for all students. Information about payment plans is available online at
www.augsburg.edu/studentfinancial/payment-plans-and-discounts.
Payment Policy
Students at Augsburg University are obligated to pay Term Fees and additional charges when they register for each
academic term. “Term Fees” include tuition, room and board charges and other fees initiated during your time as a
student. Students are responsible to pay for all of these charges regardless of whether financial aid is received or
employers or other third parties pay as agreed. “Term Fees” are subject to refund only to the extent allowed under the
Augsburg University Tuition Refund Policy.
Augsburg accepts the following forms of payment:
Cash
Students and guest payers may make cash payments in-person at the Enrollment Center. Cash should never be
mailed. Students will receive a receipt of their cash payment.
Check
Students and guest payers may pay their term fees via check either in-person at the Enrollment Center, through mail, or
online using e-check/ACH. A $30 NSF Fee will be added for any payment returned by the bank for Non-Sufficient
Funds. A receipt will automatically be sent electronically for any online payments. Students who pay in-person or
through mail may request a receipt of the check payment.
Credit Card/Debit Card
Students and guest payers may make student account payments online with a Visa, MasterCard, Discover, or American
Express credit card. As of June 10th, 2016, Augsburg will no longer accept credit card or debit card payments in-person,
over the phone, or through the mail. Credit cards will only be accepted online via Cashnet, a vendor contracted by
Augsburg.
Because Cashnet charges Augsburg for their services, a credit card service fee of 2.75 percent will be associated with any
credit card payment made to the university. This is to offset the approximately $250,000 in costs that Augsburg accrues
annually for providing credit card payment options to our students. Augsburg will not receive any part of the service fee
and will not be profiting from it.
Financial Aid
All students who wish to be considered for financial assistance must reapply each year. In addition to reapplying for aid,
students must make satisfactory academic progress toward the attainment of their degree or certificate as stipulated in
the Satisfactory Academic Progress (SAP) section of this catalog.
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Financial assistance awarded through Augsburg may be a combination of scholarships, grants, loans, and part-time work
opportunities. The university cooperates with federal, state, church, and private agencies in providing various aid
programs.
The primary responsibility for financing a university education rests upon the student and family. Financial aid
supplements student and family resources.
The Free Application for Federal Student Aid (FAFSA) helps determine the amount of assistance for which a student is
eligible. This analysis takes into account such family financial factors as current income, assets, number of dependent
family members, other educational expenses, retirement needs, and special considerations.
Types of Aid
A student applying for aid from Augsburg applies for assistance in general rather than for a specific scholarship or grant
(except as noted).
Augsburg may offer both merit-based and need-based financial aid to undergraduate students at the time of admission.
First year students can find specific information at www.augsburg.edu/firstyear/scholarships. Transfer students can find
information at www.augsburg.edu/transfer/financial-aid-and-scholarships.
Augsburg will also determine students’ eligibility to receive financial aid grants from both federal and state entities.
These grants include Minnesota State Grant, Federal Supplemental Educational Opportunity Grant (SEOG), Federal Pell
Grant, Federal TEACH Grant, and Bureau of Indian Affairs/Tribal and State Indian Scholarship. Contact Student Financial
Services if you need additional information about any of these programs.
In addition to aid administered by Augsburg University, students are urged to investigate the possibility of scholarships
and grants that might be available in their own communities. It is worthwhile to check with churches, the company or
business employing parents or spouses, high schools, service clubs, and fraternal organizations for information on aid
available to students who meet their requirements. In addition to these sources, some students are eligible for aid
through Rehabilitation Services, Educational Assistance for Veterans, and Educational Assistance for Veterans’ Children,
and other sources.
Loan Assistance
Students must be enrolled at least half-time (6 or more credits) to be eligible for any federal loans.
Federal Direct Student Loan
o Subsidized Direct Loans are need-based loans that the federal government subsidizes by paying the interest
while the student is in school and during the grace period.
o For the Unsubsidized Direct Loan, interest begins accruing on the date of disbursement and the borrower is
responsible for all interest. The borrower may choose to make payments while in school or may defer
payments and allow interest to accrue and be capitalized (added to the balance of the loan).
Federal Parent Loan Program (PLUS)
o PLUS is a loan program to help parents meet university costs of their dependent children. Parents may
borrow up to the cost of attendance (minus all other student financial aid). Repayment begins within 60
days of final disbursement.
Further information about all student and parent loan programs can be found at
www.augsburg.edu/studentfinancial/loans.
Student Employment
Students are able to apply for work study positions through Augsburg’s Human Resources Office. Part-time work
provided by the university is considered financial aid, just like scholarships, loans, and grants. Students are limited to a
maximum of 20 hours of on-campus employment per week. The number of hours a student can work is dependent on
the position and the needs of the department. However, work is not guaranteed.
All on-campus work is governed by policies stipulated in the work contract issued to the student employee for each
placement. Payment is made bi-weekly by check to the student employee.
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Federal College Work Study Program and Minnesota State Work Study Program
o Under these programs, the federal or state government supplies funds on a matching basis with the
university to provide part-time work opportunities.
Satisfactory Academic Progress (SAP)
Federal regulations require that all higher education institutions establish and implement a policy to measure whether
students receiving financial aid are making satisfactory academic progress toward the completion of a degree. The
purpose of this policy is to make sure that students who receive financial aid are using this money wisely. It is meant to
curtail the use of financial aid by students who fail to successfully complete their course work. Failure to meet the
following standards makes a student ineligible for all institutional, federal, and state financial aid.
Augsburg’s Financial Aid Satisfactory Academic Progress Policy follows the Satisfactory Academic Policy.
Student Account Financial Disclosure
Students at Augsburg University are obligated to pay Term Fees and additional charges when they register for each
academic term. “Term Fees” include tuition, room and board charges and other fees initiated during their time as a
student. Students are responsible to pay for all of these charges regardless of whether financial aid is received or
employers or other third parties pay as agreed. “Term Fees” are subject to refund only to the extent allowed under the
Augsburg University Tuition Refund Policy. Statements and account history are available online through AugNet Records
and Registration.
Augsburg University may require someone to co-sign on the student’s obligations in special cases, such as when a
student has a history of late or missed payments. When a co-signer’s signature is required, both students and co-signers
are responsible for payment of all costs incurred (including collection costs and fees of any collection agency and/or
attorney, if applicable) and all other conditions outlined on the Student Account Financial Disclosure.
Results of Balances Not Paid in Full
Augsburg may charge late fees and interest on delinquent accounts. Missed or late payments will be subject to a late
payment charge and/or a finance charge on the overdue balance from the date the balance was due until payment in
full is received. If your account is not paid in full on the first day of the term, finance charges at the rate of 8% per year
(.67% per month) will be added onto your student account balance. For example, this means that for every $1,000
owed you will receive $6.70 a month in finance charges. A $30 NSF Fee will be added for any payment returned by the
bank for Non-Sufficient Funds.
Past Due Accounts
If the student does not set up a formal payment plan with Augsburg’s Student Financial Services department, Augsburg
reserves the right to demand payment of the entire balance owed by that student and to take steps to collect it.
Augsburg may cancel the student’s registration, prevent the student from registering for future terms, withhold
transcripts or diplomas, remove the student from on-campus housing, turn the student’s account over to a collection
agency, or take legal action to collect any past due balance. Each student authorizes Augsburg to release financial
information about her or his account and other pertinent information such as address and phone number to third
parties who are dealing with the collection of the account balance. By providing us with a telephone number for a
cellular phone or other wireless device, you are expressly consenting to receive communications – including but not
limited to prerecorded or artificial voice message calls, text messages, and calls made by an automatic telephone dialing
system – from us and our affiliates and agents at that number. This express consent applies to each such telephone
number that you provide to us now or in the future and permits such calls regardless of their purpose. Calls and
messages may incur access fees from your cellular provider. Each student also agrees to reimburse Augsburg University,
or its agents, the fees of any collection agency, which may be based on a percentage at a maximum of 40% of the debt,
and all costs and expenses, including reasonable attorneys’ fees, we incur in such collection efforts. Please note that,
due to the Bankruptcy Reform Act, educational benefits are generally exempt from discharge under bankruptcy. The
terms of this agreement remain in effect until all Term Fees and other charges are paid in full.
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Tuition Refund
Students are eligible for a 100% tuition refund for any courses they drop without notation through the date labeled “Last
day to drop without a ‘W’ grade & 100% refund – Full Semester class” on the Academic Calendar. After this date,
students are no longer eligible for any refund of tuition unless they withdraw from all of their courses. This policy is
effective whether or not a student has attended classes.
Students withdrawing from all of a term’s courses may receive a 50% tuition refund when they withdraw by the date
labeled “Last day to withdraw with 50% refund – Full Semester class” on the Academic Calendar.
Students are responsible for cancelling courses through the Registrar’s Office (or online) in order to be eligible for any
refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add form are responsible for
all charges. Financial aid may be adjusted based on the student’s last recorded date of attendance. Refund calculations
are based on the date that the drop/add form is processed.
Medical Refund
If a student is forced to withdraw from one or more courses in a term due to illness or an accident, a request for a
medical refund should be made through the Academic/Financial Petition. Petition forms are available through the
Registrar’s Office website. An extra medical refund may be granted by the Committee upon submission of
documentation from the attending doctor, on letterhead, verifying the medical circumstances.
Unofficial Withdrawal
Federal regulations require that records of financial aid recipients who earn failing grades in all their classes be
reviewed. If courses are not completed (e.g., unofficial withdrawal, stopped attending), the university is required to
refund financial aid to the appropriate sources according to federal or Augsburg refund policies based on the last
recorded date of attendance. Students are responsible for the entire cost of the term, including the portion previously
covered by financial aid should they stop attending. Students are strongly urged to follow guidelines for complete
withdrawal from the university. If there are extenuating circumstances, a petition to have the cost of tuition refunded
can be made. Petition forms are available online through the Registrar’s Office website.
Financial Aid Policy
Financial aid such as federal, state, and institutional grants and scholarships are awarded based upon the total number
of registered credits on the “Last day to add with faculty signature – Full Semester class” as noted on the Academic
Calendar. Students must register for internships, Time 2 classes, and ACTC classes before the “Last day to add with
faculty signature-Full Semester class.” Financial aid will not be adjusted for classes added after this date.
Students must earn the financial aid they are awarded each semester by actively attending and participating in classes
throughout the semester. Financial aid is recalculated when students do any of the following: drop classes without a
“W” grade, fail to begin classes, cease to attend classes, fail all classes, or fully withdraw from all classes.
Financial Aid – Return of Title IV Funds Policy
Students must earn the financial aid they are awarded each semester. A student can earn their aid by attending classes.
Augsburg must always return any unearned Title IV funds it is responsible for returning within 45 days of the date the
school determined the student withdrew.
The withdrawal date used in the return to title IV calculation of a student’s federal financial aid is the actual date
indicated on the official withdraw record. If a student stops attending classes without notifying the university, the
withdrawal date will be the last date of academic activity determined by the university.
Federal/State Aid Adjustments
Augsburg is required to return unearned federal/state aid for students who fully withdraw from their courses. The
Return to Title IV calculation is based on the total number of days in the semester compared to the total number of days
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that a student attended classes before the last date of attendance. If the student receives more aid than they ‘earned’,
then the ‘unearned portion’ of the student’s aid must be returned to the U.S. Department of Education. After 60% of the
term has passed, students are eligible to keep all of their federal/state aid. If you are planning to completely withdraw
from your courses, please see a Student Financial Services counselor to determine what aid may need to be returned.
Financial aid will be returned to the aid program from which it came. If returned to a loan program, your outstanding
balance will be reduced by the amount of the return. Aid will be returned in the following order:
1.
2.
3.
4.
5.
6.
7.
Unsubsidized Direct Loan
Subsidized Direct Loan
Federal Perkins Loan
Direct PLUS Loans
Federal Pell Grants
Federal Supplemental Educational Opportunity Grant (SEOG)
TEACH Grant
Institutional Aid Adjustments
Augsburg will return institutional aid for students who partially withdraw or fully withdraw from courses. If students
withdraw from their courses, they will receive a 50% tuition refund and 50% of their institutional aid will be removed. If
a student withdraws after the last day to receive a tuition refund, there will be no adjustment to their institutional aid.
Post-Withdrawal Disbursement
If a student earned more aid than was disbursed to him/her, the student may be eligible for a post-withdrawal
disbursement. Augsburg’s financial aid office will notify the student in writing if he/she is eligible for a post-withdrawal
disbursement of Title IV loan funds.
A student or parent borrower must first confirm in writing whether he/she accepts/declines all or some of the loan
funds offered as a post-withdrawal disbursement. A post-withdrawal disbursement of Federal grant funds does not
require student acceptance or approval. The university will seek the student’s authorization to use a post-withdrawal
disbursement for all other educationally related charges in addition to tuition and fees.
Credit Refund
Augsburg students may be eligible to receive a credit refund if their financial aid exceeds tuition and fee charges for a
term. Credit refunds are issued within two weeks after the last day to drop courses without recorded notation. Financial
aid needs to be finalized and applied to a student’s account before the credit refund can be issued. (You can verify your
financial aid status online through Track Your Financial Aid. You can check your transaction history online to verify that
all of your financial aid has been applied to your account and nothing is left pending.)
Changes in enrollment status, housing status, and program status may affect financial aid eligibility and credit refunds.
Students who are enrolled less than half-time (less than 6.0 credits for undergraduates; less than 3.0 credits for
graduates) may not be eligible for financial aid; however, students may apply for private alternative loans. Registration
changes made from the first week of the term through midterm may require a return of financial aid funds. Students
who drop courses may receive a tuition refund, but some forms of financial aid may have to be adjusted before a refund
will be available. Financial aid return of funds may take up to 45 days to be processed.
Bookstore
Students who are registered for the upcoming term will be allowed to charge up to $750 to their student account.
Students do not need to request a bookstore account.
Please plan ahead and purchase books and supplies before the scheduled cut-off dates. Plan ahead for courses that start
midterm as you will be unable to charge anything to your student account after the cut-off date.
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Students’ accounts will be billed for only what was spent on their bookstore accounts before credit refunds were issued.
If your bookstore charges create a balance on your account, you need to make payments in accordance with your
statement. Bookstore purchases charged to a student account are intended for students who have excess financial aid
funds to cover their tuition, fees, AND their books or supplies. Please contact Student Financial Services before you
purchase books if you need to discuss payment options.
Due to the financial aid cycle, you can only charge expenses to your bookstore account during specific times.
Third Party
If you are expecting a third party to cover the cost of your books, you will need to turn in an itemized receipt of your
purchases to the Student Financial Services Office, along with your invoice request.
Additional Funds
If the cost of your textbooks and supplies are above $750 in one term, you have enough financial aid to cover the
additional costs, and you would like to charge the additional amount to your student account, please send the following
information to Student Financial Services (studentfinances@augsburg.edu). All requests need to be in writing.
Subject: Request for Additional Funds
Full Name:
Student ID number:
Additional request:
Students will receive an e-mail when the additional request has been processed. Accounts are opened as quickly as
possible, but it could take up to two business days for activation.
Consumer Information
Loss of Financial Aid Eligibility Due to a Drug Offense
A student convicted of a state or federal offense involving the possession or sale of an illegal drug that occurred while
the student was enrolled in school and receiving Title IV aid is not eligible for Title IV funds. [An illegal drug is a
controlled substance as defined by the Controlled Substance Act and does not include alcohol and tobacco.]
A borrower’s eligibility is based on the student’s self-certification on the Free Application for Federal Student Aid
(FAFSA). Convictions that are reversed, set aside or removed from the student’s record, or a determination arising from
a juvenile court proceeding do not affect eligibility and do not need to be reported by the student.
A student who is convicted of a drug-related offense that occurred while the student was enrolled in school and
receiving Title IV aid loses Title IV eligibility as follows:
For the possession of illegal drugs
First offense: one year from the date of conviction
Second offense: two years from the date of the second conviction
Third offense: indefinitely from the date of the third conviction
For the sale of illegal drugs
First offense: two years from the date of conviction
Second offense: indefinitely from the date of the second conviction
A school must provide a student who loses Title IV eligibility due to a drug-related conviction with a timely, separate,
clear, and conspicuous written notice. The notice must advise the student of his or her loss of Title IV eligibility and the
ways in which the student may regain that eligibility.
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Regaining Eligibility after a Drug Conviction
A student may regain eligibility at any time by completing an approved drug rehabilitation program and by informing the
school that he or she has done so. A student regains Title IV eligibility on the date he or she successfully completes the
program. A drug rehabilitation program is considered approved for these purposes if it includes at least two
unannounced drug tests and meets one of the following criteria:
The program received or is qualified to receive funds directly or indirectly under a federal, state, or local government
program.
The program is administered or recognized by a federal, state, or local government agency or court.
The program received or is qualified to receive payment directly or indirectly from a federally or state licensed
insurance company.
The program administered or recognized by a federally or state-licensed hospital, health clinic, or medical doctor.
Policies may change throughout an academic year if necessary to comply with federal, state, or institutional changes or
regulations.
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Residence Life
Students who choose to make Augsburg their home find a friendly, 23-acre village in the midst of a major metropolitan
area. They make many new friends among roommates and classmates. They are just steps away from Lindell Library,
classrooms, Hoversten Chapel, the ice arena, fitness center, and Christensen Center. With just over 1,000 students living
on campus, most students and faculty greet each other by name.
Augsburg recognizes the importance of the residential experience during the college years. Studies show that students
who live on campus are more likely to persist academically, to be involved on campus, and tend to have a higher grade
point average. Residence Life staff are professional and student team members available to support students in their
academic and co-curricular experiences. Through their efforts residential community members become acquainted with
life at Augsburg through educational and social opportunities.
Living on campus offers many opportunities for learning, leadership, and fun. Numerous events are planned to welcome
students to the community, including dances, movie nights, open mic nights, and weeks devoted to special themes or
issues.
Resident students have access to a 24-hour computer lounge, wireless internet, study lounges, 24-hour security, laundry
facilities, and vending. All rooms and apartments are equipped with cable and internet access. A skyway connecting the
lobby of Urness Hall and Mortensen Hall to Christensen Center and Oren Gateway Center to the Lindell Library keeps
students out of the weather on the way to class.
To secure housing on campus, students need to submit the following items:
Residence Life and Dining contract: http://www.augsburg.edu/reslife/housing/
During spring semester, current Augsburg students are provided with information on the process to secure housing for
the next academic year.
Facilities
Urness Hall—One home to new Auggies and upper-class resident advisors, this nine-story high-rise houses 313 students.
Each floor is considered a house-unit providing 36 students (two to a room) with their own lounge, study, and utility
areas. In Urness Hall, rooms are furnished with a bed, dresser, desk, and chair. Meal plans are required.
Mortensen Hall—This building is a 13-story high-rise apartment building. It contains 104 one-bedroom and twobedroom apartments to accommodate 312 upper-class students. Mortensen Hall is carpeted and contains kitchenette
units. It is furnished with beds and dressers. Meal plans are required.
Anderson Hall—Contains four types of living units: two-bedroom apartments, two-room suites, floor houses, and
townhouses. This residence houses 192 upper-class students, and the Neighborhood program. All rooms are furnished
with beds, dressers, desks, and chairs. Meal plans are required.
Anderson Hall Neighborhoods—This is available to students who are interested in creating a living/learning
environment by designing their own house system. All members meet to determine their program focus, educational
goals, and community agreement guidelines.
Luther Hall—Opened in 1999, this apartment residence includes studios and two- and four-bedroom apartments with
full kitchens. Beds, dressers, desks, and chairs are provided. Underground parking is available at an additional cost. Meal
plans are optional.
Oren Gateway Center—Oren Gateway Center offers substance-free living connected to a dining area, underground
parking, and classrooms. Opened in 2007, Oren Gateway Center houses the StepUP first-year and upperclass students
committed to an alcohol- and drug-free environment. Flats, apartments, and studios are furnished with bed, desk, and
dressers.
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Food Service
Commons—Situated on the top floor of Christensen Center, this is the main food service facility for students, faculty,
and staff. This spacious room features small-table units for easy conversation overlooking the university quadrangle and
Murphy Square. Students on board plans who live in residence halls eat their meals in the Commons. We offer a mealto-go program for those on a tight schedule. Students have the option of using one meal exchange each week at
Einsteins or Nabo to supplement the Commons.
Einstein Bros. Bagels—On the main level of Christensen Center, Einstein Bros. Bagels sells coffee, smoothies, hot and
cold sandwiches, wraps, soups, salads, and snacks.
Nabo—This eatery is located in the Oren Gateway Center. Pronounced “náh-bu,” with the accent on the first syllable,
featured food options include pasta, cold and hot sandwiches, a pasta bar, pastries, and beverages.
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Student Activities and Organizations
Augsburg’s mission focuses on student learning in the broadest sense. Experiences in the classroom are an important
part of college life, yet learning and development also occur in formal and informal activities of the university and the
surrounding area. Whether students take classes in the day or evening, the climate for learning and living at Augsburg
will add dimension to their education. There are over 50 student organizations that students can join, and students may
also create their own with three additional peers. For more information, visit Augsburg.edu/campuslife.
Athletics and Sports
Intercollegiate Athletics
Augsburg is affiliated with the Minnesota Intercollegiate Athletic Conference (MIAC) and is a member of the National
Collegiate Athletic Association (NCAA) Division III. Men annually compete in football, soccer, cross country, basketball,
ice hockey, wrestling, baseball, indoor and outdoor track and field, and golf. Women annually compete in lacrosse,
volleyball, cross country, soccer, basketball, ice hockey, softball, swimming, indoor and outdoor track and field, and golf.
Facilities
At Augsburg, the facilities are for all students, faculty and staff. Check schedules for times when there is open use of the
gymnasium and ice arena. On-campus facilities include a double-rink ice arena, a 3-court gymnasium, a multi-purpose
athletic field, fitness center with workout machines, a weight room, a racquetball court, and an air-supported dome over
the athletic field for winter fitness, rentals, and spring sport practices.
Intramurals
Every student is urged to participate in activities for recreation and relaxation. An intramural program provides
competition in a variety of team sports as well as individual performance activities. Check schedules on the Athletics
website for times when there is open use of the athletic field/dome, gymnasium, and ice arena.
Campus Life
About Campus Life
Mission Statement
Campus Life aims to create an environment where students can connect, engage, and invest in the Augsburg
community.
Philosophy
Campus Life recognizes the benefits associated with student engagement outside of the classroom. We work to enhance
and supplement the liberal arts instruction at Augsburg University through quality transitional programs for new
students as well as through leadership and developmental education.
Program Areas
Campus Involvement
Augsburg Day Student Government is the official governing body of the Day Student population at Augsburg University.
It advocates for ideas, concerns, needs, and activities of the Day Student Body.
Augsburg Student Activities Council (ASAC) seeks to build community and provide opportunities for students to grow
holistically through intentional and diverse programming. ASAC plans and orchestrates some of the largest student
programming on campus, including Homecoming, concerts, comedy shows, late night programming activities, movies,
and much more.
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Student recognition includes honoring student leaders and student organizations at the Augsburg Leadership Awards,
including Act Six Scholar graduates, Augsburg Senior Leadership Society inductees, and other award recipients.
Student organizations provide students the opportunity to become involved in various interests, passions, and activities
at Augsburg University. Participation allows students to meet fellow classmates, have fun, and lead and develop an
organization around a common purpose while making an impact on both the Augsburg and greater community.
Commuter Student Life
The Student Lounge, located on the Main Level of the Christensen Center, is a community space available for students to
gather, study, watch television, play games, and just relax.
Lockers are available for free for commuter students to reserve for the academic year on the ground floor of Anderson
Residence Hall and the ground floor of Science Hall.
Leadership Development
Act Six Scholars is a scholarship program that provides full tuition and room/board at Augsburg University for up to
seven incoming undergraduate students each year. It aims to provide extensive leadership development and mentorship
opportunities in order for this select group of students to engage and to invest fully in the Augsburg and greater
communities.
Emerging Leaders Program (ELP) is an initiative designed to develop new leadership at Augsburg University by
empowering first-year students to cultivate and apply their inherent leadership skills through a semester-long skillbuilding training program.
Orientation Leader Training is designed to grow the existing awareness, knowledge, and skills of student leaders so that
they may successfully create welcoming and inclusive environments for incoming first-year and transfer students by
learning to work across social identities and backgrounds while implementing orientation programming.
Student Leadership Institute focuses on developing students’ knowledge, awareness, and skills on various topics of
leadership.
Orientation Programs
SOAR is a required two-day, overnight orientation experience for incoming first-year students designed to help with the
transition to Augsburg University. Students will meet fellow classmates, faculty, and staff; learn about University
resources and services; and get a taste of life on campus.
Transfer SOAR / Spring SOAR is a required day-long orientation experience for transfer students designed to help with
the transition to Augsburg University. Students will learn about University resources and services, hear about academic
programs, and discover why being a part of the Augsburg community is so rewarding.
Auggie Days is a required week-long orientation experience for incoming first-year students designed to complement
SOAR, provide opportunities to enhance academic and personal success, and offer a helpful advantage in starting at
Augsburg University.
Campus Ministry
At Augsburg University, we are “guided by the faith and values of the Lutheran Church.” Because of this tradition, we
seek to support individuals who are exploring, questioning, and deepening their faith. Augsburg advocates for and
develops an environment where people are encouraged to discover and share their gifts for the sake of the world. As a
university of the church, we emphasize the development of this through attending to the sacred, living into radical
hospitality, and shaping community. The university pastors, Muslim Student Advisor, and campus ministry staff have
offices in Foss, Lobeck, Miles Center for Worship, Drama, and Communication and are available for spiritual guidance,
counseling, support, or information.
Our concern for spiritual care is evident in the opportunities we encourage and provide for students to explore their
own faith. Daily worship, Wednesday Night Holy Communion, Bible studies, community outreach, retreats, peace and
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justice events, concerts and gatherings, Friday prayer, and interfaith initiatives are examples of the wide variety of
activities on campus.
Community Engagement
The Sabo Center for Democracy and Citizenship, rooted in Augsburg’s mission to educate students to be informed
citizens, thoughtful stewards, critical thinkers, and responsible leaders, aims to:
Create a culture of civic agency and engagement among students, faculty, staff, and our broader community so that
graduates are architects of change and pioneers in work of public significance.
Foster connections with local community based organizations and position Augsburg as an anchor institution in the
Twin Cities.
Revitalize the democratic and public purposes of higher education in a time when strengthening colleges’ visible
contributions to the common good, not simply to private benefit.
Bonner Leaders Program
In Fall of 2008 Augsburg University launched its first year of the Bonner Leaders Program. Through the Bonner program,
students develop deep community relationships and engage in long-term policy advocacy throughout their time at
Augsburg. Those selected to be Bonner Leaders are students with diverse ethnic and geographical backgrounds and
experience in community and public work. Through placements with partner nonprofit organizations and community
programs, students work an average of 220 hours each academic year supporting ELL classrooms, running an
employment education computer lab, coordinating a low-income housing program, community health outreach,
tutoring in afterschool programs, and more. Beyond their work-study placements, students participate in civic
engagement efforts on campus.
Through their participation with the Bonner Leaders Program, students engage in monthly guided reflections and
leadership development workshops. The Augsburg Bonner Leaders Program is a successful model that builds on the
university’s culture of community and civic engagement.
Campus Kitchen
The Campus Kitchen Project connects the campus community with the larger neighborhood by using food as a tool to
nourish bodies, develop leadership, and educate students through service learning. To accomplish these goals, four
programs focus on this engagement:
Food to Share
o Surplus food from the Augsburg Dining Service is donated, reheated, and served by student volunteers to
neighborhood partners, including homeless shelters, youth and senior programs, and others. Augsburg
students in need can also find free food at our food shelf on campus, the Campus Cupboard.
Food to Grow
o On the corner of campus, Augsburg staff and students manage a community garden composed of nearly 100
garden plots where community and campus members can grow their own food. The garden staff also hosts
classes on healthy living in which neighborhood youth learn to grow and cook healthy food.
Food to Buy
o Find fresh produce grown by local farmers at the weekly farmer’s markets Tuesdays through the summer:
11-1 pm at Foss Chapel on campus, and 2-5 pm at the Brian Coyle Center down the street. The market
doubles any purchase made with food stamps. Augsburg is also the host of an organic CSA farm that people
can become members of and get a large box of produce each week.
Food to Know
o Understanding our food system and community health through programs that educate on issues of hunger
and poverty, and cooking and gardening classes in the community and weekly on campus.
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Common Table
The Common Table, located at 2001 Riverside in the Trinity Congregation Building, is devoted to building community
capacity to make change by connecting and equipping leaders.
Connecting campus community with neighborhood community.
Connecting students to local communities, professionals, and movements.
Connecting community members across boundaries at an intersection.
Equipping young people with the mentorship and connections to pursue their goals.
Equipping community members with the tools and experience of public work and organizing.
Equipping leaders with an equity analysis for equitable leadership.
We continue to welcome new ideas for utilizing this multi-purpose space to deepen the relationships between Augsburg
University, Trinity Lutheran, the Cedar Riverside neighborhood, and the Twin Cities.
Jane Addams School for Democracy
The Jane Addams School for Democracy brings immigrant families, college students and other community members
together to do public work and learning. It is a community-based initiative inspired by the vision of democracy,
productive citizenship, and popular education held by settlement house pioneers like Jane Addams, who created Hull
House in Chicago in 1889.
Participants in the school include long-time community residents, Hmong, Latino, and East African refugee and
immigrant adults and children, as well as students, faculty, and staff from nine Twin Cities colleges and universities. The
non-bureaucratic and non-hierarchical structure of Jane Addams School breaks down barriers so that people can work
together across language, culture, gender and age differences to address issues that impact their daily lives.
Public Achievement
The Public Achievement organizing model recognizes that people of every age have skills, talents and ideas, and that by
learning to work strategically with others they can solve problems and build sustainable democratic societies. In a school
setting, young people form teams to take action on a public problem that is important to them (for example, driving out
gang activity or improving classroom space). The team works with a coach—typically a teacher or college student—to
develop an action plan. Through practice and reflection, the team members develop public skills and confidence.
Service-Learning and Community Engagement/Community Service-Learning
Augsburg’s Community Service-Learning Program provides students with opportunities to understand and respond to
needs in the city through course-embedded service experiences and civic engagement activities. A key component of
community service-learning is reflection on and analysis of community issues in order to promote personal and
educational growth and civic responsibility. By connecting classroom content with service-learning experiences in the
city, Augsburg students deepen their understanding of abstract course concepts while learning about pertinent and
related community issues. This dynamic and interactive educational approach employs reciprocal learning between
students and their community. Service-learning components are embedded in most academic disciplines. Examples of
community service-learning sites include homeless shelters, cultural and environmental organizations, tutoring
programs, and literacy centers.
Fine Arts
Students have many opportunities to participate in music and drama. In addition to appearing on campus and in the city,
the Augsburg Choir, Concert Band, and Orchestra may perform on regional, national, and international tours. Many
other ensembles are available to cover the entire range of musical styles and previous musical experience. Students
stage several plays on campus each year under the direction of the Theater Program and have the opportunity to attend
a series of on-campus workshops with visiting arts professionals.
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Student Center
Christensen Center, the Augsburg student union, serves students, faculty, staff, alumni, and guests. Traditionally
considered the “living room” of the campus, the student union provides a central gathering place for the diverse
populations of residential, commuter, Adult Undergraduate, and graduate students at Augsburg through the merging of
curricular and co-curricular programs and activities. Christensen Center also houses several student services, such as the
Admission Office, Campus Life, the Strommen Center for Meaningful Work, Multicultural Student Services, LGBTQIA+
Student Services, University Events, Center for Global Education and Experience, International Student and Scholar
Services, the Copy Center, Shipping and Receiving, the Welcome Desk, A’viands Food Services, and Mail Services.
The Auggie’s Nest, located on the ground floor of Christensen Center, serves as the student organization office area and
houses offices of the Augsburg Echo (campus newspaper) and KAUG (campus radio). Lockers are also available in this
area for student organization use.
Day Student Government
The Augsburg Day Student Government supports and advocates for student concerns, needs, and activities. Day Student
Government serves as the primary voice and liaison between Day students and the administration, faculty, and staff of
Augsburg University.
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Student Resources/Academic and Support Services
Lindell Library Resources
The James G. Lindell Family Library is home to a collection of almost 400,000 books, more than half of which are ebooks
that can be read online or downloaded at your convenience. Students also have access to millions of journal articles,
over 60,000 streaming videos, nearly 200 databases, and a wide assortment of movies on DVD or VHS. Lindell also
houses significant collections of juvenile literature and K-12 curriculum materials, as well as the university’s archives and
special collections. Our digital collections include full runs of campus publications such as The Augsburgian, The Echo,
and Murphy Square as well as numerous audio and video recordings documenting the university’s history.
If that still isn’t enough, Lindell Library offers an interlibrary loan (ILL) service free of charge. Augsburg students can
borrow any type of research material - books, journal articles, videos, music scores, and more - from almost any library
in the world and these materials will be delivered directly to Lindell Library at no cost to you.
Research Support
Research help is always available, either online or in person, at Lindell Library’s Learning Commons. Our research guides,
available on the library’s website, provide access to key research materials on topics as wide-ranging as health and
physical education, film studies, computer science, or music therapy. Students can set up individual research
consultations with a librarian at Lindell’s Learning Commons desk, by phone at 612-330-1604, by email at
refdesk@augsburg.edu, or chat with an expert 24/7 through our Ask-A-Librarian service at library.augsburg.edu.
Other Cool Stuff
Libraries are more than just books and databases, they are places to gather for collaborative research or quiet study and
reflection. At Lindell Library, you can do both. Ten group study rooms are available on the top floor of Lindell Library,
and can be reserved up to two weeks in advance. The lower level is a designated quiet study space for those who prefer
to work alone. Whether working on individual research or a large group project, Augsburg students can check out all
sorts of equipment from the Library’s Circulation Desk, including laptops, cameras, microphones, and other AV
equipment.
If your research takes you off campus or you just want to explore the Twin Cities, you can check out a bike or a
MetroTransit Go-To Card for use on buses and the light rail. Both are available at no cost.
The staff at Lindell Library are eager to help you with all your research needs. Stop by anytime that the library is open
(hours are always posted on the library’s website), or contact us at:
library.augsburg.edu
refdesk@augsburg.edu
612-330-1604
Information Technology Resources
Augsburg University has built a reputation as a leader in its commitment to provide students with relevant and timely
access to information technology and training. Visit the Student Technology website, inside.augsburg.edu/techdesk, for
more on Information Technology at Augsburg.
Computer Labs
Students have access to more than 250 on-campus computers. Both PC and Macintosh desktop computers are available
in the Lindell Library Learning Commons and computer lab, and in the 24-hour Urness computer lab. The university has
four computer classrooms, 40+ technology-enhanced classrooms and four video conferencing-enabled classrooms. The
circulation desk in Lindell Library has 40 laptops available for use in the library.
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Several computer clusters are available for more specific student use within academic departments. A high-speed fiber
optic campus network provides access to AugNet online services, printing, and to the internet. Network-ready student
machines can connect to the campus network from residence hall rooms or any building on campus using WiFi. All of the
AugNet online services are available securely on- and off-campus.
Clair and Gladys Strommen Center for Meaningful Work
Career & Internship Services
The Career and Internship Services office is an integral component of the Clair and Gladys Strommen Center for
Meaningful Work. Our staff is committed to helping students develop lifelong career management skills that honor each
student’s unique gifts and aspirations, aligned with active citizenship in the world. The Career and Internship Services
office plays an essential role in students’ overall education and includes a comprehensive resource center that
emphasizes the importance and value for all students to engage in internships, career development, and the exploration
of vocation throughout their university years.
We help students and alumni:
Assess their values, interests, personality, strengths, and skills
Explore meaningful work options and majors that align with these elements
Link academic majors with career paths
Consider the role that vocation plays in their lives
Clarify their personal definition of meaningful work
Build experience through volunteer and internship learning opportunities
Prepare for the job search and/or graduate school
Build lifelong career management skills to successfully navigate the changing job market
Make a difference in our communities by contributing their unique gifts to the world
Augsburg offers several opportunities for students to gain on-the-job and internship experience. Our faculty and staff
have developed partnerships with community organizations and employers that provide learning opportunities to
students, many of which fulfill the Augsburg Experience requirement for graduation.
Internships
Internships for Academic Credit
o An internship for credit is a carefully planned, work- or service-based learning experience where a student
focuses on specific learning objectives that connect concepts of the major to the experience. An academic
internship is approved, supervised, and evaluated by a faculty member in the department in which the
student wishes to earn the internship credit. Interdisciplinary (INS) internships are also available. A learning
agreement plan, negotiated with the faculty supervisor and work supervisor, outlines the academic
objectives, strategies, and evaluation methods for receiving credit. Students complete internships in
nonprofits, small and large businesses, government agencies, museums, arts organizations, schools and
churches.
o Internships for credit are available in all majors and can be taken during any semester. Students must be
registered for their internship during the term in which they are completing the majority of their experience.
Credit will not be awarded for past experiences. Internships can be registered for 2 or 4 semester credits. A
two credit internship involves a minimum time commitment of, on average, 6 hours per week or 80 total
hours for the semester. Internships for four credits require a minimum time commitment of, on average, 12
hours per week or 160 total hours for the semester. A maximum of 16 semester credits of internship may
count toward the total credits required for the degree. Upper division internships completed off-campus for
credit will automatically fulfill the Augsburg Experience graduation requirement.
Non-credit internships
o Internships related to a student’s major or career interests can be registered for a zero-credit internship
(AUG EX3) to fulfill the Augsburg Experience graduation requirement. The goal is for students to apply
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theory to practice in a real world setting and reflect on the experience. Internship opportunities are typically
part-time during the academic year and/or full-time during the summer, but may have flexible start dates
and schedules. Students choosing to complete this option will register the internship during the term in
which they will be completing the experience, set learning goals, complete a minimum of 80 hours, and
reflect on their experience. Staff of Career and Internship Services supervise non-credit internships and
evaluate the reflection process.
Work Connections (Available to AU students only)
o Work Connections is a non-credit option available to AU students who are currently working full or parttime. The Work Connections option allows AU students to utilize their rich and often extensive work history
to meet the Augsburg Experience graduation requirement in lieu of a traditional internship. AU students
choosing to complete this option will register for the Work Connections course (AUG EX4) during the term in
which they intend to complete their project and reflection work. This option requires students to write
learning outcome goals that integrate their on-the-job experience with classroom learning and complete
reflection assignments describing an academic and work connection. Staff of Career and Internship Services
supervises and evaluates the Work Connections reflection process.
Gage Center for Student Success
The Gage Center assists all Augsburg students in setting and achieving optimal academic goals here at the university and
beyond. The Gage Center is located on the Link Level of Lindell Library. The center consists of five collaborating units:
Academic Advising
The professional academic advisors in the Deidre Middleton Office of Academic Advising work directly with students in
identifying academic interests and satisfying the curricular requirements. The office advises all new Day and Adult
Undergraduate (AU) students with course selection and registration, and provides orientation to academic policies,
procedures, and resources. In addition, Academic Advising administers placement tests, interprets graduation
requirements, provides degree planning resources, assists students in filing their graduation paperwork, and answers
academic progress questions.
All incoming students are assigned a faculty and academic advisor. Academic advisors work closely with students
transitioning to Augsburg to ensure their understanding of available resources and support. As students become more
familiar with the university, they spend more time meeting with their faculty advisor and developing the faculty-student
mentoring relationship.
Once a major is declared, each student will select a faculty advisor from their chosen discipline by completing the
Change of Major/New Advisor Form. While all students are required to meet with their faculty advisor(s) each term
prior to registration, students are encouraged to meet with their advisor(s) as often as necessary to support their
academic progress. Students must declare their major(s) by the end of their sophomore year. Majors and minors are
declared online in Augnet Service’s Records and Registration. Students confirm their majors and minors on an annual
basis until the Intent to Graduate form is submitted.
Academic Skills Office (ASO)
The Academic Skills Office helps students to achieve their academic goals and become self-directed learners.
Comprehensive academic support (e.g., training in time management, note-taking, reading, testing,
motivation/procrastination, problem solving, troubleshooting) is available for all Augsburg students through individual
and group appointments. In addition, the Academic Skills coaches address affective needs and aid in the overall
transition to higher education. Coaches also refer students to campus resources.
The Academic Skills Office coordinates several programs to support students:
Academic Skills Coaching
All students in need of academic support services may meet with a professional member of our staff (academic skills
coach) to identify issues, find short-term solutions, problem-solve, and learn about additional resources on and off
campus.
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Tutoring/Supplemental Instruction Services
ASO coordinates free tutoring (individual and group drop-in) for most classes and supplemental instruction in
specific courses. Tutors and SI leaders are recommended by course professors and trained by ASO to provide
tutoring support. Visit our website at www.augsburg.edu/acskills for a list of available courses and/or to complete
the Tutor Request Form. Response time varies based on tutor availability. You will receive an e-mail as soon as a
tutor is available.
Auggie Achievers Program
Each year, a limited number of students are admitted to Augsburg as part of our Auggie Achievers Program. Auggie
Achievers participate in one of several courses designed to develop and enhance important study habits and life
skills needed to aid in academic success. In addition, the program helps students transition to college through oneon-one meetings (with ongoing meetings scheduled for our Auggie Scholars during their first year), workshop
attendance, and other academic resources as needed. Get more information at the Academic Skills Office website,
www.augsburg.edu/acskills.
Satisfactory Academic Progress Warning and Probation Advising
Students who do not meet the university’s Satisfactory Academic Progress (SAP) standards, will be placed on
Warning, Probation, or Suspension. Students on Warning and Probation are required to meet with an approved
academic advocate and complete all necessary requirements as outlined on the Academic Skills Office website
at www.augsburg.edu/acskills. A registration hold is placed on the student’s record, which will prevent registration
until the necessary Probation requirements have been completed. Students who do not complete the requirements
as needed, may be suspended. For more information see the Satisfactory Academic Progress (SAP) section of this
catalog.
Center for Learning and Accessible Student Services (CLASS)
The Center for Learning and Accessible Student Services (CLASS) provides individualized accommodations and academic
support for students with documented learning, attention, psychiatric, sensory, and physical disabilities, as well as those
with temporary disabilities. CLASS has been recognized as a leader in its field, helping these students gain access to the
university curriculum. Its mission is a reflection of Augsburg’s commitment to providing a rigorous and challenging, yet
supportive, liberal arts education to students with diverse backgrounds, preparations, and experiences.
Each term, Disability Specialists work directly with students to develop a plan for ensuring they have equal access to
Augsburg courses, programs, activities, and facilities. Students are encouraged to meet regularly with their specialist,
and discussions may include:
Accommodations for testing and coursework (e.g., extended time, note-taking)
Referrals to other campus resources (e.g., tutoring, student technology assistance, academic advising, counseling,
financial aid)
Training and use of assistive technology through the Groves Accommodations Laboratory
Coaching on academic, organizational, and time management skills
Campus living accommodations
The Disability Specialists may also consult with instructors, academic advisors, and other members of the university
faculty, staff, or administration as they work to facilitate equal access for each student. Taking advantage of these
accommodations and services, however, remains the student’s responsibility.
Any Augsburg student who wants to establish eligibility for accommodations and services should schedule a meeting
with a Specialist to discuss their needs, as well as appropriate documentation of their disability. CLASS also provides
informal screenings for students who suspect they may have a learning-related disability. These screenings are meant
only to help students determine whether they should seek a thorough evaluation by a qualified professional.
Academic accommodations are intended to ensure access to educational opportunities for students with disabilities and
may not fundamentally alter the basic nature or essential components of an institution’s courses or programs.
The services and technology provided by CLASS are enhanced by generous support of the Gage family and Groves
Foundation. For further information, call 612-330-1053.
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TRIO Programs
TRIO programs are funded by the US Department of Education, and hosted with additional funding by Augsburg
University. TRIO Programs seek to help students overcome class, social, academic, and cultural barriers to higher
education. They help students prepare for college, adjust to college life, persist in college, and maintain good academic
standing to graduate with a bachelor’s degree, as well as assist with preparation for graduate school.
TRIO/Student Support Services
Student Support Services (SSS) is a TRIO program designed to help students persist in college, maintain good academic
standing, and graduate within six years. The program serves students who are low-income, first-generation college
students (neither parent has a four-year degree) and/or students with disabilities to develop the skills and motivation
necessary to successfully pursue a bachelor’s degree. Participants in TRIO/SSS must also be US citizens or permanent
residents or refugees, must demonstrate academic need for program services, and must be committed to succeed in
college.
Augsburg TRIO/SSS serves 160 students from the point of admission through graduation, including transfer students.
TRIO/SSS typically admits 40 new students to the program each year. Students meet regularly with their TRIO/SSS staff
advisor to address academic success issues through:
Individual academic advising and support, including appropriate goal attainment strategies and self-advocacy skillbuilding
Academic degree planning, including registration planning each term, major and career decision-making, and longterm course planning
Preemptive tutoring during the first seven weeks of the semester
Financial aid counseling and financial literacy education
Information on and assistance with FAFSA renewal and supplemental scholarship applications
Academic progress monitoring, with interventions when needed
Weekly adjustment-to-university meetings for participants in their first semester with TRIO/SSS
Weekly progress meetings for students on SAP Warning or Probation
Career, academic and personal skills development, with referrals to appropriate resources
Information, preparation, and referral to on- and off-campus leadership, internship, job and service opportunities
Academic success workshops, group academic skill development
Graduate and professional school information and application assistance
Equipment lending program for short-term use of laptops, graphing calculators, Smart Pens
Five-week residential Summer Bridge program for 25 incoming first-year students, including free summer-term
university coursework, academic seminars, adjustment-to-college workshops, and advising
Need-based college completion scholarships for junior and senior students actively participating in TRIO/SSS
Admission to TRIO/SSS is not automatic. Students may apply for TRIO/SSS any time after admission to Augsburg
University; however, preference is given to students who apply for TRIO/SSS within their first term of enrollment at
Augsburg. For more information or an application, go to www.augsburg.edu/triosss or contact program staff directly at
612-330-1311 or triosss@augsburg.edu.
TRIO-McNair Scholars Program
The Ronald E. McNair Post-Baccalaureate Achievement (McNair Scholars) Program, a federal TRIO program funded by
the US Department of Education, is designed to prepare participants for graduate school through involvement in
research and other scholarly activities. The goal is to increase the number of students in doctoral degree programs who
are low-income, first-generation and/or underrepresented in graduate education.
The Augsburg McNair program serves 26 students per year who are admitted during their sophomore or junior year.
Admission is competitive as students must demonstrate strong academic potential and have an interest in pursuing
doctoral studies. To be eligible for the program the student must be: (1) enrolled full-time at Augsburg University; (2) a
permanent resident or U.S. citizen; (3) qualify as BOTH low-income AND first generation; AND/OR a member of a group
underrepresented in graduate study—African American, American Indian, Alaskan Native, or Hispanic/Latino. A major
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component of the Augsburg McNair Scholars Program is a summer research experience in collaboration with a faculty
mentor. Scholars receive a $4,000 research stipend, plus a room and board stipend, and funding for research supplies.
Stipends are also available for attending and presenting research at a professional conference.
McNair Scholars participate in:
A motivated, diverse, and supportive learning community;
Graduate school preparation and application assistance;
Intensive preparation for the Graduate Records Examination (GRE), the test required for admittance into most
graduate programs;
Social and cultural activities to enrich participants’ academic lives and perspectives;
Conference travel and professional presentation of participants’ research;
Financial aid exploration and financial incentives such as fee waivers for graduate school applications and the fee
reduction waivers for GRE, as well as McNair-designated national fellowships;
Academic workshops and the 2 credit course McNair 301: Research in the Disciplines;
Workshops to sharpen writing, library, technology, and oral presentation skills.
The McNair Scholars program is rigorous and highly respected among graduate institutions nationwide.
Office of Undergraduate Research and Graduate Opportunity (URGO)
The Office of Undergraduate Research and Graduate Opportunity is a resource for Augsburg students seeking research,
scholarship, and graduate and professional school opportunities. URGO also supports faculty and staff in their work to
engage students in these areas. Services include:
Undergraduate Research
Summer Research Program
URGO Summer Research is an 11-week, on-campus program where students join a faculty member’s ongoing
research/creative line or carry out an individually designed project. Students receive $4,000, a supply budget and a
housing stipend.
Academic year research
$1,000 to pursue scholarship with a faculty mentor
Off-campus Summer Research Opportunities
URGO maintains a comprehensive website, listing off-campus research opportunities. URGO staff work with
students to craft and submit high-quality applications for research experiences across the U.S. and some outside the
U.S.
Nationally-Competitive Fellowships
Provide application assistance and interview preparation for awards such as the:
Fulbright U.S. Student Program
Goldwater ($7,500 science scholarship)
Rhodes (two years at Oxford)
Truman (graduate fellowship for public service)
Mitchell (one-year study at Irish institution)
Rotary Ambassadorial Scholarship
Marshall (two-year study at UK institution)
Udall ($7,000 for undergrad interested in environmental or tribal policy)
UK Summer Fulbright (first and second years study abroad at UK institution)
NSF (graduate fellowship)
Gates/Cambridge (two years at Cambridge)
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Graduate School and Pre-Health Sciences Advising
Individualized advising and application assistance for:
Graduate school
Pre-health sciences (medical school, physician assistant program, pharmacy school, veterinary medicine, physical
therapy, occupational therapy, public health. etc.)
GRE Exam preparation course offered each summer at low cost
Other Initiatives
Zyzzogeton is our annual on-campus festival showcasing undergraduate research and creative activity.
Fund student travel to national academic conferences to present research findings.
Mayo Innovation Scholars Program is a collaborative research experience among select Minnesota private colleges,
Augsburg undergraduates, Augsburg’s MBA program, and the Mayo Clinic Office of Intellectual Property.
Bernhard Christensen Center for Vocation
Augsburg University has a deep and long-standing commitment to the concept of vocation--the idea that all people are
called by God to use their individual gifts to serve the neighbor. The Christensen Center for Vocation works with
students, faculty, and staff to explore how each person’s contributions can be uniquely valuable and how we might best
live in freedom and responsibility for the sake of the world. The commitment to keep this understanding of vocation
central to Augsburg’s mission is carried out by embedding the exploration of vocation in the curriculum as well as
through the Christensen Scholars program, internship and service opportunities, short term projects and public lectures.
The Christensen Center for Vocation also works to deepen and extend Augsburg’s commitment to interfaith
engagement. That commitment includes an Interfaith Scholars program, creating a campus culture in which people of
diverse religious traditions have welcoming sacred spaces, convening conversations that respect and explore our
differences while also engaging together in acts of service, peacemaking and working for justice. The Christensen Center
for Vocation is committed to working with churches, diverse religious communities, nonprofit organizations and other
schools of higher education as we live out Augsburg’s commitment to educate students to be informed citizens,
thoughtful stewards, critical thinkers and responsible leaders.
StepUP® Program
The StepUP program at Augsburg University strives to help students champion lives of recovery, achieve academic
success, and thrive in a residential community of accountability and support. The culture of StepUP is shaped by its core
elements: abstinence-based recovery models, mutual support groups, peer-to-peer recovery support, and other proven
pathways to healthy recovery - along with the residential component of the program. Our holistic approach to recovery
focuses around students developing healthy minds, bodies, spirits, and emotions.
Students live in on-campus recovery housing, have individual support meetings with licensed alcohol and drug
counseling staff as well as mental health staff, and participate in community-building activities. Students have access to
academic skills specialists and other support services on campus in order to ensure their educational success.
Participation in StepUP offers students leadership opportunities within the program, on campus, and in the greater Twin
Cities community. Our students give back through leadership and service and thrive in an alcohol- and drug-free
environment. In StepUP, students join together to form a community in which recovery is celebrated as a normal part of
personal growth. Many of the friendships and bonds that students form while participating in the program last a
lifetime.
In order to qualify for the program, students must be committed to a 12-step or other proven, abstinence-based
recovery program, have a minimum of six months of continuous sobriety, agree to abide by the StepUP student
agreement, and live in StepUP housing.
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Multicultural Student Services
American Indian Student Services
The American Indian Student Services program has been assisting American Indian students to further their academic
careers at Augsburg University since 1978. The program’s mission is to recruit, retain, and graduate Native students by
providing academic, financial, emotional, and cultural support and advocacy in a comfortable and friendly environment.
Some of the services provided include:
Assisting students with the admission process and financial aid application
Nurturing students’ identification as an American Indian and providing opportunities for students to learn about
their heritage
Providing opportunities for the campus community to learn about the variety of American Indian people and
cultures
Providing academic advising and course plans
Providing opportunities to network with other American Indian students, faculty, staff, and alumni
Providing a number of different scholarships, including the Bonnie Wallace Leadership Award, Minnesota Indian
Teacher Training Partnership Grant, and additional assistance in seeking and applying for other outside/tribal
scholarships
Offering community and professional referrals, networking opportunities within the Native community and
information about jobs and internships
Latinx Student Services
Mission
The mission of Latinx Student Services (LSS) is to provide services, programs and resources that empower Latinx
students to persist and graduate, develop and strengthen their self-advocacy and leadership skills, and contribute to the
advancement of their communities. LSS also holds and manages the HOLA scholarship, a retention scholarship for Latinx
students at Augsburg.
Most importantly, LSS seeks to be a safe inclusive place where students feel a sense of belonging and community and
find pride in their self-identified identities, affinities, and culture.
History
Originally established in 1994 to support a majority of international and 2nd generation hispano/latino students, the
office of Hispano/Latino Student Services was re-branded in 2017 under the Latinx Student Services (LSS) name in
recognition of the changing demographics and needs of current Latinx students at Augsburg University.
During the 2017-18 academic year, LSS has served 244 self-identified Latinx students who represent intersecting
identities, cultural and national backgrounds, individual and community experiences, sexual orientation, religious
affiliation, class, and immigration statuses.
Pan-Asian Student Services
The Pan-Asian Student Services program was created in 1992 to recruit and retain Asian-American students and to
enhance the quality of their total experience while at Augsburg University. The program seeks to create opportunities
where Asian students can be involved in and contribute to all aspects of academic and student life.
The program provides assistance in the admission and financial aid application process, orientation, registration and
coursework selection, career development, academic and non-academic pursuits, and employment and placement
referrals.
The Augsburg Asian Student Association and Hmong Women Together are affiliated with the program. The associations
organize various activities during the academic year to increase the network of friendship and support for Asians, other
students at Augsburg, and the surrounding community.
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Pan-Afrikan Center
The Pan-Afrikan Center (PAC) traces its roots to the 1968 event, “One Day in May” when Augsburg students compelled
faculty and staff to respond to Civil Rights era challenges pro-actively through sit-ins and teach-ins held on and off
campus. As a result, Black Student Affairs was born. It has evolved over the years into the PAC. Today, the PAC is
primarily a resource center, providing culturally-conscious personal, academic, financial, pre-professional and
transitional support for students of African descent. This serves to enhance the recruitment, retention, and graduation
of our students and facilitates a more meaningful learning experience. The PAC brings the knowledge and experience of
Afrikan people in the Diaspora to the community through a variety of programming as well through advising the PanAfrikan Student Union. The Pan-Afrikan Student Union (PASU) is a commissioned organization whose purpose is to
enable students of African descent to share their diversity and collectively express their fellowship with the Augsburg
community. PASU sponsors a variety of social, intellectual, and cultural activities.
Scholastic Connections
Scholastic Connections is a scholarship and mentorship program for achievement-oriented, undergraduate students of
color. The goal of the program is to form a mentoring community that provides a network of belonging that recognizes,
supports, challenges, and inspires scholars to ensure their success at Augsburg and beyond.
Each year five new scholars are selected as program participants via an application process. Scholars receive a $5,000
scholarship for the academic year and are paired with a mentor who is an alumnus/alumna of color and is successful
within their chosen profession. Working with the Ethnic Services directors, scholar/mentor pairings are formed that,
ideally, match ethnic group and field of interest.
Eligible scholars have:
A GPA of 2.5 or higher
Demonstrated financial need
Demonstrated leadership ability or potential
Demonstrated community involvement both on and off campus
Program objectives are to:
Support scholars as they continue at Augsburg
Frame the questions: Who am I? Where do I belong? What are my gifts? How can I best serve the world?
Assist in discerning vocation
Prepare for life after Augsburg: career planning and implementation
Scholars who successfully complete program requirements are eligible to continue with the program each successive
year until graduation.
LGBTQIA+ Student Services
Lesbian, Gay, Bisexual, Transgender, Queer, Intersex, and Asexual (LGBTQIA+) Student Services works to improve the
campus climate for all students, staff, faculty and visitors at Augsburg University by developing and supporting inclusive
understandings of gender and sexuality, as well as fostering a community that honors and affirms the wholeness of all
identities.
LGBTQIA+ Students Services provides student advocacy and educational opportunities for the entire campus through a
variety of programs and ongoing initiatives. Queer Pride Alliance; Queer Indigenous People of Color; Ally Trainings; the
LGBTQIA+ Student Leadership Retreat, the Soup, Gender, and Sexuality series; and the LGBTQIA+ Newsletter offer
learning and networking opportunities for the entire campus on issues around gender and sexuality. In addition, the
department honors LGBTQIA+ and allied students each year during Lavender Celebration, where the recipients of the
LGBTQIA+ Student Leadership Awards, the Augsburg Pride Award, and the Karen Neitge Scholarship are honored.
For more information, visit www.augsburg.edu/lgbtqia.
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Women’s Resource Center
The Anne Pederson Women’s Resource Center at Augsburg University is located in Sverdrup Hall 207, offering a variety
of programming for Augsburg students of all gender identities and a meeting place for students, faculty, and staff alike.
It houses a Women’s Studies library, a seminar room for films and discussions, and a lounge space for studying, relaxing,
and just hanging out.
The Women’s Resource Center sponsors numerous programs and activities on topics such as sexuality education and
sexual assault advocacy, as well as broader topics such as The Vagina Monologues, monthly film showings, and monthly
brown-bag lunch discussions. The WRC’s largest event is the annual Koryne Horbal Convocation Lecture, which features
women and men who speak about the many issues important to women’s, as well as everyone’s, lives. The center also
regularly co-sponsors annual events for the Muslim Student Association’s Women in Islam Day and for Queer and
Straight in Unity. The WRC is also the home of the Student Feminist Collective.
We would love to support you as an intern or volunteer, or simply to co-sponsor your event! Contact us or friend us on
Facebook to find out about upcoming events and other opportunities for participation. Student staff positions at the
WRC are posted online with Human Resources as they become available.
Health and Fitness
Center for Wellness and Counseling (CWC)
CWC provides short-term personal counseling for students to discuss personal life challenges with professional mental
health counselors in a confidential and supportive setting. Through counseling, students can name personal strengths
and challenges, identify self-care and support resources, learn new relationship and coping skills, and increase
awareness of values and choices. Counseling services to students include individual counseling, group counseling,
assessment and referral to campus and mental health resources, educational workshops, and consultations in the case
of concern for another student.
Students bring many concerns to counseling, including stress, anxiety, depression, mood swings, relationship concerns,
grief and loss, roommate issues, intimacy and sexuality, alcohol and other drug concerns, family issues, eating concerns,
coming out and other sexual identity concerns, cultural identity, self-esteem, sleep difficulties, and other concerns.
Professional counseling can help increase student academic success both by increasing the opportunity for increased
self-understanding and personal growth, and by directly addressing potential barriers to academic success.
CWC also offers health promotion activities and events to increase student awareness of health issues and support
students in developing new behaviors for a healthier lifestyle, such as mindfulness events, stress management, and an
annual Health Fair. Health promotion also includes an active group of peer health educators, Engaging Peers on Issues
and Choices (EP!C) who are available to present an interactive alcohol education program to groups requesting the
program. Health promotion also works with various campus organizations and student groups to foster positive change
within the campus environment.
Health Insurance
Augsburg University does not require that students have health insurance, with the exception of international students
and student athletes. If a student is not covered by a health insurance plan, they may contact the Center for Wellness
and Counseling for more information on student health insurance plans.
Health Clinic Services
The university offers basic health care services to students through a contract with University Fairview Physicians –
Smiley’s Clinic. These services are limited. For students without health insurance, Smiley’s Clinic provides certain clinic
health services with a minimal co-pay at the time of the visit. Emergency services of any kind are not covered through
the contract between Augsburg and Smiley’s Clinic. Students with health insurance can also access Smiley’s Clinic for a
variety of clinic or other health services. A student’s health insurance provider will be billed for medical services and the
student will be responsible for any co-pays or deductibles associated with their insurance.
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For more information regarding counseling, health promotion, health insurance, or health clinic services, call 612-3301707 or visit www.augsburg.edu/cwc.
Fitness Centers
Located on the lower level of Kennedy Center and Melby Hall the fitness centers are equipped with stationary bicycles,
stair steppers, treadmills, and other aerobic workout machines. They include a weight room with universal and free
weight systems. All staff, students, and faculty may use the centers; some hours are reserved for classes.
International Student and Scholar Services (ISSS)
ISSS is responsible for advising exchange students and degree-seeking international students. Members of the ISSS team
serve as Designated School Officials (DSO) for the university’s F-1 student visa program and as Responsible Officer (RO)
for the university’s J-1 student/scholar exchange program. A DSO ensures institutional and individual compliance with
the law and government policies pertaining to F-1 students. The RO ensures institutional and individual compliance with
the law and government policies pertaining to J-1 exchange students and scholars. ISSS advises students regarding the F
and J regulations so that students maintain their immigration status while completing their academic programs.
Examples of ISSS responsibilities include:
Advising students in all areas related to F and J immigration regulations
Managing the recruitment, application, orientation, registration and advising for exchange students from our
international partner schools
Advocating on policy matters affecting international students
Advising the International Student Organization
Coordinating the International Student Mentor Program
Providing intercultural competence training and mentoring for students, faculty and staff
Implementing a mandatory international student orientation program each semester
Making referrals and providing guidance on issues related to health insurance, taxes, banking, and acquiring a
driver’s license, MN State ID or social security card
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Special Academic Programs
Center for Global Education & Experience (CGEE)
Study abroad and away (in the USA) at Augsburg aims to provide students the skills needed to be successful in today’s
highly interconnected world. The university’s mission states, “An Augsburg education is defined by excellence in the
liberal arts and professional studies guided by the faith and values of the Lutheran Church, and shaped by its urban and
global settings.” This strong commitment to a global perspective provides the foundation to include study abroad or
away in every student’s degree program. Augsburg’s programs, including those of the Center for Global Education &
Experience, as well as HECUA, provide study abroad and away opportunities for students in all majors.
Using an experiential education model that focuses learning on social justice issues, Augsburg CGEE programs challenge
students academically and personally to become “informed citizens, thoughtful stewards, critical thinkers, and
responsible leaders.”
In addition to the following programs, students have over 200 programs in over 60 countries, including the United
States, from which to choose in order to meet their curricular and personal needs. CGEE is the front door for students
and faculty interested in study abroad and away, and provides advising on program options, finances, and academics.
Services provided through CGEE:
Study Abroad and Away program selection advising
Financial and academic advising
Pre-departure and re-entry support, including career integration
Program coordination for semester and short-term programs
Faculty resources to globalize courses at home and abroad
In addition to the services and programs listed above, CGEE works with the entire campus to increase the breadth and
depth of global education within the curriculum, in our campus life and to engage the community surrounding the
campuses in the Twin Cities and Rochester, and across the United States.
Students can study a variety of disciplines in a wide variety of countries. For example, students have the opportunity to
examine Environmental Sustainability in the USA, study social work and education in Mexico, study social change in
Central America, carry out business simulations in Norway and Germany, intern with community organizations in
Northern Ireland, do an internship in Namibia, do ecological field study in the Galapagos Islands, take organic chemistry
in England, or gain fluency in a foreign language in many countries around the world.
Programs vary in length from one week to a year abroad. In addition to the Augsburg CGEE programs (Augsburg shortterm faculty-led, Augsburg in Central America, Mexico, and Southern Africa, Exchange, and HECUA programs), students
can choose from Augsburg Affiliate Programs.
Attend a virtual information session to learn how you can study abroad or study away in the USA.:
studyabroad.augsburg.edu.
Augsburg in Central America, Mexico and Southern Africa
The purpose of Augsburg’s CGEE programs in Central America, Mexico and Southern Africa is to provide transformative
international and intercultural educational opportunities in order to foster critical analysis of local and global issues so
that personal and systemic change takes place leading to a more just and sustainable world. Students on Augsburg’s
signature programs experience three distinct types of living situations: living with other students in a community house,
spending several days in a rural setting, and living several weeks with host families in urban settings. In the Southern
Africa programs, students travel together on two-week seminars—Namibia to South Africa. Scholarships are available.
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Augsburg in Central America
Social Change in Central America: Peace, Justice, and Community Engagement (Guatemala and Costa Rica) – Fall or
Spring
This is an intensive semester of study and regional travel designed to introduce students to the key issues facing Central
Americans. Students will explore the history, culture, and struggles of the people of Central America in this provocative
and inspiring experience that develops Spanish language skills while immersing participants in the lives of host families,
urban and rural communities, and grassroots organizations dedicated to work on issues related to conflict, US foreign
policy, gender, and economic and social justice. Students spend the first half of the program in Guatemala and the
second half in Costa Rica. Beginning in Fall 2020 the program will include a two-week seminar in Havana, Cuba.
See the CGEE website for the list of courses which satisfy graduation requirements.
Augsburg in Mexico
Language and Culture in Mexico—Summer
CGEE offers four, 3 1/2 week sessions (blocks) focusing on Spanish language and Mexican culture in which students can
take one course per session, and take up to five courses throughout the summer. Students can complete their full
Modern Language requirement in just 7 weeks. Students can also take ART/SPA231 (Fine Arts), Spanish (beginning to
advanced, including Spanish for Healthcare Professionals, Heritage speakers, and Ministry). Seven-week Internships are
available in a number of disciplines (e.g., business, communications, religion, and more).
This community-based program includes homestays, a trip to Mexico City, the pyramids of Teotihuacan, optional
weekend excursions, and numerous guest speakers designed to help students learn about history, culture, and
contemporary struggles for peace, justice, and human rights.
Medical Spanish and Clinical Observership in Mexico – Summer
With a growing Spanish-speaking population in the United States, there is a critical need for our future medical
professionals to understand the language in order to better serve their patients. With CGEE’s summer Medical Spanish
and Clinical Observership program, students will focus on Spanish language and Mexican culture in a medical context.
Students take a specialized language course, Spanish for Healthcare Professionals, taught by a bi-lingual Mexican
Physician. In addition, we are able to place students in a Clinical Observership, for practical real-world experiences
Liberal Arts, Language, and Social Change – Fall and Spring
In this experiential, community-based program, students will cross borders constructed by language, nationality, race
and ethnicity, gender, sexuality, socioeconomic class, religion, politics, and economics. Students are immersed in various
Mexican realities by meeting directly with people of diverse backgrounds, gaining essential skills for future academic and
professional pursuits. This is an excellent program for those who also need to meet General Education Requirements.
Students can satisfy general education requirements in Natural Sciences (with a lab), Fine Arts, Social Science,
Humanities, Recreational Wellness, and Language. There are also internships and independent study options available.
See courses listed in the other Augsburg CGEE in Mexico fall and spring programs for specific enrollment options.
Student Teaching for ESL and Special Education —Spring
Based at Augsburg's study center in Cuernavaca, Mexico, this program provides the opportunity for undergraduate and
MAE students to complete part of their ESL student teaching hours in Mexican schools.
A program description is available on the CGEE website.
Social Work in a Latin American Context—Spring
This program was created to satisfy the curricular requirements for the Bachelor in Social Work degree program. Its goal
is to develop cross-culturally competent, ethical social work professionals with a global perspective by providing a
semester of transformative, experiential learning focused on social and economic justice. It includes Spanish language
study and social work courses. Social work field experience is also available for qualified students. Students live with
Mexican host families for six weeks.
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All students are expected to take SWK 294 as a core course. Other course offerings include SWK 295, SWK 316, a field
placement in social work, and the choice of one Spanish course from 16 different options (including SPA/ART 231, which
meet the LAF in Fine Arts). A Recreational Wellness course (Latin Dance) is also available.
Prerequisites: Approval of the Social Work Department and one college-level Spanish course or the equivalent highly
recommended. Students may choose to study Spanish in Mexico during the month of January prior to the start of the
semester.
Augsburg in Southern Africa
Nation-Building, Globalization, and Decolonizing the Mind: Southern African Perspectives (Namibia and South Africa)—
Fall or Spring
This program examines the crucial issues of nation-building, globalization, and decolonizing the mind, from the
perspectives of the new democracies in southern Africa. Namibia won its independence in 1990 after decades of
apartheid under South African colonization. South Africa had its first democratic election in 1994. As these nations
struggle to build nationhood and deal with the legacies of apartheid and colonialism, they are faced with the challenges
posed by today’s world—rapid globalization as well as under- and unequal development. Decolonizing the mind is a
long-term project. The program includes seminars in Johannesburg, Eastern Cape, and Cape Town, South Africa.
Available courses are: HIS 327, POL 353, RLN376, ENV 100 and INS 312/POL 354. Internships are also available in eight
different departments, and a Recreational Wellness course (Yoga) is also available. See a full program description on the
CGEE website.
Exchange Programs
The Center for Global Education & Experience partners with universities around the world to provide semester and
academic year exchange opportunities to their students. Currently, Augsburg’s CGGE has active exchanges in the United
Kingdom, China, Finland, Greece, Hong Kong, Japan, Lebanon, Norway, Slovenia, and South Korea. Diverse disciplines are
available and all coursework is in English, with the opportunity to study the host country language. Travel scholarships
are available for these programs. For further information on these programs and scholarships visit the CGEE website.
Short-term Faculty-led Programs
Faculty-led programs in winter break, spring break, and summer offer opportunities to take a course abroad or around
the US with an Augsburg professor and other Augsburg students. Program travel length ranges from eight days to five
weeks and offerings change annually. Scholarships are available for some programs.
Higher Education Consortium for Urban Affairs (HECUA)
Augsburg, in consortium with other colleges and universities, offers full semester and summer programs in Ecuador,
Italy, New Zealand, Northern Ireland, Norway, and the USA (Twin Cities and Jackson, Mississippi). All HECUA programs
explore civic engagement, community, and social change, and emphasize internships and field study.
Art for Social Change: Intersections of Art, Identity, and Advocacy—Spring
What is art for? How do our identities influence the art we make? How do we create work that examines systems of
power, oppression, and liberation? Art for Social Change students seek answers to these questions in galleries,
museums, street corners, and artist studios. They meet artists whose work creates spaces for healing and reconciliation,
and join a growing movement of artists pushing the boundaries of what creative expression does, where it unfolds, and
whose voices it amplifies. Guided by practicing artists, students create new work informed by the study of systemic
oppression in the Twin Cities. Art for Social Change meets in innovative centers for creativity and community throughout
the Twin Cities. Time spent with leaders, arts organizations, and funders equip students with grant-writing techniques,
professional pathways, and inspiration for building a more equitable future. All students complete an individual
internship with a local arts nonprofit. Past internship sites have included Chicago Avenue Fire Arts Center, Two Rivers
Gallery, Pangea World Theatre, Mia, The Loft, and GoodSpace Murals.
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Community Internships in Latin America (Ecuador)—Fall or Spring
In 2008, Ecuadorians voted in a referendum to adopt a new constitution. Progressives were thrilled by the document,
and the accompanying promises of then-President Correa. This enthusiasm has waned, and HECUA’s Community
Internships in Latin America (CILA) program examines why. CILA students analyze the ideals embodied in the
Constitution of 2008 and the challenges the country has faced applying those ambitious goals. A year after an election
that saw a change in leader but not party, students will pay particular attention to the changes proposed by current
President Lenin Moreno. Based in Quito, the CILA program weaves together a project-based internship, coursework
focused on the promise and perils of development, and field visits ranging from the Pacific coast to the Amazon river
basin. When not in the field, students live with a host family in Quito, Ecuador’s historic capital city. During the third
week of class students begin internships at a diverse range of community organizations. Past sites include: an organic
farm (Granja Integral Pachamama), a media hub (El Churo Comunicación), and a women’s safe house (Casa Matilde).
Students end the semester with significantly improved Spanish, a deep understanding of models of community
participation with a focus on indigenous perspectives, and a firsthand view of the political landscape in Ecuador and the
region.
Environmental Sustainability: Ecology, Policy, and Social Transformation—Fall
Environmental Sustainability students learn how and why environmental burdens are inequitably distributed and
explore the work of communities organizing for radical, lasting change. At the heart of the program lies a fundamental
question: “How can we restore ecosystems, environmental health, and good quality of life for all?” Throughout the
semester students consider the concepts of “earth care,” “people care,” and care of the future. Coursework is
interdisciplinary and includes field research, a project-based internship, conversations with innovators in the field of
sustainability, and a substantial partnership with a permaculture farm in Wisconsin. Students may choose to receive a
permaculture design certificate by completing an additional project. The program explores structural inequalities in the
Minneapolis/St. Paul area and beyond, examining patterns of privilege, power, and oppression. Students take part in
environmental justice organizing, ecosystems restoration, urban and rural sustainability initiatives, and complete an
intensive internship. Past internship sites include Breaking Bread Cafe, MN350, the Center for Earth, Energy and
Democracy, and Lily Springs Farm. Students leave prepared for leadership at the intersection of environmental and
climate justice.
Inequality in America: Policy, Community, and the Politics of Empowerment—Fall or Spring
In America today, the top 1% earn nearly 25% of the nation’s income. Wealth and income gaps have reached levels not
seen since the Great Depression, and are amplified by race. The median household wealth for a white family is
$144,000; for Latinxs it is $13,700, and for African Americans, $11,200. Inequality in America delves into the complex
causes and impacts of the gap between the rich and poor in the United States. Students examine the social systems that
feed increases in poverty and inequality and study the roles racism, classism, trans- and homophobia, and sexism play in
the creation of short-sighted and damaging public policy. In a concurrent internship with a local nonprofit, students test
and expand their change-making skills. Past internship sites have included African Career Education Resource Inc.
(ACER), Minnesota Coalition for the Homeless, Centro de Trabajadores Unidos en la Lucha (CTUL), and Take Action MN,
among many others. Students meet local organizers, build professional networks, and spend 150 hours on site, working
for organizations dedicated to social transformation. Everyone leaves the classroom with increased confidence in their
own abilities to effect change, as well as deep understanding of the local nonprofit landscape.
Sustainable Agriculture, Food, and Justice in Italy––Fall
In much of the world, industrial food systems provide plentiful and relatively cheap food, a convenience that comes with
steep environmental and social costs. HECUA’s exploration of culinary culture and food production in Italy offers an
alternative, taking students behind the scenes at Castello Sonnino, a family-owned historic estate with a sustainable
farm and vineyard. Students see how Italian and European agricultural policy, business practices, and financial structures
affect workers and their communities. Students live and study at Castello Sonnino, roughly 45 minutes outside of
Florence, in Tuscany. They observe how Tuscans define sustainability and are working toward it. Students gain direct
experience of food systems, rural Italian culture, and policy through an internship on the Castello Sonnino estate, at a
nearby farm, in the adjacent town of Montespertoli, or in Florence. Students receive a food stipend and prepare their
own meals in apartments on the Sonnino grounds, surrounded by more than 300 acres of olive groves, vineyards, and
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working farmland. In addition to the immersive coursework and concurrent internship, students complete a guided
individual study project. Italian language instruction each week can accommodate all levels of proficiency.
New Zealand Culture and the Environment: A Shared Future—Fall or Spring
New Zealand has long been at the forefront of innovative social, cultural, and environmental practices. In this program,
students get to know the people, places, and ideas that have driven environmental reforms as well as truth and
reconciliation processes between the government and indigenous Māori peoples. Although challenges abound, students
learn—across disciplines—about positive responses. Students spend their first month traveling by van to key biodiversity
and cultural sites on New Zealand’s North Island, hearing from local leaders, observing, learning, and discussing as a
group. The depth and relevance of the Māori worldview is a core focus. The following two months in Wellington are
devoted to independent study, class meetings, coursework, and internships. Students live with homestay hosts, work on
an independent study project, attend classes, and complete a significant internship. Internship placements in past years
have ranged from the city council’s acclaimed ‘straw-free waterfront’ campaign to Zealandia Urban Ecosanctuary. Links
between environment, culture, policy, and community are at the heart of all field study and internship opportunities.
Northern Ireland: Democracy and Social Change—Fall or Spring
Northern Ireland has grappled for centuries with an ongoing identity-based conflict that divides neighbors, communities,
and the country itself. This history is physically present in the form of imposing walls (some 400 years old, others much
more recent), and a border that has divided the island of Ireland for 100 years. Deeply segregated communities are
byproducts of the trauma caused by years of violence. The conflict and its legacy ripples out into the language,
governance, and everyday life of Northern Irish citizens. Throughout this International Conflict Research Instituteaffiliated semester-long program students wrestle with challenging questions: What does it mean to be a
victim/survivor? A perpetrator? How can we heal after hurt? How do we reckon with the full weight of the past?
Students critically examine the work of justice, reconciliation, and repair. Students live, work, and learn in the city of
Derry-Londonderry. There and in Belfast, Dublin, and border areas, students meet with community members directly
impacted by violence, who now work to share stories and foster healing dialogue. Individual internships allow students
to be actively involved in the ongoing work of peacebuilding and community development. Past internship sites include
Children in Crossfire, The Rainbow Project, and The Playhouse Theatre.
Race in America: Then and Now —Summer
How are ordinary people moved to extraordinary action? The Black Freedom Movement (also known as the Civil Rights
Movement) of the 1950s and 60s, and more recent movements such as Black Lives Matter offer fertile ground for
exploration of this question. Students examine multiple movements for racial and economic justice as they journey into
the painful history of white supremacy in the United States. A significant portion of the program focuses on the history
of the Black Freedom Movement. Students hear first-person accounts from movement leaders integral to organizing
campaigns in Mississippi and other parts of the South. Field visits to sites such as Mississippi’s new Civil Rights Museum,
the Equal Justice Initiative in Alabama, Whitney Plantation in Louisiana and the National Civil Rights Museum in
Tennessee deepen historical knowledge and offer models for activism and engagement. Students are introduced to a
new generation of leaders building upon this legacy, and their work around education, criminal justice reform, voting
rights, environmental justice, and grassroots cooperative economics. Students leave the program with a profound
understanding of past and current movements for justice, new lenses with which to examine issues of power and
privilege, and a deepened understanding of their own capacity to make change.
Norway: Globalization, National Identity and the Politics of Belonging—Fall
Prosperous and egalitarian, Norway is known for its highly developed welfare state, oil and gas wealth, and global
leadership on human rights. Like its European neighbors, however, the Norwegian state is struggling to adapt to a
changing population. This program focuses on the myriad effects of mass immigration, and examines outreach to new
Norwegians who have come to the country as work migrants, asylum seekers, and refugees. Students meet with local
researchers, community organizers, and government officials shaping policy and effecting change with regard to
integration and inclusion. Coursework focuses on national and religious identity, gender equality, and political culture in
the context of the increasingly diverse Norwegian welfare state. Students observe these issues at play in their volunteer
work at service organizations, NGOs, and political groups. In the vibrant capital city of Oslo, students explore issues of
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immigration, identity, and belonging. There are numerous field excursions in and around the city center, and students
travel to another Scandinavian capital on a multi-day comparative field visit.
Making Media, Making Change: Digital Technologies, Storytelling, and Action––Fall and Spring
Narrative is the lens through which we see the world and a tool we can use to shape it. Students spend the semester
exploring the ways in which media and film can either reinforce dominant stories or disrupt them, amplifying different
perspectives and possibilities. As an active learning community, they ask: What stories are we seeing, and why? How can
film play a role in organizing for change? By the end of the semester, all students will have the skills needed to produce
films that inform, inspire, and activate. Making Media, Making Change is taught in collaboration with the St. Paul
Neighborhood Network (SPNN), a community media center that puts cameras into the hands of historically marginalized
producers. Students of all experience levels have the opportunity to hone their artistic and creative voice by producing
three original films, including a final work created in collaboration with a local nonprofit. In addition to hands-on
training, students meet artists, community leaders, and activists committed to creating media that matters. Student
work is situated in the context of a growing movement to make media accessible, relevant, and reflective of diverse
voices.
Augsburg Affiliate Programs
The Center for Global Education & Experience maintains a robust portfolio of affiliated programs to enhance the offcampus offerings available to Augsburg students. These programs allow Augsburg students to study disciplines and
locations that lie beyond CGEE’s signature, exchange and short-term faculty-led programs. A limited number of spaces
are available on these programs. Therefore, we ask students to also choose an alternate program from the Augsburg
CGEE and Exchange program portfolio.
Application Process
In order to Study Abroad or Away in the USA students should follow these easy steps:
Attend an information session (in person or online)
Research programs online
Discuss with others - talk to faculty and staff advisors about how courses fit into your major or general
requirements. Talk with family members and other staff on campus you work with (such as CLASS or TRiO advisors)
Apply by the deadline
Application Deadlines
October 1 - Spring semester and winter-break faculty-led programs
November 1 - Spring-break faculty-led programs
February 1 - Summer Session faculty-led programs
March 1 - Fall semester and other summer programs
Affiliate program deadlines vary; students need to meet all deadlines and eligibility requirements set by their programs.
Academic Requirements and Credit
Students automatically fulfill the Augsburg Experience requirement when they participate in approved study abroad and
study away in the USA. Courses taken off-campus can also fulfill graduation requirements including major, minor,
language, Liberal Arts Foundation, Recreational Wellness, Honors, and internship requirements. The application process
includes a required Course Equivalency Form, where students list the courses they want to take on their program and
obtain approvals by faculty advisor(s), a Registrar’s Office representative, department chairs or other assigned faculty to
meet the course equivalencies.
Credits, Grades and Residency
Students must take a full load of credits during an off-campus program.
Students must take courses with traditional A-F grading (P/NP is not permitted).
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Grades received on affiliate and most exchange programs are reported as transfer credit on the transcript, and thus
are not factored into the GPA.
A grade of “C-” equivalent or higher must be received for the credit to transfer to Augsburg.
Courses taken on off-campus programs during the senior year meet the Augsburg residency requirement since
students remain enrolled at Augsburg while on their programs.
Eligibility
Following are Augsburg University’s requirements for Study Abroad and Away in the USA:
Minimum 2.00 GPA at the time of application. Individual programs/courses may require a higher GPA.
Sophomore, junior, or senior standing by the time of the program. Short-term, faculty-led programs will allow
participation as a first-year if the student receives approval from the faculty-leader and if space allows.
Transfer students must complete one semester at Augsburg before they may study off campus.
Students must be in good academic and social standing. Students placed on academic or disciplinary probation after
admittance to an off-campus study program may be withdrawn from the program. The student is responsible for all
non-recoverable program costs incurred.
Any outstanding balances on student accounts must be resolved before students will be allowed to study off
campus.
Note: Students applying to short-term faculty-led programs who meet the above criteria are accepted to these programs
on a first come, first served basis. Space is limited, so early application is recommended.
Costs and Financial Aid
The cost of semester off-campus study includes program fees that generally cover tuition, housing, international health
insurance, some meals, excursions, and off campus study fees. Airfare, personal expenses, books, and other expenses
are not included in the price of semester programs. Program costs vary; Augsburg University pays the program on the
student’s behalf and then bills the Augsburg student account. This allows students to apply their financial aid to their
off-campus study program. Students on semester programs will always pay a minimum of Augsburg tuition plus living
and travel expenses when studying abroad.
Students who receive financial aid, loans, scholarships, and/or grants to study at Augsburg can use that entire package
to cover their off-campus study program costs. Students receiving Augsburg institutionally-funded aid (e.g., President’s,
Regents’, Legacy, Promise, and other Augsburg gift aid/scholarships, and tuition benefit) may use their scholarships to
study off campus multiple times on Augsburg programs. However, institutionally-funded aid may be used only once
toward off-campus costs on an affiliate program. Cost estimates for the time abroad are provided to assist the students
in planning and the financial aid office in awarding aid to students studying abroad. Additional scholarships are available
for semester and academic year programs.
The cost of short-term faculty-led programs is typically comprised of tuition (no additional tuition is charged for full-time
undergraduate day students on winter and spring-break programs), meals, airfare, ground transportation, and
interpretation/translation services. These costs are on top of any semester/year tuition charges. Some scholarships are
available, but are limited for short-term programs. Students may use loans to fund the additional cost of these
programs.
Students should attend the required information session and read the advising handbook for any updates to
scholarships and financial aid policies.
Students are required to notify CGEE immediately if they choose not to continue with their off-campus study experience.
When we receive notification, non-recoverable costs and a cancellation fee will be assessed and charged to the student
account. Depending on the time of notification of withdrawal, students may owe only the cancellation fee; or they may
owe the off-campus study fee, the deposit, or a percentage or all of the program fee. Students are also subject to the
cancellation and refund policies of CGEE and their program provider.
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Scholarships
The Center for Global Education & Experience offers a range of scholarships and financial aid to students with
demonstrated financial need and whose participation in a semester or summer academic program contributes to a
community of co-learners that values a variety of cultures and backgrounds.
CGEE Global Education Scholarship. Augsburg students automatically receive a $1500 CGEE Travel Grant on our
Semester programs at our sites in Central America, Mexico and Namibia/Southern Africa. This scholarship is also
available to students who participate on our semester exchange programs in designated countries (China, Finland.
Germany, Greece, Hong Kong, Japan, Korea, Lebanon, and Norway)
The Diversity Scholarship is for students who have not traditionally been represented in study abroad, specifically
students of color, students with disabilities, and LGBT students. Awards cover up to $6,000 off the cost of a
semester program abroad.
The Need-Based Scholarship is available for students with demonstrated financial need. Awards cover up to $2,000
of the cost of a semester program abroad.
Augsburg students receive a $1,500 CGEE Travel Grant on their first semester program (the Returnee Scholarship
will apply for the second program).
Returnee Scholarship: Automatic discount of 10% off a second semester program for students who combine two
semester programs during their college career. There are no forms to submit for this discount.
Summer Discount: Students who participate in a full semester program in Mexico will receive a 10% discount off a
summer session (before or after the semester program).
Global Affiliate Scholarships are also available. These scholarships generally ranging from $500-$5000 are provided
directly through our affiliate partner programs.
Accessibility
CGEE and the Center for Learning and Accessible Student Services (CLASS) work closely with students with disabilities to
assist them in ensuring that reasonable accommodations are made while studying off-campus. Nevertheless, students
are responsible for requesting accommodations within a reasonable time frame prior to departure, ideally as early as
program selection.
In addition, students should be prepared for the fact that disability may be culturally defined. Attitudes toward disability
and levels of accessibility can vary greatly from country to country. The Americans with Disabilities Act mandates equal
access to university-sponsored programs and services to students with disabilities. However, providing access by US
standards can present unique challenges in international settings. The expectation on the part of US students and
institutions is that reasonable accommodations will be made. Depending on the country and culture, there may be
different ways to define accessibility and different expectations in terms of accommodations that can or should be
made.
Continuing Education Program
The mission of Augsburg University continuing education program is to provide working adults with lifelong learning
opportunities that will enable them to continue to grow personally, professionally, and spiritually in their homes,
workplaces, and communities. The program strives to meet the needs of the community by offering credit and noncredit
programs consistent with the mission of Augsburg University.
Programs are developed through collaborations between academic and administrative departments of the university
and community organizations. These collaborations have included the Departments of Business, Biology, Education,
Nursing, Religion, Social Work, the Center for Leadership Studies, Institutional Advancement, and organizations including
Minneapolis and St. Paul public school districts, Minnesota Department of Education, and the Midwest Regional Office
of the College Board. Augsburg University is a Lifelong Learning Partner with the ELCA.
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Honors Program
The Augsburg Honors Program offers an adventurous education where students with a passion for ideas can be their
best. We offer a friendly and welcoming atmosphere for students committed to an exceptional higher education.
Augsburg’s Honors Program is unlike any other honors program in the nation because it gives students the resources
and freedom to build their own ideal higher education. Students have the opportunity to create their own courses, edit
and write for the Honors Review of Undergraduate Scholarship, belong to an Honors House, and learn through small
reading groups, research projects, and travel around the world.
Each Honors course has been specifically created for Honors students, and includes a challenging “signature experience”
such as writing a play, putting great books on trial, or attending music, theater, and art performances. Honors courses
bring in professors from several different departments so students can learn from talented professors teaching their
specialties.
For information, contact the Honors Desk at honors@augsburg.edu (612-330-1560) or Stacy Freiheit, Honors Program
interim director, at freiheit@augsburg.edu.
Also see the Honors Program in the departmental pages of this catalog.
Inter-Institutional Programs
Augsburg cooperates with other colleges and institutions in the Twin Cities area on several programs.
Cooperating Libraries in Consortium (CLIC)
Through CLIC, the Twin Cities private college’s library consortium, the Augsburg community has direct access to more
than 2.5 million volumes and media resources of the 14 libraries.
Associated Colleges of the Twin Cities (ACTC)
Full-time Day students at Augsburg University, Hamline University, Macalester College, St. Catherine University, and the
University of St. Thomas may elect to take one course each semester (fall and spring) at one of the other campuses. No
additional fee is required for such an exchange, except for private instruction in music or approved independent studies.
Exchange courses are not transfer courses, and thus courses taken through ACTC are considered Augsburg University
courses and do not impact the residency requirement. The permanent record of courses for which an Augsburg student
has cross-registered is kept in the Registrar’s Office at Augsburg University, not at the host ACTC institution. Students
may elect to participate in the cooperative program to gain new perspectives, to get better acquainted with the other
schools, or to undertake a specific course or major not offered on the home campus.
AU/Rochester programs are not part of the ACTC consortium, and students in those programs may not register for ACTC
courses or complete ACTC majors under the terms of the ACTC consortium agreements.
Higher Education Consortium for Urban Affairs (HECUA)
Augsburg, in cooperation with 17 other colleges and universities, offers off-campus study semesters in Ecuador, New
Zealand, Northern Ireland, Norway, and the Twin Cities. (See HECUA programs in the International Programs and Urban
Studies sections of the departmental pages of this catalog.)
Air Force ROTC
AFROTC is a nationwide program that allows students to pursue commissions (become officers) in the United States Air
Force (USAF) while simultaneously attending college. AFROTC classes are held on college campuses throughout the
United States and Puerto Rico; students can register through normal course registration processes. AFROTC consists of
four years of Aerospace Studies classes (Foundations of the USAF, Evolution of USAF and Space Power, Air Force
Leadership Studies, and National Security Affairs/Preparation for Active Duty), and a corresponding Leadership
Laboratory for each year (where students apply leadership skills, demonstrate command and effective communication,
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develop physical fitness, and practice military customs and courtesies). College students enrolled in the
AFROTC program (known as “cadets”) who successfully complete both AFROTC training and college degree
requirements will graduate and simultaneously commission as Second Lieutenants in the Active Duty Air Force.
The AFROTC program is currently offered at University of St. Thomas, which has a crosstown agreement that allows
Augsburg students to enroll in AFROTC and become full-fledged cadet participants. For more information
on AFROTC course descriptions, please review http://www.stthomas.edu/catalog/current/aero/ . For more information
on the AFROTC program, please review http://www.stthomas.edu/afrotc/ or contact the Department of Aerospace
Studies at the University of St. Thomas at (651) 962-6320.
Army ROTC
Augsburg Day students may participate in the Army ROTC program at the University of Minnesota under an agreement
between Augsburg, the University of Minnesota, and the program. ROTC credits serve as electives at Augsburg. For more
information, contact the University of Minnesota: Twin Cities at www.goarmy.com/rotc/schools/university-ofminnesota.
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Academic Policies and Procedures
Registration
Students must be officially registered for all courses for which they are participating. All registered courses will be
reflected on a student’s AugNet Records and Registration page. Web registration through AugNet is the primary method
of registration, although registration can be processed through the Registrar’s Office with a Registration Form in
instances where online registration is not possible. Students are responsible for verifying the accuracy of their
registrations.
Students are required to meet with their faculty advisor prior to registration for the fall, spring, and summer terms. As
some courses are offered only in alternate years, students should also consult with departmental advisors when
planning their academic program.
Students with registration holds will be ineligible to register until the hold is cleared. The registration hold will appear as
an alert on the student’s Records & Registration Welcome page. It will also be listed in an email that the student will
receive several weeks before registration opens. Registration holds can be placed for a variety of reasons by a number of
offices. Some examples of reasons are unsatisfied academic requirements, unpaid student balances, missing
immunization forms, unmet financial aid requirements, and overdue library books.
Another possible reason for a registration hold is an overdue missing official transcript from another institution.
Typically, the "Transcript Not Received" hold is a result of an official transcript on file showing in-progress coursework.
Such transcripts need to be replaced with an official, final transcript in order to verify that the in-progress courses were
dropped, withdrawn from, and/or graded. Upon receipt, the updated, official transcript will be evaluated for possible
credit.
Specific registration dates and deadlines for each semester are listed in the Academic Calendar.
Students who are missing prerequisites for a course may be eligible for a prerequisite waiver if, after discussion with the
course instructor, the instructor determines that the prerequisite learning objectives have been met. Students who
believe they have already completed the prerequisite in question should contact the Registrar’s Office at 612-330-1036
or registrar@augsburg.edu.
The following registrations cannot be completed online and must be processed with a Registration Form:
THP courses (Theater practicum courses)
100-level MUP courses (Variable-credit music lessons)
Independent Study and Directed Study (Independent Study form available on the Registrar’s Office webpage)
Internships (Internship Registration form available on the Registrar’s Office webpage)
ACTC courses (Course listings are available online through each ACTC institution and should be checked to verify the
correct meeting times and room assignment.)
Credit Loads
Full-time day students normally register for 16 credits each semester. Students in the AU/Rochester programs typically
register for 4-8 credits each semester. Students registered for 12 or more credits in a semester are classified as full-time
students. Students registered for at least 6 credits are classified as half-time students.
To register for more than 19 semester credits, students must petition the Student Standing Committee unless the
following apply: Students with a cumulative GPA at Augsburg of 3.00 or greater may take a total of 20 semester credits
without petitioning; students with a cumulative GPA at Augsburg of 3.50 or greater may take a total of 22 semester
credits without petitioning. All overload registrations must be done through a Registration Form. (Note: For students in
the Day program there is an additional tuition charge for course loads over 19 semester credits. This includes combining
the credit load from both the DAY and AU programs. Auditing classes over the 19 semester credit limit will also incur a
tuition charge.)
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Non-Attendance/Non-Participation Policy
Attendance/participation in class is important for academic success and financial aid. Therefore, students are dropped
for non-attendance/non-participation after the 10th business day of the term if reported by the instructor and billed a
Failure to Withdraw Fee of up to $300. Students are ultimately responsible for dropping classes if they no longer plan to
attend/participate. Students who have been dropped and wish to re-enroll must submit an Academic/Financial Petition.
Internship Registration
A complete step-by-step guide is available on the Strommen Center website under the Internships & Augsburg
Experience section. International students completing an internship will follow steps outlined on the Strommen Center
website under the International Student Internship Registration section.
Registration of internships for credit consists of the following steps:
Students must register the internship for the academic term that coincides with the internship experience.
Students fill out the online Site Agreement Form on the Strommen Center website under the Internships &
Augsburg Experience section.
Obtain the Internship Registration form (paper form) from the Strommen Center website under the Internships
& Augsburg Experience section and obtain the required signatures.
o Faculty Signature: Requires finding a faculty member willing to supervise and approve the internship
based on major discipline requirements.
o Department Chair Signature: Requires approval that the proposed internship experience meets the
major discipline requirements.
o Strommen Center Signature: Requires staff to review important university-wide internship information
and ensure all required documents have been submitted.
Once the completed internship registration form is submitted to the Enrollment Center, additional requirements to
receive credit for an internship include:
Watch a short video about successful internships on the Strommen Center website under the Internship
Registration Guide section.
Complete the Learning Goals Form on the Strommen Center website under the Internships & Augsburg
Experience Requirements section. Copies of the completed form are emailed to the student, their faculty
supervisor, and the Strommen Center.
Academic assignments (journals, reflection papers, projects, etc.) as determined by the faculty supervisor and/or
department guidelines.
Final evaluations are sent at the end of the semester. The student and the site supervisor will each complete an
evaluation of the student’s internship experience. Results are emailed to the student and the faculty supervisor.
Dropping or Withdrawing
Courses may be dropped or withdrawn online through AugNet Records and Registration or with a Registration Form. For
drop and withdrawal deadlines see the Academic Calendar.
Crossover Registration
Undergraduate students are enrolled in a home program (DAY, AU, ROCH) and may register online for fall and spring
semester courses outside of their home program based on course availability and subject to the restrictions listed
below. Students have registration priority in their home program. Students are charged the tuition rate of their home
program for crossover courses.
DAY Program Students
- Juniors and Seniors (based on earned credits) are permitted to crossover into AU courses without special permission.
- Pay the overload fee for any credits over 19 in their combined DAY/AU load each semester.
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AU Program Students
- Are permitted to crossover into DAY courses.
ROCH Program Students
- Are permitted to register for AU courses as soon as their registration windows open and do not have to wait until
Crossover Registration begins.
Graduate Courses
Students must have completed an undergraduate degree and be admitted to a graduate program before taking
graduate level courses from that program. Exceptions are made for approved courses in the Department of Nursing, the
joint BA Accounting/MAL program, the Master of Business Administration, and the Master of Fine Arts in Creative
Writing. Undergraduate students enrolled in graduate courses will pay their standard undergraduate rate for those
courses. Any student enrolled in an Augsburg graduate level program wishing to take an undergraduate course will pay
their program's graduate rate for those courses.
Evaluation and Grading
Evaluation of academic performance is based on letter grades using an A ‐ F scale.
Student achievement in courses is measured by final examinations, shorter tests, written papers, oral reports, and other
types of evaluation.
Most courses are offered with grading options—traditional grading on an A - F scale or the Pass/No Pass grading system.
Explanation of grades:
Grade
A
AB+
Grade Points
4.00
3.67
3.33
B
3.00
BC+
2.67
2.33
C
2.00
Description
Excellent
Undergraduate: Good
Graduate: Satisfactory
Undergraduate: Satisfactory
Graduate: Unsatisfactory
C1.67
D+
1.33
D
1.00
Poor
D0.67
F
0.00
Failure
P
0.00
Pass*
N
0.00
No Pass
*The letter grade equivalent of a P grade is a C- / 1.67 or higher for undergraduate courses and a B / 3.0 or higher for
graduate courses.
Pass/No Pass Grades
Students who choose the P/N option are cautioned:
In order to receive a grade of P, a student must achieve at least a grade of C-.
Some graduate and professional schools do not look favorably on a large number of
P-graded courses, or rank each as a C.
The maximum number of semester credits taken P/N that may be applied to graduation is 24 semester credits with a
grade of Pass (P).
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Students may apply no more than eight semester credits with P grades toward a major and no more than four
semester credits with a P grade toward a minor unless otherwise specified by an academic department.
Departments with major or minor programs that allow a different number of P-graded credits have defined those
limitations along with their major and minor requirements in the catalog.
Certain courses have restrictions and are offered on one grading system only (e.g., lifetime wellness courses are graded
only P/N). In courses where there is a choice, students will be graded on the traditional system unless they indicate they
wish to use the P/N grading option. Any changes in choice of grading option must be made according to deadlines
published in the Academic Calendar each semester.
Incomplete (I) Grades
Incomplete grades (I) are to be given only in the case of extreme emergency (e.g. illness, family emergency, death in the
family, military commitment). If you have any questions regarding the qualifying emergency, please contact the
Registrar’s Office for verification.
An incomplete grade (I) may be awarded when the instructor grants permission after determining that a student
emergency may delay completion of coursework. Students who receive an incomplete grade should be capable of
passing the course if they satisfactorily complete outstanding course requirements.
To receive an incomplete grade, a student must submit a completed Application for Incomplete Grade form to the
Registrar's Office by the grading deadline for the semester. This form states the reasons for the request, outlines the
work required to complete the course, and includes the course instructor’s signature. The instructor may stipulate the
terms and conditions that apply to course completion; however, students may not attend the same course (or a portion
of the same course) in a following term with an incomplete grade. The student must complete the outstanding work in
enough time to allow evaluation of the work by the instructor and filing of a grade by the grading deadline of the
following academic semester. If the work is not completed by the specified date of the following academic semester, the
grade for the course becomes F.
Extension (X) Grades
Internships, independent studies, and directed studies may sometimes last longer than one semester. When this is the
case, they must be completed by the grading deadlines within one year from the beginning of the semester of
registration. A grade of X (extension) is given by the instructor to indicate that the study is extended. It is expected that
students given X extensions will continue to communicate with their instructor and demonstrate that satisfactory
progress is being maintained. A final grade will be issued at the end of the semester in which the work is completed and
evaluated (but not longer than one year). An instructor has the right to not grant an extension where satisfactory
progress is not demonstrated. If the course is not completed, a grade of F will be assigned.
Withdrawal (W) Grade
A course is given a grade of W (withdrawn) when it is dropped after the deadline for dropping classes without a W grade
and before the last day to withdraw. Withdrawals negatively impact credit completion rate but do not negatively impact
the grade point average.
Repeated Courses
A course in which a grade of F, FN, D-, D, D+, C-, or N has been received may be repeated for credit. Courses in which
higher grades have been earned may not be repeated for credit and a grade, but may be audited (exceptions are made
for academic programs with minimum grade requirements of a C+ or higher or other catalog policies that require a
course to be retaken). All courses taken each semester and grades earned, including W and N, will be recorded on the
academic record. Only the credits and grades earned for the most recent attempt, for legitimately repeated courses, are
counted toward graduation and in the grade point average. Courses completed at Augsburg University must be repeated
at Augsburg to be included in the repeat policy.
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Auditing Courses
Students who wish to take courses without credit or grade may do so by registering for Audit (V) on a space-available
basis. Full-time Day students will be charged an audit fee if their total credit load is over 19 credits. The charge to audit a
course is $1,000 for part-time DAY/AU/ROCH students. The signature of the instructor is required to register an audit.
Students who audit a course should confer with the instructor within two weeks of the beginning of the term to
determine expectations, attendance, and any other requirements. If expectations have been met, the course will be
listed on the transcript with a V grade. If expectations have not been met, the course will be listed with a grade of W.
Audited courses do not count toward graduation and do not fulfill general education requirements.
Grade Point Average
The grade point average (GPA) is based on final grades for all work at Augsburg. It does not include credit and grade
points for work transferred from other institutions.
The formula for calculating the GPA is as follows:
GPA = Total grade points divided by number of credits attempted with A to F grades assigned.
The following grading symbols are not included in the GPA calculation:
Symbol Explanation
Fall 2017 to Present: Pass, C- or higher undergraduate or B or higher graduate work;
P
Prior to Fall 2017: Pass, 2.0 or higher undergraduate or 3.0 or higher graduate work
S
Satisfactory
N
No pass, no credit
V
Audit, no credit
W
Withdrawn
I
Incomplete
X
Extension, incomplete
IP
In progress
R
Repeat
GRT
Credit granted
Required lab component (a credit-bearing grade was earned in the corresponding
L
lecture course)
NG
Not graded, no credit
Assessment of Student Learning
The faculty at Augsburg University is actively engaged in research about student learning and the efficacy of the
curriculum. To support such assessment of student learning activities, faculty may collect student work for evaluation
beyond grading. Any information or student work collected will be treated confidentially; the student's identity will not
be public information. Students who do not want their work collected for assessment purposes can opt out by
contacting Office of Academic Affairs.
Classification
Students are classified when grades are posted at the end of each semester. Classification is based on the number of
semester credits completed/earned.
Classification
First Year
Sophomore
Junior
Senior
Completed Semester Credits
0 – 27.99
28 – 59.99
60 – 91.99
92 or more
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Academic Status Changes
Change of Program
Students may apply to change their “home program” by completing a Change of Program form. Applications are
reviewed by a committee. If approved, the change will take effect for the following semester. Changes are limited to
once each academic year. A Change of Program form must be submitted before the semester begins.
Withdrawal from University
Students are urged not to abandon courses for which they are registered because this will result in failing grades on
their official academic record. If necessary, students should instead submit a Withdrawal from University form. The
deadline to file a Withdrawal from University is the last Friday prior to finals week. Withdrawal from University and any
consequential adjustments in accounts are effective as of the date the Withdrawal from University form is submitted to
the Registrar’s Office. Students must be submit an Application for Readmission to re-enroll.
Students are responsible for keeping the Registrar’s Office informed of their current mailing address while away.
Leave of Absence (DAY Program Students)
Students in the Day Program may apply for a Leave of Absence for one semester. The Leave of Absence allows continued
access to Augsburg email and AugNet Services. If a student on a Leave of Absence does not register for the subsequent
semester, the student’s file will be deactivated and the student must submit an Application for Readmission to re-enroll.
The deadline to file a Leave of Absence form is the Friday prior to the start of each semester.
Term Off (AU/ROCH Program Students)
Students in the AU/ROCH Programs may take up to two semesters off and have continued access to Augsburg email and
AugNet Services. If a student is not registered after the 10th business day of the third semester, the student’s file will be
deactivated and the student must submit an Application for Readmission to re-enroll.
Military Called to Active Duty
Augsburg University will allow students to withdraw from courses without penalty if they are called to active duty. This
shall include a 100 percent refund of tuition and fees for dropped/withdrawn courses upon verification of call to active
duty. Students must submit an Academic/Financial Petition and provide a copy of their orders to the Registrar’s Office.
If the student is called to active duty after the deadline to drop a course, the Registrar’s Office will place a W for the
course(s) along with a notation on the transcript that the student was called to active duty. This is to assist the student
with any financial aid complications that may arise and also indicate that the withdrawal was outside of the student’s
control.
Alternatively, the university supports faculty in enabling students who are called to active duty and have substantially
completed a course, to assign a grade based upon the coursework completed, or to work out an incomplete agreement.
Students who are able to complete some of their courses would have their refunds adjusted to reflect this.
Students who are being placed on active duty should contact the Registrar’s Office so the university can notify all parties
and aid in this process.
Student Standing Committee
The Student Standing Committee is a standing committee of the university that reviews requests for exceptions to
academic and financial policy. Representatives from the faculty, Academic Advising, Registrar’s Office, Student Financial
Services, and Student Affairs serve on the committee.
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Academic / Financial Petitions
Students who wish to request exceptions to academic and financial policies should carefully review and complete the
Academic/Financial Petition. Petitions must be submitted within 6 months from the end of the semester being
petitioned. The Committee typically meets to review petitions and Applications for Readmission every other week
during fall and spring semesters and once each month during the summer semester.
Satisfactory Academic Progress (SAP) Suspension Appeals
Students who have been academically suspended have the right to appeal their suspension to the Student Standing
Committee.
Applications for Readmission
Students seeking to re-apply to the university after being placed on academic probation or academic suspension must
submit an Application for Readmission for review by the Student Standing Committee.
Catalog Applicability
Active Students (Registered, Leave of Absence, Term Off)
May elect to satisfy the general education and departmental requirements outlined in the catalog in effect during
their first semester of enrollment or any of the subsequent catalogs in effect while an active student.
Inactive Students (Withdrawn)
Three or Fewer Years Away
o Inactive students who are readmitted after three or fewer years away (nine semesters, including summers)
may elect to satisfy the general education and departmental requirements outlined in the catalog in effect
during their first semester of initial enrollment or any of the subsequent catalogs in effect while an active
student.
More than Three Years Away
o Inactive students who are readmitted after more than three years away (10 or more semesters, including
summers) must complete the general education and departmental requirements of the catalog in effect at
the time of re-enrollment or any of the subsequent catalogs in effect while an active student.
Second Majors and Degrees
Students with an existing baccalaureate degree from Augsburg or another institution may enroll to complete an
additional major(s) or minor(s). Students will not be awarded a second degree unless it is different from the original
degree awarded (BA, BM, BS). Students cannot earn multiple degrees for the same major, though it is possible to earn
multiple degrees from the same academic department if the majors are distinct. For example, a student cannot earn
both a BA in Computer Science and a BS in Computer Science, but may earn a BS in Computer Science and a BA in
Computational Philosophy.
Evaluation of Transfer Credit
The evaluation of transfer credits is completed by the Registrar’s Office and is based on a student’s official transcript(s).
Credit is granted for college-level coursework completed at regionally accredited institutions with a grade of C- or
better. Credit from non-regionally accredited institutions may be approved if there is a transfer agreement in place or by
petition.
Courses that may be developmental, professional, or occupational in nature are evaluated on a course-by-course basis in
collaboration with faculty from corresponding or similar departments. Augsburg does not grant transfer credit for
continuing education units (CEUs). Competency credits and exam credits issued by another institution will be evaluated
on an individual basis.
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The Registrar’s Office evaluates coursework for credit and for applicability toward Augsburg's Core Curriculum
requirements. Academic departments are responsible for evaluating the applicability of coursework toward a student’s
major or minor. The university requires that certain courses and a minimum number of credits be taken at Augsburg.
(Refer to the Graduation section of the catalog.)
Transferred coursework with the Augsburg equivalents and evaluator comments are captured on the Transfer Credit
Evaluation found in Records and Registration. Credits accepted in transfer are reported on the student’s transcript.
Grades and grade points from other institutions are not transferred to Augsburg and are not included in the student’s
cumulative grade point average.
Students should consult with their academic and faculty advisors and the Registrar’s Office before taking courses at
other institutions to ensure compliance with transfer credit policy and residency requirements. Additional resources
about transferring credit are available on the Registrar’s Office website.
Definition of Official Transcript
Official transcripts are marked with institutional security features, date, and appropriate signature. Augsburg University
accepts official transcripts directly from another institution’s Office of the Registrar or a secure authenticated
designated party. The transcript must arrive at Augsburg University in an envelope sealed by the issuing institution or via
an encrypted electronic method (adapted from AACRAO, 2018).
Minnesota Transfer Curriculum
Completion of the Minnesota Transfer Curriculum (MnTC) will satisfy Augsburg’s Liberal Arts Foundation requirements
and will reduce the Search for Meaning requirement to one course (RLN 100).
Associate of Arts Degree / Bachelor’s Degree
Completion of an Associate of Arts (A.A.) degree or a bachelor’s degree from a regionally accredited institution will
satisfy Augsburg’s Liberal Arts Foundation requirements, reduce the Search for Meaning requirement to one course
(RLN 100), and will waive one of two Health and Wellness requirements.
Note: Additional prerequisite coursework beyond the AA degree or bachelor’s degree may be required in some
Augsburg majors. Students are advised to consult an academic advisor in the major department to discuss major
requirements.
Advanced Transfer Students
Students who enter Augsburg with 52 or more semester credits accepted in transfer are considered Advanced Transfer
Students. The Augsburg Core Curriculum will be adjusted for advanced transfer students as outlined below:
Waiver of Search for Meaning II
Waiver of Augsburg Seminar / Engaging Minneapolis
Waiver of one Health and Wellness requirement (depending on transfer evaluation)
All Augsburg Core Curriculum requirements not mentioned above remain unchanged for Advanced Transfer Students.
Waivers for Advanced Transfer are determined at the time of initial entry into Augsburg and will not be granted for
courses completed after initial enrollment.
Transfer Credit for Military Experience
Students are welcome to submit their military transcripts to the Registrar’s Office for transfer credit evaluation. A
military transcript will contain credit recommendations from the American Council on Education (ACE) for training and
courses completed in the US Armed Services. Augsburg will review a military transcript to determine if any of the credit
recommendations contained within it meet transfer credit guidelines.
Army, Coast Guard, Marine Corps, and Navy records are maintained on a Joint Services Transcript (JST).
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Air Force records: Air University and Community College of the Air Force are regionally accredited institutions. Students
should submit official transcripts from these schools during the admission process.
Assessment of Previous Learning (APL) Program
Augsburg University recognizes that learning can and does take place in many life situations. Some of this learning may
be appropriate for credit recognition within the disciplines that comprise the academic program of a liberal arts college.
The Assessment of Previous Learning program (APL) at Augsburg provides a means by which a student’s previous
learning, other than that which is transferred from another accredited institution, may be presented for examination for
possible credit toward the completion of a bachelor’s degree.
Not all learning from life experience, however, is appropriate for credit recognition at a liberal arts college. Such learning
must meet two essential criteria: (1) it is relevant to coursework in a field of study within the Augsburg liberal arts
curriculum, and (2) it can be objectively demonstrated either by comprehensive examination or committee evaluation.
The APL program at Augsburg provides several means by which students may have previous learning assessed for credit
recognition. The following is a brief description of each of these means of assessment:
International Baccalaureate Program (IB)
Courses earned from the International Baccalaureate program will be considered by the university for appropriate
credit. IB exams may fulfill general education and/or major requirements. Credit granting guidelines are available on the
Registrar’s Office webpage.
Advanced Placement Program (AP)
Augsburg allows students to earn credit for scores of 3, 4, or 5 on selected Advanced Placement tests. For some exams, a
minimum score of 4 is required. AP exams may fulfill general education and/or major requirements. Credit granting
guidelines are available on the Registrar’s Office webpage.
The College Level Examination Program (CLEP)
This is a series of standardized tests developed by the College Board that are offered to students for a small fee at
regional testing centers. Students who score at or above the American Council on Education’s recommended score on
an approved examination may receive academic credit for that subject at Augsburg University. CLEP exams may fulfill
general education and/or major requirements. Credit granting guidelines are available on the Registrar’s Office
webpage.
DSST Exams
DSST Exams are a series of standardized tests in college subjects that are comparable to the final examinations in
undergraduate courses. Exams are offered at testing centers worldwide for a small fee. Students who score at or above
the American Council on Education’s recommended score on an approved examination may receive academic credit for
that subject at Augsburg University. Credit granting guidelines are available on the Registrar’s Office webpage.
Minnesota Bilingual and Multilingual Seals and World Languages Proficiency Certificates
Augsburg will award college credit to students with the Minnesota bilingual and multilingual language proficiency
certificates. These certificates are awarded to graduating Minnesota high school students who demonstrate the
required level of language proficiency on a language other than English. Steps to submit the seal to Augsburg are
outlined on the Registrar’s website.
The American Council on the Teaching of Foreign Languages
These tests assess written and/or spoken proficiency in world languages. For a small fee, students can assess their level
of knowledge in world languages to earn college credit and/or waive the modern language requirement. More
information about eligibility and qualifying languages is available from Academic Advising.
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Departmental Comprehensive Exams
These are available for students to use in obtaining credit for previous learning if the following conditions are met:
There is a departmental exam available for the subject area in question.
There is a faculty member designated by the department to administer the exam.
The Registrar approves the student’s request to take the exam.
Credit for departmental exams is not computed in the GPA, and there is a charge per exam of $100 per semester
credit.
Portfolio Assessment Program
This is a credit assessment alternative in which a faculty team completes a credit evaluation of a learning portfolio
submitted by the student. The faculty team is composed of two faculty members from fields of study directly related to
the student’s previous learning. Students who wish to prepare a portfolio of previous learning for credit assessment
should consult the Registrar’s Office. In completing the evaluation of a student’s previous learning, the faculty team
applies the following criteria:
There is documentable evidence of a cognitive component in the previous learning experience that involved
prescribed or systematic study of content material found within liberal arts coursework.
The learning has been objectively verified by individuals in addition to the presenting student.
The learning lends itself to both qualitative and quantitative measurement.
The learning relates well to the student’s educational goals.
The learning and skills involved are current and could be used at the present time.
Students may apply for the credit assessment process after completing at least one term of academic work at Augsburg
University with a cumulative Augsburg GPA of at least 2.50. It is strongly recommended that the process not be used
when four or fewer courses remain for graduation. There is a non-refundable application deposit of $200 to initiate the
credit assessment process for each course presented in a portfolio. An additional $200 is charged upon approval of each
course. Credit granted by portfolio review is not computed in the GPA.
Transcript credit will be recorded with the equivalent Augsburg course numbers as determined by faculty reviewers.
Maximum Credit Accepted for Previous Learning
While Augsburg University recognizes the validity of learning that takes place outside the traditional classroom, this
learning must be placed in the context of formal study in campus-based liberal arts courses. Therefore, Augsburg allows
a maximum of 32 credits (one-fourth of a bachelor’s degree) to be obtained through previous experiential learning. In
compiling the 32 credits for previous experiential learning, the student may use any combination of the assessment
processes available in the APL Program: AP, CLEP, IB, DSST, ACTFL, departmental comprehensive exams, and credit
granted through portfolio assessment.
Graduation
Requirements
Degree requirements include completion of a minimum number of credits, a major, the Augsburg Core Curriculum, a
minimum GPA in major(s)/minor(s) and in total coursework, and residence.
1. Completion of 128 semester credits—No more than these maximums may be applied toward the 128 total semester
credits required:
o Eight semester credits by independent/directed study
o 16 semester credits of internship
o 24 semester credits with a grade of Pass (P)
o Students may apply no more than eight semester credits with P grades toward a major and no more than four
semester credits with a P grade toward a minor unless otherwise specified by an academic department.
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2.
3.
4.
5.
Departments with major or minor programs that allow a different number of P-graded credits have defined
those limitations along with their major and minor requirements in the catalog.
Completion of a Major—Requirements for each major are listed under the departmental headings.
Completion of the Augsburg Core Curriculum—Requirements for the Augsburg Core Curriculum are listed under the
Augsburg Curriculum section.
Grade Point Average —Students must earn a minimum cumulative grade point average of 2.00. Additionally, all
majors and minors require at least a 2.00 grade point average in coursework for the major or minor. Some academic
programs require a higher grade point average or a specific minimum grade in each course. See the departmental
section for details about the grade and grade point average for individual majors and minors.
Residence Requirement — A minimum of 32 semester credits must be completed at Augsburg or within the ACTC
exchange program or study abroad/away through the Augsburg Center for Global Education and Experience.
Senior Residence Requirement
No fewer than 24 of the last 32 semester credits must be completed at Augsburg or within an approved
exchange program.
Transfer courses count against the senior residence requirement. Therefore, students are encouraged to
complete transfer work prior to the final 32 credits for the degree.
Assessment of Prior Learning (APL) credits -- including AP, CLEP, IB, DSST, ACTFL, departmental
comprehensive exams, and credit granted through portfolio assessment -- are not counted against the
senior residence requirement.
Some departments have a minimum number of credits that are required in residence within the major or minor.
Consult the departmental pages of this catalog for further information.
The responsibility for ensuring that all degree requirements are satisfied rests with the student. Each student is required
to file an Intent to Graduate application within the last 12 months of their program to confirm remaining graduation
requirements. Application forms are available on the Registrar’s Office webpage. Faculty advisors, the Academic
Advising staff, department chairs, and the Registrar’s Office are available for counsel and assistance in program
planning.
Students who enter an academic program with a bachelor’s or higher degree should contact the Registrar’s Office about
specific requirements for a second bachelor’s degree or for the equivalent of a major.
All degree and course requirements must be completed and verified in the Registrar’s Office in order for the degree to
be conferred. There may be no incompletes or open courses on the academic record.
Latin Honors
Augsburg recognizes those students who have demonstrated exemplary academic achievement by conferring Latin
honors upon completion of a bachelor’s degree.
Students may also receive honors recognition for departmental honors and for participation in the Honors Program. (See
individual department and program descriptions for details.)
Qualification for Latin honors is determined as follows:
Summa Cum Laude
Magna Cum Laude
Cum Laude
3.90-4.00 GPA
3.80-3.89 GPA
3.60-3.79 GPA
To be eligible, a student must complete a minimum of 56 traditionally-graded credits at Augsburg.
Visit the Registrar’s Office webpage for additional information.
Commencement
Though the terms are often confused, the words “graduation” and “commencement” carry different meanings.
Graduation refers to the completion of all degree requirements. Students graduate when all requirements for the
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degree have been fulfilled, meaning that one can graduate at any point during the academic year provided that all
requirements are complete.
Commencement is a ceremony. It is an opportunity for students, family, friends, and the Augsburg University community
to celebrate academic achievement. Participation in commencement, however, does not mean that a student has
graduated. A student will not graduate and a degree will not be conferred until all requirements are met, regardless of
participation in commencement.
Augsburg University holds one commencement ceremony in the spring for all students – undergraduate and graduate.
Undergraduate students who have not completed all degree requirements may participate in commencement if: (1) no
more than three requirements will remain in their program at the conclusion of spring semester; and (2) the remaining
requirements will be completed in the summer or fall semesters immediately following commencement.
Satisfactory Academic Progress (SAP)
Federal regulations require that all higher education institutions establish and implement a policy to measure whether
students are making satisfactory academic progress toward the completion of a degree. Failure to meet the following
standards could result in suspension from the university.
Requirements
At the end of each fall, spring, and summer semester, the university will review the academic progress of all
undergraduate students registered for that semester.
In order to remain in good academic and financial aid standing, you are (1) required to maintain an overall Augsburg
GPA of 2.00 and complete at least 66.67% of the credits you have attempted (i.e. registered for) or (2) required to
complete and follow a SAP plan (if you are on probation). SAP assistance, plan requirements, and deadlines can be found
here: https://www.augsburg.edu/advising/majors/probation-advising/.
GPA Calculation
Refer to the Evaluation and Grading section of this catalog.
Minimum Credits Completed
Students must earn a cumulative 66.67% of the credits attempted based on the entire academic record. A completed
credit is any credit with a grade of A-D- or P. Credits earned and completed will include accepted transfer credits as
defined by the Registrar’s Office.
Grades of “W (Withdrawn)”, “I (Incomplete)”, “X (Extension)”, “F”, “FN (Failed for Non-Attendance)”, and “N (Not
Passing)” are counted towards the cumulative attempted credits. The credits associated with grades that have not been
submitted when SAP is run will count against completion rate.
Repeat Courses and remedial courses are not counted towards the cumulative attempted credits.
Credit Completion Rate Calculation
Attempted credits: Includes transferred credits and unsatisfactory grades (W, X, I, F, FN, N, IP).
o Remedial and repeated courses do not count as attempted credits, so should be subtracted from the total
number of attempted credits.
Earned credits: Transferred credits and satisfactory Augsburg grades (A - D-, P).
Divide earned credits by attempted credits (do not round numbers up or down)
o Example: 19 earned credits / 27 attempted credits = .7037 or 70.37%
o Example: 17 earned credits / 27 attempted credits = .6296 or 62.96%
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Monitoring and Evaluating Progress
In order to ensure SAP standards are being met, the Registrar’s Office will evaluate and monitor students' academic
achievement at the end of each term. If a student’s record is evaluated and determined to be unsatisfactory, the student
will be placed on Probation or Suspension. Students will be notified through their Augsburg email if they fail to meet SAP
standards and appropriate notation will be placed on the permanent transcript.
Probation
Students who do not meet cumulative standards (cumulative GPA or cumulative credit completion rate) will be placed
on Probation. Notation of “Academic Probation” for the semester will be placed on the permanent transcript. Students
are required to complete and follow a SAP plan of assistance (www.augsburg.edu/acskills).
Students on Probation will have their registration limited to 16 credits. Students may appeal this restriction through a
petition to the Student Standing Committee.
At the end of the next semester attempted, students meeting cumulative standards (both cumulative GPA and
cumulative completion rate) will be removed from Probation.
If cumulative standards are not met, the student’s semester term GPA and semester term completion rate will be
evaluated. Students earning a minimum of a 2.00 term GPA and 66.67% term completion rate and completing all other
Probation requirement (www.augsburg.edu/advising/majors/probation-advising/) will continue to be on Probation.
Notation of “Academic Probation” for the semester will be placed on the permanent transcript. Students are required to
complete and follow a SAP plan of assistance (www.augsburg.edu/advising/majors/probation-advising/). Students’
eligibility for financial aid may be impacted if they do not follow through with SAP requirements.
Students on Probation who voluntarily withdraw from Augsburg may apply for readmission. At that time, the Student
Standing Committee will review their application for readmission.
If cumulative and term standards are not met, students will be Suspended.
For more information about Probation requirements, visit www.augsburg.edu/advising/majors/probation-advising/.
Suspension
Students on Probation who do not meet cumulative and term standards will be suspended from the university. Notation
of “Academic Suspension” will be placed on the permanent transcript. Students may appeal their Suspension to the
Student Standing Committee or designee. The Committee’s decision is final. Instructions for appeal are included in the
Letter of Suspension. Students who have been suspended may apply for readmission after one full academic year
(including fall, spring, and summer semesters). At that time, the Student Standing Committee will review the application
for readmission. Recommendations on how to be successful in the readmission process may be outlined in the
suspension letter.
Augsburg University reserves the right to intervene with students who earn less than a 2.00 term GPA and/or less than
66.67% term completion rate in a semester but are otherwise meeting cumulative standards. Students who earn less
than a 1.00 GPA during their first term at Augsburg will be suspended.
Professional Program Dismissal
Students may also be dismissed from professional programs, such as social work, education, and nursing. A student
dismissed from a program may appeal the decision through the Program Dismissal Appeal Process. The process is
available at inside.augsburg.edu/studentaffairs/studentguide.
Dean’s List
The Dean’s List, compiled after each semester, recognizes undergraduate students for outstanding achievement during
the term. Students can qualify for the Dean’s List in two ways:
Earning a semester GPA of 3.50 or higher based on 12 or more traditionally-graded credits
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Earning a semester GPA of 3.75 or higher based on 6-11 traditionally-graded credits
Incomplete courses and other classes without final grades at the time the Dean’s List is compiled will not be considered.
The Dean’s List is published on Inside Augsburg and students can choose to submit announcements to their hometown
newspapers.
Enrollment/Degree Verification
Augsburg University has authorized the National Student Clearinghouse to act as its agent for verification of student
enrollment and degree status. Contact information is as follows:
National Student Clearinghouse
2300 Dulles Station Blvd, Suite 300
Herndon, VA 20171
Web: www.studentclearinghouse.org
Phone: 703-742-4200
Veterans of Military Service
Augsburg is approved by the state approving agency for VA education benefits. Veterans and eligible spouse and
dependents should consult with the VA School Certifying Officials in the Registrar’s Office and Student Financial Services
about completion of enrollment verification and the forwarding of other information to the Department of Veterans
Affairs. Veterans will need to meet the requirements of the Veterans Administration regarding repayment of
educational assistance funds received. Additional information about veterans’ education benefits can be found at
www.benefits.va.gov/gibill.
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Augsburg Core Curriculum
Augsburg University is dedicated to educating students intellectually, physically, and spiritually. To live fully and act
effectively, humans must have a broad grasp of the world from which they have come, as well as the world in which they
live. Through providing courses in the humanities, fine arts, natural sciences, and social sciences, the core curriculum
introduces students to the breadth and complexity of human knowledge and our world.
“Search for Meaning” courses invite students to explore vocation, diversity, and pluralism through the study of Judaism,
Christianity, and Islam, and encourages students to consider their own religious, philosophical, and ethical commitments
in dialogue with other perspective. The Language courses introduce students to the skills and sensibilities necessary to
cross cultures and work across difference. Wellness courses offer students opportunities to develop skills and habits of
healthful living.
Students choose from more than 50 major areas of study to gain a depth of knowledge in a discipline and to prepare for
a career or further study. Thus, through a balance of curricular activities supported by full programs in student life and
religious life, an Augsburg University education strives to educate its students in a real world for the real world.
Undergraduate Student Learning Outcomes
The university’s mission statement offers a series of educational values:
Augsburg University educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible
leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in its
life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the
faith and values of the Lutheran Church, and shaped by its urban and global settings.
As part of this mission, Augsburg’s faculty have identified a set of outcomes for student learning
These areas reflect our shared commitment to offering a vibrant liberal arts education in tandem with career
preparation and vocational discovery. We expect students to achieve these outcomes cumulatively, through the
completion of the core curriculum, majors / minors, electives and co-curricular experiences.
As Informed Citizens, students are learning to …
engage their communities and demonstrate a sense of agency to create change in ethical and informed ways
explain diverse positions and collaborate effectively across social, cultural and geographic differences in local and
global contexts
As Thoughtful Stewards, students are learning to …
critically engage their own beliefs and articulate their gifts and goals for meaningful life and work in a pluralistic
context
identify the broad foundations for sustainable living and apply them in demonstrable ways
As Critical Thinkers, students are learning to …
use appropriate methods to gather and analyze evidence, identify underlying assumptions, and evaluate competing
claims
construct coherent, polished and persuasive arguments, narratives and explications in written, oral and other
formats
As Responsible Leaders, students are learning to …
employ the fundamental principles of quantitative literacy to arrive at thoughtful judgments
articulate and solve problems in creative, analytical, and integrative ways
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Overview of the Curriculum
The Augsburg Curriculum is comprised of three main components: core curriculum (or general education requirements),
major requirements, and electives. Some students may need to complete entry-level skill courses before enrolling in
college-level classes. The general education requirements include a liberal arts foundation, signature courses and
experiences, skills development, and a keystone.
Entry Level Placement Tests
Math, Writing, English (if applicable), and language placement for Language courses.
The Augsburg Core Curriculum
The Augsburg First Year
Augsburg Seminar
Engaging Minneapolis
Many Voices Project
The Augsburg Signature Curriculum
Religion, Vocation, and the Search for Meaning I and II
Augsburg Experience
Senior Keystone
The Liberal Arts Foundation
Natural Sciences and Math
Social and Behavioral Sciences
Humanities
Fine Arts
Electives
Majors
Skills
The Augsburg Curriculum is designed to help students develop the skills necessary for successful careers and fulfilling
lives, including:
Writing
Critical Thinking
Oral Communication
Information Literacy
Quantitative Literacy
Religious Literacy
Problem Solving
Intercultural Competence
Civic Agency and Engagement
Health and Wellness
Entry Level Placement Tests
Prior to their first registration, students will complete placement tests in:
Mathematics
Writing
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Language Placement
and, if applicable, English Language Learning
First-year students entering Augsburg in the fall of 2013 or later must complete developmental and writing courses by
the end of their fourth term. Transfer students entering Augsburg in the fall of 2013 or later must complete all required
developmental and writing courses by the end of their third term. The developmental courses subject to this policy are:
ENL 101
ENL 111 / HON 111 / ENL 112
ENL 217 / 218
MAT 103 / 105
Mathematics
For a strong start at Augsburg, students will take an entry-level exam to determine their math placement group (MPG.)
In some cases, students who have transferred a mathematics course taken at another college may have their MPG
determined by the Registrar’s Office. All other students must take the Augsburg Math Placement Test, administered by
Academic Advising. Students are required to take the Math Placement Test before registering for the first term. Practice
questions and other information are available on the Academic Advising website -- students are encouraged to study for
the exam. Students may retake the Math Placement Test once during their first term of enrollment.
Based on the math placement test result, students will be enrolled in the appropriate courses or advised on preparation
for retaking the Math Placement Test. Students in Math Placement Group (MPG) 1 must take MAT 103: Prealgebra to
advance to MPG 2. Students in MPG 2 must take MAT 105 or MAT 106 to advance to MPG 3. Students in MPG 3 must
take MAT 114: Precalculus to advance to MPG 4, if planning to take calculus. No other MAT course changes a student’s
MPG. A grade of Pass or C- or higher is required to advance to the next math level.
Students are encouraged to advance their MPG as soon as possible. Students must achieve Math Placement Group
(MPG) 3 or higher to graduate. In addition, many courses require MPG 2, 3, or 4 as a prerequisite.
Writing
A writing sample is required of students to determine placement in an appropriate writing class. Students who transfer
an equivalent English composition course from another institution or Advanced Placement English Language and
Composition will be waived from the placement test. If we have official access to an ACT writing sample, we can use that
sample in place of the writing placement test. All other students must take the Writing Placement Test, administered by
Academic Advising.
Based on the writing sample, students are placed into the appropriate writing course. Students placed at Effective take
Effective Writing (or Advanced Effective Writing or Honors Effective Writing). Students placed at Developmental take
Developmental Writing (ENL 101) before taking Effective Writing. These students must pass Developmental Writing (ENL
101) with a grade of P, C-, or higher before enrolling in Effective Writing (ENL 111/112/HON 111).
Modern Language Placement Test
Students with proficiency or experience in French, German, or Spanish complete a placement test. Students begin their
exploration of modern language at the level identified by the placement test. This online placement is administered by
Academic Advising. Placement for American Sign Language and Ojibwe is administered by faculty representing those
specific languages. Students speaking other languages can take a test through Language Testing International and
receive credit for the test by ordering a transcript of a score to be sent to Augsburg.
English Language Learners Assessment
Students whose primary language is other than English will complete a placement to determine preparedness for classes
taught in English and may need to complete an English Language Learning course(s). This placement is administered by
Academic Advising.
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Core Skills Requirements
Effective Writing
Students must pass ENL 111 - Effective Writing, ENL 112 - Advanced Effective Writing, or HON 111 - Honors Effective
Writing with a grade of C-, P, or higher, or transfer in an equivalent course. Attendance at the first day of class is
required.
Language
For students who have not previously studied a second language, completion of a two-course sequence in the same
language with a minimum grade of C- or P in both courses is required. For a language previously studied, placement into
the 211 level or successful completion (minimum grade of C- or P) of 112 satisfies the graduation requirement.
Placement into French, German, and Spanish courses is based on assessment results from an online Brigham Young
University evaluation tool. Students proficient in other languages may seek a placement evaluation through faculty
fluent in the specified language at Augsburg or other ACTC schools. Details are available from Academic Advising.
Availability of assessment in all languages is not guaranteed.
Assessment is used for placement only and does not result in credit. Students may audit, but will not receive credit for
any course taken below their placement level. The Department of Languages and Cross-Cultural Studies may review and
sometimes override assessment results as deemed appropriate.
Language courses accepted in transfer may be applicable to this skills area for partial or full completion of the
requirement.
Students who have demonstrated competence in American Sign Language by passing an approved course sequence will
have fulfilled the Language Core Skill.
Students whose first language is not English and whose score is below the minimum on the English Language Learners
(ELL) placement test must fulfill the ELL requirement. The requirement is satisfied by successfully completing the ELL
course(s) and achieving a score above the minimum on the ELL placement exam. Students who complete the ELL
requirement will receive credit for the Language Core Skill requirement. Contact Academic Advising or the English
Department for additional information.
Health and Wellness
Two health and wellness courses are required for students admitted into the Day Program. WEL100 - Foundations of
Wellness is required of all Day students. The second course may be chosen from a variety of different Recreational
Wellness courses. Both courses must be completed with a minimum grade of P or C-. Students may test out of the
Recreational Wellness course by demonstrating proficiency from a selected Recreational Wellness activity. Proficiency
exams are offered through the Health and Physical Education Department each semester. There is a fee to take the
Recreational Wellness Activity Proficiency Test. Intercollegiate athletes and Health and Physical Education majors may
not test out of this requirement.
The Augsburg Core Curriculum
The Augsburg Core Curriculum is designed to prepare students to become effective, informed, and ethical citizens
through their engagement in a curriculum that:
Provides a liberal arts foundation and promotes the acquisition of intellectual and professional skills
Calls for common inquiry into questions of faith and the search for meaning
Cultivates the transformative discovery of, and appreciation for, the student’s place of leadership and service in a
diverse world
The curriculum has three major components:
Liberal Arts Foundation
Signature Curriculum
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Skills Development
The Augsburg First Year
To smooth the transition to higher education and their new community, first-year weekday program students are
required to take courses containing the following components:
Augsburg Seminar and Engaging Minneapolis
The Engaging Minneapolis requirement builds on Augsburg’s national leadership in experiential education as well as its
commitment to its urban location. Embedded in the first-year Augsburg Seminar experience, Engaging Minneapolis
introduces students to the city as a resource for intentional learning, typically through civic engagement, cultural
engagement, and/or service-learning.
Many Voices Project
Embedded in ENL 111, 112, and HON 111 (see Core Skills requirements), the Many Voices Project engages first-year
students in discussion of a common text addressing themes of cultural diversity and global awareness. Emphasizing ways
in which written communication can promote understanding and productive engagement among different cultures and
points of view, the Many Voices Project is intended to teach skills and methods that promote successful communication
among diverse writers and readers.
The Augsburg Signature Curriculum
Religion, Vocation, and the Search for Meaning
Guided by the faith and values of the Lutheran Church, the Search for Meaning courses encourage inquiry, welcome
diversity, wrestle with life’s complexities, and engage the world. Two required courses (RLN 100 plus a Search for
Meaning II course) highlight Augsburg’s commitment to developing religious literacy and nurturing students to think
critically about the concept of vocation.
Students from all faith traditions will find a generous spirit of hospitality in these courses. Whether you are Jewish or
atheist, Buddhist or seeker, Catholic or Muslim, Baptist, Lutheran, uncertain, disinterested, or someone who is “spiritual
but not religious,” these courses promote respect and understanding across faith traditions. All religion courses engage
with the concept of vocation and an understanding that we are called to live and serve as neighbors. RLN 100 explores
the idea that vocation is a model and lens for viewing the connections between our basic beliefs and the commitments
and actions we make in life.
The Liberal Arts Foundation
The Liberal Arts Foundation courses introduce students to knowledge and modes of inquiry across a wide range of
disciplines and subjects. The course offerings in the liberal arts provide the opportunity for students to acquire a broad
and solid foundation for their specialized study and professional preparation.
Students choose two approved LAF courses from two different departments in each domain: Natural Sciences and
Mathematics, Social and Behavioral Sciences, Humanities, and Fine Arts.
The official list of approved LAF courses is found on the Registrar’s Office webpage.
Natural Sciences and Mathematics
Two approved courses from two different departments: Biology, Chemistry, Environmental Science, Mathematics,
Physics. One must be a lab science course.
Social and Behavioral Sciences
Two approved courses from two different departments: Anthropology, Economics, Environmental Studies, Political
Science, Psychology, Sociology.
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Humanities
Two approved courses from two different departments/programs: American Indian Studies, Communication Studies,
English, History, Philosophy, Religion, Languages and Cross-Cultural Studies (literature and culture courses), and Gender,
Sexuality, and Women’s Studies.
Note: The signature Search for Meaning (RLN 100 and 200) courses do not count as humanities Liberal Arts Foundation
requirements. If a student opts to take another approved RLN course to fulfill the Search for Meaning II requirement,
that course may not count toward a Humanities LAF.
Fine Arts
Two approved courses or approved activities from two different departments: Art, Film, Music, Theater.
One fine arts LAF requirement can be met by participating in one of the following:
Four semesters in any combination of the major choral ensembles listed (MUE 111, 112, 114, 115)
Four semesters of orchestra (MUE 121)
Four semesters of concert band (MUE 141)
Senior Keystone
The Senior Keystone course provides a final opportunity for exploring the central themes of an Augsburg education—
vocation and the search for meaning in a diverse and challenging world. In this course, students reflect on the meaning
of their educational experiences and consider issues of transition as they prepare for their lives after Augsburg. Many
Keystone courses also meet major requirements.
The Senior Keystone course in each department connects the broad liberal arts foundation with the professional skills
and in-depth study of the major. It asks graduating students to think critically, reflectively, and ethically about their place
in the world as leaders and servants.
Electives
A student must complete a minimum of 128 semester credits in order to graduate. If the Core Curriculum and Major
requirements do not reach 128 semester credits, the student may take electives for credit in any subject area to reach
the minimum credit requirement.
Majors
For major requirements, see the appropriate departmental page(s) of this catalog or consult the department chair.
Graduation Skills
An Augsburg education aims to develop certain key skills during the years in college. Critical thinking, quantitative
reasoning, speaking, writing and information literacy are deliberate components of certain courses. Graduation skill
requirements typically are embedded in required courses in the major. Some departments, however, designate courses
outside the major or elective courses in the major that fulfill these requirements.
The Quantitative Reasoning (QR) skill incorporates both foundational mathematical skills and the application of those
skills. MPG 3 (Math Placement Group 3) is a prerequisite for all quantitative reasoning courses. See the appropriate
departmental page(s) in this catalog or consult the department chair for more information.
Core Curriculum Modifications
Some majors that result in a Bachelor of Science degree give students the ability to modify their Core Curriculum
requirements. For majors that allow both options, please note that students must choose either the Liberal Arts
Foundation waiver or the Language waiver. The two waiver options cannot be combined for a student.
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Bachelor of Science/Liberal Arts Foundation (LAF) Waiver
Students who elect the Bachelor of Science/LAF Waiver must complete at least six of the eight LAF requirements,
provided at least one course is taken in each of the four domains. (e.g., two Natural Science and Mathematics courses,
two Social and Behavioral Science courses, one Fine Arts course, and one Humanities course) The following majors are
approved for the Bachelor of Science/LAF Waiver:
Actuarial Science (St. Thomas)
Biochemistry
Biology
Biopsychology
Chemistry
Computer Science
Elementary Education
Exercise Science
Health Education (teaching licensure only)
Mathematical Economics
Mathematics
Music Therapy
Nursing
Physical Education (teaching licensure only)
Physics
Bachelor of Science/Language Waiver
Students who elect the Bachelor of Science/Modern Language Waiver are not required to complete modern language
courses as part of their degree. The following majors are approved for the Bachelor of Science/Modern Language
Waiver:
Actuarial Science (St. Thomas)
Biochemistry
Biology
Biopsychology
Chemistry
Computer Science
Mathematical Economics
Mathematics
Music Therapy
Nursing
Physics
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Majors and Minors
Majors, or concentrations of study, may be within one department, within one division, or may cross academic
disciplines.
Students are required to declare a major upon completion of 48 semester credits, and earlier in some disciplines. Details
of majors and minors are in the departmental pages of this catalog. Unless otherwise indicated, majors are part of the
Bachelor of Arts degree. Students are not required to complete a minor for graduation. Minors completed after a
bachelor’s degree is awarded are noted on the transcript.
Below is a complete list of majors, minors, and emphases. Listings that are in bold type are offered through both the Day
Program and the Adult Undergraduate (AU) program. Students are encouraged to discuss scheduling rotation of major
courses with their faculty advisors.
Majors and Areas of Emphasis
Accounting
American Indian Studies
Art and Design
Art History
Studio Art
Graphic Design
Biochemistry (BS)
Biology (BS)
Biopsychology (BS)
Business Administration
Economics/Business Administration
Music Business
Chemistry (BA or BS)
Communication Studies
Computer Science (BA or BS)
Computational Economics (BA)
Computational Philosophy (BA)
Economics
Applied Economics
Computational Economics
Economics
Economics/Business Administration
Economics/Political Science (teacher licensure
major)
Mathematical Economics (BS)
Education
Education Studies (non-licensure)
Elementary Education Studies (non-licensure)
Kindergarten-Elementary (BA or BS- licensure)
K-12 English as a Second Language
Special Education: Academic Behavioral
Strategist
Secondary (non-major, licensure only)
English
Communication Arts/Literature (teacher
licensure major)
Creative Writing
Literature, Language, and Theory
Environmental Studies
Exercise Science (BA or BS)
Film
Finance
Gender, Sexuality, and Women’s Studies
Global Women’s and Gender Studies
Sexuality Studies
Health Education (BA or BS)
History
Interdisciplinary Studies
International Business
International Relations
International Business Concentration
Languages and Cross-Cultural Studies
Cross-Cultural Studies
French
German
Spanish
Management
Management Information Systems
Marketing
Mathematics (BA or BS)
Medieval Studies
Music
Music (BA)
Music Business (BA)
Music Education (BM)
Music Education (Community-Based) (BM)
Music Performance (BM)
Music Therapy (BS)
New Media
Promotional Communication
Game Design
Web Design
Nursing (BS - offered through AU only)
Philosophy
Computational Philosophy
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Physical Education (BA or BS)
Physics (BA or BS)
Biophysics (BS)
Space Physics (BS)
Political Science
Political Science/Economics (teacher licensure)
Pre-Law
Public Policy and Political Change
Psychology
Psychology and Law
Clinical Psychology
Social Psychology
Religion
Theology and Public Leadership
Social Work (BS)
Sociology
Student-Designed Major
Theater
Design/Technical
Directing/Dramaturgy/Playwriting
Performance
Urban Studies
Minors
Accounting
American Indian Studies
Art
Architecture
Art History
Graphic Design
Studio Art
Biology
Business Administration
Business Minor for Science Majors
Entrepreneurial Studies
Chemistry
Communication Studies
Computer Science
Culture and Social Justice
Economics
English
Literature, Language, and Theory
Writing
Creative Writing
Environmental Studies
Exercise Science
Film
Gender, Sexuality, and Women’s Studies
Global Women’s and Gender Studies
Sexuality Studies
Health Education
History
International Business
International Relations
Languages and Cross-Cultural Studies
French
German
Spanish
Leadership Studies
Management Information Systems
Business Analytics
Marketing
Mathematics
Statistics
Medieval Studies
Music
Music Business
New Media
Peace and Global Studies
Philosophy
Physical Education
Physics
Political Science
Pre-Law
Public Policy and Political Change
Psychology
Religion
Social Welfare
Sociology
Special Education
Theater
Musical Theater
Urban Studies
Youth Studies
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Student-Designed Major
Students may design their own major with the assistance and approval of three advisors from relevant fields and
subsequent final approval by the Augsburg University Academic Affairs Committee (AAC). A student-designed major
allows flexibility in selecting major courses. Any student wishing to design a major must complete a proposal, submit it
with approval and supporting letters from three faculty advisors, and obtain AAC approval of the program. Students
should seek AAC approval as early as possible so that any changes suggested by AAC may be incorporated into the
design without affecting the student’s proposed completion date. The deadline for initial submission of the program
design to AAC is the first term in which the student has achieved junior status; the final version must be approved the
term before the student achieves senior status.
Students wishing to design majors must:
1. Develop the student-designed major in concert with three faculty advisors from relevant fields, who together
constitute the Review Team. All advisors must sign the proposal cover sheet and submit supporting letters of
approval to AAC. Supporting letters should assess both the student’s ability to complete the proposed major and the
validity and value of the proposed major, including (in at least one of the letters) the proposed capstone course. The
advisors’ signatures and supporting letters represent their approval of the program, including the capstone course,
and their commitment to oversee the student’s progress.
2. Develop a student-designed major program proposal that includes:
A statement of learning goals and objectives
A list of proposed courses (minimum of 36 semester credits, no more than one of which is a lower-level
language course, and at least five of which are upper division) and a discussion of how the courses are related to
the program goals. Indicate how the proposed courses collectively support a specialized and cohesive plan
usually associated with an academic major. Proposals must include research describing comparable programs of
study at a minimum of three other academic institutions. In addition, students should consult with the Clair &
Gladys Strommen Center for Meaningful Work for additional information regarding career objectives. The
proposal should provide information showing how the Augsburg Core Curriculum requirements (including
graduation skills) are to be fulfilled.
A description of the student-designed major capstone to be taken some time during the senior year. The student
should devise the capstone in consultation with advisors. It should require an integrative project/paper that
draws together the coursework up to that point and/or prepares one for further study. In addition, at least one
of the advisors must specifically address the rationale for the proposed capstone in his or her supporting letter,
though approval of the student-designed major program by all advisors presumes their approval of the capstone
course.
Submit the completed proposal and supporting documentation to the Office of Academic Affairs.
If AAC approves the proposed major program, the student will be expected to complete the program designed and still
meet all of the other Augsburg degree requirements as stated in the university catalog.
Students who design their own majors will meet with their advisors regularly throughout the design and subsequent
evaluation of their program. Changes in the approved student-designed major may be made through the normal
petition process to the Student Standing Committee with advisor approval.
ACTC Majors
Full-time Day students may complete other majors through the Associated Colleges of the Twin Cities (ACTC). Students
who wish to complete a major or minor offered at one of the other ACTC colleges must submit a completed ACTC Major
or Minor Declaration Form to the Registrar’s Office. This form must list all ACTC courses required and be signed by the
ACTC school advisor. Some majors may not be available or may have a competitive application process with acceptance
determined by the major department.
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Students choosing an ACTC major will need to work with an advisor at the other campus to plan course schedules so
that the student is making progress towards the degree. Students should know that registration for ACTC courses can
be limited and are advised to submit registration materials at the earliest possible time.
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Pre-Professional Programs
Students who plan to enter the fields of law, medicine, dentistry, ministry, veterinary science, or pharmacy can profit
from a liberal arts education at Augsburg.
It is recommended that requirements for admission to graduate schools or seminaries be reviewed and the course of
study at Augsburg planned accordingly. A faculty advisor is available in each field to assist students in their planning. In
addition, the Undergraduate Research and Graduate Opportunities (URGO) office includes a Health Science Advisor who
works directly with students pursuing health care fields. Students who want to plan a pre-professional program should
contact Academic Advising prior to or early in their first year to arrange for faculty advising.
List of Pre-Professional Programs
Pre-Health Science
o See Biology Departmental page
Pre-Law
o Students considering a career in law should examine the handbook published by the Association of
American Law Schools. Pre-law students major in disciplines of their own choosing; most law school
entrance requirements will be satisfied with a record of solid achievement coupled with an acceptable Law
School Admission Test (LSAT) score.
Pre-Pharmacy
o Augsburg has a program designed to fulfill minimum requirements of the College of Pharmacy at the
University of Minnesota: BIO 151, 353, 476; CHM 115, 116, 351, 352; COM 111 or 115; ECO 112 or 113; ENL
111, 220; MAT 145; PHY 121, 122; and two courses in behavioral sciences such as PSY 105 and SOC 121.
Requirements at other universities may vary.
Pre-Seminary
o A student may enter a theological seminary with any of several different majors, such as history, philosophy,
English, psychology, sociology, or religion. Recommended preparation includes RLN 100, 200; at least two
semesters of history (Western civilization); one or more courses in the history of philosophy; and Greek in
the junior and/or senior year. The Bernhard Christensen Center for Vocation provides resources and
support, including scholarship opportunities, for students considering seminary.
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Academic Organization and Departments
As a liberal arts institution, Augsburg University believes that knowledge and truth are interrelated and are integrated
into a whole. The tradition of the academic world, however, divides this unified truth into more manageable parts: the
academic disciplines. The knowledge of individual disciplines is subdivided into courses that make it more accessible to
students. These courses can be arranged in various ways to construct majors, to create the substance of a broad general
education, and to give students the opportunity to study areas of particular individual interest.
Degrees Offered
Augsburg offers the following undergraduate degrees:
Bachelor of Arts
Bachelor of Music
Bachelor of Science
Faculty
The heart of any educational institution is its faculty. Augsburg University is particularly proud of the excellence and
commitment of its professors. Most faculty hold a doctorate or the highest degree in their field, and all consider
teaching to be the focus of their activity. Faculty are also involved in a variety of professional and research activities that
support their teaching. They are actively involved in an exciting faculty development program that introduces them to
current thought in many fields, but especially in teaching techniques and theories.
Augsburg’s size and small classes encourage its tradition of close involvement between professors and students. Faculty
act as academic advisors and participate regularly in campus activities. Every incoming student is assigned both a faculty
and staff academic advisor. In this close interaction, faculty act as mentors for students, and the staff advisor primarily
guides course planning.
Course Descriptions
Course descriptions offer a brief summary of the subject matter to aid students in planning a program. Course
descriptions can be found at our Course Description Search. A syllabus containing a more detailed explanation of
content, approach, requirements, and evaluations for a particular course can be obtained from the instructor.
Internships and Independent Studies
Every department offers opportunities for internships and independent study. The course description and process for
registering for credit is normally the same for each department. Some departments have additional requirements that
are noted in the course description. Interdisciplinary internships are also available.
Internships
198 – Internship/On-campus
199 - Internship/Off-campus (4 credits)
A work or service-based learning experience typically at the sophomore level in which a student, faculty member, and
site supervisor design a learning agreement that links the ideas and methods of the discipline with the opportunities
inherent in the placement. Prior to the beginning of the term/registration, interested students must consult with the
departmental internship coordinator or a faculty member and the Strommen Center regarding requirements and
permission to register.
396 - Internship/On-campus (4 credits)
397 - Internship/Off-campus (2 credits)
398 - Internship/On-campus (2 credits)
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399 - Internship/Off-campus (4 credits)
A work or service-based learning experience at the junior/senior level in which a student, faculty member, and site
supervisor design a learning agreement that links the ideas and methods of the discipline with the opportunities
inherent in the placement. For some majors, participation in a concurrent seminar may be expected. Prior to the
beginning of the term/registration, interested students must consult with the departmental internship coordinator or a
faculty member and the Strommen Center regarding requirements and permission to register. (Off-campus 397/399
internships are one option for the Augsburg Experience graduation requirement.)
Directed and Independent Studies
299 - Directed Study
An opportunity to study topics not covered in the scheduled offerings under the direction of an instructor. Approval
must be secured in writing from the instructor and the department chairperson before the term in which the study is
undertaken.
499 - Independent Study/Research
An opportunity for advanced and specialized research projects. Approval must be secured in writing from the instructor
and the department chairperson before the term in which the study is undertaken.
Academic Year
All Augsburg programs follow the semester calendar with fall, spring, and summer semester lengths ranging from 14-16
weeks.
In Augsburg’s Day Program full-time students normally take 16 credits per semester. Day Program students are able to
take courses from the other four Associated Colleges of the Twin Cities during fall or spring semester.
Adult Undergraduate (AU) classes typically meet on the same night of the week, Monday through Thursday for threeand-a-half hours, on an alternating bi-weekly schedule. The alternating weeks of the semester are labeled “Maroon,”
and “Silver.” Online and out-of-class work occurs during the non-class meeting week. Students may take up to 19 credits
per semester.
Rochester (ROCH) campus classes are held on weekday evenings and meet alternate weeks. There are seven to eight
class sessions supplemented by online instruction each semester with each class meeting for 3.5 to 4 hours. Students
may take up to 19 credits per semester.
Courses and majors offered through AU/ROCH are equivalent to their Day Program counterparts. However, the
curriculum is limited to selected liberal arts courses and majors.
Course Offerings
In general, most courses are offered at least once per year unless otherwise indicated. Since some courses are offered
alternate years, it is important that the student review major requirements and course offerings with an advisor to
ensure that all requirements can be met.
Note: Not all courses are offered in all programs. Refer to AugNet Records and Registration for information on when
specific courses are offered.
Credit Hour Definition
Augsburg’s credit hour policy follows the federal guidelines in defining a semester credit hour as one fifty-minute period
of instruction and 100 minutes of out-of-class work per week for fifteen weeks, or the equivalent amount of student
work completed over a different time frame or via a different delivery method.
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Numbering
Courses numbered 100 -299 are classified as lower division. Courses numbered 300 and above are classified as upper
division. In general, courses in the 100s are primarily for first-years, 200s for sophomores, 300s for juniors, and 400s for
seniors.
Prerequisites
Courses that must be taken before enrolling in a higher level course are listed in the online Course Description Search as
prerequisites. While it is not recommended, a student may enroll in a course when a prerequisite has not been fulfilled if
there is prior approval by the professor teaching the course. Effective Writing (ENL111) and math placement
prerequisites cannot be waived by the instructor. Students may be dropped from a course they have registered for if
they do not earn a satisfactory grade in the prerequisite for that course in the preceding semester.
Divisions and Departments
The university curriculum is offered by 26 departments that are grouped into three divisions for administrative and
instructional purposes:
Fine Arts and Humanities
American Indian Studies, Art, Communication Studies, Film, and New Media, English, History, Languages and CrossCultural Studies, Music, Philosophy, Religion, Theater, Gender, Sexuality, and Women’s Studies, university librarians.
Natural and Social Sciences
Biology, Chemistry, Economics, Mathematics, Statistics, and Computer Science, Physics, Political Science, Psychology,
Sociology.
Professional Studies
Business Administration, Education, Health, Physical Education and Exercise Science, Nursing, Social Work.
Full explanation of departments and academic programs including major/minor requirements, graduation skills, and
other academic information is provided in the following pages, alphabetically by department.
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American Indian Studies
American Indian Studies is a major that gives students the opportunity to learn about the original, indigenous cultures of
North America. Students will be provided with a multidisciplinary understanding of the history and present situation of
American Indians. The program emphasizes the interrelations among history, culture, language, literature, the arts,
philosophy, religion, political and social forces, and the legal status and sovereignty of American Indians. This course of
study exposes students to the richness and beauty of North American Indian cultures.
Faculty
Eric Buffalohead (Chair), Elise Marubbio, Joaquin Munoz, Dale Weston, Vinodh Kutty, Sophia Jacobson, Jennifer Simon
Degree and Major Requirements
American Indian Studies Major
Nine courses, including:
AIS 105 - Introduction to American Indian Studies
AIS 205 - Contemporary American Indians
One of ENL 255 or AIS 264
o ENL 255 - American Indian Literature
o AIS 264 - American Indians in the Cinema
HIS 236 - American Indian History
RLN 370 - American Indian Spirituality and Philosophical Thought
Four elective courses, of which at least three must be upper division, chosen from the following:
o AIS 208 - Native American Women and Film
o AIS 233 - Women: A Cross-Cultural Perspective
o AIS 264 - American Indian in the Cinema
o AIS 299 - Directed Study
o AIS 305 - Indigenous Issues of the Americas
o AIS 320 - American Indian Women
o AIS 332 - Native American Storytelling
o AIS 364 - Indigenous Filmmakers
o AIS 396 - Internship
o AIS 399 - Internship
o AIS 405 - Indigenous Activism and Resistance in the Americas
o AIS 408 - Native American Women and Film
o AIS 490 - Indigenous Issues of the Americas
o AIS 495 - Topics
o AIS 498 - Independent Study/Research
o AIS 499 - Independent Study
o ART 290 - Native American Art
o DAK 111 - Beginning Dakota I
o DAK 112 - Beginning Dakota II
o ENL 255 - American Indian Literature
o ENL 355 - Themes in American Indian Literature
o OJB 111 - Beginning Ojibwe I
o OJB 112 - Beginning Ojibwe II
*AIS Majors may complete the Keystone requirement either by taking AIS 490 (travel seminar), AIS 405, KEY 490 or
another approved keystone course.
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Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by GST 200, MAT 163,
MAT 164, or PHI 230. Transfer students must consult an advisor about potential adjustments to their course
requirements to fulfill each of these skills.
American Indian Studies Minor
Five courses including AIS 105. At least two courses must be upper division.
For a complete list of courses and descriptions, see the Course Description Search.
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Art and Design
Art is essential. It teaches us to see, claim beauty, make sense of pain, explore the world, and express ourselves.
At Augsburg University, inspiration and creativity flourish with diversity. A solid foundation of drawing, design, and
history is balanced with the development of technical skills, critical thinking, and creative exploration in a range of
media, including graphic design, drawing, painting, printmaking, ceramics, sculpture, photography, hand papermaking,
book arts, art history, architecture, and digital media. Through experiential learning and critical engagement, we foster
understanding of and respect for the crucial contributions of art to society. We are a small campus in the heart of a
major metropolitan area with an innovative faculty. Our classrooms extend into the city creating opportunities for
community engagement and real-life experiences.
On-campus galleries showcase student and professional artwork. Nearby museums, galleries, studio visits, and guest
artists provide art in real time. Service learning, internships, and study abroad are integral to our program.
We reach nearly 1,000 students a year from all disciplines, and graduate 15-20 majors annually with Bachelor of Arts
degrees in art history, graphic design, studio art, and art education. Minors in studio art, art history, graphic design, and
architecture provide additional opportunities for specialization.
For more than half a century, students have been earning degrees in art and art history at Augsburg University. We’re
excited to be here in the center of the city. You will be, too.
Art and Design Faculty and Staff
Kristin M. Anderson, Christopher Houltberg, Daniel Ibarra, Robert K. Tom, Lyz Wendland
Jenny Wheatley: Gallery Coordinator
Jenny Moeller: Administrative Assistant
Degree and Major Requirements
Note: All studio courses require 3-6 work hours per week outside of class sessions. Most studio courses have lab fees.
Graduation Skills
The Critical Thinking (CT), Writing (W) and Speaking (S) graduation skills are embedded throughout the offered courses
and is met by completing the majors.
Quantitative Reasoning (QR) requirement is met by completing one of the following courses:
GST 200, MAT 111, MAT 145, MAT 146, MAT 163, PHI 230, or PHY 119.
Studio Art Major
Majors should begin their programs with the required studio arts foundations:
ART 102 - Design
ART 107 - Drawing
One course in two-dimensional art chosen from the following
o ART 118 - Painting I
o ART 201 - Introduction to Graphic Design
o ART 223 - Print Making I
o ART 257 - Watercolor Painting I
One course in three-dimensional art chosen from the following
o ART 221 - Sculpture I
o ART 250 - Ceramics I
o ART 280 - Hand Papermaking and Book Arts I
Five additional studio arts courses
ART 240 - Art History Survey
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Two additional upper division art history courses
o ART 349 - The Designed Environment
o ART 352 - Women and Art
o ART 382 - Scandinavian Arts
o ART 385 - Prehistoric and Ancient Art
o ART 386 - Medieval Art
o ART 387 - Renaissance and Baroque Art
o ART 388 - Modern Art
o ART 389 - American Art
o ART 390 - Native American Art
ART 305 - Mid-Program Portfolio Review
ART 405 - Senior Exhibition/Project and Review
Studio majors must participate in a group exhibition and review in their junior year, followed by a solo or two-person
show with a faculty review in their senior year, and the annual senior group exhibition.
Art Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
Majors should begin their programs with the required studio arts foundations:
ART 102 - Design
ART 107 - Drawing
One course in painting from:
o ART 118 - Painting I
o ART 257 - Watercolor Painting I
One course in three-dimensional art from:
o ART 221 - Sculpture I
o ART 250 - Ceramics I
One course in graphic arts from:
o ART 132 - Photography I
o ART 223 - Print Making I
One course in fibers: ART 280 - Hand Papermaking and Book Arts I
One course in computer design from:
o ART 201 - Introduction to Graphic Design
o ART 202 – Typography
Two second-level courses in two different disciplines
ART 240 - Art History Survey
Two additional upper division art history courses from:
o ART 349 - The Designed Environment
o ART 352 - Women and Art
o ART 382 - Scandinavian Arts
o ART 385 - Prehistoric and Ancient Art
o ART 386 - Medieval Art
o ART 387 - Renaissance and Baroque Art
o ART 388 - Modern Art
o ART 389 - American Art
o ART 390 - Native American Art
ART 305 - Mid-Program Portfolio Review
ART 405 - Senior Exhibition/Project and Review
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Studio majors must participate in a group exhibition and review in their junior year, followed by a solo or two-person
show with a faculty review in their senior year, and the annual senior group exhibition.
Graphic Design Major
All of the following skill and workshop courses:
o ART 124 - Graphic Design Production: InDesign
o ART 125 - Graphic Design Production: Illustrator
o ART 126 - Graphic Design Production: Photoshop
o ART 127 - Graphic Design Production: HTML/CSS
o ART 226 - Artist Workshop
All of the following core courses:
o ART 133 - Introduction to Digital Photography
o ART 201 - Introduction to Graphic Design
o ART 202 - Typography
o ART 240 - Art History Survey
o ART 315 - Graphic Systems
o ART 324 - Design Studio I
o ART 326 - Design Studio II
o ART 424 - Advanced Design Studio III
o ART 425 - Advanced Design Studio IV
One of the following courses in drawing:
o ART 107 - Drawing
o ART 122 - Plein Air Sketching I
One of the following courses in three-dimensional art form:
o ART 105 - Introduction to Architectural Drawing
o ART 221 - Sculpture I
o ART 250 - Ceramics I
o ART 280 - Hand Papermaking and Book Arts I
One of the following courses in art history:
o ART 349 - The Designed Environment
o ART 352 - Women and Art
o ART 382 - Scandinavian Arts
o ART 385 - Prehistoric and Ancient Art
o ART 386 - Medieval Art
o ART 387 - Renaissance and Baroque Art
o ART 388 - Modern Art
o ART 389 - American Art
o ART 390 - Native American Art
One elective ART course (4 credits):
o Any other ART course not listed above
ART 305 - Mid-Program Portfolio Review
ART 405 - Senior Exhibition/Project and Review
Art History Major
Eight art history or architectural history courses including:
o ART 240 - Art History Survey
o ART 388 - Modern Art
o Six other art history or architectural history courses
Two studio courses:
o ART 102 - Design or ART 107 - Drawing
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o ART 118 - Painting I or ART 221 - Sculpture I
ART 305 - Mid-Program Portfolio Review
ART 405 - Senior Exhibition/Project and Review
Art History majors must participate in a group exhibition and review in their junior year, followed by creating and
curating a research-based exhibition with faculty review in their senior year.
Double Major
Students planning a double major in studio art and art history or a major/minor combination should meet with a
department advisor to plan appropriately.
Departmental Honors
GPA of 3.50 in the major and overall, portfolio of artwork (studio majors) or research (art history majors) reflecting the
highest quality work, and Department of Art & Design-approved special projects and/or research. Application should be
made to the department chair before the last term of the senior year.
Architecture Minor
Five courses including:
ART 105 - Introduction to Architectural Drawing
ART 210 - Drawing for Design in Architecture
ART 243 - History of Architecture to 1750
ART 244 - History of Architecture after 1750
ART 249/349 - The Designed Environment
Art History Minor
Five art history courses including ART 240 - Art History Survey.
Graphic Design Minor
The following skill courses:
ART 124 - Graphic Design Production: InDesign
ART 125 - Graphic Design Production: Illustrator
ART 126 - Graphic Design Production: Photoshop
ART 127 - Graphic Design Production: HTML/CSS
The following core courses:
ART 107 - Drawing or ART 122 - Plein Air Sketching I
ART 201 - Introduction to Graphic Design
ART 202 - Typography
ART 315 - Graphic Systems
ART 324 - Design Studio I
Studio Art Minor
Five courses including:
ART 107 – Drawing
ART 240 – Art History Survey
Three additional studio courses.
For a complete list of courses and descriptions, see the Course Description Search.
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Biochemistry
Biochemistry is the study of chemical processes within and relating to living systems. This includes information flow
through biochemical signaling, and energy flow through metabolism. Biochemical processes give rise to the rich
complexity and variety of life.
Biochemistry serves as a vital bridge between macroscopic and molecular worlds, encompassing the broad study of
chemical processes within and relating to living systems. The mechanisms that sustain life are rich and complex, and
biochemists are trained to appreciate those mechanisms on a uniquely fundamental level.
Augsburg’s core curriculum in biochemistry encourages students to build their understanding of key fields within the
biological sciences—including anatomy, physiology, cell biology, genetics, and medicinal chemistry—using the
underlying molecular interactions as a solid foundation for their mastery. The breadth and depth of this approach serves
as a robust platform for a vast array of careers for aspiring health professionals, researchers, and industry technicians.
The Biochemistry major is a joint major between the Biology and Chemistry Departments. As such, students have the
support of a large pool of faculty mentors while completing their studies, as well as dedicated members of both
departments who focus specifically on biochemistry for their academic vocation.
Biochemistry Faculty
Matthew Beckman (Chair), Jennifer Bankers-Fulbright, William Capman, David Crowe, Teresa Krause, Dale Pederson,
Emily Schilling, Jason Tan, Leon Van Eck, Joan Kunz (Chair), Benjamin Binder, Amanda Case, Vivian Feng, Michael
Wentzel.
Degree and Major Requirements
Bachelor of Science in Biochemistry
Students majoring in Biochemistry may not simultaneously major in Chemistry, due to the significant overlap in courses.
BIO 151 and BIO 151L - Introductory Biology
BIO 253 and BIO 253L - Introductory Cellular Biology
BIO/CHM 369 and BIO/CHM 369L – Biochemistry
BIO/CHM 370 - Biochemistry II
CHM 115 and CHM 115L - General Chemistry I and Lab
CHM 116 and CHM 116L - General Chemistry II and Lab
CHM 251 and CHM 251L - Organic Chemistry I
CHM 252 and CHM 252L - Organic Chemistry II
CHM 280 and CHM 280L - Quantitative Analytical Chemistry
CHM 362 - Physical Chemistry: Macroscopic Theory
PHY 121 and PHY 121L - General Physics I
PHY 122 and PHY 122L - General Physics II
MAT 145 - Calculus I
One of MAT 146 or MAT 245
o MAT 146 - Calculus II
o MAT 245 - Calculus III
Two semesters of CHM 491 - Chemistry Seminar
Minimum 8 additional credits from:
o BIO 255 and BIO 255L - Genetics
o BIO 361 and BIO 361L - Plant Biology
o BIO 471 and BIO 471L - Advanced Cellular and Molecular Biology
o BIO 473 and BIO 473L - Physiology of Humans and Other Animals
o BIO 474 and BIO 474L - Developmental Biology
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o BIO 475 and BIO 475L - Neurobiology
o BIO 476 and BIO 476L - Microbiology
o BIO 486 and BIO 486L - Immunology
o CHM 368 - Physical Chemistry: Microscopic Theory
o CHM 464 - Advanced Organic Chemistry
o CHM 481 - Instrumental Analysis
o CHM 482 - Advanced Inorganic Chemistry
o PHY 317 - Biophysics
o BIO 488 / CHM 488 (2 credits) - Special Topics in Biochemistry (maximum of 4 credits toward the major)
o BIO 489 / CHM 489 (4 credits) - Special Topics in Biochemistry
o BIO 499 / CHM 499 - Independent Study (maximum 4 credits)
Four credits from:
o CHM 430 - Advanced Thermodynamic and Separation Lab
o CHM 440 - Advanced Synthesis Lab
o CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab
One Keystone course chosen from:
o BIO 490 - Biology Keystone
o SCI 490 - Integrated Science
o HON 490 - Honors Senior Seminar
o Another keystone with departmental approval
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) are embedded throughout the
offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing COM 115
(preferred) or COM 111 or HON 130.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
General Education Accommodation
BS biochemistry majors may reduce their general education program by one or two courses. See Bachelor of
Science/Liberal Arts Foundation (LAF) Waiver in the Academic Information section of the catalog.
Transfer Course Policy for Majors and Minors
Chemistry and Biology have articulation agreements with many of the local CCs as well as ACTC schools. Any transfer
courses not part of existing articulation agreements must be approved in writing by the departments, subject to review
by the chairs. Only those biology and chemistry courses successfully completed (C- or above) within the last 10 years will
be considered. Both biochemistry courses and four credits of upper division (300 level and higher) electives must be
completed in residence (at Augsburg University).
Departmental Honors in Biochemistry
The awarding of Departmental Honors recognizes a student’s outstanding achievement(s) in the Biochemistry Major.
Only students who have a major GPA of 3.5 or higher may earn Departmental Honors by successfully completing the
following:
Continuation of a summer or academic year biology, chemistry, or biophysics research or internship via successful
completion of BIO 297, BIO/CHM 399, CHM 498, BIO/CHM 499 or HON 499 (minimum of 400 hours total research).
Before registering for one of these options, students must submit a formal letter of intent to an Honors Committee of
three biology or chemistry or physics faculty (to be determined by the mentor and student). This formal letter of intent
will be composed of no more than one page of text providing the following: (1) Title of project; (2) abstract describing
the project with special focus given to the questions that will be addressed, the methods to be used and the expected
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outcomes; (3) name and signature (with date) of your faculty advisor; and (4) list of the three Biology, Chemistry and/or
Physics Department faculty who have agreed to serve as your Honors Committee. A decision whether or not to approve
registration will be made by the Honors Committee within one week of submission. Successful completion of the Honors
process requires a public presentation of your research and a oral discussion of your project with the Honors Faculty
committee, typically no later than March 15, so that successful recipients of departmental honors can be recognized
during graduation ceremonies.
The formal letter of intent for Honors in Biochemistry is typically submitted early in the fall semester of the senior year.
Other Requirements
In planning their courses of study, students are encouraged to work closely with members of the biology and chemistry
faculty. Biochemistry majors must have an advisor in either the biology or chemistry departments. In order to complete
all major requirements in four years, BIO 151 and CHM 115 and 116 should be taken in the first year; and BIO 253 and
CHM 251 and 252 and 280 are recommended in the second year. Students should complete their math requirements
early in their academic careers. Students must earn a minimum grade of grade of C- in all courses that are prerequisite
for higher level courses. Supporting course requirements in mathematics, physics, and communication must be satisfied
with a grade of C- or higher to satisfy major requirements. A C- or higher average must be maintained in all upper
division biology and chemistry courses applied toward meeting the requirements of a major. All biology and chemistry
courses applied toward the major must be traditionally graded.
Students completing majors in biochemistry will be required to take the ETS Major Field Test in either biology or
chemistry during their final year of the program. The exam will appear on the graduation checklist.
Biochemistry for Health Sciences
Prerequisite requirements for health sciences vary with the program and the institution. Care should be taken to study
the requirements for every program well in advance of making application. In general, the pre-medical curriculum
includes a year each of biology, general chemistry, organic chemistry, calculus and physics. Courses in biochemistry,
statistics, advanced biology, and social and behavioral sciences are also important preparation for the MR5 Medical
College Admissions Exam. Programs in physician assistant training, veterinary medicine, physical therapy, and such
typically have a more extensive list of prerequisites. Students considering a post-baccalaureate program in these areas
should consult early and often with health science advisors Catherina Kipper, Dale Pederson, and Kelsey RichardsonBlackwell.
Graduate Training in Biochemistry
Graduate programs in biochemistry typically require two semesters of general chemistry, organic chemistry, calculus,
and physics. A course in statistics is highly recommended. Also required is extensive involvement in faculty-student
research through URGO, McNair and other research opportunities which satisfy the Augsburg Experience.
Students also participate in research off campus through internships and summer research experiences. Careful
consultation with a biology or chemistry faculty advisor is recommended to select among coursework and research
options.
For a complete list of courses and descriptions, see the Course Description Search.
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Biology
From transgenic crops to emerging diseases to being a member of the human species, biology affects – literally – every
part of your life. Because biology is such a broad field, the biology program at Augsburg emphasizes integration across
many sub-disciplines, including molecular, cellular, organismal, evolutionary, and ecological biology. Additionally, the
biology program at Augsburg coordinates with the mathematics, chemistry, and physics programs to ensure that our
students acquire the necessary knowledge to fully understand biological phenomena.
Augsburg’s Biology program is designed to provide students with the opportunities to (1) understand the fundamental
knowledge of the discipline, (2) know how scientific knowledge is generated and disseminated, (3) effectively
communicate scientific information in written and oral forms, (4) be proficient in common biological lab techniques, and
(5) demonstrate professionalism in the sciences. Additionally, Augsburg has a strong commitment to undergraduate
research, both on and off campus. There are a variety of opportunities to work on research projects with Biology faculty
and subsequently present your research at regional, national, and international meetings.
Graduates of our Biology program follow many different paths. Most of our graduates use their undergraduate major in
Biology as a springboard for further study. Augsburg graduates have gone on to graduate studies leading to careers in
post-secondary teaching, basic and applied research, and public health or have entered professional programs in
medicine, veterinary medicine, and dentistry. In addition, many of our students go directly into the workforce as
laboratory technologists and teachers.
Biology Faculty
Matthew Beckman (Chair), Jennifer Bankers-Fulbright, William Capman, David Crowe, Teresa Krause, Dale Pederson,
Emily Schilling, Jason Tan, Leon Van Eck
Degree and Major Requirements
Students majoring in Biology will earn a Bachelor of Science degree. BS biology majors may reduce their general
education program by one or two courses. See Bachelor of Science/Liberal Arts Foundation (LAF) Waiver in the
Academic Information section of the catalog.
The total number of required courses in the department is nine courses. There are additional required supporting
courses that must be taken in other disciplines.
All of the following courses are required for the major:
BIO 151 - Introductory Biology
BIO 152 - Evolution, Ecology and Diversity
BIO 253 - Introductory Cellular Biology
BIO 255 - Genetics
CHM 115 and CHM 115L- General Chemistry I and Lab
CHM 116 and CHM 116L - General Chemistry II and Lab
CHM 251 and CHM 251L - Organic Chemistry I and Lab
One of PHY 107, PHY 116, or PHY 121
o PHY 107 - College Physics I
o PHY 116 - Introduction to Physics
o PHY 121 - General Physics I
MAT 114 - Precalculus (or achievement of MPG 4)
One of MAT 145, MAT 163, MAT 164, or PSY 215
o MAT 145 - Calculus I
o MAT 163 - Introductory Statistics
o MAT 164 - Introductory Statistics for STEM
o PSY 215 - Research Methods and Statistics I
One Keystone course chosen from:
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o BIO 490 - Biology Keystone
o SCI 490 - Integrated Science
o HON 490 - Honors Senior Seminar
o Another keystone with departmental approval
Five upper division electives, at least one of which must be BIO 351, BIO 361, BIO 420, BIO 440, BIO 481, or ENV 320.
Four of the five upper division electives must have an accompanying 1-credit lab. Students may take two different
BIO485 courses in place of one upper division elective:
o BIO 351 - Invertebrate Zoology
o BIO 353 - Comparative Vertebrate Anatomy
o BIO 361 - Plant Biology
o BIO 369 - Biochemistry
o BIO 420 - Conservation Science
o BIO 440 - Plant Physiology
o BIO 471 - Advanced Cellular and Molecular Biology
o BIO 473 - Physiology of Humans and Other Animals
o BIO 474 - Developmental Biology
o BIO 475 - Neurobiology
o BIO 476 - Microbiology
o BIO 481 - Ecology
o BIO 485 - Advanced Topics in Biology (completed twice)
o BIO 486 - Immunology
o BIO 495 - Special Topics in Biology
o ENV 320 - Environmental Science
o PHY 317 - Biophysics
General Education Accommodation
BS biology majors may reduce their general education program by one or two courses. See Bachelor of Science/Liberal
Arts Foundation (LAF) Waiver in the Academic Information section of the catalog.
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) are embedded throughout the
offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing COM 115
(preferred) or COM 111 or HON 130.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Transfer course policy for majors and minors
All transfer courses, including ACTC courses, must be approved in writing by the department, subject to review by the
chair. Only those biology courses successfully completed (C- or above) within the last 10 years will be considered. At
least four upper division electives must be completed in residence (at Augsburg University). Some students take a 2
semester sequence of human anatomy and physiology either out of interest or to meet a prerequisite for Physician
Assistant or other programs. The Biology Department accepts the 2 semester sequence of Human Anatomy and
Physiology from several colleges as a replacement for 1 of the upper division electives, without written approval. Consult
with a Biology Department advisor to learn which anatomy and physiology courses at other colleges are accepted.
Custom Biology Programs
Students who have completed BIO 151, 152, 253, 255 and at least one upper division elective may, in consultation with
their advisor, seek approval from the department to complete major requirements with as many as four upper division
courses from other institutions.
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Departmental Honors
The awarding of Departmental Honors recognizes a student’s outstanding achievement(s) in the Biology Major. Only
students who have a major GPA of 3.5 or higher and an overall GPA of 3.0 or higher may earn Departmental Honors by
successfully completing one of the following:
1. Continuation of a summer or academic year biology research internship via successful completion of BIO 297, BIO 399,
BIO 497, BIO 499 or HON 499. Before registering for one of these options, students must submit a formal letter of intent
to an Honors Committee of three biology faculty (to be determined by the mentor and student) at least 2 weeks prior to
the registration deadline. This formal letter of intent will be composed of no more than one page of text providing the
following: (1) Title of project; (2) abstract describing the project with special focus given to the questions that will be
addressed, the methods to be used and the expected outcomes; (3) name and signature (with date) of your faculty
advisor; and (4) list of the three Biology Department faculty who have agreed to serve as your Honors Committee. A
decision whether or not to approve registration will be made by the Honors Committee within one week of submission.
Successful completion of the Honors process requires a public presentation of your research and a written report in the
style of a typical peer-reviewed biological discipline journal article. The written report will be accepted or rejected by the
Honors Committee within 2 weeks of submission. Although there is no formal deadline for the submission of the final
paper it is advised that the student and committee establish a date for submission, typically no later than March 15, at
the time of the proposal submission so that successful recipients of departmental honors can be recognized during
graduation ceremonies.
2. Selection for, participation in, and completion of the Mayo Innovation Scholars Program (including the final
presentation).
3. Scoring above the national 90th percentile on the ETS Major Field Test in Biology.
Minor
A course sequence in general chemistry and five biology courses including BIO 151, 152, and three additional BIO
courses (200 level or above). The majority of courses in biology must be taken at Augsburg University.
Other Requirements
In planning their courses of study, students are encouraged to work closely with members of the biology faculty. Biology
majors must have an advisor in the biology department. In order to complete all major requirements in four years, BIO
151 and 152 and General Chemistry should be taken in the first year, and BIO 253, BIO 255 and Organic Chemistry in the
second year. Students should complete their math requirements early in their academic careers.
Students must earn a minimum grade of D and an average grade of C- in BIO 151 and 152. Supporting course
requirements in chemistry, mathematics, physics, and communication must be satisfied with a grade of C- or higher to
satisfy either major or prerequisite requirements. A grade of C- or higher is required in BIO 253 and BIO 255 in order to
fulfill major requirements and to fulfill the prerequisite requirements of several upper division biology electives. For
courses with a separately graded lab, students must earn an average of C- for both the lecture and lab with no less than
a D- grade in lab. A grade of C- or higher must be earned in all upper division biology courses applied toward meeting
the requirements of a major. All biology courses applied toward the major must be traditionally graded.
Students completing a biology major will be required to take the ETS Major Field Test in Biology during their final year of
the program. The exam will appear on the graduation checklist.
Biology for Health Sciences
Prerequisite requirements for health sciences vary with the program and the institution. Care should be taken to study
the requirements for every program well in advance of making application. In general, the pre-medical curriculum
includes a year each of biology, general chemistry, organic chemistry, calculus and physics. Courses in biochemistry,
statistics, advanced biology, and social and behavioral sciences are also important preparation for the MR5 Medical
College Admissions Exam. Programs in physician assistant training, veterinary medicine, physical therapy, and such
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typically have a more extensive list of prerequisites. Students considering a post-baccalaureate program in these areas
should consult early and often with health science advisors Catherina Kipper, Dixie Shafer, Dale Pederson, Matt
Beckman, and Kelsey Richardson-Blackwell.
Graduate Training in Biology
Graduate programs in biological fields typically require two semesters of general chemistry, organic chemistry, calculus,
and physics. Also required is extensive involvement in faculty-student research through URGO, McNair and other
research opportunities which satisfy the Augsburg Experience. Student also participate in research off campus through
internships and summer research experiences. Careful consultation with a biology advisor is recommended to select
among coursework and research options.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for Life Science teachers, the science portions of which are
satisfied by the Biology major only if BIO 476 Microbiology and BIO 481 Ecology are selected as upper division electives.
Additionally, students interested in Earth Science licensure should also take two of the following: PHY 101, SCI 106, or an
introductory geology course. All upper division biology requirements for secondary licensure must be completed before
beginning student teaching. The state requirements may be subject to change after the publication of this catalog.
Students should therefore consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
Post-Baccalaureate Teaching Licensure
Students who have earned a bachelor’s degree elsewhere and seek life science teaching licensure at Augsburg are
required to complete a minimum of two upper division biology courses at Augsburg with a GPA of 2.5 or higher.
Required or elective courses are determined by the department following review of transcripts and prior to
matriculation.
Beta Beta Beta
Membership in the Augsburg chapter of this national biology honor society is open to students who have completed at
least three semester courses in Biology, including at least one 200-level or higher biology course at Augsburg University.
Students must have a GPA of 3.0 in biology.
Cooperative Education and Service-Learning
The department works with the Strommen Center for Meaningful Work in identifying and defining cooperative
education experiences in laboratories and other settings in the Twin Cities.
For a complete list of courses and descriptions, see the Course Description Search.
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Biopsychology
The biopsychology major is designed to offer students an integrative perspective on the biological basis of behavior.
Towards this end, students will take courses in both psychology and biology to gain exposure to a broad range of
theories and research covering a variety of topics such as cognition, motor control, sensation/perception, emotion, and
psychopathology. These topics will be studied at multiple levels of analysis including genetic, neural, and environmental.
The biopsychology major will provide students with a strong foundation of courses in neuroscience, statistics, and
chemistry. This broad training can help prepare students for careers in research, medicine, public health, education, and
pharmaceutical or biotechnology industries.
Biopsychology Faculty
Matthew Beckman (Biology), Ralph Butkowski (Biology), David Crowe (Biology), Ben Denkinger (Psychology), Stacy
Freiheit (Psychology), David Matz (Psychology), Dale Pederson (Biology), Bridget Robinson-Riegler (Psychology), Nancy
Steblay (Psychology), Henry Yoon (Psychology).
Degree and Major Requirements
Major
Thirteen courses, including at least five courses numbered 300 or above:
BIO 151 and 151L - Introductory Biology
BIO 152 and 152L - Ecology, Evolution and Diversity
BIO 253 and 253L - Introductory Cellular Biology
BIO 475 and 475L - Neurobiology
CHM 115 and CHM 115L- General Chemistry I
CHM 116 and CHM 116L - General Chemistry II
PSY 105 - Principles of Psychology
PSY 215 - Research Methods and Statistics I
PSY 315 - Research Methods and Statistics II
PSY 355 – Biopsychology
Two Psychology electives from the following:
o PSY 253 - Aging and Adulthood
o PSY 262 - Abnormal Psychology
o Either PSY 299 or two semesters of PSY 360
PSY 299 - Directed Study (Research in Biopsychology)
PSY 360 - Psychology Laboratory (two semesters)
o PSY 325 - Social Behavior
o PSY 354 - Cognitive Psychology
o PSY 391 - Individual Differences
o PSY 410 - Clinical Neuropsychology
o PSY 491 - Advanced Research Seminar
o PSYC 322 - Sensation and Perception (St. Thomas)
o PSYC 407 - Seminar in Behavioral Neuroscience (St. Thomas)
o PSYC 378 - Psychology of Language (Macalester)
o PSYC 486 - Seminar in Neuropharmacology (Macalester)
Two Biology electives from the following:
o BIO 255 and 255L - Genetics
o BIO 369 and 369L - Biochemistry
o BIO 471 and 471L - Advanced Cell and Molecular Biology
o BIO 473 and 473L- Physiology of Humans and Other Animals
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o BIO 474 and 474L - Developmental Biology
o BIO 495 - Special Topics in Biology: Animal Behavior (this topic only)
o BIOL 356 - Cellular and Molecular Neuroscience (Macalester)
o PHY 317 and 317L – Biophysics
One Keystone course chosen from:
o BIO 490 - Biology Keystone
o PSY 400 - Keystone Internship
o SCI 490 - Integrated Science
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) are embedded throughout the
offered courses and are met by completing the major. The graduation skill in speaking (S) is met by completing COM 111
or 115. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill
these skills.
Other Requirements
An average grade of C-, with no grade below a D is required for BIO 151 and 152. A grade of C- or above is required for
all courses (200 level and above) applied to the major. At least two of the electives applied towards the major must be
upper division (300- or 400-level). A minimum of five courses must be from Augsburg.
Transfer Course Policy for Majors
All transfer courses, including ACTC courses, must be approved in writing by the department chair(s). Only those biology
and psychology courses successfully completed (C- or above) within the last 10 years will be considered. In general,
courses that meet the transfer guidelines may only be applied to introductory or elective credit for the major.
Biopsychology Honors
GPA of 3.5 in the major, and 3.3 overall. Students must complete a high-quality research project, approved and
evaluated by three members of the Biopsychology faculty. Formal application must be made no later than the junior
year.
For a complete list of courses and descriptions, see the Course Description Search.
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Department of Business Administration
Our mission is to prepare students for professional careers in business or for graduate studies. This preparation involves
a curriculum that stresses analysis and communication, emphasizes both theory and practice, and is shaped by the
needs of the business community. The department fosters close ties with the corporate community that provide a
wealth of practical expertise, a variety of internship opportunities, and future job prospects. The faculty believe they can
best serve both the student and the community by providing an education that is technically competent, ethically based,
and socially aware.
Faculty
Jeanne Boeh (Chair), John C. Cerrito, David A. Conrad, George F. Dierberger, Jacob Enger, Kellie Groon, Marc D. Isaacson,
Phyllis Kapetanakis, Won Yong Kim, Jayoung Koo, Lori L. Lohman, Marc C. McIntosh, Milo A. Schield
General Requirements
Majors
The Department of Business Administration offers seven majors: Business Administration (Music Business
Specialization), Accounting, Finance, International Business, Management, Management Information Systems, and
Marketing. There is also a combined Business and Economics major, which incorporates courses from both the
Departments of Business Administration and Economics.
Minors
Minors provide students the opportunity to study and obtain a professional credential in an area of study that is in
addition to their major. The Department of Business Administration offers eight minors: Business Administration (for
non-business majors only), Business Analytics, Business Minor for Science Majors, Entrepreneurial Studies, International
Business, Music Business, Accounting, Management Information Systems, and Marketing.
Transfer Students
Transfer students must complete at least four of the upper division courses required in the major at Augsburg, or at
least three courses in the minor, or obtain an exemption from the department. Transfer courses must be approved by
the department. Transfer courses taken more than 10 years ago will not be accepted. Business courses (ACC, BUS, FIN,
MIS, MKT) taken at Augsburg more than 10 years ago will not be applied toward a major unless approved by a faculty
member in the student's designated major area or the chair. Suitable intervening work experience will also be
considered.
Advising
Students who plan to pursue any of our business majors are strongly encouraged to select a departmental advisor who
teaches in their major. This should be done by the end of sophomore year at the latest. In addition to advising,
departmental faculty can counsel students on their careers, assist in obtaining internships or jobs, and provide letters of
recommendation for prospective employers or graduate programs. The Business Administrator is also available for
advising questions relating to degree progress, course selection, and international courses abroad.
Departmental Honors
To complete departmental honors in the Department of Business Administration, students need to consult with the
Department Chair. Students need to apply to the department and start the process during their junior year. Students will
also have the opportunity to obtain the honorific of Scholar of Distinction, another method of earning departmental
honors, by scoring in the top 10% on the Major Field Test, a comprehensive assessment given during the senior year.
Please contact the Department Chair(s) for more specific information.
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Internships
Students are strongly encouraged to work with the Strommen Center for Meaningful Work and department faculty to
obtain an internship during their junior or senior year. Internships can provide students with experience that may be
valuable in competing for jobs after graduation. Faculty advisors should be consulted about internships. The department
offers an internship course which can be taken for 2.0 or 4.0 credits (BUS 397/399). This course aids students in finding
an internship placement within an organization which supports their major and provides direction and support.
Study Abroad
The Department of Business Administration faculty actively support international study. For additional details, see the
section on Special Academic Programs: Study Abroad and Study Away in this catalog, or consult the Department Chair
and/or Departmental Administrator for international business courses or other overseas opportunities.
Master of Business Administration Classes
Undergraduate Business Administration students of Augsburg University are eligible to register for up to two graduate
level courses in the MBA program in lieu of comparable undergraduate courses required for the major. Students must
meet the following criteria:
Undergraduate business students with an overall GPA of 3.50 or better
Undergraduate students who have taken all of the prerequisite courses
Advisor approval required
Permission of the MBA Director required
Undergraduate senior business students may take up to a maximum of two graduate courses.
MBA courses may satisfy undergraduate requirements and count toward the 128 credit hours required for an
undergraduate degree. If the courses are taken after a student has completed 128 hours required for the baccalaureate
degree, the courses may satisfy graduate requirements for the MBA at Augsburg if the student receives a B or better as
a final grade for the course.
Undergraduate students hoping to enroll in graduate coursework should be aware of the restrictions on the policies that
support acceleration. No undergraduate degree can be completed with fewer than 128 credits. The master’s degree
must include a minimum of 42 credits beyond the 128 required for the baccalaureate degree. Students in undergraduate
programs should seek advisement from their program advisor and from the graduate program to which they will apply,
to ensure that the courses selected apply to the appropriate programs.
P/N Grades
Students may apply no more than 8 semester credits with P grades toward a major and no more than 4 semester credits
with a P grade toward a minor. Please refer to the Graduation section of this catalog for specific details regarding P/N
grades.
Business Core Requirements*
*The exceptions are the Business/Economics major and the Music Business major.
Thirteen courses including:
ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
BUS 242 - Principles of Management
BUS 301 - Business Law
BUS 362 - International Business
ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
FIN 331 - Financial Management
MIS 260 - Problem Solving for Business
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One of MIS 264 or MIS379 (MIS 379 is required for Accounting and Finance majors)
o MIS 264 - Statistical Literacy for Managers
o MIS 379 - Quantitative Methods for Business and Economics
MKT 252 - Principles of Marketing
One of the following mathematics courses:
o MAT 110 - Finite Mathematics
o MAT 111 - Mathematics in Society
o MAT 114 – Precalculus
o MAT 145 - Calculus I
o MAT 146 - Calculus II
o MAT 171 - Discrete Mathematics for Computing (MAT 171 is required for Management Information Systems
majors)
o MAT 173 - Mathematics of Finance
o MAT 273 - Statistical Modeling
One of the following communications courses:
o COM 111 - Public Speaking
o COM 112 - Contest Public Speaking
o COM 115 - Scientific and Technical Public Speaking
o ENL 223 - Writing for Business and the Professions
o ENL 240 - Introduction to Literary Study
o ENL 241 - Introduction to Cinema Art
o ENL 250 - American Voices
o ENL 251 - Introduction to African American Literature
o ENL 255 - American Indian Literature
o ENL 260 – Authors
o ENL 270 – Themes
o ENL 280 – Genres
o ENL 290 - Explorations in Language and Theory
o ENL 291 - Thailand: Teaching ESL
o HIS 102 - The Shaping of Western Civilization
o HIS 103 - The Modern World
o HIS 282 - The History of Women Since 1848
Further explanation of the above:
The mathematics requirement is fulfilled by any MAT course numbered 110 and above with LAF status (excluding
MAT 137, MAT 138, MAT 163, MAT 164, and MAT 287).
The communication requirement is fulfilled by courses identified for writing and speaking with Humanities LAF
status.
For a complete list of courses and descriptions, see the Course Description Search.
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Business Administration
The major in Business Administration prepares students for professional careers in business administration or for
graduate studies. Within this area, there is one specialization available to Day students called Music Business and
another option available to both Day and AU students called the Combined Business and Economics major. These two
areas provide students with a broad foundation so they can readily adapt to internal changes in interests and goals and
to external changes in circumstances and opportunities. These majors involve substantial courses from outside the
Department. The major requirements for these majors are shown below.
Degree and Major Requirements
Business Administration Major with a Specialization in Music Business
Eight business and economics courses including:
ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
BUS 242 - Principles of Management (Music Business majors may substitute BUS 254 in place of BUS 242)
FIN 331 - Financial Management
MIS 260 - Problem Solving for Business
MKT 252 - Principles of Marketing
Two allied requirements in economics:
o ECO 112 - Principles of Macroeconomics
o ECO 113 - Principles of Microeconomics
Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone Requirement.
Music Courses:
MUS 105 - Careers in Music Business
MUS 205 - Legal Issues in Music, Entertainment, and the Arts
MUS 336 - Arts Management and Concert Promotion
MUS/BUS 399 – Internship
MUS 162 – Entrepreneurship for Creative Businesses**
MUS 408 – Current and Future Issues in the Music Industry**
**Students may substitute 4 credits of business elective (chosen in consultation with the faculty adviser) in place of
MUS162 and MUS408
12 elective credits in MUS or 8 semester credits in MUS credits and 4 semester credits in MUE (8 credits must be in
residence at Augsburg), selected from:
MUS 113 - Music Theory and Aural Skills I
MUS 114 - Music Theory and Aural Skills II
MUS 130 - Introduction to Music in the Fine Arts
MUS 220 - Worlds of Music
MUS 241 - History of Jazz
(other MUS courses as approved by advisor)
Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses.
The Quantitative Reasoning (QR) graduation skill is met by completing two courses: MIS 260 (QF) and either MIS 264 or
MIS 379 (QA).
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Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone Requirement.
Combined Major in Business Administration and Economics
Eleven courses including:
ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
BUS 242 - Principles of Management
MKT 252 - Principles of Marketing
One of MIS 379 or FIN 331
o MIS 379 - Quantitative Methods for Business and Economics
o FIN 331 - Financial Management
One other upper division BUS, ACC, FIN, MIS, or MKT course
ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
One other upper division ECO course
Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the combined major in Business Administration and Economics. The Quantitative Reasoning
(QR) graduation skill is met by completing: ECO 112 or 113 (QF) and either MIS 379, ECO 318, or ECO490 (QA).
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone Requirement.
Minor in Business Administration
*This minor is not available to students majoring in Accounting, Finance, International Business, Management,
Marketing, MIS, Music Business, or the combined major in Business Administration and Economics. Augsburg cannot
grant two academic credentials for the same set of courses.
Six courses including:
ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
MKT 252 - Principles of Marketing
BUS 242 - Principles of Management
One of MIS 379, MIS 264, or FIN 331
o MIS 379 - Quantitative Methods for Business and Economics
o MIS 264 - Statistical Literacy for Managers
o FIN 331 - Financial Management
One of ECO 112 or ECO 113
o ECO 112 - Principles of Macroeconomics
o ECO 113 - Principles of Microeconomics
Other configurations may be permitted with approval of the Department Chair.
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Business Minor for Science Majors (open only to students majoring in Biology, Biopsychology, Chemistry, Computer
Science, Mathematics, Physics, Psychology)
Six courses including:
ACC 221 - Introduction to Financial Accounting
One of BUS 242 or BUS 254
o BUS 242 - Principles of Management
o BUS 254 - Entrepreneurship
ECO 113 - Principles of Microeconomics
MKT 252 - Principles of Marketing
PHI 120 - Ethics
One of BUS 399 or BUS 397
o BUS 399 - Internship
o BUS 397 - Internship
Minor in Entrepreneurial Studies
The Entrepreneurial Studies minor is open to all students. The minor is designed to provide opportunities for students
to learn about innovation, creativity, entrepreneurship, unique value propositions, develop business plans and work
with local entrepreneurs. Those students interested in social entrepreneurship will also find this minor to be useful. The
five required courses are intended to be completed during the last three years of school with the capstone class taken
during their senior year.
One of ACC 221 or ACC 250
o ACC 221 - Introduction to Financial Accounting
o ACC 250 - Accounting for Entrepreneurs
ECO 113 - Principles of Microeconomics
ENT 254 - Entrepreneurship
ENT 354 - Managing Innovation and Design Thinking
One of BUS/ECO 399 or the ENT Senior Incubation Project
o BUS/ECO 399 – Internship
o ENT 400-level Senior Incubation Project (course currently in development)
Minor in Music Business
The Music Business minor is a course of study designed both for the music major desiring additional preparation in
business and for the non-music major interested in pursuing a career in the music industry. With the Music Business
minor, students are given the opportunity to enroll in coursework and participate in on-site field experiences that
address specific professional skills necessary to enter today’s music industry. The minor is a collaborative program
between the music and business departments. See the Music Department for requirements.
For a complete list of courses and descriptions, see the Course Description Search.
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Accounting
Accountants perform an important function in society by providing high-quality financial information. Augsburg
Accounting majors learn the requisite skills to do this through the study of theories and practices associated with the
areas of financial accounting, managerial accounting, tax accounting, and auditing. In addition, Accounting majors take
courses in other business areas necessary so that they have a broad understanding of how accounting serves the needs
of business managers and others who rely on accounting information.
Students completing the Accounting major will be prepared for entry-level positions as auditors and public accountants,
management accountants, tax accountants, and internal auditors. Their education will give them knowledge and skills to
work as accountants in business, government, and nonprofit organizations and to work in other positions requiring
engagement with financial information.
The Augsburg Accounting major also provides students with the accounting and business coursework required to take
the Uniform Certified Public Accountant (CPA) exam. Students can sit for the CPA exam after they have completed their
Bachelor of Arts in Accounting. Students should note, however, that in order to be licensed as a CPA they must have
completed a total of 150 credit hours in either undergraduate or graduate coursework and have one year of relevant
work experience in auditing or taxation. Students will also have met the coursework requirements to take the Certified
Management Accountant (CMA) exam.
Accounting majors are encouraged to consider taking one of the professional accounting examinations upon graduation.
Students interested in learning more can find information at the following websites:
CPA exam general information: https://www.aicpa.org/becomeacpa/cpaexam.html
State of Minnesota CPA exam requirements: www.revisor.mn.gov/rules
CMA exam: www.imanet.org/cma_certification
Degree and Major Requirements
Accounting Major
Business Core Requirements
Must take MIS 379 rather than MIS 264
Required Accounting Courses:
Six courses including:
ACC 322 - Intermediate Accounting I
ACC 323 - Intermediate Accounting II
ACC 324 - Managerial Cost Accounting
ACC 326 - Tax Accounting
ACC 423 – Auditing
ACC 425 - Advanced Accounting
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone requirement.
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Joint Bachelor of Arts in Accounting and Master of Arts in Leadership
A BA in Accounting and an MA in Leadership (MAL) can be earned in this five-year program designed for students who
wish to qualify for CPA certification and obtain a Master’s degree. By the end of the fifth year and successful completion
of all requirements, the student receives both a BA in Accounting and an MA in Leadership and will have fulfilled the
150-hour requirement to qualify for the CPA certification. Refer to the Graduate Studies Catalog for a complete list of
courses.
It is recommended that students meet with an Accounting advisor to create an effective plan for successful completion
of the five-year program.
Accounting students planning to pursue the five-year degree must apply for admission to the MAL program at the end of
their junior year. The application process includes submission of:
Completed application form
Two letters of recommendation (one from an Augsburg professor and one from an employer)
Personal statement
Example of their writing in an academic paper
GPA of at least 3.30
Interview with the Director of the MAL program
Students must also have faculty endorsement from the Accounting program. Students must complete at least one year
of accounting work experience (either a job or internship) by the time they graduate from the MAL program.
Program Coordinator: Marc McIntosh
Minor in Accounting
Six courses including:
ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
ACC 322 - Intermediate Accounting I
ACC 323 - Intermediate Accounting II
ACC 324 - Managerial Cost Accounting
One of the following:
o ECO 112 - Principles of Macroeconomics
o ECO 113 - Principles of Microeconomics
o FIN 331 - Financial Management
o MIS 260 - Problem Solving for Business
o MIS 379 - Quantitative Methods for Business and Economics
For a complete list of courses and descriptions, see the Course Description Search.
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Finance
The Finance major prepares students for professional careers in corporate finance and the financial services industry.
Augsburg Finance majors learn requisite skills through courses focused on financial theory and practice, investment and
portfolio theory, intermediate accounting theory, money and banking, and international finance. In addition, Finance
majors take courses in other business areas necessary so that they have a broad understanding of how finance serves
the needs of business managers and others who rely on financial information. Besides careers in the finance/accounting
area in all businesses large and small, this major leads to careers in banking, asset management, insurance, and
investment banking. Students will gain the knowledge and skills to work as financial analysts and financial managers in
business, government, and nonprofit organizations, and to work in other positions requiring engagement with financial
information.
Students are encouraged to complete an internship prior to graduation. Proficiency in the use of spreadsheets such as
Excel is expected. Coursework provides a foundation for graduate school and professional career examinations such as
the Chartered Financial Analyst (CFA), conducted by the CFA Institute, and the Certified Financial Planner (CFP).
Degree and Major Requirements
Finance Major
Business Core Requirements
Must take MIS 379 rather than MIS 264
Required Finance Courses
Five courses including:
ACC 322 – Intermediate Accounting I
ECO 315 - Money and Banking
FIN 433 - Financial Theory: Policy and Practice
FIN 438 - Investment Theory
FIN 460 - International Finance
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone requirement.
For a complete list of courses and descriptions, see the Course Description Search.
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International Business
The objective of the international business major is to prepare students for the increasingly competitive and
interdependent international business world with which they must cope. It is absolutely necessary for American
graduates to be fully informed about how to compete and do successful business outside the US as well as in the US
market where much of their competition is from foreign firms.
Students will learn about business transactions between and within countries, exchange rates, the laws and logistics of
international trade, and investments made in foreign markets. Knowledge of other cultures is crucial to being a
successful international business person. Besides your studies in business, finance, banking, and the like, you will also
learn about different cultures and societies. A major in international business will lead you to exciting careers in a global
context.
Degree and Major Requirements
International Business Major
Business Core Requirements
Required International Business Courses:
Four courses including:
BUS 465 - International Management
MKT 466 - International Marketing
One of ECO 360, ECO 370, or FIN 460
o ECO 360 - International Economics
o ECO 370 - International Economic Development
FIN 460 - International Finance
Complete three semesters of a foreign language
o FRE 211 - Intermediate French I
o GER 211 - Intermediate German I
o SPA 211 - Intermediate Spanish I
o Another language in transfer
Further explanation of the above:
Students must complete three semesters of a foreign language (or equivalent). This does not include American Sign
Language. The language requirement may be waived for international students. Contact the International Business
Coordinator for details on language equivalents or other configurations, including transfer equivalencies.
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the international business major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone requirement.
Minor in International Business
Six courses including:
ACC 221 - Introduction to Financial Accounting
One of BUS 242 or MKT 252
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o BUS 242 - Principles of Management
o MKT 252 - Principles of Marketing
One of ECO 112 or ECO 113
o ECO 112 - Principles of Macroeconomics
o ECO 113 - Principles of Microeconomics
Three courses in International Business (one may be in international economics). Options include:
o BUS 362 - International Business
o BUS 465 - International Management
o ECO 360 - International Economics
o ECO 370 - International Economic Development
o FIN 460 - International Finance
o MKT 466 - International Marketing
Students should consult the area coordinator concerning acceptable alternatives in international economics.
For a complete list of courses and descriptions, see the Course Description Search.
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Management
The major in management prepares the student for a wide variety of careers in supervision and senior management.
Peter Drucker once commented that effective management is probably the main resource of developed countries and
the most needed resource in developing ones.
The role of a manager is to guide the organization and its employees toward the accomplishment of goals. The skills
developed in the study of this major are applicable in businesses of any size and in both the for-profit and nonprofit
sectors.
In addition to the general business core courses, students take courses in human resources, strategy, international
management, project management and/or quantitative methods of management.
Degree and Major Requirements
Management Major
Business Core Requirements
Required Management Courses:
Four courses including:
BUS 340 - Human Resource Management
BUS 440 - Strategic Management
BUS 465 - International Management
One of MIS 376 or ECO 318
o MIS 376 - Project Management
o ECO 318 - Management Science
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the Management major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone requirement.
For a complete list of courses and descriptions, see the Course Description Search.
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Management Information Systems
The major in Management Information Systems prepares students for professional careers in information systems such
as application developer, business systems analyst, IT consultant, or project manager. MIS studies information systems
as both a resource and a tool for decision-making. Students learn to analyze and evaluate existing systems and to design
and develop new systems. MIS is an extensive major and includes courses from Computer Science, Economics, Business,
Accounting, Finance, and Marketing as well as from MIS.
Degree and Major Requirements
Management Information Systems Major
Business Core Requirements
Must take MAT 171 as math course
Required MIS Courses:
Seven courses including:
MIS 270 - Data Management for Business
MIS 375 - E-Commerce
MIS 376 - Project Management
MIS 475 - Systems Analysis and Design
MIS 476 - Information Systems Projects
One of CSC 160 or CSC 165
o CSC 160 - Introduction to Computer Science and Communication
o CSC 165 - Introduction to Computer Programming (Python)
One of CSC 170 or CSC 240
o CSC 170 - Introduction to Object-Oriented Programming (Java)
o CSC 240 - Information Security and Assurance
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone Requirement.
Minor in Business Analytics
Seven courses including:
CSC 170 - Introduction to Object-Oriented Programming (Java)
CSC 310 - Introduction to Data Science
MIS 375 - E-Commerce
MIS 479 - Business Analytics
One of MAT 163, MAT 164, or MIS 379
o MAT 163 - Introductory Statistics
o MAT 164 - Introductory Statistics for STEM
o MIS 379 - Quantitative Methods for Business and Economics
One of MAT 171, MAT 145, or MAT 122
o MAT 171 - Discrete Mathematics for Computing
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o MAT 145 - Calculus I
o MAT 122 - Calculus for Social and Behavioral Sciences
One of MIS 270 or CSC 352
o MIS 270 - Data Management for Business
o CSC 352 - Database Management and Design
Minor in MIS
Six courses including:
ACC 221 - Introduction to Financial Accounting
One of BUS 242 or MKT 252
o BUS 242 - Principles of Management
o MKT 252 - Principles of Marketing
ECO 113 - Principles of Microeconomics
MIS 260 - Problem Solving for Business
Two courses selected from the following (no more than one of MIS376 or ECO318 may be applied to the minor):
o MIS 270 - Data Management for Business
o MIS 375 - E-Commerce
o MIS 376 - Project Management
o ECO 318 - Management Science
For a complete list of courses and descriptions, see the Course Description Search.
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Marketing
The Marketing major prepares students for professional careers in a wide variety of marketing functions within both
businesses and nonprofit organizations. Career avenues include marketing research, product management, marketing
communications (such as advertising, public relations and sales promotion), and sales. Marketing courses focus on
integrating both theory and practical applications, with an emphasis on hands-on projects. Augsburg’s metropolitan
location makes it easy for marketing students to complete marketing plans, research studies, and other projects for
leading Twin Cities companies and nonprofit organizations, and provides opportunities for working in the marketing field
after graduation.
Degree and Major Requirements
Marketing Major
Business Core Requirements
Required Marketing Courses:
Five courses including:
MKT 352 - Marketing Research and Analysis
MKT 450 - Marketing Management
MKT 466 - International Marketing
One of MKT 350 or MKT 354
o MKT 350 - Consumer Behavior
o MKT 354 - Sales Management
One of MKT 355 or MKT 357
o MKT 355 - Marketing Communications
o MKT 357 - Advertising
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone requirement.
Minor in Marketing
Five courses including:
MKT 252 - Principles of Marketing
MKT 352 - Marketing Research and Analysis
One of MKT 355 or MKT 357
o MKT 355 - Marketing Communications
o MKT 357 – Advertising
Two additional marketing courses
For a complete list of courses and descriptions, see the Course Description Search.
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Chemistry
Chemistry is the science that examines and works toward understanding matter and changes in matter. Chemistry has
been described as the central science because matter includes the entire physical world, such as the things we use, the
food we eat, and even ourselves. Correlating the insights of chemistry with physics, mathematics, and molecular biology
opens vistas that excite and offer opportunities to benefit the entire world.
Chemists as scientists must be knowledgeable in fact and theory for solving scientific problems and also capable of
providing a public understanding of their work, including potential problems as well as benefits.
Chemists as people must be broadly educated in order to understand themselves and their society. The liberal arts as
offered in the general education curriculum are imperative if a chemist is to be both truly human and truly scientific.
Augsburg’s Chemistry department is approved by the American Chemical Society (ACS) and offers a Chemistry major
that meets the chemistry background required by many fields.
Consonant with these ideals, the Chemistry Department has established the following objectives to help its students
develop into mature scientists:
To provide a course of study of sufficient rigor and depth to enable our graduates who complete our ACS Chemistry
major to compete successfully with their peers of similar ability in graduate school or research positions, as well as
professional goals other than traditional positions as chemists.
To provide an atmosphere of learning so that students will want to remain lifelong learners, thereby remaining
competent in their field, however that may change after graduation, and be able to move into new areas as
opportunities arise.
To encourage students to take a broad view of their education and to integrate outside study areas with the
sciences.
To present the excitement of chemistry to non-science majors as an example of the methodology of the natural
sciences in examining the world around us. The presentation of major concepts underlying the changes in matter,
the opportunity to examine change in the physical world, and the reflection of the implications and limitations of
science in our society will enhance the ability of non-science persons to make better value judgments concerning
science questions in their own endeavors.
Chemistry Faculty
Joan C. Kunz (Chair), Jessica Allen, Amanda Case, Vivian Feng, Arlin E. Gyberg (Emeritus), David R. Hanson, Michael
Wentzel
Degree and Major Requirements
Bachelor of Arts
CHM 115 and CHM 115L- General Chemistry I and Lab
CHM 116 and CHM 116L - General Chemistry II and Lab
CHM 251 and CHM 251L - Organic Chemistry I and Lab
CHM 252 and CHM 252L - Organic Chemistry II and Lab
CHM 280 and CHM 280L - Quantitative Analytical Chemistry and Lab
One of CHM 362 or CHM 368
o CHM 362 - Physical Chemistry: Macroscopic Theory
o CHM 368 - Physical Chemistry: Microscopic Theory
CHM 491 - Chemistry Seminar (four semesters)
SCI 490 - Integrated Science or other approved Keystone
CHM/BIO 369 - Biochemistry
MAT 145 - Calculus I
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MAT 146 - Calculus II
PHY 121 - General Physics I
PHY 122 - General Physics II
4 additional credits from:
o CHM 362 - Physical Chemistry: Macroscopic Theory
o CHM 368 - Physical Chemistry: Microscopic Theory
o CHM 464 - Advanced Organic Chemistry
o CHM 481 - Instrumental Analysis
o CHM 482 - Advanced Inorganic Chemistry
o CHM 494 - Topics in Chemistry (2 cr.)
o CHM 495 - Topics in Chemistry
o CHM 498 - Independent Study/Research (can be repeated once)
o PHY 317 – Biophysics
2 credits from:
o CHM 430 - Advanced Thermodynamic and Separation Lab
o CHM 440 - Advanced Synthesis Lab
o CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab
Because upper division courses have Mathematics and Physics prerequisites, students should plan to take MAT 145, 146
in the first year and PHY 121, 122 in the sophomore year.
BA Chemistry majors are required to take either the ETS or DUCK standard exam in College Chemistry prior to
graduation.
Teaching Licensure in Physical Science
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
CHM 115 and CHM 115L- General Chemistry I and Lab
CHM 116 and CHM 116L - General Chemistry II and Lab
CHM 251 and CHM 251L - Organic Chemistry I and Lab
CHM 252 and CHM 252L - Organic Chemistry II and Lab
CHM 280 and CHM 280L - Quantitative Analytical Chemistry and Lab
CHM 362 - Physical Chemistry: Macroscopic Theory
CHM/BIO 369 - Biochemistry
CHM 491 - Chemistry Seminar (four semesters)
CHM 499 - Introduction to Chemical Research
SCI 490 - Integrated Science or other approved Keystone
MAT 145 - Calculus I
MAT 146 - Calculus II
PHY 121 - General Physics I
PHY 122 - General Physics II
COM 115 or COM 111 - a public speaking course
One course from:
o CHM 464 - Advanced Organic Chemistry
o CHM 482 - Advanced Inorganic Chemistry
2 credits from:
o CHM 430 - Advanced Thermodynamic and Separation Lab
o CHM 440 - Advanced Synthesis Lab
o CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab
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Chemistry for Pre-Professional Students
Pre-medical students should plan to take at least three courses (and usually more) in Biology. Other pre-health and preprofessional students (physician assistant, pharmacy, etc.—see pre-professional program listings in the Academic
Information section) should consult the Chemistry Department for assistance in course planning early in their academic
careers.
