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Augsburg College Undergraduate Catalog, 1998-2000
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Augsburg College Undergraduate Catalog, 1998-2000
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Course Catalogs
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.. Y. W W W . . . 3 from the President I hope you are looking at this catalog because you've enrolled at Augsburg College. If so, welcome to the College! All of us hope you find, in the course of your study, a rising enthusiasm for the work, a deepening appreciation of the profession an...
Show more .. Y. W W W . . . 3 from the President I hope you are looking at this catalog because you've enrolled at Augsburg College. If so, welcome to the College! All of us hope you find, in the course of your study, a rising enthusiasm for the work, a deepening appreciation of the profession and role to which you feel called, and a confident sureness that you have rightly chosen Augsburg as the community in which to spend the next several years of your life. If you're dipping into this volume to figure out who and what Augsburg College is and what education it offers, welcome to these pages! May they convey the fundamental character of our mission: to provide an education especially serviceable in the contemporary world because it has been designed in the midst of and in full contact with the critical social, economic, religious, and political phenomena of the modern city. This education, however practical and professional, will be serviceable over the long haul only to the degree that it respects and pursues certain of what Martin Luther called "the fine liberal arts," and it will be exciting to the degree it is offered for the sake of improving both its students and the world itself. The study you are undertaking at Augsburg-r thinking of undertaking-will occur on a small campus in the core of a great city; it will be led by faculty preoccupied with your welfare and the emergence and refinement of your vocational plans. As you join the enterprise, or consider doing so, please know that those of us who await you here find the College an exciting setting, full of diversity and yet possessed of a community dedicated to higher learning and good living, in which you can set off in new directions and in which new destinations are reachable. Bon voyage! Sincerely yours, William V. h a k e President I Fall Term 1998 Summer..................................... Freshman registration Sept. 6-81Sun.-Tues. .................... New student orientation Sept. 9Ned. ................... ..........a..Upper-class validation Sept. 91Wed. ................................ Classes begin Sept. 15Dues. .............................. Last day to register Sept. 15lTues. ..............................Last day to add a class, drop a class without notation on record Oct. 30/Fri. ..................................Mid-term break Last day to designate grading option Nov. 6/Fri. ............................... Last day to withdraw from class Nov. 13/Fri. ................................ Nov. 16-Dec. 4IMon.-Fri. ............ Interim registration Nov. 16-Dec. 4IMon.-Fri. ............ Spring term registration Nov. 26Ehurs. ............................ Thanksgiving recess begins Nov. 30IMon. .............................. Classes resume Dec. 1l/Fri. .................................. Classes end Dec. 14-17IMon.-Thurs............... Final exams Interim Term 1999 Jan. 4Mon .................................... Interim classes begin Jan. 5lTues. ...................................Last day to register, add a class, or drop a class without notation on record Jan. 15/Fri. ................................. Last day to designate grading option, or withdraw from a class Jan. 27AVed.................................. Classes end Spring Term 1999 Feb. 1IMon................................... Classes begin Last day to register Feb. 5/Fri. .................................. Feb. 5/Fri. .................................... Last day to add a class or drop a class without notation on record Mar. 29IMon. ............................... Mid-tendEaster break begins Apr. 6Eues. .................................. Classes resume Last day to designate grading option Apr. 9Rri...................................... Apr. 16/Fri................................... Last day to withdraw from a class Apr. 19-3OIMon.-Fri. ...................Early registration for fall May 14/Fri....................................Classes end May 17-2OIMon.-Thurs. .............. Final exams May 23ISun. ................................ .BaccalaureatdCommencement TENTATIVE-CONSULT THE 1999-2000 ACTC CLASS SCHEDULE OR AUCSBURC REGISTRAR'S OFFICE FOR CHANCES Fall Term 1999 Summer ...................................... ..Freshman registration Sept. 5-7/Sun.-Tues. ..................... New student orientation Sept. 8/Wed. ................................. Upper-class validation Sept. 8fWed. ................................. Classes begin Sept. 14flues. ............................... Last day to register Sept. 14Kues. ............................... Last day to add a class, drop a class without notation on record Oct. 29/Fri................................... .Mid-term break Nov. 5/Fri. .................................... Last day to designate grading option Nov. 12Eri. .................................. Last day to withdraw from class Nov. 15-Dec. 3Mon.-Fri. .............Interim registration Nov. 15-Dec. 3Mon.-Fri. .............Spring term registration Nov. 25flhurs. ............................. Thanksgiving recess begins Nov. 29flLIon. .............................. .Classes resume Dec. 10/Fri. .................................. Classe end Dec. 13-16Mon.-Thurs. .............. Final exams Interim Term 2000 Jan. 3Mon ....................................Interim classes begin Jan. 4flues. .................................. Last day to register, add a class, or drop a class without notation on record Jan. 14/Fri. ................................... Last day to designate grading option, or withdraw from a class Classes end Jan. 26/Wed. ................................ Spring Term 2000 Jan. 3 l/Mon. ................................Classes begin Feb. 4/Fri. ................................... Last day to register Feb. 4/Fri. .................................... Last day to add a class or drop a class without notation on record Mar. 2O/Mon. ............................... Mid-term break begins Mar. 27/Mon. ...............................Classes resume Apr. 7/Fri......................................Last day to designate grading option Apr. 14/Fri................................... s t day to withdraw from a class Apr. 17-28 Mon.-Fri. ................... Early registration for fall Apr. 21/Fri. ................................... Easter break begins Apr. 251Tues. ................................ Classes resume May 1UFri.................................... Classes end May 15-18Mon.-Thurs. ..............Final exams May 21/Sun. .................................BaccalaureatdCommencement Area Code 612 Academic Advising...................................................................................................... 330-1025 ....................................................................................................... Academic Affairs ..330-1024 Undergraduate Admissions .........................................................................................330-1001 Toll-free number ........................................................................................(800) 788-5678 AlumniRarent Relations ............................................................................................. 330-1178 Athletics ...................................................................................................................... 330-1243 Business Office (fees and accounts) ........................................................................ 330-1029 Career Services.................................. ................. .................................................. 3 3 0 - 1162 College PastorICampus Ministry ............................................................................... .330-1732 ........................................330-1180 Public Relations 6r Communication ....................... ................................................................................ ConferenceEvents Coordinator .330-1107 Development (financial gifts to the College) ........................................................... 330-1613 ........................................................................................ Toll-free number (800) 273-0617 Facilities Management ................................................................................................ 330-1104 Financial Aid (scholarships) ....................................................................................... 330-1046 General Information (other office numbers; business hours only) ...........................330-1000 Master of Arts in Leadership Program ........................................................................330-1786 Master of Social Work Program ..................................................................................330-1307 Human Resources ....................................................................................................... 330-1058 Interim Office ............................................................................................................. 330-1150 Lost and Found ...........................................................................................................330-1000 President...................................................................................................................... 330-1212 ......................................................................... ..................*................... Registrar .-. .330-1036 ............................................................ Residence Life (Housing) .................... 3 3 0 1109 Student Activities ........................................................................................................ 330-1111 Academic and Learning Services ............................................................................... -330-1160 Student Government .................................................................................................. 330-1110 Summer School ........................................................................................................... 330-1787 Weekend College ........................................................................................................330-1782 Mailing Address: 221 1 Riverside Avenue Minneapolis. MN 55454 Web Site: www.augsburg.edu c; E 2. T.. $: >-, -, ?+ xt :2=" 7. I 7 MAJOR FIELDS OF STUDY AND AREASOF EMPHASIS Accounting General Accounting Managerial Accounting Public Accounting Art Art History Studio Art Biology Business Adrninistrat~on Business AdministrationIFinance Business Administration/lnteinational Business Busmess AdministrationIManagement Business AdrninistrationlMarketing Chem~stry(B.A. or B.S.) Communication General Communication Studies Mass Communication Organizational Communication Computer Science (B.A. or B.S.) Computational Economics @.A) East Asian Studies ' Economics Applied Economics Economics Economics/Business Administration Education Education Studles (non-licensure) Elementary Education Studies (nonlicensure) Kindergarten-Elementary (licensure) Secondary (non-majOr, licensure Engineering English Health Education History International Relations Management Information Systems Mathematics Applied Mathematics Mathematics Metro-Urban Studies Modern Languages ' French German Norwegian Spanish Music Music (B.A.) Music Education (B.M.) Music Performance (B.M.) Music Therapy (B.S.) Nordic Area Studies Yitrstrq :R.S -!?Peekend Cnllcqc onlv! Phr!i?snnl~~ . I. :. TJ? rh\rslcal Cdurafton ,;. c;? P5ysrchsn,b~i<,tai?~ P i ~ y ~ l (cBs A. or E.S.! Y . -< rvbL .J Space Physics (B.S.) Polit~calScience Psychology Religlon Youth and Family Ministry Russian, Central, and East European Area Studies Social Work (B.S.) Sociology Theatre Arts Transdisciplinary Women's Studies ' It is possible for students to complete other majors through the Associated Colleges of the Twin Cities (ACTC). Students who wish to do so must apply through the Augsburg Office of the Registrar. Some majors may have a competitive application process with acceptance determined by the major department. I Cooperallvc program r,l t h A\,o~ialed ~ College5 [he Jwln C111esand agret me~ltsw ~ l hf l l Un~vcrstLy ~ o[M~nnetola 11 1s p o s s ~ b l ~ f o\tudolts r to take heg~t~nlngllntc rmrd~~il~ladvanced cour\cs not avatloble nl ~onsortluincolleges tn Arabic, Ch~nr\c.Hebrav, \apanc>c, Ru\s~an,and other ~njrcqumtlyLaugkL Iunguug~, S l u d ~ n u r e g ~ d e d~reclly r with file ACTC oJ$cc 'Dual rlgrcc programs w~Lkthe Unlver$tly ofM~nnarita 111~1ilule of Technology, Washlnglon IJnlve~s~ty School of Englne~rlngand Appl~edScience, and M~cInganTcchnologi~al Un~vtrsily A t Augsburg College, we believe that the college experience should be a time of exploration, of discovery, of new experiences, and new possibilities. We also believe that a liberal arts education is your best preparation for living in the fastpaced, changing, and complex world of today and tomorrow. Upon graduation, you will be able to demonstrate not only the mastery of a major field of study, but also the ability to think critically, solve problems, and communicate effectively Emphasis on values, perspectives, experience, and skills The heart of an Augsburg education is the Augsburg curriculum-the College's general education program, which structures your liberal arts studies through challenging and thought-provoking courses requiring students to consider important issues and examine values questions. These Liberal Arts Perspectives include Western Heritage, Intercultural Awareness, Human Identity, the Social World, Christian Faith, The City, Aesthetics, and the Natural World. At the same time, courses across all disciplines stress the skills that will serve you for a lifetime-writing, speaking, critical thinking, and quantitative reasoning, to name a few. Thanks to Augsburg's prime location in the heart of a thriving metropolitan area, many courses are able to offer rich and varied learning opportunities in real-life situations through academic internships, experiential education, volunteer community service, and cultural enrichment. In a sense, the resources of the Twin Cities are an extended campus for Augsburg students. Selection from over 50 majors Augsburg offers more than 50 majorsor you can create your own major either on campus or through the Associated Colleges of the Twin Cities (ACTC). (See page 53 for a complete list of majors and minors.) This five-college consortium allows students to take courses on other campuses without charge while a full-time student at Augsburg. The ACTC includes Augsburg College, College of St. Catherine, Hamline University, Macalester College, and the University of St. Thomas. Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as testaments to the College motto, "Education for Service," and to the mission of the College: To nurture future leaders in service to the world by providing high quality educational opportunities, which are based in the liberal arts and shaped by the faith and values of the Christian Church, by the context of a vital metropolitan setting, and by an intentionally diverse campus community. A College of the Church Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confessibn of faith presented by Lutherans in Augsburg, Gennany, in 1530. Augsburg opened in September 1869, in Marshall, Wisconsin, and moved to Minneapolis in 1872. The first seminarians were enrolled in 1874, and the first graduation was in 1879. 10 About Augsburg Early Leaders Establish a Direction The Focus Changed August Weenaas was Augsburg's first president (1869-1876). This attitude began to change after World War I. In 1911, George Sverdrup,Jr. became president. He worked to develop college departments with an appeal to a broader range of students than just those intending to be ministers. Augsburg admitted women in 1922 under the leadership of Gerda Mortensen, dean of women. She spent the next 42 years at the College as a teacher and administrator. Professor Weenaas recruited two teachers from Norway-Sven Oftedal and Georg Sverdrup. These three men clearly articulated the direction of Augsburg: to educate Norwegian Lutherans to minister to immigrants and to provide such "college" studies that would prepare students for theological study. In 1874 they proposed a three-part plan: first, train ministerial candidates; second, prepare future theological students; and third, educate the farmer, worker, and businessman. The statement stressed that a good education is also practical. Augsburg's next two presidents also emphatically rejected ivory tower concepts of education. This commitment to church and community has been Augsburg's theme for over 125 years. Education for Service Keeping the vision of the "non-elitist" college, Georg Sverdrup, Augsburg's second president (1876-1907), required students to get pre-ministerial experience in city congregations. Student involvement in the community gave early expression to the concept of Augsburg's motto, "Education for Service." In the 1890s, Apgsburg leaders formed the Friends of Augsburg, later called the Lutheran Free Church. The church was a group of independent congregations committed to congregational autonomy and personal Christianity. This change made Augsburg the only higher educational institution of the small Lutheran body. The college division, however, was still important primarily as an attachment to the seminary. The College's mission assumed a double character-ministerial preparation together with a more general education for life in society. In 1937, Augsburg elected Bernhard Christensen, an erudite and scholarly teacher, to be president (19381962). His involvement in ecumenical and civic circles made Augsburg a more visible part of church and city life. After World War 11, Augsburg leaders made vigorous efforts to expand and improve academic offerings. Now the College was a larger part of the institution than the seminary and received the most attention. Accreditation for the College Augsburg added departments essential to a liberal arts college, offering a modem college program based on general education requirements and elective majors. With cumculum change came a long effort to become accredited. The College reached accreditation in 1954, although many alumni had entered graduate schools and teaching positions long before that time. A study in 1962 defined the College's mission as serving the good of society first and the interests of the Lutheran Free Church second. The seminary moved to Luther Theological Seminary (now Luther Seminary) in St. Paul in 1963 when the Lutheran Free Church merged with the American Lutheran Church. About Augsburg A College in the City President Oscar A. Anderson (19631980) continued Augsburg's emphasis on involvement with the city. He wanted to reach out to nontraditional student populations, ensuring educational opportunity for all people. During his years of leadership the College became a vital and integral part of the city. Also in these years, Augsburg added the Music Hall, Mortensen Tower, Urness Tower, the Christensen Center, Ice Arena, and Murphy Place. Augsburg continues to reflect the commitment and dedication of the founders who believed: Dr. Charles S. Anderson led the College from 1980 to 1997. He guided Augsburg's commitment to liberal arts education, spiritual growth and freedom, diversity in enrollment and programs, and a cumculum that draws on the resources of the city as extensions of campus and classroom. Some of the accomplishments during his tenure include instituting two graduate degree programs, hosting national and international figures at College-sponsored forums and events, increasing accessibility, and the addition of the Foss Center for Worship, Drama, and Communication; the Oscar Anderson Residence Hall; and the James G. Lindell Family Library. The city-with all its excitement, challenges, and diversity-is an unequaled learning laboratory for Augsburg students. Dr. William V Frame became president in August 1997. He has initiated a strategic planning process intended to iden* the distinguishing marks of the Augsburg education-in both pedagogy and substance-and a restructuring effort intended to improve operating efficiencies and open access for the College to new sources of capital. An Augsburg education should be preparation for service in community and church; Education should have a solid liberal arts core with a practical dimension in order to send out productive, creative, and successful citizens; Augsburg is a quality liberal arts institution set in the heart of a great metropolitan center. There are now almost 14,000 Augsburg alumni. In a world that has changed much since those first days of the College, Augsburg still sends out graduates