Bachelor of Science (non-ACS-Approved)
CHM 115 and CHM 115L- General Chemistry I and Lab
CHM 116 and CHM 116L - General Chemistry II and Lab
CHM 251 and CHM 251L - Organic Chemistry I and Lab
CHM 252 and CHM 252L - Organic Chemistry II and Lab
CHM 280 and CHM 280L - Quantitative Analytical Chemistry and Lab
One of CHM 362 or CHM 368
o CHM 362 - Physical Chemistry: Macroscopic Theory
o CHM 368 - Physical Chemistry: Microscopic Theory
CHM/BIO 369 - Biochemistry
CHM 491 - Chemistry Seminar (four semesters)
MAT 145 - Calculus I
MAT 146 - Calculus II
PHY 121 - General Physics I
PHY 122 - General Physics II
SCI 490 - Integrated Science or other approved Keystone
12-credits from:
o CHM 362 - Physical Chemistry: Macroscopic Theory
o CHM 368 - Physical Chemistry: Microscopic Theory
o CHM 464 - Advanced Organic Chemistry
o CHM 481 - Instrumental Analysis
o CHM 482 - Advanced Inorganic Chemistry
o CHM 494 - Topics in Chemistry (2 cr.)
o CHM 495 - Topics in Chemistry
o CHM 498 - Independent Study/Research (can be repeated once)
o PHY 317 – Biophysics
4 credits from:
o CHM 430 - Advanced Thermodynamic and Separation Lab
o CHM 440 - Advanced Synthesis Lab
o CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab
Bachelor of Science (American Chemical Society Approved Major)
CHM 115 and CHM 115L- General Chemistry I and Lab
CHM 116 and CHM 116L - General Chemistry II and Lab
CHM 251 and CHM 251L - Organic Chemistry I and Lab
CHM 252 and CHM 252L - Organic Chemistry II and Lab
CHM 280 and CHM 280L - Quantitative Analytical Chemistry and Lab
CHM 362 - Physical Chemistry: Macroscopic Theory
CHM 368 - Physical Chemistry: Microscopic Theory
CHM 430 - Advanced Thermodynamic and Separation Lab
CHM 440 - Advanced Synthesis Lab
CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab
CHM 464 - Advanced Organic Chemistry
CHM 481 - Instrumental Analysis
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CHM 482 - Advanced Inorganic Chemistry
CHM 491 - Chemistry Seminar (four semesters)
SCI 490 - Keystone or other approved Keystone
CHM/BIO 369 - Biochemistry
MAT 145 - Calculus I
MAT 146 - Calculus II
MAT 245 - Calculus III
PHY 121 - General Physics I
PHY 122 - General Physics II
4-credits from:
o CHM 494 - Topics in Chemistry (2 cr.)
o CHM 495 - Topics in Chemistry
o CHM 498 - Independent Study/Research (can be repeated once)
o PHY 317 - Biophysics
BS and BS-ACS Chemistry majors are required to take either the ETS or DUCK standard exam in College Chemistry prior
to graduation.
Recommended: PHY 245 - Modern Physics, additional mathematics, research experience, and computer proficiency.
General Education Accommodation
BS Chemistry majors are allowed a two-course reduction in the general education program. See the Core Curriculum
Modifications section of this catalog for details.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the
chemistry major for both BA and BS degrees. ENL 111 should be taken in the first year. The Speaking (S) skill is met
through COM 115 (or COM 111 or HON 130 or other approved speaking course) and further developed in upper division
chemistry courses.
Departmental Honors
BS ACS major; GPA of 3.50 in Chemistry, Mathematics, and Physics; 4 credits or summer of approved research;
participation in seminar.
Minor in Chemistry
Five courses that must include: CHM 115 (and 115L), 116 (and 116L), CHM 280 (and 280L), and any two other Chemistry
courses above 200. At least one of the elective courses numbered above 200 must be taken at Augsburg.
Other Requirements
At least three CHM courses numbered above 200 must be taken at Augsburg for the BA, BS or BS-ACS majors. At least
two CHM courses numbered above 200 must be taken at Augsburg for the chemistry minor.
Students must earn a minimum average GPA of 2.0 or better in the courses that apply toward the major or minor in
chemistry. A course must be completed with a grade of C- or higher to count as a prerequisite for any chemistry course.
A minimum average GPA of 2.0 in chemistry courses is required for any chemistry major.
Note: Other restrictions and prerequisites are in the course descriptions.
Transfer students must consult with a Chemistry Department Advisor about potential adjustments to their course
requirements for the major.
For a complete list of courses and descriptions, see the Course Description Search.
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Communication Studies, Film, and New Media
Our discipline is grounded in rhetorical and scientific principles and is guided by the need to make communicative
choices that are artful, ethical, and effective. The department offers majors and minors in Communication Studies, Film,
and New Media.
Prospective majors should meet with a program advisor as early as possible to design an approved major program,
preferably by the end of the sophomore year.
Faculty
Communication Studies
Kristen Chamberlain (co-chair), Robert Groven (co-chair), Wesley Ellenwood, Jenny Hanson, Rebecca John, David
Lapakko, Michelle Mcateer, Mackenzie Krzmarzick, Jenna McNallie
Film Studies
Jenny Hanson (Program Director), Michael Burden, Robert Cowgill, Wesley Ellenwood, Darcey Engen, Doug Green,
Rebecca John, Elise Marubbio, Jila Nikpay
New Media
Jenny Hanson (Program Director), Kristen Chamberlain, Larry Crockett, John Dean, Milda Hedblom, Christopher
Houltberg, Rebecca John, Emily Lyman, Julie Longo
Degree and Major Requirements
Communication Studies Major, Bachelor of Arts
For transfer students, at least six of these courses must be taken at Augsburg.
Required of all Communication Studies majors:
One of COM 111, COM 112, or COM 115
o COM 111 - Public Speaking
o COM 112 - Contest Public Speaking
o COM 115 - Scientific and Technical Public Speaking
COM 120 - Mass Media and Popular Culture
One of COM 254 or COM 355
o COM 254 - Interpersonal Communication
o COM 355 - Small Group Communication
COM 280 - Introduction to Communication Studies
COM 281 - Research Methods
COM 329 - Intercultural Communication
COM 351 – Argumentation
COM 352 – Persuasion
COM 490 - Keystone: Critical Conversations about Vocation
A total of 3 electives must be taken from following categories (one course must be from COM):
1 to 3 electives from the following (may not count the same course twice):
o COM 243 - Studio Production
o COM 247 - Documentary History and Theory
o COM 260 - Environmental Communication
o COM 299 - Directed Study
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o COM 321 - Business and Professional Speaking
o COM 345 - Organizational Communication
o COM 399 - Internship
o COM 405 - Nonverbal Communication
o COM 415 - Advanced Critical Media Studies
o COM 480 - Public Relations/Promotional Communication
o COM 495 - Communication Topics
o COM 499 - Independent Study
0 to 2 approved outside electives from another major, for example:
o ART 132 - Photography I
o ART 201 - Introduction to Graphic Design
o ART 215 - Introduction to Web Design
o BUS 242 - Principles of Management
o ENL 227 – Journalism
o ENL 228 - Broadcast and Online Journalism
o FLM 399 – Internship
o MKT 252 – Marketing
o Another course approved by Communication Studies department
Communication Arts/Literature Teacher Licensure Major
This major, which includes secondary education coursework and student teaching requirements in the Education
Department, offers students the preparation necessary to become teachers of communication arts and literature in
public schools and allows them to become licensed to teach at the middle school through the secondary level.
Recommendation for teacher licensure is granted only to students who complete the requirements for this program
with a minimum grade of C in major courses and with a minimum cumulative GPA of 2.50 in the major. All requirements
in the major must be completed prior to student teaching. The course requirements for this program are listed in the
English Department section of the catalog.
Departmental Honors
Departmental Honors is designed to encourage overall excellence as well as outstanding achievement on a specific
project of special interest to the student. Departmental Honors students must maintain a 3.50 GPA in the major and a
3.00 GPA overall, and, as part of their major program, complete a substantial independent project of honors quality
(COM 499 registration). Honors candidates should meet with their faculty advisor prior to their senior year to develop a
proposal for the honors project.
Communication Studies Minor
For transfer students, at least three of these six courses must be courses completed at Augsburg.
Six courses including:
COM 111 - Public Speaking
COM 280 - Introduction to Communication Studies
COM 329 - Intercultural Communication
COM 351 - Argumentation
Two elective courses chosen from the following 4-credit courses:
o COM 120 - Mass Media and Popular Culture
o COM 243 - Studio Production
o COM 247 - Documentary History and Theory
o COM 254 - Interpersonal Communication
o COM 260 - Environmental Communication
o COM 281 - Research Methods
o COM 299 - Directed Study
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o
o
o
o
o
o
o
o
o
o
o
COM 321 - Business and Professional Speaking
COM 345 - Organizational Communication
COM 352 - Persuasion
COM 355 - Small Group Communication
COM 399 - Internship
COM 405 - Nonverbal Communication
COM 415 - Advanced Critical Media Studies
COM 480 - Public Relations/Promotional Communication
COM 490 - Keystone: Critical Conversations about Vocation
COM 495 - Communication Topics
COM 499 - Independent Study
Film Major
The Augsburg Film major reflects our belief that students are transformed through a well-rounded curriculum that
encourages creativity, critical analysis and inquiry, ethical considerations, and an understanding of the synergy between
theory and practice. The major explores the tension between art and commerce through dialogues with film industry
members, internship and mentorship opportunities, film symposia, and Study Abroad. Students will gain experience in
scripting, directing, editing, acting, and producing for both 16mm film and digital. Students will be introduced to the
study of film theory, criticism, and culture. Students are encouraged to double major or to seek minors in related fields
such as Art, English, Theater, Communication Studies, American Indian Studies, and Gender, Sexuality, and Women’s
Studies, to name a few.
Required of all Film Majors:
Nine Core Courses:
FLM 180 - Film Sight and Sound
FLM 216 - Film Production I
FLM 260 - Documentary Production I
FLM 420 - Issues in Contemporary Cinema
FLM 490 - Film Studies Keystone: Critical Conversations about Film and Vocation
COM 247 - Documentary History and Theory
ENL 241 - Intro to Cinema Arts
ENL 371 - History of Cinema
One of THR 232 or THR 233 (Production track majors may substitute FLM 372: Producing for Film and Television)
o THR 232 – Acting
o THR 233 - Acting for Camera
Three electives must be chosen from the two defined tracks below in consultation with your advisor, who is
designated by the program director. Note that not all elective courses are offered every year, so alternatives within
the track may need to be chosen.
Track 1: Production
Students interested in producing films or videos choose from:
ART 132 - Photography
ART 215 - Introduction to Web Design
ART 315 - Graphic Systems
ART 340 - Digital Imaging
COM 243 - Studio Production
ENL 228 - Broadcast and Online Journalism
ENL 229 - Screenwriting
FLM 124 - Monster Movies
FLM 240 - Animation
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FLM 312 - Film Production II
FLM 348 - Intermediate Video Production
FLM 399 - Internship
FLM 495- Topics
FLM 499 - Independent Study
MUS 130 - Introduction to Music in the Fine Arts
PHY 119 - Physics for the Fine Arts
THR 328 - Theatrical Design
Track 2: Theory and Culture
Students interested in analysis of film, film genres, and cultural context choose from:
AIS 264 - American Indian in the Cinema
AIS 364 - Indigenous Filmmakers
AIS 208/408 - Native American Women and Film
ART 240 - Art History Survey
ENL 221 - Intermediate Expository Writing About the Arts
ENL 228 - Broadcast and Online Journalism
ENL 229 - Screenwriting
ENL 240 - Introduction to Literary Study
ENL 430 - Advanced Studies in Theory and Method
FLM 124 - Monster Movies
FLM 399 - Internship
FLM 495- Topics
FLM 499 - Independent Study
PHI 120 - Ethics
PHY 119 - Physics for the Fine Arts
RLN 319 - Religion at the Movies
SPA 248 - Spanish and Latin American Culture Through Film
Film Minor
COM 120 - Mass Media and Popular Culture
COM 247 - Documentary History and Theory
ENL 241 - Introduction to Cinema Arts
ENL 371 - History of Cinema
FLM 180 - Film Sight and Sound
FLM 420 - Issues in Contemporary Cinema
New Media Major, Bachelor of Arts
The transdisciplinary New Media major is a course of study designed to engage students from all fields in an exploration
of new and emergent media, preparing them for achievement and scholarship in multifarious new media environments.
The program fosters learning to manage change in media, creating effective expressions (communications, creative
works, applications) in digital environments, and exploring the interrelationship of new media with other fields of study
to understand the relationships between technology and culture. The major involves options for courses in art, business,
communication, computer science, education, English, music, political science, and more. Students are encouraged to
double major and select a concentration in Game Design, Promotional Communication, or Web Design or design a path
of study as approved by the program advisor.
Required of all New Media Majors:
NMS 220 - Foundations of New Media
NMS 242/ENL 242 - Electronic Literature
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COM 415 - Advanced Critical Media Studies
POL 371 - Internet Law
One of the following:
o NMS 399 - Internship
o NMS 375 Practicum
o Internship, Practicum, or Workshop in Concentration
NMS 490 - Vocation and New Media (or Keystone in Concentration)
Four courses (or at least 16 credits) from the new media electives list:
o ART 102 - Design
o ART 124 - Graphic Design Production: InDesign (1cr)
o ART 125 - Graphic Design Production: Illustrator (1cr)
o ART 126 - Graphic Design Production: Photoshop (1cr)
o ART 133 - Introduction to Digital Photography
o ART 180 - Intro to Community-based Photography
o ART 201 - Introduction to Graphic Design
o ART 202 - Typography
o ART 215 - Introduction to Web Design
o ART 226 - Artist Workshop (1cr)
o ART 315 - Graphic Systems
o ART 340 - Digital Imaging
o COM 243 - Studio Production
o CSC 250 - Game Programming on the Web
o CSC 431 - Intro to AI Robotics
o CSC 495 - Topics: Mobile Applications
o EDC 220 - Educational Technology
o ENL 221 - Intermediate Expository Writing about the Arts
o ENL 226 - Introduction to Creative Writing
o ENL 228 - Broadcast and Online Journalism
o ENL 229 - Screenwriting
o ENL 241 - Introduction to Cinema Art
o ENL 290 - Explorations in Language and Theory
o ENL 324 - Creative Non-Fiction
o ENL 371 - History of Cinema
o ENL 427 - Advanced Studies in Media, Ethics, and Theory
o FLM 180 - Film, Sight, and Sound
o FLM 240 - Animation
o FLM 260 - Documentary Production I
o FLM 372 - Producing for Film and Television
o INS 330 - Art Praxis: Social Justice Theory and Practice in the Field
o INS 331 - Art and Culture in Political, Social and Historical Context
o MUS 221 - Intro to Music Technology
o MUS 272 - Human Identity through the Creative Arts
o MUS 336 - Arts Management and Concert Promotion
o NMS 230 - Social Media
o NMS 260 - New Media Production
o NMS 295 - Topics in New Media
o NMS 320 - Contemporary New Media Practices
o NMS 495 - Topics in New Media
o NMS 499 - Independent Study
o PHI 260 - Philosophy and the Arts
o PHY 261 - Electronics
o POL 342 - Mass Communication and Society
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o
o
POL 495 - Impact of the Internet
RLN 216 - Religion and Science in Popular Culture
New Media Concentration in Promotional Communication
This concentration emphasizes the importance of understanding message, purpose, goals, and audience to make
effective use of new media technologies.
Students are required to take the New Media core and four of the following courses:
COM 120 - Mass Media and Popular Culture
COM 480 - Public Relations/Promotional Communication
ENL 228 - Broadcast and Online Journalism
ENL 427 - Advanced Studies in Media, Ethics, and Theory
NMS 230 - Social Media
NMS 260 - New Media Production
NMS 320 - Contemporary New Media Practices
New Media Concentration in Game Design
This concentration emphasizes the social significance of computational problem solving within the game narrative and
game-based environments.
Students are required to take the New Media core and the following courses:
CSC 240 - Information Security and Assurance
CSC 250 - Game Programming on the Web
Two from the following:
CSC 373 - Symbolic Programming and Artificial Intelligence
CSC 495 - Mobile Applications
CSC 431 - Intro to AI Robotics
New Media Concentration in Web Design
This concentration emphasizes visual design, interactivity, and web development. Students will obtain a foundation in
design, learn coding, and obtain valuable skills in understanding the impact of such on society.
Students are required to take the New Media core and the following courses:
ART 124 - Graphic Design Production: InDesign
ART 127 - Graphic Design Production: HTML/CSS
ART 201 - Introduction to Graphic Design
ART 202 - Typography
ART 215 - Introduction to Web Design
ART 315 - Graphic Systems
POL 495 - Impact of the Internet
New Media Minor
Four core courses and 8 elective credits:
NMS 220 - Foundations of New Media
NMS 242/ENL 242 - Electronic Literature
COM 415 - Advanced Critical Media Studies
POL 371 - Internet Law
Two courses or 8 credits from the new media elective list.
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Departmental Honors
Departmental Honors is designed to encourage overall excellence as well as outstanding achievement on a specific
project of special interest to the student. Departmental Honors students must maintain a 3.25 GPA in the major and a
3.00 GPA overall, and, as part of their major program, complete a substantial independent project of honors quality
(COM 499/FLM 499/NMS 499 registration). Honors candidates should meet with their faculty advisor prior to their
senior year to develop a proposal for the honors project.
Graduation Skills
The Critical Thinking (CT), Speaking (S), and Writing (W) graduation skills are embedded throughout the offered courses
and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by completing the
following courses: COM 281 (QF) and COM 352 (QFA) for Communication Studies majors and one of MAT 163, MAT 164
or PHY 119 for Film and New Media majors.
Note: For transfer students, at least three of these six courses must be courses offered at Augsburg.
For a complete list of courses and descriptions, see the Course Description Search.
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Culture and Social Justice Minor
The Culture and Social Justice minor is an interdisciplinary program committed to engaging students with the histories,
struggles, knowledge, and agency of marginalized groups throughout our global society. Drawing on the diversity of
current and past voices from the Augsburg neighborhood, the minor connects local and national efforts to larger global
struggles for justice. The program explores the interplay of experiences that form and reform the current landscapes of
globalization, including Indigenous origins, diaspora, immigration, the impact of colonialism, postcolonialism, and
neocolonialism, cross-cultural and multicultural integration, and cultural thrivance. The interdisciplinary character of this
minor helps students develop professional skills for working across cultures and disciplinary audiences, enhances writing
and speaking skills for multicultural audiences, and provides preparation for the increasingly diverse and globalized
marketplace.
Coordinators
Andrew Aoki and Elise Marubbio
Minor Requirements
A total of six courses – one introductory course, four cluster courses, and one capstone course – are required. No more
than two classes from the same department can count toward the minor. At least 2 courses must be upper division. No
class can fulfill a requirement in more than one area. Courses noted with an asterisk have prerequisites.
One introductory course:
AIS 105 - Introduction to American Indian Studies
ANT 141 - Introduction to Cultural Anthropology
CCS 100 - Introduction to Cultural Studies
Four courses are required from the four clusters:
Theory cluster: Courses from this cluster will help students develop the ability to use a variety of theoretical approaches
to understanding globalization and marginalization. One course is required.
AIS 208 - Native American Women and Film
AIS 364 - Indigenous Filmmakers
COM 329 - Intercultural Communication
PSY 261 - Personality and Cultural Context
SOC 240 - Protest and Social Change: Sociology of Social Movements
SOC 265 - Race, Class, and Gender
SOC 290 - Cultures of Violence
THR 245 - Introduction to Pan-Asian Theater
WST 305* - Introduction to Queer Studies
WST 315 - Margins as Center: Feminist Theory
WST 324* - Undocumented, Ecofeminist, & Queer: Contemporary Latin American Liberation Theologies
Local community cluster: Students will be able to describe the histories, politics, and cultures of the communities in
which Augsburg resides, and be able to explain how those communities have been shaped by and responded to
marginalization. One course is required.
AIS 105 - Introduction to American Indian Studies
AIS 205 - Contemporary American Indians
AIS 332 - Native American Storytelling
ENL 355* - Themes in American Indian Literature
POL 122 - Social Justice in Urban America
National cluster: Courses in this cluster will help students be able to explain the ways that the United States has been
constructed from a variety of cultures, and the economic, political, and social consequences of that. One course is
required.
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AIS 105 - Introduction to American Indian Studies
AIS 205 - Contemporary American Indians
AIS 264 - American Indian in the Cinema
AIS 320 - American Indian Women
AIS 332 - Native American Storytelling
ART 290/390 - Native American Art
ENL 250* - American Voices
ENL 251* - Introduction to African American Literature
ENL 255* - American Indian Literature
ENL 350* - Readings in African American Literature
ENL 365* - Contemporary Post-Colonial Fiction
HIS 236 - American Indian History
HIS 241, 242, 243 - African American History
POL 282 - Asian American Politics
THR 270 - Introduction to Black Theater
Global cluster: Courses in this cluster will help students be able to describe issues and question that cross national
boundaries, and the ways that people around the world are adapting to changing environments. One course is required.
AIS 305/490† - Indigenous Issues of the Americas [Travel seminar]*
ART 100† - special topic on pottery & spirituality; taught in Guatemala*
ART 231 - Pre-Columbian, Colonial, and Contemporary Mexican Art
HIS 150/350 - Latin American History
HIS 155/355 - Cultural Conflict and Change in Latin America
HIS 162/462 - Contemporary South Asia
HIS 327† - Racism and Resistance in Southern Africa and the United States*
HIS 357†* - Mexican History, Culture, and Cosmovision
POL 158 - Introduction to Political Science
POL 359* - Topics: Gender and Globalization
POL 459* - Topics in Comparative Politics
SPA 332* - Latin American Civilizations and Culture
WST 250 - Global Perspectives on Gender and Sexuality
WST 335†* - Contemporary Latin American Women
WST 341†* - Globalization, Social Struggles, and the Environment
CGE programs in Mexico, Namibia, and Guatemala can count toward 1 class requirement.
Note: Courses marked with a dagger (†) are not offered in the United States. Some are offered through the Center for
Global Education at one of their international locations, while others may be done through a study abroad seminar.
Courses marked with an asterisk have one or more prerequisites.
One capstone course:
In this capstone to the minor, students will review the connections between local, national, and global dynamics, and be
able to describe the ways that people around the world adapt to the forces of globalization, and the role that those
forces play in creating or reinforcing pressures of marginalization.
AIS 405: Indigenous Activism and Resistance in the Americas
INS 495: Topics
For a complete list of courses and descriptions, see the Course Description Search.
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Economics
The Department of Economics offers a program that stresses a strong theoretical background, quantitative analysis, and
an emphasis on national and international issues. Students who graduate with an economics major are well prepared to
continue their education in a variety of fields or to work successfully in business and government because of the strong
liberal arts emphasis within the major.
The department offers six majors: Economics, Applied Economics, Mathematical Economics, Business and Economics,
Computational Economics, and Economics and Political Science (Education majors only).
The Economics major and the Applied Economics majors lead to careers in the business world or government. The
Mathematical Economics major is designed for students who intend to attend graduate school in economics or another
quantitative field such as finance or operations research. It is also designed to serve students to work in quantitative
fields immediately upon graduation, e.g., research analysts or actuaries. Computational Economics provides a liberal arts
entry into the field of computer science. The combined Economics/Business Administration major allows students great
flexibility in order to explore both fields. Finally, the teaching major in Political Science/Economics allows secondary
education licensure students to obtain a solid background for teaching economics.
The study of economics provides a firm foundation for confronting change because it presents a disciplined way to
analyze and make choices. An Economics major prepares students for community leadership and leads to a great
diversity of career opportunities including law, teaching, journalism, and private and public international service. Pre-law
and potential Master of Business Administration students are especially encouraged to consider Economics as a major or
a minor.
Students are able to combine an Economics major with other disciplines such as Business Administration, International
Relations, Mathematics, Management Information Systems, Political Science, History, and area study programs.
Students who are interested in any type of quantitatively-oriented graduate program in economics or in business are
encouraged to either major or minor in Mathematics. These students should also take courses in Computer Science.
Consult an advisor for specific course suggestions.
For the Economics and Applied Economics majors, the capstone experience is ECO 490 - Research Methods in
Econometrics. Students in other majors should consult their advisor for alternatives. Internships are recommended.
Students must consult with the department chair and the Strommen Center before registering for an internship for
academic credit.
Note: Transfer students must complete at least three upper division economics courses for a major and two for a minor.
Transfer classes must have been completed in the last 10 years with at least a C- grade.
Economics Faculty
Stella Hofrenning (Chair), Jeanne Boeh, Keith Gilsdorf, Liaila Tajibaeva
Degree and Major Requirements
Major in Economics, BA
ECO 112- Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
ECO 490 - Research Methods in Econometrics
Three four-credit upper division economics electives
One of MIS 379, MAT 163, or MAT 164
o MIS 379 - Quantitative Methods for Business and Economics
o MAT 163 - Introductory Statistics
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o MAT 164 – Introductory Statistics for STEM
One of MAT 114, MAT 145, or MAT 146
o MAT 114 – Precalculus
o MAT 145 - Calculus I
o MAT 146 - Calculus II
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about
potential adjustments to their course requirements to fulfill each of these skills.
Major in Applied Economics, BA
ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
One of ECO 312 or ECO 315
o ECO 312 - Intermediate Macroeconomics
o ECO 315 - Money and Banking
ECO 313 - Intermediate Microeconomics
ECO 318 - Management Science
ECO 350 - Labor Economics
ECO 360 - International Economics
ECO 490 - Research Methods in Econometrics
ENL 223 - Writing for Business and the Professions
One of ECO 399 or ECO 499
o ECO 399 - Internship Program
o ECO 499 - Independent Study
One of MIS 379, MAT 163, or MAT 164
o MIS 379 - Quantitative Methods for Business and Economics
o MAT 163 - Introductory Statistics
o MAT 164 - Introductory Statistics for STEM
One of PHI 120 or PHI 125
o PHI 120 - Ethics
o PHI 125 - Ethics and Human Identity
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Major in Computational Economics, Bachelor of Arts (joint offering with the Department of Mathematics, Statistics,
and Computer Science)
See Mathematics, Statistics, and Computer Science section.
Combined Major in Economics and Business Administration, BA
Five Economics courses and supporting courses in other departments:
ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
ECO 312 - Intermediate Macroeconomics
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ECO 313 - Intermediate Microeconomics
ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
BUS 242 - Principles of Management
MKT 252 - Principles of Marketing
One of FIN 331 or MIS 379
o FIN 331 - Financial Management
o MIS 379 - Quantitative Methods for Business and Economics
One four-credit upper division Economics course elective
One four-credit upper division Business elective
Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major. The Quantitative Reasoning (QR) graduation skill can be met by completing two
courses: (1) ECO 112 or 113 (QF) and (2) MIS 379 or ECO 318 or ECO 490 (QA). Consult your department chair or
academic advisor if you wish to choose an alternative approach to meeting the QR graduation skill.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Major in Mathematical Economics, BS (joint offering with the Department of Mathematics, Statistics, and Computer
Science)
ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
ECO 416 - Mathematical Economics
ECO 490 - Research Methods in Econometrics
MAT 145 - Calculus I
MAT 146 - Calculus II
MAT 245 - Calculus III
MAT 246 - Linear Algebra
MAT 373 - Probability Theory
MAT 374 - Statistical Theory and Applications
One of MAT 324, MAT 369, or MAT 377
o MAT 324 - Analysis
o MAT 369 - Modeling and Differential Equations in the Biological and Natural Sciences
o MAT 377 - Operations Research
Two four-credit upper division Economics courses
Recommended Courses:
CSC 165 - Introduction to Computer Programming (Python)
Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a MAT course.
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about
potential adjustments to their course requirements to fulfill each of these skills.
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Teacher Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students, therefore, should consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
Teaching Major in Political Science and Economics
See Political Science.
Departmental Honors
GPA of 3.50 in the major and 3.00 overall; a senior thesis and comprehensive oral examination in the major field of
concentration.
Minor in Economics
This minor is not available to students majoring in the combined major of Business Administration and Economics.
ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
One additional four-credit upper division economics course
Other configurations may be permitted by consulting with the department chair.
Note: Students who plan to major in the department are strongly encouraged to select a faculty advisor as soon as
possible in order to carefully plan their program of study.
For a complete list of courses and descriptions, see the Course Description Search.
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Education
The Department of Education maintains liberal arts-based teacher education programs that are approved by the
Minnesota Board of Teaching. These programs lead to recommendation for licensure to the State of Minnesota for:
Elementary (grades K-6)
Secondary—grades 5-12 in communication arts/literature, health, mathematics, and social studies; grades 9-12 in
life science, chemistry, and physics
K-12 licenses in visual arts, physical education, music, English as a Second Language (ESL) and the special education:
Academic Behavioral Strategist (ABS) license. (Note the ESL and ABS programs are available in weekday evening
program only*)
General Science (5-8) initial license
Optional endorsements for a K-6 elementary license include, mathematics (grades 5-8), general science (grades 5-8),
social studies (grades 5-8), or communication arts/literature (grades 5-8).
Program Availability
Degree and/or licensure programs are available in both the Day and AU (weekday evening*) programs. Augsburg
Undergraduate (AU) degree and licensure programs are limited to elementary, secondary communication arts/literature
and social studies, and K-12 visual arts, ESL and ABS. Additional licensure programs are available through the Day
program and open to AU students who can take courses on a weekday schedule. All prerequisite courses, elementary
core courses, and professional education courses are available on a weekday evening schedule*. P-12 field service
requirements associated with courses and student teaching must be completed during regular P-12 school hours. All
students must have some time available each term for field service in P-12 educational settings.
Licensure only
Students who have completed a BA/BS degree may complete a licensure only program within the day or AU*
undergraduate program. Contact the Education Department or the Office of Admission for information.
Program Overview
Students in all degree and/or licensure programs must apply for acceptance into the licensure program prior to
beginning most 300-400 level courses. (EDC 310 may be taken prior to admission). Additional criteria for acceptance into
the Education Department are available through the department website. Students complete a semester of full-time
student teaching at the conclusion of their degree and/or licensure. Students must complete the EdTPA during their
student teaching semester. State law requires passing appropriate exams (pedagogy and content exams) prior to
recommendation for licensure. Students who entered Augsburg University under earlier catalogs must comply with the
requirements of the new licensure programs.
The Education Department offers non-licensure majors in Elementary Education and Education Studies. Contact the
department for details. The department also offers a Special Education minor which is described at the end of this
section.
Students are assigned an Education Department program advisor upon request or at the outset of EDC coursework. All
students are expected to become knowledgeable about programs and follow through with department policies.
Handbooks outlining programs and policies are available through the Education Department and website.
Student Teaching Abroad
Selected Education Department students may participate in an international student teaching program. Those interested
in further information should contact the Education Department at least one year prior to student teaching. Students
who teach abroad will do part of their student teaching in the Twin Cities area under direct Augsburg faculty
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supervision. In addition to gaining Education Department approval for student teaching abroad, students must apply
through the Study Abroad and Study Away Office in the Center for Global Education and Experience.
Education Faculty
Joseph Erickson (Chair), Jennifer Diaz, Margaret Finders, Audrey Lensmire, Rachel Lloyd, Cari Maguire, Susan O’Connor,
Donna Patterson, Barbara West, Terrance Kwame-Ross, Joaquin Munoz, Kaycee Rogers, Jason Lukasik
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Elementary Education
Major and Licensure Requirements
Elementary Education majors are required to complete the following non-major and major courses. To be licensed they
must also complete a student teaching experience. Degree-seeking students follow the Bachelor of Science Liberal Arts
Foundation requirements.
Non-departmental Core Courses
These requirements should be taken during the first year or sophomore year; many of these courses will also fulfill
liberal arts requirements:
ENL 111 - Effective Writing
HPE 115 - Chemical Dependency Education
Math sequence for students
(Do NOT take if seeking 5-8 math endorsement.) MPG 3 pre-requisite.
MAT 137 - Mathematics for Elementary Teachers I (fall)
MAT 138 - Mathematics for Elementary Teachers II (spring)
Science sequence for students
(Do NOT take if seeking 5-8 general science endorsement.)
Option A is for Day students who do not have college-level science courses in their background.
BIO 102 - The Biological World
and
PHY 203 - Physics and Earth Science for Elementary Education Teachers
Option B is for weekday, AU*, and/or transfer students with at least one college-level science course accepted in
transfer, or for weekday students who have already started this sequence.
PHY 203 - Physics and Earth Science for Elementary Education Teachers
or
EED 203 - Physical Science for Elementary Teachers (summer session, Time 1 only) and EED 200 - Elementary Education
Earth Science (summer session, Time 2)
and
BIO 102 - The Biological World
Option C (Rochester only).
SCI 110 - Natural Science I (Physical Science)
SCI 111 - Natural Science II (Biological and Earth Science)
Major Courses
Foundations Block I
EDC 200 - Orientation to Education in an Urban Setting**
Complete either EDC 206 or both EDC 210 and EDC 211
o EDC 206 - Diversity/Minnesota American Indians
o EDC 210 - Diversity in the School (or EDC 110) and EDC 211 - Minnesota American Indians
EDC 220 - Educational Technology
EED 225 - Foundations of Literacy
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Foundations Block II
EDC 310 - Learning and Development in an Educational Setting
Methods Block I (Courses from this point on require admission to the department)
EED 311 - K-6 Methods: Health
EED 312 - K-6 Methods: Physical Education
EED 325 - K-6 Methods: Literacy
EED 326 - Elementary Reading K-6 Field Experience**
EED 386 - K-6 Methods: Children’ Literature
Methods Block II
EED 336 - Advanced Literacy Methods**
EED 341 - K-6 Methods: Art
EED 342 - K-6 Methods: Music
EED 350 - K-6 Methods: Mathematics**
EED 360 - K-6 Methods: Science**
EED 370 - K-6 Methods: Social Studies/Thematics
EED 380 - Kindergarten Methods**
Capstone Block
EDC 410 - Learners with Special Needs**
EDC 490 - School and Society
Student Teaching Block
Student teaching is required for licensure. Students with an Elementary major who do not complete student teaching
can graduate through the Elementary Education non-licensure major or the Interdisciplinary Studies major.
EDC 481 - Student Teaching: Initial License (12-14 weeks)
EED 489 - Teacher Performance Assessment and Student Teaching Seminar
Endorsements (optional to add on to elementary license, secondary biology, chemistry, physics)
Communication Arts (5-8)
ENL 220 - Intermediate Expository Writing
ENL 240 - Introduction to Literary Study
One of COM 254, COM 329, COM 351, or COM 355
o COM 254 - Interpersonal Communication
o COM 329 - Intercultural Communication
o COM 351 – Argumentation
o COM 355 - Small Group Communication
EED 331 - Middle School Methods Writing
ESE 300 - Reading/ Writing in the Content Area**
ESE 350 - 5-12 Methods: Literature and Reading**
EDC 482 - Student Teaching: Endorsement
Social Studies (5-8th grade)
POL 121 - American Government and Politics
One of HIS 120, HIS 121, or HIS 122
o HIS 120 - America to 1848
o HIS 121 - 19th-Century United States
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o HIS 122 - 20th-Century United States
ECO 113 - Principles of Microeconomics
One of HIS 103, HIS 104, PSY 105, SOC 121, or ANT 141
o HIS 103 - The Modern World
o HIS 104 - Decolonizing Asia and Africa
o PSY 105 - Principles of Psychology
o SOC 121 - Introduction to Sociology
o ANT 141 - Introduction to Cultural Anthropology
ESE 220 - Introduction to Human Geography
ESE 300 - Reading/Writing in the Content Area**
ESE 311 - Middle School Methods: Social Studies**
EDC 482 - Student Teaching: Endorsement
Mathematics (5-8th grade)
MAT 114 - Precalculus (or MPG 4)
MAT 145 - Calculus I
One of MAT 163 or MAT 164
o MAT 163 - Introductory Statistics
o MAT 164 – Introductory Statistics for STEM
MAT 252 - Exploring Geometry
MAT 271 - Discrete Mathematical Structures
MAT 287 - History of Mathematics
ESE 300 - Reading/Writing in the Content Area**
ESE 331 - Middle School Methods: Mathematics**
EDC 482 - Student Teaching: Endorsement
General Science (5-8th grade)
BIO 102 - The Biological World
BIO 121 - Human Biology
CHM 115 - General Chemistry I
CHM 116 - General Chemistry II
PHY 116 - Introduction to Physics
SCI 106 - Introductory Meteorology
Geology - (take elsewhere—see Education Department for suggestions)
ESE 300 - Reading/Writing in the Content Area**
ESE 341 - Middle School Methods: Natural Science**
EDC 482 - Student Teaching: Endorsement
Graduation and Licensure/ Endorsement Requirements
A minimum GPA of 2.50 overall, 2.50 in the major, 2.00 in the specialty area, and grades of P in student teaching courses
are required for licensure as well as C- or better in all required core, specialty, and education major courses.
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
For a complete list of courses and descriptions, see the Course Description Search.
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K-12 English as a Second Language
The K-12 English as a Second Language (ESL) undergraduate major is available as an initial license as well as an
endorsement to an existing license. This license qualifies teachers to work with K-12 students for whom English is a
second language across a range of subject areas. A prerequisite to program admission is two years of high school level or
one year of college level language instruction.
The K-12 ESL program is offered in a hybrid format with a mix of face-to-face and online instruction throughout the
semester. Program courses are offered in a weekday evening* framework during the academic year and summer
semester to make them accessible to working adults.
Major and Licensure Requirements
Required Non-major Courses:
HPE 115 - Chemical Dependency Education
ENL 111 - Effective Writing
Modern language pre-requisites (2 years high school or 1 year college language)
Required Education Courses for ESL:
EDC 200 - Orientation to Education in an Urban Setting**
Complete either EDC 206 or both EDC 210 and EDC 211
o EDC 206 - Diversity/Minnesota American Indians
o EDC 210 - Diversity in the School (or EDC 110) and EDC 211 - Minnesota American Indians
EDC 220 - Educational Technology
EDC 310 - Learning and Development in an Educational Setting
EDC 410 - Learners with Special Needs**
ESE 325 - Creating Learning Environments
EED 325 - K-6 Methods: Literacy
EED 326 - Elementary Reading K-6 Field Experience**
ESL Major Courses
ESL 310 - Second Language Acquisition
ESL 320 - Introduction to Linguistics
ESL 330 - History and Structure of the English Language
ESL 340 - ESL Literacy**
ESL 410 - ESL Testing and Evaluation
ESL 420 - ESL Methods **
ESL 490 - Language, Culture, and Schools (Keystone requirement)
EDC 483 - Student Teaching: Initial License in PE, Music, Art, or ESL
ESL 489 - Teacher Performance Assessment and Student Teaching Seminar
A minimum GPA of 2.50 overall, 2.50 in the major, and grades of P in student teaching courses are required for licensure
as well as C- or better in all required core and education major courses.
Graduation Skills
Graduation Skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
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For a complete list of courses and descriptions, see the Course Description Search.
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Secondary Education
It is the responsibility of each student to meet all specific requirements of the Education Department and the subject
area major. Secondary and K-12 licensure students are expected to have advisors in both their subject area major and in
the Education Department. K-12 licensure is available in art, music, health and physical education. A 5-12 secondary
licensure program is available in communication arts/literature, mathematics, and social studies. A 9-12 secondary
licensure program is available in life science, chemistry, and physics with an additional general science endorsement for
grades 5-8.
Licensure requirements in the state of Minnesota for teaching in secondary schools are met through the Augsburg
University Education Department licensure program. These requirements are: bachelor’s degree, academic major in an
approved teaching area, and completion of an approved licensure program.
Consult with your subject matter advisor for Graduation Skills requirements in Critical Thinking (CT), Quantitative
Reasoning (QR), Speaking (S), and Writing (W).
Major and Licensure Requirements
Non-Departmental Requirements
ENL 111 - Effective Writing
HPE 115 - Chemical Dependency Education
Program Requirements
Foundations Block I
EDC 200 - Orientation to Education in an Urban Setting**
Complete either EDC 206 or both EDC 210 and EDC 211
o EDC 206 - Diversity/Minnesota American Indians
o EDC 210 - Diversity in the School (or EDC 110) and EDC 211 - Minnesota American Indians
EDC 220 - Educational Technology
Foundations Block II
EDC 310 - Learning and Development in an Educational Setting
Courses from this point and on require admission to the Education Department.
Methods Block I
ESE 300 - Reading/Writing in the Content Area**
ESE 325 - Creating Learning Environments
Methods Block II
ESE 3XX - K-12 or 5-12 Methods in Content Area**
Capstone Block
EDC 410 - Learners with Special Needs**
EDC 490 - School and Society
Student Teaching Block
One of EDC 481 or EDC 483
o EDC 481 - Student Teaching: Initial License (12-14 weeks)
o EDC 483 - Student Teaching: Initial License in PE, Music, Art, or ESL
ESE 489 - Teacher Performance Assessment and Student Teaching Seminar
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A minimum GPA of 2.50 overall, 2.50 in education, 2.50 in the teaching major, and P (pass) in student teaching are
required for licensure. All required major, non-departmental requirements, and education program courses must have a
grade of C- or better.
Art, Music, and Physical Education Licensure (K-12)
Students preparing for licensure in one of these areas follow the Secondary Education program even though they may
plan to teach at the elementary school level. A person with a major in one of these special areas will take three to four
courses in student teaching and do some student teaching at both the secondary and elementary levels. Note:
Recommendation for teacher licensure in music is granted only to students who successfully complete the requirements
for the Bachelor of Music Education major. Art, music, and physical education teacher education programs lead to
licensure for grades K-12. Students may no longer license in a minor field of study.
A graduate level licensure option is available through the AU* evening program. Licensure is obtained through a
combination of graduate and undergraduate credits. Contact the Education Department or the Undergraduate and
Graduate Admission Offices for information.
For a complete list of courses and descriptions, see the Course Description Search.
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Special Education: Academic Behavioral Strategist
The special education ABS major is available only through the AU* program. This major is ideally suited to people who
are currently working in schools with K-12 special education students. Students must complete field experience
requirements in K-12 special education and general education mainstreamed settings as part of course and program
requirements; field service requirements are during the regular school times and calendar year.
A graduate-level licensure option is available through AU*. Licensure is obtained through a combination of graduate and
undergraduate credits.
Special Education Coordinator: Susan O’Connor
Major and Licensure Requirements
Special Education Major
Non-departmental core courses - These requirements should be taken during the first year or sophomore year; many of
these courses will also fulfill liberal arts requirements:
ENL 111 - Effective Writing
HPE 115 - Chemical Dependency Education
MAT 137 - Mathematics for Elementary Teachers I (MPG 3 prerequisite)
Required Education Courses for ABS:
EDC 200 - Orientation to Education in an Urban Setting**
Complete either EDC 206 or both EDC 210 and EDC 211
o EDC 206 - Diversity/Minnesota American Indians
o EDC 210 - Diversity in the School (or EDC 110) and EDC 211 - Minnesota American Indians
EDC 220 - Educational Technology
EDC 310 - Learning and Development in an Educational Setting
EED 225 - Foundations of Literacy
(Students must be admitted to Education Department to take courses beyond this point)
EED 325 - K-6 Methods: Literacy
EED 326 - Elementary Reading K-6 Field Experience**
EED 336 - Advanced Literacy Methods**
EED 350 - K-6 Methods: Mathematics**
EED 360 - K-6 Methods: Science**
EDC 410 - Learners with Special Needs**
EDC 330 - Building the Public Good: Public Achievement and Organizing I
EDC 331 - Practicum in Public Achievement I
EDC 332 - Building the Public Good: Public Achievement and Organizing II
EDC 333 - Practicum in Public Achievement II
SPE 410 - Implementing Assessment Strategies
SPE 411 - Etiology and Theory of Mild to Moderate Disabilities
SPE 415 - Theory to Practice
SPE 425 - Transition and Community
SPE 430 - Instructional and Behavioral Practices
SPE 490 - Parent and Professional Planning
EDC 481 - Student Teaching: Initial License (12-14 weeks)
SPE 489 - Teacher Performance Assessment and Student Teaching Seminar
A minimum GPA of 2.50 overall, 2.50 in the major, and grades of P in student teaching courses are required for licensure
as well as C- or better in all required core and education major courses.
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Graduation Skills
Graduation Skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Special Education Minor
The Special Education minor requires six courses (five plus one prerequisite psychology course) that encompass an
interdisciplinary perspective on the field of disability. The minor is designed to fit the needs of students in various
disciplines interested in disability issues. This minor is available through the weekday program.
Required courses:
EDC 410 - Learners with Special Needs**
EDU 491 - Practicum and Seminar in Special Education**
PSY 105 - Principles of Psychology
SOC 231 - Family Systems: A Cross-Cultural Perspective
One of PSY 250, PSY 252, or PSY 253
o PSY 250 - Child Development
o PSY 252 - Adolescent and Young Adult Development
o PSY 253 - Aging and Adulthood
One of PSY 357, PSY 359, SOC 265, or SWK 301
o PSY 357 - Behavior Analysis
o PSY 359 - Assessment
o SOC 265 - Race, Class and Gender
o SWK 301 - History and Analysis of Social Policy
Interested students should contact the director of Special Education at the outset of coursework
For a complete list of courses and descriptions, see the Course Description Search.
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English
Through the study of English we witness life’s complexity, experience life as others do, and thus better understand the
world in which we live and work. Literature helps us contemplate the pains and joys of human existence and allows us to
frame human events within diverse world views. Those who study English typically believe that an intense concern for
words, ideas, and images helps people understand who they are and who they can become. At the same time, the
English Department’s emphasis on writing helps our students to clarify and share their thoughts.
English relates closely to other majors. Like the other arts, English is concerned with the pleasure that comes from
artistic creation and with the contemplation of works of art. Like psychology and sociology, English is concerned with
individual and group behavior. Like philosophy, English is interested in ideas and in the relation between meaning and
language. Like science, English is interested in discovering order and determining structures. Like speech and
communication, English studies the effective use of language. Like history and the other social sciences and humanities,
English studies the way people have acted and thought at different times and in various cultures.
Augsburg’s English Department integrates its programs with cultural opportunities available in this vital urban area.
Plays, films, and readings are available near the campus, often within walking distance. English majors also have
opportunities to use and refine their skills by working in internships on and off campus, tutoring English Language
Learner (ELL) students, or tutoring in the Writing Lab.
Students who complete an Augsburg English major pursue careers in elementary, secondary, and college education,
journalism, government, law, the ministry, library science, medicine, advertising, public relations, publishing, writing,
and other professions and businesses.
English Faculty
Robert Cowgill (Chair), Stephan Clark, Douglas Green, Sarah Groeneveld, Dallas Liddle, John Schmit, Lindsay Starck,
Kathryn Swanson, Mzenga Wanyama, Cary Waterman
Degree and Major Requirements
Choosing a Concentration
Students majoring in English have the opportunity to choose one of three concentrations: literature, language, and
theory; creative writing; and secondary licensure in communication arts/literature.
While some of our courses explicitly address theoretical approaches to literature, especially those that examine race,
class, and gender, all of our courses infuse these concerns in their engagement with primary works of fiction, poetry,
creative nonfiction, film, and drama. All literature classes involve students in multiple forms of literary examination and
are taught by professors who love teaching and who love literature. Our classes develop and demand the skills of
aesthetic receptivity, perceptive and critical reading, open and clear speaking, and analytical and engaging writing—skills
of the educated and employable citizen.
English Major with a Literature, Language, and Theory Concentration
The Literature, Language, and Theory concentration provides students various approaches to the study of the written
word and visual text. Spotlight courses focus on specific authors, genres, or themes, and enable the discovery of new
literary experiences. Courses in African American, Native American, Asian American, and postcolonial literatures
reconfigure the nature of traditional literary studies. Survey courses in English, American, and world literatures are
organized by historical periods and provide a classically structured framework of study. Courses in literary theory
demand the intense and intellectually challenging engagement of text, culture, and self. The Literature, Language, and
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Theory concentration offers courses of study cross-listed with American Indian Studies, Art, Communication Studies,
Film, Theater, and Gender, Sexuality, and Women’s Studies.
This concentration requires nine courses above ENL 111, or HON 111, or ENL 112 including:
One of ENL 220 or ENL 221
o ENL 220 - Intermediate Expository Writing
o ENL 221 - Intermediate Expository Writing About the Arts
At least two 200-level literature courses as prerequisites for upper division courses in English. No more than two
200-level literature courses may count for the major.
At least five 300-level courses, with one each in British literature, American literature, and world literature.
At least one 400-level course. Any 300-level course serves as a prerequisite for the 400-level.
Minor in Literature, Language, and Theory
Five courses above ENL 111, or HON 111, or ENL 112 are required, including:
One of ENL 220 or ENL 221
o ENL 220 - Intermediate Expository Writing
o ENL 221 - Intermediate Expository Writing About the Arts
Four literature, language, and theory courses, three of which must be upper division courses.
English Major with a Creative Writing Concentration
The English Creative Writing concentration helps students develop professional writing skills by focusing their efforts in
the creative modes: poetry, fiction, creative nonfiction, playwriting, and screenwriting. Over the course of the major,
students master terminology; engage the field’s aesthetic and ethical issues; and read and study the works of
established writers. The creative writing concentration expands competencies in observation, research, and analysis that
enable writers to gather and interpret material from a variety of sources and perspectives for their work; it attends
particularly to the artistic aspects of the writer’s craft, such as form, affect, and revision. English majors in Creative
Writing engage the interdisciplinary demands inherent in literary endeavors, including issues of design, and enhance
their appreciation of the aesthetic possibilities inherent in the writing life.
Creative Writing courses are taught by dedicated professors, who are themselves practicing writers. The writing
concentration offers courses of study cross-listed with Art, Communication Studies, and Theater.
To complete this concentration, students must take 10 courses above ENL 111, or HON 111, or ENL 112, including three
literature, language, and theory courses. At least one of these must be at the 300-level or higher.
One of ENL 220 or ENL 221
o ENL 220 - Intermediate Expository Writing
o ENL 221 - Intermediate Expository Writing About the Arts
ENL 226 - Introduction to Creative Writing
ENL 420 - Advanced Studies in Writing (Keystone)
One of ART 215 or ART 201
o ART 215 - Introduction to Web Design
o ART 201 - Introduction to Graphic Design
Three literature, language and theory electives, with at least one at the 300-level or higher
Three writing electives, with at least two at the 300-level, chosen from:
o ENL 227 – Journalism
o ENL 228 - Broadcast and Online Journalism
o ENL/FLM 229 – Screenwriting
o ENL 320 - Fiction One
o ENL 321 - Fiction Two
o ENL 322 - Poetry One
o ENL 323 - Poetry Two
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o
o
o
o
o
o
o
ENL 324 - Creative Non-Fiction
ENL/THR 325 - Playwriting I
ENL/THR 326 - Playwriting II
ENL 329 - Screenwriting II
ENL 396 - Internship in Teaching Writing
ENL 397/399 – Internship
An approved ACTC creative writing course
Minors in Writing
A minor with an open emphasis requires five writing courses above ENL 111, or HON 111, or ENL 112, including at least
one course from the 200-level and two from the 300-level.
A minor with a creative emphasis requires five writing courses above ENL 111, or HON 111, or ENL 112 and must include
ENL 226, and at least three upper division creative writing courses, two of which must be a 300-level two-course writing
sequence.
Communication Arts/Literature Teacher Licensure Major
The Communication Arts/Literature Teacher Licensure concentration is for students who seek to be licensed to teach
communication arts/literature in Minnesota. Students are encouraged to take courses toward their major during the
first and sophomore years and to apply for the education licensure program no later than the spring of their junior year.
Students in both programs must work with advisors in the English Department and the Education Department in order
to meet the professional requirements within the Education Department as well as the requirements for the major.
Should licensure not be possible, graduation can be achieved through an English major, which requires at least two
additional, specific courses, or through a communication studies major.
Prerequisite: ENL 111, or HON 111, or ENL 112
Major Requirements (eight courses in English):
ENL 220 - Intermediate Expository Writing
ENL 240 - Introduction to Literary Study
ENL 365 - Contemporary Post Colonial Fiction
ENL 380 - Introduction to the English Language
ENL 396 - Internship in Teaching Writing
One upper division ENL British literature course
One upper division ENL American literature course
One additional ENL literature, language, or theory course chosen from ENL360, 361, 362, 367, 368, 371, 385, 394,
410, and 430
Experiential Requirement (no credit):
One college-level experience required in forensics, debate, newspaper, literary journal, or related activity (subject to
departmental approval)
Additional Courses (outside the English Department):
COM 111 - Public Speaking
COM 254 - Interpersonal Communication
COM 351 – Argumentation
One of COM 120, COM 243, or POL 342
Special Methods (two courses):
ESE 350 - 5-12 Methods: Literature and Reading
ESE 351 - 5-12 Methods: Speaking and Listening
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Additional ESE and EDC courses are required for licensure. See the Education Department section for a listing of
secondary education licensure requirements. In addition to consulting your designated ENL advisor, contact an
Education Department advisor for information about education courses.
Graduation Skills
Graduation Skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
The Quantitative Reasoning (QR) graduation skill is met with one of the following courses: GST 200, HIS 369, MAT 111,
MAT 145, MAT 146, MAT 163, MAT 164, NUR 410, PHI 230, PHY 119, POL 483, or the QR from a second major.
Departmental Honors
GPA of 3.5 in the major and 3.0 overall; submit proposal to department chair by early October in senior year for
department approval. Submit and defend paper before faculty committee. Honors project may receive independent
study credit (refer to departmental guidelines).
MFA Master Class Option
Advanced standing undergraduate junior or senior writers with a GPA of 3.50 in English courses, with the
recommendation of undergraduate creative writing faculty, with a portfolio of work specific to the genre in which the
student applies, and with approval of the MFA director, may join a MFA summer residency course in their genre. Upon
successful completion of the same residency requirements as graduate students, master class students will earn the
same number of credits towards their Augsburg undergraduate degree (maximum 6 credits). Additionally, if they enroll
in the Augsburg MFA program in the future, they will have satisfied the first of their three summer residency course
requirements.
The MFA Master Class Option is not repeatable.
The MFA Master Class Option is open to undergrad students from other institutions as well as Augsburg University.
Transfer Students
Note: Transfer undergraduate English majors must take at least three of their English courses at Augsburg. Transfer
students who minor in English must take at least two of their English courses at Augsburg.
Transfer English education students with a BA in English from another college must take at least three of their English
courses at Augsburg (preferably upper division courses). These courses must be taken before the department can
recommend a student for student teaching.
The English Placement Test
A writing sample is required of students to determine their placement in an appropriate writing class. Students having
completed AP (Advanced Placement) courses in composition must have a score of 4 or 5. Students who need to develop
competence in composition skills—such as stating and supporting a thesis, organizing clearly, and constructing
paragraphs and sentences—are required to enroll in Developmental Writing (ENL 101) where they receive more
individual instruction than is possible in Effective Writing (ENL 111). These students must pass Developmental Writing
(ENL 101) with a grade of P, C-, or higher before enrolling in Effective Writing (ENL 111).
Note: Students should register for ENL 101 during the first semester of attendance if possible. ENL 111, 112, or HON 111
should be completed, if possible, during the first year.
Students in Developmental Writing (ENL 101), Effective Writing (ENL 111), HON 111, or ENL 112 can elect the traditional
grading system or P/N grading in consultation with their instructor up through the last week of class (without special
permission/petition).
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Service Courses
The department offers these service courses for students as required by a placement test.
Literature, Language, and Theory Courses
The 200-level courses in the literature, language, and theory track of the English major develop foundational
competencies in reading and interpreting literary texts, and provide opportunities for diverse literary discovery. These
courses require ENL 111, or HON 111, or ENL 112 as a prerequisite or co-requisite.
Upper Level Courses
The 300-level courses in the literature track in English concentrate on primary texts in historical and cultural contexts.
These courses ask students to practice interpreting literary texts by employing techniques, terminology, and research
methods of the discipline, resulting in effective and substantive expository writing about the subject. Unless otherwise
indicated, students must take ENL 220 or 221 (see writing courses), or one 200-level literature, language, or theory
course, or gain consent of the instructor as a prerequisite.
The 400-level literature, language, and theory courses emphasize scholarship, criticism, and theory, and ask students to
write and speak professionally about literary texts. Any 300-level literature course or permission of the instructor serve
as a prerequisite for the 400-level. One 400-level course must fulfill the keystone requirement.
Writing Courses
Note: First day attendance in all writing courses is mandatory for a student to hold their place in the course.
For a complete list of courses and descriptions, see the Course Description Search.
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Environmental Studies
Environmental Studies is the interdisciplinary investigation of human relations with the natural world. The program
pursues a multifaceted examination—across the natural sciences, social sciences, humanities, and professional studies—
of the interdependence shared by people and nature. It provides an understanding of the material world as well as the
ecological, social, and cultural processes and problems that bind that world together. Through the study of politics,
biology, literature, chemistry, social work, economics, communications and history, Environmental Studies students
focus on the most pressing local, regional, national, and global issues of our day.
Augsburg University’s location in the city offers a particular opportunity for the close study of complex urban
environments. Although many equate environmental issues with rural areas, most people live in cities. Urban residents
shape nature in innumerable ways, including through energy, food, and water consumption; transportation; and
industrial production. In turn, cities often serve as the settings in which environmental injustice flourishes. With that in
mind, Augsburg’s Environmental Studies program fosters the simultaneous study of ecological quality and social justice.
The program provides undergraduate training leading to a BA or a minor in Environmental Studies. Upon completion of
the program, students will be able to comprehend ecological processes, recognize the many and varied forms of nature
in the city, distinguish stakeholders’ interests in policy debates, decipher the context and variety of human experiences
in nature, identify inequities in the access to and use of natural resources, and articulate responses grounded in multiple
disciplinary insights to current urban environmental challenges. Drawing on their experiences in settings as diverse as
the Cedar-Riverside neighborhood, the upper Mississippi River Valley, and Mexico, graduates of the program pursue
vocations in nonprofit organizations, government policy and planning positions, law and graduate school, education,
ministry, and corporate settings.
Environmental Studies Faculty
Christina Erickson (Social Work), Matthew Beckman (Biology), Kristen Chamberlain (Communication Studies), Lars
Christiansen (Sociology/Urban Studies), Z. Vivian Feng (Chemistry), Nancy Fischer (Sociology/Urban Studies), Keith
Gilsdorf (Economics), David Hanson (Chemistry), Joan Kunz (Chemistry), Michael Lansing (History), Emily Schilling
(Biology/Environmental Studies), Joseph Underhill (Political Science, Program Director), John Zobitz (Mathematics).
Degree and Major Requirements
Environmental Studies Major
Standard Track Requirements
Core courses:
ENV 100 - Environmental Connections
ENV 320 - Environmental Science
SWK 210 - Environmental Justice and Social Change
One of ENV 310, POL 241, POL 325, POL/WST 341, or SOC 381
o ENV 310 - Environmental Politics Field Seminar
o POL 241 - Environmental and River Politics
o POL 325 - Politics and Public Policy
o POL/WST 341 - Globalization, Social Struggle and the Environment
o SOC 381 - City and Regional Planning
One of COM 260 or RLN 333 / WST 313
o COM 260 - Environmental Communication
o RLN 333/WST 313 - Environmental Theology and Ethics
HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History
ECO 365 - Environmental Economics
ENV Internship (ENV 396, 397, 398, or 399)
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One of ENV 492 or ENV 490
o ENV 492 - The City and Environment Keystone
o ENV 490 - Environmental Studies Independent Project (Keystone)
Biology requirements:
BIO 151 - Introductory Biology
BIO 152 - Ecology, Evolution and Diversity
BIO 481 - Ecology
Chemistry requirements:
CHM 115 and CHM 115L- General Chemistry I and Lab
CHM 116 and CHM 116L - General Chemistry II and Lab
HECUA Track Requirements
ENV 100 - Environmental Connections
SWK 210 - Environmental Justice and Social Change
One of COM 260 or RLN 333 / WST 313
o COM 260 - Environmental Communication
o RLN 333/WST 313 - Environmental Theology and Ethics
HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History
INS 345, INS 346, INS 399 - (HECUA Environmental Sustainability Semester, four courses: Adaptive Ecosystem
Management; Social Dimensions of Environmental Change, Field/Research Methods and Investigation, Internship
and Integration Seminar)
One o ENV 492 or ENV 490
o ENV 492 - The City and Environment Keystone
o ENV 490 - Environmental Studies Independent Project (Keystone)
Biology requirements:
BIO 151 - Introductory Biology
BIO 152 - Ecology, Evolution, and Diversity
BIO 481 - Ecology
Chemistry requirements:
CHM 115 and CHM 115L- General Chemistry I and Lab
CHM 116 and CHM 116L - General Chemistry II and Lab
Environmental Studies Minor
Five courses:
ENV 100 - Environmental Connections
Complete four courses from at least two of the four divisions:
o Humanities
COM 260 - Environmental Communication
ENL 270 – Themes
HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History
RLN 333/WST 313 - Environmental Theology and Ethics
o Social Sciences
ECO 365 - Environmental Economics
ENV 310 - Environmental Politics Field Seminar
POL 241 - Environmental and River Politics
POL 325 - Politics and Public Policy
POL/WST 341 - Globalization, Social Struggle and the Environment
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o
o
SOC 380 - Disaster and Resilience
Professional Studies
SWK 210 - Environmental Justice and Social Change
Natural Sciences
BIO 152 and 152L - Evolution, Ecology, and Diversity
BIO 481 and 481L – Ecology
CHM 115 and CHM 115L- General Chemistry I
ENV 320 and 320L - Environmental Science
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
For a complete list of courses and descriptions, see the Course Description Search.
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Gender, Sexuality, and Women’s Studies
The Gender, Sexuality, and Women’s Studies program provides students with the opportunity to examine critically
women’s contributions and experiences in various historical and cultural contexts. This is an inter-college program with
course offerings at Augsburg University, Hamline University, St. Catherine University, and the University of St. Thomas.
Courses are drawn from many disciplines and combine theoretical, practical, and research components that focus not
only on gender, but also acknowledge that race, class, and sexual identity are crucial aspects of women’s experiences.
The Gender, Sexuality, and Women’s Studies program offers both a major and a minor, and provides students with
academic preparation for careers in human services, education, and social work as well as graduate study.
Faculty
Adriane Brown (director), Kristin M. Anderson, Janelle Bussert, Kristin Chamberlain, Sarah Combellick-Bidney, Ankita
Deka, Jacqueline deVries, Grace B. Dyrud, Darcey Engen, Nancy Fischer, Doug Green, Milda Hedblom, Sophia Jacobsen,
Michael Lansing, Barbara Lehmann, Mary Lowe, Ann Lutterman-Aguilar, M. Elise Marubbio, Kathleen McBride, Sarah
Myers, Norma Noonan, Pary Pezechkian-Weinberg, Timothy Pippert, Beverly J. Stratton, Kathryn Swanson, James VelaMcConnell, Mzenga Wanyama
Degree and Major Requirements
Major
Ten courses that must include:
WST 201 - Introduction to Gender, Sexuality, and Women’s Studies
WST 315 or another mid-level course in feminist theory selected from an approved list
WST 485 - Senior Seminar
WST 199/399 – Internship
The remaining six electives are to be selected from approved Gender, Sexuality, and Women’s Studies courses, and
should include one course with a racial, ethnic, or global emphasis and one course with a sexuality emphasis. At
least three of the six electives must be upper division courses. Students may take courses at any of the colleges
participating in the Gender, Sexuality, and Women’s Studies program. However, at least three courses must be
completed at Augsburg.
Each student’s program must have the written approval of the Gender, Sexuality, and Women’s Studies program
coordinator.
Both majors and minors are encouraged to participate in one of the gender-focused semester study abroad programs
offered through Augsburg’s Center for Global Education. Two programs have been pre-approved for Gender, Sexuality,
and Women’s Studies credit: Crossing Borders: Gender and Social Change in Mesoamerica (offered fall semester) and
Migration and Globalization: Engaging Our Communities (offered spring semester).
Graduation Skills
The Speaking (S), Writing (W), and Critical Thinking (CT) graduation skills are embedded at all levels and are met by
completing the major. The Quantitative Reasoning (QR) graduation skill can be met by completing GST 200 or MAT 163
or MAT 164. Transfer students must consult an advisor about potential adjustments to their course requirements to
fulfill each of these skills.
Minors and Concentrations
Students majoring in Gender, Sexuality, and Women’s Studies can pursue a concentration in Sexuality Studies and/or
Global Women’s and Gender Studies. A concentration will be noted on the transcript at the point of graduation, not a
minor.
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Gender, Sexuality, and Women’s Studies Minor
Five courses that must include WST 201; WST 315; and three electives, one of which must be upper division. Courses
may be taken from the other ACTC colleges as well as Augsburg. Each student’s program must have the written approval
of the Gender, Sexuality, and Women’s Studies Program Coordinator.
Sexuality Studies Minor or Concentration
The 20-credit minor/concentration in Sexuality Studies offers students the opportunity to explore the history, social
construction, and physiology of sexuality and to examine the cultural meanings of gender, sexual orientation, and sexual
practice on a global level. Students are required to take three core courses plus two electives (one of which must be
upper division), as follows:
Core Courses in Sexuality Studies:
WST 201 - Introduction to Gender, Sexuality, and Women’s Studies
SOC 266 - Sociology of Sexualities
WST 305 - Introduction to Queer Studies
Two electives, including at least one upper division elective, chosen from:
o WST 250 - Global Perspectives on Gender and Sexuality
o WST 315 - Margins as Center: Feminist Theory
o HPE 316 - Human Sexuality
o WST 281/481 - Topics
Global Women’s and Gender Studies Minor or Concentration
The 20-credit minor/concentration in Global Women’s and Gender Studies offers students the opportunity to focus on
women’s roles, experiences, and worldviews in a global context. Students are required to take three core courses plus
two electives (one of which must be upper division), as follows:
Core Courses in Global Women’s and Gender Studies:
POL 359 - Topics: Women in Comparative Politics
WST 201 - Introduction to Gender, Sexuality, and Women’s Studies
WST 315 - Margins as Center: Feminist Theory
Two electives, including at least one upper division elective, chosen from:
o WST 250 - Global Perspectives on Gender and Sexuality
o WST 281/481 – Topics
o WST 313 - Environmental Theology and Ethics (CGE)
o WST 341 - Globalization, Social Struggles and the Environment (CGE)
o WST 357 - Mexican History, Culture and Cosmovision (CGE)
o WST 362 - Walking the Truth: Culture, Gender and Millennium Development Goals in Sub Saharan Africa
o WST 366 - Latin American Liberation Theologies (CGE)
o AIS 208/408 - Native American Women and Film
o AIS 233 - Women: A Cross-Cultural Perspective
o AIS 305 - Indigenous Issues of Central America
o AIS 320 - American Indian Women
o ENL 365 - Contemporary Post Colonial Fiction
o HIS 195 - Topics in History: Promoting Justice and Seeking Equality - Globalization and Women’s Grassroots
Movements in Latin America
Students are strongly encouraged to study abroad or to take at least one travel seminar.
Transfer Students
Students who transfer to Augsburg University and wish to complete a major or minor in Gender, Sexuality, and Women’s
Studies are urged to consult with the director of Gender, Sexuality, and Women’s Studies immediately upon transfer.
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The Gender, Sexuality, and Women’s Studies program has an articulation agreement with Century College and with
Inver Hills Community College that governs students from these institutions with a Women’s Studies certificate who
transfer to Augsburg. Transfers from other colleges and universities must consult with the director of Gender, Sexuality,
and Women’s Studies for approval of courses for the major or minor.
For a complete list of courses and descriptions, see the Course Description Search.
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Health, Physical Education, and Exercise Science
All students at Augsburg University interact with the Department of Health, Physical Education, and Exercise Science.
Departmental goals include providing quality experiences and preparation for careers in education, allied health, and
fitness professions, along with an education that leads to lifelong participation in wellness activities. The department
ensures that all students - recreational participants as well as student athletes - will find ample opportunity for
developmental activities.
The Physical Education program prepares students for careers in physical education endeavors in schools and in allied
professions.
The Health Education program prepares students for careers in school health education, wellness, and allied
professions. This program offers a comprehensive view of wellness that examines prevention and promotion needs for
individuals, schools, and the community.
The Exercise Science program prepares students with practical application of the knowledge needed to become a health
fitness or community health professional. Interested students will also be prepared to move on to graduate or
professional school in allied health professions such as physical therapy, occupational therapy, athletic training, and
chiropractic studies.
Faculty
Eileen Kaese Uzarek (Chair), Chris Brown, Anthony Clapp, Carol Enke, Jill Everett, Aaron Griess, Melissa Lee, Michael
Navarre, Ana Ribeiro, Eric Rolland, Missy Strauch, Nathan Tenut , Kassondra Valek, Steve Verlennich, Jackie Voigt
Degree and Major Requirements
Health Education Major
HPE 104 - Components of Fitness Training
HPE 110 - Personal and Community Health
HPE 114 - Health and Safety Education
HPE 115 - Chemical Dependency Education
HPE 215 - Health and Exercise Psychology
HPE 316 - Human Sexuality
HPE 320 - School Health Curriculum
HPE 357 - Measurement in Health, Physical Education and Exercise Science
HPE 358 - Assessment in Health and Physical Education
HPE 390 - Instructional Methods and Materials in Health Education
HPE 410 - Administration and Supervision of the School Health Program
HPE 450 - Current Health Issues
BIO 103 - Human Anatomy and Physiology
One of PSY 250 or PSY 252
o PSY 250 - Child Development
o PSY 252 - Adolescent and Young Adult Development
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
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Health Education Minor
HPE 104 - Components of Fitness Training
HPE 110 - Personal and Community Health
HPE 114 - Health and Safety Education
HPE 115 - Chemical Dependency Education
HPE 316 - Human Sexuality
HPE 320 - School Health Curriculum
HPE 390 - Instructional Methods and Materials in Health Education
HPE 450 - Current Health Issues
BIO 103 - Human Anatomy and Physiology
(The Minnesota Board of Teaching does not license minors in teaching.)
Teaching Licensure
The Minnesota Board of Teaching has specific licensing requirements for teachers that may be subject to change after
the publication of this catalog. It is the responsibility of the student to consult with the Augsburg Education Department
to identify current Minnesota teacher licensure requirements.
A Bachelor of Science degree is available for students seeking teacher licensure. Students must consult with a faculty
advisor concerning the Augsburg Core Curriculum requirements under the Bachelor of Science option.
All students seeking teaching licensure must receive a minimum grade of C in all required courses with an HPE prefix.
Physical Education Major
HPE 104 - Components of Fitness Training
HPE 114 - Health and Safety Education
HPE 115 - Chemical Dependency Education
HPE 205 - Introduction to Health, Physical Education, and Exercise Science
HPE 220 - Motor Learning and Development
HPE 254 - Introduction to Developmental/Adapted Physical Education
HPE 275 - Prevention and Care of Athletic Injuries
HPE 324 - K-6 PE Games and Activities
HPE 334 - 7-12 Sport Skills and Activities
HPE 335 - Outdoor Education
HPE 340 - Organization and Administration of Physical Education Programs
HPE 350 – Kinesiology
HPE 351 - Physiology of Exercise
HPE 357 - Measurement in Health, Physical Education, and Exercise Science
HPE 358 - Assessment in Health and Physical Education
HPE 473 - Physical Education Curriculum
BIO 103 - Human Anatomy and Physiology
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Physical Education Minor
HPE 104 - Components of Fitness Training
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HPE 115 - Chemical Dependency Education
HPE 205 - Introduction to Health, Physical Education, and Exercise Science
HPE 324 - K-6 PE Games and Activities
HPE 334 - 7-12 Sport Skills and Activities
HPE 351 - Physiology of Exercise
(The Minnesota Board of Teaching does not license minors in teaching.)
Coaching Certification
The Minnesota Board of Teaching does not require coaching certification. The following courses are recommended for
those interested in coaching in Minnesota public schools:
HPE 114 - Safety Education
HPE 275 - Prevention and Care of Athletic Injuries
HPE 280 - Coaching Theory
The Minnesota State High School League (MSHSL) requires all head varsity coaches of interscholastic sports to complete
a coaching effectiveness program offered through the MSHSL.
Teaching Licensure
The Minnesota Board of Teaching has specific licensing requirements for teachers that may be subject to change after
the publication of this catalog. It is the responsibility of the student to consult with the Augsburg Education Department
to identify current Minnesota teacher licensure requirements.
A Bachelor of Science degree is available for students seeking teacher licensure. Students must consult with a faculty
advisor concerning the Augsburg Core Curriculum requirements under the Bachelor of Science option.
All students seeking teaching licensure must receive a minimum grade of C in all required courses with an HPE prefix.
Exercise Science Major, BA
HPE 104 - Components of Fitness Training
HPE 110 - Personal and Community Health
HPE 114 - Health and Safety Education
HPE 115 - Chemical Dependency Education
HPE 205 - Introduction to Health, Physical Education, and Exercise Science
HPE 215 - Health and Exercise Psychology
HPE 220 - Motor Learning and Development
HPE 275 - Prevention and Care of Athletic Injuries
HPE 300 - Nutrition for Exercise Science
HPE 304 - Advanced Fitness Training
HPE 305 - Stress Management
HPE 315 - Exercise Testing and Prescription
HPE 350 – Kinesiology
HPE 351 - Physiology of Exercise
HPE 357 - Measurement in Health, Physical Education, and Exercise Science
HPE 397/399 - Internship in Exercise Science
HPE 450 - Current Health Issues
HPE 452 - Advanced Biomechanics
HPE 490 - Exercise Science Seminar and Keystone
BIO 103 - Human Anatomy and Physiology
Exercise Science Major, BS
Pre-Health Science Track
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This major is available for those wishing to satisfy the prerequisites for graduate school in exercise science and allied
professions such as physical therapy, occupational therapy, athletic training, and chiropractic. Students wishing to apply
for admission to an accredited Physical Therapy program are advised to take INDI 2220 - Medical Terminology, and one
of MAT 114 - Precalculus or MAT 145 - Calculus.
HPE 104 - Components of Fitness
HPE 110 - Personal and Community Health
HPE 114 - Health and Safety Education
HPE 115 - Chemical Dependency Education
HPE 205 - Introduction to Health, Physical Education, and Exercise Science
HPE 275 - Prevention and Care of Athletic Injuries
HPE 300 - Nutrition for Exercise Science
HPE 304 - Advanced Fitness Training
HPE 315 - Exercise Testing and Prescription
HPE 350 – Kinesiology
HPE 351 - Physiology of Exercise
HPE 357 - Measurement in Health, Physical Education, and Exercise Science
HPE 397/399 – Internship
HPE 490 - Exercise Science Seminar and Keystone
Supporting courses:
BIO 151 and 151L - Introductory Biology
BIO 152 and 152L - Evolution, Ecology and Diversity
Complete an anatomy and physiology two course sequence
o BIO 353 and BIO 473
BIO 353 and 353L - Comparative Vertebrate Anatomy
BIO 473 and 473L - Physiology of Humans and Other Animals
o BIOL 2610 and BIOL 2620 (St. Catherine)
BIOL 2610 - Human Anatomy and Physiology I
BIOL 2620 - Human Anatomy and Physiology II
CHM 115 and CHM 115L- General Chemistry I
CHM 116 and CHM 116L - General Chemistry II
PHY 107 and 107L - College Physics I
PHY 108 and 108L - College Physics II
PSY 105 - Principles of Psychology
Complete one of PSY 215, MAT 163, or MAT 164
o PSY 215 - Research Methods and Statistics I
o MAT 163 - Introductory Statistics
o MAT 164 - Introductory Statistics for STEM
Complete one of PSY 203 or PSY 262
o PSY 203 - Lifespan Development
o PSY 262 - Abnormal Psychology
Complete one elective chosen from:
o HPE 215 - Exercise and Health Psychology
o HPE 220 - Motor Learning and Development
o HPE 305 - Stress Management
o HPE 450 - Current Health Issues
o HPE 452 - Advanced Biomechanics
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Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Exercise Science Minor
BIO 103 - Human Anatomy and Physiology
HPE 104 - Components of Fitness Training
HPE 350 and 350L - Kinesiology and lab
HPE 351 and 351L - Physiology of Exercise and lab
Complete eight credits of HPE electives, chosen from the following:
o HPE 114 - Health and Safety Education
o HPE 215 - Health and Exercise Psychology
o HPE 220 - Motor Learning and Development
o HPE 280 - Coaching Theory
o HPE 304 - Advanced Fitness Training
o HPE 315 - Exercise Testing and Prescription
o HPE 357 - Measurement in Health, Physical Education, and Exercise Science
For a complete list of courses and descriptions, see the Course Description Search.
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History
History is to society what memory is to an individual; it brings to a civilization an understanding of its identity. The
distinguished medievalist J.R. Strayer expressed it this way: “No community can survive and no institution can function
without constant reference to past experience. We are ruled by precedents fully as much as by laws, which is to say that
we are ruled by the collective memory of the past. It is the memory of common experiences that makes scattered
individuals into a community.”
The study of history enables us to deal more knowledgeably with continuity and change in society. The construction of
an informed sense of our past is a fundamental ingredient in appreciating and understanding the present as well as
anticipating the future. History majors are prepared to be active and contributing members of their society. The study of
history, which has long held a major role in the liberal arts, is an entry to elementary and secondary education, graduate
study in many fields, and a wide range of employment opportunities that require abilities in communication,
conceptualization, and processing of information.
History Faculty
Michael J. Lansing (Chair), Phillip C. Adamo, Jacqueline deVries, William Green, Maheen Zaman
Degree and Major Requirements
History Major
Nine courses, including HIS 280 and HIS 480. At least four of these courses must be upper division. A major must have at
least one course (either survey or upper level) from each of the four areas: ancient and medieval, modern Europe,
United States, and non-Western.
History Area Courses
Ancient and Medieval: HIS101, 102, 360, 361, 369, 370, 374, 378, or HUM 120
Modern Europe: HIS102, 103, 282, 348, 352, or 354
United States: HIS120, 121, 122, 225, 234, 236, 241, 242, 243, 249/349, 300, 316, 331, 332, 335, 336, 338, or 343
Non-Western: HIS104, 140/440, 150/350, 155/355, 162/462, 323, 327, 346, 357, or 474
Graduation Skills
The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the
major. Speaking (S) and Writing (W) skills are also developed throughout the major, but are given special emphasis in
the following courses (both required for majors):
S: HIS 480
W: HIS 280 and HIS 480
The Quantitative Reasoning (QR) graduation skill may be fulfilled by taking HIS 369, GST 200, MAT 111, MAT 145, MAT
146, MAT163, PHI 230, or an approved QR course from a second major.
Teaching Licensure
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
Minor
Five HIS courses, at least three of which must be upper division.
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Departmental Honors
GPA of 3.60 in the major and 3.00 overall; except in special instances, application before the end of the first term of the
junior year and an honors thesis (equal to four credits) to be defended before a faculty committee.
Other Requirements
First-year students should enroll in one or more 100-level courses. 200-level courses are normally reserved for
sophomore or upper division students. Upper division courses are numbered 300 and above.
Prerequisites
Satisfactory completion of a lower division course (100- or 200-level) is normally required before enrolling in an upper
division course (300- and 400-level). See instructor for permission to waive prerequisites.
Transfer Students
Transfer students planning a major must normally take at least three of their courses at Augsburg including HIS 280 and
480. A minor normally requires two courses taken at Augsburg.
For a complete list of courses and descriptions, see the Course Description Search.
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Honors Program – HON
Introduction
The Augsburg Honors Program offers an adventurous education where students with a passion for ideas can be their
best. We offer a friendly and welcoming atmosphere for students committed to an exceptional higher education.
Augsburg’s Honors Program is unlike any other honors program in the nation because it gives students the resources
and freedom to build their own ideal higher education. Students have the opportunity to create their own courses, edit
and write for the Honors Review of Undergraduate Scholarship, belong to an Honors House, and learn through small
reading groups, research projects, and travel around the world.
Each Honors course has been specifically created for Honors students, and includes a challenging “signature experience”
such as writing a play, putting great books on trial, or attending music, theater, and art performances. Honors courses
bring in professors from several different departments so students can learn from talented professors teaching their
specialties.
For information, contact the Honors Desk at honors@augsburg.edu, (612-330-1560) or Stacy Freiheit, Honors Program
interim director, at freiheit@augsburg.edu.
Honors Program Recognition
Students who complete the Honors Program requirements receive special transcript notation, special graduation
recognition, résumé-building positions, and special access to academic advising and career options.
Honors Admission Requirements and Academic Scholarships
Students with a demonstrated record of achievement are eligible to enter the Augsburg Honors Program. Prospective
students may demonstrate achievement in a variety of ways. Most students who are admitted have a composite ACT
score of 27 or higher (or a combined SAT score of 1250 or higher), and a high school GPA of 3.50 or higher. However,
students without these numeric requirements may be eligible if they have exceptional records of extracurricular activity
or other exceptional experiences. All students are encouraged to apply. To apply, students should fill out the online
application at www.augsburg.edu/honors.
Students applying for the Honors Program also automatically apply for the university’s highest academic scholarships:
the President’s, Honors Regents’, International President’s, and Hanwick/Agre Scholarships.
Qualifying Advanced Placement, International Baccalaureate, College in the Schools, and Postsecondary Option courses
may satisfy Honors Program requirements, and/or be granted credit. Contact Academic Advising or the Honors Program
director for further information.
Students may enter the Honors Program at any point in their academic career, so long as they have the time left to
complete the 28 credits needed to satisfy the Honors requirements. This usually means by the start of their junior year.
All Honors students must complete the three required, 4-credit courses (HON 120, HON 130, and HON 490), and the
junior colloquium (HON 340).
Honors Program Requirements
All Honors students must complete the university’s General Education core requirements, including RLN 100, RLN
200, ENL 111, and two Liberal Arts Foundation (LAF) courses in each of the four disciplinary areas (Humanities, Fine
Arts, Social and Behavioral Science, Natural Science and Mathematics). Unless exempt, Honors students must also
fulfill the foreign language and physical education requirements.
Some Honors courses, both required and elective, may also satisfy Gen Ed requirements. Students should use this
circumstance to their advantage where it helps them toward degree completion. For example, students may take
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HON 100, HON 200, or HON 111 to fulfill the Gen Ed requirements met by RLN 100, RLN 200, or ENL 111,
respectively.
At the same time, exemption from certain Gen Ed requirements does not mean exemption from Honors
requirements. For example, students may be exempt from the Humanities LAF, but this does not make them exempt
from taking HON 130-Liberating Letters, which all Honors students must take, usually in their first year.
In order to graduate with the Honors Program distinction, all Honors students must participate in a substantial
research process. This may be accomplished in a variety of ways, including HON 260 Honors Review, HON 470
Independent Research Collaboration, and URGO summer research.
All Honors students must complete 28 credits in Honors to meet the Honors requirements for graduation.
Students may transfer up to 8 credits from another institution toward their total of 28 Augsburg Honors credits.
Transfer credits may come from AP, IB, PSEO, or other courses, through pre-established reciprocity agreements,
participation in a chapter of the PTK community college honors society, or a portfolio of leadership activities. All
transfer credits are subject to the approval of the Honors director. (This effectively means that some students may
only take 20 Honors credits at Augsburg.)
Honors Co-Curricular Activities
Honors Houses
All Honors students must belong to an Honors House for the purpose of receiving academic advising and program
information. All Honors students are required to attend mandatory meetings of the Honors Program or of their houses.
These meetings are necessary for advising, information, and governance. When students enter the Honors Program they
choose to join one of the four Honors Houses:
The Crockett Scholars House coordinates scholarship, research, fellowship, major award or prize opportunities, and
graduate school placement for all Honors students. Crockett House also organizes scholarship events.
The Pike Stewards House coordinates public relations, job placement, and fundraising opportunities for all Honors
students. Pike House also organizes events for alumni and fundraising.
The Griffin Citizens House coordinates recruiting, social activities, admission and scholarship applications, and the
Honors website opportunities for all Honors students. Griffin House also organizes events for recruiting and
socializing, such as banquets, parties, and high school recruiting trips.
The Hesser Servants House coordinates service-learning, social justice, experiential learning, and political activity
opportunities for all Honors students. Hesser House also organizes related events, such as Honors service days and
Augsburg experiences.
Augsburg Honors Review
Students manage, edit, write, and publish an interdisciplinary journal of undergraduate scholarship. The Review accepts
submissions from students at Augsburg and other colleges and universities around the nation.
Student Leadership Opportunities
Students elected to leadership within their Honors House may serve as house presidents or serve in other program
leadership positions. The house presidents sit on the Honors Student Presidents Council and make critical decisions
about program courses and resources.
Student-Created Learning Experiences (SCLE)
Honors students may learn through established courses or through student-created learning experiences. These
student-created experiences may substitute for Honors curricular requirements, or may simply enrich a student’s
education. Such student created experiences may count toward requirements in majors and satisfy Honors
requirements, or simply be an elective course.
Student-created learning experiences may take almost any form. Some possible forms include:
Student-created courses (created in collaboration with faculty)
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Full course (10-20 students)
Reading Groups (29 students)
Individual Reading and Examination (individual study)
Student/Faculty Research (may be one or many students)
Process: A student-created learning experience may be proposed by any Honors student or by any Augsburg faculty or
staff person. The interested student should speak with either an Honors Council member or the Honors Program
director. Next, a proposal should be drafted in accord with the Honors student-created learning experience form. Finally,
the proposal should be submitted by the student to the Honors Program director who will carry the proposal to the
Honors Council for review.
Honors Curriculum
These courses may best be taken in the order listed below, but can be taken out of order if scheduling conflicts require
it.
First year at Augsburg: Fall
Required course:
HON 120 - Scholar Citizen (includes theater lab, satisfies speaking skill and critical thinking skill requirements)
Electives that also satisfy Gen Ed requirements:
HON 100 - Religion, Vocation, and the Search for Meaning I
First year at Augsburg: Spring
Required course:
HON 130 - Liberating Letters (also satisfies humanities LAF and speaking skill)
Electives that also satisfy Gen Ed requirements:
HON 111 - Effective Writing for Liberating Letters (also satisfies effective writing requirement)
Subsequent years at Augsburg
Required course:
HON 340 - Junior Colloquium (taught over two semesters by the Honors Director; P/N grading, fulfills Honors Grants,
Fellowships, and Awards application requirement)
Electives that also satisfy Gen Ed requirements:
HON 200 - Religion, Vocation, and the Search for Meaning II
HON 220 - Scholar Scientist (satisfies non-lab natural sciences and mathematics LAF and quantitative reasoning skill
requirements)
HON 230 - Arts and the City (satisfies fine arts LAF)
HON 240 - Science, Technology, and Citizenship (satisfies natural sciences and mathematics lab LAF)
HON 250 - Social Scientist (satisfies social and behavioral sciences LAF)
Other Electives:
HON 380 - Student Created Learning Experience (1, 2, or 4 credits)
HON 499 - Independent Study (1, 2, or 4 credits.
These may be fulfilled by one summer of URGO research, independent study within a department, an internship within a
department, or completing a departmental honors project.) All HON 499 courses are subject to the approval of the
Honors director.
Certain courses cross-listed in other departments
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Final year at Augsburg: Fall or Spring
Required course:
HON 490 - Honors Senior Seminar
Electives:
As needed
For a complete list of courses and descriptions, see the Course Description Search.
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Interdisciplinary Studies
Bachelor of Arts in Interdisciplinary Studies
The B. A. in Interdisciplinary Studies degree includes the following requirements:
A student must complete at least 40 credits for the major.
Within the 40 credit minimum, a student must complete 24 credits of 300- or 400-level courses and can only include
4 credits of 200-level language courses.
A student must select at least one concentration field of study and take at least 20 credits (including 12 credits at a
300- or 400-level) from that field of study (those from a single course prefix, for example AIS, or courses that are
typically part of a major in that field). If a student elects to have two concentration fields of study, the student will
take 20 credits (including 12 credits at a 300- or 400-level) from each of two fields of study (will have 20 credits from
each of two different course prefixes).
A student must also complete all core and signature curriculum requirements.
A student must complete a capstone and/or keystone as a culminating experience. (Credits for KEY 490 are not
included in the 40 credit total.) Options include:
o A capstone/keystone course in one of their concentration disciplines;
o An internship or faculty mentored research and KEY 490; or
o An independent study capstone experience and KEY 490.
A student must compile a portfolio of learning experiences that demonstrate the achievement of each of the
selected learning outcomes. A template for the portfolios will be developed by the faculty committee proposing this
major in consultation with the Director of Assessment and the Director of General Education.
The name of the major noted on the transcript will be Interdisciplinary Studies, and the concentration(s) will be
noted on the transcript.
The faculty advisor will assist the student in determining which of the institutional learning outcomes align with the
proposed major. Each major will include at least 3 institutional student learning outcomes.
a. use appropriate methods to gather and analyze evidence, identify underlying assumptions, and evaluate
competing claims
b. construct coherent, polished and persuasive arguments, narratives and explications in written, oral and other
formats
c. critically engage their own beliefs and articulate their gifts and goals for meaningful life and work in a pluralistic
context
d. identify the broad foundations for sustainable living and apply them in demonstrable ways
e. employ the fundamental principles of quantitative literacy to arrive at thoughtful judgments articulate and solve
problems in creative, analytical, and integrative ways
f. engage their communities and demonstrate a sense of agency to create change in ethical and informed ways
g. explain diverse positions and collaborate effectively across social, cultural and geographic differences in local
and global contexts
All Interdisciplinary Studies majors will include the following learning outcome.
h. demonstrate the ability to apply, analyze, synthesize, and evaluate theories and/or concepts from one or more
fields studied in depth
The student will work with one faculty member as their advisor and get input from other faculty as needed to develop a
major plan. Specialized training will be developed for faculty advisors who are working with students in this major
developed with input from Academic Advising, the Director of General Education, and the Director of Assessment.
Having one faculty advisor will ensure the consistency of the information for the student and can be accommodated by
our current academic management software. The major plan will be approved by the advisor, the department chair of
each concentration, and the Dean of Arts and Sciences or the Dean of Professional Studies before submission to the
Registrar.
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For a complete list of courses and descriptions, see the Course Description Search.
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International Relations
International Relations is an interdisciplinary major which provides students with the basis for informed global
citizenship, preparing them for graduate study or careers in foreign service, nonprofit organizations, or international
business. Students focus on a discipline or geographic area of the world. The program consists of a core of seven courses
and six electives chosen from a wide list of offerings at Augsburg and other colleges. Students are encouraged to
consider foreign study opportunities; most of our majors do study abroad at some point during their time at Augsburg.
Competency in one foreign language is required, and some students study two languages. All majors complete a
significant senior research project and thesis on a topic of their own choosing, such as immigration, conflict resolution,
economic development, or climate change.
The goal of the program is to give students a broad exposure to international studies with considerable freedom to
choose options for specialization. Students often combine this major with a second major in History, Political Science,
International Business, or a foreign language. Numerous combinations of majors and minors are possible with the
international relations major.
Director
Joseph Underhill
Degree and Major Requirements
International Relations Major
Required Core Courses
One of ECO 112 or ECO 113
o ECO 112 - Principles of Macroeconomics
o ECO 113 - Principles of Microeconomics
One of HIS 103 or HIS 104
o HIS 103 - The Modern World
o HIS 104 - Decolonizing Asia and Africa
One of POL 158 or POL 160
o POL 158 – Introduction to Political Science
o POL 160 - World Politics
One of POL 490 or KEY 480
o POL 490 - International Relations Keystone
o KEY 480 - Topics in Global Interdependence
Four terms (or equivalent) of college work in a modern language other than English
One of the following lower division electives:
o ANT 141 - Introduction to Cultural Anthropology
o INS 225 - Introduction to Islam
o POL 241 - Environmental and River Politics
o SWK 230 - Global Peace and Social Development
o WST 250 - Global Perspectives on Gender and Sexuality
o or one additional upper division course from the list of required electives listed below.
Two of the following:
o HIS 332 - History of United States Foreign Relations
o POL 368 - Model United Nations
o POL 459 - Topics: Comparative Politics
o POL 461 - Topics: International Politics
Five of the following (not more than three from any one discipline may be counted toward the major):
o BUS 362 - International Business
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o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
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o
o
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BUS 465 - International Management
COM 329 - Intercultural Communication
ECO 360 - International Economics
ECO 365 - Environmental Economics
ECO 370 - International Economic Development
ENV 310 - Environmental Politics Field Seminar
FIN 460 - International Finance
FRE 332 - French Civilization Today
GER 332 - German Civilization and Culture II
HIS 323 - Modern China
HIS 346 - Namibia and South Africa: A Historical Perspective
HIS 352 - The Holocaust in German History
HIS 354 - Modern Britain and Ireland
HIS 440 - Topics in World History
HIS 474 - World and the West
MKT 466 - International Marketing
POL 350 - Topics: European Politics
POL 459 - Topics: Comparative Politics
POL 483 - Political Statistics and Methodology
RLN 276 - World Religions
SPA 331 - Spanish Civilization and Culture
SPA 332 - Latin American Civilization and Culture
Seminars, independent study, topics courses, and courses at other colleges/universities can be considered here with the
approval of the program director, as well as a fourth term or higher of college work in a second foreign language.
Note: Only the fourth or higher term of language counts toward the major; prerequisite courses or competencies cannot
be credited toward the 13 required courses. Students should confer with the program director about regional and
disciplinary concentrations possible within the major; for example, a concentration in a geographic area or one of the
major disciplines in the program.
Graduation Skills
The Critical Thinking (CT) and Writing (W) graduation skills are embedded throughout the offered courses and are met
by completing the major. The graduation skill in Speaking (S) is met by completing ECO 365
The graduation skill in Quantitative Reasoning (QR) may be met by completing the IR elective POL 483 or MAT 163 or
MAT 164.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
International Relations Major with International Business Concentration
One of ECO 112 or ECO 113
o ECO 112 - Principles of Macroeconomics
o ECO 113 - Principles of Microeconomics
One of HIS 103 or HIS 104
o HIS 103 - The Modern World
o HIS 104 - Decolonizing Asia and Africa
One of POL 158 or POL 160
o POL 158 – Introduction to Political Science
o POL 160 - World Politics
One of POL 490 or KEY 480
o POL 490 - International Relations Keystone
o KEY 480 - Topics in Global Interdependence
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Four terms (or equivalent) of college work in a modern language other than English
One of the following lower division electives:
o ANT 141 - Introduction to Cultural Anthropology
o INS 225 - Introduction to Islam
o POL 241 - Environmental and River Politics
o SWK 230 - Global Peace and Social Development
o WST 250 - Global Perspectives on Gender and Sexuality
Two of the following:
o HIS 332 - History of United States Foreign Relations
o POL 368 - Model United Nations
o POL 459 - Topics: Comparative Politics
o POL 461 - Topics: International Politics
Three of the following:
o BUS 362 - International Business
o BUS 465 - International Management
o FIN 460 - International Finance
o MKT 466 - International Marketing
One of the following:
o ECO 360 - International Economics
o ECO 365 - Environmental Economics
o ECO 370 - International Economic Development
One elective from the list of International Relations major electives, excluding other Business, Economics, and
Marketing courses.
Note: Several of the Business courses have prerequisites. Please consult the catalog and your academic advisor before
registering for one of the advanced courses.
Departmental Honors
GPA of 3.50 in the major; 3.00 overall. In addition to fulfilling the requirements for the major, the student must enroll in
an independent study (POL 499) course and complete an honors thesis no later than April 1 of the senior year and must
defend the thesis before a faculty committee. Students should declare their intention to complete an honors major by
the end of their junior year.
International Relations Minor
One of ECO 112 or ECO 113
o ECO 112 - Principles of Macroeconomics
o ECO 113 - Principles of Microeconomics
One of HIS 103 or HIS 104
o HIS 103 - The Modern World
o HIS 104 - Decolonizing Asia and Africa
One of POL 158 or POL 160
o POL 158 - Introduction to Political Science
o POL 160 - World Politics
One of HIS 332 or POL 461
o HIS 332 - History of United States Foreign Relations
o POL 461 - Topics: International Politics
One year of modern language
Three courses from the list of required electives for the major
Not more than two courses from any department can count toward the minor.
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Peace and Global Studies Minor
The Peace and Global Studies minor focuses on the centrality of justice, tolerance, and intercultural understanding in
moving toward a less violent world; it takes advantage of the campus resources of the Human Rights Forum (co-hosted
each year by Augsburg University), the Center for Global Education and Experience, and the international diversity of our
surrounding neighborhoods. The minor is structured as a learning community that involves students, faculty, staff, and
community members; it focuses on experiential learning that emphasizes the interconnections between peace, justice,
and environmental sustainability. Students in the program draw on study abroad in taking local actions to address global
issues.
The minor consists of two required courses, two upper division electives, a senior keystone seminar, a study abroad
requirement, and participation in local peace-related activities. See International Relations program director for full
program description.
POL 160 - World Politics
SWK 230 - Global Peace and Social Development
An approved senior keystone course
Study abroad experience
Participation in local peace-related activities
Two upper division electives from:
o ECO 365 - Environmental Economics
o ECO 495 – Topics
o ENL 365 - Contemporary Post-Colonial Fiction
o HIS 332 - History of United States Foreign Relations
o HIS 346 - Namibia and South Africa: A Historical Perspective
o HIS 350 - Latin American History
o INS 312 - The Politics of Development in Southern Africa
o POL/WST 341 - Globalization, Social Struggles and the Environment
o POL 353 - Political and Social Change in Namibia
o RLN 333 - Environmental Theology and Ethics
o RLN 336 - Latin American Liberation Theologies
o RLN 376 - Religion and Social Change in Southern Africa
o SOC 240 - Protest and Social Change: The Sociology of Social Movements
o Other topics or study abroad courses with approval of program director
For a complete list of courses and descriptions, see the Course Description Search.
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Languages and Cross-Cultural Studies
The Department of Languages and Cross-Cultural Studies at Augsburg University contributes in many ways to realizing
the university’s mission of providing liberal arts education for service in today’s world. The department is committed to
the view that education should go beyond career preparation and that familiarity with the language and culture of
another people is an essential step in the development of a truly global perspective.
The department offers language, literature, and culture courses leading to majors in French, German, and Spanish, as
well as an interdisciplinary major in Cross-Cultural Studies. Introductory courses in Latin, Dakota, Ojibwe, and American
Sign Language are offered at Augsburg, and courses in Ancient Greek, Arabic, Chinese, Japanese, and Portuguese are
available to Augsburg students through Augsburg’s four partner institutions in the Associated Colleges of the Twin Cities
(ACTC) consortium.
Knowledge of several languages, perhaps combined with the study of linguistics, is essential in preparing for careers in
second-language education and translation, but also represents a valuable special qualification in many other
professions. Students anticipating careers in international business, law, social work, the diplomatic corps, the health
professions, or the ministry may wish to take a second major or minor in languages. In addition, a minor in languages is a
valuable research tool for those intending to pursue graduate study in most academic disciplines.
Languages and Cross-Cultural Studies Faculty
Michael Kidd (Chair), Cédric Briand, Randi Cowmeadow, Sarah Degner-Riveros, Sharon Gerlach, Randy Gresczyk, Diane
McDonagh, Kate Reinhardt, Joseph Towle
Degree and Major Requirements
Language Major
CCS 100 - Introduction to Cultural Studies
9 courses above 211 including:
o One course in literature
o KEY 480 - Topics in Global Interdependence
A semester of study abroad (15 weeks) is required
Students are expected to take as many courses in the target language as possible. Other than CCS 100 and KEY 480, any
course taught in English must be approved by the advisor for credit toward the major.
Cross-Cultural Studies Major
The Cross-Cultural Studies major consists of three core courses, a language requirement, a study-abroad requirement,
and three electives, as specified below.
Core courses:
CCS 100 - Introduction to Cultural Studies
CCS 399 – Internship
KEY 480 - Topics in Global Interdependence
Language requirement:
Minor in French, German, or Spanish or completion of the 212 level in two different languages. Placement waivers
of the core skill in languages do not fulfill any part of the language requirement for the Cross-Cultural Studies major.
Heritage speakers must earn credit by examination for 212, if following the two-language path, or complete the
coursework for a minor in available languages (consult Academic Advising for testing in less commonly taught
languages).
Study-abroad requirement (consult Augsburg Abroad for offerings):
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One semester (15 weeks) on an approved study abroad program or two short-term international study experiences
approved by the department
Electives:
Three upper-division courses in related areas. Courses must be chosen in consultation with the student’s academic
advisor and must include comparative study of a non-English speaking culture. Seminars, independent study, topics
courses, and courses at other colleges and universities can be considered here. No more than two courses may be
counted from a single department.
Graduation Skills
For all majors, the Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by
completing the major. The graduation skills in Speaking (S) and Writing (W) are met by completing CCS 100 and KEY 480.
The Quantitative Reasoning (QR) graduation skill is met with one of the following courses: GST 200, HIS 369, MAT 111,
MAT 145, MAT 146, MAT 163, MAT 164, NUR 410, PHI 230, PHY 119, POL 483, or the QR from a second major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Language Minor
Four courses above 211
Students are expected to take all courses in the target language. Any course taught in English must be approved by the
advisor for credit toward the minor.
Departmental Honors
Majors seeking graduation with departmental honors must apply to the chair of the department in their junior year.
Requirements include a 3.50 GPA both in the major and overall, and an honors thesis written in the target language.
Prerequisite
Any prerequisite must be completed with a minimum grade of C- or P.
Transfer Students
Transfer students intending to major or minor in languages must take a minimum of one upper division course per year
at Augsburg. See major/minor above for limits on non-Augsburg courses. Courses accepted for transfer must have been
taken within the past seven years.
Study Abroad
A semester of study abroad (15 weeks) is required for Language majors, and some study abroad is strongly
recommended for minors. See advisor for guidelines on portfolio documentation of coursework taken abroad. Majors in
Cross-Cultural Studies must complete a semester abroad (15 weeks) or two short-term international study experiences
approved by the department.
Internships
An advanced-level internship in the major language (399) or an interdisciplinary internship (INS 199) that links language
skills with community service and career exploration may be arranged pending faculty availability.
For a complete list of courses and descriptions, see the Course Description Search.
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Leadership Studies Minor
The Leadership Studies minor is designed for students who are, and have been, engaged in leadership experiences and
to tie their experiences with the academic study of leadership.
Successful completion of the undergraduate minor in leadership will allow the student advanced standing in the MA in
Leadership program at Augsburg. They would not be required to take ML 505 Foundations and would only have to take
10 courses to complete the MA instead of 11.
Five courses are required for the minor: LST 205, LST 485 and three electives as specified below. Note: some of these
courses may have a prerequisite.
LST 205 - Introduction to Leadership Studies
LST 485 - Leadership Seminar: Integrating Leadership Theory and Practice
At least three electives chosen from the two core areas of leadership focus – communication and cultural competence in
organizations. At least one course from each area. Courses must be selected from at least two different departments.
Students must have a C- grade or above in all of the courses in the minor to qualify for graduation with the minor. Note:
some of these courses may have prerequisites.
Communication
Leaders must have skills in imparting or exchanging of information. Choose at least one of the courses below, or a
director approved elective:
COM 321 - Business and Professional Speaking
COM 345 - Organizational Communication
COM 355 - Small Group Communication
COM 480 - Public Relations/Promotional Communication
ENL 220 - Intermediate Expository Writing
ENL 385 - Language and Power
Director approved elective
Cultural Competence in Organizations
All leadership takes place within the context of an organization. Leaders should be able to understand, appreciate, and
interact with persons from cultures and/or belief systems other than their own within those organizations. Choose at
least one of the courses below, or a director approved elective:
COM 329 - Intercultural Communication
INS 359 - Political Sociology of Building Power, Change, and Equity
SOC 265 - Race, Class and Gender
SOC 349 - Organizations and Society: Understanding Nonprofits and Corporations
SWK 280 - Diversity and Inequality in Professional Practice
Approved CGEE Study Abroad Course
Director approved elective
For a complete list of courses and descriptions, see the Course Description Search.
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Mathematics, Statistics, and Computer Science
Mathematics, Statistics, and Computer Science provide tools for solving a wide array of quantitative problems. Our
majors and minors develop the ability to understand both applied and abstract quantitative relationships, to interpret
and communicate with data, to use modern technology to compute, and to understand and implement algorithms.
Based on a strong theoretical foundation and grounded in the liberal arts, these perspectives and skills are critical not
only to today’s top jobs but also to the yet-to-be-discovered jobs of the future. Students completing a major in
Mathematics, Mathematical Economics, or Computer Science or a minor in Mathematics, Statistics, or Computer Science
go on to careers such as Data Analytics, Software Engineering, Finance, and Insurance, or to teach in grades 7-12. They
pursue graduate work in Mathematics, Statistics/Biostatistics, Economics, Finance, Law, Business, or other sciences. The
department offers the following programs:
Computer Science (BA, BS, and Minor)
Computational Economics (BA)
Computational Philosophy (BA)
Mathematics (BA, BS, and Minor)
Mathematical Economics (BS)
Statistics (Minor)
Mathematics, Statistics, and Computer Science Faculty
Suzanne Dorée (Chair), Nimanthi Atukorala, Pavel Bělík, Larry Crockett, Richard Flint, Matthew Haines, Scott Kerlin, Amy
Larson, Wilmina Marget, Christopher Smith, Jody Sorensen, Erik Steinmetz, John Zobitz
List of Courses Offred and Descriptions
See the Course Description Search.
Degree and Major Requirements
Computer Science Major, Bachelor of Arts
One of CSC 160 or CSC 165
o CSC 160 - Introduction to Computer Science and Communication
o CSC 165 - Introduction to Computer Programming (Python)
CSC 170 - Introduction to Object-Oriented Programming (Java)
CSC 210 - Data Structures
One of CSC 240, CSC 272, or approved topics course with a “systems” focus
o CSC 240 - Information Security and Assurance
o CSC 272 - UNIX and C
o Approved topics course
CSC 320 - Algorithms
CSC 345 - Principles of Computer Organization
CSC 450 - Programming Languages
One of CSC 352, CSC 396, or approved topics course with a “user-client” component
o CSC 352 - Database Management and Design
o CSC 396 - Internship - or 4 credits of CSC397/398, or CSC399
o Approved topics course
One of CSC 443, CSC 451, MIS 476, or approved topics course with a “semester-long project”
o CSC 443 - Software Engineering
o CSC 451 - Compilers
o MIS 476 - Information Systems Projects
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o Approved topics course
Two electives (8 credits) from:
o CSC courses above 200 (beyond those applied to above requirements)
o PHY 261 – Electronics
o MAT 355 - Numerical Mathematics and Computation
o One elective may be chosen from MAT 213, MAT 273, MIS 270, or approved “computing with data” course
MAT 213 - Data Visualization and Statistical Computing
MAT 273 - Statistical Modeling
MIS 270 - Data Management for Business
MAT 114 - Precalculus (or MPG 4)
One of MAT 171 or MAT 271
o MAT 171 - Discrete Mathematics for Computing (recommended)
o MAT 271 – Discrete Mathematical Structures
Students may apply up to 4 credit hours of internship towards the major.
Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a MAT course.
Students must also earn a grade of C- or better (or P) in each course that applies toward the BA major in Computer
Science.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) graduation skills are embedded throughout the
offered courses and are met by completing the BA major in Computer Science. The Speaking (S) graduation skill is met
by MAT 201, COM 111, COM 115, or other speaking courses approved by the department.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Computer Science Major, Bachelor of Science
One of CSC 160 or CSC 165
o CSC 160 - Introduction to Computer Science and Communication
o CSC 165 - Introduction to Computer Programming (Python)
CSC 170 - Introduction to Object-Oriented Programming (Java)
CSC 210 - Data Structures
One of CSC 240, CSC 272, or approved topics course with a “systems” focus
o CSC 240 - Information Security and Assurance
o CSC 272 - UNIX and C
o Approved topics course
CSC 320 - Algorithms
CSC 345 - Principles of Computer Organization
CSC 385 - Formal Logic and Computation Theory
CSC 450 - Programming Languages
One of CSC 352, CSC 396, or approved topics course with a “user-client” component
o CSC 352 - Database Management and Design
o CSC 396 - Internship - or 4 credits of CSC397/398, or CSC399
o Approved topics course
One of CSC 443, CSC 451, MIS 476, or approved topics course with a “semester-long project”
o CSC 443 - Software Engineering
o CSC 451 - Compilers
o MIS 476 - Information Systems Projects
o Approved topics course
Two electives (8 credits) from:
o CSC courses above 200 (beyond those applied to above requirements)
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o
o
o
PHY 261 - Electronics
MAT 355 - Numerical Mathematics and Computation
One elective may be chosen from MAT 213, MAT 273, MIS 270, or approved “computing with data” course
MAT 213 - Data Visualization and Statistical Computing
MAT 273 - Statistical Modeling
MIS 270 - Data Management for Business
MAT 145 - Calculus I
MAT 271 - Discrete Mathematical Structures (students who have already completed MAT 171 may choose to
substitute a third MAT elective from those listed below)
One of MAT 146, MAT 246, or MAT 304
o MAT 146 - Calculus II
o MAT 246 - Linear Algebra
o MAT 304 - Graph Theory
One additional mathematics elective chosen from:
o MAT courses above 200 (beyond those applied to above requirements)
o MAT 163 - Introductory Statistics
o MAT 164 - Introductory Statistics for STEM
Students may apply up to 4 credit hours of internship towards the major.
Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a MAT course.
Students must also earn a grade of C- or better (or P) in each course that applies toward the BS major in Computer
Science.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the
offered courses and are met by completing the BS major in Computer Science. The Speaking (S) graduation skill is met by
MAT 201, COM 111, COM 115, or other speaking courses approved by the department.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Computer Science Minor
One of CSC 160 or CSC 165
o CSC 160 - Introduction to Computer Science and Communication
o CSC 165 - Introduction to Computer Programming (Python)
CSC 170 - Introduction to Object-Oriented Programming (Java)
CSC 210 - Data Structures
One of CSC 320 or CSC 345
o CSC 320 - Algorithms
o CSC 345 - Principles of Computer Organization
One additional CSC course numbered 300 or above (Internships may not be used as electives toward the minor)
One of MAT 171 or MAT 271
o MAT 171 - Discrete Mathematics for Computing
o MAT 271 - Discrete Mathematical Structures
Students must earn a grade of C- or better (or P) in each course that applies toward the minor in Computer Science.
Computational Economics Major, Bachelor of Arts (joint offering with the Department of Economics)
MAT 145 - Calculus I
One of CSC 160 or CSC 165
o CSC 160 - Introduction to Computer Science and Communication
o CSC 165 - Introduction to Computer Programming (Python)
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CSC 170 - Introduction to Object-Oriented Programming (Java)
CSC 210 - Data Structures
One of CSC 240, CSC 320, or CSC 352
o CSC 240 - Information Security and Assurance
o CSC 320 - Algorithms
o CSC 352 - Database Management and Design
CSC 345 - Principles of Computer Organization
ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
ECO 315 - Money and Banking
ECO 318 - Management Science
CSC/ECO 499 - Independent Study
Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a MAT course.
Graduation Skills
The Speaking (S), Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded
throughout the offered courses and are met by completing the BA major in Computational Economics. Transfer students
must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills.
Computational Philosophy Major, Bachelor of Arts (joint offering with the Department of Philosophy)
MAT 114 - Precalculus (or MPG 4)
One of MAT 171 or MAT 271
o MAT 171 - Discrete Mathematics for Computing
o MAT 271 – Discrete Mathematical Structures
One of CSC 160 or CSC 165
o CSC 160 - Introduction to Computer Science and Communication
o CSC 165 - Introduction to Computer Programming (Python)
CSC 170 - Introduction to Object-Oriented Programming (Java)
CSC 210 - Data Structures
CSC 320 – Algorithms
CSC 373 - Symbolic Programming and Artificial Intelligence
CSC 385 - Formal Logic and Computation Theory
PHI 241 - History of Philosophy I: Ancient Greek Philosophy
PHI 242 - History of Philosophy II: Medieval and Renaissance Philosophy
PHI 343 - History of Philosophy III: Early Modern and 19th-Century Philosophy
PHI 344 - History of Philosophy IV: 20th-Century Philosophy
PHI 365 - Philosophy of Science
One of PHI 410 or CSC 495
o PHI 410 - Topics in Philosophy
o CSC 495 - Advanced Topics in Computer Science
One upper division elective in philosophy
Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a MAT course.
Graduation Skills
The Speaking (S), Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded
throughout the offered courses and are met by completing the BA major in Computational Philosophy Transfer students
must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills.
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Mathematics Major, Bachelor of Arts
MAT 145 - Calculus I
MAT 146 - Calculus II
MAT 245 - Calculus III
MAT 246 - Linear Algebra
MAT 271 - Discrete Mathematical Structures
MAT 491 - Mathematics Colloquium (to be taken during junior and senior years)
A “theoretical structures” course from:
o MAT 304 - Graph Theory
o MAT 314 - Abstract Algebra
o MAT 324 - Analysis
o MAT 363 - Dynamical Systems
o Other courses approved by the department.
Three additional electives chosen from MAT courses numbered above 250, at least two of which are numbered
above 300. Note that PHY 327: Special Functions of Mathematical Physics, and ECO 416: Mathematical Economics
count as 300-level MAT courses.
Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a MAT course. Students
must also earn a grade of C- or better (or P) in each course that applies toward the BA major in Mathematics.
At least two MAT courses numbered above 250 must be taken at Augsburg.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) graduation skills are embedded throughout the
offered courses and are met by completing the BA major in Mathematics. The Speaking (S) graduation skill is met by
MAT 201, COM 111, COM 115, or other speaking courses approved by the department. Transfer students must consult
an advisor about potential adjustments to their course requirements to fulfill each of these skills.
Mathematics Major, Bachelor of Science
MAT 145 - Calculus I
MAT 146 - Calculus II
MAT 245 - Calculus III
MAT 246 - Linear Algebra
MAT 271 - Discrete Mathematical Structures
MAT 491 - Mathematics Colloquium (to be taken during junior and senior years)
Four additional electives chosen from MAT courses numbered above 250, at least three of which are numbered
above 300. Note that PHY 327: Special Functions of Mathematical Physics, and ECO 416: Mathematical Economics
count as 300-level MAT courses.
Three additional electives chosen from MAT courses numbered above 250, or the following list of supporting
courses (or substitutes with departmental approval); BIO 255, BIO 473, BIO 481, CHM 280, CHM 362, CHM 368, CSC
165, CSC 170, CSC 210, CSC 320, CSC 385, CSC 457, ECO 112 or ECO 113 (cannot count both), ECO 318, ECO 416, ECO
490, ESE 330, FIN 331, MAT 163, MAT 164, MAT 173, MIS 379, MKT 352, PHY 121, PHY 122, PSY 215, PSY 315, SOC
362, SOC 363. (Not more than one of MAT 163, MAT 164, PSY 215, SOC 362, or MIS 379 may count).
Among these seven electives (or additional courses) there must be:
At least one of: MAT 304: Graph Theory, MAT 314: Abstract Algebra, MAT 324: Analysis, MAT 363: Dynamical
Systems, or other approved “theoretical structures” course.
At least one of: MAT 355: Numerical Mathematics and Computation, MAT 369: Modeling and Differential Equations
in Biological and Natural Sciences, MAT 374: Statistical Theory and Applications, or other approved “applied
projects” course.
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At least one of: MAT 163: Introductory Statistics, MAT 164: Introductory Statistics for STEM, MAT 373: Probability
Theory, PSY 215: Research Methods and Statistics I, SOC 362: Statistical Analysis, MIS 379: Quantitative Methods for
Business and Economics, or other approved “statistical perspectives” courses.
At least five courses from a focus area approved by the department. Students are encouraged to have their plans for
a focus area approved by the department before junior year. Sample focus areas include:
o Actuarial Science (with University of St. Thomas)
o Business
o Computational Mathematics
o Data Analytics
o Economics
o Finance
o Mathematical Biology
o Mathematical Chemistry
o Physics
o Statistics
o Teaching Mathematics
o Theoretical Mathematics
In addition, an experiential component in the focus area is required, such as an internship, volunteer or paid work
experience, undergraduate research project, student teaching in mathematics, or other experiences approved by the
department. Such experiences may also fulfill the Augsburg Experience requirement if approved. For an undergraduate
research project, the work may build upon a course-based project, but significant work beyond a course is expected.
Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a MAT course. Students
must earn a grade of C- or better (or P) in each course that applies toward the BS major in Mathematics.
At least two MAT courses numbered above 250 must be taken at Augsburg.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) graduation skills are embedded throughout the
offered courses and are met by completing the BS major in Mathematics. The Speaking (S) graduation skill is met by
MAT 201, COM 111, COM 115, or other speaking courses approved by the department. Transfer students must consult
an advisor about potential adjustments to their course requirements to fulfill each of these skills.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers. The state requirements are subject to change
after publication of this catalog. Students therefore should consult with the Augsburg Education Department to identify
current Minnesota teacher licensure requirements.
At the time of publication, undergraduate students seeking secondary education licensure and a major in Mathematics
should complete the requirements for a BS major in Mathematics with the following seven electives:
ESE 330 - 5-12 Methods: Mathematics
MAT 252 - Exploring Geometry
MAT 287 - History of Mathematics
MAT 314 - Abstract Algebra
One of MAT 324: Analysis or MAT 363: Dynamical Systems
One of MAT 355: Numerical Mathematics and Computation, MAT 369: Modeling and Differential Equations in
Biological and Natural Sciences, MAT 374: Statistical Theory and Applications, or other approved “applied projects”
course.
One of MAT 163: Introductory Statistics, MAT 164: Introductory Statistics for STEM (recommended), or MAT 373:
Probability Theory
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At the time of publication, students seeking a concentration in mathematics to teach in grades 5-8 and a major in
Elementary Education should complete the requirements for a BS major in Elementary Education and the following
courses:
ESE 331 - Middle School Methods: Mathematics
MAT 114 - Precalculus (or MPG 4)
MAT 145 - Calculus I
MAT 252 - Exploring Geometry
MAT 271 - Discrete Mathematical Structures
MAT 287 - History of Mathematics
One of MAT 163: Introductory Statistics, MAT 164: Introductory Statistics for STEM (recommended), or MAT 373:
Probability Theory
Elementary Education majors seeking middle school mathematics licensure are strongly encouraged to consult with a
Mathematics faculty advisor before enrolling in the 200 level MAT courses.
Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a MAT course. Students
must also earn a grade of C- or better in each course that applies towards education licensure.
Mathematics Minor
Five courses including:
MAT 145 - Calculus I
MAT 146 - Calculus II
Three MAT electives numbered above 200, at least one of which is numbered above 300. Note that PHY 327: Special
Functions of Mathematical Physics, and ECO 416: Mathematical Economics count as 300-level MAT courses.
Alternatively, students may complete a minor by taking the six courses: MAT 145 - Calculus I, MAT 146 - Calculus II, One
of MAT 163 - Introductory Statistics or MAT 164 - Introductory Statistics for STEM, MAT 252 - Exploring Geometry, MAT
271 - Discrete Mathematical Structures, and MAT 287 - History of Mathematics.
Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a MAT course. Students
must also earn a grade of C- or better in each course that applies toward the minor in Mathematics.
At least one MAT course numbered above 250 must be taken at Augsburg.
Mathematical Economics Major, Bachelor of Science (joint offering with the Department of Economics)
ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
ECO 416 - Mathematical Economics
ECO 490 - Research Methods in Econometrics
MAT 145 - Calculus I
MAT 146 - Calculus II
MAT 245 - Calculus III
MAT 246 - Linear Algebra
MAT 373 - Probability Theory
MAT 374 - Statistical Theory and Applications
One of MAT 324, MAT 369, or MAT 377
o MAT 324 - Analysis
o MAT 369 - Modeling and Differential Equations in the Biological and Natural Sciences
o MAT 377 - Operations Research
Two four-credit upper division Economics courses
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Recommended Courses:
CSC 165 - Introduction to Computer Programming (Python)
Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a MAT course.
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about
potential adjustments to their course requirements to fulfill each of these skills.
Statistics Minor
An introduction to statistics - one of:
o MAT 163 - Introduction to Statistics
o MAT 164 - Introduction to Statistics for STEM
o MIS 379 - Quantitative Methods for Business and Economics
o PSY 215 - Research Methods and Statistics I
o SOC 362 - Statistical Analysis
MAT 213 - Data Visualization and Statistical Computing
MAT 273 - Statistical Modeling
A project-based statistics course - one of:
o BIO 481 – Ecology
o ECO 490 - Research Methods in Econometrics
o MAT 374 - Statistical Theory and Applications
o MKT 352 - Marketing Research and Analysis
o POL 483 - Political Statistics and Methodology
o PSY 315 - Research Methods and Statistics II
o SOC 363 - Research Methods
Two electives chosen from the following:
o MAT 373 - Probability Theory
o MAT 394 - Topics in Statistics
o No more than one of the following:
CSC 170 - Introduction to Object-Oriented Programming (Java)
CSC 352 - Database Management and Design
CSC 310 - Introduction to Data Science
MIS 270 - Data Management
MIS 479 - Business Analytics
o A second project-based course:
BIO 481 – Ecology
ECO 490 - Research Methods in Econometrics
MAT 374 - Statistical Theory and Applications
MKT 252 - Marketing Research & Analysis
POL 483 - Political Statistics and Methodology
PSY 315 - Research Methods and Statistics II
SOC 363 - Research Methods
o No more than one of the following, with prior approval from the Mathematics, Statistics, and Computer Science
Department:
PSY 491 - Advanced Research Methods
Advanced statistics electives taught in the ACTC or in transfer
An undergraduate research experience or internship using statistics
Either the project-based course or one of the electives must have a designate other than MAT.
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Students interested in graduate work in statistics are encouraged to select MAT 373: Probability Theory as one elective
and MAT 374: Statistical Theory and Applications as the project-based course, and also to complete MAT 145: Calculus 1,
MAT 146: Calculus 2, MAT 245: Calculus 3, and MAT 246: Linear Algebra.
Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a MAT course. Students
must also earn a grade of C- or better (or P) in each course that applies toward the minor in Statistics.
Departmental Honors in Mathematics, Statistics, and Computer Science
The faculty in the Department of Mathematics, Statistics, and Computer Science awards departmental honors to a few
graduating seniors each year. This honor may be given in one (or more) of the disciplines: Mathematics, Statistics, or
Computer Science. Departmental honors recognizes:
Depth of study in the discipline (minimum of the BS Major in Mathematics; BS degree in Mathematics with focus
area in Statistics and the Statistics minor; or BS Major in Computer Science, respectively);
Excellent performance in courses: Minimum 3.00 overall GPA and 3.50 disciplinary GPA;
Independent investigation or application of the discipline, including public presentation; and
Involvement in the life of the discipline.
Students who might be eligible for departmental honors should discuss the process with their MSCS faculty advisor
during junior year. Detailed requirements and information on the application process are available from the
department.
National Honor Society
Membership in the Augsburg chapter of the national Pi Mu Epsilon honor society is by invitation. To be considered,
students must have a declared Mathematics major, junior or senior status, and a GPA of 3.00 in their major and overall.
Prerequisites
A course must be completed with a grade of C- or higher to count as a prerequisite for a Mathematics course.
Math Placement Group (MPG)
Before enrolling in any Mathematics course and many other courses that have Math Placement prerequisites, students
must have the required Math Placement. All students are required to have their Math Placement Group (MPG)
determined. MPG measures student’s current skill in and understanding of Basic Math (MPG 2), Algebra (MPG 3),
Precalculus (MPG 4), and Calculus I (MPG 5).
Students who have taken the ACT test within the last five years are assigned an initial MPG based on their mathematics
subscore, illustrated below. Students who have recently completed a mathematics course at another college or
university are assigned an initial MPG by the Registrar’s Office as part of Transfer Credit Evaluation, if the course covers
Basic Math, Algebra, Precalculus, or Calculus. Students who receive a grade of 4 or 5 on the Advanced Placement Exam
in Calculus (AB or BC) are assigned MPG 5. Students are allowed to take the Math Placement Exam to determine if they
should be placed into a higher MPG than their initial placement. In particular, students whose initial placement is MPG
1 or MPG 2 are expected to take the Math Placement Exam.
All other students must take the Augsburg Math Placement Exam, which is administered by Academic Advising. The
exam is given during Summer Orientation and Registration (SOAR) sessions for first-year students, and before new
student registration appointments for transfer and AU students. Other times can be scheduled on an individual basis.
Students are also permitted to retake the Math Placement Exam once during their first semester of enrollment at
Augsburg University.
Practice questions and other information are available from Academic Advising. Students in MPG 1 take MAT 103 to
advance to MPG 2. Students in MPG 2 take MAT 105 or MAT 106 to advance to MPG 3. Students in MPG 3 may take
MAT 114 to advance to MPG 4. No other MAT course changes a student’s MPG.
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ACT Math Subscore
Initial Math Placement
Required Math Placement Exam
18 and below
MPG 1
Basic Math; Algebra
19-21
MPG 2
Algebra
22-23
MPG 2
Algebra
24-25
MPG 3
No exam needed
22-25 and successful high school precalculus,
trigonometry, or calculus
MPG 3
Precalculus (if seek MPG 4)
26+ and successful high school precalculus,
trigonometry, or calculus
MPG 4
No exam needed
For a complete list of courses and descriptions, see the Course Description Search.
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Medieval Studies
The objective of Medieval Studies is to introduce students to the culture of the Middle Ages—its diverse history and
beliefs, its arts and literature—and to the disciplinary and interdisciplinary skills necessary for its serious study.
The major in Medieval Studies fulfills the original (medieval) ideal of a liberal arts education. Since the study of the
liberal arts was developed in the Middle Ages, students majoring in Medieval Studies find an ideal context for the pursuit
of a liberal arts degree in the modern world.
As was the case in medieval universities, Augsburg’s major in Medieval Studies prepares students for life beyond college.
Because of its emphasis on precise reading and analysis of texts, careful writing, and spirited discussion, the major in
Medieval Studies offers a solid foundation for graduate or professional study, as well as employment opportunities that
require abilities in communication, critical and abstract thinking, and processing information.
Medieval Studies Faculty
Michael Kidd (Languages and Cross-Cultural Studies, Program Director), Phillip C. Adamo (History), Kristin M. Anderson
(Art), Mark L. Fuehrer (Philosophy), Douglas E. Green (English), Merilee Klemp (Music), Philip A. Quanbeck II (Religion),
Martha E. Stortz (Religion), Mark D. Tranvik (Religion), Hans Wiersma (Religion), Maheen Zaman (History)
Degree and Major Requirements
Major
Eleven courses, including six core courses and five electives:
HUM 120 - Medieval Life in 12th-Century Europe
LAT 101 - Beginning Latin I
LAT 102 - Beginning Latin II
HIS 369 - The Early and High Middle Ages
HIS 370 - The Late Middle Ages to 1648
HUM 490 - Keystone: Medieval Studies Project
One of the following literature courses:
o ENL 330 – Shakespeare
o ENL 332 - British Literature: Renaissance and Reformation
o ENL 360 - The Classical Tradition
o ENL 361 - The Medieval World
o SPA 352 - Survey of Spanish Literature I
One of the following religion or philosophy courses:
o HIS 378 - Medieval Church
o PHI 242 - History of Philosophy II: Medieval and Renaissance Philosophy
o RLN 342 - Martin Luther and the Reformation
One of the following history of arts courses:
o ART 386 - Medieval Art
o ART 387 - Renaissance and Baroque Art
o MUS 231 - History and Literature of Music I
o THR 361 - Theater Histories: Origins to 1800
Two electives from the following courses:
o HIS 374 - Medieval Crusades
o HIS 440 - Topics in World History: Monks and Heretics (this topic only)
o POL 380 - Western Political Thought
o SPA 331 - Spanish Civilization and Culture
o Any literature, religion/philosophy, or history of arts courses not already taken may be taken as electives.
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Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major. HIS 369 meets the Quantitative Reasoning (QR) graduation skill.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Language Requirement
Students must take one year of college-level Latin as part of the major.
In addition, students must take one year of a college-level, modern language in which medieval scholarship is published
(e.g. Spanish, French, German, Norwegian, Arabic; NOT American Sign Language). This second language will fulfill the
Modern Language Core Skills requirement.
Augsburg Experience
As with all majors, an Augsburg Experience is required for graduation. For the Medieval Studies major this might include
study abroad, or internships at the University of Minnesota’s Rare Books Collection, the Hill Monastic Manuscript
Library, or the Minnesota Renaissance Festival. Prior approval of advisor is required for all Augsburg Experiences related
to Medieval Studies.
Minor
Five courses, including HUM 120. The remaining four courses must be in different disciplines, as grouped above (history,
literature, religion/philosophy, and history of arts).
For a complete list of courses and descriptions, see the Course Description Search.
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Music
The Music Department at Augsburg University offers education for music professions in the context of a liberal arts
curriculum through three degrees and five music majors. All Augsburg students with interest and/or background in
music, regardless of major, are eligible to participate in music courses and ensembles. Some music courses fulfill Liberal
Arts Foundation requirements.
Augsburg’s location in the heart of the vibrant artistic and cultural Twin Cities makes it an ideal place to study music, and
the Music faculty seek and encourage opportunities that connect the campus and the greater arts communities. These
opportunities allow students to explore the links between theory and applied knowledge and may take many forms,
including internships; community performances; Music Therapy practica; community-based learning projects; required
off-campus performance and concert attendance assignments; or travel and study within and outside the United States.
The Music Department is an institutional member of the National Association of Schools of Music (NASM) and the
American Music Therapy Association (AMTA).
Faculty
Full-time
J. Anthony Allen, Kristina Boeger, Jill Dawe, Susan Druck, Annie Heiderscheit, Merilee Klemp, Ju Young Lee, Emma
Moonier, Reinaldo Moya, Rafael Rodriguez, Erika Svanoe, Sonja Thompson
Part-time Faculty
Trudi Anderson, Thomas Bartsch, Colleen Bertsch, Deborah Carbaugh, Jane Cords-O’Hara, Jessica DeVillers, Lynn
Erickson, Erin Fox, Jennifer Gerth, Emily Heuschele, Charles Hodgson, Joan Hutton, Linh Kauffman, Mark Kausch, Kathy
Kienzle, Steve Lund, Kameron Markworth, Lindsay Markworth, Xenia Sandstrom-McGuire, Laurie Merz, Dawn Miller,
Tami Morse, Elise Parker, Shon Parker, Rick Penning, O. Nicholas Raths, David Schmalenberger, Mark Sedio, Andrea
Stern
Consulting Chair
David Myers
Fine Arts Coordinator
Cathy Knutson
Departmental Administrator
Tina Brauer
Degrees/Majors
Bachelor of Arts
Music Major
Music Major/Music Business Concentration
Bachelor of Music
Music Performance Major
Music Education Major (P-12 state licensure; community music)
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Bachelor of Science
Music Therapy Major
Music Therapy Equivalency
Offers students with an undergraduate degree the preparation necessary to meet the American Music Therapy
Association requirements for becoming a Board Certified Music Therapist (MT-BC).
Music Minors
Music
Music Business
Degree and Major Requirements
All students interested in majoring in music should consult with the music department prior to or during their first
semester of study at Augsburg University. Applying students are strongly encouraged to schedule a Fine Arts
Scholarship audition during their senior year of high school or, if transferring, in the year prior to entering Augsburg
University. Students intending to pursue a music major in any of the three music degree programs must declare their
major, perform a sophomore/transfer music major qualifying jury, and complete the Music Department degree
application by the end of their fourth semester of study. More detail is included in the Music Department Student
Handbook posted on the Music Students site on Moodle.
Students interested in a double major within music or between music and another discipline should consult with their
advisors before undertaking relevant course work.
Music Core
MUS 113 - Music Theory and Aural Skills I
MUS 114 - Music Theory and Aural Skills II
MUS 213 - Music Theory and Aural Skills III
MUS 214 - Music Theory and Aural Skills IV
MUS 231 - History and Literature of Music I
MUS 232 - History and Literature of Music II
One of MUS 331, MUS 332, MUS 333, or MUS 334
o MUS 331 - Music of the Baroque Era
o MUS 332 - Music of the Classical Era
o MUS 333 - Music of the Romantic Era
o MUS 334 - Music of the 20th Century
MUS 458 or 459 - Senior Recital
Performance Study on the principal instrument or voice in accordance with degree requirement
Four to eight semesters Large Ensemble/Chamber Music in accordance with degree requirement
Large Ensemble Options:
MUE 111 - Augsburg Choir
MUE 112 - Riverside Singers
MUE 114 - Masterworks Chorale
MUE 115 - Cedar Singers
MUE 121 - Augsburg Symphony Orchestra
MUE 141 - Augsburg Concert Band
Chamber Music Options:
MUE 113 - Vocal Chamber Music
MUE 122 - String Chamber Music
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MUE 125 - Guitar Chamber Music
MUE 131 - Woodwind Chamber Music
MUE 142 - Brass Chamber Music
MUE 144 - Percussion Chamber Music
MUE 145 - Piano Chamber Music
Additional Requirements
Pass a piano proficiency test or MUS 238 - Class Piano 4
Pass a first-year/transfer music major qualifying jury
Complete the Music Department degree application
Graduation Skills
Bachelor of Arts, Major in Music; Bachelor of Music, Major in Music Education; Bachelor of Music, Major in
Performance
Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by
completing the major. The graduation skills in Speaking (S) and Quantitative Reasoning (QR) are met by completing the
following courses:
S: MUS 341
QR fulfilled with QFA: PHY 119, GST 200, MAT 145, MAT 146, MAT 163, or MAT 164.
Bachelor of Science in Music Therapy
Graduation skills in Critical Thinking (CT), Writing (W), Speaking (S), and Quantitative Reasoning (QR) are embedded
throughout the offered courses and are met by completing the major.
Bachelor of Arts, Music Major, Concentration in Music Business
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by completing the
following courses:
QR fulfilled with QFA: One of GST 200, MAT 145, MAT 146, MAT163, or PHY119
Transfer Students
Transfer Students and Graduation Skills: Transfer students must consult an advisor about potential adjustments to their
course requirements to fulfill each of these skills.
Music Major, Bachelor of Arts
Offers the broadest education in liberal arts and prepares the student for the greatest range of graduate, business, and
professional opportunities. Students who intend to pursue non-performance graduate study or desire to enter one of
the many music-related business fields most often choose this course of study.
Faculty advisor: Reinaldo Moya
Music Core, Additional Requirements and the following:
MUS 341 - Basic Conducting(S)
MUS 458 - Senior Recital
Eight credits of MUS electives
MUP 1xx - Performance Studies (four semesters of 1 credit lessons in principal instrument/voice)
MUP 3xx - Performance Studies (four semesters of 1 credit lessons in the principal instrument/voice)
Large Ensemble - eight semesters on the principal instrument or voice from:
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Chamber Music - two semesters of chamber music/small ensemble courses on the principal instrument/voice
Music Major with Music Business Concentration, Bachelor of Arts
The Music Business concentration prepares students to enter today’s music industry and to pursue career opportunity
where the arts and commerce intersect. Courses in music, performing arts, and business combine with field
observations and internships. These experiences prepare students for careers in fields such as arts management,
promotion, the recording industry, and general music business. The program affords both the performing artist and the
business student the opportunity to pursue music business studies. The Music Business concentration has two tracks:
the Bachelor of Arts in Music with Music Business Concentration (designed with a music emphasis) and the Bachelor of
Arts in Business Administration with Specialization in Music Business (designed with business emphasis).
Faculty Advisor: J. Anthony Allen
Music Core, Additional Requirements and the following:
ACC 221 - Introduction to Financial Accounting
ECO 113 - Principles of Microeconomics
MIS 260 - Problem Solving for Business
One of BUS 242 or BUS 254
o BUS 242 - Principles of Management
o BUS 254 – Entrepreneurship
MUS 105 - Careers in Music Business
MUS 162 - Entrepreneurship for Creative Business
MUS 205 - Legal Issues in Music, Entertainment, and the Arts
MUS 336 - Arts Management and Concert Promotion
MUS 408 - Current and Future Issues in the Music Industry
One of MUS 399 or BUS 399
o MUS 399 – Internship
o BUS 399 – Internship
MUS 458 - Senior Recital
MUP 1xx - Performance Studies - four semesters of 1 credit lessons in principal instrument/voice
MUP 3xx - Performance Studies - four semesters of 1 credit lessons in the principal instrument/voice
Large Ensemble - eight semesters on the principal instrument or voice*
Chamber Music - two semesters of chamber music/small ensemble courses on the principal instrument/voice
*Students wishing to fulfill the large ensemble requirement in a performance area other than their principal instrument
or voice may petition the department.
Business Administration with Specialization in Music Business, Bachelor of Arts
See Business Administration for requirements.
Music Education Major, Bachelor of Music
A fully accredited program (National Association of Schools of Music, and Minnesota Professional Educator Licensing and
Standards Board), the Music Education major offers students preparation to become licensed P-12 music teachers
and/or skilled teachers in studio and community settings. Those seeking licensure must complete requirements as
specified by the Minnesota Professional Educator Licensing and Standards Board, including coursework and student
teaching, resulting in certification to teach at the elementary through secondary levels, with either a vocal/general or
instrumental/general emphasis. Students desiring to enter the Bachelor of Music degree program with a major in music
education must formally apply to the Music Department for admission; those applicants seeking licensure to teach in
public school settings must also apply to the Augsburg University Department of Education for acceptance to the music
education licensure program. All course requirements in and beyond music must be complete prior to the student
teaching semester. Those not pursuing licensure have a wider range of options for their degree programs through the
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Community-Based Program, including electives that would best prepare students for their future vocational area to be
taken with approval of the program advisor.
Admission to upper division music education courses requires an overall academic GPA of at least 2.50 and a music GPA
of at least 2.75. Approval for student teaching and internships requires an overall minimum academic GPA of 2.75 and a
music GPA of 2.75. For licensure students, minimum grade of C is required in all Music Core courses, Music Education
Core courses, and approved courses and internships. For community-based students, minimum grade of C- is required
in all Music Core courses, Music Education Core courses, and approved courses and internships. In addition to grades,
applicants for student teaching placements and internships are reviewed in addition to GPA criteria, to assure
appropriate professionalism, dispositions, and attitudes for school and occupational settings appropriate for one’s
future vocation.
Music Core (except for MUS 331, 332, 333, or 334*) and the following:
MUS 220 - Worlds of Music
MUS 303 - Introduction to Learning, Teaching, and Technology in Music
MUS 311 - Composition I
MUS 341 - Basic Conducting
MUS 352 - General Music Education Methods
MUS 353 - Special Education in Music Education
MUS 358 - Junior Recital
MUS 459 - Senior Recital
Complete either EDC 206 or both EDC 210 and EDC 211
o EDC 206 - Diversity/Minnesota American Indians
o EDC 210 - Diversity in the School (or EDC 110) and EDC 211 - Minnesota American Indians
EDC 310 - Learning and Development in an Educational Setting
MUS 355 - Music Methods: Strings****
MUS 356 - Music Methods: Brass and Percussion****
MUS 357 - Music Methods: Woodwinds****
MUS 359 - Music Methods: Vocal****
Choose one of the following areas of emphasis:
o Vocal Emphasis:
MUS 251 - English Diction
MUS 252 - Italian Diction
MUS 253 - German Diction
MUS 254 - French Diction
MUS 342 - Choral Conducting***
MUS 478 - Choral Methods in Music Education
o Instrumental Emphasis:
MUS 344 - Instrumental Conducting***
MUS 477 - Instrumental Methods in Music Education
Performance Studies and Ensembles - Students should choose the following courses in accordance with their area of
emphasis**. Complete all of the following:
o MUP 1xx - Performance Studies (four semesters of 1 credit lessons in the principal instrument/voice )
o MUP 3xx - Performance Studies (three semesters or 1 credit lessons in the principal instrument/voice)
o Large Ensemble - seven semesters on the principal instrument or voice
o Chamber Music - two semesters of chamber music/small ensemble courses
Additional Courses for Licensure Students
HPE 115 - Chemical Dependency Education
EDC 200 - Orientation to Education in an Urban Setting
ESE 300 - Reading/Writing in the Content Area
EDC 483 - Student Teaching: Initial License in PE, Music, Art, or ESL
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MUS 494 - Music Teacher Performance Assessment & Student Teaching Seminar
Additional Courses for Community-Based Students
Minimum of 8 credits to be fulfilled with electives approved by the program advisor. 12 credits of MUS 397 and/or MUS
399 to be taken during the final semester of degree career
* Students majoring in music education are exempted from the Music Core requirement to complete one of MUS 331,
MUS 332, MUS 333, or MUS 334.
** A Music Education major whose major instrument is piano, organ, or guitar is required to take a minimum of four
additional semesters of lessons on an instrument/voice that corresponds with their large ensemble requirement.
*** Students not seeking licensure are exempted from the requirement to complete MUS 342 and MUS 344.
**** For MUS 355, MUS 356, MUS 357, and MUS 359, students not seeking licensure must complete two of these four
courses, including one that addresses their principal performance medium.
Music Performance Major, Bachelor of Music
This major is a focused classical training program designed to develop the skills, artistic voice, and performing ability of
the individual musician. This degree best prepares students who are interested in graduate school, professional
performance opportunities, or private studio teaching. Acceptance to the program requires a half-hour formal audition
and interview.
Faculty advisor: Jill Dawe
Requirements:
Music Core, Additional Requirements and the following:
MUP 1xx - Performance Studies (four semesters of 1 credit lessons in the principal instrument/voice)
MUP 3xx - Performance Studies (four semesters of 1 credit lessons in the principal instrument/voice)
MUS 358 - Junior Recital
MUS 459 - Senior Recital
Large Ensemble - eight semesters on the principal instrument or voice*
Chamber Music - four semesters of chamber music/small ensemble courses on the principal instrument/voice
*For guitarists, harpists and pianists: either eight semesters of large ensemble or four semesters of large ensemble and
four additional semesters of chamber music or other assignment in consultation with advisor.
Voice Majors:
MUS 251 - English Diction
MUS 252 - Italian Diction
MUS 253 - German Diction
MUS 254 - French Diction
MUS 435 - Voice Repertoire
MUS 359 - Music Methods: Vocal
*MUS Elective (2 credits)
*Voice students are strongly encouraged to take MUS/THR 235 Skills of Music Theater and/or MUE 294 or 494 - Opera
Workshop.
Keyboard Majors:
MUS 436 - Piano Repertoire
MUS 456 - Piano Pedagogy
MUS Elective (2 credits)
Instrumentalists:
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One of MUS 355, MUS 356, or MUS 357
o MUS 355 - Music Methods: Strings
o MUS 356 - Music Methods: Brass/Percussion
o MUS 357 - Music Methods: Woodwinds
MUS Elective (4 credits)
Additional requirements:
BM performance major candidates must pass an extended performance audition and interview that is scheduled after
completion of the sophomore/transfer music major qualifying jury.
Music Therapy Major, Bachelor of Science
Fulfills the academic and clinical requirements for eligibility to take the Music Therapy Board Certification Examination.
The BS in Music Therapy is a four-and-one-half-year degree program, which includes a six month full-time internship in a
clinical facility approved by the American Music Therapy Association (AMTA) or at a university-affiliated site. This course
of study is chosen by students who wish to become professional music therapists. A minimum grade of C in all music
therapy courses is required.
Faculty Advisor: Emma Moonier
Requirements:
Music Core (except for MUS 331, 332, 333, or 334*), Additional Requirements and the following:
MUS 135 - Class Piano 1
MUS 136 - Class Piano 2
MUS 152 - Class Voice
MUS 158 - Class Guitar 1
MUS 237 - Class Piano 3
MUS 238 - Class Piano 4
MUS 258 - Class Guitar 2
MUS 271 - Introduction to Music Therapy
MUS 273 - Functional Music Skills
MUS 315 - Psychology, Culture, and Community in Music
MUS 340 - Music Therapy Methods I
MUS 345 - Music Therapy Methods II
MUS 374 - Music Therapy Practicum
MUS 375 - Music Therapy Practicum
MUS 376 - Music Therapy Assessment, Treatment and Clinical Processes
MUS 385 - Music Therapy Clinical Improvisation
MUS 458 - Senior Recital
MUS 474 - Music Therapy Practicum
MUS 475 - Music Therapy Practicum
MUS 480 - Music Therapy Senior Seminar
MUS 481 - Music Therapy Clinical Internship
BIO 103 - Human Anatomy and Physiology
PSY 105 - Principles of Psychology
PSY 203 - Lifespan Development
PSY 215 - Research Methods and Statistics I
PSY 262 - Abnormal Psychology
MUP 1xx - Performance Studies (four semesters of 1 credit lessons in principal instrument/voice)
MUP 3xx - Performance Studies (four semesters of 1 credit lessons in the principal instrument/voice)
Large Ensemble - eight semesters on the principal instrument or voice
Chamber Music - two semesters of chamber music/small ensemble courses on the principal instrument/voice
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Pass guitar proficiency test, piano proficiency test, and voice proficiency test
* Students majoring in Music Therapy are exempted from the Music Core requirement to complete one of MUS 331, MUS
332, MUS 333, or MUS 334.
Music Therapy Equivalency/Certification Program
The Music Therapy equivalency program is available to students who already have a bachelor’s degree in music and wish
to meet the requirements set by the American Music Therapy Association (AMTA) to become a board-certified music
therapist (MT-BC). This equivalency program prepares students for eligibility to take the Music Therapy Board
Certification Examination. Depending upon the student’s degree and skill level, individual requirements will be outlined
by the director of Music Therapy. There is a minimum two-year residency requirement, which includes participation in a
major ensemble for four terms. Acceptance to the degree program requires the following:
Pass the sophomore/transfer music major jury and Music Department degree application
Pass guitar proficiency, piano proficiency, and voice proficiency
Music Minor
Faculty Advisor: Merilee Klemp
Requirements:
MUS 113 - Music Theory and Aural Skills I
MUS 114 - Music Theory and Aural Skills II
MUS 341 - Basic Conducting
One of MUS 231 or MUS 232
o MUS 231 - History and Literature of Music I
o MUS 232 - History and Literature of Music II
One additional course (2 credits or above) in music history or conducting (Other music courses may be approved by
departmental petition)
MUP 1xx - Performance Studies (four semesters of 0.5 credit performance studies in the principal instrument/voice)
Large Ensemble - four semesters in a large Augsburg ensemble
Additional requirements:
Submit a Music Department application for minor by spring semester, sophomore year
Music Business Minor
The Music Business minor is a course of study designed both for the Music major desiring additional preparation in
business and for the non-music major interested in pursuing a career in the music industry. With the Music Business
minor, students are given the opportunity to enroll in coursework and participate in on-site field experiences that
address specific professional skills necessary to enter today’s music industry. The minor is a collaborative program
between the Music and Business departments.
Faculty Advisor: J. Anthony Allen
Requirements:
ACC 221 - Introduction to Financial Accounting
ECO 113 - Principles of Microeconomics
MIS 260 - Problem Solving for Business
MUS 105 - Careers in Music Business
MUS 162 - Entrepreneurship for Creative Businesses
MUS 205 - Legal Issues in Music, Entertainment, and the Arts
MUS 408 - Current and Future Issues in the Music Industry
MUS/BUS 399 - Internship (approved for the music business minor)
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One of the following:
o MUS 336 - Arts Management and Concert Promotion
o BUS 301 - Business Law
o BUS 254 - Entrepreneurship
Departmental Honors
Senior Music majors with a cumulative GPA of 3.5 or higher in Music courses may apply for Music departmental honors
by completing extended original work in their area of interest. Such work could include, but is not limited to, one of the
following: defending a senior thesis, presenting an additional recital, composing a substantial piece(s), conducting a
program, presenting a research paper, or some combination of any of the above.
Consideration for departmental honors requires a clearly written proposal that includes a project title, a transcript, and
a brief music résumé to be submitted to the music faculty by November 1 of the senior year with outlined plans to
complete the project by spring break of the senior year.
Piano Proficiency
All Augsburg Music majors are required to have basic piano skills that are either demonstrated by passing MUS 238 or by
meeting the standard required by the Piano Proficiency Test offered at the end of each semester. Students come to
Augsburg with a wide variety of prior training and experience in piano, and therefore can elect to develop their piano
skills and prepare for the proficiency test in several ways. Students with extensive training may be able to simply pass
the test; those with some training may register for private piano lessons; the majority of students are advised to take a
piano placement test that determines their appropriate placement within a sequence of four class piano courses (MUS
135/136/237/238) designed to teach the skills of the piano proficiency test. To maximize student learning, it is strongly
recommended that piano training is started during the first year, when piano study will complement and strengthen the
student’s experience in the music theory and aural skills curriculum. Consult the Music Student Handbook for piano
major and non-piano major requirements and test dates.
For a complete list of courses and descriptions, see the Course Description Search.
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Natural Science Teaching Licensure
The Natural Science licensure program is designed to combine a strong content focus with early and ongoing teaching
preparation courses that meet Minnesota licensure requirements. Courses are designed to provide a broad background
in science and allow for specialization in an area. The following programs assume that the student will meet the general
education requirements of the university, the requirements for appropriate majors, required education courses (see
Secondary Education requirements), and, in the physical sciences, have at least one year of calculus. Early consultation
with the Education Department (in your sophomore year) is essential to complete undergraduate major and licensure
requirements on a timely basis.
Degree and Major Requirements
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students therefore should consult with the Augsburg Education Department to identify current licensure requirements.
All upper division courses required for the Biology major must be completed before student teaching.
Licensure Requirements
General Science Endorsement (for grades 5-8):
Introductory Geology (taken off campus, offered through ACTC program)
SCI 106 - Introductory Meteorology
BIO 121 - Human Biology
BIO 102 - The Biological World
Complete PHY 116 or both PHY 121 and PHY 122 (see advisor before registering for physics)
o PHY 116 - Introduction to Physics
o PHY 121, 122 - General Physics I, II
CHM 115 - General Chemistry I
CHM 116 - General Chemistry II
*See the Biology, Chemistry, or Physics Department sections for teaching major requirements in those disciplines.
For a complete list of courses and descriptions, see the Course Description Search.
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Nursing (BSN) Bachelor of Science Completion
The Augsburg University BSN Completion program is designed exclusively for registered nurses (RNs) who want to
advance their education, increase their career opportunities, and address changing health needs in a variety of rapidly
changing care settings and communities.
The BSN program at Augsburg prepares nurses to synthesize knowledge from the liberal arts with the art and science of
nursing. Educational opportunities are provided that challenge students’ interests and engage their creativity as they
increase skills in critical thinking, speaking, writing, ethics, nursing theories, community assessment, leadership,
decision-making and the role of citizen nurse. Classes that combine short-term immersion experiences of study both at
home and abroad are woven into the BSN curriculum. Students are invited to participate in these exciting endeavors as
they are able.
Department of Nursing Faculty
Martha Aleman, Kaija Freborg, Rebecca Hartwig, Virginia McCarthy, Kristin McHale, Joyce Miller (Chair), Anna Sanchez
Staff: Sharon Wade, Linden Gawboy
Mission
Within the context of the liberal arts and Christian values, the baccalaureate in nursing program prepares students to
uphold and improve health and human potential among persons, families, groups and communities across care settings
with particular emphasis on health inequities locally and globally.
Program Goals
The program goals at the baccalaureate level:
Prepare graduates of associate degree and diploma nursing programs for professional nursing practice in
contemporary and emerging roles.
Provide a sound scholarly foundation for transformative nursing practice and graduate study.
Create and sustain a teaching-learning environment that promotes personal growth, lifelong learning, and a
vocation of professional service in a global society.
Degree and Major Requirements
Nursing Major, BSN
Seven 4-semester credit hour courses, including:
NUR 300 - Trends and Issues in Nursing
NUR 305 - Communication
NUR 306 - Paradigms in Nursing
NUR 403 - Families and the Life Cycle
NUR 410 - Community Health Nursing I
NUR 411 - Practicum: Community Health Nursing II
NUR 490 - Leadership/Management
A minimum grade of C in each nursing course and a cumulative major GPA of 2.5 are required. Students also must
complete Augsburg’s residence and general education requirements.
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Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) graduation skills are embedded
throughout the required courses in the Nursing major and are met by completing the major.
Students petitioning to transfer in upper division nursing courses from another institution to meet requirements in the
nursing major at Augsburg must consult a nursing advisor about potential adjustments to their course requirements to
fulfill each of these graduation skills.
Other Information
The BSN program has been planned so that courses in the nursing major can be completed over 16 months of full-time
study taking two courses per semester. Students can pursue their studies as quickly as 12 months taking three courses
per semester, based on personal choice.
More time may be required to complete the total course of study depending on the number of liberal arts (general
education) courses individual students need to complete the BSN degree and the number of credits each student
transfers to Augsburg University from other colleges or universities. Students in Nursing may take non-nursing courses in
both the Day and Adult Undergraduate programs. Students will be assigned to a nursing faculty adviser to develop a
plan of study.
Admission to the Nursing Major
In addition to meeting admission requirements for Augsburg, admission to the Nursing major requires the following:
An earned associate of science degree in nursing
Cumulative GPA of 2.5 or higher in one’s basic nursing program
Unencumbered RN license–applicant must be a registered nurse who is licensed and currently registered to practice
in Minnesota prior to beginning the Nursing major
Evidence of HIPAA training
Up-to-date immunization records
Criminal background check (details provided in application process)
Special conditions:
o Students may be provisionally admitted to the Bachelor of Science in Nursing program at Augsburg with a
cumulative GPA of less than 2.5 in their basic nursing program. Full admission to the program requires
students to achieve a GPA of 3.00 or better in two liberal arts courses at Augsburg before being fully
admitted to the BSN program.
o Students may apply to Augsburg prior to completion of their associate nursing degree program. However, all
BSN program admission requirements must be met prior to matriculating into the BSN program at Augsburg.
Admissions are handled throughout the year. Students are admitted for fall, spring, or summer semesters.
Credit for Previous Nursing Courses
Registered nurses transferring into Augsburg’s BSN completion program will be awarded up to 34 semester credits in
recognition of their previous lower division nursing coursework if the following standards are met:
Prior nursing education in the United States is taken in an associate degree in nursing (ADN) program or a diploma in
nursing program. Both must be state board-approved programs.
Nursing coursework taken outside of the United States requires a professional credit evaluation. See the
International Students section of this catalog for details about how to submit this evaluation. In addition, nursing
coursework must be verified for authenticity by the Commission on Graduates of Foreign Nursing Schools (CGFNS).
Applicants must request CGFNS (www.cgfns.org) to forward the educational credentials report to the Minnesota
State Board of Nursing. Once their credentials are verified, applicants must apply for licensure and demonstrate
successful passing of the National Council Licensure Examination (NCLEX). Nurses who have previously submitted
CGFNS credential verification in a state other than Minnesota, and who have passed the NCLEX, will be considered
for admission and must meet the same residency requirements expected of all students.
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Class Schedules
Augsburg recognizes that nurses have a variety of time schedules, personal responsibilities, and work demands that
must be taken into account in any decision to work toward a degree. For this reason, Augsburg offers full- and part-time
sequential alternatives for pursuing a Nursing degree.
Courses in the Nursing major are generally offered on Monday, Tuesday, or Thursday evenings with practicum courses
(NUR 410 and 411) requiring additional weekday time. Generally, nursing classes meet on weekday evenings for fourhour time blocks. Online instruction and activities occur between face-to-face class times. Optional immersion courses
and practicums at home and abroad are scheduled throughout the year. Students complete their community health
practicum locally or have the opportunity to go to Pine Ridge, SD or Nicaragua (which is offered every other year). Check
with the Department of Nursing for details.
It is recommended to work with an academic advisor for advice on liberal arts courses.
Transfer of Upper Division Nursing Courses
BSN students who are provisionally accepted into the Master of Arts in Nursing program at Augsburg may enroll in up to
three designated MAN courses, which can be used to fulfill elective credits in the BSN program as well as fulfill credits in
the MAN program. Note that these graduate courses may not transfer into another college or university as graduate
courses if they have been used to complete the BSN; Augsburg University, however, accepts the courses as also fulfilling
requirements in the MAN. The three graduate Nursing courses plus the practica include the following:
NUR 500 - Transcultural Health Care (3 semester credits)
NUR 500P - Practicum: Transcultural Health Care (1 semester credit)
NUR 532 - Transcultural Healing and Self Care (3 semester credits)
NUR 532P - Practicum: Transcultural Healing Practices and Self Care (1 semester credit)
NUR 541 - The Politics of Health Care (3 semester credits)
NUR 541P - Practicum: Politics of Health Care (1 semester credit)
Note: Students who decelerate for more than five years may be asked to audit courses already taken. There is a fee to
audit courses.
Departmental Honors
Admission to the honors major requires a GPA of at least 3.60 in the major and 3.30 overall, application to the
department chair by November 1 of the senior year, recommendation by nursing faculty, and an honors thesis to be
presented before a faculty committee by April 15. Candidates register for NUR 499 to complete the honors requirement.
Latin Honors
To be eligible for Latin honors, a student must meet minimum GPA standards as well as complete a minimum of 56
traditionally-graded credits at Augsburg. For further information, see the Latin Honors section in Academic Information.
Accreditation
The baccalaureate degree program in nursing/master’s degree program in nursing and Doctor of Nursing Practice
program at Augsburg University are accredited by the Commission on Collegiate Nursing Education, 655 K Street NW,
Suite 750, Washington, DC 20001, (202) 887-6791.
For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation,
Approvals, and Memberships section.
For a complete list of courses and descriptions, see the Course Description Search.
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Philosophy
Philosophy, in an important sense, is the most fundamental of the disciplines. All sciences and most other disciplines
arose out of it. Moreover, philosophy is concerned with asking and answering the “big” questions that are the most
basic. For example: Is there a God? Is there life after death? Are there absolute moral standards? What kind of life is the
best? What is knowledge and what are its sources?
Students learn to ask and answer these and other similar questions for themselves through the development and use of
critical reasoning, assisted by the study of philosophers from the past and present.
The Philosophy major has been carefully planned so that students can easily graduate with two majors. Some Philosophy
majors continue on to graduate school in philosophy, while others use the major to prepare for other professional
studies such as law, medicine, religious ministry, or journalism.
Philosophy Faculty
David Apolloni (Chair), Larry Crockett, Markus Führer, Marit A. Peterson, Judith Stack-Nelson, Bernard Walker
Degree and Major Requirements
Philosophy Major
Eight courses including, including at least four upper division courses:
One of PHI 230 or PHI 385
o PHI 230 – Logic
o PHI 385 - Formal Logic and Computation Theory
PHI 241 - History of Philosophy I: Ancient Greek Philosophy
PHI 242 - History of Philosophy II: Medieval and Renaissance Philosophy
PHI 343 - History of Philosophy III: Early Modern and 19th-Century Philosophy
PHI 344 - History of Philosophy IV: 20th-21st Century Philosophy
A 400-level Philosophy course (other than PHI 499)
Two elective courses in Philosophy
Note: The Philosophy department at present does not offer a keystone PHI 499 course of its own. We recommend that
majors take the keystone course offered in the Religion Department, or (in the case of double majors) in the department
of the other major.
Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major. The Quantitative Reasoning (QR) graduation skill can be met by taking PHI 230.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Language requirement
The Philosophy Department has no specific language requirement besides the one of the university, but it recommends
for Philosophy majors Greek, Latin, French, or German, at the discretion of the faculty advisor.
Major in Computational Philosophy, Bachelor of Arts (joint offering with the Department of Mathematics, Statistics,
and Computer Science)
See the Mathematics, Statistics, and Computer Science section for more information.
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Departmental Honors
Admission to the Philosophy honors program is by recommendation of the Philosophy faculty. Such recommendations
will be made at the end of the junior year. The program will consist of an honors thesis on an approved topic of the
student’s choice that involves research above the course level, and a defense of this thesis before the faculty of the
department.
Philosophy Minor
Five courses:
Two of PHI 241, PHI 242, PHI 343, or PHI 344
o PHI 241 - History of Philosophy I: Ancient Greek Philosophy
o PHI 242 - History of Philosophy II: Medieval and Renaissance Philosophy
o PHI 343 - History of Philosophy III: Early Modern and 19th-Century Philosophy
o PHI 344 - History of Philosophy IV: 20th-21st Century Philosophy
Three additional PHI electives
For a complete list of courses and descriptions, see the Course Description Search.
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Physics
Physicists are a curious and ambitious lot. Their aim is to understand the fundamental principles that describe and
govern all physical aspects of the universe. Historically called “natural philosophers,” physicists investigate by means of
controlled experimentation and mathematical analysis. Physics includes the study of systems ranging from sub-atomic
particles to the largest galaxies and from the relative stillness of near absolute zero to the fiery activity of stars. Physics
plays an important role in many of the liberal arts disciplines and contributes to society’s understanding of such areas as
energy, weather, medical science, and space exploration. A good background in physics (and the associated problem
solving skills obtained therein) will prepare you well for a multitude of careers.
Recognizing the importance of physics in contemporary life and the need to keep abreast of rapid technological
advances, the department strives to give students not only an understanding of basic concepts, but also insights into
recent developments. A rigorous major provides students with the preparation required for graduate study in physics. It
also provides flexibility, serving as a stepping stone to advanced work in related areas such as astronomy, engineering,
materials science, atmospheric science and meteorology, oceanography, biophysics, environmental science, and the
medical and health-related fields. The department serves the liberal arts by offering courses for non-science students
that enable them to attain a general understanding of a particular area of science. These courses provide the basis for
further study and enable students to follow new developments in science with heightened awareness and
comprehension.
The department administers Augsburg University’s portion of funds designated for the Minnesota Space Grant College
Consortium, funded by NASA. It also maintains active research programs through its Center for Atmospheric and Space
Sciences and the Sverdrup Laboratory for Biophysics, with support from the National Science Foundation, NASA, and
other private and public sources. Several students work as research assistants in these efforts during the academic year
and in the summer. Cooperative education, internship, and undergraduate research programs provide opportunities for
students to apply their knowledge and problem-solving skills in practical situations in industrial, governmental, and
academic settings.
Faculty
Stuart Anderson (professor emeritus), Moumita Dasgupta, Mark Engebretson (professor emeritus), Ben Stottrup (Chair),
Jeff Walter
Degree and Major Requirements
Physics Major, BA
PHY 121 and PHY 121L - General Physics I
PHY 122 and PHY 122L - General Physics II
PHY 245 and PHY 245L - Modern Physics
PHY 351 - Classical Mechanics
PHY 365 - Electricity and Magnetism
PHY 395 - Comprehensive Laboratory I
PHY 396 - Comprehensive Laboratory II
PHY 484 - Quantum Mechanics Supplement
CHM 368 - Physical Chemistry: Microscopic Theory
MAT 145 - Calculus I
MAT 146 - Calculus II
MAT 245 - Calculus III
One of PHY 327 or MAT 369
o PHY 327 and PHY 327L - Special Functions of Mathematical Physics
o MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences
Eight elective credits, with at least four in physics, chosen from:
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o
o
o
o
o
o
o
o
o
o
o
o
o
PHY 261 and PHY 261L - Electronics
PHY 317 and PHY 317L - Biophysics
BIO 473 and BIO 473L - Physiology of Humans and Other Animals
BIO 475 and BIO 475L - Neurobiology
CHM 362 - Physical Chemistry: Macroscopic Theory
CHM 430 - Advanced Thermodynamic and Separation Lab
CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab
CHM 481 - Instrumental Analysis
CHM 482 - Advanced Inorganic Chemistry
CSC 345 - Principles of Computer Organization
CSC 431 - Introduction to A I Robotics
MAT 273 - Statistical Modeling
MAT 355 - Numerical Mathematics and Computation
MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences (if not used in place of PHY 327
above)
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) are embedded throughout the
offered courses and are met by completing the major.
The graduation skill in Speaking (S) is met by completing one of the following courses—COM 111, COM 115, HON 130, or
MAT 201.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Physics Major, BS
PHY 121 and PHY 121L - General Physics I
PHY 122 and PHY 122L - General Physics II
PHY 245 and PHY 245L - Modern Physics
PHY 261 and PHY 261L - Electronics
PHY 351 - Classical Mechanics
PHY 365 - Electricity and Magnetism
PHY 395 - Comprehensive Laboratory I
PHY 396 - Comprehensive Laboratory II
PHY 484 - Quantum Mechanics Supplement
CHM 115 & 115L - General Chemistry I and lab
CHM 116 & 116L - General Chemistry II and lab
CHM 368 - Physical Chemistry: Microscopic Theory
MAT 145 - Calculus I
MAT 146 - Calculus II
MAT 245 - Calculus III
One of PHY 327 or MAT 369
o PHY 327 and PHY 327L - Special Functions of Mathematical Physics
o MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences
Eight elective credits, with at least four in physics, chosen from:
o PHY 317 and PHY 317L - Biophysics
o BIO 473 and BIO 473L - Physiology of Humans and Other Animals
o BIO 475 and BIO 475L - Neurobiology
o CHM 362 - Physical Chemistry: Macroscopic Theory
o CHM 430 - Advanced Thermodynamic and Separation Lab
o CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab
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o
o
o
o
o
o
CHM 481 - Instrumental Analysis
CHM 482 - Advanced Inorganic Chemistry
CSC 345 - Principles of Computer Organization
CSC 431 - Introduction to A I Robotics
MAT 273 - Statistical Modeling
MAT 355 - Numerical Mathematics and Computation
MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences (if not used in place of PHY 327
above)
Graduation Skills
Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by
completing the major. Consult your department chair or academic advisor for requirements for meeting the
Quantitative Reasoning (QR) graduation skill.
The graduation skill in Speaking (S) is met by completing one of the following courses—COM 111, COM 115, HON 130, or
MAT 201.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Physics Major with Concentration in Space Physics, BS
It is the same as the BS major, with the addition of PHY 320 - Introduction to Space Science and PHY 420 - Plasma
Physics.
Physics Major with Concentration in Biophysics, BS
It is the same as the Physics BS major, with the addition of PHY 317 - Biophysics, one independent project (PHY, CHM,
BIO, or MAT 499), and one elective from the following:
BIO 253 and BIO 253L - Introductory Cellular Biology
BIO 255 and BIO 255L - Genetics
BIO 369 and BIO 369L - Biochemistry
BIO 471 and BIO 471L - Advanced Cellular and Molecular Biology
BIO 475 and BIO 475L - Neurobiology
BIO 476 and BIO 476L - Microbiology
BIO 486 and BIO 486L - Immunology
CHM 353 - Quantitative Analytical Chemistry
CHM 367 - Properties of Polymers
CHM 368 - Physical Chemistry: Microscopic Theory
CHM 464 - Advanced Organic Chemistry
CHM 470 - Principles of Medicinal Chemistry
CHM 481 - Instrumental Analysis
Departmental Honors
A GPA of 3.50 in physics and 3.30 overall. An original research project on a significant topic in Physics with an oral
presentation and written report. Project proposals should be made to the department by November 30 of the senior
year. Final project submissions are due to April 1st.
Other Requirements
In planning their courses of study, students are encouraged to work closely with members of the Physics faculty.
Normally, students should have MAT 145, 146, and PHY 121, 122 during the first year, and MAT 245 and 369 (or PHY
327) during the sophomore year.
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Graduation Skills
Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by
completing the major. Consult your department chair or academic advisor for requirements for meeting the
Quantitative Reasoning (QR) graduation skill.
The graduation skill in Speaking (S) is met by completing the following course—COM 115
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
PHY 121 and PHY 121L - General Physics I
PHY 122 and PHY 122L - General Physics I
PHY 245 and PHY 245L - Modern Physics
PHY 351 - Classical Mechanics
PHY 365 - Electricity and Magnetism
PHY 395 - Comprehensive Laboratory I
PHY 396 - Comprehensive Laboratory II
SCI 490 - Integrated Science or other approved Keystone
Two additional physics courses above 122; PHY 261 recommended
MAT 145 - Calculus I
MAT 146 - Calculus II
MAT 245 - Calculus III
PHY 327 and PHY 327L - Special Functions of Mathematical Physics
CHM 115 and 115L - General Chemistry I and lab
CHM 116 and 116L - General Chemistry II and lab
Physics Minor
PHY 121 and PHY 121L - General Physics I
PHY 122 and PHY 122L - General Physics II
MAT 145 - Calculus I
MAT 146 - Calculus II
Three elective physics courses (12 credits) numbered above PHY 122
Society of Physics Students
The Augsburg chapter of the Society of Physics Students provides students the opportunities of membership in a
national physics society and of participating in the physics community on a professional basis. Membership in the society
is open to all students interested in physics.
Sigma Pi Sigma
Membership in the Augsburg chapter of this national physics honor society is open to those students who have
completed the equivalent of a minor in physics, have a GPA of 3.00 in physics and overall, and rank in the upper third of
their class.
For a complete list of courses and descriptions, see the Course Description Search.
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Political Science
Political Science at Augsburg University helps prepare you for many paths: political engagement, pursuit of an advanced
degree, a successful career. Political science focuses on the role of power and authority in human affairs, something
relevant to any field you might choose. Understanding power and authority is also necessary for anyone interested in
political and social change.
Political Science majors pursue many options after graduation, including law school, or graduate work in areas such as
political science, public administration, and public policy. Our majors have gone on to work in government, business,
communications, the non-profit sector, education, and numerous other fields.
Internships are within easy reach of the campus, because of our location in the heart of the Twin Cities metro area.
Grounded in the diverse and international community around Augsburg, the department directly engages the world and
issues around us.
Numerous study abroad programs are also available, as well as learning opportunities throughout the country. Our
Model UN team travels annually to participate in a Model UN in other parts of the country, and is a highlight for many
students. Our majors experience an education which extends from the classroom to the surrounding community to
places around the world.
Experienced faculty teach in all major areas of political science, and also possess special expertise in campaigns and
elections, immigration and ethnic and racial politics, urban and environmental politics, gender and politics, economic
development, comparative and international politics, mass communications and other information technology, and
American public law. Our broad, balanced, and flexible course offerings, combined with the many special educational
opportunities, enhance your potential for graduate study and a successful career.
Faculty
Andrew Aoki (Chair), Sarah Combellick-Bidney, Milda Hedblom (Pre-Law Advisor), Elizabeth Klages, Norma Noonan
(emerita), Joseph Underhill
Degree and Major Requirements
A C- minimum grade is required in all courses taken for the major.
Political Science Major
Ten courses:
POL 158 - Introduction to Political Science
POL 483 - Political Statistics and Methodology
POL 484 - Political Analysis
One elective from the following:
o POL 121 - American Government and Politics
o POL 122 - Social Justice in Urban America
o POL 160 - World Politics
o POL 170 - Law in the United States
At least five other upper division courses in four out of five Political Science areas. A seminar in one of the five areas
may be counted for that area. Only one internship may count for an upper division area.
One other Political Science course in any area, upper or lower division
Political Science Area Courses
This is a list of commonly offered courses that fulfill the upper division area elective requirements. Students may also
satisfy the elective requirements with a variety of courses from study abroad experiences, HECUA, or other programs,
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with the permission of the department. POL495 can be used toward area requirements with advisor approval. The
applicable area will vary based on the topic of the course.
Area 1 – American Government and Politics: POL325, 326, 342, or 421
Area 2 – Comparative Politics and Analysis: POL350, 359, or 459
Area 3 – International Politics: POL368, 461, or 490
Area 4 – Public Law: POL370 or 371
Area 5 – Political Theory and Analysis: POL380 or 381
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the
offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing one of
the following courses: POL 325, POL 326, or POL 380
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Pre-Law Concentration in Political Science
11 required courses including:
POL 121 - American Government and Politics
POL 170 - Law in the United States
POL 483 - Political Statistics and Methodology
POL 484 - Political Analysis
Two of the following three courses:
o No more than one of ENL 220 or ENL 223
ENL 220 - Intermediate Expository Writing
ENL 223 - Writing for Business and the Professions
o PHI 230 – Logic
o COM 111 - Public Speaking
Five Electives:
o Three courses from the choices below:
POL 350 - Topics: European Politics
POL 370 - Constitutional Law
POL 371 – Topics
POL 380 - Western Political Thought
POL 381 - Topics: Democratic Theory
o Two additional upper level courses in Political Science (can come from the list above, or be any other upper level
Political Science course).
Public Policy and Political Change Concentration in Political Science
10 courses plus an internship, including:
One of ECO 112 or ECO 113
o ECO 112 - Principles of Macroeconomics
o ECO 113 - Principles of Microeconomics
One of POL 121 or POL 122
o POL 121 - American Government and Politics
o POL 122 - Social Justice in Urban America
One of POL 325 or POL 326
o POL 325 - Politics and Public Policy
o POL 326 - Political Parties and Behavior
One of ECO 490, POL 483, or SOC 362
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o ECO 490 - Research Methods in Econometrics
o POL 483 - Political Statistics and Methodology
o SOC 362 - Statistical Analysis
POL 484 - Political Analysis
One Course from the Following:
o POL 121 - American Government and Politics
o POL 122 - Social Justice in Urban America
o POL 124 - American Women and Politics
o POL 158 - Introduction to Political Science
o POL 160 - World Politics
o POL 170 - Law in the United States
Four Courses from the Following:
o POL 241 - Environmental and River Politics
o POL 325 - Politics and Public Policy
o POL 326 - Political Parties and Behavior
o POL 342 - Mass Communication in Society
o POL 370 - Constitutional Law
o POL 371 – Topics
o POL 381 - Topics: Democratic Theory
o POL 421 - Topics: American Politics
o POL 461 - Topics: International Politics
o SOC 381 - City and Regional Planning
o One of ECO 312 or ECO 313
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
An internship, usually taken as POL 399.
Notes
If both POL 121 and 122 are completed, one can count for section I and one for section II. The same course cannot
fulfill requirements in both sections.
If both POL 325 and 326 are completed, one can count for section I and one for section III. The same course cannot
fulfill requirements in both sections.
Only one economics course (either 312 or 313) can be counted toward the four courses required in Section III.
The internship can be taken for credit or not-for-credit. A student taking an internship not for credit must still have a
Political Science department faculty member supervising the internship, and must fulfill certain academic
requirements, which will be explained by the supervising faculty member.
Substitutions to the courses above can be approved by the department chair. For example, the department
sometimes offers relevant topics courses under numbers not listed above.
Political Science Areas
(I)
(II)
(III)
(IV)
(V)
American Government and Politics
Comparative Politics and Analysis
International Politics
Public Law
Political Theory and Analysis.
Any course listed in more than one area may be counted in only one area toward major or minor requirements.
Departmental Honors
The honors major in Political Science includes the requirements listed above, plus the following:
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The student’s GPA must be 3.50 in Political Science courses and 3.00 overall; the student must take an honors
independent study (to work on the thesis) and a seminar (usually POL 484), and must submit an honors thesis to be
defended before a faculty committee. Students may work with any member of the department on their honors thesis.
For specific requirements, consult the department chair.
For a student to be eligible for departmental honors, all courses in the major must be taken with traditional grading (not
P/N). Exceptions may be made in extraordinary circumstances.
Political Science Minor
Five courses, including:
POL 158 - Introduction to Political Science
One of the following lower division electives:
o POL 121 - American Government and Politics
o POL 122 - Social Justice in Urban America
o POL 160 - World Politics
o POL 170 - Law in the United States
o POL 241 - Environmental and River Politics
o POL 282 - Asian American Politics
At least three upper-division courses in three out of five political science areas
POL 483 may not usually be used for a minor.
Pre-Law Minor
POL 121 - American Government and Politics
POL 170 - Law in the United States
Two of the following:
o No more than one of ENL 220 or ENL 223
ENL 220 - Intermediate Expository Writing
ENL 223 - Writing for Business and the Professions
o PHI 230 – Logic
o COM 111 - Public Speaking
Two electives from the following:
o POL 350 - Topics: European Politics
o POL 370 - Constitutional Law
o POL 371 – Topics
o POL 380 - Western Political Thought
When necessary, substitutions can be approved by the chair (e.g. if a required course has to be canceled).
Public Policy and Political Change Minor
One of POL 121 or POL 122
o POL 121 - American Government and Politics
o POL 122 - Social Justice in Urban America
One of POL 325 or POL 326
o POL 325 - Politics and Public Policy
o POL 326 - Political Parties and Behavior
POL 399 - Internship
Three of the following:
o POL 241 - Environmental and River Politics
o POL 325 - Politics and Public Policy
o POL 326 - Political Parties and Behavior
o POL 342 - Mass Communication in Society
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POL 381 - Topics in Democratic Theory
POL 421 - Topics in American Politics
POL 461 - Topics in International Politics
SOC 381 - City and Regional Planning
No more than one of ECO 312 or ECO 313
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
Notes
If both POL 325 and 326 are completed, one can count for section I and one for section II. The same course cannot
fulfill requirements in both sections.
Only one Economics course (either 312 or 313) can be counted toward the three courses required in Section II.
Teaching Major in Political Science and Economics
Total of 12 courses required: five courses in economics, five courses in political science, and two courses in education.
ECO 112 or 113 and POL 121 also fulfill requirements for the social studies core; education courses also fulfill licensure
requirements for secondary education.
Economics Courses:
o ECO 112 - Principles of Macroeconomics (elective for social science core)
o ECO 113 - Principles of Microeconomics (elective for social science core)
o One of ECO 312 or ECO 315
ECO 312 - Intermediate Macroeconomics
ECO 315 - Money and Banking
o ECO 313 - Intermediate Microeconomics
o One other upper division Economics course
Education Courses:
o EDC 200 - Orientation to Education in an Urban Setting (required for licensure)
o ESE 310 - 5-12 Methods: Social Studies (Capstone course) (required for licensure)
Political Science Courses:
o POL 121 - American Government (social science core course)
o Two upper-level political science courses (must be in two different areas)
o Two other Political Science courses
In addition, in order to graduate with this major, a student must have been admitted into the Department of Education.
To be licensed in social studies, additional education courses and the social studies core are required.
Note: Students interested in secondary education may take a Political Science major or the teaching major in Economics
and Political Science. Either option requires that the student also take courses required for the social studies core. For
more information, see the department chair.
For a complete list of courses and descriptions, see the Course Description Search.
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Psychology
Psychology is the scientific investigation of behavior and mental processes. As an integral part of a liberal arts education,
psychology contributes to the understanding of individual and group behavior. The study of psychology equips students
to understand and use the scientific method to think creatively and critically beyond the classroom. To prepare students
for graduate study and work in psychology, the major emphasizes the complementary components of a strong
foundation in research and theoretical work with the application of knowledge and skills in coursework, research
experiences, and internships within the community. The curriculum’s emphasis on the experiential dimensions of
learning and the integration of liberal arts and professional domains prepares students for careers in many settings
including business, education, social services, research, law, government, religious institutions, and medicine.
Faculty members in the Department of Psychology have varied professional specializations including clinical, counseling,
neurobiological, developmental, social, cognitive, and industrial/organizational psychology as well as expertise in
psychological applications to health, law, and public policy. Students may tap this expertise through a variety of learning
experiences including group and individual projects, Psi Chi Honor Society, and faculty-student research teams.
Faculty
Henry Yoon (Chair), Alex Ajayi, Ben Denkinger, Stacy Freiheit, O. Evren Guler, David Matz, Bridget Robinson-Riegler,
Nancy Steblay
Degree and Major Requirements
Psychology Major
The major is 10 courses including:
PSY 105 - Principles of Psychology
PSY 215 - Research Methods and Statistics I
PSY 315 - Research Methods and Statistics II
PSY 400 - Keystone Internship
At least two courses from the following:
o PSY 325 - Social Behavior
o PSY 354 - Cognitive Psychology
o PSY 355 - Biopsychology
At least one course from the following:
o PSY 491 - Advanced Research Seminar
o PSY 493 - Seminar: Contemporary Issues
o PSY 495 - Clinical Research and Lab
Electives (three additional courses in psychology)
Majors are encouraged to take more than the minimum 10 required psychology courses.
Note: A minimum of five courses must be from Augsburg. No more than two courses from among PSY 199, 299, 399, 400
and 499 may be counted.
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students should consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
All psychology majors must have an advisor in the Psychology department.
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Transfer Students
Transfer-course policy for majors and minors: All transfer courses, including ACTC courses, must be approved by the
chair. Only those psychology courses successfully completed (C- or above) within the last 10 years will be considered. In
general, courses that meet the transfer guidelines may only be applied to elective or PSY 105 credit for the major.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
Biopsychology Major
The Psychology and Biology Departments jointly offer a program in Biopsychology. See Biopsychology in the
departmental pages of this catalog.
Concentration in Clinical Psychology
The Clinical Psychology concentration is designed to prepare students for careers and graduate education in mental
health care fields. Students will learn about the biological, psychological, and social factors related to defining,
understanding, and treating abnormal behavior. Emphasis is placed on developing knowledge and skills related to both
the science and practice of psychology. Experiential learning opportunities include collaborating on faculty-student
research projects and completing an internship in a real-world mental health setting.
Students take ten courses, including:
PSY 105 - Principles of Psychology
PSY 215 - Research Methods and Statistics I
PSY 262 - Abnormal Psychology
PSY 315 - Research Methods and Statistics II
PSY 385 - Counseling Psychology
PSY 400 - Keystone Internship
At least two courses from the following:
o PSY 325 - Social Behavior
o PSY 354 - Cognitive Psychology
o PSY 355 – Biopsychology
At least one course from the following:
o PSY 491 - Advanced Research Seminar
o PSY 493 - Seminar: Contemporary Issues
o PSY 495 - Clinical Research and Lab
At least one course from the following:
o PSY 261 – Personality and Cultural Context
o PSY 359 - Assessment
Concentration in Psychology and Law
The field of psychology and law involves the application of scientific and professional aspects of psychology to questions
and issues relating to law and the legal system. This field encompasses contributions made in a number of different
areas- research, clinical practice, public policy, and teaching/training among them—from a variety of orientations within
the field of psychology, such as developmental, social, cognitive, neuropsychology, and clinical. Students in this
concentration will participate in at least three experiential learning venues: laboratory research, a community-based
internship, and study tours to Hennepin County courts.
Students take the following courses:
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PSY 105 - Principles of Psychology
PSY 215 - Research Methods and Statistics I
PSY 235 - Psychology and Law
PSY 262 - Abnormal Psychology
PSY 315 - Research Methods and Statistics II
PSY 325 - Social Behavior
PSY 354 - Cognitive Psychology
PSY 360 - Psychology Laboratory
PSY 400 - Keystone Internship
PSY 491 - Advanced Research Seminar
SOC 277 - Introduction to Criminology
At least one course from the following:
o PSY 359 – Assessment
o PSY 385 - Counseling Psychology
o PSY 410 - Clinical Neuropsychology
At least one course from the following:
o POL 170 - Law in the United States
o POL 370 - Constitutional Law
Concentration in Social Psychology
Both the Psychology and Sociology Departments offer courses relevant to students with interests in social psychology.
The intent of the Social Psychology concentration is to provide students with a solid disciplinary foundation along with
specific coursework to strengthen a cross-disciplinary social psychological perspective. Coursework will emphasize
research skills, theoretical analysis, and applied work in areas intended to prepare students for careers in law,
consulting, research, and social policy, as well as many other areas. In addition, the Social Psychology concentration is
ideal for graduate school preparation.
Students take the following courses:
PSY 105 - Principles of Psychology
PSY 215 - Research Methods and Statistics I
PSY 315 - Research Methods and Statistics II
PSY 325 - Social Behavior
PSY 400 - Keystone Internship
SOC 121 - Introduction to Sociology
SOC 375 - Social Psychology
At least one course from the following:
o PSY 354 - Cognitive Psychology
o PSY 355 - Biopsychology
At least one course from the following:
o PSY 491 - Advanced Research Seminar
o PSY 493 - Seminar: Contemporary Issues
o PSY 495 - Clinical Research and Lab
Electives (three additional courses in psychology)
Departmental Honors
GPA of 3.50 in the major and overall, and completion of a high-quality research project. Formal application must be
made during the junior year. Consult the department chair for more detailed requirements.
Minor
Five courses, including:
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PSY 105 - Principles of Psychology
Four additional PSY electives
A minimum of two courses must be taken at Augsburg. If a student minoring in psychology elects to complete internship
courses, no more than two of the following courses can count toward the minor: PSY 199, 299, 396, 399, 400, and 499.
For a complete list of courses and descriptions, see the Course Description Search.
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Religion
Religion – everyone has a notion of what it is. But try to define it, and words get tangled in the varieties of religious
expressions, experiences, systems, and cultures. Personal perspective and experience also come into play, creating
different and even conflicting attitudes and opinions about religion’s value and place in the 21 century.
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But while religion is deeply personal, it is seldom private. Its impact is everywhere and affects everyone, from the most
committed believer and practitioner to the most convinced atheist. Because of the significance of religion in the public
sphere, “Religion and Public Life” serves as a guiding theme that emerges in various ways in the courses offered by the
Augsburg University Religion Department as we welcome students of all religious persuasions – and none – to explore
the role of religion:
In their own lives with a view toward how their beliefs, values, and commitments inform their place in society;
To gain knowledge and competency in relating to the religious beliefs, practices, and cultures of others whom
students may engage in their future professional and social contexts;
In considering their own career choices in service to the world through religious institutions and organizations;
For a deeper understanding of religion’s impact – past and present – in the world they inhabit, regardless of any
student’s own religious position.
All courses in the Religion Department are designed to enhance religious literacy and interreligious competency.
Religious literacy involves gaining an appreciative knowledge of the religious and spiritual practices of the world.
Interreligious competency is connected to intercultural competency and involves developing the skills and attitudes that
facilitate relationships with people who hold different religious or core commitment than one’s own.
The above learning outcomes arise from Augsburg’s educational mission that is “guided by the faith and values of the
Lutheran Church.” This tradition, at the core of Augsburg’s own vocation in higher education, encourages inquiry,
welcomes diversity, wrestles with life’s complexities, and engages the world while preparing students of all backgrounds
and persuasions “…to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders.”
Faculty
Lori Brandt Hale (Chair), Russell Kleckley, Mary Lowe, Matthew Maruggi, Jeremy Myers, Philip Quanbeck II, Marty Stortz,
Mark Tranvik, and Hans Wiersma
Majors
The Religion Department offers two majors: Religion and Theology & Public Leadership.
General Education Requirements
RLN 100: Religion, Vocation, and the Search for Meaning I
Augsburg embraces a world of many cultures, beliefs, and traditions. This introductory course invites students into that
engagement between religious commitment and the world through an exploration of vocation, pluralism, and diversity.
The course encounters the search for meaning through the narratives of Judaism, Christianity, and Islam, and
encourages students to consider their own religious, philosophical, and ethical commitments in dialogue with other
perspectives. Course related texts, activities, and experiences foster critical thinking and inquiry.
Religion, Vocation, and the Search for Meaning II
For their second required Religion course, students may choose from a wide range of courses that build on the
foundational themes established in RLNEL100 and continue the exploration of vocation, the search for meaning, and
role of religion in public life in the context of particular issues, topics, and people. These courses focus the study of
Religion through a specific topic or issue from the broad field of Religion and its connection to Public Life in a variety of
social, cultural, and historical settings. One option, RLNEL 200: Religion, Vocation, and the Search for Meaning II,
develops themes from RLNEL 100, including vocation, culture, pluralism, and interreligious dialogue. Other courses are
described in the course listings. Any course taken in fulfillment of this requirement may count toward a potential
Religion major or minor.
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Degree and Major Requirements
Religion Major, BA
Courses offered toward a major in Religion highlight the theme of Religion in Public Life in four concentrations: 1)
Culture and Society, 2) History and Theology, 3) Sacred Texts and Narratives, 4) Global Religions and Interfaith
Studies. Students majoring in Religion may choose one of these areas as a concentration for their degree by completing
four courses within the concentration out of the 8 total courses (32 credit hours) required for the major. Many students
choose to add religion as a second major. Examples of double majors include students in biology, sociology, and
history. The Religion major prepares students to think critically, read analytically, write clearly, and speak confidently—
skills that make our graduates attractive to graduate schools and employers in any field.
Major/Concentration/Minor Requirements
Religion Major: 8 courses (beyond RLN 100; including RLN 209, RLN 400)
Concentration within the major: Minimum 4 courses in the concentration
Religion Minor: 4 courses (beyond RLN 100; can include RLN 209, RLN 400)
Concentrations
Students majoring in Religion can pursue one of the four concentrations listed below.
Culture and Society – Sixteen credits from:
RLN205: Exploring Topics in Religion (depending on topic)
RLN216: Religion and Science in Popular Culture
RLN222: Spirituality, Religion, and Popular Culture
RLN230: Self, Sex & Sin: Human Person in Christian & Contemporary Thought
RLN251: The Bible in Culture and Counterculture
RLN257: Heaven, Hell, and the End of the World
RLN319: Religion at the Movies
RLN409: Topics (depending on topic)
RLN441: Contemporary Theology
History and Theology – Sixteen credits from:
RLN205: Exploring Topics in Religion (depending on topic)
RLN214/MUS234: Church Music and Worship
RLN216: Religion and Science in Popular Culture
RLN230: Self, Sex & Sin: Human Person in Christian & Contemporary Thought
RLN237: Giants of the Christian Faith
RLN240: Religion and the Rise of Science
RLN243: Religion in America
RLN245: The Lutheran Heritage
RLN257: Heaven, Hell, and the End of the World
RLN319: Religion at the Movies
RLN330: Theology of Death and Dying
RLN331: Christian Ethics
RLN342: Martin Luther and the Reformation
RLN340/HIS378: The Medieval Church
RLN370: American Indian Spirituality and Philosophical Thought
RLN374: Ethics and World Religions
RLN409: Topics (depending on topic)
RLN441: Contemporary Theology
Sacred Texts and Narratives – Sixteen credits from
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RLN205: Exploring Topics in Religion (depending on topic)
RLN251: The Bible in Culture and Counterculture
RLN257: Heaven, Hell, and the End of the World
RLN261: Jesus and His Interpreters
RLN409: Topics (depending on topic)
Global Religions and Interfaith Studies – Sixteen credits from:
RLN205: Exploring Topics in Religion (depending on topic)
RLN275: Judaism
RLN276: World Religions
RLN370: American Indian Spirituality and Philosophical Thought
RLN374: Ethics and World Religions
RLN407: Interfaith Scholars Seminar I (2 semester credits)
RLN408: Interfaith Scholars Seminar II (2 semester credits)
RLN409: Topics (depending on topic)
Theology and Public Leadership Major, BA
The Theology and Public Leadership major is an interdisciplinary major that forms leaders for work at the intersections
of church and society. Students in this major are equipped with the necessary theological and theoretical frameworks,
leadership skills and servant hearts to lead a variety of communities in their expression of faith and their work for justice
in the world. This happens through the disciplined study of theology, scripture, the social sciences, and ministry. A
distinctive element of the major is the combination of practical and theological training: students have many
opportunities to apply knowledge and skills in specific ministry contexts, including a supervised internship.
Graduates of this program work in the areas of youth ministry, congregational ministry, community organizing, public
policy and advocacy, nonprofits and graduate school. Our vision is a generation of Christian leaders equipped to lead the
Christian church into the public square for the common good.
Students in this program earn a Bachelor of Arts in Theology and Public Leadership and combine this degree with a
concentration, minor or second major in an area of interest.
A Word about Youth and Family Ministry: For decades, Augsburg University has been a leader in the field of youth and
family ministry. The Youth and Family Ministry degree program has a long and storied history of pushing the envelope
with cutting edge approaches to ministry. This new version of the degree program stands proudly on that storied past.
Students who are pursuing a call to ministry with children, youth and families can prepare for this career by combining
the Theology and Public Leadership major with the Youth Studies concentration or minor.
Theology and Public Leadership Major (40-56 credits)
Theology core (20 credits):
o RLN 209 - Research Methods in Religion
o RLN 251 - The Bible in Culture and Counterculture
o RLN 342 - Martin Luther and the Reformation
o RLN 400 - Religion Keystone
o RLN 441 - Contemporary Theology
Public ministry core (16 credits):
o RLN 290 - Foundations for Public Ministry
o RLN 295 - Church: Past, Present, Future
o RLN 390 - The Art of Public Ministry
o RLN 399 - Internship
Cross-Disciplinary Elective (4 credits) OR Concentration (16-20 credits)
o Complete 4 credits in one of the concentrations listed below or complete the entire concentration
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Concentrations
Students majoring in Theology & Public Leadership can pursue one of the concentrations listed below. A concentration
will be noted on the transcript at the point of graduation, not a minor.
Youth Studies Concentration
The 20-credit concentration in Youth Studies offers students the opportunity to explore the history and practice of work
with children and youth, to form a critical and constructive framework for understanding and appreciating young
people, and to develop the necessary skill set for effective work with children and youth.
YST 210 - Rethinking Children and Youth
YST 320 - Working With Children and Youth
One human development course from:
o PSY 203 - Lifespan Development
o PSY 250 - Child Development
o PSY 252 - Adolescent and Young Adult Development
o SWK 303 - Human Development and the Social Environment
EDC 330, 331, 332, and 333 – Public Achievement sequence
Complete 4 credits in a YST elective from the courses listed below
o HPE 115 - Chemical Dependency Education (2 cr.)
o HPE 335 - Outdoor Education (2 cr.)
o POL 122 - Social Justice in Urban America
o POL 325 - Politics and Public Policy
o PSY 262 - Abnormal Psychology
o PSY 291 - Addiction and Recovery
o SOC 231 - Family Systems: Cross Cultural Perspectives
o SOC 265 - Race, Class, and Gender
o SOC 387 - Juvenile Delinquency
o SOC 395 - Mental Illness and Society
o WST 281/481 – Topics: Girls, Culture, and Identity (this topic only)
Leadership and Management Concentration
This 16-credit concentration prepares students to manage and lead organizations, especially non-profits.
SOC 349 – Organizations and Society: Understanding Nonprofits and Corporations
BUS 242 – Principles of Management
COM 345 – Organizational Communication
NMS 230 – Social Media
Community Engagement Concentration
This 16-credit concentration prepares students to be effective community organizers and leaders who help organizations
effectively connect with their surrounding communities.
SOC 111 - City Life: Introduction to Urban Sociology or POL 122 – Social Justice in Urban America
SOC 240 - Protest and Social Change: The Sociology of Social Movements
SWK 230 - Global Peace and Social Development
COM 329 - Intercultural Communication
Worship and Music Concentration
This 16-credit concentration prepares students to be worship and music leaders in congregations and other faith
communities.
RLN 214/MUS 234 - Church Music and Worship
COM 111 - Public Speaking
Two other courses (yet to be determined; see program director for more information)
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Environmental Stewardship Concentration
This 16-credit concentration prepares students to organize and educate faith communities and other non-profits around
practices of environmental stewardship.
ENV 100 - Environmental Connections
ENV 320 - Environmental Science
SWK 210 - Environmental Justice and Social Change
COM 260 - Environmental Communication
Advocacy & Public Policy Concentration
This 16-credit concentration prepares students to lead faith communities and other non-profits in their work around
advocacy and public policy.
POL 325 - Politics and Public Policy
SOC 390 - Social Problems Analysis
SOC 265 - Race, Class, and Gender
COM 329 - Intercultural Communication
Human Services Concentration
This 16-credit concentration prepares students to work in faith communities and other non-profits serving individuals
and families in need.
PSY 203 - Lifespan Development
PSY 262 - Abnormal Psychology or SOC 395 - Mental Illness and Society
SOC 231 - Family Systems: Cross Cultural Perspectives
SWK 100 - Introduction to Professional Social Work
Cross-Cultural Relations Concentration
This 16-credit concentration prepares students to help faith communities and other non-profits work effectively across
cultural differences.
Two semesters (8 credits) of a modern language at the 200-level or above, or its equivalency.
CCS 100 - Introduction to Cultural Studies
COM 329 - Intercultural Communication
Graduation Skills for Religion and Theology and Public Leadership Majors
The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the
major. The graduation skills in Quantitative Reasoning (QR), Speaking (S) and Writing (W) are met by completing the
following courses:
Quantitative Reasoning: GST 200, MAT 145, MAT 146, MAT 163, MAT 164, or PHI 230; or by the QR requirement for a
second major
Speaking: Consult with advisor for an approved course outside the major
Writing: RLN 400 and one of the following: RLN 342, 370, or 441
Transfer students must consult a Religion Department advisor about potential adjustments to their course requirements
to fulfill each of these skills.
Prerequisites
RLN 100 is a prerequisite to all other RLN courses.
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Transfer Courses
All transfer courses for majors and minors, including ACTC courses, must be approved in writing by the chair. Only
courses successfully completed within the last 10 years will be considered. In general, courses that meet the transfer
guidelines may only be applied to elective credit for the major.
Advising
All majors must have an advisor in the Religion Department.
Departmental Honors
GPA of 3.50 in the major and 3.00 overall, research project approved by the department, and colloquium with the
department. Application must be received by the department by December 30 of the student’s senior year.
For a complete list of courses and descriptions, see the Course Description Search.
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Social Studies Teaching Licensure
The social studies licensure program is designed to combine a strong content focus with early and ongoing teaching
preparation courses that meet Minnesota licensure requirements. Students preparing to teach social studies at the
secondary level must complete a broad foundation program in the social sciences and professional requirements within
the Education Department.
Coordinators
Michael Lansing, History, Content Liaison
Jason Lukasik, Secondary Education
Social Studies Teaching Licensure
Core requirements:
ECO 113 - Principles of Microeconomics
ESE 220 - Introduction to Human Geography
One of HIS 120, HIS 121, or HIS 122
o HIS 120 - America to 1815
o HIS 121 - 19th-Century United States
o HIS 122 - 20th-Century United States
One of HIS 103 or HIS 104
o HIS 103 - The Modern World
o HIS 104 - Decolonizing Asia and Africa
HIS 280 - The History Workshop
POL 121 - American Government and Politics
PSY 105 - Principles of Psychology
SOC 121 - Introduction to Sociology
ANT 141 - Introduction to Cultural Anthropology
Plus a major in one of six fields—Economics, History, Political Economics, Political Science, Psychology, or Sociology.
Geography and anthropology are also acceptable fields, although they are not offered as majors on the Augsburg
campus.
An interdisciplinary Social Studies major is available for persons holding a bachelor’s degree and seeking licensure only.
Consult with Chris Brown for details.
Students considering a career in social studies education should consult the Augsburg Education Department and the
Social Studies coordinator by the beginning of their sophomore year.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. Students should consult with the Augsburg Education Department to identify current
Minnesota teacher licensure requirements.
For a complete list of courses and descriptions, see the Course Description Search.
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Social Work
Professional social work is for students who have the desire to better the lives of people. Social work is for students who
want to learn the skills necessary for a successful and satisfying career for themselves and the lifelong benefit of working
with colleagues who also love their work. Our accredited program will immerse you in the skills and theories of social
work and interweave that body of knowledge with the liberal arts, psychology, sociology, economics, statistics, and
political science. The curriculum will prepare you for multicultural professional internships in a range of human service
agencies including, schools, hospitals, community centers, food shelves, women’s centers and a number of other
settings in your junior and senior year. The BSW program believes in social justice and teaches students how to engage
the system to achieve it.
The bachelor of social work degree awarded will allow you to be successful in your chosen areas of social work practice
and prepared to work in multicultural settings. Students graduating with a Social Work major will receive a Bachelor of
Science degree in social work and are eligible to apply for licensure as a generalist social worker. Over ninety-five
percent pass the exam on their first attempt.
Students interested in a graduate degree in social work (MSW) are encouraged to apply to our Master of Social Work
program. The undergraduate degree provides transferable credits toward the foundation year of an MSW program,
reducing the number of credits needed. Both the undergraduate and graduate Social Work programs are accredited by
the Council on Social Work Education. For more information about the MSW program, consult the Graduate Catalog.
Social Work Faculty
Laura Boisen (Chair), Lois Bosch (MSW Program Director), Bibiana Koh (MSW Field Director), Christina Erickson (BSW
Program Director), Nancy Rodenborg (BSW Field Coordinator), Michael Schock, Nishesh Chalise, Susan Conlin, Ankita
Deka, Melissa Hensley, Barbara Lehmann, Erin Sugrue, Paula Watts Zehringer
Admission to the Major
Students must apply to be admitted to the degree program in Social Work. This application process begins in the fall
semester of the sophomore year at Augsburg or in the summer months for junior transfer students. Each Social Work
major must complete the application materials and be officially admitted to the Social Work program before beginning
the first field placement in the junior year. Social Work majors must have a cumulative 2.50 GPA to apply to the
program. Students who do not meet this minimum GPA standard will be given an opportunity to explain their GPA and
may be considered for conditional admission. Admission to the program is required as a prerequisite for those 300 and
400 level courses restricted to Social Work majors only. After admission to the program, a cumulative 2.50 GPA is
required (in the supporting courses, upper division courses, and overall) to remain in good program standing. Please
contact the Social Work Department for details.
Degree and Major Requirements
The BSW degree consists of ten upper-level courses and a total of seven supporting courses. Social Work courses that
are open to non-majors are designated with an asterisk.
The Supporting Courses
BIO 121 - Human Biology
PSY 105 - Principles of Psychology
SOC 121 - Introduction to Sociology
SWK 280 - Diversity and Inequality in Professional Practice*
Select one of these three courses:
o SWK 100 - Introduction to Professional Social Work*
o SWK 210 - Environmental Justice and Social Change*
o SWK 230 - Global Peace and Social Development*
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Select one of these four courses:
o ECO 112 - Principles of Macroeconomics
o POL 121 - American Government and Politics
o POL 122 - Social Justice in Urban America
o POL 325 - Politics and Public Policy
Select one of these three courses:
o SOC 362 - Statistical Analysis
o MAT 163 - Introductory Statistics
o MAT 164 - Introductory Statistics for STEM
Graduation Skills
The Critical Thinking (CT), Speaking (S), and Writing (W) graduation skills are embedded throughout the curriculum and
are met by completing the major. The Quantitative Reasoning (QR) graduation skill is met by taking SWK 401 and MAT
163, MAT 164 or SOC 362.
Pass/No Credit Maximums for Majors
All Social Work majors must take their upper level courses with traditional grading.
Social Work Major
Ten upper-level courses:
SWK 301 - History and Analysis of Social Policy*
SWK 303 - Human Development and the Social Environment*
SWK 306 - Social Work Practice 1: With Individuals
SWK 307 - Field Work 1: Integrative Seminar
SWK 316 - Social Work Practice 2: With Families and Groups
SWK 317 - Field Work 2: Integrative Seminar
SWK 401 - Social Work Research and Evaluation
SWK 406 - Social Work Practice 3: With Communities and Policies*
SWK 407 - Field Work 3: Integrative Seminar
SWK 417 - Field Work 4: Integrative Seminar (Senior Keystone course)
Courses with an asterisk are open to non-social work students.
Social Work Semester in Mexico
Each spring social work majors who are juniors may attend our Social Work In Mexico Semester and complete their
coursework and field placement. Offered at our Mexico Campus:
SWK 261 - Social Welfare: The U.S. Mexican Context
SWK 271 - Comparative Social Policy: Social Policy and Social Change in Mexico and the United States
Social Welfare Minor (for non-social work majors)
The goal of the social welfare minor is to give non-majors a sense of the impact of social work on society and a means to
incorporate some social welfare perspectives to their chosen career.
Six courses including:
SWK 100 - Introduction to Professional Social Work
SWK 301 - History and Analysis of Social Policy
SWK 303 - Human Development and the Social Environment
SWK 406 - Social Work Practice 3: With Communities and Policies
SOC 265 - Race, Class and Gender
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And one course from:
o POL 121 - American Government and Politics
o POL 158 - Introduction to Political Science
o POL 325 - Politics and Public Policy
Required Social Work Field Placement
Students are required to take a field placement at a social service agency in their junior and senior year. The field
placements are a total 120 hours each semester which is 240 hours over the course of one year.
No credit for non-academic work
In accordance with accreditation standards, the Social Work Department does not grant credit for life experience or
previous work experience.
Departmental Honors
The Social Work Department offers students the opportunity to earn departmental honors through the completion of an
applied or scholarly project. Students may apply for departmental honors if they have earned and maintain an overall
GPA of 3.50 and maintain a cumulative GPA of 3.60 in all Social Work classes at the 300-level and above. Honors
applicants may take up to two non-social work courses as P/N (pass/no credit) and must complete a minimum of 56
traditionally-graded Augsburg credits. Other requirements include the successful completion of a paper or project
designed to demonstrate critical understanding of one area in the field of social work or social welfare. A faculty mentor
will guide and supervise work on this paper or project. Please consult with the advisor or BSW Program Director for
complete details and deadlines.
Social Work Honor Society
Phi Alpha Omicron Delta is the Augsburg University chapter of the national social work honor society. Phi Alpha fosters
high standards of education for social workers and invites into membership those who have attained excellence in
scholarship and achievement in social work.
Membership is open to juniors who have completed at least one semester and who rank in the top 33 percent of
student GPA’s.
Social Work Study Abroad Opportunities
The Augsburg BSW program is a leader in international education for its students. All majors are encouraged to study
abroad at some point in their academic career. Through The Center for Global Education and Experience, the BSW
program offers an award-winning semester study abroad program in Cuernavaca, Mexico. Students in the spring
semester of their junior year study social work in Mexico and finish their degrees on time. The Social Work department
also offers a rotating selection of faculty-led, short courses to countries such as China, Slovenian, South Africa and India.
Social Work Course Sequence
Social Work Entry Level Courses
The Social Work major offers two ways to begin the BSW degree: SWK 100 is for those students interested in the
breadth of the profession; SWK 210 is for students whose interest is in environmental justice and social change
strategies. Both courses are equal as introductions to the major. Each course features an experiential learning
component.
Social Work upper-level courses (300s and 400s) are taught in a two-year sequence. Courses are taught once a year. The
senior keystone is SWK 417: Field Work 4: Integrative Seminar.
For a complete list of courses and descriptions, see the Course Description Search.
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Sociology
Sociology is the scientific study of society and social interaction in groups. Our examination of human social organization
provides the opportunity to improve the world we have created and in which we live. The sociological perspective
provides an important way to critically understand how human beings come to think and act as they do in a variety of
social contexts.
The goal of the Department is to guide students in gaining knowledge of social processes and the social order, how it
affects them in their daily lives, and how it can be applied to their lives and vocations. Sociology majors develop an
understanding of theories of society and social groups, learn to create and use scientific tools of analysis, and practice
the application of sociological concepts to the solution of social problems.
The Department urges students to use Augsburg’s urban and international settings (through study abroad) as a
laboratory for learning. Internships enable majors to apply sociological theories and research skills while they explore
career paths. Students also may take an independent study, special topics course, or field study toward that end.
The major in Sociology has equipped our alumni to understand and function more effectively in the social world as
professionals, citizens, and persons, providing the necessary knowledge base and analytical, writing, and critical thinking
skills. Augsburg alumni who have majored in Sociology are currently employed in the nonprofit sector, research
positions, human resources positions in both government and private corporations, the criminal justice field, and as
professors of sociology. Others have used the major as preparation for advanced study in areas such as law, human
services, social work, urban planning, and the ministry.
Sociology Faculty
Nancy Fischer (Chair), Lars Christiansen, Garry Hesser (Emeritus), Diane Pike, Tim Pippert, James Vela-McConnell
Degree and Major Requirements
Sociology Major
Sociology has a long-standing tradition as an excellent undergraduate major that applies to a number of fields from
human services to criminal justice to business to public service. The foundation of the major at Augsburg is that it
provides a clearly organized curriculum that is challenging, develops over the course of the major, and integrates and
reinforces a challenging set of important skills; those skills include abstract thinking, writing, critical analysis, basic
research, integration of theory and data, and the connection of the individual and collective perspectives in the unique
way of the sociological imagination. The five core courses intentionally develop those skills in our students. The electives
allow students to choose courses that add other skills related to areas of career interest.
The major includes a total of 10 courses: five required core courses and five electives, at least three of which are upper
division courses from the specified list below:
Core courses (complete all five):
o SOC 121 - Introduction to Sociology
o SOC 362 - Statistical Analysis
o SOC 363 - Research Methods
o SOC 485 - Sociological Theory
o SOC 490 - Senior Seminar and Keystone
Five elective courses:
o Five SOC electives, at least three of which must be upper division courses (Prerequisite: SOC 121).
Note: Majors must have a C- or higher in each required course (SOC 121, 362, 363, 485, and 490) to receive credit in the
major, and at least a cumulative 2.00 GPA in courses counting toward the major.
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Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) graduation skills are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements.
Interest Tracks
In order to focus preparation for careers and further study, the Department offers interest tracks within the major.
These interest tracks are: City and Community; Crime and Deviance; Law; Organizations; and Social Psychology. Interest
tracks guide majors in selecting elective courses in a way that tailors their sociological training, experiences and skills.
Working with an advisor, Sociology majors can design a pathway through the major that directs them toward particular
careers or graduate work in criminal justice, law, organizational development, public relations, social services, and urban
studies.
Students who are interested in pursuing an interest track should discuss this with their advisor or the Sociology
Department chair. A full description of each interest track may be found at the Sociology Department website,
www.augsburg.edu/sociology.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
Departmental Honors
To complete departmental honors in Sociology, the student must have a minimum GPA of 3.50 in the major and overall.
See department chair and website for specific requirements. An application for departmental honors/graduation with
distinction must be completed by spring of the junior year.
Minor
Five courses including SOC 121 and at least two upper division courses taken at Augsburg University. Students are
required to have a C- or higher in SOC 121 and at least a cumulative 2.00 GPA in courses counting toward the minor.
For a complete list of courses and descriptions, see the Course Description Search.
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Theater
Theater is an ever-changing field that is important to understand in cultural and societal context. In our courses,
productions, recitals, and artist series, the Theater Department explores both classical and new forms, examines global
and local perspectives, and encourages in-depth creative exploration. Students are challenged to deepen their critical
thinking abilities and to master professional skills while also exploring new approaches to theater through their studies
in design, directing, performing, and playwriting. Students thoughtfully interrogate issues of cultural representation,
diversity, and inclusion as they find and express their own creative visions. The program prepares them well to continue
with their education and/or to become leaders in the field of theater and performance studies.
The study of theater is firmly grounded in the liberal arts, integrating knowledge and principles from many academic and
artistic disciplines, including literature, history, philosophy, religion, speech, art, music, and dance. Both the high quality
curriculum and dramatic productions of our department offer valuable cross-disciplinary connections for students and
the campus, while providing a solid base in classical, modern, and contemporary theater from various cultural traditions.
In order to encourage non-majors to become involved in our department, we offer two Theater minors and welcome all
Augsburg students to become involved in our productions.
Augsburg’s location in the heart of a nationally recognized theater community makes it an ideal place to study theater.
At Augsburg we create every opportunity for students to grow both as theater artists and scholars by encouraging
connections between our campus and the greater arts community, and between theory and practice. Students have the
opportunity to make these connections through course study, theatrical production work, participation in the Artist
Series (an annual series of events featuring visiting theater professionals from the local community who work closely
with students), and attendance at numerous professional productions throughout the Twin Cities. Augsburg productions
are a valuable opportunity for students to enter into creative collaboration with faculty and professional artists-inresidence. We value and regard theater productions as a critical and vital laboratory for student learning and training,
and we hold our productions to the highest standards of the profession.
Many of the skills acquired by Theater majors or minors are valuable and transferable to other professions:
collaboration, verbal and nonverbal communication, organization, critical thinking, leadership, creativity, and selfexpression. Involvement in theater can help prepare students for successful careers in law, education, business,
communication, journalism, and many other fields, as well as in professional or academic theater, television, or film.
Theater Faculty
Full-Time
Darcey Engen (Chair), Michael Burden, Sarah Myers, and Beliza Torres Narváez
Adjunct
Charles Adams Jr, Sarah Bahr, Jason Ballweber, Barbra Berlovitz, Warren C. Bowles, Heidi Eckwall, Marlina Gonzalez,
Michelle Hutchison, Wu Chen Khoo, Peter Morrow, Karen Mulhausen, Richard Remedios, Kimberly Richardson, Harrison
David Rivers, Joel Sass, Stephanie Walseth, and Randy Winkler
Degree and Major Requirements
Bachelor of Arts
The Theater Department currently offers both a Theater major with one (or more) concentrations, a Theater major
without a concentration and two Theater minors. There are three choices for concentrations within the major:
performance, directing/dramaturgy/playwriting, and design/technical.
The Theater major with a concentration requires the following: The Theater core curriculum, three concentration
courses, plus two Theater major electives (12 total courses). The Theater major with no concentration requires the
following: The Theater core curriculum and two Theater major electives (9 total courses). The general Theater minor
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requires any five courses from our department and the Musical Theater minor requires five specified courses (see
Theater minors).
Each concentration requires 8 Theater Practicum Units (THPs). The Theater major without a concentration requires 4
THP units. The Theater minors both require 3 THP practicum units. See Theater Practicum courses for specific course
information and transfer requirements.
Graduation Skills
The Theater Department addresses the graduation skills using the embedded model. Every course within the core
curriculum and most electives as part of a specific concentration require various projects that address Critical Thinking
(CT), Writing (W), and Speaking (S). The Quantitative Reasoning (QR) graduation skill can be met by completing GST 200,
MAT 111, MAT 145, MAT 146, MAT 163, MAT 164, PHI 230, or PHY 119.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Theater Major
THR 228 - Introduction to Stagecraft
THR 229 - Theatrical Design
THR 232 - Acting
THR 250 - Script Analysis: Foundations of Theater
Three from the following:
o THR 245 - Introduction to Pan-Asian Theater
o THR 270 - Introduction to Black Theater
o THR 273 - Latinx Theater and Performance
o THR 361 - Theater Histories: Origins to 1800
o THR 362 - Theater Histories: 1800 to the Present
Two elective courses from the following:
o THR 226 - Movement for Theater
o THR/FLM 230 - Scenic Painting: Painting for Stage, Film and Faux Application
o THR 233 - Acting for the Camera
o THR 235 - Skills of Musical Theater
o THR 237 - Dance for Musical Theater
o THR 245 - Introduction to Pan-Asian Theater
o THR 255 - Introduction to Musical Theater
o THR 265 - Computer Drafting for the Stage and Architecture
o THR 270 - Introduction to Black Theater
o THR 273 - Latinx Theater and Performance
o THR 275 - Lighting and Sound for the Stage
o THR 280 - Costumes and Makeup for Performance
o THR 295 - Topics
o THR/ENL 325 - Playwriting I
o THR/ENL 326 - Playwriting II
o THR 350 - Voice for Speech, Stage and Screen
o THR 355 - Performing Shakespeare
o THR 361 - Theater Histories: Origins to 1800
o THR 362 - Theater Histories: 1800 to the Present
o THR 365 - Advanced Acting
o THR 366 - Stage Direction
o THR 367 - New Methodologies of Stage Direction and Dramaturgy
o THR 490 - Theater Keystone: Exploring Vocation & Artistic Practice
o ENL 221 - Expository Writing about the Arts
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o ENL 330 - Shakespeare
o ENL 338 - British and Commonwealth Drama
o ENL 358 - Readings in American Drama
o ENL 368 - Readings in World Drama
The general Theater major requires four THP credits (Theater Practicum Units) in any area.
Theater Major with Concentration(s)
Theater majors with concentrations require an additional three courses, specified below. No course can be counted
twice as a major requirement and a concentration requirement. A total of twelve courses are required for Theater
majors with concentrations.