who make a difference where they live and work. In addition to a traditional undergraduate liberal arts and sciences "day" program, Augsburg offers a Weekend College program for nontraditional students and master's degree programs in social work and leadership. CAMPUS LOCATION Augsburg's campus is located in the heart of the Twin Cities, surrounding Murphy Square, the first of 155 parks in Minneapolis, the "City of Lakes." The University of Minnesota West Bank campus and one of the city's largest medical complexes-Fai~ew-University Medical Center-are adjacent to Augsburg, with the Mississippi River and the Seven Corners theatre district just a few blocks away Downtown Minneapolis and St. Paul, 11 - l2 About Augsburg home to a myriad of arts, sports, entertainment, and recreation opportunities, are just minutes west and east via Interstate 94, which forms the southern border of the campus. (See map in back.) Convenient bus routes run throughout the city and connect with the suburbs. Anderson-Nelson Athletic FieldThe athletic field, located at 725 23rd Avenue South, is the playing and practice field of many of the Augsburg teams. An air-supported dome covers the field during the winter months, allowing yearround use. Reaching the Twin Cities is easy. Most airlines provide daily service to the Minneapolis-St. Paul International Airport, and bus or train connections can be made from all areas of the United States. Christensen Center (1967)-The College center, with spacious lounges and recreational areas, dining areas, bookstore, and offices for student government and student publications. FACILITIES AND HOUSING Instruction facilities and student housing at Augsburg are conveniently located near each other. A tunneVramp/skyway system connects the two tower dormitories, the five buildings on the Quadrangle, plus Music Hall, Murphy Place, and the Foss, Lobeck, Miles Center for Worship, Drama, and Communication. Office of Undergraduate Admissions-The central Office of Undergraduate Admissions is located at 628 21st Avenue South and provides offices for the admissions staff and a reception area for prospective students and their parents. Offices of t h e American Indian Student Services Program and PanAfrikan Student Services ProgramLocated at 620 2lst Avenue South, these programs provide support s e ~ c e and s information to American Indian and African American students. Anderson Hall (1993)-Named in honor of Oscar Anderson, president of Augsburg College from 1963 to 1980, this residence hall is located at 2016 S. Eighth Street. Anderson Hall contains four types of living units and houses 192 students and the Physician Assistant Program. East Hall-Houses the Minnesota Minority Education Partnership (MMEP) and the Center for Atmospheric Space Sciences at 2429 S. Eighth Street. Foss, Lobeck, Miles Center f o r Worship, Drama and Communication (1988)-The Foss Center is named in recognition of the gifts of Julian and June Foss and was built with the additional support of many alumni and friends of the College. The Tjornhom-Nelson Theatre, Hoversten Chapel, and the Arnold Atrium are also housed in this complex, which provides space for campus ministry and the drama and communication offices. The Foss Center's lower level is home to the Gage Family Academic Enrichment Center, which includes the Learning Skills Office, the Center for Learning and Adaptive Student Services (CLASS) Program, the Groves Computer Lab, the Karen Housh Tutor Center, and the John Evans Learning Laboratory. The Jeroy C. Carlson Alumni Center-Named in 1991 to honor Jeroy C. Carlson, senior development officer and former alumni director, upon his retirement from Augsburg. The center houses the Office of Alumni and Parent Relations and is located at 624 2lst Avenue South. About Augsburg Ice Arena (1974)-Two large skating areas provide practice for hockey and figure skating, and recreational skating for Augsburg and the metropolitan community. The JamesC. Lindell Family Library (1 997)-This new four-level brick structure opened during the 1997-98 academic year. As the library and information technology center, it houses all library functions and brings together the computer technology resources of the College. It is located on the block of campus bordered by 22nd and 2lst Avenues, and by Riverside Avenue and Seventh St. Melby Hall (1961)-Named in honor of J. S. Melby (dean of men from 1920 to 1942, basketball coach, and head of the Christianity department). It provides facilities for the health and physical education program, intercollegiate and intramural athletics, the fitness center, and general auditorium purposes. Mortensen Tower (1973)-Named in honor of Gerda Mortensen (dean of women from 1923 to 1964), it has 104 one- and two-bedroom apartments that house 312 upper-class students, plus conference rooms and spacious lounge areas. 2222 Murphy Place (1964)-This facility provides offices for the Center for Global Education and a resource room for those interested in global issues. The Office of Academic Programs Abroad is also located here. Music Hall (1978)-Contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal halls, music libraries, practice studios, and offices for the music faculty. 13 Old Main (1900)-Home for the modem languages and art departments, with classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency with architectural details from the past. It is included on the National Register of Historic Places. Public Relations & Communication House-The public relations and publications offices for the College are located at 709 23rd Avenue South. Science Hall (1949)-Houses classrooms, well-equipped laboratories, a medium-sized auditorium, faculty offices, the registrar's office, student financial services, and the business offices. In 1960 the Lisa Odland Observatory on the roof was completed. Sverdrup Hall (1 955)-Named in honor of Augsburg's fourth president, it contains the Academic Advising Center, Weekend College, and the Office of Continuing Education as well as classrooms and faculty offices. Sverdrup-Oftedal Memorial Hall (1 938)-Built as a dormitory and named in honor of Augsburg's second and third presidents, it provides space for administrative and faculty offices. Urness Tower (1 967)-Named in honor of Mr. and Mrs. Andrew Urness, t h ~ ~ tower provides living quarters for 324 students. Each floor is a "floor unit," providing 36 residents, housed two to a room, with their own lounge, study, and utility areas. l4 About Augsburg ASSOCIATED SUPPORT ORGANIZATIONS Augsburg College has a commitment to lifelong learning and to programs that increase both individual and group understanding and achievement. In addition to the programs listed below, the College is also home to Elderhostel and College of the Third Age. Inter-Race: The International Institute for Interracial InteradionInter-Race facilitates interracial understanding in families, schools, places of work, communities, and society. The institute provides training and consultation, research, education, resource centers, publications, public policy, and legal study in five centers. Inter-Race is located at 600 2lst Avenue South. Minnesota Minority Education Partnership (M M EP)-The Minnesota Minority Education Partnership, Inc., is a nonprofit membership organization that works closely with students, the communities of color, and representatives from education, business, government, and nonprofit organizations to develop programs that help students of color succeed academically. By drawing on the talents and resources of others concerned with the success of students of color, MMEP creates collaborative, workable approaches to complex problems. MMEP believes that concentrating on the needs of students of color helps them move from thinking to doing, from wanting to having, and from dreaming to achieving. The MMEP office is located in East Hall. Nordic Center-The Nordic Center promotes interest in contemporary Norway, encourages the pursuit of Nordic studies, and nurtures intercultural relations between the United States and the five Nordic nations of Denmark, Finland, Iceland, Norway, and Sweden. The Nordic Center is located at 2400 Butler Place. Youth a n d Family Institute of Augsburg College-The institute is designed to help churches better serve the changing needs of youth and families. The institute offers an undergraduate academic program, as well as seminar/workshops, a resource center, and counseling services. POLICIES Augsburg College does not discriminate on the basis of race, creed, national or ethnic origin, age, gender, sexual orientation, marital status or handicap, as required by Title IX of the 1972 Educational Amendments or Section 504 of the Rehabilitation Act of 1973, as amended, in its admissions policies, educational programs, activities, and employment practices. Inquiries regarding compliance may be directed to the coordinators listed on page 48 or to the director of the Minnesota Department of Human Rights, Bremer Tower, Seventh Place at Minnesota Street, St. Paul, MN 55101. The College and its faculty subscribe to the Statement of Principles on Academic Freedom as promulgated by the American Association of University Professors and the Association of American Colleges. About Augsburg ACCREDITATION AND MEMBERSHIPS Augsburg College is accredited by the North Central Association of Colleges and Schools* and the National Council for the Accreditation of Teacher Education (Secondary and Elementary). Our programs are approved by the American Chemical Society Council on Social Work Education (B.S.W. and M.S.W.) National Association for Music Therapy, Inc. National League for Nursing Committee for Accreditation of Allied Health Programs (Physician Assistant Program) Augsburg College is an institutional member of the: National Association of Schools of Music (NASM) Council of Independent Colleges (CIC) American Association of Colleges and Universities (AACU) American Association of Higher Education (AAHE) Association of Physician Assistant Programs We are members of the Associated Colleges of the Twin Cities (ACTC), Lutheran Education Council in North America, and Minnesota Private College Council. Augsburg College is registered with the Minnesota Higher Education Services Office. Registration is not an endorsement of the institution. Registration does not mean that credits earned at the institution can be transferred to other institutions or that the quality of the educational programs would meet the standards of every student, educational institution, or employer. *North Central Association of College and Schools Commission on Institutions of Higher Education, 30 N. LaSalle Street, Suite 2400, Chicago, Illinois 60602-2504; (800) 621-7440 15 Location-Augsburg College was founded in 1869 in Marshall, Wis. The College moved to Minneapolis in 1872. Religious Affiliation-The Evangelical Lutheran Church in America (ELCA). Although a strong plurality of students are Lutheran, 20 percent represent other Protestant denominations, and 21 percent represent the Roman Catholic Church. Accreditation-North Central Association of Colleges and Schools, National Council for Accreditation of Teacher Education. Approved by the American Chemical Society, Council on Social Work Education, National Association for Music Therapy, Inc., National Association of Schools of Music, the National League for Nursing, and the Committee for Accreditation of Allied Health Programs. Member-Associated Colleges of the Tivin Cities, Lutheran Education Council in North America, Minnesota Private College Council, CIC, AACU, AAHE Registered with the Minnesota Higher Education Services Office, as described on page 15. Enrollment (Fall 1997-98)-2,866 s ~ u dents from 36 states and 38 nations. Graduates-13,975 undergraduates from 1870 through August 1997. StudentIFaculty Ratio-14 to 1. Undergraduate class size averages 20-25. Campus-16 major buildings. Major renovations in 1979-80 with special emphasis on accessibility Accessibility-Augsburg is now one of the most accessible campuses in the region. A skyway/tunneVelevator system provides access to 10 major buildings without going outside. Degrees Granted-B.A., M.A., M.S.W. B.S., B.M., W Financial Aid-Over 85 percent of the students receive some form of financial aid from the College and many other sources. Library-Over 175,000 items, direct access to over 1,300,000 through CLIC, the Twin Cities private college library consortium. The new James G . Lindell Family Library opened in September 1997. School Year-Semesters from September to May, 4-1-4 calendar, with January Interim. Two summer school sessions. Augsburg Weekend Collegetrimesters, September to June. Augsburg Graduate Program-trimesters, September to June. Majors-More departments. than 50 majors in 23 Off-Campus Programs-Center for Global Education, Student Project for Amity Among Nations (SPAN), Higher Education Consortium for Urban Affairs (HECUA), International Business Program, Upper Midwest Association of Intercultural Education (UMAIE), and extensive cooperative education and internship programs. Athletic Affiliation-Minnesota Intercollegiate Athletic Conference (MIAC), and National Collegiate Athletic Association (NCAA), Division 111. Policy-Augsburg College does not discriminate on the basis of race, creed, national or ethnic origin, age, gender, sexual orientation, marital status or handicap, as required by Title IX of the 1972 Educational Amendments or Section 504 of the Rehabilitation Act of 1973, as amended, in its admissions policies, educational programs, activities, and employment practices. A ugsburg College is looking for students with intellinence - and character. We want people who can benefit from and contribute to their community, the College community, and the community at large. Selection of students for Augsburg College is based upon careful consideration of each candidate's academic achievement, personal qualities and interests, participation in activities and employment, and potential for development as a student and as a graduate of Augsburg College. The College selects students on individual merit without regard to race, creed, disability, national or ethnic origin, gender, sexual affectional orientation, or age. Visit t h e Campus Because firsthand appraisal of programs, facilities, and academic atmosphere is valuable, freshman and transfer applicants are encouraged to visit the campus and meet with an admissions counselor. Arrangements may be made to meet with a member of the faculty and to attend classes when school is in session. Augsburg's admissions staff is ready to help students and parents with college planning. Call any weekday between 8:00 a.m. and 4:30 p.m.-(612) 330-1001 or toll-free (800) 788-5678. We'll answer your questions and arrange a tour for you (including Saturday mornings during the school year). The Office of Undergraduate Admissions is located on the comer of Seventh Street and 2lst Avenue South in Minneapolis. (Please call first.) FRESHMEN Application for AdmissionApplicants should complete the application for admission and the essay and return them to the Office of Undergraduate Admissions together with the non-refundable $25 application fee. Transcripts-An official transcript from the high school is required of freshman applicants. Freshman applicants who are still high school students at the time of application should have their most recent transcript sent, followed by a final, official transcript upon graduation. General Education Development (G.E.D.) scores may be presented instead of the high school transcript. Test Scores--Freshman applicants are required to submit results from the college entrance examination. The American College Test (ACT) is preferred. Results from SAT are also accepted. It will suffice if test scores are recorded on the official high school transcript. Additional Information-If there is personal information that may have affected the applicant's previous academic performance, it may be included with the application or discussed personally with an admissions counselor. Academic recommendations may be required by the Admissions Committee before an admissions decision is made. - Undergraduate Admissions 19 On occasion, the Admissions Committee may also defer a decision on a candidate's admission until other information has been received. For example, more recent test scores, results of the present semester's coursework, additional letters of recomrnendation, or writing samples may be requested by the committee. If any additional credentials are needed, the Office of Undergraduate Admissions will inform the candidate. Notification of Admissions Decisiow Augsburg College uses a "rolling" admissions plan. Students are notified of the admissions decision usually within two weeks after the application file is complete and has been evaluated by the Admissions Committee. Confirmation of AdmissionAccepted students who are applying for financial aid are asked to make a $loo* tuition deposit within 30 days of their financial aid notification. Extensions may be requested in writing to the director of financial aid. Accepted students who are not applying for financial aid are asked to make a $100" tuition deposit. Those students who wish to live in College housing must also submit a $200 housing deposit. *Non-refundable after May 1. Early Admission of Freshmen Students of exceptional ability who wish to accelerate their educational program may be granted admission to begin full-time work toward a degree after completion of their junior year or first semester of their senior year of high school. Applicants must complete the normal procedures for freshman applicants, submit two academic recommendations from their high school faculty, and arrange a personal interview with the director of undergraduate admissions. Students from Minnesota who are interested in the possibility of enrolling at Augsburg under the auspices of the Minnesota Post Secondary Enrollment Options Act should contact the Office of Undergraduate Admissions for specific information. TRANSFER STUDENTS Augsburg College welcomes students who wish to transfer from other accredited colleges or universities. College credit is granted for liberal arts courses satisfactorily completed at accredited institutions. The College reserves the right not to grant credit for courses where it considers the work unsatisfactory, to grant provisional credit for work taken at unaccredited institutions, and to require that certain courses be taken at Augsburg. 20 Undergraduate Admissions Augsburg College limits transfer coursework from two-year colleges once a student has reached junior status. Students may transfer a maximum of 64 semester credits (96 quarter credits) from two-year colleges. Once a student reaches junior status, no additional credits will transfer from two-year institutions toward the minimum of 33 credits required for a baccalaureate degree. These courses can, however, be used to meet liberal arts and major requirements. A cumulative grade point average (GPA) of 2.2 (on a 4.0 scale) or better is required on previous college work for admission to the College. Acceptance of courses submitted for transfer is done by the registrar's office based upon the official student transcript(s). Acceptance of courses presented for a major or minor also requires approval of the department. The major or minor department may require certain courses or a minimum number of courses be taken at Augsburg. Students transferring from the Minnesota State University and College System who have completed the Minnesota Transfer Cumculum, have earned the Associate of Arts degree from MNSCU, and have a 2.5 (on a 4.0 scale) cumulative GPA or higher will be given transfer status as outlined below. The following applies only to the MNSCU A.A. graduate: 1.Admission will be with junior standing. A maximum of 17 Augsburg equivalent courses (64 semester credits or 96 quarter credits from a community college) will be accepted once junior status is reached. No additional courses may be transferred from a community college. 