Theater majors with concentrations require eight THP credits: 1 performance, 1 stagecraft/crew, 1 lighting, 1 costuming,
and the remaining four in any area.
Transfer students with concentrations should complete the following number of THPs based on their transfer standing: 6
for sophomores, 4 for juniors, and 2 for seniors. The areas in which these THPs are completed should be determined
with an advisor.
Performance Concentration
Choose three from the following:
THR 226 - Movement for Theater
THR 350 - Voice for Stage, Speech, and Screen
THR 355 - Performing Shakespeare
THR 365 - Advanced Acting
Design/Technical Concentration
Choose three from the following:
THR/FLM 230 - Scenic Painting
THR 275 - Lighting and Sound for the Stage
THR 280 - Costumes and Makeup for Performance
THR 285 - Scenery Design
Directing/Dramaturgy/Playwriting Concentration
Choose three from the following:
THR/ENL 325 - Playwriting I
THR/ENL 326 - Playwriting II
THR 366 - Stage Direction
THR 367 - New Methodologies of Stage Direction & Dramaturgy
Theater Minor
Any five courses offered in Theater or listed above under Theater major electives. The Theater minor requires three
Theater Practicum Units (THPs) in any area.
Musical Theater Minor
Choose five from the following:
THR 232 - Acting
THR/MUS 235 - Skills of Musical Theater
THR 237 - Dance for Musical Theater
THR 255 - Introduction to Musical Theater
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THR 365 - Advanced Acting
MUE 294 - Opera Workshop
Three theater practicum units (THPs) in any area.
Curricular Planning Information
First-years planning to major in Theater should complete THR 228, 232, and 250 during their first year. Students who are
second-year, third-year, or fourth-year majors may choose from the following courses, depending on their concentration
and courses offered: THR 226, 229, 230, 235, 237, 245, 255, 270, 275, 280, 295, 325, 361, and 362. Theater majors who
are juniors or seniors may take THR 326, 350, 361, 362, 365, 366, 425, and 495. Note: While many courses are offered
annually, some courses are offered alternate years only and others are offered only on an occasional basis.
Departmental Honors
Designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to
the student. Departmental Honors students must maintain a 3.75 GPA in the major and a 3.60 GPA overall and complete
a substantial independent project of honors quality within the major. Honors candidates should meet with their
departmental advisor during spring semester of their junior year to develop a proposal for the honors project to be
submitted by mid-April. The Theater Department will assign an honors project advisor to students submitting successful
proposals.
Transfer Students
Transfer students should meet with a transfer advisor upon acceptance to determine what credits taken at another
institution will transfer into the major. The majority of Theater core classes should, however, be taken at Augsburg.
Additionally, transfers are required to take a minimum of three upper-division Theater courses at Augsburg. Students
pursuing one of the three theater concentrations should complete eight practicum units to fulfill their major
requirements. Students transferring with sophomore standing should complete a minimum of six practicum units within
the department. Students transferring with junior standing should complete a minimum of four practicum units within
the department.
Theater Practicum Units
Theater Practicum Units (THPs) involve practicum teaching and learning in the context of play productions and are
required for the Theater Majors/Minors. Theater majors and minors will register for THPs and the THPs are taken for no
credit with pass/no credit grading. Evaluation by the faculty mentor will be based on: 1) Successful and timely
completion of the practicum area for which the student is registered; 2) Positive and professional attitude and work
ethic demonstrated by the student; and 3) Demonstrated competency in the practicum area. The positive evaluation of
each of the areas must be sufficient enough to lead to a minimum grade of C- in order to receive a P grade.
Theater Practicum Units require:
Consent and signature of instructor
Supervision by Theater faculty
A minimum of 25 hours of assessed participation by the student
Registration for THP in the semester the practicum is completed
THP course registration must meet the Registrar’s Office deadlines
Please Note:
THPs may be repeated
Crew work required classes/coursework does not count toward practicum credit
Work-study hours do not count towards practicum credit
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3 THP credits are given for large stage management projects and 2 THP credits are given for small stage management
projects because of extraordinary amount of time required of the student.
Theatre Major THP (Theater Practicum Units) Requirements for Major, Minor, and Transfer students:
Theater majors without a concentration are required to complete 4 THPs in any area.
Theater majors with a concentration are required to complete 8 THP units in the following areas: 1 performance, 1
stagecraft/crew, 1 lighting, 1 costuming, and the remaining four in any area.
Transfer Theater majors in all three concentrations should complete the following number of THPs at Augsburg
based on their transfer standing: 6 for Sophomores, 4 for Juniors, and 2 for Seniors. The areas in which these THPs
are completed should be determined with an advisor.
All Theater minors are required to complete 3 THPs in any area.
Theater Practicum Courses - Groupings
Performance
THP 111/121/131/141/151 - Theater Practicum: Acting/Performance
Students who complete participation as an actor in one midterm and one final student directing project for THR 366 may
be given one THP 151 credit.
Production
THP 112/122/132 - Theater Practicum: House Management
THP 113 - Theater Practicum: Sets
THP 123 - Theater Practicum: Costumes
THP 133 - Theater Practicum: Lights
THP 114/124/134 - Theater Practicum: Running Crew
THP 115/125/135 - Theater Practicum: Stage Management-Small Project
THP 116/126/136 - Theater Practicum: Stage Management-Large Project
THP 117/127/137 - Theater Practicum: Artistic
For a complete list of courses and descriptions, see the Course Description Search.
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Urban Studies
Urban Studies is the study of cities as social, political, economic, and cultural entities. Urban Studies brings many
different perspectives to the study of urban life. It is an interdisciplinary major where students use the tools of sociology,
political science, history, environmental studies, art and architecture to understand metropolitan areas in terms of
complex relationships that contribute to opportunities and challenges. The major is designed with experiences that
utilize the city as our classroom, demonstrating the interplay of urban design, policy, and lived experience. Coursework
often includes walking tours, field trips, and field research.
Augsburg University’s Urban Studies program emphasizes the themes of planning urban, suburban, and rural areas to be
more environmentally sustainable, promoting the health and civic engagement of citizens, and ways to achieve effective
engagement in all aspects of city making.
The Urban Studies major helps prepare students for careers and graduate work in community organizing, urban
planning, public administration, environmental advocacy, sustainability and resilience planning, government service,
social welfare and non-profit work, and architecture. All students participate in internships that reflect their career
interests as part of their experience.
Many students who major in Urban Studies often double-major in related disciplines such as Environmental Studies,
Political Science or Sociology. If you’re interested in double-majoring, please consult the director of Urban Studies about
how to best plan your academic schedule to accommodate both majors.
Faculty
Lars Christiansen (Director, Sociology), Kristin Anderson (Art), Andrew Aoki (Political Science), Keith Gilsdorf (Economics),
Stella Hofrenning (Economics), Michael Lansing (History), Liaila Tajibaeva (Economics), and Joseph Underhill (Political
Science).
Degree and Major Requirements
Urban Studies Major
A total of 11 courses, with the following required courses. A minimum GPA of 2.00 in the core courses is required for the
major.
Core Courses:
SOC/URB 111 - City Life: Introduction to Urban Sociology
POL/URB 122 - Social Justice in Urban America
ECO 113 - Principles of Microeconomics
SOC/URB 381 - City and Regional Planning
SOC/URB 399 - Internship
URB 492 - The City and the Environment Keystone
One of SOC 362 or POL 483
o SOC 362 - Statistical Analysis
o POL 483 - Political Statistics and Methodology
One of SOC 363 or POL 484
o SOC 363 - Research Methods
o POL 484 - Political Analysis
One of the following:
o ART/HIS 249/349 - The Designed Environment
o HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History
o SOC 380 - Disaster and Resilience
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And two additional urban-related electives, approved by the Program Director. For electives, please see the
following list, which is not exhaustive. Please consult the Director of Urban Studies for other elective possibilities
that suit your career interests, including off-campus study, ACTC courses, or study abroad.
o ART 243 - History of Architecture to 1750
o ART 244 - History of Architecture after 1750
o ART/HIS 249/349 - The Designed Environment
o ECO 365 - Environmental Economics
o ENV 100 - Environmental Connections
o GEOG225 Introduction to Geographic Information Systems (Macalester)
o GEOG241 Urban Geography (Macalester)
o GEOG321 Geographic Information Systems (St. Thomas)
o HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History
o POL 241 - Environmental and River Politics
o POL 325 - Politics and Public Policy
o SOC 265 - Race, Class and Gender
o SOC 349 - Organizations and Society: Understanding Nonprofits and Corporations
o SOC 380 - Disaster and Resilience
o URB 199 - Internship
o URB 295 - Special Topic
o URB 299 - Directed Study
o URB 395 - Special Topic
Students who are thinking of careers in urban planning are highly encouraged to take courses in Geographic Information
Systems (GIS) at Macalester College (Geography 225, 363 and 365) or at the University of St. Thomas (Geography 221,
321 and 322).
Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), Quantitative Reasoning (QR), and Writing (W) are embedded
throughout the core courses and are met by completing the Urban Studies major.
Transfer students must consult the Director of Metro Urban Studies about potential adjustments in their course
requirements to fulfill these skills.
Urban Studies Minor
A total of five courses including:
SOC/URB 111 - City Life: Introduction to Urban Sociology
POL/URB 122 - Social Justice in Urban America
SOC/URB 381 - City and Regional Planning
One of the following:
o HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History
o ART/HIS 249/349 - The Designed Environment
o SOC 380 - Disaster and Resilience
o URB 492 - The City and Environment Keystone
And an approved Urban Studies Elective (see list above).
Off-Campus Study and Study Abroad
Off-campus study is highly recommended for Urban Studies majors. Urban Studies faculty frequently lead short-term
study abroad courses over the winter break and summer. Please check the Center for Global Education and Experience
(CGSS) website and ask Urban Studies faculty about upcoming short-term abroad courses in the major.
For semester-length programs, the Higher Education Consortium for Urban Affairs’ (HECUA) Programs are highly
recommended. These semester-length and summer programs include: Inequality in America, The New Norway, and
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Environment and Agriculture, and Art for Social Change Programs (www.hecua.org). Other study abroad programs that
are particularly useful to Urban Studies majors include: IES Metropolitan Studies program in Berlin, Germany
(www.iesabroad.org); and the Danish Institute of Study Abroad’s Urban Studies in Europe Program in Copenhagen,
Denmark (www.disabroad.org). Urban Studies students have participated in programs in other countries as well.
Please see the program websites, CGEE and the Director of the Urban Studies Program for completing Urban Studies
coursework in off-campus programs.
For a complete list of courses and descriptions, see the Course Description Search.
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Youth Studies Minor
The Youth Studies minor is an interdisciplinary exploration of the lived realities of children and youth in today’s shifting
cultures. The minor is intended to supplement a student’s current course of study particularly if that student is
considering child or youth work in the future. The courses in this minor will help students develop a constructive and
critical lens for understanding how young people are viewed and treated within society and how young people interact
with and construct meaning and culture. Students in this minor will also gain practical skills through hands-on
experience working with children and youth in various settings. The underlying philosophy of the Youth Studies minor is
one of youth empowerment. Young people are often targeted as a menace to society, but we see young people as gifted
and empowered agents of positive change. Students in this minor will learn to take this approach to youth work into
their chosen professions.
Minor Requirements
20 credits including:
YST 210 - Rethinking Children and Youth
YST 320 - Working with Children and Youth
One human development course from:
o PSY 203 - Lifespan Development
o PSY 250 - Child Development
o PSY 252 - Adolescent and Young Adult Development
o SWK 303 - Human Development and the Social Environment
EDC 330, 331, 332, and 333 – Public Achievement sequence
Complete 4 credits in a YST elective from the courses listed below
o HPE 115 - Chemical Dependency Education (2 cr.)
o HPE 335 - Outdoor Education (2 cr.)
o POL 122 - Social Justice in Urban America
o POL 325 - Politics and Public Policy
o PSY 262 - Abnormal Psychology
o PSY 291 - Addiction and Recovery
o SOC 231 - Family Systems: Cross Cultural Perspectives
o SOC 265 - Race, Class, and Gender
o SOC 387 - Juvenile Delinquency
o SOC 395 - Mental Illness and Society
o WST 281/481 – Topics: Girls, Culture, and Identity (this topic only)
For a complete list of courses and descriptions, see the Course Description Search.
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Augsburg University Board of Regents
For more details, go to www.augsburg.edu/about/leadership/regents.
Ann B. Ashton-Piper
Karen A. Durant ’81
Matthew K. Entenza, J.D.
Mark A. Eustis
Nicholas C. Gangestad ‘86
Amit K. Ghosh ‘12 M.B.A., M.D.
Alexander J. Gonzalez ‘90
Bishop Regina Hassanally, ex-officio
Rev. Marlene Whiterabbit Helgemo
Diane L. Jacobson, Ph.D.
Eric Jolly, Ph.D.
Mark Johnson ‘75
Cyndi Jones ‘81, Ph.D.
Wayne D. Jorgenson ‘71
Dean Kennedy ‘75
Toby Piper LaBelle ‘96
The Honorable LaJune Thomas Lange ’75, J.D.
Steven E. Larson ’72, M.D.
Karolynn Lestrud ‘68
Terry Lindstrom ‘73, Ph.D.
Bishop Patricia Lull, ex-officio
Dennis J. Meyer ‘78
Pamela Hanson Moksnes ‘79
Nancy Mueller ’85
Jeffrey M. Nodland ’77
Paul C. Pribbenow, Ph.D.
Rachel Pringnitz ‘02, ‘07 M.B.A.
Dean A. Sundquist ‘81
Jill N. Thomas, J.D.
Rev. David L. Tiede, Ph.D.
Rev. Mark N. Wilhelm, Ph.D., ELCA advisory member
Noya Woodrich, ‘92, ‘94 M.S.W.
ELCA Vocation and Education Program Unit
Program Director for Colleges and Universities
Rev. Mark N. Wilhelm, Ph.D.
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Faculty and Administration
Beginning year of service of faculty and staff is indicated with parentheses.
University Cabinet
Paul C. Pribbenow (2006). President. BA, Luther College; MA, PhD, University of Chicago.
Leif Anderson (1996). Vice President and Chief Information Officer. BA, MPP, University of Minnesota.
Ann L. Garvey (1998). Vice President of Student Affairs. BA, College of St. Catherine; MA, Loyola University; JD,
University of Minnesota.
Robert Gould (2018). Vice President for Strategic Enrollment Management. BS, State University of New York at Utica;
MS, Ithaca College.
Sonja Hagander (1998). Vice President for Mission. BA, Concordia College. MSc, University of Edinburgh. MDiv, Luther
Seminary.
Rebecca John (2010). Vice President of Marketing and Communication. BA, University of St. Thomas; MA, University of
Phoenix, MBA, Augsburg University.
Karen Kaivola (2013). Provost and Chief Academic Officer and Professor of English BA, Georgetown University; MA,
Ph.D., University of Washington.
Joanne Reeck (2008). Chief Inclusion Officer. BA, MA, University of Minnesota.
Heather Riddle (2012). Vice President for Institutional Advancement. BA, Concordia College, Moorhead.
Administration
Ron Blankenship (2014) Director, Adult Undergraduate Program, BS, Christian Brothers University, MBA, Christian
Brothers University.
Harry Boyte (2009). Director of the Center for Democracy and Citizenship and Sabo Senior Fellow. BA, Duke University;
MDiv, University of Chicago Divinity School; PhD, Union Institute.
Scott Brownell (2014). Director of Public Safety & Risk Management. AA, Chippewa Valley Technical College; BS, Mount
Senario College; Certified Emergency Manager, Minnesota Division of Homeland Security and Emergency Management.
Tom Carroll (2014). Director of Budget, Finance and Administration. BA, Loras College; MBA Keller Graduate School of
Management of DeVry University.
Katie Code Director of Alumni & Constituent Relations. BA, Augsburg University.
Amy Cram Helwich (2009). Executive Director of the Minnesota Urban Debate League. BS, University of Wyoming; MPA,
University of Pittsburgh.
Monica Devers. (2017). Dean of Professional Studies. MA, MSc, University of Glasgow; MA, PhD, University of
Minnesota.
Rebekah Dupont (1995, 2008). Director, STEM Programs and Associate Professor of Mathematics. BA, University of
Wisconsin, Madison; MS, Ph.D., Washington State University.
Amanda Erdman (2007). Director, Residence Life. BA, Coe College; MAE, University of Northern Iowa.
Elaine Eschenbacher. Director, Sabo Center for Democracy and Citizenship. BA, University of Minnesota; MA, Augsburg
University.
Nathan Gorr (2006). Director of Graduate Admission. BA, University of Minnesota, Morris.
Sarah Griesse (2006). Dean of Students, Student Affairs. BA, Wittenberg University; MA, Ohio State University; PhD,
Loyola University-Chicago.
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Nancy Guilbeault (1980). Director, Counseling and Health Promotion. BA, MA, PhD, LP, University of Minnesota.
Ryan Haaland (2019). Dean of Arts and Sciences. BA, Concordia College; MS, University of California, Los Angeles; DPhil
University of Oxford.
Nathan J. Hallanger (2008). Director of Academic Administration. BA, Augustana College; MTS, Harvard Divinity School,
Harvard University; PhD, Graduate Theological Union and Pacific Lutheran Theological Seminary.
Mary A. Hollerich (2015). Director of Library Services. AB, MS, University of Illinois at Urbana-Champaign.
Marah Jacobson-Schulte (2018). Registrar. BS, MS, St. Cloud State University.
Stephen Jendraszak (2015). Director, Marketing Communication. BA, MA, Ball State University.
Scott Krajewski (2000). Director of IT and Chief Information Officer. BS, Augsburg University; MS, Iowa State University.
Mark Lester (1987). Co-site director, Central America, Center for Global Education. BA, St. Pius X Seminary; MA, Mt. St.
Mary Seminary.
Ann Lutterman-Aguilar (1993). Site director, Mexico, Center for Global Education. BA, Earlham College; MDiv, Yale
University; DMin, San Francisco Theological Seminary.
Donna McLean (1985). Director of Leadership Gifts. BA, University of Minnesota.
Dawn Miller (2016). Chief Human Resources Officer. BA, University of Minnesota.
Patrick Mulvihill (2017). Assistant Provost of Global Education & Experience. BA, St. Olaf College; MPA, University of
Minnesota, Humphrey School of Public Affairs.
Ruby Murillo (2017). Director, Latinx Student Services. BS, Iowa State University; MS, Miami University.
Alyson C. Olson (2001). Director, Student Support Services/TRiO. BA, Grinnell College; MA, University of Minnesota.
Steve Peacock (2008). Director of Community Relations. BA, College of Wooster; MURP, University of Minnesota.
Patrice M. Salmeri (2002). Executive Director for Recovery Advancement. BS, Kent State University; MA, Saint Mary’s
University.
Doug H. Scott (2007). Director of Leadership Gifts. BA, Eastern University; MDiv, Eastern Baptist Theological Seminary.
Dixie Shafer (2000). Director, Office of Undergraduate Research and Graduate Opportunity. BA, Moorhead State
University; EdM, Rutgers University.
Jennifer R. Simon (2007). Director, American Indian Student Services. BA, University of Minnesota; MA, Minnesota State
University, Mankato.
Leah Spinosa de Vega (2008). Director of Global Initiatives and Off-campus Study. BA, MA, University of Minnesota.
David St. Aubin (2008). Director, Athletic Facilities. BS, University of Minnesota.
Jeffrey F. Swenson (1986). Athletic Director. BA, Augsburg University; MA, University of Minnesota.
Tina Maria Tavera (2001, 2008). Director, McNair Scholars Program. BA, MA, University of Minnesota.
Jim Trelstad-Porter (1990). Director of International Student and Scholar Services. BA, Augustana College; MA, American
University.
Martha Truax (2007). Director of Annual Giving. BA, Macalester College.
Mary Laurel True (1990). Director of Service-Learning and Community Engagement. BA, St. Catherine University; MSW,
University of Connecticut.
Jeremy Updike (2018). Director of Rochester programs. BS, University of Wisconsin - Platteville; MS, University of
Wisconsin - La Crosse.
Hli Vang (2014). Director of Pan-Asian Student Services. BS, University of Wisconsin-River Falls; MA, University of
Wisconsin- Lacrosse.
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Faculty (Full-time)
A
Phillip C. Adamo (2001). Professor of History. BA, SUNY-Albany; MA and PhD, Ohio State University.
Alex A. Ajayi (2018). Assistant Professor of Psychology. BA, Lawrence University; PhD, University of Minnesota.
J. Anthony Allen (2018). Assistant Professor of Music. BA, Grand Valley State University; MM, Peabody Conservatory of
Music of the Johns Hopkins University; PhD, University of Minnesota.
Kristin M. Anderson (1984). Professor of Art. AB, Oberlin College; MA, University of Minnesota; MA, LutherNorthwestern Seminary; PhD, University of Minnesota.
Andrew L. Aoki (1988). Professor of Political Science. BA, University of Oregon; MA, PhD, University of WisconsinMadison.
David B. Apolloni (1989). Associate Professor of Philosophy. BA, University of Minnesota; MDiv, Luther-Northwestern
Seminar; PhD, University of Minnesota.
Nimanthi Atukorala (2019). Assistant Professor of Mathematics, Statistics, and Computer Science. BS, University of
Peradeniya; PhD, Iowa State University.
B
Jennifer Bankers-Fulbright (2008). Associate Professor of Biology. BA, College of Saint Benedict; PhD, Mayo Clinic
College of Medicine.
Eric Barth (2008). Assistant Professor of Physician Assistant Studies. BA, University of St. Thomas; BS, Trevecca Nazarene
University; MPAS, University of Nebraska.
Matthew Beckman (2008). Associate Professor of Biology. BA, Brandeis University; PhD, University of Alabama.
Pavel Bělík (2008). Associate Professor of Mathematics, Statistics, and Computer Science. PhD, University of Minnesota.
Vanessa Bester (2017). Assistant Professor of Physician Assistant Studies. BS, University of Pittsburgh. MPA, University
of Florida.
Ben Binder (2018). Assistant Professor of Chemistry. BA, St. Olaf College; PhD, University of Minnesota.
Jeanne M. Boeh (1990). Professor of Economics. BS, MA, PhD, University of Illinois.
Kristina G. Boerger (2018). Schwartz Professor in Choral Leadership. BS, MM, and DMA, University of Illinois.
Laura S. Boisen (1996). Professor of Social Work. BA, Wartburg College; MS, University of Wisconsin-Madison; MPA,
Iowa State University; PhD, University of Minnesota.
Lois A. Bosch (1997). Professor of Social Work. BA, Northwestern College; MSW, University of Iowa; PhD, University of
Illinois at Urbana-Champaign.
Adriane Brown (2012). Associate Professor of Gender, Sexuality, and Women’s Studies. BA, Wichita State University;
MS, Minnesota State University, Mankato; PhD, Ohio State University.
Eric L. Buffalohead (1997). Associate Professor of American Indian Studies. BA, MA, PhD, University of Minnesota.
Michael R. Burden (1990). Associate Professor of Theater (Designer and Technical Director). BA, Augsburg University;
MFA, University of Minnesota.
C
William C. Capman (1994). Associate Professor of Biology. BA, University of Illinois-Chicago; PhD, University of Illinois at
Urbana-Champaign.
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Amanda S. Case (2016). Assistant Professor of Chemistry. BS, University of Wisconsin-Stevens Point; PhD, University of
Wisconsin-Madison.
John C. Cerrito (1983). Assistant Professor of Business Administration. BA, Rhode Island College; MS, University of
Wisconsin-Stout; EdD, University of Minnesota.
Nishesh Chalise (2015). Assistant Professor of Social Work. BSc, Kathmandu University; MSW, PhD, Washington
University in St. Louis.
Kristen A. Chamberlain (2007). Associate Professor of Communication Studies, Film, and New Media. BS, PhD, North
Dakota State University.
Lars D. Christiansen (2001). Associate Professor of Sociology. BA, Clark University; MS, PhD, Florida State University.
Anthony J. Clapp (2001). Associate Professor of Health, Physical Education, and Exercise Science. AA, Golden Valley
Lutheran College; BA, Texas Lutheran College; MA, Southwest Texas State University; PhD, University of Alabama.
Kathleen Clark (2009). Lecturer, Nursing. BSN, University of Wisconsin; MA and DNP, Augsburg University.
Stephan Clark (2011). Associate Professor of English. BA, University of Southern California; MA, University of California,
Davis; PhD, University of Southern California.
Sarah Combellick-Bidney (2009). Associate Professor of Political Science. BA, Oberlin College; MA, PhD, Indiana
University-Bloomington.
Susan Conlin (2015). Instructor of Social Work. BA, University of Minnesota; MS, University of Wisconsin-Madison; MS;
University of Wisconsin-Stout.
Robert J. Cowgill (1991). Associate Professor of English. BA, MA, PhD, University of Minnesota.
Larry J. Crockett (1985). Professor of Computer Science. BA, MA, Pacific Lutheran University; MDiv, Luther Theological
Seminary; PhD, University of Minnesota
David Crowe (2008). Associate Professor of Biology. BA, Gustavus Adolphus College; PhD, University of Minnesota.
D
Moumita Dasgupta (2019). Assistant Professor of Physics. BS, St. Xavier’s College; MA, PhD, Clark University.
Jill A. Dawe (1994). Associate Professor of Music. BM, Memorial University of Newfoundland; MM, DMA, Eastman
School of Music.
Susan Degner Riveros (2015). Lecturer in Languages and Cross-Cultural Studies. BA, University of Illinois at UrbanaChampaign; MA, Ph.D, Columbia University.
Ankita Deka (2008). Associate Professor of Social Work. BA, Delhi University; MA, Tata Institute of Social Sciences; PhD,
Indiana University.
Benjamin Denkinger (2011). Associate Professor of Psychology. BA, Hamline University; PhD, University of Minnesota.
Jacqueline R. deVries (1994). Professor of History. BA, Calvin College; MA, PhD, University of Illinois at UrbanaChampaign.
Jennifer D. Diaz (2015). Assistant Professor of Education. BS, MS, PhD, University of Wisconsin-Madison.
George Dierberger (2012). Assistant Professor of Business Administration. BA, University of Minnesota; MBA, Fairleigh
Dickinson University; MIM, EdD, University of St. Thomas.
Suzanne I. Dorée (1989). Professor of Mathematics, Statistics, and Computer Science. BA, University of Delaware; MA,
PhD, University of Wisconsin-Madison.
Susan Druck (1993). Instructor of Music. BA, Iowa State University; MA, University of Iowa.
Rebekah Dupont (2012). Associate Professor of Mathematics, Statistics, and Computer Science, and Director, STEM
Programs. BA, University of Wisconsin-Madison; PhD, Washington State University.
237
E
Wesley B. Ellenwood (2002). Assistant Professor of Communication Studies, Film, and New Media. BA, University of
Minnesota; MFA, Syracuse University.
Darcey K. Engen (1997). Professor of Theater. BA, Augsburg University; MFA, University of Wisconsin-Madison.
Jacob Enger (2017). Instructor of Business Administration. BA, St. John’s University; MPAcy, University of Washington.
Carol A. Enke (1986). Instructor of Health, Physical Education, and Exercise Science.. BS, MEd, University of Minnesota.
Christina L. Erickson (2004). Professor of Social Work. BS, University of Minnesota; MSW., University of Minnesota –
Duluth; PhD, University of Illinois – Chicago.
Joseph A. Erickson (1990). Professor of Education. BA, MA, College of St. Thomas; MA, Luther-Northwestern Theological
Seminary; PhD, University of Minnesota.
F
Zengqi Vivian Feng (2008). Associate Professor of Chemistry. BS, Linfield College; PhD, University of Illinois.
Margaret J. Finders (2014). Professor of Education. BA, MA, PhD, University of Iowa.
Nancy L. Fischer (2005). Associate Professor of Sociology. BA, Hamline University; MA, The American University; PhD,
State University of New York – Albany.
Richard M. Flint (1999). Assistant Professor of Mathematics, Statistics, and Computer Science. BA, St. Olaf College; MS,
Iowa State University.
Jennifer R. Forsthoefel (2018). Assistant Professor of English. BA, ME, University of Florida; MA, PhD, Georgia State
University.
Kaija Freborg (2011). Assistant Professor of Nursing. BS, University of Wisconsin, Eau Claire; MA, DNP, Augsburg
University.
Stacy R. Freiheit (2005). Professor of Psychology. BA, University of Central Florida; MA, PhD, Case Western Reserve
University.
Mark L. Fuehrer (1969). Professor of Philosophy. BA, College of St. Thomas; MA, PhD, University of Minnesota.
G
Suzanne Gikas (2017). Assistant Professor of Education. BA, University of Essex; Postgraduate degree, Christ Church
College; MEd, Phd, Kent State University.
Keith F. Gilsdorf (2001). Professor of Economics. BS, Moorhead State University; MA, North Dakota State University;
PhD, University of Nebraska-Lincoln.
Douglas E. Green (1988). Professor of English. BA, Amherst College; MA, PhD, Brown University.
William D. Green (1991). Professor of History. BA, Gustavus Adolphus College; MA, PhD, JD, University of Minnesota.
Sarah Groeneveld Kenney (2016). Assistant Professor of English. BA, Westmont College; MA, PhD, University of
Wisconsin-Madison.
Kellie Groon (2017). Instructor of Business Administration. BS, Delaware Valley College; MBA, University of South
Dakota.
Robert C. Groven (1997). Associate Professor of Communication Studies, Film, and New Media. BA, Concordia CollegeMoorhead; MA, JD, University of Minnesota.
Evren Guler (2011). Associate Professor of Psychology. BA, University of North Carolina; PhD, University of Minnesota.
238
H
Matthew J. Haines (2001). Professor of Mathematics, Statistics, and Computer Science. BA, St. John’s University; MS,
PhD, Lehigh University.
Lori Brandt Hale (1998). Professor of Religion. BA, University of Iowa; MA, University of Chicago; PhD, University of
Virginia.
David R. Hanson (2006). Assistant Professor of Chemistry. BA, PhD, University of Minnesota.
Jenny L. Hanson (2013). Assistant Professor of Communication Studies, Film, and New Media. BA, Augsburg University;
MFA, Donau-Universität Krems.
Rebecca Hartwig (2017). Lecturer of Nursing. BS, Idaho State University; MS, University of Colorado; DNP, Augsburg
University.
Milda K. Hedblom (1971). Professor of Political Science. BA, Macalester College; MA, JD, PhD, University of Minnesota.
Annie Heiderscheit (2013). Associate Professor of Music. BME, Wartburg College; MS, Iowa State University; PhD,
University of Minnesota.
Melissa Hensley (2010). Associate Professor of Social Work. AB, MSW, Washington University; MHA, University of
Missouri–Columbia; PhD, Washington University.
Stella K. Hofrenning (2000). Professor of Economics. BS, University of Maryland; PhD, University of Illinois.
Christopher Houltberg (2011). Associate Professor of Art. BA, Azusa Pacific University; MFA, Art Institute of Boston.
I
Marc D. Isaacson (1998). Assistant Professor of Business Administration. BA, St. Olaf College; MS, Rensselaer Polytechnic
Institute.
K
Phyllis Kapetanakis (2015). Assistant Professor of Business Administration. BA, BS, Creighton University; MT, Arizona
State University.
Scott Kerlin (2017). Instructor of Computer Science. BS, MS, University of North Dakota.
Michael Kidd (2008). Professor of Languages and Cross-Cultural Studies. BA, Pomona College; PhD, Cornell University.
Won Yong Kim (2016). Assistant Professor of Business Administration. BA, MA, Yonsei University; MBA, Thunderbird
School of Global Management, Arizona State University; PhD, Drexel University.
Russell C. Kleckley (2002). Professor of Religion. BA, Newberry College; MDiv, Lutheran Theological Southern Seminary;
DTh, University of Munich.
Merilee I. Klemp (1980). Professor of Music. BA, Augsburg University; MA, University of Minnesota; PhD, Eastman
School of Music.
Jenny Kluznik (2014). Assistant Professor of Physician Assistant Studies. BA, Hamline University; MPH, George
Washington University; MPA, Augsburg University.
Bibiana D. Koh (2012). Associate Professor of Social Work. BA, Hartwick College; MA, Columbia University; MSW, Smith
College; PhD, University of Minnesota.
Jayoung Koo (2015). Assistant Professor of Business Administration. BA, MA, Yonsei University; PhD, University of
Minnesota.
Teresa R. Krause (2018). Lecturer of Biology. BS, Boise State University; PhD, Montana State University.
Joan C. Kunz (1987). Professor of Chemistry. BS, University of Missouri-St. Louis; PhD, University of Wisconsin-Madison.
239
Terrance Kwame-Ross (2016). Associate Professor of Education. BA, National Louis University; Med, PhD, University of
Minnesota.
L
Michael J. Lansing (2005). Associate Professor of History. AB, College of William and Mary; MA, Utah State University;
PhD, University of Minnesota.
David V. Lapakko (1986). Associate Professor of Communication Studies, Film, and New Media. BA, Macalester College;
MA, PhD, University of Minnesota.
Martha Laskar-Aleman (2008). Assistant Professor of Nursing. BS, University of Minnesota; MA, Augsburg University.
Amy C. Larson (2019). Assistant Professor of Mathematics, Statistics, and Computer Science. BS, University of
Massachusetts at Amherst; PhD, University of Minnesota.
Juyoung Lee (2019). Assistant Professor of Music. BA, Chon-Buk National University; MM, PhD, University of Melbourne.
Barbara A. Lehmann (2001). Associate Professor of Social Work. BA, Knox College; MSW,Tulane University; PhD, Case
Western Reserve University.
Audrey Lensmire (2011). Associate Professor of Education. BA, Indiana University; MAT, National-Louis University; PhD
University of Minnesota.
Cheryl J. Leuning (1996). Professor of Nursing. BA, Augustana College; MS, University of Minnesota; PhD, University of
Utah.
Holly Levine (2009). Assistant Professor of Physician Assistant Studies. BA, Northwestern University; MD, Loyola
University Chicago.
Dallas H. Liddle (1999). Professor of English. BA, Grinnell College; PhD, University of Iowa.
Kristen J. Lindvall (2018). Clinical Assistant Professor of Physician Assistant Studies. BA, Gustavus Adolphus College;
MSPAS, Augsburg College.
Rachel Lloyd (2014). Assistant Professor of Education. BA, Carleton College; MA, PhD, University of Minnesota.
Lori L. Lohman (1990). Associate Professor of Business Administration. BA, MBA, PhD, University of Minnesota.
Mary E. Lowe (2003). Associate Professor of Religion. BA, Pacific Lutheran University; MDiv, Luther Northwestern
Theological Seminary; PhD, Graduate Theological Union.
Jason Lukasik (2016). Assistant Professor of Education and Director, Master of Arts in Education. BA, Med, PhD,
University of Illinois at Chicago.
M
Tara Mader (2018). Assistant Professor of Health, Physical Education, and Exercise Science. BS, University of Wisconsin,
River Falls; MA, PhD, University of Minnesota.
Caroline Maguire (2013). Assistant Professor of Education. BA, Macalester College; MA, University of Minnesota.
Wilmina Marget (2018). Assistant Professor of Mathematics, Statistics, and Computer Science. BS, Augsburg College; MS
and PhD, Iowa State University.
M. Elise Marubbio (2003). Professor of American Indian Studies. BFA, Cleveland Institute of Art; MA, PhD, University of
Arizona.
Matthew Maruggi (2008). Associate Professor of Religion. BA, MA, University of Dayton; PhD, University of St. Thomas.
David C. Matz (2001). Professor of Psychology. BA, Bemidji State University; MS, North Dakota State University; PhD
Texas A & M University.
Virginia McCarthy (2011). Associate Professor of Nursing. BSN, Creighton University; MN, University of Washington;
DNP, St. Catherine University.
240
Kristin McHale (2014). Assistant Professor of Nursing. BS, Winona State University; MA, DNP, Augsburg University.
Marc C. McIntosh (2007). Associate Professor of Business Administration. BS, DePaul University; MBA, Harvard
University; DBA, Argosy University.
Jenna McNallie (2016). Assistant Professor of Communication Studies, Film, and New Media. BA, Concordia College; MA,
University of Wisconsin, Milwaukee; PhD, Purdue University.
Joyce P. Miller (2004). Associate Professor of Nursing. AA, Rochester State Junior College; BS, MA, Augsburg University.
Thomas. F. Morgan (1983). Professor of Business Administration. BS, Juniata College; MBA, University of Denver; MS,
University of Oregon; PhD, University of Minnesota.
Joaquin Munoz (2016). Assistant Professor of Education. BA, MA, PhD, University of Arizona.
Jeremy P. Myers (2006). Associate Professor of Religion. BS, University of Minnesota; MA, PhD, Luther Seminary.
Sarah Myers (2009). Associate Professor of Theater. BS, Northwestern University; MFA, PhD, University of Texas.
O
Susan E. O’Connor (1994). Associate Professor of Education. BS, University of Minnesota; MS, PhD, Syracuse University.
Jill A. Oswald (2018). Instructor of Nursing. BS, Northern Michigan University; MS, Viterbo University.
P
Dale C. Pederson (1992). Associate Professor of Biology. BA, Augsburg University; PhD, University of Minnesota.
Diane L. Pike (1981). Professor of Sociology. AB., Connecticut College; PhD, Yale University.
Timothy D. Pippert (1999). Professor of Sociology. BA, MA, PhD, University of Nebraska-Lincoln.
Q
Alicia Quella (2015). Associate Professor and Program Director, Physician Assistant Studies. BS, Drake University; MPA,
PhD, University of Iowa.
Philip A. Quanbeck II (1987). Associate Professor of Religion. BA, St. Olaf College; MDiv, PhD, Luther Theological
Seminary.
R
Thaddeus B. Rada-Bayne (2018). Lecturer of Psychology. BA, Roosevelt University; MA, PhD, Bowling Green State
University.
Kathy J. Reinhardt (1997). Instructor of Languages and Cross-Cultural Studies. MA, Middlebury College.
Ana Ribeiro (2014). Assistant Professor of Health, Physical Education, and Exercise Science. BA, UniverCidade; MS, St.
Cloud State University; PhD, University of Minnesota.
M. Bridget Robinson-Riegler (1994). Professor of Psychology. BS, Indiana University; MS, PhD, Purdue University.
Nancy A. Rodenborg (2000). Professor of Social Work. BS, Indiana University; MSW, University of Minnesota; PhD,
Arizona State University.
Rafael Rodriguez (2017). Lecturer of Music. BS, United States Naval Academy; MS, National University; MM, San Diego
State University; PhD, University of Colorado.
S
Anna Sanchez (2016). Lecturer in Nursing. BA, St. Olaf College; MS, University of Wisconsin, Eau Claire.
Milo A. Schield (1985). Professor of Business Administration. BS, Iowa State University; MS, University of Illinois; PhD,
Rice University.
241
Emily Schilling (2014). Assistant Professor of Biology and Environmental Studies. BA, Colgate University; MS, PhD,
University of Maine.
John S. Schmit (1990). Professor of English. BS, St. John’s University; MA, University of New Orleans; PhD, The University
of Texas.
Michael D. Schock (1993). Associate Professor of Social Work. BA, University of Washington; MSW, University of
Minnesota; PhD, University of Washington.
Deborah Schuhmacher (2014). Assistant Professor of Nursing. BS, University of North Dakota; MA, DNP, Augsburg
University.
Christopher Smith (2011). Associate Professor of Education. BS, MS, Purdue University; PhD, University of Minnesota,
Twin Cities.
Jody M. Sorensen (2005). Professor of Mathematics, Statistics, and Computer Science. BA, St. Olaf College; MA, PhD,
Northwestern University.
Lindsay Starck (2016). Assistant Professor of English. BA, Yale University; MFA, University of Notre Dame; PhD,
University of North Carolina.
Nancy K. Steblay (1988). Professor of Psychology. BA, Bemidji State University; MA, PhD, University of Montana.
Erik S. Steinmetz (1998). Assistant Professor of Computer Science. BA, Augsburg University; MS, University of
Minnesota.
Martha E. Stortz (2010). Bernhard Christensen Professor of Vocation and Religion. BA, Carleton College; MA, PhD, The
Divinity School, The University of Chicago.
Benjamin L. Stottrup (2005). Associate Professor of Physics. BA, University of Minnesota, Morris; PhD, University of
Washington.
Erin P. Sugrue (2018). Assistant Professor of Social Work. BA, Grinnell College; MPP, MSW, PhD, University of Minnesota.
Erika Svanoe (2016). Lecturer in Music. BME, University of Wisconsin, Eau Claire; MM, Oklahoma State University; DMA,
Ohio State University.
T
Liaila Tajibaeva (2017). Assistant Professor of Economics. BS, University of Minnesota; MA, University of WisconsinMadison; PhD, University of Minnesota.
Jason Tan (2019). Assistant Professor of Biology. BA, Minnesota State University Moorhead; PhD, Mayo Clinic.
Sonja K. Thompson (1993). Assistant Professor of Music. BM, University of Minnesota; MM, The Juilliard School.
Robert K. Tom (2002). Associate Professor of Art. BFA, University of Hawaii; MFA, Temple University.
Beliza Torres Narváez (2015). Assistant Professor of Theater. BA, University of Puerto Rico; MA, New York University;
PhD, University of Texas.
Joseph Towle (2011). Associate Professor of Languages and Cross-Cultural Studies. BA, North Dakota State University;
MA, PhD, University of Minnesota.
Mark D. Tranvik (1995). Professor of Religion. BA, Luther College; MDiv, Yale University; ThD, Luther Seminary.
Alan J. Tuchtenhagen (2011). Director, Master of Arts in Leadership. BS, Westmar College. MA, University of Nebraska;
DPA, Hamline University.
U
Joseph Underhill (1998). Associate Professor of Political Science. BA, University of California-Berkeley; MA, San Francisco
State University; PhD, University of Michigan.
242
Eileen Kaese Uzarek (2001). Assistant Professor of Health, Physical Education, and Exercise Science. BA, Gustavus
Adolphus College; MS, Minnesota State University, Mankato.
V
Lisa Van Getson (2012). Assistant Professor of Nursing. BS, College of St. Teresa; MA, St. Catherine University; MS,
Winona State University.
Eric R. Van Hecke (2018). Instructor of Physician Assistant Studies. BA, North Dakota State University; MSPAS, Augsburg
University.
James A. Vela-McConnell (1997). Professor of Sociology. BA, Loyola University; PhD, Boston College.
W
Jeff Walter (2019). Assistant Professor of Physics. BS, Hamline University. PhD, University of Minnesota.
Mzenga A. Wanyama (2006). Associate Professor of English. BA, MA, University of Nairobi; PhD, University of
Minnesota.
Michael T. Wentzel (2011). Associate Professor of Chemistry. BS, Creighton University; MS, University of Pennsylvania;
PhD, University of Minnesota.
Barbara A. West (1997). Instructor of Education. Faculty Coordinator of Teacher Placement /Licensing. BS, St. Cloud
State University; MS, Syracuse University.
Hans H. Wiersma (2004). Associate Professor of Religion. BA, University of California, San Diego; MDiv, PhD, Luther
Seminary.
X-Y-Z
Henry Yoon (2009). Associate Professor of Psychology. BA, University of California; MA, PhD, University of Minnesota.
Maheen Zaman (2014). Assistant Professor of History. BA, SUNY Stony Brook University; MA, MPhil, PhD, Columbia
University.
John M. Zobitz (2007). Associate Professor of Mathematics, Statistics, and Computer Science. BA, St. John’s University;
MA, PhD, University of Utah.
Faculty Emeriti
Ruth L. Aaskov. Professor Emerita of Modern Languages. BA, Augsburg University; MA, Middlebury College; PhD,
University of Wisconsin.
Earl R. Alton. Professor Emeritus of Chemistry/Dean Emeritus. BA, St. Olaf College; MS, PhD, University of Michigan.
Lyla M. Anderegg. Professor Emerita of Psychology. BA, University of Minnesota; MA, Northwestern University.
Stuart M. Anderson. Professor Emeritus of Physics. BA, Augsburg University; PhD, University of Minnesota.
Elizabeth Ankeny. Professor Emerita of Education. BA, Augustana College; MA, Morningside College; PhD, Colorado
State University.
John E. Benson. Professor Emeritus of Religion. BA, Augsburg University; B.D., Luther Theological Seminary; MA, PhD,
Columbia University.
Anthony A. Bibus, III. Professor Emeritus of Social Work. BA, University of St. Thomas; MA, University of Virginia; PhD,
University of Minnesota.
Julie H. Bolton Professor Emerita of Theater. BS, MFA, University of Minnesota.
Richard A. Borstad. Professor Emeritus of Health and Physical Education. BA, MA, PhD, University of Minnesota.
243
Nora M. Braun. Professor Emerita of Business Administration. BSBA, University of Missouri-Columbia; MBA, PhD,
University of Minnesota.
Maria L. Brown. Professor Emerita of Social Work. BA, MA, American University; MSW, University of Minnesota.
Francine Chakolis. Professor Emerita of Social Work. BS, Augsburg University; MSW, University of Minnesota.
David A. Conrad. Professor Emeritus of Business Administration. BA, Winona State University; MA, EdD, St. Mary’s
University of Minnesota.
Cathleen A. Dalglish. Professor Emerita of English. BA, Saint Catherine University; MFA, Vermont College; PhD, The
Union Institute and University.
Grace Dyrud. Professor Emerita of Psychology. BA, MA, PhD, University of Minnesota.
Mark J. Engebretson. Professor Emeritus of Physics. BA, Luther College; MDiv, Luther Theological Seminary; MS, PhD,
University of Minnesota.
Kenneth N. Erickson. Professor Emeritus of Physics. BA, Augsburg University; MS, Michigan State University; PhD,
Colorado State University.
Ronald L. Fedie. Professor Emeritus of Chemistry. BA, University of St. Thomas; PhD, University of Minnesota.
Norman B. Ferguson. Professor Emeritus of Psychology. BA, Franklin and Marshall College; MS, PhD, University of
Wisconsin.
Marilyn E. Florian. Professor Emeritus of Health and Physical Education. BA, Augsburg University; MS, St. Cloud State
University.
Jeanine Gregoire. Professor Emerita of Education. BS, MA, PhD, University of Minnesota.
Satya P. Gupta. Professor Emeritus of Economics. BS, MS, Agra University, India; MS, PhD, Southern Illinois University.
Donald R. Gustafson. Professor Emeritus of History. BA, Gustavus Adolphus College; MA, PhD, University of Wisconsin.
Arlin E. Gyberg. Professor Emeritus of Chemistry. BS, Mankato State University; PhD, University of Minnesota.
Daniel S. Hanson. Professor Emeritus of Communication Studies. BA, Augsburg University; MA, University of Minnesota.
Peter A. Hendrickson. Professor Emeritus of Music. BA, Augsburg University; MA, Macalester College; MA, Columbia
University; DMA, Manhattan School of Music.
Edwina L. Hertzberg. Professor Emerita of Social Work. BA, Cedar Crest College; MSW, PhD, University of Minnesota.
Garry W. Hesser Professor Emeritus of Sociology. BA, Phillips University; MDiv, Union Theological Seminary; MA, PhD,
University of Notre Dame.
Norman D. Holen. Professor Emeritus of Art. BA Concordia College-Moorhead; MFA, University of Iowa.
Bradley P. Holt. Professor Emeritus of Religion. BA, Augsburg University; BD, Luther Theological Seminary; MPhil, PhD,
Yale University.
John R. Holum. Professor Emeritus of Chemistry. BA, St. Olaf College; PhD, University of Minnesota.
Gretchen Kranz Irvine. Professor Emerita of Education. BS, College of St. Teresa; MS, University of Wisconsin-River Falls;
PhD, University of Minnesota.
Irene Khin Khin Jensen. Professor Emerita of History. BA, Rangoon University, Burma; MA, Bucknell University; PhD,
University of Wisconsin.
Duane E. Johnson. Professor Emeritus of Psychology. BA, Huron College; BA, University of Minnesota; ME, South Dakota
State University; PhD, University of Minnesota.
Jeffrey E. Johnson. Professor Emeritus of Physics. BS, MS, MBA, PhD, University of Minnesota.
Martha Johnson. Professor Emerita of Theater. BA, MA, PhD, University of Wisconsin.
244
Amin Kader. Professor Emeritus of Business Administration. BComm, University of Cairo; MBA, University of Michigan.
Roberta S. Kagin. Professor Emerita of Music. BA, Park College; BMusicEd, MMusicEd, University of Kansas; PhD, Temple
University
Kenneth S. Kaminsky. Professor Emeritus of Mathematics. AB, MS, PhD, Rutgers University.
Ashok K. Kapoor. Professor Emeritus of Business Administration. BA, MA, University of Delhi; MA, MBA, University of
Minnesota; PhD, Temple University.
Anne M. Kaufman. Professor Emeritus of Education. BS, MA, PhD, University of Minnesota.
Mary A. Kingsley. Professor Emerita of Modern Languages. BA, St. Olaf College; MA, Middlebury College.
Boyd N. Koehler. Professor Emeritus, Library. BA, Moorhead State College; MA, University of Minnesota.
Alvin L. Kloppen. Professor Emeritus of Health and Physical Education. BS, Augustana College; MA, University of South
Dakota.
Steven LaFave. Professor Emeritus of Business Administration. BA, MA, Michigan State University; MBA, University of
Minnesota.
Lynn E. Lindow. Professor Emerita of Education. BS, Mankato State University; MS, North Dakota State University; PhD,
University of Minnesota.
Lynne F. Lorenzen. Professor Emerita of Religion. BA, University of Iowa; MDiv, Northwestern Lutheran Theological
Seminary; MA, PhD, Claremont Graduate School.
Dawn B. Ludwig. Professor Emerita of Physician Assistant Studies. BA, University of Colorado, Denver; MS, PA
Certification, University of Colorado Health Science Center; PhD, Capella University.
Esther G. McLaughlin. Professor Emerita of Biology. BA, PhD, University of California-Berkeley.
Fekri Meziou. Professor Emeritus of Business Administration. BA, University of Tunis; MA, PhD, University of Minnesota.
Erwin D. Mickelberg. Professor Emeritus of Biology. BA, Augsburg University; MA, University of Minnesota.
Mildred “Mike” Mueller. Professor Emerita of Education. BA, MA, Central Michigan University; EdD, University of
Minnesota.
Richard C. Nelson. Professor Emeritus of History. BA, University of Nebraska; MA, PhD, University of Minnesota.
Catherine C. Nicholl. Professor Emerita of English. BA, Hope College; MA, University of Michigan; PhD, University of
Minnesota.
Beverly J. Nilsson. Professor Emerita of Nursing. BS, MS, PhD, University of Minnesota.
Norma C. Noonan. Professor Emerita of Political Science. BA, University of Pennsylvania; MA, PhD, Indiana University.
Sandra L. Olmsted. Professor Emerita of Chemistry. BA, Augsburg University; MS, University of Wisconsin; PhD,
University of Minnesota.
Vicki L. Olson. Professor Emerita of Education. BS, MA, PhD, University of Minnesota.
Magdalena M. Paleczny-Zapp. Professor Emerita of Business Administration. BA, MA, Central School for Planning and
Statistics, Warsaw; PhD, Akademia Ekonomiczna, Krakow.
Ronald G. Palosaari. Professor Emeritus of English. BA, Bethel College; BDiv, Bethel Seminary; MA, PhD, University of
Minnesota.
Patricia A. Parker. Associate Academic Dean Emerita. BA, Eastern Michigan University; MA, PhD, University of Michigan.
Curtis M. Paulsen. Professor Emeritus of Social Work. BA, St. Olaf College; MSW, University of Minnesota; PhD, The
Fielding Institute.
Lauretta E. Pelton. Professor Emerita of Education. MEd, Marquette University.
245
Noel J. Petit. Professor Emeritus of Computer Science. BA, St. Olaf College; MS, PhD, University of Minnesota.
Joyce M. Pfaff. Professor Emerita of Health and Physical Education. BA, Augsburg University; MEd, University of
Minnesota.
Philip A. Quanbeck, Sr. Professor Emeritus of Religion. BA, Augsburg University; BD, Augsburg Theological Seminary;
MTh, ThD, Princeton Theological Seminary.
Larry C. Ragland. Professor Emeritus of Computer Science. BS, MA, Central Missouri State College; PhD, University of
Texas at Austin.
Deborah L. Redmond. Professor Emerita of Communication Studies. BA, MA, University of Minnesota.
Bruce R. Reichenbach. Professor Emeritus of Philosophy. BA, Wheaton College; MA, PhD, Northwestern University.
Glenda Dewberry Rooney. Professor Emerita of Social Work. BS, University of North Texas; MSW, University of Illinois;
PhD, University of Minnesota.
Marianne B. Sander. Dean of Students Emerita. BA, Valparaiso University; MA, University of Minnesota.
Kathryn Schwalbe. Professor Emerita of Business Administration. BS, University of Notre Dame; MBA, Northeastern
University, PhD, University of Minnesota.
Frankie B. Shackelford. Professor Emerita of Languages and Cross-Cultural Studies. BA, Texas Christian University; PhD,
University of Texas.
Charles M. Sheaffer. Professor Emeritus of Computer Science. BA, Metropolitan State University; MS, PhD, University of
Minnesota.
Eugene M. Skibbe. Professor Emeritus of Religion. BA, St. Olaf College; BT., Luther Theological Seminary; ThD, University
of Heidelberg, Germany.
Robert J. Stacke. Professor Emeritus of Music. Band and Jazz Director. BA, Augsburg University; MACI, College of St.
Thomas; PhD, University of Minnesota.
Clarice A. Staff. Professor Emerita of Social Work. BA, Augsburg University; MS, DSW, Columbia University.
Stuart M. Stoller. Professor Emeritus of Business Administration. BS, MS, Long Island University.
Beverly Stratton. Professor Emerita of Religion. BA, MA, Boston University; ThD, Luther Seminary.
Grace K. Sulerud. Professor Emerita, Library. BA, Augsburg University; MA, University of Minnesota.
Karen T. Sutherland. Professor Emerita of Computer Science. AB, Augustana College; two MS degrees; PhD, University of
Minnesota.
Kathryn A. Swanson. Professor Emerita of English. BA, St. Olaf College; MA, PhD, University of Minnesota.
Tara K. Sweeney. Professor Emerita of Art. BS, University of Wisconsin-Stout; MFA, Minneapolis College of Art and
Design.
Maryann Syers. Professor Emerita of Social Work. BA, Arizona State University; MSW, PhD, University of Minnesota.
Philip J. Thompson. Professor Emeritus of Art. BA, Concordia College, Moorhead; MFA, University of Iowa.
David L. Tiede. Bernhard M. Christensen Professor Emeritus of Vocation and Religion. BA, St. Olaf College; BD, Luther
Theological Seminary; PhD, Harvard University.
Rita R. Weisbrod. Professor Emerita of Sociology. BA, MA, University of Minnesota; PhD, Cornell University.
Mary Louise Williams. Professor Emerita of Social Work. BFA, MSW, University of Pennsylvania.
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Introduction
Graduate Catalog
2019-2020
Official Publication of Augsburg University
2211 Riverside Avenue, Minneapolis, MN 55454
The Augsburg University Graduate Catalog contains information about academic program requirements and academic
and student policies and procedures for Fall Seme... Show more
Introduction
Graduate Catalog
2019-2020
Official Publication of Augsburg University
2211 Riverside Avenue, Minneapolis, MN 55454
The Augsburg University Graduate Catalog contains information about academic program requirements and academic
and student policies and procedures for Fall Semester 2019 - Summer Semester 2020. It is subject to change without
notice.
The catalog is intended to complement other University publications including the Student Guide and University
website. It is important for students to be familiar with all University policies and procedures. Students are strongly
encouraged to consult their advisor(s) at least once each semester to be certain they are properly completing degree
requirements.
Published 2019
Phone: 612-330-1000
www.augsburg.edu
2
A Greeting from the President
I am pleased to know of your interest in Augsburg University’s exciting and innovative graduate programs. You are part
of a select and discerning group of professionals who seek to find a graduate program that combines an excellent
curriculum, a values-based approach to work, a talented and experienced faculty, and program formats that meet the
needs of busy and successful people. Augsburg University’s graduate-level programs in Business Administration, Creative
Writing, Education, Leadership, Nursing, Physician Assistant Studies, and Social Work are distinguished by the
opportunities they provide students to expand decision-making and strategic skills.
Augsburg University is characterized by a strong mission: Augsburg University educates students to be informed citizens,
thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged
community that is committed to intentional diversity in its life and work. An Augsburg education is defined by excellence
in the liberal arts and professional studies, guided by the faith and values of the Lutheran church, and shaped by its
urban and global settings.
For our graduate programs, this mission helps to shape an innovative educational experience that features an expansive
perspective on social responsibility, economic realities, business initiative, and environmental sustainability.
At Augsburg University we believe that our distinctive educational purpose is to help you find your calling, at work and in
the world. Augsburg graduate programs are designed to offer you quality educational experiences, personal attention,
and opportunities to expand your personal and professional talents and skills. We are confident that our graduates are
prepared for leadership in our ever-changing global society, the hallmark of an Augsburg degree.
Sincerely,
Paul C. Pribbenow, Ph.D.
President
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Welcome from the Provost and Chief Academic Officer
Welcome to graduate study at Augsburg University! Augsburg has a long history of preparing our graduates for
leadership in their communities and places of work. Across our graduate programs, students bring perspectives
informed by prior study and experience; acquire specialized knowledge in a discipline or field; engage in collaborative
learning; develop advanced capacities; encounter diverse perspectives and ideas; test theory through real-world
experiences; and equip themselves for the next stage in their vocational journeys.
When you join the Augsburg community, you become part of the Augsburg story—a story of academic achievement,
experiential learning deepened by reflection, commitment to equity and intentional diversity, and dedication to lifelong
learning. We are an institution committed to place, and our locations—whether in the Twin Cities, Rochester, or
beyond—offer opportunities to apply what you learn in the classroom to the neighborhood, the local community, and in
various urban and rural locations.
Inspired by the faith of our Lutheran founders to be inclusive to the early immigrants who came to Augsburg’s doors, we
are a community of diverse cultures and faiths. Indeed, the diversity of our community helps ensure that our graduates
are uniquely prepared to meet the challenges and opportunities of the 21st century. Our commitment to interdisciplinary
thinking is embodied in our newest academic building on the Minneapolis campus--the Hagfors Center for Science,
Business, and Religion. We ground learning in the best of the liberal arts tradition, ensuring that our students are
prepared not only for their first job but for mid- and late-career success.
While connected through these common commitments, each graduate program has its own distinctive identity and
curriculum. Your program offers a disciplinary home from which you will join a community of faculty, staff, and fellow
students who will collectively extend your network of connections with prospective employers and expand your career
opportunities in the future.
We’re delighted that you’ll be joining us.
Sincerely,
Karen Kaivola
Provost and Chief Academic Officer
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About Augsburg
At Augsburg University, we believe that graduate education should prepare gifted people for positions of leadership in
their communities and places of work. Augsburg graduates will be able to demonstrate not only the mastery of a major
field of study, but also the ability to apply critical thinking, problem solving, and advanced communication skills in a
collaborative approach within that discipline, thereby engaging others with diverse perspectives in the work of
advancing civic and global initiatives critical for a sustainable future.
The heart of an Augsburg education is the Augsburg mission, informed by the liberal and professional arts and sciences,
to serve our neighbors in the heart of the city and out into the world with faith-based, ethical values. We welcome
students from a diversity of backgrounds and experiences. Also, our programs look to the world through international
courses and cultural exchanges.
Mission Statement
Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as testaments to
the University motto, “Education for Service,” and mission:
Augsburg University educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible
leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in its
life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the
faith and values of the Lutheran Church, and shaped by its urban and global settings.
Augsburg Today
Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith
presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869, in Marshall, Wisconsin,
and moved to Minneapolis, Minnesota in 1872. A Rochester, Minnesota campus was added in 2002. A short history of
Augsburg University can be found at www.augsburg.edu/about/history.
Today, Augsburg continues to reflect the commitment and dedication of its founders who believed:
Education should have a solid liberal arts core at the graduate level; this focus centers on the ability to think critically
and broadly about the world and the work we do in it.
An Augsburg education should be preparation for service in community and centers of faith.
The city—with all its excitement, challenges, and diversity—is an unequaled learning environment.
The vision of the University’s work today is lived out in the phrase, “We believe we are called to serve our neighbor.”
Through common commitments to living faith, active citizenship, meaningful work, and global perspective, Augsburg
prepares its students to become effective, ethical citizens in a complex global society.
Degrees Offered
Augsburg offers the following graduate degrees:
Master of Arts in Education*
Master of Arts in Leadership
Master of Arts in Nursing*
Master of Business Administration*
Master of Fine Arts in Creative Writing
Master of Music Therapy
Master of Science in Physician Assistant Studies
Master of Social Work
Doctor of Nursing Practice* (with tracks in Transcultural Nursing and Family Nurse Practitioner)
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Augsburg offers the following dual degrees:
Bachelor of Arts in Accounting/Master of Arts in Leadership
Master of Arts in Leadership/Master of Business Administration
Master of Social Work/Master of Business Administration
*Programs offered at both of Augsburg’s campuses (Minneapolis and Rochester, MN)
A Community of Learners
Essential to the goals of Augsburg’s graduate programs is participation in a community of adult learners. This community
is enriched by the presence of men and women with a variety of work and life experiences. To facilitate this kind of
community interaction, Augsburg encourages students to make use of all University facilities, whether a student in
Minneapolis or Rochester, and to participate in University activities such as music and dramatic presentations and
lecture/speaker events.
Graduate Faculty
The heart of any educational institution is its faculty, and Augsburg University is particularly proud of the excellence and
commitment of its professors. Most faculty hold the doctorate or other terminal degree, and all consider teaching and
service to be the focus of their activity at the University. Faculty are involved in social, professional, and a variety of
research activities, but these support and are secondary to their teaching. Faculty are actively involved in a dynamic
faculty development program that introduces them to best practices in teaching and learning techniques and theories.
Augsburg’s small classes encourage its tradition of close involvement between professors and students. Faculty act as
academic advisors and participate regularly in campus activities.
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Locations
Minneapolis Campus
Augsburg University is located in the heart of the Twin Cities of Minneapolis and St. Paul, Minnesota. The campus is
bordered by Riverside Avenue and Interstate 94, near the University of Minnesota-Twin Cities West Bank campus and
the University of Minnesota Medical Center.
Downtown Minneapolis is just minutes away, providing access to internships and careers with some of the country’s
leading companies, as well as entertainment, arts, sports venues, shopping, dining, and transportation. The campus is
blocks from the METRO Green and Blue light rail lines, which provide easy access to destinations in Minneapolis and St.
Paul, as well as the Minneapolis International Airport.
Rochester Learning Site
Augsburg’s learning site in Rochester, Minnesota, was established in 1998 as a natural extension of the University’s
mission and its expertise in teaching working adults. Graduate degrees and undergraduate majors including business,
education, and nursing, are offered in Rochester. Graduate programs in Rochester include the Master of Business
Administration, Master of Arts in Nursing, Master of Arts in Education, and Doctor of Nursing Practice.
The Rochester classrooms and offices are located at Bethel Lutheran Church (ELCA), just a few blocks south of
downtown Rochester. Home to approximately 110,000 residents, Rochester is a city that enjoys a rich ethnic diversity
and superior technological resources. Bethel Lutheran Church is located at 810 3rd Ave SE, Rochester MN 55904.
Augsburg classes in Rochester meet on a semester schedule with classes taking place on alternating weekday evenings
and on occasional Saturdays, making them accessible to working adults. Students may also take courses within their
program on the Minneapolis campus.
Students at the Rochester site are Augsburg University students. They are supported through an array of e-learning
resources ranging from access to Lindell Library databases to the use of online course management software.
Information about the Rochester learning site is available at augsburg.edu/rochester or by calling the Rochester office at
507-288-2886.
Physician Assistant Program Site
The Augsburg University PA Program teaches on the Luther Seminary campus, located at 2481 Como Avenue, St. Paul
MN 55108.
Abroad Locations
Augsburg is enhanced by its global centers in Namibia, Mexico, and Central America. Students can perform research,
take courses, or consult with faculty in those locations to gain new perspectives on their disciplines.
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Minneapolis Campus Facilities
Instruction facilities and student housing at Augsburg’s main campus are conveniently located near each other. A
tunnel/ramp/skyway system connects the two tower residence halls, the five buildings on the Quadrangle, plus the
Music Hall, Lindell Library, Oren Gateway Center, Hagfors Center, and the Foss, Lobeck, Miles Center for Worship,
Drama, and Communication.
Admission Office—The Office of Admission is located on the lower level of Christensen Center.
Anderson Residence Hall (1993)—Named in honor of Oscar Anderson, President of Augsburg from 1963 to 1980, and
this residence hall is located at 2016 8th Street. Anderson Hall contains four types of living units and houses 192
students, as well as the Center for Wellness and Counseling, the Sabo Center for Democracy and Citizenship, and the
Office of Marketing and Communication.
Center for Wellness and Counseling—The Center for Wellness and Counseling, located in Anderson Hall, offers
programs and services that enhance student learning by promoting personal development and well-being.
Christensen Center (1966)—The university center includes the Admission Office, a student lounge, the Strommen
Center for Meaningful Work, the Commons dining facility and Einstein Bros. Bagels, two art galleries, the copy center
and mailroom, Events and Conference Planning, the Center for Global Education and Experience, International Student
and Scholar Services, Latinx Student Services, American Indian Student Services, Pan-Afrikan Student Services, Pan-Asian
Student Services, Campus Life, LGBTQIA+ Student Services, and the Auggie’s Nest, a meeting place for student
organizations.
Edor Nelson Field—The athletic field, located at 725 23rd Avenue, is the playing and practice field of many of the
Augsburg teams. An air-supported dome covers the field during winter months, allowing year-round use.
Foss, Lobeck, Miles Center for Worship, Drama, and Communication (1988)—The Foss Center is named in recognition
of the Julian and June Foss family. The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are also
housed in this complex, which provides space for Campus Ministry, the departments of Theater and Communication
Studies, Film, and New Media, classrooms, and administrative offices (Facilities Management and the Enterprise
Information Systems and Systems and Networking teams in IT).
Hagfors Center (2017) - The Norman and Evangeline Hagfors Center for Science, Business, and Religion houses eight
academic departments (Biology, Business, Chemistry, Physics, Psychology, Religion, and Mathematics, Statistics, and
Computer Science), the office of Undergraduate Research and Graduate Opportunities, the McNair Scholars Program,
and the office of the Dean of Arts and Sciences. The Hagfors Center is the largest academic building on the Augsburg
campus and contains 139,000 square feet of collaborative learning space, including 24 labs and 6,000 square feet of
student-faculty research facilities.
Ice Arena (1974)—Two skating areas provide practice space for hockey and figure skating, and recreational skating for
Augsburg and the metropolitan community.
Kennedy Center (2007)—Completed in 2007 as a three-story addition to Melby Hall and named for Dean (’75) and Terry
Kennedy, it features a state-of-the-art wrestling training center, fitness center, classrooms for health and physical
education, and hospitality facilities.
The James G. Lindell Family Library (1997)—This library and information technology center houses all library functions
and is located on the corner of 22nd Avenue and 7th Street. It houses the TechDesk and User Support team in IT and the
Gage Center for Student Success: the Deidre Middleton Office of Academic Advising, the Academic Skills Office, the
Center for Learning and Adaptive Student Services (CLASS), and TRIO/Student Support Services.
Luther Residence Hall (1999)—Named for theologian Martin Luther, Luther Hall is a three-story apartment complex
along 20th Avenue, between 7th and 8th Streets that houses juniors and seniors in units from efficiencies to twobedroom suites.
Melby Hall (1961)—Named in honor of J. S. Melby (dean of men from 1920 to 1942, basketball coach, and head of the
Christianity Department). It provides facilities for the health and physical education program, intercollegiate and
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intramural athletics, the Hoyt Messerer Fitness Center, and general auditorium purposes. The Ernie Anderson Center
Court was dedicated in 2001.
Mortensen Residence Hall (1973)—Named in honor of Gerda Mortensen (dean of women from 1923 to 1964), it has
104 one- and two-bedroom apartments that house 312 upper-class students, the Department of Public Safety and a
lounge area.
Charles S. Anderson Music Hall (1978)—Contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two
rehearsal halls, music libraries, practice studios, and offices for the Music department faculty.
Old Main (1900)—Home for the Department of Art and the Department of Languages and Cross-Cultural Studies, with
classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency with
architectural details from the past. It is included on the National Register of Historic Places.
Oren Gateway Center (2007)—Named for lead donors and alumni Don and Beverly Oren, it is home for the StepUP
program, Institutional Advancement offices, the Alumni and Parent and Family Relations Offices, the Master of Business
Administration Program, the Master of Arts in Leadership program, the Master of Fine Arts in Creative Writing program,
and substance-free student housing. It also houses the Barnes & Noble Augsburg Bookstore, Nabo Café, Gage Family Art
Gallery, and the Johnson Conference Center.
Science Hall (1949)—Houses the department of Nursing and Administrative Accounting.
Sverdrup Hall (1955)—Named in honor of Augsburg’s fourth president, it contains the Enrollment Center (Registrar’s
Office and Student Financial Services), the Women’s Resource Center, the Honors Desk, classrooms and computer labs,
and the departments of Education and Computer Science.
Sverdrup-Oftedal Memorial Hall (1938)—Built as a residence hall and named in honor of Augsburg’s second and third
presidents, it contains the President’s Office, Human Resources, Norway Hub, the Academic Affairs Office, Student
Affairs Offices, the Christensen Center for Vocation (CCV), and faculty offices for Political Science, History, Philosophy,
American Indian Studies, English, and Sociology.
Urness Hall (1967)—Named in honor of Mr. and Mrs. Andrew Urness, this tower provides living quarters for 324 firstyear students. Each floor is a “floor unit,” providing 36 residents, housed two to a room, with their own lounge, study,
and utility areas.
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Accreditation, Approvals, and Memberships
Augsburg University is accredited by:
The Higher Learning Commission (HLC)
Accreditation Review Commission on Education for the Physician Assistant (ARC-PA)
Commission on Collegiate Nursing Education (CCNE) (Bachelor, Master and Doctoral level degrees)
Council on Social Work Education (CSWE) (Bachelor, and Master level degrees)
American Music Therapy Association (AMTA) (Bachelor, and Master level degrees)
Augsburg’s programs are approved or monitored by:
American Chemical Society (ACS)
Minnesota Board of Teaching
Minnesota Board of Nursing
Minnesota Office of Higher Education (MOHE)
National Association of Schools of Music (NASM)
Augsburg University is an institutional member of:
American Association of Colleges and Universities (AACU)
American Association of Colleges of Teacher Education (AACTE)
American Association of Higher Education (AAHE)
American Music Therapy Association, Inc. (AMTA)
Association of International Education Administrators (AIEA)
Campus Compact
Council of Independent Colleges (CIC)
Council on International Educational Exchange (CIEE)
Diversity Abroad Network
The Forum on Education Abroad
Institute of International Education (IIE)
Lutheran Education Council in North America (LECNA)
National Association of International Educators (NAFSA)
National Association of Schools of Music (NASM)
National Society for Experiential Education (NSEE)
Physician Assistant Education Association
Associated Colleges of the Twin Cities (ACTC)
Higher Education Consortium for Urban Affairs (HECUA)
Minnesota Private College Council MPCC)
Twin Cities Adult Education Alliance (TCAEA)
Augsburg University is registered with the Minnesota Office of Higher Education pursuant to sections 136A.61 to
136A.71. Registration is not an endorsement of the institution. Credits earned at the institution may not transfer to all
other institutions. Minnesota Office of Higher Education, 1450 Energy Park Dr., Suite 350, St. Paul, MN 55108,
www.ohe.state.mn.us; 651-642-0533.
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Policies
Non-Discrimination Policy
Augsburg University, as affirmed in its mission, prohibits discrimination on the basis of race, creed, color, religion,
gender, age, national or ethnic origin, disability, military service, protected veteran status, genetic information, sexual
orientation, gender identity or expression, transgender status, marital status, familial status, genetic information, status
with regard to public assistance, citizenship in its educational policies, admissions policies, employment, scholarship and
loan programs, participation in athletic and/or school administered programs, and any other characteristic protected by
federal state or local law, except in those instances where there is a bona fide occupational qualification. (Approved by
Board of Regents in April 2017).
Title IX
Title IX refers to Title IX of the Educational Amendments of 1972, and it prohibits discrimination on the basis of gender
by institutions receiving federal money. Generally, the Title IX Coordinator is responsible for the development,
implementation, and monitoring of meaningful efforts to comply with Title IX law. This includes overseeing the Title IX
complaint process as well as identifying and addressing any patterns or systemic problems that arise.
For further information, please contact the University’s Title IX Officer:
Ann Garvey| Vice President of Student Affairs| Student Affairs
Memorial Hall, Room 118G| 612-330-1168| garvey@augsburg.edu
Additionally, the University has four Deputy Officers:
Deputy Officer for Students:
Sarah Griesse| Dean of Students
Memorial Hall, Room 118F| 612-330-1489| griesse@augsburg.edu
Deputy Officer for Employees:
Dawn Miller| Interim Director, Human Resources
Memorial Hall, Room 19| 612-330-1216| millerd1@augsburg.edu
Deputy Officer for Athletics:
Kelly Anderson Diercks| Associate Athletic Director
Si Melby Hall, Room 205E| 612-330-1245| diercks@augsburg.edu
Deputy Officer:
Leif Anderson| Vice President and Chief Strategy Officer
Memorial Hall, Room 124D| 612-330-1497| andersol@augsburg.edu
The Deputies work with the Title IX Coordinator to identify any patterns or systemic problems that arise and may assist
as investigators of complaints.
Family Educational Rights and Privacy Act
The Family Educational Rights and Privacy Act of 1974 (FERPA), as amended, provides certain rights to students
regarding their education records. Each year Augsburg University is required to give notice of the various rights accorded
to students pursuant to FERPA. In accordance with FERPA, you are notified of the following:
Right to inspect and review education records
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You have the right to review and inspect substantially all of your education records maintained by or at Augsburg
University. The student must request to review their education records in writing with their signature. The University
will respond in a reasonable time, but no later than 45 days after receiving the request.
Right to request amendment of education records
You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate,
misleading, or otherwise in violation of your right to privacy. This includes the right to a hearing to present evidence that
the record should be changed if Augsburg decides not to alter your education records according to your request.
Right to give permission for disclosure of personally identifiable information
You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information
contained in your education records, except to the extent that FERPA and the regulations regarding FERPA authorize
disclosure without your permission. One such exception which permits disclosure without consent is for disclosure to
school officials who have legitimate education interests. A school official is a person employed by the University in an
administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel
and health staff); person or company with whom the University has contracted (such as an attorney, auditor, or
collection agent); a person serving on the board of regents, or a student serving on an official committee, such as a
disciplinary or grievance committee, or assisting another school official performing his or her tasks. A school official has
a legitimate educational interest if the official needs to review an education record in order to fulfill his or her
professional responsibility.
Right to withhold disclosure of “directory information”
FERPA uses the term “Directory Information” to refer to those categories of personally identifiable information that may
be released for any purpose at the discretion of Augsburg University without notification of the request or disclosure to
the student.
Under FERPA you have the right to withhold the disclosure of the directory information listed below. Please consider
very carefully the consequences of any decision by you to withhold directory information. Should you decide to inform
Augsburg University not to release Directory Information, any future request for such information from persons or
organizations outside of Augsburg University will be refused.
“Directory information” includes the following:
The student’s name
The student’s address
The student’s telephone number
The student’s e-mail address
The student’s date and place of birth
The student’s major and minor field of study
The student’s academic class level
The student’s enrollment status (FT/HT/LHT)
The student’s participation in officially-recognized activities and sports
The student’s degrees and awards received (including dates)
The weight and height of members of athletic teams
The student’s dates of attendance
Previous educational agencies or institutions attended by the student
The student’s photograph
Augsburg University will honor your request to withhold all Directory Information but cannot assume responsibility to
contact you for subsequent permission to release it. Augsburg assumes no liability for honoring your instructions that
such information be withheld. The Registrar’s Office must be notified in writing of your intent to withhold your Directory
Information.
Right to complain to FERPA Office
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You have the right to file a complaint with the Family Policy Compliance Office, US Department of Education, 400
Maryland Ave. SW, Washington, DC, 20202, concerning Augsburg’s failure to comply with FERPA.
Reporting Educational Information
Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter.
Annual Security Report
The Annual Security Report (ASR) for Augsburg University contains statistics on reported crimes on and near Augsburg
property and campus, as well as institutional policies concerning campus security and crime. The Department of Public
Safety prepares this annual Crime Report to comply with the Jeanne Clery Disclosure of Campus Security Policy and
Crime Statistics Act. The report is available online at www.augsburg.edu/dps/reports. For a printed copy, contact
Augsburg’s Department of Public Safety at 612-330-1717.
Copyright Policy
Augsburg University Graduate Programs follows the norms of the US Copyright Law in granting exclusive rights under
the Copyright Act to faculty and student authors to reproduce their original works, to use them as the basis for
derivative.
Student Rights
The University has adopted a statement of student rights and responsibilities and has provided for due process in the
matter of disciplinary action, grievances, and grade appeal, as outlined in the Augsburg Student Guide, at
inside.augsburg.edu/studentaffairs/studentguide.
Official Notices
A University-provided e-mail account shall be an official means of communication with students, faculty, and staff of
Augsburg University. Students, faculty, and staff are responsible for all information sent to them via the Universityprovided e-mail account. Students should regularly check their e-mail account. If a student, faculty or staff member
chooses to forward their Augsburg e-mail, they are responsible for all information and attachments sent to the
forwarded e-mail account. Students will also receive official notices via the A-Mail online publication and should
routinely review the A-Mail.
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Admission
All graduate programs require students to have a bachelor’s degree from a regionally-accredited four-year institution or
an equivalent degree from outside the US.
All graduate students must submit completed applications. Each graduate program also has additional program
requirements, which may include coursework, professional experience, testing, etc. See the program sections for these
additional requirements.
Please refer to each individual program’s catalog section (below) for additional instructions and for detailed information
on applying to graduate programs, refer to the Graduate Admissions website at www.augsburg.edu/grad.
Augsburg University asks all applicants for admission and readmission whether they have been convicted of a felony. A
felony conviction does not automatically preclude an applicant from being accepted to Augsburg University. The full
process and policy can be found in the Augsburg Student Guide.
Readmission
Graduate students who have not registered for courses at Augsburg University for two or more semesters must apply
for readmission through the Registrar’s Office to resume attendance. Students who have attended other institutions
during their absence from Augsburg must have an official transcript sent from each institution to the Registrar’s Office.
The last day to receive approval for readmission to the University and register for classes is the Friday prior to the start
of the term. Pending approval by the graduate program, students who left on probation or who were dismissed from the
University must have their readmission application and file reviewed by the program director. (Please consult with
individual programs for information regarding readmission process).
Non-degree Students
Individuals may take coursework at Augsburg University as a non-degree-seeking student. Non-degree students can
enroll on a space-available basis. Registration dates are included in the University’s Academic Calendar. Admission
requires program director approval, and the student must be in good standing at all previously attended institutions.
To apply for admission as a non-degree seeking student, submit the completed application, academic intent, and
unofficial transcript from the bachelor’s degree granting institution to the Admissions Office. Some programs may have
additional application requirements.
A bachelor’s degree from a regionally accredited institution is the minimum requirement for admission. Students who
have earned a bachelor’s degree outside of the United States must submit a copy of a foreign credential evaluation from
World Education Services (WES) or a member of the National Association of Credential Evaluators (NACES) to confirm it
is equivalent to a United States bachelor’s degree or greater.
Non-degree status is conferred for only one term of enrollment. Additional terms require reapplication as a non-degree
seeking student. Students may count up to 6-8 semester credits earned as a non-degree seeking student toward an
Augsburg University degree with approval from the program director.
Non-degree seeking students who wish to pursue a degree must reapply for admission by submitting the completed
application, academic intent, official transcript from the bachelor’s degree granting institution, and any additional
materials required by the program.
International Students
Augsburg University graduate programs encourage qualified applicants from other countries to apply.
An F-1 student is a nonimmigrant who is pursuing a “full course of study” to achieve a specific educational or
professional objective at an academic institution in the United States that has been designated by the Department of
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Homeland Security (DHS) to offer courses of study to such students, and has been enrolled in SEVIS (Student and
Exchange Visitor Information System).
A student acquires F-1 status using form I-20, issued by a DHS-approved school through SEVIS. Status is acquired in one
of two ways:
If the student is abroad, by entering the United States with the I-20 and an F-1 visa obtained at a US consulate.
If the student is already in the United States and not currently in F-1 status, by sending the I-20 to USCIS (United
States Citizenship and Immigration Services) with an application for change of nonimmigrant status.
A student who is maintaining valid F-1 status may transfer from another DHS-approved school to Augsburg by following
the transfer procedures set forth in the F-1 regulations.
In addition to fulfilling all general admission requirements for a particular graduate program, prospective F-1 students
must also comply with the following:
English Proficiency Requirements for International Graduate Applicants
To meet Augsburg University admission requirements, you must provide evidence of a sufficient command of both
written and spoken English to study college courses conducted entirely in English. Below is a list of the tests and
programs Augsburg University accepts as evidence for English proficiency.
TOEFL (Test of English as a Foreign Language)
www.toefl.org
Score report of 80 on the Internet-based TOEFL (iBT) with a sub-score of 20 on the written and 20 on the speaking
sections. (The Augsburg University TOEFL code is 6014.)
IELTS (International English Language Testing System)
www.ielts.org
Score report of 6.5.
MELAB (Michigan English Language Assessment Battery)
www.cambridgemichigan.org/melab
Score report of 80, and score report must be accompanied by an official letter from the testing coordinator.
Successful completion of a previous undergraduate or graduate degree at an accredited college or university in the
US, the United Kingdom, Ireland, English-speaking Canada, New Zealand, or Australia.
Score reports must be sent to Augsburg directly from the testing center. Score reports must not be more than two years
old.
Foreign Credential Evaluation
Augsburg requires foreign credential evaluation for any transcript(s) from an institution outside of the United States.
This evaluation should include the following:
Analysis of credentials to determine if your degree is equivalent to an accredited US bachelor’s degree
Verification the degree is equivalent, at a minimum, to a four-year US bachelor’s degree is required.
Course-by-course evaluation to show your complete course listing with credit values and grades received for each
course, may also be required for specific programs.
Calculation of grade point average to demonstrate your cumulative grade point average using the standard US
grading system, i.e., A=4.0, B=3.0, C=2.0, D=1.0, F=0.0.
Translation to English (if applicable)
The evaluation report must be sent directly to Augsburg’s Office of Admissions. Refer to World Education Services at
www.wes.org or member of the National Association of Credential Evaluators (NACES) at www.naces.org for
information on how to obtain a foreign credential evaluation.
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Proof of Financial Support
International applicants must provide reliable documentation that they have financial resources adequate to meet
expenses for the duration of their academic program, which include tuition and fees, books and supplies, room and
board, health insurance, personal expenses, and living expenses for dependents (if applicable).
Funds may come from any dependable source, including scholarships, fellowships, sponsoring agencies, personal funds,
or funds from the student’s family. Documentation of scholarships and fellowships may be in the form of an official
award letter from the school or sponsoring agency; documentation of personal or family funds should be on bank
letterhead stationery, or in the form of a legally binding affidavit. Government Form I-134, Affidavit of Support, or
Augsburg’s Financial Sponsorship form can be used to document support being provided by a US citizen or US legal
permanent resident. All financial documents such as bank statements must be dated within three months prior to the
date of application.
Health Insurance
All F-1 international students and their dependents (if applicable) are required to have adequate health insurance
coverage for the duration of their program. International students will be enrolled in the Augsburg international student
plan unless they fill out a waiver verifying proof of coverage through an alternative provider for the same period.
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Financing Your Education
Costs
The Board of Regents approves the costs for the academic year. The board reviews costs annually and makes changes as
required. Augsburg reserves the right to adjust charges should economic conditions necessitate.
Full-Time vs. Half-Time
Graduate students will need to be enrolled in 3 credits to be considered half-time and 6 credits to be considered fulltime.
Tuition and Fees
Doctor of Nursing Practice (DNP)
Master of Arts in Nursing (MAN)
Master of Arts in Education (MAE)
Master of Arts in Leadership (MAL)
Master of Fine Arts (MFA)
Master of Social Work (MSW)
Master of Business Administration (MBA)
Master of Music Therapy (MMT)
Master of Science in Physician Assistant (MPA)
$955 per 1.0 credit
$744 per 1.0 credit
$499 per 1.0 credit
$784 per 1.0 credit
$699 per 1.0 credit
$695 per 1.0 credit
$874 per 1.0 credit
$884 per 1.0 credit
$825 per 1.0 credit
Tuition
Students are charged per credit. All associated costs must be paid by the beginning of each semester to avoid accruing
finance charges, unless you have enrolled in an official payment plan through Student Financial Services.
Fees
Specific courses or programs may have additional fees associated with them, such as lab or supply fees.
Payments
Semester Charges
Prior to the start of each semester, a statement of estimated charges showing charges and financial aid credits
designated by the Student Financial Services Office is sent to the student via e-mail. All statements are available online
through AugNet’s Records and Registration site. Payments can be made online at
www.augsburg.edu/studentfinancial/make-a-payment. Augsburg may charge late fees and interest on delinquent
accounts. Review the full policy regarding past due balances online at www.augsburg.edu/studentfinancial/disclosure
Payment Options
Augsburg University offers payment plan options for all students. Information about payment plans is available online at
www.augsburg.edu/studentfinancial/payment-plans-and-discounts.
Payment Policy
Students at Augsburg University are obligated to pay Term Fees and additional charges when they register for each
academic term. “Term Fees” include tuition, room and board charges and other fees initiated during your time as a
student. Students are responsible to pay for all of these charges regardless of whether financial aid is received or
employers or other third parties pay as agreed. “Term Fees” are subject to refund only to the extent allowed under the
Augsburg University Tuition Refund Policy.
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Augsburg accepts the following forms of payment:
Cash
Students and guest payers may make cash payments in-person at the Enrollment Center. Cash should never be
mailed. Students will receive a receipt of their cash payment.
Check
Students and guest payers may pay their term fees via check either in-person at the Enrollment Center, through mail, or
online using e-check/ACH. A $30 NSF Fee will be added for any payment returned by the bank for Non-Sufficient
Funds. A receipt will automatically be sent electronically for any online payments. Students who pay in-person or
through mail may request a receipt of the check payment.
Credit Card/Debit Card
Students and guest payers may make student account payments online with a Visa, MasterCard, Discover, or American
Express credit card. As of June 10th, 2016, Augsburg will no longer accept credit card or debit card payments in-person,
over the phone, or through the mail. Credit cards will only be accepted online via Cashnet, a vendor contracted by
Augsburg.
Because Cashnet charges Augsburg for their services, a credit card service fee of 2.75 percent will be associated with any
credit card payment made to the University. This is to offset the approximately $250,000 in costs that Augsburg accrues
annually for providing credit card payment options to our students. Augsburg will not receive any part of the service fee
and will not be profiting from it.
Financial Aid
All students who wish to be considered for financial assistance must reapply each year. In addition to reapplying for aid,
students must make satisfactory academic progress toward the attainment of their degree or certificate as stipulated in
the Satisfactory Academic Progress (SAP) section of this catalog.
Financial assistance awarded through Augsburg may be a combination of grants and loans. The University cooperates
with federal, state, church, and private agencies in providing various aid programs.
The Free Application for Federal Student Aid (FAFSA) helps determine the amount of assistance for which a student is
eligible. This analysis takes into account such family financial factors as current income, assets, number of dependent
family members, other educational expenses, retirement needs, and special considerations.
Types of Aid
A student applying for aid from Augsburg applies for assistance in general rather than for a specific scholarship or grant
(except as noted).
Institutional Grants/Discounts
Augsburg offers grants/discounts for a variety of different students. Specific information about the different grants and
scholarships, along with eligibility requirements, can be found online at augsburg.edu/studentfinancial/financialaid/graduate-financial-aid/.
Loan Assistance
Graduate students must be enrolled at least half-time in order to receive federal loans. Three semester credits per term
is considered half-time. Six semester credits per term is considered full-time.
Federal Unsubsidized Direct Student Loan
Interest begins accruing on the date of disbursement and the borrower is responsible for all interest. The borrower
may choose to make payments while in school or may defer payments and allow interest to accrue and be
capitalized (added to the balance of the loan).
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Federal Graduate Loan Program (PLUS)
Graduate PLUS is a loan program to help graduate students meet college costs. Students may borrow up to the cost
of attendance (minus all other student financial aid).
Further information about loan programs can be found online at augsburg.edu/studentfinancial.
Satisfactory Academic Progress (SAP)
Federal regulations require that all higher education institutions establish and implement a policy to measure whether
students [1] receiving financial aid [2] are making satisfactory academic progress toward the completion of a degree.
The purpose of this policy is to make sure that students who receive financial aid are using this money wisely. It is meant
to curtail the use of financial aid by students who fail to successfully complete their course work. Failure to meet the
following standards makes a student ineligible for all institutional, federal, and state financial aid.
Standards of Satisfactory Academic Progress
Minimum GPA Requirements - Graduate Students must maintain a minimum 3.00 cumulative GPA based on the
entire academic record.
Minimum Credits Completed - Graduate Students must earn a cumulative 66.67% of the credits attempted based
on the entire academic record. A completed credit has a grade of A – D- or P. Credits earned and completed will
include accepted cumulative transfer credits as defined by the Registrar’s Office. Unsatisfactory grades “W
(withdrawn),” “I (Incomplete),” “F/FN (Zero),” and “N (Not Passing)” are counted towards the cumulative
attempted credits. Repeated and remedial courses are not counted towards the cumulative attempted credits.
Maximum Time Frame - To demonstrate academic progress, graduate students must complete their degree
objective within 150% of the length of the program (varies per program).
Monitoring and Evaluating Progress
In order to ensure SAP standards are being met, the Student Financial Services Office will evaluate students’ academic
achievement at the end of each term. After the student’s record is evaluated and the Student Financial Services Office
determines the student’s GPA or completion rate to be unsatisfactory, the student will be placed on Financial Aid
Warning or Financial Aid Suspension. Students will be notified through their Augsburg email if they fail to meet SAP
standards.
Financial Aid Warning
A student who fails to meet SAP standards will be placed on Financial Aid Warning for the following term of enrollment.
Students placed on Financial Aid Warning will still be eligible to receive financial aid. Financial Aid Warning will last for
one term. If at the end of the term, the student meets SAP standards the Financial Aid Warning will conclude. Students
currently on Financial Aid Warning who do not meet SAP standards at the end of the term will be placed on Financial Aid
Suspension.
Financial Aid Suspension
A student who fails to meet either the minimum GPA requirement and/or minimum credits attempted while on
Financial Aid Warning will be placed on Financial Aid Suspension. A student on Financial Aid Suspension is ineligible to
receive any form of financial aid. A student on Financial Aid Suspension may submit an appeal to reinstate their financial
aid. Financial Aid Suspension will conclude when the student meets SAP standards, or successfully appeals.
Financial Aid will be suspended when a student placed on Financial Aid Suspension does not meet SAP standards.
Because grades may not be available before the beginning of the next scheduled term, it is possible that financial aid
may be disbursed to a student before the review can be conducted. In the event that a student is found to be ineligible
for the financial aid that has been disbursed due to a failure to meet one of the Standards, the aid that was disbursed
will be canceled, and returned to the appropriate program(s).
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Right to Appeal
Students who have had their financial aid suspended may submit the SAP Appeal Form to the Student Financial Services
Office. The SAP Appeal Form must be completely filled out, along with any additional documents required by the SAP
Committee. The appeal should state reasons why the student failed to meet SAP standards, and what changed for the
student that will allow the student to demonstrate progress towards meeting SAP standards. The appeal will be decided
by the SAP Committee. All decisions made by the Committee are final.
If a student’s appeal is approved, they will be placed on Financial Aid Probation. If a student’s appeal is denied, they will
remain on Financial Aid Suspension and will remain ineligible for financial aid.
Financial Aid Probation
A student who has been placed on Financial Aid Suspension and successfully appeals SAP will be place on Financial Aid
Probation. A student on Financial Aid Probation will be eligible to receive financial aid. Financial Aid Probation will last
for one term. If at the end of the term, the student meets SAP standards, the Financial Aid Probation will conclude.
Students currently on Financial Aid Probation who do not meet the standards at the end of the term are placed on
Financial Aid Suspension and are no longer eligible for financial aid.
[1] Include all degree seeking students in both the Undergraduate Day and Augsburg for Adults, and all Graduate
programs.
[2] Financial Aid is defined as: Augsburg Institutional Aid, Federal Title IV funding, and Minnesota
State Financial Aid programs.
Student Account Financial Disclosure
Students at Augsburg University are obligated to pay Term Fees and additional charges when they register for each
academic term. “Term Fees” include tuition, room and board charges and other fees initiated during your time as a
student. Students are responsible to pay for all of these charges regardless of whether financial aid is received or
employers or other third parties pay as agreed. “Term Fees” are subject to refund only to the extent allowed under the
Augsburg University Tuition Refund Policy. Statements and account history are available online through AugNet Records
and Registration.
Augsburg University may require someone to co-sign on the students’ obligations in special cases, such as when a
student has a history of late or missed payments. When a co-signer’s signature is required, both students and co-signers
are responsible for payment of all costs incurred (including collection costs and fees of any collection agency and/or
attorney, if applicable) and all other conditions outlined on the Student Account Financial Disclosure.
Results of Balances Not Paid in Full
Augsburg may charge late fees and interest on delinquent accounts. Missed or late payments will be subject to a late
payment charge and/or a finance charge on the overdue balance from the date the balance was due until payment in
full is received. If your account is not paid in full on the first day of the term, finance charges at the rate of 8% per year
(.67% per month) will be added onto your student account balance. For example, this means that for every $1,000
owed you will receive $6.70 a month in finance charges. A $30 NSF Fee will be added for any payment returned by the
bank for Non-Sufficient Funds.
Past Due Accounts
If the student does not set up a formal payment plan with Augsburg’s Student Financial Services department, Augsburg
reserves the right to demand payment of the entire balance owed by that student and to take steps to collect it.
Augsburg may cancel the student’s registration, prevent the student from registering for future terms, withhold
transcripts or diplomas, remove the student from on-campus housing, turn the student’s account over to a collection
agency or take legal action to collect any past due balance. Each student authorizes Augsburg to release financial
information about her or his account and other pertinent information such as address and phone number to third
parties who are dealing with the collection of the account balance. By providing us with a telephone number for a
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cellular phone or other wireless device, you are expressly consenting to receive communications – including but not
limited to prerecorded or artificial voice message calls, text messages, and calls made by an automatic telephone dialing
system – from us and our affiliates and agents at that number. This express consent applies to each such telephone
number that you provide to us now or in the future and permits such calls regardless of their purpose. Calls and
messages may incur access fees from your cellular provider. Each student also agrees to reimburse Augsburg University,
or its agents, the fees of any collection agency, which may be based on a percentage at a maximum of 40% of the debt,
and all costs and expenses, including reasonable attorneys’ fees, we incur in such collection efforts. Please note that,
due to the Bankruptcy Reform Act, educational benefits are generally exempt from discharge under bankruptcy. The
terms of this agreement remain in effect until all Term Fees and other charges are paid in full.
Financial Policy
Registration is permitted only if the student’s account for a previous term is paid in full or if the student is making
scheduled payments in accordance with an approved payment plan.
Augsburg University will not release student academic transcripts or graduation diplomas/certificates until all student
account charges are paid in full or, in the case of student loan funds administered by the University (Federal Perkins
Student Loan), are current according to established repayment schedules and the loan entrance and exit interviews have
been completed.
Tuition Refund
Students are eligible for a 100% tuition refund for any courses they drop without notation through the date labeled “Last
day to drop without a ‘W’ grade & 100% refund – Full Semester class” on the Academic Calendar. After this date,
students are no longer eligible for any refund of tuition unless they withdraw from all of their courses. This policy is
effective whether or not a student has attended classes.
Students withdrawing from all of a term’s courses may receive a 50% tuition refund when they withdraw by the date
labeled “Last day to withdraw with 50% refund – Full Semester class” on the Academic Calendar.
Students are responsible for cancelling courses through the Registrar’s Office (or online) in order to be eligible for any
refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add form are responsible for
all charges. Financial aid may be adjusted based on the student’s last recorded date of attendance. Refund calculations
are based on the date that the drop/add form is processed.
Medical Refund
If a student is forced to withdraw from one or more courses in a term due to illness or an accident, a request for a
medical refund should be made through the Academic/Financial Petition. Petition forms are available through the
Registrar’s Office website. An extra medical refund may be granted by the Committee upon submission of
documentation from the attending doctor, on letterhead, verifying the medical circumstances.
Unofficial Withdrawal
Federal regulations require that records of financial aid recipients who earn failing grades in all their classes be
reviewed. If courses are not completed (e.g., unofficial withdrawal, stopped attending), the University is required to
refund financial aid to the appropriate sources according to federal or Augsburg refund policies based on the last
recorded date of attendance. Students are responsible for the entire cost of the term including the portion previously
covered by financial aid should they stop attending. Students are strongly urged to follow guidelines for complete
withdrawal. If there are extenuating circumstances, a petition to have the cost of tuition refunded can be made. Petition
forms are available online through the Registrar’s Office website.
A student who registers, does not attend any classes, and does not withdraw may petition to withdraw retroactively.
The student must petition within six months of the end of term and provide proof of non-attendance. Proof can include,
but is not limited to, statements from each instructor that the student never attended, or documentation of attendance
for the term at another college or university. If approved, grades of W will be recorded and tuition charges for the term
will be replaced with an administrative cancellation fee of $300.
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Financial Aid Policy
Financial aid such as federal, state, and institutional grants and scholarships are awarded based upon the total number
of registered credits on the “Last day to add with faculty signature – Full Semester class” as noted on the Academic
Calendar. Students must register for internships, Time 2 classes, and ACTC classes before the “Last day to add with
faculty signature-Full Semester class”. Financial aid will not be adjusted for classes added after this date.
Students must earn the financial aid they are awarded each semester by actively attending and participating in classes
throughout the semester. Financial aid is recalculated when students do any of the following: drop classes without a
“W” grade, fail to begin classes, cease to attend classes, fail all classes, or fully withdraw from all classes.
Financial Aid – Return of Title IV Funds Policy
Students must earn the financial aid they are awarded each semester. A student can earn their aid by attending classes.
Augsburg must always return any unearned Title IV funds it is responsible for returning within 45 days of the date the
school determined the student withdrew.
The withdrawal date used in the return to title IV calculation of a student’s federal financial aid is the actual date
indicated on the official withdraw record. If a student stops attending classes without notifying the University, the
withdrawal date will be the last date of academic activity determined by the University.
Federal/State Aid Adjustments
Augsburg is required to return unearned federal/state aid for students who fully withdraw from their courses. The
Return to Title IV calculation is based on the total number of days in the semester compared to the total number of days
that a student attended classes before the last date of attendance. If the student receives more aid than they ‘earned’,
then the ‘unearned portion’ of the student’s aid must be returned to the U.S.Department of Education. After 60% of the
term has passed, students are eligible to keep all of their federal/state aid. If you are planning to completely withdraw
from your courses, please see a Student Financial Services counselor to determine what aid may need to be returned.
Financial aid will be returned to the aid program from which it came. If returned to a loan program, your outstanding
balance will be reduced by the amount of the return. Aid will be returned in the following order:
1. Unsubsidized Direct Loan
2. Direct Graduate PLUS Loans
3. TEACH Grant
Institutional Aid Adjustments
Augsburg will return institutional aid for students who partially withdraw or fully withdraw from courses. If students
withdraw from their courses they will receive a 50% tuition refund and 50% of their institutional aid will be removed. If a
student withdraws after the last day to receive a tuition refund, there will be no adjustment to their institutional aid.
Post-Withdrawal Disbursement
If a student earned more aid than was disbursed to him/her, the student may be eligible for a post-withdrawal
disbursement. Augsburg’s financial aid office will notify the student in writing if he/she is eligible for a post-withdrawal
disbursement of Title IV loan funds.
A student or parent borrower must first confirm in writing whether he/she accepts/declines all or some of the loan
funds offered as a post-withdrawal disbursement. A post-withdrawal disbursement of Federal grant funds does not
require student acceptance or approval. The University will seek the student’s authorization to use a post-withdrawal
disbursement for all other educationally related charges in addition to tuition and fees.
Credit Refund
Augsburg students may be eligible to receive a credit refund if their financial aid exceeds tuition and fee charges for a
term. Credit refunds are issued within two weeks after the last day to drop courses without recorded notation. Financial
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Aid needs to be finalized (You can verify your financial aid status online through Track Your Financial Aid) and applied to
a student’s account (Check your Transaction History online to verify all of your financial aid has been applied to your
account and nothing is left pending) before the credit refund can be issued.
Changes in enrollment status, housing status, and program status may affect financial aid eligibility and credit refunds.
Students who are enrolled less than half-time (less than 6.0 credits for undergraduates, less than 3.0 credit for
graduates) may not be eligible for financial aid; however, students may apply for private alternative loans. Registration
changes made from the first week of the term through midterm may require a return of financial aid funds. Students
who drop courses may receive a tuition refund, but some forms of financial aid may have to be adjusted before a refund
will be available. Financial aid return of funds may take up to 30-45 days to be processed.
Bookstore
Students who are registered for the upcoming term will be allowed to charge up to $750 to their student account.
Students DO NOT need to request a bookstore account this year.
Please plan ahead and purchase books and supplies before the scheduled cut off dates; plan ahead for courses that start
midterm as you will be unable to charge anything to your student account after the cut-off date.
Students’ accounts will be billed for only what was spent on their bookstore accounts before credit refunds are issued. If
your bookstore charges create a balance on your account, you need to make payments in accordance with your
statement. Bookstore purchases charged to a student account are intended for students who have excess financial aid
funds to cover their tuition, fees, AND their books or supplies. Please contact Student Financial Services before you
purchase books if you need to discuss payment options.
Due to the financial aid cycle, you can only charge expenses to your bookstore account during specific times.
Third Party
If you are expecting a third party to cover the cost of your books, you will need to turn in an itemized receipt of your
purchases to the Student Financial Services Office, along with your invoice request.
Additional Funds
If the cost of your textbooks and supplies are above $750 in one term, you have enough financial aid to cover the
additional costs, and you would like to charge the additional amount to your student account, please send the following
information to Student Financial Services (studentfinances@augsburg.edu). All requests need to be in writing.
Subject: Request for additional funds
Full Name:
Student ID number:
Additional request:
Students will receive an e-mail when the additional request has been processed. Accounts are opened as quickly as
possible, but it could take up to two business days for activation.
Consumer Information
Loss of Financial Aid Due to Drug Offense
A student, who is convicted of a state or federal offense involving the possession or sale of an illegal drug that occurred
while the student was enrolled in school and receiving Title IV aid, is not eligible for Title IV funds. [An illegal drug is a
controlled substance as defined by the Controlled Substance Act and does not include alcohol and tobacco.
A borrower’s eligibility is based on the student’s self-certification on the Free Application for Federal Student Aid
(FAFSA). Convictions that are reversed, set aside or removed from the student’s record, or a determination arising from
a juvenile court proceeding do not affect eligibility and do not need to be reported by the student.
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A student who is convicted of a drug-related offense that occurred while the student was enrolled in school and
receiving Title IV aid loses Title IV eligibility as follows:
For the possession of illegal drugs:
First offense: one year from the date of conviction.
Second offense: two years from the date of the second conviction.
Third offense: indefinitely from the date of the third conviction.
For the sale of illegal drugs:
First offense: two years from the date of conviction.
Second offense: indefinitely from the date of the second conviction.
A school must provide a student who loses Title IV eligibility due to a drug-related conviction with a timely, separate,
clear, and conspicuous written notice. The notice must advise the student of his or her loss of Title IV eligibility and the
ways in which the student may regain that eligibility.
Regaining Eligibility after a Drug Conviction
A student may regain eligibility at any time by completing an approved drug rehabilitation program and by informing the
school that he or she has done so. A student regains Title IV eligibility on the date he or she successfully completes the
program. A drug rehabilitation program is considered approved for these purposes if it includes at least two
unannounced drug tests and meets one of the following criteria:
The program received or is qualified to receive funds directly or indirectly under a federal, state, or local government
program.
The program is administered or recognized by a federal, state, or local government agency or court.
The program received or is qualified to receive payment directly or indirectly from a federally or state licensed
insurance company.
The program administered or recognized by a federally or state-licensed hospital, health clinic, or medical doctor.
Policies may change throughout an academic year if necessary to comply with federal, state, or institutional changes or
regulations.
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Student Resources/Academic and Support Services
Lindell Library Resources
The James G. Lindell Family Library is home to a collection of almost 400,000 books, more than half of which are ebooks
that can be read online or downloaded at your convenience. Students also have access to millions of journal articles,
over 60,000 streaming videos, nearly 200 databases, and a wide assortment of movies on DVD or VHS. Lindell also
houses significant collections of juvenile literature and K-12 curriculum materials, as well as the University’s archives and
special collections. Our digital collections include full runs of campus publications such as The Augsburgian, The Echo,
and Murphy Square as well as numerous audio and video recordings documenting the university’s history.
If that still isn’t enough, Lindell Library offers an interlibrary loan (ILL) service free of charge. Augsburg students can
borrow any type of research material - books, journal articles, videos, music scores, and more - from almost any library
in the world and these materials will be delivered directly to Lindell Library at no cost to you.
Research Support
Research help is always available, either online or in person, at Lindell Library’s Learning Commons. Our research guides,
available on the library’s website, provide access to key research materials on topics as wide-ranging as health and
physical education, film studies, computer science, or music therapy. Students can set up individual research
consultations with a librarian at Lindell’s Learning Commons desk, by phone at 612-330-1604, by email at
refdesk@augsburg.edu, or chat with an expert 24/7 through our Ask-A-Librarian service at library.augsburg.edu.
Other Cool Stuff
Libraries are more than just books and databases, they are places to gather for collaborative research or quiet study and
reflection. At Lindell Library, you can do both. Ten group study rooms are available on the top floor of Lindell Library,
and can be reserved up to two weeks in advance. The lower level is a designated quiet study space for those who prefer
to work alone. Whether working on individual research or a large group project, Augsburg students can check out all
sorts of equipment from the Library’s Circulation Desk, including laptops, cameras, microphones, and other AV
equipment.
If your research takes you off campus or you just want to explore the Twin Cities, you can check out a bike or a
MetroTransit Go-To Card for use on buses and the light rail. Both are available at no cost.
The staff at Lindell Library are eager to help you with all your research needs. Stop by anytime that the library is open
(hours are always posted on the library’s website), or contact us at:
library.augsburg.edu
refdesk@augsburg.edu
612-330-1604
Information Technology Services
Augsburg University has built a reputation as a leader in its commitment to provide students with relevant and timely
access to information technology and training. Visit the Student Technology website, inside.augsburg.edu/techdesk, for
more on Information Technology at Augsburg.
Computing
Students have access to more than 250 on-campus computers. Both PC and Macintosh desktop computers are available
in the Lindell Library Learning Commons and computer lab, and in the 24-hour Urness computer lab. The University has
four computer classrooms, 40+ technology-enhanced classrooms and four video conferencing-enabled classrooms. The
circulation desk in Lindell Library has 40 laptops available for use in the library.
Several computer clusters are available for more specific student use within academic departments. A high-speed fiber
optic campus network provides access to AugNet online services, printing, and to the internet. Network-ready student
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machines can connect to the campus network from residence hall rooms or any building on campus using WiFi. All of the
AugNet online services are available securely on- and off-campus.
Center for Learning and Accessible Student Services (CLASS)
The Center for Learning and Accessible Student Services (CLASS) provides individualized accommodations and academic
support for students with documented learning, attention, psychiatric, sensory, and physical disabilities, as well as those
with temporary disabilities. CLASS has been recognized as a leader in its field, helping these students gain access to the
curriculum. Its mission is a reflection of Augsburg’s commitment to providing a rigorous and challenging, yet supportive,
liberal arts education to students with diverse backgrounds, preparations, and experiences.
Each term, Disability Specialists work directly with students to develop a plan for ensuring they have equal access to
Augsburg courses, programs, activities, and facilities. Students are encouraged to meet regularly with their specialist,
and discussions may include:
Accommodations for testing and coursework (e.g., extended time, note-taking)
Referrals to other campus resources (e.g., tutoring, student technology assistance, academic advising, counseling,
financial aid)
Training and use of assistive technology through the Groves Accommodations Laboratory
Coaching on academic, organizational, and time management skills
Campus living accommodations
The Disability Specialists may also consult with instructors, academic advisors, and other members of the faculty, staff,
or administration as they work to facilitate equal access for each student. Taking advantage of these accommodations
and services, however, remains the student’s responsibility.
Any Augsburg student who wants to establish eligibility for accommodations and services should schedule a meeting
with a Specialist to discuss their needs, as well as appropriate documentation of their disability. CLASS also provides
informal screenings for students who suspect they may have a learning-related disability. These screenings are meant
only to help students determine whether they should seek a thorough evaluation by a qualified professional.
Academic accommodations are intended to ensure access to educational opportunities for students with disabilities and
may not fundamentally alter the basic nature or essential components of an institution’s courses or programs.
The services and technology provided by CLASS are enhanced by the generous support of the Gage family and Groves
Foundation. For further information, call 612-330-1053.
International Student and Scholar Services (ISSS)
ISSS is responsible for advising degree-seeking international students and exchange students. Members of the ISSS team
serve as Designated School Officials (DSO) for the University’s F-1 student visa program and as Responsible Officer (RO)
for the University’s J-1 student/scholar exchange program. A DSO ensures institutional and individual compliance with
the law and government policies pertaining to F-1 students. The RO ensures institutional and individual compliance with
the law and government policies pertaining to J-1 exchange students and scholars. ISSS advises students regarding the F
and J regulations so that students maintain their F or J immigration status, as well as providing support for international
students in adjusting to life in the U.S. and in achieving their academic goals.
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Academic Policies and Procedures
Academic Calendars
All graduate programs meet on a semester calendar. The Academic Calendars can be found at
www.augsburg.edu/registrar. All academic calendars are subject to change without notice.
Academic Policies
The University and its faculty subscribe to the Statement of Principles on Academic Freedom as promulgated by the
American Association of University Professors and the Association of American Colleges.
Academic Honesty
A university is a community of learners whose relationship relies on trust. Honesty is necessary to preserve the integrity
and credibility of scholarship by the Augsburg University community. Academic dishonesty, therefore, is not tolerated.
As a University requirement, student course projects, papers, and examinations may include a statement by the student
pledging to abide by the University’s academic honesty policies and to uphold the highest standards of academic
integrity. (See Augsburg’s Academic Honesty Policy in the Student Guide).
Evaluation and Grading
Evaluation of academic performance is based on letter grades using an A ‐ F scale. Grading option cannot be changed
from traditional (A - F) to Pass/No Credit.
Explanation of grades:
Grade
A
AB+
B
BC+
C
CD+
D
DF
P
N
Grade Points Description
4.00
Excellent
3.67
3.33
3.00
Undergraduate: Good
Graduate: Satisfactory
2.67
2.33
2.00
Undergraduate only: Satisfactory
1.67
1.33
1.00
Poor
0.67
0.00
Failure
0.00
Pass*
0.00
No Pass
*The letter equivalent of a P grade is a C- / 1.67 or higher for undergraduate courses and a B / 3.0 or higher for graduate
courses.
Pass/No Pass Grades
In graduate courses, the grading option cannot be changed from the traditional A ‐ F grading scale to the Pass/No Pass
grading system.
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Some graduate courses only use the Pass/No Pass grading system. In order to receive a grade of P, students must
achieve at least a grade of B.
Incomplete (I) Grades
Incomplete grades (I) are to be given only in the case of extreme emergency (e.g., illness, family emergency, death in the
family, military commitment). If you have any questions regarding the qualifying emergency please contact your
instructor for verification.
An incomplete grade (I) may be awarded when the instructor grants permission after determining that a student
emergency may delay completion of coursework. Students who receive an incomplete grade should be capable of
passing the course if they satisfactorily complete outstanding course requirements.
To receive an incomplete grade, a student must file an Application for Incomplete Grade form with the Registrar’s Office
that states the reasons for the request, outlines the work required to complete the course, and includes the course
instructor’s and program director’s signatures. The instructor may stipulate the terms and conditions that apply to
course completion; however, students may not attend the same course (or a portion of the same course) in a following
term with an incomplete grade. The student must complete the outstanding work in enough time to allow evaluation of
the work by the instructor and the filing of a grade before the final day of the following academic term (including
summer) in the student’s program. If the work is not completed by the specified date of the following academic term,
the grade for the course becomes an F.
Extension (X) Grades
Internships, independent studies, and directed studies may sometimes last longer than one term. When this is the case,
they must be completed by the grading deadlines within one year from the beginning of the first term of registration. A
grade of X (extension) is given by the instructor to indicate that the study is extended. It is expected that students given
X extensions will continue to communicate with their instructors and demonstrate that satisfactory progress is being
maintained. A final grade will be issued at the end of the term in which the work is completed and evaluated (but not
longer than one year). An instructor has the right to not grant an extension where satisfactory progress is not
demonstrated. If the course is not completed, a grade of F will be assigned.
Withdrawal (W) Grade
A course is given a grade of W (withdrawn) when a student withdraws from the course after the deadline for dropping
classes without a W grade and before the last day to withdraw. Withdrawals negatively impact credit completion rate
but do not negatively impact the grade point average.
Repeated Courses
A course in which a grade of F, FN, D-, D, D+, C-, C, C+, B-, or N has been received may be repeated for credit. Courses in
which higher grades have been earned may not be repeated for credit and a grade, but may be audited (exceptions are
made for academic programs with minimum grade requirements of a B+ or higher or other catalog policies that require
a course to be retaken). All courses taken each semester and grades earned, including W and N, will be recorded on the
academic record. Only the credits and grades earned for the most recent attempt, for legitimately repeated courses, are
counted toward graduation and in the grade point average. Courses completed at Augsburg University must be repeated
at Augsburg to be included in the repeat policy.
Auditing Courses
Students who wish to take courses without credit or grade may do so by registering for Audit (V) on a space-available
basis. Graduate students will be charged an audit fee of $1,000. The signature of the instructor is required to register an
audit. Students who audit a course should confer with the instructor within two weeks of the beginning of the term to
determine expectations, attendance, and any other requirements. If expectations have been met, the course will be
listed on the transcript with a V grade. If expectations have not been met, the course will be listed with a grade of W.
Audited courses do not count towards graduation.
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Grade Point Average
The grade point average (GPA) is based on final grades for all work at Augsburg. It does not include credit and grade
points for work transferred from other institutions.
The formula for calculating the GPA = Total grade points divided by number of credits attempted with A to F grades
assigned.
The following grading symbols are not included in the GPA calculation:
Symbol
P
S
N
V
W
I
X
IP
R
GRT
L
NG
Explanation
Fall 2017 to Present: Pass, C- or higher undergraduate or B or higher graduate work;
Prior to Fall 2017: Pass, 2.0 or higher undergraduate or 3.0 or higher graduate work
Satisfactory
No pass, no credit
Audit, no credit
Withdrawn
Incomplete
Extension, incomplete
In progress
Repeat
Credit granted
Required lab component (a credit-bearing grade was earned in the corresponding
lecture course)
Not graded, no credit
Attendance
Attendance and participation are critical to the success of any course. Evaluation of the level and quality of participation
may be incorporated into the course grade. We view attendance as a joint commitment of both instructors and students
to our professional development. Each instructor has the authority to specify attendance and participation requirements
to address the needs of particular courses, individual students, or various learning styles.
Lack of attendance may result in a failing grade and the requirement to repeat the course. Students must notify the
professor in advance of any expected absence. In the case of emergency, when prior notification is not possible,
students must notify the professor of an absence as soon as possible.
Non-Attendance/Non-Participation
Attendance/participation in class is important for academic success and financial aid. Therefore, students are dropped
for non-attendance/non-participation after the 10th business day of the term if reported by the instructor and billed a
Failure to Withdraw Fee of up to $300. Students are ultimately responsible for dropping classes if they no longer plan to
attend/participate. Students who have been dropped and wish to re-enroll must submit an Academic/Financial Petition.
Graduate Continuation Policy
Students registering for the final project course must complete the Final Project Registration/Graduate Continuation
Contract by the last day to add with faculty signature for a Full Semester class as noted on the Academic Calendar. Upon
receipt of the contract, the Registrar’s Office will enroll the student in the Continuation Program for 7 semesters. Entry
into the Continuation Program maintains students’ active status in the graduate program, including library and AugNet
Services.
If a grade is not received by the grading deadline of the 7th semester, the grade will change from X to N. Students who
wish to complete the final project after receiving a failing grade must meet with the program director to evaluate
readmission to the University and program. Students who are readmitted may need to complete additional coursework
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and will need to pay tuition and fees for any additional courses. If/when the final project course is completed, the new
grade would replace the previous N grade.
Students may withdraw from the University, and thus from the Continuation Program and the final project course, at
any point during the continuation period and receive a W notation on the transcript for the final project course.
Following a withdrawal, students are welcome to meet with the program director to evaluate readmission to the
University and program. Students who are readmitted may need to complete additional coursework and will need to
pay full tuition and fees for any additional courses. If/when the final project course is completed, the new grade would
replace the previous W grade.
Credit and Contact Hours
Augsburg’s credit hour policy follows the federal guidelines in defining a semester credit hour as one fifty-minute period
of instruction and 100 minutes of out-of-class work per week for fifteen weeks, or the equivalent amount of student
work completed over a different time frame or via a different delivery method.
All Augsburg programs follow the semester calendar with semester lengths from 14-16 weeks. Augsburg offers a
summer semester which follows the same format as both fall and spring semester. Students must take at least 3 credits
to be considered half-time, and 6 or more credits to be considered full-time. Students may take up to 22 credits.
Degree Requirements
To be conferred the graduate degree, all graduate students must achieve the following:
Successful completion of all required courses
A cumulative GPA of 3.0; Physician Assistant students must consult the PA Program Progression Standards Policy.
Successful completion of all degree requirements within the stipulated period of matriculation or a signed
continuation agreement with Augsburg University.
Probation and Dismissal
Graduate students must maintain a 3.0 cumulative grade point average. If a student falls below a 3.0 average, the
student will be placed on academic probation for the following term. A 3.0 cumulative grade point average must be
restored in order for a student to be removed from probation. Graduate students in the Physician Assistant must consult
the PA Program Progression Standards Policy.
A student whose GPA falls below the required GPA for his/her graduate program (3.0 in most programs) in two or more
terms may be subject to probation or dismissal. A plan for the student to continue in the program may be worked out
with the program director.
Students may also be dismissed for violation of standards of behavior defined by their profession, their program, or the
University.
Dismissal Appeals Process
A student may appeal a program’s dismissal decision using the University’s program dismissal appeals process. Appeals
are limited to procedural errors that the student can demonstrate negatively affected the outcome.
The student initiates the appeal process by submitting a hard copy of the statement of appeal to the Dean of
Professional Studies; email is not acceptable. The statement must identify each procedural error and state how each
error negatively affected the outcome. The statement of appeal will be the only basis of the student’s appeal. The Dean
of Professional Studies must receive the student’s statement of appeal within 14 calendar days of the date on the
department’s written notification of dismissal.
The Dean of Professional Studies will send a copy of the statement of appeal to the program chair/director. The program
must submit a response to the student’s statement of appeal within 15 business days of the date that the statement was
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received by the Dean of Professional Studies’ office. A hard copy of the program’s response should be submitted to the
AVP-Graduate Studies. The Dean of Professional Studies will send a copy of the program’s response to the student.
The Dean of Professional Studies will convene the Program Dismissal Appeals Committee, which will include the Dean of
Professional Studies as a non-voting chair and three program faculty members (one from programs not named in the
appeal: Business, Creative Writing, Education, Leadership, Nursing, Physician Assistant Studies, Social Work). The
Program Dismissal Appeals Committee will schedule its hearing within 15 business days of receipt of the program’s
statement of response. The Committee will meet with the student and a program representative to review the
procedures and ask questions of both the student and the program representative. The student and program
representative may each bring a third party to the review meeting (limited to an Augsburg University faculty member,
staff member, or student). The role of the third party representative is to provide support to the student or the program
representative, not to serve as an advocate during the meeting.
Dropping or Withdrawing
Courses may be dropped or withdrawn online through AugNet Records and Registration or with a Registration Form. For
drop and withdrawal deadlines see the Academic Calendar.
Independent Study
Students may request to complete an independent study course as an addition to the required coursework. A faculty
sponsor is required for an independent study project, and project proposals must be approved by the program director
in order to receive credit. Normally, independent study may not be used as a replacement for a standard course offered
in the curriculum, with the exception of the general elective (if approved). A special Directed/Independent Study
Registration form is required.
Term Off
Students may take up to two semesters off and have continued access to Augsburg email and AugNet Services. If a
student is not registered after 10th day of the third semester, the student’s file will be deactivated and the student will
need to submit an Application for Readmission to re-enroll.
For an absence of any length, students should coordinate with their program director prior to leaving. Due to a variety of
program schedules and cohorts for some degrees, it is required that students meet with their advisor and obtain the
advice of their director.
Evaluation of Transfer Credit
Students may petition the program director for transfer credit to apply to program requirements. The transfer of credit
will be evaluated on an individual basis. Students will be asked to provide appropriate documentation regarding
previous coursework, including but not limited to an official transcript, course description, and syllabus. In order to be
considered for transfer, a course must be from a regionally-accredited college or university and graded B or better.
Courses must have been taken at the graduate level and course content must be comparable to program requirements
at Augsburg.
The maximum number of semester credits that can be transferred is:
Master of Arts in Education (6)
Master of Arts in Leadership (6)
Master of Arts in Nursing (9)
Master of Business Administration (18)
Master of Fine Arts in Creative Writing (12)
Master of Music Therapy (Contact program director)
Master of Science, Physician Assistant Studies (Contact program coordinator)
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Master of Social Work (22)
Doctor of Nursing Practice (Contact program director)
Augsburg credits are calculated in semester hours. If you completed courses at other institutions that are quarter hours,
they will be converted to semester hours. One quarter hour equates to two-thirds of a semester hour.
Courses and credits that are accepted in transfer are recorded on the student’s transcript. Grades and grade points from
other institutions are not transferred to Augsburg and are not included in the student’s cumulative grade point average.
Definition of Official Transcript
Official transcripts are marked with institutional security features, date, and appropriate signature. Augsburg University
accepts official transcripts directly from another institution’s Office of the Registrar or a secure authenticated
designated party. The transcript must arrive at Augsburg University in an envelope sealed by the issuing institution or via
an encrypted electronic method (adapted from AACRAO, 2018).
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Master of Arts in Teaching (MAT)
The Master of Arts in Teaching (MAT) degree includes all the required coursework to obtain your Minnesota teaching
license in your area of expertise. The MAT program is designed for students seeking their initial license. Students who
already possess a teaching license who are interested in a second license should look at the MAE program. Our program
is unique in that it integrates an Early Career Teacher Seminar as a capstone experience that is designed to help you be
successful in your career as a teacher. Our licensure concentrations are offered through a mix of undergraduate and
graduate courses.
We offer the following concentrations for the MAT Degree: Elementary Education, Secondary Education, Special
Education, English as a Second Language.
MAT with a concentration in Elementary Education
33 Graduate Credit Hours / 75 Total Credit Hours
100 Out of Class Field Hours Required
This program is designed to prepare teachers for grades K-6. Optional endorsements in middle school specialty areas of
math, science, social studies, and communication arts can be pursued along with or separately from the K-6 license.
Program Requirements
EDC 501 - Graduate Proseminar (1 CH)
EDC 511 - Tools of Inquiry (3 CH)
EDC 522 - Orientation to Education in an Urban Setting* (3 CH)
EDC 566 - Diversity/Minnesota American Indians (3 CH)
EDC 533 - Learning and Development in an Educational Setting (3 CH)
EDC 544 - Learners with Special Needs* (3 CH)
EDC 580 - School and Society (3 CH)
EED 524 - Foundations of Literacy (3 CH)
EED 525 - K-6 Methods: Literacy* (3 CH)
EED 550 - K-6 Methods: Math (3 CH)
EED 560 - K-6 Methods: Science (3 CH)
EDC 596 - Early Career Teacher Seminar (2 CH)
To complete the license, students also will need to complete the following requirements at the undergraduate level:
HPE 115 - Chemical Dependency Education
EDC 220 - Educational Technology
EED 326 - Elementary Reading K-6 Field Experience* (taken concurrently with EED 525)
EED 311 - K-6 Methods: Health
EED 312 - K-6 Methods: Physical Education
EED 336 - Advanced Literacy Methods*
EED 341 - K-6 Methods: Art
EED 370 - K-6 Methods: Social Studies/Thematics
EED 380 - Kindergarten Methods*
EED 386 - K-6 Methods: Children’s Literature
One of EDC 481 or EDC 482
o EDC 481 - Student Teaching: Initial License (12-14 weeks)
o EDC 482 - Student Teaching: Endorsement
EED 489 - Teacher Performance Assessment and Student Teaching Seminar
*Field experience hours are required in these courses. Please see the Field Experience section for more information.
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MAT with a concentration in Secondary Education
30 Graduate Credit Hours / 68 – 107 Total Credit Hours**
100 Out of Class Field Experience Hours Required
K-12 licenses prepare teachers to teach a content area across elementary, middle school, and high school. Licenses for
grades 5-12 prepare teachers to teach at the middle and high school levels.
K-12 Licenses are available in the following areas: Music, Physical Education, Visual Arts
5-12 Licenses are available in the following areas: Communication Arts, Health, Math, Social Studies
9-12 Licenses are available in the following subject areas: Biology, Chemistry, Physics
Middle School Endorsements (5-8) are available in the following licensure areas: Social Studies, Communication Arts,
Visual Arts, Health, Music, and Physical Education.
A 5-8 general science license is also available.
**Total Credit Hours vary depending on content area and the addition of a middle school endorsement.
Program Requirements
Please note that additional courses in content area may also be required.
EDC 501 - Graduate Proseminar (1 CH)
EDC 511 - Tools of Inquiry (3 CH)
EDC 522 - Orientation to Education in an Urban Setting* (3 CH)
EDC 566 - Diversity/Minnesota American Indians (3 CH)
EDC 533 - Learning and Development in an Educational Setting (3 CH)
EDC 544 - Learners with Special Needs* (3 CH)
EDC 580 - School and Society (3 CH)
ESE 525 - Creating Learning Environments (3 CH)
ESE 500 - Reading and Writing in Content Area* (3 CH)
EDC 596 - Early Career Teacher Seminar (2 CH)
To complete the license, students also will need to complete the following requirements at the undergraduate level:
HPE 115 - Chemical Dependency Education
EDC 220 - Educational Technology
ESE 3XX - K-12 or 5-12 Methods (in the content area)*
One of EDC 481, EDC 482, or EDC 483
o EDC 481 - Student Teaching: Initial License (12-14 weeks)
o EDC 482 - Student Teaching: Endorsement
o EDC 483 - Student Teaching: Initial License in PE, Music, Art, or ESL
ESE 489 - Teacher Performance Assessment and Student Teaching Seminar
*Field experience hours are required in these courses.
Undergraduate Content Area Requirements
The equivalent of a major in the licensure content area is required for K-12 and 5-12 licenses. Students who have
majored in a field in which we offer licensure must have their previous coursework evaluated by the major department
at Augsburg. Coursework must meet Minnesota licensure standards and have recorded a grade of C or better.
Coursework older than seven years is judged on a case-by-case basis. If a student is missing requirements, specific
undergraduate coursework will be required in order for the license to be attained.
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MAT with a concentration in Special Education
48 Graduate Credit Hours / 70 Total Credit Hours
190 Field Experience Hours
The MAT in Special Education at Augsburg University corresponds with an Academic Behavioral Strategist (ABS), K-12
teaching license. This program qualifies students to teach in special education programs and positions working with
students with mild to moderate disabilities in the areas of emotional/behavioral disabilities, learning disabilities, autism
spectrum disabilities, developmental and cognitive disabilities and other health disabilities. This program is built on an
inclusive education model. Under this model, students learn how to work closely with both special and general
educators to facilitate inclusion of special education students into the regular education classroom.
Program Requirements
EDC 501 - Graduate Proseminar (1 CH)
EDC 511 - Tools of Inquiry (3 CH)
EDC 522 - Orientation to Education in an Urban Setting* (3 CH)
EDC 566 - Diversity/Minnesota American Indians (3 CH)
EDC 533 - Learning and Development in an Educational Setting (3 CH)
EDC 544 - Learners with Special Needs* (3 CH)
EED 524 - Foundations of Literacy (3 CH)
EED 525 - K-6 Methods: Literacy* (3 CH)
EED 550 - K–6 Methods: Math* (3 CH)
EED 560 - K–6 Methods: Science* (3 CH)
SPE 510 - Implementing Assessment Strategies* (3 CH)
SPE 511 - Etiology and Theory of Mild to Moderate Disabilities (3 CH)
SPE 515 - Theory to Practice* (3 CH)
SPE 525 - Transition and Community* (3 CH)
SPE 530 - Instructional and Behavioral Practices* (3 CH)
SPE 540 - Parent and Professional Planning (3 CH)
EDC 596 - Early Career Teacher Seminar (2 CH)
To complete the license, students also will need to complete the following requirements at the undergraduate level:
HPE 115 - Chemical Dependency Education
MAT 137 - Mathematics for Elementary Teachers I
EDC 220 - Education Technology
EDC 330 and 332 - Building the Public Good: Public Achievement and Organizing
EDC 331 and 333 - Practicum in Public Achievement
EED 326 - Elementary Reading K-6 Field Experience* (taken concurrently with EED 325/525)
EDC 481 - Student Teaching: Initial License (12-14 weeks)
SPE 489 - Teacher Performance Assessment and Student Teaching Seminar
*Field experience required as part of this course.
MAT with a concentration in English as a Second Language (ESL)
36 Graduate Credit Hours / 66 Total Credit Hours
110 Field Experience Hours
The K-12 English as a Second Language license is available as an initial license or as a second license. This license qualifies
teachers to work with K-12 students for whom English is a second language across a range of subject areas. A
prerequisite to program admissions is two years of high school level or one year of college level language instruction.
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Program Requirements
EDC 501 - Graduate Proseminar (1 CH)
EDC 511 - Tools of Inquiry (3 CH)
EDC 522 - Orientation to Education in an Urban Setting* (3 CH)
EDC 566 - Diversity/MN American Indians (3 CH)
EDC 533 - Learning and Development in an Educational Setting (3 CH)
EDC 544 - Learners with Special Needs* (3 CH)
EED 525 - K-6 Methods: Literacy* (3 CH)
ESE 525 - Creating Learning Environments* (3 CH)
ESL 510 - History and Structure of the English Language (3 CH)
ESL 520 - ESL Literacy* (3 CH)
ESL 530 - Language, Culture, and Schools (3 CH)
ESL 540 - ESL Methods* (3 CH)
EDC 596 - Early Career Teacher Seminar (2 CH)
To complete the license, students also will need to complete the following requirements at the undergraduate level:
HPE 115 - Chemical Dependency Education
EDC 220 - Educational Technology
EED 326 - Elementary Reading K-6 Field Experience (taken concurrently with EED 325/525)
ESL 310 - Second Language Acquisition
ESL 320 - Introduction to Linguistics
ESL 410 - ESL Testing and Evaluation
EDC 483 - Student Teaching: Initial License in PE, Music, Art, or ESL
ESL 489 - Teacher Performance Assessment and Student Teaching Seminar
*This course has a field experience requirement.
Field Experience
An important part of preparing to be a teacher resides in meaningful experinces in the field. For courses with a field
experience, you should plan on a minimum of 20 hours spent in a classroom or other relevant learning environment
during the weekday. Most field experiences are intended to be completed in a classroom or grade level that corresponds
with your licensure type (e.g. K-6 classrooms for an elementary license). If more than one course with field experience is
taken in a given term, field experience requirements expand accordingly (i.e., two courses with 20 hours of field
experience each require a total of 40 hours).
Graduate Elective Courses
Depending on the licensure area, students may be required to take one or two graduate elective courses. Other
students may wish enroll in additional graduate coursework based on interest. MAT students may take any course
offered at the 500 level in Education (EDC, ESE, EED, SPE) or Leadership (MAL) as a graduate elective.
Graduate students may also petition to enroll in coursework offered by any graduate program at Augsburg University as
a graduate elective. In many cases, the Graduate Director of the program offering the elective will also need to approve
registration. Students may alternatively petition to have graduate coursework taken at another institution be accepted
in transfer.
Admission to MAT
Admission Requirements
Students admitted into the MAT licensure and degree programs must have:
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Bachelor’s degree from a regionally-accredited four-year institution
Cumulative grade point average of 2.5 or higher. If a student fails to maintain a 3.0 Augsburg cumulative GPA, they
may be dismissed from the graduate program. Students dismissed from the MAT program may still complete their
license in the Adult Undergraduate program.
Application Checklist
The following items must be sent to the Augsburg Office of Admissions:
Completed application form – augsburg.edu/mae
$35 non-refundable application fee
Personal summary outlining your tentative educational objectives and reasons for wanting to attend Augsburg
Official academic transcripts from all previously attended post-secondary institutions (including colleges,
universities, vocational/technical schools, and PSEO institutions) sent directly to the Admissions Office.
Admission as an International Student
International applicants must submit the required application materials listed above. Refer to the additional
requirements outlined in Admission of International Students.
Course Exceptions and Graduate Course Transfer Credit
Some coursework required for licensure may be met through a course exception granted upon admission to the
program. Previous coursework taken at other universities is evaluated by the Department Chair during the admission
process. Some content area courses for secondary education students are evaluated by the content area department.
This degree audit may reveal that fewer courses are required for licensure. In some circumstances, additional courses
may be required in a secondary content area. When graduate coursework is met with a course exception, additional
graduate credits will only be required if the total graduate credit hours to be earned is less than 30 CH.
Graduate coursework accepted into the licensure program is not automatically accepted into the MAT degree program.
Previous graduate coursework must have received a grade of B or better to be considered. See the graduate program
director for approval to use graduate level transfer courses in the degree program. Students may transfer in no more
than six (6) graduate credit hours from another institution.
Acceptance into the MAT Program
Application files are reviewed by the graduate program director. Applicants are notified of the admission decision by the
Office of Admissions, usually within one to two weeks after the application file is complete. Applicants whose cumulative
undergraduate GPA is below 2.5 can request an admission committee be formed by written petition to the Graduate
Director.
Advising and Registration
Admitted students are able to participate in academic advising and the registration process. Typically, first-term
registration occurs with intake advising. After the first term, students generally are able to register online through
Records and Registration. All students are assigned an Education Department faculty advisor in the first semester of
courses.
MAT in Rochester
The Master of Arts in Teaching program is also offered at our location in Rochester, MN. Rochester offers the MAT with
concentrations in Elementary Education, Special Education, and English as a Second Language. Classes primarily meet
weekday evenings and summer at Bethel Lutheran Church in Rochester.
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Academic Policies
Cumulative GPA Requirement
To complete the MAT program, students must maintain a 3.0 or better Augsburg cumulative GPA.
Graduation and Licensure/ Endorsement Requirements
A minimum GPA of 3.00 overall and grades of P in student teaching courses are required for licensure as well as C- or
better in all required core, specialty, and education major courses.
Dismissal from Licensure and Degree Program
Students may be dismissed from the MAT program for failure to maintain appropriate academic and teaching-based
performance standards, for gross violation of University policy, and/or for conduct in violation of professional ethics.
Dismissal occurs within the context of established department procedures described in the MAT/MAE Handbook.
Students have the right to appeal dismissal from the program on the grounds of procedural error, using the University’s
program dismissal appeals process. Information about the program dismissal appeals process is available in the
Augsburg Student Guide. Students who fail to complete the MAT program may have the option to finish their graduate
degree in the MAE program (without a license)
Readmission and Withdrawal
Students in good standing who fail to register for courses for two terms (not including summer) are automatically
withdrawn from the MAT program. To be readmitted to the University and the MAT program, students file a
Readmission form through the Registrar’s Office.
Program Costs
In addition to tuition, students in this program can expect to pay a data maintenance fee upon admission to the
department, as well as liability insurance at the student rate during student teaching and the cost of a background check
for licensure and, possibly, field experience. In addition, optional international travel courses have associated costs
above and beyond the charge for tuition.
Licensure Tests
All teachers seeking licensure through Augsburg must take and pass all tests required by the state of Minnesota for
licensure. These include tests in basic skills, pedagogy and content area knowledge.
Program Petition Process
A student may petition to amend program requirements by written petition to the Graduate Program Director. Please
note that changes to state licensure requirements cannot be granted. Please consult the MAT handbook for information
regarding the petition process.
Accreditation and Approvals
Augsburg University Teacher Education programs are approved by:
Minnesota Professional Educator Licensing and Standards Board (PELSB)
Augsburg University is accredited by the Higher Learning Commission.
Credit
Most MAT graduate level courses are offered for 3 semester credits. Each course is comprised of 37.5 instructional
hours with the expectation of about 75 hours of independent study outside of class.
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Schedule of Classes
The majority of the education courses in the MAT programs are offered on weekday evenings. Courses typically meet
face to face every other week with online instruction during the alternate weeks. A few education courses and many
undergraduate content area courses are offered in a face to face, classroom based format, meeting weekly in the
evenings. Summer session courses are offered primarily on weekday evenings. Summer courses are offered in a mix of
formats from all online to all face-to-face.
Master of Arts in Education (MAE)
For those interested in developing their professional capacity, taking graduate coursework in educational studies, or
obtaining a second teaching license, Augsburg University offers a Master of Arts in Education (MAE) degree. The Master
of Arts in Education (MAE) program offers professional educators and community workers the opportunity to develop
their skills and understanding in curriculum and pedagogy. Our program prepares educators to serve students effectively
and to nurture healthy change within schools, school systems and society.
Program Requirements
30-31 Graduate Credit Hours
The MAE @ Augsburg is premised by two assumptions: first, that we learn through a series of experiences, embodied
through a lived curriculum or “currere” (Grumet & Pinar, 2014) and, second, that graduate inquiry entails an ongoing
cycle of critical questioning and a commitment to continuous improvement, of ourselves and our world.
This program invites students to engage in critical discourse relevant and pertinent to their own socio-cultural context,
integrating relevant knowledges to address the problems they identify and wish to address. As we are all life-long
learners, our faculty partner with students in collective searches and re-searches for insight and shared meaning. Our
faculty bring their expert knowledge, both disciplinary and interdisciplinary, to help students gain access to the tools of
scholarly and pragmatic inquiry, in order to critique, deconstruct our world as it is and envisage our schools and
communities as we would like them to be. In other words, we co-construct curriculum with students, a collaborative
effort to facilitate emergent intellectual and material journeys. This process entails studies of agency and selfpoliticization, understanding of different experiences and interactions with broken systems, and articulations of
alternative ways of knowing and organizing our social relationships.
Required Core Courses (10 CH)
EDC 501 – Graduate Proseminar (1 CH)
EDC 511 – Tools of Inquiry (3 CH)
EDC 560 – Issues In/equity (3 CH)
EDC 571 – Navigating Change in Education (3 CH)
Concentration Coursework (12 CH)
*Note: Concentration Coursework may consist of any education coursework. The following concentrations are
recommended clusters of courses.
Culture & Curriculum Concentration Options
EDC 552 – Culturally Responsive Pedagogy (3 CH)
EDC 5xx – Paideia Institute (2 CH)
EDC 5xx – Integrated Curriculum (3 CH)
EDC 5xx – Out of School Pedagogies (3 CH)
EDC 5xx – Non-western Educational Traditions (3 CH)
EDC 566 – Diversity/MN American Indians (3 CH)
EDC 5xx – Education and the Ecological Crisis (3 CH)
ESE 500 – Reading and Writing in the Content Area (3 CH)
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ESL 530 – Language, Culture and Schools (3 CH)
SPE 530 – Instructional and Behavioral Practices (3 CH)
SPE 510 – Implementing Assessment Strategies (3 CH)
Community Engaged Learning Concentration Options
EDC 552 – Culturally Responsive Pedagogy (3 CH)
EDC 5xx – Public Achievement (3 CH)
EDC 5xx – Out of School Pedagogies (3 CH)
EDC 5xx – Integrated Curriculum (3 CH)
EDC 5xx – Non-western Educational Traditions (3 CH)
EDC 5xx – Education and the Ecological Crisis (3 CH)
EDC 5xx – Grant/Professional Writing (3 CH)
SPE 540 – Parent and Professional Planning (3 CH)
ESL 530 – Language, Culture, and Schools (3 CH)
SPE 525 – Transition and Community (3 CH)
Elective Coursework
Nine (9) Additional Credit Hours are required to complete the degree. These credit hours may be taken as electives from
other graduate programs at Augsburg or from Education coursework. They may also be taken as professional
development workshops and institutes that offer graduate credit. Please contact the Graduate Programs in Education
office or consult the Handbook for more information about these opportunities.
Additional Degree Requirements
Students in the MAE are required to complete an Inquiry Project in partial fulfillment of their degree. Details regarding
the Inquiry Project are found below. Additional information can be found in the Graduate Programs in Education
Handbook. Alternatively, students may petition to complete a thesis in lieu of the Inquiry Project. Please consult the
Thesis Completion section below for details about doing a thesis in the MAE program.
MAE Inquiry Project
Students elect to complete the inquiry project in the graduate course of their choosing with the consent of the
instructor. Since most courses have a culminating graduate assignment, students would notify their instructor that they
wish to complete the inquiry project in their course. The instructor of the course serves as evaluator/facilitator of the
inquiry project.
The inquiry project can be completed at any time in the program. The project completion will be introduced in EDC 501
(Graduate Proseminar) and discussed in greater detail in EDC 511 (Tools of Inquiry)
An inquiry project should integrate and synthesize the course topic, student experience and insight, and the questions
that underpin student inquiry throughout the program. An inquiry project may be classroom or community-based in
nature. The inquiry project is a contextualized project designed by graduate students that facilitates:
•
•
professional development within the context of a discipline.
participation in and contribution to our broader communities.
Mazzeo et al (Perin, 2011, p. 6) define contextualization as instructional strategies intended to link academic content
with its application in a specific context relevant to the students. Additionally, community-based instruction is defined as
systematic instruction that integrates community settings with meaningful learning and it is age-appropriate to the
students. Drawing from the literature of experiential learning, the project will be designed with a focus on the relevance
of presenting problems and societal issues, so that students can apply what they learn to their work in the world.
The inquiry project is left to be intentionally open so that graduate students may design school or community based
projects that are relevant to the context in which they work. This allows graduate students to explore a compelling
project in which they are allowed to design an effective tool to be used in authentic settings and for authentic purposes.
The form and content of the project will be proposed by the graduate students and guided within the content of one
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graduate course. Projects should demonstrate relevance and applicability to educational contexts. The project will
include a synthesis of relevant literature, and inquiry and professional development activities undertaken by the student
either alone or in collaboration with faculty, other graduate students, or community members.
Support for Students
After 12 credit hours, the Graduate Program will audit progress with each student to determine their progress towards
developing an inquiry project. For students who require additional support in developing their projects, they may be
advised toward particular coursework to better prepare their project work.
Tools of Inquiry (EDC 511) may be repeated at the end of the program (counts as an elective) in order to further develop
or hone their project if they are unable to complete it during the course in which they have elected to complete the
Inquiry Project.
Perin, D. (2011). Facilitating Student Learning Through Contextualization.
Community College Research Center, Working Paper No. 29: New York, NY Columbia University.
MAE with an additional teaching license
For students who are seeking an additional teaching license as part of their graduate degree, required licensure courses
are determined based on a transcript evaluation upon acceptance into the program. Additional courses at the
undergraduate level may be required to satisfy state licensure requirements. All MAE students seeking an additional
license are required to enroll in EDC 501, Graduate Proseminar, in their first term.
When seeking an additional license with a master’s degree, you may be required to take additional coursework to reach
the required minimum of 30 Graduate Credit Hours. This additional course work may be any course offered at the 500
level in Education (EDC, ESE, EED, SPE) or Leadership (MAL) as a graduate elective.
MAE students seeking an additional license may also petition to enroll in coursework offered by any graduate program
at Augsburg University as a graduate elective. In many cases, the Graduate Director of the program offering the elective
will also need to approve registration. Students may alternatively petition to have graduate coursework taken at another
institution be accepted in transfer. Up to nine (9) graduate credit hours outside of education may be applied to the
degree.
MAE: Additional License in English as a Second Language (ESL)
110 Field Experience Hours
EDC 501 – Graduate Proseminar (1 CH)
EDC 522 – Orientation to Education in an Urban Setting* (3 CH)
EDC 566 – Diversity/MN American Indians (3 CH)
EDC 533 – Learning and Development in an Educational Setting (3 CH)
EDC 544 – Learners with Special Needs* (3 CH)
EED 525 – K-6 Methods: Literacy* (3 CH)
ESE 525 – Creating Learning Environments* (3 CH)
ESL 510 – History and Structure of the English Language (3 CH)
ESL 520 – ESL Literacy* (3 CH)
ESL 530 – Language, Culture, and Schools (3 CH)
ESL 540 – ESL Methods* (3 CH)
To complete the license, students also will need to complete the following requirements at the undergraduate level:
HPE 115 – Chemical Dependency Education
EDC 220 – Educational Technology
EED 326 – Elementary Reading K-6 Field Experience (taken concurrently with EED 325/525)
ESL 310 – Second Language Acquisition
ESL 320 – Introduction to Linguistics
ESL 410 – ESL Testing and Evaluation
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*This course has a field experience requirement.
MAE: Additional License in Special Education
190 Field Experience Hours
EDC 501 – Graduate Proseminar (1 CH)
EDC 522 – Orientation to Education in an Urban Setting* (3 CH)
EDC 566 – Diversity/Minnesota American Indians (3 CH)
EDC 533 – Learning and Development in an Educational Setting (3 CH)
EDC 544 – Learners with Special Needs* (3 CH)
EED 524 – Foundations of Literacy (3 CH)
EED 525 – K-6 Methods: Literacy* (3 CH)
EED 550 – K–6 Methods: Math* (3 CH)
EED 560 – K–6 Methods: Science* (3 CH)
SPE 510 – Implementing Assessment Strategies* (3 CH)
SPE 511 – Etiology and Theory of Mild to Moderate Disabilities (3 CH)
SPE 515 – Theory to Practice* (3 CH)
SPE 525 – Transition and Community* (3 CH)
SPE 530 – Instructional and Behavioral Practices* (3 CH)
SPE 540 – Parent and Professional Planning (3 CH)
To complete the license, students also will need to complete the following requirements at the undergraduate level:
HPE 115 – Chemical Dependency Education
MAT 137 – Mathematics for Elementary Teachers I
EDC 220 – Education Technology
EDC 330 and 332 – Building the Public Good: Public Achievement and Organizing
EDC 331 and 333 – Practicum in Public Achievement
EED 326 – Elementary Reading K-6 Field Experience* (taken concurrently with EED 325/525)
*Field experience required as part of this course.
Elective Coursework
Education Graduate Students may take any course offered at the 500 level in Education (EDC, ESE, EED, SPE) or
Leadership (MAL) as a graduate elective.
Graduate students may also petition to enroll in coursework offered by any graduate program at Augsburg University as
a graduate elective. In many cases, the Graduate Director of the program offering the elective will also need to approve
registration. Students may alternatively petition to have graduate coursework taken at another institution be accepted
in transfer.
Admission Requirements
Students admitted into the MAE programs must have:
A Bachelor’s degree from a regionally-accredited four-year institution
Cumulative grade point average of 2.5 or higher. Admitted applicants with a 3.0 or higher GPA are granted full
admission to the program. Admitted applicants with a cumulative grade point average of 2.5-2.99 are granted a
provisional admission to the graduate program. If a student admitted provisionally fails to maintain a 3.0 Augsburg
cumulative GPA over their first two terms, they may be dismissed from the graduate program.
Application Checklist
The following items must be sent to the Augsburg Office of Admissions:
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Completed application form – augsburg.edu/mae
$35 non-refundable application fee
Personal summary outlining your tentative educational objectives and reasons for wanting to attend Augsburg
Official academic transcripts from all previously attended post-secondary institutions (including colleges,
universities, vocational/technical schools, and PSEO institutions) sent directly to the Admissions Office.
Admission as an International Student
International applicants must submit the required application materials listed above. Refer to the additional
requirements outlined in Admission of International Students.
Course Exceptions and Graduate Course Transfer Credit
Some coursework required for licensure may be met through a course exception granted upon admission to the
program. Previous coursework taken at other universities is evaluated by the Department Chair during the admission
process. Some content area courses for secondary education students are evaluated by the content area department.
This degree audit may reveal that fewer courses are required for licensure. In some circumstances, additional courses
may be required in a secondary content area. Should a graduate level course be met through course exception, those
graduate credit hours may need to be made up through the use of a graduate elective.
Graduate coursework accepted into the licensure program is not automatically accepted into the MAE degree program.
Previous graduate coursework must have received a grade of B or better to be considered. See the graduate program
director for approval to use graduate level transfer courses in the degree program. Students may transfer in no more
than six (6) graduate credit hours from another institution.
Acceptance into the MAE Program
Application files are reviewed by the graduate program director. Applicants are notified of the admission decision by the
Office of Admissions, usually within one to two weeks after the application file is complete. Applicants whose cumulative
undergraduate GPA is below 2.5 can request an admission committee be formed by written petition to the Graduate
Director.
MAE in Rochester
The Master of Arts in Education program is also offered at our campus in Rochester, MN. Classes primarily meet
weekday evenings and summer at Bethel Lutheran Church in Rochester.
Academic Policies
Thesis Completion
Some students may wish to complete a thesis. Theses may include traditional research projects, academic journal
manuscripts/submissions, original creative projects across media (visual, audio, performance). Students who wish to
complete a thesis for the MAE will go through the following process:
1. Identify a thesis advisor (and secure two additional faculty committee members) and draft a problem statement
within their first 12 credit hours.
a. Problem Statement Form
b. Committee Recommendation Form
2. Enroll in concentration/elective coursework based on guidance from thesis advisor
3. Enroll in Thesis Hours (3 CH) at end of program. This counts against Elective Coursework.
4. Thesis Defense - Results in Pass/No Pass for Thesis Hours.
Cumulative GPA Requirement
To complete the MAT or MAE programs, students must maintain a 3.0 or better Augsburg cumulative GPA.
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Graduation and Licensure/ Endorsement Requirements
A minimum GPA of 3.00 overall and grades of P in student teaching courses are required for licensure as well as C- or
better in all required core, specialty, and education major courses.
Dismissal from Licensure and Degree Program
Students may be dismissed from the MAT program prior to and during student teaching for failure to maintain
appropriate academic and teaching-based performance standards, for gross violation of University policy, and/or for
conduct in violation of professional ethics. Dismissal occurs within the context of established department procedures
described in the MAT/MAE Handbook. Students have the right to appeal dismissal from the program on the grounds of
procedural error, using the University’s program dismissal appeals process. Information about the program dismissal
appeals process is available in the Augsburg Student Guide. Students who fail to complete the MAT program may have
the option to finish their graduate degree in the MAE program (without a license).
Readmission and Withdrawal
Students in good standing who fail to register for courses for two terms (not including summer) are automatically
withdrawn from the MAT program. To be readmitted to the University and the MAT program, students file a
Readmission form through the Registrar’s Office.
Field Experience
Some education coursework requires field experience. Courses with field experience contain a minimum requirement of
20 hours spent in a classroom or other relevant learning environment. If you are a teacher seeking a second license, you
may be able to complete your field experience in your own classroom. If more than one course with field experience is
taken in a given term, field experience requirements expand accordingly (i.e., two courses with 20 hours of field
experience each require a total of 40 hours).
Students who are not seeking a second license may be able to petition to waive or modify the field experience
requirement in a course to better suit the needs and interest of the student. Consult the petition process found in the
Academic Policies below.
Program Costs
In addition to tuition, students in this program can expect to pay a data maintenance fee upon admission to the
department, as well as liability insurance at the student rate during student teaching and the cost of a background check
for licensure and, possibly, field experience. In addition, optional international travel courses have associated costs
above and beyond the charge for tuition.
Licensure Tests
Students seeking a second license through Augsburg must take and pass all tests required by the state of Minnesota for
licensure. These include tests in pedagogy and content area knowledge.
Program Petition Process
A student may petition to amend program requirements by written petition to the Graduate Program Director. Please
note that changes to state licensure requirements cannot be granted. Please consult the MAT/MAE handbook for
information regarding the petition process.
Accreditation and Approvals
Augsburg University Teacher Education programs are approved by:
Minnesota Professional Educator Licensing and Standards Board (PELSB)
Augsburg University is accredited by the Higher Learning Commission.
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Credit
Most MAE graduate level courses are offered for 3 semester credits. Each course is comprised of 37.5 instructional
hours with the expectation of about 75 hours of independent study outside of class.
Schedule of Classes
The majority of the education courses in the MAE program are offered on weekday evenings. Courses typically meet
face to face every other week with online instruction during the alternate weeks. A few education courses and many
undergraduate content area courses are offered in a face to face, classroom based format, meeting weekly in the
evenings. Summer session courses are offered primarily on weekday evenings. Summer courses are offered in a mix of
formats from all online to all face-to-face.
Our Faculty
Jennifer Diaz, Assistant Professor of Education. B.S., M.S., Ph.D. University of Wisconsin-Madison
Joseph A. Erickson, Professor of Education. BA, MA, College of St. Thomas; MA, Luther-Northwestern Theological
Seminary; PhD, University of Minnesota
Margaret J. Finders, Professor of Education. BA, University of Iowa; MA, University of Iowa; PhD, University of Iowa.
Suzanne Gikas, Assistant Professor of Education. BA, Essex University; Postgraduate Degree, Centerbury, Christ Church,
UK; MA, PhD, Kent State University
Audrey Lensmire, Associate Professor of Education. BA Indiana University; MAT National Louis University; PhD
University of Minnesota
Jason Michael Lukasik, Assistant Professor of Education and MAE Director. BA, MEd, PhD. University of Illinois at
Chicago
Rachel M. Lloyd, Assistant Professor of Education. BS, Carleton College; MA, University of Minnesota; PhD, University of
Minnesota
Caroline Maguire, Assistant Professor of Education. PhD, University of Minnesota
Joaquin Munoz, Assistant Professor of Education. BS, MA, PhD: University of Arizona
Susan O’Connor, Associate Professor of Education. BS, University of Minnesota; MS, PhD, Syracuse University
Terrance Kwame-Ross, Associate Professor of Education. BAE, National-Louis University; MEd, University of Minnesota;
PhD, University of Minnesota
Kaycee Rogers, Director of Education Programs-Rochester. BA Luther College; MEPD University of Wisconsin La Crosse
Barbara West, Director of Student Licensure. BS, St. Cloud State University; MS, Syracuse University
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Master of Arts in Leadership
MA in Leadership Mission
The Augsburg University Master of Arts in Leadership views leadership as an interactive process between leaders and
followers working together to accomplish desired outcomes. The MA in Leadership program explores both the nature
and practice of leadership in a wide variety of organizational and community settings. To be effective, a leader should
possess an understanding of the contexts in which leadership occurs as well as an array of competencies. The program is
designed to help individuals develop their capacity to formulate a sense of vision, navigate changing environments, and
persuade and inspire others to act.
Program Learning Outcomes
Graduates should be able to:
Deepen and assess their self-knowledge as a leader and capacity to be a reflective practitioner
Recognize the interdependent relationship between leaders and followers
Understand and affirm the importance of cultural competence in leadership
Critically evaluate the theory, research, and practice of leadership in organizational and community settings
Diagnose and develop plans for navigating change
Formulate strategies to motivate others to achieve desired goals
Curriculum
Foundational Courses
The study of leadership requires an understanding of 1) a basic body of knowledge in leadership studies, 2) competence
in understanding qualitative and quantitative research for the purpose of informing evidence-based practice, and 3) an
ability to function and lead in an environment that is diverse and inclusive. To this end, the following three required
courses are intended to lay a consistent foundation for the program:
ML 505 – Foundations of Leadership
Learning Outcome: Demonstrate comprehensive knowledge of multiple theories of leadership and their strengths and
weaknesses in contexts.
ML 514 – Evaluating Empirical Research
Learning Outcome: Demonstrate skills in assessing the reliability, validity and value of qualitative and quantitative
research.
ML 560 – Cultural Competence and Effective Leadership
Learning Outcome: Explain different approaches needed for inclusive leadership in diverse contexts.
Requisite Courses
Choose at least one course from each requisite category: Personal Growth and Interpersonal Dynamics and
Organizational and Community Context.
Personal Growth and Interpersonal Dynamics
Courses in this arena focus on individuals’ self-knowledge and well developed interpersonal skills enable a person to
successfully work with a wide range of individuals at varying levels of an organization.
Learning Outcomes: Articulate self-knowledge of leadership strengths and weaknesses. Demonstrate interpersonal skills
in interactions with peers and instructors that reflect understanding of leader follower dynamics.
ML 520 - Self-Identity and Values: Keys to Authentic Leadership
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ML 538 - Communication Skills for Leadership
ML 548 - Coaching and Consulting
ML 575 - Constructive Conflict Resolution
Or a department-approved substitute
Organizational and Community Context
Leadership involves an ability to understand the nature of, and respond effectively to, the context of organizations as
well as the environment that surrounds them in order to operate effectively.
Learning Outcomes: Articulate the key factors of organizational and community contexts and their impact on leadership.
Incorporate these contexts in their analysis and evaluation of leaders and leadership.
ML 512 - Responsible Leadership for the 21st Century
ML 531 - Dynamics of Change
ML 535 - Organization Theory and Leadership
ML 536 - Facilitating Organizational Change
Or a department-approved substitute
Elective Courses
The leadership process involves well developed skills in communication, problem-solving, and critical thinking, as well as
increasing students’ self-confidence and risk-taking. Based on their interests and background, students will choose 5
electives courses that focus on their own professional development.
Learning Outcomes: Course specific outcomes that link to MA in Leadership model should be on each syllabus.
ML 511 - Creativity and the Problem-Solving Process
ML 530 - Ethics in Communication
ML 539 - Communicating a Self in the Modern Organization
ML 545 - Decision Making and Leadership
ML 563 - Leadership in a Global Society
ML 565 - Women and Leadership
ML 570 - Negotiation: Theory and Practice
ML 574 - Strategic Leadership
ML 577 - Universal Responsibility and Leadership: A Central American Experience
ML 598 - Independent Study
ML 599 - Topics
Integrative Course
This seminar provides a culminating learning experience for participants in the program who have completed all other
degree requirements. Students will deepen their understanding of the major leadership theories, advance their critical
analysis skills, and synthesize their comprehension of the nature of leadership, how leadership is known, and how
leadership manifests itself in practice.
ML 585 - Integrating the Theory and Practice of Responsible Leadership
MBA/MA in Leadership Dual Degree
The dual degree program gives students the benefits of studying business administration and leadership in a
coordinated program. This dual degree program leverages Augsburg’s long-standing tradition of graduate leadership
training via the Master of Arts (MA) in Leadership with the demand for business education through our Master of
Business Administration (MBA) program. This unique credential equips students with the skills to lead and manage an
organization, preparing them to thrive in today’s interconnected world.
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Admission to the Dual Degree Program
Applicants apply to a home program—either MA in Leadership or MBA. Once a student is admitted to their home
program, the student will have an initial advising meeting and is required to meet with an adviser at least once per year.
As the student approaches degree completion in their home program, the student will submit an abbreviated
application for their second degree. The student must be finished with either the MA in Leadership or the MBA before
starting the second program.
Admission for both degree programs will be processed as the applications come in on an ongoing basis. Applicants must
hold a bachelor’s degree from a regionally accredited four-year college or university to qualify. Official transcripts from
the applicant’s undergraduate degree along with transcripts from any college or graduate work that was completed
after graduating are required, as well as a current résumé and two recommendations.
Master of Arts in Leadership Home
Primary Program: MA in Leadership
11 courses
Students take the following leadership courses to complete the Master of Arts in Leadership degree:
ML 505 - Foundations of Leadership
ML 514 - Evaluating Empirical Research
ML 560 - Cultural Competence and Effective Leadership
Complete one course from requisite category 1: Personal Growth and Interpersonal Dynamics
o ML 520 - Self-Identity and Values: Keys to Authentic Leadership
o ML 538 - Communication Skills for Leadership
o ML 548 - Coaching and Consulting
o ML 575 - Constructive Conflict Resolution
Complete ML 535 from requisite category 2: Organizational and Community Context
o ML 535 - Organization Theory and Leadership
Elective courses - select five additional Master of Arts in Leadership electives
ML 585 - Integrating the Theory and Practice of Responsible Leadership
Secondary Program: Master of Business Administration
8 course required; 2 additional courses optional for a concentration area
Once a Master of Arts in Leadership degree has been granted, the dual degree student may apply to the MBA program.
The student will then take these MBA courses to receive their MBA degree:
MBA 570 - Quantitative Decision-Making for Managers
MBA 520 - Accounting for Business Managers
MBA 510 - Applied Managerial Economics
MBA 530 - Managerial Finance
MBA 595 - Strategic Management
MBA 550 - Marketing Management
MBA 565 - Managing in a Global Environment
MBA 580 - Management Consulting Project
Concentration Areas (optional; choose one concentration and take both courses)
Entrepreneurship concentration
o MBA 596 - Managing Innovation
o MBA 583 - Entrepreneurship: Execution, Planning and Strategy
Finance concentration
o MBA 535 - International Finance
o MBA 532 - Investment Theory and Portfolio Management
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Master of Business Administration Home
14 courses required
Primary Program: Master of Business Administration
Students take the following courses to complete the Master of Business Administration degree:
MBA 592 - Leadership: Ethics, Vision, and Transformation
MBA 545 - Organizational Behavior
MBA 560 - Communication Issues in Management
MBA 540 - Business and Professional Ethics
MBA 570 - Quantitative Decision-Making for Managers
MBA 520 - Accounting for Business Managers
MBA 510 - Applied Managerial Economics
MBA 530 - Managerial Finance
MBA 595 - Strategic Management
MBA 550 - Marketing Management
MBA 565 - Managing in a Global Environment
MBA 580 - Management Consulting Project
Complete one of the following concentrations:
o Entrepreneurship concentration: MBA 596 and MBA 583
o Finance concentration: MBA 535 and MBA 532
o Leadership concentration: Two ML electives
Secondary Program: MA in Leadership
5-7 courses required
Once a Master of Business Administration degree has been granted, the dual degree student may start the MA in
Leadership program. The student will then take the ML courses below to receive their Master of Arts in Leadership
degree. Note that if the Leadership concentration was completed for the MBA degree, those two courses can be applied
toward the MA in Leadership requirements.
ML 514 - Evaluating Empirical Research
ML 560 - Cultural Competence and Effective Leadership
Complete one course from requisite category 1: Personal Growth and Interpersonal Dynamics
o ML 520 - Self-Identity and Values: Keys to Authentic Leadership
o ML 538 - Communication Skills for Leadership
o ML 548 - Coaching and Consulting
o ML 575 - Constructive Conflict Resolution
Complete one course from requisite category 2: Organizational and Community Context
o ML 512 - Responsible Leadership for the 21st Century
o ML 531 - Dynamics of Change
o ML 536 - Facilitating Organizational Change
Elective courses - select two Master of Arts in Leadership elective courses
ML 585 - Integrating the Theory and Practice of Responsible Leadership
Earning the dual degree during or after the MBA or MA in Leadership program
Currently enrolled MBA or MA in Leadership students, or alumni who wish to return to Augsburg, may add the
additional degree to their existing degree by completing the same requirements listed; Director’s approval is required.
Returning students may complete an abbreviated application form after consultation with the MBA or MA-L program
director. Upon entering the MBA program, online quantitative skills modules are required in five areas and must be
completed before beginning the quantitative courses:
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•
•
•
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Statistics
Excel Spreadsheets
Accounting
Economics
Finance
These modules are used as an introduction to, or a review, in order to help enhance the student’s skills and knowledge
for the MBA quantitative coursework.
The Graduate Certificate in Leadership Studies
The certificate program is an attractive option for people who want to develop their leadership skills without
undertaking a full degree program. A certificate is awarded after completion of three Augsburg MA in Leadership
courses in leadership. Students pursuing this option take ML 505 - Foundations of Leadership and two additional
electives. All three courses may count toward an MA in Leadership. No more than one course may be double counted in
another Augsburg graduate degree program. Students who previously completed the Augsburg MBA degree are
exempted from ML 505. The normal application process is used for students who wish to pursue the certificate.
Joint BA in Accounting and Master of Arts in Leadership
A BA in Accounting and an MA in Leadership can be earned in this five-year program designed for students who wish to
qualify for CPA certification and obtain a master’s degree. By the end of the fifth year and successful completion of all
requirements, the student receives both a BA in Accounting and an MA in Leadership and will have fulfilled the 150-hour
requirement to qualify for the CPA certification. The MA in Leadership program offers a large number of courses on a
Saturday and weeknight schedule. Refer to the MA in Leadership program schedule for the list of courses each year and
to the accounting program coordinator for a detailed academic plan. Students should meet with both the MA in
Leadership director and an accounting advisor to create an effective plan for successful completion of the five-year
program.
General Requirements for the Accounting/ MA in Leadership Program
Accounting students planning to pursue the five-year degree must apply for admission to the MA in Leadership program
at the end of their junior year. The application process includes submission of:
Completed application form
Two letters of recommendation (one from a professor and one from an employer)
Personal statement
Example of applicant’s writing in an academic paper
GPA of at least 3.30
Interview with the Director of the MA in Leadership program
Students must also have faculty endorsement from the Accounting program. Students must complete at least one year
of accounting work experience (either a job or internship) by the time they graduate from the MA in Leadership
program.
For a complete list of courses and descriptions, see the Course Description Search.
Admission to the Master of Arts in Leadership Program
Admission Requirements
Applicants to the program must have:
Bachelor’s degree from a regionally-accredited, four-year college or university
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Minimum cumulative undergraduate grade point average of 3.0 and a minimum cumulative grade point average of
3.0 for graduate courses completed at an accredited college or university. Should an applicant not meet the
minimum admission requirements, admission may be possible as decided on a case-by-case basis.
Applicants to the program must have two years of experience (or equivalent) with one or more organizations in a
position of leadership or position demonstrating leadership potential.
Applicants holding a master’s or other advanced degrees from accredited colleges or universities are admissible.
Decisions about admission to the program will be made on an individual basis by the MA in Leadership Admissions
Committee. Admission is handled on a “rolling” basis, with students admitted at the beginning of the fall, spring, and
summer terms. Selection of candidates will be made on the basis of an evaluation of each applicant’s:
Previous college record
Letters of recommendation
Experience and organizational background
Written statement
Interview, if requested
Application Checklist
The following materials must be submitted to the Office of Admissions:
Completed application form
$35 non-refundable application fee (waived if online application is used)
A 1-3 page statement relating the applicant’s career and life goals to leadership aspirations
Recommendation letter from an immediate supervisor, assessing leadership potential
Recommendation letter from a work colleague (at the same level) describing the applicant’s work style and
leadership potential
Applicants must submit an official transcript(s) from the regionally-accredited institution granting the Bachelor’s
degree and from the most recently attended institution, if not the same.
o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for
military benefits.
o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts
are required from institutions at which the prerequisites or equivalents were completed.
o The Program Director may ask for additional transcripts if determined to be necessary.
Résumé
Applicants may be asked to participate in an interview with graduate program faculty and/or staff members.
For further information, contact: Office of Admissions, 612-330-1101, gradinfo@augsburg.edu or
www.augsburg.edu/mal.
Admission as an International Student
International applicants must submit the required application materials listed above. Refer to the additional
requirements outline in Admission of International Students in the Graduate Admissions section.
Academic Policies
Academic Evaluation
No more than two courses with a grade below B- will count toward the degree. No more than two courses with a grade
of or below B- can be repeated. However, students must achieve a minimum grade of B- or higher in the MA in
Leadership Foundations and Capstone courses – ML 505, ML 514, ML 560, and ML 585.
In order to graduate, a student must have a cumulative graduate GPA of 3.00 or above with all required courses and the
final projects successfully completed. A student registered for a final course may, with the approval of the program
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director, be permitted to participate in commencement but will not receive a diploma until all courses are successfully
completed.
Academic Probation and Dismissal Policies
Students must maintain a 3.00 cumulative grade point average. If a student falls below a 3.00 average, the student will
be placed on probation for the following term. A 3.00 cumulative grade point average must be restored in order for a
student to be removed from probation. If a student receives a grade of N or F in a course, the student must petition
successfully with the MA in Leadership director before being allowed to continue in the program. A plan for the student
to follow would be outlined at that time. If a second grade of N or F is received, the student may be dismissed from the
program. Students may also be dismissed for behavior detrimental to the program, such as a gross violation of
University policy (as published in the Student Guide). Dismissal would occur only after established procedures were
followed.
Class Attendance Policy
The nature of leadership development requires interpersonal engagement. Communication and interaction are an
important part of the learning process. Interaction that is online as well as face-to-face is central to the Augsburg MA in
Leadership. To miss a class in either the classic or hybrid format is to miss a significant portion of the course’s content.
Given the limited number of meeting times in both formats, our expectation is that students will be present at all class
meetings. In the rare instance of a family or personal emergency, the absence will be handled on a case-by-case basis.
Since every student is expected to engage in class discussion, reflection, and group presentation in all classes, not being
present in a class will mean that part of the course’s requirements cannot be met.
If a student feels they are going to miss a class, they must contact the faculty member prior to the absence to determine
if 1) the course should be dropped or 2) it is possible to make up some of the missed material – and if so, how. The final
decision will be made by the individual faculty member based on a discussion with the student and the student’s overall
performance in the class.
MA in Leadership Program Enrollment Policy
Students normally take either one or two courses per semester. Enrolling in two courses per semester (including
summer semester) enables a student to complete the coursework in the program within two years.
Students who are away from classes for one year or longer must complete an Application for Readmission and submit it
to the Registrar’s Office. Students who have been out of the program for more than two years may, at the discretion of
the program director, be required to take additional courses to refresh their understanding of the field.
Accreditation and Affiliation
Augsburg is accredited by the Higher Learning Commission. For a complete list of Augsburg’s accreditation, approvals,
and memberships, in the Accreditation, Approvals and Memberships section.
Master of Arts in Leadership Faculty
Andrew Aoki, Professor of Political Science. BA, University of Oregon; MA, PhD, University of Wisconsin.
Thomas Berkas, Instructor of Leadership Studies. BCE, University of Minnesota, PhD University of Minnesota.
Joseph A. Erickson, Professor of Education. BA, MA, University of St. Thomas; MA, Luther Seminary; PhD, University of
Minnesota.
Stephen K. Erickson, Instructor of Leadership Studies. BA, Augsburg University; JD, University of Minnesota. Vice
President and Advanced Practitioner, Erickson Mediation Institute.
Carolyn Evans, Instructor, Leadership Studies. BA, MA, PhD University of Minnesota.
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Lori Brandt Hale, Associate Professor of Religion. BA, University of Iowa; MA, University of Chicago; PhD, University of
Virginia.
Garry Hesser, Martin Olav Sabo Professor of Citizenship and Learning. BA, Phillips University; MDiv, Union Theological
Seminary; MA, PhD, University of Notre Dame.
Lucinda Hruska-Claeys, Instructor of Leadership Studies. BS, University of Minnesota; MA, Southern Illinois UniversityCarbondale; JD, University of Minnesota; MA in Leadership, Augsburg University. Attorney at Law and Vice
President for Wells Fargo Bank (retired).
David Lapakko, Associate Professor of Communication Studies. BA, Macalester College; MA, PhD, University of
Minnesota.
Caroline Maguire, Assistant Professor of Education. BA, Macalester College; MA, PhD University of Minnesota.
Steven Manderscheid, Instructor of Leadership Studies. BS, St. Cloud State University; MS, University of Minnesota; EdD,
University of St. Thomas. Chair, Department of Organizational Management, Concordia University.
Marilyn S. McKnight Erickson, Instructor of Leadership Studies. BA, Augsburg University; MA, St. Mary's University;
President and Advanced Practitioner, Erickson Mediation Institute, Mpls.
Thomas Morgan, Professor of Business Administration. BS, Juniata College; MBA, University of Denver; MS, University of
Oregon; PhD, University of Minnesota.
Norma C. Noonan, Professor Emerita of Political Science and Leadership Studies, former Director of the Center for
Leadership Studies and the MA in Leadership Program (1993-2011). BA, University of Pennsylvania; MA, PhD,
Indiana University.
Diane Pike, Professor of Sociology. AB, Connecticut College; PhD, Yale University.
John S. Schmit, Professor of English. BS, St. John’s University; MA, University of New Orleans; PhD, The University of
Texas-Austin.
Alan Tuchtenhagen, Assistant Professor of Leadership Studies and Director of the Center for Leadership Studies and the
MA in Leadership Program. BS, Westmar College; MA, University of Nebraska; DPA, Hamline University.
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Master of Arts in Nursing
A master’s degree in nursing focuses on health in community life, both locally and globally, and supports students to
envision new models of care across practice settings. Students select from two tracks of study—Transformational
Nursing Leadership or Transcultural Nursing. Both tracks prepare nurse leaders to assume a wide variety of roles and
responsibilities throughout the healthcare system and in emerging care settings in communities.
Mission
Within the context of liberal arts education and guided by the values of the Lutheran Church, the Master of Arts in
Nursing program prepares nurses for transformational leadership and transcultural nursing practice across care settings
with particular emphasis on promoting health equity locally and globally.
Program Goals
Graduates of the Master of Art in Nursing Program are prepared to:
Provide a foundation for the practice of transculturally competent nursing by synthesizing, integrating, and applying
nursing research and theory in advanced nursing practice and leadership roles.
Provide a sound scholarly foundation for transformative advanced nursing practice and leadership and further
graduate study.
Create and sustain a teaching-learning environment that promotes open scholarly exchange, personal growth,
lifelong learning, leadership, and vocation of professional service in a global society.
Curriculum
The MAN curriculum is organized into 33 semester credits –15 semester credits in a Nursing Core, in which all students
enroll, and 18 semester credits in one of the two Tracks of Study. Practica are taken concurrently with most courses and
are integrated throughout the program. Each semester credit of practicum is equal to 45 clock hours of practice.
Students select a track of study when applying to the program, however, this is not essential until after one’s first
semester. Students may study full-time (6-8 semester credits per term) or part-time (4 semester credits per term). Time
to degree completion takes an average 22 months when studying full-time, and 32 months when studying part-time.
Nursing Core Courses (15 semester credits)
The core nursing courses integrate a strong foundation of social justice incorporating multiple ways of knowing with
curricular emphasis on nursing science, art, and theory to guide practice.
NUR 500 - Transcultural Health Care (3 semester credits)
NUR 500P - Practicum: Transcultural Health Care (1 semester credit)
NUR 541 - Politics of Health (3 semester credits)
NUR 541P - Practicum: Politics of Health Care (1 semester credit)
NUR 505 - Theoretical Foundations for Advanced Nursing Practice (3 semester credits)
NUR 505P - Practicum: Theoretical Foundations for Advanced Practice Nursing (1 semester credit)
NUR 520 - Research Methods in Nursing (3 semester credits)
NUR520P - Practicum: Research Methods in Nursing (1 semester credit, optional)
Transformational Nursing Leadership Track (18 semester credits)
The Transformational Nursing Leadership track is designed to develop nurse leaders’ ability to critically analyze,
articulate, and develop effective strategies to cope with high level health care inequities. Curricular emphasis is on interprofessional collaboration across care settings. Participation in nursing leadership practica in traditional and emerging
care settings adds depth and meaning to classroom dialogue. Practica also provide opportunities for students to apply
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knowledge and gain experience partnering with diverse care providers, populations, and communities to address health
inequities in creative and relevant ways. Transformational Nursing Leadership track courses include:
NUR 501 - Nursing Leadership in Complex Adaptive Systems (3 semester credits)
NUR 501P - Practicum: Nursing Leadership in Complex Adaptive Systems (1 semester credit)
NUR 521 - Transformational Nursing Leadership (3 semester credits)
NUR 521P - Practicum: Transformational Nursing Leadership (1 semester credit)
NUR 523 - Theory, Practice and Research Seminar (3 semester credits)
NUR 523P - Practicum: Theory, Practice and Research Seminar (2 semester credits)
NUR 525 - Graduate Field Project (3 semester credits)
NUR 525P - Practicum: Graduate Field Project (2 semester credits)
Students graduating from the Transformational Leadership Track of the master’s program are eligible to apply to the
American Nurses Credentialing Center (ANCC) for certification as a Nurse Executive, Advanced and to the Transcultural
Nursing Certification Commission (TCNCC) for advanced certification in Transcultural Nursing.
Graduate Field Project in Transformational Nursing Leadership
Students will fulfill their Master of Arts in Nursing through a final practice-focused project, which serves as the capstone
of the master’s program. The last two classes in the curriculum–NUR 523 and NUR 525—emphasize the development
and articulation of a graduate field project focused on transformational leadership. Students present their final projects
in NUR 525.
Transcultural Nursing Across Care Settings Track (18 semester credits)
The Transcultural Nursing track in the Master of Arts in Nursing program is designed to prepare nurses for advanced
practice across care settings in culturally diverse communities. The curriculum is grounded in nursing science, theoryguided practice, and transcultural principles. Emphasis is on reaching out to persons and populations that are
underserved by traditional care systems and who exist outside of the social mainstream. As such, the track provides rich
alternative learning opportunities for graduate students locally and internationally. Transcultural Nursing Across Care
Settings track courses include:
NUR 532 - Transcultural Healing Practices and Self Care (3 semester credits)
NUR 532P – Practicum: Transcultural Healing Practices and Self Care (1 semester credits)
NUR 530 - The Power of Ritual and Ceremony for Healing (3 semester credits)
NUR 530P – Practicum: The Power of Ritual and Ceremony for Healing (1 semester credits)
NUR 523 - Theory, Practice and Research Seminar (3 semester credits)
NUR 523P – Practicum: Theory, Practice and Research Seminar (2 semester credits)
NUR 525 - Graduate Field Project (3 semester credits)
NUR 525P - Graduate Field Project (2 semester credits)
Students graduating from the Transcultural Nursing track of the master’s program are eligible to apply to the
Transcultural Nursing Certification Commission (TCNCC) for advanced certification in Transcultural Nursing.
Graduate Field Project in Transcultural Nursing
Students will fulfill their Master of Arts in Nursing through a final practice-focused project, which serves as the capstone
of the master’s program. The last two classes in the curriculum—NUR 523 and NUR 525—emphasize the development
and articulation of a graduate field project focused on transcultural nursing. Students present their final projects in NUR
525.
Practica
Practice experience is emphasized in both tracks in the Master of Arts in Nursing program. Students earn 9 semester
credits of practicum work that is equal to 405 clock hours of practice—45 clock hours per semester credit hour. Some
practica are semi-structured, experiential, and led by faculty and cultural guides familiar with the communities in which
the practica occur. Other practica options are student directed. Students are encouraged to immerse themselves in
55
practice settings that serve persons underserved or excluded from mainstream health care, as emphasis in the
transcultural track is on cultural diversity and health inequities across healthcare settings. Practica focusing on
experiential learning with a transformational nurse leader provides students with the opportunity to gain a greater
understanding of organizational dynamics and change through a complexity science paradigm.
Augsburg Central Health Commons & the Health Commons in Cedar-Riverside
A unique opportunity for students to explore advanced nursing roles and new models and forms of practice is provided
by the Augsburg Central Health Commons, and the Health Commons in the Cedar-Riverside neighborhood. Both Health
Commons are nursing-led drop-in centers dedicated to serving those in need and focused on healthy individuals and
communities. People from diverse backgrounds, who have health experiences grounded in wide ranging cultural
contexts frequent the Health Commons for health support and reassurance. Service and care are based on respect,
relationship, and collaboration that connects health and hope for all participants. Health Commons partners include
Central Lutheran Church in downtown Minneapolis, Fairview Health Services, People’s Center, and the East Africa Health
Project.
Study Abroad and Away
The Department of Nursing works closely with cultural guides and nurse mentors in various contexts of care in emerging
care settings at home and abroad. The Center for Global Education is a partner with the Department of Nursing in
developing and facilitating study abroad opportunities in Guatemala, Mexico, Namibia, Pine Ridge, SD, and England..
Additional collaborative partners include the Ministry of Health and Social Services (MOHSS) in Namibia. A detailed
listing of practica and immersion experiences abroad and away can be found at the nursing website
(www.augsburg.edu/nursing).
For a complete list of courses and descriptions, see the Course Description Search.
Admission Requirements
Applicants to the Master of Arts in Nursing program must have:
An earned Bachelor’s degree in nursing from a regionally accredited college or university, or an Associate of Science
degree in nursing in addition to a non-nursing bachelor’s degree
A cumulative GPA of 3.0 in all previous college coursework
Experience as a registered nurse
A current, unencumbered nursing license
Evidence of up-to-date immunizations and Health Insurance Portability and Accountability Act (HIPAA) training
A Criminal Background check
A college level statistics course is required for progression in the program, but is not necessary for admission
Decisions about admission to the program will be made by the Graduate Nursing Faculty on an individual basis.
Admissions are handled throughout the year, with students being admitted at the beginning of the fall (September),
spring (January), and summer (May) semesters.
Application components:
A written statement describing professional and educational goals
Applicants must submit an official transcript(s) from the regionally-accredited institution granting the Bachelor’s
degree and from the most recently attended institution, if not the same.
o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for
military benefits.
o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts
are required from institutions at which the prerequisites or equivalents were completed.
o The Program Director may ask for additional transcripts if determined to be necessary.
Two letters of recommendation addressing the applicant’s character and ability for graduate study
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Current resume
An interview with graduate program faculty and/or staff members may be requested.
Admission as an International Student
International applicants must submit the required application materials listed above. For more information, refer to the
additional requirements outlined in Admission of International Students in the Graduate Admissions section.
(www.augsburg.edu/grad/international)
Academic Policies
Evaluation of academic performance in the Master of Arts in Nursing program will be based on letter grades. See
detailed information in the Academic Programs and Policies
Attendance Policy
Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s
classmates and the course instructor. Instructors may lower grades if attendance and participation is lacking. Individual
syllabi will contain individual instructors’ requirements. Because classes are held in Rochester and Minneapolis, students
must prepare to drive to class at least once per semester. NUR 523 and NUR 525 meet all Face-to-Face and students are
required to drive to Rochester and Minneapolis on a rotating schedule.
Academic Probation and Dismissal Policies
Students must maintain a 3.0 cumulative grade point average in the MAN program. If a student falls below a 3.0
average, the student will be placed on probation for the following term. A 3.0 cumulative grade point average must be
restored in order for a student to be removed from probation. If a student receives a grade of B- or less in a course, the
student must petition successfully to the faculty of the Master of Arts in Nursing program before being allowed to
continue in the program. A plan for the student to follow would be outlined at that time. If a second grade of B- or less is
received, the student may be dismissed from the program.
Students may also be dismissed for behavior detrimental to the program, such as a gross violation of University policy as
published in the Student Guide. Dismissal would occur only after established procedures were followed.
Credit for Prior Education
Students may petition the Master of Arts in Nursing faculty for approval of transfer of credit. Transfer credits will be
evaluated on an individual basis. The only courses that will be considered for transfer credit are those earned from
regionally accredited colleges and universities, whose course content is comparable to course content in the Master of
Arts in Nursing program. No more than nine semester credits will be accepted for transfer credit.
Schedules for Classes
Master’s classes are taught in a hybrid format combining in-class and web-based instruction to meet the needs of
working adults. Fall and spring classes typically meet 6 times per semester for 5 hour periods. Some variation of class
schedules may occur. Summer classes may meet weekly for 5 hours for 7 weeks and others meet six times per semester.
Video conferencing technology using Zoom is used to connect students in Rochester, MN, with students in Minneapolis.
Some classes may use Zoom technology where students will Zoom from home. Some driving for class is required, as
students from Rochester will travel to Minneapolis one time per semester and students from Minneapolis will travel to
Rochester one time per semester, with the exception of NUR 523 and NUR 525. If weather is inclement, Zoom
technology is used. Classes in Rochester meet at Bethel Lutheran Church at 810 3rd Ave SE, Rochester, MN.
Practica are additional to courses. Students enroll in practica concurrently with enrollment in courses.
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Accreditation and Affiliations
The baccalaureate degree program in nursing, master’s degree program in nursing, and Doctor of Nursing Practice
program at Augsburg University are accredited by the Commission on Collegiate Nursing Education, 655 K Street NW,
Suite 750, Washington, DC 20001, 202-887-6791.
Augsburg is accredited by the Higher Learning Commission. For a complete list of Augsburg’s accreditations, approvals,
and memberships, see the listing in the Accreditation Approvals, and Memberships section.
Faculty
Kathleen Clark, DNP, RN, Assistant Professor and Director of the Augsburg Central Health Commons.
Kaija Freborg, DNP, RN, Assistant Professor of Nursing. Director of BSN program Minneapolis.
Cheryl Leuning, Phd, RN, Professor of Nursing.
Joyce Miller, DNP, RN, Associate Professor of Nursing, Chair of the Department of Nursing, and Director of Graduate
MAN and DNP-TCN Programs.
Deborah Schuhmacher, DNP, RN, Assistant Professor of Nursing.
Staff
Sharon Wade, Nursing Programs Coordinator.
Linden Gawboy, Nursing Programs Administrative Assistant.
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Doctor of Nursing Practice – Transcultural Nursing (TCN) Leadership Track
The Transcultural Nursing Leadership track is a post-masters doctoral degree with an emphasis on transcultural nursing
leadership. As a post-master’s program, the DNP-TCN track of study prepares nurses for advanced leadership and
practice roles in Transcultural Nursing (TCN).
Mission
Within the framework of liberal arts education and guided by the values of the Lutheran Church, the post-master’s
Doctor of Nursing Practice program, TCN Leadership track of study prepares nurses for advanced transcultural nursing
leadership in communities in order to maximize health through peaceful, just, and collaborative actions that uphold and
improve human potential across care settings and care systems, with emphasis on eliminating health inequities locally
and globally.
Program Goals
Graduates of the Doctor of Nursing Practice program are prepared to:
Negotiate the complexity of multicultural care settings and care systems to eliminate health inequities among
populations and communities
Challenge conventional knowledge about illness through an ecological approach to social determinants of health
Lead change through building coalitions with marginalized people that are based on mutuality and common cause
Program Structure
The program is structured in a cohort model. One cohort a year will be admitted to begin in the fall term. Students can
choose to take full or part-time study. Students taking full-time study take two didactic offerings, two seminars, and a
practicum each semester. Students in full-time study can complete the post-master’s DNP-TCN curriculum in 20 months,
including completion of the DNP project. Students selecting part-time study take one didactic offering, one seminar and
a practicum each semester. As a part-time student, completion of the program is expected to take 32 months, including
completion of the DNP project.
The DNP curriculum is organized into 33 semester credits comprised of didactic classes, experiential practica, and
seminars, with a DNP project completing the degree. As a practice doctorate, the emphasis is on building leadership and
practice skills in knowledge application among diverse population groups. The goal is to improve health and decrease
health inequities that lead to unnecessary morbidity and mortality in communities.
Students graduating from the DNP-TCN track are eligible to apply to the Transcultural Nursing Certification Commission
(TCNCC) for advanced certification in Transcultural Nursing.
Didactic
A total of six didactic courses (18 semester credits) constitute the DNP program. One course equals three semester
credits. The DNP courses (NUR 800 level), are taught in a variety of immersion models: one format is two days a month eight hours of class time, followed by a half-day morning seminar. Other courses are offered in an immersion format of
two days of class per semester with three half-day seminars. Some of the classes will incorporate Zoom technology.
Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s
classmates and the course instructor. Classes are held on Augsburg’s campus in Minneapolis and an additional learning
site in Rochester, MN, at Bethel Lutheran Church (810 3rd Ave SE). Video conferencing using Zoom technology is used
for some of the classes and for distant students. However, students must be prepared to drive to Rochester and/or
Minneapolis for class at least once per semester. If weather is inclement, Zoom technology is used.
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Practica
Practica are organized to give flexibility and individual choice to students to support their increasing independence and
depth of practice experience at the doctoral level. Students select practicum experiences that are either structured
immersions in a variety of cultural contexts led by nursing faculty or are student initiated and individually directed
experiences mentored by nursing faculty.
In a 15-week semester, practicum hours are computed as follows:
1 semester credit hour =
2 semester credit hours =
3 semester credit hours =
45 clock hours of practicum time per semester
90 clock hours of practicum time per semester
135 clock hours of practicum time per semester
To earn the DNP, students must complete a total of 1,000 practicum hours in their Master’s and DNP programs.
Students will be allowed to transfer up to 600 practicum hours from their master’s in nursing into the Augsburg DNP. As
such, all students will register for at least nine semester credits of practica in the post-master’s DNP-TCN.
Study Abroad and Away
The Department of Nursing works closely with cultural guides and nurse mentors in various contexts of care in emerging
care settings at home and abroad. The Center for Global Education and Experience is a partner with the Department of
Nursing in developing and facilitating study abroad opportunities in Guatemala, Mexico, Namibia, Pine Ridge, SD, and
England. Additional collaborative partners include the Ministry of Health and Social Services (MOHSS) in Namibia. A
detailed listing of practica and immersion experiences abroad and away can be found at the nursing website
(www.augsburg.edu/nursing).
Seminars
Seminars focus on integration of conceptual learning with field practice, developing the student’s particular practice
interests. Students are required to participate in a doctoral seminar every semester —fall and spring—until completion
of the DNP degree. Cohorts of students who enter the DNP program together usually progress as a group in the
seminars in which they enroll each semester, depending on whether they are studying full-time or part-time. The final
seminar (NUR 841) culminates in the DNP project presentation and completion of the requirements for the DNP degree.
Final DNP Project
Final DNP projects must make a significant impact on nursing practice and health outcomes of populations and
communities, demonstrate an evidence-based contribution to existing nursing knowledge, and be suitable for
presentation or publication in a peer-reviewed venue. Through this scholarly project students demonstrate leadership in
synthesizing and applying scientific knowledge to practice challenges in local and/or system wide contexts of care.
Students should begin working on their DNP projects in the early stages of the DNP program and continue throughout
the program. The student’s scholarly project is planned in collaboration with a major faculty advisor.
For a complete list of courses and descriptions, see the Course Description Search.
Admission to the DNP-TCN
Applicants to the Doctor of Nursing Practice TCN program must have:
An earned master’s degree in nursing from a regionally-accredited institution
A GPA of 3.2 on a 4.0 grading scale in master’s in nursing program
A current unencumbered RN license to practice in the US.
Evidence of a completed graduate research course
Evidence of up-to-date immunizations
Satisfactory results of a certified federal criminal background check
A current Curriculum Vitae
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Decisions about admission to the program will be made on an individual basis. Selection of candidates will be made on
the basis of an evaluation of the following items for each applicant:
A 2-3 page professional essay responding to an excerpt from Wendell Berry’s essay, “Health in Membership.”
Applicants must submit an official transcript(s) from each regionally-accredited institution where a degree was
earned, as well as from the most recently attended institution, if not the same.
o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for
military benefits.
o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts
are required from institutions at which the prerequisites or equivalents were completed.
o The Program Director may ask for additional transcripts if determined to be necessary.
Three professional references
A successful, personal interview with Augsburg Nursing faculty
The number of applicants admitted to the DNP program will be limited and based on availability of faculty members who
share a student’s practice interests and goals. Meeting the minimum admission criteria does not ensure that an
applicant will be admitted to the program.
Applicants who have graduated from a foreign nursing program, should submit their coursework for validation to the
World Education Service (WES) or the National Association of Credential Evaluators (NACES) and have the reports sent
directly to Augsburg University. Additionally, internationally-educated applicants may request the Commission on
Graduates of Foreign Nursing Schools (CGFNS) (www.cgfns.org) to forward their educational credentials report to the
Minnesota State Board of Nursing. Once their credentials are verified, applicants must apply for licensure and
demonstrate successful passing of the National Council Licensure Examination (NCLEX).
Nurses who have previously submitted CGFNS credential verification in a state other than Minnesota, who have passed
the NCLEX, will be considered for admission and must meet the same residency requirements expected of all students.
Applicants whose first language is not English must submit score evidence from TOEFL (Test of English as a Foreign
Language) score report of 80 on the Internet Based TOEFL (iBT) with a subscore of 20 on the written and 20 on the
speaking sections. See Graduate Admissions for more information. (www.augsburg.edu/grad/international)
Academic Policies
Evaluation of academic performance in the DNP program will be based on letter grades. See detailed information in the
Academic Programs and Policies
Attendance Policy
Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s
classmates and the course instructor. Instructors may lower grades if attendance and participation is lacking. Individual
syllabi will contain individual instructors’ requirements. Because classes are held in Rochester and Minneapolis, students
must prepare to drive to class at least once per semester.
Academic Probation and Dismissal Policies
Students must maintain a 3.0 cumulative grade point average in the DNP program. If a student falls below a 3.0 average,
the student will be placed on probation for the following term. A 3.0 cumulative grade point average must be restored in
order for a student to be removed from probation. If a student receives a grade of B- or less in a course, the student
must petition successfully to the faculty of the DNP program before being allowed to continue in the program. A plan for
the student to follow would be outlined at that time. If a second grade of B- or less is received, the student may be
dismissed from the program.
Students may also be dismissed for behavior detrimental to the program, such as a gross violation of University policy as
published in the Student Guide. Dismissal would occur only after established procedures were followed.
61
Accreditation
The Doctor of Nursing Practice program is accredited by the Commission on Collegiate Nursing Education (CCNE).
Augsburg is accredited by the Higher Learning Commission. For a complete list of Augsburg’s accreditations, approvals,
and memberships, see the listing in the Accreditation, Approvals, and Memberships section.
Faculty
Kathleen Clark, DNP, RN, Assistant Professor and Director of the Augsburg Central Health Commons.
Cheryl Leuning, Phd, RN, Professor of Nursing.
Kristin McHale, DNP, RN, Assistant Professor of Nursing, Director of the BSN Program, Rochester.
Joyce Miller, DNP, RN, Associate Professor of Nursing, Chair of the Department of Nursing, and Director of Graduate
MAN and DNP-TCN Programs.
Deborah Schuhmacher, DNP, RN, Assistant Professor of Nursing.
Staff
Sharon Wade, Nursing Programs Coordinator.
Linden Gawboy, Nursing Programs Administrative Assistant.
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Doctor of Nursing Practice – Family Nurse Practitioner (FNP) Track
The Doctor of Nursing Practice - Family Nurse Practitioner is a post-BSN Doctor of Nursing Practice program focused on
the primary care of families. The curriculum emphasizes knowledge, skills and values that foster one’s ability to lead
change, while addressing health needs and concerns of families and communities. Nursing scholarship and advanced
autonomous practice as a primary care Nurse Practitioner, frames the critical exploration of knowledge in transcultural
nursing, integrative healthcare practices, transformational leadership, and health assessment.
Mission
Within the framework of liberal arts education and guided by the values of the Lutheran Church, the post-BSN (Bachelor
of Science in Nursing) to DNP/FNP track of study prepares nurses for advanced nursing leadership and integrative
primary care of families across cultures and care settings. Emphasis is on eliminating health inequities through peaceful,
just, and collaborative actions that uphold and improve human potential.
Program Goals
Graduates of the Doctor of Nursing Practice/Family Nurse Practitioner program are prepared to:
Negotiate the complexity of multicultural care settings and care systems to eliminate health inequities among
populations and communities.
Challenge conventional knowledge about illness through an ecological approach to social determinants of health.
Lead change through building coalitions with marginalized people that are based on mutuality and common cause.
Provide primary care to persons, families and communities with particular consideration for those who are
underserved and/or marginalized by dominant societal structures.
Integrate scientific evidence based guidelines into clinical practice.
Program Structure
The program is structured to admit students beginning each fall semester. Students take courses on a full-time basis
during the completion of their 500 level courses, pre-FNP 800 level courses, and during the didactic and clinical courses
in the FNP program.
Length of program: The Post-BSN to DNP/FNP track of study leads to eligibility for certification as a Family Nurse
Practitioner (FNP) through the American Nurses Credentialing Center (ANCC) and requires a minimum of 84 semester
credit hours, including 56 didactic credit hours, 4 seminar credits, and 24 clinical credit hours.
Didactic
A total of 19 didactic courses (56 semester credits) constitute the DNP/FNP program. Didactic classes, structured
practica, and clinical experiences are taught in a variety of flexible schedules that are responsive to student needs. 500
level courses consist of six classes a semester - five hours of class time, in addition to taking a one credit practicum
course associated with the didactic course. The DNP courses (NUR 800 level), are taught in a variety of immersion
models: one format is two days a month - eight hours of class time for the first day and four hours the subsequent
morning. Other courses are offered in an immersion format of two days of class per semester with 3 half-day seminars.
The FNP courses (final two years of study) are offered on Monday and Tuesday or Thursday and Friday, approximately
six times a semester, class time hours will vary. Web-based assignments are integrated into all classes through Moodle.
Community practicum experiences may be scheduled during the class meeting days as well. Additionally, some courses
may be taught in an immersion format, where students and faculty are “immersed” in a unique socio-cultural context
and course content and a set number of practicum hours are condensed into seven to fourteen days.
Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s
classmates and the course instructor. Classes are held on Augsburg’s campus in Minneapolis and in Rochester, MN, at
Bethel Lutheran Church (810 3rd Ave SE) the location of Augsburg’s learning site or at Hermitage Farm Center for
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Healing, 6415 West River Road NW, Rochester, MN. Video conferencing using Zoom technology is used for some of the
classes. However, students must be prepared to drive to Rochester and/or Minneapolis for classes. If weather is
inclement, Zoom technology is used.
Practica (for DNP courses) / Clinicals (for FNP courses)
To earn the DNP-FNP, a student must complete a total of 1080 practicum hours. This includes 405 practica hours for the
DNP portion and 675 hours for the clinical portion.
Practica are organized to give flexibility and individual choice to students to support their increasing independence and
depth of practice experience at the doctoral level. Students select practicum experiences that are either structured
immersions in a variety of cultural contexts led by nursing faculty or that are student initiated and individually directed
experiences mentored by nursing faculty. Students will be allowed to transfer up to 400 practicum hours from their
master’s degree in nursing to complete the required 405 hours for the DNP portion.
675 integrative primary care clinical hours are required. FNP clinical sites will be arranged by clinical faculty. Of the 675
clinical hours: 100 hours focuses on children/women’s health issues, 575 hours focuses on integrative primary care.
In a 15-week semester, practicum hours are computed as follows:
1 semester credit hour = 45 clock hours of practicum time per semester
2 semester credit hour = 90 clock hours of practicum time per semester
3 semester credit hour = 135 clock hours of practicum time per semester
Required Practica hours = 405 which equals 9 credits
Required Clinical hours=675 which equals 15 credits
The total credits for practica and clinicals are equal to 24.
Seminars
Seminars focus on integration of conceptual learning with field practice developing the student’s particular practice
interest. Students are required to participate in a total of four one-semester-credit doctoral seminars during the
DNP/FNP program. The final seminar culminates in the project presentation and completion of the requirements for the
DNP degree.
Study Abroad and Away
The Department of Nursing works closely with cultural guides and nurse mentors in various contexts of care in emerging
care settings at home and abroad. The Center for Global Education and Experience is a partner with the Department of
Nursing in developing and facilitating study abroad opportunities in Guatemala, Mexico, Namibia, Pine Ridge, SD, and
England. Additional collaborative partners include the Ministry of Health and Social Services (MOHSS) in Namibia. A
detailed listing of practica and immersion experiences abroad and away can be found at the nursing website
(www.augsburg.edu/nursing).
Final DNP/FNP Project
Final DNP/FNP projects must make a significant impact on nursing practice and health outcomes of populations and
communities, demonstrate an evidence-based contribution to existing nursing knowledge, and be suitable for
presentation or publication in a peer-reviewed venue. Through this scholarly project students demonstrate leadership in
synthesizing and applying scientific knowledge to practice challenges in local and/or system wide contexts of care.
Students should begin working on their DNP/FNP projects in the early stages of the program and continue throughout.
The student’s scholarly project is planned in collaboration with a major faculty advisor.
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For a complete list of courses and descriptions, see the Course Description Search.
Admission to the DNP/FNP
Applicants to the Doctor of Nursing Practice FNP program must have:
A completed application form and payment of application fee.
An earned baccalaureate degree in nursing (BSN or BAN), master’s degree in nursing, or a doctor of nursing practice
(DNP), from a nationally accredited institution and a nationally accredited nursing program.
A minimum of five years active and current clinical practice as a Registered Nurse.
Evidence of current unencumbered license as a Registered Nurse. MN license required. Other state licenses will be
required for clinical rotations.
Applicants must submit an official transcript(s) from each regionally-accredited institution where a degree was
earned, as well as from the most recently attended institution, if not the same.
o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for
military benefits.
o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts
are required from institutions at which the prerequisites or equivalents were completed.
o The Program Director may ask for additional transcripts if determined to be necessary.
GPA of 3.0 from previous baccalaureate nursing program; GPA of 3.2 from previous masters in nursing program or
DNP program.
Three professional letters of recommendation.
A 2-3 page professional essay responding to a posted question on the admission application.
Documentation verifying the number of practice hours completed in a nationally accredited graduate nursing
program, if applicable. (A maximum of 400 practice hours may be transferred into the DNP/FNP tract of study from a
nationally accredited master’s in nursing program.)
A current Curriculum Vitae.
Successful personal interview with Augsburg Nursing Faculty.
Evidence of a completed undergraduate statistics course (within the last 5 years) on an official transcript before
enrolling in the Nursing Research course (NUR520) & the associated practicum (NUR520P).
Evidence of up to date immunizations per Department/University requirements
Evidence of HIPAA training.
Satisfactory results of a certified federal criminal background check at time of admission and annually thereafter;
additional testing may be required for clinical placement, e.g., alcohol, drug testing, HIV testing, etc.
The number of applicants admitted to the DNP/FNP program will be limited and based on availability of faculty members
that share a student’s practice interests and goals. Meeting the minimum admission criteria does not ensure that an
applicant will be admitted to the program.
The above Admission Criteria are current as of April 2018 and are subject to change.
Applicants who have graduated from a foreign nursing program, should submit their coursework for validation to the
World Education Service (WES) or the National Association of Credential Evaluators (NACES) and have the reports sent
directly to Augsburg University. Additionally, internationally-educated applicants may request the Commission on
Graduates of Foreign Nursing Schools (CGFNS) (www.cgfns.org) to forward their educational credentials report to the
Minnesota State Board of Nursing. Once their credentials are verified, applicants must apply for licensure and
demonstrate successful passing of the National Council Licensure Examination (NCLEX).
Nurses who have previously submitted CGFNS credential verification in a state other than Minnesota, who have passed
the NCLEX, will be considered for admission and must meet the same residency requirements expected of all students.
Applicants whose first language is not English must submit score evidence from TOEFL (Test of English as a Foreign
Language) score report of 80 on the Internet Based TOEFL (iBT) with a subscore of 20 on the written and 20 on the
speaking sections. See Graduate Admissions for more information. (www.augsburg.edu/grad/international)
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Academic Policies
Evaluation of academic performance in the DNP program will be based on letter grades. See detailed information in the
Academic Programs and Policies
Attendance Policy
Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s
classmates and the course instructor. Instructors may lower grades if attendance and participation is lacking. Individual
syllabi will contain individual instructors’ requirements. Because classes are held in Rochester and Minneapolis, students
must prepare to drive to class at least once per semester.
Academic Probation and Dismissal Policies
Students must maintain a 3.0 cumulative grade point average in the DNP program. If a student falls below a 3.0 average,
the student will be placed on probation for the following term. A 3.0 cumulative grade point average must be restored in
order for a student to be removed from probation. If a student receives a grade of a B- or less, the student must petition
to the faculty of the DNP program before being allowed to continue in the program. If a second grade of a B- or less is
received, the student may be dismissed from the program.
Students may also be dismissed for behavior detrimental to the program, such as a gross violation of University policy as
published in the Student Guide. Dismissal would occur only after established procedures were followed.
Accreditation
The Doctor of Nursing Practice program is accredited by the Commission on Collegiate Nursing Education (CCNE), which
has accredited the Master of Arts in Nursing and the Bachelor of Science in Nursing programs at Augsburg. Augsburg is
accredited by the Higher Learning Commission.
For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation,
Approvals, and Memberships section.
Faculty
Kathleen Clark, DNP, RN, Assistant Professor and Director of the Augsburg Central Health Commons.
Kaija Freborg, DNP, RN, Assistant Professor of Nursing. Director of BSN program Minneapolis.
Michelle Higgins, MSN, FNP, Instructor.
Janice James, DNP, FNP, Instructor and Clinical Director of FNP Program Minneapolis.
Dawn Kaderabek, DNP, FNP-C.
Cheryl Leuning, Phd, RN, Professor of Nursing.
Joyce Miller, DNP, RN, Associate Professor of Nursing, Chair of the Department of Nursing, and Director of Graduate
MAN and DNP-TCN Programs.
Tammy Olney, DNP, FNP, Instructor and Clinical Director of FNP Program Rochester.
Deborah Schuhmacher, DNP, RN, Assistant Professor of Nursing.
Lisa Van Getson, DNP, FNP, Assistant Professor, Director, DNP-FNP Program.
Staff
Sharon Wade, Nursing Programs Coordinator.
Linden Gawboy, Nursing Programs Administrative Assistant.
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Master of Business Administration
Embarking on a graduate degree program is an exciting and challenging decision. The Augsburg MBA is a rigorous and
intensive educational experience. The Augsburg MBA is practical and “hands-on,” focusing on applicable skills and
knowledge designed to increase your ability to think critically, analyze and take the appropriate action. Toward the end
of the program, Augsburg MBA students work on a consulting project for a business or social entrepreneur organization.
Students are divided into groups of four or five and write strategic, business and marketing plans for the organization.
The students have made recommendations for facility expansions, new products, new marketing programs and present
their final recommendations to the CEO and the leadership team. The Augsburg MBA also provides students a unique
opportunity to investigate business cultures and practices through a faculty-led international experience. Our curriculum
integrates the global experience of our faculty and reflects Augsburg’s mission of developing leaders grounded in values,
purpose, and vocation.
The Augsburg MBA is a proven accelerated cohort-based program focused on three learning modules: Personal and
Professional Development, Quantitative Decision Making, and Value Creation, all built on a foundation of ethical
decision-making. The students will write their own personal development plan focusing on their core strengths, core
convictions, a personal mission statement, goals for the next five years and an action plan to accomplish those goals. We
encourage our students to challenge themselves, their classmates and professors to bring a new and expanded focus of
the world through guided reflection and examination.
Augsburg MBA students are chosen because they exhibit purpose and direction in their careers and lives, and positive
engagement with their community and associates. Our MBA graduates make a difference. We invite you to become
part of a growing community of Augsburg MBA alumni.
George Dierberger, Ed.D.
Interim Director, Master of Business Administration Program
MBA Mission - “Prepare Students for Meaningful Work”
Our mission is to prepare students for meaningful work by developing their decision-making skills, critical thinking and
by transforming them into effective managers and leaders in service to others. The program aspires to provide an
outstanding student-centered education that produces graduates who are critically astute, technically proficient, and
who understand the moral and ethical consequences of their decisions on their organization and on the world.
Accreditation
The Augsburg MBA is a candidate for accreditation with the Association of Collegiate Business Schools and Programs
(ACBSP).
Augsburg is accredited by the Higher Learning Commission. For a complete list of Augsburg’s accreditations, approvals,
and memberships, see the listing in the Accreditation, Approvals, and Memberships section.
MBA Program Overview
Today’s business leader must be able to quickly analyze situations and information and critically analyze alternatives and
courses of action. The purpose of the Augsburg MBA is to prepare students to accept greater responsibility in
organizations facing this dynamic and fast-evolving business culture. The curriculum of the MBA gives students the
ability to think critically and ethically as they face the increased challenges of a global business environment. Quality,
individual initiative, ethics, and teamwork are hallmarks of the Augsburg MBA. We have a commitment to continually
improve students’ experiences and learning in the program. Our faculty is uniquely qualified to bridge theory and realworld application, giving MBA students opportunities to acquire skills and knowledge in a variety of disciplines.
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Plan of Study
The Augsburg MBA is an accelerated, evening program that allows working professionals to complete an MBA degree in
approximately 26 months. This is accomplished by using a cohort model in which students follow a predetermined
schedule with classes meeting one night a week.
Students in a cohort program model stay together as a group through the sequence of classes for the duration of the
program. This provides a continuous, collaborative learning process. The cohort environment fosters a cohesive learning
community where students learn from one another, mentor each other, and develop their own career development
plan based on a series of self-assessments. You’ll share diverse professional expertise and experience as you work in
teams on projects, case studies, presentations, and Harvard Business Review simulations, both inside and outside of
class. Working both individually and in small groups enables you to enhance your strengths, build your skills, expand
your business acumen, and improve your decision-making. Together as a community you’ll build personal, social, and
academic abilities.
MBA students bring a wealth of work and personal life experiences with them into the classroom, multiplying the
opportunities for learning. The personal connections and relationships you build with fellow students and faculty will
extend into an important and valuable network as you take your career to new levels.
Credit for Prior Learning
Up to nine credits (three courses) may be waived through prior business coursework that is comparable to the course
curriculum and from an accredited business school (with director/faculty approval) or certain professional credentials
(with appropriate documentation). Consult the MBA program office for details. Students who have passed the Certified
Public Accountants (CPA) or Certified Management Accountants (CMA) exam may be waived from MBA 520, Accounting
for Managers.
Students with prior academic coursework that meets the following criteria may be waived from eligible core courses.
Course(s) must be taken at an approved, regionally-accredited institution.
Acceptance of core course waivers implies the student accepts the responsibility for having the essential knowledge
and understanding of the core course material, and is properly prepared for any future core or elective course for
which the waived course was a prerequisite. Academic credit is not awarded for any waived course, nor will the
course appear on academic transcripts.
Academic Calendar
The Augsburg MBA is a year-round program. Courses are offered during fall, spring, and summer semesters. Courses are
offered consecutively during each term so students are able to concentrate on one subject at a time. The program is
designed to have students take at least two courses per term.
Official academic calendars and the MBA registration policies can be found at www.augsburg.edu/registrar. The unique
cohort model of the Augsburg MBA requires individual schedules for each cohort. These schedules are provided by the
MBA department.
The Faculty-Led International Experience
Each year, all current MBA students are offered the opportunity to participate in a faculty-led international experience.
This trip is taken in conjunction with either MBA 565 - Managing in a Global Environment or MBA 595 - Strategic
Management. Students will travel as a group to an international location, visit businesses, participate in faculty lectures,
and learn about the culture and traditions of the countries visited. Each MBA student should have two opportunities
during their matriculation in the program to participate. Costs can vary; but as a minimum, trips normally include tuition
(for the course selected), lodging, and travel in-country, as well as some meals.
Program Requirements
The Augsburg MBA requires 42 semester credits for degree completion. Augsburg MBA courses are three semester
credits each. Each three semester credit course consists of 28-32 hours of in-class instruction and 5 ½ - 9 ½ hours of
online instruction per week through a web-based electronic course management system.
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A total of 14 courses are required for the Augsburg MBA. There are 12 core courses and 2 elective/concentration
courses.
MBA Program Sequence
Semester 1:
MBA 592 - Leadership: Ethics, Vision and Transformation
MBA 545 - Organizational Behavior
Semester 2:
MBA 540 - Business and Professional Ethics
MBA 560 - Communication Issues in Management
Semester 3:
MBA 570 - Quantitative Decision-Making for Managers
MBA 520 - Accounting for Business Managers
Semester 4:
MBA 530 - Managerial Finance
MBA 510 - Applied Managerial Economics
Semester 5:
MBA 550 - Marketing Management
MBA 595 - Strategic Management
Semester 6:
MBA 565 - Managing in a Global Environment
MBA 580 - Management Consulting Project
Concentration Course 1
Semester 7:
MBA 580 - Management Consulting Project (begins in semester 6)
Concentration Course 2
Electives
Students are required to complete a concentration in either Finance, Leadership, or Entrepreneurship.
Finance Concentration
MBA 532 - Investment Theory and Portfolio Management
MBA 535 - International Finance
Leadership Concentration
Any two MAL electives from the Master of Arts in Leadership program
Entrepreneurship Concentration
MBA 596 - Managing Innovation
MBA 583 - Entrepreneurship: Execution, Planning & Strategy
The entrepreneur concentration teaches students how to perform the due diligence in developing and turning a
business idea into reality by assessing the risks before product development. Our students learn how to collaborate and
iterate in approaching the market opportunity and potential solution.
Student Learning Experience
Student Learning Experiences are meant to integrate the material from the three modules: Personal & Professional
Development (SLE 1), Quantitative Analysis & Decision Making (SLE 2), and Value Creation (SLE 3). SLE 1 is embedded in
MBA 540 Business Ethics, MBA 560 Communication Issues in Management, MBA 545 Organizational Behavior, and MBA
592 Leadership: Ethics, Vision and Transformation. SLE 2 is embedded across the MBA curriculum and includes a global
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business simulation in the MBA 595 Strategic Management course. SLE 3 is a single course, the MBA 580 Management
Consulting Project.
MBA/ MA in Leadership Dual Degree
Augsburg offers a coordinated program for students interested in both the Master of Business Administration and
Master of Arts in Leadership degrees. See the Master of Arts in Leadership section of this catalog for program details.
For a complete list of courses and descriptions, see the Course Description Search.
Locations and Schedules
MBA classes are offered at two locations: Augsburg’s Minneapolis campus and Augsburg’s Rochester campus. Cohorts
begin three times per academic year at Augsburg’s Minneapolis campus: September, January, and May. In Rochester,
cohorts begin in September and May.
Orientation for new cohorts is generally scheduled for one to two weeks in advance of the beginning of classes. For
more information on class schedules, go to www.augsburg.edu/mba or call the Office of Admissions at 612-330-1101.
Admission to the Augsburg MBA Program
Admission to the Augsburg MBA program is determined by a committee decision. The committee may include the MBA
program director, Business Administration Department faculty, and Office of Admissions staff.
Admission Requirements
Applicants to the MBA program must have:
Bachelor’s degree from a regionally-accredited four-year institution
Minimum of two years of relevant work experience
Personal interview with the MBA program director
Admission checklist
The following materials must be submitted to the Office of Admissions:
Completed application—Apply online at www.augsburg.edu/mba
Two personal statements
Applicants must submit an official transcript(s) from the regionally-accredited institution granting the Bachelor’s
degree and from the most recently attended institution, if not the same.
o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for
military benefits.
o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts
are required from institutions at which the prerequisites or equivalents were completed.
o The Program Director may ask for additional transcripts if determined to be necessary.
Current résumé of work history
Two confidential letters of recommendation
MBA Math (optional for admission based on past experience; passing score required for the quantitative courses)
Admission as an International Student
International applicants must submit the required application materials listed above. Refer to the additional
requirements outlined in Admission of International Students in the Graduate Admissions section.
Admission as a Transfer Student
Students may apply to Augsburg as a transfer student. Transfer students follow the same procedure as new applicants.
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Transfer students may receive up to 9 semester credits in transfer. (See Evaluation of Transfer Credit in Academic
Programs and policies.) Students must complete no fewer than 21 semester credits at Augsburg in order to receive their
MBA degree from Augsburg University. All students must complete the Management Consulting project (MBA 580) to
graduate. Eligible coursework must be approved by the MBA program director before transfer credit will be granted.
Academic Policies
MBA Program Enrollment Policy
Students are strongly encouraged to remain in their cohort and complete their MBA program as scheduled. Adjustments
or modifications to the MBA schedule require the approval of the MBA program director.
All students are required to complete all components of the program within five years of matriculation. Extensions
beyond five years will be considered on the basis of petition to the MBA director. Students who leave the program for
more than one semester must request a leave of absence in writing from the MBA program. A leave of absence may be
granted for one calendar year. Students who return to the program after a leave of one year or more must fill out an
Application for Readmission form and submit it to the MBA office. Time spent on an official MBA-approved leave of
absence will not count toward the five-year deadline for degree completion.
Academic Evaluation
The grading scale used for the evaluation of academic performance in the MBA program is an A-F scale. For complete
information on grading and evaluation, see Academic Programs and Policies.
Withdrawal from Class
For information regarding the last date on which students may withdraw from a class and receive a “W” on their
records, refer to the academic calendar at www.augsburg.edu/registrar.
Attendance Policies
Student attendance at scheduled class meetings is a priority and required. However, MBA faculty understand that MBA
students are working adults with significant responsibilities who, on occasion, face unforeseen situations that may
interfere with attendance. Students should notify the faculty member teaching the course as soon as possible. When the
student knows in advance of a class date where a potential conflict exists, they must discuss the proposed missed class
with the faculty member prior to the date of the class. Students are responsible for the work covered during that class
session and for making appropriate arrangements for obtaining handouts, lecture content, or other materials. Faculty
members may assign appropriate independent work to insure that the student understands the material covered during
the class session.
If appropriate and acceptable coordination is carried out by the student, there need not be any grade reduction for a
single missed class session. This may be dependent on assignments due on the date of the missed class; e.g., final
project presentations or team presentations. Point/grade reductions for unexcused absences are the prerogative of the
faculty. Two missed class sessions, excused or unexcused, may be grounds for directing the student to withdraw from
the course. More than two absences, excused or unexcused, require that a student withdraw from the class.
Degree Requirements
To be conferred the MBA degree, students must achieve the following:
Passing score on all modules of MBA math (http://mbamath.com/). MBA math contains modules in accounting,
economics, finance, statistics, and spreadsheets (unless waived by the MBA Director)
Successful completion of MBA courses with a cumulative GPA of 3.00 or higher at the completion of the program
No more than two courses with a grade of B-
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MBA Faculty
Jeanne M. Boeh, Associate Professor of Economics. BS, MA, PhD, University of Illinois.
George Dierberger, Assistant Professor of Business Administration. BS, University of Minnesota; MA, International
Studies, University of St. Thomas; MBA, Fairleigh Dickinson University; Ed.D, Organization Development,
University of St Thomas.
Marc Isaacson, Assistant Professor of Business Administration. BA, St. Olaf College; MS, Rensselaer Polytechnic Institute.
Phyllis Kapetanakis, Assistant Professor of Business Administration. BA, BS, Creighton University; MT, Arizona State
University.
Marc McIntosh, Associate Professor of Business Administration. BS, DePaul University; MBA, Harvard University; DBA,
Argosy University.
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Master of Fine Arts in Creative Writing
MFA Mission
The Master in Fine Arts in Creative Writing program broadens and deepens the artistic sensibilities of the student
writers, creating a close-knit community with fellow writers within and outside of the program. Students receive
individual attention from accomplished and forward-thinking faculty who help them prepare themselves for the future
of creative writing.
Program Overview
The MFA at Augsburg University is designed to accommodate writers who work full-time, live outside of Minnesota, or
simply desire the flexibility of a low-residency experience. This two-year program offers one-on-one work with mentors
throughout the year, features an annual ten-day summer residency, and provides the opportunity to join a lifelong
community of writers.
Genres
Creative Nonfiction
Fiction
Playwriting
Poetry
Screenwriting
Concentrations
Teaching
Translation
Publishing
Features
Two-year program
Annual summer residency
Online classrooms
One-on-one mentor work
Student to mentor ratio of 5:1
Summer Residency
Begin the program with a ten-day summer residency in Minneapolis, participating in daily workshops, readings, and
mini-courses that focus on literary craft as well as career skills in teaching, editing, publishing, book arts, advertising, and
translation. The program includes three summer residencies in Minneapolis.
Fall and Spring Semesters Online
The first and second residencies are each followed by two off-campus semesters of work with faculty mentors in virtual
classrooms that make use of online and other technologies. Each semester, MFA candidates enroll in a Mentorship and
Creative and Critical Reading course. In addition, students complete a craft paper during the third off-campus semester
and prepare a craft talk in the fourth. Cross-genre work is encouraged.
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Semester Mentorships
The Mentorship is a one-on-one experience with a faculty mentor who guides the student’s production of work and
study of craft. This one-on-one creative studio experience is focused on the MFA candidate’s own writing and growth as
a writer.
Critical and Creative Reading in an Online Classroom
This is a reading-as-writers course that provides an opportunity to work with the mentor and a community of peers,
considering craft, criticism and aesthetics. Meetings are online in the electronic classroom. The format may include
online discussion boards, video chats, and teleconferences with mentors and fellow learners. The online classroom
offers an opportunity to continue conversations begun during the residency with members of the MFA community.
Traditional Plan of Study
Augsburg’s Traditional MFA in Creative Writing program can be completed in nine courses (46 credits) over two years by
taking the three summer residencies, four long-distance mentorship and reading courses (fall and spring semesters), a
craft paper course, and a thesis course.
First Year
o Summer Residency I (6 credits), held for ten days on the Minneapolis campus, includes a workshop in the
student’s declared genre, as well as readings and lectures. To earn credit for the residency, students must
complete reading and writing assignments in the weeks before and after the residency (Summer Term 2).
o Fall Semester I (6 credits), Mentorship and Creative and Critical Reading course. This work is conducted
remotely, via computer, phone, and/or mail. Students work closely with their mentor and other writers in their
declared genre.
o Spring Semester I (6 credits), Mentorship and Creative and Critical Reading course — this time in a genre outside
the student’s chosen area of specialization. This work is conducted remotely, via computer, phone, and/or mail.
Second Year
o Summer Residency II (6 credits), held for ten days on the Minneapolis campus, and including a workshop in the
declared genre, as well as readings and lectures. To earn credit for the residency, students must complete
reading and writing assignments in the weeks before and after the residency.
o Fall Semester II, Mentorship and Creative and Critical Reading course (6 credits) and a Craft Paper course (2
credits) in which students complete a craft paper examining some aspect of writing. This work is conducted
remotely, via computer, phone, and/or mail.
o Spring Semester II, Mentorship and Creative and Critical Reading course (6 credits) and a Thesis course (2
credits) in which students complete their thesis. This work is conducted remotely, via computer, phone, and/or
mail.
Third Summer
o Summer Residency III (6 credits), held for ten days on the Minneapolis campus, and including a workshop in the
declared genre, as well as readings and lectures. Graduating students give a public craft talk and a reading from
their thesis (students should prepare for this work during their second year). To earn credit for the residency,
students must complete reading and writing assignments in the weeks before and after the residency.
Optional Courses of Study
Extended Study. Designed for students who wish to prolong their studies in a single genre, this option has students
completing at least five mentored and reading semesters instead of the standard four. At least four of these
semesters should be used to study the student’s declared genre.
Mixed Genre. Designed for students who want to more deeply immerse themselves in a secondary genre, this
option has students completing at least five mentored and reading semesters, including three in the student’s
primary declared genre and at least two in a different genre.
Post-MFA. Designed for students who already have an MFA, this option allows students to drop into the program for
a single residency or semester of study — or longer. Students seeking this option should contact the program
director, as the director’s approval is required.
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Career Concentration Option. Designed for students who wish to better prepare themselves for the job market, this
option allows students to enroll in electives in teaching, translation and/or publishing. This work is usually
completed alongside a traditional or extended/mixed genre course of study. The career concentration courses are
also available as post-MFA studies. Career concentrations includes:
o Teaching Practice and Theory - The Concentration in Teaching is a one-semester program (4 credits) combining
practical and theoretical pedagogy to better prepare students who intend to teach. Students work with
accomplished writing faculty as they consider curriculum and syllabi development. Students gain teaching
experience by completing an internship in the teaching of writing. Prerequisite: teaching practice and theory
seminars during summer residencies.
o Publishing: Howling Bird Press Book Prize - The Concentration in Publishing is a two-semester experience (8
credits total) designed to introduce students to various aspects of the trade, including acquisition, editing,
graphic design production, marketing and distribution. Each year, students work with experienced faculty to
select and publish the winner of the Augsburg Howling Bird national competition. During the second semester,
students work as the staff and editors of Howling Bird Press; in exchange for this workload, students pay a
registration fee rather than full tuition for the semester. Prerequisite: seminars in publishing during summer
residencies.
o Translation - The Concentration in Translation is a one-semester experience (4 credits) in reading, translating,
adapting, and creating. Working with a published literary translator, students focus on translation methods,
approaches, and production of text. Prerequisite: translation seminars during summer residencies.
Course Listing
ENL 531 - Residency in Creative Writing: Fiction
ENL 532 - Residency in Creative Writing: Nonfiction
ENL 533 - Residency in Creative Writing: Poetry
ENL 534 - Residency in Creative Writing: Screenwriting
ENL 535 - Residency in Creative Writing: Playwriting
ENL 536 - Residency in Creative Writing: Multi-Genre
ENL 541 - Mentorship and Critical and Creative Reading: Fiction
ENL 542 - Mentorship and Critical and Creative Reading: Nonfiction
ENL 543 - Mentorship and Critical and Creative Reading: Poetry
ENL 544 - Mentorship and Critical and Creative Reading: Screenwriting
ENL 545 - Mentorship and Critical and Creative Reading: Playwriting
ENL 546 - Mentorship and Critical and Creative Reading: Multi-Genre
ENL 547 - Craft Paper: Fiction
ENL 548 - Craft Paper: Nonfiction
ENL 549 - Craft Paper: Poetry
ENL 550 - Craft Paper: Screenwriting
ENL 551 - Craft Paper: Playwriting
ENL 552 - Craft Paper: Multi-Genre
ENL 553 - Thesis: Fiction
ENL 554 - Thesis: Nonfiction
ENL 555 - Thesis: Poetry
ENL 556 - Thesis: Screenwriting
ENL 557 - Thesis: Playwriting
ENL 558 - Thesis: Multi-Genre
ENL 559 - Thesis
ENL 561 - Mentorship and Critical and Creative Reading - Half-time: Fiction
ENL 562 - Mentorship and Critical and Creative Reading - Half-time: Nonfiction
ENL 563 - Mentorship and Critical and Creative Reading - Half-time: Poetry
ENL 564 - Mentorship and Critical and Creative Reading - Half-time: Screenwriting
ENL 565 - Mentorship and Critical and Creative Reading - Half-time: Playwriting
ENL 566 - Mentorship and Critical and Creative Reading - Half-time: Multi-Genre
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Concentration Courses:
ENL 525 - Teaching Writing: Practice and Theory
ENL 526 - Literary Translation Practicum
ENL 527 - Publishing I
ENL 528 - Publishing II
For a complete list of courses and descriptions, see the Course Description Search.
Admission to MFA
Admission Requirements
Qualified applicants must hold a bachelor’s degree from a regionally-accredited college or university with a cumulative
GPA of 3.0 or higher for all undergraduate coursework. Students with a GPA of 2.5-3.0 may be admitted conditionally
into the program based on the strength of their writing samples.
Applications Must Include
Completed online application
One letter of recommendation
A personal essay
Applicants must submit an official transcript(s) from the regionally-accredited institution granting the Bachelor’s
degree and from the most recently attended institution, if not the same.
o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for
military benefits.
o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts
are required from institutions at which the prerequisites or equivalents were completed.
o The Program Director may ask for additional transcripts if determined to be necessary.
A writing sample:
o Fiction or Creative Non-Fiction, 20 pages, double-spaced
o Poetry, 15-20 pages, single-spaced
o Screenwriting or Playwriting, up to 30 pages in script/playwriting format
Admission as an International Student
International applicants must submit the required application materials listed above. Refer to the additional
requirements outlined in Admission of International Students in the Graduate Admissions section.
Academic Policies
Credit
To earn the MFA, candidates must complete 46 semester credits, write a critical/creative paper, deliver a public
lecture/presentation, give a public reading/staging, and complete a book length manuscript of publishable quality
(fiction, nonfiction and poetry), a screenplay/calling card script (screenwriting), or a full-length play of producible quality
(playwriting).
The residencies and the combined mentorship and critical and creative reading courses carry six credits each. Craft
paper and thesis courses carry two credits each.
To include a concentration in Teaching or in Translation in the MFA, students must complete 10 courses or 50 credits.
For the MFA with a concentration in Publishing, students must complete 11 courses or 54 credits.
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Transfer
Augsburg’s low-residency MFA includes in-person and online elements that help us maintain a strong community and
create a culture in which our writers thrive.
This studio degree is the terminal degree in writing and because of the unique features of a terminal, low-residency,
studio degree, the final decision on transfer credit will depend on review by the Augsburg University MFA Program. A
maximum of eight semester credits from traditional residency MFA programs and from MA programs in creative writing
or English literature may be accepted. The MFA Program Director will review and may offer up to four additional credits
in transfer for equivalent residency or workshop experience completed in another program. The maximum transfer
credits allowed is 12 credits.
Academic Evaluation
Grading
The MFA Program uses fine arts studio grading practices, formative in nature and designed to be an element of the
teaching curriculum. A narrative transcript composed of comments on those elements that the particular student writer
is working on during a particular term will be used to assess progress in the mentorship courses. These are formative
and qualitative assessment elements and professors’ responses will vary as professor/artists and student/artists
approach student work with the student’s individual artistic aims in mind. In addition to the fine arts formative and
qualitative assessment, students will be assessed in light of their success in meeting learning objectives of the course
while completing work assigned.
MFA in Creative Writing Courses are graded on a Pass/No Credit basis, using the Augsburg graduate grading model scale
as described below:
P – Represents work at B or higher and meets acceptable standards.
N – No credit, not counted in grade point average.
Alignment of Course Outcomes
MFA courses are aligned with the Program Hallmarks of the Association of Writers and Writing Programs (AWP), the
national professional organization for writing programs and the writers who teach in those programs.
Participation
Students are expected to fully participate in Summer Residencies, attending workshop sessions and scheduled meetings
with mentors as well as a majority of readings, lectures and other scheduled sessions. Participation in off-campus
coursework is expected to occur during the designated time for each Mentorship studio critique session and “time
away” for creative work. Students are also expected to take part in synchronous and asynchronous sessions with
mentors and demonstrate “presence” in the Creative and Critical Reading courses through regularly scheduled
exchanges with faculty and peers.
Academic Honesty
Augsburg’s high expectations for academic honesty will be applied to this class. Please refer to the Student Guide at
inside.augsburg.edu/studentaffairs/studentguide/academic-honest-policies if you have any questions.
Affiliation
The Augsburg University MFA Program is a member of the Association of Writers and Writing Programs (AWP) and
curriculum is based on the AWP Hallmarks of an Effective Low Residency MFA Program in Creative Writing.
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Mentor Faculty
Karen Babine, MFA Mentor, BA, Concordia College; MFA, Eastern Washington University; PhD, University of Nebraska,
Lincoln.
Jeremy Bandow, MFA Mentor. Associate of Science in Screenwriting, Minneapolis Community and Technical College;
BFA, Regis University; MFA, Augsburg University.
James Cihlar, Publishing Mentor. BA, University of Iowa; MA, University of Nebraska, Lincoln; PhD, University of
Nebraska, Lincoln.
Stephan Clark, Associate Professor of English, MFA Mentor. BA, University of Southern California; MA, University of
California, Davis; PhD, Literature and Creative Writing, the University of Southern California.
Heid E. Erdrich, MFA Mentor. BA, Dartmouth College; MA, The Johns Hopkins University Writing Seminars; PhD, Creative
Writing and Native American Literature, The Union Institute and University.
Carson Kreitzer, MFA Mentor. BA, Yale University; MFA, University of Texas, Austin.
Sarah Myers, Associate Professor of Theatre Arts, MFA Mentor. BS, Northwestern University; MFA, Playwriting and
Drama and Theatre for Youth & Communities; PhD, Performance as Public Practice, the University of Texas,
Austin.
Lindsay Starck, Assistant Professor of English, MFA Mentor. BA, Yale University; MFA, University of Notre Dame; PhD,
University of North Carolina, Chapel Hill.
Cary Waterman, Assistant Professor of English, MFA Mentor. BA, the University of Denver; MA, Poetry Thesis,
Minnesota State University-Mankato.
Faculty Associates
D.E. Green, Professor of English. Academic Writing and Teaching Faculty. BA, Amherst College; MA, PhD, Brown
University.
Michael Kidd, Associate Professor of Languages and Cross-Cultural Studies, Translation and Adaptation Faculty. BA,
Pomona College; PhD, Cornell University.
Visiting Writers
Fiction
Lisa Van Orman Hanley, 2019
Ted Thompson, 2018
Kate Bernheimer, 2017
Jacob Appel, 2016
Helene Wecker, 2015
Pam Houston, 2014
Benjamin Percy, 2013
Creative Nonfiction
Tessa Fontaine, 2019
Kao Kalia Yang, 2018
Jean Harper, 2017
Greg Breining, 2016
Sue William Silverman, 2013 & 2015
Deborah Blum, 2014
Poetry
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Danez Smith, 2019
Katelynn Hibbard, 2018
Patricia Smith, 2017
Sean Hill, 2016
Marcie Vogel, 2015
Alex Lemon, 2014
Ed Bok Lee, 2013
Playwriting
Stacey Rose, 2019
Andrew Rosendorf, 2018
Harrison Rivers, 2017
Christina Ham, 2016
Carson Kreitzer, 2015
Kristoffer Diaz, 2014
Screenwriting
Rebecca Sonnenshine, 2019
Wenona Wilms, 2018
Remy Auberjonois & Kate Nowlin, 2017
Michael Starrbury, 2016
Ken Rance, 2015
Bill Wheeler, 2014
Christina Lazaridi, 2013
Administration
Stephan Clark, Director
Lindsay Starck, Associate Director
Staff
Kathleen Matthews, Administrative Assistant
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Master of Music Therapy
MMT Mission
To prepare students to be leaders in the field, while fostering their passion to serve clients and families, and offer unique
learning experiences that allow them to discover and realize their full potential. To engage students in life changing
experiences, rich in experiential learning, collaborative in nature, fostering a holistic view of the use of music in health,
healing and well-being. To advance the practice of music therapy by preparing students through a hybrid master’s
degree program that is innovative, flexible and possesses breadth and depth, designed to meet the changing demands
of healthcare.
Program Overview
Degree requirements
The MMT degree program is designed for music therapists who are currently board certified and who wish to continue
their education and advance their level of practice. The program is a 36 credit program with core music therapy courses,
courses focused on the practice of music therapy in healthcare and medicine, and elective courses of interest.
Core Music Therapy Courses – 24 credits
MUS 510 - Advanced Music Therapy Theory (3 credits)
MUS 511 - Advanced Music Therapy Practicum (0 credit)
MUS 515 - Advanced Music Therapy Clinical Practice I (3 credits)
MUS 520 - Advanced Music Therapy Clinical Practice II (3 credits)
MUS 525 - Cross-Cultural Awareness in Music Therapy (3 credits)
MUS 530 - Music Therapy Ethics (2 credits)
MUS 535 - Music Therapy Supervision and Professional Development (2 credits)
MUS 540 - Music Therapy Research I (3 credits)
MUS 545 - Music Therapy Research II (3 credits)
MUS 595 – Thesis or Final Project (2 credits)
Music Therapy Electives– 12 credits
MUS 550 - Music Psychotherapy (2 credits)
MUS 554 - Advanced Music Therapy Clinical Improvisation (3 credits)
MUS 555 - Music Therapy, Spirituality and Well-being (2 credits)
MUS 560 - Music and Imagery (2 credits)
MUS 565 - Advanced Music Therapy with Infants, Children and Family Centered Care (2 credits)
MUS 570 - Music, Neurology and Physiology (3 credits)
MUS 575 - Music Therapy in Palliative Care (2 credits)
MUS 576 - Music Therapy in Trauma Informed Care (3 credits)
MUS 580 - Transcultural Music Therapy I (4 credits) (global educational experience)
MUS 582 – Transcultural Music Therapy II (4 credits) (global educational experience)
MUS 585 - Advanced Music Therapy Group Work (3 credits)
MUS 590 - Interdisciplinary Practice & Research Methods in Music Therapy (3 credits)
Thesis or Final Project
Completion of a thesis or final project is required as a part of the degree program. The thesis and final project are both
subject to approval by program director.
Thesis: A scholarly paper utilizing historical, philosophical, descriptive, experimental or mixed methods research.
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Final Project: A supervised clinical project that is comprehensive and designed to develop and advance an area of
one’s clinical practice.
The Equivalency Plus Master of Music Therapy will complete the courses outlined above in addition to any courses
needed to accomplish their equivalent status. The Equivalency Plus MMT is designed to be completed in two and a half
years. The equivalency courses include the following:
MUS 271 - Introduction to Music Therapy (2 credits)
MUS 315 - Psychology, Culture, and Community in Music (2 credits)
MUS 340 - Music Therapy Methods I (4 credits)
MUS 345 - Music Therapy Methods II (4 credits)
MUS 374 - Music Therapy Practicum (1 credits)
MUS 375 - Music Therapy Practicum (1 credits)
BIO 103 - Human Anatomy & Physiology (4 credits)
PSY 105 - Principles of Psychology (4 credits)
PSY 203 - Lifespan Development (4 credits)
PSY 262 - Abnormal Psychology (4 credits)
The Equivalency Plus+ Master of Music Therapy will complete the courses outlined previous two sections (MMT and
Equivalency Plus), as well as the course listed below.
MUS 113 - Music Theory and Aural Skills I
MUS 114 - Music Theory and Aural Skills II
MUP xxx Primary Lessons (minimum 4 semesters needed)
MUE xxx Chamber or Large Ensemble (minimum of 4 semesters needed)
MUS 213 - Music Theory and Aural Skills III
MUS 214 - Music Theory and Aural Skills IV
MUS 231 History and Literature of Music, Antiquity to 1750 (4 credits)
MUS 232 History and Literature of Music, 1750 to Present (4 credits)
Plan of Study
There are three tracks for the Master of Music Therapy program. The first is for individuals who hold a bachelor’s degree
in music therapy. They follow the master of music therapy track. The second track is for individuals that hold a
bachelor’s degree in music. They follow the Equivalency Plus Master of Music Therapy track. The third is for individuals
that hold a bachelor’s degree that is not in music, but have a strong music background. They follow the Equivalency
Plus+ Master of Music Therapy track.
Admission to MMT
Online Application
Applicants must submit an official transcript(s) from the regionally-accredited institution granting the Bachelor’s
degree and from the most recently attended institution, if not the same.
o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for
military benefits.
o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts
are required from institutions at which the prerequisites or equivalents were completed.
o The Program Director may ask for additional transcripts if determined to be necessary.
2 letters of recommendation (can be submitted online through the application-please have your recommenders
email addresses when you begin the application).
Proof of Board Certification
An Audition (this can be taped or live) ten to fifteen minutes of your best instrument(s).
Essay-(can be submitted as part of the online application) no longer than three pages addressing the following
questions.
Describe your goals as a music therapist and how an MMT degree will help you reach those goals.
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Tell about a moment that helped encourage you to begin a career in music therapy.
As a music therapist you will help people from all walks of life and with a variety of needs and illnesses, how are you
qualified (physically, mentally, and emotionally) to assist these people in improving their quality of life?
Please note that you can upload your essay directly into the online application. You may also input the names and emails
of your recommenders and the system will send them a link to directions and the checklist we request they fill out for
you.
If not submitted with the online application, materials need to be sent to:
Augsburg University
Graduate Admissions, CB 65
2211 Riverside Ave S.
Minneapolis, MN 55454
or emailed to gradinfo@augsburg.edu
For Academic Policies, please see Academic Policies.
Accreditation and Affiliation
Augsburg is regionally accredited by:
The Higher Learning Commission
The Master of Music Therapy Program is accredited by:
National Association Schools of Music (NASM)
American Music Therapy Association (AMTA)
MMT Faculty
Annie Heiderscheit, Assistant Professor, Director of Master of Music Therapy. BME-MT, Wartburg College; MS, Iowa
State University; PhD, University of Minnesota.
Debbie Bates, Instructor.
Kimberly Donley, Instructor.
Nancy A. Jackson, Instructor.
Juyoung Lee, Instructor.
Dawn McDougal Miller, Instructor.
Emma Moonier, Instructor.
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Master of Science in Physician Assistant Studies
Mission
The mission of the Augsburg University PA Program is based on a foundation of respect and sensitivity to persons of all
cultures and backgrounds and oriented toward providing care to underserved populations. Students are well educated
in current medical theory and practice, and graduates are encouraged to work in primary care settings. The program
promotes dedication to excellence in performance, with the highest standards of ethics and integrity, and commitment
to lifelong personal and professional development.
Accreditation
The Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) has granted Continued
Accreditation to the Physician Assistant Program sponsored by Augsburg University. Continued accreditation is an
accreditation status granted when a currently accredited program is in compliance with the ARC-PA Standards.
Continued Accreditation remains in effect until the program closes or withdraws from the accreditation process or until
accreditation is withdrawn for failure to comply with the Standards. The approximate date for the next comprehensive
review of the program by ARC-PA will be Spring 2019.
About PA
As defined by the American Academy of Physician Assistants:
“PAs are health professionals licensed or, in the case of those employed by the federal government, credentialed to
practice medicine in association with designated collaborating physicians. PAs are qualified by graduation from an
accredited PA educational program and/or certification by the National Commission on Certification of Physician
Assistants ... Within the physician-PA relationship, PAs provide patient-centered medical care services as a member of a
healthcare team. PAs practice with defined levels of autonomy and exercise independent medical decision making within
their scope of practice.”
In the state of Minnesota, a PA is licensed with the Board of Medical Practice. In Minnesota, and most other states,
the PA must be NCCPA (National Commission on Certification of Physician Assistants) certified and hold a
delegation agreement with a licensed physician.
Curriculum
The Physician Assistant program at Augsburg is approximately 27 months long with studies beginning each year in the
summer semester. The program accepts up to 33 students for each new class. Graduates will receive a Master of Science
in Physician Assistant Studies and a PA certificate.
Approximately 16 months of the program is didactic, or classroom work, including courses in human gross anatomy,
pathophysiology, clinical medicine, pharmacotherapy, history and physical exam skills, research, and professional issues.
The academic phase of the program also includes development of practical skills through the use of case studies,
simulated patients, and technical skills workshops (i.e. suturing, casting/splinting).
The clinical phase is completed in approximately 12 months. The clinical phase of the program is designed to effectively
train students for practice by providing them with rotation experiences in different specialties and a variety of practice
settings. To that end, each student will be required to complete rotations outside the metropolitan area. Each student
will gain clinical experience in family medicine, pediatrics, women’s health, behavioral health, emergency medicine,
internal medicine, surgery, and various specialties. The clinical phase will culminate with a preceptorship that is
designed to solidify the student’s skills. Clinical instructors include Physicians, PAs and other health care providers.
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A student will be required to complete the clinical phase at site(s) determined by the Augsburg PA Program to provide
the student with the best educational experience. Clinical rotation sites will be located throughout the state of MN,
locations in the 5 state area, and potentially beyond.
The Augsburg PA program includes time away from the program at varying times which may or may not differ from the
traditional breaks at Augsburg University; these breaks contribute to the overall 27-month length of the program.
PA Program Sample Calendar
YEAR 1
Summer
PA 501 - Human Anatomy and Neuroanatomy
PA 503 - Human Pathophysiology
Fall
PA 511 - History and Physical Exam Skills I
PA 521 - Pharmacotherapy I
PA 531 - Clinical Medicine I
PA 542 - Professional Issues
PA 546 - Clinical Practice Seminar I
Spring
PA 512 - History and Physical Exam Skills II
PA 522 - Pharmacotherapy II
PA 532 - Clinical Medicine II
PA 547 - Clinical Practice Seminar II
PA 555 - Research Tools for the Physician Assistant
YEAR 2
Summer
PA 533 - Clinical Medicine III
PA 545 - Clinical Phase Transition
Master’s Project course, one of the following*:
PA 599 - Directed Study
ML 577 - International Experience
Fall
PA 6XX - Clinical Rotations 1, 2, 3
Spring
PA 6XX - Clinical Rotations 4, 5, 6
YEAR 3
Summer
PA 6XX - Clinical Rotations 7, 8
PA 62X - Preceptorship
PA 690 - Capstone
*Other program-approved options may be available
For a complete list of courses and descriptions, see the Course Description Search.
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Admission to the PA Program
Admission Requirements
Complete and current-year admission guidelines can be found on our website at www.augsburg.edu/pa.
Admission to any physician assistant program is a highly competitive process.
Qualified applicants will have:
Bachelor’s degree (in any major) from a regionally-accredited four-year institution
Minimum cumulative GPA of 3.0 as calculated by CASPA at the time of application
Minimum science GPA of 3.0 as calculated by CASPA at the time of application
Completed the Augsburg University PA Program Supplemental Application
Completed the prerequisite courses listed below
Prerequisite Courses
To be an eligible applicant for the PA Program, you must have completed the prerequisite courses listed below. These
courses must have been completed within 10 years of the year you are applying for admission.
The following six (6) prerequisite courses must be completed with grades of C or higher at a regionally accredited twoyear or four-year college or university (within the timeline specific to your degree status as defined below).
One full course of psychology
One full course of physiology* (human/vertebrate/organ)
One full course of microbiology*
One full course of biochemistry*
One full course of statistics
One course of medical terminology
*Labs are recommended but not required.
Online prerequisite courses from accredited institutions are also accepted.
Prerequisites must have been completed within 10 years of the start date of the program and, in general, must be
completed by May 1 of the year of matriculation.
The Augsburg PA Program does NOT accept advanced placement (AP credit) or experiential learning in place of
required prerequisite courses.
GRE and MCAT are not required for application to this program.
Strongly Recommended
Highly competitive applicants to the Augsburg PA Program will also have:
Direct patient care experience. This is the best type of experience to obtain in order to strengthen an application.
We recommend at least 2000 hours of paid, direct, hands-on clinical patient care to be competitive in this category.
Additional science courses such as anatomy, genetics, immunology, other biology courses, and organic chemistry
Demonstration of motivation for the PA profession by formally shadowing a PA or other health care provider.
Demonstration of a commitment to, and involvement with, underserved communities
PA Program Application Process
The Augsburg PA Program has a two-step application process—first applying through CASPA and then through the
Augsburg University PA Program supplemental application.
The Augsburg PA Program participates in the Centralized Application Service for Physician Assistants (CASPA) which is
sponsored by the Physician Assistant Education Association (PAEA). All applications to the PA Program for the entering
class must be processed through CASPA, following all guidelines and regulations set forth by CASPA. Application forms
with detailed instructions can be obtained online at portal.caspaonline.org.
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You will be considered an eligible applicant if you have completed the Augsburg University supplemental application,
have a minimum cumulative GPA of 3.0 at the time of application (as calculated by CASPA), have a minimum science
GPA of 3.0 at the time of application (as calculated by CASPA), have completed or will complete your undergraduate
degree prior to the start date of the program, and have completed or will complete your prerequisite courses within the
timeline specified for your degree status.
Additional Application Details:
The Augsburg PA Program requires three letters of recommendation submitted through the CASPA process. We strongly
recommend that one be from an employer/colleague (a professional reference), one letter be from a professor or
adviser (an academic reference), and the third from a person of your choice. Be sure that your letter writers are able to
tell the committee about you as well as his/her experiences with you and observations about you.
Your Supplemental Application must be submitted electronically on or before August 1 in order to be considered.
We use the CASPA “Complete Date” to determine if you have met the application deadline of August 1. The “Complete
Date” on your application must be August 1 or prior in order to be considered meeting the deadline. CASPA assigns a
“Complete Date’ when they have received your electronic application, transcripts from all schools attended, 2 of your 3
letters of reference, and payment. Until those criteria are met, your application will not be given a “Complete Date.”
Your GPA (cumulative and science) is set at the time of your CASPA submission and is calculated by CASPA. The Augsburg
PA Program will not recalculate GPAs as additional coursework is completed post CASPA submission. We will request
grade reports for your prerequisite courses and add them to your file as they are completed, but your official GPA, as
calculated by CASPA, will be the GPA of record for your application.
Selection Process
Competitive applicants will be reviewed by the admissions committee.
The admissions committee looks for a balanced application by reviewing key criteria such as cumulative GPA, science
GPA, and direct patient care experience followed by overall academic record, service to underserved (meaning
disadvantaged, minority, or underrepresented populations), essay responses, knowledge of the profession, fit with the
program goals and mission, and recommendation letters.
As the committee completes application review, candidates are selected for an interview. The interviews are generally
conducted during the fall months. Candidates come to campus to interview with program faculty, staff, and current
students, and to view the St. Paul campus.
As interviews are completed, seats in the incoming class are offered. A list of alternates will be selected in January to fill
seats that accepted candidates may not claim. All applicants are notified of their final status by mid-February.
Accepted candidates must complete and pass a background check prior to matriculation and annually through the
program. Failure of the background check may result in the inability to participate in clinical rotations, failure to obtain
licensure, and/or dismissal from the program.
Academic Policies
Please see the PA program website at www.augsburg.edu/pa for further details about policies outlined here.
Technical Standards
All PA students must possess those intellectual, ethical, physical, and emotional capabilities necessary to undertake and
achieve levels of competence in the full curriculum required by the faculty. A stated intention to only practice in a
narrow field of medicine does not alter the requirement that all students take and achieve full competence across the
entire curriculum.
Essential characteristics and abilities prescribed here are requisite for admission, promotion and graduation from the
program. All matriculates, students and graduates must meet all prescribed essential characteristics and abilities, either
with or without reasonable accommodations.
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The physician assistant must have the knowledge and skills to function in a broad variety of clinical situations and to
render a wide spectrum of patient care. They must be able to integrate all information received by whatever sense(s)
employed, consistently, quickly, and accurately, and they must have the intellectual ability to learn, integrate, analyze,
and synthesize data.
Candidates for physician assistant certification offered by the PA Program at Augsburg University must have, with or
without reasonable accommodation, multiple abilities and skills including: perception/observation, communication,
motor/tactile function, cognition, and behavioral and social attributes.
Perception/observation
Students must be able to perceive, by the use of senses and mental abilities, the presentation of information through:
Small group discussions and presentations
Large-group lectures
One-on-one interactions,
Demonstrations (physical exam maneuvers)
Patient encounters (at a distance and close at hand)
Written material (powerpoints, textbooks, and readings)
Audiovisual material (slides, medical videos)
Communication
Students must be able to skillfully communicate (in English) verbally and in written form. These communication skills
must enable the candidate to obtain a medical history in a timely fashion from a wide variety of patients, and to
communicate effectively, efficiently and sensitively with faculty, fellow students, all members of the health care team,
other professionals, patients and their families. The student must be able to produce a written write-up in the clinical
rotations, which includes patient history, physical exam and assessment. Also, the candidate must be able to
comprehend written material sufficiently well to understand accurately common medical records, laboratory reports,
and pharmacological prescriptions.
Specifically, students are expected to:
Received communication
Observe changes in mood, activity and posture
Perceive nonverbal affective and gesture communication
Elicit information
Convey information
Clarify information
Create rapport
Develop therapeutic relationships
Demonstrate competencies
Motor/tactile function
Students must have sufficient motor function and tactile ability to meet the competencies required for graduation and
to:
Attend (and participate in) classes, groups, and activities which are part of the curriculum
Communicate in a written format
Dissect cadavers
Examine gross specimens in gross anatomy and pathology laboratories
Prepare microbiologic cultures, and microscopic studies of microorganisms and tissues in normal and pathologic
states (e.g., streak plates, perform gram stains and use a microscope) necessary for such studies
Observe gross and microscopic structures necessitates the functional use of the senses of vision and touch and is
enhanced by the functional sense of smell
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Perform a complete physical examination, including observation, palpation and percussion and auscultation
Use instruments such as, but not limited to, a stethoscope, an ophthalmoscope, an otoscope, and a
sphygmomanometer
Perform basic laboratory tests, using a calculator and a computer, placing electrodes and reading an EKG, and
interpreting common imaging tests
Function in outpatient, inpatient, and surgical venues (standing in a sterile environment and gown while actively
assisting the surgical team)
Move in the clinical setting so as to act quickly in emergencies
Perform clinical procedures such as, but not limited to, the following: pelvic examination, genital examination,
digital rectal examination, drawing blood from veins and arteries and giving intravenous injections, basic
cardiopulmonary life support, spinal puncture, suturing and wound care, casting/splinting, and simple
obstetrical procedures
Cognition
Students must have sufficient cognitive (mental) capacities to assimilate the technically detailed and complex
information presented in formal lectures, small group discussions, medical literature and individual teaching settings and
in clinical settings.
Students must be able to demonstrate higher-level cognitive abilities, which include:
Rational thought
Measurement
Calculation
Conceptualization
Analysis of information
Synthesis of information
Organization of information
Representation (oral, written, diagrammatic)
Appreciate three dimensional spatial relationships among structures
Appreciate logical sequential relationships among events
Memory
Application
Clinical reasoning (form and test hypotheses in order to enable effective and timely problem-solving in diagnosis
and treatment of patients)
Ethical reasoning
Sound judgment
Behavioral and Social Attributes
Students must possess the emotional health and maturity required for the full utilization of their intellectual abilities, for
the exercise of good judgment, for the prompt completion of all responsibilities attendant to the diagnosis and care of
patients, and for the development of effective relationships with patients. Candidates must be able to tolerate
physically taxing workloads and function effectively under stress. They must be able to adapt to changing environments,
display flexibility and learn to function in the face of uncertainties inherent in the clinical problems of patients. In
summary, PA students must be able to:
Consistently display integrity, honesty, empathy, caring, fairness, respect for self and others, diligence, and
dedication
Promptly complete all assignments and responsibilities attendant to the diagnosis and care of patients
Develop mature, sensitive, and effective relationships, not only with patients but with all members of the
Augsburg community and healthcare teams
Tolerate physically, emotionally, and mentally demanding workloads
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Function effectively under stress, and proactively make use of available resources to help maintain both physical
and mental health
Take responsibility for themselves and their behaviors
Positively represent the Augsburg University PA Program and the PA Profession
Documentation of a Disability
The Augsburg University PA Program is committed to the admission and matriculation of qualified students. Augsburg
University does not discriminate on the basis of race, color, religious belief, national or ethnic origin, age, disability,
gender, sexual orientation, gender identity or expression, marital status, familial status, genetic information, status with
regard to public assistance, or citizenship in its educational policies, admissions policies, employment, scholarship and
loan programs, athletic and/or school-administered programs, except in those instances where there is a bona fide
occupational qualification or to comply with state or federal law.
The PA Program will not discriminate against such individuals who are otherwise qualified but will expect all applicants
and students to meet the published technical standards.
All Augsburg students have been accepted by the college based on their ability to succeed academically and are required
to meet the same academic and technical standards. Disability Resources (CLASS Office) provides academic support and
reasonable accommodations to students with disabilities or temporary conditions. If you have ADHD, a mental health
disability, a learning disability, a physical/sensory impairment, a chronic health condition, are on the autism spectrum, or
have another disability, the CLASS office can provide you with reasonable accommodations and support.
Disability Specialists provide:
Determination of appropriate accommodations
Individual support
Instruction in learning strategies
Help with time management and organizational skills
Assistance with course selection
Accommodations may include:
Alternative testing (extended time, limited distraction)
Assistive technology
Alternative format textbooks and course materials
Notetaking support
Housing accommodations
Classroom accommodations
Some Examples of Disabilities
Attention-Deficit/Hyperactivity Disorder (ADHD/ADD)
Learning Disabilities
Psychiatric Disabilities
Autism Spectrum Disorders
Head Injury/Traumatic Brain Injury
Physical Disabilities and Systemic Illnesses
Deafness/Hearing Impairment
Blindness/Low Vision
Disabilities that are sporadic or degenerative in nature
Temporary conditions
Accessing accommodations is an ongoing and interactive process where information can be gathered from the student
and from other relevant sources. We ask that students interview with a Disability Specialist to discuss their requests. We
prefer students to present any documentation that describes their disability and the impact on educational experiences
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directly to the CLASS office. We encourage students to seek support early. Each student’s requests will be evaluated on
an individual basis.
The first step in accessing services is to call CLASS to schedule an appointment with a Disability Specialist, (612) 3301053.
Advanced Placement and Experiential Learning Policy
The PA Program does not offer advanced placement to admitted students. All students admitted to the PA Program
must complete the entire curriculum.
The Augsburg PA Program does not award academic credit to an individual for experiential learning. Applicants desiring
admission to the Augsburg PA Program must satisfactorily complete all prerequisite courses. Experiential learning will be
considered separately from prerequisite courses. Experiential learning prior to and during admittance to the Augsburg
PA Program will not substitute for any part of the clinical phase.
Employment while in the Program
Program faculty discourage outside employment while in the Augsburg PA Program. Faculty recognize that employment
may be an issue that some students will face. Given this recognition, realize that program obligations will not be altered
due to a student’s work obligations. It is further expected that work obligations will not interfere with the physician
assistant students’ learning progress or responsibilities while in the program.
Withdrawal and Readmission Policies
Voluntary withdrawal from the PA Program may be initiated by a student after submission of a letter to the Program
Director requesting withdrawal. In the letter, the student should outline the circumstances and reasons for withdrawal.
Students will be requested to conduct an exit interview with the Program Director prior to leaving the program. For
information on withdrawal, see the Academic Policies section.
Readmission
Students may request readmission after voluntary withdrawal by submitting a letter to the Program Director stating the
reasons the student wishes readmission and the anticipated date for readmission. The submission of a letter and
previous enrollment does not constitute automatic acceptance and/or reentry into the program. Reapplication to the PA
Program after dismissal from the program will be considered only under extremely unusual circumstances.
For the full readmission policy and reapplication process, please contact the program.
Costs of the PA Program
For tuition information, go to www.augsburg.edu/pa.
For complete and current payment options go to the Student Financial Services website at
www.augsburg.edu/studentfinancial.
PA Program Faculty
Eric Barth, MPAS, PA-C, Assistant Professor.
Vanessa Bester, MPAS, PA-C, Associate Director, Assistant Professor.
Jenny Kluznik, MPH, MPAS, PA-C, Academic Coordinator, Assistant Professor.
Holly Levine, MD, Medical Director, Assistant Professor.
Kristen Lindvall, MPAS, PA-C, Clinical Assistant Professor.
Skye Peltier, MPH, MPAS, PA-C, Instructor.
Amanda Perkins, PharmD, Instructor.
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Alicia Quella, PhD, PA-C, Program Director, Clinical Associate Professor.
Eric Van Hecke, MPAS, PA-C, Instructor.
Trent Whitcomb, MS, PA-C, Instructor.
Meredith Wold, MPAS, PA-C, Instructor.
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Master of Social Work
You have chosen an exciting way to serve others. The social work profession offers you the rewarding prospect of joining
with others to respond to problems and develop opportunities that benefit individuals, families, groups, and
communities. The MSW degree prepares you for advanced professional practice in the field of social work.
Augsburg’s MSW program prepares you for agency-based practice with individuals, families, groups, and communities,
and with a dedication to system change that reduces oppression and discrimination. Graduates of our program share
how they appreciated the opportunity to learn new ideas as well as learn more about themselves. These graduates
valued our small class size, our cohort structure, and the opportunity to have a mentoring relationship with our faculty
and staff. As a small program, we have high expectations for our students and at the same time offer the flexibility to
help them meet their individual goals.
Attending Augsburg University will transform and develop your professional life in unexpected ways. We have two
concentrations. The first, Multicultural Clinical Practice (MCCP), will prepare you for direct clinical practice with
individuals, families, and groups. The second, Multicultural Macro Practice (MCMP), will prepare you for macro social
work practice with organizations, communities, and other large systems.
We are delighted in your interest in our MSW program and invite you to join us in a lifelong adventure in learning. The
personal and professional growth necessary to become an advanced professional social worker is challenging. We
encourage you to take the challenge with us.
Lois A. Bosch, PhD, LISW
Director, Master of Social Work
MSW Mission
Our mission is to develop competent social work professionals for advanced multicultural practice which promotes
social justice and empowerment towards the well-being of people in a diverse and global society.
Program Overview
The MSW program prepares social work students for agency-based practice in public and nonprofit settings. By working
in the agency setting, social workers collaborate with others to provide holistic, affordable, and accessible services to
individuals, families, groups, and communities. Our challenging MSW curriculum integrates social work theory with
micro and macro practice methods. Students develop skills, knowledge, and values necessary for ethical social work
practice. As you progress through our MSW program, you will:
Learn how individuals live in and are affected by their social environment
Understand how social policies and programs affect individuals, families, communities, and society
Apply theories and methods of practice through the field practicum experience
Use a range of client-centered approaches to practice with client groups of all types and sizes
Engage in practice informed by sound, scholarly research
Evaluate the effectiveness of your social work practice or social work programs
Advocate for the eradication of oppression and discrimination
Be a responsible and contributing citizen in the local and global community
Accreditation
Augsburg’s MSW program is accredited by the Council on Social Work Education (CSWE). Your MSW degree must be
accredited by CSWE if you seek licensure with the social work board of your state. For more information on CSWE
accreditation go to www.cswe.org.
Augsburg University is accredited by the Higher Learning Commission. For a complete list of Augsburg’s accreditations,
approvals, and memberships, see the Accreditation, Approvals, and Memberships section of this catalog.
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Plan of Study
Students entering Augsburg’s MSW program with a bachelor’s degree from a discipline other than social work are
classified as foundation students. Full-time foundation students are enrolled in a two year program. Part-time
foundation students are enrolled in a four year program.
Students entering Augsburg’s MSW program with a bachelor’s degree in social work from a CSWE (Council on Social
Work Education) accredited institution are classified as advanced standing students. Full-time advanced standing
students are enrolled in a 13 month program. Part-time advanced standing students are enrolled in a 25 month
program.
All students must complete the MSW degree in no more than 4 years following matriculation.
Academic Calendar
The MSW program meets on a semester calendar, with classes offered September through August. Classes typically
meet every other weekend with an occasional back-to-back weekend. Field practicum hours are generally completed
during weekday hours. If a student lives outside the Twin Cities metro area, the field practicum hours can be completed
at a placement near the student’s place of residence. Hours per week vary depending on the agency placement and the
student’s availability. For academic calendars and schedules, go to www.augsburg.edu/registrar.
Class Periods
Classes meet in 2-4 hour blocks on Friday evenings, 6 to 10:00 pm; Saturday mornings, 8:00 am to 12 pm; and Saturday
afternoons, 1:00 to 5:00 pm. Each class meets on campus for 8 sessions in a given semester and for 4 sessions on
campus in a summer term (May-June), with the expectation that students engage in hybrid online learning activities
between on-campus class weekends.
Time Commitment
Although classes meet on weekends, students spend time on their studies during non-class weekends and weekdays in
accordance with our hybrid learning format. Hybrid learning is a combination of face-to-face class sessions and
online/experiential learning. On a class weekend, the typical student will spend 12 hours in class within a 23-hour
period. For every hour spent in class, a student may expect to spend 3 to 4 hours outside of class working on online
activities, assignments, readings, or group projects. A student may also spend 15 to 20 hours per week in the field
practicum during the fall and spring semesters (a span of 8 to 9 months for each practicum). In the final year of study,
students complete a summative evaluation or a portfolio, which requires significant independent research, analysis, and
writing.
Some MSW students work full-time while enrolled in the program. However, full-time employment is not
recommended. Most students arrange to reduce their work hours or request time away during their graduate studies.
Each student’s situation is unique and must be decided individually. All students must develop strategies for balancing
family, work, and academic responsibilities.
Credit and Contact Hours
MSW courses range from 2 to 4 semester credits. Depending on the number of credits, students will spend 16 to 32
hours in the classroom per course. Students will also be expected to engage in activities and independent study outside
of class.
Cohort Structure
MSW students are admitted to a particular cohort. Cohorts are distinguished by level of admission (foundation or
advanced standing), rate of attendance (full-time or part-time), and chosen concentration (Multicultural Clinical Practice
[MCCP] or Multicultural Macro Practice [MCMP]). Any changes to a student’s cohort selection must be approved by the
MSW director.
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Field Practicum
Foundation students complete 920 hours in two field practica; advanced standing students complete 500 hours in one
field practicum. Successful completion of the first field practicum, required for foundation students, is a minimum of 420
hours. Successful completion of the second field practicum, required for both foundation and advanced standing
students, is a minimum of 500 hours. Each practicum experience is spread over two semesters (fall and spring). These
hours are completed concurrent with enrollment in the fieldwork seminars as well as other MSW courses.
MSW Curriculum Components
Foundation Curriculum
In the foundation courses and field practicum, students are introduced to social work as a profession. Students learn
both historical and contemporary theories and practice methods relating to both the individual and the environment.
During the foundation year, students study human behavior and the social environment, history of social welfare policy,
research methods, assessment frameworks, family and community diversity, and social work values and ethics.
In the foundation curriculum students apply this generalist knowledge of theories and practice methods in the generalist
field practicum. The field practicum is completed concurrently with enrollment in two field seminar courses. The full
foundation curriculum is required of all students, with the exception of those admitted with advanced standing. Before
beginning the concentration curriculum, all foundation coursework and field hours must be successfully completed.
Concentration Curriculum
After completing the foundation requirements, students enroll in the concentration curriculum that they selected at the
time their application to the program. Students also complete an advanced field practicum. Augsburg offers two
concentrations: Multicultural Clinical Practice (MCCP) or Multicultural Macro Practice (MCMP). In either concentration,
students deepen their knowledge of the primary issues affecting families and communities, develop a range of clientcentered approaches to practice, gain a broader understanding of human diversity, develop competencies in practicebased research, and learn practice or program evaluation techniques.
In the concentration curriculum, students apply this advanced knowledge of theories and practice methods in the
concentration field practicum. The field practicum is relevant to their chosen concentration and is completed
concurrently with enrollment in two field seminar courses. As a capstone to the MSW program, students complete a
portfolio project or a summative evaluation project.
Multicultural Clinical Practice (MCCP) Concentration
Multiculturalism is a process requiring practitioners to have a deep awareness of their social and cultural identities, as
well as the ability to use multiple lenses when working with diverse populations. With person-in-environment as an
organizing perspective, multicultural clinical social work practice addresses the biopsychosocial and spiritual functioning
of individuals, families, and groups. To this end, graduates of the MCCP concentration develop competence in using
relationship-based, culturally informed, and theoretically grounded interventions with persons facing challenges,
disabilities, or impairments, including emotional, behavioral, and mental disorders.
Multicultural Macro Practice (MCMP) Concentration
In the tradition of Jane Addams, macro social work practice directs energy toward changing agency, government, and
institutional policies that obscure or oppress people. Social work leaders must advocate for social change where
necessary to ensure social justice within the context of cultural understanding and awareness. The Multicultural Macro
Practice concentration responds to this demand for leadership.
The macro social work practitioner recognizes the strengths and abilities of individuals and communities to implement
change. The social work macro practitioner works with these individuals to do so. In the MCMP concentration, students
learn the knowledge and skills necessary to work with others to achieve needed social change. They also learn to
develop, lead, guide, and administer programs that serve diverse people in a variety of settings.
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Portfolio or Summative Evaluation Project
Portfolio Project (MCCP students)
The goal of the MCCP Portfolio is to enhance the integration of theory and practice, as well as to offer more vivid
portrayals of a student’s academic and professional experience than traditional assessments. By definition,
portfolios are formative (i.e., designed for guided reflection and self-evaluation). However they are also summative
documents in that they illustrate students’ competencies. All MCCP students are required to create a portfolio
during their final year of study. Items in a portfolio might include videos, process recordings, reflective statements,
writing samples, case analyses, term papers, electronic submissions, policy activities, feedback from service users,
self-evaluations of personal progress, and links to references.
Summative Evaluation Project (MCMP students)
All social workers must evaluate their practice to determine whether they are helping or harming clients. While in
the concentration practicum, MCMP students will design and implement a program evaluation for their summative
project. This project requires integration and application of knowledge and skills from both the foundation and
concentration curricula. Students develop their research while in their field internship and are advised by their field
seminar professor. Students conduct and present this evaluation/research project during their final year of study.
Master’s Thesis
Students in both concentrations have the option of completing a thesis in addition to either the portfolio or summative
evaluation project. Credit for the SWK 699 general elective is given for this option. Students work with a thesis advisor to
develop more in-depth research skills contributing to social work knowledge. To pursue the thesis option, students
should notify the MSW program director by the end of spring semester of the foundation year.
Degree requirements
To be conferred the MSW degree, students must achieve the following:
Successful completion of any admission conditions (see Admission to MSW)
Successful completion of all required MSW courses
No more than two courses with a B- grade and with a cumulative GPA of 3.00 or higher
Successful completion of 920 hours of approved field practica for foundation students or 500 hours of approved
field practicum for advanced standing students
Successful completion and submission of the portfolio project (MCCP) or the summative evaluation project (MCMP)
Successful completion of all degree requirements within 4 years of matriculation.
State of Minnesota Social Work Licensure
Six months prior to completion of the MSW degree at Augsburg, students may apply to take the Licensed Graduate
Social Worker (LGSW) license exam from the Minnesota Board of Social Work. To achieve LGSW licensure students must
pass the Association of Social Work Boards (ASWB) master’s level national social work licensure examination and
complete the MSW degree.
To seek the Licensed Independent Social Worker (LISW) license or the Licensed Independent Clinical Social Worker
(LICSW) license, one must work two years full-time (or 4,000 hours part-time) as an LGSW under the supervision of an
LISW or LICSW, depending on the desired licensure. Upon completion of the supervision requirement, one may take the
LISW or LICSW’s Association of Social Work Boards (ASWB) national social work licensure examination. For the LICSW,
there are additional requirements for 360 clinical clock hours in 6 specific categories. For more information, go to the
Minnesota Board of Social Work web page, www.socialwork.state.mn.us.
MSW Course Requirements
Foundation Courses
FALL
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SWK 500 - Human Behavior and the Social Environment*
SWK 505 - Practice Methods and Skills 1: Individuals*
SWK 530 - Integrative Field Seminar 1 (taken concurrent with first practicum)*
SPRING
SWK 506 - Practice Methods and Skills 2: Groups and Families*
SWK 535 - Integrative Field Seminar 2 (taken concurrent with first practicum)*
SWK 504 - Applied Research Methods (foundation students only)
SUMMER
SWK 501 - History of Social Welfare Policy*
SWK 516 - Practice Methods and Skills 3: Communities and Policies*
SWK 510 - Advanced Practice Methods (advanced standing students only)
SWK 509 - Human Behavior: Mental Health Assessment and Diagnosis (advanced standing students only)
SWK 504 - Applied Research Methods (advanced standing students only)
*Course potentially can be waived for advanced standing students (BSW holders).
Concentration Courses
Multicultural Clinical Practice (MCCP) Concentration:
FALL
SWK 610 - Integrative Field Seminar 3: Multicultural Clinical Practice (MCCP) (taken concurrent with second practicum)
SWK 615 - Diversity and Inequality 1: Multicultural Clinical Practice (MCCP)
SWK 628 - Multicultural Clinical Practice (MCCP) with Individuals
SWK 629 - Multicultural Clinical Practice (MCCP) with Families
SPRING
SWK 611 - Integrative Field Seminar 4: Multicultural Clinical Practice (MCCP) (taken concurrent with second practicum)
SWK 616 - Diversity and Inequality 2: Multicultural Clinical Practice (MCCP)
SWK 630 - Multicultural Clinical Practice (MCCP) Policy Practice
SWK 631 - Multicultural Clinical Practice (MCCP) with Groups
SUMMER 1
SWK 634 - Multicultural Clinical Practice (MCCP) Supervision
SWK 639 - Multicultural Clinical Practice (MCCP) Elective
SWK 640 - Multicultural Clinical Practice (MCCP) Capstone
SWK 699 - General Elective
Multicultural Macro Practice (MCMP) Concentration:
FALL
SWK 651 - Integrative Field Seminar 3: Multicultural Macro Practice (MCMP) (taken concurrent with second practicum)
SWK 657 - Diversity and Inequality 1: Multicultural Macro Practice (MCMP)
SWK 660 – Multicultural Macro Practice (MCMP) Research Methods
SWK 667 - Organizations/Social Administrative Practice 1
SPRING
SWK 652 - Integrative Field Seminar 4: Multicultural Macro Practice (MCMP) (taken concurrent with second practicum)
SWK 658 - Diversity and Inequality 2: Multicultural Macro Practice (MCMP)
SWK 668 - Organizations/Social Administrative Practice 2
SWK 670 - Multicultural Macro Practice Policy
SUMMER
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SWK 669 - Organizations/Social Administrative Practice 3
SWK 699 - General Elective
SWK 671 – Multicultural Macro Practice (MCMP) Planning
Portfolio or Summative Evaluation Project
Completed and submitted in final year of study.
SWK 699 General Elective
Students in both concentrations complete at least one general elective course.
Fieldwork and Field Placement
Social work education goes beyond the classroom. Through the field experience, we expect that students will
demonstrate skills to bridge theory and practice. Collaborative efforts between the student, the field agency, and the
MSW program are essential to successful learning. The foundation of the practice includes:
Ethical, competent professional practice
Problem solving within a systems framework and strengths perspective
Use of advanced practice theories in Multicultural Clinical Practice (MCCP) or Multicultural Macro Practice (MCMP)
settings
Evaluation of the effectiveness of program or practice activities
An understanding of and respect for diverse peoples and cultures
Responsibility and service to the local and global community in the interest of social justice
A commitment to oppose oppression of all forms
Field Education Format
Under the instruction and supervision of professionally-trained, MSW-level, and program-approved field instructors,
foundation students will spend a minimum of 920 hours in two field practica. Advanced standing students will spend a
minimum of 500 hours in one field practicum. Both the foundation and concentration practica are spread over 2
semesters (fall and spring). Both practica are concurrent with enrollment in integrative field seminars, as well as other
MSW coursework.
The fieldwork education of the MSW program is divided into two components:
Foundation Practicum
The foundation practicum, or generalist practicum, puts emphasis on developing competence as a professional
generalist social worker. It requires a minimum of 420 hours and is completed by students admitted at the
foundation level. Students spend an average of 15 hours per week during the fall and spring semesters in this
practicum.
Concentration Practicum
The concentration practicum places emphasis on advanced practice skills and leadership qualities related to the
chosen concentration. It requires a minimum of 500 hours and is completed by all students, including those
admitted with advanced standing. Students spend an average of 18 hours per week during the fall and spring
semesters in this practicum.
Process for Field Practicum Selection
Field practica begin in the fall, but the selection process begins the previous spring in collaboration with two other Twin
Cities MSW programs. Students attend a field orientation before beginning their search. Augsburg University and the
University of Minnesota - School of Social Work jointly host a field fair where students meet a large number of agencies
and potential field instructors. Practicum selection involves interviews at approved sites, arranged by the student, and a
matching process conducted collaboratively by the field coordinators at three of the MSW programs in the Twin Cities.
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In some instances, students can petition to complete a field practicum at an agency not on the approved list or at their
place of employment. Students who wish to do so work with the MSW field coordinator for such proposals.
Field Practicum Settings
The Augsburg field faculty are committed to the success of each student in a stimulating and challenging field practicum.
Dual Degree in Social Work and Business Administration (MSW/MBA)
Augsburg University offers a dual MSW/MBA degree in social work and business administration. Students enrolled in the
dual degree program learn to create better managed and financially sound service organizations to serve diverse
communities, both locally and globally.
Purpose
Many social service agencies today require that agency managers combine financial and business expertise with social
work practice and policy formation. The MSW/MBA dual degree prepares graduates to function in a workplace that
demands the delivery of quality services with increasingly limited resources.
Concentration
The MSW/MBA dual degree includes an accelerated third year of study for MSW students who elect the Multicultural
Macro Practice (MCMP) concentration. In this concentration, students learn to effect positive change in social service
systems through their work with communities, organizations, and social policy makers. Prior Augsburg MSW graduates
who have completed the necessary Multicultural Macro Practice (MCMP) coursework are eligible to return to complete
the MBA portion of the dual degree. The MSW degree must be completed before the MBA portion of the dual degree.
Schedule
Years 1 and 2 (September through June)
MSW classes meet on alternating weekends—Friday evenings, Saturday mornings, and Saturday afternoons—and
students engage in hybrid learning activities between class weekends.
Year 3 (12–16 months)
MBA classes meet one night per week. The MBA program includes a summer term. See the MBA section for required
courses for the dual degree.
Curriculum
Foundation or advanced standing coursework
Either 920 hours (foundation) or 500 hours (advanced standing) MSW field practicum experience
The MSW summative evaluation project may be accepted by the MBA program as partial fulfillment of the MBA
project.
Complete a minimum of ten MBA courses after completion of the MSW degree.
For more information regarding the MBA coursework required for the MSW/MBA dual degree, see the MBA section.
MBA Admission
MSW/MBA dual degree applicants may apply to both programs at the same time or admitted MSW students may wait
to apply to the MBA program until their concentration year. The GMAT is waived for MSW/MBA dual degree applicants.
However, all MSW students are required to complete the MBA math modules and achieve a score of 80% or higher
before they begin the quantitative courses for the MBA program. MBA application materials include: completed
application, two short essays, an updated resume, two letters of recommendation, and a personal interview with the
MBA program director. Admission to one program does not guarantee admission to the other.
For a complete list of courses and descriptions, see the Course Description Search.
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MSW/LADC License
The Augsburg University MSW program offers a pathway to qualify for the Licensed Alcohol and Drug Counseling
credential while studying in the MSW program.
Purpose
The intent of MCCP MSW/LADC credential is to expand the workforce qualified to work with clients who have substance
abuse issues and/or co-occurring disorders. Additionally, offering this credential will expand the capabilities and
qualifications of our MSW graduates. Adding the LADC requirements and certification to the regular plan of study in the
MCCP/MSW program provides opportunities for dually licensed social workers (LICSW/LADC) to engage in the practice
of alcohol and drug counseling (as per Minnesota state law) in addition to their ability to conduct diagnostic
assessments, individual, family and group treatment once they are appropriately licensed.
Plan of Study
The coursework required for the LADC credential includes the required coursework for the MCCP (Multicultural Clinical
Practice) concentration. In addition, there are 4 courses and 1 additional fieldwork experience required. The four
additional required courses are: SWK 518, Foundation of Addictions; SWK 519, Motivational Interviewing; SWK 699,
General Elective – Co-Occurring Disorders; and SWK 622, MCCP Field Seminar 5. There are 380 additional field
internship hours required in addition to the 500 required for MSW Concentration Field Practicum for a total of 880
internship hours. Content in the LADC pathway covers the 10 core functions required of an LADC training plus the 880
field practicum hours. For further information about the requirements for the LADC credential, please refer to the MN
Board of Behavioral Health and Therapy.
Admission to MSW
The Augsburg University MSW program promotes the widest possible diversity within its student population. Therefore,
the admission policies ensure that educational opportunities are provided to persons with a range of abilities,
backgrounds, beliefs, and cultures.
Listed below are general descriptions for the application process. Refer to the online MSW application documents for
details regarding specific application requirements.
Admission Requirements
Bachelor’s degree from a regionally-accredited college or university
Cumulative undergraduate GPA of 3.0 or higher
Liberal arts coursework in the social sciences, humanities, biology, and statistics
Application Checklist
The application deadline is January 15 each year for matriculation in the following academic year. All application
materials noted below are due by the application deadline. For more information go to www.augsburg.edu/msw or call
612-330-1101.
Completed application form
Applicants must submit an official transcript(s) from the regionally-accredited institution granting the Bachelor’s
degree and from the most recently attended institution, if not the same.
o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for
military benefits.
o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts
are required from institutions at which the prerequisites or equivalents were completed.
o The Program Director may ask for additional transcripts if determined to be necessary.
Liberal arts prerequisite coursework including four social science, three humanities, one biology, and one statistics
course. These courses must be completed prior to enrollment.
Completed BSW course equivalency checklist (for advanced standing applicants)
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Three recommendation checklist forms, with letters attached, submitted online
Typed personal statement responding to the questions noted on the application form
Results of the TOEFL language tests, if applicable
Official international credit evaluation course-by-course review (for degrees completed outside of the United States)
Admission as an international student
International applicants must submit the required application materials listed above. Refer to the additional
requirements outlined in Admission of International Students in the Graduate Admissions section.
Admission as a transfer student
Students may apply to Augsburg as a transfer student. Transfer students follow the same procedure as new applicants.
Transfer students may receive up to 22 transfer credits. (See Evaluation of Transfer Credit in the Academic Programs and
Policies section of this catalog.) Eligible courses must be from a CSWE-accredited MSW program and students must have
received a grade of B or higher. Students must complete no fewer than 30 credits at Augsburg in order to receive their
MSW degree from Augsburg University.
We do not grant academic credit for work or life experience.
Admission with Advanced Standing
Advanced standing is an application category open to those with a bachelor’s degree in social work from a program that
is accredited by the Council on Social Work Education (CSWE). Advanced standing applicants may seek waivers for the
following eligible MSW courses: Human Behavior and the Social Environment, History of Social Welfare Policy, Practice
Methods and Skills 1 and 2, and Integrative Field Seminars 1 and 2 (which include 420 field practicum hours). Advanced
standing applicants must offer an equivalent BSW course for each with a grade of B or higher in order to receive a
waiver.
Academic Policies
Academic Achievement
Students must maintain at least a 3.00 cumulative grade point average in the MSW program. If a student falls below a B
average, the student will be placed on academic probation. A 3.00 cumulative grade point average must be restored in
order for a student to be removed from probation. If the cumulative grade point average again falls below 3.00, the
student may be dismissed from the program. Students are retained in the program who can:
Maintain expected grade point average (3.00 or higher)
Complete course requirements of the program and field placement in a timely manner
Complete the program within four years
Abide by the department’s Standards for Social Work Education and the NASW Code of Ethics
No more than two courses with a grade of B- will count toward the degree. Courses with a grade below B- must be
repeated. No more than two courses can be repeated. If a student receives a grade below B- in a field course, the MSW
director will initiate a Level 3 review, as outlined in section 3.2 of the Standards for Social Work Education.
Evaluation of Student Field Performance
The criteria for evaluating field performance can be found in the MSW Field Manual, which is located on the MSW
Program Internship Placement Tracking website.
Four-Year Limit
All students are required to finish the degree within four years of matriculation. See the Academic Programs and Policies
section of this catalog for policy on continuation of coursework or final thesis.
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Leave of Absence
Students who interrupt their program enrollment must request a leave of absence through the MSW program in order
to maintain their admitted status. The request must be made in writing or via the student’s Augsburg email account. A
leave of absence typically requires a full year away from the program in order to return to classes in sequence.
Prerequisite Courses
All foundation courses are prerequisite to the concentration courses. Students may not enroll in the concentration
courses until successfully completing all foundation courses. In addition there are individual courses that are
prerequisite to other individual courses in the MSW curriculum. These are listed in the MSW Student Handbook.
Program Costs
In addition to tuition fees, students can also expect to purchase textbooks and student liability insurance when in a field
placement. There may also be additional fees associated with short-term study abroad electives.
Augsburg Scholarships
Augsburg’s Social Work Department offers several scholarships each year. Students who are enrolled in the first year of
the program are eligible to apply. Awards range in amount from $300 to $1,500.
Phyllis M. Baker Memorial Scholarship
Edwina L. Hertzberg Scholarship
Arvida Norum Memorial Scholarship
Steen Family Scholarship Fund for Minority Social Work Students
Edwin Yattaw Memorial Scholarship
Bodo F. Suemnig Memorial Scholarship
Blanca Rosa Egas Memorial Scholarship
MSW Forum
All MSW students are invited to participate in the student-run organization, the MSW Forum. The purpose of the forum
is to facilitate communication between social work students and the social work department, as well as to provide the
opportunity for student participation in departmental governance, curriculum development, and program
improvements.
The forum has historically been volunteer based. Any student may serve on the forum, provided the student can make a
commitment to attend the meetings and share in the efforts. The MSW director and MSW program coordinator also
serve on the forum. Other faculty may be invited as permanent members or as guests.
MSW Faculty
Laura Boisen, Professor of Social Work. BS, Wartburg College; MSSW, University of Wisconsin; MPA, Iowa State
University; PhD, University of Minnesota.
Lois A. Bosch, Professor of Social Work, MSW Program Director. BA, Northwestern College; MSW, University of Iowa;
PhD, University of Illinois-Urbana-Champaign.
Nishesh Chalise, Assistant Professor of Social Work, BS, Environmental Sciences, Kathmandu University, Nepal; MSW,
Brown School, Washington University; PhD, Brown School, Washington University.
Ankita Deka, Associate Professor of Social Work. BA, Delhi University; MSW, Tata Institute of Social Sciences; PhD,
Indiana University.
Christina Erickson, Professor of Social Work, BSW Program Director. BS, University of Minnesota; MSW, University of
Minnesota-Duluth; PhD, University of Illinois-Chicago.
101
Melissa Hensley, Associate Professor of Social Work, Field Education Coordinator. BA, MSW, PhD, Washington
University in St. Louis; MHA, University of Missouri–Columbia.
Bibiana Koh, Assistant Professor of Social Work, MSW Field Coordinator. BA, Hartwick College; MA, Columbia University;
MAT, School for International Training; MSW, Smith College; PhD, University of Minnesota.
Barbara Lehmann, Associate Professor of Social Work. BA, Knox College; MSW, Tulane University; PhD, Case Western
Reserve University.
Nancy Rodenborg, Professor of Social Work, BSW Field Coordinator. BA, Indiana University; MSW, University of
Minnesota; MIA, School of International Training; PhD, University of Arizona.
Michael Schock, Associate Professor of Social Work, Department Chair. BA, University of Washington; MSW, University
of Minnesota; PhD, University of Washington.
Visiting Faculty
Susan Conlin, Visiting Professor. BA, University of Minnesota; MS, University of Wisconsin-Stout; MSSW, University of
Wisconsin.
Paula Watts Zehringer, Visiting Professor. BA, St. Cloud State University; MSW, Augsburg University.
MSW Staff
Doran Edwards, BSW Program Assistant Director
Emily Glynn, MSW Program Coordinator
Lydia Madden, Social Work Department Coordinator & MSW Field Assistant
102
Augsburg University Board of Regents
For more details, go to www.augsburg.edu/about/leadership/regents.
Ann B. Ashton-Piper
Karen A. Durant ’81
Matthew K. Entenza, J.D.
Mark A. Eustis
Nicholas C. Gangestad ‘86
Amit K. Ghosh ‘12 M.B.A., M.D.
Alexander J. Gonzalez ‘90
Bishop Regina Hassanally, ex-officio
Rev. Marlene Whiterabbit Helgemo
Diane L. Jacobson, Ph.D.
Eric Jolly, Ph.D.
Mark Johnson ‘75
Cyndi Jones ‘81, Ph.D.
Wayne D. Jorgenson ‘71
Dean Kennedy ‘75
Toby Piper LaBelle ‘96
The Honorable LaJune Thomas Lange ’75, J.D.
Steven E. Larson ’72, M.D.
Karolynn Lestrud ‘68
Terry Lindstrom ‘73, Ph.D.
Bishop Patricia Lull, ex-officio
Dennis J. Meyer ‘78
Pamela Hanson Moksnes ‘79
Nancy Mueller ’85
Jeffrey M. Nodland ’77
Paul C. Pribbenow, Ph.D.
Rachel Pringnitz ‘02, ‘07 M.B.A.
Dean A. Sundquist ‘81
Jill N. Thomas, J.D.
Rev. David L. Tiede, Ph.D.
Rev. Mark N. Wilhelm, Ph.D., ELCA advisory member
Noya Woodrich, ‘92, ‘94 M.S.W.
ELCA Vocation and Education Program Unit
Program Director for Colleges and Universities
Rev. Mark N. Wilhelm, Ph.D.
103
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Augsburg University 2019-2020 Course Descriptions (as of 6/26/2019)
ACC - Accounting
ACC221
Introduction to Financial Accounting
4 Semester Credits
Introduction to business activities, basic concepts and fundamentals of accounting, the accounting cycle, and
preparation of financial statemen... Show more
Augsburg University 2019-2020 Course Descriptions (as of 6/26/2019)
ACC - Accounting
ACC221
Introduction to Financial Accounting
4 Semester Credits
Introduction to business activities, basic concepts and fundamentals of accounting, the accounting cycle, and
preparation of financial statements.
Core Curriculum Component: None
Prerequisite(s): None
ACC222
Introduction to Managerial Accounting
4 Semester Credits
A continuation of ACC 221. Introduction to cost accounting for manufacturing. Basic concepts and fundamentals of
managerial accounting, planning and controlling processes, decision-making, and behavioral considerations.
Core Curriculum Component: None
Prerequisite(s): ACC221(Introduction to Financial Accounting)
ACC250
Accounting for Entrepreneurs
4 Semester Credits
This course walks through the steps to form and create a new business. It will take the viewpoint of the business owner,
giving them the practical knowledge they would need to understand the financial aspects of their business, including a
basic use of the accounting software QuickBooks.
Core Curriculum Component: None
Prerequisite(s): None
ACC295
Topics
4 Semester Credits
Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and
readings in the areas of business administration.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
ACC299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ACC322
Intermediate Accounting I
1
4 Semester Credits
An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income
concepts, valuation concepts, FASB statements, and other relevant issues as applied to assets.
Core Curriculum Component: None
Prerequisite(s): ACC222(Introduction to Managerial Accounting)
ACC323
Intermediate Accounting II
4 Semester Credits
A continuation of ACC 322. An analysis of financial accounting with emphasis on accounting theory pertaining to
financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to
liabilities and stockholders’ equity.
Core Curriculum Component: None
Prerequisite(s): ACC322(Intermediate Accounting I)
ACC324
Managerial Cost Accounting
4 Semester Credits
Accounting tools for heavy manufacturing systems as well as for managerial decision making. Planning, budgeting,
standard cost systems, as well as other quantitative and behavioral topics.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management); 1 of
MAT163(Introductory Statistics), MAT373(Probability and Statistics I), MIS379(Quantitative Methods for Business and
Economics); ACC221(Introduction to Financial Accounting), ACC222(Introduction to Managerial Accounting),
MKT252(Principles of Marketing)
ACC326
Tax Accounting
4 Semester Credits
The more common and important provisions of planning and compliance for income taxes.
Core Curriculum Component: None
Prerequisite(s): ACC221(Introduction to Financial Accounting), ECO112(Principles of Macroeconomics),
ECO113(Principles of Microeconomics)
ACC423
Auditing
4 Semester Credits
Internal and external auditing procedures. Emphasis on the CPA’s role to form the basis of opinion on a set of financial
statements.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); ACC323(Intermediate Accounting II)
ACC425
Advanced Accounting
4 Semester Credits
Accounting for business combinations, consolidations, governmental accounting, partnership accounting, and fund
accounting.
2
Core Curriculum Component: None
Prerequisite(s): ACC323(Intermediate Accounting II)
ACC495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
ACC499
Independent Study/Research
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS – American Indian Studies
AIS105
Introduction to American Indian Studies
4 Semester Credits
Designed to introduce students to the content areas of the American Indian Studies curriculum, this course includes an
overview of American Indian history, federal Indian policy, land issues, reservation and urban issues, cross-cultural
influences, and American Indian literature, art, music, and language.
Core Curriculum Component: Engaging Minneapolis, Humanities
Prerequisite(s): None
AIS205
Contemporary American Indians
4 Semester Credits
In this topics-oriented course, students focus on issues that face contemporary American Indians, including tribal
sovereignty and identity politics, treaty rights, language retention and education, religious freedom, and Indian activism.
Core Curriculum Component: None
Prerequisite(s): None
AIS208
Native American Women and Film
4 Semester Credits
This course explores Native American women in film history as racial representations in Hollywood cinema, as political
and social forces in indigenous film, and as role models in documentary.
Core Curriculum Component: Humanities
Prerequisite(s): None
AIS233
Women: A Cross-Cultural Perspective
4 Semester Credits
3
This course examines a variety of issues concerning the biological, evolutionary, and historical origins of women’s roles
and status in society. Comparative roles of women are examined in tribal contexts across various indigenous cultures.
Studies include the role of women in Native American and African tribes, peasant societies of eastern Europe, Mexico,
the Middle East, and China.
Core Curriculum Component: None
Prerequisite(s): None
AIS264
American Indian in the Cinema
4 Semester Credits
Indians in the Cinema surveys various images of American Indians created by Hollywood and television. Focusing on
films from the 1910s to the present, the course provides an understanding of how American Indians were portrayed in
film historically, how this image has evolved over the past century, and how it is reflective of Western cultural and racial
ideologies.
Core Curriculum Component: None
Prerequisite(s): None
AIS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS305
Indigenous Issues of the Americas
4 Semester Credits
This travel seminar explores issues faced by indigenous people of the Americas. Each group faces similar challenges that
manifest differently due to the political, social, and cultural influence about sovereignty, land rights, economy, religion,
cultural survival, women's issues, and political movements through site visits of the dominant culture in each country.
Students will learn and interact with indigenous organizations. This course is cross-listed with Women's Studies. May be
taken in conjunction with WST 490 or AIS 490.
Core Curriculum Component: None
Prerequisite(s): None
AIS320
American Indian Women
4 Semester Credits
Through life histories of Indian women, the course examines the vital roles and contributions of women in past and
present tribal cultures. It explores the continuity of women’s roles over times and the changes in these roles,
precipitated by the influences of Western colonialism. The course also assesses how American Indian women have
crossed cultural boundaries and influenced non-tribal communities through their activism and traditionalism. This
course is cross-listed with women’s studies.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
AIS332
4
Native American Storytelling
4 Semester Credits
The objective of this course is to study Native American storytelling from a cultural perspective. An appreciation of oral
traditions will be emphasized and studied within the broader context of world mythologies. Students will be expected to
perform storytelling and to research the various tribal storytelling traditions.
Core Curriculum Component: None
Prerequisite(s): None
AIS355
Themes in American Indian Literature
4 Semester Credits
The course is structured around a number of writers working within a particular theme such as Native Voices of
Minnesota, Voices from the Southwest, Poetics and Politics of Native Writing, Women and Power in Native Literature,
Urban-Reservation: Homing, and American Indian film-literature adaptation. Students focus on primary texts, comparing
and contrasting theme, voice, aesthetic, or cultural emphasis as it shifts or arises across the group of texts. Course crosslists with English.
Core Curriculum Component: None
Prerequisite(s): None
AIS364
Indigenous Filmmakers
4 Semester Credits
Indigenous Filmmakers introduces students at the junior and senior level to the exciting and expanding field of
indigenous media—specifically films made by Native Americans. We will explore the political and social forces at work
behind the American indigenous film movement, which responds to mainstream film’s portrayal of Native Americans
and provides an extraordinary range in perspectives and views that inform Native American cultures.
Core Curriculum Component: None
Prerequisite(s): None
AIS396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS397
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS398
Internship
2 Semester Credits
5
Core Curriculum Component: None
Prerequisite(s): None
AIS399
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS405
Indigenous Activism and Resistance in the Americas
4 Semester Credits
This course explores ongoing and current forms of activism and resistance across North and South America that are
directly related to cultural survival and continuity, issues of sovereignty and peoplehood, autonomy and selfdetermination, and decolonization.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of AIS105(Introduction to American Indian Studies), AIS205(Contemporary American Indians),
AIS305(Indigenous Issues of Central America)
AIS408
Native American Women and Film
4 Semester Credits
Beginning with issues of representation and a history of Hollywood’s portrayal of Native American woman as princess
figures, sexualized maidens, or squaws, we will expand our conceptualization of Native American women by putting into
conversation a variety of voices that talk back to or address mainstream stereotypes of Native American women. Our
goal is to expand our conceptualizations of Native American women and their important roles in society by examining a
variety of cultural issues as they are presented through documentary and fiction films made by and about Native
American women.
Core Curriculum Component: None
Prerequisite(s): 1 of AIS105(Introduction to American Indian Studies), AIS205(Contemporary American Indians),
AIS233(Women: A Cross-Cultural Perspective), AIS264(American Indian in the Cinema), WST201(Foundations in
Women's Studies), WST205(Intro to Lesbian and Gay Studies), WST208(Native American Women and Film),
WST241(Environmental and River Politics), WST265(Women in American Culture), WST281(Topics)
AIS490
Indigenous Issues of the Americas
4 Semester Credits
This travel seminar explores issues faced by indigenous people of the Americas. Each group faces similar challenges that
manifest differently due to the political, social, and cultural influence about sovereignty, land rights, economy, religion,
cultural survival, women's issues, and political movements through site visits of the dominant culture in each country.
Students will learn and interact with indigenous organizations.
Core Curriculum Component: Keystone
Prerequisite(s): None
AIS495
Topics
6
4 Semester Credits
Individual courses designed to investigate specific topics such as Minnesota Indians, Contemporary Indigenous Issues of
North and South America, and American Indian Literature Seminar.
Core Curriculum Component: None
Prerequisite(s): None
AIS498
Independent Study/Research
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS499
Independent Study
4 Semester Credits
An independently designed research project.
Core Curriculum Component: None
Prerequisite(s): None
ANT – Anthropology
ANT141
Introduction to Cultural Anthropology
4 Semester Credits
This course serves as an introduction to cultural anthropology. Course objectives include providing students with an
understanding of anthropological methods and theories, the concepts of race and culture, an appreciation and
awareness of differing cultures, and an awareness of the role cultural anthropology has in understanding contemporary
human problems.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
ANT295
Topics in Anthropology
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ANT495
Topics in Anthropology
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
7
ART – Art and Design
ART100
Special Topics
4 Semester Credits
Selected courses dealing with special topics, offered occasionally in the department.
Core Curriculum Component: None
Prerequisite(s): None
ART102
Design
4 Semester Credits
A study of design is the unifying foundation for the visual arts. Two- and three-dimensional projects demonstrate theory
and application of basic design elements and principles.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART103
Special Topics
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART105
Introduction to Architectural Drawing
4 Semester Credits
This course develops basic skills involved in perceiving and representing the material environment through the study of
sketching and drawing skills.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART106
Introduction to Chinese Calligraphic Arts
4 Semester Credits
Introduction and practice of Chinese calligraphic painting and writing.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART107
Drawing
4 Semester Credits
Introduction to foundational drawing from direct observation, memory, and reference. Traditional and experimental
media and methods are explored to develop technical and formal skills in support of individual expression.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART118
8
Painting I
4 Semester Credits
Introduction to observational and experimental approaches and techniques in acrylic painting. Color theory,
composition, painting methods, and individual expression are emphasized.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART122
Plein Air Sketching I
4 Semester Credits
Introduction to traditional sketching media and approaches for drawing en plein air, outside and on location. Portable,
all-weather materials and processes, and perceptual techniques are emphasized to create a sketchbook of drawings
from direct observation.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART124
Graphic Design Production: InDesign
1 Semester Credits
This introductory course focuses on some of the basic features of the most current version of Adobe InDesign and
Acrobat Pro so that the student can navigate the software environment and use InDesign tools to create page layouts.
This course explores the process of creating and managing multiple page layouts with variable page content.
Core Curriculum Component: None
Prerequisite(s): None
ART125
Graphic Design Production: Illustrator
1 Semester Credits
This introductory course focuses on foundational skills in the most current version of Adobe Illustrator so that the
student can develop a confident understanding of the software. Focus is placed on hands-on activities that demonstrate
how these techniques can be used in combination to create engaging vector-based art such as illustrations, logos,
advertisements, or other graphic documents.
Core Curriculum Component: None
Prerequisite(s): ART201(Introduction to Graphic Design) *concurrent registration is acceptable*
ART126
Graphic Design Production: Photoshop
1 Semester Credits
This introductory course focuses on some of the basic features of the most current version of Adobe Photoshop so that
the student can navigate the software environment and use Photoshop tools to work with photographic images. Focus is
placed on hands-on activities that demonstrate how these techniques can be used in combination to create innovative
visual effects.
Core Curriculum Component: None
Prerequisite(s): ART201(Introduction to Graphic Design) *concurrent registration is acceptable*
ART127
Graphic Design Production: HTML/CSS
1 Semester Credits
9
This course provides foundational skills for interactive design. We will cover the following topics in this class: Principles
of Web Design including usability and the tools to accomplish this including HTML5 and CSS3.
Core Curriculum Component: None
Prerequisite(s): None
ART132
Photography I
4 Semester Credits
This course introduces the technical skills, creative applications, and vocabulary of black-and-white film photography.
Technical lectures and demonstrations cover 35mm camera operation, film processing, and black-and-white darkroom
printing. Class lectures, readings, field trips, and research introduce students to the canon of photographic history,
including a broad range of genres, historical contexts, and artistic practices.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART133
Introduction to Digital Photography
4 Semester Credits
This course introduces students to the conceptual and practical principles of digital photography. Fundamental
terminology, concepts, and techniques of digital photography will be explored through lectures, readings, hands-on
assignments, and field trips. Studio work emphasizes photography as a form of creative expression through digital
cameras, software, scanners, and printers.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART180
Introduction to Community-Based Photography
4 Semester Credits
This course introduces the technical skills and creative applications of black-and-white photography with coursework
that integrates partnership and service. Art 180 combines art and social research concepts to help students understand
how the arts foster community building and engagement. Class lectures, demonstrations, assignments, and service will
introduce students to documentary work that will be presented as portfolio to a nonprofit partner. Students need a
35mm single lens reflex camera.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART201
Introduction to Graphic Design
4 Semester Credits
This course provides an introduction to the practice of graphic design. Design principles are explored in creating and
organizing through visual communication. The focus of this class will be building the foundation in design programs such
as Adobe InDesign, Illustrator, and Photoshop, and discovering the visual language necessary to develop as creative
10
problem solvers. Graphic Design majors are encouraged to take ART 125 and ART 126 before or at the same time as this
course.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART202
Typography
4 Semester Credits
Study of the history, development, structures, and application of traditional and contemporary typography; exploration
of letterforms using digital, hand-set type, and hand lettering.
Core Curriculum Component: None
Prerequisite(s): 1 of ART201(Introduction to Graphic Design), ART225(Graphic Design I); ART125(Graphic Design
Production: Illustrator) *concurrent registration is acceptable*
ART210
Drawing for Design in Architecture
4 Semester Credits
Introduction to and exploration of the conceptual function of drawing in architecture. Exploration of the history of
drawing in architecture, critical review of drawing conventions and systems, and examination of drawing processes as
modes of perception and cognition.
Core Curriculum Component: None
Prerequisite(s): ART105(Introduction to Architectural Drawing)
ART211
Art of Resistance
4 Semester Credits
Art of Resistance is designed to immerse you within the time/space of Palestine, with an emphasis on exploring a range
of art and culture in the region that is fully engaged historically, spiritually, socially, politically, environmentally,
philosophically. An interdisciplinary course centered on theater/performance and the visual arts that takes place in
various experiential learning environments in Palestine, this course will examine the arts as creative expression of the
human imagination through activities such as creation, historical study, and critical analysis.
Core Curriculum Component: Fine Arts, Augsburg Experience
Prerequisite(s): None
ART215
Introduction to Web Design
4 Semester Credits
This course provides an introduction to designing for the Internet. Students will learn basic skills for interactive design
and will become familiar with design software to execute their designs.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART221
Sculpture I
4 Semester Credits
An introduction to sculpture and three-dimensional design through the exploration of the inherent properties of various
materials and processes.
Core Curriculum Component: Fine Arts
11
Prerequisite(s): None
ART223
Print Making I
4 Semester Credits
An introduction to traditional and experimental media and methods of printing. Intaglio, relief, and mono/unique
methods are explored.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART226
Artist Workshop
1 Semester Credits
This course offers students the opportunity to work with a professional artist or designer. Students participate in
workshops with the artist and complete a project through the approach of the guest artist. Emphasis is on working in a
professional studio atmosphere. Course is repeatable.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
ART231
Pre-Columbian, Colonial, and Contemporary Mexican Art
4 Semester Credits
This course aims to develop an understanding and appreciation of Mexican art from the Pre-Columbian, colonial, and
contemporary periods, with emphasis on Frida Kahlo and the muralist movement of Diego Rivera, David Alfredo
Siqueiros, and José Clemente Orozco. Students will participate in numerous excursions to many museums as well as
archaeological and historical sites.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART233
Collaborative Printmaking: A Press-Free Approach
4 Semester Credits
This online course is designed to engage creative, imaginative, and technical processes to produce prints without a press
and to interpret works of art. Students learn water-based printmaking techniques while exploring several kinds of
collaboration. Students critically analyze works of art produced by themselves and their peers, and through this analysis
they will articulate different theories of aesthetics.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART240
Art History Survey
4 Semester Credits
A survey of art of the Western world from prehistoric to modern times.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART243
History of Architecture to 1750
12
4 Semester Credits
History of architecture and city planning from antiquity to 1750, as illustrated by Western and non-Western examples.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART244
History of Architecture after 1750
4 Semester Credits
History of architecture and city planning since 1750, as illustrated by Western and non-Western examples.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART247
Life Drawing
4 Semester Credits
Introduction to traditional and experimental methods and techniques for drawing the human figure through direct
observation of the live nude model. Perceptual proportions, planes, and individual expression of the human form in
space are emphasized.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART249
The Designed Environment
4 Semester Credits
This course addresses the designed environment, investigating architecture, landscape architecture, and urban design.
Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design
excellence.
Core Curriculum Component: Engaging Minneapolis, Fine Arts
Prerequisite(s): None
ART250
Ceramics I
4 Semester Credits
An introduction to the making of pottery with an emphasis on handbuilding and throwing techniques combined with
theory, concept, and form.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART257
Watercolor Painting I
4 Semester Credits
Introduction to foundational techniques, observational and experimental approaches to watercolor painting. Exploration
of color theory, composition, and individual expression are emphasized. Includes some painting outside on location.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART265
13
Computer Drafting for Stage and Architecture
4 Semester Credits
Computer Drafting for the Stage and Architecture is an introduction to using AutoCAD LT for drafting on the computer.
Students will learn how to use basic AutoCAD commands to input information, organize, layout and print 2-D drafting
plates, with an emphasis on drafting for the theater and architecture.
Core Curriculum Component: Fine Arts
Prerequisite(s): 1 of MAT103(Prealgebra), MAT103(Everyday Math), MPL(Math Placement Level 2)
ART280
Hand Papermaking and Book Arts I
4 Semester Credits
Introduction to hand papermaking, box building, and bookmaking; emphasizes the interplay of text, image, and form in
the contemporary artist's book.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART290
Native American Art
4 Semester Credits
An exploration of the rich heritage of visual arts from indigenous communities of North America, surveying the dynamic
nature of Native American art spanning from pre-European contact into the present while exploring the political nature
of that trajectory as it encounters cultural change, Western aesthetics, and Western concepts of art. Students will meet
Native artists, visit a variety of Native American art galleries and exhibitions, and learn about the cultural, social, and
political context surrounding Native American art.
Core Curriculum Component: Fine Arts
Prerequisite(s): 1 of ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ART299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART300
Special Topics
4 Semester Credits
Selected courses dealing with special topics, offered occasionally in the department.
Core Curriculum Component: None
Prerequisite(s): None
ART305
Mid-Program Portfolio Review
1 Semester Credits
Mid-Program Portfolio Review showcases studio art, art history, and graphic design majors’ emerging original creative
production in a group exhibition to focus exploration in preparation for the rigor of the senior themed solo
exhibition/project. Majors prepare a portfolio of original creative production, digitally document it, write and present a
position statement, and engage a variety of audiences in critical dialogue. Faculty conducts a formal review of the
14
exhibition, presentation and portfolio. Students who do not pass ART 305 do not continue in the major. (Prerequisite:
Completion of 16 credits, at least 8 at Augsburg.)
Core Curriculum Component: None
Prerequisite(s): None
ART306
Advanced Chinese Calligraphic Arts
4 Semester Credits
Advanced practice of Chinese calligraphic painting and writing.
Core Curriculum Component: None
Prerequisite(s): ART106(Introduction to Chinese Calligraphic Arts)
ART315
Graphic Systems
4 Semester Credits
Graphic Systems explores design concepts and production for interactive experiences as seen through publications
(screen/print), wayfinding, and digital platforms. Time, scale, cues, and interface will be considered in both theory and
practice through research and projects. Time in concerned with the rational progression of a story, but also informs the
sequenced order of an exhibit or navigation. Scale refers to the size or breadth of a book as much as it refers to the size
of an image on a page, printed, or electronic.
Core Curriculum Component: None
Prerequisite(s): ART124(Graphic Design Production: InDesign) *concurrent registration is acceptable*; ART127(Graphic
Design Production: HTML/CSS) *concurrent registration is acceptable*; ART202(Typography)
ART322
Plein Air Sketching II
4 Semester Credits
Advanced study of drawing en plein air emphasizes creating a sketchbook outside on location to explore advanced
observational technique, significant experiential engagement, complex composition, and emerging personal style using
portable all-weather materials and processes.
Core Curriculum Component: None
Prerequisite(s): ART122(Plein Air Sketching I)
ART324
Design Studio I
4 Semester Credits
As part of the design agency, students will become familiar with working on real-world projects. Through an intense,
collaborative, project-based approach, this class explores the practice of graphic design. Students will extend their
learning beyond the classroom and work with community partners to create a variety of design projects.
Core Curriculum Component: None
Prerequisite(s): ART126(Graphic Design Production: Photoshop), ART201(Introduction to Graphic Design),
ART202(Typography)
ART326
Design Studio II
4 Semester Credits
As part of the design agency, students will become competent in the skills necessary to execute real-world projects.
Through an intense, collaborative, project-based approach, this class explores the practice of graphic design. Students
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will extend their learning beyond the classroom and work with community partners to create a variety of design
projects.
Core Curriculum Component: None
Prerequisite(s): ART224(Publication Design), ART305(Junior Exhibition and Review), ART324(Design Studio I)
ART332
Photography II
4 Semester Credits
Advanced study that focuses on refining the skills and visual vocabulary introduced in ART 132. Emphasis on portfolio
development using advanced black-and-white materials. Semester projects encourage individual creativity and
examination of critical issues in contemporary photography.
Core Curriculum Component: None
Prerequisite(s): ART132(Photography I)
ART333
Advanced Digital Photography
4 Semester Credits
This advanced course explores the technical, creative, conceptual, and ethical aspects of digital photography. Through a
series of lectures, demonstrations, projects, critiques, and guest presenters, students will expand their knowledge of
photography using digital technology within the fine arts context. Students will also spend time shooting assignments,
working in the computer lab, attending exhibitions, reading the text, and writing.
Core Curriculum Component: None
Prerequisite(s): ART133(Introduction to Digital Photography)
ART340
Digital Imaging
4 Semester Credits
Exploration of visual communications in the electronic environments using various software programs to create digital
images, animation, and digital games.
Core Curriculum Component: None
Prerequisite(s): None
ART347
Advanced Drawing
4 Semester Credits
Advanced study of drawing emphasizes open exploration of drawing media, methods, and surfaces in support of subject
matter, themed series, individual style, and original expression.
Core Curriculum Component: None
Prerequisite(s): 1 of ART107(Drawing), ART247(Life Drawing), ART322(Plein Air Sketching II)
ART349
The Designed Environment
4 Semester Credits
This course addresses the designed environment, investigating architecture, landscape architecture, and urban design.
Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design
excellence.
Core Curriculum Component: None
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Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ART351
Ceramics II
4 Semester Credits
Advanced work in ceramics explores clay, glaze, and firing technology with a continued emphasis on throwing and
handbuilding techniques combined with theory, concept, and form.
Core Curriculum Component: None
Prerequisite(s): ART250(Ceramics I)
ART352
Women and Art
4 Semester Credits
A study of the creative role of women in the visual arts, including the fine arts, the traditional arts, and the arts of Native
American women.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ART355
Painting II
4 Semester Credits
Advanced study in acrylic or oil painting emphasizes individual expression and emerging style through advanced color
theory, series development, and exploration of individual subject matter, approach, and method.
Core Curriculum Component: None
Prerequisite(s): ART118(Painting I)
ART357
Watercolor Painting Il
4 Semester Credits
Advanced study in watercolor painting emphasizes individual expression and emerging style through advanced color
theory, series development, and exploration of individual subject matter, approach, and method.
Core Curriculum Component: None
Prerequisite(s): ART257(Watercolor Painting I)
ART368
Print Making II
4 Semester Credits
Continued exploration of intaglio, relief, and mono/unique methods. Use oflarger formats, multiple plates, and an
emphasis on color are encouraged.
Core Curriculum Component: None
Prerequisite(s): ART223(Print Making I)
ART380
Hand Papermaking and Book Arts II
4 Semester Credits
Advanced exploration in hand papermaking and book arts, emphasizing individual research and expression.
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Core Curriculum Component: None
Prerequisite(s): ART280(Hand Papermaking and Book Arts I)
ART382
Scandinavian Arts
4 Semester Credits
The visual arts in Scandinavia from the Stone Age to the present, including architecture, folk arts, painting, sculpture,
and design.
Core Curriculum Component: None
Prerequisite(s): None
ART385
Prehistoric and Ancient Art
4 Semester Credits
The art of the Ice Age through the Roman period to the fourth century A.D.
Core Curriculum Component: None
Prerequisite(s): None
ART386
Medieval Art
4 Semester Credits
Early Christian through late Gothic and proto-Renaissance painting, sculpture, and architecture in Europe.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ART387
Renaissance and Baroque Art
4 Semester Credits
European painting, sculpture, and architecture, from the 14th through the 18th centuries.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ART388
Modern Art
4 Semester Credits
Painting, sculpture, and architecture from Neoclassicism through the present.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ART389
American Art
4 Semester Credits
A study of early colonial through contemporary American art, architecture, and folk arts.
Core Curriculum Component: None
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Prerequisite(s): None
ART390
Native American Art
4 Semester Credits
This course surveys the rich and dynamic heritage of visual arts from indigenous communities of North America,
spanning from pre-European contact into the present. Students will meet Native artists, visit a variety of Native
American art galleries and exhibitions, and learn about the cultural, social, and political context surrounding Native
American art. ART390 is open to art history students only.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters); ART240(Art History Survey)
ART396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ART398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ART405
Senior Exhibition/Project and Review
3 Semester Credits
This course showcases studio art, art history and graphic design majors’ developing creative production through solo
exhibition and review. Majors learn professional practices and writing for the arts, produce themed original creative
production for exhibition, create digital portfolio and identity package, prepare work for presentation, install exhibition,
engage a variety of audiences in critical dialogue, participate in formal faculty review and reflect on vocation.
Core Curriculum Component: Keystone
Prerequisite(s): ART305(Junior Exhibition and Review)
ART424
Advanced Design Studio III
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4 Semester Credits
As part of the design agency, students will learn the principles of leading a team through real-world projects. Through an
intense, collaborative, project-based approach, this class explores the practice of graphic design as well as the
components of managing creative projects. Students will extend their learning beyond the classroom and work with
community partners to create a variety of design projects. Emphasis is placed on cultivating the student's personal
interests and abilities, editing and refining the range and quality of portfolio work.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): ART315(Web Design II), ART326(Design Studio II)
ART425
Advanced Design Studio IV
4 Semester Credits
As part of the design agency, students will lead teams through real-world projects. Through an intense, collaborative,
project-based approach, this class explores the practice of graphic design as well as competencies of managing creative
projects. Students will extend their learning beyond the classroom and work with community partners to create a
variety of design projects.
Core Curriculum Component: Keystone
Prerequisite(s): ART424(Advanced Design Studio III) *concurrent registration is acceptable*
ART478
Sculpture II
4 Semester Credits
Advanced work in sculpture and three-dimensional design.
Core Curriculum Component: None
Prerequisite(s): ART221(Sculpture I)
ART498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART499
Independent Study/Research
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ASL – American Sign Language
ASL101
Beginning American Sign Language I
4 Semester Credits
An introduction to deaf culture and the signs and syntax of ASL. Students observe the demonstration of signs, practice
their own signing, and learn the facial expressions and body language needed to communicate clearly with deaf and
hard-of-hearing people.
Core Curriculum Component: Modern Language 1
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Prerequisite(s): None
ASL102
Beginning American Sign Language II
4 Semester Credits
An introduction to deaf culture and the signs and syntax of ASL. Students observe the demonstration of signs, practice
their own signing, and learn the facial expressions and body language needed to communicate clearly with deaf and
hard-of-hearing people.
Core Curriculum Component: Modern Language 2
Prerequisite(s): ASL101(Beginning American Sign Language I)
AUG – Augsburg Seminar
AUG101
Augsburg Seminar
1 Semester Credits
A weekly seminar linked to a course or course pair that integrates course content with learning strategies and
community-building opportunities beneficial to beginning college students. While the content course is graded on a
traditional point basis, Augsburg Seminar is graded P/N. Permission to complete the seminar if the student withdraws
from the linked content course(s) is at the discretion of the instructor(s). (P/N grading only)
Core Curriculum Component: None
Prerequisite(s): FIRSTYEAR(First Year Student)
AUGEX – Augsburg Experience
AUGEX1
Augsburg Experience - Non-credit International Immersion
0 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): AUGEX1(Augsburg Experience, Study Abroad)
AUGEX2
Augsburg Experience - Faculty/Student Research
0 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): AUGEX2(Augsburg Experience, Faculty/Student Research)
AUGEX3
Augsburg Experience - Non-credit Internship
0 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): AUGEX3(Augsburg Experience, Non-credit Internship)
AUGEX4
Augsburg Experience - Work Connections
0 Semester Credits
Core Curriculum Component: Augsburg Experience
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Prerequisite(s): AUGEX4(Augsburg Experience, Work Connections)
AUGEX5
Augsburg Experience - Special Immersion
0 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): AUGEX5(Augsburg Experience, Special Immersion)
BIO - Biology
BIO102
The Biological World
4 Semester Credits
The basic concepts of biology pertaining to both plants and animals are emphasized. The nature of science and the
approach used by scientists to gather and analyze data and propose and test hypotheses are considered. Concurrent
registration in BIO102L is required. (Does not apply to the major or minor.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT103(Prealgebra), MAT103(Everyday Math), MPL(Math Placement Level 2)
BIO102L
The Biological World Lab
0 Semester Credits
Three hour lab taken concurrently with BIO102.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO102(The Biological World) *concurrent registration is required*
BIO103
Human Anatomy and Physiology
4 Semester Credits
A survey of the structure and function of the human body. Concurrent registration in BIO103L is required. (A student
may not receive credit for both BIO 121 and 103. Does not apply to the major or minor.) Students are strongly
encouraged to take CHM 102 or another chemistry course before taking this class.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of HPE104(Components of Fitness Training), MUS101(Materials of Music I), MUS111(Aural Skills I),
MUS113(Music Theory and Aural Skills I)
BIO103L
Human Anatomy and Physiology Lab
0 Semester Credits
Three hour lab taken concurrently with BIO103.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO103(Human Anatomy and Physiology) *concurrent registration is required*
BIO118
Environmental Biology
4 Semester Credits
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Analyze the most important issues in environmental biology with special emphasis on biodiversity, drawing particularly
from examples in Mexico. Students will learn about theoretical and applied issues regarding the ecological framework of
tropical America through lectures, required readings, fieldwork, and lab work. Concurrent registration in BIO118L is
required. This course may be used as a substitute to meet the ENV 120 requirement in the ENV major, and meets the
Natural Sciences LAF.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): None
BIO118L
Environmental Biology Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO118(Environmental Biology) *concurrent registration is required*
BIO121
Human Biology
4 Semester Credits
An introduction to basic biological principles with a human perspective and application. Includes discussion of the
molecular and cellular basis of life, genetics and genetic disease, selected organ systems and disease, and the
sustainability of life on Earth. Concurrent registration in BIO121L is required. (A student may not receive credit for both
BIO 121 and 103. Does not apply to the major or minor in biology. Students are strongly encouraged to take CHM 102
before taking this class.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): None
BIO121L
Human Biology Lab
0 Semester Credits
Three hour lab taken concurrently with BIO121.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO121(Human Biology) *concurrent registration is required*
BIO150
Introductory Biology Workshop
2 Semester Credits
An elective workshop for students concurrently enrolled in BIO 151 Introductory Biology. Students will explore topics
covered in BIO 151 in more depth using AVID-based strategies for succeeding in college-level biology courses. P/N
grading only.
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology) *concurrent registration is required*, CONSENT(Consent of Instructor)
BIO151
Introductory Biology
4 Semester Credits
First of a two-semester sequence. An introduction to biology for science majors, including cell and molecular biology,
energy metabolism, genetics. BIO 151 and 152 must be taken in sequence except by permission of instructor.
Concurrent registration in BIO151L is required.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
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Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
BIO151L
Introductory Biology Lab
1 Semester Credits
Three hour lab taken concurrently with BIO151.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO151(Introductory Biology) *concurrent registration is required*
BIO152
Evolution, Ecology and Diversity
4 Semester Credits
Second of a two-semester introductory sequence. An introduction to evolution, ecology, and biological diversity for
science majors. Concurrent registration in BIO152L is required.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
BIO152L
Evolution Ecology and Diversity Lab
1 Semester Credits
Four hour lab taken concurrently with BIO152.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO152(Evolution, Ecology and Diversity) *concurrent registration is required*
BIO199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of All of BIO113(Introductory Organismal Biology), BIO114(Intro Genetics Evolution and Ecolo); All of
BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity)
BIO253
Introductory Cellular Biology
4 Semester Credits
An introduction to structure and function in tissues, cells, and subcellular organelles. Concurrent registration in BIO253L
is required.
Core Curriculum Component: None
Prerequisite(s): 1 of CHM106(Principles of Chemistry II), CHM116(General Chemistry II)
BIO253L
Introductory Cellular Biology Lab
1 Semester Credits
Four hour lab taken concurrently with BIO253.
Core Curriculum Component: None
Prerequisite(s): BIO253(Introductory Cellular Biology) *concurrent registration is required*
24
BIO255
Genetics
4 Semester Credits
A study of the principles of heredity. The course integrates classical transmission genetics, molecular genetics, and
genomics. Special topics will include epigenetics, developmental genetics, and human disease genetics. Contemporary
genetic model systems will be utilized in laboratory experiments. Concurrent registration in BIO255L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity), CHM116(General Chemistry II)
BIO255L
Genetics Lab
1 Semester Credits
Four hour lab taken concurrently with BIO255.
Core Curriculum Component: None
Prerequisite(s): BIO255(Genetics) *concurrent registration is required*
BIO297
Directed Study: Research in Biology
2 Semester Credits
Directed research with a faculty mentor. No more than two terms may be applied to minimum graduation requirements.
Requires permission of instructor and chair of the department. (Pass/No Pass only)
Core Curriculum Component: None
Prerequisite(s): None
BIO299
Directed Study: Research in Biology
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BIO320
Human Anatomy
4 Semester Credits
This course is a systems approach to the study of human body structure including histology and gross anatomy. Students
learn to relate structure to function through the use of texts, models and dissection of organs and animals. This course is
intended to meet the requirements of students in the fields of nursing, physical therapy, physician assistant and some
other allied health programs. Concurrent registration in BIO320L is required.
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity), BIO253(Introductory Cellular
Biology)
BIO320L
Human Anatomy Lab
1 Semester Credits
Four hour lab taken concurrently with BIO320.
Core Curriculum Component: None
25
Prerequisite(s): BIO320(Human Anatomy) *concurrent registration is required*
BIO351
Invertebrate Zoology
4 Semester Credits
A study of the invertebrate animals stressing classification, morphology, behavior, life history, and phylogeny.
Concurrent registration in BIO351L is required.
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity)
BIO351L
Invertebrate Zoology Lab
1 Semester Credits
Four hour lab taken concurrently with BIO351.
Core Curriculum Component: None
Prerequisite(s): BIO351(Invertebrate Zoology) *concurrent registration is required*
BIO353
Comparative Vertebrate Anatomy
4 Semester Credits
Comparative anatomy, functional morphology, and evolutionary morphology of vertebrates. A study of vertebrate
anatomy integrating the perspectives of embryology, morphology and phylogeny. Concurrent registration in BIO353L is
required.
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity)
BIO353L
Comparative Vertebrate Anatomy Lab
1 Semester Credits
Four hour lab taken concurrently with BIO353.
Core Curriculum Component: None
Prerequisite(s): BIO353(Comparative Vertebrate Anatomy) *concurrent registration is required*
BIO361
Plant Biology
4 Semester Credits
A survey of the diversity and evolution of algae and plants. Topics on plant anatomy, physiology, phylogeny, ecological
and economic importance, and plant-microbe interactions are integrated throughout. Concurrent registration in
BIO361L is required.
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity)
BIO361L
Plant Biology Lab
1 Semester Credits
Four hour lab taken concurrently with BIO361.
Core Curriculum Component: None
26
Prerequisite(s): BIO361(Plant Biology) *concurrent registration is required*
BIO369
Biochemistry
4 Semester Credits
The course addresses the chemical structure and function of the major biological macromolecules. Key topic areas are
protein structure and function, enzyme mechanisms, thermodynamics, intermediary metabolism, and metabolic
regulation. Concurrent registration in BIO369L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of CHM251(Organic Chemistry I), CHM351(Organic Chemistry I); 1 of CHM251L(Organic Chemistry I
Lab), CHM351L(Organic Chemistry I Lab); 1 of MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory
Statistics), MAT164(Introductory Biostatistics), PSY215(Research Methods and Statistics I); BIO253(Introductory Cellular
Biology)
BIO369L
Biochemistry Lab
1 Semester Credits
Four hour lab taken concurrently with BIO369.
Core Curriculum Component: None
Prerequisite(s): BIO369(Biochemistry) *concurrent registration is required*
BIO370
Biochemistry II
4 Semester Credits
Biochemistry II explores structural biology techniques such as protein NMR, crystallography, and fluorescence.
Biochemical challenges and applications, such as drug delivery, manipulation of intercellular signaling, and rational
design of recombinant protein constructs will be studied. Students will use the primary literature in biochemistry as part
of the course.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO369(Biochemistry), CHM369(Biochemistry)
BIO396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BIO397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
BIO398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
27
BIO399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of BIO215(Introductory Cellular Biology), BIO253(Introductory Cellular Biology)
BIO420
Conservation Science
4 Semester Credits
This course will focus on the scientific foundations of biological conservation. Students will explore major threats to
ecosystems and biodiversity and discuss approaches for overcoming these threats in ways that balance the needs of
people and nature.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO255(Genetics), ENV320(Environmental Science); BIO152(Evolution, Ecology and Diversity)
BIO440
Plant Physiology
4 Semester Credits
An introduction to the basic principles of how plants function. Emphasis will be on the flowering plants and the
processes involved with photosynthesis, growth, development, and water relations. The impact of abiotic and biotic
stressors on plant physiology will be discussed. Concurrent registration in BIO440L is required.
Core Curriculum Component: None
Prerequisite(s): BIO253(Introductory Cellular Biology)
BIO440L
Plant Physiology Lab
1 Semester Credits
Four hour lab taken concurrently with BIO440.
Core Curriculum Component: None
Prerequisite(s): BIO440(Plant Physiology - Co-Req) *concurrent registration is required*
BIO471
Advanced Cellular and Molecular Biology
4 Semester Credits
An examination of mechanisms of molecular genetics, recombinant DNA technology, cell-signaling, cell cycle control, the
cytoskeleton and select additional topics. Concurrent registration in BIO471L is required.
Core Curriculum Component: None
Prerequisite(s): BIO369(Biochemistry)
BIO471L
Advanced Cellular and Molecular Biology Lab
1 Semester Credits
Four hour lab taken concurrently with BIO471.
Core Curriculum Component: None
Prerequisite(s): BIO471(Advanced Cellular and Molecular Biology) *concurrent registration is required*
BIO473
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Physiology of Humans and Other Animals
4 Semester Credits
A study of digestion, respiration, circulation, excretion, movement, and sensory perception as well as neural and
hormonal control of these functions, emphasizing vertebrates. Concurrent registration in BIO473L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory Statistics), MAT164(Introductory
Biostatistics), MAT248(Biostatistics), PSY215(Research Methods and Statistics I); BIO253(Introductory Cellular Biology)
BIO473L
Physiology of Humans and Other Animals Lab
1 Semester Credits
Four hour lab taken concurrently with BIO473.
Core Curriculum Component: None
Prerequisite(s): BIO473(Animal Physiology) *concurrent registration is required*
BIO474
Developmental Biology
4 Semester Credits
A study of development from the embryonic to adult stages. The course will focus on the physiological, molecular, and
morphological changes that occur during development. Additional topics to be covered will include evolutionary
developmental biology (evo devo), teratology, stem cells, regeneration, and cell death. Concurrent registration in
BIO474L is required.
Core Curriculum Component: None
Prerequisite(s): BIO253(Introductory Cellular Biology)
BIO474L
Developmental Biology Lab
1 Semester Credits
Four hour lab taken concurrently with BIO474.
Core Curriculum Component: None
Prerequisite(s): BIO474(Developmental Biology) *concurrent registration is required*
BIO475
Neurobiology
4 Semester Credits
An introduction to the nervous system. Topics to be studied include the electrical activity of neurons, sensory and motor
systems, mechanisms of learning and memory, animal behavior, and human cognition. Concurrent registration in
BIO475L is required.
Core Curriculum Component: None
Prerequisite(s): BIO253(Introductory Cellular Biology)
BIO475L
Neurobiology Lab
1 Semester Credits
Four hour lab taken concurrently with BIO475.
Core Curriculum Component: None
Prerequisite(s): BIO475(Neurobiology) *concurrent registration is required*
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BIO476
Microbiology
4 Semester Credits
An introduction to the study of microorganisms. Environmental, industrial, and medical issues are discussed, with
particular attention paid to human pathogens. Concurrent registration in BIO476L is required.
Core Curriculum Component: None
Prerequisite(s): BIO253(Introductory Cellular Biology), BIO255(Genetics)
BIO476L
Microbiology Lab
1 Semester Credits
Two two-hour labs per week, taken concurrently with BIO476.
Core Curriculum Component: None
Prerequisite(s): BIO476(Microbiology) *concurrent registration is required*
BIO481
Ecology
4 Semester Credits
A study of interactions between organisms and the biotic and abiotic environment. Topics include physiological ecology,
energy flow, nutrient cycling, a survey of biomes, population and community ecology, and conservation. Concurrent
registration in BIO481L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of CHM106(Principles of Chemistry II), CHM116(General Chemistry II); 1 of MAT114(Precalculus),
MAT145(Calculus I), MAT163(Introductory Statistics), MAT248(Biostatistics), PSY215(Research Methods and Statistics I);
BIO152(Evolution, Ecology and Diversity)
BIO481L
Ecology Lab
1 Semester Credits
Four hour lab taken concurrently with BIO481. Some Saturday field trips required.
Core Curriculum Component: None
Prerequisite(s): BIO481(Ecology) *concurrent registration is required*
BIO485
Advanced Topics in Biology
2 Semester Credits
An exploration of advanced topics in biology. Students will learn the foundational concepts of a topic of ongoing
research in the biological sciences, and apply that knowledge as they read and discuss current scientific literature in that
subject. Check Records and Registration for the topic and title of a given section. This course is repeatable.
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity), BIO253(Introductory Cellular
Biology), BIO255(Genetics)
BIO486
Immunology
4 Semester Credits
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A study of the mechanisms by which the immune system can recognize and neutralize or destroy foreign molecules and
organisms. Aspects of immune dysfunction in allergy, autoimmunity, cancer and immunodeficiency are included.
Concurrent registration in BIO486L is required.
Core Curriculum Component: None
Prerequisite(s): BIO253(Introductory Cellular Biology), BIO255(Genetics)
BIO486L
Immunology Lab
1 Semester Credits
Four hour lab taken concurrently with BIO486.
Core Curriculum Component: None
Prerequisite(s): BIO486(Immunology) *concurrent registration is required*
BIO488
Special Topics in Biochemistry
2 Semester Credits
Courses covering special topics in biochemistry not otherwise covered by other course offerings. Topics vary.
Core Curriculum Component: None
Prerequisite(s): None
BIO489
Special Topics in Biochemistry
4 Semester Credits
Courses covering special topics in biochemistry not otherwise covered by other course offerings. Topics vary.
Core Curriculum Component: None
Prerequisite(s): None
BIO490
Biology Keystone
2 Semester Credits
Several important biological issues that have ethical and societal implication and ramifications are explored, including
the topics of the vocation of a scientist, connections between faith and science, and moral, ethical, and societal
challenges faced by scientists. Open only to senior students majoring in biology.
Core Curriculum Component: Keystone
Prerequisite(s): None
BIO495
Special Topics in Biology
4 Semester Credits
Courses covering special topics not otherwise covered by our other course offerings. Topics may vary.
Core Curriculum Component: None
Prerequisite(s): None
BIO495L
Topics: Lab
1 Semester Credits
Core Curriculum Component: None
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Prerequisite(s): BIO495(Special Topics in Biology) *concurrent registration is required*
BIO497
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BIO499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO253(Introductory Cellular Biology)
BUS – Business Administration
BUS199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BUS242
Principles of Management
4 Semester Credits
Development of the theory of management, organization, staffing, planning, and control. The nature of authority,
accountability, and responsibility; analysis of the role of the professional manager.
Core Curriculum Component: None
Prerequisite(s): None
BUS295
Topics
4 Semester Credits
Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and
readings in the areas of business administration.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
BUS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BUS301
Business Law
4 Semester Credits
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Legal rules relating to contracts, agency, negotiable instruments, property, and business organizations under the
Uniform Commercial Code.
Core Curriculum Component: None
Prerequisite(s): None
BUS340
Human Resource Management
4 Semester Credits
Personnel function in business, acquisition, and utilization of human resources; desirable working relationships; effective
integration of the worker with the goals of the firm and society.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management)
BUS362
International Business
4 Semester Credits
This course views international business from a global perspective, including views of the U.S. government and
perspectives of foreign governments. Each topic is supported with real-life case studies.
Core Curriculum Component: None
Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of
ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing
for Liberating Letters), WPL(Writing Placement Level); 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles
of Management), MKT252(Principles of Marketing)
BUS396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BUS397
Internship
2 Semester Credits
BUS397 provides direction and support for students completing internships. Classroom meetings will be scheduled.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
BUS398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BUS399
Internship
4 Semester Credits
BUS399 provides direction and support for students completing internships. Classroom meetings will be scheduled.
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Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
BUS440
Strategic Management
4 Semester Credits
Concepts and principles related to long-range planning. Taught from a managerial viewpoint with examples from various
industries and sectors.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management)
BUS461
Global Business Management: Mexico and Emerging Markets - Mexico
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of
BUS200(Exploring Business as a Vocation), BUS242(Principles of Management)
BUS465
International Management
4 Semester Credits
This course analyzes several factors influencing behavior in the workplace and the board room, including skills needed to
manage across national borders.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management); 1 of
ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing
for Liberating Letters), WPL(Writing Placement Level)
BUS495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
BUS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CAP – General Studies
CAP001
CAP Seminar
0 Semester Credits
Program (CAP). During individual meetings, students will work with an academic skills coach to develop study skills,
address affective needs, and transition to college life. Meeting time is arranged with skills coach. (.0 course; P/N grading
only; Prereq: conditional admit status).
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Core Curriculum Component: None
Prerequisite(s): None
CCS – Languages and Cross-Cultural Studies
CCS100
Introduction to Cultural Studies
4 Semester Credits
This course is an introduction to the critical study of cultures and cross-cultural difference. It examines the connections
between social relations and the production of meaning. It sets the stage for global citizenship by revealing how our
"position" in the world affects the way we view, interpret, and interact with other cultures.
Core Curriculum Component: Humanities
Prerequisite(s): None
CCS295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CCS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CCS397
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CCS399
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CCS495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CCS499
Independent Study
4 Semester Credits
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Core Curriculum Component: None
Prerequisite(s): None
CHM – Chemistry
CHM102
Chemistry for Changing Times
4 Semester Credits
Designed for the liberal arts student. Emphasis is upon developing basic chemistry concepts using examples primarily
from inorganic chemistry. Does not count toward a chemistry major or minor. Note: must earn credit for both 102 and
102L to count as NSM-LAF.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT103(Prealgebra), MPL(Math Placement Level 2)
CHM102L
Chemistry for Changing Times Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): CHM102(Chemistry for Changing Times) *concurrent registration is required*
CHM115
General Chemistry I
4 Semester Credits
This is the entry course for chemistry and related science majors, including biology and physics. Course topics include an
introduction to matter and measurements, chemical equations, stoichiometry, energetics, electronic structure, and
bonding theory. High school chemistry recommended. Note: must earn credit for both 115 and 115L to count as NSMLAF. (Fall)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
CHM115L
General Chemistry I Lab
1 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of CHM115(General Chemistry I) *concurrent registration is acceptable*, SCI114(Exploring Science and
Engineering) *concurrent registration is required*
CHM116
General Chemistry II
4 Semester Credits
A continuation of Chemistry 115. Emphasis on equilibrium and solution chemistry including kinetics and
electrochemistry. Note: must earn credit for both 116 and 116L to count as NSM-LAF.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of CHM115L(General Chemistry I Lab), CHM115L(General Chemistry I Lab); CHM115(General
Chemistry I)
CHM116L
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General Chemistry II Lab
1 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): CHM116(General Chemistry II) *concurrent registration is acceptable*
CHM199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CHM251
Organic Chemistry I
4 Semester Credits
Basic periodic trends and bonding principles are emphasized with focus on the first row elements. Spectroscopic and
separation methods are introduced for both functional group and structural analysis of organic compounds, including IR,
MS, GC, NMR, and chromatography. (Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); CHM116(General
Chemistry II)
CHM251L
Organic Chemistry I Lab
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM251(Organic Chemistry I) *concurrent registration is acceptable*
CHM252
Organic Chemistry II
4 Semester Credits
Organic functional groups are analyzed in multi-step synthesis. Retro-synthetic analysis is emphasized and practiced
including oxidations, reductions, substitutions, eliminations, and aldol reactions. (Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM251(Organic Chemistry I), CHM351(Organic Chemistry I); 1 of CHM251L(Organic Chemistry I
Lab), CHM351L(Organic Chemistry I Lab)
CHM252L
Organic Chemistry II Lab
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM252(Organic Chemistry II) *concurrent registration is acceptable*
CHM280
Quantitative Analytical Chemistry
4 Semester Credits
Covers gravimetric and volumetric analysis and solution equilibrium in detail and gives an introduction to
electrochemical and spectrophotometric techniques of analysis. The laboratory involves quantitative analysis of a variety
of samples, and includes trace analysis. (Spring)
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Core Curriculum Component: None
Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); 1 of MAT105(Applied
Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); CHM116(General Chemistry II)
CHM280L
Quantitative Analytical Chemistry Lab
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM280(Quantitative Analytical Chemistry) *concurrent registration is acceptable*
CHM299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CHM362
Physical Chemistry: Macroscopic Theory
4 Semester Credits
Studies fundamental macroscopic theories and concepts of physical chemistry with a focus on thermodynamics and
kinetics. (Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); CHM116(General
Chemistry II), MAT146(Calculus II), PHY122(General Physics II)
CHM368
Physical Chemistry: Microscopic Theory
4 Semester Credits
Studies fundamental microscopic theories and concepts of physical chemistry with a focus on quantum mechanics,
molecular structure, spectroscopy, and statistical mechanics. (Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); CHM116(General
Chemistry II), MAT146(Calculus II), PHY122(General Physics II)
CHM369
Biochemistry
4 Semester Credits
The course addresses the chemical structure and function of the major biological macromolecules. Key topic areas are
protein structure and function, enzyme mechanisms, thermodynamics, intermediary metabolism, and metabolic
regulation. Concurrent registration in CHM369L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of CHM251(Organic Chemistry I), CHM351(Organic Chemistry I); 1 of CHM251L(Organic Chemistry I
Lab), CHM351L(Organic Chemistry I Lab); 1 of MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory
Statistics), MAT164(Introductory Biostatistics), PSY215(Research Methods and Statistics I); BIO253(Introductory Cellular
Biology)
CHM369L
Biochemistry Lab
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1 Semester Credits
Concurrent registration in CHM369 is required.
Core Curriculum Component: None
Prerequisite(s): CHM369(Biochemistry) *concurrent registration is required*
CHM370
Biochemistry II
4 Semester Credits
Biochemistry II explores structural biology techniques such as protein NMR, crystallography, and fluorescence.
Biochemical challenges and applications, such as drug delivery, manipulation of intercellular signaling, and rational
design of recombinant protein constructs will be studied. Students will use the primary literature in biochemistry as part
of the course.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO369(Biochemistry), CHM369(Biochemistry)
CHM397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); CHM116(General
Chemistry II)
CHM399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); CHM116(General
Chemistry II)
CHM430
Advanced Thermodynamic and Separation Lab
2 Semester Credits
A comprehensive lab course that provides hands-on experience in advanced topics in physical chemistry (kinetics and
thermodynamics) and analytical chemistry (separation science and electrochemistry). 4-hr lab with a 1-hr recitation
session each week.
Core Curriculum Component: None
Prerequisite(s): 1 of CHM252(Organic Chemistry II), CHM352(Organic Chemistry II); 1 of CHM252L(Organic Chemistry II
Lab), CHM352L(Organic Chemistry II Lab); 1 of CHM280(Quantitative Analytical Chemistry), CHM353(Quantitative
Analytical Chemistry); 1 of CHM280L(Quantitative Analytical Chemistry Lab), CHM353L(Quantitative Analytical Chemistry
Lab)
CHM440
Advanced Synthesis Lab
2 Semester Credits
A comprehensive lab course that provides experiences in advanced synthetic techniques in both organic and inorganic
chemistry. 4-hr lab with a 1-hr recitation session each week.
Core Curriculum Component: None
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Prerequisite(s): 1 of CHM252(Organic Chemistry II), CHM352(Organic Chemistry II); 1 of CHM252L(Organic Chemistry II
Lab), CHM352L(Organic Chemistry II Lab); 1 of CHM280(Quantitative Analytical Chemistry), CHM353(Quantitative
Analytical Chemistry); 1 of CHM280L(Quantitative Analytical Chemistry Lab), CHM353L(Quantitative Analytical Chemistry
Lab)
CHM450
Advanced Spectroscopy and Computational Chemistry Lab
2 Semester Credits
A comprehensive lab course provides hands-on experience in advanced topics in spectroscopic instruments, both
commercial and home-built. Students will also be exposed to computational modeling using quantum mechanical
principles. 4-hr lab with a 1-hr recitation session each week.
Core Curriculum Component: None
Prerequisite(s): 1 of CHM252(Organic Chemistry II), CHM352(Organic Chemistry II); 1 of CHM252L(Organic Chemistry II
Lab), CHM352L(Organic Chemistry II Lab); 1 of CHM280(Quantitative Analytical Chemistry), CHM353(Quantitative
Analytical Chemistry); 1 of CHM280L(Quantitative Analytical Chemistry Lab), CHM353L(Quantitative Analytical Chemistry
Lab)
CHM464
Advanced Organic Chemistry
4 Semester Credits
Study of advanced mechanistic analyses and physical organic chemistry principles of modern synthetic transformations.
(Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM252(Organic Chemistry II), CHM352(Organic Chemistry II); 1 of CHM252L(Organic Chemistry II
Lab), CHM352L(Organic Chemistry II Lab)
CHM481
Instrumental Analysis
4 Semester Credits
Emphasis on instrumental methods of analysis. Atomic, molecular, and electron spectroscopy, chromatography,
electroanalytical, and surface analysis methods are covered. (Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM280(Quantitative Analytical Chemistry), CHM353(Quantitative Analytical Chemistry); 1 of
CHM280L(Quantitative Analytical Chemistry Lab), CHM353L(Quantitative Analytical Chemistry Lab)
CHM482
Advanced Inorganic Chemistry
4 Semester Credits
Study of inorganic bonding and structural models, and a survey of inorganic substances and their reactions. Reactivity
and bonding in coordination, cluster, and organometallic compounds are considered. (Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM252(Organic Chemistry II), CHM352(Organic Chemistry II); 1 of CHM252L(Organic Chemistry II
Lab), CHM352L(Organic Chemistry II Lab); 1 of CHM362(Chemical Thermodynamics, Statistical Mechanics, and Kinetics),
CHM368(Quantum Chemistry, Molecular Structure, and Spectroscopy)
CHM488
Special Topics in Biochemistry
2 Semester Credits
Courses covering special topics in biochemistry not otherwise covered by other course offerings. Topics vary.
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Core Curriculum Component: None
Prerequisite(s): None
CHM489
Special Topics in Biochemistry
4 Semester Credits
Courses covering special topics in biochemistry not otherwise covered by other course offerings. Topics vary.
Core Curriculum Component: None
Prerequisite(s): None
CHM491
Chemistry Seminar
0.5 Semester Credits
This seminar is a weekly meeting of chemistry majors under the direction of the Augsburg Chemistry Society. Juniors and
seniors are expected to participate, with seniors presenting papers. Outside visitors are also invited to participate.
Core Curriculum Component: None
Prerequisite(s): None
CHM494
Topics
2 Semester Credits
Study of a specific area building upon inorganic, analytical, physical, or organic chemistry.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
CHM495
Topics
4 Semester Credits
Study of a specific area building upon inorganic, analytical, physical, or organic chemistry.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
CHM497
Independent Study/Research
0 Semester Credits
Chemistry majors planning research careers need research experience before graduation that may be obtained by
working on a summer research project (not counted as a course) or by research participation during the academic year
(that may be counted as a course). Cooperative education is an excellent opportunity to be involved in industrial
research projects.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
CHM498
Independent Study/Research
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): CONSENT(Consent of Instructor)
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CHM499
Independent Study/Research
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): CONSENT(Consent of Instructor)
COM – Communication Studies
COM100
Journalism Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
COM101
Sports Production Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
COM102
Audio Storytelling Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
COM103
Forensics Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
COM105
Multimedia Production Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
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Prerequisite(s): None
COM111
Public Speaking
4 Semester Credits
The course focuses on speech preparation, organization, audience analysis, style, listening, and overcoming speech
fright. Note: Students may take only one of either COM 111, COM 112, or COM 115 for credit. (Fall, spring)
Core Curriculum Component: Engaging Minneapolis, Humanities
Prerequisite(s): None
COM112
Contest Public Speaking
4 Semester Credits
Theory and practice of preparing speeches for delivery in formal and contest situations. Students are expected to attend
three interscholastic speech tournaments and compete in at least two of the following: informative speaking, persuasive
speaking, speaking to entertain, and/or communication analysis. Note: Students may take only one of either COM 111,
COM 112, or COM 115 for credit. (Fall)
Core Curriculum Component: None
Prerequisite(s): None
COM115
Scientific and Technical Public Speaking
4 Semester Credits
An introduction to public speaking for students majoring in scientific or technical fields. Includes the same foundational
material as introduction to public speaking, including: delivery, argumentation, persuasion, and audience analysis. This
material is then applied to specific contexts common in technical fields, with special attention to distinguishing expert or
lay audiences, and the use of technical vocabulary and notation systems. Note: Students may take only one of either
COM 111, COM 112, or COM 115 for credit.
Core Curriculum Component: Engaging Minneapolis, Humanities
Prerequisite(s): None
COM120
Mass Media and Popular Culture
4 Semester Credits
This course is a survey of the mass media in popular culture. Students will examine the different types of mass media
and will gain an understanding of what popular culture is and why it is important. The course examines the importance
of media criticism and the impact that media have had on culture and society. Students are encouraged to think critically
about media and media consumption.
Core Curriculum Component: Humanities
Prerequisite(s): None
COM199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM243
Studio Production
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4 Semester Credits
This is an introductory television production course utilizing three cameras in a live studio environment. This course
emphasizes the demands of live television production, such as collaborative team effort, pre-production, time
management, and meeting deadlines. Through a series of exercises, students learn the skills required to produce a live
30-minute news magazine program. (Fall)
Core Curriculum Component: None
Prerequisite(s): None
COM247
Documentary History and Theory
4 Semester Credits
This course studies the history of film’s nonfiction art form, as well as the theoretical methods of engaging the world
through a lens. Through the study of selected documentaries, students will identify and analyze the filmmaker’s point of
view and the methods used to deliver the message.
Core Curriculum Component: Humanities
Prerequisite(s): None
COM254
Interpersonal Communication
4 Semester Credits
A study of the dynamics of human interaction through verbal and non-verbal messages; emphasis on factors that build
relationships and help to overcome communication barriers.
Core Curriculum Component: None
Prerequisite(s): None
COM260
Environmental Communication
4 Semester Credits
We are bombarded with messages about the natural world every day from many different sources. Environmental
communication comes to us through commercials, television, movies, public policy debates, the scientific and technical
sphere, and social media. Environmental messages originate from groups, organizations and individuals with a variety of
goals. COM 260 encourages a deeper understanding of our relationship with the world around us.
Core Curriculum Component: Humanities
Prerequisite(s): None
COM280
Introduction to Communication Studies
4 Semester Credits
An introductory survey course designed to acquaint students with the world of ideas that serves as the foundation for
the field of communication studies.
Core Curriculum Component: Humanities
Prerequisite(s): None
COM281
Research Methods
4 Semester Credits
This course focuses on the differing methods used by communication scholars to ask and answer questions about the
nature of human interaction. It examines various types of research methods, both qualitative and quantitative, such as
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experimental research, survey research, ethnographic research, textual analysis, content analysis, and historical/critical
research.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement
Level)
COM295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM310
Family Communication
4 Semester Credits
This course is an introduction to communication phenomena in the setting of the family. The overall goal is to help build
an understanding of how we develop, maintain, enhance, or disturb family relationships through communication
processes. Students will learn about theories focusing on the communication patterns and practices that constitute
family life.
Core Curriculum Component: None
Prerequisite(s): None
COM321
Business and Professional Speaking
4 Semester Credits
Course explores the skills, research and forms of communication common in business and professional careers. Students
will learn how to produce effective speeches, conduct interviews, run meetings, and create written professional
communication. Emphasis on specialized communication skills, including: interviewing, professional networking, sales
speeches, persuasive policy speeches, business concept or proposal pitches, leading business meetings, etc. Also
includes common uses of social media research, organizational communication theory, power and communication
structures, and the styles and techniques of effective management/leadership.
Core Curriculum Component: None
Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical
Public Speaking)
COM329
Intercultural Communication
4 Semester Credits
This course explores cultural differences and their implications for communication, including differences in values,
norms, social interaction, and code systems.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
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COM345
Organizational Communication
4 Semester Credits
An examination of communication in organizational settings. Focuses on topics such as superior-subordinate
relationships, management styles, motivation of employees, organizational culture, effective use of meetings, and
sources of communication problems.
Core Curriculum Component: None
Prerequisite(s): None
COM351
Argumentation
4 Semester Credits
Develops critical thinking skills by study of the theory and practice of argument, evidence, fallacies, and refutation.
Includes how to build and analyze public arguments that confront students in their everyday lives.
Core Curriculum Component: None
Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical
Public Speaking); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); COM280(Introduction to
Communication Studies)
COM352
Persuasion
4 Semester Credits
Examination of the process of influence in a variety of social contexts, paying special attention to the psychological
aspects of persuasion.
Core Curriculum Component: None
Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical
Public Speaking); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement
Level 3); COM280(Introduction to Communication Studies), COM281(Research Methods)
COM355
Small Group Communication
4 Semester Credits
A study of group dynamics and leadership with emphasis on decision making, leadership styles, and conflict
management.
Core Curriculum Component: None
Prerequisite(s): None
COM396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM397
Internship
2 Semester Credits
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Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
COM398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
COM405
Nonverbal Communication
4 Semester Credits
This course focuses on the nonverbal elements of communication. Nonverbal communication encompasses all
communication except the spoken word. In order to fully explore the functions of nonverbal communication in everyday
life, students will conduct a research project that looks at nonverbal communication in depth.
Core Curriculum Component: None
Prerequisite(s): COM281(Research Methods)
COM415
Advanced Critical Media Studies
4 Semester Credits
This course explores the role that various media, such as film, television, and the internet play in shaping and influencing
society. Topics covered include theories of influence and effects, representations of gender, race, and class, ownership
and democracy, and new media. After taking this course, students should possess heightened understanding and
appreciation of media’s significance and impact in the world.
Core Curriculum Component: None
Prerequisite(s): 1 of COM120(Mass Media and Popular Culture), NMS220(Foundations of New Media)
COM480
Public Relations/Promotional Communication
4 Semester Credits
Public relations in the modern world of communication, marketing, and business. An overview of public relations as a
career and a survey of basic promotional communication in profit and nonprofit organizations.
Core Curriculum Component: None
Prerequisite(s): None
COM490
Keystone: Critical Conversations about Vocation
4 Semester Credits
A synthesis of communication theories and application of those theories to each student’s sense of vocation. This course
satisfies the Keystone requirement.
Core Curriculum Component: Keystone
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Prerequisite(s): 1 of COM351(Argumentation), COM352(Persuasion)
COM495
Communication Topics
4 Semester Credits
Selected topics in communication with emphasis on the use of primary sources and methodology of research.
Core Curriculum Component: None
Prerequisite(s): None
COM498
Independent Study/Research
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CSC – Computer Science
CSC160
Introduction to Computer Science and Communication
4 Semester Credits
An introduction to computer science topics in hardware, software, theory, and computer communications: algorithm
design, logical circuits, network concepts, the Internet, and programming.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
CSC165
Introduction to Computer Programming (Python)
4 Semester Credits
An introduction to Computer Science, thinking algorithmically, and using a structured, high-level programming language
(Python) to implement algorithms. Emphasis on how to design, code, debug, and document computer programs to solve
problems from a wide range of disciplines and to appreciate the power of computation. Concurrent registration in CSC
165L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
CSC165L
Introduction to Computer Programming (Python) Lab
0 Semester Credits
Core Curriculum Component: None
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Prerequisite(s): CSC165(Introduction to Computer Programming (Python)) *concurrent registration is required*
CSC170
Introduction to Object-Oriented Programming (Java)
4 Semester Credits
An introduction to programming in an object-oriented language (Java). Concepts of encapsulation,abstraction,
inheritance, and polymorphism applied to design, code, debug, and document computer programs. Concurrent
registration in CSC 170L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of CSC160(Introduction to Computer Science and Communication), CSC165(Introduction to Computer
Programming (Python)); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math
Placement Level 3)
CSC170L
Introduction to Object-Oriented Programming (Java) Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CSC170(Introduction to Programming) *concurrent registration is required*
CSC199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CSC210
Data Structures
4 Semester Credits
Data structures such as linked lists, stacks, and queues; recursion. Concurrent registration in CSC210L is required. (Three
hours of lecture, one-and-one-half hours of lab.)
Core Curriculum Component: None
Prerequisite(s): 1 of CSC160(Introduction to Computer Science and Communication), CSC165(Introduction to Computer
Programming (Python)); 1 of MAT114(Precalculus), MPL(Math Placement Level 4); CSC170(Introduction to
Programming)
CSC210L
Data Structures Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CSC210(Data Structures) *concurrent registration is required*
CSC240
Information Security and Assurance
4 Semester Credits
An introduction to data communication with a focus on essential Information Security and Information Assurance.
Experience working with networks, information security and information assurance through practical and real-world
scenarios. Topics typically include applied networking fundamentals, applied fundamentals of distributed systems,
applied fundamentals of cloud systems, cyber attacks and countermeasures, scripting and automation, legal and ethical
considerations, data and user privacy, cyber forensics, risk assessment/management, and recovery management.
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Core Curriculum Component: None
Prerequisite(s): 1 of CSC160(Introduction to Computer Science and Communication), CSC165(Introduction to Computer
Programming (Python)), CSC170(Introduction to Object-Oriented Programming (Java)); 1 of MAT105(Applied Algebra),
MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3)
CSC250
Game Programming on the Web
4 Semester Credits
An introduction to game design, HTML5, Javascript, cascading style sheets, HTML5 Canvas, theories of game mechanics
and fiction, psychological flow, game engines, interfaces, knowledge creation, complex decisions, relation of Java to
JavaScript, and videogame history. Prerequisite: CSC 170 or equivalent.
Core Curriculum Component: None
Prerequisite(s): 1 of CSC165(Introduction to Computer Programming (Python)), CSC170(Introduction to Object-Oriented
Programming (Java))
CSC272
UNIX and C
4 Semester Credits
Study of UNIX operating system and the C programming language. It is assumed that the student has a knowledge of
programming methods and has done programming in some other language.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); CSC170(Introduction to Programming)
CSC299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CSC310
Introduction to Data Science
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of MAT145(Calculus I), MAT171(Discrete Mathematics For Computing); 1 of MAT163(Introductory
Statistics), MAT164(Introductory Statistics for STEM), MIS379(Quantitative Methods for Business and Economics); 1 of
CSC352(Database Management and Design), MIS270(Data Management for Business)
CSC320
Algorithms
4 Semester Credits
A systematic study of algorithms and their complexity, including searching and sorting algorithms, mathematical
algorithms, scheduling algorithms, and tree and graph traversal algorithms. The classes P and NP, NP-complete
problems, and intractable problems.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group 4); 1 of MAT171(Discrete Mathematics For
Computing), MAT271(Discrete Mathematical Structures); CSC210(Data Structures)
CSC345
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Principles of Computer Organization
4 Semester Credits
An introduction to computer architecture, binary representation of data, processors, instruction sets, and assembly
language programming.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group 4); 1 of MAT171(Discrete Mathematics For
Computing), MAT271(Discrete Mathematical Structures); CSC210(Data Structures)
CSC352
Database Management and Design
4 Semester Credits
Structure of database management systems, query facilities, file organization and security, and the development of
database systems.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); CSC170(Introduction to Programming)
CSC353
Database Architecture and Design
4 Semester Credits
An introduction to the physical design and tuning of database systems. Topics include data storage, indexing, query
processing, and transaction processing with a focus on the relation database. Advanced topics include security, other
types of databases (e.g., distributed databases, client-server architectures, object-oriented), emerging technologies, and
applications.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); CSC170(Introduction to Programming)
CSC373
Symbolic Programming and Artificial Intelligence
4 Semester Credits
An introduction to programming in functional, symbolic languages, such as Lisp or Scheme. A study of the foundation
algorithms used in the field of artificial intelligence. Applications to selected problems from artificial intelligence.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group 4); 1 of MAT171(Discrete Mathematics For
Computing), MAT271(Discrete Mathematical Structures); CSC210(Data Structures), CSC320(Algorithms)
CSC385
Formal Logic and Computation Theory
4 Semester Credits
An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal
models of computation including finite state automata, pushdown automata, and Turing machines. Incompleteness and
uncomputability.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group 4); 1 of MAT171(Discrete Mathematics For
Computing), MAT271(Discrete Mathematical Structures); CSC210(Data Structures)
CSC395
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Topics in Computer Science
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of CSC320(Algorithms), CSC345(Principles of Computer Organization)
CSC396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group 4); CSC210(Data Structures)
CSC397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group 4); CSC210(Data Structures)
CSC398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group 4); CSC210(Data Structures)
CSC399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group 4); CSC210(Data Structures)
CSC431
Introduction to A I Robotics
4 Semester Credits
Robot components, robotic paradigms, mobile robots, task planning, sensing, sensor fusion, basic control concepts.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group 4); CSC210(Data Structures)
CSC443
Software Engineering
4 Semester Credits
An introduction to Software Engineering -- the design, development, testing, use, and management of software systems.
Emphasis on creating intuitive, useful, well-tested, and accessible software that is adaptable, distributive, extensible,
and maintainable. Includes semester-long team project.
Core Curriculum Component: Keystone
Prerequisite(s): CSC320(Algorithms), CSC345(Principles of Computer Organization)
CSC450
Programming Languages
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4 Semester Credits
Principles that govern the design and implementation of programming languages including formal syntax specification,
typing, scoping, and parameter passing. Study of the major paradigms of programming languages by designing and
coding solutions in various programming languages such as Java, Python, Html5/CSS/Javascript, LISP, Prolog, and SQL
along with using a meta-programming language such as Flex.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT171(Discrete Mathematics For Computing), MAT271(Discrete Mathematical Structures); 1 of
MAT114(Precalculus), MPL(Math Placement Group 4); CSC320(Algorithms), CSC345(concurrent enrollment or prior
completion)
CSC451
Compilers
4 Semester Credits
Concepts of the compiling process including computation theory, automata required for language translation, and
computing run-time environments, along with the data and control structures necessary to implement a compiler.
Includes semester-long project building a complete, functional compiler.
Core Curriculum Component: Keystone
Prerequisite(s): CSC450(Programming Languages and Compilers I)
CSC457
Computer Graphics
4 Semester Credits
A study of the foundational algorithms required for computer graphics. Topics include geometric algorithms, geometric
modeling, graphics techniques, graphical user interfaces, human-centered software development, computer animation,
virtual environments and 3D immersive rendering.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4); CSC210(Data Structures)
CSC495
Advanced Topics in Computer Science
4 Semester Credits
Study of advanced topics from areas of computer science not included in other courses. This course may be repeated,
but may not be counted more than twice as part of the requirements for the major.
Core Curriculum Component: None
Prerequisite(s): 1 of CSC320(Algorithms), CSC345(Principles of Computer Organization)
CSC499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
DAK - Dakota
DAK111
Beginning Dakota I
4 Semester Credits
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An introduction to the language and culture of the Dakota people. Emphasis is on vocabulary, reading, writing, and
conversational skills. Classroom practice will include linguistic patterns and oral interaction.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
DAK112
Beginning Dakota II
4 Semester Credits
An introduction to the language and culture of the Dakota people. Emphasis is on vocabulary, reading, writing, and
conversational skills. Classroom practice will include linguistic patterns and oral interaction.
Core Curriculum Component: Modern Language 2
Prerequisite(s): DAK111(Beginning Dakota I)
ECO – Economics
ECO112
Principles of Macroeconomics
4 Semester Credits
An introduction to macroeconomics: national income analysis, monetary and fiscal policy, international trade.
Application of elementary economic theory to current economic problems. May be taken independently of ECO 113.
ECO 112 and 113 may be taken in either order.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
ECO113
Principles of Microeconomics
4 Semester Credits
An introduction to microeconomics: the theory of the household, firm, market structures, and income distribution.
Application of elementary economic theory to market policy. May be taken independently of ECO 112. ECO 112 and 113
may be taken in either order.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
ECO199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECO299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECO312
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Intermediate Macroeconomics
4 Semester Credits
Determinants of national income, employment, and price level analyzed via macromodels. Attention paid to areas of
monetary-fiscal policy, growth, and the role of expectations.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); ECO112(Principles of Macroeconomics)
ECO313
Intermediate Microeconomics
4 Semester Credits
Theory of resource allocation, analysis of consumer behavior, firm and industry; the pricing of factors of production and
income distribution; introduction to welfare economics.
Core Curriculum Component: None
Prerequisite(s): ECO113(Principles of Microeconomics)
ECO315
Money and Banking
4 Semester Credits
Functioning of the monetary and banking systems, particularly commercial banks, and the Federal Reserve System and
its role in relation to aggregate economic activity. Emphasis placed on monetary theory and policy.
Core Curriculum Component: None
Prerequisite(s): ECO112(Principles of Macroeconomics)
ECO318
Management Science
4 Semester Credits
Provides a sound conceptual understanding of the modern techniques of management science to prepare students to
make better business and economic decisions. Emphasis is on applications such as transportation, marketing, portfolio
selection, environmental protection, the shortest route, and inventory models.
Core Curriculum Component: None
Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of
MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3)
ECO350
Labor Economics
4 Semester Credits
Analysis of labor markets, labor as a factor of production, determination of collective bargaining, labor legislation, and
effects upon society.
Core Curriculum Component: None
Prerequisite(s): ECO113(Principles of Microeconomics)
ECO360
International Economics
4 Semester Credits
A study of the underlying forces affecting the economic relations among nations. Development of the basis for
international trade, balance of payments, exchange rate systems, and commercial policy.
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Core Curriculum Component: None
Prerequisite(s): ECO113(Principles of Microeconomics)
ECO365
Environmental Economics
4 Semester Credits
This course applies economic principles to the management and utilization of society’s environmental resources. It
analyzes the role of externalities and the public policy approaches designed to address those market failures, including
command/control and incentive-based strategies. Policy issues examined include air and water pollution, global
environmental issues like ozone depletion and global warming, and environmental policy for developing countries.
Core Curriculum Component: None
Prerequisite(s): ECO113(Principles of Microeconomics)
ECO370
International Economic Development
4 Semester Credits
This course studies the major factors that affect the economic standard of living in the developing world. It examines
such issues as poverty and income inequality, population growth, education and health of society, agricultural
production, environmental externalities, and the role of international trade and foreign assistance.
Core Curriculum Component: None
Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics)
ECO397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ECO399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ECO416
Mathematical Economics
4 Semester Credits
Mathematical economics with emphasis on the application of mathematical tools to the areas of micro and
macroeconomic theory.
Core Curriculum Component: None
Prerequisite(s): ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics), MAT245(Calculus III),
MAT246(Linear Algebra)
ECO490
Research Methods in Econometrics
4 Semester Credits
This course provides an introduction to the application of statistical models and methods to economic problems.
Emphasis is on use of econometric software to analyze data and to test hypotheses.
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Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of MAT105(Applied Algebra),
MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); ECO112(Principles of Macroeconomics),
ECO113(Principles of Microeconomics)
ECO495
Topics
4 Semester Credits
Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and
current national and international economic problems and policies.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ECO499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS – Continuing Education
ECS495CE
Topics for Paraprofessionals
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS505CE
Behavior Management: ENVOY Training
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS506CE
Health Care Externship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS508CE
Paideia Seminar Writing to Learning
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS509CE
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Paideia: Guided Reading for Great Ideas
2 Semester Credits
This course is designed to assist Paideia practitioners in integrating reading techniques with seminar experiences.
Participants in the course will analyze and apply strategies in critical analysis of texts through seminars devoted to
interpretive questioning and civil discourse. The goal is to promote literacy through active reading and critical thinking
about great ideas.
Core Curriculum Component: None
Prerequisite(s): None
ECS527CE
Paideia: Advancing Student Learning Through Assessment
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS541CE
Advanced Paideia Institute
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS542CE
Paideia Onsite Training
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS543CE
Paideia Institute- variable credit -formerly EDU539
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS544CE
The Paideia Trainer
4 Semester Credits
The Augsburg Paideia Trainer course is designed to provide the Paideia practitioner with opportunities to develop
leadership skills in the area of Paideia training. The goal is to improve knowledge and skills through conducting Paideia
training seminars.
Core Curriculum Component: None
Prerequisite(s): None
ECS545CE
Paideia: Curriculum Development
2 Semester Credits
This course is designed to assist Paideia practitioners in developing curricular units for seminars. Participants in the
course will integrate the three columns of didactic, coaching, and seminars to create a cohesive unit around a content
58
standard or great idea. Special focus will be placed on selection of seminar texts, content standards, stages of seminar
questions, and methods of evaluation.
Core Curriculum Component: None
Prerequisite(s): None
ECS585CE
AP Courses APPROVED BY GAAC cont ed 1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS590CE
Topics Grad Edu, General and TPT Cont Ed only-variable credit
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS595CE
Topics AP Not Approved 1stand2nd ti-Variable credit
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS598CE
Independent Study/Research
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS599CE
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EDC – Education
EDC110
Teaching in a Diverse World
4 Semester Credits
This course is designed to engage students in both an examination and critique of their own schooling and education. It
is meant to support students in developing a socio-political consciousness necessary for successful teaching in a diverse
society (Ladson-Billings, 1995). Students in this course will be asked to come to a better understanding of their own
desires to become educated people while simultaneously learning to critically examine the pathways and barriers that
exist for students of color and other marginalized youth in schools today. Through participatory action research,
students will explore a self-directed method of inquiry (problem-posing, problem solving) and hopefully learn how to
claim their own education.
Core Curriculum Component: None
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Prerequisite(s): None
EDC200
Orientation to Education in an Urban Setting
3 Semester Credits
Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the
American school system. Field service experience in an urban P-12 school is required.
Core Curriculum Component: Engaging Minneapolis
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
EDC206
Diversity/Minnesota American Indians
3 Semester Credits
This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how
prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and
communities. Also addressed in this course is the Minnesota Standard of Effective Practice 3.G: Understand the cultural
content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language,
and culture.
Core Curriculum Component: None
Prerequisite(s): None
EDC210
Diversity in the School
2 Semester Credits
Emphasis on the study of values, of communication techniques, and of the major minority groups in Minnesota for the
development of interpersonal relations skills applicable to teaching and other professional vocations.
Core Curriculum Component: None
Prerequisite(s): None
EDC211
Minnesota American Indians
2 Semester Credits
An overview of cultural content, world view, and concepts that comprise Minnesota-based American Indian tribal
government, history, language, and culture.
Core Curriculum Component: None
Prerequisite(s): None
EDC220
Educational Technology
2 Semester Credits
Psychological and philosophical dimensions of communication through the use of instructional technology. Selection,
preparation, production, and evaluation of effective audio-visual and computer-based materials for teaching/learning
situations. Computer training will be included in this course.
Core Curriculum Component: None
Prerequisite(s): None
EDC295
60
Topics in Education
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EDC310
Learning and Development in an Educational Setting
3 Semester Credits
A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom
applications of theoretical constructs.
Core Curriculum Component: None
Prerequisite(s): None
EDC330
Building the Public Good: Public Achievement and Organizing: Seminar I
1 Semester Credits
This course advances the idea of democracy as a society created through the public work of everyday citizens. That work
may occur in schools or community organizations but it requires participants to think about their place as citizen
professionals and in other civic roles as agents and architects of democracy. It will address how to effectively create
change and examine concepts and ideas central to the role the citizen in public life and provide a knowledge base about
basic organizing for the public good whether it be in schools or the broader community. Both EDC 330 and EDC 331 will
run over the span of two semesters.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); EDC331(EDC331 concurrent enrollment) *concurrent registration is required*
EDC331
Practicum in Public Achievement-Seminar I
1 Semester Credits
This course advances the idea of democracy as a society created through the public work of everyday citizens. That work
may occur in schools or community organizations but it requires participants to think about their place as citizen
professionals and in other civic roles as agents and architects of democracy. It will address how to effectively create
change and examine concepts and ideas central to the role of the citizen in public life and provide a knowledge base
about basic organizing for the public good, whether it be in schools or the broader community. Both EDC 330 and EDC
331 will run over the span of two semesters. Field experience in a public achievement setting is required.
Core Curriculum Component: None
Prerequisite(s): None
EDC332
Building the Public Good: Public Achievement and Organizing: Seminar II
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): All of EDC330(Building the Public Good: Public Achievement and Organizing), EDC331(Practicum in
Public Achievement); EDC333(EDC333 concurrent enrollment) *concurrent registration is required*
EDC333
Practicum in Public Achievement-Practicum II
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1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): All of EDC330(Building the Public Good: Public Achievement and Organizing), EDC331(Practicum in
Public Achievement)
EDC353
International Education
3 Semester Credits
This course presents an examination and comparison of selected Western and non-Western educational systems as well
as an investigation of possible careers in international education.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EDC399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC410
Learners with Special Needs
3 Semester Credits
The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all
students achieve maximum outcomes, and special focus on needs of urban students. Fieldwork experience required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC481
Student Teaching: Initial License (12-14 weeks)
8 Semester Credits
Full-time, supervised classroom experience. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): STUTEACH8(Student Teaching, 8 Credits)
EDC482
Student Teaching: Endorsement
4 Semester Credits
Full-time, supervised classroom experience. Required for licensure.
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Core Curriculum Component: Augsburg Experience
Prerequisite(s): STUTEACH4(Student Teaching, 4 Credits)
EDC483
Student Teaching: Initial License in PE, Music, Art, or ESL
12 Semester Credits
Full-time, supervised classroom experience. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): STUTEACH12(Student Teaching, 12 Credits)
EDC484
Student Teaching: Initial License - Extended Experience (16 weeks)
12 Semester Credits
Full-time, supervised classroom experience. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): STUTEACHEX(Student Teaching, Extended Experience)
EDC488
Topics in Education
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC490
School and Society
3 Semester Credits
Emphasis on points of view about the role of school in modern society, relationships with parents and community,
collaborative models, leadership, and professional development. Serves as final theoretical preparation for student
teaching.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
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EDC501
Graduate Pro-Seminar
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EDC511
Tools of Inquiry
3 Semester Credits
This course will focus on methods, models and modes of inquiry used by teachers and program organizers. Students in
this course will engage with ethical, theoretical, and methodological issues, as well as learn some practical tools
employed to inform practice and improve programs. This course is specifically designed to assist educators and
community members in how to select appropriate tools and methods for improving practice and for program
evaluation.
Core Curriculum Component: None
Prerequisite(s): None
EDC514
Research Methods
3 Semester Credits
Evaluation and documentation of programs, projects, and ideas as they relate to leadership theories and practice.
Qualitative and quantitative tools will be discussed.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC522
Orientation to Education in an Urban Setting
3 Semester Credits
Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the
American school system. Field service experience in an urban P-12 school is required.
Core Curriculum Component: None
Prerequisite(s): None
EDC533
Learning and Development in an Educational Setting
3 Semester Credits
A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom
applications of theoretical constructs.
Core Curriculum Component: None
Prerequisite(s): None
EDC544
Learners with Special Needs
3 Semester Credits
The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all
students achieve maximum outcomes, and special focus on needs of urban students. Fieldwork experience required.
Core Curriculum Component: None
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Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC552
Culturally Responsive Pedagogy
3 Semester Credits
This course will guide students to develop a foundational understanding of culturally relevant and responsive
pedagogies. The course work, materials, and discussions will critically examine dominant narratives in schools and
communities regarding cultural difference. Through a co-created and context-embedded curriculum, students in the
course will explore many facets of culturally responsive pedagogy, including prejudice reduction, whiteness, power,
language, and school/social implications of multicultural education.
Core Curriculum Component: None
Prerequisite(s): None
EDC553
International Education
3 Semester Credits
This course presents an examination and comparison of selected Western and non-Western educational systems as well
as an investigation of possible careers in international education.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC560
Issues in In/Equity
3 Semester Credits
This course examines the intersectionality of social, political, and cultural inequity along lines of race, class, gender, and
ability. We will interrogate the ways in which sites of learning are impacted through and by social and cultural forces.
Using interdisciplinary perspectives, we will develop an understanding of the relationship between education, culture,
and society.
Core Curriculum Component: None
Prerequisite(s): None
EDC566
Diversity/Minnesota American Indians
3 Semester Credits
This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how
prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and
communities. Also addressed in this course is the Minnesota Standard of Effective Practice 3.G: Understand the cultural
content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language,
and culture.
Core Curriculum Component: None
Prerequisite(s): None
EDC570
Teacher Leadership
3 Semester Credits
This course will explore generative questions about leadership, change, and our own paradigms, visions and values. We
will investigate what it means to be a teacher leader and the ways in which teachers provide leadership. Examining
theoretical models and conceptual frame works from interdisciplinary fields will offer a variety of perspectives for
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providing effective teacher leadership. Participants will also have an opportunity to reflect on the foundational question
of “who am I as a leader”.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC571
Navigating Change in Education
3 Semester Credits
This course explores the situational politics of local schools, organizations, or other work spaces. The course provides
historical and social context for educator organizing (e.g. strikes, militant protest, civic agency). Emphasis is placed on
exploring various forms of agency and tools for engaging others in collaborative work toward change.
Core Curriculum Component: None
Prerequisite(s): None
EDC580
School and Society
3 Semester Credits
Emphasis on points of view about the role of school in modern society, relationships with parents and community,
collaborative models, leadership, and professional development. Serves as final theoretical preparation for student
teaching.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC585
Navigating the Leadership Application Project
3 Semester Credits
The leadership application project is either a research-based study or a curriculum-based project that links issues of
leadership and education with the degree candidate’s personal interests. The character of the project will vary with the
nature of the investigation, but will always be application oriented. The central component of the LAP is the
demonstration of leadership ability through a concrete project appropriate to the candidate’s workplace or place of
service. P/N grading.
Core Curriculum Component: None
Prerequisite(s): 1 of EDC514(Research Methods), ML514(Research Methods); CONSENT(Consent of Instructor)
EDC588
Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC590
Topics
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC591
Topics
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3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC593
Action Research II
3 Semester Credits
The second term of this course involves intensive data analysis, writing and sharing of the degree candidate’s research.
It requires active self-reflective inquiry and collaboration. The course will culminate with a symposium in which student
work will be presented in a public forum. P/N Grading.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor), EDC592(Action Research I), GRADEDADMIT(Graduate Education
Department Admission)
EDC594
Performance Assessment Project
3 Semester Credits
This performance assessment course will require the students to integrate their knowledge about leadership, their sense
of themselves as education leaders, and their understanding of a specific teaching/learning problem into a solution to
the problem and a process for change. P/N grading.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC596
Early Career Teacher Seminar
2 Semester Credits
This seminar course is designed to serve as a bridge between a teacher certification program and the first years of
teaching. The course explores pertinent issues in the lives of practicing teachers in order to foster a classroom
community that empowers teachers in our shared struggles and successes to thrive within our profession. This course
centralizes the specific needs of teachers for the purposes of creating networks of support during the first years of
teaching. Twice a month, the seminar will meet face to face and have ongoing conversations online provoked by
readings and problems of practice.
Core Curriculum Component: None
Prerequisite(s): 1 of EDC481(Student Teaching: Initial License (12-14 weeks)), EDC483(Student Teaching: Initial License
in PE, Music, Art, or ESL), EDC484(Student Teaching: Initial License - Extended Experience (16 weeks))
EDC598
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC599
Independent Study
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
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EDU – Education
EDU491
Practicum and Seminar in Special Education
3 Semester Credits
A supervised field placement in a facility for an exceptional population plus on-campus seminar. Students planning to
take this course should consult with the special education director about a placement prior to registering for the course.
(Prereq.: completion of all other courses in special education minor or consent of instructor. Open to all.)
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
EDU499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EDU599
Special Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EED – Education
EED199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EED200
Elementary Education Earth Science
3 Semester Credits
This course is designed to provide hands-on investigations that model modern inquiry learning and teaching strategies. It
meets the basic earth science subject matter standards for initial licensure. This is a content intensive course. Plan to
spend much time outside of class reading and completing assignments.
Core Curriculum Component: None
Prerequisite(s): None
EED203
Physical Science for Elementary Teachers
3 Semester Credits
Students will participate in hands-on experiments to explore properties of and changes in matter; position, motion, and
force; light, heat, electricity, and magnetism; and kinds of ways to transfer energy. All elementary MSEPs for physical
science are met in this course. For elementary education majors only.
Core Curriculum Component: None
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Prerequisite(s): None
EED225
Foundations of Literacy
3 Semester Credits
An initiation into K-6 elementary literacy instruction, focusing on the fundamentals of linguistics and literacy
development in children, with special attention to English language learners. This course aims in particular to develop
students’ base knowledge as the prerequisite for later courses in literacy.
Core Curriculum Component: None
Prerequisite(s): None
EED295
Topics in Education
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EED298
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EED299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED311
K-6 Methods: Health
1 Semester Credits
Examination and preparation of materials and resources for health at the kindergarten and elementary levels.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED312
K-6 Methods: Physical Education
1 Semester Credits
Examination and preparation of materials and resources for physical education at the kindergarten and elementary
levels.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED325
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K-6 Methods: Literacy
3 Semester Credits
Continued instruction in and discussion of literacy K-6 instruction, development, and assessment. This course aims to
investigate research and practices involved in K-6 literacy instruction by examining the competing theories regarding
literacy, the research findings that give support to these theories, and a range of practical approaches to teach literacy in
an elementary setting. Students must be registered concurrently for EED 326.
Core Curriculum Component: None
Prerequisite(s): 1 of EED225(Foundations of Literacy), EED524(Foundations of Literacy); 1 of EDADMIT(Education
Department Admission), GRADEDADMIT(Graduate Education Department Admission); EED326(EED326 concurrent
enrollment) *concurrent registration is required*
EED326
Elementary Reading K-6 Field Experience
1 Semester Credits
Observation, analysis, and preparation of assessment tools and reading materials for K-6 students in an elementary
classroom setting. Students must be registered concurrently for EED 325.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED331
Middle School Methods Writing
2 Semester Credits
This course will focus on writing strategies and processes appropriate to middle level students. Emphasis will include the
writing process, types of writing, and integrated writing across the curriculum. This course is required for students
seeking elementary licensure with a communication arts/literature specialty.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED336
Advanced Literacy Methods
2 Semester Credits
The focus of this course is on formal and informal assessment tools, response to intervention, and differentiated
instruction in a K-6 literacy setting. (Prereq: MTLE and admission to the department and successfully completed EED
225/325.) Field experience with a student in special education or receiving English language instruction is required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED341
K-6 Methods: Art
1 Semester Credits
Examination and preparation of materials and resources for visual arts at the kindergarten and elementary levels.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
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EED342
K-6 Methods: Music
1 Semester Credits
Examination and preparation of materials and resources for music at the kindergarten and elementary levels.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED350
K-6 Methods: Mathematics
3 Semester Credits
Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels.
Field service in a mainstreamed K-6 classroom required. MAT137 recommended prior to taking this course.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3)
EED360
K-6 Methods: Science
3 Semester Credits
Examination and preparation of materials and resources for analyzing and translating elementary science curriculum,
considering different instructional strategies, models of instruction, and authentic assessment techniques. Additional
focus on scientific inquiry from the perspective of a learner, teacher and scientist and translation of theoretical
constructs to an elementary classroom. Field service in a P-6 classroom required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED370
K-6 Methods: Social Studies/Thematics
2 Semester Credits
Examination and preparation of materials and resources for social studies and thematic teaching at the kindergarten and
elementary levels.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED380
Kindergarten Methods
2 Semester Credits
Study and use of a variety of techniques and resources for teaching kindergarten. Fieldwork experience required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED386
K-6 Methods: Children's Literature
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2 Semester Credits
This course focuses on the study of literature for children and young adolescents. It includes wide reading across the
genres represented in children’s literature, to evaluate the quality of the literature read, exploring children’s response to
literature, and using children’s literature in teaching and learning.
Core Curriculum Component: None
Prerequisite(s): None
EED399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED489
Teacher Performance Assessment and Student Teaching Seminar
2 Semester Credits
This course supports the development of the teacher candidate's professional practice through a series of seminars that
focus on helping student teachers make connections between the student teaching experience and what they have
learned through their education courses and field experiences. These workshops mentor students in the analysis and
completion of the Teaching Performance Assessment (edTPA).
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of STUTEACH12(Student Teaching, 12 Credits), STUTEACH4(Student Teaching, 4 Credits),
STUTEACH8(Student Teaching, 8 Credits), STUTEACHEX(Student Teaching, Extended Experience)
EED495
Topics in Education
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED498
Independent Study/Research
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED499
Independent Study/Research *
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EED524
Foundations of Literacy
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3 Semester Credits
An initiation into K-6 elementary literacy instruction, focusing on the fundamentals of linguistics and literacy
development in children, with special attention to English language learners. This course aims in particular to develop
students’ base knowledge as the prerequisite for later courses in literacy.
Core Curriculum Component: None
Prerequisite(s): None
EED525
K-6 Methods: Literacy
3 Semester Credits
Continued instruction in and discussion of literacy K-6 instruction, development, and assessment. This course aims to
investigate research and practices involved in K-6 literacy instruction by examining the competing theories regarding
literacy, the research findings that give support to these theories, and a range of practical approaches to teach literacy in
an elementary setting. Students must be registered concurrently for EED 326.
Core Curriculum Component: None
Prerequisite(s): 1 of EED225(Foundations of Literacy), EED524(Foundations of Literacy); 1 of EDADMIT(Education
Department Admission), GRADEDADMIT(Graduate Education Department Admission); EED326(EED326 concurrent
enrollment) *concurrent registration is required*
EED550
K-6 Methods: Mathematics
3 Semester Credits
Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels.
Field service in a mainstreamed K-6 classroom required. MAT137 recommended prior to taking this course.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3)
EED560
K-6 Methods: Science
3 Semester Credits
Examination and preparation of materials and resources for analyzing and translating elementary science curriculum,
considering different instructional strategies, models of instruction, and authentic assessment techniques. Additional
focus on scientific inquiry from the perspective of a learner, teacher and scientist and translation of theoretical
constructs to an elementary classroom. Field service in a P-6 classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED598
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
ENL – English
ENL000
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Writing Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENL101
Developmental Writing
4 Semester Credits
A preparatory course for ENL 111 Effective Writing, this course is required of students identified by the English
Placement Test as needing additional preparation in composition. Students receive course credit, but this course does
not fulfill the graduation requirement in writing. The minimum passing grade for this course is C-.
Core Curriculum Component: None
Prerequisite(s): WPL(Writing Placement Level)
ENL111
Effective Writing
4 Semester Credits
Emphasis is on exposition, including learning research techniques, and writing critical reviews. Attention is given to
increasing students’ effectiveness in choosing, organizing, and developing topics; thinking critically; and revising for
clarity and style. A writing lab is provided for those needing additional help. The minimum passing grade is C-.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG101(Developmental Writing), ENL101(Developmental Writing), WPL(Writing Placement Level)
ENL112
Advanced Effective Writing
4 Semester Credits
Advanced Effective Writing follows the same purposes and procedures as ENL 111; placement is determined by a writing
sample submitted by students upon entry to the University. The minimum passing grade is C-.
Core Curriculum Component: None
Prerequisite(s): WPL(Writing Placement Level)
ENL217
English as a Second Language
4 Semester Credits
Understanding spoken American English, speaking, reading college-level materials, and writing are the skills emphasized
in these two courses. Testing determines placement in these courses; and testing, as well as course performance,
determines whether the ELL requirement is met. Students continue in ELL until the requirement is completed but can
receive credit for only two courses.
Core Curriculum Component: None
Prerequisite(s): None
ENL218
English as a Second Language
4 Semester Credits
Understanding spoken American English, speaking, reading college-level materials, and writing are the skills emphasized
in these two courses. Testing determines placement in these courses; and testing, as well as course performance,
determines whether the ELL requirement is met. Students continue in ELL until the requirement is completed but can
receive credit for only two courses.
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Core Curriculum Component: None
Prerequisite(s): None
ENL220
Intermediate Expository Writing
4 Semester Credits
This course builds on the practices and methods of Effective Writing. Its workshop format stresses style and
organization, the process of revision, self and peer evaluation, and the relationship between reading and writing.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ENL221
Intermediate Expository Writing About the Arts
4 Semester Credits
A variant of English 220, this course also builds on the methods of Effective Writing, but in this version students work on
content related to subjects in the world of art and literature. Particularly aimed at art, theatre arts, and film majors.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ENL223
Writing for Business and the Professions
4 Semester Credits
This practical course is designed to improve writing skills for those entering business and professional careers.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ENL226
Introduction to Creative Writing
4 Semester Credits
The purpose of the course is to introduce students to the process of creative writing and to various genres, emphasizing
poetry and short fiction, but including journal keeping and creative prose.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ENL227
Journalism
4 Semester Credits
An introductory newswriting course with an emphasis on writing for the print media. Students consider how to
recognize news, gather and verify facts, and write those facts into a news story.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ENL228
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Broadcast and Online Journalism
4 Semester Credits
This is an introductory newswriting course with an emphasis on writing for broadcast and online media. Students use an
intensive practice model to learn the basics of newsgathering, writing, and production for television, radio, and the
Internet.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ENL229
Screenwriting
4 Semester Credits
An introductory course in writing for film, this course will take students from story outline to the creation of a
screenplay draft. In addition to writing their own scripts, students will review feature films and analyze work written by
each member of the class, giving detailed critical analysis and engaging in discussion of aesthetics, craft, and form.
Core Curriculum Component: None
Prerequisite(s): None
ENL240
Introduction to Literary Study
4 Semester Credits
This course develops students’ critical and analytical skills in reading and appreciating all kinds of literary texts and
genres, including poetry, fiction, and drama. Emphasis is placed on learning fundamental terms and concepts that serve
future literary inquiry and enjoyment.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*,
ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating
Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level)
ENL241
Introduction to Cinema Art
4 Semester Credits
An investigation of the cinematic qualities, theoretical principles, and technical and aesthetic evolution of the film
medium. Includes the viewing and analysis of both feature length and short films, illustrating the international
development of film form and selected aesthetic movements.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*,
ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating
Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level)
ENL242
Electronic Literature
4 Semester Credits
Students will discover and apply essential aesthetic practices that lie at the heart of both digital and traditional
literature, focusing on the artist’s commitment to both language and the visual. They will examine multiple genres –
among them hypertext and micro fiction, digital and cinematic poetry, and game narratives – considering interactive,
simultaneous, and non-linear practices of writing emerging in digital culture. It is a course is designed to contextualize
the digital on the literary page, stage, and screen.
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Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ENL250
American Voices
4 Semester Credits
American Literature is made up of many voices that are distinct from one another in any number of ways. This course
foregrounds those voices that are usually identified by dint of ethnic rubrics. In each iteration, a specific ethnic literature
such as Hispanic, Asian American, or Jewish literature will be emphasized. Check the departmental web page for further
information or contact the instructor.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*,
ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating
Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level)
ENL251
Introduction to African American Literature
4 Semester Credits
This course introduces students to the foundations, development, and production of modern African-American
literature from its origins in the 18th century to the present. It will explore various literary genres, representative
authors, epochal texts, and ideological movements that have contributed to the shaping of the African American literary
tradition.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*,
ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating
Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level)
ENL255
American Indian Literature
4 Semester Credits
American Indian Literature offers a survey of contemporary American Indian writing, including non-fiction, fiction,
poetry, and drama. The course explores the richness and diversity of American Indian literature, and the ways in which
literature reflects and illuminates American Indian culture and traditions. The course emphasizes close readings of
literature and public speaking skills through in-class presentation and small group discussion.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*,
ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating
Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level)
ENL260
Authors
4 Semester Credits
A chance to investigate closely an author of significant influence in various cultural contexts. Course subjects may
include “Shakespeare on Page, Stage, and Screen,” “Tolkien’s Life, Times, and Works,” “The Cinema of Orson Welles,”
“Mark Twain in the 20th Century,” and others. Check the departmental Web page for the title of a given section.
Core Curriculum Component: Humanities
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Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*,
ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating
Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level)
ENL270
Themes
4 Semester Credits
This course traces a specific theme through changing historical, literary, and cultural contexts. Course subjects may
include “The Heroic Journey,” “Literature and Landscape,” “Utopian Visions,” and others. Check the departmental Web
page for the title of a given section.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*,
ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating
Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level)
ENL280
Genres
4 Semester Credits
Students will consider literary and cultural developments that fix generic conventions and ways authors subvert or
challenge those conventions. Course subjects may include “History of Mystery Fiction,” “The Short Story,” “Sports and
Literature,” “Victorian Thrillers,” “The Musical on Stage and Screen,” and others. Check the departmental Web page for
the title of a given section.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*,
ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating
Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level)
ENL290
Explorations in Language and Theory
4 Semester Credits
An introductory course in applied literary or language theory. Course subjects may include “Cinema and Sexuality,”
“Strategies in Reading the Novel,” “Challenging the Gaze,” “Language and Society,” and others. Check the departmental
web page for the title of a given section.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*,
ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating
Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level)
ENL291
Thailand: Teaching ESL
4 Semester Credits
In this course, offered alternate years, students will spend approximately three weeks in May in Thailand. During this
time, students will visit temples and sites in Bangkok, Chiangmai, and Prachuab Kirikhan. They will learn about Thai
Buddhism, government, traditional customs, and culture. Students will also spend several days teaching English to Thai
students in a Thai secondary school.
Core Curriculum Component: Humanities
Prerequisite(s): None
ENL299
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Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENL320
Fiction One
4 Semester Credits
Students draft a collection of short stories and critique others’ work in the writing workshop environment. Throughout
the term, students will also read classic and contemporary short fiction, analyzing and examining the work of established
writers as they learn to identify successful short fiction while creating their own work.
Core Curriculum Component: None
Prerequisite(s): ENL226(Introduction to Creative Writing)
ENL321
Fiction Two
4 Semester Credits
A writing workshop in which students will revise a body of short fiction, redrafting and polishing at least four short
stories of varying lengths for inclusion in a portfolio of work. Students will also be expected to create at least one new
work of short fiction during this workshop term.
Core Curriculum Component: None
Prerequisite(s): ENL320(Fiction One)
ENL322
Poetry One
4 Semester Credits
Students draft a collection of poems and critique others’ work in the writing workshop environment. Students will learn
to identify successful poetry as they create their own poems; they will read published poetry and listen to new and
established poets reading their own work.
Core Curriculum Component: None
Prerequisite(s): ENL226(Introduction to Creative Writing)
ENL323
Poetry Two
4 Semester Credits
In this writing workshop, students write and revise a collection of poems to be produced as a chapbook. Some of the
poems written during this semester will be experiments with formal verse, such as villanelles and sestinas.
Core Curriculum Component: None
Prerequisite(s): ENL322(Poetry One)
ENL324
Creative Non-Fiction
4 Semester Credits
In this writing workshop, students develop a portfolio of creative works in the “fourth genre,” which may include
memoir; personal essays; flash nonfiction; researched feature stories; mixed media, hypertext, and fragmented
nonfiction; and lyric essays.
Core Curriculum Component: None
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Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL226(Introduction to Creative Writing)
ENL325
Playwriting I
4 Semester Credits
An introductory course in writing for theatre. Students will learn the basics of dramatic structure, methods of script
analysis, and techniques for the development of playscripts from idea to finished product.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ENL326
Playwriting II
4 Semester Credits
A playwriting workshop with emphasis on the revision process and the continued development of craft. Students will
revise, redraft, and polish an original one-act play, as well as create one new, short piece of theatrical writing.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL325(Playwriting I), THR325(Playwriting I)
ENL327
Advanced Reporting
4 Semester Credits
This course introduces students to gathering, analyzing, and presenting quantitative data by using computers and other
sources. The course also incorporates off-campus resources to provide students with real-world experience of how data
are incorporated into print, broadcast, and online journalism. This course is designed for persons wishing to explore use
of quantitative data and for those preparing to enter the communication professions.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL227(Journalism), ENL228(Broadcast and Online Journalism); 1 of MAT105(Applied Algebra),
MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); 1 of CHM106(Principles of Chemistry II),
CHM115(General Chemistry I), CHM116(General Chemistry II), HON220(The Scholar Scientist), MAT114(Precalculus),
MAT129(Practical Applications of Math), MAT137(Mathematics for Elementary Teachers I), MAT138(Mathematics for
Elementary Teachers II), MAT145(Calculus I), MAT146(Calculus II), MAT163(Introductory Statistics),
MAT173(Mathematics of Finance), PHY103(Conceptual Physics), QFCOM(QF COM Transfer Course), QFENL(QF ENL
Transfer Course), SCI110(Natural Science I)
ENL329
Screenwriting II
4 Semester Credits
In this advanced course in writing for film, students will work toward the completion of a full-length screenplay (feature
or pilot). In addition to producing their own writing, students will analyze the scripts of produced films and TV shows to
gain a better understanding of the aesthetics, craft, and form of screenwriting.
Core Curriculum Component: None
Prerequisite(s): ENL229(Screenwriting)
ENL330
Shakespeare
4 Semester Credits
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Study of the bard’s major plays-comedies, histories, tragedies, and romances-for their literary, dramatic, and cultural
significance.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory), THR250(Script Analysis: Foundations
of Theater)
ENL332
British Literature: Renaissance and Reformation
4 Semester Credits
A survey of 14th- to 17th-century British literature, with attention to its European contexts. Begins with the Reformation
of the 14th century and Canterbury Tales and ends with the Puritan Revolution and Paradise Lost. Themes include “the
enchantment of evil”; the hero as lover and courtier; utopian dreams and the literature of conquest; the writer as
politician; and the challenges to religious certainty in a post-Ptolemaic universe. Major writers include Marlowe,
Spenser, Shakespeare, More, and Donne.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL333
British and American Literature of the 17th and 18th Centuries: Strange Shores
4 Semester Credits
British and American writers of this period are surveyed, with attention to the historical, intellectual and social
influences of the major literary movements on both sides of the Atlantic.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL334
Reason and Romanticism
4 Semester Credits
This class investigates the literary texts now called Romanticism within the history and culture of late 18th- and early
19th-century Britain. The famous “big six” poets (Blake, Coleridge, Wordsworth, Byron, Shelley, Keats) will be studied in
the context of poetic predecessors and influences (Burns, Cowper, Smith) and contemporary talents in other genres,
including Austen, Wollstonecraft, and Scott.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL336
Age of Victoria
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4 Semester Credits
If America was the world’s cultural and political leader in the 20th century, Britain was the leader of the 19th century.
Students will study the literature and culture of Queen Victoria’s England and her empire from the 1830s through 1914
in all four major genres of poetry, fiction, drama, and essay.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL337
The British Novel
4 Semester Credits
This course traces two great structuring ideas - the love plot and the education plot - in the rise and development of the
British novel in the 18th and 19th centuries. The course spans 150 years of literary history, while studying and critiquing
the ways literary theorists and historians have explained and theorized British fiction. Authors surveyed include Defoe,
Richardson, Austen, Trollope, Bronte, Eliot, and others.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL338
British and Commonwealth Drama
4 Semester Credits
A variable survey of drama in English by British and Commonwealth playwrights, organized historically and/or
thematically. Sample topics include “Mysteries and Moralities,” “London Onstage,” “The Empire Strikes Back,” and
“What Is My Nation?” Readings range from the Middle Ages to the present.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory), THR250(Script Analysis: Foundations
of Theater)
ENL339
Modern British and Irish Writers
4 Semester Credits
Writers of the first half of the 20th century are surveyed, with attention paid to their contribution to modernism,
experimentation, and literary form. Virginia Woolf, William Butler Yeats, James Joyce, Henry Green, D.H. Lawrence,
Samuel Becket, and Muriel Spark are among the authors surveyed.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL350
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Readings in African American Literature
4 Semester Credits
This course offers a chance to look in depth at authors, themes, historical influences, and theoretical issues surrounding
both classical and emerging minority literature. The course’s focus varies. A specific ethnic literature or a specific writer
may be emphasized; at other times topics that cross the boundaries of minority literatures will be examined. Check the
departmental web page for a given section’s emphasis.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG245(Introduction to Literature), ENL220(Intermediate Expository Writing), ENL221(Intermediate
Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art),
ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature),
ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL351
19th Century American Literature
4 Semester Credits
Covers the intellectual and social environment that affected the writers of the period. Many different genres - slave
narratives, romances, tall tales, epic poetry - are considered. Douglass, Jacobs, Thoreau, Melville, Hawthorne, Twain,
Emerson, Dickinson, James, and Wharton are among the authors surveyed.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL352
American Literature from 1900 to 1945
4 Semester Credits
Naturalism, the rise of modernism, the development of social protest literature, significant movements such as the
Harlem Renaissance, and other major developments of the period are charted. Cather, Dreiser, Elliot, Fitzgerald,
Faulkner, Hemingway, Hughes, and Hurston are among the writers considered.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL353
American Literature from 1945
4 Semester Credits
Writers surveyed include O’Connor, Bellow, Baraka, Baldwin, Ellison, Erdrich, Roth, Pynchon, Oates, Kingston, Mailer,
Williams, Wideman, Morrison, as well as contemporary fiction writers represented by the Best American Short Stories
anthologies.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL354
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Contemporary American Poetry
4 Semester Credits
A survey of the work of poets who have come into prominence since mid-20th century as represented in the anthology
Contemporary American Poetry. Attention will be given to younger and/or less prominent poets represented in the Best
American Poetry series.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL355
Themes in American Indian Literature
4 Semester Credits
The course is structured around a number of writers working within a particular theme such as Native Voices of
Minnesota, Voices from the Southwest, Poetics and Politics of Native Writing, Women and Power in Native Literature,
Urban-Reservation: Homing, and American Indian film-literature adaptation. Students focus on primary texts, comparing
and contrasting theme, voice, aesthetic, or cultural emphasis as it shifts or arises across the group of texts.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL358
Readings in American Drama
4 Semester Credits
A variable survey of American drama from the early 20th century to the present, organized historically and/or
thematically. Sample topics include "American Families", "Blacks and Whites", and "Sex and Self on the American Stage".
Readings range from O’Neill and Treadwell to Shanley and Parks.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory), THR250(Script Analysis: Foundations
of Theater)
ENL360
The Classical Tradition
4 Semester Credits
A study of the major works of Greek and Roman literature, including Homer, Aeschylus, Sophocles, Virgil, through Dante.
Works are studied with reference to their mythological foundations, their cultural background, their influence on later
literature, and their enduring relevance.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
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ENL361
The Medieval World
4 Semester Credits
A survey of medieval literature from the collapse of the Roman Empire to the 14th century, this course emphasizes
themes of cultural collision and synthesis: pagans - both classical and “barbarian” - and Christians; Islam and
Christendom. Attention is paid to heroic traditions (myth, epic, saga, romance, hagiography); the literature of courtly
and profane love; and visions of heaven and hell.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL362
Renaissance to Modern Literature
4 Semester Credits
Study of masterpieces of literature, chiefly European, from the Renaissance to the modern period, including such
authors as Moliere, Cervantes, Rabelais, Voltaire, and Ibsen.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL365
Contemporary Post Colonial Fiction
4 Semester Credits
This examination of contemporary world fiction includes work by authors from Latin America, Africa, Asia, and the
Middle East, and fiction written by indigenous authors worldwide. The course explores novels in relation to language,
culture, and gender in an age of globalization and fragmented nationalisms, considering fictions in their literary, cultural,
and social contexts. Cross-listed with Women’s Studies.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL367
Women and Fiction
4 Semester Credits
The course studies novels and short stories by women across cultures. Emphasis on the conditions that have affected
women’s writing (including race and class), the reflection of women’s unique experience in their writing, and the ways in
which women writers have contributed to and modified the Western literary heritage. This course is cross-listed with
Women’s Studies.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG245(Introduction to Literature), ENL220(Intermediate Expository Writing), ENL221(Intermediate
Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art),
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ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature),
ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL368
Readings in World Dramas
4 Semester Credits
A variable survey of drama in translation from around the world, organized historically and/or thematically. Sample
topics include “Classical Theaters,” “Spanish and Latin American Drama from the Renaissance to the Present,” “Social
Issues in Contemporary World Drama.”
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory), THR250(Script Analysis: Foundations
of Theater)
ENL370
Environmentalism and the Arts: Building a Sustainable Humanities
4 Semester Credits
This course explores how the arts, literature, and humanities can help theorize, contextualize, and enrich environmental
studies as a field, and environmentalism as a social and political movement. The phrase “sustainable humanities” not
only suggests that art and literature have something to say about environmental sustainability, but also that cultural and
artistic expressions are themselves something that need to be sustained.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); ENV100(Environmental Connections)
ENL371
History of Cinema
4 Semester Credits
A chronological survey of the development of cinema from the inception of the moving image in the late 19th century
through the emergence of film as one of the most important popular art forms of the 20th century. Emphasis will be
placed on important international cinematic artistic movements, such as Italian neorealism and the French New Wave,
on cultural contexts that influenced the reception of film art, and on technological advancements that altered the
medium and influenced both narrative and documentary filmmakers.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in
Language and Theory)
ENL380
Introduction to the English Language
4 Semester Credits
A structural and historical overview of theoretical and social issues concerning the English language, including theories
of language acquisition.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
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ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in
Language and Theory)
ENL385
Language and Power
4 Semester Credits
Students will consider both spoken and written examples of language as a means of establishing, maintaining, or
revoking power. They will also pay attention to gender differences in the use of language and analyze ways in which
speakers and writers can both create and revise reality via the language they use.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in
Language and Theory)
ENL391
Thailand: Teaching ESL
4 Semester Credits
In this course, offered alternate years, students will spend approximately three weeks in May in Thailand. During this
time, students will visit temples and sites in Bangkok, Chiangmai, and Prachuab Kirikhan. They will learn about Thai
Buddhism, government, traditional customs, and culture. Students will also spend several days teaching English to Thai
students in a Thai secondary school.
Core Curriculum Component: Humanities
Prerequisite(s): None
ENL394
Composition Theory and Practice
4 Semester Credits
Students will examine composition as a relatively new field of study, one in which research in such areas as cognition,
language acquisition, gender differences in language, and code switching are relevant. Using both spoken and written
language, students will apply various theoretical positions to the language they and others use to communicate in a
range of linguistic tasks. Recommended for licensure and potential graduate students.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in
Language and Theory)
ENL395
Topics
4 Semester Credits
Individual courses designed to investigate specific themes, movements, authors, or works.
Core Curriculum Component: None
Prerequisite(s): None
ENL396
Internship in Teaching Writing
4 Semester Credits
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This course is required for all Communication Arts/Literature licensure students. It is normally taken with students
enrolled in English 101, Developmental Writing. Interns prepare class presentations, assess student writing, and learn
methods useful in teaching composition.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
ENL397
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENL399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ENL410
Advanced Studies in Literature
4 Semester Credits
Potential course subjects include “The Beats,” “American Indian Writers Speak,” “The Unteachable Novel,” “Studies in
the American Romance,” “Black and White and Red All Over: Film Noir, Communism, and Race,” and others. Check the
departmental web page for the subject of a specific term, and get a complete course description in the English
Department.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL330(Shakespeare), ENL332(British Literature: Renaissance and Reformation), ENL333(British and
American Literature of the 17th and 18th Centuries: Strange Shores), ENL334(Reason and Romanticism), ENL336(Age of
Victoria), ENL337(The British Novel), ENL338(British and Commonwealth Drama), ENL339(Modern British and Irish
Writers), ENL350(Readings in African American Literature), ENL351(19th Century American Literature),
ENL352(American Literature from 1900 to 1945), ENL353(American Literature from 1945), ENL354(Contemporary
American Poetry), ENL355(Themes in American Indian Literature), ENL358(Readings in American Drama), ENL360(The
Classical Tradition), ENL361(The Medieval World), ENL362(Renaissance to Modern Literature), ENL365(Contemporary
Post Colonial Fiction), ENL367(Women and Fiction), ENL368(Readings in World Dramas), ENL371(History of Cinema),
ENL380(Introduction to the English Language), ENL385(Language and Power), ENL390(Media Ethics and Theory),
ENL394(Composition Theory and Practice)
ENL420
Advanced Studies in Writing
4 Semester Credits
The writing keystone is a final, summative seminar emphasizing collaboration, professional standards, and the creation
of a publishable or performable completed product. The topic changes; check the departmental Web page.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL320(Fiction One), ENL321(Fiction Two), ENL322(Poetry One), ENL323(Poetry Two),
ENL324(Creative Non-Fiction), ENL325(Playwriting I), ENL327(Advanced Reporting), ENL328(Screenwriting),
THR325(Playwriting I)
ENL427
Advanced Studies in Media , Ethics, and Theory
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4 Semester Credits
This course acquaints students with the concepts and functions of the news media in global society, exploring the
interaction of ethical and legal principles of American journalism and considering the role of the news media in
historical, economic, and technological contexts. The course will analyze situations that have arisen in the past and
situations that arise now in a digitized information world. Students will study the special position given the media in the
United States and will consider First Amendment protections and the media’s responsibilities to inform the public in a
free and democratic society.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL226(Introduction to Creative Writing), ENL227(Journalism), ENL228(Broadcast and Online Journalism); 1 of
ENL324(Creative Non-Fiction), ENL325(Playwriting I), ENL327(Advanced Reporting), ENL328(Screenwriting)
ENL430
Advanced Studies in Theory and Method
4 Semester Credits
Through a focus on particular issues and problems in literary studies, this course engages students in a variety of past
and current critical theories. Possible course topics include “Is There a Gay Literature?” “Realism Reconsidered,”
“Cognition, Meaning and Interpretation,” “Eco-criticism and the Nature of Reading,” “Readings in Theory,” and others.
Check the departmental Web page for the subject of a specific term, and get a complete course description in the
English Department.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL330(Shakespeare), ENL332(British Literature: Renaissance and Reformation), ENL333(British and
American Literature of the 17th and 18th Centuries: Strange Shores), ENL334(Reason and Romanticism), ENL336(Age of
Victoria), ENL337(The British Novel), ENL338(British and Commonwealth Drama), ENL339(Modern British and Irish
Writers), ENL350(Readings in African American Literature), ENL351(19th Century American Literature),
ENL352(American Literature from 1900 to 1945), ENL353(American Literature from 1945), ENL354(Contemporary
American Poetry), ENL355(Themes in American Indian Literature), ENL358(Readings in American Drama), ENL360(The
Classical Tradition), ENL361(The Medieval World), ENL362(Renaissance to Modern Literature), ENL365(Contemporary
Post Colonial Fiction), ENL367(Women and Fiction), ENL368(Readings in World Dramas), ENL371(History of Cinema),
ENL380(Introduction to the English Language), ENL385(Language and Power), ENL390(Media Ethics and Theory),
ENL394(Composition Theory and Practice)
ENL498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENL499
Independent Study
4 Semester Credits
Honors studies must be directed by a professor chosen by the student and approved by the department. Independent
study projects not designated for honors must be approved by the Chair of the department.
Core Curriculum Component: None
Prerequisite(s): None
ENL525
Teaching Writing: Practice and Theory
4 Semester Credits
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This course covers the practical and theoretical study of expository and creative writing pedagogies. MFA students work
with accomplished faculty on curriculum and syllabi development, generation and revision of writing, workshop
techniques, evaluation, and new media. During the term, students gain experience by completing an internship in the
teaching of writing.
Core Curriculum Component: None
Prerequisite(s): None
ENL526
Literary Translation Practicum
4 Semester Credits
A semester-long practicum in the theory and practice of literary translation, culminating in the student's translation of a
major literary work.
Core Curriculum Component: None
Prerequisite(s): None
ENL527
Publishing I
4 Semester Credits
The first of a two-semester practicum in the art, craft, and business of book publishing, Publishing I (ENL 527) features
three areas of study: book-publishing overview, acquisitions, and editing.
Core Curriculum Component: None
Prerequisite(s): None
ENL528
Publishing II
4 Semester Credits
The second of a two-semester practicum in the art, craft, and business of book publishing, Publishing II (ENL 528)
focuses on four areas: book design, production, marketing, and distribution.
Core Curriculum Component: None
Prerequisite(s): ENL527(Publishing I)
ENL531
Residency in Creative Writing: Fiction
6 Semester Credits
A ten-day intensive community experience in which writing students participate in genre workshops; seminars on
fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on
academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with
mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing
included. Three residencies required with varying focus depending on the candidate’s status as an entering, second-year
or graduating student. The course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL532
Residency in Creative Writing: Nonfiction
6 Semester Credits
A ten-day intensive community experience in which writing students participate in genre workshops; seminars on
fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on
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academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with
mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing
included. Three residencies required with varying focus depending on the candidate’s status as an entering, second-year
or graduating student. The course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL533
Residency in Creative Writing: Poetry
6 Semester Credits
A ten-day intensive community experience in which writing students participate in genre workshops; seminars on
fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on
academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with
mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing
included. Three residencies required with varying focus depending on the candidate’s status as an entering, second-year
or graduating student. The course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL534
Residency in Creative Writing: Screenwriting
6 Semester Credits
A ten-day intensive community experience in which writing students participate in genre workshops; seminars on
fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on
academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with
mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing
included. Three residencies required with varying focus depending on the candidate’s status as an entering, second-year
or graduating student. The course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL535
Residency in Creative Writing: Playwriting
6 Semester Credits
A ten-day intensive community experience in which writing students participate in genre workshops; seminars on
fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on
academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with
mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing
included. Three residencies required with varying focus depending on the candidate’s status as an entering, second-year
or graduating student. This course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL536
Residency in Creative Writing: Multi-Genre
6 Semester Credits
A ten-day intensive community experience in which writing students participate in genre workshops; seminars on
fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on
academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with
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mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing
included. Three residencies required with varying focus depending on the candidate’s status as an entering, second-year
or graduating student. This course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL541
Mentorship and Critical and Creative Reading: Fiction
6 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted monthly throughout the term
by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL542
Mentorship and Critical and Creative Reading: Nonfiction
6 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted monthly throughout the term
by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL543
Mentorship and Critical and Creative Reading: Poetry
6 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted monthly throughout the term
by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL544
Mentorship and Critical and Creative Reading: Screenwriting
6 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted monthly throughout the term
by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
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writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL545
Mentorship and Critical and Creative Reading: Playwriting
6 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted monthly throughout the term
by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL546
Mentorship and Critical and Creative Reading: Multi-Genre
6 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted monthly throughout the term
by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL547
Craft Paper: Fiction
2 Semester Credits
Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a
semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted
remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor.
Core Curriculum Component: None
Prerequisite(s): CONSENT(MFA Director Approval)
ENL548
Craft Paper: Nonfiction
2 Semester Credits
Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a
semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted
remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor.
Core Curriculum Component: None
Prerequisite(s): CONSENT(MFA Director Approval)
ENL549
Craft Paper: Poetry
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2 Semester Credits
Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a
semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted
remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor.
Core Curriculum Component: None
Prerequisite(s): CONSENT(MFA Director Approval)
ENL550
Craft Paper: Screenwriting
2 Semester Credits
Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a
semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted
remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor.
Core Curriculum Component: None
Prerequisite(s): CONSENT(MFA Director Approval)
ENL551
Craft Paper: Playwriting
2 Semester Credits
Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a
semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted
remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor.
Core Curriculum Component: None
Prerequisite(s): CONSENT(MFA Director Approval)
ENL552
Craft Paper: Multi-Genre
2 Semester Credits
Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a
semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted
remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor.
Core Curriculum Component: None
Prerequisite(s): CONSENT(MFA Director Approval)
ENL553
Thesis: Fiction
2 Semester Credits
Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the
culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length
project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s
primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book
of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL
559 for an additional semester of thesis work.
Core Curriculum Component: None
Prerequisite(s): CONSENT(MFA Director Approval), ENL541(Corequisite for first registration in ENL553) *concurrent
registration is required*
ENL554
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Thesis: Nonfiction
2 Semester Credits
Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the
culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length
project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s
primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book
of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL
559 for an additional semester of thesis work.
Core Curriculum Component: None
Prerequisite(s): CONSENT(MFA Director Approval), ENL542(Corequisite for first registration in ENL554) *concurrent
registration is required*
ENL555
Thesis: Poetry
2 Semester Credits
Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the
culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length
project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s
primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book
of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL
559 for an additional semester of thesis work.
Core Curriculum Component: None
Prerequisite(s): CONSENT(MFA Director Approval), ENL543(Corequisite for first registration in ENL555) *concurrent
registration is required*
ENL556
Thesis: Screenwriting
2 Semester Credits
Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the
culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length
project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s
primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book
of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL
559 for an additional semester of thesis work.
Core Curriculum Component: None
Prerequisite(s): CONSENT(MFA Director Approval), ENL544(Corequisite for first registration in ENL556) *concurrent
registration is required*
ENL557
Thesis: Playwriting
2 Semester Credits
Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the
culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length
project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s
primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book
of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL
559 for an additional semester of thesis work.
Core Curriculum Component: None
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Prerequisite(s): CONSENT(MFA Director Approval), ENL545(Corequisite for first registration in ENL557) *concurrent
registration is required*
ENL558
Thesis: Multi-Genre
2 Semester Credits
Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the
culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length
project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s
primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book
of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL
559 for an additional semester of thesis work.
Core Curriculum Component: None
Prerequisite(s): CONSENT(MFA Director Approval), ENL546(Corequisite for first registration in ENL558) *concurrent
registration is required*
ENL559
Thesis
3 Semester Credits
Taken after completing all of the required coursework for the degree, the stand-alone thesis course provides a student
with an opportunity to complete and revise a book-length project worthy of publication under the guidance of a faculty
mentor. Types of theses vary depending on a student’s primary genre, but may include a novel, a collection of short
stories or poems, a screenplay or play, a memoir, or a book of essays. This course must be repeated if a student’s
manuscript is not deemed ready by his or her mentor.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL553(Thesis: Fiction), ENL554(Thesis: Nonfiction), ENL555(Thesis: Poetry), ENL556(Thesis:
Screenwriting), ENL557(Thesis: Playwriting), ENL558(Thesis: Multi-Genre)
ENL561
Mentorship and Critical and Creative Reading - Half-time: Fiction
3 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the
term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL562
Mentorship and Critical and Creative Reading - Half-time: Nonfiction
3 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the
term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
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Core Curriculum Component: None
Prerequisite(s): None
ENL563
Mentorship and Critical and Creative Reading - Half-time: Poetry
3 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the
term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL564
Mentorship and Critical and Creative Reading - Half-time: Screenwriting
3 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the
term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL565
Mentorship and Critical and Creative Reading - Half-time: Playwriting
3 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the
term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL566
Mentorship and Critical and Creative Reading - Half-time: Multi-Genre
3 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the
term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
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Prerequisite(s): None
ENT – Entrepreneurial Studies
ENT254
Entrepreneurship
4 Semester Credits
This class is designed for anyone interested in starting a business or being more entrepreneurial within an existing
organization. Part of the class consists of developing a business plan with attention to the resources needed for success
and fostering a culture of innovation in the long run.
Core Curriculum Component: None
Prerequisite(s): None
ENT354
Managing Innovation and Design Thinking
4 Semester Credits
Innovation and creativity are critical components to the long-term success of organizations. The course will focus on
learning to integrate innovation models and design thinking into business that will drive continuous development and
improvement.
Core Curriculum Component: None
Prerequisite(s): 1 of ACC221(Introduction to Financial Accounting), ACC250(Accounting for Entrepreneurs),
BUS254(Entrepreneurship), ECO113(Principles of Microeconomics), ENT254(Entrepreneurship)
ENV – Environmental Studies
ENV100
Environmental Connections
4 Semester Credits
An interdisciplinary introduction to current environmental issues. The course depends on ecological visions of the world
and examines the connections we share as people living simultaneously in human community and in physical
environments. In examining these connections, we depend on the insights offered by political science, biology,
economics, literature, sociology, chemistry, and history as well as experiential education and service-learning. The issues
examined in this class — neither remote nor abstract — exist in our everyday lives, and a central feature of the course is
the application of knowledge gained in the class to a campus project.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
ENV301
Environmental Studies Seminar
0.5 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENV310
Environmental Studies Field Seminar
4 Semester Credits
This course will provide students with the opportunity to explore first-hand environmental issues in the United States or
various other locations, depending on the offering. Students will apply concepts learned in earlier environmental studies
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courses and engage in field research on a topic of their choice, as a step toward their keystone research project for the
major. Locations include the Mississippi River, Central America, and Tanzania, depending on the term.
Core Curriculum Component: None
Prerequisite(s): 1 of ENV100(Environmental Connections), ENV120(Environmental Science), ENV320(Environmental
Science), POL241(Environmental and River Politics), SWK210(Environmental Justice and Social Change)
ENV320
Environmental Science
4 Semester Credits
An introduction to the systematic study of the environment from physical, biological, chemical, and quantitative
perspectives. Concurrent registration in ENV320L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of CHM102(Chemistry for Changing Times), CHM115(General Chemistry I); 1 of MAT105(Applied
Algebra), MPL(Math Placement Level 3); BIO152(Evolution, Ecology and Diversity)
ENV320L
Environmental Science Lab
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): ENV320(Environmental Science) *concurrent registration is required*
ENV330
Topics in Environmental Studies
4 Semester Credits
Exploration and analysis of various environmental topics.
Core Curriculum Component: None
Prerequisite(s): None
ENV340
Climate and Environmental Justice
4 Semester Credits
In the twenty-first century, the environmental century, human beings must decide how to deal with the many planetary
consequences of the “Great Acceleration” and its conjunction with the 600-year pattern of conquest, genocide, and
extreme social marginalization of indigenous peoples and poor peoples of color.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ENV350
Ecology and Socio-Ecological Systems Change
4 Semester Credits
This course integrates questions regarding sustainability challenges of water, forest, wetland, climate, soil, with those
involving people, cultures, politics, and economy in a comprehensive, integral framework.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ENV360
Field Research Methods and Investigation
4 Semester Credits
99
The Field Methods course provides students with practical socio-technical skills to assess and improve ecosystems and
improve human decision-making in socio-ecological systems. This course is designed to help students develop the
capacity for constant and consistent ecological thinking.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ENV370
Environmentalism and the Arts: Building a Sustainable Humanities
4 Semester Credits
This course explores how the arts, literature, and humanities can help theorize, contextualize, and enrich environmental
studies as a field, and environmentalism as a social and political movement. The phrase “sustainable humanities” not
only suggests that art and literature have something to say about environmental sustainability, but also that cultural and
artistic expressions are themselves something that need to be sustained.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); ENV100(Environmental Connections)
ENV396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENV397
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENV399
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENV420
Conservation Science
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of BIO255(Genetics), ENV320(Environmental Science); BIO152(Evolution, Ecology and Diversity)
ENV490
Environmental Studies Independent Project
4 Semester Credits
An independently-designed project (approved by the program director and a committee of three environmental studies
faculty representing at least two academic divisions) that displays a student’s ability to synthesize interdisciplinary
approaches, demonstrate higher-level learning, and examine vocational issues through the study of an environmental
problem. Vocational questions will also be formally explored.
100
Core Curriculum Component: Keystone
Prerequisite(s): 1 of CHM106(Principles of Chemistry II), CHM116(General Chemistry II); BIO152(Evolution, Ecology and
Diversity), ENV100(Environmental Connections), ENV399(Internship), HIS316(U.S. Urban Environmental History),
SWK210(Environmental Justice and Social Change)
ENV492
The City and Environment Keystone
4 Semester Credits
Intended for advanced Metro-Urban and Environmental Studies majors, this course requires the successful completion
of an applied group project or independently-designed thesis.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENV120(Environmental Science), ENV320(Environmental Science); ENV100(Environmental
Connections), ENV399(Internship), HIS316(U.S. Urban Environmental History), SWK210(Environmental Justice and Social
Change)
ENV499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ESE – Education
ESE199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ESE220
Introduction to Human Geography
3 Semester Credits
This course is designed as an introduction to the principal concepts, approaches, and perspectives of the study of
geography through the examination of world geographic patterns and processes. Major topics include population
distribution; cultural characteristics and cultural landscapes; political integration and disintegration; economic land use;
settlements and urbanization. This course will meet the Minnesota Standards of Effective Practice in Geography for
middle school and high school social studies license.
Core Curriculum Component: None
Prerequisite(s): None
ESE298
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ESE299
Directed Study
101
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE300
Reading/Writing in the Content Area
3 Semester Credits
The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing
through the content areas. Field experience required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE310
5-12 Methods: Social Studies
3 Semester Credits
Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required in social studies is taught as ESE 311 Middle School Methods:
Social Studies. Field service in a middle school classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE311
Middle School Methods: Social Studies
2 Semester Credits
Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required in social studies is taught as ESE 311 Middle School Methods:
Social Studies. Field service in a middle school classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE325
Creating Learning Environments
3 Semester Credits
An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule,
state testing, and national standards. Emphasis will be placed on creating environments conducive to learning. Note:
Students seeking 5-12 Health and K-12 PE licenses do not need to take this course. One of the main aims of this course
will be to continue the process of thinking, talking and writing effectively about questions and matters of education. This
will be informed by class readings, field work and observations, personal experiences and class discussion. It is a goal of
the course that students leave more informed about different modes of thinking and learning and, by extension,
different modes of teaching and how to effectively relate these forms of cognition both verbally as well as in the written
word.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
102
ESE330
5-12 Methods: Mathematics
3 Semester Credits
Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required in mathematics taught concurrently as ESE 331 Middle School
Methods: Mathematics. Field service in a middle school classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE331
Middle School Methods: Mathematics
2 Semester Credits
Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required in mathematics taught concurrently as ESE 331 Middle School
Methods: Mathematics. Field service in a middle school classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE340
5-12 Methods: Natural Science
3 Semester Credits
Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required in science taught concurrently as ESE 341 Middle School
Methods: Science. Field service in a middle school classroom required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE341
Middle School Methods: Natural Science
2 Semester Credits
Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required in science taught concurrently as ESE 341 Middle School
Methods: Science. Field service in a middle school classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE350
5-12 Methods: Literature and Reading
3 Semester Credits
Introduction to the teaching of literature and reading in the middle and high schools. Emphasis on instructional
strategies and curriculum development. Also required for elementary concentration in communication arts/literature.
Fieldwork experience required.
Core Curriculum Component: None
103
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE351
5-12 Methods: Speaking and Listening
2 Semester Credits
Introduction to the teaching of speaking and listening in middle and high schools. Emphasis on instructional strategies
and curriculum development. Required for communication arts/literature license.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE360
K-12 Methods: Visual Arts
3 Semester Credits
Introduction to the teaching of visual arts in the schools. Emphasis on instructional strategies and curriculum
development. Fieldwork experience required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE370
K-12 Methods: Music
3 Semester Credits
Introduction to the teaching of music in the schools. Emphasis on instructional strategies and curriculum development.
Fieldwork experience required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE396
Internship *
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
ESE399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE489
Teacher Performance Assessment and Student Teaching Seminar
2 Semester Credits
104
This course supports the development of the teacher candidate's professional practice through a series of seminars that
focus on helping student teachers make connections between the student teaching experience and what they have
learned through their education courses and field experiences. These workshops mentor students in the analysis and
completion of the Teaching Performance Assessment (edTPA).
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of STUTEACH12(Student Teaching, 12 Credits), STUTEACH4(Student Teaching, 4 Credits),
STUTEACH8(Student Teaching, 8 Credits), STUTEACHEX(Student Teaching, Extended Experience)
ESE498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE500
Reading/Writing in the Content Area
3 Semester Credits
The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing
through the content areas. Field experience required.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
ESE525
Creating Learning Environments
3 Semester Credits
An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule,
state testing, and national standards. Emphasis will be placed on creating environments conducive to learning. Note:
Students seeking 5-12 Health and K-12 PE licenses do not need to take this course. One of the main aims of this course
will be to continue the process of thinking, talking and writing effectively about questions and matters of education. This
will be informed by class readings, field work and observations, personal experiences and class discussion. It is a goal of
the course that students leave more informed about different modes of thinking and learning and, by extension,
different modes of teaching and how to effectively relate these forms of cognition both verbally as well as in the written
word.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESL – Education
ESL310
105
Second Language Acquisition
2 Semester Credits
This course provides examines the process of acquiring an additional language. Multiple theories of second language
acquisition, the differences between first and second language acquisition, and recent work in neurolinguistics will be
examined. The class is designed for people who plan to teach, thus attention will be paid to the implications of research
for language instruction.
Core Curriculum Component: None
Prerequisite(s): None
ESL320
Introduction to Linguistics
2 Semester Credits
This course addresses three central goals of language study: 1.) Understanding “grammar” as a human capacity that
allows us to learn, use, and understand language; 2.) Understanding the structure of language and the components of
language study; and 3.) Describing features of the English language: its sound system, its word formation processes, its
sentence structures, and its rules for meaning
Core Curriculum Component: None
Prerequisite(s): None
ESL330
History and Structure of the English Language
3 Semester Credits
This course provides a thorough study of English grammar. Intended for future ESL teachers, the course focuses on
developing students’ ability to describe language and effectively teach language structures. The history and
development of the English language and the phenomenon of language change will also be covered.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); ESL310(Second Language Acquisition), ESL320(Introduction to Linguistics)
ESL340
ESL Literacy
3 Semester Credits
By focusing both on theory and practical skills, future ESL teachers will learn methods and strategies for planning and
implementing literacy instruction for English Language Learners. The interaction of language learning and literacy, first
language literary, biliteracy, and literacy assessment will all be explored. This course includes a 20-hour field placement.
Core Curriculum Component: None
Prerequisite(s): ESL310(Second Language Acquisition)
ESL399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ESL410
ESL Testing and Evaluation
2 Semester Credits
106
This course provides an overview of procedures and instruments used in identifying and assessing English learners. State
and national policies regarding ELL assessment will be covered. Current uses of standardized language proficiency tests
and academic content tests will be discussed. The course also examines classroom and authentic assessment and seeks
to build teacher skill in these areas.
Core Curriculum Component: None
Prerequisite(s): 1 of ESL340(ESL Literacy), ESL520(ESL Literacy)
ESL420
ESL Methods
3 Semester Credits
This course provides an overview of English as a second language teaching methods and materials, focusing on preparing
students to design and teach standards-based ESL lessons and curriculum units. The basic principles underlying ESL
pedagogy and techniques for teaching students at different levels will be examined. Includes a 20-hour field experience.
Core Curriculum Component: None
Prerequisite(s): 1 of ESL330(History and Structure of the English Language), ESL510(History and Structure of the English
Language); 1 of ESL340(ESL Literacy), ESL520(ESL Literacy); ESL310(Second Language Acquisition), ESL410(ESL Testing
and Evaluation)
ESL489
Teacher Performance Assessment and Student Teaching Seminar
2 Semester Credits
This course supports the development of the teacher candidate's professional practice through a series of seminars that
focus on helping student teachers make connections between the student teaching experience and what they have
learned through their education courses and field experiences. These workshops mentor students in the analysis and
completion of the Teaching Performance Assessment (edTPA).