2. All Augsburg general education requirements will be waived except: The City Perspective Two courses in Christian Faith (any two areas) The language requirement as stated One course that meets the Quantitative Reasoning Graduation Skill requirement One graduation skill writing course in the major College algebra or Math Placement Group 3 3. Courses with D grades will not be accepted as prerequisites or for application to majors. Some Augsburg majors require additional prerequisite coursework beyond the A.A. degree. Also, the physician assistant major requires a cumulative GPA higher than 2.5. Students are advised to consult major departments for major requirements upon transfer. Admission to a major, as well as admission to the College, is sometimes necessary. Please check with the Office of Undergraduate Admissions and consult the departmental section of this catalog. - Undergraduate Admissions 21 Note: No student who falls below the standards for automatic admission to the College will be considered for admission by the Admissions Committee after August 15 for entry in fall semester or January 15 for entry in spring semester. FORMER STUDENTS Students who have interrupted attendance at Augsburg College for one semester or more without requesting a leave of absence and who wish to return must apply for re-admission through the registrar's office. Students who have attended other institution(s) during their absence from Augsburg must have an official transcript sent from each institution to the Office of the Registrar. Returning students do not pay the application fee. SPECIAL STUDENTS (NON-DECREE) In some circumstances, people may be admitted as special students (non-degree) and granted the privilege of enrolling in courses for credit. Students may request a change in their degree status by submitting a petition to the registrar's office. Students regularly enrolled at another college may take coursework at Augsburg College as a special student (non-degree). An application form for special-student status is available from the Office of Undergraduate Admissions. To apply for admission as a special student, submit the completed admission application and academic transcripts to the Office of Undergraduate Admissions. SPECIAL STUDENTS (SECOND DECREE) Students who have completed a four-year degree at an accredited college or university may complete a second degree at Augsburg College. Second degree requirements include: a minimum of eight course credits taken at Augsburg, completion of a major, and completion of any liberal arts requirements not covered by a previous degree. Depending on the student's previous degree, completion of a second major (non-degree) may also be an option. 22 Undergraduate Admissions - Augsburg welcomes students from countries around the world. (See International Programs on page 46.) International students should contact the Office of Undergraduate Admissions for an international student application and information on the application procedure. Applications must be completed two months prior to the start of the semester: July 1 for fall, Dec. 15 for spring. For more information, call (612) 330-1001 or (800) 788-5678 (toll free), or write to: International Student Admissions Augsburg College 22 11 Riverside Avenue Minneapolis, MN 55454 USA A, 1 students receive financial help indirectly, since a quality liberal arts education costs more than tuition and fees cover. The College raises that difference in giftsfrom alumni, faculty, staff, parents, churches, friends, foundations, and endowment income. However, the primary responsibility for paying for a college education rests on students and their families. Financial aid is intended to supplement those resources. The Board of Regents has approved the costs listed below for the 1998-99 academic year. The Board reviews costs annually and makes changes as required. The College reserves the right to adjust charges should economic conditions necessitate. TUITION, FEES, ROOM, AND BOARD Tuition (full-time enrollment) ............$14,470 This rate applies to all full-time students attending in September 1998. Students are considered full-time when they take three or more courses during the semester. The charge includes tuition, general fees, facility fees, and admission to most Collegesupported events, concerts, and lectures. The amount is payable in two equal installments at the beginning of each semester. Tuition (part-time enrollment) per one-credit course..............$ 1,564 This rate applies to students taking fewer than three courses in a semester and/or an Interim only. Part-time students taking lifetime sports are charged the audit rate for that course. Audit Fee (for part-time students) per course................................$ 590 Full-time students may audit a course without charge. Part-time students taking lifetime sports are charged the audit rate for that course. Room Rent (includes telephone and basic service) ....................$ 2,624 (Room rates and housing options are available through the Office of Residence Life.) Full Board (19 meals a week) ..................$ 2,510 Other board plans are available as defined in the housing contract booklet available from the Office of Residence Life. Partial board (14 meals a week) ..................$ 2,440 ....................$ Student Activity Fee ................$ 2,220 Flex 5 point plan 130 - Financial Information 25 W OTHER SPECIAL FEES (NON-REFUNDABLE) Fees Billed on Student Account Student Activity Fee (part-time students) .......................................$ 65 ACTC Bus (full-time students only) ...............................$ 16 Late Registration (per day after classes begin) ........................$ 35 Registration Change after first five days (canceVadd/changdgrade option, or combination at one time) ....................,.....+..... $ 10 Music Therapy Internship (one-half course credit) ................$590 Private Music Lessons, per semester (14 lessons) ................... $301 Student Teaching (per course for full-time students) .................. $ 61 Student Teaching (per course for part-time students) .................$121 Study Abroad (in approved non-Augsburg programs) .............$235 Fees Payable by CheckICash Application (new and/or $ 25 special students) ........................ Nursing Comprehensive Exam ...........$ 16 Locker Rental (commuters) ................$ 40 Student Parking Lot Permit $108 - c a r ............................................. .$ 50 -motorcycle ............................... Transcript Fee (per copy after first, which is free) ...............$ 3 Special Examinations, Cap & Gown Costs (Schedule on file in registrar's office) BOOKS AND SUPPLIES These costs are estimated to be $675 per year. DEPOSITS Enrollment Deposit (non-refundable) ....................$ 100 Required of all new students after acceptance. The enrollment deposit is credited to the students' account only when their enrollment is terminated. Any net credit balance (after all charges and/or fines) will be refunded upon request of the student. For more information, contact the Office of Undergraduate Admissions. Housing Damage Deposit ......$ 200 Required of all resident students at the time of signing a contract to reserve a housing assignment. This deposit is retained against damages and/or fines and is returned to the student account (less all charges for damages and/or fines) at the end of the occupancy period covered by the contract. New contracts may be terminated for fall or spring term by following the conditions delineated in the housing contract. The resident will be responsible for all costs incurred due to late cancellation or lack of proper notification. If the new contract is cancelled prior to June 1 for fall semester or December 1 for spring semester, the $200 damage deposit will be forfeited. After these dates, the student shall forfeit the full amount of the damage deposit and shall be assessed an additional $450 for termination. 26 Financial Information PAYMENTS Semester Fees-Prior to the start of each semester a statement of estimated charges showing basic charges and financial aid credits designated by the Office of Student Financial Services is sent to the student from the Business Office. Payment Options-(1) Annual payments, due August 15 as billed; (2) Semester payments, due August 15 and January 15 as billed; (3) Payment PlanUpon application and after College approval, a three-month plan is available each semester. Details are included with the estimate of charges letter; (4) 10month Payment Plan-Upon application, College approval, and payment of a $50 administrative fee, the annual charges may be paid in 10 equal installments beginning July 15 and ending April 15. No finance charge will be assessed on accounts that are current. An application will be sent upon request. A finance charge is applied at a simple rate of one percent per month on any account with an open balance of 30 days or more or on a 10-month payment plan where payment is not current. Tuition is set on an annual basis, payable in two equal installments at the beginning of each semester. Registration is permitted only if the student's account for a previous term is paid in full. Augsburg College will not release academic student transcripts until all.student accounts are paid in full or, in the case of student loan funds administered by the College (Federal Perkins Student Loan including the National Defense and National Direct Student Loans and the Nursing Student Loan), are current according to established repayment schedules and the loan entrance and exit interviews have been completed. REFUNDS Students who withdraw from Augsburg College may be eligible for a refund of a portion of their charges based on the appropriate refund schedule. Financial aid may be adjusted for those students who withdraw from the College or drop course(s) and receive financial assistance. Students who wish to withdraw from Augsburg should complete the Leave of AbsencdWithdrawal from College form available in the Academic Advising Center or the registrar's office. It must be filled out completely, signed and turned in to the registrar's office. Students who properly withdraw or change to part-time, who are dismissed, or who are released from a housing contract will have their accounts adjusted for tuition andlor room (except for the minimum deduction of $100 to cover administrative costs). - - - - Financial Information 27 Augsburg College Refund Policy: Applies to Augsburg students who withdraw from all courses in a term and are not receiving Federal Title IV financial aid (Federal Title IV financial aid includes the Pell Grant, SEO Grant, Perkins Loan, Stafford Loan, and PLUS Loan). This policy also applies to all students who drop courses during a term. Rehnd Amount Refund Period 100% Through the first five days of classes (less $100 administrative fee) 90% From the sixth day through the tenth day of classes 80% From the 1l t h day through the 15th day of classes 70% From the 16th day through the 20th day of classes 60% From the 21st day through the 25th day of classes 50% From the 26th day of classes through the midpoint of the term. Pro-Rata Refund Policy: Applies to Augsburg students who withdraw from all courses during their first term at Augsburg and receive Federal Title IV financial aid (Federal Title IV financial aid includes the Pell Grant, SEO Grant, Perkins Loan, Stafford Loan, and PLUS Loan). Tuition, fees, and room costs will be calculated based on the pro-rated portion of the term completed. The student may be eligible for a pro-rata refund up to the 60 percent point in time of the term. The student account will be credited for that portion of tuition and room for which the student was not enrolled. This calculation will use federal government guidelines. Federal Refund Policy: Applies to returning Augsburg students who withdraw from all courses for the current term, and receive Federal Title IV financial aid (Federal Title IV financial aid includes the Pell Grant, SEO Grant, Perkins Loan, Stafford Loan, and PLUS Loan). Augsburg College is required by federal regulations to complete two refund calculations for students who have completed at least one full term at Augsburg and receive Title IV funds. Refunds will be based on the calculation that provides for the greatest refund of tuition, fees, and room charges to the student's account and the greatest refund of financial aid dollars to the fund from which they were awarded. The refund calculations used are the Augsburg College Refund Policy as stated above and the Federal Refund Policy as stipulated by federal guidelines stated below. 28 Financial Information Refund Amount from college. If there are extenuating circumstances, a petition to have the cost of tuition refunded can be made. Petition forms are available in the Office of Student Life in Christensen Center. Refund Period 100% Through the first day of classes (less $100 administrative fee) 90% After the first day of classes through the 10 percent point in time of the term 50% After the 10 percent point in time through the 25 percent point in time of the term 25% After the 25 percent point in time through the 50 percent point in time of the term Students may appeal refund decisions through the Petition Committee. MEDICAL REFUND If a student is forced to withdraw from all courses in a term due to illness or an accident, the refund will include the normal percentage plus one-half of the percentage adjustment, upon submission of documentation from the attending doctor stating the inability or inadvisability of continued enrollment. UNOFFICIAL WITHDRAWAL Federal regulations require that records of financial aid recipients who earn failing grades in their classes be reviewed. If courses are not completed (e.g. unofficial withdrawal, stopped attending), the College is required to refund financial aid to the appropriate sources according to federal or Augsburg refund policies based on the last recorded date of attendance. Students are responsible for the entire cost of the term including the portion previously covered by financial aid should they stop attending. Students are strongly urged to follow guidelines for complete withdrawal . All students who wish to be considered for financial assistance must establish financial aid eligibility on an annual basis. This includes completing the application process as outlined below and meeting the academic progress standards outlined in the brochure "Academic Progress Standards for Financial Aid." This brochure is available from the Office of Student Financial Services and is distributed to students on an annual basis. Financing higher education could be the most significant investment a person or family makes in a lifetime. Proper planning and wise choices are important, not only in choosing a college, but also in the methods used to pay for it. Augsburg College, through its Office of Student Financial Services, will help students and their families protect access to a quality Augsburg education in a time of increasing financial challenge. Financial assistance awarded through Augsburg may be a combination of scholarships, grants, loans, and part-time work opportunities. The College cooperates with federal, state, church, and private agencies in providing various aid programs. During the 1998-99 academic year, nearly eight out of ten students at Augsburg received financial assistance. The primary responsibility for financing a college education rests upon the student and family. Financial aid supplements student and family resources. - Financial Information 29 The Free Application for Federal Student Aid (KFSA) and the Augsburg Financial Aid Application help determine the amount of assistance for which a student is eligible. This analysis takes into account such family financial factors as current income, assets, number of dependent familv members. other educational expenses, debts, retirement needs, and special considerations. HOW TO APPLY The following are required to process your financial aid application: 1.Be admitted to Augsburg as a regular student or be a returning student in good academic standing with the College. 2. Complete the Free Application for Federal Student Aid (FAFSA) or the Renewal FAFSA. FAFSA forms are available from the Office of Student Financial Services at Augsburg College or from high school guidance counselors. Renewal FAFSAs will be mailed to those students who applied for assistance during the prior school year. Be sure to include the Augsburg College Code, 002334, on your application. Mail your application to the processing agency after Jan. 1. Applications must be mailed by April 15 for priority consideration. 3. Complete the Augsburg Financial Aid Application and submit it to Student Financial Services. WHAT HAPPENS NEXT? Once all documents are received, we review the financial aid application to determine financial aid eligibility for all available programs. A financial aid package will be sent to the student. This package includes: Letter detailing the financial aid award Information regarding financial aid programs and requirements for continued eligibility Subsidized~UnsubsidizedStafford loan application promissory note Students are encouraged to complete and return one copy of their award letter to student financial services. In addition, the student must complete and return the Stafford Loan application promissory note to receive Stafford Loan funds. Applications for the SELF Loan and the Parent PLUS Loan are sent upon request. KINDS OF AID A student applying for aid from Augsburg applies for assistance in general rather than for a specific scholarship or grant (except as noted). The various forms of aid available are listed here for information only. In addition to aid administered by Augsburg College, students are urged to investigate the possibility of scholarships, grants and loans that might be available in their own communities. It is worthwhile to check with churches, the company or business employing parents or spouses, high schools, service clubs, and fraternal organizations for information on aid available to 30 Financial Information students who meet their requirements. In addition to these sources, some students are eligible for aid through Vocational Rehabilitation, Educational Assistance for Veterans, Educational Assistance for Veterans' Children, and other sources. Merit Scholarships President's ScholarshipPresident's Scholarships are awarded based upon competition. The applicant must be in the top 15 percent of high school rank or top 20 percent ACTEAT score. Separate applications are required. The application deadline is February 15. Regents' S c h o l a r s h i p T h e Regents' Scholarships are awarded to all qualified new freshmen in the top 30 percent of either high school rank or test score who apply and are accepted before May 1. Regents' Transfer S c h o l a r s h i p Regents' Transfer Scholarships are awarded to qualified transfer students with a minimum 3.0 GPA and 84 quarter ( 56 semester) credits in transfer from a Minnesota community college or Lutheran junior college who apply and are accepted for admission by May 1. Transfer Merit S c h o l a r s h i p Transfer Merit Scholarships are awarded to selected transfer students with a minimum 3.0 GPA and 84 quarter (or 56 semester) credits in transfer from a Minnesota community college or Lutheran junior college, who apply for and are accepted for admission by May 1. A separate application is required by May 1. Legacy ScholarshipThese scholarships provide tuition benefits to full-time day students who are children, grandchildren, or spouses of Augsburg graduates; siblings of current Augsburg students; children or spouses of current ELCA pastors; or children, grandchildren, or spouses of long-term Augsburg employees. Phi Theta Kappa S c h o l a r s h i p These scholarships are awarded to selected transfer students with a 3.5 GPA and 84 minimum quarter (56 semester) credits from a community college. A separate application is required by May 1. Science Scholarship--These scholarships are awarded to incoming freshmen who are in the top 30 percent of their high school class or ACTISAT test score, majoring in chemistry or physics at Augsburg. Youth and Family Ministry Partner ScholarshipThese scholarships are awarded by the partner congregation to a full-time Augsburg student who is majoring in Youth and Family Ministry. Augsburg AmeriCorps ScholarshipThese scholarships are awarded to qualified AmeriCorps members who are currently serving or have served for at least one year. Must be certified as eligible by the director of the AmeriCorps site, be accepted for admission, be a fulltime day student, and complete the finacial aid application. PRIME S c h o l a r s h i p T h i s is a cooperative program in which Augsburg matches scholarships with Lutheran congregations. Separate application is required and church funds must arrive at Augsburg by October 1. - - Financial Information 3 1 Leadership Scholarships M. Anita Hawthorne Leadership Scholarship-Recognizes incoming freshmen and transfer African American students with a demonstrated record of and/or potential for leadership. Limited to fulltime day students. Bonnie Wallace Leadership Scholarship-Recognizes incoming freshmen and transfer American Indian students with a demonstrated record of and/or potential for leadership. Limited to fulltime day students. ASIA-Recognizes incoming freshmen and transfer Asian American students with a demonstrated record of and/or potential for leadership. Limited to full-time day students. HispanicILatino Leadership ScholarshipRecognizes incoming freshmen and transfer Hispanickatino students with a demonstrated record of and/or potential for leadership. Limited to fulltime day students. Faculty Leadership S c h o l a r s h i p Awarded to selected incoming freshmen who participate in the President's Scholarship competition. Performing Arts S c h o l a r s h i p Awarded to selected incoming students who demonstrate active participation in the performing arts. Separate application and audition are required. The deadline is February 15. Hoversten Peace S c h o l a r s h i p Awarded to incoming freshmen and transfer students who have demonstrated interest in peace and whose personal outlook and career plans show promise of contributing to the cause of peace. Separate application is required by March 15. Community and Public Service ScholarshipAwarded to incoming freshmen and transfer students who have a demonstrated commitment to public and community service. Separate application is required by March 15. Lutheran Leader ScholarshipAwarded to incoming freshmen in the top 30 percent of their high school rank or ACT/ SAT test score who have demonstrated leadership within their Lutheran congregation and have the recommendation of their pastor. A separate application is required by February 15. NASA Scholarship-Awarded to freshmen (only) who have excelled in the areas of science, mathematics, and technology and who have demonstrated a high potential in careers related to aerospace science, technology, and allied fields. Lutheran Brotherhood and Aid Association for Lutherans-Awarded on financial need, participation in the Lutheran church and available funds. The AAL scholarship recipients must also have an AAL policy. Gift Assistance (Need Based) Augsburg Tuition Grant-These awards are based on financial eligibility, academic record, and participation in extracurricular activities in school, community, and church. Minnesota State Scholarship and Grant-Eligibility requires Minnesota residency and enrollment of less than four years (or its equivalent) at any post-secondary school. Consult the Office of Student Financial Aid for accepted enrollment patterns. 