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of STUTEACH12(Student Teaching, 12 Credits), STUTEACH4(Student Teaching, 4 Credits),
STUTEACH8(Student Teaching, 8 Credits), STUTEACHEX(Student Teaching, Extended Experience)
ESL490
Language, Culture, and Schools
3 Semester Credits
This course explores the way relationships among language, culture, schools and society impacts the school experience
and language minority students. The course connects concepts from sociolinguistics and examines how educators can
best create school environments that serve the needs of their English learners.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ESL340(ESL Literacy), ESL520(ESL Literacy); ESL310(Second Language Acquisition)
ESL499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ESL510
History and Structure of the English Language
3 Semester Credits
107
This course provides a thorough study of English grammar. Intended for future ESL teachers, the course focuses on
developing students’ ability to describe language and effectively teach language structures. The history and
development of the English language and the phenomenon of language change will also be covered.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
ESL520
ESL Literacy
3 Semester Credits
By focusing both on theory and practical skills, future ESL teachers will learn methods and strategies for planning and
implementing literacy instruction for English Language Learners. The interaction of language learning and literacy, first
language literary, biliteracy, and literacy assessment will all be explored. This course includes a 20-hour field placement.
Core Curriculum Component: None
Prerequisite(s): None
ESL530
Language, Culture, and Schools
3 Semester Credits
This course explores the relationships between language, culture, schools and society and the way that these
relationships impact the school experience of language minority students. The course provides an introduction to the
study of sociolinguistics and examines how educators can best create school environments that serve the needs of their
English learners.
Core Curriculum Component: None
Prerequisite(s): None
ESL540
ESL Methods
3 Semester Credits
This course provides an overview of English as a second language teaching methods and materials, focusing on preparing
students to design and teach standards-based ESL lessons and curriculum units. The basic principles underlying ESL
pedagogy and techniques for teaching students at different levels will be examined. Includes a 20-hour field experience.
Core Curriculum Component: None
Prerequisite(s): None
ESL599
Independent Study
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FAR – Farsi
FAR111
Beginning Farsi I
4 Semester Credits
An introductory sequence in Basic Modern Persian (Farsi). Aims to develop communicative skills in understanding,
speaking, translating into English, and reading phonetic transcriptions, while exploring the culture of Iran and other
Farsi-speaking countries such as Afghanistan and Tadjikstan.
108
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
FAR112
Beginning Farsi II
4 Semester Credits
An introductory sequence in Basic Modern Persian (Farsi). Aims to develop communicative skills in understanding,
speaking, translating into English, and reading phonetic transcriptions, while exploring the culture of Iran and other
Farsi-speaking countries such as Afghanistan and Tadjikstan.
Core Curriculum Component: Modern Language 2
Prerequisite(s): FAR111(Beginning Farsi I)
FAR295
Special Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): FAR112(Beginning Farsi II)
FIN – Finance
FIN240
Personal Finance
4 Semester Credits
Introduction to personal financial planning and budgeting, credit management, income taxes, insurance, real estate,
investments, retirement, and estate planning.
Core Curriculum Component: None
Prerequisite(s): None
FIN331
Financial Management
4 Semester Credits
This course includes financial statement analysis, risk and return, security valuation, capital budgeting, capital structure,
and working capital management.
Core Curriculum Component: None
Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of
MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3);
ACC221(Introduction to Financial Accounting)
FIN399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
FIN433
Financial Theory: Policy and Practice
4 Semester Credits
109
This course includes readings and case discussions on markets, financial strategy, capital structure and payout policies,
raising capital, risk management, corporate restructuring, and corporate governance.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS331(Financial Management), FIN331(Financial Management)
FIN438
Investment Theory
4 Semester Credits
This is an introduction to investment decision-making and portfolio management-theory and practice. Other topics
include valuation principles and practices, risk and return analysis, and derivatives.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); FIN331(Financial Management)
FIN460
International Finance
4 Semester Credits
This course develops tools for practicing multinational financial management including: currency exchange rates, risk,
forecasting, spot and forward rates, hedging, international monetary and trade flows as represented in the accounting
and macroeconomic identities for current account and trade deficits. This course extends the framework of financial
management to include international transactions as well as ethical considerations.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS331(Financial Management), FIN331(Financial Management)
FLM – Film
FLM110
Film Production Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
FLM124
Monster Movies
4 Semester Credits
Monster Movies is a survey course that explores the history and impact that imaginary and wicked persons, animals, or
things in film have had on our culture. Utilizing portions of historically significant monster movies, students will analyze
the construction of these cinematic creatures and investigate why audiences enjoy being frightened.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
FLM180
Film Sight and Sound
4 Semester Credits
110
This is a beginning-level production course that explores the language of film by way of its aesthetic roots, technological
history, and the vocabulary associated with visual story telling. Students will analyze scenes at the shot-by-shot level
while learning the creative potential of the moving image. Students then incorporate these lessons into their own work.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
FLM216
Film Production I
4 Semester Credits
This is an introductory film production course that explores the short narrative story form. Students will write, shoot,
and edit four 16mm silent black & white films. This course explores the collaborative nature, technical requirements,
and creative demands of telling stories through film.
Core Curriculum Component: None
Prerequisite(s): FLM180(Film Sight and Sound)
FLM229
Screenwriting
4 Semester Credits
An introductory course in writing for film, this course will take students from story outline to the creation of a
screenplay draft. In addition to writing their own scripts, students will review feature films and analyze work written by
each member of the class, giving detailed critical analysis and engaging in discussion of aesthetics, craft, and form.
Core Curriculum Component: None
Prerequisite(s): None
FLM230
Scenic Painting: Paint for Stage, Film and Faux Application
4 Semester Credits
Scenic Painting is an introductory study of the art of scenic painting for the stage, film, and faux application. Through a
series of foundational painting projects, reading assignments, informal lecture, discussion, and a final cumulative
painting project students will develop the required skills and understanding of what it means to be a scenic artist and
what role the scenic artist plays in artistry of theatre and film.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
FLM240
Animation
4 Semester Credits
This course provides a foundation in the basic principles and techniques of animation. Students will consider the
practice, theory, and cultural function of animation in film, television and new media as they create several animated
shorts. Emphasis is placed on creating animations using motion picture software and new media tools.
Core Curriculum Component: None
Prerequisite(s): None
FLM260
Documentary Production I
4 Semester Credits
111
This is an introductory video production course that explores documentary’s nonfiction art form. Through a series of
four video projects, students learn the elements and structure of stories that observe the world through a lens.
Emphasis will be placed on research and story development, as well as learning through collaboration during production.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): COM247(Documentary History and Theory), FLM180(Film Sight and Sound)
FLM295
Film Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FLM312
Film Production II
4 Semester Credits
This intermediate 16mm production course builds on the lessons and skills learned in FLM 216, with the addition of
negative color photography and synchronized sound. Each student creates three narrative film projects with a
collaborative team where they experience the tasks of writing, directing, shooting, and editing.
Core Curriculum Component: None
Prerequisite(s): FLM216(Film Production I)
FLM348
Intermediate Video Production
4 Semester Credits
This course explores the potential of digital cinema. Building on the lessons learned in COM 247, emphasis will be placed
on the visual aesthetic of the digital image while exploring the craft of storytelling. Each student will produce projects in
each of film’s three main genres: narrative, documentary, and experimental.
Core Curriculum Component: None
Prerequisite(s): FLM260(Documentary Production I)
FLM372
Producing for Film and Television
4 Semester Credits
This course investigates the role of the producer in film and television: to create, organize, and manage productions.
Students will learn every step of the producing process from shaping the story, budgeting and scheduling the day-to day
activities, legal and rights management, to marketing and distributing the finished work.
Core Curriculum Component: None
Prerequisite(s): FLM180(Film Sight and Sound)
FLM390
Documentary Film: Location Keystone
4 Semester Credits
This is a short-term study abroad seminar designed to fulfill the Augcore Keystone requirement. Any Film Studies,
Communication Studies, American Indian Studies, and English students with good standing may enroll in the 390 course.
Core Curriculum Component: None
Prerequisite(s): COM247(Documentary History and Theory), FLM216(Film Production I)
FLM396
112
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FLM397
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FLM398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FLM399
Internship
4 Semester Credits
Junior of senior standing required
Core Curriculum Component: None
Prerequisite(s): None
FLM420
Issues in Contemporary Cinema
4 Semester Credits
This course will examine cultural, artistic, commercial, and theoretical concerns that occur in world cinema today. Our
purpose is to help students both contextualize the cinema they see in appropriate and insightful ways, and to provide a
sophisticated critical apparatus to help them read films as texts and to interpret the cinema’s larger societal value and
impact.
Core Curriculum Component: None
Prerequisite(s): 1 of COM247(Documentary History and Theory), ENL371(History of Cinema)
FLM490
Film Studies Keystone: Critical Conversations about Film and Vocation
4 Semester Credits
FLM 490 is a keystone course required for the major, and enrollment is normally restricted to students who have nearly
finished their coursework. This final production seminar emphasizes the creation of both a team-produced long-form
video and individual vocational portfolios required for the transition to professional life.
Core Curriculum Component: Keystone
Prerequisite(s): FLM216(Film Production I), FLM260(Documentary Production I), FLM420(Issues in Contemporary
Cinema)
FLM495
Topics
4 Semester Credits
113
Selected topics in film with emphasis on professional standards at every step of the finished project.
Core Curriculum Component: None
Prerequisite(s): None
FLM499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FRE – French
FRE111
Beginning French I
4 Semester Credits
Aims to develop communication skills of understanding, speaking, reading, and writing. Through conversations,
classroom practice, and readings, these courses work toward the discovery of French culture and way of life.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
FRE112
Beginning French II
4 Semester Credits
Aims to develop communication skills of understanding, speaking, reading, and writing. Through conversations,
classroom practice, and readings, these courses work toward the discovery of French culture and way of life.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of FRE111(Beginning French I), FRELANG(French Language Placement)
FRE199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FRE211
Intermediate French I
4 Semester Credits
Selected articles, interviews, and literary readings are the basis of practice in communication, vocabulary building, and
developing greater ease in reading and writing French. Review of basic structures and grammar. Laboratory work.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of FRE112(Beginning French II), FRELANG(French Language Placement)
FRE212
Intermediate French II
4 Semester Credits
Selected articles, interviews, and literary readings are the basis of practice in communication, vocabulary building, and
developing greater ease in reading and writing French. Review of basic structures and grammar. Laboratory work.
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Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of FRE211(Intermediate French I), FRELANG(French Language Placement)
FRE295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FRE299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FRE311
French Conversation and Composition
4 Semester Credits
Explores topics of current interest in both oral and written form to build fluency, accuracy, and facility of expression in
French. Emphasis on vocabulary enrichment, grammatical refinements, effective organization of ideas. A prerequisite to
other upper division courses.
Core Curriculum Component: None
Prerequisite(s): 1 of FRE212(Intermediate French II), FRELANG(French Language Placement)
FRE331
French Civilization: Historical Perspective
4 Semester Credits
A study of the diversified development of the French from their beginnings to the modern period. Special attention to
cultural manifestations of French intellectual, political, social, and artistic self-awareness. Readings, reports, extensive
use of audio-visual materials. In French.
Core Curriculum Component: Humanities
Prerequisite(s): FRE311(French Conversation and Composition)
FRE332
French Civilization Today
4 Semester Credits
Topics in 20th-century problems, ideas. Cultural manifestations that promote understanding of French-speaking people
and their contributions to the contemporary scene. Readings, reports, extensive use of audio-visual materials, and
periodicals. In French.
Core Curriculum Component: Humanities
Prerequisite(s): FRE311(French Conversation and Composition)
FRE351
Survey of French Literature I
4 Semester Credits
The study of major French authors and literary movements in France through the reading of whole literary works where
possible. Lectures, discussion, oral and written reports in French.
Core Curriculum Component: Humanities
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Prerequisite(s): FRE311(French Conversation and Composition)
FRE353
Survey of French Literature II
4 Semester Credits
The study of major French authors and literary movements in France through the reading of whole literary works where
possible. Lectures, discussion, oral and written reports in French.
Core Curriculum Component: Humanities
Prerequisite(s): FRE311(French Conversation and Composition)
FRE399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
FRE411
Advanced French Conversation and Composition
4 Semester Credits
By means of reading, speaking, and writing on topics of intellectual, social, or political interest, the student acquires
extensive training in key modalities at an advanced level. Attention to accuracy and effectiveness, characteristic levels of
expression, refinements in style and organization.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); FRE311(French Conversation and
Composition)
FRE495
Special Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FRE499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GER – German
GER111
Beginning German I
4 Semester Credits
Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German.
Goals: ability to read extended narratives in simple German, insights into German culture, and participation in short
conversations.
Core Curriculum Component: Modern Language 1
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Prerequisite(s): None
GER112
Beginning German II
4 Semester Credits
Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German.
Goals: ability to read extended narratives in simple German, insights into German culture, and participation in short
conversations.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of GER111(Beginning German I), GERLANG(German Language Placement)
GER199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GER211
Intermediate German I
4 Semester Credits
Aims at developing basic skills into working knowledge of German. Review of basic structures with emphasis on
extending range of vocabulary and idiomatic expression through reading and discussion of materials representing
contemporary German life and literature.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of GER112(Beginning German II), GERLANG(German Language Placement)
GER212
Intermediate German II
4 Semester Credits
Aims at developing basic skills into working knowledge of German. Review of basic structures with emphasis on
extending range of vocabulary and idiomatic expression through reading and discussion of materials representing
contemporary German life and literature.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of GER211(Intermediate German I), GERLANG(German Language Placement)
GER295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GER299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GER311
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German Conversation and Composition
4 Semester Credits
Aims at developing facility in the use of grammatical structures, vocabulary, and idiomatic expressions most common in
colloquial German. Intensive practice in speaking is supplemented with exercises in written composition.
Core Curriculum Component: None
Prerequisite(s): 1 of GER212(Intermediate German II), GERLANG(German Language Placement)
GER331
German Civilization and Culture I
4 Semester Credits
Follows the cultural and social development of the German-speaking peoples from the prehistorical Indo-European
origins (ca. 3,000 B.C.) to the Thirty Years War (1648). In German.
Core Curriculum Component: Humanities
Prerequisite(s): GER311(German Conversation and Composition)
GER332
German Civilization and Culture II
4 Semester Credits
Survey of cultural currents that have shaped Germany, Austria, and Switzerland since the Age of Enlightenment. The
contemporary scene is considered in view of its roots in the intellectual, geopolitical, artistic, and scientific history of the
German-speaking peoples. In German.
Core Curriculum Component: Humanities
Prerequisite(s): GER311(German Conversation and Composition)
GER351
Survey of German Literature I
4 Semester Credits
The prose, epic, and poetry readings in this course chronicle the German experience from Charlemagne to Napoleon;
from Luther to Kant; from Hildegard of Bingen to Goethe, Schiller, and the Romantics; and offer a way to relive the
Renaissance, the Reformation, and the Enlightenment.
Core Curriculum Component: Humanities
Prerequisite(s): GER311(German Conversation and Composition)
GER354
Survey of German Literature II
4 Semester Credits
The literary, cultural, and scientific background of the new millennium has many German-speaking roots in the works of
figures like Marx, Freud, Nietzsche, Einstein, Kafka, Rilke, Hesse, and Brecht. Selected readings of prose, poetry, and
plays bring alive the drama and conflicts that characterized the birth of the modern age.
Core Curriculum Component: Humanities
Prerequisite(s): GER311(German Conversation and Composition)
GER399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
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GER411
Advanced German Conversation and Composition
4 Semester Credits
Aims at developing and refining the student’s use of German as a vehicle for expressing ideas and opinions. Emphasis on
written composition including control of style. Oral practice through use of German as classroom language.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); GER311(German Conversation and
Composition)
GER495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GER499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GRK – Greek
GRK113
Beginning New Testament Greek I
4 Semester Credits
The first course in a two-semester sequence of New Testament Greek. Students will be introduced to the syntax,
grammar, and vocabulary of New Testament Greek with the goal of reading proficiency.
Core Curriculum Component: None
Prerequisite(s): None
GRK114
Beginning New Testament Greek II
4 Semester Credits
The second course in a two-semester sequence of New Testament Greek. Students will be introduced to the syntax,
grammar, and vocabulary of New Testament Greek with the goal of reading proficiency.
Core Curriculum Component: None
Prerequisite(s): GRK113(Beginning New Testament Greek I)
GST – General Studies
GST009
Augsburg Experience Internship
0 Semester Credits
A transcript notation is given for the academic learning inherent in an approved not-for-credit/internship/work
experience. Reflection activities and work-learning evaluations are conducted by the Center for Service, Work, and
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Learning. With approval, a non-credit/internship completed by juniors or seniors will fulfill the Augsburg Experience
graduation requirement.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
GST100
Critical Thinking
4 Semester Credits
Designed to develop critical thinking skills, this course strengthens the ability of students to comprehend, analyze,
synthesize, and evaluate ideas and arguments. New students with fewer than 28 semester credits in transfer are placed
into GST 100 based on their past academic record. Students must pass GST 100 with a minimum grade of C- or better.
Students waived from this course may take this class only with permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
GST108
AVID Elective
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GST140
Integrated Studies
4 Semester Credits
This course is designed to help students improve the skills important to academic success. Study strategies (critical
thinking, motivation, time management, textbook reading, note-taking) are embedded into content-rich subject matter
to optimize learning. Emphasis is placed on combining leaning/study skills with the content to enhance application to
other courses and contexts. This course may not be taken by students who have completed 28 credits.
Core Curriculum Component: None
Prerequisite(s): None
GST195
Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GST200
Quantitative Reasoning/Statistical Literacy
4 Semester Credits
This course focuses on critical thinking about statistics and its use as evidence in arguments, with an emphasis on
interpretation, evaluation, communication, and analysis of statistically-based arguments. Topics include association,
causation, observational studies, experiments, risk, confounding, bias and chance. Common techniques involving
statistical opportunism, conditional reasoning using English to describe and compare rates and percentages presented in
tables and graphs, and the use of standardization to take into account the influence of confounders are reviewed.
Emphasis is on interpretation, evaluation, communication, and analysis of statistically-based arguments.
Core Curriculum Component: None
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Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
GST295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GST309
Augsburg Experience Work Connections Semimar
0 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
GST458
Mayo Innovation Scholars Program
2 Semester Credits
Students in this course evaluate the potential market and applications for a new medical device under development at
the Mayo Clinic and present their findings and recommendations to Mayo's Ventures Department in Rochester,
Minnesota. This course is intended for students accepted into the Mayo Innovation Scholars Program. The program runs
from October to March; students may register in either fall or spring semester. Applications are due in
September/October. Contact the Biology or Economics departments for details.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Application to program required)
HIS – History
HIS101
The Beginning of Western Culture
4 Semester Credits
An analysis of the primary civilizations in the Near East, the classical world of Greece and Rome, and the Middle Ages of
Europe into the 13th century.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS102
The Shaping of Western Civilization
4 Semester Credits
A consideration of European institutions and values from the waning of the Middle Ages through the remodeling of
Europe by Napoleon.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS103
The Modern World
4 Semester Credits
A study of the main currents in Western civilization from the time of Napoleon to the present.
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Core Curriculum Component: Humanities
Prerequisite(s): None
HIS104
Decolonizing Asia and Africa
4 Semester Credits
An introduction to various centers of cultural and political power in Asia and Africa of the last 200 years.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS120
America to 1815
4 Semester Credits
A survey of the relations between Native, European, and African peoples from first contacts to the War of 1812, drawing
on social, cultural, and environmental history as well as political and economic history. The course will move topically as
well as chronologically through the colonial and early national period. Themes include the legacies of massive ecological
and demographic change, the colonial competition for North America, Indian-white conflict and collusion, the
enslavement of African Americans, the creation of the United States, and internal as well as foreign conflicts in that
nation’s early years.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS121
19th-Century United States
4 Semester Credits
A survey of United States history from 1815-1900, drawing on social, cultural, and environmental history as well as
political and economic history. The course will move topically as well as chronologically through the years in which the
United States came to prominence despite internal dissent and violence. Themes include the emergence of a national
identity, political system, and economy, slavery, expansion, and empire-building, regional differences, the Civil War and
its aftermath, and industrialization.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS122
20th-Century United States
4 Semester Credits
A survey of United States history from 1900 to the present, drawing on social, cultural, and environmental history as
well as political and economic history. The course will move topically as well as chronologically through the modern era.
Themes include industrialization and urbanization, the significance of gender, race, and ethnicity in American culture,
the growth of a strong federal government, the emergence of the United States as a world power, the creation of a
consumer society, the rise of identity politics, and the passing of American hegemony.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS140
Topics in World History
4 Semester Credits
Core Curriculum Component: None
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Prerequisite(s): None
HIS150
Latin American History
4 Semester Credits
This course examines the histories of Mexico, Central America, and the Caribbean from the 1790s to the 1990s.
Centering our analysis in the Latin American experience, we will examine cultural trends, social interactions, and
economic development as well as the relations that each of these regions shared with the United States. Special
attention will be paid to independence movements, neocolonialism, dependency and underdevelopment, ecological
transformations, the Latino/a diaspora, and the struggles of indigenous communities.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS155
Cultural Conflict and Change in Latin America
4 Semester Credits
An exploration of selected topics and case studies from Latin American history with special emphasis on the role of
women in history. Focuses on the development of gender, class-based, and racial/ethnic oppression and the history of
resistance and social change in Latin America from the conquest to the present day. Examines the Pre-Columbian period,
the conquest and colonial periods, and concludes with the post-war period in Central America.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS156
The Crisis in Nicaragua: U.S. Destabilization or a Democratic Movement?
4 Semester Credits
This courses focuses on the Nicaraguan social-political crisis of 2018. The students can observe, learn and reflect on the
historical contexts that have shaped and impacted Nicaraguan politics of the present days. Using historical methods of
analysis and a broad range of sources representing multiple perspectives, the course will examine competing historical
references and their respective usefulness in understanding change and continuity over time, specifically between the
1979 Revolution and the current political crisis of Nicaragua.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS162
Modern South Asia
4 Semester Credits
This course explores the processes of indigenous political fragmentation, colonialism, nationalism, de-colonization, and
independence in the area now politically known as India, Pakistan, and Bangladesh.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS170
Food: A Global History
4 Semester Credits
This course explores the human and historical dimensions of food. The cultivation and control of food supplies is a basic
function of all organized societies and polities. Shared food traditions and tastes shape cultural identities of particular
groups. In short, food is at the center of human existence, and human history can be told as a story of how food has
been produced, distributed and consumed. Taking a broad approach, the course traces changes in taste, production,
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trade and consumption, from the Paleolithic period to the twentieth century. With case studies drawn from China, South
Asia, Europe, and the Americas, it offers a global narrative of world food history. Students will learn about the
fascinating histories certain key foodstuffs (e.g. sugar, wheat, chocolate, potatoes, bugs, etc.) and examine a number of
critical themes, including consumerism, taste, industrialism, famine, and dieting. Learning will be enhanced by
experiential components, including cooking, gardening, and visiting lectures. The course will introduce the concepts of
historical thinking, using the “IGRASP” methodology (Inquire / Gather / Reflect / Analyze / Synthesize / Present.)
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS195
Topics in History
4 Semester Credits
An introduction to selected historical topics not regularly offered in lower division classes. The specific topics to be
offered will be announced prior to registration.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS197
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
HIS199
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
HIS225
History of the Twin Cities
4 Semester Credits
The Minneapolis and St. Paul area serves as a case study for the themes of frontier urbanization, industrialization, and
economic change; transportation, immigration, and ethnicity; and urban politics and reform.
Core Curriculum Component: Engaging Minneapolis, Humanities
Prerequisite(s): None
HIS234
Minnesota History
4 Semester Credits
This course examines the racial, ethnic, political, and economic history of Minnesota, from the earliest inhabitants
(Ojibwe and Dakota), through the period of British and French exploration, and to the development of statehood.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS236
American Indian History
4 Semester Credits
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A study of the native people of North America from the pre-Columbian period through European exploration and
settlement to the present, emphasizing American Indian contributions to world culture, tribal structure, and
intergovernmental relations.
Core Curriculum Component: None
Prerequisite(s): None
HIS241
Topics in African American History
4 Semester Credits
Selected topics in African American history not regularly examined in other departmental offerings. The specific topics to
be offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): None
HIS242
History of African American Civil Rights, 1619-1915
4 Semester Credits
A survey of the development of African American civil rights focusing on legal, economic, and political issues influenced
by race and class, emphasizing emancipation and integration of slaves and former slaves.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS243
History of African American Civil Rights, 1915-1972
4 Semester Credits
A continuation of HIS 242 with special emphasis on the contributions of W.E.B. DuBois, Marcus Garvey, A. Philip Randall,
Charles Houston, Thurgood Marshall, and Martin Luther King, Jr.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS249
The Designed Environment
4 Semester Credits
This course addresses the designed environment, investigating architecture, landscape architecture, and urban design.
Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design
excellence.
Core Curriculum Component: Engaging Minneapolis, Humanities
Prerequisite(s): None
HIS280
The History Workshop
4 Semester Credits
This course introduces history majors and minors to the historian’s craft. Students will examine the development of the
discipline of history, the methods of analysis used by professional historians today, and the varieties of applications for
history in professional careers and public life. Students will also gain and sharpen the research and writing skills critical
to their success in upper-level history courses. Guest speakers and off-campus site visits will enhance course content.
Core Curriculum Component: None
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Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
HIS282
The History of Women Since 1848
4 Semester Credits
This course examines in comparative perspective women’s changing political, economic, social, and sexual status since
the 19th century, with attention given to social, racial, and ethnic, and sexual differences among women.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HIS300
Public History
4 Semester Credits
Public history is the practice of historical methods with non-academic audience in mind. This survey explores the
components of public history, many of its venues, and pressing issues in the field through examination of a range of
topics (including, but not limited to): local history, historical memory, archives, exhibits, oral histories, documentaries,
publishing, museums, historic sites, and historic preservation.
Core Curriculum Component: None
Prerequisite(s): None
HIS311
Topics in Women's History
4 Semester Credits
Exploration of selected topics in women’s history not regularly examined in other departmental offerings. The specific
topic to be offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): None
HIS316
Nature, Cities, and Justice: U.S. Urban Environmental History
4 Semester Credits
This seminar-style course engages in a chronological exploration of the nineteenth- and twentieth-century interactions
between Americans and the nonhuman world in cities and suburbs. Topics covered include the commodification of
nature, the death of the organic city, political movements organized around nature, ways of knowing nature,
environmental justice, environmental health and the human body, and the relationships shared by American culture
with nature.
Core Curriculum Component: None
Prerequisite(s): None
HIS323
Modern China
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4 Semester Credits
A selective treatment of Chinese history since the Opium War of 1839; the erosion of China’s isolation and collapse of
the imperial system; and the Nationalist and Communist revolutions of the 20th century.
Core Curriculum Component: None
Prerequisite(s): None
HIS327
Racism and Resistance in Southern Africa and the United States
4 Semester Credits
This course explores historical parallels of the development in southern Africa and in the United States, strategies of
resistance, the successes and limitations of political victories over apartheid and racism, and the lingering economic,
social, political, and psychological effects of racism.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS331
Topics in United States History
4 Semester Credits
In-depth exploration of selected topics in United States history not regularly examined in other departmental offerings.
The specific topics to be offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): None
HIS332
History of United States Foreign Relations
4 Semester Credits
A survey of United States foreign relations from the American Revolution through the Cold War, emphasizing changing
definitions of war and peace, tensions between internationalism and isolationism, and the emergence of the United
States as an economic and military power.
Core Curriculum Component: None
Prerequisite(s): None
HIS335
American Urban History
4 Semester Credits
A study of urban development from colonial and frontier beginnings through the age of industrialization to the present,
including the dynamics of urban growth and planning, politics and reform, and the growth of urban culture.
Core Curriculum Component: None
Prerequisite(s): None
HIS336
American Labor History
4 Semester Credits
A survey of the history of work and the worker, primarily in the late 19th and 20th centuries, emphasizing the nature of
work, working class life and community, evaluation of organized labor, and the relationship of workers and union to the
state.
Core Curriculum Component: None
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Prerequisite(s): None
HIS338
American Legal History
4 Semester Credits
An examination of the social, economic, and intellectual factors in American history that, combined with English and
colonial antecedents, contributed to the emergence of our modern legal system.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS343
Empires and Borderlands in North America
4 Semester Credits
This course explores race, ethnicity, gender, politics, the histories of Indigenous people, the contest of European powers,
the American conquest of the continent, ecological transformations, the emergence of a regional West, and U.S. borders
with Mexico, Canada, and the Pacific World.
Core Curriculum Component: None
Prerequisite(s): None
HIS346
Namibia and South Africa: A Historical Perspective
4 Semester Credits
A survey of Namibia and South Africa including the experience of indigenous peoples, the impact of South African
occupation, the war for independence, and the roots of apartheid and its institutionalization.
Core Curriculum Component: None
Prerequisite(s): None
HIS348
Russia and the Soviet Union in the 20th Century
4 Semester Credits
An introductory historical survey of the Soviet Union, beginning with a brief examination of Russian history before
turning to the Russian Revolutions of 1917, the rise of Stalin, the Cold War, and the emergence of Gorbachev. The
course will emphasize political, diplomatic, economic, and cultural history.
Core Curriculum Component: None
Prerequisite(s): None
HIS349
The Designed Environment
4 Semester Credits
This course addresses the designed environment, investigating architecture, landscape architecture, and urban design.
Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design
excellence.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
HIS350
Latin American History
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4 Semester Credits
This course examines the histories of Mexico, Central America, and the Caribbean from the 1790s to the 1990s.
Centering our analysis in the Latin American experience, we will examine cultural trends, social interactions, and
economic development as well as the relations that each of these regions shared with the United States. Special
attention will be paid to independence movements, neocolonialism, dependency and underdevelopment, ecological
transformations, the Latino/a diaspora, and the struggles of indigenous communities.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
HIS352
The Holocaust in German History
4 Semester Credits
This course explores the development of modern Germany from its unification in 1871 through the aftermath of World
War II, focusing on the Third Reich and the Holocaust. Through diverse course materials (memoirs, film, posters, etc.),
students will analyze the National Socialist regime and the horrors it wrought, and explore the experiences of “ordinary
Germans,” including women, children, Jews and other minority groups.
Core Curriculum Component: None
Prerequisite(s): None
HIS354
Modern Britain and Ireland
4 Semester Credits
This course will take a distinctively interdisciplinary approach (sources will include literature, film, music, and artwork) to
explore a period of dramatic change in British politics, society, culture, and international status.
Core Curriculum Component: None
Prerequisite(s): None
HIS355
Cultural Conflict and Change in Latin America
4 Semester Credits
An exploration of selected topics and case studies from Latin American history with special emphasis on the role of
women in history. Focuses on the development of gender, class-based, and racial/ethnic oppression and the history of
resistance and social change in Latin America from the conquest to the present day. Examines the Pre-Columbian period,
the conquest and colonial periods, and concludes with the post-war period in Central America.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS357
Mexican History, Culture, and Cosmovision
4 Semester Credits
An exploration of Latin American history from Pre-Columbian times through the conquest and colonial periods up to
modern Latin America. The course will use a gendered lens to focus on Mexican history, culture and cosmovision.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HIS101(The Beginning of Western Culture), HIS102(The Shaping of Western Civilization), HIS103(The
Modern World), HIS104(The Modern Non Western World), HIS120(America to 1815), HIS121(19th-Century United
States), HIS122(20th-Century United States), HIS150(Latin American History), HIS155(Cultural Conflict and Change in
Latin America), HIS162(20th-Century South Asia), HIS195(Topics in History), HIS225(History of the Twin Cities),
HIS234(Minnesota History), HIS236(American Indian History), HIS241(Topics in African American History), HIS242(History
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of African American Civil Rights, 1619-1915), HIS243(History of African American Civil Rights, 1915-1972), HIS249(The
Designed Environment), HIS280(The History Workshop), HIS282(The History of Women Since 1848), HIS299(Directed
Study)
HIS360
Ancient Egypt and Classical Greece
4 Semester Credits
This course examines the history of ancient Egypt and classical Greece from c. 3200 to 323 BC, and uses a variety of
written and visual sources in an attempt to understand these societies. In addition to the “traditional” political narrative,
it also looks at social, economic, and cultural aspects of life in antiquity.
Core Curriculum Component: None
Prerequisite(s): None
HIS361
Hellenistic Greece and Rome
4 Semester Credits
This course examines the history of Hellenistic Greece and Rome from c. 800 BC to 476 AD, and uses a variety of written
and visual sources in an attempt to understand these societies. In addition to the “traditional” political narrative, it also
looks at social, economic, and cultural aspects of life in antiquity.
Core Curriculum Component: None
Prerequisite(s): None
HIS369
The Early and High Middle Ages
4 Semester Credits
This course examines the history of Europe and the Mediterranean from c. 300 to 1350 AD, and uses a variety of written
and visual sources in an attempt to understand medieval society. In addition to the “traditional” political narrative, it
also looks at social, economic, and cultural aspects of medieval life.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
HIS370
The Late Middle Ages to 1648
4 Semester Credits
This course examines the history of Europe from c. 1300 BC to 1648 AD, and uses a variety of written and visual sources
in an attempt to understand late medieval society. In addition to the “traditional” political narrative, it also looks at
social, economic, and cultural aspects of life in this period.
Core Curriculum Component: None
Prerequisite(s): None
HIS374
Medieval Crusades
4 Semester Credits
This course examines Western Europe’s crusading era (1095-1291 AD), a time when warriors from the Christian West
attempted to “take back” the Holy Land from its Muslim occupiers. Through a close reading of primary sources, we will
examine such issues as pilgrimage, holy war, and the complex relationships between East and West, between Muslims
and Christians. We will pay particular attention to the question of historical representation.
130
Core Curriculum Component: None
Prerequisite(s): None
HIS378
The Medieval Church
4 Semester Credits
This course examines the history of the medieval church from Constantine the Great to Martin Luther (c. 300 to c. 1517
AD). It uses a variety of written and visual sources in an attempt to understand the medieval church and its influence,
not only in religious matters, but also in the social and political spheres. Cross-listed with REL378.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
HIS397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
HIS398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HIS399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
HIS440
Topics in World History
4 Semester Credits
This course will investigate topics in world history that are not included in regular course offerings. The specific topics to
be offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): None
HIS462
Modern South Asia
4 Semester Credits
This course explores the processes of indigenous political fragmentation, colonialism, nationalism, de-colonization, and
independence in the area now politically known as India, Pakistan, and Bangladesh. Upper division students will have
additional assignments and different exams from lower division.
Core Curriculum Component: None
Prerequisite(s): None
131
HIS468
Modern Middle East
4 Semester Credits
This course, intended for upper-level undergraduates, is an introduction to the modern history of the region of North
Africa and West Asia between the Atlantic Ocean and Central Asia – commonly known as the Middle East – from the late
18th century until the present.
Core Curriculum Component: None
Prerequisite(s): None
HIS474
World and the West
4 Semester Credits
Europe’s discovery of the rest of the world, cultural interaction and conflict, the building of European empires in Asia
and the Americas, and the breakdown of these imperial systems at the end of the 18th century.
Core Curriculum Component: None
Prerequisite(s): None
HIS480
History Senior Seminar
4 Semester Credits
This course is required for the major, and enrollment is normally restricted to students who have nearly finished their
coursework. Selected topics will be announced prior to registration.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); HIS280(The History Workshop)
HIS497
ACTC Museum Fellows Program
4 Semester Credits
This semester-long course examines the museum field and the challenges museums face regarding race and diversity. It
includes a museum study trip to meet with various professionals at the nation's leading museums. The fall course is
followed in the spring by a one-semester, paid external internship. Students are placed with external partners who
identify as museums or cultural institutions.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): CONSENT(Consent of Instructor)
HIS498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HIS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
132
HON – Honors
HON100
Religion, Vocation, and the Search for Meaning I
4 Semester Credits
Honors section of REL100. Some students (e.g., some science majors) may need to defer the course and take HON100 in
another term.
Core Curriculum Component: None
Prerequisite(s): None
HON111
Effective Writing for Liberating Letters
4 Semester Credits
This course takes a problem-based, process-oriented approach to expository writing. Attention is given to choosing,
organizing, and developing topics; thinking critically; reading closely; and revising carefully for clarity and style. The
minimum passing grade is C-.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen); 1 of
ENG101(Developmental Writing), ENL101(Developmental Writing), WPL(Writing Placement Level), WPL(Writing
Placement Level)
HON120
The Scholar Citizen
4 Semester Credits
An introduction to the Honors Program. Course content focuses on great primary texts focusing on the connections
between learning and citizenship, or the public uses of knowledge (e.g. Plato’s cave). Concurrent registration in
HON120L is required. (Includes theater lab)
Core Curriculum Component: None
Prerequisite(s): None
HON120L
The Scholar Citizen Theatre Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): HON120(The Scholar Citizen) *concurrent registration is required*
HON130
Liberating Letters: Humanist Tradition
4 Semester Credits
Interdisciplinary humanities survey course that explores the Western tradition of letters through significant texts and
modern context. Students stage courtroom trials where great authors, characters, or ideas are challenged and tested.
Based on the medieval liberal arts trivium of grammar, rhetoric, and logic. This course is linked with HON 111 and both
courses share texts, assignments, and some class sessions. Students are strongly encouraged to register for both courses
in the same term.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON200
133
Religion, Vocation, and the Search for Meaning II
4 Semester Credits
Honors version of REL 200. See REL 200 for content and requirements.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen); 1 of
HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I)
HON220
The Scholar Scientist
4 Semester Credits
Inspired by the medieval quadrivium (arithmetic, geometry, astronomy, music), this course addresses systems of
quantitative thought, including logic, computing, and formal systems.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen); 1 of
MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3)
HON221
Intermediate Expository Writing
4 Semester Credits
This course builds on the practices and methods of Effective Writing. Its workshop format stresses style and
organization, the process of revision, self and peer evaluation, and the relationship between reading and writing.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HON230
Arts and the City
4 Semester Credits
Interdisciplinary fine arts course where students attend museums, galleries, concerts, plays, and other significant arts
events while researching and writing critical and historical critiques of central theories and approaches to the fine arts.
Core Curriculum Component: Fine Arts
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON240
Science, Technology, and Citizenship
4 Semester Credits
Multidisciplinary/interdisciplinary lab science course. Physics, biology, and chemistry are used to critically examine a key
national or global issue. Concurrent registration in HON240L is required.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON240L
Science, Technology, and Citizenship Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen);
HON240(Science, Technology, and Citizenship) *concurrent registration is required*
134
HON250
The Social Scientist
4 Semester Credits
Problem-based/question-based course in social sciences involving at least two social science disciplines and several
faculty.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON260
Augsburg Honors Review: Research Thesis Requirement
0 Semester Credits
Students in the fall semester of HON 260 practice and complete a structured process for collecting,synthesizing,
applying, and documenting research and academic writing. Students should take this course in conjunction with another
course within which they will produce a research-based paper. A final research paper is required to complete 260.
Students also solicit and evaluate manuscripts for the Honors Review (0.0 credit, P/N only) .Students in the spring
semester of HON 260 edit and publish the Honors Review, a national journal for undergraduate scholarship that resides
at Augsburg University. Students will evaluate and select potential articles for the journal, shepherd those manuscripts
through an external review process by faculty referees, and publish the journal by the end of the term. This course will
assist students in developing evaluative, copy-editing, layout, and publication design skills (0.0 credit, P/N only).
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON340
Junior Colloquium: The Scholar as Leader
0 Semester Credits
Taught by the dean and/or president of the University, this seminar explores themes of leadership and service in the
public context. (0.0 credit; P/N)
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON375
Student Created Learning Experience
0 Semester Credits
This course will only be used for student created learning experiences that fulfill the Recreational Wellness requirement.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
HON380
Student Created Learning Experience
1 Semester Credits
May take many forms as determined by the student and faculty creating the learning experience (may be 1, 2 or 4
credits, and may use traditional or P/N grading options).
Core Curriculum Component: None
Prerequisite(s): None
HON450
Augsburg Honors Review: Research Thesis Requirement
135
0 Semester Credits
Students in the fall semester of HON 450 practice and complete a structured process for collecting,synthesizing,
applying, and documenting research and academic writing. Students should take this course in conjunction with another
course within which they will produce a research-based paper. A final research paper is required to complete 450.
Students also solicit and evaluate manuscripts for the Honors Review (0.0 credit, P/N only) .Students in the spring
semester of HON 450 edit and publish the Honors Review, a national journal for undergraduate scholarship that resides
at Augsburg University. Students will evaluate and select potential articles for the journal, shepherd those manuscripts
through an external review process by faculty referees, and publish the journal by the end of the term. This course will
assist students in developing evaluative, copy-editing, layout, and publication design skills (0.0 credit, P/N only).
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON470
Student/Faculty Collaboration: Research Thesis Requirement
0 Semester Credits
Students register for this course to fulfill the honors research requirement through a student/faculty research
collaboration. (0.0 credit, P/N only)
Core Curriculum Component: None
Prerequisite(s): None
HON490
Honors Senior Seminar
4 Semester Credits
This course integrates and synthesizes themes from all four years of the Honors Program. It also expands upon the
themes of HON 120 by studying primary texts related to philosophy, rhetoric, vocation, and meaning.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HON499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE – Health, Physical Education and Exercise Science
HPE104
Components of Fitness Training
4 Semester Credits
This course implements a performance-based approach designed to enable the student to become well educated in
strength and cardiovascular training. The proficiencies will address the specifics of knowledge and performance in
136
fitness training. This course will implement optimal research based theories for improving aerobic and muscular strength
for the purpose of designing an individualized strength and aerobic conditioning program. (Fall)
Core Curriculum Component: Foundations of Wellness
Prerequisite(s): None
HPE110
Personal and Community Health
4 Semester Credits
Concepts and practices of health and healthful living applied to the individual and the community.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
HPE114
Health and Safety Education
2 Semester Credits
Principles and practices of safety education in school and community life. National Safety Council First Aid and CPR
certification. (Fall, Spring)
Core Curriculum Component: None
Prerequisite(s): None
HPE115
Chemical Dependency Education
2 Semester Credits
An analysis of chemical use and abuse and what can be done for the abuser. Includes information about school health
education and services. (Fall, spring)
Core Curriculum Component: None
Prerequisite(s): None
HPE199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE205
Introduction to Health, Physical Education, and Exercise Science
2 Semester Credits
An introduction to the professional field of health, physical education, and exercise science. Includes history, current
trends, and professional opportunities related to health, human performance, and wellness. Students also will examine
the components of a balanced, healthy lifestyle. (Fall, Spring)
Core Curriculum Component: None
Prerequisite(s): None
HPE215
Health and Exercise Psychology
4 Semester Credits
137
Study of the impact of psychological, behavioral, social, and biological interactions on exercise and health. Specific
physiological and psychological benefits associated with exercise are addressed along with health promotion,
intervention, and adherence. (Spring)
Core Curriculum Component: None
Prerequisite(s): None
HPE220
Motor Learning and Development
2 Semester Credits
The study of the processes associated with developing motor skills and performance, and how this relates to motor
development. (Spring)
Core Curriculum Component: None
Prerequisite(s): None
HPE254
Introduction to Developmental/Adapted Physical Education
2 Semester Credits
A general overview of developmental/adapted physical education from early childhood through grade 12. The role of
school-based health and physical education programs for students with disabilities will be addressed. Fieldwork
experience is a requirement in this course. (Fall)
Core Curriculum Component: None
Prerequisite(s): None
HPE275
Prevention and Care of Athletic Injuries
2 Semester Credits
Emphasis placed on preventing and treating common athletic injuries. Practical experience in taping and training room
procedures. A lab accompanies this course. Concurrent registration in HPE275L is required.(Spring)
Core Curriculum Component: None
Prerequisite(s): HPE114(Health and Safety Education)
HPE275L
Prevention and Care of Athletic Injuries Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): HPE275(Prevention and Care of Athletic Injuries) *concurrent registration is required*
HPE280
Coaching Theory
2 Semester Credits
Theory, philosophy, organization, and supervision of coaching. Includes psychology of sport and how psychological
factors affect participation in sport. (Fall)
Core Curriculum Component: None
Prerequisite(s): None
HPE282
Sport Psychology
2 Semester Credits
138
This course reviews the field of Sport Psychology. The course introduces students to constructs, research, theories, and
applications of knowledge within Sport Psychology. It is useful for students who wish to improve performance, work
with athletes or teams, pursue a career in physical education and exercise science, or aspire to work with in the health
and fitness industry.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HPE299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE300
Nutrition for Exercise Science
4 Semester Credits
This course provides an integrated overview of the physiological requirements, food sources, and functions of
carbohydrates, fats, protein, vitamins, and minerals and their impact on health and performance. Students will evaluate
and design nutritional regimens to support optimal athletic performance, ultimately examining nutritional supplements,
ergogenic aids, and anabolic steroids and the safety and efficacy of legal and banned substances. (Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of BIO103(Human Anatomy and Physiology), BIOL2610-C(Human Anatomy and Physiology I);
HPE104(Components of Fitness Training)
HPE304
Advanced Fitness Training
4 Semester Credits
This course is designed to examine and apply advanced personal training research. Participants will be exposed to
established training methods for developing advanced workouts as well as a variety of breakthrough exercises that may
result in fitness improvements. Ultimately, the student will create and optimize aspects of different training phases in a
year-round program design. In addition, the content of this course is focused toward the knowledge and skills required
for the NSCA Certified Strength and Conditioning Specialist (CSCS) exam.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO103(Human Anatomy and Physiology), BIOL2610-C(Human Anatomy and Physiology I);
HPE104(Components of Fitness Training), HPE114(Health and Safety Education), HPE205(Introduction to Health, Physical
Education, and Exercise Science)
HPE305
Stress Management
2 Semester Credits
This course introduces students to concepts related to stress and stress management. Along with the study of the role of
stress in dysfunction of the human body, individual assessments and reflection are used to assist students in developing
a greater understanding of the role of stress in their life. Individual stress management plans will be constructed. (Fall)
Core Curriculum Component: None
Prerequisite(s): None
HPE315
Exercise Testing and Prescription
139
2 Semester Credits
This is a course in exercise testing and prescription relative to the cardiopulmonary system. The course is designed to
provide the student with an understanding of the physiological and pathophysiological responses of the body to clinical
exercise testing and to develop a basis for the exercise prescription in health and disease. The content of this course is
focused toward the knowledge and skills required for taking the ACSM Certified Health Fitness Specialist (HFS) exam.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); HPE357(Measurement in Health, Physical Education, and Exercise Science) *concurrent registration is required*
HPE316
Human Sexuality
4 Semester Credits
A study of the psychological, social, and biological components of human sexuality. (Spring)
Core Curriculum Component: None
Prerequisite(s): None
HPE320
School Health Curriculum
2 Semester Credits
Techniques for developing a course of study in school health based upon growth and development for grades K-12.
Examination of national standards and pedagogy for health education, curriculum, and assessment included. (Fall even
years)
Core Curriculum Component: None
Prerequisite(s): HPE110(Personal and Community Health)
HPE324
K-6 PE Games and Activities
2 Semester Credits
This course integrates theory and practice in teaching age- and skill-appropriate activities to elementary students.
Fieldwork experience is a requirement in this course. (Spring)
Core Curriculum Component: None
Prerequisite(s): HPE104(Components of Fitness Training), HPE205(Introduction to Health, Physical Education, and
Exercise Science)
HPE334
7-12 Sport Skills and Activities
2 Semester Credits
Theory and practice in skills and teaching selected games and activities. Fieldwork experience is a requirement in this
course. (Fall)
Core Curriculum Component: None
Prerequisite(s): HPE104(Components of Fitness Training), HPE205(Introduction to Health, Physical Education, and
Exercise Science)
HPE335
Outdoor Education
2 Semester Credits
140
A course designed to provide knowledge and develop skills in a variety of outdoor educational activities and to study the
natural environment in which these activities occur. The course will include a three-day camping/hiking trip. Fieldwork
experience is a requirement in this course. (Fall even years, spring even years)
Core Curriculum Component: None
Prerequisite(s): HPE104(Components of Fitness Training), HPE114(Health and Safety Education), HPE205(Introduction to
Health, Physical Education, and Exercise Science)
HPE336
Trekking the Mountains: An Outdoor Cultural Excursion
4 Semester Credits
A course designed for a multifaceted exploration of mountainous regions of the world, while developing the outdoor
trekking experience. This eleven-day trip will include immersion, as well as trekking in beautiful and less traveled regions
of the country. While trekking, one is provided opportunity for leadership and personal growth and development, as we
share leadership and logistrics for the excursion.
Core Curriculum Component: None
Prerequisite(s): None
HPE340
Organization and Administration of Physical Education Programs
2 Semester Credits
A survey of management, leadership, and decision making for physical education and athletic programs. (Fall)
Core Curriculum Component: None
Prerequisite(s): HPE205(Introduction to Health, Physical Education, and Exercise Science)
HPE350
Kinesiology
4 Semester Credits
A study of the mechanics of movement with an emphasis on the use of the muscular system. An analytic approach to
the study of movement and how it relates within the physical education and health fitness fields. A lab accompanies this
course. Concurrent registration in HPE350L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO103(Human Anatomy and Physiology), BIOL2610-C(Human Anatomy and Physiology I); 1 of
MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3)
HPE350L
Kinesiology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): HPE350(Kinesiology) *concurrent registration is required*
HPE351
Physiology of Exercise
4 Semester Credits
The major effects of exercise on the systems of the body and physiological principles applied to exercise programs and
motor training. A lab accompanies this course. Concurrent registration in HPE351L is required.
Core Curriculum Component: None
141
Prerequisite(s): 1 of BIO103(Human Anatomy and Physiology), BIOL2610-C(Human Anatomy and Physiology I); 1 of
ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level)
HPE351L
Physiology of Exercise Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): HPE351(Physiology of Exercise) *concurrent registration is required*
HPE357
Measurement in Health, Physical Education, and Exercise Science
2 Semester Credits
Concepts of statistics and the use of statistical procedures in health and physical education programs. Topics include
descriptive statistics, probability, estimation, ANOVA, correlation, Chi-Square, and nonparametric methods. (Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of HPE110(Personal and Community Health), HPE205(Introduction to Health, Physical Education, and
Exercise Science); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement
Level 3); HPE104(Components of Fitness Training)
HPE358
Assessment in Health and Physical Education
2 Semester Credits
Standards, assessment, and evaluation of tests in health and physical education. (Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of HPE110(Personal and Community Health), HPE205(Introduction to Health, Physical Education, and
Exercise Science); HPE104(Components of Fitness Training), HPE357(Measurement in Health, Physical Education, and
Exercise Science) *concurrent registration is required*
HPE365
Physical Education Methods K-6
4 Semester Credits
Procedures, materials, and issues for teaching physical education in grades K-6. An in-depth view of all aspects of
teaching physical education to elementary-aged children. Fieldwork experience is a requirement in this course. (Fall)
Core Curriculum Component: None
Prerequisite(s): HPE104(Components of Fitness Training), HPE324(K-6 PE Games and Activities)
HPE368
Physical Education Methods 7-12
4 Semester Credits
Procedures, materials, and issues involved in teaching physical education in secondary schools. An in-depth view of all
aspects of teaching physical education to secondary-aged students. Fieldwork experience is a requirement in this course.
(Spring)
Core Curriculum Component: None
Prerequisite(s): HPE104(Components of Fitness Training), HPE334(7-12 Sport Skills and Activities)
HPE390
Instructional Methods and Materials in Health Education
142
4 Semester Credits
Principles and methods of instruction applied to health education grades K-12. Emphasis on teaching/learning strategies
and student assessment. Evaluation and development of materials included. Fieldwork experience is a requirement in
this course. (Spring)
Core Curriculum Component: None
Prerequisite(s): HPE110(Personal and Community Health)
HPE396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
HPE398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
HPE410
Administration and Supervision of the School Health Program
2 Semester Credits
Historical background, legal basis, and school health services relationship to community and school health programs and
resources.
Core Curriculum Component: None
Prerequisite(s): HPE110(Personal and Community Health)
HPE450
Current Health Issues
2 Semester Credits
This course uses critical thinking skills to examine current health issues in text and media from a sociological, political,
economic, and medical perspective.
Core Curriculum Component: None
Prerequisite(s): HPE110(Personal and Community Health)
HPE452
143
Advanced Biomechanics
2 Semester Credits
This course will introduce students to advanced biomechanical analysis of sports movement and injury with an emphasis
on the use of the musculoskeletal system. Movement kinematics and kinetics will be described using Dartfish motion
analysis software and applied to physical education and health and fitness professions; particularly in terms of sports
movement technique, common sports injury mechanisms, and injury prevention.
Core Curriculum Component: None
Prerequisite(s): HPE350(Kinesiology)
HPE473
Physical Education Curriculum
2 Semester Credits
Techniques for developing a course of study in physical education based upon growth and development for grades K-12.
Examination of National Standards and pedagogy for physical education, curriculum, and assessment included.
Core Curriculum Component: None
Prerequisite(s): HPE205(Introduction to Health, Physical Education, and Exercise Science)
HPE490
Exercise Science Seminar and Keystone
4 Semester Credits
This course will provide the student with the pinnacle component of the Exercise Science degree plan. The keystone will
provide an understanding of human responses to exercise and its relevance to a diverse and challenging world, as well
as help develop a basis for research as this relates to the major.
Core Curriculum Component: Keystone
Prerequisite(s): HPE350(Kinesiology), HPE351(Physiology of Exercise)
HPE495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HUM – Humanities
HUM120
Medieval Life in 12th-Century Europe
4 Semester Credits
This is the introductory course for medieval studies. It uses an interdisciplinary approach to study European culture
during a period known as the High Middle Ages, roughly AD 1100 to 1300. It attempts to examine medieval culture as a
complex system of thought and feeling, which includes history, religion, philosophy, literature, art, theatre, music, and
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food. It also takes an experiential approach to this material, for example, by having students and faculty attend class in
academic regalia, just as they did in medieval universities.
Core Curriculum Component: Humanities
Prerequisite(s): None
HUM195
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HUM397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
HUM490
Keystone: Medieval Studies Project
4 Semester Credits
The final project in medieval studies functions like an independent study. Because medieval studies is an
interdisciplinary major, the final project must be also be interdisciplinary. Students are free to choose any topic
connected to the Middle Ages, but must examine it with professors from at least three different disciplines. The
traditional disciplines that comprise medieval studies are art history, English, history, music history, philosophy, religion,
and theater history, but students have also completed projects involving professors from other disciplines, such as
sociology and psychology. Experiential approaches are encouraged but not required. For example, past students have
built medieval musical instruments, medieval suits of armor, and Renaissance commedia dell’arte masks, and then
written about the process.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL330(Shakespeare), ENL332(British Literature: Renaissance and Reformation), ENL360(The
Classical Tradition), ENL361(The Medieval World); 1 of HIS372(Medieval Church), PHI242(History of Philosophy II:
Medieval and Renaissance Philosophy), REL361(The Church/First Four Centuries), REL362(Martin Luther and the
Reformation); 1 of ART386(Medieval Art), ART387(Renaissance and Baroque Art), THR361(Theater Histories: Origins to
1800); HIS369(The Early and High Middle Ages), HIS370(The Late Middle Ages to 1648), HUM120(Medieval Life in 12thCentury Europe)
HUM499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS – Interdisciplinary Studies
INS198
Internship
2 Semester Credits
Core Curriculum Component: None
145
Prerequisite(s): None
INS199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS222
The Nobel Laureates: Religious and Political Perspectives
4 Semester Credits
Through studying the lives of prominent peacemakers and the opportunity provided to us by the Nobel Peace Prize
Forum, this course examines peacemaking in the 21st century, utilizing both the lenses of political science and religion.
Prerequistes: REL 100 or 300 (or can be taken concurrently).
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I) *concurrent registration is acceptable*,
REL100(Religion, Vocation, and the Search for Meaning I) *concurrent registration is acceptable*, REL300(Religion,
Vocation, and the Search for Meaning I+II) *concurrent registration is acceptable*, RLN100(Religion, Vocation, and the
Search for Meaning I) *concurrent registration is acceptable*
INS225
Introduction to Islam
4 Semester Credits
The course covers the ideological foundations of Islam, its basic concepts and tenets, Islamic law (Shari’ah), Islamic
economic and political systems, and Islamic patterns of life.
Core Curriculum Component: None
Prerequisite(s): None
INS232
African-American Experience in America
4 Semester Credits
An overview of the major issues related to the African American experience, focusing on historical, sociological,
economic, legal, and psychological aspects of that experience.
Core Curriculum Component: None
Prerequisite(s): None
INS233
Women: A Cross Cultural Perspective
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS255
Paideia Approach: Thinking, Talking and Reading
4 Semester Credits
Students will participate in a series of seminar discussions following the Paideia seminar format as developed by
Mortimer Adler. Seminar topics emphasize selections that help students to think critically, understand timeless ideas,
listen carefully, and question thoughtfully. This course is ideal for education, social science, and language arts majors.
146
Core Curriculum Component: None
Prerequisite(s): None
INS291
Topics in Study Abroad and Intercultural Development
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS292
Topics in Study Abroad and Intercultural Development
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS294
Career Exploration in Financial Services
2 Semester Credits
This course will introduce the career exploration/planning process and an overview of careers in financial services and
insurance. Students will develop strategies and skills for career-related decision making and for an effective
internship/job search. Course sessions will include: personal and career assessments and interpretation, career research
and readings, topic discussions, employer guest speakers, and a Travelers company site visit.
Core Curriculum Component: None
Prerequisite(s): None
INS295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS298
Meaningful Work: Linking Education,Vocation and Career Exploration
2 Semester Credits
This course will introduce students to the nature of work and its role and value to the individual and to society and
provide the strategies and skills necessary for a lifetime of career-related decision making, meaningful work and active
citizenship. The course is geared to both students who are undecided and students who are seeking an in-depth look at
a chosen personal life and career path.
Core Curriculum Component: None
Prerequisite(s): None
INS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS312
147
The Politics of Development in Southern Africa
4 Semester Credits
This course examines basic theories of development as well as the political economy of development. It provides the
opportunity to reflect critically on issues of development, including global justice, equality, and sustainability.
Core Curriculum Component: None
Prerequisite(s): None
INS316
Building a Sustainable Democracy
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS317
Understanding the Northern Ireland Conflict
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS327
Environment and Agriculture: Agroecosystems in Context
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS328
Justice and the US Food System
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS330
Arts Praxis: Social Justice Theory and Practice in the Field
4 Semester Credits
Exploration of life experiences and works of artists, cultural workers, and community organizers for understanding the
differences between formal institutional art and community-based art forms. Interviews and participant observation at
arts performances and cultural events.
Core Curriculum Component: None
Prerequisite(s): None
INS331
Art and Culture in Political, Social and Historical Context
4 Semester Credits
Study of the social and cultural history of urban art, the role of art and culture in everyday life, and the relationship
between intellectual discourse and the politics of cultural work. Readings, films, and discussions integrate aesthetic
theory and artistic expression with issues of social change and activism.
Core Curriculum Component: None
148
Prerequisite(s): None
INS334
From Consumers to Creators
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS335
Digital Laboratory
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS342
River Politics Field Seminar
4 Semester Credits
In this two-week intensive field experience, students will travel by boat down the Mississippi River exploring elements of
the politics and policies relating to the river. Students will engage in service projects, field observations, and interviews
with residents, legislators, activists, and government employees.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): POL241(Environmental and River Politics)
INS345
Urban Environment Field Seminar
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS346
Sustainability, Ecology, and New Zealand Environmental Policy
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS349
Maori Perspectives, Pluralism, and National Identity
4 Semester Credits
Based in Auckland, this new program examines how social and environmental factors shape political and ecological
dimensions of identity and culture, and how New Zealanders from many different backgrounds are envisioning and
creating a shared future. A number of topics explored during the semester include the history of colonization, the treaty
and the truth and reconciliation process that shape contemporary life, Maori protest and social movements, key
strategies used to address sustainability, and many more economic and environmental issues.
Core Curriculum Component: None
Prerequisite(s): None
INS351
Social Dimensions of Environmental Change
149
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS352
Field Research Methods and Investigation
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS353
Adaptive Ecosystem Management
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS354
Workshop in Fiction, Poetry, and Creative Nonfiction
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS355
Creative Writing in Political, Social, and Historical Context
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS358
Inequality in America: A Political Economy Approach
4 Semester Credits
Interdisciplinary readings connect experiences and direct observation with theory and research on the impact of race,
class, and gender on social inequality and unequal urban development. Competing theories and strategies for urban and
neighborhood development are examined in the context of dominant ideology and perspectives of people who
challenge it.
Core Curriculum Component: None
Prerequisite(s): None
INS359
Political Sociology of Building Power, Change, and Equity
4 Semester Credits
Concrete conditions of life and community issues in different neighborhoods provide varying—at times competing—
views on the Twin Cities "civic ideology." Field observations, dialogue with residents, interviews, and oral history provide
data to identify inequality and to assess theories and strategies for explaining and overcoming it.
Core Curriculum Component: None
Prerequisite(s): None
INS366
150
Community Participation and Social Change
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS369
Politics and Development in Ecuador
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS371
Disjuncture and Difference in Europe
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS372
Norwegian Language
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS376
Challenges and Opportunities of European Integration
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS377
Challenges of Globalization and Mass Migration in Scandinavia
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS379
The Scandinavian Welfare States
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS387
Integration Seminar: Advanced Internship: Theory and Practice
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS391
151
Race in America Then and Now: “Post-Racial” Perspectives on the Civil Rights Movement
6 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS393
Scandinavian Art, Film and Literature
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS394
Urbanization and Immigration
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
INS398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
INS491
Topics in Study Abroad and Intercultural Development
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS492
152
Topics in Study Abroad and Intercultural Development
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS498
Independent Study: Metropolitan Resources
2 Semester Credits
An independently-designed course developed by a student (or group of students), utilizing the metropolitan resources
available, e.g., lectures, symposia, performances, hearings. The course is designed in consultation with and evaluated by
a department faculty member.
Core Curriculum Component: None
Prerequisite(s): 1 of POL122(Metropolitan Complex), SOC111(Human Community and Modern Metropolis);
CONSENT(Consent of Instructor)
INS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of POL484(Political Analysis), SOC363(Research Methods)
KEY – Keystone
KEY470
Creating Life in the Arts: Exploration and Reflection on Vocation
4 Semester Credits
From personal reflection on vocation to real-world insights and hands-on experiences, this course will delve deeply into
the skill sets and mind sets important for arts professionals in all fine arts majors. While exploring vocation concepts,
this course balances entrepreneurial awareness, attitudes, and skills with entrepreneurial insights, skills and reflection.
Core Curriculum Component: Keystone
Prerequisite(s): None
KEY480
Topics in Global Interdependence
4 Semester Credits
This cross-cultural keystone seminar prepares students to "act globally" by challenging them to apply the diverse
perspectives acquired while studying abroad and to analyze issues that transcend national boundaries. In English with
readings in a language other than English. Open to international students and to upper-division students who have
advanced knowledge of a language other than English or have studied abroad for a full semester (including in Englishspeaking countries with consent of instructor).
Core Curriculum Component: Keystone
153
Prerequisite(s): None
KEY490
Vocation and the Meaning of Success
4 Semester Credits
This course is the keystone course for business majors and other majors where the major program does not include a
keystone element. It draws together all facets of a student’s education by providing opportunities to reflect upon and
write about the integration of one’s classes, life, and future. Readings and critical discussions with others in the same
and in different majors will add dimension to each student’s reflective writing.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
LAT – Latin
LAT101
Beginning Latin I
4 Semester Credits
An introduction to the grammar and vocabulary required to read classical Latin. Short texts from original sources.
Attention to classical and medieval Latin culture as time permits.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
LAT102
Beginning Latin II
4 Semester Credits
An introduction to the grammar and vocabulary required to read classical Latin. Short texts from original sources.
Attention to classical and medieval Latin culture as time permits.
Core Curriculum Component: Modern Language 2
Prerequisite(s): LAT101(Beginning Latin I)
LST – Leadership Studies
LST205
Introduction to Leadership Studies
4 Semester Credits
This course lays the groundwork for the study of leadership and enhances the capacity to lead. This course offers an
opportunity to develop and tell your public narrative and leadership story. It serves as an overview of leadership
theories, their definitions, and their theoretical strengths and weaknesses.
Core Curriculum Component: None
Prerequisite(s): None
LST397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
154
Prerequisite(s): None
LST399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
LST495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
LST499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MAT – Mathematics
MAT103
Prealgebra
3 Semester Credits
A fast-paced review of basic mathematical skills and concepts including integers, fractions, decimal numbers, ratios,
percents, order of operations, exponents, and an introduction to algebraic expressions, equations, and graphs with an
emphasis on applications to everyday life. P/N grading only. Prior experience with high school algebra is assumed. MAT
103 does not count as credit toward graduation. Grade of P advances student to MPG2. This course does not meet a
NSM-LAF and does not meet QF.
Core Curriculum Component: None
Prerequisite(s): MPL(Math Placement Level 1)
MAT105
Applied Algebra
3 Semester Credits
Concepts of linear, exponential, logarithmic, and other models with an emphasis on applications to the social and
natural sciences, business, and everyday life. Grade of C- or higher advances student to MPG3. Students preparing for
MAT 114 should consult the department. This course does not meet a NSM-LAF and does not meet QF. Students who
have successfully completed MAT 106 may not register for credit.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT103(Prealgebra), MPL(Math Placement Level 2)
MAT106
155
Applied Algebra and Trigonometry
4 Semester Credits
Concepts of linear, exponential, logarithmic, trigonometric, and other models with an emphasis on applications to the
natural sciences, economics, and finance. Grade of C- or higher advances student to MPG3. Intended for students
planning to continue to MAT 114 Precalculus. Students already in MPG3 should consult the department or Academic
Advising Center before enrolling. This course does not meet a NSM-LAF and does not meet QF. Students who have
successfully completed MAT 105 may not register for credit.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT103(Prealgebra), MPL(Math Placement Level 2)
MAT110
Finite Mathematics
4 Semester Credits
Concepts of introductory linear algebra and elementary probability theory. Focuses on applications to business,
economics, and social science, with an emphasis on developing quantitative skills needed for further study in those
areas. Topics include linear equations, systems of linear equations, graphing lines and linear inequalities, matrices, sets,
counting, probability axioms, conditional probability, Bayes' theorem, and applications such as supply/demand, breakeven analysis, input-output analysis, least squares, linear programming, Markov chains, game theory, or financial
mathematics. Students who have completed MAT 246 or MAT 373 may not register for credit.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement
Group 3)
MAT111
Mathematics in Society
4 Semester Credits
Using mathematics to understand quantitative information in daily life and current issues facing society. Concepts
include an introduction to probability and statistics, financial mathematics, and other applications, with an emphasis on
developing skills in quantitative reasoning. Students who have successfully completed a course in introductory statistics
(MAT 163, MAT 164, SOC 362, PSY 215, MIS379) may not register for credit
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement
Group 3)
MAT114
Precalculus
4 Semester Credits
Concepts of algebraic, exponential, logarithmic, and trigonometric functions for students planning to study calculus.
Students who have completed MAT 145 or other calculus courses may register for credit only with consent of
department. Grade of C- or higher advances student to MPG4.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
MAT137
156
Mathematics for Elementary Teachers I
4 Semester Credits
Concepts of number, operations, algebra, geometry, measurement, data analysis, and probability with an emphasis on
the processes of problem solving, reasoning, connections, communication, and representation. MAT 137 and MAT 138
are courses designed for prospective K-6 elementary school teachers.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
MAT138
Mathematics for Elementary Teachers II
4 Semester Credits
Concepts of number, operations, algebra, geometry, measurement, data analysis, and probability with an emphasis on
the processes of problem solving, reasoning, connections, communication, and representation. MAT 137 and MAT 138
are courses designed for prospective K-6 elementary school teachers.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
MAT140
Calculus Workshop
1 Semester Credits
An elective workshop for students concurrently enrolled in Calculus I or Calculus II. Calculus-related problems and
activities that require significant collaborative and creative effort. Emphasis on strategies for succeeding in college-level
mathematics courses. This course does not meet a NSM-LAF and does not meet QF.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT145(Calculus I) *concurrent registration is required*, MAT146(Calculus II) *concurrent
registration is required*
MAT145
Calculus I
4 Semester Credits
Concepts of calculus focusing on differentiation; topics include limits, derivatives, their applications, and introduction to
integrals. Concurrent enrollment in MAT145L is required.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4)
MAT145L
Calculus I Lab
0 Semester Credits
Concurrent enrollment in MAT145 is required.
Core Curriculum Component: None
Prerequisite(s): MAT145(Concurrent enrollment required) *concurrent registration is required*
157
MAT146
Calculus II
4 Semester Credits
Concepts of calculus focusing on integration; topics include techniques of integration, applications of integrals,
differential equations, infinite series, and polar curves. Concurrent enrollment in MAT146L is required.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): MAT145(Calculus I)
MAT146L
Calculus II Lab
0 Semester Credits
Concurrent enrollment in MAT146 is required.
Core Curriculum Component: None
Prerequisite(s): MAT146(Calculus II) *concurrent registration is required*
MAT163
Introductory Statistics
4 Semester Credits
Concepts of elementary statistics, with an emphasis on working with data and understanding the role of variability.
Topics include descriptive statistics, data visualization, confounding and causal associations, confidence intervals,
hypothesis testing, regression, and the use of modern computational tools in statistics. Students who have successfully
completed MAT164, MIS379, PSY215, or SOC362 may not register for credit in MAT163.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
MAT164
Introductory Statistics for STEM
4 Semester Credits
Concepts and techniques of elementary statistics, with an emphasis on working with scientific data and understanding
the role of variability. Topics include descriptive statistics, data visualization, probability distributions, simulation,
experimental design, confidence intervals, hypothesis testing, analysis-of-variance, regression, and the use of modern
computational tools in statistics. This course is designed for prospective Science, Technology, Engineering, or
Mathematics (STEM) majors or anyone interested in a more scientific introduction to statistics. Students who have
successfully completed MAT163, MAT248, MIS379, PSY215, or SOC362 may not register for credit in MAT164.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group)
MAT171
Discrete Mathematics For Computing
4 Semester Credits
Concepts of discrete mathematics including binary representations, sequences, recursion, induction, formal logic, and
combinatorics, with an emphasis on connections to computer science. Completion of one of CSC160, CSC165, or CSC170
is recommended prior to MAT171. Students who have completed MAT271 may not register for credit.
158
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
MAT173
Mathematics of Finance
4 Semester Credits
Concepts of elementary financial mathematics such as annuities, loan payments, mortgages, life annuities, and life
insurance. Provides an introduction to actuarial mathematics.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
MAT199
Internship
4 Semester Credits
Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the
internship.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
MAT201
Communicating Mathematics
2 Semester Credits
An introduction to mathematical speaking, typesetting, presentation technology, reading, and bibliographic resources.
This course does not count as an elective in the mathematics major or minor. Completion of this course plus any
theoretical structure or applied project course satisfies the major's speaking skill requirement. Students with majors
other than mathematics should consult their major department before taking this course.
Core Curriculum Component: None
Prerequisite(s): MAT146(Calculus II)
MAT213
Data Visualization and Statistical Computing
4 Semester Credits
Concepts of communicating with data visually, with an emphasis on computational techniques. Topics include data
management, visualizations of maps and networks, data scraping, programming bootstrap and randomizations, creating
animated Gifs.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); 1 of MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), MIS379(Quantitative Methods for
Business and Economics), PSY215(Research Methods and Statistics I), SOC362(Statistical Analysis)
MAT245
Calculus III
159
4 Semester Credits
Concepts of multivariable calculus including functions of several variables, partial derivatives, vectors and the gradient,
multiple integrals, and parametric representations.
Core Curriculum Component: None
Prerequisite(s): MAT146(Calculus II)
MAT246
Linear Algebra
4 Semester Credits
Concepts of linear algebra including systems of linear equations, matrices, linear transformations, abstract vector
spaces, determinants, and eigenvalues.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT245(Calculus III), MAT271(Discrete Mathematical Structures)
MAT252
Exploring Geometry
4 Semester Credits
Concepts of geometry including Euclidean and non-Euclidean geometries and geometric transformations with an
emphasis on geometric reasoning, conjecturing, and proof.
Core Curriculum Component: None
Prerequisite(s): MAT145(Calculus I)
MAT271
Discrete Mathematical Structures
4 Semester Credits
Concepts of discrete mathematics including number theory, combinatorics, graph theory, recursion theory, set theory,
and formal logic, with an emphasis on algorithmic thinking, mathematical reasoning, conjecturing, and proof.
Core Curriculum Component: None
Prerequisite(s): MAT145(Calculus I)
MAT273
Statistical Modeling
4 Semester Credits
Concepts of selecting, assessing the fit, and evaluating statistical models. Topics studied include statistical model
transformations, outlier detection, hypothesis testing and confidence interval construction, evaluation of multicollinearity and correlated predictors on model results, and one-way and multi-Factor ANOVA to assess relationships
among quantitative response variables and categorical predictor variables. This course includes several small group
projects culminating with a final group project.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); 1 of MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), MIS379(Quantitative Methods for
Business and Economics), PSY215(Research Methods and Statistics I), SOC362(Statistical Analysis)
MAT287
160
History of Mathematics
4 Semester Credits
Concepts of historical importance from the areas of geometry, number theory, algebra, calculus, and modern
mathematics.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): MAT145(Calculus I)
MAT304
Graph Theory
4 Semester Credits
Concepts of graph theory including standard graphs, classic questions, and topics such as degree sequences,
isomorphism, connectivity, traversability, matching, planarity, coloring, and graph metrics. Focuses on theoretical
structures.
Core Curriculum Component: None
Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical
Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics); 1 of
ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing
for Liberating Letters), WPL(Writing Placement Level); MAT271(Discrete Mathematical Structures)
MAT314
Abstract Algebra
4 Semester Credits
Concepts of algebra including the abstract structures of groups, rings, integral domains, and fields. Focuses on
theoretical structures.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking),
COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters:
Humanist Tradition), MAT201(Communicating Mathematics); MAT246(Linear Algebra), MAT271(Discrete Mathematical
Structures)
MAT324
Analysis
4 Semester Credits
Concepts of real analysis including limits, boundedness, continuity, functions, derivatives, and series in a theoretical
setting. Focuses on theoretical structures.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking),
COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters:
Humanist Tradition), MAT201(Communicating Mathematics); MAT146(Calculus II), MAT271(Discrete Mathematical
Structures)
MAT355
Numerical Mathematics and Computation
161
4 Semester Credits
Concepts such as polynomial interpolation, numerical differentiation and integration, numerical solution of differential
equations, error propagation, practical implementation of numerical methods on modern computers, and applications.
Core Curriculum Component: None
Prerequisite(s): 1 of CSC165(Introduction to Computer Programming (Python)), CSC170(Introduction to Object-Oriented
Programming (Java)); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking),
COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters:
Humanist Tradition), MAT201(Communicating Mathematics); MAT146(Calculus II)
MAT363
Dynamical Systems
4 Semester Credits
Concepts of dynamical systems including iteration, stability, orbit diagrams, symbolic dynamics, chaos, and fractals,
along with topics such as applications of dynamical systems and/or complex dynamics including the Mandelbrot set and
Julia sets. Focuses on theoretical structures.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking),
COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition),
MAT201(Communicating Mathematics); MAT146(Calculus II), MAT271(Discrete Mathematical Structures)
MAT369
Modeling and Differential Equations in Biological and Natural Sciences
4 Semester Credits
Concepts of differential equations including quantitative and qualitative solution method of linear and non-linear
systems; the application, modeling, and analysis of differential equations to model biological phenomena.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking),
COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition),
MAT201(Communicating Mathematics); MAT146(Calculus II)
MAT373
Probability Theory
4 Semester Credits
Concepts of probability including methods of enumeration, random variables, probability distributions, simulation of
random processes, expectation, moment generating functions, and the Central Limit Theorem.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT245(Calculus III), MAT271(Discrete Mathematical Structures); MAT146(Calculus II)
MAT374
Statistical Theory and Applications
4 Semester Credits
162
Concepts of statistical inference including sampling distributions, methods of estimation, confidence intervals,
hypothesis testing, linear regression, statistical computing, and practical implementation of statistical theory. Intended
for students with some background in elementary statistics.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking),
COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters:
Humanist Tradition), MAT201(Communicating Mathematics); MAT373(Probability and Statistics I)
MAT377
Operations Research
4 Semester Credits
Concepts of linear programming and its applications to optimization problems from industrial settings including the
simplex method, sensitivity analysis, duality theory, alternate optima, and unboundedness with an emphasis on both the
mathematical theory and the application to current business practice.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking),
COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters:
Humanist Tradition), MAT201(Communicating Mathematics); MAT246(Linear Algebra)
MAT394
Topics in Statistics
4 Semester Credits
Study of an advanced topic in statistics such as modeling, design of experiments, or data analysis.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), MAT248(Biostatistics),
MAT373(Probability and Statistics I); 1 of ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters); 1 of COM111(Public Speaking), COM115(Scientific and Technical Public
Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics); MAT146(Calculus II)
MAT395
Topics
4 Semester Credits
Study of an advanced topic such as actuarial mathematics, complex analysis, mathematical biology, combinatorics,
topology, or foundations of mathematics.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking),
COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters:
Humanist Tradition), MAT201(Communicating Mathematics); 2 of MAT245(Calculus III), MAT246(Linear Algebra),
MAT252(Exploring Geometry), MAT269(Modeling and Differential Equations), MAT271(Discrete Mathematical
Structures), MAT287(History of Mathematics)
MAT397
Internship
163
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): CONSENT(Consent of Instructor), MAT146(Calculus II), MAT271(Discrete Mathematical Structures)
MAT399
Internship
4 Semester Credits
Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the
internship. For upper division credit, significant mathematical content and presentation at a departmental colloquium is
required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): CONSENT(Consent of Instructor), MAT146(Calculus II), MAT271(Discrete Mathematical Structures)
MAT491
Mathematics Colloquium
0 Semester Credits
Information about contemporary applications, career opportunities, and other interesting ideas in mathematics.
Presented by outside visitors, faculty members, or students. Carries no course credit.
Core Curriculum Component: None
Prerequisite(s): None
MAT496
Independent Study
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 2 of MAT304(Graph Theory), MAT314(Abstract Algebra), MAT324(Analysis), MAT355(Numerical
Mathematics and Computation), MAT363(Dynamical Systems), MAT369(Modeling and Differential Equations in
Biological and Natural Sciences), MAT373(Probability and Statistics I), MAT374(Probability and Statistics II),
MAT377(Operations Research), MAT394(Topics in Statistics), MAT395(Topics); CONSENT(Consent of Instructor),
MAT146(Calculus II), MAT271(Discrete Mathematical Structures)
MAT498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 2 of MAT304(Graph Theory), MAT314(Abstract Algebra), MAT324(Analysis), MAT355(Numerical
Mathematics and Computation), MAT363(Dynamical Systems), MAT369(Modeling and Differential Equations in
Biological and Natural Sciences), MAT373(Probability and Statistics I), MAT374(Probability and Statistics II),
MAT377(Operations Research), MAT394(Topics in Statistics), MAT395(Topics); CONSENT(Consent of Instructor),
MAT146(Calculus II), MAT271(Discrete Mathematical Structures)
MAT499
Independent Study
4 Semester Credits
164
Selection and study of an advanced topic outside of the offered curriculum with the guidance of a faculty member.
Presentation at a departmental colloquium is required.
Core Curriculum Component: None
Prerequisite(s): 2 of MAT304(Graph Theory), MAT314(Abstract Algebra), MAT324(Analysis), MAT355(Numerical
Mathematics and Computation), MAT363(Dynamical Systems), MAT369(Modeling and Differential Equations in
Biological and Natural Sciences), MAT373(Probability and Statistics I), MAT374(Probability and Statistics II),
MAT377(Operations Research), MAT394(Topics in Statistics), MAT395(Topics); CONSENT(Consent of Instructor),
MAT146(Calculus II), MAT271(Discrete Mathematical Structures)
MBA – Master of Business Administration
MBA510
Applied Managerial Economics
3 Semester Credits
Application of economic tools in solving managerial problems. Topics include markets and organizations, demand and
cost functions, demand and supply analysis, game theory and the economics of strategy, pricing incentives, contracts
and ethics. Students develop critical thinking skills and a framework for analyzing business decisions.
Core Curriculum Component: None
Prerequisite(s): 1 of MBAMATALL(MBA Math - All Sections), MBAMATECO(MBA Math - Economics Section)
MBA520
Accounting for Business Managers
3 Semester Credits
This course will introduce MBA students to managerial accounting in business organizations. The focus of managerial
accounting is to provide accounting data to internal decision-makers (managers/employees). External and internal
decision-makers use accounting information both to make decisions and to evaluate results of those decisions.
Managerial Accounting focuses on the development, interpretation, and application of accounting information for
managerial decision-making. The course stresses the use of financial and non-financial information within a variety of
organizations for the purposes of understanding and analyzing activities and operations. You will examine the linkages
between accounting information and management planning through cost analysis, operational and capital budgeting
and performance measurement.
Core Curriculum Component: None
Prerequisite(s): 1 of MBAMATACC(MBA Math - Accounting Section), MBAMATALL(MBA Math - All Sections)
MBA530
Managerial Finance
3 Semester Credits
Business Managers need to understand the fundamentals of financial management for optimal decision making. This
course covers the major topics in Finance that a business manager is likely to come across. The course begins with an
introduction to Financial Management and Time Value of Money. We discuss financial statements and cash-flows, the
financial environment of a firm—markets, institutions, interest rates, leading to a discussion of risk and return,
security/corporate valuation, strategic investment and financing decisions.
Core Curriculum Component: None
Prerequisite(s): 1 of MBAMATALL(MBA Math - All Sections), MBAMATFIN(MBA Math - Finance Section)
MBA532
165
Investment Theory and Portfolio Management
3 Semester Credits
This course discusses investment background such as the investment setting, asset allocation decision, selecting
investments in a global market, and security market indicators, followed by efficient capital markets, portfolio
management and asset pricing models, and multi-factor models of risk and return. Security valuation and analysis and
management of common stocks and bonds are discussed. The course ends with a discussion of professional asset
management and evaluation of portfolio performance.
Core Curriculum Component: None
Prerequisite(s): None
MBA535
International Finance
3 Semester Credits
The objective of this course is to acquaint students with macro and micro aspects of international finance. At the macro
level, coverage will include theories of direct investment, the international monetary mechanism, foreign exchange
markets, and repercussions from balance of payments difficulties. Micro level materials include problems of doing
business internationally and a survey of public and private foreign and international financial institutions. Also discussed
are the management of risk of multinational operations and their valuation and structure. The course ends with a
discussion of international portfolio investment and asset pricing.
Core Curriculum Component: None
Prerequisite(s): None
MBA540
Business and Professional Ethics
3 Semester Credits
The history and theories of business ethics. Each class session will utilize assigned readings, articles, case studies, and
exercises. We will focus on four primary outcomes for participants in this course: An understanding of the ethical
problems faced by people; Convey a means of analysis of ethical problems; Allow students to deliberately, methodically,
and reasonably defend their point of view.
Core Curriculum Component: None
Prerequisite(s): None
MBA545
Organizational Behavior
3 Semester Credits
In-depth exploration and analysis of major theories, concepts, skills and techniques for organization behavior and
development in business and industry, including the conceptual integration and application of these theories. We will
often challenge the traditional assumptions of management by discussing current management and organization
behavior theories, innovations, trends, and the issues faced by today’s managers.
Core Curriculum Component: None
Prerequisite(s): None
MBA550
Marketing Management
3 Semester Credits
166
Applying marketing theory and practice to real-life marketing situations. Topics include market segmentation, targeting,
positioning, distribution of goods and services, the relationship between price and demand, brand management, and
marketing plans and strategy. Students gain hands-on experience with marketing in cross-functional organization
strategies.
Core Curriculum Component: None
Prerequisite(s): None
MBA560
Communication Issues in Management
3 Semester Credits
An ethnographic approach to communication in the workplace including how physical settings, communication
channels, institutional goals, institutional culture, and the roles of participants shape communication. Students will use
case studies and their own workplace experiences to examine effectiveness, ideologies and biases, network theory,
persuasive appeals, and communication of institutional values.
Core Curriculum Component: None
Prerequisite(s): None
MBA565
Managing in a Global Environment
3 Semester Credits
Explores the reasons, conditions, processes, and challenges of internationalization from an enterprise perspective. The
foci of the course will be international trade theory and institutional governance of international trade/monetary policy,
and the differences in political-economic/socio-cultural systems and their implications for international business.
Core Curriculum Component: None
Prerequisite(s): None
MBA570
Quantitative Decision-Making for Managers
3 Semester Credits
Apply analytical thinking to a variety of business problems and understand the need for analytical models for business
decision-making. Create spreadsheet models to help organize information and solve analytical problems. Topics:
Regression Analysis, Forecasting, Project Management, and Inventory Control.
Core Curriculum Component: None
Prerequisite(s): 1 of MBAMATALL(MBA Math - All Sections), MBAMATSTA(MBA Math - Statistics Section)
MBA580
Management Consulting Project
3 Semester Credits
MBA 580 is a project-based capstone course meant to serve an integrative role, bringing together all the components of
your graduate business education in a summative project. The projects include strategic planning, business plans,
marketing plans and a competitive analysis. The Management Consulting Project provides the opportunity to apply your
MBA program learning to an actual business organization with real issues and opportunities involving multiple functions.
Field Study teams of four to five students will work as management consultants on comprehensive projects for local
businesses or community organizations.
Core Curriculum Component: None
167
Prerequisite(s): None
MBA583
Entrepreneurship: Execution, Planning and Strategy
3 Semester Credits
This course is intended to provide prospective entrepreneurs with information and tools on how to start a business. The
course includes the following: how to evaluate opportunities, choose markets for entry, decide when to enter, and
determine what resources and capabilities it will take to enter and provide a platform for future growth. The course is
designed to address the needs of students who either hope to pursue start-up opportunities upon graduation or in
preparation for entrepreneurial activities at later career stages.
Core Curriculum Component: None
Prerequisite(s): MBA595(Strategic Management)
MBA592
Leadership: Ethics, Vision, and Transformation
3 Semester Credits
Provides learners with well-rounded, comprehensive leadership skills that will enhance personal and organizational
effectiveness. Topics include leadership strategy, critical and distinctive functions and skills of management and
leadership, relationship building, servant leadership, leadership communication, and self awareness and discovery of
leadership styles, traits and abilities. This class begins the work associated with Student Learning Experience 1. Students
will use a variety of assessment tools to learn more about their strengths and weaknesses as a leader. Students will
begin their journal and reflect on their personal development plan. The journal begins in this class and will continue in
the next three courses.
Core Curriculum Component: None
Prerequisite(s): None
MBA595
Strategic Management
3 Semester Credits
We all observe that some organizations (public/private, for profit/not-for-profit) are more successful than others. These
organizations generally survive over the long term and meet customer/client needs effectively, securing and maintaining
a competitive advantage over alternatives. This is accomplished in the context of an environment that changes rapidly.
These organizations continually adapt to new circumstances, usually coordinating change in a variety of different
functional areas. Strategy, in its broadest sense, is a major determinant of long-term performance differentials. Strategy
matches the organization’s capabilities to its market position, facilitates resource allocation, and provides guidance for
decision-making. Student learning experience two is embedded in this course using a business simulation.
Core Curriculum Component: None
Prerequisite(s): None
MBA596
Managing Innovation
3 Semester Credits
Understanding innovation as a process and creating the conditions for this process to occur successfully within an
organization are the main themes of this course. Learning to integrate design thinking into business that will drive
continuous development and improvement, and develop customer/client emotional connections will be the focus of the
168
course. Transforming the business, creating brand value, exceeding customer’s expectations, and creating sustainable,
superior competitive advantage through new ways of thinking are the purposes of the course.
Core Curriculum Component: None
Prerequisite(s): None
MBA599
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MBA699
Internship
3 Semester Credits
Designed for MBA students with a cumulative 3.50 GPA or better after completion of one year in the program and
completion of the quantitative courses.
Core Curriculum Component: None
Prerequisite(s): None
MCN – McNair Program
MCN301
Research in the Disciplines
2 Semester Credits
Scholars in this two-credit course will investigate and analyze the process of research, learning ways to choose and focus
a research topic and question, skills for reading discipline-specific journal articles and conducting literature reviews, and
accepted methods of inquiry and information retrieval. Scholars receive guidance from McNair staff and their Research
Faculty Mentor. Scholars may choose to work on their Research Faculty Mentor’s established topic or develop their own
question. The semester will culminate in the development of a research proposal, building the scholar’s specific
knowledge of the research topic and confidence as a researcher. Scholars participating in an off-campus research
experience or internship will be enrolled and have individualized activities as necessary.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
MDC – Minnesota Department of Corrections Program
MDC094CE
Everyday Mathematics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC101CE
Lifetime Fitness
169
2 Semester Credits
IHCC Equivalent: HLTH 1155 Lifetime Fitness 2 cr Studies physical fitness, nutrition and stress as they relate to health.
Through testing and self-assessments, the student's current status is analyzed. After the information on improving skills
in each area is presented, the student will develop a plan for implementation. The course will include information on
cardiovascular and cancer risk reduction, aging and health, sexually transmitted diseases, and substance abuse control.
Core Curriculum Component: None
Prerequisite(s): None
MDC102CE
Mathematical Thinking
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC103CE
World Civilizations Since 1500
4 Semester Credits
IHCC Equivalent: HIST 1107 World Civilizations Since 1500 4 cr Explores world civilizations to the present from the
Reformation and Enlightenment in Europe, to Modern East Asia; the rise of transatlantic and transpacific societies to
industrial revolution; and from the emergence of nationalism, and the age of ideologies, to the global marketplace. (Title
changed from World Civilization II and The Modern World)
Core Curriculum Component: None
Prerequisite(s): None
MDC104CE
College Mathematics
4 Semester Credits
Course Description from Course Syllabus This course covers the basics of college level algebra, emphasizing
understanding of the basic principles through investigation. The topics covered range from a basic algebra review to
exploration of linear, quadratic, exponential, and logarithmic functions, along with a study of rational expressions,
inverse relations, function operations, complex numbers, and systems of equations.
Core Curriculum Component: None
Prerequisite(s): None
MDC105CE
General Psychology
4 Semester Credits
IHCC Equivalent: PSYC 1101 General Psychology Presents a survey of psychology including theoretical and experimental
findings and applications. Topics include research methodology, the nervous system, perception, cognition, learning,
memory, human development, emotions, motivation, personality, psychological disorders and their treatment,
attitudes, social influence and growth processes.
Core Curriculum Component: None
Prerequisite(s): None
MDC106CE
170
Introduction to Art
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC107CE
Historical Geology (with lab)
4 Semester Credits
Equivalent to IHCC Course GEOL 1105 GEOL 1105 Historical Geology (with lab) 4 credits; 3 classroom hours/week; 2 lab
hours/week Examines the Earth's planetary materials and processes as they have evolved and changed over time.
Emphasis is placed on the study of evolution and life as it applies to the succession of plants and animals evidenced in
the fossil record and the processes which have altered the character of the Earth's continents and oceans through time.
Core Curriculum Component: None
Prerequisite(s): None
MDC1101CE
Introduction to Political Science
3 Semester Credits
IHCC Equivalent: POLS 1101 Introduction to Political Science 3 cr Introduces students to major topics, approaches and
methods in Political Science with an emphasis on political ideologies, political behavior, comparative government,
international relations (including causes of war and peace) and relevant social science theory. The course also will
examine power, conflict, ideology, nationalism and revolution by focusing on structure and change in democratic and
non-democratic governments.
Core Curriculum Component: None
Prerequisite(s): None
MDC1102CE
Beginning Spanish II
3 Semester Credits
IHCC Equvalent: SPAN 1102 Beginning Spanish II (5 cr) A continuation of SPAN 1101 (MDC1111CE). This course focuses
on continued development of listening comprehension, speaking, reading and writing skills. Cultural understanding and
sensitivity are important aspects of this language course.
Core Curriculum Component: None
Prerequisite(s): None
MDC1103CE
Physical Geology (w Lab)
4 Semester Credits
IHCC Equivalent: GEOL 1101 Physical Geology (with Lab) 4cr Studies the nature, properties and processes that shape and
alter the Earth. Analysis and study of the nature and character of materials composing the Earth; and processes that
have formed, altered, and transformed the Earth’s surface.
Core Curriculum Component: None
Prerequisite(s): None
171
MDC1107CE
Art from Renaissance to Present
3 Semester Credits
IHCC Equivalent: ART 1107 Art from Renaissance to Present 3 cr Explores major works in painting, sculpture, architecture
and decorative arts from the 15th century through the present. Both the styles and methods employed in the creation of
the works of art and the cultural, religious, economic and political philosophies that influenced them will be studied.
Core Curriculum Component: None
Prerequisite(s): None
MDC110CE
Small Business, Start-Up
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC1111CE
Beginning Spanish I
5 Semester Credits
IHCC Equivalent: SPAN 1101 Beginning Spanish I (5 sem cr) Introduces basic language skills. Development of listening
comprehension, reading, speaking and writing skills to become proficient at the appropriate level. Cultures of the
Spanish-speaking countries are introduced to develop cultural understanding and sensitivity.
Core Curriculum Component: None
Prerequisite(s): None
MDC111CE
Writing and Research Skills
4 Semester Credits
Equivalent to IHCC ENG 1108 Writing and Research Skills Emphasizes critical writing, reading, and thinking with attention
to rhetorical elements such as argumentative structure, audience, and purpose. Students learn types of college writing
and research techniques; report, synthesize, and draw conclusions from their readings; document the use of sources;
and practice the writing process.
Core Curriculum Component: None
Prerequisite(s): None
MDC1125CE
Creative Problem Solving
3 Semester Credits
MDC1125CE Creative Problem Solving IHCC Equivalent: INTS 1125 Creative Problem Solving 3.0 cr Provides information
and practice to help students become more effective problem solvers in their academic, career, civic, and personal lives.
Students will study findings of current problem-solving research and apply them to ethical and international problems.
The course will emphasize creativity, team problem solving, and conflict management as well as the technical heuristics
of problem-solving, hypothesis testing, and decision-making.
Core Curriculum Component: None
172
Prerequisite(s): None
MDC112CE
Public Speaking
3 Semester Credits
IHCC Equivalent: COMM 1110 Public Speaking 3.0 cr Is the introductory study of the theory and practice of public
speaking. Public presentation skills are required for individuals to be successful in our workplaces, communities and
many other contexts in today's society. Students will learn about the different types of public speeches commonly
encountered and learn how to research, organize and write their ideas into clear and understandable forms of public
communication. Students will also practice the delivery skills needed to present ideas effectively. Students will be
required to speak and participate often and will also be required to present their speeches in a classroom setting with an
audience of their peers and an instructor.
Core Curriculum Component: None
Prerequisite(s): None
MDC1131CE
World Politics
3 Semester Credits
IHCC Equivalent: POLS 1131 World Politics 3 cr Requires students to examine and compare the major issues, conflicts
and challenges facing today’s global political environment. The course will focus on the following main topics: (1) causes
and consequences of globalization; (2) the politics of intervention; (3) cooperation and conflict in global institutions; (4)
development, foreign aid and trade; (5) the politics of human rights and the environment; (6) the politics of arms races;
and (7) contemporary case studies of international conflicts. Students will learn about related institutions and processes,
public policies and social scientific theory while examining their own political values, experiences and behaviors.
Core Curriculum Component: None
Prerequisite(s): None
MDC113CE
Research Writing in the Disciplines
2 Semester Credits
IHCC Equivalent: ENG 1111 Research Writing in the Disciplines 2 cr Emphasizes textual analysis of primary and secondary
sources with focus on writing in students' academic and/or professional disciplines.
Core Curriculum Component: None
Prerequisite(s): None
MDC1146
Music in Film
3 Semester Credits
IHCC Equivalent: MUSC 1146 Music in Film 3 cr Explores the “Sounds of the Cinema” and the drama in film that most
often goes unnoticed. This class reveals the moments in American film music that make it the greatest industry in
America. From the early silent films to present day action-adventure movies, this course studies how film composers
punctuate the production with music, magnifying dramatic intensity.
Core Curriculum Component: None
Prerequisite(s): None
MDC1146CE
173
Music in Film
3 Semester Credits
IHCC Equivalent: MUSC 1146 Music in Film 3 cr Explores the “Sounds of the Cinema” and the drama in film that most
often goes unnoticed. This class reveals the moments in American film music that make it the greatest industry in
America. From the early silent films to present day action-adventure movies, this course studies how film composers
punctuate the production with music, magnifying dramatic intensity.
Core Curriculum Component: None
Prerequisite(s): None
MDC114CE
The Research Paper
4 Semester Credits
Equivalent to IHCC ENG 1114 The Research Paper - WRIT 3 cr Emphasizes critical analysis of fiction or nonfiction texts, at
least one book-length, resulting in a research paper that reflects analysis and synthesis of multiple sources. Prereq:
Grade of C or higher in ENG 1108.
Core Curriculum Component: None
Prerequisite(s): None
MDC1152CE
Leadership Skills Development
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC115CE
Introduction to Philosophy
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC121CE
Introduction to Sociology
4 Semester Credits
MDC121CE Introduction to Sociology IHCC Equivalent: SOC 1100 Introduction to Sociology 4.0 sem cr Emphasizes
methods, basic concepts, terminology, and perspectives used by sociologists in analysis of social relationships.
Sociological analysis will focus on American government, family, education, religion, and the economy.
Core Curriculum Component: None
Prerequisite(s): None
MDC122CE
20th Century US History
4 Semester Credits
Core Curriculum Component: None
174
Prerequisite(s): None
MDC1230CE
Psychology of Death, Dying and Loss
3 Semester Credits
IHCC Equivalent: PSYC 1230 Psychology of Death, Dying and Loss 3cr Emphasizes a psychological approach to death,
dying and related topics. Explores relevant theories, data, models and ethical issues, and provides an opportunity to
confront and explore personal attitudes and feelings.
Core Curriculum Component: None
Prerequisite(s): None
MDC123CE
Small Business Management
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC124CE
Urban Politics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC125CE
State and Local Government
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC129CE
Mathematics for the Liberal Arts
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC130CE
Family and Society
4 Semester Credits
IHCC Equivalent: SOC 1130 Family and Society 3 cr Surveys human relationships from both the sociological and practical
perspectives. Areas of study will include: love, dating, sexuality, singleness, marriage, conflict, parenting, relationship
violence, resingling, and other relevant topics.
Core Curriculum Component: None
Prerequisite(s): None
175
MDC131CE
American Government and Politics
4 Semester Credits
IHCC Equivalent: POLS 1111 American Government and Politics (4 sem cr) Studies processes and policies of United States
national government, political parties, campaigns and elections, public opinion, interest groups, media coverage and
current political issues. The course will also examine principles of the Constitution, and the structure and behavior of the
legislative, executive, and judicial branches.
Core Curriculum Component: None
Prerequisite(s): None
MDC1400CE
Energy, Environment and Climate
4 Semester Credits
IHCC Equivalent: GEOG 1400 Energy, Environment and Climate 4 cr Provides a holistic approach to the workings of the
atmosphere and climatological impacts on global human populations. Topics include weather patterns and long-term
trends, including global climate change. Climatology relative to the United States will be examined in the context of
extreme weather and alternative energy source potential.
Core Curriculum Component: None
Prerequisite(s): None
MDC141CE
Introduction to Cultural Anthropology
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC152CE
Beginning Acting
3 Semester Credits
IHCC Equivalent: THTR 1152 Beginning Acting 3 cr Develops student understanding of and skills in the theories and
practices of stage acting.
Core Curriculum Component: None
Prerequisite(s): None
MDC158CE
Political Patterns and Processes
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC190CE
Educational Internship
3 Semester Credits
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Core Curriculum Component: None
Prerequisite(s): None
MDC200CE
Introduction to Business in Society
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC201CE
Legal Environment of Business
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC204CE
History of Rock and Roll
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC210CE
Educational Psychology
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC211CE
Foundations in Women's Studies
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC222CE
History of the United States Since 1865
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC225CE
Creative Writing
4 Semester Credits
Core Curriculum Component: None
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Prerequisite(s): None
MDC226CE
Human Relations in Business
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC231CE
Language and Power
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC240CE
Introduction to Literary Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC241CE
Introduction to Film
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC242CE
Humanities: Baroque to Modern
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC251CE
Environmental Science (with lab)
4 Semester Credits
IHCC Course Equivalent - BIOL 1117 Environmental Science (with lab) Introduces non-majors or majors to fundamental
concepts in ecology focusing on man's increasing impact and exploitation of the environment stressing the limits of the
biosphere with respect to resources, energy, and pollution. Activities will include discussion, group activities, guest
speakers and films. One semester credit of lab included.
Core Curriculum Component: None
Prerequisite(s): None
MDC252CE
Principles of Marketing
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4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC253CE
Chinese Literature
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC254CE
Interpersonal Communication
3 Semester Credits
IHCC Equivalent: COMM 1100 Interpersonal Communication 3.0 cr Is a course that helps students recognize that we live
and work in relationship with others and must communicate effectively with them to achieve our goals. This class helps
students acquire the skills to effectively communicate with family members, intimate others, co-workers, friends, and
acquaintances. After reviewing relevant interpersonal theory, students will examine and identify their own
communication attitudes and behaviors. Students will also learn and apply techniques for improving communication in
their relationships through active practice. Students will participate in multiple activities, both in and outside the
classroom setting, to build their interpersonal communication skills.
Core Curriculum Component: None
Prerequisite(s): None
MDC255CE
Small Group Communication
3 Semester Credits
IHCC Equivalent: COMM 2230 Small Group Communication 3 cr Introduces students to the practice and theory of
communicating in small group settings. Working in groups is an integral part of living in today’s society. Community and
workplace situations require us to be able to lead, participate, and follow effectively. Participating in this course will
assist students in developing the leadership, conflict management, problem solving and discussion skills necessary to
function in group settings. Students will apply small group communication theory in small, task-oriented groups and
develop presentation skills to showcase their understanding of what it means to be an effective group member.
Evaluating the effectiveness of their own and others’ group communication behaviors is also required.
Core Curriculum Component: None
Prerequisite(s): None
MDC256CE
Religions and Society
4 Semester Credits
This course examines the role and functions of religion in society and religious and philosophical concepts. The class will
introduce selected world religious traditions and cultures through exploring the history and key teachings of the
religions, examining ways of being religious in various traditions, reading various texts and anthropological sources, class
presentations, and lecture. Religions studied include Polytheistic and Monotheistic religions, as well as the major
religions of Hinduism, Buddhism, Judaism, Christianity and Islam. The class will discuss how major world religions
respond to contemporary social/global issues. Eqivalent to IHCC Course HIST 2125 History of World Religions: Ancient to
Modern Time 4 cr Compares and contrasts the history of the values, beliefs and world views associated with world
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religious faiths, practices and institutions from ancient to contemporary times. Topics include: Views of creation, time
and death, good and evil, the relation to art, relation to political power, and role in social and cultural conflict.
Core Curriculum Component: None
Prerequisite(s): None
MDC265CE
Social Inequalities
4 Semester Credits
IHCC Equivalent: SOC 1127 Social Inequalities (4 sem cr) Describes and analyzes selected inequality relationships in the
United States. Topic areas will include economic inequality-poverty; ethnic inequality-racism; and gender inequalitysexism.
Core Curriculum Component: None
Prerequisite(s): None
MIS – Management Information Systems
MIS260
Problem Solving for Business
4 Semester Credits
This course introduces and applies advanced software capabilities in Microsoft Excel such as macros and Solver. The
course also covers other decision support and business analysis tools including Access and Tableau.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
MIS264
Statistical Literacy for Managers
4 Semester Credits
Critical thinking about statistics as evidence for management decisions. Analysis of business cases involving non-financial
data. Focus on predicting, understanding, and managing variation: modeling, sampling, optimizing, etc. Reviews
descriptive and inferential statistics. Uses spreadsheets for statistical analysis (trends and confidence intervals). Includes
the generation and analysis of survey data. Uses Monte Carlo simulation in business forecasting. Communicate results in
a form that facilitates decisions by non-quantitative managers. Attention to alternate choices, sub-optimization, and
unanticipated onsequences. Optional topics include process control, six-sigma, data mining, and dashboard metrics.
Additional evening sessions are required.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); MIS260(Problem Solving for Business)
MIS270
Data Management for Business
4 Semester Credits
Introduces the concepts of data modeling, database structures, and relational databases.
Core Curriculum Component: None
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Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
MIS295
Topics
4 Semester Credits
Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and
readings in the area of management information systems.
Core Curriculum Component: None
Prerequisite(s): None
MIS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MIS375
E-Commerce
4 Semester Credits
This course provides broad based and balanced coverage of both the strategic business and technology elements of ecommerce. This course presents concepts and skills for the strategic use of e-commerce and related information system
technologies. Students will examine current technology solutions to issues surrounding business-to-business, businessto consumers, and intra-organizational trade. Includes study of network, database and programming concepts and an
examination of e-commerce in altering the structure of entire industries. (Note that this is not a programming or web
development course).
Core Curriculum Component: None
Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management), MKT252(Principles
of Marketing); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
MIS376
Project Management
4 Semester Credits
Develops project management skills needed to initiate, plan, execute, control, and close projects. Combines theories,
techniques, group activities, and computer tools such as Microsoft Project. Emphasizes technical and communications
skills needed to manage inevitable changes.
Core Curriculum Component: None
Prerequisite(s): MIS260(Problem Solving for Business)
MIS379
Quantitative Methods for Business and Economics
4 Semester Credits
This course is designed for business and economics majors with a focus on the techniques and examples from these
disciplines. The value and the limitations of these statistics will also be considered. The basic tools of collecting,
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analyzing and interpreting data for informed business decisions will be covered. Topics including descriptive statistics
(types of data, graphical displays, measures of center and variability), inferential statistics (confidence intervals and
hypothesis testing) along with regression, confounding and causal relationships. All topics are taught with the objective
of helping students make informed business decisions while conducting analysis using Microsoft Excel. Students can not
receive credit for MIS 379 if they previously earned credit for MAT 163, MAT 164, PSY215 or SOC362.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MAT171(Discrete
Mathematics For Computing), MPL(Math Placement Group 3); MIS260(Problem Solving for Business)
MIS475
Systems Analysis and Design
4 Semester Credits
Develops skills in using systems development methodologies and Computer Aided Software Engineering (CASE) tools.
Techniques used include data and process modeling, file and database design, and user interface design. A course-long
project is used to complete a rudimentary system design.
Core Curriculum Component: None
Prerequisite(s): MIS260(Problem Solving for Business), MIS270(Data Management for Business), MIS375(E-Commerce)
MIS476
Information Systems Projects
4 Semester Credits
Skills developed in previous courses are used to complete an actual project of systems analysis and design.
Core Curriculum Component: None
Prerequisite(s): MIS260(Problem Solving for Business), MIS270(Data Management for Business), MIS375(E-Commerce),
MIS376(Project Management), MIS475(Systems Analysis and Design)
MIS479
Business Analytics
4 Semester Credits
Multivariate modeling of business-related programs using computer software. Focuses on model assumptions,
variability explained, statistical significance, and confounding. Models studied in depth include: A/B testing, multivariate
regression, logistic regression, and Monte-Carlo simulation using @Risk. Other models include: cluster and correlation
analysis; classification and discriminant analysis; and ANOVA. Students will learn the power and limitations of each
model studied.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), MIS264(Statistical
Literacy for Managers), MIS379(Quantitative Methods for Business and Economics)
MIS495
Topics
4 Semester Credits
Lectures, discussions, and meetings with members of the staff or visiting faculty regarding research methodology and
current problems and policies.
Core Curriculum Component: None
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Prerequisite(s): CONSENT(Consent of Instructor)
MIS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MKT - Marketing
MKT252
Principles of Marketing
4 Semester Credits
Principles of basic policy and strategy issues in marketing. Legal, ethical, competitive, behavioral, economic, and
technological factors as they affect product, promotion, marketing channel, and pricing decisions.
Core Curriculum Component: None
Prerequisite(s): None
MKT299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MKT350
Consumer Behavior
4 Semester Credits
Consumer behavior theories and principles as they apply to the consumer decision-making process. Impact of attitudes,
values, personality, and motivation on individual decision processes. Analysis of cultural, ethnic, social class, family, and
purchase situation influences. Application to everyday purchasing situations.
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
MKT352
Marketing Research and Analysis
4 Semester Credits
Research process as an aid to decision making. Emphasis on development of research proposal, methodology, and
collection and analysis of data.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT163(Introductory Statistics), MIS264(Statistical Literacy for Managers), MIS379(Quantitative
Methods for Business and Economics), PSY215(Research Methods and Statistics I), SOC362(Statistical Analysis);
MKT252(Principles of Marketing)
MKT354
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Sales Management
4 Semester Credits
Formulation, implementation, evaluation and control of sales force programs designed to carry out marketing
objectives. Management of sales force recruitment, departmental structure, training, motivation, territory allocation,
quotas, and compensation.
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
MKT355
Marketing Communications
4 Semester Credits
Integration of advertising, public relations, sales promotion design, evaluation, and personal selling into a coherent
promotion mix. Note: Students cannot earn credit for both MKT355 and MKT357.
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
MKT357
Advertising
4 Semester Credits
Introduction to print, broadcast, and Web-based advertising and promotion asimportant elements in modern marketing
and communications. Note: Students cannot earn credit for both MKT355 and MKT357.
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
MKT398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MKT450
Marketing Management
4 Semester Credits
Application of marketing concepts to day-to-day strategies and long-term planning issues, development and
implementation of marketing plans. Students are strongly encouraged to take MKT 352 and one other 300 level course
during their junior year.
Core Curriculum Component: None
Prerequisite(s): 1 of MKT352(Marketing Research and Analysis), MKT355(Marketing Communications),
MKT357(Advertising); 1 of ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); MKT252(Principles of Marketing)
MKT466
International Marketing
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4 Semester Credits
Examination of issues and activities unique to marketing in an international setting. Emphasis on adaptation of a
marketing mix according to the international marketing environment.
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
MKT495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
ML – Master of Arts in Leadership
ML505
Foundations of Leadership
3 Semester Credits
This course is designed to provide a common foundation for the Master of Arts in Leadership program; laying the
groundwork for both the study of leadership and enhancing the capacity to lead. As an introduction to selected concepts
of leadership, this course provides a historical and philosophical framework for the program. The student experience in
Foundations of Leadership is defined by an exploration of leadership models and styles as they are exemplified in a
variety of well-known texts.
Core Curriculum Component: None
Prerequisite(s): None
ML511
Creativity and the Problem-Solving Process
3 Semester Credits
Exploration of creativity from the perspective of traditional aesthetics as well as contemporary organizational thinking.
This course uses creativity as a method, and it examines techniques for solving problems in organizations, for enhancing
innovation, and for seeking an integrative worldview.
Core Curriculum Component: None
Prerequisite(s): None
ML512
Responsible Leadership for the 21st Century
3 Semester Credits
The Augsburg mission statement sets forth the goals of educating students to be responsible leaders. By examining
current social issues and through immersion in Augsburg’s Cedar-Riverside neighborhood, this course will explore
qualities of responsible leadership. The other three pillars of the Augsburg mission will serve as a framework as we
explore how critical thinking, informed citizenship and thoughtful stewardship shape a responsible leader.
Core Curriculum Component: None
Prerequisite(s): None
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ML514
Evaluating Empirical Research
3 Semester Credits
Evaluation and documentation of programs, projects, and ideas as they relate to leadership theories and practice.
Qualitative and quantitative tools will be discussed.
Core Curriculum Component: None
Prerequisite(s): None
ML520
Self-Identity and Values: Keys to Authentic Leadership
3 Semester Credits
Before you can successfully lead others, you need to know yourself and consciously choose how to live fully and
authentically. Discovering who you are – at the core – will guide you in learning to find your way along your personal
leadership path. The purpose of this course is to facilitate reflection that deepens your understanding of your
commitments to relationships, work, and self, and how you can engage in conversations that enable you to lead a full,
authentic life. To fulfill that purpose you will explore your own life – the factors that have influenced it, and what it can
teach you about your calling and living an authentic life. You will also explore your vision for the future and how to make
it reality.
Core Curriculum Component: None
Prerequisite(s): None
ML530
Ethics in Communication
3 Semester Credits
Interdisciplinary study of ethics and communication through the investigation of a variety of ethical perspectives within
human communication. This course places particular attention on the use and abuse of communication in politics,
advertising, and interpersonal relationships. It emphasizes sensitivity to ethical conflicts that arise in social and
organizational settings.
Core Curriculum Component: None
Prerequisite(s): None
ML531
Dynamics of Change
3 Semester Credits
Effective leadership, by definition, involves social and organizational change. Beginning at the macro level of analysis and
ultimately focusing on leading and responding to change in organizational settings, this course examines the paradigms,
theories and practices that support successful leadership for change. Collaborative presentations provide an opportunity
to apply course ideas to historical and contemporary issues.
Core Curriculum Component: None
Prerequisite(s): None
ML535
Organization Theory and Leadership
3 Semester Credits
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In-depth exploration of organization theory plus related concepts, issues, and concerns. The course is designed to enable
the student to acquire knowledge and develop skills in order to function as a responsible, ethical participant within
various types of organizational structures and cultures.
Core Curriculum Component: None
Prerequisite(s): None
ML536
Facilitating Organizational Change
3 Semester Credits
This course will explore the impact of change on organizations, teams, and individuals. This course will prepare current
and future leaders to effectively lead change efforts in their organizations. This leadership development will be
accomplished through the study of several change management theories and frameworks. Moreover, application and
evaluation of change management theories will be emphasized.
Core Curriculum Component: None
Prerequisite(s): None
ML538
Communication Skills for Leadership
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ML539
Communicating a Self in the Modern Organization
3 Semester Credits
Understanding through reading, reflecting, and dialogue of the functions of communication in organizational settings
with particular emphasis on the self-defining aspects of the social contract between the individual and the organization
in a changing world. Supplementary reading packet, open dialogue, and individual projects.
Core Curriculum Component: None
Prerequisite(s): None
ML545
Decision Making and Leadership
3 Semester Credits
Review of the decision-making process—the setting, goals, and contingencies—as it affects leaders and leadership.
Analysis of arguments and explanations; analysis of basic statistical concepts and their relationship to decision making.
Assessment of major social decisions, past and present—their intentions, consequences, arguments, explanations, and
justification.
Core Curriculum Component: None
Prerequisite(s): None
ML548
Coaching and Consulting
3 Semester Credits
187
The purpose of this course is to develop influence skills through the exploration and application of consulting and
coaching practices. To fulfill that purpose participants will read the work of master consultants and coaches, develop a
toolkit, practice consulting as both a consultant and a client, and reflect on these experiences to develop their own
purpose, principles, and practices for influencing others.
Core Curriculum Component: None
Prerequisite(s): None
ML560
Cultural Competence and Effective Leadership
3 Semester Credits
This course focuses on the ability to function and lead in culturally diverse contexts within the US. Goals include
improved communication skills and interpersonal sensitivity, appreciation for the complexity of the racial and ethnic
groupings, and awareness of key issues facing those groups.
Core Curriculum Component: None
Prerequisite(s): None
ML563
Leadership in a Global Society
3 Semester Credits
This class focuses on enhancing global leadership competencies, beginning with core concepts and personal assessments
and concluding with a global leadership development project where learners demonstrate their ability to take theory to
practice. Course activities include personal assessments, a critical review paper, a literature review, and a final project
proposal paper in which all the elements come together.
Core Curriculum Component: None
Prerequisite(s): None
ML565
Women and Leadership
3 Semester Credits
A seminar exploring the theory and practice of women and leadership: entrepreneurial, political, and social. An
interdisciplinary approach to issues of women and leadership. Topics include analysis of alternative approaches to
leadership, women and careers, and women in society past and present. The course is intended to enhance the
analytical and leadership skills of the participants.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of MAL Program Director)
ML570
Negotiation: Theory and Practice
3 Semester Credits
An exploration of theories, strategies, and techniques of negotiation; overview of concepts and skills involved in
negotiation as well as the context in which negotiation occurs. A special emphasis on the collective bargaining model
with survey of examples of other types of negotiation.
Core Curriculum Component: None
Prerequisite(s): None
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ML574
Strategic Leadership
3 Semester Credits
The course develops students’ ability to think strategically and lead organizations through planning and implementation.
Application of models and concepts to examples and cases from real-life practice. Case studies, exercises, and readings
cover practices in for-profit and nonprofit organizations.
Core Curriculum Component: None
Prerequisite(s): None
ML575
Constructive Conflict Resolution
3 Semester Credits
Course description: This class addresses conflict from the perspective of one’s personal life, the workplaces and the
world. The course teaches how people are affected by different types of conflict and how to assure constructive
outcomes. Coursework includes reading assignments, class discussion and role plays, two papers that analyze and
resolve conflict situations, and a final paper incorporating all elements of constructive conflict resolution.
Core Curriculum Component: None
Prerequisite(s): None
ML577
Universal Responsibility and Leadership: A Central American Experience
3 Semester Credits
The exploration of universal responsibility, conceptually and experientially. Course consists of a seminar in Minneapolis
and one or two weeks in Central America. The Central American portion includes meetings with leaders and visits to
multiple sites and organizations. Topics such as Central American history, politics, indigenous cultures, poverty, health
care, literacy, the arts, business foreign investment, and relations with the US government and nonprofit organizations
are explored. Special fees apply.
Core Curriculum Component: None
Prerequisite(s): None
ML585
Integrating the Theory and Practice of Responsible Leadership
3 Semester Credits
This Seminar provides a culminating learning experience for participants in the program who have completed all other
degree requirements. Students will deepen their understanding of the major leadership theories, advance their critical
analysis skills, and synthesize their comprehension of the nature of leadership, how leadership is known, and how
leadership manifests itself in practice. This integration and synthesis of learning will be demonstrated through critical
reading, writing, and dialogue.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of MAL Program Director)
ML588
Final Project Seminar: Action Research
3 Semester Credits
189
In this course students who are pursuing the cohort program will have the opportunity to write their final project doing
action research on their own organization.
Core Curriculum Component: None
Prerequisite(s): None
ML589
Comprehensive Exam Seminar
3 Semester Credits
This course is a completion option for the Master of Arts in leadership. Students prepare for the examination series-oral,
written, and take-home-through discussion, readings, and critical analysis in the seminar. It must be the final course
taken in the program; no other course may be taken at the same time.
Core Curriculum Component: None
Prerequisite(s): None
ML592
Thesis/Leadership Applied Project Consultation I
3 Semester Credits
Independent thesis/leadership applied project research under the guidance of an academic adviser.
Core Curriculum Component: None
Prerequisite(s): None
ML593
Thesis/Leadership Applied Project Consultation II
3 Semester Credits
Completion of the thesis/leadership applied project under the guidance of an academic adviser
Core Curriculum Component: None
Prerequisite(s): None
ML597
Non-Thesis Independent Project
3 Semester Credits
Major written project in consultation an academic adviser. The research is presented in a colloquium.
Core Curriculum Component: None
Prerequisite(s): None
ML598
Independent Study
3 Semester Credits
Provides directed independent study in an area of the student’s choice. Open to students who have completed at least
three courses with a grade of at least 3.0. Students must complete a Proposal for Independent Study and have it signed
by the supervising instructor. Proposals must be approved by the MAL program director prior to registration for the
course. Students may not take more than one independent study course.
Core Curriculum Component: None
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Prerequisite(s): None
ML599
Topics
3 Semester Credits
Study of selected topics in leadership that are not treated extensively through current course offerings. Specific topics
will be published prior to registration.
Core Curriculum Component: None
Prerequisite(s): None
MUE – Music
MUE111
Augsburg Choir
1 Semester Credits
Praised for its high level of musicianship, this ensemble performs diverse repertoire including compositions by wellknown Scandinavian and American composers as well as a wide variety of music from throughout the world. To meet
the LAF Fine Arts requirement, students must register for 1 credit for 4 semesters. A maximum of 8 credits may be used
toward graduation. Auditions are scheduled the first week of the fall semester or by contacting the director.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE112
Riverside Singers
1 Semester Credits
The Riverside Singers carry on the long tradition of treble choirs at Augsburg University. This ensemble sings a wide
range of repertoire, participates in Vespers and Women’s Voice festival and teaches all its members principles of healthy
singing and good choral musicianship. To meet the LAF Fine Arts requirement, students must register for 1 credit for 4
semesters. A maximum of 8 credits may be used toward graduation. Auditions are scheduled the first week of the fall
semester or by contacting the director.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE113
Vocal Chamber Music
0 Semester Credits
This performance-based course introduces singers to a range of music composed for small groups of singers and/or
instrumentalists. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors
by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE114
Masterworks Chorale
191
1 Semester Credits
The Masterworks Chorale is a unique mix of auditioned Augsburg University students, faculty, staff, alumni and
community friends. This ensemble performs masterpieces for choir and orchestra and continues to establish itself as a
dynamic choral ensemble in the Twin Cities.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE115
Cedar Singers
1 Semester Credits
The Cedar Singers ensemble embraces a wide variety of music, from sacred chant and masterworks for men’s voices to
spirituals and pop songs. The choir is also focused on celebrating the camaraderie and beauty of male choral singing. To
meet the LAF Fine Arts requirement, students must register for 1 credit for 4 semesters. A maximum of 8 credits may be
used towards graduation. Auditions are scheduled the first week of the fall semester or by contacting the director.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE121
Orchestra
1 Semester Credits
The Augsburg Symphony Orchestra was formed to explore music from every style and period, and the group has played
everything from settings of traditional Chinese songs and Renaissance masses to jazz standards. The group’s repertoire
has included accessible masterpieces such as symphonies by Beethoven and Schubert. The students’ study of these
styles is enhanced by private lessons with the Augsburg music faculty. To meet the LAF Fine Arts requirement, students
must register for 1 credit for 4 semesters. A maximum of 8 credits may be used towards graduation. Auditions are
scheduled the first week of the fall semester or by contacting the director.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE122
String Chamber Music
0 Semester Credits
This performance-based course introduces string players to a range of music composed for one string player per part,
and may include duos, trios and string quartets as well as music written for strings in combination with other
instrumentalists and/or singers. This course fulfills the small ensemble requirement for music majors, and is open to
non-music majors by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE125
Guitar Chamber Music
0 Semester Credits
This performance-based course introduces guitar students to a range of music composed for one guitar per part and
may include duos, trios and quartets as well as music for guitar combined with other instrumentalists or singers. This
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course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the
instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE131
Woodwind Chamber Music
0 Semester Credits
This performance-based course introduces woodwind players to a range of music composed for one wind player per
part and may include duos, trios or woodwind quintets as well as music for winds in combination with other
instrumentalists and/or singers. This course fulfills the small ensemble requirement for music majors, and is open to
non-music majors by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE141
Concert Band
1 Semester Credits
The Augsburg Concert Band is a 60-member symphonic band, performing wind band music of a high artistic level. The
group has performed and toured extensively throughout the United States and to numerous international destinations.
To meet the LAF Fine Arts requirement, students must register for 1 credit for 4 semesters. A maximum of 8 credits may
be used towards graduation. Auditions are scheduled the first week of the fall semester or by contacting the director.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE142
Brass Chamber Music
0 Semester Credits
This performance-based course introduces brass players to a range of music composed for one brass player per part,
and may include duos or brass quintet music, as well as music for brass in combination with other instrumentalists
and/or singers. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by
permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE143
Jazz Ensemble
1 Semester Credits
The Augsburg Jazz Ensemble is a group that performs extensively in a wide variety of venues. The literature performed
reflects the cultural diversity and historical context of jazz. Placement is by audition or by arrangement with the director.
Preference is given to Concert Band members.
Core Curriculum Component: Engaging Minneapolis
Prerequisite(s): None
MUE144
193
Percussion Chamber Music
0 Semester Credits
This performance-based course introduces percussionists to a wide range of music composed for one player per part,
and may include duos, trios or quartets as well as works for percussion ensemble. In recent years the group has given its
own annual concert of diverse repertoire, instrumentation and musical styles. This course fulfills the small ensemble
requirement for music majors, and is open to non-music majors by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE145
Piano Chamber Music
0 Semester Credits
This performance-based course introduces piano students to a range of music composed for one performer per part,
and may include piano duos, trios or music that combines the piano with other instruments and singers. This course
fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the
instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE294
Opera Workshop
4 Semester Credits
Experience the process of preparation, rehearsal, and performance of operatic repertoire.
Core Curriculum Component: None
Prerequisite(s): None
MUE494
Advanced Opera Workshop
1 Semester Credits
Experience the process of preparation, rehearsal, and performance of operatic repertoire.
Core Curriculum Component: None
Prerequisite(s): MUE294(Opera Workshop)
MUP – Music
MUP111
Performance Study: Voice
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
194
Core Curriculum Component: None
Prerequisite(s): None
MUP116
Performance Study: Electric Bass
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP121
Performance Study: Violin
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP122
Performance Study: Viola
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP123
Performance Study: Cello
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
195
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP124
Performance Study: Bass
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP131
Performance Study: Oboe
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP132
Performance Study: Bassoon
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP133
Performance Study: Clarinet
1 Semester Credits
196
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP134
Performance Study: Saxophone
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP135
Performance Study: Flute
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP136
Performance Study: Harpsichord
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP137
197
Performance Study: Horn
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP141
Performance Study: Trumpet
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP142
Performance Study: Trombone
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP143
Performance Study: Baritone
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
198
Prerequisite(s): None
MUP144
Performance Study: Tuba
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP152
Performance Study: Piano
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP159
Piano Accompanying
1 Semester Credits
Consider registering for this course in the semester of a recital. This course is a weekly recital coaching/rehearsal with a
professional staff pianist/accompanist. It is the best way to rehearse your music with a pianist. (MUP lesson fees apply).
Core Curriculum Component: None
Prerequisite(s): None
MUP161
Performance Study: Guitar
2 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
199
MUP171
Performance Study: Percussion
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP181
Performance Study: Organ
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP191
Performance Study: Harp
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP192
Performance Study: Improvisation
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
200
Core Curriculum Component: None
Prerequisite(s): None
MUP193
Performance Study: Composition
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP311
Performance Study: Voice
2 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP316
Performance Study: Electric Bass
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP321
Performance Study: Violin
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
201
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP322
Performance Study: Viola
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP323
Performance Study: Cello
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP324
Performance Study: Bass
2 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP331
Performance Study: Oboe
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
202
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP332
Performance Study: Bassoon
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP333
Performance Study: Clarinet
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP334
Performance Study: Saxophone
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP335
Performance Study: Flute
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
203
MUP336
Performance Study: Harpsichord
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP337
Performance Study: Horn
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP341
Performance Study: Trumpet
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP342
Performance Study: Trombone
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP343
204
Performance Study: Baritone
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP344
Performance Study: Tuba
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP352
Performance Study: Piano
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP361
Performance Study: Guitar
2 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP371
Performance Study: Percussion
205
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP381
Performance Study: Organ
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP391
Performance Study: Harp
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP392
Performance Study: Improvisation
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP393
Performance Study: Composition
1 Semester Credits
206
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUS – Music
MUS105
Careers in Music Business
4 Semester Credits
Careers in Music Business is a survey course designed to explore the careers in the music business. This course will cover
the creative ways that musicians have formed businesses, study of successful individuals within the music business, and
pathways to successful music-based businesses. Within these constructs, we will explore methods for creating a life in
the music industry.
Core Curriculum Component: None
Prerequisite(s): None
MUS113
Music Theory and Aural Skills I
4 Semester Credits
Theory & Aural Skills I is the first semester course of a 4-semester theory and musicianship program that serves as the
foundation for all music majors. Over the course of the 4-semester sequences, the core music curriculum (theory, ear
training, piano courses) students will “do what musicians do.” The students will build musical comprehension by hearing,
reading, interpreting, composing, and improvising music; they will develop, and participate in, a community committed
to improving musical skills, and learning from one another. Learning these skills will enable lifelong learning, through
and beyond music.
Core Curriculum Component: None
Prerequisite(s): None
MUS114
Music Theory and Aural Skills II
4 Semester Credits
Theory & Aural Skills II is the second semester course of a 4-semester theory and musicianship program that serves as
the foundation for all music majors. We will focus our learning on developing a more refined understanding of the
musical language in the Western tradition, with a special focus on issues related to harmony. The main goal is to gain a
thorough grasp of music fundamentals and their application to all kinds of music-making (performance, composition,
analysis, improvisation).
Core Curriculum Component: None
Prerequisite(s): MUS113(Music Theory and Aural Skills I)
MUS130
Introduction to Music in the Fine Arts
207
4 Semester Credits
E.D. Hirsch describes cultural literacy as “the network of information that all competent readers possess.” This course
draws students into that information web using the history of Western art music as the thread that ties culture together
from the Middle Ages to the present. A “top ten of the last millennium” will provide mileposts for understanding music
in social context. Live performance will be a feature of this course. Evaluation of student work will include short essay
papers, several quizzes, and a midterm and final examination. The ability to read music is not required.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS135
Class Piano 1
1 Semester Credits
This course is designed for beginning pianists with minimal piano training. The course will teach basic piano skills in the
areas of sightreading; scales and chords progressions; improvisation; and repertoire from a variety of styles. The class
will use and apply many of the concepts, terms, and ideas taught in MUS 101/111. (Prereq.: Placement Test)
Core Curriculum Component: None
Prerequisite(s): None
MUS136
Class Piano 2
1 Semester Credits
This course is a continuation of MUS 135: Class Piano 1, and will build on the skills introduced in these classes. The
course is designed for students with some prior piano and music theory training and/or students who have completed a
class piano course. (Prereq.: Theory Placement Test)
Core Curriculum Component: None
Prerequisite(s): MUS135(Class Piano 1)
MUS152
Class Voice
1 Semester Credits
Fundamentals of tone production and singing.
Core Curriculum Component: None
Prerequisite(s): None
MUS158
Class Guitar 1
1 Semester Credits
Beginning techniques of classic guitar.
Core Curriculum Component: None
Prerequisite(s): None
MUS160
Fundamentals of Music
208
4 Semester Credits
Introduction to the basic elements of Western musical notation (pitch, rhythm, meter, intervals, major and minor scales,
key signatures, and chords). Students will develop basic aural and keyboard skills, identify typical compositional forms in
popular and classical music. Students write their own composition for the final project.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS162
Entrepreneurship for Creative Businesses
2 Semester Credits
This course provides students who are interested in careers in the arts, music, or entertainment an opportunity to
explore the skills needed to operate their own creative business, discover alternatives to the standard career paths in
the creative arts, and how to turn a creative passion into a career.
Core Curriculum Component: None
Prerequisite(s): None
MUS205
Legal Issues in Music, Entertainment, and the Arts
4 Semester Credits
This course examines the fundamental legal and ethical issues encountered by artists and professionals in the creative
industries and how the law affects consumers, business relationships, and the economy. Topics include copyright, piracy,
trademark, liability, 1st Amendment issues, publicity rights, unions, royalties, Performing Rights Organizations, the
Talent Agency Act, and conflicts of interest.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS207
From Boogie Woogie to Rock and Hip Hop: The Culture, Artists, and Sounds of Pop Music
4 Semester Credits
What is the sound of youth and rebellion? Where does it come from? What effect, if any, has it had on society as a
whole? This study of popular music offers a chance to examine a diverse cross section of music history through the lens
of easily palatable and familiar sounds.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS213
Music Theory and Aural Skills III
4 Semester Credits
Theory & Aural Skills III is the third course in a 4-semester theory and musicianship program that serves as the
foundation for all music majors. We will focus our learning on attention on chromatic harmony and form. We will
continue to gain a thorough grasp of music fundamentals and their application to all kinds of music-making
(performance, composition, analysis, improvisation). We will hone our analytical skills in music through close study of
relevant musical works from a variety of musical traditions.
Core Curriculum Component: None
209
Prerequisite(s): MUS114(Music Theory and Aural Skills II)
MUS214
Music Theory and Aural Skills IV
4 Semester Credits
Theory & Aural Skills IV is the last course in a 4-semester theory and musicianship program that serves as the foundation
for all music majors. We will focus our learning on finalizing our study of Common-Practice Period harmony and form.
We will explore 20th and 21st century compositional, and analytical techniques. We will apply our analytical tools to a
wider range of musical genres, including, but not limited to, jazz, pop, rock, Latin, and musical theater. Finally, we will
gain a thorough grasp of music fundamentals and their application to all kinds of music-making (performance,
composition, analysis, improvisation).
Core Curriculum Component: None
Prerequisite(s): MUS213(Music Theory and Aural Skills III)
MUS220
Worlds of Music
4 Semester Credits
A survey of non-Western music, this course explores diverse musical styles and instruments from many cultures.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS221
Introduction to Music Technology
2 Semester Credits
Explore aspects of integrating (electronic and information) technology into music performance and music education
activities. Topics include selecting, preparing, utilizing and evaluating technology tools such as software, hardware, and
related products. Emphasis on combining engaging and effective instructional pedagogy practices with music content
knowledge. Technologies include tools for general productivity, music notation, music performance, music assessment,
music production and emerging digital teaching and learning.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS101(Materials of Music I), MUS113(Music Theory and Aural Skills I)
MUS231
History and Literature of Music, Antiquity to 1750
4 Semester Credits
An intensive survey of the evolution of music from antiquity to 1750, studying music in its historical and cultural contexts
as well as basic knowledge of repertory.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS101(Materials of Music I), MUS113(Music Theory and Aural Skills I); 1 of MUS102(Materials of
Music II), MUS114(Music Theory and Aural Skills II)
MUS232
History and Literature of Music, 1750 to Present
4 Semester Credits
210
Continuation of MUS 231 from 1750 to the present.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS101(Materials of Music I), MUS113(Music Theory and Aural Skills I); 1 of MUS102(Materials of
Music II), MUS114(Music Theory and Aural Skills II)
MUS234
Church Music and Worship
4 Semester Credits
This course examines the words, music, and ritual actions that have shaped Christian worship throughout the centuries.
Students will be grounded in the biblical, theological, and liturgical traditions of the church while examining current
practices emerging in the digital age. Experiential components to the course will allow students the opportunity to
critically assess and plan worship services.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the
Search for Meaning I+II)
MUS235
Skills of Music Theater
4 Semester Credits
This course provides an interdisciplinary approach to the topic using music and theater techniques to develop the
student’s basic skills of music theater. Concepts of diverse music theater forms are introduced. Course includes reading,
writing, research, class discussion, exercises, small and large group participation, memorization, and public performance.
Students will attend and review live productions.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS237
Class Piano 3
1 Semester Credits
This course is a continuation of Class Piano 1 and 2 and is designed for students with solid piano training (prior to
Augsburg) and/or students who have completed MUS 135 and MUS 136. (Prereq.: Placement Test and/or permission of
instructor)
Core Curriculum Component: None
Prerequisite(s): 1 of MUS135(Class Piano 1), MUS136(Class Piano 2)
MUS238
Class Piano 4
1 Semester Credits
This course is a continuation of MUS 237: Class Piano 3. At the conclusion of this course students should have a
command of the skills required for the piano proficiency exam. (Prereq.: Placement Test)
Core Curriculum Component: None
Prerequisite(s): 1 of MUS135(Class Piano 1), MUS136(Class Piano 2), MUS237(Class Piano 3)
MUS241
211
History of Jazz
4 Semester Credits
This course is a study of the musical elements, cultural perspectives, and the historical developments of jazz. Many
styles of jazz are examined including early New Orleans Dixieland, swing, cool, jazz/rock/fusion, ragtime, bop, and
progressive jazz.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS242
Jazz Improvisation 1
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of MUS101(Materials of Music I), MUS113(Music Theory and Aural Skills I); MUS114(Music Theory and
Aural Skills II)
MUS251
English Diction
1 Semester Credits
Intensive course covering basic singing pronunciation of English through the study of the art song repertoire. Includes
regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal
performance majors and music education majors.
Core Curriculum Component: None
Prerequisite(s): None
MUS252
Italian Diction
1 Semester Credits
Intensive course covering basic singing pronunciation of Italian through the study of the art song repertoire. Includes
regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal
performance majors and music education majors.
Core Curriculum Component: None
Prerequisite(s): None
MUS253
German Diction
1 Semester Credits
Intensive course covering basic singing pronunciation of German through the study of the art song repertoire. Includes
regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal
performance majors and music education majors.
Core Curriculum Component: None
Prerequisite(s): None
MUS254
French Diction
212
1 Semester Credits
Intensive course covering basic singing pronunciation of French through the study of the art song repertoire. Includes
regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal
performance majors and music education majors.
Core Curriculum Component: None
Prerequisite(s): None
MUS258
Class Guitar 2
1 Semester Credits
This course focuses on developing functional guitar skills including playing 3-4 chord songs, singing and accompanying
self, transposing to a different key with and without a capo, playing in various major and minor keys, utilizing various
picking and strumming patterns, improvising, barre chords, power chords, and alternate tunings.
Core Curriculum Component: None
Prerequisite(s): MUS158(Class Guitar 1)
MUS271
Introduction to Music Therapy
2 Semester Credits
Study of non-symphonic instruments, Orff-Shulwerk, applications of recreational music activities to clinical settings, and
acquisition of skills in improvisation. Includes on-campus practicum with children.
Core Curriculum Component: None
Prerequisite(s): None
MUS272
Human Identity Through the Creative Arts
4 Semester Credits
A study of the aesthetic expression and experience as they relate to human identity, with an emphasis on psychological,
cultural, and biological aspects of musical behavior. An understanding of the relationships of the creative therapies of
art, music, drama, and movement.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS273
Functional Music Skills
2 Semester Credits
This course will focus on development of basic functional music skills as required by the American Music Therapy
Association (AMTA) professional competencies. Specific focus is on developing functional skills with voice, on piano,
guitar, Q-chord, and hand percussion, for use in music therapy clinical settings. Additional areas addressed also include
writing simple composition, transposing simple melodies, and improvisation. Students will engage in individual and
group music making in class.
Core Curriculum Component: None
Prerequisite(s): MUS271(Introduction to Music Therapy)
213
MUS290
History of Caribbean Music
4 Semester Credits
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS295
Topics
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS298
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS303
Introduction to Learning, Teaching, and Technology in Music
2 Semester Credits
Exploration of music learning and teaching in multiple educational settings, including K-12 schools and community music
settings. Basic teaching principles will be discussed, as well as current sociological issues and their influences on music
learning and teaching.
Core Curriculum Component: None
Prerequisite(s): None
MUS311
Composition I
2 Semester Credits
This course teaches the ranges and characteristics of voices and orchestral instruments, standard notation and score
layout. Student will also study related 20th-century literature.
Core Curriculum Component: None
Prerequisite(s): MUS113(Music Theory and Aural Skills I)
MUS312
Composition II
214
2 Semester Credits
This course introduces contemporary approaches to melody, harmony, tonality, rhythm, and form. Atonality, serialism,
indeterminacy, electronic music, minimalism, decategorization and related literature are also explored.
Core Curriculum Component: None
Prerequisite(s): MUS311(Composition I)
MUS315
Psychology, Culture, and Community in Music
2 Semester Credits
This course provides an overview of the impact of musical stimuli on thoughts, emotions and behaviors and how these
compare and contrast from culture to culture. The course focuses on understanding acoustics, how human beings listen
to and process music, and the socio-psychological aspects and the functions of music in society. The course will also
explore the use of music in community and community music therapy.
Core Curriculum Component: None
Prerequisite(s): MUS271(Introduction to Music Therapy)
MUS331
Music of the Baroque Era
2 Semester Credits
This course explores the music, cultural trends, and composers associated with the Baroque Era. Representative
repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have
an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills
through a major research paper.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of
Music I), MUS232(History and Literature of Music II)
MUS332
Music of the Classical Era
2 Semester Credits
This course explores the music, cultural trends, and composers associated with the Classical Era. Representative
repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have
an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills
through a major research paper.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of
Music I), MUS232(History and Literature of Music II)
MUS333
Music of the Romantic Era
2 Semester Credits
This course explores the music, cultural trends, and composers associated with the Romantic Era. Representative
repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have
215
an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills
through a major research paper.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of
Music I), MUS232(History and Literature of Music II)
MUS334
Music of the 20th Century
2 Semester Credits
This course explores the music, cultural trends, and composers associated with the 20th Century. Representative
repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have
an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills
through a major research paper.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of
Music I), MUS232(History and Literature of Music II)
MUS336
Arts Management and Concert Promotion
4 Semester Credits
A study of the role of the artist manager in career development and the role of the arts administrator in the
management of performing arts projects and organizations. Factors affecting trends and earnings, challenges within the
industry, and differentiation between the for-profit and non-profit sectors are discussed. Emphasis is placed on
developing a working vocabulary of industry topics and in benefiting from practical field experience.
Core Curriculum Component: None
Prerequisite(s): MUS205(Legal Issues in Music, Entertainment, and the Arts)
MUS340
Music Therapy Methods I
4 Semester Credits
This course provides a comprehensive overview of receptive and re-creative music therapy methods and music therapy
theory underlying these methods. This course is experiential in nature and also examines the student’s personal
relationship to music and the impact and influence of music and all its elements. This course also focuses on expanding
repertoire and building musical skills required for implementing these methods in music therapy practice.
Core Curriculum Component: None
Prerequisite(s): MUS273(Functional Music Skills)
MUS341
Basic Conducting
2 Semester Credits
Study of fundamental conducting patterns and baton technique, score analysis and preparation, rehearsal techniques,
basic nomenclature.
Core Curriculum Component: None
216
Prerequisite(s): 1 of MUS101(Materials of Music I), MUS113(Music Theory and Aural Skills I); MUS114(Music Theory and
Aural Skills II)
MUS342
Choral Conducting
2 Semester Credits
Choral literature and organization, vocal methods and voice selection, advanced conducting techniques with class as the
choir.
Core Curriculum Component: None
Prerequisite(s): MUS341(Basic Conducting), MUSICADMIT(Music Department Admission)
MUS344
Instrumental Conducting
2 Semester Credits
Preparation of and conducting instrumental literature, advanced conducting techniques, organization of instrumental
ensembles.
Core Curriculum Component: None
Prerequisite(s): MUS341(Basic Conducting), MUSICADMIT(Music Department Admission)
MUS345
Music Therapy Methods II
4 Semester Credits
This course provides an introduction and overview of compositional and improvisational music therapy methods.
Application of improvisational and compositional methods will be explored through review of research literature,
readings, discussions, and experiential exercises. These methods will be explored for use in a variety of clinical settings
and through experiential learning exercises, to further foster acquisition of clinical practice skills. Students will also
practice synthesizing and translating research surrounding these improvisation and creative methods to discover how to
develop an evidence based clinical practice.
Core Curriculum Component: None
Prerequisite(s): MUS340(Music Therapy Methods I)
MUS352
General Music Education Methods
3 Semester Credits
Current teaching techniques, methods, and materials for teachers of general music and elective classes at the
elementary and secondary levels. Includes field experience hours and prepractica. Enrollment limited to majors except
by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS303(Introduction to Learning and Teaching in Music), MUS503(Introduction to Learning and
Teaching in Music)
MUS353
Special Education in Music Education
3 Semester Credits
217
An examination of issues of special education and students with disabilities and giftedness within music education
contexts. Topics include techniques for accommodations and modifications within music education classes and
ensembles to create an inclusive learning environment. Societal and educational attitudes and challenges faced by
individuals with disabilities across the lifespan will be discussed, as will special education law and the role of families and
support networks for students with special needs. Enrollment limited to majors except by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS352(General Music Education Methods), MUS552(General Music Education Methods)
MUS355
Music Methods: Strings
2 Semester Credits
This methods course introduces string instrument performance techniques and problems. Students will perform on
violin/viola, cello, and double bass. Other topics include performance practice, instructional pedagogy, instructional
materials, solo and ensemble repertoire, and integration of music technology.
Core Curriculum Component: None
Prerequisite(s): None
MUS356
Music Methods: Brass and Percussion
2 Semester Credits
This methods course introduces brass/percussion performance techniques and problems. Students will perform on at
least one brass instrument and snare drum. Other topics include performance practice, instructional pedagogy,
instructional materials, solo and ensemble repertoire, and integration of music technology.
Core Curriculum Component: None
Prerequisite(s): None
MUS357
Music Methods: Woodwinds
2 Semester Credits
This methods course introduces woodwind performance techniques and problems. Students will perform on flute, one
single reed instrument, and one double reed instrument. Other topics include performance practice, instructional
pedagogy, instructional materials, solo and ensemble repertoire, and integration of music technology.
Core Curriculum Component: None
Prerequisite(s): None
MUS358
Junior Recital
0 Semester Credits
One-half hour recital at repertoire level III for music education majors; one hour recital at level IV for music performance
majors. Studio instructor may request a recital preview.
Core Curriculum Component: None
Prerequisite(s): None
MUS359
218
Music Methods: Vocal
2 Semester Credits
This methods course introduces choral/vocal performance techniques and problems. Students will perform vocal solo
and ensemble repertoire. Other topics include performance practice, instructional pedagogy, physiological mechanics of
singing, and instructional materials.
Core Curriculum Component: None
Prerequisite(s): None
MUS363
Expressive and Creative Arts in Healing
4 Semester Credits
An experiential approach to healing through music, art, drama, dance, and movement. Consultants will describe and
demonstrate specific specialties in expressive and creative arts, as used in therapy.
Core Curriculum Component: None
Prerequisite(s): None
MUS372
Psychological Foundations of Music I
4 Semester Credits
This course provides an overview of the impact of musical stimuli on thoughts, emotions and behaviors and how these
compare and contrast from culture to culture. The course focuses on understanding acoustics, how human beings listen
to and process music, and the socio-psychological aspects of music. The course will explore the role of aesthetics in
music as well as a review of experimental research surrounding the influence music on behavior.
Core Curriculum Component: None
Prerequisite(s): None
MUS373
Psychological Foundations of Music II
4 Semester Credits
Implementation of group and individual research projects, emphasis on a multidisciplinary approach to music therapy.
Theories of learning music, musical talent, and performance.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
MUS374
Music Therapy Practicum
1 Semester Credits
Students are placed in a clinical site in order to build on academic knowledge and practice clinical skills. Students are
expected to engage in course work around professional standards of practice and be present at the clinical site for 3-4
hours per week.
Core Curriculum Component: None
Prerequisite(s): MUS340(Music Therapy Methods I)
219
MUS375
Music Therapy Practicum
1 Semester Credits
Students are placed in a clinical site in order to build on academic knowledge and practice clinical skills. Students are
expected to engage in course work around professional standards of practice and be present at the clinical site for 3-4
hours per week.
Core Curriculum Component: None
Prerequisite(s): MUS374(Music Therapy Practicum)
MUS376
Music Therapy Assessment, Treatment and Clinical Processes
4 Semester Credits
This course is a thorough exploration of the practice of music therapy from assessment, treatment planning,
implementation, and evaluation. Course content includes a focus on comprehensive assessment techniques and
development of assessment tools, effective documentation methods and practices, writing treatment plans to address a
variety of client and patient needs, methods of implementing and evaluating music therapy to address patient needs.
This course also focuses on ways of developing an evidence based practice utilizing various types and levels of evidence.
The role of the music, the client and the music therapist will also be explored in the context of clinical processes and
clinical illustrations.
Core Curriculum Component: None
Prerequisite(s): MUS345(Music Therapy Methods II)
MUS385
Music Therapy Clinical Improvisation
2 Semester Credits
This experiential-based course is designed to strengthen students’ clinical musicianship deepening the connection
between music-centered practice and improvisational methods. The course will focus on the clinical application of
improvisation, creating music with the intention of meeting a specific clinical goal. Students will learn techniques for
clinical improvisation and expand repertoire of musical style for use in therapy. Students will have the opportunity to
design improvisational interventions for a wide range of clinical populations within the context of group and individual
sessions. The course will focus heavily on providing opportunities for practicing these techniques during experiential
learning opportunities with peers. Students will also focus on refining professionalism, clinical writing skills, and verbal
techniques through these experiential learning opportunities.
Core Curriculum Component: None
Prerequisite(s): MUS315(Psychology, Culture, and Community in Music), MUS345(Music Therapy Methods II)
MUS392
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS397
Internship
2 Semester Credits
220
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
MUS398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
MUS408
Current and Future Issues in the Music Industry
2 Semester Credits
A look at current and emerging trends in the music industry. Students will analyze case studies, the latest music industry
research, and readings that examine different stake holders' perspectives of the current state of the industry.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS105(Careers in Music Business), MUS335(Music Business); MUS162(Entrepreneurship for
Creative Businesses), MUS205(Legal Issues in Music, Entertainment, and the Arts), MUS336(Arts Management and
Concert Promotion)
MUS435
Voice Repertoire
2 Semester Credits
A survey of standard art song repertoire from Eastern and Western Europe, Russia, Scandinavia, and the Americas.
Includes listening, writing, and performance. Required for vocal performance majors.
Core Curriculum Component: None
Prerequisite(s): MUS251(English Diction), MUS252(Italian Diction), MUS253(German Diction), MUS254(French Diction)
MUS436
Piano Repertoire
2 Semester Credits
This course introduces students to a wide variety of music written for keyboard instruments from the 17th century to
the present.
Core Curriculum Component: None
Prerequisite(s): None
MUS456
Piano Pedagogy
221
2 Semester Credits
This course introduces students to various ideas, tools, methodologies, and resources associated with piano teaching.
Students will apply what they learn in class to actual teaching experiences through a community service-learning
requirement. This course fulfills the Augsburg Experience requirement.
Core Curriculum Component: None
Prerequisite(s): None
MUS458
Senior Recital
0 Semester Credits
One-half hour recital for B.A. Music and B.S. Music Therapy majors. Studio instructor may request a recital preview.
Core Curriculum Component: None
Prerequisite(s): None
MUS459
Senior Recital
0 Semester Credits
One hour recital for B.M. Music Education and B.M. Music Performance majors. Studio instructor may request a recital
preview.
Core Curriculum Component: None
Prerequisite(s): None
MUS474
Music Therapy Practicum
1 Semester Credits
Students are placed in a clinical site in order to build on academic knowledge and practice clinical skills. Students are
expected to engage in course work around professional standards of practice and be present at the clinical site for 3-4
hours per week.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): MUS375(Music Therapy Practicum)
MUS475
Music Therapy Practicum
1 Semester Credits
Students are placed in a clinical site in order to build on academic knowledge and practice clinical skills. Students are
expected to engage in course work around professional standards of practice and be present at the clinical site for 3-4
hours per week.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): MUS474(Music Therapy Practicum)
MUS477
Instrumental Methods in Music Education
2 Semester Credits
222
Development of skills necessary for teaching elementary and secondary instrumental ensembles. Role of the
instrumental music educator, purpose of instrumental music in the schools. Field experiences in schools required.
Enrollment limited to majors except by permission of the instructor.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of MUS353(Special Education in Music Education), MUS553(Special Education in Music Education)
MUS478
Choral Methods in Music Education
2 Semester Credits
Techniques for developing choral music programs. Curriculum, pedagogy, materials, and program administration. Field
experiences in schools required. Enrollment limited to majors except by permission of the instructor.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of MUS353(Special Education in Music Education), MUS553(Special Education in Music Education)
MUS480
Music Therapy Senior Seminar
4 Semester Credits
This course is the final course of your pre-professional academic development. This course provides an overview of
many professional issues relevant to the professional clinical practice of music therapy. These topics include: ethics,
professional development, board certification and developing professional presentations and materials. This course will
also include a community service oriented project that incorporates your knowledge regarding the therapeutic use of
music to meet the specialized needs of clients.
Core Curriculum Component: Keystone
Prerequisite(s): MUS385(Music Therapy Clinical Improvisation)
MUS481
Music Therapy Clinical Internship
0 Semester Credits
Full-time placement in an AMTA-approved internship site for six months (minimum 1,020 hours toward the AMTA
required total of 1,200 hours). Application for internship must be made nine months in advance. (Prereq.: Completion of
all graduation requirements)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUS483
Advanced Music Therapy Practicum
1 Semester Credits
In this course, students will be developing advanced skills in clinical music therapy practice. Students are required to
attend both the course meeting and 3-4 hours per week at a practicum site to be determined by the course instructor.
Students will be expected to engage in experiences which reflect advanced undergraduate-level practice, including but
not limited to research, development of new programs, sustaining funds for music therapy work, work with clinical
populations which require advanced skills and use of advanced music therapy methods (neurological music therapy,
trauma-informed therapy, Guided Imagery and Music, etc.). Site assignments are made based on student strengths,
student needs, creation of well-rounded clinical experiences, and schedule.
Core Curriculum Component: None
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Prerequisite(s): CONSENT(Consent of Instructor), MUS385(Music Therapy Clinical Improvisation)
MUS494
Music Teacher Performance Assessment and Student Teaching Seminar
2 Semester Credits
Weekly seminars that mentor teacher candidates with analysis and completion of the Teaching Performance
Assessment (edTPA) and help them make connections between coursework, field experience, and the student teaching
experience. Attributes of the successful novice educator and activities related to successful job acquisition are also
discussed.
Core Curriculum Component: None
Prerequisite(s): 1 of STUTEACH12(Student Teaching, 12 Credits), STUTEACH4(Student Teaching, 4 Credits),
STUTEACH8(Student Teaching, 8 Credits), STUTEACHEX(Student Teaching, Extended Experience)
MUS498
Independent Study
2 Semester Credits
Advanced research and projects not otherwise provided in the department curriculum.
Core Curriculum Component: None
Prerequisite(s): None
MUS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS503
Introduction to Learning, Teaching, and Technology in Music
2 Semester Credits
Exploration of music learning and teaching in multiple educational settings, including K-12 schools and community music
settings. Basic teaching principles will be discussed, as well as current sociological issues and their influences on music
learning and teaching.
Core Curriculum Component: None
Prerequisite(s): None
MUS505CE
Contemporary Topics in Music Education
2 Semester Credits
Both implicitly and explicitly, PK-12 and community music educators address a wide variety of contemporary issues in
music education in their respective teaching settings, including social justice and equity with diverse student
populations, culturally relevant pedagogy, creativity, integration of technology, and teaching students with special
needs. Throughout this course, students will explore these pressing pedagogical and sociological issues in American
music education in depth through discussion of their prevalence in the profession and relevance to their current
teaching contexts. The culmination of the course will include students’ creation of lesson plans and resources related to
course concepts for implementation in their classrooms.
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Core Curriculum Component: None
Prerequisite(s): None
MUS510
Advanced Music Therapy Theory
3 Semester Credits
This course provides a comprehensive overview and in-depth exploration of music therapy theories and approaches.
Application of current music therapy theories and approaches in a variety of client-based settings will further foster
acquisition of advanced practice skills. Practice synthesizing and translating research surrounding various music therapy
approaches into evidence based clinical practice.
Core Curriculum Component: None
Prerequisite(s): None
MUS511
Advanced Music Therapy Clinical Practicum
0 Semester Credits
In this course, students will be advancing their clinical practice skills by gaining experience in community practice and
practicum settings. The course will incorporate completing a thorough assessment, developing treatment plan and
document therapeutic progress. Students will complete self-evaluations, reflect on clinical experiences, utilize evidencebased practice and complete a case study. Students will also engage in weekly group supervision and individual
supervision through the practicum experience.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS515(Advanced Music Therapy Clinical Practice I) *concurrent registration is required*,
MUS520(Advanced Music Therapy Clinical Practice II) *concurrent registration is required*, MUS550(Music
Psychotherapy) *concurrent registration is required*, MUS560(Music and Imagery) *concurrent registration is
required*, MUS570(Music, Neurology, and Physiology) *concurrent registration is required*
MUS515
Advanced Music Therapy Clinical Practice I
3 Semester Credits
This course provides a comprehensive overview and in-depth exploration of receptive and re-creative music therapy
methods. Application of receptive and re-creative methods will be explored through review of research literature,
readings, discussions, and experiential exercises. These methods will be explored for use in a variety of client-based
settings and through experiential learning exercises, to further foster acquisition of advanced practice skills.
Core Curriculum Component: None
Prerequisite(s): None
MUS520
Advanced Music Therapy Clinical Practice II
3 Semester Credits
This course provides a comprehensive overview and in-depth exploration of creative and improvisational music therapy
methods for use in a variety of clinical settings. These methods will be explored through review of research literature,
readings, discussions, and experiential exercises. Students will practice synthesizing and translating research
surrounding various music therapy approaches into their own evidence based clinical practice.
Core Curriculum Component: None
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Prerequisite(s): None
MUS525
Cross-Cultural Awareness in Music Therapy
3 Semester Credits
This course provides an in-depth exploration of specific needs of clients from various and diverse cultures and training in
specialized music therapy approaches and methods. This course emphasizes developing the clinical understanding,
acquisition and application of skills in various ethnic musical forms.
Core Curriculum Component: None
Prerequisite(s): None
MUS530
Music Therapy Ethics
2 Semester Credits
This course explores core concepts of the ethical decision-making process as it applies to music therapy practice,
supervision and research. Course content includes a focus on self-awareness, values, professional competencies and
self-care, client rights, relationships and boundaries, confidentiality and privacy, multicultural perspective and diversity
issues, business conduct and digital and social media use.
Core Curriculum Component: None
Prerequisite(s): None
MUS535
Music Therapy Supervision and Professional Development
2 Semester Credits
This course provides an in-depth exploration of music therapy supervision, consultation and professional development.
The course includes an overview of various theories and models of music therapy supervision, with a focus on
maintaining effective supervisory relationships and evaluating supervisees. The course will also explore practices that
foster self-care and professional development.
Core Curriculum Component: None
Prerequisite(s): None
MUS540
Music Therapy Research I
3 Semester Credits
This course will provide an overview of research in music therapy in medicine and healthcare. This will include
opportunities for exploring music therapy theories, practice, and models for conducting research. Students will identify
their own research interests and biases, as well as formulating research questions based on a review of the literature,
their clinical practice, and experience. Models of quantitative research are examined, as well as identifying and
developing and applying the skills necessary for conducting research.
Core Curriculum Component: None
Prerequisite(s): None
MUS545
Music Therapy Research II
3 Semester Credits
226
This course will provide an overview of qualitative and mixed methods research in music therapy in medicine and
healthcare. This will include exploring the five approaches in qualitative research as well as models of mixed methods
research. Current developments and issues in music therapy qualitative and mixed methods research will be reviewed
and explored.
Core Curriculum Component: None
Prerequisite(s): None
MUS546
Clinical Music Therapy Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS550
Music Psychotherapy
2 Semester Credits
Family psychotherapy sessions in a variety of clinical settings. Throughout the course, emphasis is on to the integration
of receptive, re-creative, creative and improvisational methods as well as verbal processing techniques. Additionally, the
course will focus on how songs and music are utilized as a means of assessment, treatment and evaluation in music
psychotherapy practice.
Core Curriculum Component: None
Prerequisite(s): None
MUS552
General Music Education Methods
3 Semester Credits
Current teaching techniques, methods, and materials for teachers of general music and elective classes at the
elementary and secondary levels. Includes field experience hours and prepractica. Enrollment limited to majors except
by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS303(Introduction to Learning and Teaching in Music), MUS503(Introduction to Learning and
Teaching in Music)
MUS553
Special Education in Music Education
3 Semester Credits
An examination of issues of special education and students with disabilities and giftedness within music education
contexts. Topics include techniques for accommodations and modifications within music education classes and
ensembles to create an inclusive learning environment. Societal and educational attitudes and challenges faced by
individuals with disabilities across the lifespan will be discussed, as will special education law and the role of families and
support networks for students with special needs. Enrollment limited to majors except by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS352(General Music Education Methods), MUS552(General Music Education Methods)
MUS554
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Advanced Music Therapy Clinical Improvisation
3 Semester Credits
This course focuses on strengthening and deepening the connection between students’ musical skills and clinical
application of improvisational methods in music therapy. Students will develop an in-depth understanding of techniques
and methods for clinical improvisation through readings, case review, online discussions, and experiential learning.
Students will expand existing as well as develop new musical resources, and design improvisation-based experiences to
address specific clinical goals and objectives. Students will advance their skills with assessment and evaluation tools
while gaining a greater understanding of the meaning within musical behaviors and interactions. Students will explore
advanced techniques and methods for clinical improvisation through researching a model of improvisation in music
therapy.
Core Curriculum Component: None
Prerequisite(s): MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice
II)
MUS555
Music Therapy, Spirituality, and Well-being
2 Semester Credits
This course offers an in-depth exploration of music therapy in addressing spirituality, spiritual needs and well-being in
the therapeutic context. This course also explores cultural and ethical issues, boundaries and contraindications
surrounding this work.
Core Curriculum Component: None
Prerequisite(s): MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice
II)
MUS560
Music and Imagery
2 Semester Credits
This course focuses on exploring the historical development of music and imagery, various theories, philosophies, and
types of imagery, the relationship between music and imagery, and applying imagery techniques in a wide array of
health care settings.
Core Curriculum Component: None
Prerequisite(s): None
MUS565
Advanced Music Therapy with Infants, Children and Family Centered Care
2 Semester Credits
This course provides an in-depth exploration of music therapy methods with infants, children and family centered care
with a focus on addressing the impact of hospitalization and meeting the changing needs of children and families.
Emphasis for the course will be on critical and chronic illness, palliative and hospice care, and working as part of an
integrative treatment team.
Core Curriculum Component: None
Prerequisite(s): MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice
II)
MUS570
228
Music, Neurology, and Physiology
3 Semester Credits
This course will provide an overview of the theoretical foundations and latest research in music as it is related to
neurology, neuropathology, and physiology. Explore the impact music has on the developing brain and throughout the
lifespan. Principles of Neurological Music Therapy (NMT) will be reviewed for patients with neurological impairment and
utilized in cognitive and physical rehabilitation. The course will include an overview of NMT and various NMT
techniques. This course builds on advanced clinical practice skills in music therapy.
Core Curriculum Component: None
Prerequisite(s): MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice
II)
MUS575
Music Therapy in Palliative Care
2 Semester Credits
This course provides a comprehensive overview and in-depth exploration of music therapy approaches and methods in
palliative and end of life care. This course focuses on music therapy practices in medical and hospice settings, for
patients living with pain, chronic illness, facing a terminal diagnosis and end of life. The course explores clinical practice,
ethical, and cultural issues as they relate to palliative and end of life care. This course includes the exploration and
synthesis of clinical research surrounding palliative and end of life care.
Core Curriculum Component: None
Prerequisite(s): None
MUS576
Music Therapy in Trauma Informed Care
3 Semester Credits
This course provides an in-depth exploration of trauma, trauma informed care and the role of music therapy in trauma
informed care. In this course you will explore how trauma impacts one's physical, emotional, and spiritual well-being,
relationships with self, others, communities and environment, often resulting in recurring feelings of shame, guilt, rage,
isolation, and disconnection. Music therapy approaches and methods appropriate for use in trauma informed care will
be explored; contraindications and issues surrounding safety will be reviewed. Topics and issues of competence,
supervision, consultation, and self-care will also be addressed.
Core Curriculum Component: None
Prerequisite(s): MUS511(Advanced Music Therapy Clinical Practicum) *concurrent registration is required*,
MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice II),
MUS530(Music Therapy Ethics)
MUS577
Instrumental Methods in Music Education
2 Semester Credits
Development of skills necessary for teaching elementary and secondary instrumental ensembles. Role of the
instrumental music educator, purpose of instrumental music in the schools. Field experiences in schools required.
Enrollment limited to majors except by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS353(Special Education in Music Education), MUS553(Special Education in Music Education)
MUS578
229
Choral Methods in Music Education
2 Semester Credits
Techniques for developing choral music programs. Curriculum, pedagogy, materials, and program administration. Field
experiences in schools required. Enrollment limited to majors except by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS353(Special Education in Music Education), MUS553(Special Education in Music Education)
MUS580
Transcultural Music Therapy I
4 Semester Credits
This course explores meanings and expressions of music, health, illness, and healing transculturally. Focus is on
developing an understanding of individuals, families, groups and communities with diverse cultural backgrounds and the
use of music in community and for healing within their culture. Music is explored as a means of understanding a culture,
human interaction, communication, manner of fostering health and quality of life.
Core Curriculum Component: None
Prerequisite(s): MUS511(Advanced Music Therapy Clinical Practicum) *concurrent registration is required*
MUS582
Transcultural Music Therapy II
4 Semester Credits
This course explores role and meaning of music, health, illness, and healing transculturally with a focus on communities
with diverse cultural backgrounds and how music is a means of understanding a culture, human interaction,
communication, and utilized to foster health, healing and quality of life.
Core Curriculum Component: None
Prerequisite(s): MUS511(Advanced Music Therapy Clinical Practicum) *concurrent registration is required*,
MUS525(Cross-Cultural Awareness in Music Therapy)
MUS585
Advanced Music Therapy Group Work
3 Semester Credits
This course provides an in-depth exploration and comprehensive study of group music therapy work in a variety of
clinical settings. This course emphasizes the dynamics of group process including the types, stages, and formation of
groups. Music therapy approaches, methods, techniques, and interventions will be reviewed and applied for group
practice. This course will also explore the use of musical and non-musical means of processing and deepening in the
group process or experience.
Core Curriculum Component: None
Prerequisite(s): MUS510(Advanced Music Therapy Theory)
MUS590
Interdisciplinary Practice and Research Methods in Music Therapy
3 Semester Credits
This course provides an in-depth exploration of the emerging field of interdisciplinary practice and research and its
relevance to music therapy. The course will explore what is driving interdisciplinary practice and research, as well as the
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values, traits, and skills that this method of clinical practice and research requires and fosters. The benefits and
challenges, indications and contraindications for this work will be discussed.
Core Curriculum Component: None
Prerequisite(s): MUS515(Advanced Music Therapy Clinical Practice I)
MUS595
Thesis or Final Project
2 Semester Credits
This course provides faculty guidance in preparation and completion of material to satisfy the final project or Master's
thesis requirement in an independent study format. This includes clarification of program expectations, review of
literature, project and research development, academic and report writing, and advisory support and feedback.
Core Curriculum Component: None
Prerequisite(s): MUS540(Music Therapy Research I), MUS545(Music Therapy Research II)
MUS599
Directed Study
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NMS –New Media
NMS100
Journalism Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
NMS101
Sports Production Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
NMS102
Audio Storytelling Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
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Core Curriculum Component: None
Prerequisite(s): None
NMS105
Multimedia Production Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
NMS110
Exploring Diversity in Mass Media
4 Semester Credits
This course explores big questions about representation in media: Are we all represented in media? How are we
constructed through media? How does mass media shape our identities and communities? How do we shape the
media? We study identity and cultural expression in various media forms, uncover constructions of race, gender, and
power; examine our own positionality within those structures; and use intercultural awareness to expand the frame.
Core Curriculum Component: Humanities
Prerequisite(s): None
NMS220
Foundations of New Media
4 Semester Credits
Communication, technology, art, and culture will set the context for exploring emergent media. Theory, practice, and
historical developments of new media will be examined. Assignments will take the form of case studies, projects, and
critical yet hands-on analysis and are designed to develop critical skills in thinking and adapting to future media.
Core Curriculum Component: None
Prerequisite(s): None
NMS230
Social Media
4 Semester Credits
Explore the form, function, and context of social media, social media theory, and effective strategies for using social
media. Privacy, media literacy, and ethics will also be examined. Understand how social media functions as a
communication vehicle in society through case studies, a survey of effective campaigns, and live interactions with the
new medium. Includes practical hands-on experience creating and engaging with social media.
Core Curriculum Component: None
Prerequisite(s): None
NMS242
Electronic Literature
4 Semester Credits
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Students will discover and apply essential aesthetic practices that lie at the heart of both digital and traditional
literature, focusing on the artist’s commitment to both language and the visual. They will examine multiple genres –
among them hypertext and micro fiction, digital and cinematic poetry, and game narratives – considering interactive,
simultaneous, and non-linear practices of writing emerging in digital culture. It is a course is designed to contextualize
the digital on the literary page, stage, and screen.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
NMS260
New Media Production
4 Semester Credits
Consider new media technologies and their uses in this introductory course in new media production. Work
collaboratively and independently to produce new media works ranging from Internet memes to interactive videos.
Through hands-on exercises and experiments with images, sounds, text, and motion you will apply new media
principles, understand the importance of user, and learn to communicate ideas effectively.
Core Curriculum Component: None
Prerequisite(s): None
NMS295
Topics in New Media
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NMS320
Contemporary New Media Practices
4 Semester Credits
Explore global contemporary practices of new media with a focus on technological process, innovation, critique, and
influence. Learn how the interplay between art, science, and technology changes the way we communicate, interact,
and perceive the world. Topics may include privacy, identity, relationships, the virtual, social change, faith, politics,
technoculture, genre revisionism, and mechanical reproduction.
Core Curriculum Component: None
Prerequisite(s): NMS220(Foundations of New Media)
NMS375
Practicum
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NMS397
Internship
2 Semester Credits
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Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
NMS399
Internship
4 Semester Credits
Junior or senior standing required
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
NMS490
Vocation and New Media
4 Semester Credits
A synthesis of new media theories and application of those theories to each student’s sense of vocation. This course
satisfies the Keystone requirement.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL242(Electronic Literature), NMS242(Electronic Literature); NMS220(Foundations of New Media),
POL371(Topics)
NMS495
Topics in New Media
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NMS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NOR – Norwegian
NOR111
Beginning Norwegian I
4 Semester Credits
Introduction of the four basic language skills: speaking, listening, reading, and writing. Stress is on communication and
its cultural context.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
NOR112
Beginning Norwegian II
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4 Semester Credits
Introduction of the four basic language skills: speaking, listening, reading, and writing. Stress is on communication and
its cultural context.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of LANGPLCMNT(Language Placement), NOR111(Beginning Norwegian I)
NUR – Nursing
NUR300
Trends and Issues in Nursing
4 Semester Credits
A transitional course designed to investigate the current responsibilities of the professional nurse. Economic, social,
political, and professional trends and issues are explored in relation to their implications for a changing practice.
Core Curriculum Component: None
Prerequisite(s): None
NUR305
Communication
4 Semester Credits
Explores the components of the professional role and continues the professional socialization process. Theories about
how individuals and groups communicate are applied to changing professional roles. With consent of instructor students
may take this course concurrently with NUR 300.
Core Curriculum Component: None
Prerequisite(s): NUR300(Trends and Issues in Nursing) *concurrent registration is acceptable*; 1 of ENG111(Effective
Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating
Letters), WPL(Writing Placement Level)
NUR306
Paradigms in Nursing
4 Semester Credits
An introduction to theory-based nursing practice and research. Nursing theory and conceptual models for nursing
practice are studied and applied to practice and research. With consent of instructor students may take this course
concurrently with NUR 300.
Core Curriculum Component: None
Prerequisite(s): NUR300(Trends and Issues in Nursing) *concurrent registration is acceptable*
NUR314
Self-Care I: Health of the Nurse
2 Semester Credits
In this course, you will explore the meaning of self-care, and its application to professional nursing. Multiple modalities
will be introduced to expand the knowledge, understanding, and need for self-care in the nursing profession. A personal
self-care plan will be developed and implemented into your personal life throughout this course. The plan will also be
evaluated, with in-depth reflection on the process.
Core Curriculum Component: None
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Prerequisite(s): NUR300(Trends and Issues in Nursing)
NUR315
Self-Care II: Health of the Nurse
2 Semester Credits
In this course, modalities will be introduced, beyond what you learned in NUR 314. Your personal self-care plan will be
expanded to include self-care at work. This revised plan will be implemented throughout this course, and evaluated,
with in-depth reflection on the process. This process will allow the student to make life-long use of the experiential
opportunities gained regarding their self-care.
Core Curriculum Component: None
Prerequisite(s): NUR314(Self-Care I: Health of the Nurse)
NUR403
Families and the Life Cycle
4 Semester Credits
Provides a theoretical basis for nursing interventions with diverse families and explores theories related to family
structure and function throughout the life span.
Core Curriculum Component: None
Prerequisite(s): NUR305(Communication), NUR306(Paradigms in Nursing)
NUR410
Community Health Nursing I
4 Semester Credits
Introduces the theory and methods that are essential to maintain or improve the health of culturally diverse individuals,
families, groups, and communities.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); NUR300(Trends and Issues in Nursing), NUR305(Communication), NUR306(Paradigms in Nursing)
NUR411
Practicum: Community Health Nursing II
4 Semester Credits
Provides clinical experience in community-based health care delivery systems. Students will apply nursing process,
teaching/learning theory, and public health principles with culturally diverse clients.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): NUR410(Community Health Nursing I) *concurrent registration is acceptable*
NUR432
Transcultural Healing Practices
4 Semester Credits
This course will introduce students to complementary healing practices including the historical and cultural contexts in
which they developed. Students will discuss the philosophical underpinnings of therapeutic systems and paradigms of
healing in selected complementary therapies: music therapy, energy healing practices, movement therapies,
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homeopathy, manual therapies, nutrition, and nutritional supplements. Students will apply these understandings to selfcare of the nurse as well as patient populations.
Core Curriculum Component: None
Prerequisite(s): None
NUR490
Leadership/Management
4 Semester Credits
The capstone course for the nursing major. Integrates concepts from nursing and the liberal arts. Examines the
professional nurse roles of leader and manager. Concepts of change, conflict, and system dynamics are explored. Ethics,
accountability, and advocacy in the leader-manager role are studied. Application of theory occurs in selected practice
settings with a professional nurse preceptor. This course satisfies the Keystone requirement.
Core Curriculum Component: Keystone
Prerequisite(s): NUR300(Trends and Issues in Nursing), NUR305(Communication), NUR306(Paradigms in Nursing)
NUR495
Topics
4 Semester Credits
Provides opportunities for in-depth exploration of selected topics in nursing. The subjects studied will vary depending
upon the interests of the faculty and students.
Core Curriculum Component: None
Prerequisite(s): None
NUR496
Independent Study/Research
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR499
Independent Study/Research
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR500
Transcultural Health Care
3 Semester Credits
This course explores meanings and expressions of health, illness, caring, and healing transculturally. Culture is examined
as a pervasive, determining "blue print" for thought and action throughout the human health experience. Patterns of
human interaction that foster health and quality of life are analyzed and health destroying patterns of interaction, i.e.,
stereotyping, discrimination, and marginalization, are submitted to moral and ethical reflection. Likewise, power
structures within dominant social systems (including the Western bio-medical care system) are discussed to identify
dilemmas of justice related to resource allocation.
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Core Curriculum Component: None
Prerequisite(s): None
NUR500P
Practicum: Transcultural Health Care
1 Semester Credits
This practicum explores meanings and expressions of health, illness, caring and healing transculturally. Students are
introduced to fundamental skills of transcultural nursing practice in a variety of settings and guided to recognize cultural
dynamics that shape the underlying relationships of health and healing.
Core Curriculum Component: None
Prerequisite(s): None
NUR501
Nursing Leadership in Complex Adaptive Systems
3 Semester Credits
This course examines transcultural care systems through a complex science lens and a nursing leadership perspective.
Organizations and care systems are viewed as complex adaptive systems where continuous change and unpredictability
rule development and system-wide evolution. The importance of relationships, the role of self-organization
(autopoeisis), and the processes of emergence and co-evolution are explored via readings and class discussion.
Core Curriculum Component: None
Prerequisite(s): None
NUR501P
Practicum: Nursing Leadership in Complex Adaptive Systems
1 Semester Credits
This practicum focuses on leadership skills necessary to lead change in open dynamic networks of care and healing.
Reflective practice opportunities are created in emerging care settings.
Core Curriculum Component: None
Prerequisite(s): None
NUR505
Theoretical Foundations for Advanced Nursing Practice
3 Semester Credits
This course focuses on nursing science and nursing theory as foundational to advanced transcultural nursing practice.
Philosophical underpinnings of different theoretical and research traditions in nursing are compared and related to the
provision of culturally competent care in diverse communities. Nursing science is emphasized as a process of theory
advancement and as an accumulating body of nursing knowledge.
Core Curriculum Component: None
Prerequisite(s): None
NUR505P
Practicum: Theoretical Foundations for Advanced Nursing Practice
1 Semester Credits
238
This practicum is designed to expand horizons of meaning and action in the world. Focus is on nursing science and
nursing theory as foundational to advanced nursing practice. Embodied ways of knowing, health and healing practices,
self-care modalities, and expanding conscious awareness are explored and experienced for practical application in local
contexts.
Core Curriculum Component: None
Prerequisite(s): None
NUR520
Research Methods in Nursing
3 Semester Credits
Through a combination of literature review, field experience, and class discussion, research methods relevant to the
exploration of culture and health will be examined. Class topics will include formulating study questions to explore
collective foundations of meaning and explanation in health and illness, practice in data collection procedures of field
research, and issues of interpretation and analysis in qualitative research. (Prereq.: college-level statistics course)
Core Curriculum Component: None
Prerequisite(s): None
NUR520P
Practicum: Research Methods in Nursing
1 Semester Credits
This practicum is associated with NUR 520 and focuses on the research process to benefit the profession of nursing and
contribute to the knowledge base for practice. during the NUR 520 course students explore quantitative and qualitative
methodologies with an emphasis on utilizing a methodology appropriate to questions of transcultural and
transformational practice. In this practicum, students will design a research study proposal based on their nursing
practice focus.
Core Curriculum Component: None
Prerequisite(s): None
NUR521
Transformational Nursing Leadership
3 Semester Credits
This course emphasizes transformational nursing leadership and management in partnership with diverse groups.
Transcultural competence is lifted up as significant to the evolving leadership and planning skills needed in emerging
care systems. Opportunities for students to engage in designing relevant models of care delivery are woven into clinical
practica.
Core Curriculum Component: None
Prerequisite(s): None
NUR521P
Practicum: Transformational Nursing Leadership
1 Semester Credits
This practicum provides opportunities for students to explore nursing leadership styles in collaboration with individuals
and teams of health care professionals in a variety of care settings. Participant-observation encourages identification of
dominant values and beliefs within care systems and organizations. How values and beliefs influence leadership styles,
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health outcomes among diverse populations, and work environments are also examined. Leadership styles that foster
positive health outcomes and healthy work environments are uplifted.
Core Curriculum Component: None
Prerequisite(s): None
NUR523
Theory, Research, and Practice Seminar
3 Semester Credits
The conceptualization, investigation, and application of nursing knowledge will be critiqued with particular focus on its
contribution to developing practice in transcultural community health care. Through reflection and dialogue, which
includes professional experience of practice contexts, as well as theoretical and research literature, students will
formulate a transcultural nursing model of care. (Prereq.: consent of instructor)
Core Curriculum Component: None
Prerequisite(s): NUR505(Theoretical Foundations for Advanced Nursing Practice), NUR520(Research Methods in
Nursing)
NUR523P
Practicum: Theory, Practice, Research Seminar
2 Semester Credits
This practicum focuses on the practical application of nursing theory and research to nursing practice. While working
with nursing faculty, students begin to fashion their final graduate field project, describing a theory-based care initiative
that advances nursing practice in transcultural holistic nursing or transformational nursing leadership.
Core Curriculum Component: None
Prerequisite(s): None
NUR525
Graduate Field Project
3 Semester Credits
This course focuses on the application and integration of knowledge to a student-selected issue or topic of concern
relevant to transcultural nursing, community health nursing, and/or transformational nursing leadership. This course
focuses on a written report of the student’s project that has been developed in the nursing core. Relevant coursework is
integrated into the project and the final written report. Plans for disseminating the report for public and professional
use are encouraged. Students will defend the project to their graduate committee (major faculty adviser and two
readers) and invited guests at the time of completion. (Prereq.: consent of instructor)
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
NUR525P
Practicum: Graduate Field Project
2 Semester Credits
This practicum focuses on the completion of the graduate field project related to a selected practice issue relevant to
transcultural holistic nursing practice or transformational nursing leadership. Working with nursing faculty, students
complete their final written report of a theorybased care initiative that advances nursing practice.
Core Curriculum Component: None
240
Prerequisite(s): None
NUR530
The Power of Ritual and Ceremony for Transformation
3 Semester Credits
In this course, the student will explore ritual and ceremony from a transcultural perspective. Attention will be focused
on rituals and ceremonies in specific cultures and religions, and in the modern American medical system that sustains its
own rituals. In some cultures, formal or informal religious practices may be integral to the ritual of ceremony and
healing. In modern American culture, the perceived division between the mind, body, and spirit has led to ritual and
ceremony being considered adjunctive to the scientific approach ritual and ceremony into their lives and health care
practices. Students will also discuss the meaning of ritual and ceremony to their own lives and professional practice.
Core Curriculum Component: None
Prerequisite(s): None
NUR530P
Practicum: The Power of Ritual and Ceremony for Healing and Transformation
1 Semester Credits
This practicum focuses on integrating ritual and ceremony into health seeking and caring practices. Opportunities are
provided to interact with persons who integrate ritual and ceremony into their lives and healthcare practices, to visit
sacred sites, to participate in rituals and ceremonies within selected cultural traditions, and to reflect on the meaning
and expression of rituals and ceremonies in one’s own personal and professional life.
Core Curriculum Component: None
Prerequisite(s): None
NUR532
Transcultural Healing and Self Care
3 Semester Credits
This course introduces students to integral healing practices including their historical and cultural contexts. Reflection
and dialogue on the philosophical underpinnings of therapeutic systems and paradigms of healing are explored.
Potential modalities include: music and art therapy, traditional Chinese medicine, mind-body healing, spiritual practices,
energy healing, movement therapies, homeopathy, or massage. Students learn self-care and applications to patient
populations.
Core Curriculum Component: None
Prerequisite(s): None
NUR532P
Practicum: Transcultural Healing Practices
1 Semester Credits
Students are guided in experiencing and applying selected transcultural healing practices in local contexts of care to
benefit others as well as oneself. Transcultural healing practices include, but are not limited to, music therapy,
traditional Chinese medicine, mind-body healing, spiritual and faith healing, energy healing, movement therapies, and
homeopathy.
Core Curriculum Component: None
Prerequisite(s): None
NUR541
241
The Politics of Health Care
3 Semester Credits
This course will explore how health and illness are related to inequities in society and dynamics of power in systems of
health care. The following issues will be examined in the course: How widening gaps in the distribution of wealth
diminish the health of all members of society; how social inequities become medicalized as health disparities, how an
emphasis on profit in health care affects the distribution of healing resources in the population, and what strategies the
poor and powerless employ to gain access to health care resources. This course will include an optional study abroad
experience in Guatemala.
Core Curriculum Component: None
Prerequisite(s): None
NUR541P
Practicum: Politics of Health Care
1 Semester Credits
This practicum focuses on the relationship of health and illness to inequities in society and the dynamics of power in
systems of health care. Students are guided in exploring health as a human right, as they begin to name and bear
witness to structures of injustice within various contexts.
Core Curriculum Component: None
Prerequisite(s): None
NUR596
Topics
1 Semester Credits
Study of selected topics that are not treated extensively through current course offerings.
Core Curriculum Component: None
Prerequisite(s): None
NUR597
Topics
2 Semester Credits
Study of selected topics that are not treated extensively through current course offerings.
Core Curriculum Component: None
Prerequisite(s): None
NUR598
Topics
3 Semester Credits
Study of selected topics that are not treated extensively through current course offerings.
Core Curriculum Component: None
Prerequisite(s): None
NUR599
Topics
242
3 Semester Credits
Study of selected topics that are not treated extensively through current course offerings.
Core Curriculum Component: None
Prerequisite(s): None
NUR701
Practicum: Directed Study
1 Semester Credits
Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and
deepen knowledge supporting expert nursing practice. In the practica students will integrate and synthesize knowledge
from emic wisdom with the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest
level of transcultural nursing practice. Students are expected to enhance practice and/or systems management skills,
including clinical reasoning, and advance to a higher level of expertise in transcultural nursing and community health. As
such, directed study practica are individualized to students’ specific areas of interest and are planned by students in
consultation with a major faculty advisor, cultural guides, and other mentors in the communities in which they wish to
carry out the practicum.
Core Curriculum Component: None
Prerequisite(s): None
NUR702
Practicum: Directed Study
2 Semester Credits
Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and
deepen knowledge supporting expert nursing practice. In the practica students will integrate and synthesize knowledge
from emic wisdom with the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest
level of transcultural nursing practice. Students are expected to enhance practice and/or systems management skills,
including clinical reasoning, and advance to a higher level of expertise in transcultural nursing and community health. As
such, directed study practica are individualized to students’ specific areas of interest and are planned by students in
consultation with a major faculty advisor, cultural guides, and other mentors in the communities in which they wish to
carry out the practicum.
Core Curriculum Component: None
Prerequisite(s): None
NUR703
Practicum: Directed Study
3 Semester Credits
Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and
deepen knowledge supporting expert nursing practice. In the practica students will integrate and synthesize knowledge
from emic wisdom with the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest
level of transcultural nursing practice. Students are expected to enhance practice and/or systems management skills,
including clinical reasoning, and advance to a higher level of expertise in transcultural nursing and community health. As
such, directed study practica are individualized to students’ specific areas of interest and are planned by students in
consultation with a major faculty advisor, cultural guides, and other mentors in the communities in which they wish to
carry out the practicum.
Core Curriculum Component: None
Prerequisite(s): None
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NUR704
Practicum: Directed Study
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR711
Practicum: Culture Care on the Pine Ridge Indian Reservation
1 Semester Credits
This practicum focuses on health and wellness on the Pine Ridge Indian Reservation in western South Dakota.
Professional and indigenous care systems, patterns of health, and community strengths and resources are examined
within the cultural context of reservation life, traditional Lakota values, economic resources, and political realities.
Immersion in the life of the community, critical reflection and dialogue with Elders, artists and community members
foster discovery and professional and personal growth.
Core Curriculum Component: None
Prerequisite(s): None
NUR711P
Practicum: Culture Care on the Pine Ridge Indian Reservation
1 Semester Credits
Emphasis is on health and wellness on the Pine Ridge Indian Reservation in western South Dakota. Patterns of health,
community strengths and resources, and care systems (bio-medical and indigenous) are explored within the sociocultural context of reservation life, including economic realities on the Pine Ridge, and politics within a tribal community.
Lakota traditions and values are experienced through engagement in the life of the community, critical reflection and
dialog with Lakota elders and community members.
Core Curriculum Component: None
Prerequisite(s): None
NUR721
Practicum:Ancient Healing Practices and Modern Implications
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR722
Practicum: Ancient Healing Practices and Modern Implications
2 Semester Credits
This practicum immerses students in ancient settings of healing in England—the healing waters of the Roman baths and
the healing energy of and the sacred sites of ancient Celts. The importance of a connection to the land and cosmos is
embodied in the origins of modern-day nursing. A visit to Homerton Hospital in Hackney, London, exemplifies
transcultural care with a diverse population of immigrants and asylum seekers.
Core Curriculum Component: None
Prerequisite(s): None
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NUR731
Practicum:Dia de los Muertos
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR732
Practicum: Dia de los Muertos
2 Semester Credits
In this practicum students are immersed in the ancient tradition of honoring the children and ancestors during the
celebration of the Day of the Dead in Mexico. Living in Cuernavaca or Oaxaca, Mexico, students are guided by
indigenous participants in rituals and ceremonies that invite the return of ancestors who have died. Globalization of the
holiday and its modifications through culture contact are revealed.
Core Curriculum Component: None
Prerequisite(s): None
NUR741
Practicum:Health and Community Building in Guatemala
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR742
Practicum: Health and Community Building in Guatemala
2 Semester Credits
This practicum explores health as a human right. Analysis will focus on how widening gaps in the distribution of wealth
diminishes the health of all members of society. Learning is based on immersion experiences in Guatemala City and
highland Mayan communities. Observation, presentations by cultural guides, and classroom discussions will reflect on
health and social justice for marginalized people. Participation in traditional back-strap weaving will guide reflection on
the relationship of health and cultural continuity. Spanish language school is an option in this practicum.
Core Curriculum Component: None
Prerequisite(s): None
NUR762
Toward Global Health Equity in Africa: Building Transcultural Nursing Relationships in Namibia
2 Semester Credits
Students focus on the development of leadership skills that promote Millennium Development Goal (MDG) achievement
in sub-Saharan Africa. Practicum activities are designed to engage health care professionals and members of local
communities in best practices for achieving MDG targets by 2015. Structured lectures and discussions supplement
practice and encourage students to explore sociocultural determinants of health and illness—economic realities, cultural
values and gender roles, education levels, governmental policies, access to technology, and the competence of health
care providers—in relation to the unequal burdens of suffering and disease evident in Africa.
Core Curriculum Component: None
Prerequisite(s): None
245
NUR799
Internship
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR800
Practice Wisdom (Métis) and Formal Evidence
3 Semester Credits
This course provides a foundation for building the scholarship of advanced transcultural and holistic nursing practice.
Sources of knowledge and procedures for acquiring knowledge, both formal and informal, will be studied for the power
to positively influence health outcomes. Evidence will be evaluated for relevance to practical experience based in
context-specific, emic positions and for rigor in empirical procedures based in context-free, etic perspectives. Utilizing
selected evidence suited to particular transcultural and holistic issues, practice models building on both local expertise
and professional research will be analyzed through systematic reflection. Students will begin developing original practice
models suited to their transcultural and holistic healthcare issues and relevant to concerns of people marginalized by
health systems. Exploration of how Evidence-Based Practice and Metis-Based Practice is integrated into nursing practice
will be developed.
Core Curriculum Component: None
Prerequisite(s): None
NUR802
Making Room at the Table: Creating Collaborative Networks and Common Spaces
3 Semester Credits
This course focuses on communities as the foundation of health. Care models that minimize the expert role in planning
and are embedded in local contexts of experience and tradition will be explored. From the perspective that hoarding
abundance compromises the health of everyone, the course facilitates human connections that go beyond charity to
acting from a basis of shared risk and solidarity.
Core Curriculum Component: None
Prerequisite(s): None
NUR803
Transcultural Cosmologies and a Global Perspective
3 Semester Credits
This course explores the intersection of Western scientific principles and cultural cosmologies. Cycles, rhythms, and
patterns of nature are correlated to a Western understanding of natural science. These interrelationships are then
viewed through the lens of nursing theory, research, and practice. A wider horizon of meaning derived from a broad
understanding of diverse methods and healing practices allows for conceptual models of nursing care to emerge that are
responsive to diverse cultural expressions of health and illness.
Core Curriculum Component: None
Prerequisite(s): None
NUR805
Ways of Knowing: Qualitative and Quantitative Evidence
3 Semester Credits
246
Drawing on insights from complexity science, this course examines the diverse ways of knowing that guide professional
practice. It focuses on the comparative analysis of quantitative and qualitative data. Students will critically reflect on the
data, unpacking it and uncovering the meaning behind the data that supports their practice. Comparing the positivistic
and interpretive stance, the students will examine relevant knowledge and ways of knowing that provide scholarly
grounding for their professional expertise.
Core Curriculum Component: None
Prerequisite(s): None
NUR806
Bio-Cultural Epidemiology: The Ecology of Human Suffering in a World of Extremes
3 Semester Credits
This course embraces a critical social approach to understanding health and illness embodied within populations and
communities. Cumulative illness-producing effects of inequities entrenched in structures of social privilege and
disadvantage are examined in relation to patterns of health, illness, risk perception, and behavior across a broad range
of cultural contexts. Human suffering is viewed as neither coincidental nor inevitable, but related to how social
relationships and institutions promote or erode the health of persons and populations. Ecological and epidemiological
methods are examined for their cultural sensitivity, relevance and ability to expose socio-cultural determinants of health
and illness in local contexts. The role of the advanced practice nursing, gathering evidence, advocating for the
underserved, and providing care and access to health resources is emphasized.
Core Curriculum Component: None
Prerequisite(s): None
NUR807
Magic, Medicine, and Healing Spirits: Transcultural Perspectives on Health Care
3 Semester Credits
This course explores transcultural healing and caring modalities including the integration of traditional and scientific
healing ceremonies and beliefs. Healing traditions among indigenous peoples will be examined, including spiritual forces
that promote health and cause illness. The use of medicinal plants for healing in indigenous traditions will be compared
to contemporary views of health and healing in bio-scientific models of curing.
Core Curriculum Component: None
Prerequisite(s): None
NUR811
First Year Doctoral Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies developed during
students' practicum experiences that are faculty-led and those that are self-directed; and to foster students' completion
of the DNP scholary capstone project and portfolio. The focus of the seminar is individualized to students' specific
practice interest and goals. As such, students are expected to test ideas for their scholarly capstone project in the
seminars with faculty and peers.
Core Curriculum Component: None
Prerequisite(s): None
NUR812
Seminar 1: Doctor of Nursing Practice - Family Nurse Practitioner Seminar
1 Semester Credits
247
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies to foster students'
completion of the final scholarly project. The seminar is individualized to students' specific practice interests and goals.
The focus of this seminar is to develop a Scholarly Project Plan and to begin writing a scholarly paper with a particular
focus on chapter one and two.
Core Curriculum Component: None
Prerequisite(s): None
NUR816
Advanced Pathophysiology and Vibrational Energy Medicine
3 Semester Credits
This course examines the interactions and influences of cellular and energy transmission within the human body. The
role of imbalance and inflammation on body systems will articulate how illness and disease results from ongoing states
of imbalances.
Core Curriculum Component: None
Prerequisite(s): None
NUR817
Informatics and Health Policy: The Colonization of Knowledge
3 Semester Credits
This course examines how knowledge is or is not accessed/utilized throughout transcultural and holistic healthcare
systems. Applying principles of how multidisciplinary healthcare teams share the colonization of knowledge will be
described and applied to the role of advanced practice nurses.
Core Curriculum Component: None
Prerequisite(s): None
NUR818
Pharmacotherapeutics I for Advanced Practice
3 Semester Credits
This course provides the foundation of the principles of pharmacology, pharmacotherapy, and pharmacokinetics. The
knowledge will relate to disease processes of medications used in multiple disease states, acute and chronic illness.
Core Curriculum Component: None
Prerequisite(s): None
NUR819
Physical and Holistic Health Assessment
3 Semester Credits
This course articulates how a Physical and Holistic Health Assessment integrates knowledge from a variety of disciplines:
medicine, Functional Medicine, spirituality, religion, transcultural and holistic nursing. Utilizing a variety of assessment
tools provides the Nurse Practitioner with a systematic and holistic approach to analyze a patient's health history.
Core Curriculum Component: None
Prerequisite(s): None
NUR820
Integrative Illness Prevention and Wellness Promotion
248
3 Semester Credits
This course provides a comprehensive overview of the conceptual and theoretical bases of providing holistic approaches
to health and healing. Integrative Illness Prevention and Wellness Promotion encompasses how health promotion can
be impacted in a variety of cultures and populations through the life span and healthcare systems.
Core Curriculum Component: None
Prerequisite(s): None
NUR821
Second Year Doctoral Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies developed during
students' practicum experiences that are faculty-led and those that are self-directed; and to foster students' completion
of the DNP capstone project and portfolio. The focus of the seminar is individualized to students' specific practice
interests and goals. As such, students are expected to test ideas for their capstone projects in the seminar with faculty
and peers. Students will begin to write their Capstone Project paper during this semester.
Core Curriculum Component: None
Prerequisite(s): NUR811(First Year Doctoral Seminar) *concurrent registration is acceptable*
NUR822
Seminar 2: Doctor of Nursing Practice - Family Nurse Practitioner Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies to foster students'
completion of the final scholarly project. The seminar is individualized to students' specific practice interests and goals.
The focus of this seminar is to continue writing the student's scholarly paper with particular focus on chapter three.
Core Curriculum Component: None
Prerequisite(s): 1 of NUR811(First Year Doctoral Seminar), NUR812(Seminar 1: Doctor of Nursing Practice - Family Nu)
NUR824
Integrative Primary Care of Adults I
3 Semester Credits
This course provides the application of medical and complementary and alternative healthcare management to disease
states and body systems. The clinical management is an approach to treating the adult patient with ongoing symptoms
and illness.
Core Curriculum Component: None
Prerequisite(s): NUR819(Physical and Holistic Health Assessment), NUR820(Integrative Illness Prevention and Wellness
Promotion)
NUR825
Integrative Primary Care of Adults II
3 Semester Credits
This course provides the application of medical and complementary and alternative healthcare management to disease
states and body systems. The clinical management is an approach to treating the adult patient with chronic illness and
also addressing women's health issues.
Core Curriculum Component: None
249
Prerequisite(s): NUR824(Integrative Primary Care of Adults I)
NUR826
Pharmacotherapeutics II for Advanced Practice and Herbal Medicine
3 Semester Credits
This course provides the foundation of the principles of pharmacology, pharmacokinetics, and herbal medicine. The
knowledge will relate to disease processes of medications used in multiple disease states, acute and chronic illness. This
class will also include an in-depth description of how pharmacology and herbs are utilized in treating illness throughout
the life span.
Core Curriculum Component: None
Prerequisite(s): None
NUR827
Integrative Primary Care of Children
3 Semester Credits
This course provides the application of medical and complementary and alternative healthcare management to disease
states and body systems. The clinical management is an approach to treating the pediatric population with ongoing
symptoms, illness and chronic illness and also addressing issues of the pregnant woman. This course also examines the
transcultural families from a multidimensional approach exploring the set of shared worldviews, adaptations, and
meaning. The student will explore a family's life ways and health care patterns, values and goals via developing an indepth contextual understanding of the family's configuration, social interaction, ethnicity, genetics, religion, nationality,
language and communication styles. Ethical implications of providing cultural and holistic care to marginalized
populations will be examined.
Core Curriculum Component: None
Prerequisite(s): None
NUR831
Third Year Doctoral Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies developed during
students' practicum experiences that are faculty-led and those that are self-directed; and to foster students' completion
of the DNP capstone project and portfolio. The focus of the seminar is individualized to students' specific practice
interests and goals. As such, students are expected to test ideas for their capstone projects in the seminar with faculty
and peers. Students will begin to write their Capstone Project paper during this semester.
Core Curriculum Component: None
Prerequisite(s): NUR821(Second Year Doctoral Seminar)
NUR832
Seminar 3: Doctor of Nursing Practice - Family Nurse Practitioner Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies to foster students'
completion of the final scholarly project. The seminar is individualized to students' specific practice interests and goals.
The focus of this seminar is to continue writing a scholarly paper with particular focus on chapter four.
Core Curriculum Component: None
Prerequisite(s): NUR822(Seminar 2: Doctor of Nursing Practice - Family Nur)
250
NUR841
Final Year Doctoral Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies developed during the
student's practicum experiences to complete their doctoral capstone project. During this seminar, students will
complete their written scholarly paper describing their capstone project and present their scholarly project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor), NUR831(Third Year Doctoral Seminar)
NUR842
Seminar 4: Doctor of Nursing Practice - Family Nurse Practitioner Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies to foster students'
completion of the final scholarly project. The seminar is individualized to students' specific practice interests and goals.
The focus of this seminar is to complete the scholarly paper and to develop a manuscript for publication.
Core Curriculum Component: None
Prerequisite(s): NUR832(Seminar 3: Doctor of Nursing Practice - Family Nur)
NUR850
Integrative Primary Care of Adults Clinical I
3 Semester Credits
This course will provide the student with clinical opportunities and direct patient care to engage in a transcultural and
holistic approach to primary care of patients. Holistic assessment tools will provide the Nurse Practitioner student with
clinical experience in providing a systematic holistic root cause analysis of a patient’s health history. The student will also
develop an Integrative Health Promotion educational project for patient population, culture or healthcare system. This
course will also provide the student with clinical opportunities and direct patient care to provide the application of
medical and complementary and alternative healthcare management to disease states and body systems. The clinical
management is an approach to treating the primary care patient with ongoing symptoms and illness.
Core Curriculum Component: None
Prerequisite(s): NUR816(Advanced Pathophysiology and Vibrational Energy Medicine), NUR817(Informatics and Health
Policy: The Colonization of Knowledge), NUR818(Pharmacotherapeutics I for Advanced Practice), NUR819(Physical and
Holistic Health Assessment), NUR820(Integrative Illness Prevention and Wellness Promotion), NUR824(Integrative
Primary Care of Adults I) *concurrent registration is required*
NUR851
Integrative Primary Care of Adults Clinical II
2 Semester Credits
This course will provide the student with clinical opportunities and direct patient care to provide the clinical application
of medical and complementary and alternative management to disease states and body systems. The clinical
management is an approach to treating the adult patient and women's health issues with chronic illness.
Core Curriculum Component: None
Prerequisite(s): NUR850(Integrative Primary Care of Adults Clinical I)
NUR852
Integrative Primary Care of Adults Clinical III
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2 Semester Credits
This course will provide the student with clinical opportunities and direct patient care for clinical application of medical,
complementary and alternative healthcare management of disease states and body systems. The clinical management is
an approach to treating the adult patient with complex comorbidities of altered health states. Students will integrate
safe and effective management strategies for patients requiring multiple pharmacological interventions.
Core Curriculum Component: None
Prerequisite(s): NUR851(Integrative Primary Care of Adults Clinical II)
NUR853
Integrative Primary Care of Children Clinical
2 Semester Credits
This clinical engages students in a transcultural and holistic approach to integrative primary care of children. Clinical
rotations will include experience in assessment, diagnosis, treatment, and ongoing management of illness and health
within a pediatric population.
Core Curriculum Component: None
Prerequisite(s): NUR852(Integrative Primary Care of Adults Clinical III) *concurrent registration is acceptable*;
NUR827(Integrative Primary Care of Children) *concurrent registration is required*
NUR854
Integrative Primary Care of Adults Clinical IV
3 Semester Credits
This course will provide the student with clinical opportunities and direct patient care to provide the clinical application
of medical, complementary and alternative healthcare management to disease states and body systems. Students will
integrate complex medical and holistic primary care interventions associated throughout the life span (pregnant woman,
pediatrics, adolescences, adult, and geriatric patients) for acute and chronic illness. The clinical plans of care will include
evidence-based practice, management of complex pharmacological application, and the holistic approach to patient
care.
Core Curriculum Component: None
Prerequisite(s): NUR825(Integrative Primary Care of Adults II) *concurrent registration is required*, NUR853(Integrative
Primary Care of Children Clinical)
NUR855
Integrative Primary Care of Adults Clinical V
2 Semester Credits
This clinical intensive rotation is one-two weeks in length. It provides the student with the opportunity to experience the
principles of intra-professional collaboration and referral within the primary care system. Integrate ICD coding and
pharmacological prescribing practices into primary patient care.
Core Curriculum Component: None
Prerequisite(s): NUR854(Integrative Primary Care of Adults Clinical IV)
NUR856
Leading Change Through the Lens of Wholeness: Clinical
1 Semester Credits
This course will provide the student with clinical opportunities and direct patient care to engage in a transcultural and
holistic approach to primary care of patients. Holistic assessment tools will provide the Nurse Practitioner student with
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clinical experience in providing a systematic holistic root cause analysis of a patient's health history. This course will
provide the students clinical opportunities and direct patient care to provide the application of medical, complementary
and alternative healthcare management to disease states and body systems. The clinical management is an approach to
treating the primary care patient with ongoing symptom and illness. This course will provide the student with the
opportunity to manage patients in a long term care setting and to practice in an intra-professional collaboration model.
Core Curriculum Component: None
Prerequisite(s): NUR850(Integrative Primary Care of Adults Clinical I), NUR851(Integrative Primary Care of Adults Clinical
II), NUR852(Integrative Primary Care of Adults Clinical III), NUR853(Integrative Primary Care of Children Clinical),
NUR861(NUR861 taken concurrently) *concurrent registration is required*
NUR860
Through the Lens of Wholeness: A Human Approach
3 Semester Credits
This course will provide an approach to a collaborative medicine case study application of transcultural and holistic
nursing concepts, based on Evidence-Based and Metis-Based Evidence Practice. This case study application will develop
critical spiritual, ethical, and integrative health clinical decision-making for the Family Nurse Practitioner.
Core Curriculum Component: None
Prerequisite(s): NUR816(Advanced Pathophysiology and Vibrational Energy Medicine), NUR817(Informatics and Health
Policy: The Colonization of Knowledge), NUR818(Pharmacotherapeutics I for Advanced Practice), NUR819(Physical and
Holistic Health Assessment), NUR824(Integrative Primary Care of Adults I), NUR826(Pharmacotherapeutics II for
Advanced Practice and Herbal Medicine), NUR850(Integrative Primary Care of Adults Clinical I)
NUR861
Leading Change Through the Lens of Wholeness
2 Semester Credits
This course will provide an approach to a collaborative medicine case study application of transcultural and holistic
nursing concepts, based on evidence based and metis-based evidence practice. This case study application will develop
critical spiritual, ethical, and integrative health leadership decision-making skills for the nurse practitioner. An analysis of
barriers to the delivery of integrative health will be described and innovative leadership theory and collaborations skills
be examined.
Core Curriculum Component: None
Prerequisite(s): NUR850(Integrative Primary Care of Adults Clinical I), NUR851(Integrative Primary Care of Adults Clinical
II), NUR852(Integrative Primary Care of Adults Clinical III), NUR853(Integrative Primary Care of Children Clinical)
NUR892
Topics in Advanced Nursing Practice
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR893
Topics in Advanced Nursing Practice
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
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NUR894
Topics in Advanced Nursing Practice
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR897
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR898
Independent Study
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
OJB – Ojibwe
OJB111
Beginning Ojibwe I
4 Semester Credits
An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on vocabulary, reading, writing, and
conversational skills. Classroom practice will include linguistic patterns and oral interaction.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
OJB112
Beginning Ojibwe II
4 Semester Credits
An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on vocabulary, reading, writing, and
conversational skills. Classroom practice will include linguistic patterns and oral interaction.
Core Curriculum Component: Modern Language 2
Prerequisite(s): OJB111(Beginning Ojibwe I)
PA – Physician Assistant Studies
PA501
Human Anatomy and Neuroanatomy
8 Semester Credits
254
This course takes a regional approach to the study of human anatomy. The course uses lecture, demonstration,
discussion and dissection of human cadavers. The intention is to give the students a foundation for Clinical Medicine.
Core Curriculum Component: None
Prerequisite(s): None
PA503
Human Pathophysiology
4 Semester Credits
The course uses lecture, detailed objectives/study guide, quizzes and exam, discussion and case studies to learn and
review basic human physiology and pathophysiology involving fluids and electrolytes; acid/base disturbances; cellular
adaptations; immunity, hypersensitivity, inflammation, and infection; hematology; pulmonary; cardiovascular system;
gastrointestinal system; renal; nervous system; and musculoskeletal system. The intention is to give the students a
foundation for Clinical Medicine.
Core Curriculum Component: None
Prerequisite(s): None
PA511
History and Physical Exam Skills I
7 Semester Credits
This is the first in a series of lecture-discussion-laboratory courses designed to demonstrate and apply techniques and
skills essential to interviewing and physical examination of patients across organ systems. Basic genetics and
preventative health care are introduced. Units are coordinated with Clinical Medicine I, Pharmacotherapy I, and Clinical
Practice Seminar I.
Core Curriculum Component: None
Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology)
PA512
History and Physical Exam Skills II
7 Semester Credits
This is the second in a series of lecture-discussion-laboratory courses designed to demonstrate and apply the techniques
and skills essential to interviewing and physical examination of patients across organ systems. Units are coordinated
with Clinical Medicine II, Pharmacotherapy II, and Clinical Practice Seminar II.
Core Curriculum Component: None
Prerequisite(s): PA511(History and Physical Exam Skills I)
PA521
Pharmacotherapy I
5 Semester Credits
This is the first in a series of courses that will cover pharmacology and pharmacotherapy related to disease processes
across organ systems. This course will include discussion of drug mechanism of action, indications, adverse effects,
contraindications, monitoring, and patient education. Units are coordinated with the Clinical Medicine I, History and
Physical Exam Skills I, and Clinical Practice Seminar I courses.
Core Curriculum Component: None
Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology)
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PA522
Pharmacotherapy II
5 Semester Credits
This is the second in a series of courses that will cover pharmacology and pharmacotherapy related to disease processes
across organ systems. This course will include discussion of drug mechanism of action, indications, adverse effects,
contraindications, monitoring, and patient education. Units are coordinated with the Clinical Medicine II, History and
Physical Exam Skills II, and Clinical Practice Seminar II courses.
Core Curriculum Component: None
Prerequisite(s): PA521(Pharmacotherapy I)
PA531
Clinical Medicine I
8 Semester Credits
This is the first in a series of courses that provides background in the epidemiology, etiology, pathophysiology, clinical
presentation, diagnosis, treatment, and prevention of common and serious disorders across organ systems. This course
builds on the foundation laid in Anatomy and Pathophysiology. Units are coordinated with concurrent courses in History
and Physical Exam Skills I, Pharmacotherapy I, and Clinical Practice Seminar I.
Core Curriculum Component: None
Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology)
PA532
Clinical Medicine II
10 Semester Credits
This is the second in a series of courses that provides background in the epidemiology, etiology, pathophysiology, clinical
presentation, diagnosis, treatment, and prevention of common and serious disorders across organ systems. Geriatrics
medicine will be explored and integrated throughout the semester. Students will complete a service-learning experience
with an older adult from the community. Units are coordinated with concurrent courses in History and Physical Exam
Skills II, Pharmacotherapy II, and Clinical Practice Seminar II.
Core Curriculum Component: None
Prerequisite(s): PA531(Clinical Medicine I)
PA533
Clinical Medicine III
4 Semester Credits
This is the third and final in a series of three courses and will provide a background in the epidemiology, etiology,
pathophysiology, clinical presentation, diagnosis, treatment, and prevention of common and serious disorders in
pediatrics, women's health, and acute, emergent, and inpatient care.
Core Curriculum Component: None
Prerequisite(s): PA532(Clinical Medicine II)
PA542
Professional Issues
2 Semester Credits
256
This course is a seminar designed to introduce the physician assistant (PA) student to various professional topics and
medical ethics that affect the practicing physician assistant. The course focus is on the medical and non-medical aspects
of the profession such as: history of the Physician Assistant (PA) profession, laws and regulations governing physician
assistant practice, education, professional behavior and some of the most important ethical issues in medicine, public
health, and caring for diverse communities.
Core Curriculum Component: None
Prerequisite(s): None
PA545
Clinical Phase Transition
2 Semester Credits
This course incorporates experiential learning to prepare the student for clinical practice. It will also facilitate the
transition of knowledge and skills from the academic phase into the clinical phase. The focus will be on written and
verbal communication, professionalism and interpersonal skill development relating to the application of knowledge.
Students will be placed in a clinic or hospital setting for the semester. In-class time will be used to discuss these
experiences and work on skills essential for clinical practice.
Core Curriculum Component: None
Prerequisite(s): PA532(Clinical Medicine II)
PA546
Clinical Practice Seminar I
2 Semester Credits
This course is designed to integrate and apply concepts and knowledge gained through the Clinical Medicine, History
and Physical Exam and Pharmacotherapy series. It will help the student become a critical thinker, introduce the concepts
of clinical decision making, and apply other course content to patient cases. It will be administered in a small group
format and will generally be case based and emphasize common themes/concepts encountered in clinical practice.
Semester I will focus on clinic-based patient cases. Groups will consist of 5-10 students.
Core Curriculum Component: None
Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology)
PA547
Clinical Practice Seminar II
2 Semester Credits
This course is designed to integrate and apply concepts and knowledge gained through the Clinical Medicine, History
and Physical Exam and Pharmacotherapy series. It will help the student become a critical thinker, introduce the concepts
of clinical decision making, and apply other course content to patient cases. It will be administered in a small group
format and will generally be case based and emphasize common themes/concepts in clinical practice. Semester II will
focus on more complex patient cases and include acute care settings (emergency room and hospital admissions). Groups
will consist of 5-10 students.
Core Curriculum Component: None
Prerequisite(s): PA546(Clinical Practice Seminar I)
PA555
Research Tools for the Physician Assistant
2 Semester Credits
257
The course emphasizes research as a tool at all levels of physician assistant (PA) practice and education; identifies the
linkages between research, theory, and medical practice, and the responsibility of the PA to expand their knowledge
base. Information literacy in relationship to medical literature is integrated throughout the course.
Core Curriculum Component: None
Prerequisite(s): None
PA595
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PA599
Directed Study
3 Semester Credits
This course provides a practice-oriented approach to the information literacy methods used in health care. Students will
develop a topic, complete a full review of the literature and produce an analytic paper in consultation with supervising
professor.
Core Curriculum Component: None
Prerequisite(s): PA555(Research Tools for the Physician Assistant)
PA600
Family Medicine Clinical Practicum
4 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases
and conditions unique to the clinical practice of family medicine. Inclusion of proper data collection through history and
physical examination, formulation of accurate problem lists, thorough investigation and development of treatment plans
utilizing evidence based medicine as determined by review and analysis of current medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA601
Internal Medicine Clinical Practicum
4 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases
and conditions unique to the clinical practice of internal medicine. Inclusion of proper data collection through history
and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment
plans utilizing evidence based medicine as determined by review and analysis of current medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA602
General Surgery Clinical Practicum
4 Semester Credits
258
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases
and surgical conditions unique to the clinical practice of General Surgery. Inclusion of proper data collection through
history and physical examination, formulation of accurate problem lists, thorough investigation, and development of
treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA603
Pediatric Clinical Practicum
4 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases
and surgical conditions unique to the clinical practice of Pediatrics. Inclusion of proper data collection through history
and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment
plans utilizing evidence based medicine as determined by review and analysis of current medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA604
Women's Health Clinical Practicum
4 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases
and surgical conditions unique to the clinical practice of Women’s Health. Inclusion of proper data collection through
history and physical examination, formulation of accurate problem lists, thorough investigation, and development of
treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA605
Emergency Medicine Clinical Practicum
4 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases
and surgical conditions unique to the clinical practice of Emergency Medicine. Inclusion of proper data collection
through history and physical examination, formulation of accurate problem lists, thorough investigation, and
development of treatment plans utilizing evidence based medicine as determined by review and analysis of current
medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA606
Psychiatric Clinical Practicum
4 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of Psychiatric
diseases and conditions unique to the clinical practice of Psychiatric Medicine. Inclusion of proper data collection
through history and physical examination, formulation of accurate problem lists, thorough investigation, and
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development of treatment plans utilizing evidence based medicine as determined by review and analysis of current
medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA607
Elective Clinical Practicum I
4 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of diseases and
conditions unique to the clinical practice of Medicine. Students are allowed to choose, in consultation with the clinical
coordinator, the area of medicine in which they would like to study as their elective.
Core Curriculum Component: None
Prerequisite(s): None
PA608
Elective Clinical Practicum II
4 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of diseases and
conditions unique to the clinical practice of Medicine. Students are allowed to choose, in consultation with the clinical
coordinator, the area of medicine in which they would like to study as their elective.
Core Curriculum Component: None
Prerequisite(s): None
PA620
Primary Care Preceptorship
6 Semester Credits
The final rotation of the clinical phase, which can be completed in family, internal, geriatric, pediatric or women’s
medicine. This course provides students a final opportunity to develop skills unique to the clinical practice of medicine to
include performing proper data collection, formulating accurate problem lists and investigation strategies, and
developing treatment plans that incorporate evidence based medicine.
Core Curriculum Component: None
Prerequisite(s): None
PA621
General Medicine Specialty Preceptorship
6 Semester Credits
A required rotation at the completion of the clinical phase. This course provides the student a final opportunity to
develop the skills unique to the clinical practice of medicine. Inclusion of proper data collection through history and
physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment
plans incorporating evidence based medicine as determined by review and analysis of current medical literature. Can be
completed in PA621 General Medicine Specialty or PA622 Surgical Specialty.
Core Curriculum Component: None
Prerequisite(s): None
PA622
260
Surgical Specialty Preceptorship
6 Semester Credits
A required rotation at the completion of the clinical phase. This course provides the student a final opportunity to
develop the skills unique to the clinical practice of medicine. Inclusion of proper data collection through history and
physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment
plans incorporating evidence based medicine as determined by review and analysis of current medical literature. Can be
completed in PA621 General Medicine Specialty or PA622 Surgical Specialty.
Core Curriculum Component: None
Prerequisite(s): None
PA690
Capstone
2 Semester Credits
This course provides each student the opportunity to present results of their individual research topic and to synthesize
previous study and work experience in preparation for graduation and clinical practice. The student will demonstrate an
understanding of the program’s and profession’s principles.
Core Curriculum Component: None
Prerequisite(s): None
PHI – Philosophy
PHI110
Introduction to Philosophy
4 Semester Credits
This course introduces students to typical philosophical questions (how we know, if we can have certain knowledge, if
there are universal moral principles, whether God exists, the nature of the mind, etc.), to philosophical vocabulary, and
to critical thinking and what it means to view the world philosophically.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI120
Ethics
4 Semester Credits
By studying our moral beliefs, ethics helps students consider the bases they use to make moral judgments. The course
explores major philosophical approaches to evaluating moral actions and then applies them to contemporary issues. The
Christian tradition will inform the considerations. Students who receive credit for PHI 120 may not receive credit for PHI
125.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI125
Ethics and Human Identity
4 Semester Credits
261
A philosophical study of the role of human understanding, emotions, and action with respect to the pursuit of
happiness. Beginning by asking what the end or purpose of human life is, students decide on the moral and intellectual
virtues required to reach the end. Topics of friendship and human love are followed by an analysis of human happiness.
Students who receive credit for PHI 125 may not receive credit for PHI 120.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI175
Philosophy of Love and Sex
4 Semester Credits
The nature and history of romantic love. The ethics of sex in relation to love, marriage, the institution of monogamy, and
homosexuality are considered.
Core Curriculum Component: None
Prerequisite(s): None
PHI180
Ethics of Medicine and Health Care
4 Semester Credits
The course discusses some fundamental ethical theories, which it then carefully applies to problems that arise in the
areas of health care and delivery, allocation of scarce resources, human experimentation, genetic engineering, abortion,
care for the dying, and euthanasia.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI230
Logic
4 Semester Credits
Students learn to distinguish arguments from exposition. Then they learn the rules that govern valid arguments and
develop their ability to recognize and construct sound arguments. The last part of the course focuses on informal logic
and inductive reasoning.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
PHI241
History of Philosophy I: Ancient Greek Philosophy
4 Semester Credits
Central philosophical questions that concerned the Greek philosophers from Thales to Plotinus and still concern us
today: the nature of reality and its relationship to language and reason, the immortality of the soul, the nature of truth
and human knowledge, and the nature of the good life.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI242
262
History of Philosophy II: Medieval and Renaissance Philosophy
4 Semester Credits
Students will read writings by various medieval and Renaissance philosophers in order to understand the process of
philosophical assimilation involved in constructing a Christian philosophy. Topics include: the nature of being, human
understanding in relation to faith, and the place of the image of God in the human condition. (Suggested prior course:
PHI 241. Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
PHI260
Philosophy and the Arts
4 Semester Credits
Philosophical issues raised and illustrated by painting, sculpture, literature, music, architecture, and film: the truth and
falsehood of aesthetic judgment, the definition of art; the nature of aesthetic experience, the evaluation of art,
creativity, the relation between the artist’s intention, the work of art, and its relation to the rest of the artistic tradition.
For arts majors and students with a strong background in the arts.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHI315
Philosophy of Human Nature and Human Culture
4 Semester Credits
This course concerns the philosophical study of human nature and its relation to human culture. Students will read a
selection of texts by eminent philosophers on the subject. Topics studied in the course include: the knowledge and
nature of the self, the definition of the human being in terms of culture, myth and religion in human culture, human
nature and the culture of language, and the culture of art.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI343
History of Philosophy III: Early Modern and 19th-Century Philosophy
4 Semester Credits
We study the major rationalists of the 17th century (Descartes, Spinoza, Leibniz), the major empiricists of the 18th
century (Locke, Berkeley, Hume), Kant’s synthesis of rationalism and empiricism, and 19th-century idealism and the
reaction to it (Marx, Kierkegaard, Nietzsche and Mill). (Suggested prior course: PHI 241)
Core Curriculum Component: None
Prerequisite(s): None
263
PHI344
History of Philosophy IV: 20th-21st Century Philosophy
4 Semester Credits
The course surveys the major philosophical schools in the 20th and 21st centuries: analytic philosophy, phenomenology,
existentialism, pragmatism, and postmodern philosophy. Focus of study is on major texts of these movements. Students
are strongly encouraged to take PHI 343 before taking PHI 344.
Core Curriculum Component: None
Prerequisite(s): None
PHI350
Philosophy of Religion
4 Semester Credits
We systematically investigate a series of philosophical questions about religion. What is the relation between faith and
reason? Does God exist, and if so, what can be said about God? Can God’s goodness be reconciled with human
suffering? Are miracles and life after death possible?
Core Curriculum Component: None
Prerequisite(s): None
PHI365
Philosophy of Science
4 Semester Credits
The course explores what scientific knowledge is, whether the scientist’s knowledge of the world is profoundly different
and better than that of the non-scientist, and what degrees of certainty are yielded by scientific methods. (Suggested
prior course: one course in natural science)
Core Curriculum Component: None
Prerequisite(s): None
PHI370
Existentialism
4 Semester Credits
Studies in the writings - both philosophical and literary - of prominent existentialist authors. The course examines what
it means to be a being-in-theworld and explores such themes as absurdity, freedom, guilt, despair, and paradox.
(Suggested: one prior course in philosophy. Alternate years)
Core Curriculum Component: None
Prerequisite(s): None
PHI380
Ethics of Medicine and Health Care
4 Semester Credits
The course discusses some fundamental ethical theories, which it then carefully applies to problems that arise in the
areas of health care and delivery, allocation of scarce resources, human experimentation, genetic engineering, abortion,
care for the dying, and euthanasia.
Core Curriculum Component: None
264
Prerequisite(s): None
PHI385
Formal Logic and Computation Theory
4 Semester Credits
An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal
models of computation including finite state automata, pushdown automata, and Turing machines. Incompleteness and
uncomputability.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group 4); 1 of MAT171(Discrete Mathematics For
Computing), MAT271(Discrete Mathematical Structures); CSC210(Data Structures)
PHI399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
PHI410
Topics in Philosophy
4 Semester Credits
Advanced studies covering either an individual philosopher or a specific topic in philosophy, such as philosophical
movements, the history of an idea or specific problems. Seminar format. May be taken more than once for credit.
(Suggested prior courses: any course from PHI 241, 242, 343, 344.)
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor)
PHI490
Keystone
4 Semester Credits
This course integrates the student’s general education experience with an overview of specific philosophical ideas or
philosophers.
Core Curriculum Component: Keystone
Prerequisite(s): None
PHI499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
265
PHY – Physics
PHY101
Astronomy
4 Semester Credits
A descriptive course covering our solar system, stars, and galaxies. In addition, the course traces the development of
scientific thought from early civilization to the present day. Night viewing is required. (Three one-hour lectures.)
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT103(Prealgebra), MAT103(Everyday Math), MPL(Math Placement Level 2)
PHY107
College Physics I
4 Semester Credits
This is a rigorous study of classical physics including mechanics and wave motion. This course is focused on the
applications of physics to the biological sciences. This course does not meet requirements for Chemistry and Physics
majors. High school trigonometry is required in preparation for this course. Concurrent registration in PHY107L is
required. (Three one-hour lectures, one three-hour laboratory. Fall)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MAT114(Precalculus),
MPL(Math Placement Group)
PHY107L
College Physics I Lab
1 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY107(College Physics I) *concurrent registration is required*
PHY108
College Physics II
4 Semester Credits
A rigorous study of classical physics including thermodynamics, electricity, magnetism, and optics. This course is focused
on the applications of physics to the biological sciences. This course does not meet requirements for Chemistry and
Physics majors. Concurrent registration in PHY108L is required. (Three one-hour lectures, one three-hour laboratory.
Spring)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of PHY107(College Physics I), PHY121(General Physics I); 1 of ENL111(Effective Writing),
ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters)
PHY108L
College Physics II Lab
1 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY108(College Physics II) *concurrent registration is required*
266
PHY116
Introduction to Physics
4 Semester Credits
An algebra-based introductory course in which the applications, problems, and experiments are selected to illustrate
fundamental principles and provide a broad survey of physics. Concurrent registration in PHY116L is required. (Three
one-hour lectures, one three-hour laboratory.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
PHY116L
Introduction to Physics Lab
1 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY116(Introduction to Physics) *concurrent registration is required*
PHY119
Physics for the Fine Arts
4 Semester Credits
A scientific study of sound, light, and the mechanics of structures and the human body relating to music, the visual arts,
and theater. Explores the physics of phenomena and perception fundamental to these disciplines. Concurrent
registration in PHY119L is required. (Three one-hour lectures, one three-hour laboratory.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
PHY119L
Physics for the Fine Arts Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY119(Physics for the Fine Arts) *concurrent registration is required*
PHY121
General Physics I
4 Semester Credits
A rigorous study of classical physics including mechanics and wave motion. Designed for physics, pre-engineering, and
other specified majors. Concurrent registration in PHY121L is required. (Three one-hour lectures, one three-hour
laboratory. Fall)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): MAT145(Calculus I) *concurrent registration is acceptable*
PHY121L
General Physics I Lab
267
1 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY121(General Physics I) *concurrent registration is required*
PHY122
General Physics II
4 Semester Credits
A rigorous study of classical physics including thermodynamics, electricity, magnetism, and optics. Designed for physics,
pre-engineering, and other specified majors. Concurrent registration in PHY122L is required. (Three one-hour lectures,
one three-hour laboratory. Spring)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): MAT146(Calculus II) *concurrent registration is acceptable*; 1 of ENG111(Effective Writing),
ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level); PHY121(General Physics I)
PHY122L
General Physics II Lab
1 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY122(General Physics II) *concurrent registration is required*
PHY199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHY203
Physics and Earth Science for Elementary Education Teachers
4 Semester Credits
This course focuses on MSEP physical science outcomes for K-5 licensure: properties of and changes in matter; position,
motion and force; light, heat, electricity and magnetism; and kinds of and ways to transfer energy. Students conduct
hands on physical science explorations and do lab experiments. They also review student misconceptions, Students will
also study key ideas in earth science including connections between concepts in earth science and physics.
Core Curriculum Component: None
Prerequisite(s): None
PHY245
Modern Physics
4 Semester Credits
An introduction to modern physics from a historical and experimental perspective. Relativity, atomic, molecular, nuclear,
and solid state physics. This course develops the experimental foundations and need for quantum mechanics.
Concurrent registration in PHY245L is required. (Three one-hour lectures, one two-hour laboratory. Fall)
Core Curriculum Component: None
268
Prerequisite(s): MAT245(Calculus III) *concurrent registration is acceptable*; PHY122(General Physics II)
PHY245L
Modern Physics Lab
1 Semester Credits
Laboratory experiments and projects provide students with an introduction to advanced instrumentation and
experimental techniques used in modern science.
Core Curriculum Component: None
Prerequisite(s): MAT146(Calculus II), PHY122(General Physics II)
PHY261
Electronics
4 Semester Credits
AC and DC circuits, analog electronics, digital electronics, and the analysis and use of microprocessors and
microcomputer systems. Three one-hour lectures, one three-hour laboratory. Concurrent registration in PHY261L is
required.
Core Curriculum Component: None
Prerequisite(s): 1 of PHY116(Introduction to Physics), PHY122(General Physics II); MAT146(Calculus II)
PHY261L
Electronics Lab
1 Semester Credits
Students will develop hands-on skills and experience through laboratory exercises and projects using modern test
instrumentation, simple circuit design, transistors, operational amplifiers, gates, and other devices.
Core Curriculum Component: None
Prerequisite(s): 1 of PHY116(Introduction to Physics), PHY122(General Physics II)
PHY298
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHY299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHY317
Biophysics
4 Semester Credits
269
An introduction to classic topics at the intersection of physics and biology. Topics may include biopolymers, selfassembly, nerves and signal propagation, molecular machines, and biomembranes. The course will emphasize
approaches based on thermodynamics, statistical mechanics, and experimental techniques. Concurrent registration in
PHY317L is required. (Three one-hour lectures and a three hour laboratory. Fall)
Core Curriculum Component: None
Prerequisite(s): MAT146(Calculus II), PHY122(General Physics II)
PHY317L
Biophysics Lab
1 Semester Credits
Students will develop experimental skills in biophysics (e.g. image processing, microscopy, thermodynamic techniques).
Core Curriculum Component: None
Prerequisite(s): 1 of CSC170(Introduction to Object-Oriented Programming (Java)), PHY122(General Physics II);
MAT146(Calculus II)
PHY327
Special Functions of Mathematical Physics
4 Semester Credits
Special functions encountered in physics. Partial differentiation, partial differential equations, Fourier series, series
solution of differential equations, Legendre, Bessel, and other orthogonal functions, vector calculus, applied linear
algebra (e.g., matrix multiplication, eigenvalues and eigenvectors, special matrices, determinants), functions of a
complex variable, and an introduction to computer programming. Concurrent registration in PHY327L is required. (Three
one-hour lectures. Spring)
Core Curriculum Component: None
Prerequisite(s): MAT245(Calculus III), PHY122(General Physics II)
PHY327L
Special Functions of Mathematical Physics Lab
1 Semester Credits
Computer applications to solve relevant physics and engineering problems in including numerical techniques, fitting,
simulation, etc.
Core Curriculum Component: None
Prerequisite(s): MAT245(Calculus III), PHY122(General Physics II)
PHY351
Classical Mechanics
4 Semester Credits
Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include conservation
principles, single particle motion, systems of particles, gravitation, oscillations, central forces, and two-particle
kinematics.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT245(Calculus III), MAT369(Modeling and Differential Equations in Biological and Natural
Sciences), PHY327(Special Functions of Mathematical Physics); PHY122(General Physics II)
PHY365
270
Electricity and Magnetism
4 Semester Credits
Students will develop an understanding of electric and magnetic fields. Applying vector calculus, forces and fields, the
equations of Laplace and Poisson, and multipole expansions to electric and magnetic phenomenon. Electromagnetic
waves and Maxwell's equations in vacuum and in matter.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT369(Modeling and Differential Equations in Biological and Natural Sciences), PHY327(Special
Functions of Mathematical Physics); PHY122(General Physics II)
PHY395
Comprehensive Laboratory I
2 Semester Credits
Students work in small groups on advanced experiments from various physics subfields (including modern physics,
electronic instrumentation, magnetism, and optics) with a focus on the role of experiments, interpretation of data, and
scientific communication. Incorporates an introduction to LabVIEW software for computerized data acquisition and
experiment control. (One three-hour laboratory and an occasional one-hour seminar per week. Prereq.: junior or senior
standing in physics. Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor)
PHY396
Comprehensive Laboratory II
2 Semester Credits
Application of experimental techniques to advanced experiments in modern optics, biophysics, colloids and interfaces,
and other areas. (One three-hour laboratory and an occasional one-hour seminar per week. Prereq.: junior or senior
standing in physics. Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); PHY122(General Physics II)
PHY397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
PHY398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHY399
271
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
PHY430
Introduction to Solid State Physics
4 Semester Credits
Topics in solid state physics including various theories of metals, crystal lattices, band structure and Fermi surfaces,
phonons, semiconductors and magnetism. The conditions and consequences of the solid state of materials will be
explored at a very detailed level, taking realistic parameters of materials into account. Prereq.: PHY 486 strongly
recommended. (Three one-hour lectures.)
Core Curriculum Component: None
Prerequisite(s): PHY351(Mechanics I), PHY362(Electromagnetic Fields I)
PHY484
Quantum Mechanics Supplement
2 Semester Credits
A complement to the material covered in a typical semester of Physical Chemistry. A focus on the mathematical
development, interpretation, and the strangeness of quantum mechanics. Material appropriate to a traditional
undergraduate quantum mechanics course.
Core Curriculum Component: None
Prerequisite(s): CHM368(Concurrent Enrollment in CHM368) *concurrent registration is required*, PHY327(Special
Functions of Mathematical Physics)
PHY486
Quantum Physics
4 Semester Credits
A development from first principles, including de Broglie’s postulates, the Schroedinger equation, operators, wave
functions, expectation values, and approximation methods. Applications include potential wells and barriers, the
harmonic oscillator, and the hydrogen atom. (Three one-hour lectures. Spring)
Core Curriculum Component: None
Prerequisite(s): PHY245(Modern Physics), PHY351(Mechanics I)
PHY499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL – Political Science
POL121
American Government and Politics
272
4 Semester Credits
Surveys major parts of American national government - including Congress, the presidency, and the courts - as well as
campaigns and elections, federalism, interest groups, and political parties.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL122
Social Justice in Urban America
4 Semester Credits
Examines politics and public policy in metropolitan areas, emphasizing factors that help some do well while others
struggle. Looks at how urban politics embodies some of the country’s deepest challenges, and considers ways that
people work to address those challenges.
Core Curriculum Component: Engaging Minneapolis, Social and Behavioral Sciences
Prerequisite(s): None
POL124
American Women and Politics
4 Semester Credits
Investigates the roles women play in the political system. Political, economic, and social issues will be explored from
contemporary and historical perspectives.
Core Curriculum Component: None
Prerequisite(s): None
POL158
Introduction to Political Science
4 Semester Credits
An analysis of basic patterns in the political system and decision-making process with some comparison of major
political systems and discussion of contemporary issues.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL160
World Politics
4 Semester Credits
Introduction to the processes and issues of international politics, including the dynamics of the international system,
theories of international relations, and a focus on recent problems.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL170
Law in the United States
4 Semester Credits
273
A survey of American law and legal process. Theories of law; law and society; roles of courts, police, lawyers, and juries;
the United States Constitution as "supreme" law; law as politics; historic and contemporary legal issues.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL241
Environmental and River Politics
4 Semester Credits
This course explores the politics of the communities and ecosystems of the Upper Mississippi River watershed, including
controversies about river pollution, the lock and dam system, regional water supply, flood control, and farming
practices. Includes site visits to see how local policy-makers and stakeholders are trying to achieve sustainability in the
watershed.
Core Curriculum Component: Engaging Minneapolis, Social and Behavioral Sciences
Prerequisite(s): None
POL282
Asian American Politics
4 Semester Credits
Asian Americans and their place in American politics and society. Includes some coverage of Asian American history and
looks at the struggle to define Asian Americans.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL310
Citizen Participation within a Globalized Economy
274
4 Semester Credits
This course explores and analyzes key political, social and economic factors in Central America that are shaping citizens’
participation today with a special emphasis on Costa Rica and Nicaragua. Students are also exposed to forces such as
globalization and neoliberal economic policies applied in the region and how these – among other factors – have
reshaped the role of governments and its relationship with constituents.
Core Curriculum Component: None
Prerequisite(s): None
POL325
Politics and Public Policy
4 Semester Credits
The domestic policy making process, emphasizing how elected officials, bureaucrats, and interest groups shape
government policies in various areas, including taxes, the environment, and social welfare policy. How public policies are
formulated and implemented.
Core Curriculum Component: None
Prerequisite(s): None
POL326
Political Parties and Behavior
4 Semester Credits
Emphasizes study of public opinion and political parties in the electoral process. Field work with political parties, interest
groups, and media in presidential elections (optional in non-presidential election years).
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics),
POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science),
POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian
America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy),
POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U
/Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie),
POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics:
Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics),
POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis),
POL490(International Relations Keystone), POL495(Seminar)
POL341
Globalization, Social Struggle and the Environment
4 Semester Credits
Explores issues of globalization and social change in Mexico and analyzes political, social, and economic policies that
promote and/or hinder sustainable development from a gender perspective. Particular emphasis will be placed on
environmental issues and the causes of migration/emigration and social unrest in Mexico.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL342
Mass Communication in Society
275
4 Semester Credits
Studies effects of new information technology (such as the Internet) and of the traditional electronic media. Covers uses
of technology and media for newsmaking, selling, entertainment, and public affairs.
Core Curriculum Component: None
Prerequisite(s): None
POL350
Topics: European Politics
4 Semester Credits
Study of the political behavior, institutions, and processes of European states. The course will focus on either European
community law and politics or domestic politics in European states.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics),
POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science),
POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian
America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy),
POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL351(Commst/Post Commst S U
/Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie),
POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics:
Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics),
POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis),
POL490(International Relations Keystone), POL495(Seminar)
POL353
Political and Social Change in Namibia
4 Semester Credits
This course is an integrative seminar for the semester and examines the legacy of apartheid in Namibia with particular
focus on the social and political movements that have evolved in the struggle for independence.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL354
The Politics of Development in Southern Africa
4 Semester Credits
This course examines basic theories of development as well as the political economy of development. It provides the
opportunity to reflect critically on issues of development, including global justice, equality, and sustainability.
Core Curriculum Component: None
Prerequisite(s): None
POL357
(Im)Migration, Gender and Social Change
4 Semester Credits
At a time when borders between nations are so heavily defended, how do we understand the flow of people and ideas
across those divides? Learn how race, gender, sexuality and social class intersect when they are seen from a lens of
(im)migration in a Latin American context.
276
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL359
Topics: Women in Comparative Politics
4 Semester Credits
An exploration of gender politics in globalization. Particular attention is given to women’s organizing efforts around
issues of domestic and political violence, ecology, human rights, democracy, political participation, and revolutionary
social change.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics),
POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science),
POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian
America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy),
POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics),
POL351(Commst/Post Commst S U /Russia/CIS), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional
Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory),
POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics:
International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International
Relations Keystone), POL495(Seminar)
POL368
Model United Nations
4 Semester Credits
This course provides students with in-depth understanding of the United Nations and international diplomacy through
the process of preparation for attending the National Model United Nations Conference which is held each spring in
New York City. Students research a country and set of issues for the committee on which they will serve.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor), POL160(World Politics)
POL370
Constitutional Law
4 Semester Credits
The legal-political-philosophical role of the Supreme Court in the American political system in significant decisions
affecting the allocation of powers in the national government and in the federal system.
Core Curriculum Component: None
Prerequisite(s): 1 of POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American
Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL241(Environmental and
River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change),
POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society),
POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women
GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL371(Topics), POL375(Media Law),
POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics:
American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political
Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar);
POL170(Law in the United States)
277
POL371
Topics
4 Semester Credits
Selected topics in internet, communications, and constitutional law. Content will vary, defined by the subtitle of the
course.
Core Curriculum Component: None
Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical
Public Speaking), COM120(Mass Media and Popular Culture), COM280(Introduction to Communication Studies),
POL121(American Government and Politics), POL158(Introduction to Political Science), POL160(World Politics),
POL170(Law in the United States), POL241(Environmental and River Politics)
POL380
Western Political Thought
4 Semester Credits
A study of influential political philosophers, emphasizing the values, goals, and assumptions that continue to inform and
to rationalize human governance.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics),
POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science),
POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian
America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy),
POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics),
POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian
and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL381(Topics:
Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics),
POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis),
POL490(International Relations Keystone), POL495(Seminar); 1 of ENG111(Effective Writing), ENL111(Effective Writing),
ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
POL381
Topics: Democratic Theory
4 Semester Credits
Selected topics including the emergence of political democracy in comparative perspective and American political
thought. Topic to be included in the subtitle.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics),
POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science),
POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian
America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy),
POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics),
POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian
and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western
Political Thought), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics),
POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis),
POL490(International Relations Keystone), POL495(Seminar); 1 of ENG111(Effective Writing), ENL111(Effective Writing),
ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
278
POL391
Seminar
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL396
Internship *
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
POL399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
POL421
Topics: American Politics
4 Semester Credits
Topics include legislative, executive, or judicial politics, public policy, and leadership. Can include focus on national,
state, or local level.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics),
POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science),
POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian
America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy),
POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics),
POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian
and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western
Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL459(Topics: Comparative Politics),
POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis),
POL490(International Relations Keystone), POL495(Seminar)
POL459
Topics: Comparative Politics
4 Semester Credits
279
Selected themes including interpretations of political systems and comparisons of political processes such as political
participation, political development, political change, and revolution. Topic to be included in subtitle.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics),
POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science),
POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian
America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy),
POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics),
POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian
and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western
Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics),
POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis),
POL490(International Relations Keystone), POL495(Seminar)
POL461
Topics: International Politics
4 Semester Credits
Selected themes including interpretations of international politics, foreign policy decision-making, simulations of
international problems. Topic to be included in subtitle.
Core Curriculum Component: None
Prerequisite(s): 1 of POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American
Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United
States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics),
POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior),
POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U
/Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie),
POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics:
Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics),
POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone),
POL495(Seminar)
POL483
Political Statistics and Methodology
4 Semester Credits
Introductory survey of political science methods. Covers experimental design, descriptive and inferential statistics,
computer methods, and issues in the construction and execution of political surveys.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
POL484
Political Analysis
4 Semester Credits
An analysis of different approaches and theories in the study of politics including an examination of the requirements of
science as a model for political study. Major research is required. This course satisfies the Keystone requirement.
Core Curriculum Component: Keystone
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Prerequisite(s): 3 of POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American
Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United
States), POL199(Internship), POL241(Environmental and River Politics), POL295(Topics), POL299(Directed Study),
POL310(Citizen Participation within a Globalized Economy-A Nicaraguan Case Study), POL323(Social and Political
Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL341(Globalization, Social Struggle
and the Environment), POL342(Mass Communication in Society), POL350(Topics: European Politics),
POL351(Commst/Post Commst S U /Russia/CIS), POL353(Political and Social Change in Namibia), POL354(The Politics of
Development in Southern Africa), POL357(Women Gender and Social Change in Latin America - Mexico),
POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL368(Model United
Nations), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought),
POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL397(Internship), POL399(Internship), POL421(Topics:
American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political
Statistics and Methodology), POL490(International Relations Keystone), POL495(Seminar), POL498(Independent Study),
POL499(Independent Study)
POL490
International Relations Keystone
4 Semester Credits
Capstone seminar for students majoring in international relations; analysis of some methods for studying international
relations; analysis of major trends; senior thesis. Open to other students by consent of instructor. This course satisfies
the Keystone requirement for International Relations majors.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
POL495
Seminar
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): Nonee
PSY – Psychology
PSY105
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Principles of Psychology
4 Semester Credits
An introduction to the methods and principles of psychology. Applications of psychological concepts to everyday
situations are emphasized. Research participation is required.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
PSY199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY201
Health Psychology
4 Semester Credits
Consideration of the impact of psychological, behavioral, social, and biological interactions on health.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY203
Lifespan Development
4 Semester Credits
An overview of biological, cognitive, and socioemotional development from the prenatal period through adulthood using
a developmental perspective. Emphasis on theories, methodology, and current scientific and applied research in
developmental psychology.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY205
Culture and Psychology
4 Semester Credits
Examine how culture is related to mental processes and behavior. Topics include the impact of culture on development,
emotion, cognition, personality, social interactions, and psychological disorders. This course is typically reserved for
faculty-led study abroad programs.
Core Curriculum Component: Augsburg Experience, Social and Behavioral Sciences
Prerequisite(s): None
PSY215
Research Methods and Statistics I
4 Semester Credits
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Part I of a two-term sequence. See PSY 315. PSY 215 may be taken without taking PSY 315. Scientific method as
practiced in psychology. This sequence emphasizes skills of bibliographic research, research design and data collection,
statistical analysis and interpretation, and APA-style presentation of research findings.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); PSY105(Principles of Psychology)
PSY235
Psychology and Law
4 Semester Credits
Application of psychological principles and research to legal processes, policy, and problems. Emphasis on three content
areas: eyewitness memory, courtroom procedures, and forensic clinical practice.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY250
Child Development
4 Semester Credits
Theory and scientific methods of examining development and behavior. Practical implications of data and theory are
stressed.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY252
Adolescent and Young Adult Development
4 Semester Credits
Consideration of research and theory related to development during the adolescent and young adult years.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY253
Aging and Adulthood
4 Semester Credits
Development through middle and older adulthood. Consideration of positive and negative aspects of aging. Content is
especially relevant to those who study and work with the largest growing segment of our population—the elderly.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY256
Environmental Psychology
4 Semester Credits
This course uses a cultural-ecological viewpoint to study the influence of both the natural and built physical environment
on human behavior.
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Core Curriculum Component: Engaging Minneapolis
Prerequisite(s): PSY105(Principles of Psychology)
PSY261
Personality and Cultural Context
4 Semester Credits
Current scientifically-based approaches to description, dynamics, and development of personality. Includes study of
gender, social position, and cross-cultural behavior.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY262
Abnormal Psychology
4 Semester Credits
Applying psychological science to understanding the causes and treatments for psychological disorders. Topics include
depression, anxiety, schizophrenia, substance use, and eating disorders.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY263
Sports Psychology
4 Semester Credits
Foundations of sports psychology. Psychological concepts applied to sports and enhancement of athletic performance.
Topics include motivation, team development, leadership, psychological skills training, and goal setting.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY271
Psychology of Gender
4 Semester Credits
Emphasis on the social construction of gender and its impact on the lives and behavior of individuals.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY282
Industrial and Organizational Psychology
4 Semester Credits
The theoretical and applied study of organizations. Topics include the individual, group, and organizational
structure/process and change.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY291
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Addiction and Recovery
4 Semester Credits
Examines addiction and recovery from multiple perspectives, giving special attention to physiological, religious-spiritual,
neurobiological, and sociocultural dimensions. Emphasis is placed on interdisciplinary approaches to prevention,
treatment, and recovery.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY295
Topics
4 Semester Credits
Specific topic will be published prior to registration; e.g., Positive Psychology, Close Relationships, Psychology and
Religion.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY315
Research Methods and Statistics II
4 Semester Credits
Part II of a two-term sequence. See PSY 215. Ideally PSY 315 should be taken in the term immediately following PSY 215.
A grade of C- or higher in PSY 215 is required to enroll in PSY 315.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); PSY215(Research Methods and
Statistics I)
PSY325
Social Behavior
4 Semester Credits
Social factors that influence individual and group behavior in natural and laboratory settings. Topics include social
cognition, group behavior, social influence, attitudes formation, and change. Note: Students should have completed PSY
215; or PSY 105, with junior standing and consent of instructor.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY354
Cognitive Psychology
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4 Semester Credits
Theory, data, and practical applications relevant to the following topics: attention, perception, pattern recognition,
memory, mental imagery, problem solving, decision making, and language. Note: Students should have completed PSY
215; or PSY 105, with junior standing and consent of instructor.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY355
Biopsychology
4 Semester Credits
Relationship between biology and behavior. Considers biological bases of learning and cognition, emotions, abnormal
psychology, and normal and altered states of consciousness. Note: Students should have completed PSY 215; or PSY 105,
with junior standing and consent of instructor.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY357
Behavior Analysis
4 Semester Credits
Principles of learning/behavior change and their application to self-management, family, work, school, and clinic
settings. Individualized projects. Note: Students should have completed PSY 215; or PSY 105, with junior standing and
consent of instructor.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); PSY215(Research Methods and
Statistics I)
PSY359
Assessment
4 Semester Credits
Theory and scientific methods of assessing human aptitudes, achievement, personality, abnormal behavior, vocational
interests, and impacts of the environment on behavior. Examination of a variety of tests, concepts of reliability and
validity, and legal and ethical issues. Note: Students should have completed PSY 215; or PSY 105, with junior standing
and consent of instructor.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY360
Psychology Laboratory
2 Semester Credits
Laboratory research experience under the supervision of a faculty member. Concurrent or previous enrollment in a fullcredit course in the faculty member’s area of expertise and approval by that faculty member are required.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
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PSY381
Historical Perspectives
4 Semester Credits
Focus on the people in psychology’s history, their questions and positions, from the early Greek period to the present.
Emphasis on the 20th century, inclusions of women and minorities, and contextual history. Note: Students should have
completed PSY 215; or PSY 105, with junior standing and consent of instructor.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY385
Counseling Psychology
4 Semester Credits
Discuss therapeutic approaches and interventions in counseling (e.g., psychoanalysis, person-centered therapy,
cognitive behavioral therapy, and post-modern approaches). Topics include counseling diverse clients, evidence based
practice, and ethical guidelines for the counseling relationship. Note: Students should have completed PSY 215; or PSY
105, with junior standing and consent of instructor.
Core Curriculum Component: None
Prerequisite(s): 1 of All of CONSENT(Consent of Instructor), PSY105(Principles of Psychology); PSY215(Research Methods
and Statistics I)
PSY390
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY391
Individual Differences
4 Semester Credits
General introduction to the study of individual differences. Particular focus is placed on behavioral genetic methods and
designs. Explores the degree to which genetic and environmental influences co-determine the expression of various
psychological phenotypes, including psychometric IQ, personality, and facets along broader psychopathologic
dimensions.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); PSY315(Research Methods and
Statistics II)
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PSY397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
PSY399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); PSY315(Research Methods and
Statistics II)
PSY400
Keystone Internship
4 Semester Credits
Students work 80 hours at an internship site of their choosing and attend a weekly (or weekend) class session. A series
of papers/assignments address career and personal goals as well as the relationship between the internship work and
concepts learned in the psychology major. PSY 400 satisfies the Keystone requirement but must involve an off-campus
internship to satisfy the Augsburg Experience requirement.
Core Curriculum Component: Augsburg Experience, Keystone
Prerequisite(s): PSY315(Research Methods and Statistics II)
PSY410
Clinical Neuropsychology
4 Semester Credits
The exploration of human behavior when the brain is altered by traumatic brain injury and diseases such as stroke,
epilepsy, and dementia. Learn human neuroanatomy in order to relate brain systems to attention, perception, memory,
language, personality, and awareness. Address clinical issues, including neuropsychological assessment and interviewing.
Core Curriculum Component: None
Prerequisite(s): PSY315(Research Methods and Statistics II)
PSY490
Current Topics in Psychology
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PSY315(Research Methods and Statistics II)
PSY491
Advanced Research Seminar
4 Semester Credits
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Research team experience in a seminar format. Designed to extend students’ knowledge of statistical and
methodological techniques and to explore contemporary professional issues and implications for social policy.
Recommended for students headed for graduate school and those electing an honors major.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor),
PSY315(Research Methods and Statistics II)
PSY493
Seminar: Contemporary Issues
4 Semester Credits
Discussion and exploration of contemporary, theoretical, professional, and social policy issues from a psychological
viewpoint.
Core Curriculum Component: None
Prerequisite(s): PSY315(Research Methods and Statistics II)
PSY495
Clinical Research and Lab
4 Semester Credits
Conduct psychological research on topics related to mental health and well-being. Clinical research methods, research
ethics, statistical analysis, and writing for research papers and posters will be discussed. Students assist faculty on
research projects.
Core Curriculum Component: None
Prerequisite(s): PSY315(Research Methods and Statistics II)
PSY498
Independent Study/Research
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PSY499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PSY315(Research Methods and Statistics II)
RLN – Religion
RLN100
Religion, Vocation, and the Search for Meaning I
4 Semester Credits
This introductory course engages students in the search for meaning through the narratives of Judaism, Christianity, and
Islam, explores the concept of vocation, and invites students to consider their own religious, philosophical, and ethical
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commitments in dialogue with other perspectives. Critical reading and inquiry will be fostered through course
assignments and activities.
Core Curriculum Component: None
Prerequisite(s): None
RLN200
Religion, Vocation, and the Search for Meaning II
4 Semester Credits
This course builds on the foundational themes established in RLN 100 by continuing the exploration of vocation and the
search for meaning in Christianity and in other world religions. Particular emphasis will be given to religion in public
discourse, pluralism, and interreligious dialogue. Critical reading and inquiry will be fostered through course assignments
and activities.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), RLN100(Religion, Vocation, and the Search for Meaning I)
RLN201
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
RLN202
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN205
Exploring Topics in Religion
4 Semester Credits
This course introduces students to various topics within the field of religion. Students will explore primary texts on topics
such as gender, economics, and politics and investigate and analyze the contemporary debates involving these complex
issues. Students will develop their own perspectives on the topic under investigation. *This course can meet the Search
for Meaning II or Humanities LAF requirement but not both.*
Core Curriculum Component: Search for Meaning II, Humanities
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I); 1
of ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level)
RLN209
Research Methods in Religion
290
4 Semester Credits
An introduction to the study of the main disciplines within the academic study of Christianity (Bible, theology, and
church history), including methods and research skills.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I); 1
of ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level)
RLN214
Church Music and Worship
4 Semester Credits
This course examines the words, music, and ritual actions that have shaped Christian worship throughout the centuries.
Students will be grounded in the biblical, theological, and liturgical traditions of the church while examining current
practices emerging in the digital age. Experiential components to the course will allow students the opportunity to
critically assess and plan worship services.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I)
RLN216
Religion and Science in Popular Culture
4 Semester Credits
This course explores the relationship between religion and science through issues that emerge in public discussion
through news and popular media. Examples of topics include evolution and intelligent design, genetic engineering and
stem cell research, and the social role of science and science as vocation, along with historical and philosophical
development of science in its relationship to religion. *This course can meet the Search for Meaning II or Humanities LAF
requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN221
Feminism and Christianity
4 Semester Credits
Attention will be given to religious influences on societal roles for women and men, feminist interpretation of the Bible,
and the impact of feminism on Christian theology, especially in terms of language and metaphor.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN222
Spirituality, Religion, and Popular Culture
291
4 Semester Credits
This class is designed to introduce students to the role spirituality and religion play in creating and maintaining culture
through such popular venues as motion pictures, television, music, theater, and literature. In particular, the impact
religious values have on popular cultural expressions will be examined. *This course can meet the Search for Meaning II
or Humanities LAF requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN230
Self, Sex and Sin: Human Person in Christian and Contemporary Thought
4 Semester Credits
We face complex questions about human beings, sexuality, and sin. The Bible and Christian thinkers have reflected on
these topics, but it often seems like traditional claims disagree with modern views. This course explores how the
Christian tradition and modern anthropology define self, sex, and sin. *This course can meet the Search for Meaning II or
Humanities LAF requirement but not both.*
Core Curriculum Component: Search for Meaning II, Humanities
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN237
Giants of the Christian Faith
4 Semester Credits
Christian history is examined through the lives and theology of notable figures. Thinkers who may be studied include
Augustine, Martin Luther, Dorothy Day, and Martin Luther King, Jr. *This course can meet the Search for Meaning II or
Humanities LAF requirement but not both.*
Core Curriculum Component: Search for Meaning II, Humanities
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN240
Religion and the Rise of Science
4 Semester Credits
This course examines the relationship between religion and the study of the natural world from antiquity to the
beginnings of modern science, focusing especially on the 16th and 17th centuries. We will explore how historical views
of astronomy, biology, mathematics, and physics influenced, and were influenced by, beliefs about God, creation, and
human nature.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN243
292
Religion in America
4 Semester Credits
A study of the history of religion in America. This course explores religion as force for personal transformation,
community and social change. In the journey from Puritanism to pluralism, special attention is given to the quest for
religious freedom and the search for meaning in history.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN245
The Lutheran Heritage
4 Semester Credits
This course tracks the development and influence of the Lutheran movement from its origins to its diverse expressions
in the 21st century. A cast of characters (from Bach to Bonhoeffer) and controversies (fate and freedom, faith and
works, church and politics, and more) highlight the course topics. Overall, students will be equipped and challenged to
assess Lutheranism's contributions to the Christian movement in light of other faith (and non-faith) traditions.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN251
The Bible in Culture and Counterculture
4 Semester Credits
An introduction to the interpretation of the Bible and its relevance to contemporary culture. Reading selected texts from
the Biblical Canon of the Old and New Testaments and how those texts have been read by Jewish and Christian
communities over the centuries. Attention is paid to the ancient world and the literary and cultural contexts, including
the subversive role particular texts played as protest to the dominant culture in their original contexts and in later
interpretations and applications. The class will discuss the range of literary genres in the Bible and the significant arc of
the narrative. Attention will also be paid to the nature of theological interpretation, the role of the reader, and the use
of biblical narratives, images, and themes in various cultural settings where the Bible has been used to support or
undermine the prevailing social order.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN257
Heaven, Hell, and the End of the World
4 Semester Credits
Heaven, Hell, and the End of the World is a study of ancient traditions, biblical texts and contemporary beliefs about
these great themes. The course will cover biblical apocalyptic literature including the Dead Sea Scrolls, parables of Jesus
and the Book of Revelation. It will also study aspects of Dante's Inferno and Purgatorio, the apocalypticism of the
Crusades and the rise of apocalyptic Islam. This course will also cover popular treatments of these themes in
contemporary film, television, music and post-apocalyptic literature. Finally, students will be challenged to develop a
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personal assessment regarding these themes.*This course can meet the Search for Meaning II or Humanities LAF
requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN261
Jesus and His Interpreters
4 Semester Credits
Consideration of the New Testament documents, particularly the Gospels, dealing with their context, literary structure,
and relationships. Attention to the variety of interpretations given the person of Jesus.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN272
Responsible Leadership in an Interfaith World
4 Semester Credits
Augsburg commits itself to educating "responsible leaders;" it values "intentional diversity in its life and work." Mindful
of that mission, this course aims to develop the inter-religious literacy and vocational discernment needed to be a
responsible leader in a religiously diverse world, whatever the student's aspirational goals. *This course can meet the
Search for Meaning II or Humanities LAF requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the
Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I)
RLN275
Judaism
4 Semester Credits
An introduction to the Jewish faith as the tradition has developed, as well as attention to current issues facing the
Jewish community.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN276
World Religions
4 Semester Credits
An introductory survey of some of the major living religions of the world, including Hinduism, Buddhism, Confucianism,
Taoism, Shinto, and Islam. *This course can meet the Search for Meaning II or Humanities LAF requirement but not
both.*
Core Curriculum Component: Search for Meaning II, Humanities
294
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN290
Foundations for Public Ministry
4 Semester Credits
As a course that fulfills the Search for Meaning II General Education requirement, this course explores the search for
meaning through an introductory level study into the biblical, theological, and historical foundations of innovative public
Christian ministry. Building on the student's’ introduction to vocation in RLN100, this course will continue to investigate
the meaning of vocation by introducing students to the knowledge, skills and sensibilities necessary to be a public
ministry leader who can discern God’s call to serve the neighbor and neighborhood with individuals and communities of
faith.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I)
RLN295
Church: Past, Present, Future
4 Semester Credits
As a course that fulfills the Search for Meaning II General Education requirement, this course explores the search for
meaning through an overview of the manner in which Christianity has carried out its mission throughout the centuries.
Building on the student’s introduction to vocation in RLN100, this course will continue to investigate the meaning of
vocation for individuals and faith communities through an exploration of the issues and challenges facing modern and
“postmodern” Christians and churches. A central element of this course will be a research project that studies the
methods and strategies of congregations and other ministry organizations in their efforts to introduce, nurture, and
shape the Christian faith.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I)
RLN301
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN302
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
295
RLN303
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN319
Religion at the Movies
4 Semester Credits
Religious themes such as good and evil, morality and ethics, human nature, holiness, faith and belief, salvation and
redemption, and forgiveness and mercy will be explored through the medium of popular film.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN330
Theology of Death and Dying
4 Semester Credits
A study of death and dying from the viewpoint of Christian theology and ethics, taking into account also what other
religions and the biological, psychological, and social sciences have had to say on the subject. Special emphasis on
medical ethics brought on by modern medical technology. *This course can meet the Search for Meaning II or
Humanities LAF requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN331
Christian Ethics
4 Semester Credits
The course will focus on the understanding of ethics from a Christian as well as an interreligious perspective, examining
the theological and social science context of both individual and social ethics. Students will probe their own definitions
of what it means to live a moral life and the processes one uses to make moral decisions.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN333
Environmental Theology and Ethics
4 Semester Credits
296
An overview of contemporary theology and theologically-based approaches to environmental ethics using studies of
environmental problems in South, Central, and North America.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN336
Latin American Liberation Theologies
4 Semester Credits
An exploration of Latin American theologies of liberation and their relationship to social/political transformation.
Examines key theological concepts, critiques, and practical implications.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN340
The Medieval Church
4 Semester Credits
This course examines the history of the medieval church from Constantine the Great to Martin Luther (c. 300 to c. 1517
AD). It uses a variety of written and visual sources in an attempt to understand the medieval church and its influence,
not only in religious matters, but also in the social and political spheres.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN342
Martin Luther and the Reformation
4 Semester Credits
An introduction to the theological thought of the Protestant reformers of the 16th century. Special attention to the
writings of Martin Luther and other representative figures. *This course can meet the Search for Meaning II or
Humanities LAF requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I); 1
of ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level)
RLN343
Theology of Marriage and Family
4 Semester Credits
An examination of the nature of modern marriage and family relationships within the context of the faith and practice of
the Christian church.
297
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN344
Undocumented, Ecofeminist, & Queer: Contemporary Latin American Liberation Theologies
4 Semester Credits
Is God an undocumented low-income migrant, ecofeminist, and/or queer? Learn about Latin American liberation
theologies and their understandings of the divine as they relate to key social issues in the 21st century. This
interdisciplinary course cannot be taken if you have already taken RLN 336 or WST 366.
Core Curriculum Component: Search for Meaning II, Humanities
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN370
American Indian Spirituality and Philosophical Thought
4 Semester Credits
Religious beliefs, spiritual customs, and philosophy of North American Indians are studied. Tribal similarities and
differences are explored as are tribal relationships with nature, religious oversight of life cycles, sacred ritual
ceremonies, and beliefs in an afterlife. (Prereq.: junior standing)
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I); 1
of ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level)
RLN374
Ethics and World Religions
4 Semester Credits
This course examines the ethics of major world religions, as both a field of study and a way of life. Students will learn
about the relationship between religious faith and practice and personal and social ethics. Particular attention will be
given to cooperative efforts towards a global ethic. *This course can meet the Search for Meaning II or Humanities LAF
requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN376
Religion and Social Change in Southern Africa
4 Semester Credits
This course examines the changing role of religion in the midst of the political transformations of southern Africa.
Students meet with people representing a variety of religious perspectives and roles within churches and religious
organizations.
298
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN390
The Art of Public Ministry
4 Semester Credits
This course emphasizes the day-to-day sensibilities, skills, and practices needed for the grounding and guiding of public
ministry. An exploration of the history and development of the spiritual practices of the Christian tradition, combined
with modern practices used for effective ministry, make up the major themes of this course.
Core Curriculum Component: None
Prerequisite(s): 1 of RLN290(Foundations for Public Ministry), YFM235(Foundations for Ministry with Youth and
Families)
RLN399
Internship
4 Semester Credits
The internship centers around 150 hours of supervised leadership practice focused on public ministry, fulfilled in
partnership with a congregation or other approved ministry setting. A formal learning agreement as well as an
individualized reflection process with a faculty member round out the internship experience.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of RLN290(Foundations for Public Ministry), YFM235(Foundations for Ministry with Youth and
Families); 1 of RLN295(Church: Past, Present, Future), RLN390(The Art of Public Ministry), YFM305(Ministry Practices),
YFM358(Life and Work of the Church)
RLN400
Religion Keystone
4 Semester Credits
This course is required for the major, and enrollment is normally restricted to students who have nearly finished their
coursework. Selected topics vary by instructor. Students will improve writing abilities through writing a major research
paper.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of REL210(Research Methods in Religion), RLN209(Research Methods in Religion); 1 of
ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level)
RLN401
Independent Study/Research
2 Semester Credits
For religion majors only.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
299
RLN402
Independent Study/Research
4 Semester Credits
For religion majors only.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN405
Christensen Scholar Seminar I
2 Semester Credits
This course will study the Bible and Christian tradition in order to help participants discern a call in Christian ministry.
This course is open to participants in the Christensen Scholar program only. Applications due in January. Sophomores
and juniors may apply. Contact Religion department for details.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I); CONSENT(Consent of Instructor)
RLN406
Christensen Scholar Seminar II
2 Semester Credits
This course will study the Bible and Christian tradition in order to help participants discern a call in Christian ministry.
This course is open to participants in the Christensen Scholar program only.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I); CONSENT(Consent of Instructor)
RLN407
Interfaith Scholars Seminar I
2 Semester Credits
This course engages students as partners in ongoing interreligious dialogue and action by exploring methods and best
practices for talking about religion in a diverse democracy. Students will also engage in interfaith service-learning
projects through a connection with the Interfaith Youth Core and the President Obama Interfaith Challenge. Applications
due in February/March. Sophomores and juniors may apply. Contact Religion department for details.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I); CONSENT(Consent of Instructor)
RLN408
Interfaith Scholars Seminar II
300
2 Semester Credits
This course engages students as partners in ongoing interreligious dialogue and action by exploring methods and best
practices for talking about religion in a diverse democracy. Students will also engage in interfaith service-learning
projects through a connection with the Interfaith Youth Core and the President Obama Interfaith Challenge. (Prereq.:
sophomore standing).
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I); CONSENT(Consent of Instructor)
RLN409
Topics
4 Semester Credits
Selected topics in religion.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN441
Contemporary Theology
4 Semester Credits
An introduction to some representative trends in Christian theological thought today, as seen from the systematic
perspective, in the light of the continuing theological task of the Christian church.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
RLN480
Vocation and the Christian Faith
4 Semester Credits
This course will examine vocation in the Bible, the Christian tradition, and contemporary culture. Students will be
challenged to make vocation the lens through which they view their lives and communities.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
SCI – Science
SCI106
Introductory Meteorology
4 Semester Credits
301
A survey of the basic principles of Earth’s weather and climate. Topics include winds, fronts, cyclones, clouds and
precipitation, thunderstorms, tornados and hurricanes, climate and climate change, global warming, and ozone
depletion. Concurrent registration in SCI106L is required. (Three one-hour lectures, one two-hour laboratory per week.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT103(Prealgebra), MAT103(Everyday Math), MPL(Math Placement Level 2)
SCI106L
Introductory Meteorology Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): SCI106(Introductory Meteorology) *concurrent registration is required*
SCI110
Natural Science I
4 Semester Credits
The first semester of a two-semester survey of natural science. This course focuses on the nature of science and major
concepts of physics and chemistry. Laboratory work stressing experimentation and measurement will include the use of
computers and electronic sensors. Concurrent registration in SCI110L is required. (Three one-hour lectures, one threehour laboratory per week. Odd years-Rochester only.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement
Group)
SCI110L
Natural Science I Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): None
SCI111
Natural Science II
4 Semester Credits
The second semester of a two-semester survey of natural science. This course focuses on major concepts of earth
science and biology. Laboratory work will complement lectures and will include the use of computers and electronic
sensors. Concurrent registration in SCI111L is required. (Three one-hour lectures, one three-hour laboratory per week.
Even years-Rochester only.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); SCI110(Natural Science I)
SCI111L
Natural Science II Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
302
Prerequisite(s): SCI111(Natural Science II) *concurrent registration is required*
SCI114
Exploring Science and Engineering
4 Semester Credits
This course is an opportunity to explore what it means to think, reason, and calculate like a scientist. A hands-on
approach to designing experiments, collecting and analyzing data is used. When taken with CHM 115L, this course meets
the NSM-LAF lab science general education requirement. While this course cannot be applied towards any major
(biology, biochemistry, chemistry, physics), it will help the student prepare to engage effectively in entry level science
courses such as BIO 151 and CHM 115.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT106(Take MAT106 concurrently (if at MPG2)) *concurrent registration is required*,
MAT114(Take MAT114 concurrently (if at MPG3)) *concurrent registration is required*, MPL(No concurrent course
required if at MPG4)
SCI123
The Science of Food and Cooking
4 Semester Credits
A survey of the underlying physics and chemistry relevant to food and its preparation. Topics include: molecular building
blocks of food, phases and phase transitions, emulsions, foams, gels, fermentation, taste, soil, plants, self-assembly,
microbes, and nutrition. Concurrent registration in SCI123L is required. (Three hours of lecture and one and a half hour
of laboratory. Spring)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT103(Prealgebra), MPL(Math Placement Level)
SCI123L
The Science of Food and Cooking Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): SCI123(The Science of Food and Cooking) *concurrent registration is required*
SCI280
Introduction to Research
2 Semester Credits
This is a topics course for discovery-based research introducing concepts and skills based on instructor-generated
research projects. It is offered through a selection-process based on student interest, invitation, and interview selection.
It is recommended for students in the Honors Program and can also fulfill an AugExperience as an experiential course in
research if the student project results in presentation of the work in subsequent semesters. All are welcome to apply.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
SCI301
Science in the World
1 Semester Credits
303
A weekly seminar designed especially for students transferring to pursue a STEM degree at Augsburg University which
explores modes of discourse and sets of expectations common to upper-level science courses.
Core Curriculum Component: None
Prerequisite(s): None
SCI490
Integrated Science
2 Semester Credits
The Natural Science Keystone explores the connections of science with the world at large, including faith, vocation,
ethics, and professional accountability. Students will reflect on science as a vocation and the philosophy of science in a
global context of the interconnectedness of faith, reason, ethics, sustainability, and socio-political-economic situation.
(Prereq: senior biology, chemistry, or physics major)
Core Curriculum Component: Keystone
Prerequisite(s): None
SOC – Sociology
SOC111
City Life: Introduction to Urban Sociology
4 Semester Credits
How is community possible in the context of multicultural, social, and political forces that are characteristic of urban
life? The cultural and structural dynamics of the Twin Cities are a basis for exploring these themes.
Core Curriculum Component: Engaging Minneapolis, Social and Behavioral Sciences
Prerequisite(s): None
SOC121
Introduction to Sociology
4 Semester Credits
What is society and how does it make us who we are? Sociology offers insights into discovering the world and one’s
place in it. Course study focuses on an understanding of culture, social structure, institutions, and our interactions with
each other.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
SOC197
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SOC199
Internship
4 Semester Credits
304
This course requires at least 140 hours at a college-approved internship site and completion of a learning agreement
before or at the beginning of the internship. Participation in a biweekly on-campus seminar is also required to receive
course credit.
Core Curriculum Component: None
Prerequisite(s): None
SOC231
Family Systems: Cross Cultural Perspectives
4 Semester Credits
The term family is a universal concept, yet its membership, rituals, and functions vary dramatically across world cultures
and sub-cultures in the United States. Family systems are explored with respect to cultural and historical settings,
variations among families, and modern cultural and social patterns.
Core Curriculum Component: None
Prerequisite(s): None
SOC240
Protest and Social Change: The Sociology of Social Movements
4 Semester Credits
Why do people engage in protests and join social movements? What impacts do social movements have on social
institutions, the state, culture, and even personal identity? This course explores these and other questions through
studying social movement theory and several social movements occurring over the last two centuries. (SOC 121 and
courses on 19th or 20th century U.S. history recommended, but not required.)
Core Curriculum Component: None
Prerequisite(s): None
SOC265
Race, Class and Gender
4 Semester Credits
Who gets what, when, and how? Individuals and groups from diverse backgrounds—race, ethnicity, class, gender, and
sexuality—receive unequal portions of wealth, power, and prestige in our society. This course focuses on both the
collective and individual processes involved in social inequality.
Core Curriculum Component: None
Prerequisite(s): None
SOC266
Sociology of Sexualities
4 Semester Credits
What we mean by “sex” changes over time. During different historical time periods it’s been a sin, a means of forging
ties between powerful families, a source of psychological perversion, a means to pleasure, a symbol of love, as well as a
personal identity. This class explores how sexuality and its components (desire, pleasure, love, the body) are socially
constructed.
Core Curriculum Component: None
Prerequisite(s): None
SOC277
305
Introduction to Criminology
4 Semester Credits
What do we know about crime in American society? How can we explain crime sociologically? Patterns of crime,
theories to explain crime, and analysis of the police, the courts, and the correctional system are examined.
Core Curriculum Component: None
Prerequisite(s): None
SOC290
Cultures of Violence
4 Semester Credits
Street gangs and warfare. Police brutality and genocide. Domestic abuse and riots. What are the dynamics underlying
different forms of violence? This course takes violence in its many forms as a topic for sociological analysis.
Core Curriculum Component: None
Prerequisite(s): None
SOC295
Topics
4 Semester Credits
A variety of topics offered periodically depending on needs and interests that are not satisfied by regular course
offerings.
Core Curriculum Component: None
Prerequisite(s): None
SOC299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SOC300
Topics
4 Semester Credits
A variety of topics offered periodically depending on needs and interests that are not satisfied by regular course
offerings.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Human Society)
SOC320
Sociology of Law
4 Semester Credits
How does law in practice differ from law as it is written in the Constitution/Bill of Rights? Despite the pretense that legal
language is neutral, in practice, the law constructs people in different, unequal ways based on their class, age, race,
306
gender, and sexuality. We will explore the different ways that law is practiced and theorized. Coursework will involve
observing law in practice in local courts.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Human Society)
SOC349
Organizations and Society: Understanding Nonprofits and Corporations
4 Semester Credits
What is the nature of these modern organizations in which we spend so much of our daily lives? Organizations as
corporate actors, for profit and not for profit, are analyzed with respect to their goals, culture, technology and structure.
We will explore the consequences of living in a society dominated by organizations.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); SOC121(Introduction to Human Society)
SOC362
Statistical Analysis
4 Semester Credits
This course is an introduction to descriptive and inferential statistics in the social sciences; as such, it provides a
foundation for understanding quantitative analysis—be it in an academic journal or a daily newspaper.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); SOC121(Introduction to Human Society)
SOC363
Research Methods
4 Semester Credits
Good research—do you know it when you see it? Can you produce it yourself? Social science research skills are learned
through the practice and application of the basic tools of valid and reliable research design and data analysis.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); SOC362(Statistical Analysis)
SOC375
Social Psychology
4 Semester Credits
Who are you, really? Taking the perspective of symbolic interactionism, this course begins with an exploration of how
we create and sustain our identities through interaction with those around us and how those identities change with the
surrounding circumstances. The course continues with a consideration of how social situations affect and shape
individual identity and behavior.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Human Society)
SOC377
307
Organizational Crime and Deviance
4 Semester Credits
The benefits of contemporary organizational life come with costs: space shuttle explosions, insider trading, chemicals
dumped in lakes; nuclear accidents; corporate scandals. What are the causes and consequences of organizational crime
and deviance? Case study analysis and the application of sociological models of explanation will be examined in depth.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Human Society)
SOC380
Disaster and Resilience
4 Semester Credits
Floods. Heat waves. Earthquakes. Nuclear accidents. How do communities respond to such disasters? What is the role of
government and media in such events? Can we reduce vulnerabilities? Through projects, field visits, guest speakers and
seminar discussions we draw from the sociology of disaster, urban sociology, environmental studies, and organizational
theory.
Core Curriculum Component: None
Prerequisite(s): 1 of SOC111(Human Community and Modern Metropolis), SOC121(Introduction to Human Society)
SOC381
City and Regional Planning
4 Semester Credits
Urban planning applies social science in order to plan urban areas in ways that meet particular goals. It is based on the
idea that the way a place is designed shapes human behavior as people interact with that design. We examine how
urban space typically is developed, and changes, and how this reflects power relations. We also discuss how citizens can
participate and intervene in the planning process.
Core Curriculum Component: None
Prerequisite(s): 1 of SOC111(City Life: Introduction to Urban Sociology), SOC121(Introduction to Human Society),
URB111(City Life: Introduction to Urban Sociology); 1 of ENG111(Effective Writing), ENL111(Effective Writing),
ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
SOC387
Juvenile Delinquency
4 Semester Credits
Why is the delinquency of juveniles seen differently from the deviance of adults? In addressing this question the social
construction of deviance and delinquency as well as the historical precedents for treating juveniles differently will be
examined. Topics include: sociological theories, patterns of delinquency, and the social and legal reactions to juvenile
delinquency.
Core Curriculum Component: None
Prerequisite(s): None
SOC390
Social Problems Analysis
4 Semester Credits
308
How do social problems develop? What can be done about them? This course engages the sociological imagination in an
attempt to draw connections between micro-level analysis and macro-level analysis, linking our own private troubles
with public issues.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Human Society)
SOC395
Mental Illness and Society
4 Semester Credits
What are the social conditions that give rise to the mental disorders experienced by individuals? What impact does a
diagnosis have on an individual's perception of self? How has our understanding of mental illness shifted over time and
across cultures? And who benefits? This course will present a sociological approach to the study of mental disorders as a
social phenomenon.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Sociology)
SOC396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SOC397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
SOC399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
SOC485
Sociological Theory
4 Semester Credits
An examination of the major theoretical traditions within sociology, tracing the course of their development in the 19th
and 20th centuries.
Core Curriculum Component: None
Prerequisite(s): 2 of SOC300(Topics), SOC320(Sociology of Law), SOC349(Organizations and Society: Understanding
Nonprofits and Corporations), SOC362(Statistical Analysis), SOC363(Research Methods), SOC375(Social Psychology),
SOC377(Organizational Crime and Deviance), SOC380(Disaster and Resilience), SOC381(City and Regional Planning),
SOC387(Juvenile Delinquency), SOC390(Social Problems Analysis), SOC395(Mental Illness and Society),
309
SOC396(Internship), SOC397(Internship), SOC399(Internship), SOC495(Topics), SOC499(Independent Study/Research);
SOC121(Introduction to Human Society)
SOC490
Senior Seminar and Keystone
4 Semester Credits
This Keystone experience provides the opportunity for majors to integrate the sociology program and general education,
develop an understanding of the applied value of sociology, and articulate a sense of vocation and professional identity.
Senior sociology majors only. (Spring)
Core Curriculum Component: Keystone
Prerequisite(s): SOC485(Sociological Theory)
SOC495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of All of SOC121(Introduction to Human Society), SOC485(Sociological Theory); CONSENT(Consent of
Instructor)
SOC499
Independent Study/Research
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor), SOC121(Introduction to Human Society)
SPA – Spanish
SPA111
Beginning Spanish I
4 Semester Credits
Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction
to culture of the Spanish-speaking world.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
SPA112
Beginning Spanish II
4 Semester Credits
Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction
to culture of the Spanish-speaking world.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of SPA111(Beginning Spanish I), SPALANG(Spanish Language Placement)
SPA199
310
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPA211
Intermediate Spanish I
4 Semester Credits
Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote
cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class
discussions.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of SPA112(Beginning Spanish II), SPALANG(Spanish Language Placement)
SPA212
Intermediate Spanish II
4 Semester Credits
Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote
cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class
discussions.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of SPA211(Intermediate Spanish I), SPALANG(Spanish Language Placement)
SPA218
Spanish for Health Care Professionals
4 Semester Credits
This intermediate course is designed for students in the health care fields who seek to develop strong speaking and oral
comprehension skills in Spanish with a focus on the vocabulary and grammar relevant to their intended professions.
Content will include common scenarios and practice cases from the different health care fields as well as an introduction
to the Mexican cultural context in which health care services are provided
Core Curriculum Component: None
Prerequisite(s): SPA212(Intermediate Spanish II)
SPA220
Business Spanish
4 Semester Credits
Aims to enable students to develop proficiency in the vocabulary, grammar, and cultural competencies necessary to
successfully conduct business in Spanish-speaking countries, with an emphasis on Latin America. (Prerequisite: 112 or
equivalent or instructor’s consent. Only taught in Mexico.)
Core Curriculum Component: None
Prerequisite(s): SPA112(Beginning Spanish II)
SPA224
Spanish for the Ministry
311
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPA225
Spanish for Heritage Speakers I
4 Semester Credits
This course is for you if you grew up hearing Spanish and can communicate your ideas but are lacking a basic knowledge
of Spanish grammar and thus feel insecure about writing and/or speaking it. The goal is to help you gain fluency and
confidence in your native language. (No prerequisites. Placement in level I or II depends on proficiency. Only taught in
Mexico.)
Core Curriculum Component: None
Prerequisite(s): None
SPA231
Pre-Columbian, Colonial and Contemporary Mexican Art
4 Semester Credits
Core Curriculum Component: Fine Arts
Prerequisite(s): None
SPA248
Spanish and Latin American Culture Through Film
4 Semester Credits
An introduction to contemporary cultural issues of Spanish and Latin American societies as portrayed in the films of
major filmmakers with attention to the aesthetic variations across their works.
Core Curriculum Component: None
Prerequisite(s): SPA212(Intermediate Spanish II)
SPA295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPA299
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPA311
Spanish Conversation and Composition
4 Semester Credits
312
Aims to enrich vocabulary and improve fluency and facility through oral and written practice in correct expression. This
course is a prerequisite for all upper division courses except for SPA 316.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA212(Intermediate Spanish II), SPALANG(Spanish Language Placement)
SPA312
Spanish Expression
4 Semester Credits
Intended for students who have a basic command of writing and speaking skills in Spanish and seek to expand them.
Intensive practice aimed at refining grammar skills. Highly recommended as a continuation of SPA 311.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA212(Intermediate Spanish II), SPALANG(Spanish Language Placement)
SPA316
Conversations in Cultural Context
4 Semester Credits
Aims to improve oral fluency through intensive, individualized instruction, discussions, debates, and oral reports. Uses
Latin American films to stimulate discussion.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA325
Spanish for Heritage Speakers II
4 Semester Credits
This course is for you if you grew up hearing Spanish and can communicate your ideas but are lacking a basic knowledge
of Spanish grammar and thus feel insecure about writing and/or speaking it. The goal is to help you gain fluency and
confidence in your native language. (No prerequisites. Placement in level I or II depends on proficiency. Only taught in
Mexico.)
Core Curriculum Component: None
Prerequisite(s): None
SPA331
Spanish Civilization and Culture
4 Semester Credits
Study of the Spanish character and of Spanish contributions to world civilization through historical, intellectual, literary,
and artistic movements. In Spanish.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA332
Latin American Civilization and Culture
4 Semester Credits
313
A study of the cultural heritage of the Spanish American countries from the pre-Columbian civilizations to the present. In
Spanish.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA334
Contemporary Mexican Literature
4 Semester Credits
This course examines short stories by the most important contemporary Mexican authors, focusing particularly on the
second half of the 20th and the first few years of the 21st century. You will learn about the distinctive traits of Mexican
literature as you learn about the historical, cultural, and literary contexts of this period. (Prereq: SPA 311 or equivalent
or instructor’s consent. Taught in Mexico.)
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA335
Contemporary Latin American Women: Texts and Voices
4 Semester Credits
This course examines the social construction of gender in Latin American countries and addresses key issues faced by
Latin American women today. Includes analysis of poems, excerpts of novels, essays, testimonies, and interviews by and
about Latin American women. Aims to help students develop an appreciation for the complexity of diversity of Latin
American women’s experiences. (Prereq.: SPA 311. Taught in Mexico.)
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA336
Guatemalan Civilizations and Cultures
4 Semester Credits
The purpose of this course is to explore the development and present status of the many indigenous and other cultural
groups in Guatemala from pre-Colombian times to the present. Primary emphasis will be on the complexity of diverse
cultures in contemporary Guatemala.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA337
Mexican Civilizations and Cultures
4 Semester Credits
The purpose of this course is to explore the development and present status of the many indigenous and other cultural
groups in Mexico from pre-Colombian times to the present. Primary emphasis will be on the complexity of diverse
cultures in contemporary Mexico.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA352
314
Survey of Spanish Literature I
4 Semester Credits
A study of representative authors in Spanish literature, supplemented by lectures on the literary movements and
development of Spanish literature. Lectures, discussion, written, and oral reports in Spanish.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA353
Survey of Spanish Literature II
4 Semester Credits
A study of representative authors in Spanish literature, supplemented by lectures on the literary movements and
development of Spanish literature. Lectures, discussion, written, and oral reports in Spanish.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA354
Representative Hispanic Authors
4 Semester Credits
An introduction to Hispanic literature. Lectures, discussions, and written and oral reports in Spanish.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA356
Latin American Literature
4 Semester Credits
Examines issues of social change through the voices of contemporary Latin American writers. Focuses on short stories,
poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA357
Central American Literature
4 Semester Credits
This course offers an introduction to contemporary Central American literature, focusing on poetry and narratives
written in the 20th century. Special attention is given to the reciprocal relationship between literature and Central
American history and social change.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression), SPALANG(Spanish
Language Placement)
SPA397
Internship
2 Semester Credits
315
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
SPA399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): SPA212(Intermediate Spanish II)
SPA411
Advanced Spanish Conversation and Composition
4 Semester Credits
Emphasizes increasing facility and correctness of written and oral expression through conversations, discussions,
reports, debates, written compositions, and grammatical exercises.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression); 1 of
ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing
for Liberating Letters), WPL(Writing Placement Level)
SPA495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPA499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPE – Education
SPE410
Implementing Assessment Strategies
3 Semester Credits
This course examines the assessment process from the pre-referral to the recommendation stage. Students gain
understanding of key assessment tools and how they influence student placement and programming. A qualitative and
person-centered assessment process is emphasized. Field experience is required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE411
316
Etiology and Theory of Mild to Moderate Disabilities
3 Semester Credits
This course presents an overview of learners with emotional or behavioral disorders, specific learning disabilities,
developmental cognitive disabilities, autism spectrum disorders, and other health disabilities, including those from
culturally and linguistically diverse backgrounds. Students will probe the central concepts, history and models, theories,
and philosophies that form the bases for special education practice.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE415
Theory to Practice
3 Semester Credits
The focus of this course is on the design, delivery, and evaluation of academic instruction for students with mild to
moderate exceptional learning needs. In this course students will gain the knowledge and skills needed to use a wide
range of academic instructional practices across multiple settings when working with youth who have exceptional
learning needs. Field experience is required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDC410(Learners with Special Needs), EDC544(Learners with Special Needs); 1 of SPE411(Etiology
and Theory of Mild to Moderate Disabilities), SPE511(Etiology and Theory of Mild to Moderate Disabilities); 1 of
EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
SPE425
Transition and Community
3 Semester Credits
Rationale, design, and delivery of programs for students with disabilities in transition from secondary to post-secondary
environments as well as other transitions in life. Collaboration, communication, and coordination strategies will be a
central focus. This course will emphasize the key elements of an effective delivery system for building self-determination
skills in students with disabilities. Therefore, students will compare and contrast their own transition experiences with
literature specific to students with disabilities, develop transition IEPs, and gain awareness of working with families,
agencies outside of the school, and others to create a seamless system of transition. Field experience in a transition
setting is required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE430
Instructional and Behavioral Practices
3 Semester Credits
This course examines behavioral support options used with students who are labeled EBD. It emphasizes the use of
reflective, pro-active and non-aversive approaches drawn from current best practices and including positive behavioral
supports, person centered planning and functional assessment. Field experience is required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
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SPE434
Tchng Cont Area w/Lrng Disabilities
3 Semester Credits
This course will teach students to identify, adapt, and implement developmentally appropriate instruction that support
the learning of students identified as having learning disabilities. The course will specifically focus on the areas of
reading, writing and listening comprehension, math, reasoning, and problemsolving skills. There will be a strong focus on
the modifications involved in these areas and the planning process involved.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of SPE400(TCHNG Emotnal/Behavral Disabilitie), SPE500(TCHNG Emotnal/Behavral Disabilitie)
SPE489
Teacher Performance Assessment and Student Teaching Seminar
2 Semester Credits
This course supports the development of the teacher candidate's professional practice through a series of seminars that
focus on helping student teachers make connections between the student teaching experience and what they have
learned through their education courses and field experiences. These workshops mentor students in the analysis and
completion of the Teaching Performance Assessment (edTPA).
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of STUTEACH12(Student Teaching, 12 Credits), STUTEACH4(Student Teaching, 4 Credits),
STUTEACH8(Student Teaching, 8 Credits), STUTEACHEX(Student Teaching, Extended Experience)
SPE490
Parent and Professional Planning
3 Semester Credits
This course examines the role of families of students with special needs, specifically those families of students with
special needs. A family systems perspective is introduced and applied. The need to form strong connections with
community agencies is emphasized.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
GRADEDADMIT(Graduate Education Department Admission), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level)
SPE499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPE501
Historical and Contemporary Issues in American Indian Education
4 Semester Credits
318
This course examines foundational aspects of teaching and learning as they relate to education. It will investigate
educational history, philosophy as well as models of teaching and learning. A major focus will be to examine past and
present educational experiences of American Indian people in the U.S. Minnesota Board of Teaching (BOT) Standards
and American Indian Learner Outcomes (AILOS) will also be introduced.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE502
American Indians and Special Education
4 Semester Credits
This course will explore disability awareness in traditional and contemporary native culture, exploring historical and
contemporary issues effecting students with disabilities and focusing specifically on American Indian students in special
education. It will provide an overview of special education in U.S. culture including relevant laws, theories, and
sociological concepts as they relate to disability. It will also examine the high incidence of American Indians in special
education including fetal alcohol syndrome (FAS), autism, and biological and environmental conditions. A field
component will accompany this course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE503
Assessment of American Indian Learners
4 Semester Credits
This course will examine the cultural bias and discrimination issues with mainstream educational systems, providing
alternative assessments appropriate with native populations. It will also identify differences in assessment tools and
strategies, native student learning and best practices in assessment. Characteristics of learning deficits and how they
interfere with the Circle of Courage will be examined, and approaches for compensation will be developed. A field
component will accompany this course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE504
Working with American Indian Families and Communities
4 Semester Credits
This course will examine techniques appropriate for working with American Indian families, extended families,
professionals, paraprofessionals, and the community when planning and implementing IEPs and transitions for American
Indian students with special needs. Skills and strategies to build partnerships to work within and among Native families
and communities to best meet the needs of the student will also be addressed. A field component will accompany this
course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE505
Manifestation of Multigenerational Trauma and Internalized Oppression
4 Semester Credits
319
This course will focus on how multigenerational trauma and internalized oppression manifests itself in families,
communities, schools, and student learning. It will examine and explore strategies that provide practical skills and tools
to mitigate these effects. Disability categories such as Emotional Behavioral Disabilities (EBD), Attention Deficit Disorder
(ADHD), Autism Spectrum Disorders (ASD), and Fetal Alcohol Syndrome (FAS) will be examined as contemporary issues
impacting American Indian children. Behavioral support options appropriate for students identified with EBD will be
provided. A field component will accompany this course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE506
Indigenous Learners
4 Semester Credits
This course will identify best practices in American Indian education incorporating culturally appropriate methods and
materials for students in special education. It will also explore cultural differences in learning and behavioral practices,
community and environment variables, examining the high incidence of American Indian students in special education,
cultural misunderstandings that impede placement, services and diagnosis. A field component will accompany this
course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE507
Indigenous Methods of Instruction: Practical Application
4 Semester Credits
Current best practices in American Indian education will provide students with hands on skills and strategies for
curriculum development including unit planning, lesson planning, and individualization. Various models of instruction for
teaching students including the development of intervention plans that are culturally, academically, and socially
appropriate based on assessment and observation to meet the needs of American Indian special education students. A
field component will accompany this course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE508
Professional Issues and Development
2 Semester Credits
This course will focus on professional development and integrity in teaching. It will examine current issues and ethical
dilemmas in the fields of special education/American Indian education. Documentation, reflection, synthesis of learning
and the development of a professional portfolio will be the main focus.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE509
Literacy Instruction for American Indian Learners with Exceptionalities
4 Semester Credits
This course is designed to provide the special education teacher with an understanding of the complex developmental
process of reading skills for K-12 American Indian students with special learning needs. We will consider ways in which
320
reading disabilities develop among American Indian students. In this course, we will study complex developmental
behavior influenced by factors such as phonemic awareness, words analysis, vocabulary, fluency, comprehension,
language, and motivation. This course will also include investigation of best practices in reading assessment and
instruction for American Indian students with special learning needs.
Core Curriculum Component: None
Prerequisite(s): None
SPE510
Implementing Assessment Strategies
3 Semester Credits
This course examines the assessment process from the pre-referral to the recommendatio stage. Students gain
understanding of key assessment tools and how they influence student placement and programming. A qualitative and
person-centered assessment process is emphasized. Field experience is required.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE511
Etiology and Theory of Mild to Moderate Disabilities
3 Semester Credits
This course presents an overview of learners with emotional or behavioral disorders, specific learning disabilities,
developmental cognitive disabilities, autism spectrum disorders, and other health disabilities, including those from
culturally and linguistically diverse backgrounds. Students will probe the central concepts, history and models, theories,
and philosophies that form the bases for special education practice.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE515
Theory to Practice
3 Semester Credits
The focus of this course is on the design, delivery, and evaluation of academic instruction for students with mild to
moderate exceptional learning needs. In this course students will gain the knowledge and skills needed to use a wide
range of academic instructional practices across multiple settings when working with youth who have exceptional
learning needs. Field experience is required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of EDC410(Learners with Special Needs), EDC544(Learners with Special Needs); 1 of SPE411(Etiology and
Theory of Mild to Moderate Disabilities), SPE511(Etiology and Theory of Mild to Moderate Disabilities)
SPE525
Transition and Community
3 Semester Credits
Rationale, design, and delivery of programs for students with disabilities in transition from secondary to post-secondary
environments as well as other transitions in life. Collaboration, communication, and coordination strategies will be a
central focus. This course will emphasize the key elements of an effective delivery system for building self-determination
321
skills in students with disabilities. Therefore, students will compare and contrast their own transition experiences with
literature specific to students with disabilities, develop transition IEPs, and gain awareness of working with families,
agencies outside of the school, and others to create a seamless system of transition. Field experience in a transition
setting is required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE530
Instructional and Behavioral Practices
3 Semester Credits
This course examines behavioral support options used with students who are labeled EBD. It emphasizes the use of
reflective, pro-active and non-aversive approaches drawn from current best practices and including positive behavioral
supports, person centered planning and functional assessment. Field experience is required.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE540
Parent and Professional Planning
3 Semester Credits
This course examines the role of families of students with special needs, specifically those families of students labeled
EBD. A family systems perspective is introduced and applied. The need to form strong connections with community
agencies is emphasized.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE598
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE599
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPP – Study Abroad
SPP200
Study Abroad
16 Semester Credits
Core Curriculum Component: None
322
Prerequisite(s): SPP(Study Abroad/Away Approval)
SPP201
Study Abroad Summer School
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPP202
Study Abroad/Part Time
8 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK – Social Work
SWK100
Introduction to Professional Social Work
4 Semester Credits
This course provides an opportunity for students to explore a possible social work major or future career in human
services. Students will receive an overview of social welfare as an institution and social work as a profession. The course
examines service needs associated with the unequal impact of social, economic and political structures on diverse
groups in society. Students volunteer 40 hours in a human service agency, program or institution.
Core Curriculum Component: None
Prerequisite(s): None
SWK210
Environmental Justice and Social Change
4 Semester Credits
This course examines the relationship between environmental justice issues and principles and methods of social
change. It explores the relationshipbetween environmental damage and damage to human populations, the differential
effect of environmental damage on specific populations, and the ways social change agents can mobilize action to
correct these injustices.
Core Curriculum Component: None
Prerequisite(s): None
SWK230
Global Peace and Social Development
4 Semester Credits
This course offers a framework for understanding sustainable social and economic development and non-violent social
change. Case studies present examples of how social work and human services function in a global context and are vital
to fostering peace, human rights, and well-being.
Core Curriculum Component: Engaging Minneapolis
Prerequisite(s): None
323
SWK240
Intergroup Dialogue
4 Semester Credits
In SWK 240, students will participate in intergroup dialogue; an experiential process that enhances complex thinking
skills as well as cross-cultural competence and empathy. The class will explore the intersection between the student’s
individual experiences and narratives from historical, psychological and sociological sources.
Core Curriculum Component: None
Prerequisite(s): None
SWK261
Social Welfare: The U.S. Mexican Context
4 Semester Credits
To work for social well-being in Mexico and the U.S.A., social workers need to understand the complex social, economic,
political, and cultural histories of both countries and their complicated relationship. It is important to understand the
role of U.S. foreign policy in Mexico, historically and currently, and learn about intercultural communication and develop
skills that can enable us to work effectively for everyone’s social welfare. This understanding frames our knowledge of
contemporary social work practice with migrants and immigrants.
Core Curriculum Component: None
Prerequisite(s): None
SWK271
Comparative Social Policy: Social Policy and Social Change in Mexico and the United States
4 Semester Credits
This course prepares Social Work students to function as informed and competent participants in efforts to change
social policies and programs. This course uses Mexico and the United States as comparative contexts for studying policy
formation, implementation, and analysis. The course will examine the influence of values and ideology of the two
countries on these processes.
Core Curriculum Component: None
Prerequisite(s): None
SWK280
Diversity and Inequality in Professional Practice
4 Semester Credits
This course explores diversity and social inequality as they relate to professional practice in social work and other
helping professions. Building cultural competence in work with diverse populations, students learn through dialogue,
reading, experiential exercises, and community observation.
Core Curriculum Component: None
Prerequisite(s): None
SWK294
Topics
4 Semester Credits
Core Curriculum Component: None
324
Prerequisite(s): None
SWK295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK301
History and Analysis of Social Policy
4 Semester Credits
The history of social workers, social movements, and changing social norms in Europe, North America, and globally
profoundly affects social welfare policy today and tomorrow. In this course, students learn how historical events,
policies, and programs influenced today’s social responses to human needs.
Core Curriculum Component: None
Prerequisite(s): None
SWK303
Human Development and the Social Environment
4 Semester Credits
Students focus on the theories and knowledge of human bio-psycho-social spiritual development throughout the life
span. Students will study how people develop, with attention to the interaction among individuals, families, and the
changing social environment. The course takes a life span perspective of human development, from birth to death in the
context of the person in the environment. Traditional approaches to life “stages” are also explored, along with less
traditional issues, such as human behavior and development as a result of different cultures, sexual orientation, poverty,
differing physical or mental abilities, and the relationship between diverse statuses and the social environment.
Core Curriculum Component: None
Prerequisite(s): None
SWK306
Social Work Practice 1: With Individuals
4 Semester Credits
Students develop foundational social work practice knowledge, skills, and values while learning to interview, assess, set
goals, and work with individual clients. Course readings, class participation, simulations, and role-plays provide learning
opportunities for students to build skills necessary for generalist social work practice with individuals, families, and
groups. Emphasis is on holistic practice applying the strength-based problem solving approach and working with diverse
populations. Open only to students who have applied and been admitted to the degree program in Social Work.
Core Curriculum Component: None
325
Prerequisite(s): None
SWK307
Field Work 1: Integrative Seminar
4 Semester Credits
Students begin applying practice knowledge and skills in their first social work practicum. Social work professionals in
regional human service agencies supervise students in a full-year field placement. Students also synthesize their coursebased learning with their supervised training through participation in weekly integrative seminars. Students complete a
minimum of 120 hours of supervised practice in the fall term. Open only to students who have applied and been
admitted to the degree program in Social Work.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): SWK306(Social Work Practice 1: With Individuals) *concurrent registration is required*
SWK316
Social Work Practice 2: With Families and Groups
4 Semester Credits
Students continue to develop generalist social work practice knowledge, skills, and values while learning to interview
families and facilitate groups. Emphasis on holistic practice applying the strength-based problem solving approach and
working with diverse groups and families. Open only to students who have applied and been admitted to the degree
program in Social Work.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); SWK306(Social Work Practice 1: With
Individuals), SWK307(Field Work 1: Integrative Seminar)
SWK317
Field Work 2: Integrative Seminar
4 Semester Credits
This course is a continuation of SWK 307. Students apply practice knowledge and skills in their first social work
practicum. Students synthesize their course-based learning with their supervised training through participation in
weekly integrative seminars. Students complete a minimum of 120 hours of supervised practice in the spring term. Open
only to students who have applied and been admitted to the degree program in Social Work.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): SWK316(Social Work Practice 2: With Families and Groups) *concurrent registration is required*
SWK396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
326
Prerequisite(s): None
SWK401
Social Work Research and Evaluation
4 Semester Credits
This course will provide students with an introduction to positivist and constructivist theories and related methods
commonly used in both social science research and social work evaluation. Students will learn to integrate social work
values and ethical principles with social science research and evaluation. Methods of program and practice evaluation
will be examined. Various approaches to organizing information and interpreting data will also be examined. Open only
to students who have applied and been admitted to the degree program in Social Work.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); 1 of MAT163(Introductory Statistics), SOC362(Statistical Analysis)
SWK406
Social Work Practice 3: With Communities and Policies
4 Semester Credits
Students learn how community organizations, human service agencies, and social policies emerge in Western society.
Students study how to organize communities for empowerment, how to assist human service agencies to adapt, and
how to influence local, regional, and national policies.
Core Curriculum Component: None
Prerequisite(s): None
SWK407
Field Work 3: Integrative Seminar
4 Semester Credits
Social work professionals in regional human service agencies supervise students in a senior year field placement.
Students synthesize their advanced course learning with their supervised training through participation in weekly
integrative seminars. Students complete a minimum of 120 hours of supervised practice in the fall term. Open only to
students who have applied and been admitted to the degree program in Social Work.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
SWK417
Field Work 4: Integrative Seminar
4 Semester Credits
This course is the social work major keystone course and a continuation of SWK 407. Social work students synthesize
their advanced course learning with their supervised training through participation in weekly integrative seminars.
Students complete a minimum of 120 hours of supervised practice in the spring term. Open only to students who have
applied and been admitted to the degree program in Social Work.
Core Curriculum Component: Augsburg Experience, Keystone
Prerequisite(s): None
SWK499
Independent Study
327
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK500
Human Behavior and the Social Environment
4 Semester Credits
This course presents knowledge basic to an understanding of human growth and behavior through the lifecycle. It
examines the interplay of biological, social, cultural, psychological, and spiritual contexts that influence the growth of
individuals and families in contemporary global society. It requires students to select and apply theory and knowledge
from the liberal arts to help understand human behavior and development.
Core Curriculum Component: None
Prerequisite(s): None
SWK501
History of Social Welfare Policy
3 Semester Credits
This course analyzes the history of social welfare policy in the United States and its impact on current social policy. This
exploration is a critical analysis of history that connects social welfare to political, economic and other arenas. The
course analyzes major assumptions, ideas, and events contributing to the rise of the welfare state, the profession of
social work, and its values and ethics.
Core Curriculum Component: None
Prerequisite(s): None
SWK504
Applied Research Methods
2 Semester Credits
The purpose of this course is to prepare students to engage in research-informed practice and practice-informed
research. Students use knowledge from their practice courses to integrate with the scientific method. Basic Components
of the scientific method will be discussed such as research designs, measurements, sampling methods, data analysis, and
research ethics.
Core Curriculum Component: None
Prerequisite(s): None
SWK505
Practice Methods and Skills 1: Individuals
4 Semester Credits
The methods sequence is built on a theoretical conceptualization that integrates systems and ecological theory, the
strengths perspective and the problem-solving model. SWK 505 teaches the foundational knowledge, skills, and
principles of the helping process with individual clients. Throughout the course, work with a diversity of professional and
natural helping networks and client groups are stressed.
Core Curriculum Component: None
Prerequisite(s): None
SWK506
328
Practice Methods and Skills 2: Groups and Families
4 Semester Credits
This course provides the foundation for social work practice with groups and families. It emphasizes the knowledge,
values, and skills necessary for professional practice with groups and families as well as task groups and therapeutic
groups. Finally, the course is built on theoretical conceptualizations that integrate systems and ecological theory, the
strengths perspective, and the problem solving model.
Core Curriculum Component: None
Prerequisite(s): None
SWK509
Human Behavior: Mental Health Assessment and Diagnosis
4 Semester Credits
Using a developmental and strengths perspective, emphasis is placed on biopsychosocial, spiritual, cultural and
environmental influences on incidence, course and treatment of the most commonly presented mental health diagnoses
and the differential effect of these factors on diverse populations. Current research and theory in developmental
psychology, neurobiology and sociology provide the foundation for understanding the development of mental health.
Core Curriculum Component: None
Prerequisite(s): None
SWK510
Advanced Practice Methods
4 Semester Credits
This course is for advanced standing students only and is designed to provide a transition from their BSW program to
advanced placement in the MSW program. It provides knowledge and skill building in the latest approaches to social
work practice, contemporary theories, and current research on effectiveness. The program’s approach to graduate level
social work practice with individuals, groups, families, organizations, and communities will be covered, with
opportunities to build on students’ BSW background and post-graduate experience.
Core Curriculum Component: None
Prerequisite(s): None
SWK516
Practice Methods and Skills 3: Communities and Policies
3 Semester Credits
This course introduces theoretical knowledge of macro practice social work with organizations, communities, social
movements, programs and policies. Students will gain fundamental macro practice social work skills with organizations,
communities, and policies. Using a social justice framework, social identity within macro systems will be examined.
Social work ethics and community-based research, including their relevance and application to macro systems will be
applied.
Core Curriculum Component: None
Prerequisite(s): None
SWK518
Foundation of Addictions
2 Semester Credits
329
This course explores the fundamental knowledge base of substance abuse issues across multicultural groups. Emphasis
is placed on understanding the prevalence, etiology, course of the disorder and practice issues as they relate to
substance use disorders.
Core Curriculum Component: None
Prerequisite(s): None
SWK519
Motivational Interviewing
2 Semester Credits
In this course, students will become grounded in the philosophy and skills of motivational interviewing. Using a variety
of teaching modalities, students will develop motivational interviewing skills.
Core Curriculum Component: None
Prerequisite(s): None
SWK530
Integrated Field Seminar 1
3 Semester Credits
The foundation field seminars: (1) integrate course content (2) address issues and experiences from the students’ field
practicum through rigorous application of the problem-solving process, systems theory, ecological, and strengths
perspectives. The seminars make connections among course components and the expansion of classroom contentparticularly that relating to dynamics of family, group and community; human behavior; populations-at-risk; policy
analysis and research.
Core Curriculum Component: None
Prerequisite(s): None
SWK535
Integrated Field Seminar 2
3 Semester Credits
The foundation field seminars: (1) integrate course content (2) address issues and experiences from the students’ field
practicum through rigorous application of the problem-solving process, systems theory, ecological, and strengths
perspectives. The seminars make connections among course components and the expansion of classroom contentparticularly that relate to dynamics of family, group and community; human behavior; populations-at-risk; policy
analysis and research.
Core Curriculum Component: None
Prerequisite(s): SWK530(Integrated Field Seminar 1)
SWK610
Integrative Field Seminar 3: MCCP
3 Semester Credits
The seminars are designed to address issues and experiences from the student's field practicum through rigorous
application of different theoretical concepts and social work principles using a culturally sensitive approach grounded in
a clear ethical foundation. The goal is to strengthen the students sophistication in understanding the interconnections
between culturally appropriate theory and practice skills related to a specific client system, and the students inherent
and inescapable contribution based on the students use of self. Secondly, the field seminar is the course where the
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students reflect on the evolution of their practice and document their progress. All students in field placements must
participate in the appropriate concurrent Field Seminar.
Core Curriculum Component: None
Prerequisite(s): None
SWK611
Integrative Field Seminar 4: MCCP
3 Semester Credits
The seminars are designed to address issues and experiences from the student's field practicum through rigorous
application of different theoretical concepts and social work principles using a culturally sensitive approach grounded in
a clear ethical foundation. The goal is to strengthen the students sophistication in understanding the interconnections
between culturally appropriate theory and practice skills related to a specific client system, and the students inherent
and inescapable contribution based on the students use of self. Secondly, the field seminar is the course where the
students reflect on the evolution of their practice and document their progress. All students in field placements must
participate in the appropriate concurrent Field Seminar.
Core Curriculum Component: None
Prerequisite(s): None
SWK615
Diversity and Inequality 1: MCCP
2 Semester Credits
These courses are based on a dual focus of valuing diversity and understanding social justice. This two-course sequence
studies the history, demographics, and cultures of various disenfranchised groups as well as the dominant culture. It
examines the impact of inequality on people of all backgrounds. In the second semester, students will participate in
dialogue group: a stage-based, co-facilitated, face-to-face group that focuses on dialogue skills within the context of
one’s race, ethnicity, age, religion, disability, country of origin, gender identity and sexual orientation. The two-sequence
course is based on several assumptions: social inequality is an overarching phenomenon related to diversity, with
individual manifestations within different social identity categories; social injustice occurs and is present at individual,
institutional, and societal/structural levels; and, professional social work ethics and values demand cultural competence
and culturally sensitive practice at the micro, mezzo, and macro levels.
Core Curriculum Component: None
Prerequisite(s): None
SWK616
Diversity and Inequality 2: MCCP
2 Semester Credits
These courses are based on a dual focus of valuing diversity and understanding social justice. This two-course sequence
studies the history, demographics, and cultures of various disenfranchised groups as well as the dominant culture. It
examines the impact of inequality on people of all backgrounds. In the second semester, students will participate in
dialogue group: a stage-based, co-facilitated, face-to-face group that focuses on dialogue skills within the context of
one’s race, ethnicity, age, religion, disability, country of origin, gender identity and sexual orientation. The two-sequence
course is based on several assumptions: social inequality is an overarching phenomenon related to diversity, with
individual manifestations within different social identity categories; social injustice occurs and is present at individual,
institutional, and societal/structural levels; and, professional social work ethics and values demand cultural competence
and culturally sensitive practice at the micro, mezzo, and macro levels.
Core Curriculum Component: None
331
Prerequisite(s): None
SWK622
MCCP Field Seminar 5: LADC
2 Semester Credits
Field Seminar 5 allows students to relate academic and theoretical learning focused exclusively on substance use and/or
mental health services. The goal is to strengthen students' sophistication in understanding the interconnections
between culturally appropriate theory and practice skills, substance use and mental health disorders.
Core Curriculum Component: None
Prerequisite(s): None
SWK628
Multicultural Clinical Practice (MCCP) with Individuals
3 Semester Credits
MCCP with Individuals is a required methods course in the MCCP concentration. The course prepares social work
clinicians who are competent to assess, intervene and monitor clinical interventions that are culturally sensitive and
consistent with social work values and ethics. Although focused on individual intervention, clients are viewed within the
context of their families and social context. The therapeutic process and treatment strategies are examined,
incorporating content from psychodynamic, cognitive-behavioral, and post-modern models. These content areas are
compared from a multicultural perspective in terms of their theoretical assumptions, intervention methods, and
empirical evidence regarding treatment outcomes. Application of the models is placed within the problem-solving model
and guided by an ecosystems, strengths, and empowerment perspective. Particular attention is given to the
development of self-reflective practitioners.
Core Curriculum Component: None
Prerequisite(s): None
SWK629
MCCP with Families
3 Semester Credits
MCCP with Families is a required methods course that focuses on the family as a unit of assessment and intervention in
clinical social work practice. This course examines theory, knowledge and skills for clinical practice with families within a
multicultural context. Students apply major family therapy models to assessing and intervening with families
experiencing problems. The models are compared from a multicultural perspective in terms of their theoretical
assumptions, intervention methods, and empirical evidence regarding treatment outcomes. Application of the models is
placed within the problem-solving model and guided by ecosystems, strengths and empowerment perspectives. The
course emphasizes family work that is appropriate to individual and family developmental stages and to diverse family
types. Attention is given to family-centered practice in different social work fields of practice and settings and to the
development of self-awareness of the practitioner.
Core Curriculum Component: None
Prerequisite(s): None
SWK630
MCCP Policy Practice
3 Semester Credits
In this course, MCCP students learn how organizational and social policies affect the delivery of clinical social work
services in multicultural contexts. Students build upon the core policy practice competencies gained in their MSW
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foundation courses. Clinical social work practice is distinguished from other professional clinical practice by this use of
the person-in-environment perspective. The multi-cultural lens sharpens focus on both the strengths that come with
diversity and the discrimination and oppression, such as racism, that policies can uphold or undo.
Core Curriculum Component: None
Prerequisite(s): None
SWK631
Multicultural Clinical Practice (MCCP) with Groups
3 Semester Credits
This course prepares students for advanced multicultural groupwork within a clinical practice. This course builds on the
foundational curriculum with particular attention to clinical practice skills. Students will focus on the process of
individual empowerment and change in the context of clinical group processes. Applied theories of human
development, change, and resilience are integrated with theories of group processes, group leadership, and group
communication as a critical knowledge base for planning, intervention, and leadership. Students will develop an
understanding of phases of group practice, intervention skills, and ethical practices applied in a groupwork environment.
In this course, the reflexive use of self and the cautious use of evidence based practice serve as the foundation for
culturally responsive groupwork. Students will consider how their social identity and position influences similar and
mixed social identity groups and their processes.
Core Curriculum Component: None
Prerequisite(s): None
SWK634
MCCP Supervision
2 Semester Credits
Building upon the research to date on social work supervision, this course presents the functions of supervision
(administrative, educational, supportive) as they interrelate in achieving the primary purpose of clinical supervision:
assuring that client services prevent difficulties in client functioning and restore or enhance the biopsycohosocial and
spiritual functioning of individuals, families and groups served by supervisees. Students hone skills necessary for each of
the stages of the supervisory process (planning, beginning, work, and ending), and they build a repertoire of supervisory
questions that have been associated in research with fostering success in meeting clients’ goals. Students learn to
differentiate supervision with its dimensions of hierarchical power, responsibility, liability, and authority from peer
consultation. They gain competencies in both individual and group supervision, as well as competencies related to
consultation with a multicultural lens to advance the application of theories and models of clinical social work practice.
Core Curriculum Component: None
Prerequisite(s): None
SWK639
MCCP Elective
2 Semester Credits
Courses in MCCP electives are opportunities for students to practice with a focus on a particular field or aspect of social
work practice. Examples include Ethics, Substance Abuse and Social Work, and Trauma Therapy and Treatment.
Core Curriculum Component: None
Prerequisite(s): None
SWK640
Multicultural Clinical Practice Capstone
333
3 Semester Credits
This capstone course focuses on evaluation of treatment outcomes and practice efficacy. Students apply research skills,
using clinically derived data in formative and summative evaluation of their practice process and outcomes. Students
create a practice evaluation portfolio using previous coursework and data sets collected from their field practica. Data
sets may include process recordings, structured observations, and data from individualized rating scales and
questionnaires.
Core Curriculum Component: None
Prerequisite(s): None
SWK651
Integrative Field Seminar 3: MCMP
3 Semester Credits
The goal of these two courses is to strengthen the connections between theory and practice. All students in field
placements must participate in the appropriate concurrent field seminar. As part of this integrative function, the
seminar also serves as a means for making connections among course components and the expansion of classroom
content—particularly as relating to dynamics of groups, communities, and organizations; human behavior; policy
analysis; and research.
Core Curriculum Component: None
Prerequisite(s): None
SWK652
Integrative Field Seminar 4: MCMP
3 Semester Credits
The goal of these two courses is to strengthen the connections between theory and practice. All students in field
placements must participate in the appropriate concurrent field seminar. As part of this integrative function, the
seminar also serves as a means for making connections among course components and the expansion of classroom
content—particularly as relating to dynamics of groups, communities, and organizations; human behavior; policy
analysis; and research.
Core Curriculum Component: None
Prerequisite(s): None
SWK657
Diversity and Inequality 1: MCMP
2 Semester Credits
These courses explore diversity and social inequality related to race, ethnicity, social class, gender, sexual orientation,
age, and disability with application to the social service setting. Students focus on the structural and institutional
processes through which social inequality is created and perpetuated. Institutional remedies for inequality are studied,
such as affirmative action and equal opportunity policy, culturally competent supervision, administration, program
development, and advocacy.
Core Curriculum Component: None
Prerequisite(s): None
SWK658
Diversity and Inequality 2: MCMP
2 Semester Credits
334
These courses explore diversity and social inequality related to race, ethnicity, social class, gender, sexual orientation,
age, and disability with application to the social service setting. Students focus on the structural and institutional
processes through which social inequality is created and perpetuated. Institutional remedies for inequality are studied,
such as affirmative action and equal opportunity policy, culturally competent supervision, administration, program
development, and advocacy.
Core Curriculum Component: None
Prerequisite(s): None
SWK660
Multicultural Macro Practice (MCMP) Research Methods
3 Semester Credits
Building on the basic research skills developed in Research Methods, this course offers a program-oriented exploration
of the range of research methods used in social work. There will be a particular focus on evaluative research, a critique
of the role of research in assessing efficiency and effectiveness in social service delivery, and identification with the
responsibility of social workers “to expand the knowledge base” of social work. The course emphasizes research as a
tool at all levels of social work and will be concerned with strengthening the linkages between research, theory, and
program evaluation.
Core Curriculum Component: None
Prerequisite(s): None
SWK667
Organizations/Social Administrative Practice 1
3 Semester Credits
This course examines organizational theory and structure; processes of development, research, and evaluation; and
social work values and ethics in the workplace. The need to work effectively within an organizational context means that
social work practitioners must acquire a level of expertise in organization theory, dynamics, structure, and behavior, as
well as an understanding of how organizations provide practice opportunities and constraints. This course provides
opportunities for students to build the necessary skills to become effective service providers or change agents in the
context of their work in social service organizations.
Core Curriculum Component: None
Prerequisite(s): None
SWK668
Organizations/Social Administrative Practice 2
3 Semester Credits
This course builds on the theoretical knowledge base of SWK 667 and is intended to provide students with opportunities
to apply those critical skills used in supervision and management. These skills are intended as a base for the beginning
administrator. This course expects the student to develop specific skills in budgeting and personnel/human resource
functions (e.g., recruitment, selection, hiring, training, and evaluation).
Core Curriculum Component: None
Prerequisite(s): SWK667(Organizations/Social Administrative Practice 1)
SWK669
Organizations/Social Administrative Practice 3
3 Semester Credits
335
This course explores strategies and methods for working effectively with other service agencies, legislative and policymaking bodies, regulatory agencies, and advocacy groups.
Core Curriculum Component: None
Prerequisite(s): SWK668(Organizations/Social Administrative Practice 2)
SWK670
Multicultural Macro Practice (MCMP) Policy
3 Semester Credits
This course examines theories, concepts, and analytical frameworks for analyzing policy. It addresses the role of
economics, demographics, politics, values, and other relevant factors on policy design and implementation. The course
emphasizes the analysis of selected existing or proposed policies in such areas as social insurance (e.g., Social Security),
welfare reform, health care, long-term care, and tax policy including tax expenditures.
Core Curriculum Component: None
Prerequisite(s): None
SWK671
Multicultural Macro Practice Planning
3 Semester Credits
This course examines theoretical and conceptual ideas concerning human services, their rationale in a market economy,
and their relationship to public policy. Students will gain knowledge and build skills in the planning, implementation, and
evaluation of services at various levels of system design, taking into account organizational, financial, and technological
dimensions within an analytical framework of defined need and demand for service.
Core Curriculum Component: None
Prerequisite(s): None
SWK698
Independent Study
4 Semester Credits
Students may propose to complete an independent study project. Such directed study projects provide the opportunity
for a student to explore a particular area of social work. A faculty sponsor must be secured and a proposal submitted to
the Social Work Department. On rare occasions, an independent study may be used to satisfy the general elective
requirement. Prior approval is required. Courses that are part of the required curriculum may not be taken as
independent study.
Core Curriculum Component: None
Prerequisite(s): None
SWK699
General Elective
2 Semester Credits
Students in both concentrations complete at least one general elective course for graduation. The following are
examples of offerings that are rotated each year: Parent and Professional Planning, Interdisciplinary Perspectives on
Aging, Cognitive Behavioral Therapy in Social Work Clinical Practice, Spirituality and Social Work Practice, Empowerment
of Services Users in Mental Health. We also offer short-term electives abraod: Exploring Human Services in International
Settings (examples include Mexico, Slovenia, Namibia, South Africa, India, China, and Hong Kong)
Core Curriculum Component: None
336
Prerequisite(s): None
THP – Theater
THP111
Theater Practicum: Acting/Performance
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP112
Theater Practicum: House Management
0 Semester Credits
Managing front of house activities and ushers for main-stage shows.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP113
Theater Practicum: Sets
0 Semester Credits
Production set construction.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP114
Theater Practicum: Running Crew
0 Semester Credits
Work on running crew for main-stage production: light or sound board operation, dresser/costume crew; stage and
production manager for final scenes from Stage Direction class.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP115
Theater Practicum: Stage Management-small project
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP116
Theater Practicum: Stage Management-large project
0 Semester Credits
Participate as a member of a stage management team for a main-stage production.
337
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP117
Theater Practicum: Artistic Assistance
0 Semester Credits
Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy,
choreography/assistant choreography for main-stage production), or a substantial arts management project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP121
Theater Practicum: Acting/Performance
0 Semester Credits
Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as
an actor in a senior directing project or in final scenes for THR 366.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP122
Theater Practicum: House Management
0 Semester Credits
Managing front of house activities and ushers for main-stage shows.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP123
Theater Practicum: Costumes
0 Semester Credits
Production costume construction.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP124
Theater Practicum: Running Crew
0 Semester Credits
Work on running crew for main-stage production: light or sound board operation, dresser/costume crew; stage and
production manager for final scenes from Stage Direction class.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP125
Theater Practicum: Stage Management-small project
338
0 Semester Credits
Participate as a member of a stage management team for a workshop or student-directed project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP126
Theater Practicum: Stage Management-large project
0 Semester Credits
Participate as a member of a stage management team for a main-stage production.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP127
Theater Practicum: Artistic Assistance
0 Semester Credits
Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy,
choreography/assistant choreography for main-stage production), or a substantial arts management project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP131
Theater Practicum: Acting/Performance
0 Semester Credits
Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as
an actor in a senior directing project or in final scenes for THR 366.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP132
Theater Practicum: House Management
0 Semester Credits
Managing front of house activities and ushers for main-stage shows.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP133
Theater Practicum: Lights
0 Semester Credits
Production lighting crew or light console operator.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
339
THP134
Theater Practicum: Running Crew
0 Semester Credits
Work on running crew for main-stage production: light or sound board operation, dresser/costume crew; stage and
production manager for final scenes from Stage Direction class.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP135
Theater Practicum: Stage Management-small project
0 Semester Credits
Participate as a member of a stage management team for a workshop or student-directed project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP136
Theater Practicum: Stage Management-large Project
0 Semester Credits
Participate as a member of a stage management team for a main-stage production.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP137
Theater Practicum: Artistic Assistance
0 Semester Credits
Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy,
choreography/assistant choreography for main-stage production), or a substantial arts management project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP141
Theater Practicum: Acting/Performance
0 Semester Credits
Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as
an actor in a senior directing project or in final scenes for THR 366.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP151
Theater Practicum: Acting/Performance
0 Semester Credits
340
Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as
an actor in a senior directing project or in final scenes for THR 366.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THR – Theater
THR116
Acting and Improvisation for Non-Majors
4 Semester Credits
A study of theatrical movement, voice, mime, mask, improvisation, acting and storytelling with an emphasis on active
participation, creation of an original performance, and reflective writing. This course is primarily designed for nonmajors
and does not fulfill credit toward the theatre arts major. Attendance at theatre productions required.
Core Curriculum Component: Engaging Minneapolis, Fine Arts
Prerequisite(s): None
THR199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
THR222
Introduction to Theater
4 Semester Credits
Introduction to Theatre is an examination of theatre as an artistic form and focuses on the appreciation and value of
theatre in society. Focus on historical periods, plays, artists, basic concepts, and techniques of the play production
process. Students attend and review stage productions. This course is primarily designed for non-majors and does not
fulfill credit toward the theatre major.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR226
Movement for Theater
4 Semester Credits
A study of the principles of movement used in the art of acting. Students will improve their use of energy, concentration,
balance, control, clarity, timing and spontaneity through practical exercises. This course uses established theory and
techniques in neutral mask, Asian martial arts, and physical and vocal characterization exercises. Students will examine
various performance paradigms and see professional productions.
Core Curriculum Component: None
Prerequisite(s): None
THR228
Introduction to Stagecraft
341
4 Semester Credits
An introduction to the backstage world of the theater: its organization, crafts, and creative processes. Students will
execute practical projects, attend theater tours, see professional productions, and participate in the Theater
Department productions. Open to all students. Thirty-hour lab requirement.
Core Curriculum Component: Engaging Minneapolis, Fine Arts
Prerequisite(s): None
THR229
Theatrical Design
4 Semester Credits
Introduction to the design process for the stage. Each student will execute four design projects for scenery, costumes,
lighting, and sound, using a research-based design process. The class will take theater tours and host visiting artists.
Core Curriculum Component: None
Prerequisite(s): THR228(Introduction to Stagecraft)
THR230
Scenic Painting: Paint for Stage, Film and Faux Application
4 Semester Credits
Scenic Painting is an introductory study of the art of scenic painting for the stage, film, and faux application. Through a
series of foundational painting projects, reading assignments, informal lecture, discussion, and a final cumulative
painting project students will develop the required skills and understanding of what it means to be a scenic artist and
what role the scenic artist plays in artistry of theatre and film.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR232
Acting
4 Semester Credits
An introduction to the art of acting. Focus on physical, mental, and emotional preparation, and exploration of the
creative approach to scene and character study in American drama, culminating in public performance. Students attend
and review local professional productions.
Core Curriculum Component: Engaging Minneapolis, Fine Arts
Prerequisite(s): None
THR233
Acting For Camera
4 Semester Credits
An exploration of acting principles and techniques as it enhances and applies to on-camera effectiveness. This co-taught
studio course also includes technology elements which support acting on camera. (Fall, even years)
Core Curriculum Component: None
Prerequisite(s): None
THR235
Skills of Music Theater
342
4 Semester Credits
An interdisciplinary approach to the topic using music and theater techniques to develop the student’s basic skills of
music theater. Concepts of diverse music theater forms are introduced. Course includes reading, writing, research, class
discussion, exercises, small and large group participation, memorization, and public performance. Students will attend
and review live productions. (Spring, even years)
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR237
Dance for Musical Theater
4 Semester Credits
Introduction to movement technique in two dance styles. Students will learn fundamental skills in and aesthetics of
dance technique, as well as the socio-historical content and meaning of various dance forms, with a particular focus on
the representation of individual and cultural identity through movement.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR245
Introduction to Pan-Asian Theater
4 Semester Credits
A survey of the theatrical performance styles, aesthetic theories, and plays of pan-Asian cultures. The course includes
lectures, films, videos, and demonstrations by visiting performers. Attendance at local theater productions required.
Students will be required to pay for theater production tickets.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR250
Script Analysis: Foundations of Theater
4 Semester Credits
This foundations class focuses on major principles and fundamentals of theater literary analysis and research and uses
discussion, writing, performance, and projects as ways to interpret a dramatic script for academic and artistic purposes.
Close readings of plays from various genres and in-depth research projects will enable students to learn and apply skills
they will use in more advanced courses.
Core Curriculum Component: None
Prerequisite(s): None
THR255
Introduction to Musical Theater
4 Semester Credits
The course examines American musical theater in societal, cultural, and historical context with special attention to the
representation of race, class, gender, and sexuality onstage. Through active discussion and written assignments,
students will engage with specific musicals through the examination of cultural artifacts, live and recorded
performances, and popular and scholarly texts.
Core Curriculum Component: Fine Arts
343
Prerequisite(s): None
THR265
Computer Drafting for Stage and Architecture
4 Semester Credits
An introduction to drafting on the computer. Students will learn how to use basic commands to input information,
organize, lay out, and print 2-D drafting plates, with an emphasis on drafting for the theater.
Core Curriculum Component: Fine Arts
Prerequisite(s): 1 of MAT103(Prealgebra), MAT103(Everyday Math), MPL(Math Placement Level 2)
THR270
Introduction to Black Theater
4 Semester Credits
An examination of the principles, major movements, and fundamentals of theater by and about African Americans. It
examines the historical, political, and cultural context of Black Theater and focuses on plays written by African American
playwrights.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR273
Latinx Theater and Performance
4 Semester Credits
In this writing- and reading-intensive course we will examine Latina/o cultural practices and artistic expressions in order
to understand how Latina/os challenge mainstream representations through theatre and performance, and how they
articulate identity in their own terms. We will pay special attention to the work of Latina women, Black Latina/os and
queer-identified Latina/os, and interrogate how performance allows them to defy patriarchal, whitening, and
heterosexist constructions of Latinidad.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR275
Lighting and Sound for the Stage
4 Semester Credits
A practical study of the lighting and sound design processes for theater and beyond. This course leads the student stepby-step from script analysis through final execution of both a lighting and sound design. Basic principles of light and
sound, as well as equipment, will be addressed.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), THR229(Theatrical Design)
THR280
Costumes and Makeup for Performance
4 Semester Credits
344
A practical study of the costume design and makeup application processes for theater and beyond. Topics covered
include period research, sketching, rendering, fabric selection, fabric draping, and basic sewing techniques, as well as
introductory techniques in stage makeup application and design.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), THR229(Theatrical Design)
THR285
Scenery Design
4 Semester Credits
Scenery Design is an introductory study of the theater scene design process and the practical application of expressing
your design idea. Through presentations, demonstrations, and class projects, we will explore the scene design process
from text, to research, to the expression of a design through modeling. This class combines lecture, demonstrations, and
experiential project work. This is a project-based class.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), THR229(Theatrical Design)
THR295
Topics
4 Semester Credits
An introduction to selected theater arts-related topics not regularly offered in lower division classes. The specific topics
to be offered will include travel abroad courses. In addition, this THR 295 designation will fulfill an LAF requirement for
Fine Arts.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
THR325
Playwriting I
4 Semester Credits
An introductory course in writing for theater and performance. Students will learn the basics of dramatic structure,
character development, and theatrical language, as well as techniques for the development of playscripts from idea to
complete draft. (THR 250 or ENL 226 recommended. Spring, odd years)
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
THR326
Playwriting II
4 Semester Credits
345
A playwriting workshop with emphasis on the revision process and the continued development of craft. Students will
revise, redraft, and polish an original one-act play, as well as create one new, short piece of theatrical writing.
Prerequisite: THR 325 or ENL 325.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL325(Playwriting I), THR325(Playwriting I); 1 of ENL111(Effective Writing), ENL112(Advanced
Effective Writing), HON111(Effective Writing for Liberating Letters)
THR350
Voice for Speech, Stage and Screen
4 Semester Credits
A study of vocal skills including tone production, breathing, placement, relaxation, resonating, articulating, listening,
introduction to phonetics, and the vocal mechanism. This course will use established exercises and theories in several
methodologies of vocal training. Theory and practice are combined in oral projects, reports and papers, voice tapes, and
individual coaching. (Fall, odd years)
Core Curriculum Component: None
Prerequisite(s): None
THR355
Performing Shakespeare
4 Semester Credits
Students will learn the distinctive linguistic and physical requirements of performing a Shakespearean role. Through the
performance of monologues and scenes, informed by research and analysis, students will apply the dynamic use of body
and voice through imagery, themes, and character traits as well as social, sexual, and political issues in Shakespeare’s
plays.
Core Curriculum Component: None
Prerequisite(s): THR232(Acting), THR250(Script Analysis: Foundations of Theater)
THR361
Theater Histories: Origins to 1800
4 Semester Credits
A seminar-style course focused on diverse histories of theater and performance from their origins to 1800. Students will
encounter various forms of dramatic literature, performance theory, and cultural studies. This course includes in-depth
discussion, embodied practice, production attendance, textual analysis, research, and writing.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); THR250(Script Analysis: Foundations of
Theater)
THR362
Theater Histories: 1800 to the Present
4 Semester Credits
A seminar-style course focused on diverse histories of theater and performance from 1800 to the present. Students will
encounter various forms of dramatic literature, performance theory, and cultural studies. This course includes in-depth
discussion, embodied practice, production attendance, textual analysis, research, and writing.
Core Curriculum Component: None
346
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); THR250(Script Analysis: Foundations of
Theater)
THR365
Advanced Acting
4 Semester Credits
This course provides students with performance skills and the ability to recognize differentiating clues that identify the
style of a play. Through class exercises, scene study, and character analysis, students will gain insight into the
performance demands of a specific style. Emphasis is on a variety of roles from the classics (Shakespeare, French
Neoclassicism, Restoration Comedy, realism, and nonrealism), culminating in a public recital. (Fall, odd years)
Core Curriculum Component: None
Prerequisite(s): THR232(Acting), THR250(Script Analysis: Foundations of Theater), THR362(Theater Histories: 1800 to
the Present)
THR366
Stage Direction
4 Semester Credits
A study of the basic principles and skills of stage direction: directing concepts and methodologies, stage techniques,
terminologies, script analysis; rehearsal planning and techniques; blocking, stage dynamics, working with actors, and the
overall staging of a play. Theories of directing are also examined. (Prereq.: junior or senior standing)
Core Curriculum Component: None
Prerequisite(s): THR250(Script Analysis: Foundations of Theater)
THR367
New Methodologies of Stage Direction and Dramaturgy
4 Semester Credits
This course will examine principles and practices of the modern and contemporary stage director as auteur. We will
study radical reinterpretations of classic plays by such directors as Meyerhold, Mnouchkine, and Sellars, and explore and
apply some of their methodologies in workshops and projects. Students will gain insights into postmodernism and
deconstruction in regard to stage direction and contemporary theater.
Core Curriculum Component: None
Prerequisite(s): THR250(Script Analysis: Foundations of Theater)
THR397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
THR398
Internship
2 Semester Credits
Core Curriculum Component: None
347
Prerequisite(s): None
THR399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
THR490
Theater Keystone: Exploring Vocation and Artistic Practice
4 Semester Credits
From personal reflection on vocation to real-world insights and hands-on experiences, this course will delve deeply into
the skill sets and mindsets important for arts professionals in theater and related fields. While exploring vocation
concepts, this course balances entrepreneurial awareness, attitudes, and skills with personal reflection. Prerequisites:
THR 250 and Junior or Senior class standing
Core Curriculum Component: Keystone
Prerequisite(s): THR250(Script Analysis: Foundations of Theater)
THR499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
URB – Urban Studies
URB111
City Life: Introduction to Urban Sociology
4 Semester Credits
How is community possible in the context of multicultural, social, and political forces that are characteristic of urban
life? The cultural and structural dynamics of the Twin Cities are a basis for exploring these themes.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
URB122
Social Justice in Urban America
4 Semester Credits
Examines politics and public policy in metropolitan areas, emphasizing factors that help some do well while others
struggle. Looks at how urban politics embodies some of the country’s deepest challenges, and considers ways that
people work to address those challenges.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
URB199
348
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
URB295
Topics in Metro-Urban Studies
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
URB299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
URB381
City and Regional Planning
4 Semester Credits
Urban planning applies social science in order to plan urban areas in ways that meet particular goals. It is based on the
idea that the way a place is designed shapes human behavior as people interact with that design. We examine how
urban space typically is developed, and changes, and how this reflects power relations. We also discuss how citizens can
participate and intervene in the planning process.
Core Curriculum Component: None
Prerequisite(s): 1 of SOC111(City Life: Introduction to Urban Sociology), SOC121(Introduction to Human Society),
URB111(City Life: Introduction to Urban Sociology); 1 of ENG111(Effective Writing), ENL111(Effective Writing),
ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
URB395
Topics in Metro-Urban Studies
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
URB397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
URB399
Internship
349
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
URB492
The City and Environment Keystone
4 Semester Credits
Intended for advanced Metro-Urban and Environmental Studies majors, this course requires the successful completion
of an applied group project or independently-designed thesis.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of POL483(Political Statistics and Methodology), SOC362(Statistical Analysis); 1 of POL484(Political
Analysis), SOC363(Research Methods); SOC381(City and Regional Planning)
WEL – Health, Physical Education and Exercise Science
WEL100
Foundations of Wellness
1 Semester Credits
This course is required of all Augsburg students. The class is designed for students to understand the need and assume
the responsibility for maintaining a healthy lifestyle in the areas of physical fitness and wellness. Physical fitness includes
the ability to carry out daily tasks with vigor and alertness and how it is a component of positive lifestyle management.
Wellness includes activities, behaviors, and attitudes which improve the quality of life, contributes to longevity, and
reduces stress.
Core Curriculum Component: Foundations of Wellness
Prerequisite(s): None
WEL103
Recreational Wellness: Badminton
1 Semester Credits
This course is designed to improve proficiency in the skills, strategy, and rules associated with both singles and doubles
play. Students will become aware of the physical benefits associated with playing badminton as well as learn the social
benefits gained from active participation.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL104
Recreational Wellness: Bicycling
1 Semester Credits
This course is designed to teach students the physical and social benefits associated with active participation in bicycling.
The students will become familiar with the extensive bike/walk trail system that is accessible from the Augsburg
University Minneapolis campus. Students should be able to perform continuous riding for a minimum of 1.5 hours at a
moderate/intermediate pace. Basic bike maintenance skills and information are also addressed in this class.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
350
WEL105
Recreational Wellness: Power Yoga
1 Semester Credits
This course will incorporate cardiovascular fitness, muscular endurance, and flexibility into various yoga and circuit
training regimes.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL106
Recreational Wellness: Bowling
1 Semester Credits
The purpose of this course is to build a solid foundation in the mechanics and skill of the lifetime sport of bowling. This
course will include technique, selection of equipment, playing of lanes, and proper etiquette of the game. It will also
include team and individual competition. Students bowl two games each class session.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL107
Recreational Wellness: Fitness Walking
1 Semester Credits
This course incorporates cardiovascular fitness into various walking regiments. Students will understand and
demonstrate basic skills and fitness strategies, while engaging in routine walking routes.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL108
Recreational Wellness: Golf
1 Semester Credits
This course is designed to learn or improve upon the basic foundation of the golf swing. The lifetime physical and mental
benefits of playing golf are highlighted.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL109
Recreational Wellness: Kettle Bells
1 Semester Credits
This is an introductory course designed to teach basic Kettlebell movements and design workouts using a Kettleball. This
course will incorporate specific Kettlebell lifts and strength movements into a cardiovascular and various strength
workouts. The student will understand specific kettlebell lifts and be able to demonstrate these movements.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL110
351
Recreational Wellness: Pilates
1 Semester Credits
This course will incorporate muscular endurance and flexibility into various Pilates regiments.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL111
Recreational Wellness: Racquet Sports
1 Semester Credits
This course is designed to improve proficiency in racquet sports. Students will learn rules, basic skills, and singles and
doubles strategies in badminton, pickleball, and racquetball.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL112
Recreational Wellness: Basketball
1 Semester Credits
This course will focus on learning and developing basic basketball skills such as dribbling, passing, shooting, and
footwork. Additionally, team concepts, strategies, rules, terminology, and sportsmanship will be addressed. The goal is
to promote physical fitness through basketball and encourage recreational level participation.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL113
Recreational Wellness: Volleyball
1 Semester Credits
This course is designed to improve proficiency in basic skills, strategy, and rules associated with the sport of volleyball.
The students will practice and perform the skills in a recreational to intermediate competitive environment. Students
will also become aware of the physical and social benefits associated with active participation in volleyball.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL114
Recreational Wellness: Soccer
1 Semester Credits
This course is designed to provide an introduction to the sport of soccer. Topics addressed consist of, but are not limited
to: history, rules, terminology, and basic skills, techniques, and tactics associated with participating in, observing, and
coaching the sport.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL115
Recreational Wellness: Walk, Jog, Run
352
1 Semester Credits
This course incorporates cardiovascular fitness into various walk, run, or jogging regiments. Students will understand
and demonstrate basic skills and fitness strategies while engaging in routine walking or running routes.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL116
Recreational Wellness: Weight Training
1 Semester Credits
This course seeks to improve the student's knowledge and understanding of the components of weight training and how
they contribute to personal lifelong health and well being. The course is designed to not only provide knowledge but
also discuss and analyze ways an individual can assess, monitor, motivate and discipline oneself to maintain a lifestyle of
fitness and wellness.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL117
Recreational Wellness: Women's Weight Training
1 Semester Credits
This course is designed to improve proficiency in resistance training. The purpose of the course is to seek improvement
of the student's knowledge and understanding of the benefits of resistance training, and how those benefits contribute
to lifelong health and well-being. This course has been designed to not only provide knowlege but also discuss and
analyze ways an individual can assess, motivate, and discipline oneself to maintain a resistance training regiment.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL118
Recreational Wellness: Yoga
1 Semester Credits
This course incorporates muscular strength, endurance, and flexibility into the activity of yoga. Beginning through
advanced students are accommodated.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL119
Recreational Wellness: Latin Dance
1 Semester Credits
This course is designed to provide an introduction to Latin Dance. Students will understand the history of salsa, mamba,
and bachata and execute basic steps and patterns individually and with a partner.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL120
Recreational Wellness: Canoeing and Paddling
353
1 Semester Credits
Students in this course will participate in a four-month long canoe expedition down the Mississippi River, in voyageur
canoes. Students will receive instruction in all aspects of canoe handling, paddling, camping, and endurance.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL121
Recreational Wellness: Rock Climbing
1 Semester Credits
This course provides an overview of the various traditions of climbing along with participation in basic skills, safety
procedures, and conditioning necessary for successful climbing.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL122
Recreational Wellness: Hiking
1 Semester Credits
This course addresses the skills, techniques, and strategies used in hiking. It prepares healthy, fit individuals for a final 812 mile hike on established trails over moderate to steep terrain.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL123
Recreational Wellness: Tennis
1 Semester Credits
This course is designed to improve proficiency in tennis. Students will learn rules, basic skills, and strategies for singles
and doubles play.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL124
Recreational Wellness: Introduction to Dance
1 Semester Credits
This course provides an overview of the various traditions of movement within dance. Students will participate in basic
skills and express themselves through movement.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL125
Recreational Wellness: Karate
1 Semester Credits
This course incorporates muscular strength, endurance, and flexibility into the activity of karate. Beginning through
advanced students are accommodated.
354
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL126
Recreational Wellness: Aerobics
1 Semester Credits
This course incorporates muscular strength, endurance, and flexibility into the activity of step aerobics. Beginning
through advanced students are accommodated.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL127
Recreational Wellness: Pickleball
1 Semester Credits
This course is designed to improve proficiency in pickleball. Students will learn rules, basic skills, and strategies for
singles and doubles play.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL128
Recreational Wellness: Ice Skating
1 Semester Credits
This course is designed to teach students the physical benefits associated with recreational ice skating. Students will
learn and perform the skills at their own pace, ranging from beginner to advanced. Skills include: skating stride and
technique, stopping/starting, and use of skate edges. The student will also become aware of the physical and social
benefits gained from active participation.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL129
Recreational Wellness: Ultimate (Frisbee)
1 Semester Credits
This course addresses the skills and strategies used in Ultimate (Frisbee).
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL130
5K or Half Marathon Training
1 Semester Credits
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL150
355
Recreational Wellness: Student Designed
1 Semester Credits
This course is designed to improve proficiency in one or more selected activities. Students will understand and
demonstrate fundamentals and benefits of the selected activities. This course will be taught in a hybrid format, blended
between an in-person lab experience and online discussions and reporting.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL160
Recreational Wellness: Adapted
1 Semester Credits
This course is designed to meet the needs of students with disabilities that may not be able to meet the requirements
for Foundations of Wellness or Recreational Wellness. The focus is on helping each student develop a physical
activity/stress management/nutrition plan etc. that meets his or her needs. Plans are designed to focus on abilities as
opposed to limitations.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): CONSENT(Consent of Instructor)
WEL204
Recreational Wellness: Advanced Bicycling
1 Semester Credits
This course is designed to teach students the physical and social benefits associated with active participation in bicycling.
The students will become familiar with the extensive bike/walk trail system that is accessible from the Augsburg
University Minneapolis campus. Students should be able to perform continuous riding for a minimum of 2.5 hours at an
advanced pace. Basic bike maintenance skills and information are also addressed in this class.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL213
Recreational Wellness: Advanced Volleyball
1 Semester Credits
This course will incorporate cardiovascular fitness into a competitive volleyball atmosphere. Students in this class should
have advanced volleyball experience.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WST – Gender, Sexuality and Women’s Studies
WST199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
356
WST201
Introduction to Gender, Sexuality, and Women’s Studies
4 Semester Credits
This multidisciplinary course introduces students to the contributions of women in history, religion, literature,
philosophy, sciences, and the arts, and how the questions and methodologies of these disciplines differ when seen from
women’s perspectives. Students will also study the diversity of women’s experiences in terms of race, sexual orientation,
and class.
Core Curriculum Component: Humanities
Prerequisite(s): None
WST220
Topics in Gender and the Humanities
4 Semester Credits
Examination of specific topics related to gender and the humanities not covered in other lower-division Gender,
Sexuality, and Women's Studies courses. Specific topic will be announced prior to registration.
Core Curriculum Component: Humanities
Prerequisite(s): None
WST250
Global Perspectives on Gender and Sexuality
4 Semester Credits
This course will explore global contemporary issues of sexuality and gender, examining topics such as reproductive
justice, globalization, sex trafficking, mail-order brides, popular culture, religious fundamentalism, militarization,
memory, and the transnational politics of food. We will develop a framework for thinking about the ways that gender,
nationality, race, sexuality, geography, and social class affect women’s identities, experiences, and statuses.
Core Curriculum Component: Humanities
Prerequisite(s): None
WST281
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST305
Introduction to Queer Studies
4 Semester Credits
357
A study of basic issues surrounding sexual orientation in the contemporary U.S. culture including various disciplinary
perspectives and theory. The course may include guest speakers, a service-learning component at local GLBT/supporting
agencies, and some travel and experiences in the Twin Cities, as well as an immersion experience outside of class time.
Required experiential education fee.
Core Curriculum Component: None
Prerequisite(s): WST201(Foundations in Women's Studies)
WST313
Environmental Theology and Ethics
4 Semester Credits
An overview of contemporary theology and theologically-based approaches to environmental ethics using studies of
environmental problems in South, Central, and North America.
Core Curriculum Component: None
Prerequisite(s): None
WST315
Margins as Center: Feminist Theory
4 Semester Credits
This multidisciplinary and multicultural feminist theory course focuses on the global voices often marginalized by the
feminist canon. A variety of texts - including personal narratives, political statements, origin stories, and empirical
studies - will be analyzed to highlight different theoretical approaches and multiple feminisms.
Core Curriculum Component: None
Prerequisite(s): None
WST324
Undocumented, Ecofeminist, & Queer: Contemporary Latin American Liberation Theologies
4 Semester Credits
Is God an undocumented low-income migrant, ecofeminist, and/or queer? Learn about Latin American liberation
theologies and their understandings of the divine as they relate to key social issues in the 21st century. This
interdisciplinary course cannot be taken if you have already taken RLN 336 or WST 366.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
WST335
Contemporary Latin American Women: Texts and Voices
4 Semester Credits
This course examines the social construction of gender in Latin American countries and addresses key issues faced by
Latin American women today. Includes analysis of poems, excerpts of novels, essays, testimonies, and interviews by and
about Latin American women. Aims to help students develop an appreciation for the complexity of diversity of Latin
American women’s experiences.
Core Curriculum Component: None
Prerequisite(s): SPA311(Spanish Conversation and Composition)
358
WST341
Globalization, Social Struggle and the Environment
4 Semester Credits
Explores issues of globalization and social change in Mexico and analyzes political, social, and economic policies that
promote and/or hinder sustainable development from a gender perspective. Particular emphasis will be placed on
environmental issues and the causes of migration/emigration and social unrest in Mexico.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
WST352
(Im)Migration, Gender and Social Change
4 Semester Credits
At a time when borders between nations are so heavily defended, how do we understand the flow of people and ideas
across those divides? Learn how race, gender, sexuality and social class intersect when they are seen from a lens of
(im)migration in a Latin American context.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
WST353
Political and Social Change in Namibia
4 Semester Credits
This course is an integrative seminar for the semester and examines the legacy of apartheid in Namibia with particular
focus on the social and political movements that have evolved in the struggle for independence.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
WST355
Cultural Conflict and Change in Latin America
4 Semester Credits
An exploration of selected topics and case studies from Latin American history with special emphasis on the role of
women in history. Focuses on the development of gender, class-based, and racial/ethnic oppression and the history of
resistance and social change in Latin America from the conquest to the present day. Examines the Pre-Columbian period,
the conquest and colonial periods, and concludes with the post-war period in Central America.
Core Curriculum Component: Humanities
Prerequisite(s): None
WST357
Mexican History, Culture and Cosmovision
4 Semester Credits
An exploration of Latin American history from Pre-Columbian times through the conquest and colonial periods up to
modern Latin America. The course will use a gendered lens to focus on Mexican history, culture and cosmovision.
Core Curriculum Component: Humanities
359
Prerequisite(s): 1 of HIS101(The Beginning of Western Culture), HIS102(The Shaping of Western Civilization), HIS103(The
Modern World), HIS104(The Modern Non Western World), HIS120(America to 1815), HIS121(19th-Century United
States), HIS122(20th-Century United States), HIS150(Latin American History), HIS155(Cultural Conflict and Change in
Latin America), HIS162(20th-Century South Asia), HIS195(Topics in History), HIS225(History of the Twin Cities),
HIS234(Minnesota History), HIS236(American Indian History), HIS241(Topics in African American History), HIS242(History
of African American Civil Rights, 1619-1915), HIS243(History of African American Civil Rights, 1915-1972), HIS249(The
Designed Environment), HIS280(The History Workshop), HIS282(The History of Women Since 1848), HIS299(Directed
Study)
WST362
Walking the Truth: Culture,Gender and Millennium Development Goals in Sub Saharan Africa
4 Semester Credits
This broad-based interdisciplinary course explores the influence of cultural values and gender roles on the achievement
of the Millennium Development Goals (MDG’s) in sub-Saharan Africa. The social determinants of health and illness—
economic realities, education levels, governmental policies, access to technology, and the availability of health care
providers—are examined relation to the unequal burdens of suffering and disease evident in Africa. Leadership skills
that promote MDG achievement in local, regional, and national contexts are identified and applied through experiential
practical learning activities, lecture, and dialog.
Core Curriculum Component: None
Prerequisite(s): None
WST366
Latin American Liberation Theologies
4 Semester Credits
An exploration of Latin American theologies of liberation and their relationship to social/political transformation.
Examines key theological concepts, critiques, and practical implications.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
WST396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
WST398
Internship
2 Semester Credits
360
Core Curriculum Component: None
Prerequisite(s): None
WST399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
WST481
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST485
Senior Seminar
4 Semester Credits
This advanced course will include student research and presentations that incorporate feminist theory. The seminar is
required of all majors and satisfies the Keystone requirement. It is also required of minors who do not elect to do an
independent study (499). It is offered at a different college each semester and may be taken in conjunction with WST
490.
Core Curriculum Component: Keystone
Prerequisite(s): None
WST490
Keystone
0 Semester Credits
This course provides a Keystone component for all WST majors.
Core Curriculum Component: Keystone
Prerequisite(s): None
WST499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
YST – Youth Studies
YST210
Rethinking Children and Youth
4 Semester Credits
361
Children and youth are often expected to be seen and not heard. This course will develop an appreciative understanding
of children and youth that will allow us to engage them as assets and agents of positive change. We will explore the
history of childhood in North America as well as the historical emergence and cultural construction of adolescence in the
20th century. We will develop a critical lens of this construction in order to free ourselves from our limited and low
expectations of children and youth in society. We will then construct a new framework that will enable us to understand
and engage young people as powerful, contributing members of society.
Core Curriculum Component: None
Prerequisite(s): None
YST320
Working With Children and Youth
4 Semester Credits
This course will provide students with practical perspectives and experiences in work with children and youth. We will
cover both theoretical frameworks for emancipatory work with youth and focused examinations of different types of
youth work. Throughout the course, we will consider how our own positionality and experiences affect our engagements
in work with youth and children. This course has a significant service learning requirement.
Core Curriculum Component: None
Prerequisite(s): YST210(Rethinking Children and Youth)
362
Show less
AuGSBURG
UNIVERSITY.
2018-2019
UNDERGRADUATE
CATALOG
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Introduction
Undergraduate Catalog
2018-2019
Official Publication of Augsburg University
2211 Riverside Avenue, Minneapolis, MN 55454
The Augsburg University Undergraduate C... Show more
AuGSBURG
UNIVERSITY.
2018-2019
UNDERGRADUATE
CATALOG
..
.
•
. c;
..;,.. .'f: .
·-
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·•
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Introduction
Undergraduate Catalog
2018-2019
Official Publication of Augsburg University
2211 Riverside Avenue, Minneapolis, MN 55454
The Augsburg University Undergraduate Catalog contains information about academic program requirements and
academic and student policies and procedures for Fall Semester 2018 - Summer Semester 2019. It is subject to change
without notice.
The catalog is intended to complement other University publications including the Student Guide and University
website. It is important for students to be familiar with all University policies and procedures. Students are strongly
encouraged to consult their advisor(s) at least once each semester to be certain they are properly completing degree
requirements.
Published 2018
Phone: 612-330-1000
www.augsburg.edu
1
A Greeting from the President
A university catalog is a wonderful text, full of detail and data that offer all of us a map to our lives together as a
university community. This is a map grounded in Augsburg’s mission: “To educate students to be informed citizens,
thoughtful stewards, critical thinkers, and responsible leaders.”
What has prompted you to study this map of Augsburg University? If you’re already enrolled at Augsburg, I trust you will
continue to find here the awe and wonder of an educational experience that is meaningful and challenging. I hope you
will be reminded of the relationships and commitments you have formed at Augsburg—they will last a lifetime. I also
hope that you find in this map signposts of the progress you have made in your vocational journey and that you will
continue to believe that you have rightly chosen Augsburg as the community in which you will spend time for the next
several years.
If you are studying this map to find out more about Augsburg University and an Augsburg education, welcome. I believe
you will find it not only tells you about the character and essence of our institution, but also about our mission of
service, particularly about those whom we serve in a modern, vibrant city. Augsburg is located in the heart of the Twin
Cities of Minneapolis and St. Paul, and it is in the city that our University both serves and thrives. As you study here, you
will find a setting that not only provides remarkable learning opportunities, but one in which you will be able to share
your own talents and skills. Augsburg’s challenging academic environment is enhanced by both education and service
experiences that transform theory into action and unite the liberal arts with the practical in preparing students as
faithful citizens in a global society.
The experience you are undertaking at Augsburg—or thinking of undertaking—will occur on a small campus in the core
of a great city; it will be led by faculty preoccupied with your welfare and the emergence and refinement of your
vocational plans.
As you join Augsburg University, or consider doing so, please know that those of us who await you here find the
University an exciting place, full of diversity and yet possessed of a community dedicated to higher learning and good
living. Here you can find your way in the world.
May this map be your faithful guide!
Sincerely yours,
Paul C. Pribbenow, Ph.D.
President
2
About Augsburg
At Augsburg University, we believe that the university experience should be a time of exploration, of discovery, of new
experiences, and of new possibilities. We also believe that a liberal arts education is the best preparation for living in the
fast-paced, changing, and complex world of today and tomorrow. Augsburg graduates will be able to demonstrate not
only the mastery of a major field of study, but also the ability to think critically, creatively solve problems, and
communicate effectively.
Discovering Your Gifts and Talents
The heart of an Augsburg undergraduate education is the Augsburg Core Curriculum—designed to prepare students to
become informed citizens, thoughtful stewards, critical thinkers, and responsible leaders; and thus achieve the
educational goals of our mission. Through “Search for Meaning” courses, students explore their own unique gifts and
interests and find where their own talents intersect with the needs of our global society; their vocation
At the same time, courses across all disciplines stress the skills that will serve for a lifetime: writing, speaking, critical
thinking, and quantitative reasoning, to name a few.
Thanks to Augsburg’s prime locations in the heart of thriving metropolitan areas, many courses are able to offer rich and
varied learning opportunities in real-life situations through academic internships, experiential education, volunteer
community service, and cultural enrichment. In a sense, the resources of the Twin Cities and Rochester are extended
campuses for Augsburg students.
Mission Statement
Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as
testaments to the University motto, “Education for Service,” and mission:
Augsburg University educates students to be informed citizens, thoughtful stewards, critical thinkers, and
responsible leaders. The Augsburg experience is supported by an engaged community that is committed to
intentional diversity in its life and work. An Augsburg education is defined by excellence in the liberal arts and
professional studies, guided by the faith and values of the Lutheran Church, and shaped by its urban and global
settings.
Campus Location
Augsburg University is located in the heart of the Twin Cities of Minneapolis and St. Paul, Minnesota. The campus is
bordered by Riverside Avenue and Interstate 94, near the University of Minnesota West Bank campus and the University
of Minnesota Medical Center.
Downtown Minneapolis is just minutes away, providing access to internships and careers with some of the country’s
leading companies, as well as entertainment, arts, sports venues, shopping, dining, and transportation. The campus is
blocks from the METRO Green and Blue light rail lines, which provide easy access to destinations in Minneapolis and St.
Paul, as well as the Minneapolis International Airport.
History
A College of the Church
Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith
presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869, in Marshall, WI, and
moved to Minneapolis in 1872. The first seminarians were enrolled in 1874, and the first graduation was in 1879.
Early Leaders Establish a Direction
3
August Weenaas was Augsburg’s first president (1869-1876). Professor Weenaas recruited two teachers from Norway—
Sven Oftedal and Georg Sverdrup. These three men clearly articulated the direction of Augsburg: to educate Norwegian
Lutherans to minister to immigrants and to provide such “college” studies that would prepare students for theological
study.
In 1874 they proposed a three-part plan: first, train ministerial candidates; second, prepare future theological students;
and third, educate the farmer, worker, and businessman. The statement stressed that a good education is also practical.
Augsburg’s next two presidents also emphatically rejected ivory tower concepts of education. This commitment to
church and community has been Augsburg’s theme for more than 140 years.
Education for Service
Keeping the vision of the democratic college, Georg Sverdrup, Augsburg’s second president (1876-1907), required
students to get pre-ministerial experience in city congregations. Student involvement in the community gave early
expression to the concept of Augsburg’s motto, “Education for Service.”
In the 1890s, Augsburg leaders formed the Friends of Augsburg, later called the Lutheran Free Church. The church was a
group of independent congregations committed to congregational autonomy and personal Christianity. This change
made Augsburg the only higher educational institution of the small Lutheran body. The college division, however, was
still important primarily as an attachment to the seminary.
The Focus Changed
Traditional attitudes began to change after World War I. In 1911, George Sverdrup, Jr. became president. He worked to
develop college departments with an appeal to a broader range of students than just those intending to be ministers.
Augsburg admitted women in 1922 under the leadership of longtime dean of women, Gerda Mortensen.
The College’s mission assumed a double character: ministerial preparation together with a more general education for
life in society. In 1937, Augsburg elected Bernhard Christensen, an erudite and scholarly teacher, to be president (19381962). His involvement in ecumenical and civic circles made Augsburg a more visible part of church and city life.
After World War II, Augsburg leaders made vigorous efforts to expand and improve academic offerings. Now the College
had become a larger part of the institution than the seminary and received the most attention.
Accreditation for the College
Augsburg added departments essential to a liberal arts college, offering a modern college program based on general
education requirements and elective majors. Full accreditation of the College was achieved in 1954.
A study in 1962 defined the College’s mission as serving the good of society first and the interests of the Lutheran Free
Church second. The seminary moved to Luther Theological Seminary (now Luther Seminary) in St. Paul in 1963 when the
Lutheran Free Church merged with the American Lutheran Church. Subsequently, the American Lutheran Church
merged with two other Lutheran bodies in 1988 to form the Evangelical Lutheran Church in America.
A College in the City
Under the leadership of President Oscar A. Anderson (1963-1980), Augsburg became a vital and integral part of the city
of Minneapolis. The College began to reach out to nontraditional student populations, ensuring educational opportunity
for all students. Also in these years, Augsburg added the Music Hall, Mortensen Hall, Urness Hall, Christensen Center, Ice
Arena, and Murphy Place.
Dr. Charles S. Anderson led the College from 1980 to 1997. He guided Augsburg’s commitment to liberal arts education,
spiritual growth and freedom, diversity in enrollment and programs, and a curriculum that draws on the resources of the
city as extensions of campus and classroom. Some of the accomplishments during his tenure include instituting two
graduate degree programs, hosting national and international figures at College-sponsored forums and events,
increasing accessibility, and the addition of the Foss, Lobeck, Miles Center for Worship, Drama, and Communication; the
Oscar Anderson Residence Hall; and the James G. Lindell Family Library.
Dr. William V. Frame became president in August 1997 and retired in 2006. Under his leadership, the College sharpened
its identity as a college of the city, providing an education grounded in vocational calling that provides students both the
4
theoretical learning and the practical experience to succeed in a global, diverse world. Augsburg’s Rochester learning
site was added in 2002, further expanding Augsburg’s presence in key cities in the state of Minnesota.
Dr. Paul C. Pribbenow became president in July 2006. Under his leadership, Augsburg aims to educate students of all
ages—in the midst of a great city—to be faithful citizens of the world. Augsburg became “Augsburg University” on
September 1, 2017.
5
Augsburg Today
Augsburg continues to reflect the commitment and dedication of the founders who believed:
An Augsburg education should be preparation for service in community and church.
Education should have a solid liberal arts core with a practical dimension in order to send out productive, creative,
and successful citizens.
The city—with all its excitement, challenges, and diversity—is an unequaled learning laboratory for Augsburg
students.
The vision of the University’s work today is lived out in the phrase, “We believe we are called to serve our neighbor.
Through common commitments to living faith, active citizenship, meaningful work, and global perspective, Augsburg
prepares its students to become effective, ethical citizens in a complex global society.
In addition to Augsburg’s undergraduate program of liberal arts and sciences, Augsburg offers numerous master’s
degree programs as well as a doctoral program in nursing practice. For information about graduate programs, go to
www.augsburg.edu/grad.
Undergraduate and graduate education is offered in a variety formats. In addition to its Minneapolis campus, Augsburg
has a learning site in Rochester, MN.
Centers of Commitment
The four Centers of Commitment articulate core values that inform the institutional mission of Augsburg University both
internally and externally: each Center provides a bridge between curriculum and community; each works to realize the
University’s strategic intention to "educate for lives of meaning and purpose" as well as to ensure the University is "at
the table" with community partners in relationships of mutual benefit that enhance the University’s distinctive identity
and deepen the educational experiences of our students. Their themes are reflected in Augsburg's mission: informed
citizens, thoughtful stewards, critical thinkers, and responsible leaders.
Minneapolis-based Day Program
Augsburg’s Minneapolis-based Day program offers more than 50 majors—or you can create your own major, either on
campus or through the Associated Colleges of the Twin Cities (ACTC). The Day Program provides an educational
opportunity for students who want to earn a bachelor’s degree through courses that meet during the day or in the
evening. Students in the Day Program pay comprehensive tuition that allows them to register for between 12-19
semester credits per term. ACTC is a five-college consortium that allows Day Program students to take courses on other
campuses without additional charge while a full-time student at Augsburg. The ACTC consortium includes Augsburg
University, St. Catherine University, Hamline University, Macalester College, and the University of St. Thomas. (See
Associated Colleges of the Twin Cities (ACTC) section).
Adult Undergraduate Program
Augsburg’s Adult Undergraduate Program provides an educational opportunity for adults who want to earn a bachelor’s
degree with a flexible schedule and with a learning environment that acknowledges the real life experience adult
students bring to the classroom. It is a means by which men and women can gain skills for professional advancement,
prepare for a career change, or pursue a personal interest in one or more areas of the liberal arts and professional
studies.
Adult Undergraduate Schedule
The AU schedule is designed to meet the needs of adult students. Courses in individual majors will meet on the same
night of the week, on an alternating bi-weekly schedule for the duration of the major. The alternating weeks of the
semester are labeled “Maroon” and “Silver.” Students select courses from both the maroon and silver schedules,
creating an alternating schedule of classes.
6
Face-to-face meetings occur on alternating weeks for three-and-a-half hours on Monday, Tuesday, Wednesday or
Thursday, depending on the program. Online and out-of-class work occurs during the non-class meeting week. AU
students may attend part-time or full-time each semester.
Minneapolis - Adult Undergraduate Program
Augsburg’s adult undergraduate program is designed to help students finish a bachelor’s degree quickly and efficiently,
in as little as two years. Delivered in a hybrid-learning format, it combines the benefits of face-to-face classroom
instruction with the convenience of online learning.
Augsburg also offers courses from several Day Program majors during the evening in a traditional classroom setting.
Please note that not all of the required courses for the Day Program majors are offered in the evening. For a complete
list of degree completion programs offered in the AU Program, visit www.augsburg.edu/pro/majors.
Rochester - Adult Undergraduate Program
Augsburg’s branch site in Rochester was established in 1998 as a natural extension of the institution’s mission and its
expertise in teaching working adults. A variety of undergraduate majors are offered.
Rochester is a city that enjoys a rich ethnic diversity and superior technological resources. The Rochester site
classrooms and offices are located at Bethel Lutheran Church (ELCA), a few blocks south of the heart of the city, which is
home to more than 100,000 residents. Bethel Lutheran Church is located at 810 3rd Ave SE, Rochester MN 55904.
In Rochester, Minnesota, students complete the same degree requirements as students in the Minneapolis
undergraduate program. Augsburg classes in Rochester meet on a semester schedule with classes taking place on
weekday evenings, making them accessible to working adults. As with the adult undergraduate program in Minneapolis,
Rochester classes are delivered in a hybrid-learning format, combining the benefits of face-to-face classroom instruction
with the convenience of online learning. There are 8 majors offered in Rochester, some of which must be completed by
taking courses at the Minneapolis campus. In addition to the degree programs that can be completed entirely in this
location, students may work on a variety of other majors through a combination of Rochester and Minneapolis-based
evening courses.
Students at the Rochester site are Augsburg University students. They are supported through an array of e-learning
resources ranging from access to Lindell Library databases to the use of online course management software.
Information about the Rochester site is available at www.augsburg.edu/rochester or by calling the Rochester office at
507-288-2886.
7
Minneapolis Campus Facilities
Instruction facilities and student housing at Augsburg’s main campus are conveniently located near each other. A
tunnel/ramp/skyway system connects the two tower residence halls, the five buildings on the Quadrangle, plus the
Music Hall, Lindell Library, Oren Gateway Center, and the Foss, Lobeck, Miles Center for Worship, Drama, and
Communication.
Admission Office—The Office of Admission is located on the lower level of Christensen Center.
Anderson Hall (1993)—Named in honor of Oscar Anderson, President of Augsburg from 1963 to 1980, and this
residence hall is located at 2016 8th Street. Anderson Hall contains four types of living units and houses 192 students, as
well as the Center for Wellness and Counseling, the Sabo Center for Democracy and Citizenship, and the Office of
Marketing and Communication.
Center for Wellness and Counseling—The Center for Wellness and Counseling, located in Anderson Hall, offers
programs and services that enhance student learning by promoting personal development and well-being.
Christensen Center (1967)—The University Center includes the Admission Office, a student lounge, the Strommen
Center for Meaningful Work, the Commons dining facility and Einstein Bros. Bagels, two art galleries, the copy center
and mailroom, Events and Conference Planning, the Center for Global Education and Experience, International Student
and Scholar Services, Latin@ Student Services, American Indian Student Services, Pan-Afrikan Student Services, PanAsian Student Services, Campus Activities and Orientation, LGBTQIA+ Student Services, and the Auggie’s Nest, a meeting
place for student organizations.
Edor Nelson Field—The athletic field, located at 725 23rd Avenue, is the playing and practice field of many of the
Augsburg teams. An air-supported dome covers the field during winter months, allowing year-round use.
Foss, Lobeck, Miles Center for Worship, Drama, and Communication (1988)—The Foss Center is named in recognition
of the Julian and June Foss family. The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are also
housed in this complex, which provides space for Campus Ministry, the Christensen Center for Vocation (CCV), the
departments of Theater and Communication Studies, Film, and New Media, classrooms, and administrative offices
(Facilities Management and the Enterprise Information Systems and Systems and Networking teams in IT).
Hagfors Center (2018)
Ice Arena (1974)—Two skating areas provide practice space for hockey and figure skating, and recreational skating for
Augsburg and the metropolitan community.
Kennedy Center (2007)—Completed in 2007 as a three-story addition to Melby Hall and named for Dean (’75) and Terry
Kennedy, it features a state-of-the-art wrestling training center, fitness center, classrooms for health and physical
education, and hospitality facilities.
The James G. Lindell Family Library (1997)—This library and information technology center houses all library functions
and is located on the corner of 22nd Avenue and 7th Street. It houses the TechDesk and User Support team in IT and the
Gage Center for Student Success: the Deidre Middleton Office of Academic Advising, the Academic Skills Office, the
Center for Learning and Adaptive Student Services (CLASS), and TRIO/Student Support Services.
Luther Hall (1999)—Named for theologian Martin Luther, Luther Hall is a three-story apartment complex along 20th
Avenue, between 7th and 8th Streets that houses juniors and seniors in units from efficiencies to two-bedroom suites.
Melby Hall (1961)—Named in honor of J. S. Melby (dean of men from 1920 to 1942, basketball coach, and head of the
Christianity Department). It provides facilities for the health and physical education program, intercollegiate and
intramural athletics, the Hoyt Messerer Fitness Center, and general auditorium purposes. The Ernie Anderson Center
Court was dedicated in 2001.
Mortensen Hall (1973)—Named in honor of Gerda Mortensen (dean of women from 1923 to 1964), it has 104 one- and
two-bedroom apartments that house 312 upper-class students, the Department of Public Safety and a lounge area.
Charles S. Anderson Music Hall (1978)—Contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two
rehearsal halls, music libraries, practice studios, and offices for the Music department faculty.
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Old Main (1900)—Home for the Department of Art and the Department of Languages and Cross-Cultural Studies, with
classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency with
architectural details from the past. It is included on the National Register of Historic Places.
Oren Gateway Center (2007)—Named for lead donors and alumni Don and Beverly Oren, it is home for the StepUP
program, Institutional Advancement offices, the Alumni and Parent and Family Relations Offices, the Master of Business
Administration Program, the Master of Arts in Leadership program, the Master of Fine Arts in Creative Writing program,
and substance-free student housing. It also houses the Barnes & Noble Augsburg Bookstore, Nabo Café, Gage Family Art
Gallery, and the Johnson Conference Center.
Science Hall (1949)—Houses classrooms, laboratories, and a medium-sized auditorium; the departments of Nursing,
Physics, Mathematics & Statistics, Biology, and Chemistry; the Undergraduate Research and Graduate Opportunity
(URGO) Office, McNair Scholars, and Administrative Accounting.
Sverdrup Hall (1955)—Named in honor of Augsburg’s fourth president, it contains the Enrollment Center (Registrar’s
Office and Student Financial Services), the Women’s Resource Center, the Honors Desk, classrooms and computer labs,
and the departments of Education and Computer Science.
Sverdrup-Oftedal Memorial Hall (1938)—Built as a residence hall and named in honor of Augsburg’s second and third
presidents, it contains the President’s Office, Human Resources, the Nobel Peace Prize Forum (aka “Norway Hub”), the
Academic Affairs Office, Student Affairs Offices, and faculty offices for Political Science, History, Philosophy, American
Indian Studies, English, Religion, Psychology, Economics, Business, and Sociology.
Urness Hall (1967)—Named in honor of Mr. and Mrs. Andrew Urness, this tower provides living quarters for 324 firstyear students. Each floor is a “floor unit,” providing 36 residents, housed two to a room, with their own lounge, study,
and utility areas.
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Accreditation, Approvals, and Memberships
Augsburg University is accredited by:
The Higher Learning Commission (HLC)
Accreditation Review Commission on Education for the Physician Assistant (ARC-PA)
Commission on Collegiate Nursing Education (CCNE) (Bachelor, Master, and Doctorate level degrees)
Council on Social Work Education (CSWE) (Bachelor, Master level degrees)
Augsburg’s programs are approved by:
American Chemical Society (ACS)
American Music Therapy Association (AMTA)
Minnesota Board of Teaching
National Association of Schools of Music (NASM)
Augsburg University is an institutional member of:
American Association of Colleges and Universities (AAC&U)
American Association of Colleges of Teacher Education (AACTE)
American Association of Higher Education (AAHE)
American Music Therapy Association, Inc. (AMTA)
Association of International Education Administrators (AIEA)
Campus Compact
Council of Independent Colleges (CIC)
Council on International Educational Exchange (CIEE)
Diversity Abroad Network
The Forum on Education Abroad
Institute of International Education (IIE)
Lutheran Education Council in North America (LECNA)
National Association of International Educators (NAFSA)
National Association of Schools of Music (NASM)
National Society for Experiential Education (NSEE)
Physician Assistant Education Association
Associated Colleges of the Twin Cities (ACTC)
Higher Education Consortium for Urban Affairs (HECUA)
Minnesota Private College Council MPCC)
Twin Cities Adult Education Alliance (TCAEA)
Augsburg University is registered with the Minnesota Office of Higher Education pursuant to sections 136A.61 to
136A.71. Registration is not an endorsement of the institution. Credits earned at the institution may not transfer to all
other institutions. Minnesota Office of Higher Education, 1450 Energy Park Dr., Suite 350, St. Paul, MN 55108,
www.ohe.state.mn.us; 651-642-0533.
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Policies
Non-Discrimination Policy
Augsburg University, as affirmed in its mission, prohibits discrimination on the basis of race, color, religious belief,
national or ethnic origin, age, disability, gender, sexual orientation, gender identity or expression, marital status, familial
status, genetic information, status with regard to public assistance, or citizenship in its educational policies, admission
policies, employment, scholarship and loan programs, athletic and/or school-administered programs, except in those
instances where there is a bona fide occupational qualification or to comply with state or federal law. Augsburg
University is committed to providing reasonable accommodations to its employees and students with disabilities.
(Approved by Board of Regents on October, 2014)
For further information, please contact the University’s Title IX Officer:
Ann Garvey| Vice President of Student Affairs| Student Affairs
Memorial Hall, Room 118G| 612-330-1168| garvey@augsburg.edu
Additionally, the University has four Deputy Officers:
Deputy Officer for Students:
Sarah Griesse| Dean of Students
Memorial Hall, Room 118F| 612-330-1489| griesse@augsburg.edu
Deputy Officer for Employees:
Lisa Stock| Director and Chief Human Resources Officer
Memorial Hall, Room 19| 612-330-1783| stock@augsburg.edu
Deputy Officer for Athletics:
Kelly Anderson Diercks| Associate Athletic Director
Si Melby Hall, Room 205E| 612-330-1245| diercks@augsburg.edu
Deputy Officer:
Leif Anderson| Vice President and Chief Information Officer
Memorial Hall, Room 124D| 612-330-1497| andersol@augsburg.edu
The Deputies work with the Title IX Coordinator to identify any patterns or systemic problems that arise and may assist
as investigators of complaints.
Family Educational Rights and Privacy Act
The Family Educational Rights and Privacy Act of 1974 (FERPA), as amended, provides certain rights to students
regarding their education records. Each year Augsburg University is required to give notice of the various rights accorded
to students pursuant to FERPA. In accordance with FERPA, you are notified of the following:
Right to inspect and review education records
You have the right to review and inspect substantially all of your education records maintained by or at Augsburg
University. The student must request to review their education records in writing with their signature. The University
will respond in a reasonable time, but no later than 45 days after receiving the request.
Right to request amendment of education records
You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate,
misleading, or otherwise in violation of your right to privacy. This includes the right to a hearing to present evidence that
the record should be changed if Augsburg decides not to alter your education records according to your request.
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Right to give permission for disclosure of personally identifiable information
You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information
contained in your education records, except to the extent that FERPA and the regulations regarding FERPA authorize
disclosure without your permission. One such exception which permits disclosure without consent is for disclosure to
school officials who have legitimate education interests. A school official is a person employed by the University in an
administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel
and health staff); person or company with whom the University has contracted (such as an attorney, auditor, or
collection agent); a person serving on the board of regents, or a student serving on an official committee, such as a
disciplinary or grievance committee, or assisting another school official performing his or her tasks. A school official has
a legitimate educational interest if the official needs to review an education record in order to fulfill his or her
professional responsibility.
Right to withhold disclosure of “directory information”
FERPA uses the term “Directory Information” to refer to those categories of personally identifiable information that may
be released for any purpose at the discretion of Augsburg University without notification of the request or disclosure to
the student.
Under FERPA you have the right to withhold the disclosure of the directory information listed below. Please consider
very carefully the consequences of any decision by you to withhold directory information. Should you decide to inform
Augsburg University not to release Directory Information, any future request for such information from persons or
organizations outside of Augsburg University will be refused.
“Directory information” includes the following:
The student’s name
The student’s address
The student’s telephone number
The student’s e-mail address
The student’s date and place of birth
The student’s major and minor field of study
The student’s academic class level
The student’s enrollment status (FT/HT/LHT)
The student’s participation in officially-recognized activities and sports
The student’s degrees and awards received (including dates)
The weight and height of members of athletic teams
The student’s dates of attendance
Previous educational agencies or institutions attended by the student
The student’s photograph
Augsburg University will honor your request to withhold all Directory Information but cannot assume responsibility to
contact you for subsequent permission to release it. Augsburg assumes no liability for honoring your instructions that
such information be withheld. The Registrar’s Office must be notified in writing of your intent to withhold your Directory
Information.
Right to complain to FERPA Office
You have the right to file a complaint with the Family Policy Compliance Office, US Department of Education, 400
Maryland Ave. SW, Washington, DC, 20202, concerning Augsburg’s failure to comply with FERPA.
Reporting Educational Information
Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter.
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Annual Security Report
The Annual Security Report (ASR) for Augsburg University contains statistics on reported crimes on and near Augsburg
property and campus, as well as institutional policies concerning campus security and crime. The Department of Public
Safety prepares this annual Crime Report to comply with the Jeanne Clery Disclosure of Campus Security Policy and
Crime Statistics Act. The report is available online at http://www.augsburg.edu/dps/crime-alerts-and-logs/. For a
printed copy, contact Augsburg’s Department of Public Safety at 612-330-1717.
Student Rights
The University has adopted a statement of student rights and responsibilities and has provided for due process in the
matter of disciplinary action, grievances, and grade appeal, as outlined in the Augsburg Student Guide, at
inside.augsburg.edu/studentaffairs/studentguide.
Official Notices
A University-provided e-mail account shall be an official means of communication with students, faculty, and staff of
Augsburg University. Students, faculty, and staff are responsible for all information sent to them via the Universityprovided e-mail account. Students should regularly check their e-mail account. If a student, faculty or staff member
chooses to forward their Augsburg e-mail, they are responsible for all information and attachments sent to the
forwarded e-mail account. Students will also receive official notices via the A-Mail online publication and should
routinely review the A-Mail. Day program students will also receive notices through the student campus mail system
(student campus box) and should check their campus mailbox regularly.
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Admission
Augsburg University strives to create a strong, rich, and vibrant campus community with students representing a large
number of backgrounds, viewpoints, experiences, talents, and cultures. Selection of students for Augsburg University is
based upon careful consideration of each candidate’s academic achievement, personal qualities and interests,
participation in activities and employment, and potential for development as a student and as a graduate of Augsburg
University.
Visit Campus
Firsthand appraisal of programs, facilities, and academic atmosphere is valuable. First-year and transfer applicants are
encouraged to visit the campus and meet with an admission counselor. Arrangements can be made to meet with a
member of the faculty and to attend classes when school is in session. Augsburg’s undergraduate admission staff is
ready to help students and families with planning. Visit our website or call any weekday between 8:30 am and 5:30
pm—612-330-1001 or toll-free 1-800-788-5678—and we’ll assist with your questions and arrange a tour for you.
Admission visits and tours are available Monday through Friday. The Office of Admission is located on the lower level of
the Christensen Center and serves traditional, non-traditional, and graduate students.
Application Procedures
First-year Day Program Students
Application for Admission
Students should submit the completed application for admission the Admission Office. Students may apply online
for free at www.augsburg.edu/firstyear or www.commonapp.org.
Transcripts
An official transcript from the high school is required of first-year applicants. First-year applicants who are still high
school students at the time of application should have their most recent transcript sent, followed by a final and
official transcript upon graduation. If the student has taken college courses, including while in high school, an official
transcript from each institution should also be sent. General Education Development (GED) scores may be presented
instead of the high school transcript.
Test Scores
Beginning fall 2019, submission of ACT or SAT test scores for admission is optional for incoming undergraduate (firstyear and transfer) student applications, except in specific circumstances. For more information please refer to
Augsburg’s Admission Application Requirements: http://www.augsburg.edu/firstyear/inquire-and-apply/.
Recommendations
One letter of academic recommendation is required for all students. A letter may be submitted by a teacher and/or
counselor.
Essay
First-year applicants are required to provide written responses to 3 short answer questions listed on the application.
Additional Information
If there is additional information that may have affected the applicant’s previous academic performance, it may be
included within the application and discussed individually with an admission counselor. On occasion, the Admission
Committee may defer a decision on a candidate’s admission until additional information has been received. For
example, new test scores, results of the present semester’s coursework, additional letters of recommendation, or
writing samples may be requested by the committee. If any additional credentials are needed, the Office of
Undergraduate Admission will inform the candidate.
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Notification of an Admission Decision
Admission decisions are made on a rolling basis. Applicants are notified of the admission decision usually within
three weeks after the application file is complete and has been evaluated by the Admission Committee. Notification
of admission status for completed applications begins in late September.
Confirmation of Admission
Accepted students are asked to make a $150 enrollment deposit* to the Office of Undergraduate Admission.
Students who wish to live in University housing must submit a housing contract to the Residence Life Office.
*Nonrefundable after May 1.
Note: Admission to a major—a separate process from admission to the University—is sometimes required. Check
with the Office of Admission and consult the specific department’s section of this catalog.
Day Program Transfers and Adult Undergraduate Students
Information regarding transfer credit policies is found in the Academic Information section of the catalog. Students who
are applying to the Adult Undergraduate program should have attempted a minimum of 12 semester credits, including
courses in foundation areas (writing, etc.)
Application for Admission
Students should complete the application for admission, including the three short answer questions, and submit
them to the Admission Office. Students may apply online for with no application fee at www.augsburg.edu/transfer
or www.commonapp.org.
Transcripts
Official transcripts from all previous postsecondary institutions must be sent directly to the Admission Office. An
official high school transcript and/or official GED test scores may be required upon request. Official transcripts are
marked with institutional security features, date, and appropriate signature. Augsburg University accepts official
transcripts directly from another institution’s Office of the Registrar or a secure authenticated designated party. The
transcript must arrive at Augsburg University in an envelope sealed by the issuing institution or via an encrypted
electronic method (adapted from AACRAO, 2018). If any transcripts show in-progress coursework, an updated
official transcript will need to be received by Augsburg in order to verify that the in-progress coursework was later
dropped, withdrawn from, or graded. Upon receipt, new official college transcripts will be evaluated for possible
transfer credit. Failure to submit the replacement official transcript in a timely manner will result in a registration
hold.
Recommendations
One letter of recommendation is encouraged for all transfer applicants. Letters may be submitted by a supervisor,
counselor, professor, or spiritual leader.
Additional Information
If there is personal information that may have affected the applicant’s previous academic performance, it may be
included with the application and discussed individually with an admission counselor. Academic recommendations
may be required by the Admission Committee before an admission decision is made. On occasion, the Admission
Committee may also defer a candidate’s admission until other information has been received. For example, test
scores, results of current coursework, additional letters of recommendation, or writing samples may be requested
by the committee. If any additional credentials are needed, the Admission Office will inform the candidate.
Notification of Admission Decision
Augsburg University uses a rolling admission policy. Students are notified of the admission decision usually within
two weeks after the application file is complete and has been evaluated by the Admission Committee.
Note: Admission to a major—a separate process from admission to the University—is sometimes required. Check with
the Admission Office and consult the specific department’s section of this catalog.
Readmission
Day students who have not registered for courses at Augsburg University for one semester or more, and AU/Rochester
students who have not registered for courses at Augsburg University for two or more semesters, must apply for
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readmission through the Registrar’s Office to resume attendance. Students who have attended other institutions during
their absence from Augsburg must have an official transcript sent from each institution to the Registrar’s Office.
Returning students do not pay the application fee.
To apply for readmission after withdrawing from the University, students must submit an Application for Readmission.
The last day to be approved for readmission is the Friday prior to the start of the term. Please note that processing
may take up to 10 business days.
If the student has attended other institutions since leaving Augsburg, official transcripts must be submitted to the
Registrar’s Office. If any transcripts show in-progress coursework, an updated official transcript will need to be
received by Augsburg in order to verify that the in-progress coursework was later dropped, withdrawn from, or
graded. Upon receipt, new official college transcripts will be evaluated for possible transfer credit. Failure to submit
the replacement official transcript in a timely manner will result in a registration hold.
All financial holds must be cleared before a student can be approved for readmission.
If the student was academically suspended, withdrew while on academic warning or probation, or has a GPA below
2.0, they will need to submit a personal statement explaining their circumstances for review by the Student Standing
Committee.
If the student withdrew for medical reasons, a doctor’s note indicating the student is well enough to resume studies
must be submitted with the application.
Non-Degree Students
Individuals may take coursework at Augsburg University as non-degree seeking students, enrolling on a space-available
basis. Registration dates are included in the University’s Academic Calendar. To apply for admission as a non-degree
seeking student, submit the completed application, academic intent, and all necessary unofficial transcripts to the
Admission Office. Individuals who intend to become degree-seeking in the future must submit official transcripts.
Contact the Admission Office regarding which unofficial/official transcripts you may need for your application file.
Non-degree seeking students who wish to pursue a degree must reapply for admission by submitting the completed
application, academic intent, and all official transcripts to the Admission Office.
Second Degree Students
Students who have graduated from Augsburg who are returning to complete an additional major will not be awarded a
second degree unless it is a different degree from the first awarded.
Students who have completed a four-year degree at an accredited college or university may complete a second degree
at Augsburg University. A second degree will not be awarded unless it is a different degree from the first awarded.
Second degree requirements include a minimum of 32 semester credits taken at Augsburg, completion of a major, and
completion of any liberal arts requirements not covered by a previous degree. Depending on the student’s previous
degree, completion of a second major (non-degree) may also be an option.
International Students
International students are a vital part of the Augsburg community. We welcome students from all over the world
wishing to start or complete their degrees at Augsburg. Any student requiring a student (F-1) visa to study in the United
States will be considered an international applicant.
For admission and/or financial aid questions, please contact us by emailing beintl@augsburg.edu or calling 612-3301359.
Foreign Credential Evaluation
Students who have attended a college or university outside of the United States are required to submit international
transcript(s) accompanied by a professional credit evaluation.
This evaluation should include the following:
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Course-by-course evaluation to show a complete course listing with credit values and grades received for each
course
Calculation of grade point average to demonstrate the cumulative grade point average using the standard US
grading system, i.e., A=4.0, B=3.0, C=2.0, D=1.0, F=0.0
Translation to English (if applicable)
Analysis of credentials (if applicable)
The evaluation report must be sent directly to Augsburg’s Office of Admission. Preferred evaluation services are World
Education Services (www.wes.org) or Educational Credential Evaluators (www.ece.org), though Augsburg will accept
evaluations from any member of the National Association of Credential Evaluators (www.naces.org).
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Financing Your Education
The Board of Regents approves the costs for the academic year. The board reviews costs annually and makes changes as
required. Augsburg reserves the right to adjust charges should economic conditions necessitate.
Full-Time vs. Half-Time
Students will need to be enrolled in 6 credits to be considered half-time and 12-19 credits to be considered full-time.
This is an important distinction for charges and for accessing financial aid.
Day Program Tuition and Fees
Tuition and fees are published online at www.augsburg.edu/studentfinancial/tuition/undergraduate-day.
Fees (full-time enrollment)
The standard program fees are the Student Activity Fee, Technology Fee, Newspaper Readership Fee, and the Campus
Greening Fee. Specific courses or programs may have additional fees associated with them, such as lab or supply fees.
Full-Time Cost – Fall and Spring 2018-2019
Semester
Year
$19,075.00
$325.00
$1,192 per credit
$38,150.00
$650.00
$4,768 per 4 credits
$1,192 per credit
$174.75 per term
$4,768 per 4 credits
Tuition – Full-Time (12-19 credits per term)
Fees – (12-19 credits per term)
Overload Fee – (over 19 credits)
Part-Time Cost – Fall and Spring 2018-2019
Tuition –Part-Time (less than 12 credits)
Fees – (less than 12 credits)
Other Costs
Audit Fee (taking a class for no credit)
Music Lesson Fees
½ Hour Lesson
1 Hour Lesson
$1,000.00 per course
$400.00
$800.00
Room and Board Costs
Detailed housing rates are available through Residence Life Office at www.augsburg.edu/reslife/rates.
Detailed meal plan rates and flex point options can be found at www.augsburg.edu/reslife/rates/meal-plans.
Adult Undergraduate Tuition and Fees
Tuition and fees are published online at www.augsburg.edu/studentfinancial/tuition/weekendevening-undergraduate.
Tuition
Students are charged per credit. Students are charged based on their program regardless if they take a course through a
different program. All associated costs must be paid by the beginning of each semester to avoid accruing finance
charges, unless you have enrolled in an official payment plan through Student Financial Services.
Fees
Specific courses or programs may have additional fees associated with them, such as lab or supply fees.
Adult Undergraduate - Minneapolis
$420.00 per credit
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$1,680.00 per 4.0 credits
Adult Undergraduate - Rochester
$410.00 per credit
$1,640 per 4.0 credits
Payments
Semester Charges
Prior to the start of each semester, a statement of estimated charges showing charges and financial aid credits
designated by the Student Financial Services Office is sent to the student via e-mail. All statements are available online
through AugNet’s Records and Registration site. Payments can be made online at
www.augsburg.edu/studentfinancial/header-make-paymentaccount-activity/payments. Augsburg may charge late fees
and interest on delinquent accounts. Review the full policy regarding past due balances online at
www.augsburg.edu/studentfinancial/disclosure.
Payment Options
Augsburg University offers payment plan options for all students. Information about payment plans is available online at
www.augsburg.edu/studentfinancial/payment-plans-and-discounts.
Payment Policy
Students at Augsburg University are obligated to pay Term Fees and additional charges when they register for each
academic term. “Term Fees” include tuition, room and board charges and other fees initiated during your time as a
student. Students are responsible to pay for all of these charges regardless of whether financial aid is received or
employers or other third parties pay as agreed. “Term Fees” are subject to refund only to the extent allowed under the
Augsburg University Tuition Refund Policy.
Augsburg accepts the following forms of payment:
Cash
Students and guest payers may make cash payments in-person at the Enrollment Center. Cash should never be
mailed. Students will receive a receipt of their cash payment.
Check
Students and guest payers may pay their term fees via check either in-person at the Enrollment Center, through mail, or
online using e-check/ACH. A $30 NSF Fee will be added for any payment returned by the bank for Non-Sufficient
Funds. A receipt will automatically be sent electronically for any online payments. Students who pay in-person or
through mail may request a receipt of the check payment.
Credit Card/Debit Card
Students and guest payers may make student account payments online with a Visa, MasterCard, Discover, or American
Express credit card. As of June 10th, 2016, Augsburg will no longer accept credit card or debit card payments in-person,
over the phone, or through the mail. Credit cards will only be accepted online via Cashnet, a vendor contracted by
Augsburg.
Because Cashnet charges Augsburg for their services, a credit card service fee of 2.75 percent will be associated with any
credit card payment made to the University. This is to offset the approximately $250,000 in costs that Augsburg accrues
annually for providing credit card payment options to our students. Augsburg will not receive any part of the service fee
and will not be profiting from it.
Financial Aid
All students who wish to be considered for financial assistance must reapply each year. In addition to reapplying for aid,
students must make satisfactory academic progress toward the attainment of their degree or certificate as stipulated in
the Satisfactory Academic Progress (SAP) section of this catalog.
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Financial assistance awarded through Augsburg may be a combination of scholarships, grants, loans, and part-time work
opportunities. The University cooperates with federal, state, church, and private agencies in providing various aid
programs.
The primary responsibility for financing a university education rests upon the student and family. Financial aid
supplements student and family resources.
The Free Application for Federal Student Aid (FAFSA) helps determine the amount of assistance for which a student is
eligible. This analysis takes into account such family financial factors as current income, assets, number of dependent
family members, other educational expenses, retirement needs, and special considerations.
Types of Aid
A student applying for aid from Augsburg applies for assistance in general rather than for a specific scholarship or grant
(except as noted).
Augsburg may offer both merit-based and need-based financial aid to undergraduate students at the time of admission.
First year students can find specific information at www.augsburg.edu/firstyear/scholarships. Transfer students can find
information at www.augsburg.edu/transfer/financial-aid-and-scholarships.
Augsburg will also determine students’ eligibility to receive financial aid grants from both federal and state entities.
These grants include Minnesota State Grant, Federal Supplemental Educational Opportunity Grant (SEOG), Federal Pell
Grant, Federal TEACH Grant, and Bureau of Indian Affairs/Tribal and State Indian Scholarship. Contact Student Financial
Services if you need any additional information about any of these programs.
In addition to aid administered by Augsburg University, students are urged to investigate the possibility of scholarships
and grants that might be available in their own communities. It is worthwhile to check with churches, the company or
business employing parents or spouses, high schools, service clubs, and fraternal organizations for information on aid
available to students who meet their requirements. In addition to these sources, some students are eligible for aid
through Rehabilitation Services, Educational Assistance for Veterans, and Educational Assistance for Veterans’ Children,
and other sources.
Loan Assistance
Students must be enrolled at least half-time (6 or more credits) to be eligible for any federal loans.
Federal Direct Student Loan
o Subsidized Direct Loans are need-based loans that the federal government subsidizes by paying the interest
while the student is in school and during the grace period.
o For the Unsubsidized Direct Loan, interest begins accruing on the date of disbursement and the borrower is
responsible for all interest. The borrower may choose to make payments while in school or may defer
payments and allow interest to accrue and be capitalized (added to the balance of the loan).
Federal Parent Loan Program (PLUS)
o PLUS is a loan program to help parents meet university costs of their dependent children. Parents may
borrow up to the cost of attendance (minus all other student financial aid). Repayment begins within 60
days of final disbursement.
Further information about all student and parent loan programs can be found at
www.augsburg.edu/studentfinancial/loans.
Student Employment
Students are able to apply for work study positions through Augsburg’s Human Resources Office. Part-time work
provided by the University is considered financial aid, just like scholarships, loans, and grants. Students are limited to a
maximum of 20 hours of on-campus employment per week. The number of hours a student can work is dependent on
the position and the needs of the department. However, work is not guaranteed.
All on-campus work is governed by policies stipulated in the work contract issued to the student employee for each
placement. Payment is made bi-weekly by check to the student employee.
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Federal College Work Study Program and Minnesota State Work Study Program
o Under these programs, the federal or state government supplies funds on a matching basis with the
University to provide part-time work opportunities.
Satisfactory Academic Progress (SAP)
Federal regulations require that all higher education institutions establish and implement a policy to measure whether
students receiving financial aid are making satisfactory academic progress toward the completion of a degree. The
purpose of this policy is to make sure that students who receive financial aid are using this money wisely. It is meant to
curtail the use of financial aid by students who fail to successfully complete their course work. Failure to meet the
following standards makes a student ineligible for all institutional, federal, and state financial aid.
Augsburg’s Financial Aid Satisfactory Academic Progress Policy follows the Satisfactory Academic Policy.
Student Account Financial Disclosure
Students at Augsburg University are obligated to pay Term Fees and additional charges when they register for each
academic term. “Term Fees” include tuition, room and board charges and other fees initiated during their time as a
student. Students are responsible to pay for all of these charges regardless of whether financial aid is received or
employers or other third parties pay as agreed. “Term Fees” are subject to refund only to the extent allowed under the
Augsburg University Tuition Refund Policy. Statements and account history are available online through AugNet Records
and Registration.
Augsburg University may require someone to co-sign on the student’s obligations in special cases, such as when a
student has a history of late or missed payments. When a co-signer’s signature is required, both students and co-signers
are responsible for payment of all costs incurred (including collection costs and fees of any collection agency and/or
attorney, if applicable) and all other conditions outlined on the Student Account Financial Disclosure.
Results of Balances Not Paid in Full
Augsburg may charge late fees and interest on delinquent accounts. Missed or late payments will be subject to a late
payment charge and/or a finance charge on the overdue balance from the date the balance was due until payment in
full is received. If your account is not paid in full on the first day of the term, finance charges at the rate of 8% per year
(.67% per month) will be added onto your student account balance. For example, this means that for every $1,000
owed you will receive $6.70 a month in finance charges. A $30 NSF Fee will be added for any payment returned by the
bank for Non-Sufficient Funds.
Past Due Accounts
If the student does not set up a formal payment plan with Augsburg’s Student Financial Services department, Augsburg
reserves the right to demand payment of the entire balance owed by that student and to take steps to collect it.
Augsburg may cancel the student’s registration, prevent the student from registering for future terms, withhold
transcripts or diplomas, remove the student from on-campus housing, turn the student’s account over to a collection
agency, or take legal action to collect any past due balance. Each student authorizes Augsburg to release financial
information about her or his account and other pertinent information such as address and phone number to third
parties who are dealing with the collection of the account balance. By providing us with a telephone number for a
cellular phone or other wireless device, you are expressly consenting to receive communications – including but not
limited to prerecorded or artificial voice message calls, text messages, and calls made by an automatic telephone dialing
system – from us and our affiliates and agents at that number. This express consent applies to each such telephone
number that you provide to us now or in the future and permits such calls regardless of their purpose. Calls and
messages may incur access fees from your cellular provider. Each student also agrees to reimburse Augsburg University,
or its agents, the fees of any collection agency, which may be based on a percentage at a maximum of 40% of the debt,
and all costs and expenses, including reasonable attorneys’ fees, we incur in such collection efforts. Please note that,
due to the Bankruptcy Reform Act, educational benefits are generally exempt from discharge under bankruptcy. The
terms of this agreement remain in effect until all Term Fees and other charges are paid in full.
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Tuition Refund
Students are eligible for a 100% tuition refund for any courses they drop without notation through the date labeled “Last
day to drop without a ‘W’ grade & 100% refund – Full Semester class” on the Academic Calendar. After this date,
students are no longer eligible for any refund of tuition unless they withdraw from all of their courses. This policy is
effective whether or not a student has attended classes.
Students withdrawing from all of a term’s courses may receive a 50% tuition refund when they withdraw by the date
labeled “Last day to withdraw with 50% refund – Full Semester class” on the Academic Calendar.
Students are responsible for cancelling courses through the Registrar’s Office (or online) in order to be eligible for any
refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add form are responsible for
all charges. Financial aid may be adjusted based on the student’s last recorded date of attendance. Refund calculations
are based on the date that the drop/add form is processed.
Medical Refund
If a student is forced to withdraw from one or more courses in a term due to illness or an accident, a request for a
medical refund should be made through the Academic/Financial Petition. Petition forms are available through the
Registrar’s Office website. An extra medical refund may be granted by the Committee upon submission of
documentation from the attending doctor, on letterhead, verifying the medical circumstances.
Unofficial Withdrawal
Federal regulations require that records of financial aid recipients who earn failing grades in all their classes be
reviewed. If courses are not completed (e.g., unofficial withdrawal, stopped attending), the University is required to
refund financial aid to the appropriate sources according to federal or Augsburg refund policies based on the last
recorded date of attendance. Students are responsible for the entire cost of the term, including the portion previously
covered by financial aid should they stop attending. Students are strongly urged to follow guidelines for complete
withdrawal from the University. If there are extenuating circumstances, a petition to have the cost of tuition refunded
can be made. Petition forms are available online through the Registrar’s Office website.
A student who registers, does not attend any classes, and does not withdraw may petition to withdraw retroactively.
The student must petition within six months of the end of term and provide proof of non-attendance. Proof can include,
but is not limited to, statements from each instructor that the student never attended, or documentation of attendance
for the term at another college or university. If approved, grades of W will be recorded and tuition charges for the term
will be replaced with an administrative cancellation fee of $300.
Financial Aid Policy
Financial aid such as federal, state, and institutional grants and scholarships are awarded based upon the total number
of registered credits on the “Last day to add with faculty signature – Full Semester class” as noted on the Academic
Calendar. Students must register for internships, Time 2 classes, and ACTC classes before the “Last day to add with
faculty signature-Full Semester class.” Financial aid will not be adjusted for classes added after this date.
Students must earn the financial aid they are awarded each semester by actively attending and participating in classes
throughout the semester. Financial aid is recalculated when students do any of the following: drop classes without a
“W” grade, fail to begin classes, cease to attend classes, fail all classes, or fully withdraw from all classes.
Financial Aid – Return of Title IV Funds Policy
Students must earn the financial aid they are awarded each semester. A student can earn their aid by attending classes.
Augsburg must always return any unearned Title IV funds it is responsible for returning within 45 days of the date the
school determined the student withdrew.
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The withdrawal date used in the return to title IV calculation of a student’s federal financial aid is the actual date
indicated on the official withdraw record. If a student stops attending classes without notifying the University, the
withdrawal date will be the last date of academic activity determined by the University.
Federal/State Aid Adjustments
Augsburg is required to return unearned federal/state aid for students who fully withdraw from their courses. The
Return to Title IV calculation is based on the total number of days in the semester compared to the total number of days
that a student attended classes before the last date of attendance. If the student receives more aid than they ‘earned’,
then the ‘unearned portion’ of the student’s aid must be returned to the U.S. Department of Education. After 60% of the
term has passed, students are eligible to keep all of their federal/state aid. If you are planning to completely withdraw
from your courses, please see a Student Financial Services counselor to determine what aid may need to be returned.
Financial aid will be returned to the aid program from which it came. If returned to a loan program, your outstanding
balance will be reduced by the amount of the return. Aid will be returned in the following order:
1.
2.
3.
4.
5.
6.
7.
Unsubsidized Direct Loan
Subsidized Direct Loan
Federal Perkins Loan
Direct PLUS Loans
Federal Pell Grants
Federal Supplemental Educational Opportunity Grant (SEOG)
TEACH Grant
Institutional Aid Adjustments
Augsburg will return institutional aid for students who partially withdraw or fully withdraw from courses. If students
withdraw from their courses, they will receive a 50% tuition refund and 50% of their institutional aid will be removed. If
a student withdraws after the last day to receive a tuition refund, there will be no adjustment to their institutional aid.
Post-Withdrawal Disbursement
If a student earned more aid than was disbursed to him/her, the student may be eligible for a post-withdrawal
disbursement. Augsburg’s financial aid office will notify the student in writing if he/she is eligible for a post-withdrawal
disbursement of Title IV loan funds.
A student or parent borrower must first confirm in writing whether he/she accepts/declines all or some of the loan
funds offered as a post-withdrawal disbursement. A post-withdrawal disbursement of Federal grant funds does not
require student acceptance or approval. The University will seek the student’s authorization to use a post-withdrawal
disbursement for all other educationally related charges in addition to tuition and fees.
Credit Refund
Augsburg students may be eligible to receive a credit refund if their financial aid exceeds tuition and fee charges for a
term. Credit refunds are issued within two weeks after the last day to drop courses without recorded notation. Financial
aid needs to be finalized and applied to a student’s account before the credit refund can be issued. (You can verify your
financial aid status online through Track Your Financial Aid. You can check your transaction history online to verify that
all of your financial aid has been applied to your account and nothing is left pending.)
Changes in enrollment status, housing status, and program status may affect financial aid eligibility and credit refunds.
Students who are enrolled less than half-time (less than 6.0 credits for undergraduates; less than 3.0 credits for
graduates) may not be eligible for financial aid; however, students may apply for private alternative loans. Registration
changes made from the first week of the term through midterm may require a return of financial aid funds. Students
who drop courses may receive a tuition refund, but some forms of financial aid may have to be adjusted before a refund
will be available. Financial aid return of funds may take up to 45 days to be processed.
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Bookstore
Students who are registered for the upcoming term will be allowed to charge up to $750 to their student account.
Students DO NOT need to request a bookstore account this year.
Please plan ahead and purchase books and supplies before the scheduled cut-off dates. Plan ahead for courses that start
midterm as you will be unable to charge anything to your student account after the cut-off date.
Students’ accounts will be billed for only what was spent on their bookstore accounts before credit refunds were issued.
If your bookstore charges create a balance on your account, you need to make payments in accordance with your
statement. Bookstore purchases charged to a student account are intended for students who have excess financial aid
funds to cover their tuition, fees, AND their books or supplies. Please contact Student Financial Services before you
purchase books if you need to discuss payment options.
Due to the financial aid cycle, you can only charge expenses to your bookstore account during specific times.
Third Party
If you are expecting a third party to cover the cost of your books, you will need to turn in an itemized receipt of your
purchases to the Student Financial Services Office, along with your invoice request.
Additional Funds
If the cost of your textbooks and supplies are above $750 in one term, you have enough financial aid to cover the
additional costs, and you would like to charge the additional amount to your student account, please send the following
information to Student Financial Services (studentfinances@augsburg.edu). All requests need to be in writing.
Subject: Request for additional funds
Full Name:
Student ID number:
Additional request:
Students will receive an e-mail when the additional request has been processed. Accounts are opened as quickly as
possible, but it could take up to two business days for activation.
Consumer Information
Loss of Financial Aid Eligibility Due To a Drug Offense
A student convicted of a state or federal offense involving the possession or sale of an illegal drug that occurred while
the student was enrolled in school and receiving Title IV aid is not eligible for Title IV funds. [An illegal drug is a
controlled substance as defined by the Controlled Substance Act and does not include alcohol and tobacco.]
A borrower’s eligibility is based on the student’s self-certification on the Free Application for Federal Student Aid
(FAFSA). Convictions that are reversed, set aside or removed from the student’s record, or a determination arising from
a juvenile court proceeding do not affect eligibility and do not need to be reported by the student.
A student who is convicted of a drug-related offense that occurred while the student was enrolled in school and
receiving Title IV aid loses Title IV eligibility as follows:
For the possession of illegal drugs
First offense: one year from the date of conviction
Second offense: two years from the date of the second conviction
Third offense: indefinitely from the date of the third conviction
For the sale of illegal drugs
First offense: two years from the date of conviction
Second offense: indefinitely from the date of the second conviction
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A school must provide a student who loses Title IV eligibility due to a drug-related conviction with a timely, separate,
clear, and conspicuous written notice. The notice must advise the student of his or her loss of Title IV eligibility and the
ways in which the student may regain that eligibility.
Regaining Eligibility after a Drug Conviction
A student may regain eligibility at any time by completing an approved drug rehabilitation program and by informing the
school that he or she has done so. A student regains Title IV eligibility on the date he or she successfully completes the
program. A drug rehabilitation program is considered approved for these purposes if it includes at least two
unannounced drug tests and meets one of the following criteria:
The program received or is qualified to receive funds directly or indirectly under a federal, state, or local government
program.
The program is administered or recognized by a federal, state, or local government agency or court.
The program received or is qualified to receive payment directly or indirectly from a federally or state licensed
insurance company.
The program administered or recognized by a federally or state-licensed hospital, health clinic, or medical doctor.
Policies may change throughout an academic year if necessary to comply with federal, state, or institutional changes or
regulations.
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Residence Life
Students who choose to make Augsburg their home find a friendly, 23-acre village in the midst of a major metropolitan
area. They make many new friends among roommates and classmates. They are just steps away from Lindell Library,
classrooms, Hoversten Chapel, the ice arena, fitness center, and Christensen Center. With just over 1,000 students living
on campus, most students and faculty greet each other by name.
Augsburg recognizes the importance of the residential experience during the college years. Studies show that students
who live on campus are more likely to persist academically, to be involved on campus, and tend to have a higher grade
point average. Residence Life staff are professional and student team members available to support students in their
academic and co-curricular experiences. Through their efforts residential community members become acquainted with
life at Augsburg through educational and social opportunities.
Living on campus offers many opportunities for learning, leadership, and fun. Numerous events are planned to welcome
students to the community, including dances, movie nights, open mic nights, and weeks devoted to special themes or
issues.
Resident students have access to a 24-hour computer lounge, wireless internet, study lounges, 24-hour security, laundry
facilities, and vending. All rooms and apartments are equipped with cable and internet access. A skyway connecting the
lobby of Urness Hall and Mortensen Hall to Christensen Center and Oren Gateway Center to the Lindell Library keeps
students out of the weather on the way to class.
To secure housing on campus, students need to submit the following items:
Residence Life and Dining contract: http://www.augsburg.edu/reslife/housing/
During spring semester, current Augsburg students are provided with information on the process to secure housing for
the next academic year.
Facilities
Urness Hall—One home to new Auggies and upper-class resident advisors, this nine-story high-rise houses 313 students.
Each floor is considered a house-unit providing 36 students (two to a room) with their own lounge, study, and utility
areas. In Urness Hall, rooms are furnished with a bed, dresser, desk, and chair. Meal plans are required.
Mortensen Hall—This building is a 13-story high-rise apartment building. It contains 104 one-bedroom and twobedroom apartments to accommodate 312 upper-class students. Mortensen Hall is carpeted and contains kitchenette
units. It is furnished with beds and dressers. Meal plans are required.
Anderson Hall—Contains four types of living units: two-bedroom apartments, two-room suites, floor houses, and
townhouses. This residence houses 192 upper-class students, and the Neighborhood program. All rooms are furnished
with beds, dressers, desks, and chairs. Meal plans are required.
Anderson Hall Neighborhoods—This is available to students who are interested in creating a living/learning
environment by designing their own house system. All members meet to determine their program focus, educational
goals, and community agreement guidelines.
Luther Hall—Opened in 1999, this apartment residence includes studios and two- and four-bedroom apartments with
full kitchens. Beds, dressers, desks, and chairs are provided. Underground parking is available at an additional cost. Meal
plans are optional.
Oren Gateway Center—Oren Gateway Center offers substance-free living connected to a dining area, underground
parking, and classrooms. Opened in 2007, Oren Gateway Center houses the StepUP first-year and upperclass students
committed to an alcohol- and drug-free environment. Flats, apartments, and studios are furnished with bed, desk, and
dressers.
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Food Service
Commons—Situated on the top floor of Christensen Center, this is the main food service facility for students, faculty,
and staff. This spacious room features small-table units for easy conversation overlooking the University quadrangle and
Murphy Square. Students on board plans who live in residence halls eat their meals in the Commons. We offer a mealto-go program for those on a tight schedule. Students have the option of using one meal exchange each week at
Einsteins or Nabo to supplement the Commons.
Einstein Bros. Bagels—On the main level of Christensen Center, Einstein Bros. Bagels sells coffee, smoothies, hot and
cold sandwiches, wraps, soups, salads, and snacks.
Nabo—This eatery is located in the Oren Gateway Center. Pronounced “náh-bu,” with the accent on the first syllable,
featured food options include pasta, cold and hot sandwiches, a pasta bar, pastries, and beverages.
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Student Activities and Organizations
Augsburg’s mission focuses on student learning in the broadest sense. Experiences in the classroom are an important
part of college life, yet learning and development also occur in formal and informal activities of the University and the
surrounding area. Whether students take classes in the day or evening, the climate for learning and living at Augsburg
will add dimension to their education. There are over 50 student organizations that students can join, and students may
also create their own with three additional peers. For more information, visit www.augsburg.edu/cao.
Athletics and Sports
Intercollegiate Athletics
Augsburg is affiliated with the Minnesota Intercollegiate Athletic Conference (MIAC) and is a member of the National
Collegiate Athletic Association (NCAA) Division III. Men annually compete in football, soccer, cross country, basketball,
ice hockey, wrestling, baseball, indoor and outdoor track and field, and golf. Women annually compete in lacrosse,
volleyball, cross country, soccer, basketball, ice hockey, softball, swimming, indoor and outdoor track and field, and golf.
Facilities
At Augsburg, the facilities are for all students, faculty and staff. Check schedules for times when there is open use of the
gymnasium and ice arena. On-campus facilities include a double-rink ice arena, a 3-court gymnasium, a multi-purpose
athletic field, fitness center with workout machines, a weight room, a racquetball court, and an air-supported dome over
the athletic field for winter fitness, rentals, and spring sport practices.
Intramurals
Every student is urged to participate in activities for recreation and relaxation. An intramural program provides
competition in a variety of team sports as well as individual performance activities. Check schedules on the Athletics
website for times when there is open use of the athletic field/dome, gymnasium, and ice arena.
Campus Activities and Orientation
Campus Activities and Orientation (CAO) creates and implements innovative programming that fosters individual and
community development and creates an environment where students can connect, engage, and invest in the Augsburg
community. CAO programming works to enhance and supplement the liberal arts and professional studies at Augsburg
University through quality transitional programs for new students as well as through leadership education.
CAO is made up of four program areas:
Campus Activities
CAO offers several programs and activities throughout the academic year designed to connect and engage students with
the Augsburg and surrounding community.
Student and Group Leadership Development
The Emerging Leaders Program (ELP) is an initiative designed to develop new leadership at Augsburg University by
empowering incoming students to cultivate and apply their inherent leadership skills through a semester-long skillbuilding training program.
Student Group Development is provided to student organizations with advising and focusing on inclusion, recruitment,
event planning, meeting facilitation, conflict resolution, and other pertinent areas of development. In addition, CAO
designs and hosts the annual Student Leadership Institute which is required for all student organizations.
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Orientation Programs
SOAR is a required two-day, overnight orientation experience for incoming first-year day students designed to help with
the transition to Augsburg University. Students will meet fellow classmates, faculty, and staff; learn about Augsburg
resources and services; and get a taste of life on campus.
Parent SOAR is an optional orientation experience for the parents and guardians of first-year students that runs
concurrently with the students’ SOAR session. Parents obtain important information about the campus; meet fellow
parents, faculty, and staff; learn about Augsburg resources and services; and get a taste of what life will be like for their
students on campus.
Transfer SOAR is a required day-long orientation experience for transfer students designed to help with the transition to
Augsburg University. Students will learn about Augsburg resources and services, hear about academic programs, and
discover why being a part of the Augsburg community is so rewarding.
Auggie Days is a required on-campus orientation experience for incoming first-year day students, which is designed to
complement SOAR, provide opportunities to enhance academic and personal success, and offer a helpful advantage in
starting at Augsburg University.
Student Organizations
Students have the opportunity to become involved in a number of different student organizations at Augsburg
University. Participation allows students to meet fellow classmates, have fun, and lead and develop an organization
around a common purpose while making an impact on both the Augsburg and greater community.
Campus Ministry
At Augsburg University, we are “guided by the faith and values of the Lutheran Church.” Because of this identity, we
seek to develop an environment where people are encouraged to use and discover gifts and a sense of call and vocation.
As a university of the church, we emphasize the development of this through attending to the sacred, living into radical
hospitality, and shaping community. The university pastors, Chaplain to Student Athletes, Muslim Student Advisor, and
campus ministry staff have offices in Foss, Lobeck, Miles Center for Worship, Drama, and Communication and are
available for spiritual guidance, counseling, support, or information.
Our concern for spiritual care is evident in the opportunities we encourage and provide for students to explore their
own faith. Daily worship, Wednesday Night Holy Communion, Bible studies, community outreach, retreats, peace and
justice events, concerts and gatherings, Friday prayer, and interfaith initiatives are examples of the wide varieties of
activities on campus.
Community Engagement
The Sabo Center for Democracy and Citizenship, rooted in Augsburg’s mission to educate students to be informed
citizens, thoughtful stewards, critical thinkers, and responsible leaders, aims to:
Create a culture of civic agency and engagement among students, faculty, staff, and our broader community so that
graduates are architects of change and pioneers in work of public significance.
Foster connections with local community based organizations and position Augsburg as an anchor institution in the
Twin Cities.
Revitalize the democratic and public purposes of higher education in a time when strengthening colleges’ visible
contributions to the common good, not simply to private benefit.
Bonner Leaders Program
In Fall of 2008 Augsburg University launched its first year of the Bonner Leaders Program. Through the Bonner program,
students develop deep community relationships and engage in long-term policy advocacy throughout their time at
Augsburg. Those selected to be Bonner Leaders are students with diverse ethnic and geographical backgrounds and
experience in community and public work. Through placements with partner nonprofit organizations and community
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programs, students work an average of 220 hours each academic year supporting ELL classrooms, running an
employment education computer lab, coordinating a low-income housing program, community health outreach,
tutoring in afterschool programs, and more. Beyond their work-study placements, students participate in civic
engagement efforts on campus.
Through their participation with the Bonner Leaders Program, students engage in monthly guided reflections and
leadership development workshops. The Augsburg Bonner Leaders Program is a successful model that builds on the
University’s culture of community and civic engagement.
Campus Kitchen
The Campus Kitchen Project connects the campus community with the larger neighborhood by using food as a tool to
nourish bodies, develop leadership, and educate students through service learning. To accomplish these goals, four
programs focus on this engagement:
Food to Share
o Surplus food from the Augsburg Dining Service is donated, reheated, and served by student volunteers to
neighborhood partners, including homeless shelters, youth and senior programs, and others. Augsburg
students in need can also find free food at our food shelf on campus, the Campus Cupboard.
Food to Grow
o On the corner of campus, Augsburg staff and students manage a community garden composed of nearly 100
garden plots where community and campus members can grow their own food. The garden staff also hosts
classes on healthy living in which neighborhood youth learn to grow and cook healthy food.
Food to Buy
o Find fresh produce grown by local farmers at the weekly farmer’s markets Tuesdays through the summer:
11-1 pm at Foss Chapel on campus, and 2-5 pm at the Brian Coyle Center down the street. The market
doubles any purchase made with food stamps. Augsburg is also the host of an organic CSA farm that people
can become members of and get a large box of produce each week.
Food to Know
o Understanding our food system and community health through programs that educate on issues of hunger
and poverty, and cooking and gardening classes in the community and weekly on campus.
Common Table
The Common Table, located at 2001 Riverside in the Trinity Congregation Building, is devoted to building community
capacity to make change by connecting and equipping leaders.
Connecting campus community with neighborhood community.
Connecting students to local communities, professionals, and movements.
Connecting community members across boundaries at an intersection.
Equipping young people with the mentorship and connections to pursue their goals.
Equipping community members with the tools and experience of public work and organizing.
Equipping leaders with an equity analysis for equitable leadership.
We continue to welcome new ideas for utilizing this multi-purpose space to deepen the relationships between Augsburg
University, Trinity Lutheran, the Cedar Riverside neighborhood, and the Twin Cities.
Jane Addams School for Democracy
The Jane Addams School for Democracy brings immigrant families, college students and other community members
together to do public work and learning. It is a community-based initiative inspired by the vision of democracy,
productive citizenship, and popular education held by settlement house pioneers like Jane Addams, who created Hull
House in Chicago in 1889.
Participants in the school include long-time community residents, Hmong, Latino, and East African refugee and
immigrant adults and children, as well as students, faculty, and staff from nine Twin Cities colleges and universities. The
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non-bureaucratic and non-hierarchical structure of Jane Addams School breaks down barriers so that people can work
together across language, culture, gender and age differences to address issues that impact their daily lives.
Public Achievement
The Public Achievement organizing model recognizes that people of every age have skills, talents and ideas, and that by
learning to work strategically with others they can solve problems and build sustainable democratic societies. In a school
setting, young people form teams to take action on a public problem that is important to them (for example, driving out
gang activity or improving classroom space). The team works with a coach—typically a teacher or college student—to
develop an action plan. Through practice and reflection, the team members develop public skills and confidence.
Service-Learning and Community Engagement/Community Service-Learning
Augsburg’s Community Service-Learning Program provides students with opportunities to understand and respond to
needs in the city through course-embedded service experiences and civic engagement activities. A key component of
community service-learning is reflection on and analysis of community issues in order to promote personal and
educational growth and civic responsibility. By connecting classroom content with service-learning experiences in the
city, Augsburg students deepen their understanding of abstract course concepts while learning about pertinent and
related community issues. This dynamic and interactive educational approach employs reciprocal learning between
students and their community. Service-learning components are embedded in most academic disciplines. Examples of
community service-learning sites include homeless shelters, cultural and environmental organizations, tutoring
programs, and literacy centers.
Fine Arts
Students have many opportunities to participate in music and drama. In addition to appearing on campus and in the city,
the Augsburg Choir, Concert Band, and Orchestra may perform on regional, national, and international tours. Many
other ensembles are available to cover the entire range of musical styles and previous musical experience. Students
stage several plays on campus each year under the direction of the Theater Program and have the opportunity to attend
a series of on-campus workshops with visiting arts professionals.
Student Center
Christensen Center, the Augsburg student union, serves students, faculty, staff, alumni, and guests. Traditionally
considered the “living room” of the campus, the student union provides a central gathering place for the diverse
populations of residential, commuter, Adult Undergraduate, and graduate students at Augsburg through the merging of
curricular and co-curricular programs and activities. Christensen Center also houses several student services, such as the
Admission Office, Campus Activities and Orientation, the Strommen Center for Meaningful Work, Multicultural Student
Services, LGBTQIA+ Student Services, University Events, Study Abroad and Away, International Student and Scholar
Services, the Copy Center, Shipping and Receiving, the Welcome Desk, A’viands Food Services, and Mail Services.
The Auggie’s Nest, located on the ground floor of Christensen Center, serves as the student organization office area and
houses the Augsburg Day Student Government, the Augsburg ECHO (campus newspaper) office and the KAUG (campus
radio) office. Lockers are also available in this area for student organization use.
Day Student Government
The Augsburg Day Student Government supports and advocates for student concerns, needs, and activities. Day Student
Government serves as the primary voice and liaison between Day students and the administration, faculty, and staff of
Augsburg University.
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Student Resources/Academic and Support Services
Lindell Library Resources
The James G. Lindell Family Library is home to a collection of almost 400,000 books, more than half of which are ebooks
that can be read online or downloaded at your convenience. Students also have access to millions of journal articles,
over 60,000 streaming videos, nearly 200 databases, and a wide assortment of movies on DVD or VHS. Lindell also
houses significant collections of juvenile literature and K-12 curriculum materials, as well as the University’s archives and
special collections. Our digital collections include full runs of campus publications such as The Augsburgian, The Echo,
and Murphy Square as well as numerous audio and video recordings documenting the university’s history.
If that still isn’t enough, Lindell Library offers an interlibrary loan (ILL) service free of charge. Augsburg students can
borrow any type of research material - books, journal articles, videos, music scores, and more - from almost any library
in the world and these materials will be delivered directly to Lindell Library at no cost to you.
Research Support
Research help is always available, either online or in person, at Lindell Library’s Learning Commons. Our research guides,
available on the library’s website, provide access to key research materials on topics as wide-ranging as health and
physical education, film studies, computer science, or music therapy. Students can set up individual research
consultations with a librarian at Lindell’s Learning Commons desk, by phone at 612-330-1604, by email at
refdesk@augsburg.edu, or chat with an expert 24/7 through our Ask-A-Librarian service at library.augsburg.edu.
Other Cool Stuff
Libraries are more than just books and databases, they are places to gather for collaborative research or quiet study and
reflection. At Lindell Library, you can do both. Ten group study rooms are available on the top floor of Lindell Library,
and can be reserved up to two weeks in advance. The lower level is a designated quiet study space for those who prefer
to work alone. Whether working on individual research or a large group project, Augsburg students can check out all
sorts of equipment from the Library’s Circulation Desk, including laptops, cameras, microphones, and other AV
equipment.
If your research takes you off campus or you just want to explore the Twin Cities, you can check out a bike or a
MetroTransit Go-To Card for use on buses and the light rail. Both are available at no cost.
The staff at Lindell Library are eager to help you with all your research needs. Stop by anytime that the library is open
(hours are always posted on the library’s website), or contact us at:
library.augsburg.edu
refdesk@augsburg.edu
612-330-1604
Information Technology Resources
Augsburg University has built a reputation as a leader in its commitment to provide students with relevant and timely
access to information technology and training. Visit the Student Technology website, inside.augsburg.edu/techdesk, for
more on Information Technology at Augsburg.
Computer Labs
Students have access to more than 250 on-campus computers. Both PC and Macintosh desktop computers are available
in the Lindell Library Learning Commons and computer lab, and in the 24-hour Urness computer lab. The University has
four computer classrooms, 40+ technology-enhanced classrooms and one video conferencing-enabled classroom. The
circulation desk in Lindell Library has 40 laptops available for use in the library.
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Several computer clusters are available for more specific student use within academic departments. A high-speed fiber
optic campus network provides access to AugNet online services, printing, and to the internet. Network-ready student
machines can connect to the campus network from residence hall rooms or any building on campus using WiFi. All of the
AugNet online services are available securely on- and off-campus.
Clair and Gladys Strommen Center for Meaningful Work
Career & Internship Services
The Career and Internship Services office is an integral component of the Clair and Gladys Strommen Center for
Meaningful Work. Our staff is committed to helping students develop lifelong career management skills that honor each
student’s unique gifts and aspirations, aligned with active citizenship in the world. The Career and Internship Services
office plays an essential role in students’ overall education and includes a comprehensive resource center that
emphasizes the importance and value for all students to engage in internships, career development, and the exploration
of vocation throughout their university years.
We help students and alumni:
Assess their values, interests, personality, strengths, and skills
Explore meaningful work options and majors that align with these elements
Link academic majors with career paths
Consider the role that vocation plays in their lives
Clarify their personal definition of meaningful work
Build experience through volunteer and internship learning opportunities
Prepare for the job search and/or graduate school
Build lifelong career management skills to successfully navigate the changing job market
Make a difference in our communities by contributing their unique gifts to the world
Augsburg offers several opportunities for students to gain on-the-job and internship experience. Our faculty and staff
have developed partnerships with community organizations and employers that provide learning opportunities to
students, many of which fulfill the Augsburg Experience requirement for graduation.
Internships
Internships for Academic Credit
o An internship for credit is a carefully planned, work- or service-based learning experience where a student
focuses on specific learning objectives that connect concepts of the major to the experience. An academic
internship is approved, supervised, and evaluated by a faculty member in the department in which the
student wishes to earn the internship credit. Interdisciplinary (INS) internships are also available. A learning
agreement plan, negotiated with the faculty supervisor and work supervisor, outlines the academic
objectives, strategies, and evaluation methods for receiving credit. Students complete internships in
nonprofits, small and large businesses, government agencies, museums, arts organizations, schools and
churches.
o Internships for credit are available in all majors and can be taken during any semester. Students must be
registered for their internship during the term in which they are completing the majority of their experience.
Credit will not be awarded for past experiences. Internships can be registered for 2 or 4 semester credits. A
two credit internship involves a minimum time commitment of, on average, 6 hours per week or 80 total
hours for the semester. Internships for four credits require a minimum time commitment of, on average, 12
hours per week or 160 total hours for the semester. A maximum of 16 semester credits of internship may
count toward the total credits required for the degree. Upper division internships completed off-campus for
credit will automatically fulfill the Augsburg Experience graduation requirement.
Non-credit internships
o Internships related to a student’s major or career interests can be registered for a zero-credit internship
(AUG EX3) to fulfill the Augsburg Experience graduation requirement. The goal is for students to apply
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theory to practice in a real world setting and reflect on the experience. Internship opportunities are typically
part-time during the academic year and/or full-time during the summer, but may have flexible start dates
and schedules. Students choosing to complete this option will register the internship during the term in
which they will be completing the experience, set learning goals, complete a minimum of 80 hours, and
reflect on their experience. Staff of Career and Internship Services supervise non-credit internships and
evaluate the reflection process.
Work Connections (Available to AU students only)
o Work Connections is a non-credit option available to AU students who are currently working full or parttime. The Work Connections option allows AU students to utilize their rich and often extensive work history
to meet the Augsburg Experience graduation requirement in lieu of a traditional internship. AU students
choosing to complete this option will register for the Work Connections course (AUG EX4) during the term in
which they intend to complete their reflection work. This option requires students to write learning
outcome goals that integrate their on-the-job experience with classroom learning and complete reflection
assignments describing an academic and work connection. Staff of Career and Internship Services supervises
and evaluates the Work Connections reflection process.
Gage Center for Student Success
The Gage Center assists all Augsburg students in setting and achieving optimal academic goals here at the University and
beyond. The Gage Center is located on the Link Level of Lindell Library. The center consists of five collaborating units:
Academic Advising
The professional academic advisors in the Deidre Middleton Office of Academic Advising work directly with students in
identifying academic interests and satisfying the curricular requirements. The office advises all new Day and Adult
Undergraduate (AU) students with course selection and registration, and provides orientation to academic policies,
procedures, and resources. In addition, Academic Advising administers placement tests, interprets graduation
requirements, provides degree planning resources, assists students in filing their graduation paperwork, and answers
academic progress questions.
All incoming students are assigned a faculty and academic advisor. Academic advisors work closely with students
transitioning to Augsburg to ensure their understanding of available resources and support. As students become more
familiar with the University, they spend more time meeting with their faculty advisor and developing the faculty-student
mentoring relationship.
Once a major is declared, each student will select a faculty advisor from their chosen discipline by completing the
Change of Major/New Advisor Form. While all students are required to meet with their faculty advisor(s) each term
prior to registration, students are encouraged to meet with their advisor(s) as often as necessary to support their
academic progress. Students must declare their major(s) by the end of their sophomore year. Majors and minors are
declared online in Augnet Service’s Records and Registration. Students confirm their majors and minors on an annual
basis until the Intent to Graduate form is submitted.
Academic Skills Office (ASO)
The Academic Skills Office helps students to achieve their academic goals and become self-directed learners.
Comprehensive academic support (e.g., training in time management, note-taking, reading, testing,
motivation/procrastination, problem solving, troubleshooting) is available for all Augsburg students through individual
and group appointments. In addition, the Academic Skills coaches address affective needs and aid in the overall
transition to higher education. Coaches also refer students to campus resources.
The Academic Skills Office coordinates several programs to support students:
Academic Skills Coaching
All students in need of academic support services may meet with a professional member of our staff (academic skills
coach) to identify issues, find short-term solutions, problem-solve, and learn about additional resources on and off
campus.
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Tutoring/Supplemental Instruction Services
ASO coordinates free tutoring (individual and group drop-in) for most classes and supplemental instruction in
specific courses. Tutors and SI leaders are recommended by course professors and trained by ASO to provide
tutoring support. Visit our website at www.augsburg.edu/acskills for a list of available courses and/or to complete
the Tutor Request Form. Response time varies based on tutor availability. You will receive an e-mail as soon as a
tutor is available.
Auggie Achievers Program
Each year, a limited number of students are admitted to Augsburg as part of our Auggie Achievers Program. Auggie
Achievers participate in one of several courses designed to develop and enhance important study habits and life
skills needed to aid in academic success. In addition, the program helps students transition to college through oneon-one meetings (with ongoing meetings scheduled for our Auggie Scholars during their first year), workshop
attendance, and other academic resources as needed. Get more information at the Academic Skills Office website,
www.augsburg.edu/acskills.
Satisfactory Academic Progress Warning and Probation Advising
Students who do not meet the University’s Satisfactory Academic Progress (SAP) standards, will be placed on
Warning, Probation, or Suspension. Students on Warning and Probation are required to meet with an approved
academic advocate and complete all necessary requirements as outlined on the Academic Skills Office website
at www.augsburg.edu/acskills. A registration hold is placed on the student’s record, which will prevent registration
until the necessary Probation requirements have been completed. Students who do not complete the requirements
as needed, may be suspended. For more information see the Satisfactory Academic Progress (SAP) section of this
catalog.