32 Financial Information Federal Supplemental Educational Opportunity Grant-Whenever law and funds permit, SEOGs are awarded to students who demonstrate exceptional financial need. Preference is given to students eligible for the Federal Pell grant. Federal Pell Grant-Federal Pell grants are awarded to students attending eligible institutions of higher education and are based on financial need as defined by program guidelines maximum grant for 1998-99 is $3,000. Bureau of Indian Affairsnribal and State Indian ScholarshipBureau of Indian Affairflribal and State Indian Scholarships and Augsburg American Indian Scholarships are available to Indian students (both full and part-time) who meet specific criteria. For Bureau of Indian Affairflribal and State Indian Scholarships, students must be a quarter degree Indian ancestry and be enrolled with a federally-recognized tribe. Eligibility criteria for Augsburg American Indian Scholarships vary. Contact the director of the American Indian Student Services Support Program. American Indian grants supplement all other forms of financial aid. Questions may be directed to the director of the American Indian Student Services Program or to your local BIA, Tribal, or State Indian Education Office. Loan Assistance Federal Perkins Student Loan-A federally-funded program administered through Augsburg College for students who demonstrate financial eligibility. No interest accrues nor do payments have to be made on the principal at any time you are enrolled at least half time. Simple interest of 5 percent and repayment of principal (at the minimum of $40 a month) begin nine months after you leave school. Repayment may extend up to 10 years. The loan offers a teacher cancellation clause. The maximum that may be borrowed for undergraduate study is $15,000 ($30,000 including graduate school). Federal Stafford Student Loan Subsidized and Unsubsidized Stafford Loan funds are obtained directly from a lender or state agency in states that provide such programs. Subsidized Stafford Loans are need-based loans that the federal government subsidizes by paying the interest while the student is in school and during the grace period. For the Unsubsidized Stafford Loan, interest begins accruing on the date of disbursement and the borrower is responsible for all interest. The borrower may choose to make payments while in school or may defer payments and allow interest to accrue and be capitalized (added to the balance of the loan). The interest rate for new borrowers through the Subsidized and Unsubsidized Stafford Loan is variable and changes annually on July 1, based on the 91-day Treasury Bill. I Financial Information The following borrowing limits apply to the Stafford Loan program after July 1, 1994: Freshmen: $6,625 annually (Combined Subsidized and Unsubsidized Stafford) Sophomores: $7,500 annually (Combined Subsidized and Unsubsidized Stafford) Juniorsheniors: $10,500 annually (Combined Subsidized and Unsubsidized Stafford) Aggregate maximum: $46,000 (Combined Subsidized and Unsubsidized) Federal Nursing Student Loan-A federal program with provisions similar to the Federal Perkins Student Loan program, but restricted to applicants accepted or enrolled in our program leading to the baccalaureate degree in nursing. Recipients must have financial need and be registered at least half time. The maximum loan is $4,000 per year. Federal Parent Loan Program (PLUS)-PLUS is a loan program to help parents meet college costs of their dependent children. Parents may borrow up to the cost of attendance (minus other aid). Repayment begins within 60 days of check disbursement at a variable interest rate not to exceed 9 percent and a minimum payment of $50 per month. Application forms are available at Augsburg College or the lending institution. The Student Educational Loan Fund (SELF)-SELF is administered through the Minnesota Higher Education Services Office. Applications are available from the Office of Student Financial Services. Undergraduate freshmen and sophomores may borrow up to $4,500 per year minus any other student loan indebtedness; juniors and seniors up to $6,000 year. Maximum undergraduate borrowing is $25,000. The minimum loan amount per year is $500. The interest rate is variable. Interest payments begin 90 days after the loan is disbursed and continue quarterly thereafter, while the student is enrolled. Principal payments begin the 13th month after you leave school. There are no deferments. Student Employment Augsburg College provides work opportunities for students. Assignment is based on need and potential competence in performing the duties assigned. Parttime work provided by the College is considered financial aid, just like scholarships, loans, and grants. A maximum of 15 hours of on-campus employment per week is recommended. All on-campus work is governed by policies stipulated in the work contract issued to the student employee for each placement. Payment is made monthly by check to the student employee. Federal College Work Study Program a n d Minnesota State Work Study Program-Under these programs the federal or state government supplies funds on a matching basis with the College to provide part-time work opportunities. 3 34 Financial Information - .- Augsburg College, through generous gifts from alumni, faculty, staff, and friends of the College, offers more than 400 sponsored scholarships. All returning students are encouraged to apply for these funds by completing the Sponsored Scholarship Application. This form is available each February for the upcoming school year. Selection is based on academic achievement, financial need, and selection criteria established by the donor. A list of scholarships follows. Note: For a complete description of Augsburg scholarships, request a copy of the Scholarship Catalog Supplement from the Office of Undergraduate Admissions. *Indicates endowed scholarships GENERAL SCHOLARSHIPS ADC Telecommunications Inc. Charles and Ellora Alliss Educational Foundation Scholarships American Express Company Henry and Leona Antholz Scholarship* Class of 1931 Scholarship* Alma Jensen Dickerson Memorial Scholarship* Oliver M. and Alma Jensen Dickerson Memorial Scholarship* Elias B. Eliason, Sr. Memorial Scholarship* M. J. Estrem Scholarship* E. W. Hallet Scholarship Reuben I. and Marion Hovland Scholarship* Tze-Lien Yao-Hsieh, Lenorah Erickson, and Mildred Joel Memorial Scholarship* Edwin C. Johnson Scholarship* The Jostens Foundation, Inc. Kopp Investment Advisors Presidential Scholarship Memorial Scholarship Foundation Scholarships* Minnesota Mining and Manufacturing Company Liberal Arts Scholarships Minnesota Scholars Fund Scholarship Northern States Power Company Scholarship Clifford and Martha Nylander Scholarship* Marvin T. Nystrom Scholarship* Rev. Martin J. and Olga S. Olson Scholarship Casey Albert T. O'Neil Foundation Scholarship John G. Quanbeck Scholarship Fund* Martin and Esther Quanbeck Scholarship* Rahr Foundation Scholarship Readers Digest Endowed Scholarship* Russel and Virginia Smith Scholarship* St. Luke's Lutheran Church Centennial Scholarship* Genevieve E. Stelberg Memorial Scholarship* Ernest and Vivian Tinseth Scholarship* Robert W. Warzyniak Memorial Scholarship* Lea A. and Elsie L. Wildung Endowment Fund* Edward Yokie Memorial Scholarship* H SPECIAL SCHOLARSHIPS John Andrew Adam Memorial Scholarship* Aid Association for Lutherans Scholarship Alne-Swensen Scholarship* Charles and Catherine Anderson Diversity Scholarship* Charles and Kate Anderson Endowment Fund* Phyllis M. Baker Memorial Scholarship* Jeroy C. and Lorraine M. Carlson Scholarship* Carl C. and Kathleen A. Casperson Scholarship* Mildred Ryan Cleveland Memorial Scholarship* - Financial Information 35 Dain Rauscher Scholarship* Laura Ann Erickson Memorial Scholarship* David J. Formo Memorial Scholarship* Julian F! Foss Scholarship* The Grace Scholarship* Kay Halverson Scholarship* Hanwick Thanksgiving Scholarship* Rev. John Hjelmeland Endowed Scholarship Fund* Hormel Foods Company Scholarship Hoversten Peace Scholarship* Catha Jones Memorial Scholarship* King Harald Scholarship Torgney and Valborg Kleven Memorial Scholarship* Harold B. and Laura M. Lanes Scholarship* Mary E. Larsen International Studies Scholarship* Floyd Lorenzen Memorial Scholarship* Lutheran Brotherhood Lutheran Senior College Scholarship Lutheran Brotherhood Opportunity Scholarship Minnesota Power Company Scholarship Forrest T. Monson and Thelma (Sydnes) Monson Scholarship* Karen Neitge Scholarship* Marilyn and John Paul Nilsen Scholarship* Norwest Foundation Scholarship Rev. Horace E. Nyhus Memorial Scholarship* Ole K. and Evelyn L. Olson Scholarship* Timothy 0 . Olson Memorial Scholarship* Jay and Rose Phillips Family Foundation Scholarship ReliaStar Foundation Scholarship Clayton and Ruth Roen Memorial Scholarship* John and Agnes Siverson Scholarship* Genevieve E. Stelberg Memorial Scholarship* Student Government Alumni Scholarship Dr. James L. Tuohy Scholarship MULTICULTURAL/INTERNATlONAL STUDENT SCHOLARSHIPS Kent Anderson American Indian Scholarship* Ada Bakken Memorial-American Indian Scholarship* Grace Jewel Jensen Buster Memorial Scholarship* Cargill Foundation American Indian Scholarship CBS Foundation Scholarship General Mills Foundation Scholarship Grand Metropolitan American Indian Scholarship Grand Metropolitan Food Sector Foundation Scholarship* Hearst American Indian Scholarship* Honeywell Corporation Scholarship Grace Anne Johnson Memorial Scholarship* Kemdgehlueller American Indian Scholarship Little Six, Inc. Scholarship* McKnight Foundation Scholarship Marilyn Peterson Memorial Scholarship* Prairie Island Indian Community Scholarship* Shakopee Mdewakanton Dakota Community Scholarship* Marlys Johnson Simengaard Memorial Scholarship* St. Paul Companies, Inc. Scholarship St. Paul Companies, Inc. Teaching Assistants Scholarship James R. Thorpe Foundation Scholarship Trinity Lutheran Congregation 125th Anniversary Scholarship* UPS Foundation Scholarship U.S. Bancorp Foundation Scholarship West Group Scholarship Westwood Lutheran Church Second Mile Mission Scholarship* 36 Financial Information PUBLIC SERVICE SCHOLARSHIPS Margaret E. Andrews Public Service Scholarship Fund Kleven Public Service Scholarship Fund Person Public Service Scholarship Fund Adeline Marie (Rasmussen)Johnson Memorial Scholarship Martin 0. and Sylvia A. Sabo Scholarship for Leadership in Public and Community Service Joel and Frances Torstenson Scholarship in Urban Affairs* DEPARTMENTAL SCHOLARSHIPS Art Lucy Bodnarczuk Memorial Scholarship August Molder Memorial Art Scholarship* Queen Sonja Art Scholarship Biology Biology Scholarships Robert Ellingrod Memorial Scholarship Dr. Kenneth D. and Mrs. Linda (Bailey) Holmen Biology Scholarship* Business Administration/Accounting/ Economics Allianz Life Insurance Company Scholarship Marianne Anderson Entrepreneurial Scholarship* Augsburg Business Alumni Scholarship Fund* Cargill Foundation Scholarship Farmers Insurance Group of Companies Scholarship Forss-Herr Scholarship* Gamble-Skogmo Foundation Scholarship* Mildred and Eleanor Krohn Scholarship* Gertrude S. Lund Memorial Scholarship* Minnesota Mutual Foundation Scholarship David L. Shaver Memorial Scholarship* Clair E. and Gladys I. Strommen Scholarship Leland and Louise Sundet Scholarship* Joan L. Volz Business Scholarship* Chemistry Courtland Agre Memorial Scholarship* Augsburg College Chemistry Alumni Scholarship* Department of Chemistry Scholarships Robert Ellingrod Memorial Scholarship* Carl Fosse Chemistry Scholarship* Dr. Kenneth D. and Mrs. Linda (Bailey) Holmen Chemistry Scholarship* Minnesota Mining and Manufacturing Company Chemistry Scholarship Conrad Sunde Memorial Chemistry Scholarships* Education James and Shelby Andress Education Scholarship* 5. Luther Kleven Family Scholarship* Elva B. Love11 Life Scholarship* David Mathre Scholarship* Debra Boss Montgomery Memorial Scholarship* John L. and Joan H. Ohlin Memorial Scholarship* Barbara Tjomhom and Richard K. Nelson Scholarship* English Dagny Christensen Memorial Scholarship* Anne Pederson English Scholarship* Prof. P. A. Sveeggen Memorial Scholarship* Foreign Language Emil M. Fossan Modem Language Scholarship* Mimi Baez Kingsley Modem Language Scholarship* Theodore and Virginia Menzel Scholarship* - Financial Information 37 Health-Education Roy and Eleanor Krohn Scholarship* Robert D. and Carolyn W Odegard Scholarship* Health-Related Augsburg Nurses Alumni Association Scholarship* Blue Cross and Blue Shield of Minnesota Scholarship Eleanor Christensen Edwards Memorial Scholarship* Linnea A. Danielson Scholarship* Fairview Nursing Alumnae Association Scholarship* Dr. Kristofer and Mrs. Bertha E. Hagen Memorial Scholarship* History Rev. and Mrs. 0.J. Haukeness History Award H. N. Hendrickson History Scholarship* John R. Jenswold Memorial Scholarship* Dr. Bemhardt J. Kleven Scholarship* Theodore and Lucille Nydahl History Scholarship* Mathematics and Computer Science Allianz Life Insurance Company Scholarship Beverly Durkee Mathematics Scholarship* Mathematics Scholarship Music Centennial Singers Scholarship* Peggy Christensen Benson Memorial Scholarship Sam Coltvet Memorial Choral Music Scholarship* Rev. Clement A. Gisselquist Church Music Scholarship* David Gronner Memorial Scholarship* Majorie and James R. Gronseth, Jr. Memorial Music Scholarship* Lynn Halverson Cello Scholarship* 0.1. Hertsgaard Scholarship* Bernice Kolden Hoversten Memorial Choral Scholarship* Professor Roberta Stewart Kagin Scholarship* Ruth Krohn Kislingbury Choral Music Scholarship* Leonard and Sylvia Kuschel Scholarship* Nicholas Lenz Memorial Scholarship* Kenneth 0 . Lower-Nordkap Male Chorus Music Scholarship* Arthur Carl Mammen Music Scholarship* Lucille H. Messerer Music Scholarship* Music Education Scholarship Edwin W. and Edith B. Norberg Scholarship* Lois Oberhamer Nye Memorial Scholarship* Henry F! Opseth Music Scholarship* Performing Arts Scholarship (Music) Rev. Mark Ronning Memorial Instrumental Music Scholarship* St. John's Lutheran Church -John Norris Memorial Scholarship* Leland B. Sateren Choral Music Scholarship* Mayo Savold Memorial Scholarship* Marilyn Solberg Voice Scholarship* String Scholarships John and Vera Thut Scholarship* Nordic Area Studies Olaf Gaastjon Memorial Scholarship* Walter G. and Ruth 1. Johnson Scandinavian Studies Scholarship* Iver and Myrtle Olson Scholarship* 38 Financial Information Philosophy Kenneth C. Bailey Philosophy Scholarship* Dr. Kenneth C. and Mrs. Dorothy A. Bailey Scholarship* Physical Education Paul Dahlen Memorial Scholarship* David Gronner Memorial Scholarship* Keith Hoffman Memorial Scholarship* Rory Jordan Memorial Scholarship Magnus and Kristofa Kleven Scholarship* Hoyt Messerer Athletic Scholarship* James F! Pederson Memorial Scholarship* Stan Person Memorial Scholarship* Physics Robert Ellingrod Memorial Scholarship Theodore J. Hanwick Physics Scholarship* Alfred A. Iverson Scholarship NASA Space Grant Scholarship Leif Sverdrup Physics Scholarship* Political Science Myles Stenshoel Scholarship* Psychology Jacob and Ella Hoversten Scholarship* Rev. and Mrs. George Pauluk Scholarship Religion and Christian Service Scholarships C. A. L. and Esther J. E. Anderson Scholarship* Kyle A. and Sandra L. Anderson Scholarship Augsburg College Associates Scholarship* Norman and Louise Bockbrader Scholarship* Andrew and Constance Burgess Scholarship* Thorvald Olsen and Anna Constance Burntvedt Memorial Scholarship* Rev. Donald C. Carlson Memorial Scholarship Fund Henning and Sellstine Dahlberg Memorial Scholarship* Ernest S. Egertson Family Scholarship* ' Luthard 0. Gjerde Scholarship* Rev. Dr. Harald D. and Jonette T. Grindal Scholarship* Dave Hagert Memorial Scholarship* Elias P Harbo Memorial Scholarship* Arnold and Neola Hardel Memorial Scholarship* Helen (Mohn) Henderson Memorial Scholarship* Iver and Marie Iverson Scholarship* Rev. Arnold J. Melom Memorial Scholarship Gerda Mortensen Memorial Scholarship* Onesimus Scholarship* Philip and Dora Quanbeck Scholarship* Johan H. 0 . Rodvik Memorial Scholarship* Rev. Olaf Rogne Memorial Scholarship* Rev. Lawrence and Gertrude Sateren Scholarship* Paul G., Jr., and Evelyn Sonnack Scholarship* Roy C. and Jeanette Tollefson Scholarship Moms G. C. and Hanna Vaagenes Missionary Scholarship Fund* Johan L. Weltzin Memorial Scholarship* Social Work Blanca-Rosa Egas Memorial Scholarship* Edwina L. Hertzberg Scholarship Arvida Norum Memorial Scholarship* Steen Family Scholarship Fund for Minority Social Work Students* Bodo E Suemnig Memorial Scholarship* Edwin Yattaw Memorial Scholarship* Sociology Adolph Paulson Memorial Prize* Speech/Communication/ Theatre Arts Ailene Cole Theatre Arts Scholarship* Performing Arts Scholarship (Drama) Esther J. Olson Memorial Theatre Artsmeligion Scholarship* ZP - (SSVI~) -!gl!qes!a Y~!M sluapnis 104 W P J ~ O J ~ ZP - Juauq3!Jugs l l ! ~3!uapey ~ ZV - sayhlag 6u!u~eal pue >!wape>v E xperiences in the classroom are an important part of college life, but learning and development also occur in formal and informal activities of the College and the metropolitan area. Whether students are residents or commuters, the climate for learning and living at Augsburg will add dimension to their education. As a college of the church, we are concerned about spiritual as well as academic and social growth. Our concern for spiritual growth is evident in the opportunities we encourage and provide for students to explore their own faith. Because our campus is comprised of individuals from many different religious and cultural backgrounds, our worship life is characterized by a similar diversity and richness of tradition. Bible studies, growth groups, outreach teams and community outreach opportunities, retreats, peace and justice forums, concerts, and gatherings are examples of the wide variety of activities on campus. This ministry finds its most visible expression in chapel worship where students, faculty, and staff gather each day to give thanks and hear the Gospel proclaimed by a number of speakers and musicians. Each Wednesday night students gather for Holy Communion. On Sundays, Trinity Lutheran worship services are held on campus, with many other churches within walking distance. We seek to develop a free and open environment where people are encouraged to use and discover the gifts and sense of call and vocation that God has given them. As a college of the church, we encourage students to form values guided by our Christian heritage, which will be the basis for the kind and quality of life that reaches beyond their years at Augsburg. The college pastor and campus ministry staff have offices in the Foss, Lobeck, Miles Center for Worship, Drama, and Communication and are available for spiritual guidance, counseling, support, or information. Through Student Government, students secure a closer relationship with and better understanding of the administration and faculty and provide input into the decisionmaking process at Augsburg. Student Government also sponsors and directs student activities, protects student rights, and provides the means for discussions and action on all issues pertaining to student life at Augsburg. Student Government is organized into the executive branch, the legislative branch, and the judicial branch. Elections are held in the spring for the next year. Freshmen elect their representatives in the fall of their first year. Many kinds of involvement are possible-program planning, writing, editing, or service opportunities. If you want to get involved, contact the president or vice president of the student body in their offices in the lower level of the Christensen Center. The Student Activities Program creates opportunities for students to enhance their leadership skills through active involvement in developing events, activities, and organizations that serve the student community. Hundreds of major programming efforts and targeted activities for specific student interests are generated through these efforts and make Augsburg a dynamic and enjoyable interactive environment. - Student Life 41 Throughout the year, a variety of social and cultural activities takes place on campus as well as in the Twin Cities. These activities include dances, films, theme events, name entertainment, and visiting personalities in various fields. The Christensen Center is the focus of leisure-time activity on campus. Cooper's Attic (the gameroom and student lounge) is a popular hangout located in the lower level. Many of the clubs that unite classroom and non-classroom related interests meet here. Student offices in this area include the College newspaper, the Echo; the yearbook, The Augsburgian; Student Government; and the Augsburg Student Activities Council. KCMR, a student-operated nonprofit radio station serving the needs of Augsburg and the surrounding Cedar-Riverside community, is located in Umess Tower. Students have many opportunities to participate in music and drama. In addition to appearing on campus and in the city, the Augsburg Choir, Concert Band, and Orchestra perform on national and international tours. Many other ensembles are available to cover the entire range of musical styles and previous musical experience. Students stage several plays on campus each year under the direction of the Theatre Arts Program and have the opportunity to attend a series of on-campus workshops with visiting arts professionals. INTERCOLLEGIATE ATHLETICS Augsburg is affiliated with the Minnesota Intercollegiate Athletic Conference (MIAC) and is a member of the National Collegiate Athletic Association (NCAA) Division 111. Men annually compete in football, soccer, cross country, basketball, ice hockey, wrestling, baseball, track and field, and golf. Women annually compete in volleyball, cross country, soccer, basketball, ice hockey, softball, track and field, and golf. When Augsburg announced in February 1995 that it was adding women's ice hockey as a varsity sport, it became the first college or university in Minnesota to do so. H INTRAMURALS Every student is urged to participate in some activity for recreation and relaxation. An intramural program provides competition in a variety of team sports as well as individual performance activities. Broomball has been an especially popular coed sport. Check schedules for times when there is open use of the gymnasium and ice arena. SPORTS AND RECREATION At Augsburg, sports are for the average student as well as the intercollegiate athlete. The campus offers on a spaceavailable basis a double-rink ice arena, gymnasium, tennis courts, a fitness center with workout machines and weight room, and an air supported dome over the athletic field for winter fitness use by walkers and runners. (See Fitness Center on page 45.) 