Center for Learning and Accessible Student Services (CLASS)
The Center for Learning and Accessible Student Services (CLASS) provides individualized accommodations and academic
support for students with documented learning, attention, psychiatric, sensory, and physical disabilities, as well as those
with temporary disabilities. CLASS has been recognized as a leader in its field, helping these students gain access to the
university curriculum. Its mission is a reflection of Augsburg’s commitment to providing a rigorous and challenging, yet
supportive, liberal arts education to students with diverse backgrounds, preparations, and experiences.
Each term, Disability Specialists work directly with students to develop a plan for ensuring they have equal access to
Augsburg courses, programs, activities, and facilities. Students are encouraged to meet regularly with their specialist,
and discussions may include:
Accommodations for testing and coursework (e.g., extended time, note-taking)
Referrals to other campus resources (e.g., tutoring, student technology assistance, academic advising, counseling,
financial aid)
Training and use of assistive technology through the Groves Accommodations Laboratory
Coaching on academic, organizational, and time management skills
Campus living accommodations
The Disability Specialists may also consult with instructors, academic advisors, and other members of the University
faculty, staff, or administration as they work to facilitate equal access for each student. Taking advantage of these
accommodations and services, however, remains the student’s responsibility.
Any Augsburg student who wants to establish eligibility for accommodations and services should schedule a meeting
with a Specialist to discuss their needs, as well as appropriate documentation of their disability. CLASS also provides
informal screenings for students who suspect they may have a learning-related disability. These screenings are meant
only to help students determine whether they should seek a thorough evaluation by a qualified professional.
Academic accommodations are intended to ensure access to educational opportunities for students with disabilities and
may not fundamentally alter the basic nature or essential components of an institution’s courses or programs.
The services and technology provided by CLASS are enhanced by generous support of the Gage family and Groves
Foundation. For further information, call 612-330-1053.
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TRIO Programs
TRIO programs are funded by the US Department of Education, and hosted with additional funding by Augsburg
University. TRIO Programs seek to help students overcome class, social, academic, and cultural barriers to higher
education. They help students prepare for college, adjust to college life, persist in college, and maintain good academic
standing to graduate with a bachelor’s degree, as well as assist with preparation for graduate school.
TRIO/Student Support Services
Student Support Services (SSS) is a TRIO program designed to help students persist in college, maintain good academic
standing, and graduate within six years. The program serves students who are low-income, first-generation college
students (neither parent has a four-year degree) and/or students with disabilities to develop the skills and motivation
necessary to successfully pursue a bachelor’s degree. Participants in TRIO/SSS must also be US citizens or permanent
residents or refugees, must demonstrate academic need for program services, and must be committed to succeed in
college.
Augsburg TRIO/SSS serves 160 students from the point of admission through graduation, including transfer students.
TRIO/SSS typically admits 40 new students to the program each year. Students meet regularly with their TRIO/SSS staff
advisor to address academic success issues through:
Individual academic advising and support, including appropriate goal attainment strategies and self-advocacy skillbuilding
Academic degree planning, including registration planning each term, major and career decision-making, and longterm course planning
Preemptive tutoring during the first seven weeks of the semester
Financial aid counseling and financial literacy education
Information on and assistance with FAFSA renewal and supplemental scholarship applications
Academic progress monitoring, with interventions when needed
Weekly adjustment-to-University meetings for participants in their first semester with TRIO/SSS
Weekly progress meetings for students on SAP Warning or Probation
Career, academic and personal skills development, with referrals to appropriate resources
Information, preparation, and referral to on- and off-campus leadership, internship, job and service opportunities
Academic success workshops, group academic skill development
Graduate and professional school information and application assistance
Equipment lending program for short-term use of laptops, graphing calculators, Smart Pens
Five-week residential Summer Bridge program for 25 incoming first-year students, including free summer-term
university coursework, academic seminars, adjustment-to-college workshops, and advising
Need-based college completion scholarships for junior and senior students actively participating in TRIO/SSS
Admission to TRIO/SSS is not automatic. Students may apply for TRIO/SSS any time after admission to Augsburg
University; however, preference is given to students who apply for TRIO/SSS within their first term of enrollment at
Augsburg. For more information or an application, go to www.augsburg.edu/triosss or contact program staff directly at
612-330-1311 or triosss@augsburg.edu.
TRIO-McNair Scholars Program
The Ronald E. McNair Post-Baccalaureate Achievement (McNair Scholars) Program, a federal TRIO program funded by
the US Department of Education, is designed to prepare participants for graduate school through involvement in
research and other scholarly activities. The goal is to increase the number of students in doctoral degree programs who
are low-income, first-generation and/or underrepresented in graduate education.
The Augsburg McNair program serves 26 students per year who are admitted during their sophomore or junior year.
Admission is competitive as students must demonstrate strong academic potential and have an interest in pursuing
doctoral studies. To be eligible for the program the student must be: (1) enrolled full-time at Augsburg University; (2) a
permanent resident or U.S. citizen; (3) qualify as BOTH low-income AND first generation; AND/OR a member of a group
underrepresented in graduate study—African American, American Indian, Alaskan Native, or Hispanic/Latino. A major
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component of the Augsburg McNair Scholars Program is a summer research experience in collaboration with a faculty
mentor. Scholars receive a $4,000 research stipend, plus a room and board stipend, and funding for research supplies.
Stipends are also available for attending and presenting research at a professional conference.
McNair Scholars participate in:
A motivated, diverse, and supportive learning community;
Graduate school preparation and application assistance;
Intensive preparation for the Graduate Records Examination (GRE), the test required for admittance into most
graduate programs;
Social and cultural activities to enrich participants’ academic lives and perspectives;
Conference travel and professional presentation of participants’ research;
Financial aid exploration and financial incentives such as fee waivers for graduate school applications and the fee
reduction waivers for GRE, as well as McNair-designated national fellowships;
Academic workshops and the 2 credit course McNair 301: Research in the Disciplines;
Workshops to sharpen writing, library, technology, and oral presentation skills.
The McNair Scholars program is rigorous and highly respected among graduate institutions nationwide.
Office of Undergraduate Research and Graduate Opportunity (URGO)
The Office of Undergraduate Research and Graduate Opportunity is a resource for Augsburg students seeking research,
scholarship, and graduate and professional school opportunities. URGO also supports faculty and staff in their work to
engage students in these areas. Services include:
Undergraduate Research
Summer Research Program
URGO Summer Research is an 11-week, on-campus program where students join a faculty member’s ongoing
research/creative line or carry out an individually designed project. Students receive $4,000, a supply budget and a
housing stipend.
Academic year research
$1,000 to pursue scholarship with a faculty mentor
Off-campus Summer Research Opportunities
URGO maintains a comprehensive website, listing off-campus research opportunities. URGO staff work with
students to craft and submit high-quality applications for research experiences across the U.S. and some outside the
U.S.
Nationally-Competitive Fellowships
Provide application assistance and interview preparation for awards such as the:
Fulbright U.S. Student Program
Goldwater ($7,500 science scholarship)
Rhodes (two years at Oxford)
Truman (graduate fellowship for public service)
Mitchell (one-year study at Irish institution)
Rotary Ambassadorial Scholarship
Marshall (two-year study at UK institution)
Udall ($7,000 for undergrad interested in environmental or tribal policy)
UK Summer Fulbright (first and second years study abroad at UK institution)
NSF (graduate fellowship)
Gates/Cambridge (two years at Cambridge)
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Graduate School and Pre-Health Sciences Advising
Individualized advising and application assistance for:
Graduate school
Pre-health sciences (medical school, physician assistant program, pharmacy school, veterinary medicine, physical
therapy, occupational therapy, public health. etc.)
GRE Exam preparation course offered each summer at low cost
Other Initiatives
Zyzzogeton is our annual on-campus festival showcasing undergraduate research and creative activity.
Fund student travel to national academic conferences to present research findings.
Mayo Innovation Scholars Program is a collaborative research experience among select Minnesota private colleges,
Augsburg undergraduates, Augsburg’s MBA program, and the Mayo Clinic Office of Intellectual Property.
Bernhard Christensen Center for Vocation
Augsburg University has a deep and long-standing commitment to the concept of vocation--the idea that all people are
called by God to use their individual gifts to serve the neighbor. The Christensen Center for Vocation works with
students, faculty, and staff to explore how each person’s contributions can be uniquely valuable and how we might best
live in freedom and responsibility for the sake of the world. The commitment to keep this understanding of vocation
central to Augsburg’s mission is carried out by embedding the exploration of vocation in the curriculum as well as
through the Christensen Scholars program, internship and service opportunities, short term projects and public lectures.
The Christensen Center for Vocation also works to deepen and extend Augsburg’s commitment to interfaith
engagement. That commitment includes an Interfaith Scholars program, creating a campus culture in which people of
diverse religious traditions have welcoming sacred spaces, convening conversations that respect and explore our
differences while also engaging together in acts of service, peacemaking and working for justice. The Christensen Center
for Vocation is committed to working with churches, diverse religious communities, nonprofit organizations and other
schools of higher education as we live out Augsburg’s commitment to educate students to be informed citizens,
thoughtful stewards, critical thinkers and responsible leaders.
StepUP® Program
The StepUP program at Augsburg University strives to help students champion lives of recovery, achieve academic
success, and thrive in a residential community of accountability and support. The culture of StepUP is shaped by its core
elements: abstinence-based recovery models, mutual support groups, peer-to-peer recovery support, and other proven
pathways to healthy recovery - along with the residential component of the program. Our holistic approach to recovery
focuses around students developing healthy minds, bodies, spirits, and emotions.
Students live in on-campus recovery housing, have individual support meetings with licensed alcohol and drug
counseling staff as well as mental health staff, and participate in community-building activities. Students have access to
academic skills specialists and other support services on campus in order to ensure their educational success.
Participation in StepUP offers students leadership opportunities within the program, on campus, and in the greater Twin
Cities community. Our students give back through leadership and service and thrive in an alcohol- and drug-free
environment. In StepUP, students join together to form a community in which recovery is celebrated as a normal part of
personal growth. Many of the friendships and bonds that students form while participating in the program last a
lifetime.
In order to qualify for the program, students must be committed to a 12-step or other proven, abstinence-based
recovery program, have a minimum of six months of continuous sobriety, agree to abide by the StepUP student
agreement, and live in StepUP housing.
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Multicultural Student Services
American Indian Student Services
The American Indian Student Services program has been assisting American Indian students to further their academic
careers at Augsburg University since 1978. The program’s mission is to recruit, retain, and graduate Native students by
providing academic, financial, emotional, and cultural support and advocacy in a comfortable and friendly environment.
Some of the services provided include:
Assisting students with the admission process and financial aid application
Nurturing students’ identification as an American Indian and providing opportunities for students to learn about
their heritage
Providing opportunities for the campus community to learn about the variety of American Indian people and
cultures
Providing academic advising and course plans
Providing opportunities to network with other American Indian students, faculty, staff, and alumni
Providing a number of different scholarships, including the Bonnie Wallace Leadership Award, Minnesota Indian
Teacher Training Partnership Grant, and additional assistance in seeking and applying for other outside/tribal
scholarships
Offering community and professional referrals, networking opportunities within the Native community and
information about jobs and internships
Latin@ Student Services
Mission
The mission of Latin@ Student Services (LSS) is to provide services, programs and resources that empower Latin@
students to persist and graduate, develop and strengthen their self-advocacy and leadership skills, and contribute to the
advancement of the communities they are part of.
Most importantly, LSS seeks to be a safe inclusive place where students feel a sense of belonging and community and
find pride in their self-identified identities, affinities, and culture.
History
Originally established in 1994 to support a majority of international and 2nd generation hispano/latino students, the
office of Hispano/Latino Student Services was re-branded in 2014 under the Latin@ Student Services (LSS) name in
recognition of the changing demographics and needs of current Latin@ students at Augsburg University.
During the 2014-15 academic year, LSS has served 177 self-identified Latin@ students who represent a diversity of
identities, cultural and national backgrounds, individual and community experiences, sexual orientation, religious
affiliation, class, and immigration statuses.
Pan-Asian Student Services
The Pan-Asian Student Services program was created in 1992 to recruit and retain Asian-American students and to
enhance the quality of their total experience while at Augsburg University. The program seeks to create opportunities
where Asian students can be involved in and contribute to all aspects of academic and student life.
The program provides assistance in the admission and financial aid application process, orientation, registration and
coursework selection, career development, academic and non-academic pursuits, and employment and placement
referrals.
The Augsburg Asian Student Association is affiliated with the program. The association organizes various activities during
the academic year to increase the network of friendship and support for Asians, other students at Augsburg, and the
surrounding community.
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Pan-Afrikan Center
The Pan-Afrikan Center (PAC) traces its roots to the 1968 event, “One Day in May” when Augsburg students compelled
faculty and staff to respond to Civil Rights era challenges pro-actively through sit-ins and teach-ins held on and off
campus. As a result, Black Student Affairs was born. It has evolved over the years into the PAC. Today, the PAC is
primarily a resource center, providing culturally-conscious personal, academic, financial, pre-professional and
transitional support for students of African descent. This serves to enhance the recruitment, retention, and graduation
of our students and facilitates a more meaningful learning experience. The PAC brings the knowledge and experience of
Afrikan people in the Diaspora to the community through a variety of programming as well through advising the PanAfrikan Student Union. The Pan-Afrikan Student Union (PASU) is a commissioned organization whose purpose is to
enable students of African descent to share their diversity and collectively express their fellowship with the Augsburg
community. PASU sponsors a variety of social, intellectual, and cultural activities.
Scholastic Connections
Scholastic Connections is a scholarship and mentorship program for achievement-oriented, undergraduate students of
color. The goal of the program is to form a mentoring community that provides a network of belonging that recognizes,
supports, challenges, and inspires scholars to ensure their success at Augsburg and beyond.
Each year five new scholars are selected as program participants via an application process. Scholars receive a $5,000
scholarship for the academic year and are paired with a mentor who is an alumnus/alumna of color and is successful
within their chosen profession. Working with the Ethnic Services directors, scholar/mentor pairings are formed that,
ideally, match ethnic group and field of interest.
Eligible scholars have:
A GPA of 2.5 or higher
Demonstrated financial need
Demonstrated leadership ability or potential
Demonstrated community involvement both on and off campus
Program objectives are to:
Support scholars as they continue at Augsburg
Frame the questions: Who am I? Where do I belong? What are my gifts? How can I best serve the world?
Assist in discerning vocation
Prepare for life after Augsburg: career planning and implementation
Scholars who successfully complete program requirements are eligible to continue with the program each successive
year until graduation.
LGBTQIA+ Student Services
Lesbian, Gay, Bisexual, Transgender, Queer, Intersex, and Asexual (LGBTQIA+) Student Services works to improve the
campus climate for all students, staff, faculty and visitors at Augsburg University by developing and supporting inclusive
understandings of gender and sexuality, as well as fostering a community that honors and affirms the wholeness of all
identities.
LGBTQIA+ Students Services provides student advocacy and educational opportunities for the entire campus through a
variety of programs and ongoing initiatives. Queer Pride Alliance; Queer Indigenous People of Color; Ally Trainings; the
LGBTQIA+ Student Leadership Retreat, the Soup, Gender, and Sexuality series; and the LGBTQIA+ Newsletter offer
learning and networking opportunities for the entire campus on issues around gender and sexuality. In addition, the
department honors LGBTQIA+ and allied students each year during Lavender Celebration, where the recipients of the
LGBTQIA+ Student Leadership Awards, the Augsburg Pride Award, and the Karen Neitge Scholarship are honored.
For more information, visit www.augsburg.edu/lgbtqia.
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Women’s Resource Center
The Anne Pederson Women’s Resource Center at Augsburg University is located in Sverdrup Hall 207, offering a variety
of programming for Augsburg students of all gender identities and a meeting place for students, faculty, and staff alike.
It houses a Women’s Studies library, a seminar room for films and discussions, and a lounge space for studying, relaxing,
and just hanging out.
The Women’s Resource Center sponsors numerous programs and activities on topics such as sexuality education and
sexual assault advocacy, as well as broader topics such as The Vagina Monologues, monthly film showings, and monthly
brown-bag lunch discussions. The WRC’s largest event is the annual Koryne Horbal Convocation Lecture, which features
women and men who speak about the many issues important to women’s, as well as everyone’s, lives. The center also
regularly co-sponsors annual events for the Muslim Student Association’s Women in Islam Day and for Queer and
Straight in Unity. The WRC is also the home of the Student Feminist Collective.
We would love to support you as an intern or volunteer, or simply to co-sponsor your event! Contact us or friend us on
Facebook to find out about upcoming events and other opportunities for participation. Student staff positions at the
WRC are posted online with Human Resources as they become available.
Health and Fitness
Center for Wellness and Counseling (CWC)
CWC provides short-term personal counseling for students to discuss personal life challenges with professional mental
health counselors in a confidential and supportive setting. Through counseling, students can name personal strengths
and challenges, identify self-care and support resources, learn new relationship and coping skills, and increase
awareness of values and choices. Counseling services to students include individual counseling, group counseling,
assessment and referral to campus and mental health resources, educational workshops, and consultations in the case
of concern for another student.
Students bring many concerns to counseling, including stress, anxiety, depression, mood swings, relationship concerns,
grief and loss, roommate issues, intimacy and sexuality, alcohol and other drug concerns, family issues, eating concerns,
coming out and other sexual identity concerns, cultural identity, self-esteem, sleep difficulties, and other concerns.
Professional counseling can help increase student academic success both by increasing the opportunity for increased
self-understanding and personal growth, and by directly addressing potential barriers to academic success.
CWC also offers health promotion activities and events to increase student awareness of health issues and support
students in developing new behaviors for a healthier lifestyle, such as mindfulness events, stress management, and an
annual Health Fair. Health promotion also includes an active group of peer health educators, Engaging Peers on Issues
and Choices (EP!C) who are available to present an interactive alcohol education program to groups requesting the
program. Health promotion also works with various campus organizations and student groups to foster positive change
within the campus environment.
Health Insurance
Augsburg University does not require that students have health insurance, with the exception of international students
and student athletes. If a student is not covered by a health insurance plan, they may contact the Center for Wellness
and Counseling for more information on student health insurance plans.
Health Clinic Services
The University offers basic health care services to students through a contract with University Fairview Physicians –
Smiley’s Clinic. These services are limited. For students without health insurance, Smiley’s Clinic provides certain clinic
health services with a minimal co-pay at the time of the visit. Emergency services of any kind are not covered through
the contract between Augsburg and Smiley’s Clinic. Students with health insurance can also access Smiley’s Clinic for a
variety of clinic or other health services. A student’s health insurance provider will be billed for medical services and the
student will be responsible for any co-pays or deductibles associated with their insurance.
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For more information regarding counseling, health promotion, health insurance, or health clinic services, call 612-3301707 or visit www.augsburg.edu/cwc.
Fitness Centers
Located on the lower level of Kennedy Center and Melby Hall the fitness centers are equipped with stationary bicycles,
stair steppers, treadmills, and other aerobic workout machines. They include a weight room with universal and free
weight systems. All staff, students, and faculty may use the centers; some hours are reserved for classes.
International Student and Scholar Services (ISSS)
ISSS is responsible for advising exchange students and degree-seeking international students. Members of the ISSS team
serve as Designated School Officials (DSO) for the University’s F-1 student visa program and as Responsible Officer (RO)
for the University’s J-1 student/scholar exchange program. A DSO ensures institutional and individual compliance with
the law and government policies pertaining to F-1 students. The RO ensures institutional and individual compliance with
the law and government policies pertaining to J-1 exchange students and scholars. ISSS advises students regarding the F
and J regulations so that students maintain their immigration status while completing their academic programs.
Examples of ISSS responsibilities include:
Advising students in all areas related to F and J immigration regulations
Managing the recruitment, application, orientation, registration and advising for exchange students from our
international partner schools
Advocating on policy matters affecting international students
Advising the International Student Organization
Coordinating the International Student Mentor Program
Providing intercultural competence training and mentoring for students, faculty and staff
Implementing a mandatory international student orientation program each semester
Making referrals and providing guidance on issues related to health insurance, taxes, banking, and acquiring a
driver’s license, MN State ID or social security card
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Special Academic Programs
Center for Global Education & Experience (CGEE)
Study abroad and away (in the USA) at Augsburg aims to provide students the skills needed to be successful in today’s
highly interconnected world. The University’s mission states, “An Augsburg education is defined by excellence in the
liberal arts and professional studies guided by the faith and values of the Lutheran Church, and shaped by its urban and
global settings.” This strong commitment to a global perspective provides the foundation to include study abroad or
away in every student’s degree program. Augsburg’s programs, including those of the Center for Global Education &
Experience with individual departments, as well as HECUA provide study abroad and away opportunities for students in
all majors.
Using an experiential education model that focuses learning on social justice issues, Augsburg CGEE programs challenge
students academically and personally to become “informed citizens, thoughtful stewards, critical thinkers, and
responsible leaders.”
In addition to the following programs, students have over 200 programs in nearly 60 countries, including the United
States from which to choose in order to meet their curricular and personal needs. CGEE is the front door for students
and faculty interested in study abroad and away, and provides advising on program options, finances, and academics.
Services provided through CGEE:
Study Abroad and Away program selection advising
Financial and academic advising
Pre-departure and re-entry support, including career integration
Program coordination for semester and short-term programs
Faculty resources to globalize courses at home and abroad
In addition to the services and programs listed above, CGEE works with the entire campus to increase the breadth and
depth of global education within the curriculum, in our campus life and to engage the community surrounding the
campuses in the Twin Cities and Rochester, and across the United States.
Students can study a variety of disciplines in a wide variety of countries. For example, students have the opportunity to
examine Environmental Sustainability in the USA, study social work and education in Mexico, study social change in
Central America, carry out business simulations in Norway and Germany, complete student teaching in Italy, intern with
community organizations in Northern Ireland, do an internship in Namibia, do ecological field study in the Galapagos
Islands, take organic chemistry in England, or gain fluency in a foreign language.
Programs vary in length from one week to a year abroad. In addition to the Augsburg CGEE programs (Augsburg shortterm faculty-led, Augsburg in Central America, Mexico, and Southern Africa, Exchange, and HECUA programs), students
can choose from Augsburg Affiliated Programs.
Study Abroad & Study Away
Augsburg in Central America, Mexico and Southern Africa
The mission of the CGEE signature Augsburg in Central America, Mexico and Southern Africa Programs is to provide
cross-cultural educational opportunities in order to foster critical analysis of local and global conditions so that personal
and systemic change takes place leading to a more just and sustainable world. Students experience three distinct types
of living situations: living with other students in a community house, spending several days in a rural setting, and living
several weeks with host families. In the Southern Africa programs, students travel together on two-week seminars—
Namibia to South Africa. Scholarships are available.
Augsburg in Central America
Social Change in Central America: Exploring Peace, Justice, and Community Engagement (Guatemala, Costa Rica,
Nicaragua)—Fall or Spring
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This is an intensive semester of study and regional travel designed to introduce students to the key issues facing Central
Americans. Students will explore the history, culture, and struggles of the people of Central America in this provocative
and inspiring experience that develops Spanish language skills while immersing participants in the lives of host families,
urban and rural communities, and grassroots organizations dedicated to work on issues related to conflict, US foreign
policy, gender, and economic and social justice. Students spend the first five weeks in Guatemala, the next four weeks in
Costa Rica, and the final six weeks in Nicaragua. Students live with local host families for nine weeks. Prerequisites: one
course in college-level Spanish or its equivalent.
Students spend the first five weeks in Guatemala, the next four weeks in Costa Rica, and the final six weeks in Nicaragua.
All students will take the following four courses: one Spanish or Indigenous language course (for native Spanish
speakers) course, HIS/WST 355, and POL 310.
Augsburg in Mexico
Crossing Borders: Gender and Social Change in Mesoamerica—Fall
This program is an experientially-based and designed to introduce students to the important issues facing Mexico, USMexico relations, and the context in which many Mexicans are immigrating to the United States. Students will improve
Spanish language skills, as well as develop intercultural skills. Students will learn about key social, economic, political,
and cultural issues in Mexico, as well as explore the interconnectedness of race, ethnicity, class, gender, sexuality, and
religion. Students will learn firsthand from diverse women and men involved in struggles for social change, as well as
business leaders, religious leaders, feminist activists and scholars, government representatives, politicians, and political
activists. Spanish courses range from beginning to advanced, including courses for bilingual students. The program
includes rural travel within Mexico and four-to-five-day seminar in Mexico City. Students stay in the Augsburg study
center for part of the semester and with Mexican host families for four to six weeks, although semester-long homestays
are available for Spanish majors and others upon request. Students may meet several AugCore and General Education
requirements (Augsburg Experience, Fine Arts, Humanities, Keystone, Natural Science and Mathematics, Search for
Meaning II, Social and Behavioral Science and Wellness) while in Mexico and/or take courses in the following four
concentrations: Business, Religion, Spanish and Gender, Sexuality, and Women’s Studies. Spanish courses range from
beginning to advanced, including courses for bilingual students.
International Business and Global Citizenship—Fall
Today’s business leaders are increasingly well-served by a global perspective. Students gain international experience in
Mexico, the business capital of Latin America and the United States’ third largest trading partner. Students improve
Spanish language skills and understanding of Mexican culture in order to communicate with and serve the largest
immigrant group in the US – a group that is rapidly increasing in economic influence. This program emphasizes success in
business, while also encouraging a commitment to corporate responsibility, sustainability, and equality by exposing you
to both the opportunities and challenges of international business.
Students may take courses any of the following business courses in addition to any courses from the Crossing Borders
(see listing) program: Global Business Management, International Business, International Marketing, Keystone, and
Internship.
Language and Culture in Mexico—Summer
CGEE offers five, 3 1/2 week sessions (blocks) focusing on Spanish language and Mexican culture in which students can
take one course per session, and take up to five courses throughout the summer. Students can complete their full
Modern Language requirement in just 7 weeks. Students can also take ART/SPA231 (Fine Arts), Spanish (beginning to
advanced, including Spanish for Healthcare Professionals, Heritage speakers, and Ministry). 7 week Internships are
available in a number of disciplines (e.g., business, gender, sexuality and women’s studies, religion and more).
This community-based program includes homestays, a trip to Mexico City, the pyramids of Teotihuacan, optional
weekend excursions, and numerous guest speakers designed to help students learn about history, culture, and
contemporary struggles for peace, justice, and human rights.
Liberal Arts, Language and Intercultural Development —Fall and Spring
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In this experiential, community-based program, students will cross borders constructed by language, nationality, race
and ethnicity, gender, sexuality, socioeconomic class, religion, politics, and economics. Students are immersed in various
Mexican realities by meeting directly with people of diverse backgrounds, gaining essential skills for future academic and
professional pursuits. This is an excellent program for those who also need to meet General Education Requirements.
Students can satisfy general education requirements in Natural Sciences (with a lab), Fine Arts, Social Science,
Humanities, Recreational Wellness, and Language. There are also internships and independent study options available.
See courses listed in the other Augsburg CGEE in Mexico fall and spring programs for specific enrollment options.
Global Educators Semester —Spring
Designed specifically for undergraduates majoring in Education, this program aims to develop teachers that are
knowledgeable and curious about world regions and global issues, attuned to diverse perspectives, and are able to
communicate across cultures and/or in other languages.
The program focuses on U.S./Minnesota P-12 schools, history, political and pedagogical influences and their connections
to Mexico education systems, communities, families and immigration. Students also engage in intentional intercultural
learning through field work in a variety of Mexican schools (urban, rural, indigenous, preschool, elementary, high school,
public, private, Montessori, Waldorf)
Course offerings include Learning and Development in an Educational Setting (EDC 310), and International Education
(field hours) (EDC 353). Additional courses available: Orientation to Education (field hours) (EDC 200), Diversity in the
Schools (EDC 210) (topics in intercultural development), Environmental Biology (BIO 118) (satisfies elementary
education licensure requirement and general education requirement), Spanish – select one or two courses from 18
options that range from beginner to advanced, as well as additional courses to fulfill liberal arts requirements including:
Art, Latin Dance for Fitness, History, Political Science, Religion.
Migration and Globalization: Engaging Our Communities—Spring
This is an intensive program that explores issues of migration, immigration, and globalization. It is ideal for students who
are interested in working with Spanish-speaking populations in the United States, as it includes intensive Spanish
language classes, an internship or independent research opportunity, and courses that help students understand the
connections between globalization and migration while learning from diverse communities that are organizing for
positive social change around issues of race, ethnicity, socioeconomic class, gender, sexuality, economics, and the
environment. Credit is available in Spanish, History, Political Science, Religion, and Gender, Sexuality, and Women’s
Studies. Students spend most of the semester living in Augsburg housing and approximately six weeks living with
Mexican host families.
Course offerings include: HIS/WST 357, POL/WST 341, RLN 200, an internship, independent study, and the choice of 1-2
Spanish courses from 16 different options (including ART 231, which meets the LAF requirement in Fine Arts). A
Recreational Wellness course (Latin Dance) is also available.
Spanish courses range from beginning to advanced, including courses for bilingual students.
Social Work in a Latin American Context—Spring
This program was created to satisfy the curricular requirements for the Bachelor in Social Work degree program. Its goal
is to develop cross-culturally competent, ethical social work professionals with a global perspective by providing a
semester of transformative, experiential learning focused on social and economic justice. It includes Spanish language
study and social work courses. Social work field experience is also available for qualified students. Students live with
Mexican host families for six weeks.
All students are expected to take SWK 294 as a core course. Other course offerings include SWK 295, SWK 316, a field
placement in social work, and the choice of one Spanish course from 16 different options (including SPA/ART 231, which
meet the LAF in Fine Arts). A Recreational Wellness course (Latin Dance) is also available.
Prerequisites: Approval of the Social Work Department and one college-level Spanish course or the equivalent highly
recommended. Students may choose to study Spanish in Mexico during the month of January prior to the start of the
semester.
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Augsburg in Southern Africa
Nation-Building, Globalization, and Decolonizing the Mind: Southern African Perspectives (Namibia and South Africa)—
Fall or Spring
This program examines the crucial issues of nation-building, globalization, and decolonizing the mind, from the
perspectives of the new democracies in southern Africa. Namibia won its independence in 1990 after decades of
apartheid under South African colonization. South Africa had its first democratic election in 1994. As these nations
struggle to build nationhood and deal with the legacies of apartheid and colonialism, they are faced with the challenges
posed by today’s world—rapid globalization as well as under- and unequal development. Decolonizing the mind is a
long-term project. The program includes seminars in Johannesburg and Cape Town, South Africa. Available courses
are: HIS 327, POL 353, RLN376, ENV 100 and INS 312/POL 354. Internships are also available in eight different
departments, and a Recreational Wellness course (Yoga) is also available.
Exchange Programs
The Center for Global Education & Experience partners with universities around the world to provide semester and
academic year exchange opportunities to their students. Currently, Augsburg’s CGGE has active exchanges in England,
China, Finland, Germany, Greece, Hong Kong, Japan, Lebanon, Norway, Slovenia, and South Korea. Students can choose
from several options in diverse disciplines. All coursework is in English with opportunity to student the host country
language. Travel scholarships are available for these programs. For further information on these programs and
scholarships visit the CGEE website.
Short-term Faculty-led Programs
Faculty-led winter break, spring break, and summer programs offer opportunities to intensively study on a course
abroad with an Augsburg professor and other Augsburg students. Program travel length ranges from eight days to five
weeks. Program offerings change annually. Scholarships are available for some programs.
Higher Education Consortium for Urban Affairs (HECUA)
Augsburg, in consortium with other colleges and universities, offers full semester, summer and part-time programs in
Ecuador, Italy, New Zealand, Northern Ireland, Norway, and the USA (Twin Cities and Jackson, Mississippi). All HECUA
programs explore civic engagement, community, and social change, and emphasize internships and field study.
Art for Social Change: Intersections of Art, Identity, and Advocacy—Spring
What is art for? Who is allowed to be an artist? Where do you find art, and what happens when it finds you? In the Twin
Cities-based Art for Social Change program, students seek the answers to these questions not in a gallery or a museum,
but on busy corners, vacant storefronts, and empty lots. Students will tap into a growing movement of artists pushing
the boundaries of what creative expression does and whose voice it amplifies. Art for Social Change is taught in
partnership with Pillsbury House + Theatre, an innovative center for creativity and community in South Minneapolis.
Students meet and intern with PH + T staff, resident artists, and a myriad of leaders from the Minneapolis City Council,
neighborhood associations, and local businesses. Students receive mentorship from public artists, and an individual
budget to create three community-engaged art projects.
Community Internships in Latin America (Ecuador)—Fall or Spring
The Community Internships in Latin America program, based in Quito, Ecuador, offers a semester of study experience
with a focus on community participation and social change. A hands-on internship designed to meet the learning goals
of the student is combined with a seminar, an independent project, and a homestay for an intensive immersion into
Latin American daily life and culture. In the second week of class, each student begins an individual placement at a
nonprofit community organization. Previous internship sites have included an organic farm, an arts hub for urban youth,
and a women’s safe house. Students learn firsthand about the social problems in Ecuadorian communities and explore
ways in which communities are addressing these challenges. All lectures, internships, and field projects are in Spanish,
with discussions in Spanish and English. Readings are mostly in Spanish. Papers may be written in English or Spanish.
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Environmental Sustainability: Ecology, Policy, and Social Transformation—Fall
The most pressing environmental challenges today are global in scale and require scientific, creative, and systems
thinking approaches to understand their root causes and forge more just and equitable solutions. The four linked
semester courses of Environmental Sustainability apply systems thinking and sustainability theory to real world cases.
Students explore structural inequalities in their own communities, examining patterns of privilege, power, and
oppression. They study the restoration of degraded ecosystems, witness and participate in citizen science, and assess
how policies and partnerships foster ecologically sound transformation. Students also complete a 20 hour per week
internship at one of the many vibrant environmental organizations in the Twin Cities. Past internship placement sites
include the Land Stewardship Project, MN350, and Spark-Y Youth Action Labs. Students will leave prepared for
leadership roles at the intersection of environmental and climate justice, with a profound understanding of the work
being done locally and nationally in those fields.
Inequality in America: Policy, Community, and the Politics of Empowerment—Fall or Spring
In this Twin Cities-based semester program students actively delve into major challenges of our time: poverty,
inequality, and social change. This program asks: What are the root causes of increasing levels of economic, political,
social inequality and insecurity and how does this impact all social classes and groups in the United States? How are
economic, political, and social inequality reproduced? How do we create more opportunity for all Americans and what
are some concrete social change tools for making these changes? To answer these questions, the program examines and
connects the economy, housing systems, education, welfare, government policies, urban sprawl, regional race and class
segregation, and institutional discrimination. In professional internships, students work to explore solutions in
organizations committed to social transformation. Students have direct conversations and work with practitioners in
government, the private sector, nonprofits, labor unions, and schools, and other community institutions working to
address poverty and economic, political, and social inequality.
Sustainable Agriculture, Food, and Justice in Italy––Fall
Students live and work at the Castello Sonnino, a historic estate roughly 12 miles outside the major city of Florence.
Since the early 1800s, the Sonnino family has run the estate, and the current generation is deeply committed to cultural
and architectural preservation. Students live in apartments on the Sonnino grounds, overlooking 300+ acres of woods,
olive groves, and working farm land. They study the political and economic context of the farming and food movements
particular to Italy. They gain firsthand experience of sustainable local food systems and the role they play in maintaining
rural culture through an internship placement on the Sonnino farm, in the nearby village of Montespertoli, or in nearby
Florence. Students receive basic Italian instruction, and complete a guided independent study project.
New Zealand Culture and the Environment: A Shared Future—Fall or Spring
Beginning with five weeks of travel across the North Island and ultimately based in Wellington, this program examines
how social and environmental factors shape political and ecological dimensions of identity and culture, and how New
Zealanders from many different backgrounds are envisioning and creating a shared future. During the trip and in
Wellington, students learn about the history of colonization, the truth and reconciliation process that shape
contemporary life, Māori protest and social movements, key strategies used to achieve sustainability, new agricultural
practices, and more. Students intern at a nonprofit organization in Wellington. Internship placements in past years have
ranged from Kennett Brothers Mountain Bikes to Sustainable Coastlines, from the Green Party New Zealand to Zealandia
Urban Eco-Reserve. Links between environment, culture, policy, and community are at the heart of these field study and
internship opportunities.
Northern Ireland: Democracy and Social Change—Fall or Spring
The Northern Ireland: Democracy and Social Change program examines the historical, political, and religious roots of
conflict in Northern Ireland, the prospects for peace, and the progress being made. Through a seven-week internship,
students get hands-on experience with organizations working for social change. Field seminars focus on human rights,
conflict transformation, and education for democracy. The program is based at the International Conflict Research
Institute at Ulster University (Derry/Londonderry), and on facilitated trips, students compare that region of Northern
Ireland to the “borderland” area and to Dublin.
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Race in America: Then and Now —Summer
The summer of 2014 saw the beginning of a dramatic shift in public conversation around race in the United States. As
the tragic deaths of Michael Brown, Eric Garner, Tamir Rice, Sandra Bland, Rekia Boyd, and other unarmed men and
women dominated the news, powerful protests forced American to face the twin realities of institutionalized racism and
police brutality. Race in America: Then and Now dives into questions of racial justice in America today, and the
continuing role of race in the United States. Students meet with civil rights activists who were active in the 1960s and
those who are active now, as well as lawyers, politicians, educators, and youth. The program is based in Jackson,
Mississippi, and is offered in collaboration with the Fannie Lou Hamer National Institute on Citizenship and Democracy
at COFO on the campus of Jackson State University, one of America's Historically Black Colleges and Universities
(HBCUs).
The New Norway: Globalization, National Identity and the Politics of Belonging—Fall
In less than 50 years, Norway has become one of the richest nations in the world and increasingly diverse. Twenty-five
percent of Oslo residents, for example, are not ethnic Norwegian. The program investigates dramatic changes in
Northern Europe by examining the contemporary challenges and opportunities for the Scandinavian welfare states in an
age of globalization and mass migration. Core topics include globalization and multiculturalism, nation-building and
national identity, governance and political party systems, European integration, racial thinking, histories of racialization,
the rise of the populist/far-right, international aid politics, and gender. Questions framing the program include: How
might Norway and the other Scandinavian welfare states adapt to the challenges of multiculturalism, European
integration and globalization? What factors have made possible the rise of populist / far-right parties in Scandinavia and
what has been their impact on politics and society more generally? How have film, literature and social movements
challenged conventional understandings of what it means to be Norwegian/Scandinavian? Students study Norwegian
language or do an independent research project, and intern with a leading NGO.
Agriculture and Justice: Building a Sustainable Food System––Spring
Two linked semester courses use hands-on, field based methods to unpack sustainable agriculture and justice, exploring
the food system, land ownership, labor practices, and policies. Students gain hands-on growing skills and travel to food
shelves, grocery stores, community centers, as wells as conventional and small-scale farms. Each student completes a
short-term stay on a sustainable farm, as well as a field project in a hunger relief organization or urban community farm.
A 4- to 8- credit food systems internship is available concurrently with the two courses, or in the summer following the
program. In past semesters students have interned with the Land Stewardship Project, Frogtown Green, Mill City
Farmers Market, and others,
Making Media, Making Change: Digital Technologies, Storytelling, and Action––Fall and Spring
This Twin Cities-based semester of two linked courses is taught in collaboration with St. Paul Neighborhood Network
(SPNN), a bustling studio and media access center that puts cameras into the hands of historically underrepresented
creators. Students of all experience levels will leave the class with three short films to their credit, including a final work
created in collaboration with a local nonprofit. In addition to hands-on training, students meet the leaders of the local
media justice landscape. Students see their work as part of a global movement to make media accessible, relevant, and
reflective of the diverse voices demanding to be heard. A 4- to 8- credit media production internship is available with
community partner SPNN simultaneously (for students who have advanced technical skills) or following the program.
Augsburg Affiliated Programs
The Center for Global Education & Experience maintains a robust portfolio of affiliated programs to enhance the global
education offerings available to Augsburg students. These affiliated programs allow Augsburg students to study
disciplines and locations that lie beyond CGEE’s signature, exchange and short-term faculty-led programs. A limited
number of spaces are available on these programs. Therefore, we ask students to also choose an alternate program
from the Augsburg CGEE and Exchange program portfolio. See website for listings.
Application Process
In order to Study Abroad or Away in the USA students should follow these easy steps:
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Attend and Information Session
Attend an optional Program Selection Workshop and/or search programs online
Apply by the deadline
Application Deadlines
September 30 - Spring semester and winter-break faculty-led programs
November 1 - Spring-break faculty-led programs
January 31 - Summer Session faculty-led programs
March 1 - Fall semester and other summer programs
Program provider deadlines vary; students need to meet all deadlines and eligibility requirements set by program
providers. Students should start planning in their first year for off campus study to be sure to do appropriate research
and meet all deadlines. Deadlines may vary by program.
Academic Requirements and Credit
Students automatically fulfill the Augsburg Experience requirement on approved study abroad and study away in the
USA. Courses taken abroad can also fulfill graduation requirements including major, minor, language, Liberal Arts
Foundation, Recreational Wellness, Honors, and internship requirements. This is determined prior to departure when
students fill out the required Course Equivalency Form which is signed by faculty advisor(s), Assistant Registrar,
department chairs and assigned faculty to approve the course equivalencies.
Credits, Grades and Residency
Students must take a full load of credits while abroad on semester programs.
Students must take courses for a grade (P/NP not allowed) while abroad.
Grades received on affiliated and most exchange programs are reported as transfer credit on the transcript, and
thus are not figured into the GPA.
A grade of “C-” equivalent or higher must be received for the credit to transfer to Augsburg.
Courses taken on off-campus programs during the senior year meet the Augsburg residency requirement as students
remain enrolled at Augsburg while abroad.
Short-term Faculty-led Programs
Students must register for all courses required by the short-term program. Credit values may vary, so confirm the
specific program credit load with the Center for Global Education & Experience (CGEE) Office. Any courses removed by
the student without CGEE permission prior to the start of the program will be re-added to the student’s schedule. If no
work was completed in these reinstated courses, a grade of zero will be awarded.
Eligibility
Following are Augsburg University’s requirements for Study Abroad and Away in the USA:
Minimum 2.0 GPA at the time of application. Individual programs/courses may require a higher average. Students
with lower averages should consult with CGEE.
Sophomore, junior, or senior standing by the time you off campus. First-year students on a case-by-case basis may
be allowed to study at Augsburg’s Center for Global Education & Experience program-Mexico site during their
second term at Augsburg. Short-term, faculty-led programs will allow participation as a first-year if the student
receives approval from the faculty-leader and if space allows.
Transfer students must complete one semester at Augsburg before they may study off campus.
Students must be in good academic and social standing. Students placed on academic or disciplinary probation after
admittance to the off-campus study program may be withdrawn from the program. The student is responsible for all
non-recoverable program costs incurred.
Any outstanding balances on student accounts must be resolved before students will be allowed to study off
campus.
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Note: Students applying to short-term faculty-led programs who meet the above criteria are accepted to these programs
on a first applied, first accepted basis. Space is limited, so early application is recommended.
Costs and Financial Aid
The cost of semester off-campus study is comprised of program fees that generally include tuition, housing,
international health insurance, some meals, excursions, and off campus study fees. Airfare, personal expenses, books,
and other expenses are not included in the price of semester programs. Program costs vary; Augsburg University pays
the program provider on the student’s behalf and then bills the Augsburg student account. This allows students to apply
their financial aid for off campus study. Students on semester programs will always pay a minimum of Augsburg tuition
plus living and travel expenses when studying abroad.
Students who receive financial aid, loans, scholarships, and/or grants to study at Augsburg can use that entire package
to cover their off-campus study program costs. Students receiving Augsburg institutionally-funded aid (e.g., President’s,
Regents’, Legacy, Promise, and other Augsburg gift aid/scholarships, and tuition benefit) may use their scholarships to
study off campus multiple times on Augsburg programs (see below in off-campus study program section). However,
institutionally-funded aid may be used only once toward off-campus costs on an affiliate program. Cost estimates for the
time abroad are drawn up to assist the student in planning and the financial aid office in awarding aid to students
studying abroad. Additional scholarships are available for semester and academic year programs.
The cost of short-term faculty-led programs is typically comprised of tuition (no additional tuition is charged for full-time
undergraduate day students on winter and spring-break programs), meals, airfare, ground transportation, and
interpretation/translation services. These costs are on top of any semester/year tuition charges. Some scholarships are
available, but are limited for short-term programs. Students often apply loans to fund the additional cost of education
travel.
Students should attend the required information session and read the advising handbook for any updates to
scholarships and financial aid policies.
Students are required to notify CGEE immediately if they choose not to continue with their off-campus study experience.
At the moment of notification, non-recoverable costs and a cancellation fee will be assessed and charged to the student
account. Depending on the time of notification of withdrawal, students may owe only the cancellation fee; or they may
owe the off-campus study fee, the deposit, or a percentage or all of the program fee. Students are also subject to the
cancellation and refund policies of CGEE and their program provider.
Scholarships
The Center for Global Education & Experience offers a range of scholarships and financial aid to students with
demonstrated financial need and whose participation in a semester or summer academic program contributes to a
community of co-learners that values a variety of cultures and backgrounds.
CGEE Global Education Scholarship. Augsburg students automatically receive a $1500 CGEE Travel Grant on our
Semester programs at our sites in Central America, Mexico and Namibia/Southern Africa. This scholarship is also
available to students who participate on our semester exchange programs in designated countries (China, Finland.
Germany, Greece, Hong Kong, Japan, Korea, Lebanon, and Norway)
The Diversity Scholarship is for students who have not traditionally been represented in study abroad, specifically
students of color, students with disabilities, and LGBT students. Awards cover up to $6,000 off the cost of a
semester program abroad.
The Need-Based Scholarship is available for students with demonstrated financial need. Awards cover up to $2,000
of the cost of a semester program abroad.
Augsburg students receive a $1,500 CGEE Travel Grant on their first semester program (the Returnee Scholarship
will apply for the second program).
Returnee Scholarship: Automatic discount of 10% off a second semester program for students who combine two
semester programs during their college career. There are no forms to submit for this discount.
Summer Discount: Students who participate in a full semester program in Mexico will receive a 10% discount off a
summer session (before or after the semester program).
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Global Affiliate Scholarships are also available. These scholarships generally ranging from $500-$5000 are provided
directly through our affiliate partner programs.
Accessibility
CGEE and the Center for Learning and Accessible Student Services (CLASS) work closely with students with disabilities to
make every effort student needs are met while studying off-campus. Nevertheless, students are responsible for
requesting accommodations within a reasonable time frame prior to departure, ideally as early as program selection.
Students should be prepared for the fact that disability may be culturally defined. Attitudes toward disability and levels
of accessibility can vary greatly from country to country. The Americans with Disabilities Act mandates equal access to
university-sponsored programs and services to students with disabilities. However, providing access by US standards can
present unique challenges in international settings. The expectation on the part of US students and institutions is that
reasonable accommodations will be made. Depending on the country and culture, there may be different ways to define
accessibility and different expectations in terms of accommodations that can or should be made.
Continuing Education Program
The mission of Augsburg University continuing education program is to provide working adults with lifelong learning
opportunities that will enable them to continue to grow personally, professionally, and spiritually in their homes,
workplaces, and communities. The program strives to meet the needs of the community by offering credit and noncredit
programs consistent with the mission of Augsburg University.
Programs are developed through collaborations between academic and administrative departments of the University
and community organizations. These collaborations have included the Departments of Business, Biology, Education,
Nursing, Religion, Social Work, the Center for Leadership Studies, Institutional Advancement, and organizations including
Minneapolis and St. Paul public school districts, Minnesota Department of Education, and the Midwest Regional Office
of the College Board. Augsburg University is a Lifelong Learning Partner with the ELCA.
Honors Program
The Augsburg Honors Program offers an adventurous education where students with a passion for ideas can be their
best. We offer a friendly and welcoming atmosphere for students committed to an exceptional higher education.
Augsburg’s Honors Program is unlike any other honors program in the nation because it gives students the resources
and freedom to build their own ideal higher education. Students have the opportunity to create their own courses, edit
and write for the Honors Review of Undergraduate Scholarship, belong to an Honors House, and learn through small
reading groups, research projects, and travel around the world.
Each Honors course has been specifically created for Honors students, and includes a challenging “signature experience”
such as writing a play, putting great books on trial, or attending music, theater, and art performances. Honors courses
bring in professors from several different departments so students can learn from talented professors teaching their
specialties.
For information, contact the Honors Desk at honors@augsburg.edu (612-330-1560) or Phil Adamo, Honors Program
director, at adamo@augsburg.edu.
Also see the Honors Program in the departmental pages of this catalog.
Inter-Institutional Programs
Augsburg cooperates with other colleges and institutions in the Twin Cities area on several programs.
Cooperating Libraries in Consortium (CLIC)
Through CLIC, the Twin Cities private college’s library consortium, the Augsburg community has direct access to more
than 2.5 million volumes and media resources of the 14 libraries.
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Associated Colleges of the Twin Cities (ACTC)
Full-time Day students at Augsburg University, Hamline University, Macalester College, St. Catherine University, and the
University of St. Thomas may elect to take one course each semester (fall and spring) at one of the other campuses. No
additional fee is required for such an exchange, except for private instruction in music or approved independent studies.
Exchange courses are not transfer courses, and thus courses taken through ACTC are considered Augsburg University
courses and do not impact the residency requirement. The permanent record of courses for which an Augsburg student
has cross-registered is kept in the Registrar’s Office at Augsburg University, not at the host ACTC institution. Students
may elect to participate in the cooperative program to gain new perspectives, to get better acquainted with the other
schools, or to undertake a specific course or major not offered on the home campus.
AU/Rochester programs are not part of the ACTC consortium, and students in those programs may not register for ACTC
courses or complete ACTC majors under the terms of the ACTC consortium agreements.
Higher Education Consortium for Urban Affairs (HECUA)
Augsburg, in cooperation with 17 other colleges and universities, offers off-campus study semesters in Ecuador, New
Zealand, Northern Ireland, Norway, and the Twin Cities. (See HECUA programs in the International Programs and Urban
Studies sections of the departmental pages of this catalog.)
Air Force ROTC
AFROTC is a nationwide program that allows students to pursue commissions (become officers) in the United States Air
Force (USAF) while simultaneously attending college. AFROTC classes are held on college campuses throughout the
United States and Puerto Rico; students can register through normal course registration processes. AFROTC consists of
four years of Aerospace Studies classes (Foundations of the USAF, Evolution of USAF and Space Power, Air Force
Leadership Studies, and National Security Affairs/Preparation for Active Duty), and a corresponding Leadership
Laboratory for each year (where students apply leadership skills, demonstrate command and effective communication,
develop physical fitness, and practice military customs and courtesies). College students enrolled in the
AFROTC program (known as “cadets”) who successfully complete both AFROTC training and college degree
requirements will graduate and simultaneously commission as Second Lieutenants in the Active Duty Air Force.
The AFROTC program is currently offered at University of St. Thomas, which has a crosstown agreement that allows
Augsburg students to enroll in AFROTC and become full-fledged cadet participants. For more information
on AFROTC course descriptions, please review http://www.stthomas.edu/catalog/current/aero/ . For more information
on the AFROTC program, please review http://www.stthomas.edu/afrotc/ or contact the Department of Aerospace
Studies at the University of St. Thomas at (651) 962-6320.
Army ROTC
Augsburg Day students may participate in the Army ROTC program at the University of Minnesota under an agreement
between Augsburg, the University of Minnesota, and the program. ROTC credits serve as electives at Augsburg. For more
information, contact the University of Minnesota: Twin Cities at www.goarmy.com/rotc/schools/university-ofminnesota.
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Academic Policies and Procedures
Registration
Students must be officially registered for all courses for which they are participating. All registered courses will be
reflected on a student’s AugNet Records and Registration page. Web registration through AugNet is the primary method
of registration, although registration can be processed through the Registrar’s Office with a Registration Form in
instances where online registration is not possible. Students are responsible for verifying the accuracy of their
registrations.
Students are required to meet with their faculty advisor prior to registration for the fall, spring, and summer terms. As
some courses are offered only in alternate years, students should also consult with departmental advisors when
planning their academic program.
Students with registration holds will be ineligible to register until the hold is cleared. The registration hold will appear as
an alert on the student’s Records & Registration Welcome page. It will also be listed in an email that the student will
receive several weeks before registration opens. Registration holds can be placed for a variety of reasons by a number of
offices. Some examples of reasons are unsatisfied academic requirements, unpaid student balances, missing
immunization forms, unmet financial aid requirements, and overdue library books.
Another possible reason for a registration hold is an overdue missing official transcript from another institution.
Typically, the "Transcript Not Received" hold is a result of an official transcript on file showing in-progress coursework.
Such transcripts need to be replaced with an official, final transcript in order to verify that the in-progress courses were
dropped, withdrawn from, and/or graded. Upon receipt, the updated, official transcript will be evaluated for possible
credit.
Specific registration dates and deadlines for each semester are listed in the Academic Calendar.
Students who are missing prerequisites for a course may be eligible for a prerequisite waiver if, after discussion with the
course instructor, the instructor determines that the prerequisite learning objectives have been met. Students who
believe they have already completed the prerequisite in question should contact the Registrar’s Office at 612-330-1036
or registrar@augsburg.edu.
The following registrations cannot be completed online and must be processed with a Registration Form:
THP courses (Theater practicum courses)
100-level MUP courses (Variable-credit music lessons)
Independent Study and Directed Study (Independent Study form available on the Registrar’s Office webpage)
Internships (Internship Registration form available on the Registrar’s Office webpage)
ACTC courses (Course listings are available online through each ACTC institution and should be checked to verify the
correct meeting times and room assignment.)
Credit Loads
Full-time day students normally register for 16 credits each semester. Students in the AU/Rochester programs typically
register for 4-8 credits each semester. Students registered for 12 or more credits in a semester are classified as full-time
students. Students registered for at least 6 credits are classified as half-time students.
To register for more than 19 semester credits, students must petition the Student Standing Committee unless the
following apply: Students with a cumulative GPA at Augsburg of 3.00 or greater may take a total of 20 semester credits
without petitioning; students with a cumulative GPA at Augsburg of 3.50 or greater may take a total of 22 semester
credits without petitioning. All overload registrations must be done through a Registration Form. (Note: For students in
the Day program there is an additional tuition charge for course loads over 19 semester credits. This includes combining
the credit load from both the DAY and AU programs. Auditing classes over the 19 semester credit limit will also incur a
tuition charge.)
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Non-Attendance/Non-Participation Policy
Attendance/participation in class is important for academic success and financial aid. Therefore, students are dropped
for non-attendance/non-participation after the 10th business day of the term if reported by the instructor. Students are
ultimately responsible for dropping classes if they no longer plan to attend/participate. Students who have been
dropped and wish to re-enroll must submit an Academic/Financial Petition.
Internship Registration
A complete step-by-step guide is available on the Strommen Center website under the Internships & Augsburg
Experience section. International students completing an internship will follow steps outlined on the Strommen Center
website under the International Student Internship Registration section.
Registration of internships for credit consists of the following steps:
Students must register the internship for the academic term that coincides with the internship experience.
Students fill out the online Site Agreement Form on the Strommen Center website under the Internships &
Augsburg Experience section.
Obtain the Internship Registration form (paper form) from the Strommen Center website under the Internships
& Augsburg Experience section and obtain the required signatures.
o Faculty Signature: Requires finding a faculty member willing to supervise and approve the internship
based on major discipline requirements.
o Department Chair Signature: Requires approval that the proposed internship experience meets the
major discipline requirements.
o Strommen Center Signature: Requires staff to review important university-wide internship information
and ensure all required documents have been submitted.
Once the completed internship registration form is submitted to the Enrollment Center, additional requirements to
receive credit for an internship include:
Watch a short video about successful internships on the Strommen Center website under the Internship
Registration Guide section.
Complete the Learning Goals Form on the Strommen Center website under the Internships & Augsburg
Experience Requirements section. Copies of the completed form are emailed to the student, their faculty
supervisor, and the Strommen Center.
Academic assignments (journals, reflection papers, projects, etc.) as determined by the faculty supervisor and/or
department guidelines.
Final evaluations are sent at the end of the semester. The student and the site supervisor will each complete an
evaluation of the student’s internship experience. Results are emailed to the student and the faculty supervisor.
Dropping or Withdrawing
Courses may be dropped or withdrawn online through AugNet Records and Registration or with a Registration Form. For
drop and withdrawal deadlines see the Academic Calendar.
Crossover Registration
Undergraduate students are enrolled in a home program (DAY, AU, ROCH) and may register online for fall and spring
semester courses outside of their home program based on course availability and subject to the restrictions listed
below. Students have registration priority in their home program. Students are charged the tuition rate of their home
program for crossover courses.
DAY Program Students
- Juniors and Seniors (based on earned credits) are permitted to crossover into AU courses without special permission.
- Pay the overload fee for any credits over 19 in their combined DAY/AU load each semester.
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AU Program Students
- Are permitted to crossover into DAY courses.
ROCH Program Students
- Are permitted to register for AU courses as soon as their registration windows open and do not have to wait until
Crossover Registration begins.
Graduate Courses
Students must have completed an undergraduate degree and be admitted to a graduate program before taking
graduate level courses from that program. Exceptions are made for approved courses in the Department of Nursing and
the joint BA Accounting/MAL program. Undergraduate students enrolled in graduate courses will pay their standard
undergraduate rate for those courses. Any student enrolled in an Augsburg graduate level program wishing to take an
undergraduate course will pay their program's graduate rate for those courses.
Evaluation and Grading
Evaluation of academic performance is based on letter grades using an A ‐ F scale.
Student achievement in courses is measured by final examinations, shorter tests, written papers, oral reports, and other
types of evaluation.
Most courses are offered with grading options—traditional grading on an A - F scale or the Pass/No Pass grading system.
Explanation of grades:
Grade
A
AB+
Grade Points
4.00
3.67
3.33
B
3.00
Description
Excellent
Undergraduate: Good
Graduate: Satisfactory
B2.67
C+
2.33
C
2.00
Undergraduate only: Satisfactory
C1.67
D+
1.33
D
1.00
Poor
D0.67
F
0.00
Failure
P
0.00
Pass*
N
0.00
No Pass
*The letter grade equivalent of a P grade is a C- / 1.67 or higher for undergraduate courses and a B / 3.0 or higher for
graduate courses.
Pass/No Pass Grades
Students who choose the P/N option are cautioned:
In order to receive a grade of P, a student must achieve at least a grade of C-.
Some graduate and professional schools do not look favorably on a large number of
P-graded courses, or rank each as a C.
The maximum number of semester credits taken P/N that may be applied to graduation is 24 semester credits with a
grade of Pass (P).
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P-graded courses do not count toward the requirement that 56 traditionally-graded semester credits be earned at
Augsburg in order to be considered for Latin honors. Transfer students should be especially aware of this
requirement.
Certain courses have restrictions and are offered on one grading system only (e.g., lifetime wellness courses are graded
only P/N). In courses where there is a choice, students will be graded on the traditional system unless they indicate they
wish to use the P/N grading option. Any changes in choice of grading option must be made according to deadlines
published in the Academic Calendar each semester.
Incomplete (I) Grades
Incomplete grades (I) are to be given only in the case of extreme emergency (e.g. illness, family emergency, death in the
family, military commitment). If you have any questions regarding the qualifying emergency please contact the
Registrar’s Office for verification.
An incomplete grade (I) may be awarded when the instructor grants permission after determining that a student
emergency may delay completion of coursework. Students who receive an incomplete grade should be capable of
passing the course if they satisfactorily complete outstanding course requirements.
To receive an incomplete grade, a student must submit a completed Application for Incomplete Grade form to the
Registrar's Office by the grading deadline for the semester. This form states the reasons for the request, outlines the
work required to complete the course, and includes the course instructor’s signature. The instructor may stipulate the
terms and conditions that apply to course completion; however, students may not attend the same course (or a portion
of the same course) in a following term with an incomplete grade. The student must complete the outstanding work in
enough time to allow evaluation of the work by the instructor and filing of a grade by the grading deadline of the
following academic semester. If the work is not completed by the specified date of the following academic semester, the
grade for the course becomes F.
Extension (X) Grades
Internships, independent studies, and directed studies may sometimes last longer than one semester. When this is the
case, they must be completed by the grading deadlines within one year from the beginning of the semester of
registration. A grade of X (extension) is given by the instructor to indicate that the study is extended. It is expected that
students given X extensions will continue to communicate with their instructor and demonstrate that satisfactory
progress is being maintained. A final grade will be issued at the end of the semester in which the work is completed and
evaluated (but not longer than one year). An instructor has the right to not grant an extension where satisfactory
progress is not demonstrated. If the course is not completed, a grade of F will be assigned.
Withdrawal (W) Grade
A course is given a grade of W (withdrawn) when it is dropped after the deadline for dropping classes without a W grade
and before the last day to withdraw. Withdrawals negatively impact credit completion rate but do not negatively impact
the grade point average.
Repeated Courses
A course in which a grade of F, FN, D-, D, D+, C-, or N has been received may be repeated for credit. Courses in which
higher grades have been earned may not be repeated for credit and a grade, but may be audited (exceptions are made
for academic programs with minimum grade requirements of a C+ or higher or other catalog policies that require a
course to be retaken). All courses taken each semester and grades earned, including W and N, will be recorded on the
academic record. Only the credits and grades earned for the most recent attempt, for legitimately repeated courses, are
counted toward graduation and in the grade point average. Courses completed at Augsburg University must be repeated
at Augsburg to be included in the repeat policy.
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Auditing Courses
Students who wish to take courses without credit or grade may do so by registering for Audit (V) on a space-available
basis. Full-time Day students will be charged an audit fee if their total credit load is over 19 credits. The charge to audit a
course is $1,000 for part-time DAY/AU/ROCH students. The signature of the instructor is required to register an audit.
Students who audit a course should confer with the instructor within two weeks of the beginning of the term to
determine expectations, attendance, and any other requirements. If expectations have been met, the course will be
listed on the transcript with a V grade. If expectations have not been met, the course will be listed with a grade of W.
Audited courses do not count toward graduation and do not fulfill general education requirements.
Grade Point Average
The grade point average (GPA) is based on final grades for all work at Augsburg. It does not include credit and grade
points for work transferred from other institutions.
The formula for calculating the GPA = Total grade points divided by number of credits attempted with A to F grades
assigned.
The following grading symbols are not included in the GPA calculation:
Symbol Explanation
Fall 2017 to Present: Pass, C- or higher undergraduate or B or higher graduate work;
P
Prior to Fall 2017: Pass, 2.0 or higher undergraduate or 3.0 or higher graduate work
S
Satisfactory
N
No pass, no credit
V
Audit, no credit
W
Withdrawn
I
Incomplete
X
Extension, incomplete
IP
In progress
R
Repeat
GRT
Credit granted
Required lab component (a credit-bearing grade was earned in the corresponding
L
lecture course)
NG
Not graded, no credit
Assessment of Student Learning
The faculty at Augsburg University is actively engaged in research about student learning and the efficacy of the
curriculum. To support such assessment of student learning activities, faculty may collect student work for evaluation
beyond grading. Any information or student work collected will be treated confidentially; the student's identity will not
be public information. Students who do not want their work collected for assessment purposes can opt out by
contacting Office of Academic Affairs.
Classification
Students are classified when grades are posted at the end of each semester. Classification is based on the number of
semester credits completed/earned.
Classification
First Year
Sophomore
Junior
Senior
Completed Semester Credits
0 – 27.99
28 – 59.99
60 – 91.99
92 or more
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Academic Status Changes
Change of Program
Students may apply to change their “home program” by completing a Change of Program form. Applications are
reviewed by a committee. If approved, the change will take effect for the following semester. Changes are limited to
once each academic year. A Change of Program form must be submitted before the semester begins.
Withdrawal from University
Students are urged not to abandon courses for which they are registered because this will result in failing grades on
their official academic record. If necessary, students should instead submit a Withdrawal from University form. The
deadline to file a Withdrawal from University is the last Friday prior to finals week. Withdrawal from University and any
consequential adjustments in accounts are effective as of the date the Withdrawal from University form is submitted to
the Registrar’s Office. Students must be submit an Application for Readmission to re-enroll.
Students are responsible for keeping the Registrar’s Office informed of their current mailing address while away.
Leave of Absence (DAY Program Students)
Students in the Day Program may apply to for a Leave of Absence for one semester. The Leave of Absence allows
continued access to Augsburg email and AugNet Services. If a student on a Leave of Absence does not register for the
subsequent semester, the student’s file will be deactivated and the student must submit an Application for Readmission
to re-enroll. The deadline to file a Leave of Absence form is the Friday prior to the start of each semester.
Term Off (AU/ROCH Program Students)
Students in the AU/ROCH Programs may take up to two semesters off and have continued access to Augsburg email and
AugNet Services. If a student is not registered after the 10th business day of the third semester, the student’s file will be
deactivated and the student must submit an Application for Readmission to re-enroll.
Military Called to Active Duty
Augsburg University will allow students to withdraw from courses without penalty if they are called to active duty. This
shall include a 100 percent refund of tuition and fees upon verification of call to active duty. Students must submit an
Academic/Financial Petition and provide a copy of their orders to the Registrar’s Office.
If the student is called to active duty after the deadline to drop a course, the Registrar’s Office will place a W for the
course(s) along with a notation on the transcript that the student was called to active duty. This is to assist the student
with any financial aid complications that may arise and also indicate that the withdrawal was outside of the student’s
control.
Alternatively, the University supports faculty in enabling students who are called to active duty and have substantially
completed a course, to assign a grade based upon the coursework completed, or to work out an incomplete agreement.
Students who are able to complete some of their courses would have their refunds adjusted to reflect this.
Students who are being placed on active duty should contact the Registrar’s Office so the University can notify all parties
and aid in this process.
Student Standing Committee
The Student Standing Committee is a standing committee of the University that reviews requests for exceptions to
academic and financial policy. Representatives from the faculty, Academic Advising, Registrar’s Office, Student Financial
Services, and Student Affairs serve on the committee.
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Academic / Financial Petitions
Students who wish to request exceptions to academic and financial policies should carefully review and complete the
Academic/Financial Petition. Petitions must be submitted within 6 months from the end of the semester being
petitioned. The Committee typically meets to review petitions and Applications for Readmission every other week
during fall and spring semesters and once each month during the summer semester.
Satisfactory Academic Progress (SAP) Suspension Appeals
Students who have been academically suspended have the right to appeal their suspension to the Student Standing
Committee.
Applications for Readmission
Students seeking to re-apply to the University after being placed on academic warning, probation or after being
academically suspended must submit an Application for Readmission for review by the Student Standing Committee.
Catalog Applicability
Active Students (Registered, Leave of Absence, Term Off)
May elect to satisfy the general education and departmental requirements outlined in the catalog in effect during
their first semester of enrollment or any of the subsequent catalogs in effect while an active student.
Inactive Students (Withdrawn)
Three or Fewer Years Away
o Inactive students who are readmitted after three or fewer years away (nine semesters, including summers)
may elect to satisfy the general education and departmental requirements outlined in the catalog in effect
during their first semester of initial enrollment or any of the subsequent catalogs in effect while an active
student.
More than Three Years Away
o Inactive students who are readmitted after more than three years away (10 or more semesters, including
summers) must complete the general education and departmental requirements of the catalog in effect at
the time of re-enrollment or any of the subsequent catalogs in effect while an active student.
Second Majors and Degrees
Students with an existing baccalaureate degree from Augsburg or another institution may enroll to complete an
additional major(s) or minor(s). Students will not be awarded a second degree unless it is different from the original
degree awarded (BA, BM, BS). Students cannot earn multiple degrees for the same major, though it is possible to earn
multiple degrees from the same academic department if the majors are distinct. For example, a student cannot earn
both a BA in Computer Science and a BS in Computer Science, but may earn a BS in Computer Science and a BA in
Computational Philosophy.
Evaluation of Transfer Credit
The evaluation of transfer credits is completed by the Registrar’s Office and is based on a student’s official transcript(s).
Credit is granted for college-level coursework completed at regionally accredited institutions with a grade of C- or
better. Credit from non-regionally accredited institutions may be approved if there is a transfer agreement in place, or
by petition.
Courses that may be developmental, professional or occupational in nature are evaluated on a course-by-course basis in
collaboration with faculty from corresponding or similar departments. Augsburg does not grant transfer credit for
continuing education units (CEUs). Competency credits and exam credits issued by another institution will be evaluated
on an individual basis.
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The Registrar’s Office evaluates coursework for credit and for applicability toward Augsburg's Core Curriculum
requirements. Academic departments are responsible for evaluating the applicability of coursework toward a student’s
major or minor. The University requires that certain courses and a minimum number of credits be taken at Augsburg.
(Refer to the Graduation section of the catalog.)
Courses and credits that are accepted in transfer are reported on the student’s transcript. Grades and grade points from
other institutions are not transferred to Augsburg and are not included in the student’s cumulative grade point average.
Students should consult with their academic and faculty advisors and the Registrar’s Office before taking courses at
other institutions to ensure compliance with transfer credit policy and residency requirements. Additional resources
about transferring credit are available on the Registrar’s Office website.
Definition of Official Transcript
Official transcripts are marked with institutional security features, date, and appropriate signature. Augsburg University
accepts official transcripts directly from another institution’s Office of the Registrar or a secure authenticated
designated party. The transcript must arrive at Augsburg University in an envelope sealed by the issuing institution or via
an encrypted electronic method (adapted from AACRAO, 2018).
Minnesota Transfer Curriculum
Completion of the Minnesota Transfer Curriculum (MnTC) will satisfy Augsburg’s Liberal Arts Foundation requirements
and will reduce the Search for Meaning requirement to one course (RLN 100).
Associate of Arts Degree
Completion of an Associate of Arts (A.A.) degree from a regionally accredited institution will satisfy Augsburg’s Liberal
Arts Foundation requirements, reduce the Search for Meaning requirement to one course (RLN 100), and will waive one
of two Health and Wellness requirements.
Note: Additional prerequisite coursework beyond the AA degree may be required in some Augsburg majors. Students
are advised to consult an academic advisor in the major department to discuss major requirements.
Advanced Transfer Students
Students who enter Augsburg with 52 or more semester credits accepted in transfer are considered Advanced Transfer
Students. The Augsburg Core Curriculum will be adjusted for advanced transfer students as outlined below:
Waiver of Search for Meaning II
Waiver of Augsburg Seminar
Waiver of Engaging Minneapolis
Waiver of one Health and Wellness requirement (depending on transfer evaluation)
All Augsburg Core Curriculum requirements not mentioned above remain unchanged for Advanced Transfer Students.
Waivers for Advanced Transfer are determined at the time of initial entry into Augsburg and will not be granted for
courses completed after initial enrollment.
Transfer Credit for Military Experience
Students are welcome to submit their military transcripts to the Registrar’s Office for transfer credit evaluation. A
military transcript will contain credit recommendations from the American Council on Education (ACE) for training and
courses completed in the US Armed Services. Augsburg will review a military transcript to determine if any of the credit
recommendations contained within it meet transfer credit guidelines.
Army, Coast Guard, Marine Corps, and Navy records are maintained on a Joint Services Transcript (JST).
Air Force records: Air University and Community College of the Air Force are regionally accredited institutions. Students
should submit official transcripts from these schools during the admission process.
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Assessment of Previous Learning (APL) Program
Augsburg University recognizes that learning can and does take place in many life situations. Some of this learning may
be appropriate for credit recognition within the disciplines that comprise the academic program of a liberal arts college.
The Assessment of Previous Learning program (APL) at Augsburg provides a means by which a student’s previous
learning, other than that which is transferred from another accredited institution, may be presented for examination for
possible credit toward the completion of a bachelor’s degree.
Not all learning from life experience, however, is appropriate for credit recognition at a liberal arts college. Such learning
must meet two essential criteria: (1) it is relevant to coursework in a field of study within the Augsburg liberal arts
curriculum, and (2) it can be objectively demonstrated either by comprehensive examination or committee evaluation.
The APL program at Augsburg provides several means by which students may have previous learning assessed for credit
recognition. The following is a brief description of each of these means of assessment:
International Baccalaureate Program (IB)
Courses earned from the International Baccalaureate program will be considered by the University for appropriate
credit. IB exams may fulfill general education and/or major requirements. Credit granting guidelines are available on the
Registrar’s Office webpage.
Advanced Placement Program (AP)
Augsburg allows students to earn credit for scores of 3, 4, or 5 on selected Advanced Placement tests. For some exams, a
minimum score of 4 is required. AP exams may fulfill general education and/or major requirements. Credit granting
guidelines are available on the Registrar’s Office webpage.
The College Level Examination Program (CLEP)
This is a series of standardized tests developed by the College Board that are offered to students for a small fee at
regional testing centers. Students who score at or above the American Council on Education’s recommended score on
an approved examination may receive academic credit for that subject at Augsburg University. CLEP exams may fulfill
general education and/or major requirements. Credit granting guidelines are available on the Registrar’s Office
webpage.
DSST Exams
DSST Exams are a series of standardized tests in college subjects that are comparable to the final examinations in
undergraduate courses. Exams are offered at testing centers worldwide for a small fee. Students who score at or above
the American Council on Education’s recommended score on an approved examination may receive academic credit for
that subject at Augsburg University. Credit granting guidelines are available on the Registrar’s Office webpage.
The American Council on the Teaching of Foreign Languages
These tests assess written and/or spoken proficiency in world languages. For a small fee, students can assess their level
of knowledge in world languages to earn college credit and/or waive the modern language requirement. More
information about eligibility and qualifying languages is available from Academic Advising.
Departmental Comprehensive Exams
These are available for students to use in obtaining credit for previous learning if the following conditions are met:
There is a departmental exam available for the subject area in question.
There is a faculty member designated by the department to administer the exam.
The Registrar approves the student’s request to take the exam.
Credit for departmental exams is not computed in the GPA, and there is a charge per exam of $100 per semester
credit.
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Portfolio Assessment Program
This is a credit assessment alternative in which a faculty team completes a credit evaluation of a learning portfolio
submitted by the student. The faculty team is composed of two faculty members from fields of study directly related to
the student’s previous learning. Students who wish to prepare a portfolio of previous learning for credit assessment
should consult the Registrar’s Office. In completing the evaluation of a student’s previous learning, the faculty team
applies the following criteria:
There is documentable evidence of a cognitive component in the previous learning experience that involved
prescribed or systematic study of content material found within liberal arts coursework.
The learning has been objectively verified by individuals in addition to the presenting student.
The learning lends itself to both qualitative and quantitative measurement.
The learning relates well to the student’s educational goals.
The learning and skills involved are current and could be used at the present time.
Students may apply for the credit assessment process after completing at least one term of academic work at Augsburg
University with a cumulative Augsburg GPA of at least 2.50. It is strongly recommended that the process not be used
when four or fewer courses remain for graduation. There is a non-refundable application deposit of $200 to initiate the
credit assessment process for each course presented in a portfolio. An additional $200 is charged upon approval of each
course. Credit granted by portfolio review is not computed in the GPA.
Transcript credit will be recorded with the equivalent Augsburg course numbers as determined by faculty reviewers.
Maximum Credit Accepted for Previous Learning
While Augsburg University recognizes the validity of learning that takes place outside the traditional classroom, this
learning must be placed in the context of formal study in campus-based liberal arts courses. Therefore, Augsburg allows
a maximum of 32 credits (one-fourth of a bachelor’s degree) to be obtained through previous experiential learning. In
compiling the 32 credits for previous experiential learning, the student may use any combination of the assessment
processes available in the APL Program: AP, CLEP, IB, DSST, ACTFL, departmental comprehensive exams, and credit
granted through portfolio assessment.
Graduation
Requirements
Degree requirements include completion of a minimum number of credits, a major, the Augsburg Core Curriculum, a
minimum GPA in major(s)/minor(s) and in total coursework, and residence.
1. Completion of 128 semester credits—No more than these maximums may be applied toward the 128 total semester
credits required:
o Eight semester credits by independent/directed study
o 16 semester credits of internship
o 24 semester credits with a grade of Pass (P)
o Students may apply no more than eight semester credits with P grades toward a major and no more than four
semester credits with a P grade toward a minor unless otherwise specified by an academic department.
Departments with major or minor programs that allow a different number of P-graded credits have defined
those limitations along with their major and minor requirements in the catalog.
2. Completion of a Major—Requirements for each major are listed under the departmental headings.
3. Completion of the Augsburg Core Curriculum—Requirements for the Augsburg Core Curriculum are listed under the
Augsburg Curriculum section.
4. Grade Point Average —Students must earn a minimum cumulative grade point average of 2.00. Additionally, all
majors and minors require at least a 2.00 grade point average in coursework for the major or minor. Some academic
programs require a higher grade point average or a specific minimum grade in each course. See the departmental
section for details about the grade and grade point average for individual majors and minors.
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5. Residence Requirement — A minimum of 32 semester credits must be completed at Augsburg or within the ACTC
exchange program or study abroad/away through the Augsburg Center for Global Education and Experience.
Senior Residence Requirement
No fewer than 24 of the last 32 semester credits must be completed at Augsburg or within an approved
exchange program.
Transfer courses count against the senior residence requirement. Therefore, students are encouraged to
complete transfer work prior to the final 32 credits for the degree.
Assessment of Prior Learning (APL) credits -- including AP, CLEP, IB, DSST, ACTFL, departmental
comprehensive exams, and credit granted through portfolio assessment -- are not counted against the
senior residence requirement.
Some departments have a minimum number of credits that are required in residence within the major or minor.
Consult the departmental pages of this catalog for further information.
The responsibility for ensuring that all degree requirements are satisfied rests with the student. Each student is required
to file an Intent to Graduate application at the end of their junior year to confirm remaining graduation requirements.
Application forms are available on the Registrar’s Office webpage. Faculty advisors, the Academic Advising staff,
department chairs, and the Registrar’s Office are available for counsel and assistance in program planning.
Students who enter an academic program with a bachelor’s or higher degree should contact the Registrar’s Office about
specific requirements for a second bachelor’s degree or for the equivalent of a major.
All degree and course requirements must be completed and verified in the Registrar’s Office in order for the degree to
be conferred. There may be no incompletes or open courses on the academic record.
Latin Honors
Augsburg recognizes those students who have demonstrated exemplary academic achievement by conferring Latin
honors upon completion of a bachelor’s degree.
Students may also receive honors recognition for departmental honors and for participation in the Honors Program. (See
individual department and program descriptions for details.)
Qualification for Latin honors is determined as follows:
Summa Cum Laude
Magna Cum Laude
Cum Laude
3.90-4.00 GPA (plus successful completion of the Summa Oral Examination)
3.80-3.89 GPA
3.60-3.79 GPA
To be eligible, a student must complete a minimum of 56 traditionally-graded credits at Augsburg.
For additional information, including the guidelines for the summa cum laude oral examination visit the Registrar’s
Office webpage.
Commencement
Though the terms are often confused, the words “graduation” and “commencement” carry different meanings.
Graduation refers to the completion of all degree requirements. Students graduate when all requirements for the
degree have been fulfilled, meaning that one can graduate at any point during the academic year provided that all
requirements are complete.
Commencement is a ceremony. It is an opportunity for students, family, friends, and the Augsburg University community
to celebrate academic achievement. Participation in commencement, however, does not mean that a student has
graduated. A student will not graduate and a degree will not be conferred until all requirements are met, regardless of
participation in commencement.
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Augsburg University holds two commencement ceremonies in the spring to accommodate the University’s different student
populations. One commencement ceremony is for students in the Day undergraduate program. The second ceremony is for
graduate program students and undergraduate students in the Adult Undergraduate and Rochester programs.
Undergraduate students who have not completed all degree requirements may participate in commencement if: (1) no
more than three requirements will remain in their program at the conclusion of spring semester; and (2) the remaining
requirements will be completed in the summer or fall semesters immediately following commencement.
Satisfactory Academic Progress (SAP)
Federal regulations require that all higher education institutions establish and implement a policy to measure whether
students are making satisfactory academic progress toward the completion of a degree. Failure to meet the following
standards could result in suspension from the University.
Requirements
At the end of each fall, spring, and summer semester, the University will review the academic progress of all non-degree
and degree-seeking undergraduate students registered for that semester.
In order to remain in good academic and financial aid standing, students are required to maintain a cumulative Augsburg
University GPA of at least 2.0 and cumulative credit completion rate of at least 66.67%.
GPA Calculation
Refer to the Evaluation and Grading section of this catalog.
Minimum Credits Completed
Students must earn a cumulative 66.67% of the credits attempted based on the entire academic record. A completed
credit has a grade of A - D- or P. Credits earned and completed will include accepted cumulative transfer credits as
defined by the Registrar’s Office. Unsatisfactory grades “W (Withdrawn)”, “I (Incomplete)”, “F”, and “N (Not Passing)”
are counted towards the cumulative attempted credits. Repeat Courses and remedial courses are not counted towards
the cumulative attempted credits.
Credit Completion Rate Calculation
Attempted credits: Includes transferred credits and unsatisfactory grades (W, X, I, F, FN, N, IP).
o Remedial and repeated courses do not count as attempted credits, so should be subtracted from the total
number of attempted credits.
Earned credits: Includes transferred credits and satisfactory grades (A - D-, P).
Divide earned credits by attempted credits (do not round numbers up or down)
o Example: 19 earned credits / 27 attempted credits = .7037 or 70.37%
o Example: 17 earned credits / 27 attempted credits = .6296 or 62.96%
Monitoring and Evaluating Progress
In order to ensure SAP standards are being met, the Registrar’s Office will evaluate and monitor students' academic
achievement at the end of each term. If a student’s record is evaluated and determined to be unsatisfactory, the student
will be placed on Warning, Probation, or Suspension. Students will be notified through their Augsburg email if they fail to
meet SAP standards.
Warning
Students who do not meet cumulative standards will be placed on Warning. At the end of the next semester attempted,
students meeting cumulative standards will be removed from Warning. If cumulative standards are not met, the
student’s semester term GPA and completion rate will be evaluated. Students earning a minimum of a 2.00 term GPA
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and 66.67% term completion rate and completing all other Warning requirements (www.augsburg.edu/acskills) will be
placed on Probation. If cumulative and term standards are not met, students will be Suspended.
Probation
Students on Probation must meet cumulative standards. At the end of the next semester attempted, students meeting
cumulative standards will be removed from Probation. If cumulative standards are not met, the student’s semester term
GPA and completion rate will be evaluated. Students earning a minimum of a 2.00 term GPA and 66.67% term
completion rate and completing all other Probation requirements (www.augsburg.edu/acskills) will remain on
Probation. If cumulative and term standards are not met, students will be Suspended.
Students on Warning or Probation who voluntarily withdraw from Augsburg may apply for readmission. At that time, the
Student Standing Committee will review their application for readmission.
For more information about Warning and Probation requirements, visit www.augsburg.edu/acskills.
Suspension
Students on Warning or Probation who do not meet cumulative and term standards will be suspended from the
University. Students may appeal their Suspension to the Student Standing Committee. The Committee decision is final.
Instructions for appeal are included in the Letter of Suspension.
Students who have been suspended may apply for readmission after one full academic year (including fall, spring, and
summer semesters). At that time, the Student Standing Committee will review the application for readmission.
Augsburg University reserves the right to intervene with students who earn less than a 2.00 and 66.67% in a semester
but are otherwise meeting cumulative standards.
Professional Program Dismissal
Students may also be dismissed from professional programs, such as social work, education, and nursing. A student
dismissed from a program may appeal the decision through the Program Dismissal Appeal Process. The process is
available at inside.augsburg.edu/studentaffairs/studentguide.
Dean’s List
The Dean’s List, compiled after each semester, recognizes undergraduate students for outstanding achievement during
the term. Students can qualify for the Dean’s List in two ways:
Earning a semester GPA of 3.50 or higher based on 12 or more traditionally-graded credits
Earning a semester GPA of 3.75 or higher based on 6-11 traditionally-graded credits
Incomplete courses and other classes without final grades at the time the Dean’s List is compiled will not be considered.
The Dean’s List is published on Inside Augsburg and students can choose to submit announcements to their hometown
newspapers.
Enrollment/Degree Verification
Augsburg University has authorized the National Student Clearinghouse to act as its agent for verification of student
enrollment and degree status.
Contact information is as follows:
National Student Clearinghouse
2300 Dulles Station Blvd, Suite 300
Herndon, VA 20171
Web: www.studentclearinghouse.org
Phone: 703-742-4200
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Veterans of Military Service
Augsburg is approved by the state approving agency for VA education benefits. Veterans and eligible spouse and
dependents should consult with the VA School Certifying Officials in the Registrar’s Office and Student Financial Services
about completion of enrollment verification and the forwarding of other information to the Department of Veterans
Affairs. Veterans will need to meet the requirements of the Veterans Administration regarding repayment of
educational assistance funds received. Additional information about veterans’ education benefits can be found at
www.benefits.va.gov/gibill.
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Augsburg Core Curriculum
Augsburg University is dedicated to educating students intellectually, physically, and spiritually. To live fully and act
effectively, humans must have a broad grasp of the world from which they have come, as well as the world in which they
live. Through providing courses in the humanities, fine arts, natural sciences, and social sciences, the core curriculum
introduces students to the breadth and complexity of human knowledge and our world.
“Search for Meaning” courses invite students to explore vocation, diversity, and pluralism through the study of Judaism,
Christianity, and Islam, and encourages students to consider their own religious, philosophical, and ethical commitments
in dialogue with other perspective. The Language courses introduce students to the skills and sensibilities necessary to
cross cultures and work across difference. Wellness courses offer students opportunities to develop skills and habits of
healthful living.
Students choose from more than 50 major areas of study to gain a depth of knowledge in a discipline and to prepare for
a career or further study. Thus, through a balance of curricular activities supported by full programs in student life and
religious life, an Augsburg University education strives to educate its students in a real world for the real world.
Undergraduate Student Learning Outcomes
The University’s mission statement offers a series of educational values:
Augsburg University educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible
leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in its
life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the
faith and values of the Lutheran Church, and shaped by its urban and global settings.
As part of this mission, Augsburg’s faculty have identified a set of outcomes for student learning
These areas reflect our shared commitment to offering a vibrant liberal arts education in tandem with career
preparation and vocational discovery. We expect students to achieve these outcomes cumulatively, through the
completion of the core curriculum, majors / minors, electives and co-curricular experiences.
As Informed Citizens, students are learning to …
engage their communities and demonstrate a sense of agency to create change in ethical and informed ways
explain diverse positions and collaborate effectively across social, cultural and geographic differences in local and
global contexts
As Thoughtful Stewards, students are learning to …
critically engage their own beliefs and articulate their gifts and goals for meaningful life and work in a pluralistic
context
identify the broad foundations for sustainable living and apply them in demonstrable ways
As Critical Thinkers, students are learning to …
use appropriate methods to gather and analyze evidence, identify underlying assumptions, and evaluate competing
claims
construct coherent, polished and persuasive arguments, narratives and explications in written, oral and other
formats
As Responsible Leaders, students are learning to …
employ the fundamental principles of quantitative literacy to arrive at thoughtful judgments
articulate and solve problems in creative, analytical, and integrative ways
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Overview of the Curriculum
The Augsburg Curriculum is comprised of three main components: core curriculum (or general education requirements),
major requirements, and electives. Some students may need to complete entry-level skill courses before enrolling in
college-level classes. The general education requirements include a liberal arts foundation, signature courses and
experiences, skills development, and a keystone.
Entry Level Placement Tests
Math, Writing, English (if applicable), and language placement for Language courses.
The Augsburg Core Curriculum
The Augsburg First Year
Augsburg Seminar
Engaging Minneapolis
Many Voices Project
The Augsburg Signature Curriculum
Religion, Vocation, and the Search for Meaning I and II
Augsburg Experience
Senior Keystone
The Liberal Arts Foundation
Natural Sciences and Math
Social and Behavioral Sciences
Humanities
Fine Arts
Electives
Majors
Skills
The Augsburg Curriculum is designed to help students develop the skills necessary for successful careers and fulfilling
lives, including:
Writing
Critical Thinking
Oral Communication
Information Literacy
Quantitative Literacy
Religious Literacy
Problem Solving
Intercultural Competence
Civic Agency and Engagement
Health and Wellness
Entry Level Placement Tests
Prior to their first registration, students will complete placement tests in:
Mathematics
Writing
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Language Placement
and, if applicable, English Language Learning
First-year students entering Augsburg in the fall of 2013 or later must complete developmental and writing courses by
the end of their fourth term. Transfer students entering Augsburg in the fall of 2013 or later must complete all required
developmental and writing courses by the end of their third term. The developmental courses subject to this policy are:
ENL 101
ENL 111 / HON 111 / ENL 112
ENL 217 / 218
MAT 103 / 105
Mathematics
For a strong start at Augsburg, students will take an entry-level exam to determine their math placement group (MPG.)
In some cases, students who have transferred a mathematics course taken at another college may have their MPG
determined by the Registrar’s Office. All other students must take the Augsburg Math Placement Test, administered by
Academic Advising. Students are required to take the Math Placement Test before registering for the first term. Practice
questions and other information are available on the Academic Advising website -- students are encouraged to study for
the exam. Students may retake the Math Placement Test once during their first term of enrollment.
Based on the math placement test result, students will be enrolled in the appropriate courses or advised on preparation
for retaking the Math Placement Test. Students in Math Placement Group (MPG) 1 must take MAT 103: Prealgebra to
advance to MPG 2. Students in MPG 2 must take MAT 105: Applied Albegra to advance to MPG 3. Students in MPG 3
must take MAT 114: Precalculus to advance to MPG 4, if planning to take calculus. No other MAT course changes a
student’s MPG. A grade of Pass or C- or higher is required to advance to the next math level.
Students are encouraged to advance their MPG as soon as possible. Students must achieve Math Placement Group
(MPG) 3 or higher to graduate. In addition, many courses require MPG 2, 3, or 4 as a prerequisite.
Writing
A writing sample is required of students to determine placement in an appropriate writing class. Students who transfer
an equivalent English composition course from another institution or Advanced Placement English Language and
Composition will be waived from the placement test. If we have official access to an ACT writing sample, we can use that
sample in place of the writing placement test. All other students must take the Writing Placement Test, administered by
Academic Advising.
Based on the writing sample, students are placed into the appropriate writing course. Students placed at Effective take
Effective Writing (or Advanced Effective Writing or Honors Effective Writing). Students placed at Developmental take
Developmental Writing (ENL 101) before taking Effective Writing. These students must pass Developmental Writing (ENL
101) with a grade of P, C-, or higher before enrolling in Effective Writing (ENL 111/112/HON 111).
Modern Language Placement Test
Students with proficiency or experience in French, German, or Spanish complete a placement test. Students begin their
exploration of modern language at the level identified by the placement test. This online placement is administered by
Academic Advising. Placement for American Sign Language and Ojibwe is administered by faculty representing those
specific languages. Students speaking other languages can take a test through Language Testing International and
receive credit for the test by ordering a transcript of a score to be sent to Augsburg.
English Language Learners Assessment
Students whose primary language is other than English will complete a placement to determine preparedness for classes
taught in English and may need to complete an English Language Learning course(s). This placement is administered by
Academic Advising.
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Core Skills Requirements
Effective Writing
Students must pass ENL 111 - Effective Writing, ENL 112 - Advanced Effective Writing, or HON 111 - Honors Effective
Writing with a grade of C-, P, or higher, or transfer in an equivalent course. Attendance at the first day of class is
required.
Language
For students who have not previously studied a second language, completion of a two-course sequence in the same
language with a minimum grade of C- or P in both courses is required. For a language previously studied, placement into
the 211 level or successful completion (minimum grade of C- or P) of 112 satisfies the graduation requirement.
Placement into French, German, and Spanish courses is based on assessment results from an online Brigham Young
University evaluation tool. Students proficient in other languages may seek a placement evaluation through faculty
fluent in the specified language at Augsburg or other ACTC schools. Details are available from Academic Advising.
Availability of assessment in all languages is not guaranteed.
Assessment is used for placement only and does not result in credit. Students may audit, but will not receive credit for
any course taken below their placement level. The Department of Languages and Cross-Cultural Studies may review and
sometimes override assessment results as deemed appropriate.
Language courses accepted in transfer may be applicable to this skills area for partial or full completion of the
requirement.
Students who have demonstrated competence in American Sign Language by passing an approved course sequence will
have fulfilled the Language Core Skill.
Students whose first language is not English and whose score is below the minimum on the English Language Learners
(ELL) placement test must fulfill the ELL requirement. The requirement is satisfied by successfully completing the ELL
course(s) and achieving a score above the minimum on the ELL placement exam. Students who complete the ELL
requirement will receive credit for the Language Core Skill requirement. Contact Academic Advising or the English
Department for additional information.
Health and Wellness
Two health and wellness courses are required. WEL100 - Foundations of Wellness (formerly HPE001) is required of all
students. The second course may be chosen from a variety of different Recreational Wellness courses. Students may test
out of the Recreational Wellness course by demonstrating proficiency from a selected Recreational Wellness activity.
Proficiency exams are offered through the Health and Physical Education Department each semester. There is a fee to
take the Recreational Wellness Activity Proficiency Test. Intercollegiate athletes and Health and Physical Education
majors may not test out of this requirement.
The Augsburg Core Curriculum
The Augsburg Core Curriculum is designed to prepare students to become effective, informed, and ethical citizens
through their engagement in a curriculum that:
Provides a liberal arts foundation and promotes the acquisition of intellectual and professional skills
Calls for common inquiry into questions of faith and the search for meaning
Cultivates the transformative discovery of, and appreciation for, the student’s place of leadership and service in a
diverse world
The curriculum has three major components:
Liberal Arts Foundation
Signature Curriculum
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Skills Development
The Augsburg First Year
To smooth the transition to higher education and their new community, first-year weekday program students are
required to take courses containing the following components:
Augsburg Seminar and Engaging Minneapolis
The Engaging Minneapolis requirement builds on Augsburg’s national leadership in experiential education as well as its
commitment to its urban location. Embedded in the first-year Augsburg Seminar experience, Engaging Minneapolis
introduces students to the city as a resource for intentional learning, typically through civic engagement, cultural
engagement, and/or service-learning.
Many Voices Project
Embedded in ENL 111, 112, and HON 111 (see Core Skills requirements), the Many Voices Project engages first-year
students in discussion of a common text addressing themes of cultural diversity and global awareness. Emphasizing ways
in which written communication can promote understanding and productive engagement among different cultures and
points of view, the Many Voices Project is intended to teach skills and methods that promote successful communication
among diverse writers and readers.
The Augsburg Signature Curriculum
Religion, Vocation, and the Search for Meaning
Guided by the faith and values of the Lutheran Church, the Search for Meaning courses encourage inquiry, welcome
diversity, wrestle with life’s complexities, and engage the world. Two required courses (RLN 100 plus a Search for
Meaning II course) highlight Augsburg’s commitment to developing religious literacy and nurturing students to think
critically about the concept of vocation.
Students from all faith traditions will find a generous spirit of hospitality in these courses. Whether you are Jewish or
atheist, Buddhist or seeker, Catholic or Muslim, Baptist, Lutheran, uncertain, disinterested, or someone who is “spiritual
but not religious,” these courses promote respect and understanding across faith traditions. All religion courses engage
with the concept of vocation and an understanding that we are called to live and serve as neighbors. RLN 100 explores
the idea that vocation is a model and lens for viewing the connections between our basic beliefs and the commitments
and actions we make in life.
The Liberal Arts Foundation
The Liberal Arts Foundation courses introduce students to knowledge and modes of inquiry across a wide range of
disciplines and subjects. The course offerings in the liberal arts provide the opportunity for students to acquire a broad
and solid foundation for their specialized study and professional preparation.
Students choose two approved LAF courses from two different departments in each domain: Natural Sciences and
Mathematics, Social and Behavioral Sciences, Humanities, and Fine Arts.
The official list of approved LAF courses is found on the Registrar’s Office webpage.
Natural Sciences and Mathematics
Two approved courses from two different departments: Biology, Chemistry, Environmental Science, Mathematics,
Physics. One must be a lab science course.
Social and Behavioral Sciences
Two approved courses from two different departments: Anthropology, Economics, Environmental Studies, Political
Science, Psychology, Sociology.
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Humanities
Two approved courses from two different departments/programs: American Indian Studies, Communication Studies,
English, History, Philosophy, Religion, Languages and Cross-Cultural Studies (literature and culture courses), and Gender,
Sexuality, and Women’s Studies.
Note: The signature Search for Meaning (RLN 100 and 200) courses do not count as humanities Liberal Arts Foundation
requirements. If a student opts to take another approved RLN course to fulfill the Search for Meaning II requirement,
that course may not count toward a Humanities LAF.
Fine Arts
Two approved courses or approved activities from two different departments: Art, Film, Music, Theater.
One fine arts LAF requirement can be met by participating in one of the following:
Four semesters in any combination of the major choral ensembles listed (MUE 111, 112, 114, 115)
Four semesters of orchestra (MUE 121)
Four semesters of concert band (MUE 141)
Senior Keystone
The Senior Keystone course provides a final opportunity for exploring the central themes of an Augsburg education—
vocation and the search for meaning in a diverse and challenging world. In this course, students reflect on the meaning
of their educational experiences and consider issues of transition as they prepare for their lives after Augsburg. Many
Keystone courses also meet major requirements.
The Senior Keystone course in each department connects the broad liberal arts foundation with the professional skills
and in-depth study of the major. It asks graduating students to think critically, reflectively, and ethically about their place
in the world as leaders and servants.
Electives
A student must complete a minimum of 128 semester credits in order to graduate. If the Core Curriculum and Major
requirements do not reach 128 semester credits, the student may take electives for credit in any subject area to reach
the minimum credit requirement.
Majors
For major requirements, see the appropriate departmental page(s) of this catalog or consult the department chair.
Graduation Skills
An Augsburg education aims to develop certain key skills during the years in college. Critical thinking, quantitative
reasoning, speaking, writing and information literacy are deliberate components of certain courses. Graduation skill
requirements typically are embedded in required courses in the major. Some departments, however, designate courses
outside the major or elective courses in the major that fulfill these requirements.
The Quantitative Reasoning (QR) skill incorporates both foundational mathematical skills and the application of those
skills. MPG 3 (Math Placement Group 3) is a prerequisite for all quantitative reasoning courses. See the appropriate
departmental page(s) in this catalog or consult the department chair for more information.
Core Curriculum Modifications
Some majors that result in a Bachelor of Science degree give students the ability to modify their Core Curriculum
requirements. For majors that allow both options, please note that students must choose either the Liberal Arts
Foundation waiver or the Language waiver. The two waiver options cannot be combined for a student.
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Bachelor of Science/Liberal Arts Foundation (LAF) Waiver
Students who elect the Bachelor of Science/LAF Waiver must complete at least six of the eight LAF requirements,
provided at least one course is taken in each of the four domains. (e.g., two Natural Science and Mathematics courses,
two Social and Behavioral Science courses, one Fine Arts course, and one Humanities course) The following majors are
approved for the Bachelor of Science/LAF Waiver:
Actuarial Science (St. Thomas)
Biology
Biopsychology
Chemistry
Computer Science
Elementary Education
Exercise Science
Health Education (teaching licensure only)
Mathematical Economics
Mathematics
Music Therapy
Nursing
Physical Education (teaching licensure only)
Physics
Bachelor of Science/Language Waiver
Students who elect the Bachelor of Science/Modern Language Waiver are not required to complete modern language
courses as part of their degree. The following majors are approved for the Bachelor of Science/Modern Language
Waiver:
Actuarial Science (St. Thomas)
Biology
Biopsychology
Chemistry
Computer Science
Mathematical Economics
Mathematics
Music Therapy
Nursing
Physics
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Majors and Minors
Majors, or concentrations of study, may be within one department, within one division, or may cross academic
disciplines.
Students are required to declare a major upon completion of 48 semester credits, and earlier in some disciplines. Details
of majors and minors are in the departmental pages of this catalog. Unless otherwise indicated, majors are part of the
Bachelor of Arts degree. Students are not required to complete a minor for graduation. Minors completed after a
bachelor’s degree is awarded are noted on the transcript.
Below is a complete list of majors, minors, and emphases. Listings that are in bold type are offered through both the Day
Program and the Adult Undergraduate (AU) program. Students are encouraged to discuss scheduling rotation of major
courses with their faculty advisors.
Majors and Areas of Emphasis
Accounting
American Indian Studies
Art and Design
Art History
Studio Art
Graphic Design
Biology (BA or BS)
Life Sciences (BA)
Biopsychology (BS)
Business Administration
Economics/Business Administration
Music Business
Chemistry (BA or BS)
Communication Studies
Computer Science (BA or BS)
Computational Economics (BA)
Computational Philosophy (BA)
Economics
Applied Economics
Computational Economics
Economics
Economics/Business Administration
Economics/Political Science (teacher licensure
major)
Mathematical Economics (BS)
Education
Education Studies (non-licensure)
Elementary Education Studies (non-licensure)
Kindergarten-Elementary (BA or BS- licensure)
K-12 English as a Second Language
Special Education: Academic Behavioral
Strategist
Secondary (non-major, licensure only)
English
Communication Arts/Literature (teacher
licensure major)
Creative Writing
Literature, Language, and Theory
Environmental Studies
Exercise Science (BA or BS)
Film
Finance
Gender, Sexuality, and Women’s Studies
Global Women’s and Gender Studies
Sexuality Studies
Health Education (BA or BS)
History
Interdisciplinary Studies
International Business
International Relations
International Business Concentration
Languages and Cross-Cultural Studies
Cross-Cultural Studies
French
German
Spanish
Management
Management Information Systems
Marketing
Mathematics (BA or BS)
Medieval Studies
Music
Music (BA)
Music Business (BA)
Music Education (BM)
Music Performance (BM)
Music Therapy (BS)
New Media
Promotional Communication
Game Design
Web Design
Nursing (BS-Evening program offered through AU only)
Philosophy
Computational Philosophy
Physical Education (BA or BS)
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Physics (BA or BS)
Biophysics (BS)
Space Physics (BS)
Political Science
Political Science/Economics (teacher licensure
major)
Pre-Law
Public Policy and Political Change
Psychology
Psychology and Law
Clinical Psychology
Social Psychology
Religion
Theology and Public Leadership
Social Work (BS)
Sociology
Student-Designed Major
Theater
Design/Technical
Directing/Dramaturgy/Playwriting
Performance
Urban Studies
Minors
Accounting
American Indian Studies
Art
Architecture
Art History
Graphic Design
Studio Art
Biology
Business Administration
Business Minor for Science Majors
Chemistry
Communication Studies
Computer Science
Culture and Social Justice
Economics
English
Literature, Language, and Theory
Writing
Creative Writing
Environmental Studies
Exercise Science
Film
Gender, Sexuality, and Women’s Studies
Global Women’s and Gender Studies
Sexuality Studies
Health Education
History
International Business
International Relations
Languages and Cross-Cultural Studies
French
German
Spanish
Leadership Studies
Management Information Systems
Business Analytics
Marketing
Mathematics
Statistics
Medieval Studies
Music
Music Business
New Media
Peace and Global Studies
Philosophy
Physical Education
Physics
Political Science
Pre-Law
Public Policy and Political Change
Psychology
Religion
Social Welfare
Sociology
Special Education
Theater
Musical Theater
Urban Studies
Youth Studies
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Student-Designed Major
Students may design their own major with the assistance and approval of three advisors from relevant fields and
subsequent final approval by the Augsburg University Academic Affairs Committee (AAC). A student-designed major
allows flexibility in selecting major courses. Any student wishing to design a major must complete a proposal, submit it
with approval and supporting letters from three faculty advisors, and obtain AAC approval of the program. Students
should seek AAC approval as early as possible so that any changes suggested by AAC may be incorporated into the
design without affecting the student’s proposed completion date. The deadline for initial submission of the program
design to AAC is the first term in which the student has achieved junior status; the final version must be approved the
term before the student achieves senior status.
Students wishing to design majors must:
1. Develop the student-designed major in concert with three faculty advisors from relevant fields, who together
constitute the Review Team. All advisors must sign the proposal cover sheet and submit supporting letters of
approval to AAC. Supporting letters should assess both the student’s ability to complete the proposed major and the
validity and value of the proposed major, including (in at least one of the letters) the proposed capstone course. The
advisors’ signatures and supporting letters represent their approval of the program, including the capstone course,
and their commitment to oversee the student’s progress.
2. Develop a student-designed major program proposal that includes:
A statement of learning goals and objectives
A list of proposed courses (minimum of 36 semester credits, no more than one of which is a lower-level
language course, and at least five of which are upper division) and a discussion of how the courses are related to
the program goals. Indicate how the proposed courses collectively support a specialized and cohesive plan
usually associated with an academic major. Proposals must include research describing comparable programs of
study at a minimum of three other academic institutions. In addition, students should consult with the Clair &
Gladys Strommen Center for Meaningful Work for additional information regarding career objectives. The
proposal should provide information showing how the Augsburg Core Curriculum requirements (including
graduation skills) are to be fulfilled.
A description of the student-designed major capstone to be taken some time during the senior year. The student
should devise the capstone in consultation with advisors. It should require an integrative project/paper that
draws together the coursework up to that point and/or prepares one for further study. In addition, at least one
of the advisors must specifically address the rationale for the proposed capstone in his or her supporting letter,
though approval of the student-designed major program by all advisors presumes their approval of the capstone
course.
Submit the completed proposal and supporting documentation to the Office of Academic Affairs.
If AAC approves the proposed major program, the student will be expected to complete the program designed and still
meet all of the other Augsburg degree requirements as stated in the University catalog.
Students who design their own majors will meet with their advisors regularly throughout the design and subsequent
evaluation of their program. Changes in the approved student-designed major may be made through the normal
petition process to the Student Standing Committee with advisor approval.
ACTC Majors
Full-time Day students may complete other majors through the Associated Colleges of the Twin Cities (ACTC). Students
who wish to complete a major or minor offered at one of the other ACTC colleges must submit a completed ACTC Major
or Minor Declaration Form to the Registrar’s Office. This form must list all ACTC courses required and be signed by the
ACTC school advisor. Some majors may not be available or may have a competitive application process with acceptance
determined by the major department.
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Students choosing an ACTC major will need to work with an advisor at the other campus to plan course schedules so
that the student is making progress towards the degree. Students should know that registration for ACTC courses can
be limited and are advised to submit registration materials at the earliest possible time.
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Pre-Professional Programs
Students who plan to enter the fields of law, medicine, dentistry, ministry, veterinary science, or pharmacy can profit
from a liberal arts education at Augsburg.
It is recommended that requirements for admission to graduate schools or seminaries be reviewed and the course of
study at Augsburg planned accordingly. A faculty advisor is available in each field to assist students in their planning. In
addition, the Undergraduate Research and Graduate Opportunities (URGO) office includes a Health Science Advisor who
works directly with students pursuing health care fields. Students who want to plan a pre-professional program should
contact Academic Advising prior to or early in their first year to arrange for faculty advising.
List of Pre-Professional Programs
Pre-Health Science
o See Biology Departmental page
Pre-Law
o Students considering a career in law should examine the handbook published by the Association of
American Law Schools. Pre-law students major in disciplines of their own choosing; most law school
entrance requirements will be satisfied with a record of solid achievement coupled with an acceptable Law
School Admission Test (LSAT) score.
Pre-Pharmacy
o Augsburg has a program designed to fulfill minimum requirements of the College of Pharmacy at the
University of Minnesota: BIO 151, 353, 476; CHM 115, 116, 351, 352; COM 111 or 115; ECO 112 or 113; ENL
111, 220; MAT 145; PHY 121, 122; and two courses in behavioral sciences such as PSY 105 and SOC 121.
Requirements at other universities may vary.
Pre-Seminary
o A student may enter a theological seminary with any of several different majors, such as history, philosophy,
English, psychology, sociology, or religion. Recommended preparation includes RLN 100, 200; at least two
semesters of history (Western civilization); one or more courses in the history of philosophy; and Greek in
the junior and/or senior year. The Bernhard Christensen Center for Vocation provides resources and
support, including scholarship opportunities, for students considering seminary.
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Academic Organization and Departments
As a liberal arts institution, Augsburg University believes that knowledge and truth are interrelated and are integrated
into a whole. The tradition of the academic world, however, divides this unified truth into more manageable parts: the
academic disciplines. The knowledge of individual disciplines is subdivided into courses that make it more accessible to
students. These courses can be arranged in various ways to construct majors, to create the substance of a broad general
education, and to give students the opportunity to study areas of particular individual interest.
Degrees Offered
Augsburg offers the following undergraduate degrees:
Bachelor of Arts
Bachelor of Music
Bachelor of Science
Faculty
The heart of any educational institution is its faculty. Augsburg University is particularly proud of the excellence and
commitment of its professors. Most faculty hold a doctorate or the highest degree in their field, and all consider
teaching to be the focus of their activity. Faculty are also involved in a variety of professional and research activities that
support their teaching. They are actively involved in an exciting faculty development program that introduces them to
current thought in many fields, but especially in teaching techniques and theories.
Augsburg’s size and small classes encourage its tradition of close involvement between professors and students. Faculty
act as academic advisors and participate regularly in campus activities. Every incoming student is assigned both a faculty
and staff academic advisor. In this close interaction, faculty act as mentors for students, and the staff advisor primarily
guides course planning.
Course Descriptions
Course descriptions offer a brief summary of the subject matter to aid students in planning a program. Course
descriptions can be found at our Course Description Search. A syllabus containing a more detailed explanation of
content, approach, requirements, and evaluations for a particular course can be obtained from the instructor.
Internships and Independent Studies
Every department offers opportunities for internships and independent study. The course description and process for
registering for credit is normally the same for each department. Some departments have additional requirements that
are noted in the course description. Interdisciplinary internships are also available.
Internships
198 – Internship/On-campus
199 - Internship/Off-campus (4 credits)
A work or service-based learning experience typically at the sophomore level in which a student, faculty member, and
site supervisor design a learning agreement that links the ideas and methods of the discipline with the opportunities
inherent in the placement. Prior to the beginning of the term/registration, interested students must consult with the
departmental internship coordinator or a faculty member and the Strommen Center regarding requirements and
permission to register.
396 - Internship/On-campus (4 credits)
397 - Internship/Off-campus (2 credits)
398 - Internship/On-campus (2 credits)
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399 - Internship/Off-campus (4 credits)
A work or service-based learning experience at the junior/senior level in which a student, faculty member, and site
supervisor design a learning agreement that links the ideas and methods of the discipline with the opportunities
inherent in the placement. For some majors, participation in a concurrent seminar may be expected. Prior to the
beginning of the term/registration, interested students must consult with the departmental internship coordinator or a
faculty member and the Strommen Center regarding requirements and permission to register. (Off-campus 397/399
internships are one option for the Augsburg Experience graduation requirement.)
Directed and Independent Studies
299 - Directed Study
An opportunity to study topics not covered in the scheduled offerings under the direction of an instructor. Approval
must be secured in writing from the instructor and the department chairperson before the term in which the study is
undertaken.
499 - Independent Study/Research
An opportunity for advanced and specialized research projects. Approval must be secured in writing from the instructor
and the department chairperson before the term in which the study is undertaken.
Academic Year
All Augsburg programs follow the semester calendar with fall, spring, and summer semester lengths ranging from 14-16
weeks.
In Augsburg’s Day Program full-time students normally take 16 credits per semester. Day Program students are able to
take courses from the other four Associated Colleges of the Twin Cities during fall or spring semester.
Adult Undergraduate (AU) classes typically meet on the same night of the week, Monday through Thursday for threeand-a-half hours, on an alternating bi-weekly schedule. The alternating weeks of the semester are labeled “Maroon,”
and “Silver.” Online and out-of-class work occurs during the non-class meeting week. Students may take up to 19 credits
per semester.
Rochester (ROCH) campus classes are held on weekday evenings and meet alternate weeks. There are seven to eight
class sessions supplemented by online instruction each semester with each class meeting for 3.5 to 4 hours. Students
may take up to 19 credits per semester.
Courses and majors offered through AU/ROCH are equivalent to their Day Program counterparts. However, the
curriculum is limited to selected liberal arts courses and majors.
Course Offerings
In general, most courses are offered at least once per year unless otherwise indicated. Since some courses are offered
alternate years, it is important that the student review major requirements and course offerings with an advisor to
ensure that all requirements can be met.
Note: Not all courses are offered in all programs. Refer to AugNet Records and Registration for information on when
specific courses are offered.
Credit Hour Definition
Augsburg’s credit hour policy follows the federal guidelines in defining a semester credit hour as one fifty-minute period
of instruction and 100 minutes of out-of-class work per week for fifteen weeks, or the equivalent amount of student
work completed over a different time frame or via a different delivery method.
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Numbering
Courses numbered 100 -299 are classified as lower division. Courses numbered 300 and above are classified as upper
division. In general, courses in the 100s are primarily for first-years, 200s for sophomores, 300s for juniors, and 400s for
seniors.
Prerequisites
Courses that must be taken before enrolling in a higher level course are listed in the online Course Description Search as
prerequisites. While it is not recommended, a student may enroll in a course when a prerequisite has not been fulfilled if
there is prior approval by the professor teaching the course. Effective Writing (ENL111) and math placement
prerequisites cannot be waived by the instructor. Students may be dropped from a course they have registered for if
they do not earn a satisfactory grade in the prerequisite for that course in the preceding semester.
Divisions and Departments
The University curriculum is offered by 26 departments that are grouped into three divisions for administrative and
instructional purposes:
Fine Arts and Humanities
American Indian Studies, Art, Communication Studies, Film, and New Media, English, History, Languages and CrossCultural Studies, Music, Philosophy, Religion, Theater, Gender, Sexuality, and Women’s Studies, University librarians.
Natural and Social Sciences
Biology, Chemistry, Computer Science, Economics, Mathematics, Physics, Political Science, Psychology, Sociology.
Professional Studies
Business Administration, Education, Health, Physical Education and Exercise Science, Nursing, Social Work.
Full explanation of departments and academic programs including major/minor requirements, graduation skills, and
other academic information is provided in the following pages, alphabetically by department.
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American Indian Studies
American Indian Studies is a major that gives students the opportunity to learn about the original, indigenous cultures of
North America. Students will be provided with a multidisciplinary understanding of the history and present situation of
American Indians. The program emphasizes the interrelations among history, culture, language, literature, the arts,
philosophy, religion, political and social forces, and the legal status and sovereignty of American Indians. This course of
study exposes students to the richness and beauty of North American Indian cultures.
Faculty
Eric Buffalohead (Chair), Elise Marubbio, Joaquin Munoz, Dale Weston, Vinodh Kutty, Sophia Jacobson
Degree and Major Requirements
American Indian Studies Major
Nine courses, including at least four upper division courses:
AIS 105 - Introduction to American Indian Studies
AIS 205 - Contemporary American Indians
One of ENL 255 or AIS 264
o ENL 255 - American Indian Literature
o AIS 264 - American Indians in the Cinema
HIS 236 - American Indian History
RLN 370 - American Indian Spirituality and Philosophical Thought
Four elective courses chosen from the following:
o AIS 208 - Native American Women and Film
o AIS 233 - Women: A Cross-Cultural Perspective
o AIS 264 - American Indian in the Cinema
o AIS 299 - Directed Study
o AIS 305 - Indigenous Issues of the Americas
o AIS 320 - American Indian Women
o AIS 332 - Native American Storytelling
o AIS 364 - Indigenous Filmmakers
o AIS 396 - Internship
o AIS 399 - Internship
o AIS 405 - Indigenous Activism and Resistance in the Americas
o AIS 408 - Native American Women and Film
o AIS 490 - Indigenous Issues of the Americas
o AIS 495 - Topics
o AIS 498 - Independent Study/Research
o AIS 499 - Independent Study
o ART 290 - Native American Art
o DAK 111 - Beginning Dakota I
o DAK 112 - Beginning Dakota II
o ENL 255 - American Indian Literature
o ENL 355 - Themes in American Indian Literature
o OJB 111 - Beginning Ojibwe I
o OJB 112 - Beginning Ojibwe II
*AIS Majors may complete the Keystone requirement either by taking AIS 490 (travel seminar), AIS 405, KEY 490 or
another approved keystone course.
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Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by GST 200, MAT 163,
MAT 164, or PHI 230. Transfer students must consult an advisor about potential adjustments to their course
requirements to fulfill each of these skills.
American Indian Studies Minor
Five courses including AIS 105. At least two courses must be upper division.
For a complete list of courses and descriptions, see the Course Description Search.
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Art & Design
Art is essential. It teaches us to see, claim beauty, make sense of pain, explore the world, and express ourselves.
At Augsburg University, inspiration and creativity flourish with diversity. A solid foundation of drawing, design, and
history is balanced with the development of technical skills, critical thinking, and creative exploration in a range of
media, including graphic design, drawing, painting, printmaking, ceramics, sculpture, photography, hand papermaking,
book arts, art history, architecture, and digital media. Through experiential learning and critical engagement, we foster
understanding of and respect for the crucial contributions of art to society. We are a small campus in the heart of a
major metropolitan area with an innovative faculty. Our classrooms extend into the city creating opportunities for
community engagement and real-life experiences.
On-campus galleries showcase student and professional artwork. Nearby museums, galleries, studio visits, and guest
artists provide art in real time. Service learning, internships, and study abroad are integral to our program.
We reach nearly 1,000 students a year from all disciplines, and graduate 15-20 majors annually with Bachelor of Arts
degrees in art history, graphic design, studio art, and art education. Minors in studio art, art history, graphic design, and
architecture provide additional opportunities for specialization.
For more than half a century, students have been earning degrees in art and art history at Augsburg University. We’re
excited to be here in the center of the city. You will be, too.
Art & Design Faculty
Kristin M. Anderson, Christopher Houltberg, Daniel Ibarra, Robert K. Tom
Degree and Major Requirements
Note: All studio courses require 3-6 work hours per week outside of class sessions. Most studio courses have lab fees.
Graduation Skills
The Critical Thinking (CT), Writing (W) and Speaking (S) graduation skills are embedded throughout the offered courses
and is met by completing the majors.
Quantitative Reasoning (QR) requirement is met by completing one of the following courses:
GST 200, MAT 111, MAT 145, MAT 146, MAT 163, PHI 230, or PHY 119.
Studio Art Major
Majors should begin their programs with the required studio arts foundations:
ART 102 – Design
ART 107 – Drawing
One course in two-dimensional art chosen from the following
o ART 118 - Painting I
o ART 201 - Introduction to Graphic Design
o ART 223 - Print Making I
o ART 257 - Watercolor Painting I
One course in three-dimensional art chosen from the following
o ART 221 - Sculpture I
o ART 250 - Ceramics I
o ART 280 - Hand Papermaking and Book Arts I
Five additional studio arts courses
ART 240 - Art History Survey
Two additional upper division art history courses
o ART 349 - The Designed Environment
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o ART 352 - Women and Art
o ART 382 - Scandinavian Arts
o ART 385 - Prehistoric and Ancient Art
o ART 386 - Medieval Art
o ART 387 - Renaissance and Baroque Art
o ART 388 - Modern Art
o ART 389 - American Art
o ART 390 - Native American Art
ART 305 - Mid-Program Portfolio Review
ART 405 - Senior Exhibition/Project and Review
Studio majors must participate in a group exhibition and review in their junior year, followed by a solo or two-person
show with a faculty review in their senior year, and the annual senior group exhibition.
Art Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
Majors should begin their programs with the required studio arts foundations:
ART 102 - Design
ART 107 - Drawing
One course in painting from:
o ART 118 - Painting I
o ART 257 - Watercolor Painting I
One course in three-dimensional art from:
o ART 221 - Sculpture I
o ART 250 - Ceramics I
One course in graphic arts from:
o ART 132 - Photography I
o ART 223 - Print Making I
One course in fibers: ART 280 - Hand Papermaking and Book Arts I
One course in computer design from:
o ART 201 - Introduction to Graphic Design
o ART 202 – Typography
Two second-level courses in two different disciplines
ART 240 - Art History Survey
Two additional upper division art history courses from:
o ART 349 - The Designed Environment
o ART 352 - Women and Art
o ART 382 - Scandinavian Arts
o ART 385 - Prehistoric and Ancient Art
o ART 386 - Medieval Art
o ART 387 - Renaissance and Baroque Art
o ART 388 - Modern Art
o ART 389 - American Art
o ART 390 - Native American Art
ART 305 - Mid-Program Portfolio Review
ART 405 - Senior Exhibition/Project and Review
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Studio majors must participate in a group exhibition and review in their junior year, followed by a solo or two-person
show with a faculty review in their senior year, and the annual senior group exhibition.
Graphic Design Major
All of the following skill and workshop courses:
o ART 124 - Graphic Design Production: InDesign
o ART 125 - Graphic Design Production: Illustrator
o ART 126 - Graphic Design Production: Photoshop
o ART 127 - Graphic Design Production: HTML/CSS
o ART 226 - Artist Workshop
All of the following core courses:
o ART 133 - Introduction to Digital Photography
o ART 201 - Introduction to Graphic Design
o ART 202 - Typography
o ART 240 - Art History Survey
o ART 315 - Graphic Systems
o ART 324 - Design Studio I
o ART 326 - Design Studio II
o ART 424 - Advanced Design Studio III
o ART 425 - Advanced Design Studio IV
One of the following courses in drawing:
o ART 107 - Drawing
o ART 122 - Plein Air Sketching I
One of the following courses in three-dimensional art form:
o ART 105 - Introduction to Architectural Drawing
o ART 221 - Sculpture I
o ART 250 - Ceramics I
o ART 280 - Hand Papermaking and Book Arts I
One of the following courses in art history:
o ART 349 - The Designed Environment
o ART 352 - Women and Art
o ART 382 - Scandinavian Arts
o ART 385 - Prehistoric and Ancient Art
o ART 386 - Medieval Art
o ART 387 - Renaissance and Baroque Art
o ART 388 - Modern Art
o ART 389 - American Art
o ART 390 - Native American Art
One elective ART course (4 credits):
o Any other ART course not listed above
ART 305 - Mid-Program Portfolio Review
ART 405 - Senior Exhibition/Project and Review
Art History Major
Eight art history or architectural history courses including:
o ART 240 - Art History Survey
o ART 388 - Modern Art
o Six other art history or architectural history courses
Two studio courses:
o ART 102 - Design or ART 107 - Drawing
o ART 118 - Painting I or ART 221 - Sculpture I
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ART 305 - Mid-Program Portfolio Review
ART 405 - Senior Exhibition/Project and Review
Art History majors must participate in a group exhibition and review in their junior year, followed by creating and
curating a research-based exhibition with faculty review in their senior year.
Double Major
Students planning a double major in studio art and art history or a major/minor combination should meet with a
department advisor to plan appropriately.
Departmental Honors
GPA of 3.50 in the major and overall, portfolio of artwork (studio majors) or research (art history majors) reflecting the
highest quality work, and Department of Art & Design-approved special projects and/or research. Application should be
made to the department chair before the last term of the senior year.
Architecture Minor
Five courses including:
ART 105 - Introduction to Architectural Drawing
ART 210 - Drawing for Design in Architecture
ART 243 - History of Architecture to 1750
ART 244 - History of Architecture after 1750
ART 249/349 - The Designed Environment
Art History Minor
Five art history courses including ART 240 - Art History Survey.
Graphic Design Minor
The following skill courses:
ART 124 - Graphic Design Production: InDesign
ART 125 - Graphic Design Production: Illustrator
ART 126 - Graphic Design Production: Photoshop
ART 127 - Graphic Design Production: HTML/CSS
The following core courses:
ART 107 - Drawing or ART 122 - Plein Air Sketching I
ART 201 - Introduction to Graphic Design
ART 202 - Typography
ART 315 - Graphic Systems
ART 324 - Design Studio I
Studio Art Minor
Five courses including:
ART 107 – Drawing
ART 240 – Art History Survey
Three additional studio courses.
For a complete list of courses and descriptions, see the Course Description Search.
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Biology
From transgenic crops to emerging diseases to being a member of the human species, biology affects – literally – every
part of your life. Because biology is such a broad field, the biology program at Augsburg emphasizes integration across
many sub-disciplines, including molecular, cellular, organismal, evolutionary, and ecological biology. Additionally, the
biology program at Augsburg coordinates with the mathematics, chemistry, and physics programs to ensure that our
students acquire the necessary knowledge to fully understand biological phenomena.
Augsburg’s Biology program is designed to provide students with the opportunities to (1) understand the fundamental
knowledge of the discipline, (2) know how scientific knowledge is generated and disseminated, (3) effectively
communicate scientific information in written and oral forms, (4) be proficient in common biological lab techniques, and
(5) demonstrate professionalism in the sciences. Additionally, Augsburg has a strong commitment to undergraduate
research, both on and off campus. There are a variety of opportunities to work on research projects with Biology faculty
and subsequently present your research at regional, national, and international meetings.
Graduates of our Biology program follow many different paths. Most of our graduates use their undergraduate major in
Biology as a springboard for further study. Augsburg graduates have gone on to graduate studies leading to careers in
post-secondary teaching, basic and applied research, and public health or have entered professional programs in
medicine, veterinary medicine, and dentistry. In addition, many of our students go directly into the workforce as
laboratory technologists and teachers.
Biology Faculty
Matthew Beckman (Chair), Jennifer Bankers-Fulbright, William Capman, David Crowe, Nidanie Henderson-Stull, Teresa
Krause, Dale Pederson, Emily Schilling, Leon Van Eck
Degree and Major Requirements
Students may choose one of the following degree options: Bachelor of Arts in biology, Bachelor of Science in biology, or
Bachelor of Arts in life sciences.
Bachelor of Arts in Biology
The total number of required courses in the department is nine courses. There are additional required supporting
courses that must be taken in other disciplines.
BIO 151 - Introductory Biology
BIO 152 - Evolution, Ecology, and Diversity
BIO 253 - Introductory Cellular Biology
BIO 255 - Genetics
One math/statistics course chosen from:
o MAT 114 - Precalculus
o MAT 145 - Calculus I
o MAT 163 - Introductory Statistics
o MAT 164 - Introductory Statistics for STEM
o PSY 215 - Research Methods and Statistics I
CHM 115 and CHM 115L- General Chemistry I and Lab
CHM 116 and CHM 116L - General Chemistry II and Lab
PHY 116 or a Physics sequence
o PHY 116 - Introduction to Physics
o PHY 107 and 108 - College Physics I and II
o PHY 121 and 122 - General Physics I and II
One Keystone course chosen from:
o BIO 490 - Biology Keystone
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o SCI 490 - Integrated Science
o HON 490 - Honors Senior Seminar
o Another keystone with departmental approval
Five upper division electives, at least one of which must be BIO 361, BIO 440, or BIO 481. Students may take two
different BIO 485 courses in place of one upper division elective:
o BIO 351 - Invertebrate Zoology
o BIO 353 - Comparative Vertebrate Anatomy
o BIO 361 - Plant Biology
o BIO 369 - Biochemistry
o BIO 440 - Plant Physiology
o BIO 471 - Advanced Cellular and Molecular Biology
o BIO 473 - Physiology of Humans and Other Animals
o BIO 474 - Developmental Biology
o BIO 475 - Neurobiology
o BIO 476 - Microbiology
o BIO 481 - Ecology
o BIO 485 - Advanced Topics in Biology
o BIO 486 - Immunology
o BIO 495 - Special Topics in Biology
o PHY 317 - Biophysics
Bachelor of Science in Biology
The total number of required courses in the department is nine courses. There are additional required supporting
courses that must be taken in other disciplines.
BIO 151 - Introductory Biology
BIO 152 - Evolution, Ecology and Diversity
BIO 253 - Introductory Cellular Biology
BIO 255 – Genetics
CHM 115 and CHM 115L- General Chemistry I and Lab
CHM 116 and CHM 116L - General Chemistry II and Lab
CHM 251 - Organic Chemistry I
CHM 252 - Organic Chemistry II
One Physics sequence
o PHY 121 and 122 - General Physics I and II
o PHY 107 and 108 - College Physics I and II
MAT 145 - Calculus I
MAT 146 - Calculus II
One Keystone course chosen from:
o BIO 490 - Biology Keystone
o SCI 490 - Integrated Science
o HON 490 - Honors Senior Seminar
o Another keystone with departmental approval
Five upper division electives, at least one of which must be BIO 361, BIO 440, or BIO 481. Students may take two
different BIO485 courses in place of one upper division elective:
o BIO 351 - Invertebrate Zoology
o BIO 353 - Comparative Vertebrate Anatomy
o BIO 361 - Plant Biology
o BIO 369 – Biochemistry
o BIO 440 - Plant Physiology
o BIO 471 - Advanced Cellular and Molecular Biology
o BIO 473 - Physiology of Humans and Other Animals
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o
o
o
o
o
o
o
o
BIO 474 - Developmental Biology
BIO 475 – Neurobiology
BIO 476 – Microbiology
BIO 481 – Ecology
BIO 485 - Advanced Topics in Biology
BIO 486 – Immunology
BIO 495 - Special Topics in Biology
PHY 317 - Biophysics
General Education Accommodation
BS biology majors may reduce their general education program by one or two courses. See Bachelor of Science/Liberal
Arts Foundation (LAF) Waiver in the Academic Information section of the catalog.
Bachelor of Arts in Life Sciences
This major is appropriate for students also seeking secondary teaching licensure in biology.
BIO 151 - Introductory Biology
BIO 152 - Evolution, Ecology, and Diversity
BIO 253 - Introductory Cellular Biology
BIO 255 – Genetics
One math/statistics course chosen from:
o MAT 114 – Precalculus
o MAT 145 - Calculus I
o MAT 163 - Introductory Statistics
o MAT 164 - Introductory Statistics for STEM
o PSY 215 - Research Methods and Statistics I
CHM 115 and CHM 115L- General Chemistry I and Lab
CHM 116 and CHM 116L - General Chemistry II and Lab
PHY 116 or a Physics sequence
o PHY 116 - Introduction to Physics
o PHY 107 and 108 - College Physics I and II
o PHY 121 and 122 - General Physics I and II
One Keystone course chosen from:
o BIO 490 - Biology Keystone
o SCI 490 - Integrated Science
o HON 490 - Honors Senior Seminar
o Another keystone with departmental approval
Two science courses from the following:
o PHY 101 – Astronomy
o SCI 106 - Introductory Meteorology
o An introductory geology course
Four upper division electives, at least one of which must be BIO 361, BIO 440, or BIO 481:
o BIO 351 - Invertebrate Zoology
o BIO 353 - Comparative Vertebrate Anatomy
o BIO 361 - Plant Biology
o BIO 369 – Biochemistry
o BIO 440 - Plant Physiology
o BIO 471 - Advanced Cellular and Molecular Biology
o BIO 473 - Physiology of Humans and Other Animals
o BIO 474 - Developmental Biology
o BIO 475 – Neurobiology
o BIO 476 – Microbiology
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o
o
o
o
BIO 481 – Ecology
BIO 486 – Immunology
BIO 495 - Special Topics in Biology
PHY 317 - Biophysics
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) are embedded throughout the
offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing COM 115
(preferred) or COM 111 or HON 130.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Transfer course policy for majors and minors
All transfer courses, including ACTC courses, must be approved in writing by the department, subject to review by the
chair. Only those biology courses successfully completed (C- or above) within the last 10 years will be considered. At
least four upper division electives must be completed in residence (at Augsburg University). Some students take a 2
semester sequence of human anatomy and physiology either out of interest or to meet a prerequisite for Physician
Assistant or other programs. The Biology Department accepts the 2 semester sequence of Human Anatomy and
Physiology from several colleges as a replacement for 1 of the upper division electives, without written approval. Consult
with a Biology Department advisor to learn which anatomy and physiology courses at other colleges are accepted.
Custom Biology Programs
Students who have completed BIO 151, 152, 253, 255 and at least one upper division elective may, in consultation with
their advisor, seek approval from the department to complete major requirements with as many as four upper division
courses from other institutions.
Departmental Honors
The awarding of Departmental Honors recognizes a student’s outstanding achievement(s) in the Biology Major. Only
students who have a major GPA of 3.5 or higher and an overall GPA of 3.0 or higher may earn Departmental Honors by
successfully completing one of the following:
1. Continuation of a summer or academic year biology research internship via successful completion of BIO 297, BIO 399,
BIO 497, BIO 499 or HON 499. Before registering for one of these options, students must submit a formal letter of intent
to an Honors Committee of three biology faculty (to be determined by the mentor and student) at least 2 weeks prior to
the registration deadline. This formal letter of intent will be composed of no more than one page of text providing the
following: (1) Title of project; (2) abstract describing the project with special focus given to the questions that will be
addressed, the methods to be used and the expected outcomes; (3) name and signature (with date) of your faculty
advisor; and (4) list of the three Biology Department faculty who have agreed to serve as your Honors Committee. A
decision whether or not to approve registration will be made by the Honors Committee within one week of submission.
Successful completion of the Honors process requires a public presentation of your research and a written report in the
style of a typical peer-reviewed biological discipline journal article. The written report will be accepted or rejected by the
Honors Committee within 2 weeks of submission. Although there is no formal deadline for the submission of the final
paper it is advised that the student and committee establish a date for submission, typically no later than March 15, at
the time of the proposal submission so that successful recipients of departmental honors can be recognized during
graduation ceremonies.
2. Selection for, participation in, and completion of the Mayo Innovation Scholars Program (including the final
presentation).
3. Scoring above the national 90th percentile on the ETS Major Field Test in Biology.
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Minor
A course sequence in general chemistry and five biology courses including BIO 151, 152, and three additional BIO
courses (200 level or above). The majority of courses in biology must be taken at Augsburg University.
Other Requirements
In planning their courses of study, students are encouraged to work closely with members of the biology faculty. Biology
majors must have an advisor in the biology department. In order to complete all major requirements in four years, BIO
151 and 152 and General Chemistry should be taken in the first year, and BIO 253, BIO 255 and Organic Chemistry (when
appropriate) in the second year. Students should complete their math requirements early in their academic careers.
Students must earn a minimum grade of D and an average grade of C- in BIO 151 and 152. Supporting course
requirements in chemistry, mathematics, physics, and communication must be satisfied with a grade of C- or higher to
satisfy either major or prerequisite requirements. A grade of C- or higher is required in BIO 253 and BIO 255 in order to
fulfill major requirements and to fulfill the prerequisite requirements of several upper division biology electives. A grade
of C- or higher must be earned in all upper division biology courses applied toward meeting the requirements of a major.
All biology courses applied toward the major must be traditionally graded. A GPA of 2.5 in biology courses is required for
the life science major.
*Students completing majors in biology or life science will be required to take the ETS Major Field Test in Biology during
their final year of the program. The exam will appear on the graduation checklist.
Biology for Health Sciences
Prerequisite requirements for health sciences vary with the program and the institution. Care should be taken to study
the requirements for every program well in advance of making application. In general, the pre-medical curriculum
includes a year each of biology, general chemistry, organic chemistry, calculus and physics. Courses in biochemistry,
statistics, advanced biology, and social and behavioral sciences are also important preparation for the MR5 Medical
College Admissions Exam. Programs in physician assistant training, veterinary medicine, physical therapy, and such
typically have a more extensive list of prerequisites. Students considering a post-baccalaureate program in these areas
should consult early and often with health science advisors Catherina Kipper, Dixie Shafer, Dale Pederson, and Kelsey
Richardson-Blackwell.
Graduate Training in Biology
Graduate programs in biological fields typically require two semesters of general chemistry, organic chemistry, calculus,
and physics. Also required is extensive involvement in faculty-student research through URGO, McNair and other
research opportunities which satisfy the Augsburg Experience. Student also participate in research off campus through
internships and summer research experiences. Careful consultation with a biology advisor is recommended to select
among coursework and research options.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for biology teachers, the science portions of which are
satisfied by the Augsburg Life Sciences major only if BIO 476 Microbiology and BIO 481 Ecology are selected as two of
the upper division electives. The state requirements may be subject to change after the publication of this catalog.
Students should therefore consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements. All upper division biology requirements for secondary licensure must be completed before
beginning student teaching.
Post-Baccalaureate Teaching Licensure
Students who have earned a bachelor’s degree elsewhere and seek life science teaching licensure at Augsburg are
required to complete a minimum of two upper division biology courses at Augsburg with a GPA of 2.5 or higher.
Required or elective courses are determined by the department following review of transcripts and prior to
matriculation.
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Beta Beta Beta
Membership in the Augsburg chapter of this national biology honor society is open to students who have completed at
least three semester courses in Biology, including at least one 200-level or higher biology course at Augsburg University.
Students must have a GPA of 3.0 in biology.
Cooperative Education and Service-Learning
The department works with the Strommen Center for Meaningful Work in identifying and defining cooperative
education experiences in laboratories and other settings in the Twin Cities.
For a complete list of courses and descriptions, see the Course Description Search.
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Biopsychology
The biopsychology major is designed to offer students an integrative perspective on the biological basis of behavior.
Towards this end, students will take courses in both psychology and biology to gain exposure to a broad range of
theories and research covering a variety of topics such as cognition, motor control, sensation/perception, emotion, and
psychopathology. These topics will be studied at multiple levels of analysis including genetic, neural, and environmental.
The biopsychology major will provide students with a strong foundation of courses in neuroscience, statistics, and
chemistry. This broad training can help prepare students for careers in research, medicine, public health, education, and
pharmaceutical or biotechnology industries.
Biopsychology Faculty
Matthew Beckman (Biology), Ralph Butkowski (Biology), David Crowe (Biology), Ben Denkinger (Psychology), Stacy
Freiheit (Psychology), David Matz (Psychology), Dale Pederson (Biology), Bridget Robinson-Riegler (Psychology), Nancy
Steblay (Psychology), Henry Yoon (Psychology).
Degree and Major Requirements
Major
Thirteen courses, including at least five courses numbered 300 or above:
BIO 151 - Introductory Biology
BIO 152 - Ecology, Evolution and Diversity
BIO 253 - Introductory Cellular Biology
BIO 475 – Neurobiology
CHM 115 and CHM 115L- General Chemistry I and Lab
CHM 116 and CHM 116L - General Chemistry II and Lab
PSY 105 - Principles of Psychology
PSY 215 - Research Methods and Statistics I
PSY 315 - Research Methods and Statistics II
PSY 355 – Biopsychology
Two Psychology electives from the following:
o PSY 253 - Aging and Adulthood
o PSY 262 - Abnormal Psychology
o Either PSY 299 or two semesters of PSY 360
PSY 299 - Directed Study (Research in Biopsychology)
PSY 360 - Psychology Laboratory (two semesters)
o PSY 325 - Social Behavior
o PSY 354 - Cognitive Psychology
o PSY 391 - Individual Differences
o PSY 410 - Clinical Neuropsychology
o PSY 491 - Advanced Research Seminar
o PSYC 322 - Sensation and Perception (St. Thomas)
o PSYC 407 - Seminar in Behavioral Neuroscience (St. Thomas)
o PSYC 378 - Psychology of Language (Macalester)
o PSYC 486 - Seminar in Neuropharmacology (Macalester)
Two Biology electives from the following:
o BIO 255 – Genetics
o BIO 369 – Biochemistry
o BIO 471 - Advanced Cell and Molecular Biology
o BIO 473 - Physiology of Humans and Other Animals
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o BIO 474 - Developmental Biology
o BIO 495 - Special Topics in Biology: Animal Behavior (this topic only)
o BIOL 356 - Cellular and Molecular Neuroscience (Macalester)
o PHY 317 – Biophysics
One Keystone course chosen from:
o BIO 490 - Biology Keystone
o PSY 400 - Keystone Internship
o SCI 490 - Integrated Science
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) are embedded throughout the
offered courses and are met by completing the major. The graduation skill in speaking (S) is met by completing COM 111
or 115. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill
these skills.
Other Requirements
An average grade of C-, with no grade below a D is required for BIO 151 and 152. A grade of C- or above is required for
all courses (200 level and above) applied to the major. At least two of the electives applied towards the major must be
upper division (300- or 400-level). A minimum of five courses must be from Augsburg.
Transfer Course Policy for Majors
All transfer courses, including ACTC courses, must be approved in writing by the department chair(s). Only those biology
and psychology courses successfully completed (C- or above) within the last 10 years will be considered. In general,
courses that meet the transfer guidelines may only be applied to introductory or elective credit for the major.
Biopsychology Honors
GPA of 3.5 in the major, and 3.3 overall. Students must complete a high-quality research project, approved and
evaluated by three members of the Biopsychology faculty. Formal application must be made no later than the junior
year.
For a complete list of courses and descriptions, see the Course Description Search.
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Department of Business Administration
Our mission is to prepare students for professional careers in business or for graduate studies. This preparation involves
a curriculum that stresses analysis and communication, emphasizes both theory and practice, and is shaped by the
needs of the business community. The department fosters close ties with the corporate community that provide a
wealth of practical expertise, a variety of internship opportunities, and future job prospects. The faculty believe they can
best serve both the student and the community by providing an education that is technically competent, ethically based,
and socially aware.
Faculty
Jeanne Boeh (Chair), John C. Cerrito, David A. Conrad, George F. Dierberger, Jacob Enger, Kellie Groon, Marc D. Isaacson,
Phyllis Kapetanakis, Won Yong Kim, Jayoung Koo, Lori L. Lohman, Marc C. McIntosh, Milo A. Schield
General Requirements
Majors
The Department of Business Administration offers seven majors: Business Administration (Music Business
Specialization), Accounting, Finance, International Business, Management, Management Information Systems, and
Marketing. There is also a combined Business and Economics major, which incorporates courses from both the
Departments of Business Administration and Economics.
Minors
Minors provide students the opportunity to study and obtain a professional credential in an area of study that is in
addition to their major. The Department of Business Administration offers eight minors: Business Administration (for
non-business majors only), Business Analytics, Business Minor for Science Majors, International Business, Music
Business, Accounting, Management Information Systems, and Marketing.
Transfer Students
Transfer students must complete at least four of the upper division courses required in the major at Augsburg, or at
least three courses in the minor, or obtain an exemption from the department. Transfer courses must be approved by
the department. Transfer courses taken more than 10 years ago will not be accepted. Business courses (ACC, BUS, FIN,
MIS, MKT) taken at Augsburg more than 10 years ago will not be applied toward a major unless approved by a faculty
member in the student's designated major area or the chair. Suitable intervening work experience will also be
considered.
Advising
Students who plan to pursue any of our business majors are strongly encouraged to select a departmental advisor who
teaches in their major. This should be done by the end of sophomore year at the latest. In addition to advising,
departmental faculty can counsel students on their careers, assist in obtaining internships or jobs, and provide letters of
recommendation for prospective employers or graduate programs. The Business Administrator is also available for
advising questions relating to degree progress, course selection, and international courses abroad.
Departmental Honors
To complete departmental honors in the Department of Business Administration, students need to consult with the
Department Chair. Students need to apply to the department and start the process during their junior year. Students will
also have the opportunity to obtain the honorific of Scholar of Distinction, another method of earning departmental
honors, by scoring in the top 10% on the Major Field Test, a comprehensive assessment given during the senior year.
Please contact the Department Chair(s) for more specific information.
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Internships
Students are strongly encouraged to work with the Strommen Center for Meaningful Work and department faculty to
obtain an internship during their junior or senior year. Internships can provide students with experience that may be
valuable in competing for jobs after graduation. Faculty advisors should be consulted about internships. The department
offers an internship course which can be taken for 2.0 or 4.0 credits (BUS 397/399). This course aids students in finding
an internship placement within an organization which supports their major and provides direction and support.
Study Abroad
The Department of Business Administration faculty actively support international study. For additional details, see the
section on Special Academic Programs: Study Abroad and Study Away in this catalog, or consult the Department Chair
and/or Departmental Administrator for international business courses or other overseas opportunities.
P/N Grades
Students may apply no more than 8 semester credits with P grades toward a major and no more than 4 semester credits
with a P grade toward a minor. Please refer to the Graduation section of this catalog for specific details regarding P/N
grades.
Business Core Requirements*
*The exceptions are the Business/Economics major and the Business Music major.
Thirteen courses including:
ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
BUS 242 - Principles of Management
BUS 301 - Business Law
BUS 362 - International Business
ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
FIN 331 - Financial Management
MIS 260 - Problem Solving for Business
One of MIS 264 or MIS379 (MIS 379 is required for Accounting and Finance majors)
o MIS 264 - Statistical Literacy for Managers
o MIS 379 - Quantitative Methods for Business and Economics
MKT 252 - Principles of Marketing
One of the following mathematics courses:
o MAT 110 - Finite Mathematics
o MAT 111 - Mathematics in Society
o MAT 114 – Precalculus
o MAT 145 - Calculus I
o MAT 146 - Calculus II
o MAT 171 - Discrete Mathematics for Computing (MAT 171 is required for Management Information Systems
majors)
o MAT 173 - Mathematics of Finance
o MAT 273 - Statistical Modeling
One of the following communications courses:
o COM 111 - Public Speaking
o COM 112 - Contest Public Speaking
o COM 115 - Scientific and Technical Public Speaking
o ENL 240 - Introduction to Literary Study
o ENL 241 - Introduction to Cinema Art
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o
o
o
o
o
o
o
o
o
o
o
ENL 250 - American Voices
ENL 251 - Introduction to African American Literature
ENL 255 - American Indian Literature
ENL 260 – Authors
ENL 270 – Themes
ENL 280 – Genres
ENL 290 - Explorations in Language and Theory
ENL 291 - Thailand: Teaching ESL
HIS 102 - The Shaping of Western Civilization
HIS 103 - The Modern World
HIS 282 - The History of Women Since 1848
Further explanation of the above:
The mathematics requirement is fulfilled by any MAT course numbered 110 and above with LAF status (excluding
MAT 137, MAT 138, MAT 163, MAT 164, and MAT 287).
The communication requirement is fulfilled by courses identified for writing and speaking with Humanities LAF
status.
For a complete list of courses and descriptions, see the Course Description Search.
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Business Administration
The major in Business Administration prepares students for professional careers in business administration or for
graduate studies. Within this area, there is one specialization available to Day students called Music Business and
another option available to both Day and AU students called the Combined Business and Economics major. These two
areas provide students with a broad foundation so they can readily adapt to internal changes in interests and goals and
to external changes in circumstances and opportunities. These majors involve substantial courses from outside the
Department. The major requirements for these majors are shown below.
Degree and Major Requirements
Business Administration Major with a Specialization in Music Business
Eight business and economics courses including:
ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
BUS 242 - Principles of Management (Music Business majors may substitute BUS 254 in place of BUS 242)
FIN 331 - Financial Management
MIS 260 - Problem Solving for Business
MKT 252 - Principles of Marketing
Two allied requirements in economics:
o ECO 112 - Principles of Macroeconomics
o ECO 113 - Principles of Microeconomics
Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone Requirement.
Music Courses:
MUS 205 – Legal Issues in Music, Entertainment, and the Arts
MUS 335 – Music Business
MUS 336 - Arts Management and Concert Promotion
MUS/BUS 399 – Internship
MUS 162 – Entrepreneurship for Creative Businesses**
MUS 408 – Current and Future Issues in the Music Industry**
**Students may substitute 4 credits of business elective (chosen in consultation with the faculty adviser) in place of
MUS162 and MUS408
12 elective credits in MUS or 8 semester credits in MUS credits and 4 semester credits in MUE (8 credits must be in
residence at Augsburg), selected from:
MUS 113 - Music Theory and Aural Skills I
MUS 114 - Music Theory and Aural Skills II
MUS 130 - Introduction to Music in the Fine Arts
MUS 220 - Worlds of Music
MUS 241 - History of Jazz
(other MUS courses as approved by advisor)
Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses.
The Quantitative Reasoning (QR) graduation skill is met by completing two courses: MIS 260 (QF) and either MIS 264 or
MIS 379 (QA).
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Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone Requirement.
Combined Major in Business Administration and Economics
Eleven courses including:
ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
BUS 242 - Principles of Management
MKT 252 - Principles of Marketing
One of MIS 379 or FIN 331
o MIS 379 - Quantitative Methods for Business and Economics
o FIN 331 - Financial Management
One other upper division BUS, ACC, FIN, MIS, or MKT course
ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
One other upper division ECO course
Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the combined major in Business Administration and Economics. The Quantitative Reasoning
(QR) graduation skill is met by completing: ECO 112 or 113 (QF) and either MIS 379, ECO 318, or ECO490 (QA).
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone Requirement.
Minor in Business Administration
*This minor is not available to students majoring in Accounting, Finance, International Business, Management,
Marketing, MIS, or Music Business. Augsburg cannot grant two academic credentials for the same set of courses.
Six courses including:
ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
MKT 252 - Principles of Marketing
BUS 242 - Principles of Management
One of MIS 379, MIS 264, or FIN 331
o MIS 379 - Quantitative Methods for Business and Economics
o MIS 264 - Statistical Literacy for Managers
o FIN 331 - Financial Management
One of ECO 112 or ECO 113
o ECO 112 - Principles of Macroeconomics
o ECO 113 - Principles of Microeconomics
Other configurations may be permitted with approval of the Department Chair.
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Business Minor for Science Majors (open only to students majoring in Biology, Biopsychology, Chemistry, Computer
Science, Mathematics, Physics, Psychology)
Six courses including:
ACC 221 - Introduction to Financial Accounting
One of BUS 242 or BUS 254
o BUS 242 - Principles of Management
o BUS 254 – Entrepreneurship
ECO 113 - Principles of Microeconomics
MKT 252 - Principles of Marketing
PHI 120 – Ethics
One of BUS 399 or BUS 397
o BUS 399 – Internship
o BUS 397 - Internship
Minor in Music Business
The Music Business minor is a course of study designed both for the music major desiring additional preparation in
business and for the non-music major interested in pursuing a career in the music industry. With the Music Business
minor, students are given the opportunity to enroll in coursework and participate in on-site field experiences that
address specific professional skills necessary to enter today’s music industry. The minor is a collaborative program
between the music and business departments. See the Music Department for requirements.
For a complete list of courses and descriptions, see the Course Description Search.
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Accounting
Accountants perform an important function in society by providing high-quality financial information. Augsburg
Accounting majors learn the requisite skills to do this through the study of theories and practices associated with the
areas of financial accounting, managerial accounting, tax accounting, and auditing. In addition, Accounting majors take
courses in other business areas necessary so that they have a broad understanding of how accounting serves the needs
of business managers and others who rely on accounting information.
Students completing the Accounting major will be prepared for entry-level positions as auditors and public accountants,
management accountants, tax accountants, and internal auditors. Their education will give them knowledge and skills to
work as accountants in business, government, and nonprofit organizations and to work in other positions requiring
engagement with financial information.
The Augsburg Accounting major also provides students with the accounting and business coursework required to take
the Uniform Certified Public Accountant (CPA) exam. Students can sit for the CPA exam after they have completed their
Bachelor of Arts in Accounting. Students should note, however, that in order to be licensed as a CPA they must have
completed a total of 150 credit hours in either undergraduate or graduate coursework and have one year of relevant
work experience in auditing or taxation. Students will also have met the coursework requirements to take the Certified
Management Accountant (CMA) exam.
Accounting majors are encouraged to consider taking one of the professional accounting examinations upon graduation.
Students interested in learning more can find information at the following websites:
CPA exam general information: https://www.aicpa.org/becomeacpa/cpaexam.html
State of Minnesota CPA exam requirements: www.revisor.mn.gov/rules
CMA exam: www.imanet.org/cma_certification
Degree and Major Requirements
Accounting Major
Business Core Requirements
Must take MIS 379 rather than MIS 264
Required Accounting Courses:
Six courses including:
ACC 322 - Intermediate Accounting I
ACC 323 - Intermediate Accounting II
ACC 324 - Managerial Cost Accounting
ACC 326 - Tax Accounting
ACC 423 – Auditing
ACC 425 - Advanced Accounting
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone requirement.
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Joint Bachelor of Arts in Accounting and Master of Arts in Leadership
A BA in Accounting and an MA in Leadership (MAL) can be earned in this five-year program designed for students who
wish to qualify for CPA certification and obtain a Master’s degree. By the end of the fifth year and successful completion
of all requirements, the student receives both a BA in Accounting and an MA in Leadership and will have fulfilled the
150-hour requirement to qualify for the CPA certification. Refer to the Graduate Studies Catalog for a complete list of
courses.
It is recommended that students meet with an Accounting advisor to create an effective plan for successful completion
of the five-year program.
Accounting students planning to pursue the five-year degree must apply for admission to the MAL program at the end of
their junior year. The application process includes submission of:
Completed application form
Two letters of recommendation (one from an Augsburg professor and one from an employer)
Personal statement
Example of their writing in an academic paper
GPA of at least 3.30
Interview with the Director of the MAL program
Students must also have faculty endorsement from the Accounting program. Students must complete at least one year
of accounting work experience (either a job or internship) by the time they graduate from the MAL program.
Program Coordinator: Marc McIntosh
Minor in Accounting
Six courses including:
ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
ACC 322 - Intermediate Accounting I
ACC 323 - Intermediate Accounting II
ACC 324 - Managerial Cost Accounting
One of the following:
o ECO 112 - Principles of Macroeconomics
o ECO 113 - Principles of Microeconomics
o FIN 331 - Financial Management
o MIS 260 - Problem Solving for Business
o MIS 379 - Quantitative Methods for Business and Economics
For a complete list of courses and descriptions, see the Course Description Search.
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Finance
The Finance major prepares students for professional careers in corporate finance and the financial services industry.
Augsburg Finance majors learn requisite skills through courses focused on financial theory and practice, investment and
portfolio theory, intermediate accounting theory, money and banking, and international finance. In addition, Finance
majors take courses in other business areas necessary so that they have a broad understanding of how finance serves
the needs of business managers and others who rely on financial information. Besides careers in the finance/accounting
area in all businesses large and small, this major leads to careers in banking, asset management, insurance, and
investment banking. Students will gain the knowledge and skills to work as financial analysts and financial managers in
business, government, and nonprofit organizations, and to work in other positions requiring engagement with financial
information.
Students are encouraged to complete an internship prior to graduation. Proficiency in the use of spreadsheets such as
Excel is expected. Coursework provides a foundation for graduate school and professional career examinations such as
the Chartered Financial Analyst (CFA), conducted by the CFA Institute, and the Certified Financial Planner (CFP).
Degree and Major Requirements
Finance Major
Business Core Requirements
Must take MIS 379 rather than MIS 264
Required Finance Courses
Five courses including:
ACC 322 – Intermediate Accounting I
ECO 315 - Money and Banking
FIN 433 - Financial Theory: Policy and Practice
FIN 438 - Investment Theory
FIN 460 - International Finance
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about
potential adjustments to their course requirements to fulfill each of these skills.
Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone requirement.
For a complete list of courses and descriptions, see the Course Description Search.
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International Business
The objective of the international business major is to prepare students for the increasingly competitive and
interdependent international business world with which they must cope. It is absolutely necessary for American
graduates to be fully informed about how to compete and do successful business outside the US as well as in the US
market where much of their competition is from foreign firms.
Students will learn about business transactions between and within countries, exchange rates, the laws and logistics of
international trade, and investments made in foreign markets. Knowledge of other cultures is crucial to being a
successful international business person. Besides your studies in business, finance, banking, and the like, you will also
learn about different cultures and societies. A major in international business will lead you to exciting careers in a global
context.
Degree and Major Requirements
International Business Major
Business Core Requirements
Required International Business Courses:
Four courses including:
BUS 465 - International Management
MKT 466 - International Marketing
One of ECO 360, ECO 370, or FIN 460
o ECO 360 - International Economics
o ECO 370 - International Economic Development
FIN 460 - International Finance
Complete three semesters of a foreign language
o FRE 211 - Intermediate French I
o GER 211 - Intermediate German I
o SPA 211 - Intermediate Spanish I
o Another language in transfer
Further explanation of the above:
Students must complete three semesters of a foreign language (or equivalent). This does not include American Sign
Language. The language requirement may be waived for international students. Contact the International Business
Coordinator for details on language equivalents or other configurations, including transfer equivalencies.
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the international business major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone requirement.
Minor in International Business
Six courses including:
ACC 221 - Introduction to Financial Accounting
One of BUS 242 or MKT 252
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o BUS 242 - Principles of Management
o MKT 252 - Principles of Marketing
One of ECO 112 or ECO 113
o ECO 112 - Principles of Macroeconomics
o ECO 113 - Principles of Microeconomics
Three courses in International Business (one may be in international economics). Options include:
o BUS 362 - International Business
o BUS 465 - International Management
o ECO 360 - International Economics
o ECO 370 - International Economic Development
o FIN 460 - International Finance
o MKT 466 - International Marketing
Students should consult the area coordinator concerning acceptable alternatives in international economics.
For a complete list of courses and descriptions, see the Course Description Search.
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Management
The major in management prepares the student for a wide variety of careers in supervision and senior management.
Peter Drucker once commented that effective management is probably the main resource of developed countries and
the most needed resource in developing ones.
The role of a manager is to guide the organization and its employees toward the accomplishment of goals. The skills
developed in the study of this major are applicable in businesses of any size and in both the for-profit and nonprofit
sectors.
In addition to the general business core courses, students take courses in human resources, strategy, international
management, project management and/or quantitative methods of management.
Degree and Major Requirements
Management Major
Business Core Requirements
Required Management Courses:
Four courses including:
BUS 340 - Human Resource Management
BUS 440 - Strategic Management
BUS 465 - International Management
One of MIS 376 or ECO 318
o MIS 376 - Project Management
o ECO 318 - Management Science
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the Management major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone requirement.
For a complete list of courses and descriptions, see the Course Description Search.
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Management Information Systems
The major in Management Information Systems prepares students for professional careers in information systems such
as application developer, business systems analyst, IT consultant, or project manager. MIS studies information systems
as both a resource and a tool for decision-making. Students learn to analyze and evaluate existing systems and to design
and develop new systems. MIS is an extensive major and includes courses from Computer Science, Economics, Business,
Accounting, Finance, and Marketing as well as from MIS.
Degree and Major Requirements
Management Information Systems Major
Business Core Requirements
Must take MAT 171 as math course
Required MIS Courses:
Seven courses including:
MIS 270 - Data Management for Business
MIS 375 - E-Commerce
MIS 376 - Project Management
MIS 475 - Systems Analysis and Design
MIS 476 - Information Systems Projects
CSC 160 - Introduction to Computer Science and Communication
One of CSC 170 or CSC 240
o CSC 170 - Introduction to Programming
o CSC 240 - Introduction to Networking and Communications
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone Requirement.
Minor in Business Analytics
Seven courses including:
CSC 170 - Introduction to Programming
CSC 310 - Introduction to Data Science
MIS 375 - E-Commerce
MIS 479 - Business Analytics
One of MAT 163, MAT 164, or MIS 379
o MAT 163 - Introductory Statistics
o MAT 164 - Introductory Statistics for STEM
o MIS 379 - Quantitative Methods for Business and Economics
One of MAT 171, MAT 145, or MAT 122
o MAT 171 - Discrete Mathematics for Computing
o MAT 145 - Calculus I
o MAT 122 - Calculus for Social and Behavioral Sciences
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One of MIS 270 or CSC 352
o MIS 270 - Data Management for Business
o CSC 352 - Database Management and Design
Minor in MIS
Six courses including:
ACC 221 - Introduction to Financial Accounting
One of BUS 242 or MKT 252
o BUS 242 - Principles of Management
o MKT 252 - Principles of Marketing
ECO 113 - Principles of Microeconomics
MIS 260 - Problem Solving for Business
Two courses selected from the following (no more than one of MIS376 or ECO318 may be applied to the minor):
o MIS 270 - Data Management for Business
o MIS 375 - E-Commerce
o MIS 376 - Project Management
o ECO 318 - Management Science
For a complete list of courses and descriptions, see the Course Description Search.
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Marketing
The Marketing major prepares students for professional careers in a wide variety of marketing functions within both
businesses and nonprofit organizations. Career avenues include marketing research, product management, marketing
communications (such as advertising, public relations and sales promotion), and sales. Marketing courses focus on
integrating both theory and practical applications, with an emphasis on hands-on projects. Augsburg’s metropolitan
location makes it easy for marketing students to complete marketing plans, research studies, and other projects for
leading Twin Cities companies and nonprofit organizations, and provides opportunities for working in the marketing field
after graduation.
Degree and Major Requirements
Marketing Major
Business Core Requirements
Required Marketing Courses:
Five courses including:
MKT 352 - Marketing Research and Analysis
MKT 450 - Marketing Management
MKT 466 - International Marketing
One of MKT 350 or MKT 354
o MKT 350 - Consumer Behavior
o MKT 354 - Sales Management
One of MKT 355 or MKT 357
o MKT 355 - Marketing Communications
o MKT 357 - Advertising
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone requirement.
Minor in Marketing
Five courses including:
MKT 252 - Principles of Marketing
MKT 352 - Marketing Research and Analysis
One of MKT 355 or MKT 357
o MKT 355 - Marketing Communications
o MKT 357 – Advertising
Two additional marketing courses
For a complete list of courses and descriptions, see the Course Description Search.
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Chemistry
Chemistry is the science that examines and works toward understanding matter and changes in matter. Chemistry has
been described as the central science because matter includes the entire physical world, such as the things we use, the
food we eat, and even ourselves. Correlating the insights of chemistry with physics, mathematics, and molecular biology
opens vistas that excite and offer opportunities to benefit the entire world.
Chemists as scientists must be knowledgeable in fact and theory for solving scientific problems and also capable of
providing a public understanding of their work, including potential problems as well as benefits.
Chemists as people must be broadly educated in order to understand themselves and their society. The liberal arts as
offered in the general education curriculum are imperative if a chemist is to be both truly human and truly scientific.
Augsburg’s Chemistry department is approved by the American Chemical Society (ACS) and offers a Chemistry major
that meets the chemistry background required by many fields.
Consonant with these ideals, the Chemistry Department has established the following objectives to help its students
develop into mature scientists:
To provide a course of study of sufficient rigor and depth to enable our graduates who complete our ACS Chemistry
major to compete successfully with their peers of similar ability in graduate school or research positions, as well as
professional goals other than traditional positions as chemists.
To provide an atmosphere of learning so that students will want to remain lifelong learners, thereby remaining
competent in their field, however that may change after graduation, and be able to move into new areas as
opportunities arise.
To encourage students to take a broad view of their education and to integrate outside study areas with the
sciences.
To present the excitement of chemistry to non-science majors as an example of the methodology of the natural
sciences in examining the world around us. The presentation of major concepts underlying the changes in matter,
the opportunity to examine change in the physical world, and the reflection of the implications and limitations of
science in our society will enhance the ability of non-science persons to make better value judgments concerning
science questions in their own endeavors.
Chemistry Faculty
Joan C. Kunz (Chair), Jessica Allen, Amanda Case, Vivian Feng, Arlin E. Gyberg (Emeritus), David R. Hanson, Michael
Wentzel
Degree and Major Requirements
Bachelor of Arts
CHM 115 and CHM 115L- General Chemistry I and Lab
CHM 116 and CHM 116L - General Chemistry II and Lab
CHM 251 and CHM 251L - Organic Chemistry I and Lab
CHM 252 and CHM 252L - Organic Chemistry II and Lab
CHM 280 and CHM 280L - Quantitative Analytical Chemistry and Lab
One of CHM 362 or CHM 368
o CHM 362 - Physical Chemistry: Macroscopic Theory
o CHM 368 - Physical Chemistry: Microscopic Theory
CHM 491 - Chemistry Seminar (four semesters)
SCI 490 - Integrated Science or other approved Keystone
CHM 370, or BIO 369, or other approved biochemistry or chemical biology course
MAT 145 - Calculus I
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MAT 146 - Calculus II
PHY 121 - General Physics I
PHY 122 - General Physics II
4 additional credits from:
o CHM 362 - Physical Chemistry: Macroscopic Theory
o CHM 368 - Physical Chemistry: Microscopic Theory
o CHM 464 - Advanced Organic Chemistry
o CHM 481 - Instrumental Analysis
o CHM 482 - Advanced Inorganic Chemistry
o CHM 494 - Topics in Chemistry (2 cr.)
o CHM 495 - Topics in Chemistry
o CHM 498 - Independent Study/Research (can be repeated once)
o PHY 317 – Biophysics
2 credits from:
o CHM 430 - Advanced Thermodynamic and Separation Lab
o CHM 440 - Advanced Synthesis Lab
o CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab
Because upper division courses have Mathematics and Physics prerequisites, students should plan to take MAT 145, 146
in the first year and PHY 121, 122 in the sophomore year.
BA Chemistry majors are required to take either the ETS or DUCK standard exam in College Chemistry prior to
graduation.
Teaching Licensure in Physical Science
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
CHM 115 and CHM 115L- General Chemistry I and Lab
CHM 116 and CHM 116L - General Chemistry II and Lab
CHM 251 and CHM 251L - Organic Chemistry I and Lab
CHM 252 and CHM 252L - Organic Chemistry II and Lab
CHM 280 and CHM 280L - Quantitative Analytical Chemistry and Lab
CHM 362 - Physical Chemistry: Macroscopic Theory
CHM 370 - BioOrganic Chemistry (or a Biochemistry course)
CHM 491 - Chemistry Seminar (four semesters)
CHM 499 - Introduction to Chemical Research
SCI 490 - Integrated Science or other approved Keystone
MAT 145 - Calculus I
MAT 146 - Calculus II
PHY 121 - General Physics I
PHY 122 - General Physics II
COM 115 or COM 111 - a public speaking course
One course from:
o CHM 464 - Advanced Organic Chemistry
o CHM 482 - Advanced Inorganic Chemistry
2 credits from:
o CHM 430 - Advanced Thermodynamic and Separation Lab
o CHM 440 - Advanced Synthesis Lab
o CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab
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Chemistry for Pre-Professional Students
Pre-medical students should plan to take at least three courses (and usually more) in Biology. Other pre-health and preprofessional students (physician assistant, pharmacy, etc.—see pre-professional program listings in the Academic
Information section) should consult the Chemistry Department for assistance in course planning early in their academic
careers.
Bachelor of Science (non-ACS-Approved)
CHM 115 and CHM 115L- General Chemistry I and Lab
CHM 116 and CHM 116L - General Chemistry II and Lab
CHM 251 and CHM 251L - Organic Chemistry I and Lab
CHM 252 and CHM 252L - Organic Chemistry II and Lab
CHM 280 and CHM 280L - Quantitative Analytical Chemistry and Lab
One of CHM 362 or CHM 368
o CHM 362 - Physical Chemistry: Macroscopic Theory
o CHM 368 - Physical Chemistry: Microscopic Theory
CHM 370, or BIO 369, or other approved biochemistry or chemical biology course
CHM 491 - Chemistry Seminar (four semesters)
MAT 145 - Calculus I
MAT 146 - Calculus II
PHY 121 - General Physics I
PHY 122 - General Physics II
SCI 490 - Integrated Science or other approved Keystone
12-credits from:
o CHM 362 - Physical Chemistry: Macroscopic Theory
o CHM 368 - Physical Chemistry: Microscopic Theory
o CHM 464 - Advanced Organic Chemistry
o CHM 481 - Instrumental Analysis
o CHM 482 - Advanced Inorganic Chemistry
o CHM 494 - Topics in Chemistry (2 cr.)
o CHM 495 - Topics in Chemistry
o CHM 498 - Independent Study/Research (can be repeated once)
o PHY 317 – Biophysics
4 credits from:
o CHM 430 - Advanced Thermodynamic and Separation Lab
o CHM 440 - Advanced Synthesis Lab
o CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab
Bachelor of Science (American Chemical Society Approved Major)
CHM 115 and CHM 115L- General Chemistry I and Lab
CHM 116 and CHM 116L - General Chemistry II and Lab
CHM 251 and CHM 251L - Organic Chemistry I and Lab
CHM 252 and CHM 252L - Organic Chemistry II and Lab
CHM 280 and CHM 280L - Quantitative Analytical Chemistry and Lab
CHM 362 - Physical Chemistry: Macroscopic Theory
CHM 368 - Physical Chemistry: Microscopic Theory
CHM 430 - Advanced Thermodynamic and Separation Lab
CHM 440 - Advanced Synthesis Lab
CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab
CHM 464 - Advanced Organic Chemistry
CHM 481 - Instrumental Analysis
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CHM 482 - Advanced Inorganic Chemistry
CHM 491 - Chemistry Seminar (four semesters)
SCI 490 - Keystone or other approved Keystone
CHM 370, or BIO 369, or other approved biochemistry or chemical biology course
MAT 145 - Calculus I
MAT 146 - Calculus II
MAT 245 - Calculus III
PHY 121 - General Physics I
PHY 122 - General Physics II
4-credits from:
o CHM 494 - Topics in Chemistry (2 cr.)
o CHM 495 - Topics in Chemistry
o CHM 498 - Independent Study/Research (can be repeated once)
o PHY 317 - Biophysics
BS and BS-ACS Chemistry majors are required to take either the ETS or DUCK standard exam in College Chemistry prior
to graduation.
Recommended: PHY 245 - Modern Physics, additional mathematics, research experience, and computer proficiency.
General Education Accommodation
BS Chemistry majors are allowed a two-course reduction in the general education program. See the Core Curriculum
Modifications section of this catalog for details.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the
chemistry major for both BA and BS degrees. ENL 111 should be taken in the first year. The Speaking (S) skill is met
through COM 115 (or COM 111 or HON 130 or other approved speaking course) and further developed in upper division
chemistry courses.
Departmental Honors
BS ACS major; GPA of 3.50 in Chemistry, Mathematics, and Physics; 4 credits or summer of approved research;
participation in seminar.
Minor in Chemistry
Five courses that must include: CHM 115 (and 115L), 116 (and 116L), CHM 280 (and 280L), and any two other Chemistry
courses above 200. At least one of the elective courses numbered above 200 must be taken at Augsburg.
Other Requirements
At least three CHM courses numbered above 200 must be taken at Augsburg for the BA, BS or BS-ACS majors. At least
two CHM courses numbered above 200 must be taken at Augsburg for the chemistry minor.
Students must earn a minimum average GPA of 2.0 or better in the courses that apply toward the major or minor in
chemistry. A course must be completed with a grade of C- or higher to count as a prerequisite for any chemistry course.
A minimum average GPA of 2.0 in chemistry courses is required for any chemistry major.
Note: Other restrictions and prerequisites are in the course descriptions.
Transfer students must consult with a Chemistry Department Advisor about potential adjustments to their course
requirements for the major.
For a complete list of courses and descriptions, see the Course Description Search.
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Communication Studies, Film, and New Media
Our discipline is grounded in rhetorical and scientific principles and is guided by the need to make communicative
choices that are artful, ethical, and effective. The department offers majors and minors in Communication Studies, Film,
and New Media.
Prospective majors should meet with a program advisor as early as possible to design an approved major program,
preferably by the end of the sophomore year.
Faculty
Communication Studies
Kristen Chamberlain (co-chair), Robert Groven (co-chair), Wesley Ellenwood, Jenny Hanson, Rebecca John, David
Lapakko, Michelle Mcateer, Mackenzie Krzmarzick, Jenna McNallie
Film Studies
Jenny Hanson (Program Director), Michael Burden, Robert Cowgill, Wesley Ellenwood, Darcey Engen, Doug Green,
Rebecca John, Elise Marubbio, Jila Nikpay
New Media
Jenny Hanson (Program Director), Kristen Chamberlain, Larry Crockett, John Dean, Milda Hedblom, Christopher
Houltberg, Rebecca John, Emily Lyman, Julie Longo
Degree and Major Requirements
Communication Studies Major, Bachelor of Arts
For transfer students, at least six of these courses must be taken at Augsburg.
Required of all Communication Studies majors:
One of COM 111, COM 112, or COM 115
o COM 111 - Public Speaking
o COM 112 - Contest Public Speaking
o COM 115 - Scientific and Technical Public Speaking
COM 120 - Mass Media and Popular Culture
One of COM 254 or COM 355
o COM 254 - Interpersonal Communication
o COM 355 - Small Group Communication
COM 280 - Introduction to Communication Studies
COM 281 - Research Methods
COM 329 - Intercultural Communication
COM 351 – Argumentation
COM 352 – Persuasion
COM 490 - Keystone: Critical Conversations about Vocation
A total of 3 electives must be taken from following categories (one course must be from COM):
1 to 3 electives from the following (may not count the same course twice):
o COM 243 - Studio Production
o COM 247 - Documentary History and Theory
o COM 260 - Environmental Communication
o COM 299 - Directed Study
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o COM 321 - Business and Professional Speaking
o COM 345 - Organizational Communication
o COM 399 – Internship
o COM 405 - Nonverbal Communication
o COM 415 - Advanced Critical Media Studies
o COM 480 - Public Relations/Promotional Communication
o COM 495 - Communication Topics
o COM 499 - Independent Study
0 to 2 approved outside electives from another major, for example:
o ART 132 - Photography I
o ART 201 - Introduction to Graphic Design
o ART 215 - Introduction to Web Design
o BUS 242 - Principles of Management
o ENL 227 – Journalism
o ENL 228 - Broadcast and Online Journalism
o FLM 399 – Internship
o MKT 252 – Marketing
o Another course approved by Communication Studies department
Communication Arts/Literature Teacher Licensure Major
This major, which includes secondary education coursework and student teaching requirements in the Education
Department, offers students the preparation necessary to become teachers of communication arts and literature in
public schools and allows them to become licensed to teach at the middle school through the secondary level.
Recommendation for teacher licensure is granted only to students who complete the requirements for this program
with a minimum grade of C in major courses and with a minimum cumulative GPA of 2.50 in the major. All requirements
in the major must be completed prior to student teaching. The course requirements for this program are listed in the
English Department section of the catalog.
Departmental Honors
Departmental Honors is designed to encourage overall excellence as well as outstanding achievement on a specific
project of special interest to the student. Departmental Honors students must maintain a 3.50 GPA in the major and a
3.00 GPA overall, and, as part of their major program, complete a substantial independent project of honors quality
(COM 499 registration). Honors candidates should meet with their faculty advisor prior to their senior year to develop a
proposal for the honors project.
Communication Studies Minor
For transfer students, at least three of these six courses must be courses completed at Augsburg.
Six courses including:
COM 111 - Public Speaking
COM 280 - Introduction to Communication Studies
COM 329 - Intercultural Communication
COM 351 – Argumentation
Two elective courses chosen from the following 4-credit courses:
o COM 120 - Mass Media and Popular Culture
o COM 243 - Studio Production
o COM 247 - Documentary History and Theory
o COM 254 - Interpersonal Communication
o COM 260 - Environmental Communication
o COM 281 - Research Methods
o COM 299 - Directed Study
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o
o
o
o
o
o
o
o
o
o
o
COM 321 - Business and Professional Speaking
COM 345 - Organizational Communication
COM 352 – Persuasion
COM 355 - Small Group Communication
COM 399 – Internship
COM 405 - Nonverbal Communication
COM 415 - Advanced Critical Media Studies
COM 480 - Public Relations/Promotional Communication
COM 490 - Keystone: Critical Conversations about Vocation
COM 495 - Communication Topics
COM 499 - Independent Study
Film Major
The Augsburg Film major reflects our belief that students are transformed through a well-rounded curriculum that
encourages creativity, critical analysis and inquiry, ethical considerations, and an understanding of the synergy between
theory and practice. The major explores the tension between art and commerce through dialogues with film industry
members, internship and mentorship opportunities, film symposia, and Study Abroad. Students will gain experience in
scripting, directing, editing, acting, and producing for both 16mm film and digital. Students will be introduced to the
study of film theory, criticism, and culture. Students are encouraged to double major or to seek minors in related fields
such as Art, English, Theater, Communication Studies, American Indian Studies, and Gender, Sexuality, and Women’s
Studies, to name a few.
Required of all Film Majors:
Nine Core Courses:
FLM 180 - Film Sight and Sound
FLM 216 - Film Production I
FLM 260 - Documentary Production I
FLM 420 - Issues in Contemporary Cinema
FLM 490 - Film Studies Keystone: Critical Conversations about Film and Vocation
COM 247 - Documentary History and Theory
ENL 241 - Intro to Cinema Arts
ENL 371 - History of Cinema
One of THR 232 or THR 233 (Production track majors may substitute FLM 372: Producing for Film and Television)
o THR 232 – Acting
o THR 233 - Acting for Camera
Three electives must be chosen from the two defined tracks below in consultation with your advisor, who is
designated by the program director. Note that not all elective courses are offered every year, so alternatives within
the track may need to be chosen.
Track 1: Production
Students interested in producing films or videos choose from:
ART 132 - Photography
ART 215 - Introduction to Web Design
ART 315 - Graphic Systems
ART 340 - Digital Imaging
COM 243 - Studio Production
ENL 228 - Broadcast and Online Journalism
ENL 229 - Screenwriting
FLM 124- Monster Movies
FLM 240- Animation
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FLM 312 - Film Production II
FLM 348 - Intermediate Video Production
FLM 399 - Internship
FLM 495- Topics
FLM 499 - Independent Study
MUS 130 - Introduction to Music in the Fine Arts
PHY 119 - Physics for the Fine Arts
THR 328 - Theatrical Design
Track 2: Theory and Culture
Students interested in analysis of film, film genres, and cultural context choose from:
AIS 264 - American Indian in the Cinema
AIS 364 - Indigenous Filmmakers
AIS 208/408 - Native American Women and Film
ART 240 - Art History Survey
ENL 221 - Intermediate Expository Writing About the Arts
ENL 228 - Broadcast and Online Journalism
ENL 229 - Screenwriting
ENL 240 - Introduction to Literary Study
ENL 430 - Advanced Studies in Theory and Method
FLM 124 - Monster Movies
FLM 399 - Internship
FLM 495- Topics
FLM 499 - Independent Study
PHI 120 - Ethics
PHY 119 - Physics for the Fine Arts
RLN 319 - Religion at the Movies
SPA 248 - Spanish and Latin American Culture Through Film
Film Minor
COM 120 - Mass Media and Popular Culture
COM 247 - Documentary History and Theory
ENL 241 - Introduction to Cinema Arts
ENL 371 - History of Cinema
FLM 180 - Film Sight and Sound
FLM 420 - Issues in Contemporary Cinema
New Media Major, Bachelor of Arts
The transdisciplinary New Media major is a course of study designed to engage students from all fields in an exploration
of new and emergent media, preparing them for achievement and scholarship in multifarious new media environments.
The program fosters learning to manage change in media, creating effective expressions (communications, creative
works, applications) in digital environments, and exploring the interrelationship of new media with other fields of study
to understand the relationships between technology and culture. The major involves options for courses in art, business,
communication, computer science, education, English, music, political science, and more. Students are encouraged to
double major and select a concentration in Game Design, Promotional Communication, or Web Design or design a path
of study as approved by the program advisor.
Required of all New Media Majors:
NMS 220 - Foundations of New Media
NMS 242/ENL 242 - Electronic Literature
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COM 415 - Advanced Critical Media Studies
POL 371 - Internet Law
One of the following:
o NMS 399 - Internship
o NMS 375 Practicum
o Internship, Practicum, or Workshop in Concentration
NMS 490 - Vocation and New Media (or Keystone in Concentration)
Four courses or 16 credits from the new media electives list:
o ART 102 - Design
o ART 124 - Graphic Design Production: InDesign (1cr)
o ART 125 - Graphic Design Production: Illustrator (1cr)
o ART 126 - Graphic Design Production: Photoshop (1cr)
o ART 133 - Introduction to Digital Photo
o ART 180 - Intro to Community-based Photography
o ART 201 - Introduction to Graphic Design
o ART 202 - Typography
o ART 215 - Introduction to Web Design
o ART 226 - Artist Workshop (1cr)
o ART 315 - Graphic Systems
o ART 340 - Digital Imaging
o COM 243 - Studio Production
o CSC 250 - Game Programming on the Web
o CSC 431 - Intro to AI Robotics
o CSC 495 - Topics: Mobile Applications
o EDC 220 - Educational Technology
o ENL 221 - Intermediate Expository Writing about the Arts
o ENL 226 - Introduction to Creative Writing
o ENL 228 - Broadcast and Online Journalism
o ENL 229 - Screenwriting
o ENL 241 - Introduction to Cinema Art
o ENL 290 - Explorations in Language and Theory
o ENL 324 - Creative Non-Fiction
o ENL 371 - History of Cinema
o ENL 427 - Advanced Studies in Media, Ethics, and Theory
o FLM 180 - Film, Sight, and Sound
o FLM 240 - Animation
o FLM 260 - Documentary Production I
o FLM 495 - Topics: Producer
o INS 330 - Art Praxis: Social Justice Theory and Practice in the Field
o INS 331 - Art and Culture in Political, Social and Historical Context
o MUS 221 - Intro to Music Technology
o MUS 272 - Human Identity through the Creative Arts
o MUS 336 - Arts Management and Concert Promotion
o NMS 230 - Social Media
o NMS 260 - New Media Production
o NMS 295 - Topics in New Media
o NMS 320 - Contemporary New Media Practices
o NMS 495 - Topics in New Media
o NMS 499 - Independent Study
o PHI 260 - Philosophy and the Arts
o PHY 261 - Electronics
o POL 342 - Mass Communication and Society
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o
o
POL 495 - Impact of the Internet
RLN 216 - Religion and Science in Popular Culture
New Media Concentration in Promotional Communication
This concentration emphasizes the importance of understanding message, purpose, goals, and audience to make
effective use of new media technologies.
Students are required to take the New Media core and four of the following courses:
COM 120 - Mass Media and Popular Culture
COM 480 - Public Relations/Promotional Communication
ENL 228 - Broadcast and Online Journalism
ENL 427 - Advanced Studies in Media, Ethics, and Theory
NMS 230 - Social Media
NMS 260 - New Media Production
NMS 320 - Contemporary New Media Practices
New Media Concentration in Game Design
This concentration emphasizes the social significance of computational problem solving within the game narrative and
game-based environments.
Students are required to take the New Media core and the following courses:
CSC 240 - Networking and Communications
CSC 250 - Game Programming on the Web
Two from the following:
CSC 373 - Symbolic Programming and Artificial Intelligence
CSC 495 - Mobile Applications
CSC 431 - Intro to AI Robotics
New Media Concentration in Web Design
This concentration emphasizes visual design, interactivity, and web development. Students will obtain a foundation in
design, learn coding, and obtain valuable skills in understanding the impact of such on society.
Students are required to take the New Media core and the following courses:
ART 124 - Graphic Design Production: InDesign
ART 127 - Graphic Design Production: HTML/CSS
ART 201 - Introduction to Graphic Design
ART 202 - Typography
ART 215 - Introduction to Web Design
ART 315 - Graphic Systems
POL 495 - Impact of the Internet
New Media Minor
Four core courses and 8 elective credits:
NMS 220 - Foundations of New Media
NMS 242/ENL 242 - Electronic Literature
COM 415 - Advanced Critical Media Studies
POL 371 - Internet Law
Two courses or 8 credits from the new media elective list.
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Departmental Honors
Departmental Honors is designed to encourage overall excellence as well as outstanding achievement on a specific
project of special interest to the student. Departmental Honors students must maintain a 3.25 GPA in the major and a
3.00 GPA overall, and, as part of their major program, complete a substantial independent project of honors quality
(COM 499/FLM 499/NMS 499 registration). Honors candidates should meet with their faculty advisor prior to their
senior year to develop a proposal for the honors project.
Graduation Skills
The Critical Thinking (CT), Speaking (S), and Writing (W) graduation skills are embedded throughout the offered courses
and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by completing the
following courses: COM 281 (QF) and COM 352 (QFA) for Communication Studies majors and one of MAT 163, MAT 164
or PHY 119 for Film and New Media majors.
Note: For transfer students, at least three of these six courses must be courses offered at Augsburg.
For a complete list of courses and descriptions, see the Course Description Search.
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Computer Science
The Computer Science program gives students a sound conceptual understanding of computer science and practical
skills applying computer science to solve problems. We offer both a BA and a BS degree. Our location in the Twin Cities
provides students many opportunities to strengthen their practical skills through internships with local businesses.
Computer Science Program Faculty
Larry Crockett, Suzanne Dorée (program coordinator), Scott Kerlin, Pavel Bělík, Erik Steinmetz
Degree and Major Requirements
Computer Science Major, Bachelor of Arts
CSC 160 - Introduction to Computer Science and Communication
CSC 170 - Introduction to Programming
CSC 210 - Data Structures
CSC 240 - Introduction to Networking and Communications
CSC 320 – Algorithms
CSC 345 - Principles of Computer Organization
CSC 385 - Formal Logic and Computation Theory
CSC 450 - Programming Languages and Compilers I
CSC 451 - Programming Languages and Compilers II
MAT 114 - Precalculus (or MPG 4)
One of MAT 171 or MAT 271
o MAT 171 - Discrete Mathematics for Computing (recommended)
o MAT 271 – Discrete Mathematical Structures
Two electives (8 credits) from:
o CSC courses above 200
o PHY 261 – Electronics
o MIS 475 - Systems Analysis and Design
o MAT 355 - Numerical Mathematics and Computation
At least one elective must be an upper division course. Students may apply up to 4 credit hours of internship towards
the major.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR,) and Writing (W) graduation skills are embedded throughout the
offered courses and are met by completing the major. The Speaking (S) graduation skill is met by MAT 201, COM 111 or
115. Consult your faculty advisor for details.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Computer Science Major, Bachelor of Science
CSC 160 - Introduction to Computer Science and Communication
CSC 170 - Introduction to Programming
CSC 210 - Data Structures
CSC 240 - Introduction to Networking and Communications
CSC 320 – Algorithms
CSC 345 - Principles of Computer Organization
CSC 385 - Formal Logic and Computation Theory
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CSC 450 - Programming Languages and Compilers I
CSC 451 - Programming Languages and Compilers II
MAT 145 - Calculus I
MAT 271 – Discrete Mathematical Structures (students who have already completed MAT 171 may choose to
substitute a third MAT elective from the list below)
Two courses from:
o MAT 146 – Calculus II
o MAT 245 - Calculus III
o MAT 246 - Linear Algebra
o MAT 304 – Graph Theory
o MAT 355 – Numerical Mathematics and Computation
o MAT 363 – Dynamical Systems
o MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences
Three electives (12 credits), including at least two electives numbered 300 or above, chosen from:
o CSC courses above 200
o PHY 261 – Electronics
o MIS 475 - Systems Analysis and Design
o MAT 355 - Numerical Mathematics and Computation (if not selected above)
Students may apply up to 4 credit hours of internship towards the major. MAT 355 may only count once toward the
major.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the
offered courses and are met by completing the major. The Speaking (S) graduation skill is met by: MAT 201, COM 111 or
115. Consult your faculty advisor for details.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Computational Economics
The Computational Economics major has been designed to serve students with need for some basic understanding of
computer science and economics. The major requires six courses from Computer Science, six from Economics, and a
required capstone independent study. Students interested in this major should consult with the faculty in Computer
Science, in Economics, or one of the coordinators.
Coordinator
Jeanne Boeh, Department of Economics
Major in Computational Economics
MAT 145 - Calculus I
CSC 160 - Introduction to Computer Science and Communication
CSC 170 - Introduction to Programming
CSC 210 - Data Structures
One of CSC 240, CSC 320, or CSC 352
o CSC 240 - Introduction to Networking and Communications
o CSC 320 – Algorithms
o CSC 352 - Database Management and Design
CSC 345 - Principles of Computer Organization
ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
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ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
ECO 315 - Money and Banking
ECO 318 - Management Science
CSC/ECO 499 - Independent Study
Graduation Skills
The Speaking (S), Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded
throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about
potential adjustments to their course requirements to fulfill each of these skills.
Computational Philosophy
Computational Philosophy emphasizes areas of interest in which philosophy and computer science overlap: logic,
artificial intelligence, cognitive science, philosophy of mind, and philosophy of language. The major requires seven
courses from computer science, six from philosophy, and a required capstone topics course. Students interested in this
major should consult with the faculty in computer science, in philosophy, or one of the coordinators.
Coordinator
David Apolloni, Department of Philosophy
Major in Computational Philosophy
MAT 114 - Precalculus (or MPG 4)
One of MAT 171 or MAT 271
o MAT 171 - Discrete Mathematics for Computing
o MAT 271 – Discrete Mathematical Structures
CSC 160 - Introduction to Computer Science and Communication
CSC 170 - Introduction to Programming
CSC 210 - Data Structures
CSC 320 – Algorithms
CSC 373 - Symbolic Programming and Artificial Intelligence
CSC 385 - Formal Logic and Computation Theory
PHI 241 - History of Philosophy I: Ancient Greek Philosophy
PHI 242 - History of Philosophy II: Medieval and Renaissance Philosophy
PHI 343 - History of Philosophy III: Early Modern and 19th-Century Philosophy
PHI 344 - History of Philosophy IV: 20th-Century Philosophy
PHI 365 - Philosophy of Science
One of PHI 410 or CSC 495
o PHI 410 - Topics in Philosophy
o CSC 495 - Advanced Topics in Computer Science
One upper division elective in philosophy
Graduation Skills
The Speaking (S), Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
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Departmental Honors
Students completing the B.S. in Computer Science who have excellent performance in courses (GPA 3.00 overall, GPA
3.50 in CSC courses numbered 210 and above), complete an independent investigation or application of the discipline
(including a public presentation), and are involved in the life of the discipline should apply to the department for honors.
Computer Science Minor
CSC 160
CSC 170
CSC 210
One of CSC 320 or CSC 345
One additional upper division Computer Science course
One of MAT 171 or MAT 271
Internships may not be used as electives toward the minor.
Course Grading
A course must be completed with a grade of C- or higher to be counted as completing a major or minor requirement.
For a complete list of courses and descriptions, see the Course Description Search.
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Culture and Social Justice Minor
The Culture and Social Justice minor is an interdisciplinary program committed to engaging students with the histories,
struggles, knowledge, and agency of marginalized groups throughout our global society. Drawing on the diversity of
current and past voices from the Augsburg neighborhood, the minor connects local and national efforts to larger global
struggles for justice. The program explores the interplay of experiences that form and reform the current landscapes of
globalization, including Indigenous origins, diaspora, immigration, the impact of colonialism, postcolonialism, and
neocolonialism, cross-cultural and multicultural integration, and cultural thrivance. The interdisciplinary character of this
minor helps students develop professional skills for working across cultures and disciplinary audiences, enhances writing
and speaking skills for multicultural audiences, and provides preparation for the increasingly diverse and globalized
marketplace.
Coordinators
Andrew Aoki and Elise Marubbio
Minor Requirements
A total of six courses – one introductory course, four cluster courses, and one capstone course – are required. No more
than two classes from the same department can count toward the minor. At least 2 courses must be upper division. No
class can fulfill a requirement in more than one area. Courses noted with an asterisk have prerequisites.
One introductory course:
AIS 105 - Introduction to American Indian Studies
ANT 141 - Introduction to Cultural Anthropology
CCS 100 - Introduction to Cultural Studies
Four courses are required from the four clusters:
Theory cluster: Courses from this cluster will help students develop the ability to use a variety of theoretical approaches
to understanding globalization and marginalization. One course is required.
AIS 208 - Native American Women and Film
AIS 364 - Indigenous Filmmakers
COM 329 - Intercultural Communication
PSY 261 - Personality and Cultural Context
SOC 240 - Protest and Social Change: Sociology of Social Movements
SOC 265 - Race, Class, and Gender
SOC 290 - Cultures of Violence
THR 245 - Introduction to Asian and Asian American Theater
WST 305* - Introduction to Queer Studies
WST 315 - Margins as Center: Feminist Theory
WST 324* - Liberationist, Feminist, Queer, and Postcolonial Theologies in Latin America
Local community cluster: Students will be able to describe the histories, politics, and cultures of the communities in
which Augsburg resides, and be able to explain how those communities have been shaped by and responded to
marginalization. One course is required.
AIS 105 - Introduction to American Indian Studies
AIS 205 - Contemporary American Indians
AIS 332 - Native American Storytelling
ENL 355* - Themes in American Indian Literature
POL 122 - Social Justice in Urban America
National cluster: Courses in this cluster will help students be able to explain the ways that the United States has been
constructed from a variety of cultures, and the economic, political, and social consequences of that. One course is
required.
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AIS 105 - Introduction to American Indian Studies
AIS 205 - Contemporary American Indians
AIS 264 - American Indian in the Cinema
AIS 320 - American Indian Women
AIS 332 - Native American Storytelling
ART 290/390 - Native American Art
ENL 250* - American Voices
ENL 251* - Introduction to African American Literature
ENL 255* - American Indian Literature
ENL 350* - Readings in African American Literature
ENL 365* - Contemporary Post-Colonial Fiction
HIS 236 - American Indian History
HIS 241, 242, 243 - African American History
POL 282 - Asian American Politics
THR 270 - Introduction to Black Theater
Global cluster: Courses in this cluster will help students be able to describe issues and question that cross national
boundaries, and the ways that people around the world are adapting to changing environments. One course is required.
AIS 305/490† - Indigenous Issues of the Americas [Travel seminar]*
ART 100† - special topic on pottery & spirituality; taught in Guatemala*
ART 231 - Pre-Columbian, Colonial, and Contemporary Mexican Art
HIS 150/350 - Latin American History
HIS 155/355 - Cultural Conflict and Change in Latin America
HIS 162/462 - Contemporary South Asia
HIS 327† - Racism and Resistance in Southern Africa and the United States*
HIS 357†* - Mexican History, Culture, and Cosmovision
POL 158 - Introduction to Political Science
POL 359* - Topics: Gender and Globalization
POL 459* - Topics in Comparative Politics
SPA 332* - Latin American Civilizations and Culture
WST 250 - Global Perspectives on Gender and Sexuality
WST 335†* - Contemporary Latin American Women
WST 341†* - Globalization, Social Struggles, and the Environment
CGE programs in Mexico, Namibia, and Guatemala can count toward 1 class requirement.
Note: Courses marked with a dagger (†) are not offered in the United States. Some are offered through the Center for
Global Education at one of their international locations, while others may be done through a study abroad seminar.
Courses marked with an asterisk have one or more prerequisites.
One capstone course:
In this capstone to the minor, students will review the connections between local, national, and global dynamics, and be
able to describe the ways that people around the world adapt to the forces of globalization, and the role that those
forces play in creating or reinforcing pressures of marginalization.
AIS 405: Indigenous Activism and Resistance in the Americas
INS 495: Topics
For a complete list of courses and descriptions, see the Course Description Search.
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Economics
The Department of Economics offers a program that stresses a strong theoretical background, quantitative analysis, and
an emphasis on national and international issues. Students who graduate with an economics major are well prepared to
continue their education in a variety of fields or to work successfully in business and government because of the strong
liberal arts emphasis within the major.
The department offers six majors: Economics, Applied Economics, Mathematical Economics, Business and Economics,
Computational Economics, and Economics and Political Science (Education majors only).
The Economics major and the Applied Economics majors lead to careers in the business world or government. The
Mathematical Economics major is designed for students who intend to attend graduate school in economics or another
quantitative field such as finance or operations research. It is also designed to serve students to work in quantitative
fields immediately upon graduation, e.g., research analysts or actuaries. Computational Economics provides a liberal arts
entry into the field of computer science. The combined Economics/Business Administration major allows students great
flexibility in order to explore both fields. Finally, the teaching major in Political Science/Economics allows secondary
education licensure students to obtain a solid background for teaching economics.
The study of economics provides a firm foundation for confronting change because it presents a disciplined way to
analyze and make choices. An Economics major prepares students for community leadership and leads to a great
diversity of career opportunities including law, teaching, journalism, and private and public international service. Pre-law
and potential Master of Business Administration students are especially encouraged to consider Economics as a major or
a minor.
Students are able to combine an Economics major with other disciplines such as Business Administration, International
Relations, Mathematics, Management Information Systems, Political Science, History, and area study programs.
Students who are interested in any type of quantitatively-oriented graduate program in economics or in business are
encouraged to either major or minor in Mathematics. These students should also take courses in Computer Science.
Consult an advisor for specific course suggestions.
For the Economics and Applied Economics majors, the capstone experience is ECO 490 - Research Methods in
Econometrics. Students in other majors should consult their advisor for alternatives. Internships are recommended.
Students must consult with the department chair and the Strommen Center before registering for an internship for
academic credit.
Note: Transfer students must complete at least three upper division economics courses for a major and two for a minor.
Transfer classes must have been completed in the last 10 years with at least a C- grade.
Economics Faculty
Keith Gilsdorf (Chair), Jeanne Boeh, Stella Hofrenning
Degree and Major Requirements
Major in Economics, BA
ECO 112- Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
ECO 490 - Research Methods in Econometrics
Three four-credit upper division economics electives
One of MIS 379, MAT 163, or MAT 164
o MIS 379 - Quantitative Methods for Business and Economics
o MAT 163 - Introductory Statistics
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o MAT 164 – Introductory Statistics for STEM
One of MAT 114, MAT 145, or MAT 146
o MAT 114 – Precalculus
o MAT 145 - Calculus I
o MAT 146 - Calculus II
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about
potential adjustments to their course requirements to fulfill each of these skills.
Major in Applied Economics, BA
ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
One of ECO 312 or ECO 315
o ECO 312 - Intermediate Macroeconomics
o ECO 315 - Money and Banking
ECO 313 - Intermediate Microeconomics
ECO 318 - Management Science
ECO 350 - Labor Economics
ECO 360 - International Economics
ECO 490 - Research Methods in Econometrics
ENL 223 - Writing for Business and the Professions
One of ECO 399 or ECO 499
o ECO 399 - Internship Program
o ECO 499 - Independent Study
One of MIS 379, MAT 163, or MAT 164
o MIS 379 - Quantitative Methods for Business and Economics
o MAT 163 - Introductory Statistics
o MAT 164 – Introductory Statistics for STEM
One of PHI 120 or PHI 125
o PHI 120 – Ethics
o PHI 125 - Ethics and Human Identity
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Major in Computational Economics, BA
See Computer Science.
Combined Major in Economics and Business Administration, BA
Five Economics courses and supporting courses in other departments:
ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
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ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
BUS 242 - Principles of Management
MKT 252 - Principles of Marketing
One of FIN 331 or MIS 379
o FIN 331 - Financial Management
o MIS 379 - Quantitative Methods for Business and Economics
One four-credit upper division Economics course elective
One four-credit upper division Business elective
Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major. The Quantitative Reasoning (QR) graduation skill can be met by completing two
courses: (1) ECO 112 or 113 (QF) and (2) MIS 379 or ECO 318 or ECO 490 (QA). Consult your department chair or
academic advisor if you wish to choose an alternative approach to meeting the QR graduation skill.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Major in Mathematical Economics, BS
ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
ECO 416 - Mathematical Economics
ECO 490 - Research Methods in Econometrics
MAT 145 - Calculus I
MAT 146 - Calculus II
MAT 245 - Calculus III
MAT 246 - Linear Algebra
MAT 373 - Probability Theory
MAT 374 - Statistical Theory and Applications
One of MAT 324, MAT 369, or MAT 377
o MAT 324 – Analysis
o MAT 369 - Modeling and Differential Equations in the Biological and Natural Sciences
o MAT 377 - Operations Research
Two four-credit upper division economics course electives
Recommended Courses:
CSC 160 - Introduction to Computer Science and Communication
CSC 170 - Introduction to Programming
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
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Teacher Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students, therefore, should consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
Teaching Major in Political Science and Economics
See Political Science.
Departmental Honors
GPA of 3.50 in the major and 3.00 overall; a senior thesis and comprehensive oral examination in the major field of
concentration.
Minor in Economics
ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
One additional four-credit upper division economics course
Other configurations may be permitted by consulting with the department chair.
Note: Students who plan to major in the department are strongly encouraged to select a faculty advisor as soon as
possible in order to carefully plan their program of study.
For a complete list of courses and descriptions, see the Course Description Search.
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Education
The Department of Education maintains liberal arts-based teacher education programs that are approved by the
Minnesota Board of Teaching. These programs lead to recommendation for licensure to the State of Minnesota for:
Elementary (grades K-6)
Secondary—grades 5-12 in communication arts/literature, health, mathematics, and social studies; grades 9-12 in
life science, chemistry, and physics
K-12 licenses in visual arts, physical education, music, English as a Second Language (ESL) and the special education:
Academic Behavioral Strategist (ABS) license. (Note the ESL and ABS programs are available in weekday evening
program only*)
General Science (5-8) initial license
Optional endorsements for a K-6 elementary license include, mathematics (grades 5-8), general science (grades 5-8),
social studies (grades 5-8), or communication arts/literature (grades 5-8).
Program Availability
Degree and/or licensure programs are available in both the Day and AU (weekday evening*) programs. Augsburg
Undergraduate (AU) degree and licensure programs are limited to elementary, secondary communication arts/literature
and social studies, and K-12 visual arts, ESL and ABS. Additional licensure programs are available through the Day
program and open to AU students who can take courses on a weekday schedule. All prerequisite courses, elementary
core courses, and professional education courses are available on a weekday evening schedule*. P-12 field service
requirements associated with courses and student teaching must be completed during regular P-12 school hours. All
students must have some time available each term for field service in P-12 educational settings.
Graduate Master of Arts in Education
A graduate level licensure option is available in the AU* program to those already holding a BA/BS degree. Graduate
courses taken for licensure can be applied to a Master of Arts degree in Education (MAE).
Licensure only
Students who have completed a BA/BS degree may complete a licensure only program within the day or AU*
undergraduate program. Contact the Education Department or the Office of Admission for information.
Program Overview
Students in all degree and/or licensure programs must apply for acceptance into the licensure program prior to
beginning most 300-400 level courses. (EDC 310 may be taken prior to admission). Additional criteria for acceptance into
the Education Department are available through the department website. Students complete a semester of full-time
student teaching at the conclusion of their degree and/or licensure. Students must complete the EdTPA during their
student teaching semester. State law requires passing appropriate exams (pedagogy and content exams) prior to
recommendation for licensure. Students who entered Augsburg University under earlier catalogs must comply with the
requirements of the new licensure programs.
The Education Department offers non-licensure majors in Elementary Education and Education Studies. Contact the
department for details. The department also offers a Special Education minor which is described at the end of this
section.
Students are assigned an Education Department program advisor upon request or at the outset of EDC coursework. All
students are expected to become knowledgeable about programs and follow through with department policies.
Handbooks outlining programs and policies are available through the Education Department and website.
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Student Teaching Abroad
Selected Education Department students may participate in an international student teaching program. Those interested
in further information should contact the Education Department at least one year prior to student teaching. Students
who teach abroad will do part of their student teaching in the Twin Cities area under direct Augsburg faculty
supervision. In addition to gaining Education Department approval for student teaching abroad, students must apply
through the Study Abroad and Study Away Office in the Center for Global Education and Experience.
Education Faculty
Joseph Erickson (Chair), Jennifer Diaz, Margaret Finders, Audrey Lensmire, Rachel Lloyd, Cari Maguire, Susan O’Connor,
Donna Patterson, Christopher Smith, Barbara West, Terrance Kwame-Ross, Joaquin Munoz, Kaycee Rogers, Jason
Lukasik
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Elementary Education
Major and Licensure Requirements
Elementary Education majors are required to complete the following non-major and major courses. To be licensed they
must also complete a student teaching experience. Degree-seeking students follow the Bachelor of Science Liberal Arts
Foundation requirements.
Non-departmental Core Courses
These requirements should be taken during the first year or sophomore year; many of these courses will also fulfill
liberal arts requirements:
ENL 111 - Effective Writing
HPE 115 - Chemical Dependency Education
Math sequence for students
(Do NOT take if seeking 5-8 math endorsement.) MPG 3 pre-requisite.
MAT 137 - Mathematics for Elementary Teachers I (fall)
MAT 138 - Mathematics for Elementary Teachers II (spring)
Science sequence for students
(Do NOT take if seeking 5-8 general science endorsement.)
Option A is for Day students who do not have college-level science courses in their background.
BIO 102 - The Biological World or ENV 120 - Environmental Science
and
PHY 203 - Physics and Earth Science for Elementary Education Teachers
Option B is for weekday, AU*, and/or transfer students with at least one college-level science course accepted in
transfer, or for weekday students who have already started this sequence.
PHY 203 - Physics and Earth Science for Elementary Education Teachers
or
EED 203 - Physical Science for Elementary Teachers (summer session, Time 1 only) and EED 200 - Elementary Education
Earth Science (summer session, Time 2)
and
BIO 102 - The Biological World or ENV 120 - Environmental Science
Option C (Rochester only).
SCI 110 - Natural Science I (Physical Science)
SCI 111 - Natural Science II (Biological and Earth Science)
Major Courses
Foundations Block I
EDC 200 - Orientation to Education in an Urban Setting**
Complete either EDC 206 or both EDC 210 and EDC 211
o EDC 206 - Diversity/Minnesota American Indians
o EDC 210 - Diversity in the School (or EDC 110) and EDC 211 - Minnesota American Indians
EDC 220 - Educational Technology
EED 225 - Foundations of Literacy
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Foundations Block II
EDC 310 - Learning and Development in an Educational Setting
Methods Block I (Courses from this point on require admission to the department)
EED 311 - K-6 Methods: Health
EED 312 - K-6 Methods: Physical Education
EED 325 - K-6 Methods: Literacy
EED 326 - Elementary Reading K-6 Field Experience**
EED 386 - K-6 Methods: Children’ Literature
Methods Block II
EED 336 - Advanced Literacy Methods**
EED 341 - K-6 Methods: Art
EED 342 - K-6 Methods: Music
EED 350 - K-6 Methods: Mathematics**
EED 360 - K-6 Methods: Science**
EED 370 - K-6 Methods: Social Studies/Thematics
EED 380 - Kindergarten Methods**
Capstone Block
EDC 410 - Learners with Special Needs**
EDC 490 - School and Society
Student Teaching Block
Student teaching is required for licensure. Students with an Elementary major who do not complete student teaching
can graduate through the Elementary Education non-licensure major or the Interdisciplinary Studies major.
EDC 481 - Student Teaching: Initial License (12-14 weeks)
EED 489 - Teacher Performance Assessment and Student Teaching Seminar
Endorsements (optional to add on to elementary license, secondary biology, chemistry, physics)
Communication Arts (5-8)
ENL 220 - Intermediate Expository Writing
ENL 240 - Introduction to Literary Study
One of COM 254, COM 329, COM 351, or COM 355
o COM 254 - Interpersonal Communication
o COM 329 - Intercultural Communication
o COM 351 – Argumentation
o COM 355 - Small Group Communication
EED 331 - Middle School Methods Writing
ESE 300 - Reading/ Writing in the Content Area**
ESE 350 - 5-12 Methods: Literature and Reading**
EDC 482 - Student Teaching: Endorsement
Social Studies (5-8th grade)
POL 121 - American Government and Politics
One of HIS 120, HIS 121, or HIS 122
o HIS 120 - America to 1848
o HIS 121 - 19th-Century United States
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o HIS 122 - 20th-Century United States
ECO 113 - Principles of Microeconomics
One of HIS 103, HIS 104, PSY 105, SOC 121, or ANT 141
o HIS 103 - The Modern World
o HIS 104 - Decolonizing Asia and Africa
o PSY 105 - Principles of Psychology
o SOC 121 - Introduction to Sociology
o ANT 141 - Introduction to Cultural Anthropology
ESE 220 - Introduction to Human Geography
ESE 300 - Reading/Writing in the Content Area**
ESE 311 - Middle School Methods: Social Studies**
EDC 482 - Student Teaching: Endorsement
Mathematics (5-8th grade)
MAT 114 - Precalculus (or MPG 4)
MAT 145 - Calculus I
One of MAT 163 or MAT 164
o MAT 163 - Introductory Statistics
o MAT 164 – Introductory Statistics for STEM
MAT 252 - Exploring Geometry
MAT 271 - Discrete Mathematical Structures
MAT 287 - History of Mathematics
ESE 300 - Reading/Writing in the Content Area**
ESE 331 - Middle School Methods: Mathematics**
EDC 482 - Student Teaching: Endorsement
General Science (5-8th grade)
BIO 102 - The Biological World
BIO 121 - Human Biology
CHM 115 - General Chemistry I
CHM 116 - General Chemistry II
PHY 116 - Introduction to Physics
SCI 106 - Introductory Meteorology
Geology - (take elsewhere—see Education Department for suggestions)
ESE 300 - Reading/Writing in the Content Area**
ESE 341 - Middle School Methods: Natural Science**
EDC 482 - Student Teaching: Endorsement
Graduation and Licensure/ Endorsement Requirements
A minimum GPA of 2.50 overall, 2.50 in the major, 2.00 in the specialty area, and grades of P in student teaching courses
are required for licensure as well as C or better in all required core, specialty, and education major courses.
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
For a complete list of courses and descriptions, see the Course Description Search.
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K-12 English as a Second Language
The K-12 English as a Second Language (ESL) undergraduate major is available as an initial license as well as an
endorsement to an existing license. This license qualifies teachers to work with K-12 students for whom English is a
second language across a range of subject areas. A prerequisite to program admission is two years of high school level or
one year of college level language instruction.
The K-12 ESL program is offered in a hybrid format with a mix of face-to-face and online instruction throughout the
semester. Program courses are offered in a weekday evening* framework during the academic year and summer
semester to make them accessible to working adults.
Major and Licensure Requirements
Required Non-major Courses:
HPE 115 - Chemical Dependency Education
ENL 111 - Effective Writing
Modern language pre-requisites (2 years high school or 1 year college language)
Required Education Courses for ESL:
EDC 200 - Orientation to Education in an Urban Setting**
Complete either EDC 206 or both EDC 210 and EDC 211
o EDC 206 - Diversity/Minnesota American Indians
o EDC 210 - Diversity in the School (or EDC 110) and EDC 211 - Minnesota American Indians
EDC 220 - Educational Technology
EDC 310 - Learning and Development in an Educational Setting
EDC 410 - Learners with Special Needs**
ESE 325 - Creating Learning Environments
EED 325 - K-6 Methods: Literacy
EED 326 - Elementary Reading K-6 Field Experience**
ESL Major Courses
ESL 310 - Second Language Acquisition
ESL 320 - Introduction to Linguistics
ESL 330 - History and Structure of the English Language
ESL 340 - ESL Literacy**
ESL 410 - ESL Testing and Evaluation
ESL 420 - ESL Methods **
ESL 490 - Language, Culture, and Schools (Keystone requirement)
EDC 483 - Student Teaching: Initial License in PE, Music, Art, or ESL
ESL 489 - Teacher Performance Assessment and Student Teaching Seminar
Graduation Skills
Graduation Skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
For a complete list of courses and descriptions, see the Course Description Search.
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Secondary Education
It is the responsibility of each student to meet all specific requirements of the Education Department and the subject
area major. Secondary and K-12 licensure students are expected to have advisors in both their subject area major and in
the Education Department. K-12 licensure is available in art, music, health and physical education. A 5-12 secondary
licensure program is available in communication arts/literature, mathematics, and social studies. A 9-12 secondary
licensure program is available in life science, chemistry, and physics with an additional general science endorsement for
grades 5-8.
Licensure requirements in the state of Minnesota for teaching in secondary schools are met through the Augsburg
University Education Department licensure program. These requirements are: bachelor’s degree, academic major in an
approved teaching area, and completion of an approved licensure program.
Consult with your subject matter advisor for Graduation Skills requirements in Critical Thinking (CT), Quantitative
Reasoning (QR), Speaking (S), and Writing (W).
Major and Licensure Requirements
Non-Departmental Requirements
ENL 111 - Effective Writing
HPE 115 - Chemical Dependency Education
Program Requirements
Foundations Block I
EDC 200 - Orientation to Education in an Urban Setting**
Complete either EDC 206 or both EDC 210 and EDC 211
o EDC 206 - Diversity/Minnesota American Indians
o EDC 210 - Diversity in the School (or EDC 110) and EDC 211 - Minnesota American Indians
EDC 220 - Educational Technology
Foundations Block II
EDC 310 - Learning and Development in an Educational Setting
Courses from this point and on require admission to the Education Department.
Methods Block I
ESE 300 - Reading/Writing in the Content Area**
ESE 325 - Creating Learning Environments
Methods Block II
ESE 3XX - K-12 or 5-12 Methods in Content Area**
Capstone Block
EDC 410 - Learners with Special Needs**
EDC 490 - School and Society
Student Teaching Block
One of EDC 481 or EDC 483
o EDC 481 - Student Teaching: Initial License (12-14 weeks)
o EDC 483 - Student Teaching: Initial License in PE, Music, Art, or ESL
ESE 489 - Teacher Performance Assessment and Student Teaching Seminar
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A minimum GPA of 2.50 overall, 2.50 in education, 2.50 in the teaching major, and P (pass) in student teaching are
required for licensure. All required major, non-departmental requirements, and education program courses must have a
grade of C or better.
Art, Music, and Physical Education Licensure (K-12)
Students preparing for licensure in one of these areas follow the Secondary Education program even though they may
plan to teach at the elementary school level. A person with a major in one of these special areas will take three to four
courses in student teaching and do some student teaching at both the secondary and elementary levels. Note:
Recommendation for teacher licensure in music is granted only to students who successfully complete the requirements
for the Bachelor of Music Education major. Art, music, and physical education teacher education programs lead to
licensure for grades K-12. Students may no longer license in a minor field of study.
A graduate level licensure option is available through the AU* evening program. Licensure is obtained through a
combination of graduate and undergraduate credits. Contact the Education Department or the Undergraduate and
Graduate Admission Offices for information.
For a complete list of courses and descriptions, see the Course Description Search.
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Special Education: Academic Behavioral Strategist
The special education ABS major is available only through the AU* program. This major is ideally suited to people who
are currently working in schools with K-12 special education students. Students must complete field experience
requirements in K-12 special education and general education mainstreamed settings as part of course and program
requirements; field service requirements are during the regular school times and calendar year.
A graduate-level licensure option is available through AU*. Licensure is obtained through a combination of graduate and
undergraduate credits.
Special Education Coordinator: Susan O’Connor
Major and Licensure Requirements
Special Education Major
Non-departmental core courses - These requirements should be taken during the first year or sophomore year; many of
these courses will also fulfill liberal arts requirements:
ENL 111 - Effective Writing
HPE 115 - Chemical Dependency Education
MAT 137 - Mathematics for Elementary Teachers I (MPG 3 prerequisite)
Required Education Courses for ABS:
EDC 200 - Orientation to Education in an Urban Setting**
Complete either EDC 206 or both EDC 210 and EDC 211
o EDC 206 - Diversity/Minnesota American Indians
o EDC 210 - Diversity in the School (or EDC 110) and EDC 211 - Minnesota American Indians
EDC 220 - Educational Technology
EDC 310 - Learning and Development in an Educational Setting
EED 225 - Foundations of Literacy
(Students must be admitted to Education Department to take courses beyond this point)
EED 325 - K-6 Methods: Literacy
EED 326 - Elementary Reading K-6 Field Experience**
EED 336 - Advanced Literacy Methods**
EED 350 - K-6 Methods: Mathematics**
EED 360 - K-6 Methods: Science**
EDC 410 - Learners with Special Needs**
EDC 330 - Building the Public Good: Public Achievement and Organizing I
EDC 331 - Practicum in Public Achievement I
EDC 332 - Building the Public Good: Public Achievement and Organizing II
EDC 333 - Practicum in Public Achievement II
SPE 410 - Implementing Assessment Strategies
SPE 411 - Etiology and Theory of Mild to Moderate Disabilities
SPE 415 - Theory to Practice
SPE 425 - Transition and Community
SPE 430 - Instructional and Behavioral Practices
SPE 490 - Parent and Professional Planning
EDC 481 - Student Teaching: Initial License (12-14 weeks)
SPE 489 - Teacher Performance Assessment and Student Teaching Seminar
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Graduation Skills
Graduation Skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Special Education Minor
The Special Education minor requires six courses (five plus one prerequisite psychology course) that encompass an
interdisciplinary perspective on the field of disability. The minor is designed to fit the needs of students in various
disciplines interested in disability issues. This minor is available through the weekday program.
Required courses:
EDC 410 - Learners with Special Needs**
EDU 491 - Practicum and Seminar in Special Education**
PSY 105 - Principles of Psychology
SOC 231 - Family Systems: A Cross-Cultural Perspective
One of PSY 250, PSY 252, or PSY 253
o PSY 250 - Child Development
o PSY 252 - Adolescent and Young Adult Development
o PSY 253 - Aging and Adulthood
One of PSY 357, PSY 359, SOC 265, or SWK 301
o PSY 357 - Behavior Analysis
o PSY 359 – Assessment
o SOC 265 - Race, Class and Gender
o SWK 301 - History and Analysis of Social Policy
Interested students should contact the director of Special Education at the outset of coursework
For a complete list of courses and descriptions, see the Course Description Search.
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English
Through the study of English we witness life’s complexity, experience life as others do, and thus better understand the
world in which we live and work. Literature helps us contemplate the pains and joys of human existence and allows us to
frame human events within diverse world views. Those who study English typically believe that an intense concern for
words, ideas, and images helps people understand who they are and who they can become. At the same time, the
English Department’s emphasis on writing helps our students to clarify and share their thoughts.
English relates closely to other majors. Like the other arts, English is concerned with the pleasure that comes from
artistic creation and with the contemplation of works of art. Like psychology and sociology, English is concerned with
individual and group behavior. Like philosophy, English is interested in ideas and in the relation between meaning and
language. Like science, English is interested in discovering order and determining structures. Like speech and
communication, English studies the effective use of language. Like history and the other social sciences and humanities,
English studies the way people have acted and thought at different times and in various cultures.
Augsburg’s English Department integrates its programs with cultural opportunities available in this vital urban area.
Plays, films, and readings are available near the campus, often within walking distance. English majors also have
opportunities to use and refine their skills by working in internships on and off campus, tutoring English Language
Learner (ELL) students, or tutoring in the Writing Lab.
Students who complete an Augsburg English major pursue careers in elementary, secondary, and college education,
journalism, government, law, the ministry, library science, medicine, advertising, public relations, publishing, writing,
and other professions and businesses.
English Faculty
Robert Cowgill (Chair), Stephan Clark, Douglas Green, Sarah Groeneveld, Dallas Liddle, John Schmit, Lindsay Starck,
Kathryn Swanson, Mzenga Wanyama, Cary Waterman
Degree and Major Requirements
Choosing a Concentration
Students majoring in English have the opportunity to choose one of three concentrations: literature, language, and
theory; creative writing; and secondary licensure in communication arts/literature.
While some of our courses explicitly address theoretical approaches to literature, especially those that examine race,
class, and gender, all of our courses infuse these concerns in their engagement with primary works of fiction, poetry,
creative nonfiction, film, and drama. All literature classes involve students in multiple forms of literary examination and
are taught by professors who love teaching and who love literature. Our classes develop and demand the skills of
aesthetic receptivity, perceptive and critical reading, open and clear speaking, and analytical and engaging writing—skills
of the educated and employable citizen.
English Major with a Literature, Language, and Theory Concentration
The Literature, Language, and Theory concentration provides students various approaches to the study of the written
word and visual text. Spotlight courses focus on specific authors, genres, or themes, and enable the discovery of new
literary experiences. Courses in African American, Native American, Asian American, and postcolonial literatures
reconfigure the nature of traditional literary studies. Survey courses in English, American, and world literatures are
organized by historical periods and provide a classically structured framework of study. Courses in literary theory
demand the intense and intellectually challenging engagement of text, culture, and self. The Literature, Language, and
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Theory concentration offers courses of study cross-listed with American Indian Studies, Art, Communication Studies,
Film, Theater, and Gender, Sexuality, and Women’s Studies.
This concentration requires nine courses above ENL 111, or HON 111, or ENL 112 including:
One of ENL 220 or ENL 221
o ENL 220 - Intermediate Expository Writing
o ENL 221 - Intermediate Expository Writing About the Arts
At least two 200-level literature courses as prerequisites for upper division courses in English. No more than two
200-level literature courses may count for the major.
At least five 300-level courses, with one each in British literature, American literature, and world literature.
At least one 400-level course. Any 300-level course serves as a prerequisite for the 400-level.
Minor in Literature, Language, and Theory
Five courses above ENL 111, or HON 111, or ENL 112 are required, including:
One of ENL 220 or ENL 221
o ENL 220 - Intermediate Expository Writing
o ENL 221 - Intermediate Expository Writing About the Arts
Four literature, language, and theory courses, three of which must be upper division courses.
English Major with a Creative Writing Concentration
The English Creative Writing concentration helps students develop professional writing skills by focusing their efforts in
the creative modes: poetry, fiction, creative nonfiction, playwriting, and screenwriting. Over the course of the major,
students master terminology; engage the field’s aesthetic and ethical issues; and read and study the works of
established writers. The creative writing concentration expands competencies in observation, research, and analysis that
enable writers to gather and interpret material from a variety of sources and perspectives for their work; it attends
particularly to the artistic aspects of the writer’s craft, such as form, affect, and revision. English majors in Creative
Writing engage the interdisciplinary demands inherent in literary endeavors, including issues of design, and enhance
their appreciation of the aesthetic possibilities inherent in the writing life.
Creative Writing courses are taught by dedicated professors, who are themselves practicing writers. The writing
concentration offers courses of study cross-listed with Art, Communication Studies, and Theater.
To complete this concentration students must take 10 courses above ENL 111, or HON 111, or ENL 112, including three
literature, language, and theory courses. At least one of these must be at the 300-level or higher.
One of ENL 220 or ENL 221
o ENL 220 - Intermediate Expository Writing
o ENL 221 - Intermediate Expository Writing About the Arts
ENL 226 - Introduction to Creative Writing
Complete a 300-level writing sequence
o ENL 320 & 321 - Fiction One & Fiction Two
o ENL 322 & 323 - Poetry One & Poetry Two
ENL 420 - Advanced Studies in Writing (Keystone)
One of ART 215 or ART 201
o ART 215 - Introduction to Web Design
o ART 201 - Introduction to Graphic Design
Three literature, language and theory electives, with at least one at the 300-level or higher
One writing elective from:
o ENL 227 – Journalism
o ENL 228 - Broadcast and Online Journalism
o ENL/FLM 229 – Screenwriting
o ENL 320 - Fiction One
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o
o
o
o
o
o
ENL 322 - Poetry One
ENL 324 - Creative Non-Fiction
ENL/THR 325 - Playwriting I
ENL 396 - Internship in Teaching Writing
ENL 397/399 – Internship
An approved ACTC creative writing course
Minors in Writing
A minor with an open emphasis requires five writing courses above ENL 111, or HON 111, or ENL 112, including at least
one course from the 200-level and two from the 300-level.
A minor with a creative emphasis requires five writing courses above ENL 111, or HON 111, or ENL 112 and must include
ENL 226, and at least three upper division creative writing courses, two of which must be a 300 two-course writing
sequence.
Communication Arts/Literature Teacher Licensure Major
The Communication Arts/Literature Teacher Licensure concentration is for students who seek to be licensed to teach
communication arts/literature in Minnesota. Students are encouraged to take courses toward their major during the
first and sophomore years and to apply for the education licensure program no later than the spring of their junior year.
Students in both programs must work with advisors in the English Department and the Education Department in order
to meet the professional requirements within the Education Department as well as the requirements for the major.
Should licensure not be possible, graduation can be achieved through an English major, which requires at least two
additional, specific courses, or through a communication studies major.
Prerequisite: ENL 111, or HON 111, or ENL 112
Major Requirements (eight courses in English):
ENL 220 - Intermediate Expository Writing
ENL 240 - Introduction to Literary Study
ENL 365 - Contemporary Post Colonial Fiction
ENL 380 - Introduction to the English Language
ENL 396 - Internship in Teaching Writing
One upper division ENL British literature course
One upper division ENL American literature course
One additional ENL literature, language, or theory course chosen from ENL360, 361, 362, 367, 368, 371, 385, 394,
410, and 430
Experiential Requirement (no credit):
One college-level experience required in forensics, debate, newspaper, literary journal, or related activity (subject to
departmental approval)
Additional Courses (outside the English Department):
COM 111 - Public Speaking
COM 254 - Interpersonal Communication
COM 351 – Argumentation
One of COM 120, COM 243, or POL 342
Special Methods (two courses):
ESE 350 - 5-12 Methods: Literature and Reading
ESE 351 - 5-12 Methods: Speaking and Listening
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Additional ESE and EDC courses are required for licensure. See the Education Department section for a listing of
secondary education licensure requirements. In addition to consulting your designated ENL advisor, contact an
Education Department advisor for information about education courses.
Graduation Skills
Graduation Skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
The Quantitative Reasoning (QR) graduation skill is met by completing the following courses:
GST 200, MAT 163, MAT 164, or PHY 119
Departmental Honors
GPA of 3.5 in the major and 3.0 overall; submit proposal to department chair by early October in senior year for
department approval. Submit and defend paper before faculty committee. Honors project may receive independent
study credit (refer to departmental guidelines).
Transfer Students
Note: Transfer undergraduate English majors must take at least three of their English courses at Augsburg. Transfer
students who minor in English must take at least two of their English courses at Augsburg.
Transfer English education students with a BA in English from another college must take at least three of their English
courses at Augsburg (preferably upper division courses). These courses must be taken before the department can
recommend a student for student teaching.
The English Placement Test
A writing sample is required of students to determine their placement in an appropriate writing class. Students having
completed AP (Advanced Placement) courses in composition must have a score of 4 or 5. Students who need to develop
competence in composition skills—such as stating and supporting a thesis, organizing clearly, and constructing
paragraphs and sentences—are required to enroll in Developmental Writing (ENL 101) where they receive more
individual instruction than is possible in Effective Writing (ENL 111). These students must pass Developmental Writing
(ENL 101) with a grade of P, C-, or higher before enrolling in Effective Writing (ENL 111).
Note: Students should register for ENL 101 during the first semester of attendance if possible. ENL 111, 112, or HON 111
should be completed, if possible, during the first year.
Students in Developmental Writing (ENL 101), Effective Writing (ENL 111), HON 111, or ENL 112 can elect the traditional
grading system or P/N grading in consultation with their instructor up through the last week of class (without special
permission/petition).
Service Courses
The department offers these service courses for students as required by a placement test.
Literature, Language, and Theory Courses
The 200-level courses in the literature, language, and theory track of the English major develop foundational
competencies in reading and interpreting literary texts, and provide opportunities for diverse literary discovery. These
courses require ENL 111, or HON 111, or ENL 112 as a prerequisite or co-requisite.
Upper Level Courses
The 300-level courses in the literature track in English concentrate on primary texts in historical and cultural contexts.
These courses ask students to practice interpreting literary texts by employing techniques, terminology, and research
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methods of the discipline, resulting in effective and substantive expository writing about the subject. Unless otherwise
indicated, students must take ENL 220 or 221 (see writing courses), or one 200-level literature, language, or theory
course, or gain consent of the instructor as a prerequisite.
The 400-level literature, language, and theory courses emphasize scholarship, criticism, and theory, and ask students to
write and speak professionally about literary texts. Any 300-level literature course or permission of the instructor serve
as a prerequisite for the 400-level. One 400-level course must fulfill the keystone requirement.
Writing Courses
Note: First day attendance in all writing courses is mandatory for a student to hold their place in the course.
For a complete list of courses and descriptions, see the Course Description Search.
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Environmental Studies
Environmental Studies is the interdisciplinary investigation of human relations with the natural world. The program
pursues a multifaceted examination—across the natural sciences, social sciences, humanities, and professional studies—
of the interdependence shared by people and nature. It provides an understanding of the material world as well as the
ecological, social, and cultural processes and problems that bind that world together. Through the study of politics,
biology, literature, chemistry, social work, economics, communications and history, Environmental Studies students
focus on the most pressing local, regional, national, and global issues of our day.
Augsburg University’s location in the city offers a particular opportunity for the close study of complex urban
environments. Although many equate environmental issues with rural areas, most people live in cities. Urban residents
shape nature in innumerable ways, including through energy, food, and water consumption; transportation; and
industrial production. In turn, cities often serve as the settings in which environmental injustice flourishes. With that in
mind, Augsburg’s Environmental Studies program fosters the simultaneous study of ecological quality and social justice.
The program provides undergraduate training leading to a BA or a minor in Environmental Studies. Upon completion of
the program, students will be able to comprehend ecological processes, recognize the many and varied forms of nature
in the city, distinguish stakeholders’ interests in policy debates, decipher the context and variety of human experiences
in nature, identify inequities in the access to and use of natural resources, and articulate responses grounded in multiple
disciplinary insights to current urban environmental challenges. Drawing on their experiences in settings as diverse as
the Cedar-Riverside neighborhood, the upper Mississippi River Valley, and Mexico, graduates of the program pursue
vocations in nonprofit organizations, government policy and planning positions, law and graduate school, education,
ministry, and corporate settings.
Environmental Studies Faculty
Christina Erickson (Social Work), Matthew Beckman (Biology), Kristen Chamberlain (Communication Studies), Lars
Christiansen (Sociology), Z. Vivian Feng (Chemistry), Nancy Fischer (Sociology), Keith Gilsdorf (Economics), David Hanson
(Chemistry), Joan Kunz (Chemistry), Michael Lansing (History), Emily Schilling (Biology/Environmental Studies), Joseph
Underhill (Political Science Director), John Zobitz (Mathematics).
Degree and Major Requirements
Environmental Studies Major
Standard Track Requirements
Core courses:
ENV 100 - Environmental Connections
ENV 120 - Environmental Science
SWK 210 - Environmental Justice and Social Change
One of ENV 310, POL 241, POL 325, POL/WST 341, or SOC 381
o ENV 310 - Environmental Politics Field Seminar
o POL 241 - Environmental and River Politics
o POL 325 - Politics and Public Policy
o POL/WST 341 - Globalization, Social Struggle and the Environment (CGE)
o SOC 381 - City and Regional Planning
One of COM 260 or RLN 333 / WST 313
o COM 260 - Environmental Communication
o RLN 333/WST 313 - Environmental Theology and Ethics (CGE)
HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History
ECO 365 - Environmental Economics
ENV Internship (ENV 396, 397, 398, or 399)
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One of ENV 492 or ENV 490
o ENV 492 - The City and Environment Keystone
o ENV 490 - Environmental Studies Independent Project (Keystone)
Biology requirements:
BIO 151 - Introductory Biology
BIO 152 - Ecology, Evolution and Diversity
BIO 481 - Ecology
Chemistry requirements:
CHM 115 and CHM 115L- General Chemistry I and Lab
CHM 116 and CHM 116L - General Chemistry II and Lab
HECUA Track Requirements
ENV 100 - Environmental Connections
SWK 210 - Environmental Justice and Social Change
One of COM 260 or RLN 333 / WST 313
o COM 260 - Environmental Communication
o RLN 333/WST 313 - Environmental Theology and Ethics (CGE)
HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History
INS 345, INS 346, INS 399 - (HECUA Environmental Sustainability Semester, four courses: Adaptive Ecosystem
Management; Social Dimensions of Environmental Change, Field/Research Methods and Investigation, Internship
and Integration Seminar)
One o ENV 492 or ENV 490
o ENV 492 - The City and Environment Keystone
o ENV 490 - Environmental Studies Independent Project (Keystone)
Biology requirements:
BIO 151 - Introductory Biology
BIO 152 - Ecology, Evolution, and Diversity
BIO 481 - Ecology
Chemistry requirements:
CHM 115 and CHM 115L- General Chemistry I and Lab
CHM 116 and CHM 116L - General Chemistry II and Lab
Environmental Studies Minor
Five courses:
ENV 100 - Environmental Connections
ENV 120 - Environmental Science
Complete three courses from at least two of the four divisions:
o Humanities
COM 260 - Environmental Communication
ENL 270 – Themes
HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History
RLN 333/WST 313 - Environmental Theology and Ethics (CGE)
o Social Sciences
ECO 365 - Environmental Economics
ENV 310 - Environmental Politics Field Seminar
POL 241 - Environmental and River Politics
POL 325 - Politics and Public Policy
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o
o
POL/WST 341 - Globalization, Social Struggle and the Environment (CGE)
SOC 380 - Disaster and Resilience
Professional Studies
SWK 210 - Environmental Justice and Social Change
Natural Sciences
BIO 152 - Evolution, Ecology, and Diversity
BIO 481 - Ecology
CHM 115 and CHM 115L- General Chemistry I and Lab
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
For a complete list of courses and descriptions, see the Course Description Search.
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Gender, Sexuality, and Women’s Studies
The Gender, Sexuality, and Women’s Studies program provides students with the opportunity to examine critically
women’s contributions and experiences in various historical and cultural contexts. This is an inter-college program with
course offerings at Augsburg University, Hamline University, St. Catherine University, and the University of St. Thomas.
Courses are drawn from many disciplines and combine theoretical, practical, and research components that focus not
only on gender, but also acknowledge that race, class, and sexual identity are crucial aspects of women’s experiences.
The Gender, Sexuality, and Women’s Studies program offers both a major and a minor, and provides students with
academic preparation for careers in human services, education, and social work as well as graduate study.
Faculty
Adriane Brown (director), Kristin M. Anderson, Janelle Bussert, Kristin Chamberlain, Sarah Combellick-Bidney, Ankita
Deka, Jacqueline deVries, Grace B. Dyrud, Darcey Engen, Nancy Fischer, Doug Green, Milda Hedblom, Sophia Jacobsen,
Michael Lansing, Barbara Lehmann, Lynne Lorenzen, Mary Lowe, Ann Lutterman-Aguilar, M. Elise Marubbio, Kathleen
McBride, Sarah Myers, Norma Noonan, Pary Pezechkian-Weinberg, Timothy Pippert, Beverly J. Stratton, Kathryn
Swanson, James Vela-McConnell, Mzenga Wanyama
Degree and Major Requirements
Major
Ten courses that must include:
WST 201 - Introduction to Gender, Sexuality, and Women’s Studies
WST 315 or another mid-level course in feminist theory selected from an approved list
WST 485 - Senior Seminar
WST 199/399 – Internship
The remaining six electives are to be selected from approved Gender, Sexuality, and Women’s Studies courses, and
should include one course with a racial, ethnic, or global emphasis and one course with a sexuality emphasis. At
least three of the six electives must be upper division courses. Students may take courses at any of the colleges
participating in the Gender, Sexuality, and Women’s Studies program. However, at least three courses must be
completed at Augsburg.
Each student’s program must have the written approval of the Gender, Sexuality, and Women’s Studies program
coordinator.
Both majors and minors are encouraged to participate in one of the gender-focused semester study abroad programs
offered through Augsburg’s Center for Global Education. Two programs have been pre-approved for Gender, Sexuality,
and Women’s Studies credit: Crossing Borders: Gender and Social Change in Mesoamerica (offered fall semester) and
Migration and Globalization: Engaging Our Communities (offered spring semester).
Graduation Skills
The Speaking (S), Writing (W), and Critical Thinking (CT) graduation skills are embedded at all levels and are met by
completing the major. The Quantitative Reasoning (QR) graduation skill can be met by completing GST 200 or MAT 163
or MAT 164. Transfer students must consult an advisor about potential adjustments to their course requirements to
fulfill each of these skills.
Minors and Concentrations
Students majoring in Gender, Sexuality, and Women’s Studies can pursue a concentration in Sexuality and/or Global
Women’s and Gender Studies. A concentration will be noted on the transcript at the point of graduation, not a minor.
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Gender, Sexuality, and Women’s Studies Minor
Five courses that must include WST 201; WST 315; and three electives, one of which must be upper division. Courses
may be taken from the other ACTC colleges as well as Augsburg. Each student’s program must have the written approval
of the Gender, Sexuality, and Women’s Studies Program Coordinator.
Sexuality Studies Minor or Concentration
The 20-credit minor/concentration in Sexuality Studies offers students the opportunity to explore the history, social
construction, and physiology of sexuality and to examine the cultural meanings of gender, sexual orientation, and sexual
practice on a global level. Students are required to take three core courses plus two electives (one of which must be
upper division), as follows:
Core Courses in Sexuality Studies:
WST 201 - Introduction to Gender, Sexuality, and Women’s Studies
SOC 266 - Sociology of Sexualities
WST 305 - Introduction to Queer Studies
Two electives, including at least one upper division elective, chosen from:
o WST 250 - Global Perspectives on Gender and Sexuality
o WST 315 - Margins as Center: Feminist Theory
o HPE 316 - Human Sexuality
o WST 281/481 - Topics
Global Women’s and Gender Studies Minor or Concentration
The 20-credit minor/concentration in Global Women’s and Gender Studies offers students the opportunity to focus on
women’s roles, experiences, and worldviews in a global context. Students are required to take three core courses plus
two electives (one of which must be upper division), as follows:
Core Courses in Global Women’s and Gender Studies:
POL 359 - Topics: Women in Comparative Politics
WST 201 - Introduction to Gender, Sexuality, and Women’s Studies
WST 315 - Margins as Center: Feminist Theory
Two electives, including at least one upper division elective, chosen from:
o WST 250 - Global Perspectives on Gender and Sexuality
o WST 281/481 – Topics
o WST 313 - Environmental Theology and Ethics (CGE)
o WST 341 - Globalization, Social Struggles and the Environment (CGE)
o WST 357 - Mexican History, Culture and Cosmovision (CGE)
o WST 362 - Walking the Truth: Culture, Gender and Millennium Development Goals in Sub Saharan Africa
o WST 366 - Latin American Liberation Theologies (CGE)
o AIS 208/408 - Native American Women and Film
o AIS 233 - Women: A Cross-Cultural Perspective
o AIS 305 - Indigenous Issues of Central America
o AIS 320 - American Indian Women
o ENL 365 - Contemporary Post Colonial Fiction
o HIS 195 - Topics in History: Promoting Justice and Seeking Equality - Globalization and Women’s Grassroots
Movements in Latin America
Students are strongly encouraged to study abroad or to take at least one travel seminar.
Transfer Students
Students who transfer to Augsburg University and wish to complete a major or minor in Gender, Sexuality, and Women’s
Studies are urged to consult with the director of Gender, Sexuality, and Women’s Studies immediately upon transfer.
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The Gender, Sexuality, and Women’s Studies program has an articulation agreement with Century College and with
Inver Hills Community College that governs students from these institutions with a Women’s Studies certificate who
transfer to Augsburg. Transfers from other colleges and universities must consult with the director of Gender, Sexuality,
and Women’s Studies for approval of courses for the major or minor.
For a complete list of courses and descriptions, see the Course Description Search.
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Health, Physical Education, and Exercise Science
All students at Augsburg University interact with the Department of Health, Physical Education, and Exercise Science.
Departmental goals include providing quality experiences and preparation for careers in education, allied health, and
fitness professions, along with an education that leads to lifelong participation in wellness activities. The department
ensures that all students - recreational participants as well as student athletes - will find ample opportunity for
developmental activities.
The Physical Education program prepares students for careers in physical education endeavors in schools and in allied
professions.
The Health Education program prepares students for careers in school health education, wellness, and allied
professions. This program offers a comprehensive view of wellness that examines prevention and promotion needs for
individuals, schools, and the community.
The Exercise Science program prepares students with practical application of the knowledge needed to become a health
fitness or community health professional. Interested students will also be prepared to move on to graduate or
professional school in allied health professions such as physical therapy, occupational therapy, athletic training, and
chiropractic studies.
Faculty
Eileen Kaese Uzarek (Chair), Chris Brown, Anthony Clapp, Carol Enke, Jill Everett, Aaron Griess, Melissa Lee, Michael
Navarre, Ana Ribeiro, Eric Rolland, Missy Strauch, Nathan Tenut , Kassondra Valek, Steve Verlennich, Jackie Voigt
Degree and Major Requirements
Health Education Major
HPE 104 - Components of Fitness Training
HPE 110 - Personal and Community Health
HPE 114 - Health and Safety Education
HPE 115 - Chemical Dependency Education
HPE 215 - Health and Exercise Psychology
HPE 316 - Human Sexuality
HPE 320 - School Health Curriculum
HPE 357 - Measurement in Health, Physical Education and Exercise Science
HPE 358 - Assessment in Health and Physical Education
HPE 390 - Instructional Methods and Materials in Health Education
HPE 410 - Administration and Supervision of the School Health Program
HPE 450 - Current Health Issues
BIO 103 - Human Anatomy and Physiology
One of PSY 250 or PSY 252
o PSY 250 - Child Development
o PSY 252 - Adolescent and Young Adult Development
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
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Health Education Minor
HPE 104 - Components of Fitness Training
HPE 110 - Personal and Community Health
HPE 114 - Health and Safety Education
HPE 115 - Chemical Dependency Education
HPE 316 - Human Sexuality
HPE 320 - School Health Curriculum
HPE 390 - Instructional Methods and Materials in Health Education
HPE 450 - Current Health Issues
BIO 103 - Human Anatomy and Physiology
(The Minnesota Board of Teaching does not license minors in teaching.)
Teaching Licensure
The Minnesota Board of Teaching has specific licensing requirements for teachers that may be subject to change after
the publication of this catalog. It is the responsibility of the student to consult with the Augsburg Education Department
to identify current Minnesota teacher licensure requirements.
A Bachelor of Science degree is available for students seeking teacher licensure. Students must consult with a faculty
advisor concerning the Augsburg Core Curriculum requirements under the Bachelor of Science option.
All students seeking teaching licensure must receive a minimum grade of C in all required courses with an HPE prefix.
Physical Education Major
HPE 104 - Components of Fitness Training
HPE 114 - Health and Safety Education
HPE 115 - Chemical Dependency Education
HPE 205 - Introduction to Health, Physical Education, and Exercise Science
HPE 220 - Motor Learning and Development
HPE 254 - Introduction to Developmental/Adapted Physical Education
HPE 275 - Prevention and Care of Athletic Injuries
HPE 324 - K-6 PE Games and Activities
HPE 334 - 7-12 Sport Skills and Activities
HPE 335 - Outdoor Education
HPE 340 - Organization and Administration of Physical Education Programs
HPE 350 – Kinesiology
HPE 351 - Physiology of Exercise
HPE 357 - Measurement in Health, Physical Education, and Exercise Science
HPE 358 - Assessment in Health and Physical Education
HPE 473 - Physical Education Curriculum
BIO 103 - Human Anatomy and Physiology
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Physical Education Minor
HPE 104 - Components of Fitness Training
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HPE 115 - Chemical Dependency Education
HPE 205 - Introduction to Health, Physical Education, and Exercise Science
HPE 324 - K-6 PE Games and Activities
HPE 334 - 7-12 Sport Skills and Activities
HPE 351 - Physiology of Exercise
(The Minnesota Board of Teaching does not license minors in teaching.)
Coaching Certification
The Minnesota Board of Teaching does not require coaching certification. The following courses are recommended for
those interested in coaching in Minnesota public schools:
HPE 114 - Safety Education
HPE 275 - Prevention and Care of Athletic Injuries
HPE 280 - Coaching Theory
The Minnesota State High School League (MSHSL) requires all head varsity coaches of interscholastic sports to complete
a coaching effectiveness program offered through the MSHSL.
Teaching Licensure
The Minnesota Board of Teaching has specific licensing requirements for teachers that may be subject to change after
the publication of this catalog. It is the responsibility of the student to consult with the Augsburg Education Department
to identify current Minnesota teacher licensure requirements.
A Bachelor of Science degree is available for students seeking teacher licensure. Students must consult with a faculty
advisor concerning the Augsburg Core Curriculum requirements under the Bachelor of Science option.
All students seeking teaching licensure must receive a minimum grade of C in all required courses with an HPE prefix.
Exercise Science Major, BA
HPE 104 - Components of Fitness Training
HPE 110 - Personal and Community Health
HPE 114 - Health and Safety Education
HPE 115 - Chemical Dependency Education
HPE 205 - Introduction to Health, Physical Education, and Exercise Science
HPE 215 - Health and Exercise Psychology
HPE 220 - Motor Learning and Development
HPE 275 - Prevention and Care of Athletic Injuries
HPE 300 - Nutrition for Exercise Science
HPE 304 - Advanced Fitness Training
HPE 305 - Stress Management
HPE 315 - Exercise Testing and Prescription
HPE 350 – Kinesiology
HPE 351 - Physiology of Exercise
HPE 357 - Measurement in Health, Physical Education, and Exercise Science
HPE 397/399 - Internship in Exercise Science
HPE 450 - Current Health Issues
HPE 452 - Advanced Biomechanics
HPE 490 - Exercise Science Seminar and Keystone
BIO 103 - Human Anatomy and Physiology
Exercise Science Major, BS
Pre-Health Science Track
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This major is available for those wishing to satisfy the prerequisites for graduate school in exercise science and allied
professions such as physical therapy, occupational therapy, athletic training, and chiropractic. Students wishing to apply
for admission to an accredited Physical Therapy program are advised to take INDI 2220 - Medical Terminology, and one
of MAT 114 - Precalculus or MAT 145 - Calculus.
HPE 104 - Components of Fitness
HPE 110 - Personal and Community Health
HPE 114 - Health and Safety Education
HPE 115 - Chemical Dependency Education
HPE 205 - Introduction to Health, Physical Education, and Exercise Science
HPE 275 - Prevention and Care of Athletic Injuries
HPE 300 - Nutrition for Exercise Science
HPE 304 - Advanced Fitness Training
HPE 315 - Exercise Testing and Prescription
HPE 350 – Kinesiology
HPE 351 - Physiology of Exercise
HPE 357 - Measurement in Health, Physical Education, and Exercise Science
HPE 397/399 – Internship
HPE 490 - Exercise Science Seminar and Keystone
Supporting courses:
BIO 151 - Introductory Biology
BIO 152 - Evolution, Ecology and Diversity
Complete an anatomy and physiology two course sequence
o BIO 353 and BIO 473
BIO 353 - Comparative Vertebrate Anatomy
BIO 473 - Physiology of Humans and Other Animals
o BIOL 2610 and BIOL 2620 (St. Catherine)
BIOL 2610 - Human Anatomy and Physiology I
BIOL 2620 - Human Anatomy and Physiology II
CHM 115 and CHM 115L- General Chemistry I and Lab
CHM 116 and CHM 116L - General Chemistry II and Lab
PHY 107 - College Physics I
PHY 108 - College Physics II
PSY 105 - Principles of Psychology
Complete one of PSY 215, MAT 163, or MAT 164
o PSY 215 - Research Methods and Statistics I
o MAT 163 - Introductory Statistics
o MAT 164 - Introductory Statistics for STEM
Complete one of PSY 203 or PSY 262
o PSY 203 - Lifespan Development
o PSY 262 - Abnormal Psychology
Complete one elective chosen from:
o HPE 215 - Exercise and Health Psychology
o HPE 220 - Motor Learning and Development
o HPE 305 - Stress Management
o HPE 450 - Current Health Issues
o HPE 452 - Advanced Biomechanics
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Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Exercise Science Minor
BIO 103 - Human Anatomy and Physiology
HPE 104 - Components of Fitness Training
HPE 350 and 350L - Kinesiology and lab
HPE 351 and 351L - Physiology of Exercise and lab
Complete eight credits of HPE electives, chosen from the following:
o HPE 114 - Health and Safety Education
o HPE 215 - Health and Exercise Psychology
o HPE 220 - Motor Learning and Development
o HPE 280 - Coaching Theory
o HPE 304 - Advanced Fitness Training
o HPE 315 - Exercise Testing and Prescription
o HPE 357 - Measurement in Health, Physical Education, and Exercise Science
For a complete list of courses and descriptions, see the Course Description Search.
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History
History is to society what memory is to an individual; it brings to a civilization an understanding of its identity. The
distinguished medievalist J.R. Strayer expressed it this way: “No community can survive and no institution can function
without constant reference to past experience. We are ruled by precedents fully as much as by laws, which is to say that
we are ruled by the collective memory of the past. It is the memory of common experiences that makes scattered
individuals into a community.”
The study of history enables us to deal more knowledgeably with continuity and change in society. The construction of
an informed sense of our past is a fundamental ingredient in appreciating and understanding the present as well as
anticipating the future. History majors are prepared to be active and contributing members of their society. The study of
history, which has long held a major role in the liberal arts, is an entry to elementary and secondary education, graduate
study in many fields, and a wide range of employment opportunities that require abilities in communication,
conceptualization, and processing of information.
History Faculty
Michael J. Lansing (Chair), Phillip C. Adamo, Jacqueline deVries, William Green, Maheen Zaman
Degree and Major Requirements
History Major
Nine courses, including HIS 280 and HIS 480. At least four of these courses must be upper division. A major must have at
least one course (either survey or upper level) from each of the four areas: ancient and medieval, modern Europe,
United States, and non-Western.
History Area Courses
Ancient and Medieval: HIS101, 102, 360, 361, 369, 370, 374, 378, or HUM120
Modern Europe: HIS102, 103, 282, 348, 352, or 354
United States: HIS120, 121, 122, 225, 234, 236, 241, 242, 243, 249/349, 300, 316, 331, 332, 335, 336, 338, or 343
Non-Western: HIS104, 140/440, 150/350, 155/355, 162/462, 323, 327, 346, 357, or 474
Graduation Skills
The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the
major. Speaking (S) and Writing (W) skills are also developed throughout the major, but are given special emphasis in
the following courses (both required for majors):
S: HIS 480
W: HIS 280 and HIS 480
The Quantitative Reasoning (QR) graduation skill may be fulfilled by taking HIS 369, GST 200, MAT 145, MAT 146,
MAT163, or PHI 230.
Teaching Licensure
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
Minor
Five courses, at least three of which must be upper division.
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Departmental Honors
GPA of 3.60 in the major and 3.00 overall; except in special instances, application before the end of the first term of the
junior year and an honors thesis (equal to four credits) to be defended before a faculty committee.
Other Requirements
First-year students should enroll in one or more 100-level courses. 200-level courses are normally reserved for
sophomore or upper division students. Upper division courses are numbered 300 and above.
Prerequisites
Satisfactory completion of a lower division course (100- or 200-level) is normally required before enrolling in an upper
division course (300- and 400-level). See instructor for permission to waive prerequisites.
Transfer Students
Transfer students planning a major must normally take at least three of their courses at Augsburg including HIS 280 and
480. A minor normally requires two courses taken at Augsburg.
For a complete list of courses and descriptions, see the Course Description Search.
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Honors Program – HON
Introduction
The Augsburg Honors Program offers an adventurous education where students with a passion for ideas can be their
best. We offer a friendly and welcoming atmosphere for students committed to an exceptional higher education.
Augsburg’s Honors Program is unlike any other honors program in the nation because it gives students the resources
and freedom to build their own ideal higher education. Students have the opportunity to create their own courses, edit
and write for the Honors Review of Undergraduate Scholarship, belong to an Honors House, and learn through small
reading groups, research projects, and travel around the world.
Each Honors course has been specifically created for Honors students, and includes a challenging “signature experience”
such as writing a play, putting great books on trial, or attending music, theater, and art performances. Honors courses
bring in professors from several different departments so students can learn from talented professors teaching their
specialties.
For information, contact the Honors Desk at honors@augsburg.edu, (612-330-1560) or Phil Adamo, Honors Program
director, at adamo@augsburg.edu.
Honors Program Recognition
Students who complete the Honors Program requirements receive special transcript notation, special graduation
recognition, résumé-building positions, and special access to academic advising and career options.
Honors Admission Requirements and Academic Scholarships
Students with a demonstrated record of achievement are eligible to enter the Augsburg Honors Program. Prospective
students may demonstrate achievement in a variety of ways. Most students who are admitted have a composite ACT
score of 27 or higher (or a combined SAT score of 1250 or higher), and a high school GPA of 3.50 or higher. However,
students without these numeric requirements may be eligible if they have exceptional records of extracurricular activity
or other exceptional experiences. All students are encouraged to apply. To apply, students should fill out the online
application at www.augsburg.edu/honors.
Students applying for the Honors Program also automatically apply for the University’s highest academic scholarships:
the President’s, Honors Regents’, International President’s, and Hanwick/Agre Scholarships.
Qualifying Advanced Placement, International Baccalaureate, College in the Schools, and Postsecondary Option courses
may satisfy Honors Program requirements, and/or be granted credit. Contact Academic Advising or the Honors Program
director for further information.
Students may enter the Honors Program at any point in their academic career, so long as they have the time left to
complete the 28 credits needed to satisfy the Honors requirements. This usually means by the start of their junior year.
All Honors students must complete the three required, 4-credit courses (HON 120, HON 130, and HON 490), and the
junior colloquium (HON 340).
Honors Program Requirements
All Honors students must complete the University’s General Education core requirements, including RLN 100, RLN
200, ENL 111, and two Liberal Arts Foundation (LAF) courses in each of the four disciplinary areas (Humanities, Fine
Arts, Social and Behavioral Science, Natural Science and Mathematics). Unless exempt, Honors students must also
fulfill the foreign language and physical education requirements.
Some Honors courses, both required and elective, may also satisfy Gen Ed requirements. Students should use this
circumstance to their advantage where it helps them toward degree completion. For example, students may take
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HON 100, HON 200, or HON 111 to fulfill the Gen Ed requirements met by RLN 100, RLN 200, or ENL 111,
respectively.
At the same time, exemption from certain Gen Ed requirements does not mean exemption from Honors
requirements. For example, students may be exempt from the Humanities LAF, but this does not make them exempt
from taking HON 130-Liberating Letters, which all Honors students must take, usually in their first year.
In order to graduate with the Honors Program distinction, all Honors students must participate in a substantial
research process. This may be accomplished in a variety of ways, including HON 260 Honors Review, HON 470
Independent Research Collaboration, and URGO summer research.
All Honors students must complete 28 credits in Honors to meet the Honors requirements for graduation.
Students may transfer up to 8 credits from another institution toward their total of 28 Augsburg Honors credits.
Transfer credits may come from AP, IB, PSEO, or other courses, through pre-established reciprocity agreements,
participation in a chapter of the PTK community college honors society, or a portfolio of leadership activities. All
transfer credits are subject to the approval of the Honors director. (This effectively means that some students may
only take 20 Honors credits at Augsburg.)
Honors Co-Curricular Activities
Honors Houses
All Honors students must belong to an Honors House for the purpose of receiving academic advising and program
information. All Honors students are required to attend mandatory meetings of the Honors Program or of their houses.
These meetings are necessary for advising, information, and governance. When students enter the Honors Program they
choose to join one of the four Honors Houses:
The Crockett Scholars House coordinates scholarship, research, fellowship, major award or prize opportunities, and
graduate school placement for all Honors students. Crockett House also organizes scholarship events.
The Pike Stewards House coordinates public relations, job placement, and fundraising opportunities for all Honors
students. Pike House also organizes events for alumni and fundraising.
The Griffin Citizens House coordinates recruiting, social activities, admission and scholarship applications, and the
Honors website opportunities for all Honors students. Griffin House also organizes events for recruiting and
socializing, such as banquets, parties, and high school recruiting trips.
The Hesser Servants House coordinates service-learning, social justice, experiential learning, and political activity
opportunities for all Honors students. Hesser House also organizes related events, such as Honors service days and
Augsburg experiences.
Augsburg Honors Review
Students manage, edit, write, and publish an interdisciplinary journal of undergraduate scholarship. The Review accepts
submissions from students at Augsburg and other colleges and universities around the nation.
Student Leadership Opportunities
Students elected to leadership within their Honors House may serve as house presidents or serve in other program
leadership positions. The house presidents sit on the Honors Student Presidents Council and make critical decisions
about program courses and resources.
Student-Created Learning Experiences (SCLE)
Honors students may learn through established courses or through student-created learning experiences. These
student-created experiences may substitute for Honors curricular requirements, or may simply enrich a student’s
education. Such student created experiences may count toward requirements in majors and satisfy Honors
requirements, or simply be an elective course.
Student-created learning experiences may take almost any form. Some possible forms include:
Student-created courses (created in collaboration with faculty)
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Full course (10-20 students)
Reading Groups (29 students)
Individual Reading and Examination (individual study)
Student/Faculty Research (may be one or many students)
Process: A student-created learning experience may be proposed by any Honors student or by any Augsburg faculty or
staff person. The interested student should speak with either an Honors Council member or the Honors Program
director. Next, a proposal should be drafted in accord with the Honors student-created learning experience form. Finally,
the proposal should be submitted by the student to the Honors Program director who will carry the proposal to the
Honors Council for review.
Honors Curriculum
These courses may best be taken in the order listed below, but can be taken out of order if scheduling conflicts require
it.
First year at Augsburg: Fall
Required course:
HON 120 - Scholar Citizen (includes theater lab, satisfies speaking skill and critical thinking skill requirements)
Electives that also satisfy Gen Ed requirements:
HON 100 - Religion, Vocation, and the Search for Meaning I
First year at Augsburg: Spring
Required course:
HON 130 - Liberating Letters (also satisfies humanities LAF and speaking skill)
Electives that also satisfy Gen Ed requirements:
HON 111 - Effective Writing for Liberating Letters (also satisfies effective writing requirement)
Subsequent years at Augsburg
Required course:
HON 340 - Junior Colloquium (taught over two semesters by the Honors Director; P/N grading, fulfills Honors Grants,
Fellowships, and Awards application requirement)
Electives that also satisfy Gen Ed requirements:
HON 200 - Religion, Vocation, and the Search for Meaning II
HON 220 - Scholar Scientist (satisfies non-lab natural sciences and mathematics LAF and quantitative reasoning skill
requirements)
HON 230 - Arts and the City (satisfies fine arts LAF)
HON 240 - Science, Technology, and Citizenship (satisfies natural sciences and mathematics lab LAF)
HON 250 - Social Scientist (satisfies social and behavioral sciences LAF)
Other Electives:
HON 380 - Student Created Learning Experience (1, 2, or 4 credits)
HON 499 - Independent Study (1, 2, or 4 credits.
These may be fulfilled by one summer of URGO research, independent study within a department, an internship within a
department, or completing a departmental honors project.) All HON 499 courses are subject to the approval of the
Honors director.
Certain courses cross-listed in other departments
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Final year at Augsburg: Fall or Spring
Required course:
HON 490 - Honors Senior Seminar
Electives:
As needed
For a complete list of courses and descriptions, see the Course Description Search.
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Interdisciplinary Studies
Bachelor of Arts in Interdisciplinary Studies
The B. A. in Interdisciplinary Studies degree includes the following requirements:
A student must complete at least 40 credits for the major.
Within the 40 credit minimum, a student must complete 24 credits of 300- or 400-level courses and can only include
4 credits of 200-level language courses.
A student must select at least one concentration field of study and take at least 20 credits (including 12 credits at a
300- or 400-level) from that field of study (those from a single course prefix, for example AIS, or courses that are
typically part of a major in that field). If a student elects to have two concentration fields of study, the student will
take 20 credits (including 12 credits at a 300- or 400-level) from each of two fields of study (will have 20 credits from
each of two different course prefixes).
A student must also complete all core and signature curriculum requirements.
A student must complete a capstone and/or keystone as a culminating experience. (Credits for KEY 490 are not
included in the 40 credit total.) Options include:
o A capstone/keystone course in one of their concentration disciplines;
o An internship or faculty mentored research and KEY 490; or
o An independent study capstone experience and KEY 490.
A student must compile a portfolio of learning experiences that demonstrate the achievement of each of the
selected learning outcomes. A template for the portfolios will be developed by the faculty committee proposing this
major in consultation with the Director of Assessment and the Director of General Education by April 2017.
The name of the major noted on the transcript will be Interdisciplinary Studies, and the concentration(s) will be
noted on the transcript.
The faculty advisor will assist the student in determining which of the institutional learning outcomes align with the
proposed major. Each major will include at least 3 institutional student learning outcomes.
a. use appropriate methods to gather and analyze evidence, identify underlying assumptions, and evaluate
competing claims
b. construct coherent, polished and persuasive arguments, narratives and explications in written, oral and other
formats
c. critically engage their own beliefs and articulate their gifts and goals for meaningful life and work in a pluralistic
context
d. identify the broad foundations for sustainable living and apply them in demonstrable ways
e. employ the fundamental principles of quantitative literacy to arrive at thoughtful judgments articulate and solve
problems in creative, analytical, and integrative ways
f. engage their communities and demonstrate a sense of agency to create change in ethical and informed ways
g. explain diverse positions and collaborate effectively across social, cultural and geographic differences in local
and global contexts
All Interdisciplinary Studies majors will include the following learning outcome.
h. demonstrate the ability to apply, analyze, synthesize, and evaluate theories and/or concepts from one or more
fields studied in depth
The student will work with one faculty member as their advisor and get input from other faculty as needed to develop a
major plan. Specialized training will be developed for faculty advisors who are working with students in this major
developed with input from Academic Advising, the Director of General Education, and the Director of Assessment.
Having one faculty advisor will ensure the consistency of the information for the student and can be accommodated by
our current academic management software. The major plan will be approved by the advisor, the department chair of
each concentration, and the Dean of Arts and Sciences or the Dean of Professional Studies before submission to the
Registrar.
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For a complete list of courses and descriptions, see the Course Description Search.
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International Relations
International Relations is an interdisciplinary major which provides students with the basis for informed global
citizenship, preparing them for graduate study or careers in foreign service, nonprofit organizations, or international
business. The student may focus on a discipline or geographic area of the world. The program consists of a core of seven
courses and six electives chosen from a wide list of offerings at Augsburg and other colleges. Students are encouraged to
consider foreign study opportunities; most of our majors do study abroad at some point during their time at Augsburg.
Competency in one foreign language is required, and some students study two languages. All majors complete a
significant senior research project and thesis on a topic of their own choosing, such as immigration, conflict resolution,
economic development, or climate change.
The goal of the program is to give students a broad exposure to international studies with considerable freedom to
choose options for specialization. Students often combine this major with a second major in History, Political Science,
International Business, or a foreign language. Numerous combinations of majors and minors are possible with the
international relations major.
Director
Joseph Underhill
Degree and Major Requirements
International Relations Major
Required Core Courses
One of ECO 112 or ECO 113
o ECO 112 - Principles of Macroeconomics
o ECO 113 - Principles of Microeconomics
One of HIS 103 or HIS 104
o HIS 103 - The Modern World
o HIS 104 - Decolonizing Asia and Africa
One of POL 158 or POL 160
o POL 158 – Introduction to Political Science
o POL 160 - World Politics
One of POL 490 or KEY 480
o POL 490 - International Relations Keystone
o KEY 480 - Topics in Global Interdependence
Four terms (or equivalent) of college work in a modern language other than English
One of the following lower division electives:
o ANT 141 - Introduction to Cultural Anthropology
o INS 225 - Introduction to Islam
o POL 241 - Environmental and River Politics
o SWK 230 - Global Peace and Social Development
o WST 250 - Global Perspectives on Gender and Sexuality
o or one additional upper division course from the list of required electives listed below.
Two of the following:
o HIS 332 - History of United States Foreign Relations
o POL 368 - Model United Nations
o POL 459 - Topics: Comparative Politics
o POL 461 - Topics: International Politics
Five of the following (not more than three from any one discipline may be counted toward the major):
o BUS 362 - International Business
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BUS 465 - International Management
COM 329 - Intercultural Communication
ECO 360 - International Economics
ECO 365 - Environmental Economics
ECO 370 - International Economic Development
ENV 310 - Environmental Politics Field Seminar
FIN 460 - International Finance
FRE 332 - French Civilization Today
GER 332 - German Civilization and Culture II
HIS 323 - Modern China
HIS 346 - Namibia and South Africa: A Historical Perspective
HIS 352 - The Holocaust in German History
HIS 354 - Modern Britain and Ireland
HIS 440 - Topics in World History
HIS 474 - World and the West
MKT 466 - International Marketing
POL 350 - Topics: European Politics
POL 459 - Topics: Comparative Politics
POL 483 - Political Statistics and Methodology
RLN 276 - World Religions
SPA 331 - Spanish Civilization and Culture
SPA 332 - Latin American Civilization and Culture
Seminars, independent study, topics courses, and courses at other colleges/universities can be considered here with the
approval of the program director, as well as a fourth term or higher of college work in a second foreign language.
Note: Only the fourth or higher term of language counts toward the major; prerequisite courses or competencies cannot
be credited toward the 13 required courses. Students should confer with the program director about regional and
disciplinary concentrations possible within the major; for example, a concentration in a geographic area or one of the
major disciplines in the program.
Graduation Skills
The Critical Thinking (CT) and Writing (W) graduation skills are embedded throughout the offered courses and are met
by completing the major. The graduation skill in Speaking (S) is met by completing ECO 365
The graduation skill in Quantitative Reasoning (QR) may be met by completing the IR elective POL 483 or MAT 163 or
MAT 164.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
International Relations Major with International Business Concentration
One of ECO 112 or ECO 113
o ECO 112 - Principles of Macroeconomics
o ECO 113 - Principles of Microeconomics
One of HIS 103 or HIS 104
o HIS 103 - The Modern World
o HIS 104 - Decolonizing Asia and Africa
One of POL 158 or POL 160
o POL 158 – Introduction to Political Science
o POL 160 - World Politics
One of POL 490 or KEY 480
o POL 490 - International Relations Keystone
o KEY 480 - Topics in Global Interdependence
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Four terms (or equivalent) of college work in a modern language other than English
One of the following lower division electives:
o ANT 141 - Introduction to Cultural Anthropology
o INS 225 - Introduction to Islam
o POL 241 - Environmental and River Politics
o SWK 230 - Global Peace and Social Development
o WST 250 - Global Perspectives on Gender and Sexuality
Two of the following:
o HIS 332 - History of United States Foreign Relations
o POL 368 - Model United Nations
o POL 459 - Topics: Comparative Politics
o POL 461 - Topics: International Politics
Three of the following:
o BUS 362 - International Business
o BUS 465 - International Management
o FIN 460 - International Finance
o MKT 466 - International Marketing
One of the following:
o ECO 360 - International Economics
o ECO 365 - Environmental Economics
o ECO 370 - International Economic Development
One elective from the list of International Relations major electives, excluding other Business, Economics, and
Marketing courses.
Note: Several of the Business courses have prerequisites. Please consult the catalog and your academic advisor before
registering for one of the advanced courses.
Departmental Honors
GPA of 3.50 in the major; 3.00 overall. In addition to fulfilling the requirements for the major, the student must enroll in
an independent study (POL 499) course and complete an honors thesis no later than April 1 of the senior year and must
defend the thesis before a faculty committee. Students should declare their intention to complete an honors major by
the end of their junior year.
International Relations Minor
One of ECO 112 or ECO 113
o ECO 112 - Principles of Macroeconomics
o ECO 113 - Principles of Microeconomics
One of HIS 103 or HIS 104
o HIS 103 - The Modern World
o HIS 104 - Decolonizing Asia and Africa
One of POL 158 or POL 160
o POL 158 - Introduction to Political Science
o POL 160 - World Politics
One of HIS 332 or POL 461
o HIS 332 - History of United States Foreign Relations
o POL 461 - Topics: International Politics
One year of modern language
Three courses from the list of required electives for the major
Not more than two courses from any department can count toward the minor.
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Peace and Global Studies Minor
The Peace and Global Studies minor focuses on the centrality of justice, tolerance, and intercultural understanding in
moving toward a less violent world; it takes advantage of the campus resources of the Peace Prize Forum (co-hosted
each year by Augsburg University), the Center for Global Education, and the international diversity of our surrounding
neighborhoods. The minor is structured as a learning community that involves students, faculty, staff, and community
members; it focuses on experiential learning that emphasizes the interconnections between peace, justice, and
environmental sustainability. Students in the program draw on study abroad in taking local actions to address global
issues.
The minor consists of two required courses, two upper division electives, a senior keystone seminar, a study abroad
requirement, and participation in local peace-related activities. See International Relations program director for full
program description.
POL 160 - World Politics
SWK 230 - Global Peace and Social Development
An approved senior keystone course
Study abroad experience
Participation in local peace-related activities
Two upper division electives from:
o ECO 365 - Environmental Economics
o ECO 495 – Topics
o ENL 365 - Contemporary Post-Colonial Fiction
o HIS 332 - History of United States Foreign Relations
o HIS 346 - Namibia and South Africa: A Historical Perspective
o HIS 350 - Latin American History
o INS 312 - The Politics of Development in Southern Africa
o POL/WST 341 - Globalization, Social Struggles and the Environment
o POL 353 - Political and Social Change in Namibia
o RLN 333 - Environmental Theology and Ethics
o RLN 336 - Latin American Liberation Theologies
o RLN 376 - The Church and Social Change in Southern Africa
o SOC 240 - Protest and Social Change: The Sociology of Social Movements
o Other topics or study abroad courses with approval of program director
For a complete list of courses and descriptions, see the Course Description Search.
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Languages and Cross-Cultural Studies
The Department of Languages and Cross-Cultural Studies at Augsburg University contributes in many ways to realizing
the University’s mission of providing liberal arts education for service in today’s world. The department is committed to
the view that education should go beyond career preparation and that familiarity with the language and culture of
another people is an essential step in the development of a truly global perspective.
The department offers language, literature, and culture courses leading to majors in French, German, and Spanish, as
well as an interdisciplinary major in Cross-Cultural Studies. Introductory courses in Latin, Dakota, Ojibwe, and American
Sign Language are offered at Augsburg, and courses in Ancient Greek, Arabic, Chinese, Japanese, and Portuguese are
available to Augsburg students through Augsburg’s four partner institutions in the Associated Colleges of the Twin Cities
(ACTC) consortium.
Knowledge of several languages, perhaps combined with the study of linguistics, is essential in preparing for careers in
second-language education and translation, but also represents a valuable special qualification in many other
professions. Students anticipating careers in international business, law, social work, the diplomatic corps, the health
professions, or the ministry may wish to take a second major or minor in languages. In addition, a minor in languages is a
valuable research tool for those intending to pursue graduate study in most academic disciplines.
Languages and Cross-Cultural Studies Faculty
Michael Kidd (Chair), Cédric Briand, Randi Cowmeadow, Sarah Degner-Riveros, Sharon Gerlach, Randy Gresczyk, Diane
McDonagh, Kate Reinhardt, Joseph Towle
Degree and Major Requirements
Language Major
CCS 100 - Introduction to Cultural Studies
9 courses above 211 including:
o One course in literature
o KEY 480 - Topics in Global Interdependence
A semester of study abroad (15 weeks) is required
Students are expected to take as many courses in the target language as possible. Other than CCS 100 and KEY 480, any
course taught in English must be approved by the advisor for credit toward the major.
Cross-Cultural Studies Major
The Cross-Cultural Studies major consists of three core courses, a language requirement, a study-abroad requirement,
and three electives, as specified below.
Core courses:
CCS 100 - Introduction to Cultural Studies
CCS 399 – Internship
KEY 480 - Topics in Global Interdependence
Language requirement:
Minor in French, German, or Spanish or completion of the 212 level in two different languages. Placement waivers
of the core skill in languages do not fulfill any part of the language requirement for the Cross-Cultural Studies major.
Heritage speakers must earn credit by examination for 212, if following the two-language path, or complete the
coursework for a minor in available languages (consult Academic Advising for testing in less commonly taught
languages).
Study-abroad requirement (consult Augsburg Abroad for offerings):
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One semester (15 weeks) on an approved study abroad program or two short-term international study experiences
approved by the department
Electives:
Three upper-division courses in related areas. Courses must be chosen in consultation with the student’s academic
advisor and must include comparative study of a non-English speaking culture. Seminars, independent study, topics
courses, and courses at other colleges and universities can be considered here. No more than two courses may be
counted from a single department.
Graduation Skills
For all majors, the Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by
completing the major. The graduation skills in Speaking (S) and Writing (W) are met by completing CCS 100 and KEY 480.
The Quantitative Reasoning (QR) graduation skill is met with one of the following courses: GST 200, HIS 369, MAT 111,
MAT 145, MAT 146, MAT 163, MAT 164, NUR 410, PHI 230, PHY 119, POL 483, or the QR from a second major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Language Minor
Four courses above 211
Students are expected to take all courses in the target language. Any course taught in English must be approved by the
advisor for credit toward the minor.
Departmental Honors
Majors seeking graduation with departmental honors must apply to the chair of the department in their junior year.
Requirements include a 3.50 GPA both in the major and overall, and an honors thesis written in the target language.
Prerequisite
Any prerequisite must be completed with a minimum grade of C- or P.
Transfer Students
Transfer students intending to major or minor in languages must take a minimum of one upper division course per year
at Augsburg. See major/minor above for limits on non-Augsburg courses. Courses accepted for transfer must have been
taken within the past seven years.
Study Abroad
A semester of study abroad (15 weeks) is required for Language majors, and some study abroad is strongly
recommended for minors. See advisor for guidelines on portfolio documentation of coursework taken abroad. Majors in
Cross-Cultural Studies must complete a semester abroad (15 weeks) or two short-term international study experiences
approved by the department.
Internships
An advanced-level internship in the major language (399) or an interdisciplinary internship (INS 199) that links language
skills with community service and career exploration may be arranged pending faculty availability.
For a complete list of courses and descriptions, see the Course Description Search.
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Leadership Studies Minor
The Leadership Studies minor is designed for students who are, and have been, engaged in leadership experiences and
to tie their experiences with the academic study of leadership.
Successful completion of the undergraduate minor in leadership will allow the student advanced standing in the MA in
Leadership program at Augsburg. They would not be required to take ML 505 Foundations and would only have to take
10 courses to complete the MA instead of 11.
Five courses are required for the minor: LST 205, LST 485 and three electives as specified below. Note: some of these
courses may have a prerequisite.
LST 205 - Introduction to Leadership Studies
LST 485 - Leadership Seminar: Integrating Leadership Theory and Practice
At least three electives chosen from the two core areas of leadership focus – communication and cultural competence in
organizations. At least one course from each area. Courses must be selected from at least two different departments.
Students must have a C- grade or above in all of the courses in the minor to qualify for graduation with the minor. Note:
some of these courses may have prerequisites.
Communication
Leaders must have skills in imparting or exchanging of information. Choose at least one of the courses below, or a
director approved elective:
COM 321 - Business and Professional Speaking
COM 345 - Organizational Communication
COM 355 - Small Group Communication
COM 480 - Public Relations/Promotional Communication
ENL 220 - Intermediate Expository Writing
ENL 385 - Language and Power
Director approved elective
Cultural Competence in Organizations
All leadership takes place within the context of an organization. Leaders should be able to understand, appreciate, and
interact with persons from cultures and/or belief systems other than their own within those organizations. Choose at
least one of the courses below, or a director approved elective:
COM 329 - Intercultural Communication
INS 359 - Political Sociology of Building Power, Change, and Equity
SOC 265 - Race, Class and Gender
SOC 349 - Organizations and Society: Understanding Nonprofits and Corporations
SWK 280 - Diversity and Inequality in Professional Practice
Approved CGEE Study Abroad Course
Director approved elective
For a complete list of courses and descriptions, see the Course Description Search.
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Mathematics and Statistics
Mathematics is the study of structure and relationships and provides tools for solving a wide variety of problems.
Mathematical language describes our world from the perspectives of the natural, physical, and social sciences. Engaging
in mathematical thinking helps strengthen the problem solving and quantitative reasoning skills that are increasingly
expected of every member of contemporary society. Moreover, as mathematics has had a formative impact on the
development of civilization, it is an important part of a liberal arts education.
Students majoring in Mathematics acquire the skills necessary to serve society through a variety of careers. In addition
to acquiring computational and problem solving skills, Mathematics majors at Augsburg develop their abilities to reason
abstractly; to conjecture, critique, and justify their assertions; to formulate questions; to investigate open-ended
problems; to read and comprehend precise mathematical writing; to speak and write about mathematical ideas; and to
experience working in teams on mathematical projects. Students can prepare for graduate school, for work in business,
industry, or nonprofit organizations, or for teaching mathematics in grades K-12. Students majoring in many disciplines
find it helpful to acquire a minor or a second major in Mathematics.
Students may choose coursework supporting the study of Mathematics as a liberal art (through the BA degree) or
choose a more focused program of courses (through the BS degree). BS focus areas include theoretical mathematics,
statistics, teaching mathematics, and the application of mathematics to science and engineering, actuarial science,
computing, business, or economics. Augsburg’s urban location allows students to gain experience working with
mathematics through internships, service learning, and the colloquium course. Augsburg students can also choose to
complete a major in Actuarial Science at University of St. Thomas, offered through ACTC.
Mathematics and Statistics Faculty
Suzanne Dorée (Chair), Pavel Bělík, Richard Flint, Matthew Haines, Jody Sorensen, John Zobitz
Degree and Major Requirements
Mathematics Major, BA
Nine courses including:
MAT 145 - Calculus I
MAT 146 - Calculus II
MAT 245 - Calculus III
MAT 246 - Linear Algebra
MAT 271 - Discrete Mathematical Structures
MAT 491 - Mathematics Colloquium (to be taken during junior and senior years)
A “theoretical structures” course from:
o MAT 304 - Graph Theory
o MAT 314 - Abstract Algebra
o MAT 324 – Analysis
o Other courses approved by the department.
Three additional electives chosen from MAT courses numbered above 250, at least two of which are numbered
above 300. Note that PHY 327 counts as a 300 level MAT course.
Students must earn a grade of C- or better in each course that applies toward the major.
At least two MAT courses numbered above 250 must be taken at Augsburg.
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QF and QA), and Writing (W) are embedded in the
MAT courses and are met by completing the major. An additional course in Speaking (S) is also required and may be met
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by either MAT 201 together with the major, COM 111, COM 115, student teaching, another speaking skill course
approved by the department, or completion of another major that includes the speaking skill. Students transferring in
mathematics course(s) must consult their faculty advisor about potential additional skills courses needed.
Mathematics Major, BS
Twelve courses including:
MAT 145 - Calculus I
MAT 146 - Calculus II
MAT 245 - Calculus III
MAT 246 - Linear Algebra
MAT 271 - Discrete Mathematical Structures
MAT 491 - Mathematics Colloquium (to be taken during junior and senior years)
Four electives chosen from MAT courses numbered above 250, at least three of which are numbered above 300.
Note that PHY 327 counts as a 300 level MAT course.
Three additional electives chosen from MAT courses numbered above 250, or the following list of supporting
courses (or substitutes with departmental approval); BIO 355, BIO 473, BIO 481, MIS 379, CHM 353, CHM 362, CHM
368, CSC 160 (recommended), CSC 170, CSC 210, CSC 320, CSC 385, CSC 457, ECO 112 or ECO 113 (cannot count
both), ECO 318, ECO 416, ECO 490, ESE 330, FIN 331, MAT 163, MAT 164, MAT 173, MKT 352, PHY 121, PHY 122, PSY
215, PSY 315, SOC 362, SOC 363. (Not more than one of MAT 163, MAT 164, MAT 173, MKT 352, PHY 121, PHY 122,
PSY 215, PSY 315, SOC 362,, MIS 379, PSY 215, SOC 362 may count).
These seven electives must include a(n):
“Theoretical Structures” course: MAT 304, MAT 314, MAT 324, or other courses approved by the department.
“Applied Project” course: MAT 355, MAT 369, MAT 374, MAT 377, or other courses approved by the department.
“Statistical Perspectives’’ course: MAT 373, MAT 163, MAT 164, MAT 173, MKT 352, PHY 121, PHY 122, PSY 215, PSY
315, SOC 362, MAT 394, MIS 379, PSY 215, SOC 362, or other courses approved by the department.
At least five of the seven electives must be chosen from a focus area approved by the department.
Sample focus areas:
Biological Sciences: one of MAT 163, MAT 164, MAT 173, MKT 352, PHY 121, PHY 122, PSY 215, PSY 315, SOC 362,,
PSY 215; two of BIO 355, BIO 473, BIO 481; two of MAT 363, MAT 369, MAT 373
Business, Economics, or Actuarial Science: ECO 112 or ECO 113; two of CSC 160, MIS 379, ECO 318, ECO 416, ECO
490, FIN 331, MAT 163, MAT 164, MAT 173, MKT 352, MAT 373; MAT 374 or MAT 377. (Only one of MIS 379, MAT
163 and MAT 164 may count).
Computational Mathematics: CSC 170; CSC 210; one of CSC 320, CSC 385, CSC 457; two of MAT 304, MAT 355, MAT
363, MAT 377.
Physical Sciences: two of PHY 121, PHY 122, CHM 353, CHM 362, CHM 368; two of MAT 324, PHY 327, MAT 355,
MAT 369; a fifth course from this list.
Statistics: One of MAT 163, MAT 164, MIS 379, PSY 215, SOC 362; MAT 324; MAT 373; MAT 374 or MAT 394; one of
ECO 490, MKT 352, PSY 315, SOC 363, or another applied statistics course approved by the department.
Teaching Mathematics: ESE 330; MAT 252; MAT 287; MAT 314; MAT 324
Theoretical Mathematics: MAT 314; MAT 324; at least three of MAT 252, MAT 287, MAT 304, MAT 363, MAT 373, or
regularly offered courses at other ACTC colleges in Complex Variables, Topology, Measure Theory/Real Analysis II,
Abstract Algebra II, Combinatorics.
In addition, an experiential component in the focus area is required, such as an internship, volunteer or paid work
experience, undergraduate research project, student teaching in mathematics, or other experiences approved by the
department. Such experiences may also fulfill the Augsburg Experience requirement if approved. For an undergraduate
research project, the work may build upon a course-based project, but significant work beyond the course is expected.
Students must earn a grade of C- or better in each course that applies toward the major.
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At least two MAT courses numbered above 250 must be taken at Augsburg.
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QF and QA), and Writing (W) are embedded in the
MAT courses and are met by completing the major. An additional course in Speaking (S) is also required and may be met
by either MAT 201 together with the major, COM 111, COM 115, student teaching, another speaking skill course
approved by the department, or completion of another major that includes the speaking skill. Students transferring in
mathematics course(s) must consult their MAT advisor about potential additional skills courses needed.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers. The state requirements are subject to change
after publication of this catalog. Students therefore should consult with the Augsburg Education Department to identify
current Minnesota teacher licensure requirements.
At the time of publication, the mathematics requirements for secondary education licensure to teach mathematics in
grades 5-12 are the same as the BS major, but the electives must include:
ESE 330 5-12 - Methods: Mathematics
MAT 252 - Exploring Geometry
MAT 287 - History of Mathematics
MAT 314 - Abstract Algebra
MAT 324 – Analysis
An “Applied Project” course
One of the following:
o MAT 163 - Introductory Statistics
o MAT 164 – Introductory Statistics for STEM
o MAT 373 - Probability Theory
At the time of publication, the mathematics requirements for a concentration in mathematics to teach in grades 5-8
under elementary education licensure are:
ESE 331 - Middle School Methods: Mathematics
MAT 114 - Precalculus (or MPG 4)
MAT 145 - Calculus I
MAT 252 - Exploring Geometry
MAT 271 - Discrete Mathematical Structures
MAT 287 - History of Mathematics
One of the following:
o MAT 163 - Introductory Statistics
o MAT 164 – Introductory Statistics for STEM
o MAT 373 - Probability Theory
Elementary Education majors seeking middle school mathematics licensure are strongly encouraged to consult with a
Mathematics faculty advisor before enrolling in the 200 level MAT courses.
Departmental Honors in Mathematics and Statistics
To be considered for departmental honors, a student must be involved with Mathematics beyond the classroom, have a
GPA of at least 3.50 in MAT courses numbered above 200, have an overall GPA of at least 3.0, complete a project with
significant mathematical content (usually beginning before senior year), and obtain the approval of the Mathematics
and Statistics Department. The project may build upon a course-based project, but significant work beyond the course is
expected. The project results must be presented in a public forum. A proposal to complete departmental honors in
mathematics should be submitted to the Mathematics and Statistics Department chair at least one year prior to
graduation. Specific requirements are available from the department.
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Pi Mu Epsilon
Membership in the Augsburg chapter of this national mathematics honor society is by invitation. To be considered,
students must have a declared Mathematics major, junior or senior status, and a GPA of 3.00 in their major and overall.
Mathematics Minor
Five courses including:
MAT 145 - Calculus I
MAT 146 - Calculus II
Three MAT electives numbered above 200, at least one of which is numbered above 300. Note that PHY 327 counts
as a 300 level MAT course.
Alternatively students may complete a minor by taking the six courses:
MAT 145 - Calculus I
MAT 146 - Calculus II
One of MAT 163 or MAT 164
o MAT 163 - Introductory Statistics
o MAT 164 - Introductory Statistics for STEM
MAT 252 - Exploring Geometry
MAT 271 - Discrete Mathematical Structures
MAT 287 - History of Mathematics
Students must earn a grade of C- or better in each course that applies toward the minor.
At least one MAT course numbered above 250 must be taken at Augsburg.
Statistics Minor
Six courses or five courses and a research experience or internship, as detailed below:
An introduction to statistics - one of:
o MAT 163 - Introduction to Statistics
o MAT 164 - Introduction to Statistics for STEM
o MIS 379 - Quantitative Methods for Business and Economics
o PSY 215 - Research Methods and Statistics I
o SOC 362 - Statistical Analysis
MAT 213 - Data Visualization and Statistical Computing
MAT 273 - Statistical Modeling
A project-based statistics course - one of:
o BIO 481 – Ecology
o ECO 490 - Research Methods in Econometrics
o MAT 374 - Statistical Theory and Applications
o MKT 352 - Marketing Research and Analysis
o POL 483 - Political Statistics and Methodology
o PSY 315 - Research Methods and Statistics II
o SOC 363 - Research Methods
Two electives chosen from the following:
o MAT 373 - Probability Theory
o MAT 394 - Topics in Statistics
o No more than one of the following:
CSC 170 - Introduction to Programming
CSC 352 - Database Management and Design
CSC 310 - Introduction to Data Science
MIS 270 - Data Management
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o
o
MIS 479 - Business Analytics
A second project-based course:
BIO 481 – Ecology
ECO 490 - Research Methods in Econometrics
MAT 374 - Statistical Theory and Applications
MKT 252 - Marketing Research & Analysis
POL 483 - Political Statistics and Methodology
PSY 315 - Research Methods and Statistics II
SOC 363 - Research Methods
No more than one of the following, with prior approval from the Mathematics and Statistics Department:
PSY 491 - Advanced Research Methods
Advanced statistics electives taught in the ACTC or in transfer
An undergraduate research experience or internship using statistics
Either the project-based course or one of the electives must be taught by a content department other than Mathematics
and Statistics.
Students interested in graduate work in statistics are encouraged to select MAT 373 Probability Theory as one elective
and MAT 374 Statistical Theory and Applications as the project-based course, and also to complete MAT 145 Calculus 1,
MAT 146 Calculus 2, MAT 245 Calculus 3, and MAT 246 Linear Algebra -- which completes a mathematics minor.
Math Placement Group (MPG)
Before enrolling in any Mathematics course and many other courses that have Math Placement prerequisites, students
must have the required Math Placement. All students are required to have their Math Placement Group (MPG)
determined. MPG measures student’s current skill in and understanding of Basic Math (MPG 2), Algebra (MPG 3),
Precalculus (MPG 4), and Calculus I (MPG 5).
Students who have taken the ACT test within the last five years are assigned an initial MPG based on their mathematics
subscore, illustrated below. Students who have recently completed a mathematics course at another college or
university are assigned an initial MPG by the Registrar’s Office as part of Transfer Credit Evaluation, if the course covers
Basic Math, Algebra, Precalculus, or Calculus. Students who receive a grade of 4 or 5 on the Advanced Placement Exam
in Calculus (AB or BC) are assigned MPG 5. Students are allowed to take the Math Placement Exam to determine if they
should be placed into a higher MPG than their initial placement. In particular, students whose initial placement is MPG
1 or MPG 2 are expected to take the Math Placement Exam.
All other students must take the Augsburg Math Placement Exam, which is administered by Academic Advising. The
exam is given during Summer Orientation and Registration (SOAR) sessions for first-year students, and before new
student registration appointments for transfer and AU students. Other times can be scheduled on an individual basis.
Students are also permitted to retake the Math Placement Exam once during their first semester of enrollment at
Augsburg University.
Practice questions and other information are available from Academic Advising. Students in MPG 1 take MAT 103 to
advance to MPG 2. Students in MPG 2 take MAT 105 to advance to MPG 3. Students in MPG 3 may take MAT 114 to
advance to MPG 4. No other MAT course changes a student’s MPG.
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ACT Math Subscore
Initial Math Placement
Required Math Placement Exam
18 and below
MPG 1
Basic Math; Algebra
19-21
MPG 2
Algebra
22-23
MPG 2
Algebra
24-25
MPG 3
No exam needed
22-25 and successful high school precalculus,
trigonometry, or calculus
MPG 3
Precalculus (if seek MPG 4)
26+ and successful high school precalculus,
trigonometry, or calculus
MPG 4
No exam needed
Prerequisites
A course must be completed with a grade of C- or higher to count as a prerequisite for a Mathematics course.
For a complete list of courses and descriptions, see the Course Description Search.
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Medieval Studies
The objective of Medieval Studies is to introduce students to the culture of the Middle Ages—its diverse history and
beliefs, its arts and literature—and to the disciplinary and interdisciplinary skills necessary for its serious study.
The major in Medieval Studies fulfills the original (medieval) ideal of a liberal arts education. Since the study of the
liberal arts was developed in the Middle Ages, students majoring in Medieval Studies find an ideal context for the pursuit
of a liberal arts degree in the modern world.
As was the case in medieval universities, Augsburg’s major in Medieval Studies prepares students for life beyond college.
Because of its emphasis on precise reading and analysis of texts, careful writing, and spirited discussion, the major in
Medieval Studies offers a solid foundation for graduate or professional study, as well as employment opportunities that
require abilities in communication, critical and abstract thinking, and processing information.
Medieval Studies Faculty
Michael Kidd (Languages and Cross-Cultural Studies, Program Director), Phillip C. Adamo (History), Kristin M. Anderson
(Art), Mark L. Fuehrer (Philosophy), Douglas E. Green (English), Merilee Klemp (Music), Philip A. Quanbeck II (Religion),
Martha E. Stortz (Religion), Mark D. Tranvik (Religion), Hans Wiersma (Religion), Maheen Zaman (History)
Degree and Major Requirements
Major
Eleven courses, including six core courses and five electives:
HUM 120 - Medieval Life in 12th-Century Europe
LAT 101 - Beginning Latin I
LAT 102 - Beginning Latin II
HIS 369 - The Early and High Middle Ages
HIS 370 - The Late Middle Ages to 1648
HUM 490 - Keystone: Medieval Studies Project
One of the following literature courses:
o ENL 330 – Shakespeare
o ENL 332 - British Literature: Renaissance and Reformation
o ENL 360 - The Classical Tradition
o ENL 361 - The Medieval World
o SPA 352 - Survey of Spanish Literature I
One of the following religion or philosophy courses:
o HIS 378 - Medieval Church
o PHI 242 - History of Philosophy II: Medieval and Renaissance Philosophy
o RLN 342 - Martin Luther and the Reformation
One of the following history of arts courses:
o ART 386 - Medieval Art
o ART 387 - Renaissance and Baroque Art
o MUS 231 - History and Literature of Music I
o THR 361 - Theater History and Criticism I
Two electives from the following courses:
o HIS 374 - Medieval Crusades
o HIS 440 - Topics in World History: Monks and Heretics
o POL 380 - Western Political Thought
o SPA 331 - Spanish Civilization and Culture
o Any literature, religion/philosophy, or history of arts courses not already taken may be taken as electives.
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Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major. HIS 369 meets the Quantitative Reasoning (QR) graduation skill.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Language Requirement
Students must take one year of college-level Latin as part of the major.
In addition, students must take one year of a college-level, modern language in which medieval scholarship is published
(e.g. Spanish, French, German, Norwegian, Arabic; NOT American Sign Language). This second language will fulfill the
Modern Language Core Skills requirement.
Augsburg Experience
As with all majors, an Augsburg Experience is required for graduation. For the Medieval Studies major this might include
study abroad, or internships at the University of Minnesota’s Rare Books Collection, the Hill Monastic Manuscript
Library, or the Minnesota Renaissance Festival. Prior approval of advisor is required for all Augsburg Experiences related
to Medieval Studies.
Minor
Five courses, including HUM 120. The remaining four courses must be in different disciplines, as grouped above (history,
literature, religion/philosophy, and history of arts).
For a complete list of courses and descriptions, see the Course Description Search.
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Music
The Music Department at Augsburg University offers education for music professions in the context of a liberal arts
curriculum through three degrees and five music majors. All Augsburg students with interest and/or background in
music, regardless of major, are eligible to participate in music courses and ensembles. Some music courses fulfill Liberal
Arts Foundation requirements.
Augsburg’s location in the heart of the vibrant artistic and cultural Twin Cities makes it an ideal place to study music, and
the Music faculty seek and encourage opportunities that connect the campus and the greater arts communities. These
opportunities allow students to explore the links between theory and applied knowledge and may take many forms,
including internships; community performances; Music Therapy practica; community-based learning projects; required
off-campus performance and concert attendance assignments; or travel and study within and outside the United States.
The Music Department is an institutional member of the National Association of Schools of Music (NASM) and the
American Music Therapy Association (AMTA).
Faculty
Full-time
Daniel Albert, Jay Allen, Kristina Boeger, Jill Dawe, Susan Druck, Annie Heiderscheit, Roberta Kagin, Merilee Klemp,
Emma Moonier, Reinaldo Moya, Rafael Rodriguez, Erika Svanoe, Sonja Thompson
Part-time Faculty
Trudi Anderson, Thomas Bartsch, Timothy Buzza, Deborah Carbaugh, Jessica DeVillers, Lynn Erickson, Erin Fox, Jennifer
Gerth, Nancy Grundahl, Charles Hodgson, Mary Horozaniecki, Joan Hutton, Linh Kauffman, Mark Kausch, Kathy Kienzle,
Steve Lund, Kameron Markworth, Lindsay Markworth, Xenia Sandstrom-McGuire, Laurie Merz, Vladan Milenkovic, Rick
Penning, O. Nicholas Raths, Mark Sedio, Andrea Stern
Consulting Chair
David Myers
Fine Arts Coordinator
Cathy Knutson
Departmental Administrator
Tina Brauer
Degrees/Majors
Bachelor of Arts
Music Major
Music Major/Music Business Concentration
Bachelor of Music
Music Performance Major
Music Education Major (P-12 state licensure; community music)
Bachelor of Science
Music Therapy Major
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Music Therapy Equivalency
Offers students with an undergraduate degree the preparation necessary to meet the American Music Therapy
Association requirements for becoming a Board Certified Music Therapist (MT-BC).
Music Minors
Music
Music Business
Degree and Major Requirements
All students interested in majoring in music should consult with the music department prior to or during their first
semester of study at Augsburg University. Applying students are strongly encouraged to schedule a Fine Arts
Scholarship audition during their senior year of high school or, if transferring, in the year prior to entering Augsburg
University. Students intending to pursue a music major in any of the three music degree programs must declare their
major, perform a sophomore/transfer music major qualifying jury, and complete the Music Department degree
application by the end of their fourth semester of study. More detail is included in the Music Department Student
Handbook posted on the Music Students site on Moodle.
Students interested in a double major within music or between music and another discipline should consult with their
advisors before undertaking relevant course work.
Music Core
MUS 113 - Music Theory and Aural Skills I
MUS 114 - Music Theory and Aural Skills II
MUS 213 - Music Theory and Aural Skills III
MUS 214 - Music Theory and Aural Skills IV
MUS 231 - History and Literature of Music I
MUS 232 - History and Literature of Music II
One of MUS 331, MUS 332, MUS 333, or MUS 334
o MUS 331 - Music of the Baroque Era
o MUS 332 - Music of the Classical Era
o MUS 333 - Music of the Romantic Era
o MUS 334 - Music of the 20th Century
MUS 458 or 459 - Senior Recital
Performance Study on the principal instrument or voice in accordance with degree requirement
Four to eight semesters Large Ensemble/Chamber Music in accordance with degree requirement
Large Ensemble Options:
MUE 111 - Augsburg Choir
MUE 112 - Riverside Singers
MUE 114 - Masterworks Chorale
MUE 115 - Cedar Singers
MUE 121 - Augsburg Symphony Orchestra
MUE 141 - Augsburg Concert Band
Chamber Music Options:
MUE 113 - Vocal Chamber Music
MUE 122 - String Chamber Music
MUE 125 - Guitar Chamber Music
MUE 131 - Woodwind Chamber Music
MUE 142 - Brass Chamber Music
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MUE 144 - Percussion Chamber Music
MUE 145 - Piano Chamber Music
Additional Requirements
Pass a piano proficiency test or MUS 238 - Class Piano 4
Pass a sophomore/transfer music major qualifying jury
Complete the Music Department degree application
Graduation Skills
Bachelor of Arts, Major in Music; Bachelor of Music, Major in Music Education; Bachelor of Music, Major in
Performance
Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by
completing the major. The graduation skills in Speaking (S) and Quantitative Reasoning (QR) are met by completing the
following courses:
S: MUS 341
QR fulfilled with QFA: PHY 119, GST 200, MAT 145, MAT 146, MAT 163, or MAT 164.
Bachelor of Science in Music Therapy
Graduation skills in Critical Thinking (CT), Writing (W), Speaking (S), and Quantitative Reasoning (QR) are embedded
throughout the offered courses and are met by completing the major.
Bachelor of Arts, Music Major, Concentration in Music Business
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by completing the
following courses:
QR fulfilled with QFA: One of GST 200, MAT 145, MAT 146, MAT163, or PHY119
Transfer Students
Transfer Students and Graduation Skills: Transfer students must consult an advisor about potential adjustments to their
course requirements to fulfill each of these skills.
Music Major, Bachelor of Arts
Offers the broadest education in liberal arts and prepares the student for the greatest range of graduate, business, and
professional opportunities. Students who intend to pursue non-performance graduate study or desire to enter one of
the many music-related business fields most often choose this course of study.
Faculty advisor: Reinaldo Moya
Music Core, Additional Requirements and the following:
MUS 341 - Basic Conducting(S)
MUS 458 - Senior Recital
Eight credits of MUS electives
MUP 1xx - Performance Studies (four semesters of 1 credit lessons in principal instrument/voice)
MUP 3xx - Performance Studies (four semesters of 1 credit lessons in the principal instrument/voice)
Large Ensemble - eight semesters on the principal instrument or voice from:
Chamber Music - two semesters of chamber music/small ensemble courses on the principal instrument/voice
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Music Major with Music Business Concentration, Bachelor of Arts
The Music Business concentration prepares students to enter today’s music industry and to pursue career opportunity
where the arts and commerce intersect. Courses in music, performing arts, and business combine with field
observations and internships. These experiences prepare students for careers in fields such as arts management,
promotion, the recording industry, and general music business. The program affords both the performing artist and the
business student the opportunity to pursue music business studies. The Music Business concentration has two tracks:
the Bachelor of Arts in Music with Music Business Concentration (designed with a music emphasis) and the Bachelor of
Arts in Business Administration with Specialization in Music Business (designed with business emphasis).
Music Core, Additional Requirements and the following:
ACC 221 - Introduction to Financial Accounting
ECO 113 - Principles of Microeconomics
MIS 260 - Problem Solving for Business
One of BUS 242 or BUS 254
o BUS 242 - Principles of Management
o BUS 254 – Entrepreneurship
MUS 162 - Entrepreneurship for Creative Business
MUS 205 - Legal Issues in Music, Entertainment, and the Arts
MUS 335 - Music Business
MUS 336 - Arts Management and Concert Promotion
MUS 408 - Current and Future Issues in the Music Industry
One of MUS 399 or BUS 399
o MUS 399 – Internship
o BUS 399 – Internship
MUS 458 - Senior Recital
MUP 1xx - Performance Studies - four semesters of 1 credit lessons in principal instrument/voice
MUP 3xx - Performance Studies - four semesters of 1 credit lessons in the principal instrument/voice
Large Ensemble - eight semesters on the principal instrument or voice*
Chamber Music - two semesters of chamber music/small ensemble courses on the principal instrument/voice
*Students wishing to fulfill the large ensemble requirement in a performance area other than their principal instrument
or voice may petition the department.
Business Administration with Specialization in Music Business, Bachelor of Arts
See Business Administration for requirements.
Music Education Major, Bachelor of Music
A fully accredited program (National Council for Accreditation of Teacher Education, National Association of Schools of
Music, and Minnesota Professional Educator Licensing and Standards Board), the Music Education major offers students
preparation for becoming licensed school music teachers and/or skilled teachers in studio and community settings.
Those seeking licensure must complete requirements as specified by the Minnesota Professional Educator Licensing and
Standards Board, including coursework and student teaching, resulting in certification to teach at the elementary
through secondary levels, with either a vocal/general or instrumental/general emphasis. In addition to applying to the
Music Department, Bachelor of Music Education major candidates must apply to the Augsburg University Department of
Education for acceptance to the Music Education licensure program. Those not pursuing licensure have a wider range of
options for their degree programs. All course requirements in and beyond music must be complete prior to the student
teaching semester. Admission to upper division music education courses requires an overall academic GPA of at least
2.50 and a music GPA of at least 2.75. Approval for student teaching requires an overall minimum academic GPA of 2.75
and a music GPA of 2.75. In addition to grades, applicants for student teaching placements are reviewed for appropriate
professionalism, dispositions, and attitudes for school settings.
Faculty Advisor: Daniel Albert
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Music Core (except for MUS 331, 332, 333, or 334*), Additional Requirements and the following:
MUS 220 - Worlds of Music
MUS 303 - Introduction to Learning, Teaching, and Technology in Music
MUS 311 - Composition I
MUS 341 - Basic Conducting
MUS 352 - General Music Education Methods
MUS 353 - Special Education in Music Education
MUS 358 - Junior Recital
MUS 459 - Senior Recital
HPE 115 - Chemical Dependency Education
EDC 200 - Orientation to Education in an Urban Setting
Complete either EDC 206 or both EDC 210 and EDC 211
o EDC 206 - Diversity/Minnesota American Indians
o EDC 210 - Diversity in the School (or EDC 110) and EDC 211 - Minnesota American Indians
EDC 310 - Learning and Development in an Educational Setting
ESE 300 - Reading/Writing in the Content Area
EDC 483 - Student Teaching: Initial License in PE, Music, Art, or ESL
MUS 494 - Music Teacher Performance Assessment & Student Teaching Seminar
MUS 355 - Music Methods: Strings
MUS 356 - Music Methods: Brass and Percussion
MUS 357 - Music Methods: Woodwinds
MUS 359 - Music Methods: Vocal
Choose one of the following areas of emphasis:
o Vocal Emphasis:
MUS 251 - English Diction
MUS 252 - Italian Diction
MUS 253 - German Diction
MUS 254 - French Diction
MUS 342 - Choral Conducting
MUS 478 - Choral Methods in Music Education
o Instrumental Emphasis:
MUS 344 - Instrumental Conducting
MUS 477 - Instrumental Methods in Music Education
Performance Studies and Ensembles - Students should choose the following courses in accordance with their area of
emphasis**. Complete all of the following:
o MUP 1xx - Performance Studies (four semesters of 1 credit lessons in the principal instrument/voice )
o MUP 3xx - Performance Studies (three semesters or 1 credit lessons in the principal instrument/voice)
o Large Ensemble - seven semesters on the principal instrument or voice
o Chamber Music - two semesters of chamber music/small ensemble courses on the major
* Students majoring in music education are exempted from the Music Core requirement to complete one of MUS 331,
MUS 332, MUS 333, or MUS 334.
** A Music Education major whose major instrument is piano, organ, or guitar is required to take a minimum of four
additional semesters of lessons on an instrument/voice that corresponds with their large ensemble requirement.
Music Performance Major, Bachelor of Music
This major is a focused classical training program designed to develop the skills, artistic voice, and performing ability of
the individual musician. This degree best prepares students who are interested in graduate school, professional
performance opportunities, or private studio teaching. Acceptance to the program requires a half-hour formal audition
and interview.
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Faculty advisor: Jill Dawe
Requirements:
Music Core, Additional Requirements and the following:
MUP 1xx - Performance Studies (four semesters of 1 credit lessons in the principal instrument/voice)
MUP 3xx - Performance Studies (four semesters of 1 credit lessons in the principal instrument/voice)
MUS 358 - Junior Recital
MUS 459 - Senior Recital
Large Ensemble - eight semesters on the principal instrument or voice*
Chamber Music - four semesters of chamber music/small ensemble courses on the principal instrument/voice
*For guitarists, harpists and pianists: either eight semesters of large ensemble or four semesters of large ensemble and
four additional semesters of chamber music or other assignment in consultation with advisor.
Voice Majors:
MUS 251 - English Diction
MUS 252 - Italian Diction
MUS 253 - German Diction
MUS 254 - French Diction
MUS 435 - Voice Repertoire
MUS 359 - Music Methods: Vocal
*MUS Elective (2 credits)
*Voice students are strongly encouraged to take MUS/THR 235 Skills of Music Theater and/or MUE 294 or 494 - Opera
Workshop.
Keyboard Majors:
MUS 436 - Piano Repertoire
MUS 456 - Piano Pedagogy
MUS Elective (2 credits)
Instrumentalists:
One of MUS 355, MUS 356, or MUS 357
o MUS 355 - Music Methods: Strings
o MUS 356 - Music Methods: Brass/Percussion
o MUS 357 - Music Methods: Woodwinds
MUS Elective (4 credits)
Additional requirements:
BM performance major candidates must pass an extended performance audition and interview that is scheduled after
completion of the sophomore/transfer music major qualifying jury.
Music Therapy Major, Bachelor of Science
Fulfills the academic and clinical requirements for eligibility to take the Music Therapy Board Certification Examination.
The BS in Music Therapy is a four-and-one-half-year degree program, which includes a six month full-time internship in a
clinical facility approved by the American Music Therapy Association (AMTA) or at a university-affiliated site. This course
of study is chosen by students who wish to become professional music therapists. A minimum grade of C in all music
therapy courses is required.
Faculty Advisor: Emma Moonier
Requirements:
Music Core (except for MUS 331, 332, 333, or 334*), Additional Requirements and the following:
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MUS 135 - Class Piano 1
MUS 136 - Class Piano 2
MUS 152 - Class Voice
MUS 158 - Class Guitar 1
MUS 237 - Class Piano 3
MUS 238 - Class Piano 4
MUS 258 - Class Guitar 2
MUS 271 - Introduction to Music Therapy
MUS 273 - Functional Music Skills
MUS 315 - Psychology, Culture, and Community in Music
MUS 340 - Music Therapy Methods I
MUS 345 - Music Therapy Methods II
MUS 374 - Music Therapy Practicum
MUS 375 - Music Therapy Practicum
MUS 376 - Music Therapy Assessment, Treatment and Clinical Processes
MUS 385 - Music Therapy Clinical Improvisation
MUS 458 - Senior Recital
MUS 474 - Music Therapy Practicum
MUS 475 - Music Therapy Practicum
MUS 480 - Music Therapy Senior Seminar
MUS 481 - Music Therapy Clinical Internship
BIO 103 - Human Anatomy and Physiology
PSY 105 - Principles of Psychology
PSY 203 - Lifespan Development
PSY 215 - Research Methods and Statistics I
PSY 262 - Abnormal Psychology
MUP 1xx - Performance Studies (four semesters of 1 credit lessons in principal instrument/voice)
MUP 3xx - Performance Studies (four semesters of 1 credit lessons in the principal instrument/voice)
Large Ensemble - eight semesters on the principal instrument or voice
Chamber Music - two semesters of chamber music/small ensemble courses on the principal instrument/voice
Pass guitar proficiency test, piano proficiency test, and voice proficiency test
* Students majoring in Music Therapy are exempted from the Music Core requirement to complete one of MUS 331, MUS
332, MUS 333, or MUS 334.
Music Therapy Equivalency/Certification Program
The Music Therapy equivalency program is available to students who already have a bachelor’s degree in music and wish
to meet the requirements set by the American Music Therapy Association (AMTA) to become a board-certified music
therapist (MT-BC). This equivalency program prepares students for eligibility to take the Music Therapy Board
Certification Examination. Depending upon the student’s degree and skill level, individual requirements will be outlined
by the director of Music Therapy. There is a minimum two-year residency requirement, which includes participation in a
major ensemble for four terms. Acceptance to the degree program requires the following:
Pass the sophomore/transfer music major jury and Music Department degree application
Pass guitar proficiency, piano proficiency, and voice proficiency
Music Minor
Faculty Advisor: Merilee Klemp
Requirements:
MUS 113 - Music Theory and Aural Skills I
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MUS 114 - Music Theory and Aural Skills II
MUS 341 - Basic Conducting
One of MUS 231 or MUS 232
o MUS 231 - History and Literature of Music I
o MUS 232 - History and Literature of Music II
One additional course (2 credits or above) in music history or conducting (Other music courses may be approved by
departmental petition)
MUP 1xx - Performance Studies (four semesters of 0.5 credit performance studies in the principal instrument/voice)
Large Ensemble - four semesters in a large Augsburg ensemble
Additional requirements:
Submit a Music Department application for minor by spring semester, sophomore year
Music Business Minor
The Music Business minor is a course of study designed both for the Music major desiring additional preparation in
business and for the non-music major interested in pursuing a career in the music industry. With the Music Business
minor, students are given the opportunity to enroll in coursework and participate in on-site field experiences that
address specific professional skills necessary to enter today’s music industry. The minor is a collaborative program
between the Music and Business departments.
Requirements:
ACC 221 - Introduction to Financial Accounting
ECO 113 - Principles of Microeconomics
MIS 260 - Problem Solving for Business
MUS 162 - Entrepreneurship for Creative Businesses
MUS 205 - Legal Issues in Music, Entertainment, and the Arts
MUS 335 - Music Business
MUS 408 - Current and Future Issues in the Music Industry
MUS/BUS 399 - Internship (approved for the music business minor)
One of the following:
o MUS 336 - Arts Management and Concert Promotion
o BUS 301 - Business Law
o BUS 254 - Entrepreneurship
Departmental Honors
Senior Music majors with a cumulative GPA of 3.5 or higher in Music courses may apply for Music departmental honors
by completing extended original work in their area of interest. Such work could include, but is not limited to, one of the
following: defending a senior thesis, presenting an additional recital, composing a substantial piece(s), conducting a
program, presenting a research paper, or some combination of any of the above.
Consideration for departmental honors requires a clearly written proposal that includes a project title, a transcript, and
a brief music résumé to be submitted to the music faculty by November 1 of the senior year with outlined plans to
complete the project by spring break of the senior year.
Piano Proficiency
All Augsburg Music majors are required to have basic piano skills that are either demonstrated by passing MUS 238 or by
meeting the standard required by the Piano Proficiency Test offered at the end of each semester. Students come to
Augsburg with a wide variety of prior training and experience in piano, and therefore can elect to develop their piano
skills and prepare for the proficiency test in several ways. Students with extensive training may be able to simply pass
the test; those with some training may register for private piano lessons; the majority of students are advised to take a
piano placement test that determines their appropriate placement within a sequence of four class piano courses (MUS
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135/136/237/238) designed to teach the skills of the piano proficiency test. To maximize student learning, it is strongly
recommended that piano training is started during the first year, when piano study will complement and strengthen the
student’s experience in the music theory and aural skills curriculum. Consult the Music Student Handbook for piano
major and non-piano major requirements and test dates.
For a complete list of courses and descriptions, see the Course Description Search.
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Natural Science Teaching Licensure
The Natural Science licensure program is designed to combine a strong content focus with early and ongoing teaching
preparation courses that meet Minnesota licensure requirements. Courses are designed to provide a broad background
in science and allow for specialization in an area. The following programs assume that the student will meet the general
education requirements of the University, the requirements for appropriate majors, required education courses (see
Secondary Education requirements), and, in the physical sciences, have at least one year of calculus. Early consultation
with the Education Department (in your sophomore year) is essential to complete undergraduate major and licensure
requirements on a timely basis.
Degree and Major Requirements
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students therefore should consult with the Augsburg Education Department to identify current licensure requirements.
All upper division courses required for the Biology major must be completed before student teaching.
Licensure Requirements
General Science Endorsement (for grades 5-8):
Introductory Geology (taken off campus, offered through ACTC program)
SCI 106 - Introductory Meteorology
BIO 121 - Human Biology
BIO 102 - The Biological World
Complete PHY 116 or both PHY 121 and PHY 122
o PHY 116 - Introduction to Physics
o PHY 121, 122 - General Physics I, II
CHM 115 - General Chemistry I
CHM 116 - General Chemistry II
*See the Biology, Chemistry, or Physics Department sections for teaching major requirements in those disciplines.
For a complete list of courses and descriptions, see the Course Description Search.
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Nursing (BSN) Bachelor of Science Completion
The Augsburg University BSN Completion program is designed exclusively for registered nurses (RNs) who want to
advance their education, increase their career opportunities, and address changing health needs in a variety of rapidly
changing care settings and communities.
The BSN program at Augsburg prepares nurses to synthesize knowledge from the liberal arts with the art and science of
nursing. Educational opportunities are provided that challenge students’ interests and engage their creativity as they
increase skills in critical thinking, speaking, writing, ethics, nursing theories, community assessment, leadership,
decision-making and the role of citizen nurse. Classes that combine short-term immersion experiences of study both at
home and abroad are woven into the BSN curriculum. Students are invited to participate in these exciting endeavors as
they are able.
Department of Nursing Faculty
Martha Aleman, Kaija Freborg, Rebecca Hartwig, Virginia McCarthy, Kristin McHale, Joyce Miller (Chair), Anna Sanchez
Staff: Sharon Wade, Linden Gawboy
Mission
Within the context of the liberal arts and Christian values, the baccalaureate in nursing program prepares students to
uphold and improve health and human potential among persons, families, groups and communities across care settings
with particular emphasis on health inequities locally and globally.
Program Goals
The program goals at the baccalaureate level:
Prepare graduates of associate degree and diploma nursing programs for professional nursing practice in
contemporary and emerging roles.
Provide a sound scholarly foundation for transformative nursing practice and graduate study.
Create and sustain a teaching-learning environment that promotes personal growth, lifelong learning, and a
vocation of professional service in a global society.
Degree and Major Requirements
Nursing Major, BSN
Seven 4-semester credit hour courses, including:
NUR 300 - Trends and Issues in Nursing
NUR 305 – Communication
NUR 306 - Paradigms in Nursing
NUR 403 - Families and the Life Cycle
NUR 410 - Community Health Nursing I
NUR 411 - Practicum: Community Health Nursing II
NUR 490 - Leadership/Management
A minimum grade of C in each nursing course and a cumulative major GPA of 2.5 are required. Students also must
complete Augsburg’s residence and general education requirements.
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Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) graduation skills are embedded
throughout the required courses in the Nursing major and are met by completing the major.
Students petitioning to transfer in upper division nursing courses from another institution to meet requirements in the
nursing major at Augsburg must consult a nursing advisor about potential adjustments to their course requirements to
fulfill each of these graduation skills.
Other Information
The BSN program has been planned so that courses in the nursing major can be completed over 16 months of full-time
study taking two courses per semester. Students can pursue their studies as quickly as 12 months taking three courses
per semester, based on personal choice.
More time may be required to complete the total course of study depending on the number of liberal arts (general
education) courses individual students need to complete the BSN degree and the number of credits each student
transfers to Augsburg University from other colleges or universities. Students in Nursing may take non-nursing courses in
both the Day and Adult Undergraduate programs. Students will be assigned to a nursing faculty adviser to develop a
plan of study.
Admission to the Nursing Major
In addition to meeting admission requirements for Augsburg, admission to the Nursing major requires the following:
An earned associate of science degree in nursing
Cumulative GPA of 2.5 or higher in one’s basic nursing program
Unencumbered RN license–applicant must be a registered nurse who is licensed and currently registered to practice
in Minnesota prior to beginning the Nursing major
Evidence of HIPAA training
Up-to-date immunization records
Criminal background check (details provided in application process)
Special conditions:
o Students may be provisionally admitted to the Bachelor of Science in Nursing program at Augsburg with a
cumulative GPA of less than 2.5 in their basic nursing program. Full admission to the program requires
students to achieve a GPA of 3.00 or better in two liberal arts courses at Augsburg before being fully
admitted to the BSN program.
o Students may apply to Augsburg prior to completion of their associate nursing degree program. However, all
BSN program admission requirements must be met prior to matriculating into the BSN program at Augsburg.
Admissions are handled throughout the year. Students are admitted for fall, spring, or summer semesters.
Credit for Previous Nursing Courses
Registered nurses transferring into Augsburg’s BSN completion program will be awarded up to 34 semester credits in
recognition of their previous lower division nursing coursework if the following standards are met:
Prior nursing education in the United States is taken in an associate degree in nursing (ADN) program or a diploma in
nursing program. Both must be state board-approved programs.
Nursing coursework taken outside of the United States requires a professional credit evaluation. See the
International Students section of this catalog for details about how to submit this evaluation. In addition, nursing
coursework must be verified for authenticity by the Commission on Graduates of Foreign Nursing Schools (CGFNS).
Applicants must request CGFNS (www.cgfns.org) to forward the educational credentials report to the Minnesota
State Board of Nursing. Once their credentials are verified, applicants must apply for licensure and demonstrate
successful passing of the National Council Licensure Examination (NCLEX). Nurses who have previously submitted
CGFNS credential verification in a state other than Minnesota, and who have passed the NCLEX, will be considered
for admission and must meet the same residency requirements expected of all students.
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Class Schedules
Augsburg recognizes that nurses have a variety of time schedules, personal responsibilities, and work demands that
must be taken into account in any decision to work toward a degree. For this reason, Augsburg offers full- and part-time
sequential alternatives for pursuing a Nursing degree.
Courses in the Nursing major are generally offered on Monday, Tuesday, or Thursday evenings with practicum courses
(NUR 410 and 411) requiring additional weekday time. Generally, nursing classes meet on weekday evenings for fourhour time blocks. Online instruction and activities occur between face-to-face class times. Optional immersion courses
and practicums at home and abroad are scheduled throughout the year. Students complete their community health
practicum locally or have the opportunity to go to Pine Ridge, SD or Nicaragua (which is offered every other year). Check
with the Department of Nursing for details.
It is recommended to work with an academic advisor for advice on liberal arts courses.
Transfer of Upper Division Nursing Courses
BSN students who are provisionally accepted into the Master of Arts in Nursing program at Augsburg may enroll in up to
three designated MAN courses, which can be used to fulfill elective credits in the BSN program as well as fulfill credits in
the MAN program. Note that these graduate courses may not transfer into another college or university as graduate
courses if they have been used to complete the BSN; Augsburg University, however, accepts the courses as also fulfilling
requirements in the MAN. The three graduate Nursing courses plus the practica include the following:
NUR 500 - Transcultural Health Care (3 semester credits)
NUR 500P - Practicum: Transcultural Health Care (1 semester credit)
NUR 532 - Transcultural Healing and Self Care (3 semester credits)
NUR 532P - Practicum: Transcultural Healing Practices and Self Care (1 semester credit)
NUR 541 - The Politics of Health Care (3 semester credits)
NUR 541P - Practicum: Politics of Health Care (1 semester credit)
Note: Students who decelerate for more than five years may be asked to audit courses already taken. There is a fee to
audit courses.
Departmental Honors
Admission to the honors major requires a GPA of at least 3.60 in the major and 3.30 overall, application to the
department chair by November 1 of the senior year, recommendation by nursing faculty, and an honors thesis to be
presented before a faculty committee by April 15. Candidates register for NUR 499 to complete the honors requirement.
Latin Honors
To be eligible for Latin honors, a student must meet minimum GPA standards as well as complete a minimum of 56
traditionally-graded credits at Augsburg. For further information, see the Latin Honors section in Academic Information.
Accreditation
The BSN program is accredited by the Commission on Collegiate Nursing Education (CCNE), which has accredited the
Master of Arts in Nursing and the Doctor of Nursing Practice programs at Augsburg. Augsburg is accredited by The
Higher Learning Commission.
For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation,
Approvals, and Memberships section.
For a complete list of courses and descriptions, see the Course Description Search.
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Philosophy
Philosophy, in an important sense, is the most fundamental of the disciplines. All sciences and most other disciplines
arose out of it. Moreover, philosophy is concerned with asking and answering the “big” questions that are the most
basic. For example: Is there a God? Is there life after death? Are there absolute moral standards? What kind of life is the
best? What is knowledge and what are its sources?
Students learn to ask and answer these and other similar questions for themselves through the development and use of
critical reasoning, assisted by the study of philosophers from the past and present.
The Philosophy major has been carefully planned so that students can easily graduate with two majors. Some Philosophy
majors continue on to graduate school in philosophy, while others use the major to prepare for other professional
studies such as law, medicine, religious ministry, or journalism.
Philosophy Faculty
David Apolloni (Chair), Larry Crockett, Markus Führer, Marit A. Peterson, Judith Stack-Nelson, Bernard Walker
Degree and Major Requirements
Philosophy Major
Eight courses including, including at least four upper division courses:
One of PHI 230 or PHI 385
o PHI 230 – Logic
o PHI 385 - Formal Logic and Computation Theory
PHI 241 - History of Philosophy I: Ancient Greek Philosophy
PHI 242 - History of Philosophy II: Medieval and Renaissance Philosophy
PHI 343 - History of Philosophy III: Early Modern and 19th-Century Philosophy
PHI 344 - History of Philosophy IV: 20th-21st Century Philosophy
A 400-level Philosophy course (other than PHI 499)
Two elective courses in Philosophy
Note: The Philosophy department at present does not offer a keystone PHI 499 course of its own. We recommend that
majors take the keystone course offered in the Religion Department, or (in the case of double majors) in the department
of the other major.
Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major. The Quantitative Reasoning (QR) graduation skill can be met by taking PHI 230.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Language requirement
The Philosophy Department has no specific language requirement besides the one of the University, but it recommends
for Philosophy majors Greek, Latin, French, or German, at the discretion of the faculty advisor.
Major in Computational Philosophy
In addition to a major and minor in Philosophy, the Philosophy department also offers a cross-disciplinary major in
conjunction with the Computer Science department emphasizing areas of interest in which philosophy and computer
science overlap: logic, artificial intelligence, cognitive science, philosophy of mind, and philosophy of language. The
purpose of the major is to augment the technical skills of a computer scientist with the creativity and liberal arts
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perspective of a philosopher. The result is a degree that is very marketable in industry and that provides an excellent
logical and philosophical background for those wishing to pursue graduate study in philosophy. See Computer Science
for more information.
Departmental Honors
Admission to the Philosophy honors program is by recommendation of the Philosophy faculty. Such recommendations
will be made at the end of the junior year. The program will consist of an honors thesis on an approved topic of the
student’s choice that involves research above the course level, and a defense of this thesis before the faculty of the
department.
Philosophy Minor
Five courses:
Two of PHI 241, PHI 242, PHI 343, or PHI 344
o PHI 241 - History of Philosophy I: Ancient Greek Philosophy
o PHI 242 - History of Philosophy II: Medieval and Renaissance Philosophy
o PHI 343 - History of Philosophy III: Early Modern and 19th-Century Philosophy
o PHI 344 - History of Philosophy IV: 20th-21st Century Philosophy
Three additional PHI electives
For a complete list of courses and descriptions, see the Course Description Search.
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Physics
Physicists are a curious and ambitious lot. Their aim is to understand the fundamental principles that describe and
govern all physical aspects of the universe. Historically called “natural philosophers,” physicists investigate by means of
controlled experimentation and mathematical analysis. Physics includes the study of systems ranging from sub-atomic
particles to the largest galaxies and from the relative stillness of near absolute zero to the fiery activity of stars. Physics
plays an important role in many of the liberal arts disciplines and contributes to society’s understanding of such areas as
energy, weather, medical science, and space exploration. A good background in physics (and the associated problem
solving skills obtained therein) will prepare you well for a multitude of careers.
Recognizing the importance of physics in contemporary life and the need to keep abreast of rapid technological
advances, the department strives to give students not only an understanding of basic concepts, but also insights into
recent developments. A rigorous major provides students with the preparation required for graduate study in physics. It
also provides flexibility, serving as a stepping stone to advanced work in related areas such as astronomy, engineering,
materials science, atmospheric science and meteorology, oceanography, biophysics, environmental science, and the
medical and health-related fields. The department serves the liberal arts by offering courses for non-science students
that enable them to attain a general understanding of a particular area of science. These courses provide the basis for
further study and enable students to follow new developments in science with heightened awareness and
comprehension.
The department administers Augsburg University’s portion of funds designated for the Minnesota Space Grant College
Consortium, funded by NASA. It also maintains active research programs through its Center for Atmospheric and Space
Sciences and the Sverdrup Laboratory for Biophysics, with support from the National Science Foundation, NASA, and
other private and public sources. Several students work as research assistants in these efforts during the academic year
and in the summer. Cooperative education, internship, and undergraduate research programs provide opportunities for
students to apply their knowledge and problem-solving skills in practical situations in industrial, governmental, and
academic settings.
Faculty
Stuart Anderson (Chair), Mark Engebretson (professor emeritus), Jeffrey Johnson (professor emeritus), Ben Stottrup
Physics Research Staff: Jennifer Posch
Degree and Major Requirements
Physics Major, BA
PHY 121 - General Physics I
PHY 122 - General Physics II
PHY 245 - Modern Physics
PHY 351 - Mechanics I
PHY 362 - Electromagnetic Fields I
PHY 363 - Electromagnetic Fields II
PHY 395 - Comprehensive Laboratory I
PHY 396 - Comprehensive Laboratory II
Two elective physics courses above PHY 122
MAT 145 - Calculus I
MAT 146 - Calculus II
MAT 245 - Calculus III
One of PHY 327 or MAT 369
o PHY 327 - Special Functions of Mathematical Physics
o MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences
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Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) are embedded throughout the
offered courses and are met by completing the major.
The graduation skill in Speaking (S) is met by completing one of the following courses—COM 111, COM 115, or MAT 201
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Physics Major, BS
PHY 121 - General Physics I
PHY 122 - General Physics II
PHY 245 - Modern Physics
PHY 261 – Electronics
PHY 351 - Mechanics I
PHY 362 - Electromagnetic Fields I
PHY 363 - Electromagnetic Fields II
PHY 395 - Comprehensive Laboratory I
PHY 396 - Comprehensive Laboratory II
Two from the following:
o PHY 317 – Biophysics
o PHY 320 - Introduction to Space Physics
o PHY 352 - Mechanics II
o PHY 420 - Plasma Physics
o PHY 430 - Introduction to Solid State Physics
o PHY 486 - Quantum Mechanics
CHM 115 & 115L - General Chemistry I and lab
CHM 116 & 116L - General Chemistry II and lab
MAT 145 - Calculus I
MAT 146 - Calculus II
MAT 245 - Calculus III
One of PHY 327 or MAT 369
o PHY 327 - Special Functions of Mathematical Physics
o MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences
Graduation Skills
Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by
completing the major. Consult your department chair or academic advisor for requirements for meeting the
Quantitative Reasoning (QR) graduation skill.
The graduation skill in Speaking (S) is met by completing the following course—COM 115
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Physics Major with Concentration in Space Physics, BS
It is the same as the BS major, with the addition of PHY 320 - Introduction to Space Science and PHY 420 - Plasma
Physics.
Physics Major with Concentration in Biophysics, BS
It is the same as the Physics BS major, with the addition of PHY 317 - Biophysics, one independent project (PHY, CHM,
BIO, or MAT 499), and one elective from the following:
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BIO 253 - Introductory Cellular Biology
BIO 355 - Genetics
BIO 369 - Biochemistry
BIO 471 - Advanced Cellular and Molecular Biology
BIO 475 - Neurobiology
BIO 476 - Microbiology
BIO 486 - Immunology
CHM 353 - Quantitative Analytical Chemistry
CHM 367 - Properties of Polymers
CHM 368 - Physical Chemistry: Microscopic Theory
CHM 464 - Advanced Organic Chemistry
CHM 470 - Principles of Medicinal Chemistry
CHM 481 - Instrumental Analysis
MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences
PHY 327 - Special Functions of Mathematical Physics
PHY 430 - Introduction to Solid State Physics
Departmental Honors
A GPA of 3.50 in physics and 3.30 overall. An original research project on a significant topic in Physics with an oral
presentation and written report. Project proposals should be made to the department by Sept. 30 of the senior year.
Final project submissions are due to April 1st.
Other Requirements
In planning their courses of study, students are encouraged to work closely with members of the Physics faculty.
Normally, students should have MAT 145, 146, and PHY 121, 122 during the first year, and MAT 245 and 369 (or PHY
327) during the sophomore year.
Graduation Skills
Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by
completing the major. Consult your department chair or academic advisor for requirements for meeting the
Quantitative Reasoning (QR) graduation skill.
The graduation skill in Speaking (S) is met by completing the following course—COM 115
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
PHY 121 - General Physics I
PHY 122 - General Physics II
PHY 245 - Modern Physics
PHY 351 - Mechanics I
PHY 362 - Electromagnetic Fields I
PHY 363 - Electromagnetic Fields II
PHY 395 - Comprehensive Laboratory I
PHY 396 - Comprehensive Laboratory II
SCI 490 - Integrated Science or other approved Keystone
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Two additional physics courses above 122; PHY 261 recommended
MAT 145 - Calculus I
MAT 146 - Calculus II
MAT 245 - Calculus III
PHY 327 - Special Functions of Mathematical Physics
CHM 115 & 115L - General Chemistry I and lab
CHM 116 & 116L - General Chemistry II and lab
Physics Minor
Seven courses including:
PHY 121 - General Physics I
PHY 122 - General Physics II
MAT 145 - Calculus I
MAT 146 - Calculus II
Three elective physics courses above PHY 122
Society of Physics Students
The Augsburg chapter of the Society of Physics Students provides students the opportunities of membership in a
national physics society and of participating in the physics community on a professional basis. Membership in the society
is open to all students interested in physics.
Sigma Pi Sigma
Membership in the Augsburg chapter of this national physics honor society is open to those students who have
completed the equivalent of a minor in physics, have a GPA of 3.00 in physics and overall, and rank in the upper third of
their class.
For a complete list of courses and descriptions, see the Course Description Search.
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Political Science
Political Science at Augsburg University helps prepare you for many paths: political engagement, pursuit of an advanced
degree, a successful career. Political science focuses on the role of power and authority in human affairs, something
relevant to any field you might choose. Understanding power and authority is also necessary for anyone interested in
political and social change.
The major prepares you for many options after graduation, including law school, or graduate work in areas such as
political science, public administration, and public policy. Our majors have gone on to work in government, business,
communications, the non-profit sector, education, and numerous other fields.
Internships are within easy reach of the campus, because of our location in the heart of the Twin Cities metro area.
Grounded in the diverse and international community around Augsburg, the department directly engages the world and
issues around us.
Numerous study abroad programs are also available, as well as learning opportunities throughout the country. The
Model UN program, which travels annually to New York, is a highlight for many students. Our majors experience an
education which can extend from the classroom to the surrounding community to places around the world.
Our experienced faculty teach in all major areas of political science, and also possess special expertise in campaigns and
elections, immigration and ethnic politics, urban and environmental politics, gender and politics, economic
development, comparative and international politics, mass communications and other information technology, and
American public law. Our broad, balanced, and flexible course offerings, combined with the many special educational
opportunities, enhance your potential for graduate study and a successful career.
Faculty
Andrew Aoki (Chair), Sarah Combellick-Bidney, Milda Hedblom (Pre-Law Advisor), Elizabeth Klages, Norma Noonan
(emerita), Joseph Underhill
Degree and Major Requirements
A C- minimum grade is required in all courses taken for the major.
Political Science Major
Ten courses:
POL 158 - Introduction to Political Science
POL 483 - Political Statistics and Methodology
POL 484 - Political Analysis
One elective from the following:
o POL 121 - American Government and Politics
o POL 122 - Social Justice in Urban America
o POL 160 - World Politics
o POL 170 - Law in the United States
At least five other upper division courses in four out of five Political Science areas. A seminar in one of the five areas
may be counted for that area. Only one internship may count for an upper division area.
One other Political Science course in any area, upper or lower division
Political Science Area Courses
This is a list of commonly offered courses that fulfill the upper division area elective requirements. Students may also
satisfy the elective requirements with a variety of courses from study abroad experiences, HECUA, or other programs,
with the permission of the department. POL495 can be used toward area requirements with advisor approval. The
applicable area will vary based on the topic of the course.
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Area 1 – American Government and Politics: POL325, 326, 342, or 421
Area 2 – Comparative Politics and Analysis: POL350, 359, or 459
Area 3 – International Politics: POL368, 461, or 490
Area 4 – Public Law: POL370 or 371
Area 5 – Political Theory and Analysis: POL380 or 381
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the
offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing one of
the following courses: POL 325, POL 326, or POL 380
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Pre-Law Concentration in Political Science
11 required courses including:
POL 121 - American Government and Politics
POL 170 - Law in the United States
POL 483 - Political Statistics and Methodology
POL 484 - Political Analysis
Two of the following three courses:
o No more than one of ENL 220 or ENL 223
ENL 220 - Intermediate Expository Writing
ENL 223 - Writing for Business and the Professions
o PHI 230 – Logic
o COM 111 - Public Speaking
Five Electives:
o Three courses from the choices below:
POL 350 - Topics: European Politics
POL 370 - Constitutional Law
POL 371 – Topics
POL 380 - Western Political Thought
POL 381 - Topics: Democratic Theory
o Two additional upper level courses in Political Science (can come from the list above, or be any other upper level
Political Science course).
Public Policy and Political Change Concentration in Political Science
10 courses plus an internship, including:
One of ECO 112 or ECO 113
o ECO 112 - Principles of Macroeconomics
o ECO 113 - Principles of Microeconomics
One of POL 121 or POL 122
o POL 121 - American Government and Politics
o POL 122 - Social Justice in Urban America
One of POL 325 or POL 326
o POL 325 - Politics and Public Policy
o POL 326 - Political Parties and Behavior
One of ECO 490, POL 483, or SOC 362
o ECO 490 - Research Methods in Econometrics
o POL 483 - Political Statistics and Methodology
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o SOC 362 - Statistical Analysis
POL 484 - Political Analysis
One Course from the Following:
o POL 121 - American Government and Politics
o POL 122 - Social Justice in Urban America
o POL 124 - American Women and Politics
o POL 158 - Introduction to Political Science
o POL 160 - World Politics
o POL 170 - Law in the United States
Four Courses from the Following:
o POL 241 - Environmental and River Politics
o POL 325 - Politics and Public Policy
o POL 326 - Political Parties and Behavior
o POL 342 - Mass Communication in Society
o POL 370 - Constitutional Law
o POL 371 – Topics
o POL 381 - Topics: Democratic Theory
o POL 421 - Topics: American Politics
o POL 461 - Topics: International Politics
o SOC 381 - City and Regional Planning
o One of ECO 312 or ECO 313
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
An internship, usually taken as POL 399.
Notes
If both POL 121 and 122 are completed, one can count for section I and one for section II. The same course cannot
fulfill requirements in both sections.
If both POL 325 and 326 are completed, one can count for section I and one for section III. The same course cannot
fulfill requirements in both sections.
Only one economics course (either 312 or 313) can be counted toward the four courses required in Section III.
The internship can be taken for credit or not-for-credit. A student taking an internship not for credit must still have a
Political Science department faculty member supervising the internship, and must fulfill certain academic
requirements, which will be explained by the supervising faculty member.
Substitutions to the courses above can be approved by the department chair. For example, the department
sometimes offers relevant topics courses under numbers not listed above.
Political Science Areas
(I)
(II)
(III)
(IV)
(V)
American Government and Politics
Comparative Politics and Analysis
International Politics
Public Law
Political Theory and Analysis.
Any course listed in more than one area may be counted in only one area toward major or minor requirements.
Departmental Honors
The honors major in Political Science includes the requirements listed above, plus the following:
The student’s GPA must be 3.50 in Political Science courses and 3.00 overall; the student must take an honors
independent study and a seminar, and must submit an honors thesis to be defended before a faculty committee.
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Students may work with any member of the department on their honors thesis. For specific requirements, consult the
department chair.
For a student to be eligible for departmental honors, all courses in the major must be taken with traditional grading (not
P/N). Exceptions may be made in extraordinary circumstances.
Political Science Minor
Five courses, including:
One of POL 121, POL 122, or POL 170
o POL 121 - American Government and Politics
o POL 122 - Social Justice in Urban America
o POL 170 - Law in the United States
POL 158 - Introduction to Political Science
At least three upper-division courses in three out of five political science areas
POL 483 may not usually be used for a minor.
Pre-Law Minor
POL 121 - American Government and Politics
POL 170 - Law in the United States
Two of the following:
o No more than one of ENL 220 or ENL 223
ENL 220 - Intermediate Expository Writing
ENL 223 - Writing for Business and the Professions
o PHI 230 – Logic
o COM 111 - Public Speaking
Two electives from the following:
o POL 350 - Topics: European Politics
o POL 370 - Constitutional Law
o POL 371 – Topics
o POL 380 - Western Political Thought
When necessary, substitutions can be approved by the chair (e.g. if a required course has to be canceled).
Public Policy and Political Change Minor
One of POL 121 or POL 122
o POL 121 - American Government and Politics
o POL 122 - Social Justice in Urban America
One of POL 325 or POL 326
o POL 325 - Politics and Public Policy
o POL 326 - Political Parties and Behavior
POL 399 – Internship
Three of the following:
o POL 241 - Environmental and River Politics
o POL 325 - Politics and Public Policy
o POL 326 - Political Parties and Behavior
o POL 342 - Mass Communication in Society
o POL 381 - Topics in Democratic Theory
o POL 421 - Topics in American Politics
o POL 461 - Topics in International Politics
o SOC 381 - City and Regional Planning
o No more than one of ECO 312 or ECO 313
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ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
Notes
If both POL 325 and 326 are completed, one can count for section I and one for section II. The same course cannot
fulfill requirements in both sections.
Only one Economics course (either 312 or 313) can be counted toward the three courses required in Section II.
Teaching Major in Political Science and Economics
Total of 12 courses required: five courses in economics, five courses in political science, and two courses in education.
ECO 112 or 113 and POL 121 also fulfill requirements for the social studies core; education courses also fulfill licensure
requirements for secondary education.
Economics Courses:
o ECO 112 - Principles of Macroeconomics (elective for social science core)
o ECO 113 - Principles of Microeconomics (elective for social science core)
o One of ECO 312 or ECO 315
ECO 312 - Intermediate Macroeconomics
ECO 315 - Money and Banking
o ECO 313 - Intermediate Microeconomics
o One other upper division Economics course
Education Courses:
o EDC 200 - Orientation to Education in an Urban Setting (required for licensure)
o ESE 310 - 5-12 Methods: Social Studies (Capstone course) (required for licensure)
Political Science Courses:
o POL 121 - American Government (social science core course)
o Two upper-level political science courses (must be in two different areas)
o Two other Political Science courses
In addition, in order to graduate with this major, a student must have been admitted into the Department of Education.
To be licensed in social studies, additional education courses and the social studies core are required.
Note: Students interested in secondary education may take a Political Science major or the teaching major in Economics
and Political Science. Either option requires that the student also take courses required for the social studies core. For
more information, see the department chair.
For a complete list of courses and descriptions, see the Course Description Search.
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Psychology
Psychology is the scientific investigation of behavior and mental processes. As an integral part of a liberal arts education,
psychology contributes to the understanding of individual and group behavior. The study of psychology equips students
to understand and use the scientific method to think creatively and critically beyond the classroom. To prepare students
for graduate study and work in psychology, the major emphasizes the complementary components of a strong
foundation in research and theoretical work with the application of knowledge and skills in coursework, research
experiences, and internships within the community. The curriculum’s emphasis on the experiential dimensions of
learning and the integration of liberal arts and professional domains prepares students for careers in many settings
including business, education, social services, research, law, government, religious institutions, and medicine.
Faculty members in the Department of Psychology have varied professional specializations including clinical, counseling,
neurobiological, developmental, social, cognitive, and industrial/organizational psychology as well as expertise in
psychological applications to health, law, and public policy. Students may tap this expertise through a variety of learning
experiences including group and individual projects, Psi Chi Honor Society, and faculty-student research teams.
Faculty
Henry Yoon (Chair), Alex Ajayi, Ben Denkinger, Stacy Freiheit, O. Evren Guler, David Matz, Bridget Robinson-Riegler,
Nancy Steblay
Degree and Major Requirements
Psychology Major
The major is 10 courses including:
PSY 105 - Principles of Psychology
PSY 215 - Research Methods and Statistics I
PSY 315 - Research Methods and Statistics II
PSY 400 - Keystone Internship
At least two courses from the following:
o PSY 325 - Social Behavior
o PSY 354 - Cognitive Psychology
o PSY 355 – Biopsychology
At least one course from the following:
o PSY 491 - Advanced Research Seminar
o PSY 493 - Seminar: Contemporary Issues
o PSY 495 - Clinical Research and Lab
Electives (three additional courses in psychology)
Majors are encouraged to take more than the minimum 10 required psychology courses.
Note: A minimum of five courses must be from Augsburg. No more than two courses from among PSY 199, 299, 399, 400
and 499 may be counted.
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students should consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
All psychology majors must have an advisor in the Psychology department.
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Transfer Students
Transfer-course policy for majors and minors: All transfer courses, including ACTC courses, must be approved by the
chair. Only those psychology courses successfully completed (C- or above) within the last 10 years will be considered. In
general, courses that meet the transfer guidelines may only be applied to elective or PSY 105 credit for the major.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
Biopsychology Major
The Psychology and Biology Departments jointly offer a program in Biopsychology. See Biopsychology in the
departmental pages of this catalog.
Concentration in Clinical Psychology
The Clinical Psychology concentration is designed to prepare students for careers and graduate education in mental
health care fields. Students will learn about the biological, psychological, and social factors related to defining,
understanding, and treating abnormal behavior. Emphasis is placed on developing knowledge and skills related to both
the science and practice of psychology. Experiential learning opportunities include collaborating on faculty-student
research projects and completing an internship in a real-world mental health setting.
Students take ten courses, including:
PSY 105 - Principles of Psychology
PSY 215 - Research Methods and Statistics I
PSY 262 - Abnormal Psychology
PSY 315 - Research Methods and Statistics II
PSY 385 - Counseling Psychology
PSY 400 - Keystone Internship
At least two courses from the following:
o PSY 325 - Social Behavior
o PSY 354 - Cognitive Psychology
o PSY 355 – Biopsychology
At least one course from the following:
o PSY 491 - Advanced Research Seminar
o PSY 493 - Seminar: Contemporary Issues
o PSY 495 - Clinical Research and Lab
At least one course from the following:
o PSY 261 – Personality and Cultural Context
o PSY 359 - Assessment
Concentration in Psychology and Law
The field of psychology and law involves the application of scientific and professional aspects of psychology to questions
and issues relating to law and the legal system. This field encompasses contributions made in a number of different
areas- research, clinical practice, public policy, and teaching/training among them—from a variety of orientations within
the field of psychology, such as developmental, social, cognitive, neuropsychology, and clinical. Students in this
concentration will participate in at least three experiential learning venues: laboratory research, a community-based
internship, and study tours to Hennepin County courts.
Students take the following courses:
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PSY 105 - Principles of Psychology
PSY 215 - Research Methods and Statistics I
PSY 235 - Psychology and Law
PSY 262 - Abnormal Psychology
PSY 315 - Research Methods and Statistics II
PSY 325 - Social Behavior
PSY 354 - Cognitive Psychology
PSY 360 - Psychology Laboratory
PSY 400 - Keystone Internship
PSY 491 - Advanced Research Seminar
SOC 277 - Introduction to Criminology
At least one course from the following:
o PSY 359 – Assessment
o PSY 385 - Counseling Psychology
o PSY 410 - Clinical Neuropsychology
At least one course from the following:
o POL 170 - Law in the United States
o POL 370 - Constitutional Law
Concentration in Social Psychology
Both the Psychology and Sociology Departments offer courses relevant to students with interests in social psychology.
The intent of the Social Psychology concentration is to provide students with a solid disciplinary foundation along with
specific coursework to strengthen a cross-disciplinary social psychological perspective. Coursework will emphasize
research skills, theoretical analysis, and applied work in areas intended to prepare students for careers in law,
consulting, research, and social policy, as well as many other areas. In addition, the Social Psychology concentration is
ideal for graduate school preparation.
Students take the following courses:
PSY 105 - Principles of Psychology
PSY 215 - Research Methods and Statistics I
PSY 315 - Research Methods and Statistics II
PSY 325 - Social Behavior
PSY 400 - Keystone Internship
SOC 121 - Introduction to Sociology
SOC 375 - Social Psychology
At least one course from the following:
o PSY 354 - Cognitive Psychology
o PSY 355 - Biopsychology
At least one course from the following:
o PSY 491 - Advanced Research Seminar
o PSY 493 - Seminar: Contemporary Issues
o PSY 495 - Clinical Research and Lab
Electives (three additional courses in psychology)
Departmental Honors
GPA of 3.50 in the major and overall, and completion of a high-quality research project. Formal application must be
made during the junior year. Consult the department chair for more detailed requirements.
Minor
Five courses, including:
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PSY 105 - Principles of Psychology
Four additional PSY electives
A minimum of two courses must be taken at Augsburg. If a student minoring in psychology elects to complete internship
courses, no more than two of the following courses can count toward the minor: PSY 199, 299, 396, 399, 400, and 499.
For a complete list of courses and descriptions, see the Course Description Search.
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Religion
Religion – everyone has a notion of what it is. But try to define it, and words get tangled in the varieties of religious
expressions, experiences, systems, and cultures. Personal perspective and experience also come into play, creating
different and even conflicting attitudes and opinions about religion’s value and place in the 21 century.
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But while religion is deeply personal, it is seldom private. Its impact is everywhere and affects everyone, from the most
committed believer and practitioner to the most convinced atheist. Because of the significance of religion in the public
sphere, “Religion and Public Life” serves as a guiding theme that emerges in various ways in the courses offered by the
Augsburg University Religion Department as we welcome students of all religious persuasions – and none – to explore
the role of religion:
In their own lives with a view toward how their beliefs, values, and commitments inform their place in society;
To gain knowledge and competency in relating to the religious beliefs, practices, and cultures of others whom
students may engage in their future professional and social contexts;
In considering their own career choices in service to the world through religious institutions and organizations;
For a deeper understanding of religion’s impact – past and present – in the world they inhabit, regardless of any
student’s own religious position.
All of these avenues to the exploration of religion in public life support and express the Augsburg University
commitment to an educational mission that is “guided by the faith and values of the Lutheran Church.” This tradition,
at the core of Augsburg’s own vocation in higher education, encourages inquiry, welcomes diversity, wrestles with life’s
complexities, and engages the world while preparing students of all backgrounds and persuasions “…to be informed
citizens, thoughtful stewards, critical thinkers, and responsible leaders.”
Faculty
Mary Lowe (Chair), Lori Brandt Hale, Russell Kleckley, Matthew Maruggi, Jeremy Myers, Philip Quanbeck II, Marty Stortz,
Mark Tranvik, and Hans Wiersma
Majors
The Religion Department offers two majors: Religion and Theology & Public Leadership.
General Education Requirements
RLN 100: Religion, Vocation, and the Search for Meaning I
Augsburg embraces a world of many cultures, beliefs, and traditions. This introductory course invites students into that
engagement between religious commitment and the world through an exploration of vocation, pluralism, and diversity.
The course encounters the search for meaning through the narratives of Judaism, Christianity, and Islam, and
encourages students to consider their own religious, philosophical, and ethical commitments in dialogue with other
perspectives. Course related texts, activities, and experiences foster critical thinking and inquiry.
Religion, Vocation, and the Search for Meaning II
For their second required Religion course, students may choose from a wide range of courses that build on the
foundational themes established in RLNEL100 and continue the exploration of vocation, the search for meaning, and
role of religion in public life in the context of particular issues, topics, and people. These courses focus the study of
Religion through a specific topic or issue from the broad field of Religion and its connection to Public Life in a variety of
social, cultural, and historical settings. One option, RLNEL 200: Religion, Vocation, and the Search for Meaning II,
develops themes from RLNEL 100, including vocation, culture, pluralism, and interreligious dialogue. Other courses are
described in the course listings. Any course taken in fulfillment of this requirement may count toward a potential
Religion major or minor.
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Degree and Major Requirements
Religion Major, BA
Courses offered toward a major in Religion highlight the theme of Religion in Public Life in four main areas: 1) Culture
and Society, 2) History and Theology, 3) Sacred Texts and Narratives, 4) Global Religions and Interfaith Studies. Students
majoring in Religion may choose one of these areas as a concentration for their degree by completing four courses
within the concentration out of the 8 total courses (32 credit hours) required for the major. Faculty in the department
work closely with students in selecting courses that match student interests and needs for graduate school, as well as to
make possible a double-major in a related field. The Religion major prepares students to think critically, read
analytically, write clearly, and speak confidently—skills that make our graduates attractive to graduate schools and
employers in any field.
Major/Concentration/Minor Requirements
Religion Major: 8 courses (beyond RLN 100; including RLN 209, RLN 400.)
Concentration within the major: Minimum 4 courses in the concentration
Religion Minor: 4 courses (beyond RLN 100)
Concentrations
Students majoring in Religion can pursue one of the four concentrations listed below.
Culture and Society – Sixteen credits from:
RLN205: Exploring Topics in Religion (depending on topic)
RLN216: Religion and Science in Popular Culture
RLN221: Feminism and Christianity
RLN222: Spirituality, Religion, and Popular Culture
RLN230: Self, Sex & Sin: Human Person in Christian & Contemporary Thought
RLN251: The Bible in Culture and Counterculture
RLN257: Heaven, Hell, and the End of the World
RLN319: Religion at the Movies
RLN409: Topics (depending on topic)
RLN441: Contemporary Theology
History and Theology – Sixteen credits from:
RLN205: Exploring Topics in Religion (depending on topic)
RLN214/MUS234: Church Music and Worship
RLN216: Religion and Science in Popular Culture
RLN221: Feminism and Christianity
RLN230: Self, Sex & Sin: Human Person in Christian & Contemporary Thought
RLN237: Giants of the Christian Faith
RLN240: Religion and the Rise of Science
RLN243: Religion in America
RLN245: The Lutheran Heritage
RLN257: Heaven, Hell, and the End of the World
RLN319: Religion at the Movies
RLN330: Theology of Death and Dying
RLN331: Christian Ethics
RLN342: Martin Luther and the Reformation
RLN340/HIS378: The Medieval Church
RLN370: American Indian Spirituality and Philosophical Thought
RLN374: Ethics and World Religions
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RLN409: Topics (depending on topic)
RLN441: Contemporary Theology
Sacred Texts and Narratives – Sixteen credits from
RLN205: Exploring Topics in Religion (depending on topic)
RLN251: The Bible in Culture and Counterculture
RLN257: Heaven, Hell, and the End of the World
RLN261: Jesus and His Interpreters
RLN409: Topics (depending on topic)
Global Religions and Interfaith Studies – Sixteen credits from:
RLN205: Exploring Topics in Religion (depending on topic)
RLN275: Judaism
RLN276: World Religions
RLN370: American Indian Spirituality and Philosophical Thought
RLN374: Ethics and World Religions
RLN407: Interfaith Scholars Seminar I (2 semester credits)
RLN408: Interfaith Scholars Seminar II (2 semester credits)
RLN409: Topics (depending on topic)
Theology and Public Leadership Major, BA
The Theology and Public Leadership major is an interdisciplinary major that forms leaders for work at the intersections
of church and society. Students in this major are equipped with the necessary theological and theoretical frameworks,
leadership skills and servant hearts to lead a variety of communities in their expression of faith and their work for justice
in the world. This happens through the disciplined study of theology, scripture, the social sciences and ministry. A
distinctive element of the major is the combination of practical and theological training: students will have many
opportunities to apply their knowledge and discernment skills in specific ministry contexts, including a supervised
internship.
Graduates of this program do their work in the areas of youth ministry, congregational ministry, community organizing,
public policy and advocacy, non-profits and graduate school. Our vision is a generation of Christian leaders who are
equipped to lead the Christian church into the public square for the common good.
Students in this program earn a Bachelor of Arts in Theology and Public Leadership and are encouraged to combine this
degree with a concentration, minor or second major in an area of interest.
A Word about Youth and Family Ministry: For decades, Augsburg University has been a leader in the field of youth and
family ministry. The Youth and Family Ministry degree program has a long and storied history of pushing the envelope
with cutting edge approaches to ministry. This new version of the degree program stands proudly on that storied past.
Students who are pursuing a call to ministry with children, youth and families can prepare for this career by combining
the Theology and Public Leadership major with the Youth Studies concentration or minor.
Theology and Public Leadership Major (40-56 credits)
Theology core (20 credits):
o RLN 209 - Research Methods in Religion
o RLN 251 - The Bible in Culture and Counterculture
o RLN 342 - Martin Luther and the Reformation
o RLN 400 - Religion Keystone
o RLN 441 - Contemporary Theology
Public ministry core (16 credits):
o RLN 290 - Foundations for Public Ministry
o RLN 295 - Church: Past, Present, Future
o RLN 390 - The Art of Public Ministry
o RLN 399 - Internship
Cross-Disciplinary Elective (4 credits) OR Concentration (16-20 credits)
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o Complete 4 credits in one of the concentrations listed below or complete the entire concentration
Minors and Concentrations
Students majoring in Theology & Public Leadership can pursue one of the concentrations listed below. A concentration
will be noted on the transcript at the point of graduation, not a minor.
Youth Studies Minor or Concentration
The 20-credit minor/concentration in Youth Studies offers students the opportunity to explore the history and practice
of work with children and youth, to form a critical and constructive framework for understanding and appreciating
young people, and to develop the necessary skill set for effective work with children and youth.
YST 210 - Rethinking Children and Youth
YST 320 - Working With Children and Youth
One human development course from:
o PSY 203 - Lifespan Development
o PSY 250 - Child Development
o PSY 252 - Adolescent and Young Adult Development
o SWK 303 - Human Development and the Social Environment
EDC 330, 331, 332, and 333 – Public Achievement sequence
Complete 4 credits in a YST elective from the courses listed below
o HPE 115 - Chemical Dependency Education (2 cr.)
o HPE 335 - Outdoor Education (2 cr.)
o POL 122 - Social Justice in Urban America
o POL 325 - Politics and Public Policy
o PSY 262 - Abnormal Psychology
o PSY 291 - Addiction and Recovery
o SOC 231 - Family Systems: Cross Cultural Perspectives
o SOC 265 - Race, Class, and Gender
o SOC 300 - Mental Illness and Society (this topic only)
o SOC 387 - Juvenile Delinquency
o WST 281/481 – Topics: Girls, Culture, and Identity (this topic only)
Leadership and Management Concentration
This 16-credit concentration prepares students to manage and lead organizations, especially non-profits.
SOC 349 – Organizations and Society: Understanding Nonprofits and Corporations
BUS 242 – Principles of Management
COM 345 – Organizational Communication
NMS 230 – Social Media
Community Engagement Concentration
This 16-credit concentration prepares students to be effective community organizers and leaders who help organizations
effectively connect with their surrounding communities.
SOC 111 - City Life: Introduction to Urban Sociology or POL 122 – Social Justice in Urban America
SOC 240 - Protest and Social Change: The Sociology of Social Movements
SWK 230 - Global Peace and Social Development
COM 329 - Intercultural Communication
Worship and Music Concentration
This 16-credit concentration prepares students to be worship and music leaders in congregations and other faith
communities.
RLN 214/MUS 234 - Church Music and Worship
COM 111 - Public Speaking
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Two other courses for this concentration will be chosen once the music department has hired someone for their
new Music, Human Development, and Learning position.
Environmental Stewardship Concentration
This 16-credit concentration prepares students to organize and educate faith communities and other non-profits around
practices of environmental stewardship.
ENV 100 - Environmental Connections
ENV 120 - Environmental Science
SWK 210 - Environmental Justice and Social Change
COM 260 - Environmental Communication
Advocacy & Public Policy Concentration
This 16-credit concentration prepares students to lead faith communities and other non-profits in their work around
advocacy and public policy.
POL 325 - Politics and Public Policy
SOC 390 - Social Problems Analysis
SOC 265 - Race, Class, and Gender
COM 329 - Intercultural Communication
Human Services Concentration
This 16-credit concentration prepares students to work in faith communities and other non-profits serving individuals
and families in need.
PSY 203 - Lifespan Development
PSY 262 - Abnormal Psychology or SOC 300 - Mental Illness and Society (this topic only)
SOC 231 - Family Systems: Cross Cultural Perspectives
SWK 100 - Introduction to Professional Social Work
Cross-Cultural Relations Concentration
This 16-credit concentration prepares students to help faith communities and other non-profits work effectively across
cultural differences.
Two semesters (8 credits) of a modern language at the 200-level or above, or its equivalency.
CCS 100 - Introduction to Cultural Studies
COM 329 - Intercultural Communication
Graduation Skills
The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the
major. The graduation skills in Quantitative Reasoning (QR), Speaking (S) and Writing (W) are met by completing the
following courses:
Quantitative Reasoning: GST 200, MAT 145, MAT 146, MAT 163, MAT 164, or PHI 230; or by the QR requirement for a
second major
Speaking: Consult with advisor for an approved course outside the major
Writing: RLN 400 and one of the following: RLN 342, 370, or 441
Transfer students must consult a Religion Department advisor about potential adjustments to their course requirements
to fulfill each of these skills.
Prerequisites
RLN 100 is a prerequisite to all other RLN courses.
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Transfer Courses
All transfer courses for majors and minors, including ACTC courses, must be approved in writing by the chair. Only
courses successfully completed within the last 10 years will be considered. In general, courses that meet the transfer
guidelines may only be applied to elective credit for the major.
Advising
All majors must have an advisor in the Religion Department.
Departmental Honors
GPA of 3.50 in the major and 3.00 overall, research project approved by the department, and colloquium with the
department. Application must be received by the department by December 30 of the student’s senior year.
For a complete list of courses and descriptions, see the Course Description Search.
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Social Studies Teaching Licensure
The social studies licensure program is designed to combine a strong content focus with early and ongoing teaching
preparation courses that meet Minnesota licensure requirements. Students preparing to teach social studies at the
secondary level must complete a broad foundation program in the social sciences and professional requirements within
the Education Department.
Coordinators
Michael Lansing, History, Content Liaison
Jason Lukasik, Secondary Education
Social Studies Teaching Licensure
Core requirements:
ECO 113 - Principles of Microeconomics
ESE 220 - Introduction to Human Geography
One of HIS 120, HIS 121, or HIS 122
o HIS 120 - America to 1815
o HIS 121 - 19th-Century United States
o HIS 122 - 20th-Century United States
POL 121 - American Government and Politics
PSY 105 - Principles of Psychology
SOC 121 - Introduction to Sociology
ANT 141 - Introduction to Cultural Anthropology
Plus a major in one of six fields—Economics, History, Political Economics, Political Science, Psychology, or Sociology.
Geography and anthropology are also acceptable fields, although they are not offered as majors on the Augsburg
campus.
An interdisciplinary Social Studies major is available for persons holding a bachelor’s degree and seeking licensure only.
Consult with Chris Brown for details.
Students considering a career in social studies education should consult the Augsburg Education Department and the
Social Studies coordinator by the beginning of their sophomore year.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. Students should consult with the Augsburg Education Department to identify current
Minnesota teacher licensure requirements.
For a complete list of courses and descriptions, see the Course Description Search.
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Social Work
Professional social work is for students who have the desire to better the lives of people. Social work is for students who
want to learn the skills necessary for a successful and satisfying career for themselves and the lifelong benefit of working
with colleagues who also love their work. Our accredited program will immerse you in the skills and theories of social
work and interweave that body of knowledge with the liberal arts, psychology, sociology, economics, statistics, and
political science. The curriculum will prepare you for internships in a range of human service agencies including, schools,
hospitals, community centers, food shelves, women’s centers and a number of other settings in your junior and senior
year. The BSW program believes in social justice and teaches students how to engage the system to achieve it. The
program addresses multicultural professional practice through a required course.
The bachelor of social work degree awarded will allow you to be successful in your chosen areas of social work practice
and prepared to work in multicultural settings. Students graduating with a Social Work major will receive a Bachelor of
Science degree in social work and are eligible to apply for licensure as a generalist social worker. Over ninety-five
percent pass the exam on their first attempt.
Students interested in a graduate degree in social work (MSW) are encouraged to apply to our Master of Social Work
program. The undergraduate degree provides transferable credits toward the foundation year of an MSW program,
reducing the number of credits needed. Both the undergraduate and graduate Social Work programs are accredited by
the Council on Social Work Education. For more information about the MSW program, consult the Graduate Catalog.
Social Work Faculty
Michael Schock (Chair), Laura Boisen, Lois Bosch (MSW Program Director), Christina Erickson (BSW Program Director),
Bibiana Koh (MSW Field Coordinator), Nishesh Chalise, Susan Conlin, Ankita Deka, Melissa Hensley, Barbara Lehmann,
Nancy Rodenborg (BSW Field Coordinator), Paula Watts Zehringer
Admission to the Major
Students must apply to be admitted to the degree program in Social Work. This application process begins in the fall
semester of the sophomore year at Augsburg or in the summer months for junior transfer students. Each Social Work
major must complete the application materials and be officially admitted to the Social Work program before beginning
the first field placement in the junior year. Social Work majors must have a cumulative 2.50 GPA to apply to the
program. Students who do not meet this minimum GPA standard will be given an opportunity to explain their GPA and
may be considered for conditional admission. Admission to the program is required as a prerequisite for those 300 and
400 level courses restricted to Social Work majors only. After admission to the program, a cumulative 2.50 GPA is
required (in the supporting courses, upper division courses, and overall) to remain in good program standing. Please
contact the Social Work Department for details.
Degree and Major Requirements
The BSW degree consists of ten upper level courses and a total of seven supporting courses. Social Work courses that
are open to non-majors are designated with an asterisk.
The Supporting Courses
BIO 121 - Human Biology
PSY 105 - Principles of Psychology
SOC 121 - Introduction to Sociology
SWK 280 - Diversity and Inequality in Professional Practice*
Select one of these three courses:
o SWK 100 - Introduction to Professional Social Work*
o SWK 210 - Environmental Justice and Social Change*
o SWK 230 - Global Peace and Social Development*
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Select one of these four courses:
o ECO 112 - Principles of Macroeconomics
o POL 121 - American Government and Politics
o POL 122 - Social Justice in Urban America
o POL 325 - Politics and Public Policy
Select one of these three courses:
o SOC 362 - Statistical Analysis
o MAT 163 - Introductory Statistics
o MAT 164 - Introductory Statistics for STEM
Graduation Skills
The Critical Thinking (CT), Speaking (S), and Writing (W) graduation skills are embedded throughout the curriculum and
are met by completing the major. The Quantitative Reasoning (QR) graduation skill is met by taking SWK 401 and MAT
163, MAT 164 or SOC 362.
Pass/No Credit Maximums for Majors
All Social Work majors must take their upper level courses with traditional grading.
Social Work Major
Ten upper level courses:
SWK 301 - History and Analysis of Social Policy*
SWK 303 - Human Development and the Social Environment*
SWK 306 - Social Work Practice 1: With Individuals
SWK 307 - Field Work 1: Integrative Seminar
SWK 316 - Social Work Practice 2: With Families and Groups
SWK 317 - Field Work 2: Integrative Seminar
SWK 401 - Social Work Research and Evaluation
SWK 406 - Social Work Practice 3: With Communities and Policies*
SWK 407 - Field Work 3: Integrative Seminar
SWK 417 - Field Work 4: Integrative Seminar (Senior Keystone course)
Social Welfare Minor (for non-social work majors)
The goal of the social welfare minor is to give non-majors a sense of the impact of social work on society and a means to
incorporate some social welfare perspectives to their chosen career.
Six courses including:
SWK 100 - Introduction to Professional Social Work
SWK 301 - History and Analysis of Social Policy
SWK 303 - Human Development and the Social Environment
SWK 406 - Social Work Practice 3: With Communities and Policies
SOC 265 - Race, Class and Gender
And one course from:
o POL 121 - American Government and Politics
o POL 158 - Introduction to Political Science
o POL 325 - Politics and Public Policy
Required Social Work Field Placement
Students are required to take a field placement at a social service agency in their junior and senior year. The field
placements are a total 120 hours each semester which is 240 hours over the course of one year.
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No credit for non-academic work
In accordance with accreditation standards, the Social Work Department does not grant credit for life experience or
previous work experience.
Departmental Honors
The Social Work Department offers students the opportunity to earn departmental honors through the completion of an
applied or scholarly project. Students may apply for departmental honors if they have earned and maintain an overall
GPA of 3.50 and maintain a cumulative GPA of 3.60 in all Social Work classes at the 300-level and above. Honors
applicants may take up to two non-social work courses as P/N (pass/no credit) and must complete a minimum of 56
traditionally-graded Augsburg credits. Other requirements include the successful completion of a paper or project
designed to demonstrate critical understanding of one area in the field of social work or social welfare. A faculty mentor
will guide and supervise work on this paper or project. Please consult with the advisor or BSW Program Director for
complete details and deadlines.
Social Work Honor Society
Phi Alpha Omicron Delta is the Augsburg University chapter of the national social work honor society. Phi Alpha fosters
high standards of education for social workers and invites into membership those who have attained excellence in
scholarship and achievement in social work.
Membership is open to juniors who have completed at least one semester and have a GPA of 3.75 or higher in upper
level courses.
Social Work Study Abroad Opportunities
The Augsburg BSW program is a leader in international education for its students. All majors are encouraged to study
abroad at some point in their academic career. Through The Center for Global Education and Experience, the BSW
program offers an award-winning semester study abroad program in Cuernavaca, Mexico. Students in the spring
semester of their junior year study social work in Mexico and finish their degrees on time. The Social Work department
also offers a rotating selection of faculty-led, short courses to countries such as China, Slovenian, South Africa and India.
Social Work Course Sequence
Social Work Entry Level Courses
The Social Work major offers three ways to begin the BSW degree: SWK 100 is for those students interested in the
breath of the profession; SWK 210 is for students whose interest is in environmental issues and social change strategies;
and SWK 230 is for students interested in international social work and global issues. All three courses are equal as
introductions to the major.
Each course features an experiential learning component. Students volunteer 40 hours in a human service agency,
program, or institution. The placement is selected by the student, approved by the course instructor, and supervised by
agency staff. These courses are also open to non-majors. The department also offers a course in human diversity, SWK
280, which is to be taken after the entry level courses.
Social Work upper level courses (300s and 400s) are taught in a two-year sequence. Courses are taught once a year. The
senior keystone is SWK 417: Field Work 4: Integrative Seminar. Consult the BSW Program Manual for the degree courseschedule flowchart.
For a complete list of courses and descriptions, see the Course Description Search.
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Sociology
Sociology is the scientific study of society and social interaction in groups. Our examination of human social organization
provides the opportunity to improve the world we have created and in which we live. The sociological perspective
provides an important way to critically understand how human beings come to think and act as they do in a variety of
social contexts.
The goal of the Department is to guide students in gaining knowledge of social processes and the social order, how it
affects them in their daily lives, and how it can be applied to their lives and vocations. Sociology majors develop an
understanding of theories of society and social groups, learn to create and use scientific tools of analysis, and practice
the application of sociological concepts to the solution of social problems.
The Department urges students to use Augsburg’s urban and international settings (through study abroad) as a
laboratory for learning. Internships enable majors to apply sociological theories and research skills while they explore
career paths. Students also may take an independent study, special topics course, or field study toward that end.
The major in Sociology has equipped our alumni to understand and function more effectively in the social world as
professionals, citizens, and persons, providing the necessary knowledge base and analytical, writing, and critical thinking
skills. Augsburg alumni who have majored in Sociology are currently employed in the nonprofit sector, research
positions, human resources positions in both government and private corporations, the criminal justice field, and as
professors of sociology. Others have used the major as preparation for advanced study in areas such as law, human
services, social work, urban planning, and the ministry.
Sociology Faculty
Nancy Fischer (Chair), Lars Christiansen, Garry Hesser (Emeritus), Diane Pike, Tim Pippert, James Vela-McConnell
Degree and Major Requirements
Sociology Major
Sociology has a long-standing tradition as an excellent undergraduate major that applies to a number of fields from
human services to criminal justice to business to public service. The foundation of the major at Augsburg is that it
provides a clearly organized curriculum that is challenging, develops over the course of the major, and integrates and
reinforces a challenging set of important skills; those skills include abstract thinking, writing, critical analysis, basic
research, integration of theory and data, and the connection of the individual and collective perspectives in the unique
way of the sociological imagination. The five core courses intentionally develop those skills in our students. The electives
allow students to choose courses that add other skills related to areas of career interest.
The major includes a total of 10 courses: five required core courses and five electives, at least three of which are upper
division courses from the specified list below:
Core courses (complete all five):
o SOC 121 - Introduction to Sociology
o SOC 362 - Statistical Analysis
o SOC 363 - Research Methods
o SOC 485 - Sociological Theory
o SOC 490 - Senior Seminar and Keystone
Five elective courses:
o Five SOC electives, at least three of which must be upper division courses (Prerequisite: SOC 121).
Note: Majors must have a C- or higher in each required course (SOC 121, 362, 363, 485, and 490) to receive credit in the
major, and at least a cumulative 2.00 GPA in courses counting toward the major.
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Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) graduation skills are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements.
Interest Tracks
In order to focus preparation for careers and further study, the Department offers interest tracks within the major.
These interest tracks are: City and Community; Crime and Deviance; Law; Organizations; and Social Psychology. Interest
tracks guide majors in selecting elective courses in a way that tailors their sociological training, experiences and skills.
Working with an advisor, Sociology majors can design a pathway through the major that directs them toward particular
careers or graduate work in criminal justice, law, organizational development, public relations, social services, and urban
studies.
Students who are interested in pursuing an interest track should discuss this with their advisor or the Sociology
Department chair. A full description of each interest track may be found at the Sociology Department website,
www.augsburg.edu/sociology.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
Departmental Honors
To complete departmental honors in Sociology, the student must have a minimum GPA of 3.50 in the major and overall.
See department chair and website for specific requirements. An application for departmental honors/graduation with
distinction must be completed by spring of the junior year.
Minor
Five courses including SOC 121 and at least two upper division courses taken at Augsburg University. Students are
required to have a C- or higher in SOC 121 and at least a cumulative 2.00 GPA in courses counting toward the minor.
For a complete list of courses and descriptions, see the Course Description Search.
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Theater
Theater is an ever-changing field that is important to understand in cultural and societal context. In our courses,
productions, recitals, and artist series, the Theater Department explores both classical and new forms, examines global
and local perspectives, and encourages in-depth creative exploration. Students are challenged to deepen their critical
thinking abilities and to master professional skills while also exploring new approaches to theater through their studies
in design, directing, performing, and playwriting. Students thoughtfully interrogate issues of cultural representation,
diversity, and inclusion as they find and express their own creative visions. The program prepares them well to continue
with their education and/or to become leaders in the field of theater and performance studies.
The study of theater is firmly grounded in the liberal arts, integrating knowledge and principles from many academic and
artistic disciplines, including literature, history, philosophy, religion, speech, art, music, and dance. Both the high quality
curriculum and dramatic productions of our department offer valuable cross-disciplinary connections for students and
the campus, while providing a solid base in classical, modern, and contemporary theater from various cultural traditions.
In order to encourage non-majors to become involved in our department, we offer two Theater minors and welcome all
Augsburg students to become involved in our productions.
Augsburg’s location in the heart of a nationally recognized theater community makes it an ideal place to study theater.
At Augsburg we create every opportunity for students to grow both as theater artists and scholars by encouraging
connections between our campus and the greater arts community, and between theory and practice. Students have the
opportunity to make these connections through course study, theatrical production work, participation in the Artist
Series (an annual series of events featuring visiting theater professionals from the local community who work closely
with students), and attendance at numerous professional productions throughout the Twin Cities. Augsburg productions
are a valuable opportunity for students to enter into creative collaboration with faculty and professional artists-inresidence. We value and regard theater productions as a critical and vital laboratory for student learning and training,
and we hold our productions to the highest standards of the profession.
Many of the skills acquired by Theater majors or minors are valuable and transferable to other professions:
collaboration, verbal and nonverbal communication, organization, critical thinking, leadership, creativity, and selfexpression. Involvement in theater can help prepare students for successful careers in law, education, business,
communication, journalism, and many other fields, as well as in professional or academic theater, television, or film.
Theater Faculty
Full-Time
Sarah Myers (Chair), Darcey Engen, Michael Burden, and Beliza Torres Narváez
Adjunct
Sarah Bahr, Jason Ballweber, Barbra Berlovitz, Warren C. Bowles, Heidi Eckwall, Marlina Gonzalez, Christina Ham,
Michelle Hutchison, Wu Chen Khoo, Karen Mulhausen, Richard Remedios, Kimberly Richardson, Harrison David Rivers,
Joel Sass, Stephanie Walseth, and Randy Winkler
Degree and Major Requirements
Bachelor of Arts
The Theater Department currently offers both a Theater major with one (or more) concentrations, a Theater major
without a concentration and two Theater minors. There are three choices for concentrations within the major:
performance, directing/dramaturgy/playwriting, and design/technical.
The Theater major with a concentration requires the following: the Theater core curriculum, three concentration
courses, plus two Theater major electives (12 total courses). The Theater major with no concentration requires the
following: the Theater core curriculum and two Theater major electives (9 total courses). The general Theater minor
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requires any five courses from our department and the music theater minor requires five specified courses (see Theater
minors).
Each concentration requires 8 Theater Practicum Units (THPs). The Theater major without a concentration requires 5
THP practicum units. The Theater minors both require 3 THP practicum units. See Theater Practicum courses for specific
course information and transfer requirements.
Graduation Skills
The Theater Department addresses the graduation skills using the embedded model. Every course within the core
curriculum and most electives as part of a specific concentration require various projects that address Critical Thinking
(CT), Writing (W), and Speaking (S). The Quantitative Reasoning (QR) graduation skill can be met by completing GST 200,
MAT 111, MAT 145, MAT 146, MAT 163, MAT 164, PHI 230, or PHY 119.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Theater Major
THR 228 - Introduction to Stagecraft
THR 229 - Theatrical Design
THR 232 - Acting
THR 250 - Script Analysis: Foundations of Theater
Three from the following:
o THR 245 - Introduction to Asian and Asian American Theater
o THR 270 - Introduction to Black Theater
o THR 273 - Latina/Latino Theater and Performance
o THR 361 - Theater Histories: Origins to 1800
o THR 362 - Theater Histories: 1800 to the Present
Two elective courses from the following:
o THR 226 - Movement for Theater
o THR/FLM 230 - Scenic Painting: Painting for Stage, Film and Faux Application
o THR 233 - Acting for the Camera
o THR 235 - Skills of Musical Theater
o THR 237 - Dance for Musical Theater
o THR 245 - Introduction to Asian and Asian American Theater
o THR 255 - Introduction to Musical Theater
o THR 265 - Computer Drafting for the Stage and Architecture
o THR 270 - Introduction to Black Theater
o THR 273 - Latina/Latino Theater and Performance
o THR 275 - Lighting and Sound for the Stage
o THR 280 - Costumes and Makeup for Performance
o THR 295 - Topics
o THR/ENL 325 - Playwriting I
o THR/ENL 326 - Playwriting II
o THR 350 - Voice for Speech, Stage and Screen
o THR 355 - Performing Shakespeare
o THR 361 - Theater Histories: Origins to 1800
o THR 362 - Theater Histories: 1800 to the Present
o THR 365 - Advanced Acting
o THR 366 – Stage Direction
o THR 367 - New Methodologies of Stage Direction and Dramaturgy
o THR 490 - Theater Keystone: Exploring Vocation & Artistic Practice
o ENL 221 - Expository Writing about the Arts
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o ENL 330 - Shakespeare
o ENL 338 - British and Commonwealth Drama
o ENL 358 - Readings in American Drama
o ENL 368 - Readings in World Drama
The general Theater major requires four THP credits (Theater Practicum Units) in any area.
Theater Major with Concentration(s)
Theater majors with concentrations require an additional three courses, specified below. No course can be counted
twice as a major requirement and a concentration requirement. A total of twelve courses are required for Theater
majors with concentrations.
Theater majors with concentrations require eight THP credits: 1 performance, 1 stagecraft/crew, 1 lighting, 1 costuming,
and the remaining four in any area.
Transfer students with concentrations should complete the following number of THPs based on their transfer standing: 6
for sophomores, 4 for juniors, and 2 for seniors. The areas in which these THPs are completed should be determined
with an advisor.
Performance Concentration
Choose three from the following:
THR 226 - Movement for Theater
THR 350 - Voice for Stage, Speech, and Screen
THR 355 - Performing Shakespeare
THR 365 - Advanced Acting
Design/Technical Concentration
Choose three from the following:
THR/FLM 230 - Scenic Painting
THR 275 - Lighting and Sound for the Stage
THR 280 - Costumes and Makeup for Performance
THR 285 - Scenery Design
Directing/Dramaturgy/Playwriting Concentration
Choose three from the following:
THR/ENL 325 - Playwriting I
THR/ENL 326 - Playwriting II
THR 366 - Stage Direction
THR 367 - New Methodologies of Stage Direction & Dramaturgy
Theater Minor
Any five courses offered in Theater or listed above under Theater major electives. The Theater minor requires three
theater practicum units (THPs) in any area.
Musical Theater Minor
Choose five from the following:
THR 232 - Acting
THR/MUS 235 - Skills of Musical Theater
THR 237 - Dance for Musical Theater
THR 255 - Introduction to Musical Theater
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THR 365 - Advanced Acting
MUE 294 - Opera Workshop
Three theater practicum units (THPs) in any area.
Curricular Planning Information
First-years planning to major in Theater should complete THR 228, 232, and 250 during their first year. Students who are
second-year, third-year, or fourth-year majors may choose from the following courses, depending on their concentration
and courses offered: THR 226, 229, 230, 235, 237, 245, 255, 270, 275, 280, 295, 325, 361, and 362. Theater majors who
are juniors or seniors may take THR 326, 350, 361, 362, 365, 366, 425, and 495. Note: While many courses are offered
annually, some courses are offered alternate years only and others are offered only on an occasional basis.
Departmental Honors
Designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to
the student. Departmental Honors students must maintain a 3.75 GPA in the major and a 3.60 GPA overall and complete
a substantial independent project of honors quality within the major. Honors candidates should meet with their
departmental advisor during spring semester of their junior year to develop a proposal for the honors project to be
submitted by mid-April. The Theater Department will assign an honors project advisor to students submitting successful
proposals.
Transfer Students
Transfer students should meet with a transfer advisor upon acceptance to determine what credits taken at another
institution will transfer into the major. The majority of Theater core classes should, however, be taken at Augsburg.
Additionally, transfers are required to take a minimum of three upper-division Theater courses at Augsburg. Students
pursuing one of the three theater concentrations should complete eight practicum units to fulfill their major
requirements. Students transferring with sophomore standing should complete a minimum of six practicum units within
the department. Students transferring with junior standing should complete a minimum of four practicum units within
the department.
Theater Practicum Units
Theater Practicum Units (THPs) involve practicum teaching and learning in the context of play productions and are
required for the Theater Majors/Minors. Theater majors and minors will register for THPs and the THPs are taken for no
credit with pass/no credit grading. Evaluation by the faculty mentor will be based on: 1) Successful and timely
completion of the practicum area for which the student is registered; 2) Positive and professional attitude and work
ethic demonstrated by the student; and 3) Demonstrated competency in the practicum area. The positive evaluation of
each of the areas must be sufficient enough to lead to a minimum grade of C- in order to receive a P grade.
Theater Practicum Units require:
Consent and signature of instructor
Supervision by Theater faculty
A minimum of 25 hours of assessed participation by the student
Registration for THP in the semester the practicum is completed
THP course registration must meet the Registrar’s Office deadlines
Please Note:
THPs may be repeated
Crew work required classes/coursework does not count toward practicum credit
Work-study hours do not count towards practicum credit
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3 THP credits are given for large stage management projects and 2 THP credits are given for small stage management
projects because of extraordinary amount of time required of the student.
Theatre Major THP (theater practicum units) Requirements for Major, Minor, and Transfer students:
Theater majors without a concentration are required to complete 4 THPs in any area.
Theater majors with a concentration are required to complete 8 THP units in the following areas: 1 performance, 1
stagecraft/crew, 1 lighting, 1 costuming, and the remaining four in any area.
Transfer Theater majors in all three concentrations should complete the following number of THPs at Augsburg
based on their transfer standing: 6 for Sophomores, 4 for Juniors, and 2 for Seniors. The areas in which these THPs
are completed should be determined with an advisor.
All Theater minors are required to complete 3 THP Credits (THP practicum units) in any area.
Theater Practicum Courses - Groupings
Performance
THP 111/121/131/141/151 - Theater Practicum: Acting/Performance
Students who complete participation as an actor in one midterm and one final student directing project for THR 366 may
be given one THP 151 credit.
Production
THP 112/122/132 - Theater Practicum: House Management
THP 113 - Theater Practicum: Sets
THP 123 - Theater Practicum: Costumes
THP 133 - Theater Practicum: Lights
THP 114/124/134 - Theater Practicum: Running Crew
THP 115/125/135 - Theater Practicum: Stage Management-Small Project
THP 116/126/136 - Theater Practicum: Stage Management-Large Project
THP 117/127/137 - Theater Practicum: Artistic
For a complete list of courses and descriptions, see the Course Description Search.
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Urban Studies
Urban Studies is the study of cities as social, political, economic, and cultural entities. Urban Studies brings many
different perspectives to the study of urban life. It is an interdisciplinary major where students use the tools of sociology,
political science, history, environmental studies, art and architecture to understand metropolitan areas in terms of
complex relationships that contribute to opportunities and challenges. The major is designed with experiences that
utilize the city as our classroom, demonstrating the interplay of urban design, policy, and lived experience. Coursework
often includes walking tours, field trips, and field research.
Augsburg University’s Urban Studies program emphasizes the themes of planning urban, suburban, and rural areas to be
more environmentally sustainable, promoting the health and civic engagement of citizens, and ways to achieve effective
engagement in all aspects of city making.
The Urban Studies major helps prepare students for careers and graduate work in community organizing, urban
planning, public administration, environmental advocacy, sustainability and resilience planning, government service,
social welfare and non-profit work, and architecture. All students participate in internships that reflect their career
interests as part of their experience.
Many students who major in Urban Studies often double-major in related disciplines such as Environmental Studies,
Political Science or Sociology. If you’re interested in double-majoring, please consult the director of Urban Studies about
how to best plan your academic schedule to accommodate both majors.
Faculty
Lars Christiansen (Director, Sociology), Kristin Anderson (Art), Andrew Aoki (Political Science), Keith Gilsdorf (Economics),
Stella Hofrenning (Economics), Michael Lansing (History), Liaila Tajibaeva (Economics), and Joseph Underhill (Political
Science).
Degree and Major Requirements
Urban Studies Major
A total of 11 courses, with the following required courses. A minimum GPA of 2.00 in the core courses is required for the
major.
Core Courses:
SOC/URB 111 - City Life: Introduction to Urban Sociology
POL/URB 122 - Social Justice in Urban America
ECO 113 - Principles of Microeconomics
SOC/URB 381 - City and Regional Planning
SOC/URB 399 - Internship
URB 492 - The City and the Environment Keystone
One of SOC 362 or POL 483
o SOC 362 - Statistical Analysis
o POL 483 - Political Statistics and Methodology
One of SOC 363 or POL 484
o SOC 363 - Research Methods
o POL 484 - Political Analysis
One of the following:
o ART/HIS 249/349 - The Designed Environment
o HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History
o SOC 380 - Disaster and Resilience
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And two additional urban-related electives, approved by the Program Director. For electives, please see the
following list, which is not exhaustive. Please consult the Director of Urban Studies for other elective possibilities
that suit your career interests, including off-campus study, ACTC courses, or study abroad.
o ART 243 - History of Architecture to 1750
o ART 244 - History of Architecture after 1750
o ART/HIS 249/349 - The Designed Environment
o ECO 365 - Environmental Economics
o ENV 100 - Environmental Connections
o GEOG225 Introduction to Geographic Information Systems (Macalester)
o GEOG241 Urban Geography (Macalester)
o GEOG321 Geographic Information Systems (St. Thomas)
o HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History
o POL 241 - Environmental and River Politics
o POL 325 - Politics and Public Policy
o SOC 265 - Race, Class and Gender
o SOC 349 - Organizations and Society: Understanding Nonprofits and Corporations
o SOC 380 - Disaster and Resilience
o URB 199 - Internship
o URB 295 - Special Topic
o URB 299 - Directed Study
o URB 395 - Special Topic
Students who are thinking of careers in urban planning are highly encouraged to take courses in Geographic Information
Systems (GIS) at Macalester College (Geography 225, 363 and 365) or at the University of St. Thomas (Geography 221,
321 and 322).
Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), Quantitative Reasoning (QR), and Writing (W) are embedded
throughout the core courses and are met by completing the Urban Studies major.
Transfer students must consult the Director of Metro Urban Studies about potential adjustments in their course
requirements to fulfill these skills.
Urban Studies Minor
A total of five courses including:
SOC/URB 111 - City Life: Introduction to Urban Sociology
POL/URB 122 - Social Justice in Urban America
SOC/URB 381 - City and Regional Planning
One of the following:
o HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History
o ART/HIS 249/349 - The Designed Environment
o SOC 380 - Disaster and Resilience
o URB 492 - The City and Environment Keystone
And an approved Urban Studies Elective (see list above).
Off-Campus Study and Study Abroad
Off-campus study is highly recommended for Urban Studies majors. Urban Studies faculty frequently lead short-term
study abroad courses over the winter break and summer. Please check the Center for Global Education and Experience
(CGSS) website and ask Urban Studies faculty about upcoming short-term abroad courses in the major.
For semester-length programs, the Higher Education Consortium for Urban Affairs’ (HECUA) Programs are highly
recommended. These semester-length and summer programs include: Inequality in America, The New Norway, and
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Environment and Agriculture, and Art for Social Change Programs (www.hecua.org). Other study abroad programs that
are particularly useful to Urban Studies majors include: IES Metropolitan Studies program in Berlin, Germany
(www.iesabroad.org); and the Danish Institute of Study Abroad’s Urban Studies in Europe Program in Copenhagen,
Denmark (www.disabroad.org). Urban Studies students have participated in programs in other countries as well.
Please see the program websites, CGEE and the Director of the Urban Studies Program for completing Urban Studies
coursework in off-campus programs.
For a complete list of courses and descriptions, see the Course Description Search.
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Youth Studies Minor
The Youth Studies minor is an interdisciplinary exploration of the lived realities of children and youth in today’s shifting
cultures. The minor is intended to supplement a student’s current course of study particularly if that student is
considering child or youth work in the future. The courses in this minor will help students develop a constructive and
critical lens for understanding how young people are viewed and treated within society and how young people interact
with and construct meaning and culture. Students in this minor will also gain practical skills through hands-on
experience working with children and youth in various settings. The underlying philosophy of the Youth Studies minor is
one of youth empowerment. Young people are often targeted as a menace to society, but we see young people as gifted
and empowered agents of positive change. Students in this minor will learn to take this approach to youth work into
their chosen professions.
Minor Requirements
20 credits including:
YST 210 – Rethinking Children and Youth
YST 320 – Working With Children and Youth
One human development course from:
o PSY 203 - Lifespan Development
o PSY 250 - Child Development
o PSY 252 - Adolescent and Young Adult Development
o SWK 303 - Human Development and the Social Environment
EDC 330, 331, 332, and 333 – Public Achievement sequence
Complete 4 credits in a YST elective from the courses listed below
o HPE 115 – Chemical Dependency Education (2 cr.)
o HPE 335 – Outdoor Education (2 cr.)
o POL 122 – Social Justice in Urban America
o POL 325 – Politics and Public Policy
o PSY 262 - Abnormal Psychology
o PSY 291 - Addiction and Recovery
o SOC 231 – Family Systems: Cross Cultural Perspectives
o SOC 265 – Race, Class, and Gender
o SOC 300 – Mental Illness and Society (this topic only)
o SOC 387 – Juvenile Delinquency
o WST 281/481 – Topics: Girls, Culture, and Identity (this topic only)
For a complete list of courses and descriptions, see the Course Description Search.
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Augsburg University Board of Regents
For more details, go to www.augsburg.edu/about/leadership/regents.
Andra Adolfson
Ann B. Ashton-Piper
Bishop Steven Delzer, ex-officio
Karen A. Durant ’81
Matthew K. Entenza, J.D.
Mark A. Eustis
Nicholas C. Gangestad ‘86
Amit K. Ghosh ‘12 M.B.A., M.D.
Alexander J. Gonzalez ‘90
Rev. Marlene Whiterabbit Helgemo
Diane L. Jacobson, Ph.D.
Rev. Rolf A. Jacobson, Ph.D.
Eric Jolly, Ph.D.
Cynthia Jones ’81, Ph.D.
Wayne D. Jorgenson ‘71
Dean Kennedy ‘75
Toby Piper LaBelle ‘96
The Honorable LaJune Thomas Lange ’75, J.D.
Steven E. Larson ’71, M.D.
Karolynn Lestrud ‘68, M.A.
André J. Lewis ’73, Ph.D.
Bishop Patricia Lull, ex-officio
Dennis J. Meyer ‘78
Pamela Hanson Moksnes ‘79
Jeffrey M. Nodland ’77
Paul C. Pribbenow, Ph.D.
Rachel Pringnitz ‘02, ‘07 M.B.A.
Earl W. Sethre ‘68
Dean A. Sundquist ‘81
Jill N. Thomas, J.D.
Rev. David L. Tiede, Ph.D.
Vicki L. Turnquist
Rev. Norman W. Wahl ’76, D.Min.
Rev. Mark N. Wilhelm, Ph.D., ELCA advisory member
Noya Woodrich, ‘92, ‘94 M.S.W.
ELCA Vocation and Education Program Unit
Executive Director
Rev. Stephen Bouman, D.Min.
Program Director for Colleges and Universities
Rev. Mark N. Wilhelm, Ph.D.
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Faculty and Administration
Beginning year of service of faculty and staff is indicated with parentheses.
University Cabinet
Paul C. Pribbenow (2006). President. BA, Luther College; MA, PhD, University of Chicago.
Leif Anderson (1996). Vice President and Chief Information Officer. BA, MPP, University of Minnesota.
Ann L. Garvey (1998). Vice President of Student Affairs. BA, College of St. Catherine; MA, Loyola University; JD,
University of Minnesota.
Rebecca John (2010). Vice President of Marketing and Communication. BA, University of St. Thomas; MA, University of
Phoenix, MBA, Augsburg University.
Karen Kaivola (2013). Provost and Chief Academic Officer and Professor of English BA, Georgetown University; MA,
Ph.D., University of Washington.
Beth Reissenweber (2014). Chief Financial Officer. BS, Elmhurst College; MBA, Indiana University; PhD, University of
Nebraska.
Heather Riddle (2012). Vice President for Institutional Advancement. BA, Concordia College, Moorhead.
Administration
Ron Blankenship (2014) Director, Adult Undergraduate Program, BS, Christian Brothers University, MBA, Christian
Brothers University.
Harry Boyte (2009). Director of the Center for Democracy and Citizenship and Sabo Senior Fellow. BA, Duke University;
MDiv, University of Chicago Divinity School; PhD, Union Institute.
Scott Brownell (2014). Director of Public Safety & Risk Management. AA, Chippewa Valley Technical College; BS, Mount
Senario College; Certified Emergency Manager, Minnesota Division of Homeland Security and Emergency Management.
Tom Carroll (2014). Director of Budget, Finance and Administration. BA, Loras College; MBA Keller Graduate School of
Management of DeVry University.
Katie Code Director of Alumni & Constituent Relations. BA, Augsburg University.
Jodi Collen (2007). Director, Events and Conference Planning. BA, Wartburg College; MTA, George Washington
University.
Amy Cram Helwich (2009). Executive Director of the Minnesota Urban Debate League. BS, University of Wyoming; MPA,
University of Pittsburgh.
Monica Devers. (2017). Dean of Professional Studies. MA, MSc, University of Glasgow; MA, PhD, University of
Minnesota.
Rebekah Dupont (1995, 2008). Director, STEM Programs and Associate Professor of Mathematics. BA, University of
Wisconsin, Madison; MS, Ph.D., Washington State University.
Amanda Erdman (2007). Director, Residence Life. BA, Coe College; MAE, University of Northern Iowa.
Elaine Eschenbacher. Director, Sabo Center for Democracy and Citizenship. BA, University of Minnesota; MA, Augsburg
University.
Nathan Gorr (2006). Director of Graduate Admission. BA, University of Minnesota, Morris.
Sarah Griesse (2006). Dean of Students, Student Affairs. BA, Wittenberg University; MA, Ohio State University; PhD,
Loyola University-Chicago.
Nancy Guilbeault (1980). Director, Counseling and Health Promotion. BA, MA, PhD, LP, University of Minnesota.
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Nathan J. Hallanger (2008). Director of Academic Administration. BA, Augustana College; MTS, Harvard Divinity School,
Harvard University; PhD, Graduate Theological Union and Pacific Lutheran Theological Seminary.
Mary A. Hollerich (2015). Director of Library Services. AB, MS, University of Illinois at Urbana-Champaign.
Stephen Jendraszak (2015). Director, Marketing Communication. BA, MA, Ball State University.
Scott Krajewski (2000). Director of IT Services, Information Technology. BS, Augsburg University; MS, Iowa State
University.
Mark Lester (1987). Co-site director, Central America, Center for Global Education. BA, St. Pius X Seminary; MA, Mt. St.
Mary Seminary.
Ann Lutterman-Aguilar (1993). Site director, Mexico, Center for Global Education. BA, Earlham College; MDiv, Yale
University; DMin, San Francisco Theological Seminary.
Kathleen McBride (1988). Co-site director, Central America, Center for Global Education. BA, George Mason University;
EdM, Harvard University.
Donna McLean (1985). Director of Leadership Gifts. BA, University of Minnesota.
Patrick Mulvihill (2017). Assistant Provost of Global Education & Experience. BA, St. Olaf College; MPA, University of
Minnesota, Humphrey School of Public Affairs.
Ruby Murillo (2017). Director, Latin@ Student Services. BS, Iowa State University; MS, Miami University.
Alyson C. Olson (2001). Director, Student Support Services/TRiO. BA, Grinnell College; MA, University of Minnesota.
Steve Peacock (2008). Director of Community Relations. BA, College of Wooster; MURP, University of Minnesota.
Joanne Reeck (2008). Director of Campus Activities and Orientation. Chief Diversity Officer. BA, MA, University of
Minnesota.
Mohamed Sallam (2006). Director, Pan-Afrikan Center. BA, MA, Minnesota State University, Mankato.
Patrice M. Salmeri (2002). Executive Director for Recovery Advancement. BS, Kent State University; MA, Saint Mary’s
University.
Doug H. Scott (2007). Director of Leadership Gifts. BA, Eastern University; MDiv, Eastern Baptist Theological Seminary.
Dixie Shafer (2000). Director, Office of Undergraduate Research and Graduate Opportunity. BA, Moorhead State
University; EdM, Rutgers University.
Jennifer R. Simon (2007). Director, American Indian Student Services. BA, University of Minnesota; MA, Minnesota State
University, Mankato.
Leah Spinosa de Vega (2008). Director of Global Initiatives and Off-campus Study. BA, MA, University of Minnesota.
David St. Aubin (2008). Director, Athletic Facilities. BS, University of Minnesota.
Lisa Stock (2013). Director and Chief Human Resources Officer. BSW, MSW, Augsburg University.
Jeffrey F. Swenson (1986). Athletic Director. BA, Augsburg University; MA, University of Minnesota.
Tina Maria Tavera (2001, 2008). Director, McNair Scholars Program. BA, MA, University of Minnesota.
Jim Trelstad-Porter (1990). Director of International Student and Scholar Services. BA, Augustana College; MA, American
University.
Martha Truax (2007). Director of Annual Giving. BA, Macalester College.
Mary Laurel True (1990). Director of Service-Learning and Community Engagement. BA, St. Catherine University; MSW,
University of Connecticut.
Hli Vang (2014). Director of Pan-Asian Student Services. BS, University of Wisconsin-River Falls; MA, University of
Wisconsin- Lacrosse.
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Faculty (Full-time)
A
Phillip C. Adamo (2001). Professor of History. BA, SUNY-Albany; MA and PhD, Ohio State University.
Daniel J. Albert (2016). Assistant Professor of Music, Human Development, and Learning. BM, University of
Massachusetts Amherst; MM, University of Michigan; PhD, Michigan State University.
Beth J. Alexander (2000). Associate Professor of Physician Assistant Studies. BS and DPharm, University of Minnesota.
Kristin M. Anderson (1984). Professor of Art. AB, Oberlin College; MA, University of Minnesota; MA, LutherNorthwestern Seminary; PhD, University of Minnesota.
Stuart M. Anderson (1989). Associate Professor of Physics. BA, Augsburg University; PhD, University of Minnesota.
Andrew L. Aoki (1988). Professor of Political Science. BA, University of Oregon; MA, PhD, University of WisconsinMadison.
David B. Apolloni (1989). Associate Professor of Philosophy. BA, University of Minnesota; MDiv, Luther-Northwestern
Seminar; PhD, University of Minnesota.
B
Jennifer Bankers-Fulbright (2008). Associate Professor of Biology. BA, College of Saint Benedict; PhD, Mayo Clinic
College of Medicine.
Eric Barth (2008). Assistant Professor of Physician Assistant Studies. BA, University of St. Thomas; BS, Trevecca Nazarene
University; MPAS, University of Nebraska.
Bruce Batten (2008). Assistant Professor of Business Administration. BS, Davidson College; PhD, Medical College of
Virginia.
Matthew Beckman (2008). Associate Professor of Biology. BA, Brandeis University; PhD, University of Alabama.
Pavel Bělík (2008). Associate Professor of Mathematics and Statistics. PhD, University of Minnesota.
Vanessa Bester (2017). Assistant Professor of Physician Assistant Studies. BS, University of Pittsburgh. MPA, University
of Florida.
Jeanne M. Boeh (1990). Professor of Economics. BS, MA, PhD, University of Illinois.
Laura S. Boisen (1996). Professor of Social Work. BA, Wartburg College; MS, University of Wisconsin-Madison; MPA,
Iowa State University; PhD, University of Minnesota.
Lois A. Bosch (1997). Professor of Social Work. BA, Northwestern College; MSW, University of Iowa; PhD, University of
Illinois at Urbana-Champaign.
Adriane Brown (2012). Assistant Professor of Gender, Sexuality, and Women’s Studies. BA, Wichita State University; MS,
Minnesota State University, Mankato; PhD, Ohio State University.
Eric L. Buffalohead (1997). Associate Professor of American Indian Studies. BA, MA, PhD, University of Minnesota.
Michael R. Burden (1990). Associate Professor of Theater (Designer and Technical Director). BA, Augsburg University;
MFA, University of Minnesota.
C
William C. Capman (1994). Associate Professor of Biology. BA, University of Illinois-Chicago; PhD, University of Illinois at
Urbana-Champaign.
Amanda S. Case (2016). Assistant Professor of Chemistry. BS, University of Wisconsin-Stevens Point; PhD, University of
Wisconsin-Madison.
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John C. Cerrito (1983). Assistant Professor of Business Administration. BA, Rhode Island College; MS, University of
Wisconsin-Stout; EdD, University of Minnesota.
Nishesh Chalise (2015). Assistant Professor of Social Work. BSc, Kathmandu University; MSW, PhD, Washington
University in St. Louis.
Kristen A. Chamberlain (2007). Associate Professor of Communication Studies, Film, and New Media. BS, PhD, North
Dakota State University.
Lars D. Christiansen (2001). Associate Professor of Sociology. BA, Clark University; MS, PhD, Florida State University.
Anthony J. Clapp (2001). Associate Professor of Health, Physical Education, and Exercise Science. AA, Golden Valley
Lutheran College; BA, Texas Lutheran College; MA, Southwest Texas State University; PhD, University of Alabama.
Kathleen Clark (2009). Lecturer, Nursing. BSN, University of Wisconsin; MA and DNP, Augsburg University.
Stephan Clark (2011). Associate Professor of English. BA, University of Southern California; MA, University of California,
Davis; PhD, University of Southern California.
Sarah Combellick-Bidney (2009). Associate Professor of Political Science. BA, Oberlin College; MA, PhD, Indiana
University-Bloomington.
Susan Conlin (2015). Instructor of Social Work. BA, University of Minnesota; MS, University of Wisconsin-Madison; MS;
University of Wisconsin-Stout.
David A. Conrad (2000). Associate Professor of Business Administration. BA, Winona State University; MA, EdD, St.
Mary’s University of Minnesota.
Robert J. Cowgill (1991). Associate Professor of English. BA, MA, PhD, University of Minnesota.
Larry J. Crockett (1985). Professor of Computer Science. BA, MA, Pacific Lutheran University; MDiv, Luther Theological
Seminary; PhD, University of Minnesota
David Crowe (2008). Associate Professor of Biology. BA, Gustavus Adolphus College; PhD, University of Minnesota.
D
Jill A. Dawe (1994). Associate Professor of Music. BM, Memorial University of Newfoundland; MM, DMA, Eastman
School of Music.
Susan Degner Riveros (2015). Lecturer in Languages and Cross-Cultural Studies. BA, University of Illinois at UrbanaChampaign; MA, Ph.D, Columbia University.
Ankita Deka (2008). Associate Professor of Social Work. BA, Delhi University; MA, Tata Institute of Social Sciences; PhD,
Indiana University.
Benjamin Denkinger (2011). Assistant Professor of Psychology. BA, Hamline University; PhD, University of Minnesota.
Jacqueline R. deVries (1994). Professor of History. BA, Calvin College; MA, PhD, University of Illinois at UrbanaChampaign.
Jennifer D. Diaz (2015). Assistant Professor of Education. BS, MS, PhD, University of Wisconsin-Madison.
George Dierberger (2012). Assistant Professor of Business Administration. BA, University of Minnesota; MBA, Fairleigh
Dickinson University; MIM, EdD, University of St. Thomas.
Suzanne I. Dorée (1989). Professor of Mathematics and Statistics. BA, University of Delaware; MA, PhD, University of
Wisconsin-Madison.
Susan Druck (1993). Instructor of Music. BA, Iowa State University; MA, University of Iowa.
Rebekah Dupont (2012). Associate Professor of Mathematics and Statistics, and Director, STEM Programs. BA, University
of Wisconsin-Madison; PhD, Washington State University.
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E
Wesley B. Ellenwood (2002). Assistant Professor of Communication Studies, Film, and New Media. BA, University of
Minnesota; MFA, Syracuse University.
Darcey K. Engen (1997). Professor of Theater. BA, Augsburg University; MFA, University of Wisconsin-Madison.
Jacob Enger (2017). Instructor of Business Administration. BA, St. John’s University; MPAcy, University of Washington.
Carol A. Enke (1986). Instructor of Health, Physical Education, and Exercise Science.. BS, MEd, University of Minnesota.
Christina L. Erickson (2004). Associate Professor of Social Work. BS, University of Minnesota; MSW., University of
Minnesota – Duluth; PhD, University of Illinois – Chicago.
Joseph A. Erickson (1990). Professor of Education. BA, MA, College of St. Thomas; MA, Luther-Northwestern Theological
Seminary; PhD, University of Minnesota.
F
Zengqi Vivian Feng (2008). Associate Professor of Chemistry. BS, Linfield College; PhD, University of Illinois.
Margaret J. Finders (2014). Professor of Education. BA, MA, PhD, University of Iowa.
Nancy L. Fischer (2005). Associate Professor of Sociology. BA, Hamline University; MA, The American University; PhD,
State University of New York – Albany.
Richard M. Flint (1999). Assistant Professor of Mathematics and Statistics. BA, St. Olaf College; MS, Iowa State
University.
Kaija Freborg (2011). Assistant Professor of Nursing. BS, University of Wisconsin, Eau Claire; MA, DNP, Augsburg
University.
Stacy R. Freiheit (2005). Associate Professor of Psychology. BA, University of Central Florida; MA, PhD, Case Western
Reserve University.
Mark L. Fuehrer (1969). Professor of Philosophy. BA, College of St. Thomas; MA, PhD, University of Minnesota.
G
Suzanne Gikas (2017). Assistant Professor of Education. BA, University of Essex; Postgraduate degree, Christ Church
College; MEd, Phd, Kent State University.
Keith F. Gilsdorf (2001). Professor of Economics and Interim Dean of Arts and Sciences . BS, Moorhead State University;
MA, North Dakota State University; PhD, University of Nebraska-Lincoln.
Douglas E. Green (1988). Professor of English. BA, Amherst College; MA, PhD, Brown University.
William D. Green (1991). Professor of History. BA, Gustavus Adolphus College; MA, PhD, JD, University of Minnesota.
Jeanine A. Gregoire (1996). Associate Professor of Education. BS, MA, PhD, University of Minnesota.
Sarah Groeneveld (2016). Assistant Professor of English. BA, Westmont College; MA, PhD, University of WisconsinMadison.
Kellie Groon (2017). Instructor of Business Administration. BS, Delaware Valley College; MBA, University of South
Dakota.
Robert C. Groven (1997). Associate Professor of Communication Studies, Film, and New Media. BA, Concordia CollegeMoorhead; MA, JD, University of Minnesota.
Evren Guler (2011). Associate Professor of Psychology. BA, University of North Carolina; PhD, University of Minnesota.
H
Matthew J. Haines (2001). Professor of Mathematics and Statistics. BA, St. John’s University; MS, PhD, Lehigh University.
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Lori Brandt Hale (1998). Associate Professor of Religion. BA, University of Iowa; MA, University of Chicago; PhD,
University of Virginia.
David R. Hanson (2006). Assistant Professor of Chemistry. BA, PhD, University of Minnesota.
Jenny L. Hanson (2013). Assistant Professor of Communication Studies, Film, and New Media. BA, Augsburg University;
MFA, Donau-Universität Krems.
Rebecca Hartwig (2017). Lecturer of Nursing. BS, Idaho State University; MS, University of Colorado; DNP, Augsburg
University.
Milda K. Hedblom (1971). Professor of Political Science. BA, Macalester College; MA, JD, PhD, University of Minnesota.
Annie Heiderscheit (2013). Assistant Professor of Music. BME, Wartburg College; MS, Iowa State University; PhD,
University of Minnesota.
Melissa Hensley (2010). Associate Professor of Social Work. AB, MSW, Washington University; MHA, University of
Missouri–Columbia; PhD, Washington University.
Stella K. Hofrenning (2000). Associate Professor of Economics. BS, University of Maryland; PhD, University of Illinois.
Christopher Houltberg (2011). Assistant Professor of Art. BA, Azusa Pacific University; MFA, Art Institute of Boston.
I
Marc D. Isaacson (1998). Assistant Professor of Business Administration. BA, St. Olaf College; MS, Rensselaer Polytechnic
Institute.
K
Roberta S. Kagin (1974). Professor of Music (Music Therapy). BA, Park College; BMusicEd, MMusicEd, University of
Kansas; PhD, Temple University.
Phyllis Kapetanakis (2015). Assistant Professor of Business Administration. BA, BS, Creighton University; MT, Arizona
State University.
Scott Kerlin (2017). Instructor of Computer Science. BS, MS, University of North Dakota.
Michael Kidd (2008). Associate Professor of Languages and Cross-Cultural Studies. BA, Pomona College; PhD, Cornell
University.
Won Yong Kim (2016). Assistant Professor of Business Administration. BA, MA, Yonsei University; MBA, Thunderbird
School of Global Management, Arizona State University; PhD, Drexel University.
Russell C. Kleckley (2002). Associate Professor of Religion. BA, Newberry College; MDiv, Lutheran Theological Southern
Seminary; DTh, University of Munich.
Merilee I. Klemp (1980). Professor of Music. BA, Augsburg University; MA, University of Minnesota; PhD, Eastman
School of Music.
Jenny Kluznik (2014). Assistant Professor of Physician Assistant Studies. BA, Hamline University; MPH, George
Washington University; MPA, Augsburg University.
Bibiana D. Koh (2012). Assistant Professor of Social Work. BA, Hartwick College; MA, Columbia University; MSW, Smith
College; PhD, University of Minnesota.
Christine Kohnen (2017). Instructor of Mathematics, Statistics, and Computer Science. BA, St. Olaf College; MS, PhD,
Duke University.
Jayoung Koo (2015). Assistant Professor of Business Administration. BA, MA, Yonsei University; PhD, University of
Minnesota.
Elyse Krautkramer (2017). Assistant Professor of Chemistry. BS, St. Norbert College; MS, PhD (ABD) University of
Minnesota.
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Joan C. Kunz (1987). Associate Professor of Chemistry. BS, University of Missouri-St. Louis; PhD, University of WisconsinMadison.
Terrance Kwame-Ross (2016). Associate Professor of Education. BA, National Louis University; Med, PhD, University of
Minnesota.
L
Michael J. Lansing (2005). Associate Professor of History. AB, College of William and Mary; MA, Utah State University;
PhD, University of Minnesota.
David V. Lapakko (1986). Associate Professor of Communication Studies, Film, and New Media. BA, Macalester College;
MA, PhD, University of Minnesota.
Martha Laskar-Aleman (2008). Assistant Professor of Nursing. BS, University of Minnesota; MA, Augsburg University.
Barbara A. Lehmann (2001). Associate Professor of Social Work. BA, Knox College; MSW,Tulane University; PhD, Case
Western Reserve University.
Audrey Lensmire (2011). Associate Professor of Education. BA, Indiana University; MAT, National-Louis University; PhD
University of Minnesota.
Cheryl J. Leuning (1996). Professor of Nursing. BA, Augustana College; MS, University of Minnesota; PhD, University of
Utah.
Holly Levine (2009). Assistant Professor of Physician Assistant Studies. BA, Northwestern University; MD, Loyola
University Chicago.
Dallas H. Liddle (1999). Associate Professor of English. BA, Grinnell College; PhD, University of Iowa.
Rachel Lloyd (2014). Assistant Professor of Education. BA, Carleton College; MA, PhD, University of Minnesota.
Lori L. Lohman (1990). Associate Professor of Business Administration. BA, MBA, PhD, University of Minnesota.
Mary E. Lowe (2003). Associate Professor of Religion. BA, Pacific Lutheran University; MDiv, Luther Northwestern
Theological Seminary; PhD, Graduate Theological Union.
Spencer Luebben (2017). Instructor of Biology. BS, PhD, University of Minnesota.
Brian Lukasavitz (2017). Instructor of Music. BFA, University of Minnesota-Duluth; JD, University of St. Thomas.
Jason Lukasik (2016). Assistant Professor of Education and Director, Master of Arts in Education. BA, Med, PhD,
University of Illinois at Chicago.
M
Caroline Maguire (2013). Assistant Professor of Education. BA, Macalester College; MA, University of Minnesota.
M. Elise Marubbio (2003). Associate Professor of American Indian Studies. BFA, Cleveland Institute of Art; MA, PhD,
University of Arizona.
Matthew Maruggi (2008). Assistant Professor of Religion. BA, MA, University of Dayton; PhD, University of St. Thomas.
David C. Matz (2001). Professor of Psychology. BA, Bemidji State University; MS, North Dakota State University; PhD
Texas A & M University.
Virginia McCarthy (2011). Assistant Professor of Nursing. BSN, Creighton University; MN, University of Washington;
DNP, St. Catherine University.
Kristin McHale (2014). Assistant Professor of Nursing. BS, Winona State University; MA, DNP, Augsburg University.
Marc C. McIntosh (2007). Assistant Professor of Business Administration. BS, DePaul University; MBA, Harvard
University; DBA, Argosy University.
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Jenna McNallie (2016). Assistant Professor of Communication Studies, Film, and New Media. BA, Concordia College; MA,
University of Wisconsin, Milwaukee; PhD, Purdue University.
Joyce P. Miller (2004). Associate Professor of Nursing. AA, Rochester State Junior College; BS, MA, Augsburg University.
Thomas. F. Morgan (1983). Professor of Business Administration. BS, Juniata College; MBA, University of Denver; MS,
University of Oregon; PhD, University of Minnesota.
Joaquin Munoz (2016). Assistant Professor of Education. BA, MA, PhD, University of Arizona.
Jeremy P. Myers (2006). Associate Professor of Religion. BS, University of Minnesota; MA, PhD, Luther Seminary.
Sarah Myers (2009). Associate Professor of Theater. BS, Northwestern University; MFA, PhD, University of Texas.
O
Susan E. O’Connor (1994). Associate Professor of Education. BS, University of Minnesota; MS, PhD, Syracuse University.
Tammy Olney (2017). Lecturer in Nursing. BSN, Coe College; DNP, Augsburg University.
P
Donna R. Patterson (2006). Assistant Professor of Education. BA, MEd, University of Minnesota.
Dale C. Pederson (1992). Associate Professor of Biology. BA, Augsburg University; PhD, University of Minnesota.
Diane L. Pike (1981). Professor of Sociology. AB., Connecticut College; PhD, Yale University.
Timothy D. Pippert (1999). Professor of Sociology. BA, MA, PhD, University of Nebraska-Lincoln.
Q
Alicia Quella (2015). Associate Professor and Program Director, Physician Assistant Studies. BS, Drake University; MPA,
PhD, University of Iowa.
Philip A. Quanbeck II (1987). Associate Professor of Religion. BA, St. Olaf College; MDiv, PhD, Luther Theological
Seminary.
R
Kathy J. Reinhardt (1997). Instructor of Language and Cross-Cultural Studies. MA, Middlebury College.
Ana Ribeiro (2014). Assistant Professor of Health, Physical Education, and Exercise Science. BA, UniverCidade; MS, St.
Cloud State University; PhD, University of Minnesota.
M. Bridget Robinson-Riegler (1994). Professor of Psychology. BS, Indiana University; MS, PhD, Purdue University.
Nancy A. Rodenborg (2000). Professor of Social Work. BS, Indiana University; MSW, University of Minnesota; PhD,
Arizona State University.
Rafael Rodriguez (2017). Lecturer of Music. BS, United States Naval Academy; MS, National University; MM, San Diego
State University; PhD (ABD), University of Colorado.
Kaycee Rogers (2016). Instructor of Education. BA, Luther College; MEd, University of Wisconsin, La Crosse.
Brian A. Rood (2015). Assistant Professor of Psychology. BA, BS, Drake University; MA Illinois School of Professional
Psychology; MPH, DePaul University; MA, PhD, Suffolk University.
S
Anna Sanchez (2016). Lecturer in Nursing. BA, St. Olaf College; MS, University of Wisconsin, Eau Claire.
Milo A. Schield (1985). Professor of Business Administration. BS, Iowa State University; MS, University of Illinois; PhD,
Rice University.
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Emily Schilling (2014). Assistant Professor of Biology and Environmental Studies. BA, Colgate University; MS, PhD,
University of Maine.
John S. Schmit (1990). Professor of English. BS, St. John’s University; MA, University of New Orleans; PhD, The University
of Texas.
Michael D. Schock (1993). Associate Professor of Social Work. BA, University of Washington; MSW, University of
Minnesota; PhD, University of Washington.
Deborah Schuhmacher (2014). Assistant Professor of Nursing. BS, University of North Dakota; MA, DNP, Augsburg
University.
Christopher Smith (2011). Associate Professor of Education. BS, MS, Purdue University; PhD, University of Minnesota,
Twin Cities.
Jody M. Sorensen (2005). Associate Professor of Mathematics and Statistics. BA, St. Olaf College; MA, PhD,
Northwestern University.
Lindsay Starck (2016). Assistant Professor of English. BA, Yale University; MFA, University of Notre Dame; PhD,
University of North Carolina.
Peter J. Stark (2007). Assistant Professor of Business Administration. BS, Northwestern University; MBA, Pepperdine
University
Nancy K. Steblay (1988). Professor of Psychology. BA, Bemidji State University; MA, PhD, University of Montana.
Erik S. Steinmetz (1998). Assistant Professor of Computer Science. BA, Augsburg University; MS, University of
Minnesota.
Stuart M. Stoller (1986). Professor of Business Administration. BS, MS, Long Island University.
Martha E. Stortz (2010). Bernhard Christensen Professor of Vocation and Religion. BA, Carleton College; MA, PhD, The
Divinity School, The University of Chicago.
Benjamin L. Stottrup (2005). Associate Professor of Physics. BA, University of Minnesota, Morris; PhD, University of
Washington.
Erika Svanoe (2016). Lecturer in Music. BME, University of Wisconsin, Eau Claire; MM, Oklahoma State University; DMA,
Ohio State University.
Kathryn A. Swanson (1985). Professor of English. BA, St. Olaf College; MA, PhD, University of Minnesota.
T
Liaila Tajibaeva (2017). Assistant Professor of Economics. BS, University of Minnesota; MA, University of WisconsinMadison; PhD, University of Minnesota.
Sonja K. Thompson (1993). Assistant Professor of Music. BM, University of Minnesota; MM, The Juilliard School.
Robert K. Tom (2002). Associate Professor of Art. BFA, University of Hawaii; MFA, Temple University.
Beliza Torres Narváez (2015). Assistant Professor of Theater. BA, University of Puerto Rico; MA, New York University;
PhD, University of Texas.
Joseph Towle (2011). Associate Professor of Language and Cross-Cultural Studies. BA, North Dakota State University;
MA, PhD, University of Minnesota.
Mark D. Tranvik (1995). Professor of Religion. BA, Luther College; MDiv, Yale University; ThD, Luther Seminary.
Alan J. Tuchtenhagen (2011). Director, Master of Arts in Leadership. BS, Westmar College. MA, University of Nebraska;
DPA, Hamline University.
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U
Joseph Underhill (1998). Associate Professor of Political Science. BA, University of California-Berkeley; MA, San Francisco
State University; PhD, University of Michigan.
Eileen Kaese Uzarek (2001). Assistant Professor of Health, Physical Education, and Exercise Science. BA, Gustavus
Adolphus College; MS, Minnesota State University, Mankato.
V
Lisa Van Getson (2012). Assistant Professor of Nursing. BS, College of St. Teresa; MA, St. Catherine University; MS,
Winona State University.
James A. Vela-McConnell (1997). Professor of Sociology. BA, Loyola University; PhD, Boston College.
W
Mzenga A. Wanyama (2006). Associate Professor of English. BA, MA, University of Nairobi; PhD, University of
Minnesota.
Michael T. Wentzel (2011). Assistant Professor of Chemistry. BS, Creighton University; MS, University of Pennsylvania;
PhD, University of Minnesota.
Barbara A. West (1997). Instructor of Education. Faculty Coordinator of Teacher Placement /Licensing. BS, St. Cloud
State University; MS, Syracuse University.
Hans H. Wiersma (2004). Associate Professor of Religion. BA, University of California, San Diego; MDiv, PhD, Luther
Seminary.
X-Y-Z
Henry Yoon (2009). Associate Professor of Psychology. BA, University of California; MA, PhD, University of Minnesota.
Maheen Zaman (2014). Assistant Professor of History. BA, SUNY Stony Brook University; MA, MPhil, PhD, Columbia
University.
John M. Zobitz (2007). Associate Professor of Mathematics and Statistics. BA, St. John’s University; MA, PhD, University
of Utah.
Faculty Emeriti
Ruth L. Aaskov. Professor Emerita of Modern Languages. BA, Augsburg University; MA, Middlebury College; PhD,
University of Wisconsin.
Earl R. Alton. Professor Emeritus of Chemistry/Dean Emeritus. BA, St. Olaf College; MS, PhD, University of Michigan.
Lyla M. Anderegg. Professor Emerita of Psychology. BA, University of Minnesota; MA, Northwestern University.
Elizabeth Ankeny. Professor Emerita of Education. BA, Augustana College; MA, Morningside College; PhD, Colorado
State University.
John E. Benson. Professor Emeritus of Religion. BA, Augsburg University; B.D., Luther Theological Seminary; MA, PhD,
Columbia University.
Anthony A. Bibus, III. Professor Emeritus of Social Work. BA, University of St. Thomas; MA, University of Virginia; PhD,
University of Minnesota.
Julie H. Bolton Professor Emerita of Theater. BS, MFA, University of Minnesota.
Richard A. Borstad. Professor Emeritus of Health and Physical Education. BA, MA, PhD, University of Minnesota.
Nora M. Braun. Professor Emerita of Business Administration. BSBA, University of Missouri-Columbia; MBA, PhD,
University of Minnesota.
240
Maria L. Brown. Professor Emerita of Social Work. BA, MA, American University; MSW, University of Minnesota.
Francine Chakolis. Professor Emerita of Social Work. BS, Augsburg University; MSW, University of Minnesota.
Cathleen A. Dalglish. Professor Emerita of English. BA, Saint Catherine University; MFA, Vermont College; PhD, The
Union Institute and University.
Grace Dyrud. Professor Emerita of Psychology. BA, MA, PhD, University of Minnesota.
Mark J. Engebretson. Professor Emeritus of Physics. BA, Luther College; MDiv, Luther Theological Seminary; MS, PhD,
University of Minnesota.
Kenneth N. Erickson. Professor Emeritus of Physics. BA, Augsburg University; MS, Michigan State University; PhD,
Colorado State University.
Ronald L. Fedie. Professor Emeritus of Chemistry. BA, University of St. Thomas; PhD, University of Minnesota.
Norman B. Ferguson. Professor Emeritus of Psychology. BA, Franklin and Marshall College; MS, PhD, University of
Wisconsin.
Marilyn E. Florian. Professor Emeritus of Health and Physical Education. BA, Augsburg University; MS, St. Cloud State
University.
Satya P. Gupta. Professor Emeritus of Economics. BS, MS, Agra University, India; MS, PhD, Southern Illinois University.
Donald R. Gustafson. Professor Emeritus of History. BA, Gustavus Adolphus College; MA, PhD, University of Wisconsin.
Arlin E. Gyberg. Professor Emeritus of Chemistry. BS, Mankato State University; PhD, University of Minnesota.
Daniel S. Hanson. Professor Emeritus of Communication Studies. BA, Augsburg University; MA, University of Minnesota.
Peter A. Hendrickson. Professor Emeritus of Music. BA, Augsburg University; MA, Macalester College; MA, Columbia
University; DMA, Manhattan School of Music.
Edwina L. Hertzberg. Professor Emerita of Social Work. BA, Cedar Crest College; MSW, PhD, University of Minnesota.
Garry W. Hesser Professor Emeritus of Sociology. BA, Phillips University; MDiv, Union Theological Seminary; MA, PhD,
University of Notre Dame.
Norman D. Holen. Professor Emeritus of Art. BA Concordia College-Moorhead; MFA, University of Iowa.
Bradley P. Holt. Professor Emeritus of Religion. BA, Augsburg University; BD, Luther Theological Seminary; MPhil, PhD,
Yale University.
John R. Holum. Professor Emeritus of Chemistry. BA, St. Olaf College; PhD, University of Minnesota.
Gretchen Kranz Irvine. Professor Emerita of Education. BS, College of St. Teresa; MS, University of Wisconsin-River Falls;
PhD, University of Minnesota.
Irene Khin Khin Jensen. Professor Emerita of History. BA, Rangoon University, Burma; MA, Bucknell University; PhD,
University of Wisconsin.
Duane E. Johnson. Professor Emeritus of Psychology. BA, Huron College; BA, University of Minnesota; ME, South Dakota
State University; PhD, University of Minnesota.
Jeffrey E. Johnson. Professor Emeritus of Physics. BS, MS, MBA, PhD, University of Minnesota.
Martha Johnson. Professor Emerita of Theater. BA, MA, PhD, University of Wisconsin.
Amin Kader. Professor Emeritus of Business Administration. BComm, University of Cairo; MBA, University of Michigan.
Kenneth S. Kaminsky. Professor Emeritus of Mathematics. AB, MS, PhD, Rutgers University.
Ashok K. Kapoor. Professor Emeritus of Business Administration. BA, MA, University of Delhi; MA, MBA, University of
Minnesota; PhD, Temple University.
Anne M. Kaufman. Professor Emeritus of Education. BS, MA, PhD, University of Minnesota.
241
Mary A. Kingsley. Professor Emerita of Modern Languages. BA, St. Olaf College; MA, Middlebury College.
Boyd N. Koehler. Professor Emeritus, Library. BA, Moorhead State College; MA, University of Minnesota.
Alvin L. Kloppen. Professor Emeritus of Health and Physical Education. BS, Augustana College; MA, University of South
Dakota.
Steven LaFave. Professor Emeritus of Business Administration. BA, MA, Michigan State University; MBA, University of
Minnesota.
Lynn E. Lindow. Professor Emerita of Education. BS, Mankato State University; MS, North Dakota State University; PhD,
University of Minnesota.
Lynne F. Lorenzen. Professor Emerita of Religion. BA, University of Iowa; MDiv, Northwestern Lutheran Theological
Seminary; MA, PhD, Claremont Graduate School.
Dawn B. Ludwig. Professor Emerita of Physician Assistant Studies. BA, University of Colorado, Denver; MS, PA
Certification, University of Colorado Health Science Center; PhD, Capella University.
Esther G. McLaughlin. Professor Emerita of Biology. BA, PhD, University of California-Berkeley.
Fekri Meziou. Professor Emeritus of Business Administration. BA, University of Tunis; MA, PhD, University of Minnesota.
Erwin D. Mickelberg. Professor Emeritus of Biology. BA, Augsburg University; MA, University of Minnesota.
Mildred “Mike” Mueller. Professor Emerita of Education. BA, MA, Central Michigan University; EdD, University of
Minnesota.
Richard C. Nelson. Professor Emeritus of History. BA, University of Nebraska; MA, PhD, University of Minnesota.
Catherine C. Nicholl. Professor Emerita of English. BA, Hope College; MA, University of Michigan; PhD, University of
Minnesota.
Beverly J. Nilsson. Professor Emerita of Nursing. BS, MS, PhD, University of Minnesota.
Norma C. Noonan. Professor Emerita of Political Science. BA, University of Pennsylvania; MA, PhD, Indiana University.
Sandra L. Olmsted. Professor Emerita of Chemistry. BA, Augsburg University; MS, University of Wisconsin; PhD,
University of Minnesota.
Vicki L. Olson. Professor Emerita of Education. BS, MA, PhD, University of Minnesota.
Magdalena M. Paleczny-Zapp. Professor Emerita of Business Administration. BA, MA, Central School for Planning and
Statistics, Warsaw; PhD, Akademia Ekonomiczna, Krakow.
Ronald G. Palosaari. Professor Emeritus of English. BA, Bethel College; BDiv, Bethel Seminary; MA, PhD, University of
Minnesota.
Patricia A. Parker. Associate Academic Dean Emerita. BA, Eastern Michigan University; MA, PhD, University of Michigan.
Curtis M. Paulsen. Professor Emeritus of Social Work. BA, St. Olaf College; MSW, University of Minnesota; PhD, The
Fielding Institute.
Lauretta E. Pelton. Professor Emerita of Education. MEd, Marquette University.
Noel J. Petit. Professor Emeritus of Computer Science. BA, St. Olaf College; MS, PhD, University of Minnesota.
Joyce M. Pfaff. Professor Emerita of Health and Physical Education. BA, Augsburg University; MEd, University of
Minnesota.
Philip A. Quanbeck, Sr. Professor Emeritus of Religion. BA, Augsburg University; BD, Augsburg Theological Seminary;
MTh, ThD, Princeton Theological Seminary.
Larry C. Ragland. Professor Emeritus of Computer Science. BS, MA, Central Missouri State College; PhD, University of
Texas at Austin.
Deborah L. Redmond. Professor Emerita of Communication Studies. BA, MA, University of Minnesota.
242
Bruce R. Reichenbach. Professor Emeritus of Philosophy. BA, Wheaton College; MA, PhD, Northwestern University.
Glenda Dewberry Rooney. Professor Emerita of Social Work. BS, University of North Texas; MSW, University of Illinois;
PhD, University of Minnesota.
Marianne B. Sander. Dean of Students Emerita. BA, Valparaiso University; MA, University of Minnesota.
Kathryn Schwalbe. Professor Emerita of Business Administration. BS, University of Notre Dame; MBA, Northeastern
University, PhD, University of Minnesota.
Frankie B. Shackelford. Professor Emerita of Languages and Cross-Cultural Studies. BA, Texas Christian University; PhD,
University of Texas.
Charles M. Sheaffer. Professor Emeritus of Computer Science. BA, Metropolitan State University; MS, PhD, University of
Minnesota.
Eugene M. Skibbe. Professor Emeritus of Religion. BA, St. Olaf College; BT., Luther Theological Seminary; ThD, University
of Heidelberg, Germany.
Robert J. Stacke. Professor Emeritus of Music. Band and Jazz Director. BA, Augsburg University; MACI, College of St.
Thomas; PhD, University of Minnesota.
Clarice A. Staff. Professor Emerita of Social Work. BA, Augsburg University; MS, DSW, Columbia University.
Stuart M. Stoller. Professor Emeritus of Business Administration. BS, MS, Long Island University.
Beverly Stratton. Professor Emerita of Religion. BA, MA, Boston University; ThD, Luther Seminary.
Grace K. Sulerud. Professor Emerita, Library. BA, Augsburg University; MA, University of Minnesota.
Karen T. Sutherland. Professor Emerita of Computer Science. AB, Augustana College; two MS degrees; PhD, University of
Minnesota.
Tara K. Sweeney. Professor Emerita of Art. BS, University of Wisconsin-Stout; MFA, Minneapolis College of Art and
Design.
Maryann Syers. Professor Emerita of Social Work. BA, Arizona State University; MSW, PhD, University of Minnesota.
Philip J. Thompson. Professor Emeritus of Art. BA, Concordia College, Moorhead; MFA, University of Iowa.
David L. Tiede. Bernhard M. Christensen Professor Emeritus of Vocation and Religion. BA, St. Olaf College; BD, Luther
Theological Seminary; PhD, Harvard University.
Rita R. Weisbrod. Professor Emerita of Sociology. BA, MA, University of Minnesota; PhD, Cornell University.
Mary Louise Williams. Professor Emerita of Social Work. BFA, MSW, University of Pennsylvania.
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