42 Student Life - Augsburg's mission focuses on student learning in the broadest sense. As an indication of the emphasis placed on student learning, the student and academic affairs offices work to bring together the student learning found in the classroom with the activities of experiential education and work, residence life, and the learning resources of the library and information technology. The following sections elaborate on facets of student life. The formal academic programs and requirements are described on page 52. GAGE FAMILY ACADEMIC ENRICHMENT CENTER The Gage Family Academic Enrichment Center, located in Rooms 17 and 18 of Foss Center, is designed to offer students study-skill assistance so that they may achieve academic success. The center has four offices: the Learning Skills Office, the Tutor Center, the Learning Laboratory and the Center for Learning and Adaptive Student Services (CLASS). The Learning Skills Office, located in Foss Center, Room 17, assists students in improving their skills in such areas as time management, notetaking, textbook reading and comprehension, test-taking, and concentration and memory improvement. Diagnostic testing is also available to assess skills in reading, vocabulary, spelling, study strategies, and learning styles. The staff will assist students in developing effective and efficient studv skills. The Karen M. Housh Tutor Center, located in Foss Center, Room 18, arranges for students to meet with tutors for content tutoring in most freshman- and sophomore-level courses. The center also notifies students of tutoring labs available and coordinates supplementary instruction sessions, in which tutors attend the classes and lead discussions after class on major concepts of the course. The John Evans Learning Laboratory, located in Foss Center, Room 18, offers students the opportunity to improve skills in reading, writing, and mathematics through the use of computer software, as well as to review and prepare software for tests such as PPST, MCAT, GAT, and GRE. Tutors are available to demonstrate the uses of the software, and students are able to monitor their progress. PROGRAM FOR STUDENTS WITH DISABILITIES (CLASS) The Center for Learning and Adaptive Student Services (CLASS) Program serves nearly 200 students and is recognized as a leader in educating college students with disabilities. The CLASS Program exemplifies the College's commitment to provide a high-quality liberal arts education for students with diverse backgrounds, experiences, and preparation. Augsburg is committed to recruiting, retaining, and graduating students with diagnosed learning, physical, and psychiatric disabilities who demonstrate the ability and willingness to participate in college-level learning. The CUSS staff includes four licensed learning disabilities specialists and a physical disabilities specialist who meet individually with students to assist them with advising and registration, academic support services, learning strategies, self-advocacy skills, organization and time management, and selecting appropriate accommodations. The accommodations specialist coordinates testing accommodations, notetaking services, taped textbooks, adaptive technology, such as dictation and voice recognition software, a scanner, CCTY Braille printer, adaptive keyboards, and computer assistance. Student Life The Groves Computer Lab is designed for students with disabilities and contains computers and adaptive equipment to assist them in their academic progress. The campus is accessible to students with physical disabilities and includes a skyway tunnel elevator system that connects 10 major buildings. Modified and accessible rooms are available in all residence halls. For more information, please contact the CLASS Program at (612) 330-1053 to request a copy of the CLASS brochure and video andlor to schedule an appointment with a specialist. Components of the program are: American Indian Student Services: Assistance in admissions procedures, financial aid procedures including BIA, Tribal and Minnesota Indian State Scholarship applications, orientation and registration, coursework selection, individual education plans, academic advising, career counseling, employment, community and professional referrals, internships, student housing, and crisis intervention. It advises and supports the Intertribal Student Union. 1 STEPUP PROGRAM Intertribal Student Union: ITSU serves as a peer support group for incoming and currently-enrolled American Indian students. ITSU also organizes and co-sponsors cultural events. The mission of the StepUP Program at Augsburg College is threefold: (1) it strives to affirm the College's commitment to provide a high-quality liberal arts education for students with diverse backgrounds, experiences and preparation; (2) it provides students in recovery who demonstrate the willingness and ability to participate in college-level learning with ongoing study and living skills that support them in their academic progress toward a degree; and (3) it supports students in their commitment to sobriety. Minnesota Indian Teacher Training Partnership: MNITTP is a cooperative effort between Augsburg College and the Minneapolis Public School District, intended to increase the number of American Indian teachers in the Minneapolis public schools. Funded by the Minnesota State Legislature in 1990, this project is designed as a special grant and loan forgiveness program. Students who are awarded state teaching licensure may then apply for loan forgiveness for each year the student teaches; one fifth of the loan will be forgiven. AMERICAN INDIAN STUDENT SERVICES The American Indian Student Services Program, located at 620 2lst Avenue South, is a multifaceted office established in 1978 to recruit and retain American Indian students. It is a national model of success and continues to have one of the highest retention and graduation rates of American Indian students in the state of Minnesota. American Indian Studies Minor: An academic component encompassing the range of American Indian contributions to North American culture. Courses offered include art, religion, history, literature, Ojibwe language, and women's issues. For more information, contact the director of American Indian studies at (612) 3301385, or see course listings under Interdisciplinary Studies in the Departments and Programs section of the catalog. Anishinabe Library Project: Over 1,000 books, a variety of journals and scholarly publications, research materials, American 2 - Student Life Indian magazines and newspapers, and over 125 VHS videos are housed in the Lindell Library and at the American Indian Student Services office. The library project offers both a historical and contemporary perspective on the cultures of various tribal nations in the United States. PAN ASIAN STUDENT SERVICES The Pan Asian Student Services Program was created in 1992 to recruit and retain Asian American students and to enhance the quality of their total experience while at Augsburg College. The program seeks to create opportunities where Asian American students can be involved in and contribute to all aspects of academic and student life. The program provides assistance in the admissions and financial aid application procedures, orientation, registration and coursework selection, career development, academic and non-academic difficulties, and employment and placement referrals. The Asian American Association is affiliated with the program. The association cames out various activities during the academic year to increase the network of friendship and support for Asian American and other students at Augsburg. PAN-AFRIKAN STUDENT SERVICES The program is committed to enhancing the education and personal development of students of African descent, and to promote cultural and historical awareness, academic achievement, and social interaction. It sponsors events and activities such as celebrating Martin Luther King's birthday, Afrikana History Month, the Each One Reach One mentoring program, and Augsburg African American Alumni Council gatherings. The Pan-Afrikan Student Union (PASU) provides support to students, including a schedule of social and cultural activities. The headquarters is in the Pan-Afrikan Student Services office, as is the PanAfrikan Center. HISPANIC/LATINO STUDENT SERVICES The HispanicLatino Student Services Program offers students individualized attention in many areas, including academic support, counseling, and advocacy. Students find assistance in admissions and financial aid procedures, orientation and registration, academic planning, career counseling, housing, internships and employment, and placement referrals. The program advises the Latino Student Association and supports academic, social, and cultural events, as well as other activities that improve the academic and personal development of Hispanic1 Latino students and provide awareness of the unique aspects of Hispanic culture. stubent Life CENTER FOR COUNSELING AND HEALTH PROMOTION Counseling Counseling provides a supportive environment where students have many opportunities to gain self-awareness through personal exploration with the assistance of trained, experienced counselors. Counselors serve as advocates providing support and assistance with direction. Services include individual counseling, group counseling, psychological testing, assessment and referral, workshops, and consultation and outreach. Through the relationship with a skilled counselor, a student may discuss personal issues such as stress, depression, roommate problems, intimacy and sexuality, drug use, family problems, motivation, transitions, breaking away from family, self-image, difficult decisions, eating concerns, etc. Counseling is an educational process in which students learn to think objectively about themselves and learn methods of understanding themselves and others. Professional counseling can make a substantial contribution to the educational experiences of the student by providing the opportunity for increased self-understanding and personal growth. Health Promotion Health Promotion offers a wide spectrum of activities and events that increase awareness of health issues and assist students in adapting new behaviors for a healthier lifestyle. Health Promotion also works with various campus agencies to foster positive change within the campus environment. Professional staff offer private consultations, individual assessments, and group workshops to accommodate the needs of all students. Topics include varied health issues such as fitness, nutrition, weight management, stress reduction, alcohol and other drug use, sexuality, etc. Students interested in health issues can combine learning and practice through involvement with Health Promotion services. Academic and practicum opportunities are also available to students from a variety of academic disciplines. HEALTH SERVICE Riverside University Family Practice Clinic serves as the Augsburg College health service and is a family practice residency clinic affiliated with the University of Minnesota. The clinic is located five blocks from campus at 2615 Franklin Avenue South. Many services are available for all Augsburg students. Please refer to the Student Guide for details. Students must check family health insurance coverage to determine if they are included. If not, contact the health service coordinator for information regarding student health insurance and other services available through RUFPC. FITNESS CENTER Located on the lower level of Melby Hall, the Fitness Center was built in 1993 and equipped with stationary bicycles, stair steppers, treadmills, and other aerobic workout machines. It includes a weight room with universal and free weight systems. All staff, students, and faculty may use the center. 2 46 Student Life - The Office of International Student Services in the undergraduate admissions house focuses on the needs of international students. It also serves as a resource for those interested in international events and global issues. International StudentsInternational students receive assistance in meeting their educational objectives through advising on academic concerns, immigration and visa problems, financial matters, practical matters, and personal concerns. New international students participate in an orientation program before the beginning of the term that provides practical information on housing, banking, using local transportation, and course registration. Students also learn about the U.S. educational system and how to adjust to life at Augsburg. (Also see English as a Second Language on page 79.) Augsburg Community-Study abroad works to utilize the cross-cultural perspectives of its international students and students with experience overseas to educate the college community on world issues. This is done through faculty, staff, and student development programs that include activities sponsored by the CrossCultural Club, forums on world issues sponsored by the Global Community and Amnesty International student groups, and seminars focusing on issues of cross-cultural communication for faculty and staff. (Also see Study Opportunities Abroad on page 57 and Student Teaching Abroad on page 60.) Augsburg recognizes the importance of the residence experience during the college years. Research indicates that students who live on campus will be more likely to complete their college degree successfully. Augsburg provides a diverse and dynamic residence program that fosters the development of community, and supports and enhances the academic experience. Live-in staff assist students by providing social and educational programming, facilitating conflict resolutions, and assisting in emergencies. Each complex contains 24-hour study rooms, computer services, laundry and vending services, and access to security staff. Augsburg expects all freshmen and sophomores not living at home to live in college-operated housing. Housing for mamed students and students with families is available. Students rent a room at the beginning of the fall term for the entire academic year. New students receive room assignments the summer before they amve at Augsburg. Upper-class students make housing arrangements in the spring. All resident students must sign room and board contracts. Freshmen and transfer students are urged to make the tuition deposit by June 1 in order to secure housing. Students who deposit after June 1 will be provided housing only if space is available. All students living on campus must pay a $200 deposit when they sign the housing contract. The fee is credited to students' accounts when they move out. - Student Life 47 The College houses approximately 700 students in residence hall rooms, apartments, floor houses, and townhouses. A wide variety of options is available, including single rooms. Urness Tower-All new students and some upper-class students live in Urness Tower. This 11-story high-rise houses 324 students. Each floor is considered a houseunit providing 36 students (two to a room) with their own lounge, study, and utility areas. In Urness Tower, rooms are furnished with a bed, dresser, desk, and chair. Linens are not provided. Mortensen Tower-This building is a 13-story high-rise apartment building. It contains 104 one-bedroom and two-bedroom apartments to accommodate 312 upper-class students. Mortensen Tower is carpeted, air conditioned, and contains kitchen units. It is otherwise unfurnished. Anderson Hall--Open in fall 1993, this is the newest residence hall. It contains four types of living units: two-bedroom apartments, two-room suites, floor houses, and townhouses. This residence houses 192 students. All rooms are furnished with beds, dressers, and desks. It is equipped with telephones, cable T\! and computer hook-ups. Special Interest Housing-Students may submit proposals in the spring for a program that allows them to live as a group with a special educational contract. Examples of programs include Campus Ministry, healthy living options, and international floors. FOOD SERVICE Commons-Situated on the top floor of Christensen Center, this is the main food service facility for students, faculty, and staff. This pleasant, spacious room features small table units for easy conversation and overlooks the College Quadrangle and Murphy Square. The portions are generous and modestly priced. Students on board plan who live in residence halls eat their meals in the Commons. Murphy's-Located on the ground floor of the Christensen Center, Murphy's features grill items, pizza, soups, sandwiches, salads, desserts, and beverages. Augsburg provides a variety of board plan options for those living in College houses or nearby apartments. STUDENT STANDARDS OF BEHAVIOR, COMPLAINTS, RECORDS The College has adopted a statement of standards for student behavior and has provided for due process in matters of academic honesty, disciplinary action, grievances, and grade appeal. These are in the Student Guide. The College operates in compliance with the Family Educational Rights and Privacy Act. Students have the right to inspect certain official records, files, and data that pertain to them and that are maintained in the registrar's office and the placement office, and to challenge inaccurate or misleading information. Information on these policies are found in the Student Guide available from the Office of Academic and Learning Services. 48 Student Life FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT The Family Educational Rights and Privacy Act (FERPA) of 1974, as amended, provides certain rights to students regarding their education records. Each year Augsburg is required to give notice of the various rights accorded to students pursuant to FERPA. A copy of Augsburg's policy is published in this catalog on page 81 and in the Student Guide distributed annually to students. Augsburg College understands that no information other than "directory information" can be released without the written permission of the student. Students must give permission in writing for educational information to be released to anyone outside of the official personnel (faculty and administration) at Augsburg. This means that faculty or others cannot write letters of support/recommendation or nominate students for awards unless explicit written permission is given by the student to release non-"directory information." It is not sufficient to ask for letters of recommendation. Complete information about Augsburg's procedures with regard to FERPA are available from the registrar's office. DISCRIMINATION COMPLAINTS The College has designated the following persons as coordinators for discrimination inquiries or grievances: Affirmative Action Coordinator (for matters based on race, creed, national, or ethnic origin)-Contact Lora Steil, manager of human resources, Ground Floor, Memorial Hall, (612) 330-1023. 504 Coordinator (for matters based on physical or mental handicap)-Contact Vern M. Bloom, assistant professor of social work, Memorial Hall 332, (612) 330-1133. Title IX Coordinator (for matters based on sex or marital status)-Contact the associate dean for student affairs, First Floor, Christensen Center, (612) 330-1160. Employment-Contact Human Resources, Ground Floor, Memorial Hall, (612) 330-1058. All correspondence should be addressed to the designated office at Augsburg College, 2211 Riverside Avenue, Minneapolis, MN 55454. Formal grievance procedures are described in the Student Guide. Copies are available from the Office of Academic and Learning Services. /" ,/ General Information - 50 Degrees Offered - 50 Academic Calendar - 50 Faculty - 50 Library and Information Technology Services - 51 Computer Resources - 51 Academic Adv~s~ng Center - 52 Augsburg Sem~nar- 52 Academic Organization and Proqrams - 52 Divisions and Departments - 52 Majors and Minors - 53 Teaching Licensure - 54 Pre-Professional Programs - 55 Honors Program - 56 Inter-Institutional Programs - 56 Study Abroad - 57 Center for Service, Work, and Learning - 60 Weekend College - 62 Graduate Programs - 62 Other Programs - 63 Academic Policies and Procedures - 64 Registration - 64 Withdrawal from College - 65 Leave of Absence - 65 General Education Curriculum - 68 Quick Check Surnmanl - ,ofGraduation Requirements - 66 Graduation Requirements - 68 Skills Components and Requirements - 69 Liberal Arts Perspectives - 71 Rationale for Perspectives - 71 Evaluation and Grading - 75 Assessment of Previous Learning Program - 77 Academic Progress, Probation ar Dismissal - 80 Commencement - 81 Four-Year Assurance Program - 81 FERPA - 81 A ugsburg College constructs its curriculum upon the that students must be educated intellectually, spiritually, and physically. To act effectively, human beings must have a broad grasp of the world from which they have come as well as the world in which they live. By providing courses in the humanities, natural sciences, and social sciences, the general education curriculum introduces students to the breadth and complexity of knowledge and culture. Required courses in Christian Faith are designed to acquaint students with the Christian tradition and encourage them to reflect upon the importance and meaning of spirituality in their lives. Recreation courses offer students opportunities to develop skills for participation in exercise and sporting activities. Students choose from over 50 major areas of study to gain a depth of knowledge in a discipline and to prepare for a career or further study. Thus, through a balance of curricular activities supported by full programs in student life and religious life, an Augsburg College education strives to educate its students in a real world for the real world. DECREES OFFERED Augsburg offers the bachelor of arts, the bachelor of music, and the bachelor of science degrees. Augsburg also offers the master of arts in leadership and the master of social work degrees. ACADEMIC CALENDAR The Augsburg day program follows the 4-1-4 calendar, with fall and spring semesters of approximately 14 weeks, separated by a four-week January Interim. Full-time students normally take four course credits each semester and one course during Interim. Day school freshmen are required to take an Interim course their first year. The calendar is coordinated with those of the four other colleges of the Associated Colleges of the Twin Cities, so students can take a course on another campus during the regular term. (See Registration on page 64 and Calendars on pages 4 and 5.) January Interim is particularly intended to be a time for both students and faculty to employ different styles of teaching and learning, and to investigate questions and topics in places and ways not possible during the regular term. The Interim catalog, published in the fall of each year, is distributed to all students and is available by contacting the Interim Office. In addition to classes offered on campus, Augsburg offers a variety of travel opportunities within the United States and abroad. Augsburg offers two summer school sessions. A maximum of three course credits can be earned in the two annual summer sessions, one of four weeks and one of six weeks. The Summer Session Catalog, published in the winter of each year, is distributed to all students, and is available by contacting the Office of Summer School. Augsburg Weekend College and graduate programs follow a trimester calendar (see Augsburg Weekend College and Graduate Programs on page 62.) FACULTY The heart of any educational institution is its faculty. Augsburg College is particularly proud of the excellence and commitment of its professors. Most faculty hold a doctorate or other terminal degree, and all consider teaching to be the focus of their activity. Faculty are involved in social, professional, and a variety of research activi- - Academic lnformation 51 ties, but see these activities as supporting their teaching. They are actively involved in an exciting faculty development program that introduces them to current thought in many fields, but especially in teaching techniques and theories. Augsburg's size and small classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisers and participate regularly in campus activities. Every freshman is assigned an Augsburg Seminar adviser and, later, chooses a major adviser. In this close interaction, faculty act as both mentors and models for students. LIBRARY AND INFORMATION TECHNOLOGY SERVICES The James G. Lindell Family Library opened at the start of the 1997-98 academic year. The new, four-level, 77,000-squarefoot facility houses all library and information technology functions of the College. In addition to the 175,000 volume main collection, the Lindell Library includes the Gage Family Art Gallery, special collections and archives, a curriculum library and instructional technology lab, library instruction classroom, and facilities for media viewing and listening. A bridge will link the new building to Sverdrup Hall (the former library), which will be renovated to house additional computer labs and multimedia classrooms as well as a lounge and vending area. Library Resources A service-oriented staff provides students and faculty alike with assistance to meet diverse information needs including instruction in the use of the library, reference service, and guidance in pursuing research. Arrangements are made for access by students with physical limitation and special needs. Students can search a wide variety of local, regional, national, and international databases. Electronic access to the world of scholarship is also available through the Internet, and a computerized on-line catalog and daily courier service provide access to the library holdings of the seven private liberal arts colleges in the Twin Cities. Appropriately equipped laptop computers can be connected to any of several hundred data ports throughout the building to access these resources. lnformation Technology Resources Augsburg College has been a member of the National Science Foundation's Internet since 1990 and has built a reputation as a leader in its commitment to provide students with the best access to information technology and training. In Newsweek magazine's Cyberscope section on Aug. 1, 1994, for example, Augsburg was cited as one of two first-rate sources for information about the Internet. Visit Augsburg's Web site <www.augsburg.edu> for more on IT at Augsburg. Computing Students have access to over 180 oncampus personal computer systems. There are desktop machines in three computer labs and four computer classrooms, as well as a suite of laptops that can be checked out at the IT Service Center. Other machines ar'i: available for student use within academic departments. A campuswide network offers a full range of network services including printing, e-mail, newsgroups, the World Wide Web, and access to resources available via Gopher, Telnet, and FTF! Appropriately equipped studentowned machines can also be connected to the network to provide access from dormitory rooms. (Also see Honors Computing and Communications Lab under Honors Program on page 56.) 52 Academic Information Media The Media Center provides a large collection of sound recordings, video tapes and films, as well as equipment for instructional use. Audio and video tape duplication within the limits set by copyright law is available. The center supplies TV sets, VCRs, video cameras, video editing, tape recorders, microphones, slide-, overhead-, filmstrip-, and movie projectors as well as screens and carts. Facilities for classes in broadcasting are located near the communications department in Foss Center. Telecommunications A campus-wide telecommunications system enables easy and convenient voice communication between students, faculty, and staff. Students can leave voice mail messages with any member of the faculty, administration or the staff; voice mail or call waiting are available to resident students at a modest cost. Long-distance service, billed to individual students, can be arranged for any on-campus residence phone. ACADEMIC ADVISING CENTER (AAC) The Academic Advising Center advises all incoming students with undeclared majors, provides information on matters of general education, administers and tracks all entry level skills assessments, interprets catalog and graduation skills requirements, and advises students who have been placed on academic probation and re-entering suspended students regarding GPA requirements. The AAC also provides materials for organizing and recording student academic progress. The center also coordinates summer advising for the orientation program and provides in-service training and development for faculty advisers. AUCSBURG SEMINAR (AUG) The Augsburg Seminar assists students in their first Augsburg registration, provides orientation events before classes begin, and includes a seminar series. The Augsburg Seminar reflects the College's commitment to a meaningful introduction to college for our s t u d e n t s an enriching beginning for a college career. To provide focus for this introduction, the Augsburg Seminar is centered on a series of themes. These themes are reflected in and expanded upon in readings, discussions, and other activities. Diversity, tradition, change, ways of knowing, and what it means to be an educated person are all themes associated with the program. (Also see page 92.) DIVISIONS AND DEPARTMENTS The College cuniculum is offered by 23 departments that are grouped into four divisions for administrative and instructional purposes. Humanities-Catherine Nicholl (Chair). Art, English, modem languages, philosophy, religion, speech/communicationltheatre arts, College librarians. Natural Science a n d Mathematics--Larry Ragland (Chair). Biology, chemistry, mathematics, computer science, physics, physician assistant studies. Social and Behavioral S c i e n c e s Garry Hesser (Chair). Business administration/accounting/MIS, economics, history, political science, psychology, sociology. Professional Studies-Anne Jensen (Chair). Education, health and physical education, music, nursing, social work. - Academic Information 53 MAJORS A N D MINORS Majors, or concentrations of study, may be within one department, within one division, or may cross academic disciplines. Some students decide on a major or majors before they enter college. Others test a variety of disciplines before deciding. Normally a major should be elected by the end of the fourth semester and earlier in some disciplines. Details of majors and minors are in the course description section. Unless otherwise indicated, majors are part of the bachelor of arts degree. Students may contact the registrar about creating a student-designed major. Accounting General Accounting Managerial Accounting Public Accounting Art Art History Studio Art Biology Business Administration Business Administration/Finance Business Administration/International Business Business Administrationhlanagement Business Administrationhlarketing Chemistry (B.A. or B.S.) Communication General Communication Studies Mass Communication Organizational Communication Computer Science (B.A. or B.S.) Computational Economics (B.A.) East Asian Studies 1 Economics Applied Economics Economics Economics/Business Administration Education Education Studies (non-licensure) Elementary Education Studies (non-licensure) Kindergarten-Elementary (licensure) Secondary (non-major, licensure only) Engineering 2 English Health Education History International Relations Management Information Systems Mathematics Applied Mathematics Mathematics Metro-Urban Studies Modem Languages French German Norwegian Spanish Music Music (B.A.) Music Education (B.M.) Music Performance (B.M.) Music Therapy (B.S.) Nordic Area Studies Nursing (B.S.-Weekend College only) Philosophy Physical Education Physician Assistant Physics (B.A. or B.S.) Space Physics (B.S.) Political Science Psychology Religion Youth and Family Ministry Russian, Central and East European Area Studies 1 Social Work (B.S.) Sociology Theatre Arts Transdisciplinary Women's Studies1 s4 Academic Information Accounting American Indian Studies Art Art History Studio Art Biology Business Administration Chemistry Communication Computer Science East Asian Studies Economics English Health Education History International Business International Relations Linguistics Management Information Systems Mathematics Metro-Urban Studies Modem Languages French German Norwegian Spanish Music Nordic Area Studies Philosophy Physical Education Physics Political Science Psychology Religion Sociology Social Welfare Russian, Central, and East European Area Studies 1 Special Education Theatre Arts Theatre Arts Theatre History and Criticism Women's Studies It is possible for students to complete other majors through the Associated Colleges of the Twin Cities (ACTC). Students who wish to complete a major offered at one of the other ACTC colleges must apply through the Augsburg registrar's office. Some majors may have a competitive application process with acceptance determined by the major department. 1 Cooperative program of the Associated Colleges of the Twin Cities and agreements with the University of Minnesota. It is possible for students to take beginning/intermediate/advanced courses not available at consortium colleges in Arabic, Chinese, Hebrew, Japanese, Russian, and other infrequently taught languages. Students register directly with the ACTC office. 2 Dual-degree programs with the University of Minnesota Institute of Technology, Washington University School of Engineering and Applied Science, and Michigan Technological University. OTHER STUDY PROGRAMS Teaching Licensure Teaching licensure programs are offered at Augsburg in kindergarten-elementary education and the following fields in secondary education: English-language arts, French, German, life science, mathematics, physical science (chemistry or physics), science (grades 5-9), social studies, Spanish, speech, theatre arts, and in the special areas of art (K-12), band (K-12) and classroom music (grades 5-12), orchestra (K-12) and classroom music (grades 5-12), vocal and classroom music (K-9), vocal and classroom music (grades 5-12), health (K-12), and physical education (K-12). (See Department of Education on pages 127-137.) Students planning to teach on the secondary level have advisers both in the Department of Education and the area of their academic major(s) . Academic Information The State of Minnesota intends to have new teacher licensure rules in effect by August 1, 2000. Students who enter the programs in the fall of 1998 and beyond will be under the new rules. It is expected that license areas after that date will be similar to the list printed above. It is the student's responsibility to work closely with an education department adviser and to stay informed about changing requirements in their teaching field. Pre-Professional Programs Students who plan to enter the fields of law, medicine, denti~try,~ministry, veterinary science, pharmacy, or erigineering can profit from a liberal arts education at Augsburg. It is recommended that requirements for admission to graduate schools or seminaries be reviewed and the course of study at Augsburg planned accordingly. A faculty adviser is available in each field to assist students in their planning. Students who want to plan a pre-professional program should contact the Academic Advising Center early in their freshman year to arrange for help from the appropriate faculty adviser. Pre-Dentistry--These courses are recommended to fulfill the minimum requirements of the School of Dentistry at the University of Minnesota: ENG, two courses; BIO 113, 114,215; PHY 121, 122; CHM 115, 116 (or 105,106), 351,352; MAT 124; PSY 105. Requirements at other universities may vary. Pre-Engineering-See engineering degree and major requirements on pages 138-139. Pre-Law-Students considering a career in law should examine the handbook published by the Association of American Law Schools. Students may wish to take law-related courses to help determine their interest in law. Pre-law students should major in a discipline of their own choosing; most law school entrance requirements will be satisfied with a record of solid achievement coupled with an acceptable LSAT score. Pre-Medicine-Many medical schools are encouraging a liberal arts education to prepare for study in medicine. While a major in chemistry and biology is not required to apply to medical schools, many students with an interest in the sciences choose to major in these fields. Coursework that is required by most medical schools includes: two composition courses, including ENG 111; CHM 115, 116 (or 105, 106); CHM 351,352; BIO 113, 114,215,367; MAT 145,146; PHY 121, 122. Courses recommended in preparation for MCATs: BIO 355, 473, 476; CHM 361. Students must consult with faculty in biology and chemistry as well as the pre-medical adviser in the Academic Advising Center early in their studies. Pre-Occupational Therapy, PrePhysician Assistant, and Pre-Physical Therapy-Coursework in preparation for these training programs should be discussed with a faculty member in the Department of Biology. Pre-Pharmacy-Augsburg has a program designed to fulfill minimum requirements of the College of Pharmacy at the University of Minnesota: BIO 113, 114, 215,476; CHM 115, 116 (or 105, 106), 351,352; ECO 113; ENG 111, and a second course; MAT 145, 146; PHY 121, 122; electives from human anatomy (ACTC); and humanities, literature, and the arts to fulfill the semester hour 2 56 Academic Information requirements. Requirements at other universities may vary. Pre-Seminary-A student may enter a theological seminary with any of several different majors, such as history, philosophy, English, psychology, sociology, or religion. Recommended preparation includes REL 111, 221; at least two semesters of history (Western civilization); one or more courses in the history of philosophy, and Greek in the junior andlor senior year. Pre-Veterinary Medicine-To meet minimum requirements of the College of Veterinary Medicine at the University of Minnesota, these courses are recommended: ENG, two courses; MAT 145, 146; public speaking, one course; CHM 115, 116 (or 105, 106), 351, 352, 353; BIO 113, 114, 215; PHY 121, 122; economics, one course; two courses in art, literature, music, humanities, theatre, or upper division modem languages; and anthropology, economics, geography, history, political science, psychology, or sociology courses to fulfill the rest of the curriculum requirements. Requirements at other universities may vary. HONORS PROGRAM The Honors Program is designed to challenge and encourage the most academically distinguished students at Augsburg. The program combines academic and cultural components with social activities. Members of the program normally enter as freshmen, but students may enter the program as late as the beginning of the junior year. Students graduate from the Honors Program upon successful completion of the program, which is noted on the transcript. That notation provides an advantage for both employment and graduate school application. The Honors Program at Augsburg was awarded a National Science Foundation Grant in 1995 to establish an Honors Computing and Communications Lab in Foss 20, and to put the program on a computational footing. Students entering the program as freshmen are required to take an honors version of CSC 160 Introduction to Computer Science and Communications, which establishes crisp computing and communications skills at the outset of their collegiate careers. Other courses in the program make use of these computing skills in lab-oriented sequences exploring literature, writing, history, religion, philosophy, and social and natural science. During the junior and senior years, students take four mini-seminars (one full course credit upon completion), one each semester, and participate in a six-week Monday Forum Program each term. Seniors take a senior seminar during Interim, which satisfies a perspective requirement, and are obliged to complete an approved honors project. Some seniors satisfy this requirement by serving on the Augsburg Honors Review, a yearly journal that publishes outstanding student papers. Requirements center on full participation in the program and the maintenance of at least a 3.3 GPA the freshman year, a 3.4 the sophomore year, and a 3.5 the last two years. Please direct inquiries to Dr. Joan Griffin, associate director of the Honors Program, 330-1045, or Dr. Lany Crockett, director of the Honors Program, 330-1060. INTER-INSTITUTIONAL PROGRAMS Augsburg cooperates with other colleges and institutions in the Twin Cities area on several programs. Library and Media CenterThrough CLIC, the Twin Cities private - Academic Information 57 colleges library consortium, the Augsburg community has direct access to over 1,300,000 volumes. Associated Colleges of t h e Twin Cities (ACTC)-Full-time weekday students at Augsburg and the St. Paul colleges and universities of Hamline, Macalester, St. Catherine, and St. Thomas may elect a course each semester at one of the other campuses. No additional fee is required for such an exchange, except for private instruction in music or approved independent studies. Students may elect to participate in the cooperative program to gain new perspectives, to get better acquainted with the other schools, or to undertake a specific course or major not offered on the home campus. The colleges have coordinated calendars. The Interim term may also be taken on another campus. A regularly scheduled bus shuttles students between the campuses. Augsburg College also cooperates with other colleges in planning study opportunities for the January Interim. Higher Education Consortium for Urban Affairs (HECUA)-Augsburg, in cooperation with 17 other colleges and universities, offers off-campus study semesters in Scandinavia, South and Central America, and the Twin Cities. (See HECUA programs on page 59.) Air Force ROTC-Augsburg students may participate in the Air Force ROTC program at the University of St. Thomas under the ACTC consortium agreement. Students are eligible to compete for two- and threeyear AFROTC scholarships. For more information, contact the registrar's office. Army ROTC-Augsburg students may participate in the Army ROTC program at the University of Minnesota under an agreement between Augsburg, the University of Minnesota, and the program. For more information, contact the registrar's office. Naval ROTC-Augsburg students may participate in the Naval ROTC program at the University of Minnesota under an agreement between Augsburg, the University of Minnesota, and the program. For more information, contact the registrar's office. Note: A maximum of one full Augsburg course credit of military science studies may apply toward the total credits required for graduation. Additional military science credits beyond the one credit allowed will be classified as non-degree credits. OPPORTUNITIES FOR STUDY ABROAD An increasing number of Augsburg students are taking advantage of the opportunity to gain academic credit for an overseas experience. Through study abroad students may meet with grassroots women's organizations in Mexico, work in a small business or artisan program in Kenya, examine Scandinavian perspectives on world peace in Norway or thrill to the sounds of The Magic Flute at the Viennese state opera house. Study abroad provides opportunities to develop critical thinking skills, strengthen language competencies, further career paths, experience different cultures, and gain knowledge about the increasingly interdependent world. Academic Requirements and Credit Study abroad is an integral part of several majors at Augsburg, but will add an international dimension to any academic program. Students normally receive the same number of course credits abroad as if studying on campus. Courses abroad can 58 Academic Information fulfill major, general education, and graduation requirements when approved by academic advisers and department chairs before departure. Students receive advice on selecting programs that best fit their academic, career, and personal objectives. Assistance is provided with application, course registration, financing, and travel arrangements. Orientation and re-entry programs assist students in integrating the experience abroad into their coursework and personal lives. Eligibility and Application All students in good academic standing (a minimum GPA of 2.5) at Augsburg may apply for permission to study off campus. Although foreign language skills are an asset, they are not required. Since it takes some time to prepare for studying abroad, students should start planning during their freshman and sophomore years. The deadline for application is Sept. 30 for off-campus study during spring term and March 1 for off-campus study during fall term. Costs and Financial Aid The cost of many programs is equivalent to full tuition, room, and board for a semester on campus. Financial aid is granted on the same basis as on-campus study. Cost estimates are drawn up to assist the financial aid office in awarding aid to students studying overseas. The Center for Global Education The Center for Global Education facilitates cross-cultural learning experiences that prepare people to think more critically about global issues and to work toward a more just and sustainable world. The tenter's programs explore a diversity of view- points and are grounded in the perspectives of the poor and of others struggling for justice and human dignity. The center's study programs are conducted in Central America, Mexico, and Namibia. Students experience three distinct types of living situations: living with other participants in a community house, spending several days in a rural setting, and several weeks living with host families. They also travel together on two-week seminars-from Mexico to Central America, and from Namibia to South Africa. The cost of these programs is equivalent to full tuition, room, and board for one semester on campus, plus airfare. Women and Development: Latin American Perspectives (Mexico)-Fall This program explores the experiences of women in Latin America, focusing on their roles in economic development, social change strategies, and the connections women are drawing among issues of gender, race, class, and global economics. The program offers credit in religion, interdisciplinary studies, political science, and Spanish. Application deadline: April 1. \\ Sustainable Development and Social Change (Guatemala, El Salvador, Nicaragua)-Fall and Spring This program introduces students to the key issues facing the Central Americans. For two decades the people of Central America have been in upheaval and have experienced fundamental social and political change. Students examine the impact of revolution and civil war on the lives and culture of the people and the environment of Guatemala, El Salvador, and Nicaragua. Course credit may be earned in Spanish, religion, interdisciplinary studies, and eco- Academic Information nomics. Application deadline: April 1for fall, October 15 for spring. Higher Education Consortium for Urban Affairs (HECUA) Multicultural Societies in Transition: Southern African Perspectives (Namibia)-Fall Augsburg, in consortium with other colleges and universities, offers programs through HECUA in four different full semester programs in Norway, Ecuador, or Colombia. All programs emphasize the impact of the social change and cross-cultural factors on the human community. HECUA programs emphasize intense language experience, internships, and field trips. This intensive program of travel and study is designed to introduce participants to the central issues facing southern Africa. Namibia is a nation that has recently gained independence and is making a transition from colonialism to independence. Credit is available in history, political science, and interdisciplinary studies. Application deadline: April 1. Gender and Environment: Latin America Perspectives (Mexico)Spring This program introduces students to the socio-economic and political issues of the region with a focus on the impact of environmental policies on the lives of women and men from varying economic classes and ethnic groups in Mexico and Central America. Credit is available in Spanish, sociology, and religion. Application deadline: October 15. Women and Development: Southern African Perspectives (Namibia)Spring This intensive travel and study program is designed to introduce students to the central issues facing southern Africa, with emphasis on the experiences of women. The program introduces students to the struggle of women in southern Africa, to the history of their role in society, and to the situation that exists for women in Africa. Credit is available in sociology, religion, political science, and interdisciplinary studies. Application deadline: Oct. 15. For more information on international HECUA programs, see the listings under International Studies; and for non-international programs, see Metro-Urban Studies under Interdisciplinary Studies. Scandinavian Urban Studies Term: Norway-Fall This interdisciplinary program focuses on contemporary Scandinavian society, culture, and language and the development of cities, urban problem solving, and urban life. Local, regional, and international field study and site visits in other countries, including the former Soviet Union, will provide comparative perspectives on welfare states and global politics. Application deadline: March 15. South American Urban Semester: Colombia-Fall This semester-in-the-city program, located in Bogota, Colombia, is an interdisciplinary program that focuses on the relationships between third world development and the consequences of urbanization and social inequality. Analysis of competing theories of development are integrated with field study in the host city and outlying regions. 9 60 Academic Information Community Internships in Latin America: Colombia-Spring This interdisciplinary program enables the student to combine intense involvement in a community-based organization with study of the community development process and increase language skills. Students study philosophical and ideological perspectives of a variety of community agencies or groups working with or for low-income and other disenfranchised populations in Latin America. Application deadlines: Nov. 1. Culture and Society in Latin America: Colombia or Ecuador-Spring This interdisciplinary program focuses on development and social change in Latin America through the study of ideology, as reflected in literature, the arts, and the ways in which ideologies shape perceptions of social realities. Application deadline: Nov. 1. Student Teaching Abroad Selected education department students may participate in the International Student Teaching Abroad program coordinated through Moorhead State University or the University of Minnesota-Morris. Students have options for student teaching in dozens of countries through the International Independent School Network. Students who teach abroad will also do part of their student teaching under direct Augsburg faculty supervision. For additional information, contact the Department of Education. Interim Abroad Each January, 25 to 30 courses are offered around the world by Augsburg professors and through the Upper Midwest Association for International Education (UWIE). Course registration is held dur- ing the spring and fall terms for the following January. Application deadline: Oct. 25. THE CENTER FOR SERVICE, WORK, AND LEARNING The Center for Service, Work, and Learning is a comprehensive center incorporating an educational focus emphasizing the importance and value for all students to engage in service and work-based learning experiences and design of a four-year career plan integrating their education with a vocation and life plan. The center helps students take advantage of Augsburg's metropolitan location through the highly successful experiential programs that link the College's academic programs to Twin Cities employers and organizations. Through internships, cooperative education, and community servicelearning, Augsburg students integrate and expand their liberal arts education by embracing the worlds of work and service and integrating this learning with their career and vocation plan. The center helps link employers, community organizations, and the academic program in ways that enrich and expand a student's educational experience and personal development. Experiential education opportunities are closely related to a student's major, coursework, or career interest. Placements may be in small and midsize companies, large corporations, nonprofit organizations, schools, government agencies, and community-based organizations. The underlying assumption is that a liberal arts education is an effective preparation for careers and citizenship. The integration of "knowing and doing" adds breadth and depth to the liberal arts curriculum and assists students in making more informed academic, personal, and career decisions. - Academic Information 61 Academic Internships An academic internship is a carefully planned, work-based learning experience where a student focuses on specific academic and individual learning objectives. A learning agreement plan that is negotiated with a faculty supervisor and work supervisor, outlining the internship objectives, strategies, and evaluation methods, is required. An academic internship is approved, supervised, and evaluated by a faculty member in the department in which the student wishes to earn the internship credit. Upper division internships are numbered 399 and lower division internships are numbered 199 (see page 85). Internships are available in all majors and can be taken during a semester (or Weekend College trimester), Interim, or summer session. Interdisciplinary internships are also available. For extension of an internship beyond one term see Evaluation and Grading on page 75. A maximum of four courses of internship may count toward the total courses required for the degree. Cooperative Education Cooperative education is a college-supported, paid, work-learning experience that is closely related to a student's major or career objective. The goal is to combine theory with practice in work or servicebased settings. Students also earn money to help defray educational costs while gaining important on-the-job experience. Job placements typically are part-time during the academic year andlor full-time in the summer. Co-op jobs are flexible and can begin and end anytime. Co-op ed is not accredited in and of itself, but a non-credit cooperative education transcript notation is highly recommended during the academic terms the student is employed. Co-op ed students are encouraged to register for at least one internship for credit in conjunction with their cooperative education participation. Co-op ed is available to Augsburg students who have completed their freshman year and are in good academic standing. Community Service-Learning Augsburg's Community ServiceLearning Program provides students with opportunities to respond to human needs in the city through service experiences, which include reflection on and analysis of community issues in order to promote personal and educational growth. Augsburg students learn from the community in which they live by participating in service activities combined with learning components such as orientation sessions, seminars, and class discussions. This dynamic and interactive educational approach employs reciprocal learning between the students and the community. Community service examples include tutoring at schools and community centers close to campus, volunteering at homeless shelters, building housing for low-income people, or working with environmental groups. Service-learning experiences include course-embedded community service, internships, cooperative education, and a wide range of extracurricular volunteer options. The service-learning program works closely with the student-directed Augsburg LINK, residence hall directors, and campus ministry. 62 Academic Information CAREER SERVICES Career Services is committed to assisting all students with their career planning. This process is an important part of a student's development while attending college. To aid students in this process, Career Services offers students the opportunity to actively participate in career seminars, career assessments, one-on-one counseling, self-paced computer career planning modules, and use of the Alumni Resource Network for informational interviews. Services are available to all students, but some programs are sponsored especially for seniors. Seniors are encouraged to attend one of three annual job fairs with recruiters representing business, education, or nonprofit and government sectors. There is also an annual graduate and professional school fair for seniors to explore educational options after graduation. WEEKEND COLLEGE Augsburg Weekend College provides an educational alternative for adult students who work or have other commitments during the week. It is a means to earn a college degree, complete a second major, or pursue a personal interest or skill. Weekend College classes meet on alternate weekends. There are three trimester terms during the academic year, from early September through June. Students may take from one to four classes each term. Although Augsburg Weekend College involves the same courses as the day pro: gram, the cumculum is limited to selected liberal arts courses and the following majors: accounting, business administra- tion (specializations in finance, international business, management, and marketing), communication (concentrations in general communication, organizational communication and mass communication), computer science, economics, elementary and secondary education, English, history, management information systems, nursing, psychology, religion, social work, and studio art. A separate Weekend College catalog is available from the Office of Weekend College, (612) 330-1782. GRADUATE PROGRAMS Augsburg College offers two graduate degree programs: the Master of Arts in Leadership (MAL) and the Master of Social Work (MSW). Catalogs for each degree program should be consulted for complete information. The Master of Arts in Leadership is based on the subject matter and approaches of the traditional liberal arts. This crossdisciplinary program directs its academic content and pedagogical approaches at situations, issues, and problems relevant to organizational leaders. Augsburg's program recognizes that today's leaders need a broad spectrum of abilities to provide them with a more comprehensive understanding of their world. Designed for working adults, the program operates on alternate Saturdays and alternate Thursday evenings. The Master of Social Work (MSW) prepares students for entering advanced social work practice. The program builds on the liberal arts base of the College and supports the College's mission to nurture future leaders in service to the world. Academic lnformatsn There are two concentrations: family practice or program development, policy, and administration. Students choose one of the two concentrations for their program focus. The curriculum emphasizes work with diverse and oppressed groups, social justice, leadership for social change and a holistic, strengths-based, problem-solving framework. Graduate social work classes meet in four-hour blocks on Friday evenings, Saturday mornings, and Saturday afternoons. The program development, policy, and administration concentration has been developed in response to the growing demand for creative leadership and administration of policies and services that respond to human need. OTHER PROGRAMS Continuing Education Program The mission of the Augsburg College continuing education program is to provide working adults with lifelong learning opportunities that will enable them to continue to grow personally, professionally, and spiritually in their homes, workplaces, and communities. The program strives to meet the needs of the community by offering credit and non-credit programs consistent with the mission and values of the College. Adult students who wish to earn traditional course credit should contact the Office of Weekend College. The Office of Continuing Education is currently developing a series of non-credit programs to offer through the Center for Professional Development. These seminars will focus primarily on leadership, management, communications, and information technology for businesses and nonprofit organizations. Call the office for information on current course offerings. Canadian Program The Canadian program was inaugurated in 1985 with endowment from the Mildred Joel bequest for Canadian studies. The program supports special events and conferences as well as student internships and faculty activity in Canadian studies. The goals of the program include community involvement, increased awareness of the importance of Canadian/U.S. relations, and provision of opportunities to learn directly from Canadians through visits and exchanges. For more information contact Milda K. Hedblom, Canadian program coordinator. Elderhostel and College of the Third Age Augsburg College has a commitment to lifelong learning and is host to both Elderhostel and College of the Third Age. For more information, contact the Office of Continuing Education. 2 b4 Academic Information - 1 --= 1 REGISTRATION A student must be registered for a course to receive credit for it. Full-time students normally register for four course credits per semester and one course during Interim. Students registered for three or more course credits in a semester are classified as full-time students. To register for more than 4.5 course credits, students must contact the registrar's office to petition the Committee on Student Standing for permission. Although a student may register up to five days after the semester begins, registration is encouraged at the regularly scheduled time. Special fees are charged for late registration. Special fees are also charged for cancelling or adding courses or changing the grading option after the first five days of a semester. A joint class schedule is published each spring by the Associated Colleges of the Twin Cities, listing courses and their locations at the five colleges for the following academic year. As some courses are offered only in alternate years, students should also consult with departmental advisers when planning their academic program. Interim, summer school, Weekend College, and graduate program courses are published in separate catalogs. Specific information on registration and help with registration on other campuses are available from these offices: Office of the RegistrarScience Hall 114 Interim OfficeMemorial Hall 226 Office of Summer SchoolMemorial Hall 226A Office of Weekend College-Sverdrup Hall MAL Graduate Program OfficeMemorial Hall 226A MSW Graduate Program OfficeMemorial Hall 12 Pre-Registration Freshmen and transfer students may pre-register during summer for courses in the fall. All currently enrolled students may pre-register during the fall for the spring term and during the spring for the fall term. Class Confirmation (payment of fees) All students must confirm their registration with a signature and final payment arrangements prior to the start of classes. Students who do not confirm their registration before the first day of classes (unless special arrangements have been made) will lose all classes. They may register and confirm during the first five days, but special late fees are assessed and added to their account. - Academic Information 65 Withdrawal from College Students are urged not to abandon courses for which they are registered because this may result in a failing grade on their official academic record. Cancellation of courses or withdrawal from the College must be completed in the registrar's office. A Leave of AbsencdWithdrawal from the College form may be obtained in the Academic Advising Center or in the registrar's office. Withdrawal from College cannot occur during final examination week unless a petition is approved by the Committee on Student Standing. Withdrawal from College and any consequential adjustments in accounts are effective as of the date the Withdrawal from College form is returned to the registrar's office. Leave of Absence Students may request a leave of absence for academic or personal reasons. A Leave of AbsencdWithdrawal from the College form must be picked up in the Academic Advising Center or the registrar's office. It must be signed by advising center staff or an authorized representative. The completed form must be submitted to the registrar's office. A leave of absence may be granted for one term or one academic year. If an extension is needed, an updated leave of absence form must be submitted to the registrar's office prior to the expiration of the previous leave of absence period, or an application for re-admission will be required. Students are responsible for keeping the registrar's office informed of their mailing addresses. All deadlines for financial aid and housing must be observed by the returning student. A leave of absence does not defer payment of loans or extend incomplete course deadlines. Former Students Former Augsburg students, re-admitted to complete a degree after being away from the College for at least one calendar year, have a choice between using the catalog in effect when they first enrolled, if possible, or using the catalog in effect at the point of re-admission. Students must meet all of the requirements in effect under the catalog they choose. Choosing to complete under the current catalog will require re-evaluation of prior coursework, including transfer credit, to determine applicability to current academic requirements. 66 Academic Information Music Therapy (B.S.) . . . . . . . . . . . .17 Physician Assistant (B.A.) . . . . . . .19.5 This quick-reference checklist is an abbreviated version of the general education curriculum requirements for graduation. As a summary, it is not comprehensive and cannot substitute fully for the complete degree requirements that begin on page 68. Students are advised to read carefully the full graduation requirements and to consult frequently with their advisers to ensure that all requirements for graduation are met. All new freshmen and all freshman and sophomore transfer students must complete the following requirements prior to graduation (transfer credit may apply to these requirements): Li Complete the AUG fall orientation and seminar (see page 92). (Sophomore transfer students are exempt.) D Satisfy entry level skill requirements in: Mathematics Writing Critical Thinking D Demonstrate proficiency in two different lifetime sports. Li Achieve a Math Placement Group score of three. D Complete 33 course credits. Of these: 11 must be upper division (numbered 300 or above) Other maximums are described on page 68. Li Complete a major. D Maintain minimum grade point average. Li Complete courses that fulfill the following perspective requirements. No students will be permitted to count more than three courses from the same department in meeting perspective requirements. One City Perspective Two Western Heritage Perspectives from different departments One Human Identity Perspective One Aesthetic Perspective Two Social Work Perspectives, from different departments One Intercultural Awareness Perspective Two Intercultural Awareness (language) Perspectives, other than your native language Two Natural World Perspectives, from different departments unless a yearlong sequence is taken Q Complete courses designated to fulfill the following Graduation Skills with a minimum grade of 2.0 or I? (These requirements may be met with courses in the major or perspectives.) Two courses with Writing components (one within the major) Two must be Interim courses No more than 13 courses may be in any one department, with the following exceptions: One course with a Critical Thinking component Accounting (B.A.) . . . . . . . . . . . . . .14 Music Education (B.M.) . . . . . . . . .17 Music Performance (B.M.) . . . Social Work (B.S.) . . . . . . . . . . . . . .15 .20 One course with a Speaking component One course with a Quantitative Reasoning component Academic Information 67 All transfer students (entering with 14 or more credits) must complete the following requirements prior to graduation (transfer credit may apply to these requirements): tl Satisfy entry level skill requirements in writing CS Demonslrate proficiency in two different lifetime sports CS Achieve a Math Placement Group score of three. U Complete 33 course credits. Of these: Cl Complete a major. CI Maintain minimum grade point average CI Complete courses that fulfill the following perspective requirements: Two Christian Faith Perspectives (one Christian Faith Perspective for transfer students entering with 24 or more course credits) One City Perspective One Western Heritage Perspective One Human Identity Perspective 11 must be upper division (numbered 300 or above) One Aesthetic Perspective No students will be permitted to count more than three courses from the same department in meeting perspective requirements. One Intercultural Awareness Perspective No more than 13 courses may be in any one department, with the following exceptions: Accounting (B.A.) . . . . . . . . . . . . . .14 Music Education (B.M.) .... . . . . .17 Music Performance (B.M.) . . . . . . . .20 Music Therapy (B.S.) . ...... . ... .17 Physician Assistant (B.A.) . . . . . . .19.5 Social Work (B.S.) . . . . . . . . . . . . . .15 Other maximums are described on page 68. One Social World Perspective Two Intercultural Awareness (language) Perspectives, other than your native language One Natural World Perspective Complete courses that fulfill the following Graduation Skills with a minimum grade of 2.0 or P (These requirements may be met with courses in the major or perspectives.) One course with a Writing component within the major One course with a Critical Thinking component One course in Speaking One course in Quantitative Reasoning 68 Academic Information Requirements For Undergraduate Graduation: W GRADUATION REQUIREMENTS The responsibility for seeing that all degree requirements are satisfied rests with the student. Academic advisers, the Academic Advising Center staff, department chairs, and the registrar are available for counsel and assistance in program planning. Students who enter an academic program with a baccalaureate or higher degree should contact the registrar's office about specific requirements for a second baccalaureate degree or for the equivalent of a major. See page 21 in Undergraduate Admissions-Special Students (Second Degree). Each student must apply for graduation. Students should apply at the start of their last academic year to confirm remaining graduation requirements. Application forms are available in the registrar's office. All degree and course requirements must be completed and verified in the registrar's office prior to the anticipated date of graduation (there may be no incompletes or open courses on the academic record). Degree requirements include completion of a minimum number of credits, a major, the Augsburg Seminar (AUG), a minimum GPA, residence, and general education courses, including lifetime sports. 1. Completion of 33 course credits-At least 11 course credits must be upper division, numbered in the 300s and 400s. Not more than 13 course credits may be in one department, except in certain approved majors: accounting (B.A.) 14; music education (B.M.) - 17; music performance (B.M.) - 20; music therapy (B.S.) - 17; physician assistant (B.A.) 19.5; and social work (B.S.) - 15. This course total must include two Interims for students who enter with fewer than 14 courses. Students transferring with 14 or more courses are not required to take the Interim courses. Freshmen are required to take an Interim course their first year. A maximum of four Interim course credits may be counted toward the 33 course credits required for graduation. No more than these maximums may be applied toward the 33 total course credits required: four Interim courses; two courses by independentldirected study; four courses of internship; and eight course credits with a grade of Pass (P). Nontraditional grading (P) also has these limits: two in the major except elementary education (two in the major plus student teaching), social work (two in the major plus field work practicums). 2. Completion of a MajorRequirements for each major are listed under the departmental headings. 3. Augsburg Seminar (AUC)-A11 students who enter the College as freshmen in the weekday schedule program must satisfactorily complete fall orientation and the Augsburg Seminar. See the program section on the Augsburg Seminar for a full description. 4. Grade Point Average-2.0 for most majors. A minimum grade point average of 2.0 is required for all courses taken and specifically for all courses that apply toward a major or special program. Some majors, licensure, and certification require higher grades in each course or a higher grade point average. (For example, see licensure in education, music education, music performance, music therapy, nursing, and social work.) See the departmental section for details. 5. Residence-The last year of fulltime study or equivalent (no less than 7 of the last 9 credits) must be completed at Augsburg or within an approved ACTC exchange program. No less than a total of 9 credits are to be taken at Augsburg College. Contact the registrar if an official interpretation is needed. Some departments have a minimum number of courses that are required to be taken in residence within the major. Consult the catalog description of the major or the chairperson of the department Academic Information 69 SKILLS COMPONENT Entry Level Skills Requirements The entry level skills tests are inventory assessments in: Writing Mathematics Critical thinking Placement in writing courses, math courses, and critical thinking courses is determined by the assessments. Freshmen (all students entering Augsburg with fewer than seven college credit courses) and sophomore transfer students with fewer than 14 courses: Take entry-level skills assessments and satisfy requirements. If skill levels are deficient, students will be enrolled in the appropriate course or advised on preparation for retaking the math placement assessment. Students are required to take the assessments before registering for the second term and to have demonstrated removal of deficiencies by the end of their first year at Augsburg. Effective Writing or its equivalent is required. Students who do not satisfy the entry level skill in writing will be required to take ENG 101 Developmental Writing before ENG 111 Effective Writing. Freshmen should complete the writing requirement before the beginning of their sophomore year. Students who have college credit for a critical thinking or logic course are exempt from the critical thinking inventory. Freshman and sophomore transfer students will be required to satisfy all of the Graduation Skill course requirements. 70 Academic Information Advanced Transfer Students Transfer students who enter with 14 credits or more are exempt from critical thinking assessments. Those who have not passed the equivalent of ENG 111 Effective Writing course must take the entry level test in writing. Augsburg's entry level test in writing will determine placement in an appropriate writing course. Advanced transfer students are required to satisfy all the Graduation Skill course requirements, except only one of the writing courses (the one within the major) is required. Math Requirement In order to graduate, students must take the Math Placement Exam and achieve a score placing them in Group 3 (college algebra skills). Students with an acceptable transfer mathematics course will have their placement level determined by the registrar's office. Students who have passed the College Board Advanced Placement Exam should consult the mathematics department. Math placement is indicated on the Evaluation of Transfer Credit form for students who have transfer courses in collegelevel math. All students are required to have their Math Placement Group (MPG) determined. The exam is given during college registration sessions and at other announced times during the year. Students in MPG 2 needing to advance to MPG 3 may take MAT 105. Students in MPG 3 needing to advance to MPG 4 may take MAT 114. No other MAT courses change a student's Math Placement Group. Students in MPG 1needing to advance to MPG 2 should consult the registrar's office or Academic Advising Center for advice on transferable equivalent courses available off campus. Students are also permitted to retake the Math Placement Exam until September of the following academic year. Review help is available from the Academic Enrichment Center. Please note that all students must attain at least Math Placement Group 3 . In addition, many courses have Math Placement Group requirements. In particular, MIS 379,479; CSC 170,210; SOC 362; PHY 103; all MAT courses; and all courses with a Graduation Skill component in Quantitative Reasoning have at least Math Placement Group 3 as a prerequisite. In addition, MIS 175 and introductory physics courses have at least Math Placement Group 2 as a prerequisite. Students should refer to the course descriptions to check the Math Placement Group prerequisites for courses that they are interested in taking. Graduation Level Skills General education includes enhancement of certain skills during the years in college. Skills related to writing, critical thinking, speaking, and quantitative reasoning are deliberate components of certain courses. Completion of the requisite courses with a minimum grade of 2.0 or P is required for graduation. Students are required to have two courses with Writing Skill components (at least one within the major) and one course each with Critical Thinking, Speaking, and Quantitative Reasoning Skill components. These courses can simultaneously satisfy skill requirements and graduation requirements for the major or general education perspectives. Academic Information 71 All Writing Skill courses have the prerequisite of ENG 111,all Quantitative Reasoning Skill courses have the prerequisite of Math Placement Group 3, and all Critical Thinking Skill courses have the prerequisite of passing the entry level Critical Thinking Assessment. Lifetime Sports Two different lifetime sports are required. Students in the day program who are not health and physical education majors or in intercollegiate athletics may test out of one lifetime sport. Weekend College students may test out of two lifetime sports. Lifetime sports are non-credit courses, are not counted as meeting Interim course requirements, and are not included in the 33-course requirement. 3. No student will be permitted to count more than three courses from the same department in meeting perspective requirements. 4. No student may count more than one course from the same department in meeting the requirements of any single perspective emphasis area except: Up to three courses in religion may be used to meet the perspective, The Character and Mission of Augsburg College: The Christian Faith. Up to two courses in a year-long sequence of approved natural science courses may be used to meet the perspective, The Natural World. Up to two courses of the same mode m language may be used to meet part of the perspective, Intercultural Awareness. LIBERAL ARTS PERSPECTIVES The general education Liberal Arts Perspectives have the primary goal of providing the basis for beginning to understand what it means to be a human. The goals of the perspectives are achieved through a variety of courses that have been approved as meeting the criteria established for each perspective. Students will choose from a list of courses meeting the Liberal Arts Perspectives, available from the registrar's office. These choices are controlled by the following policies: 1. A student will choose a minimum of one course from each required perspective category. 2. No single course can fulfill the requirements in two or more categories. RATIONALE FOR PERSPECTIVES Augsburg, in its mission statement, declares the College exists "to nurture future leaders in service to the world by providing high quality educational opportunities, which are based in the liberal arts and shaped by the faith and values of the Christian Church, by the context of a vital metropolitan setting, and by an intentionally diverse campus community." One way that the College seeks consciously to realize this mission is through its general education curriculum. The Augsburg faculty has designed a cohesive academic program incorporating general education, major courses, supporting courses, and elective courses leading to the bachelor's degree. The core of the Augsburg curriculum is found in the liberal arts as expressed in the general education component of the College cuniculum that is divided under two headings: Liberal Arts Perspectives and Skills. 72 Academic Information The term "perspective" assumes that not only are we engaged in the search for truth, but that this requires the searcher to consider questions from a variety of viewpoints, each of which has something valuable to contribute to the whole. These perspectives are not strictly identified with traditional disciplines, but are understood in ways that encourage multi-disciplinary reflections on the questions at issue. They combine concerns about content with those of process and approach, directed ultimately to making the student a more effective learner and participant in society. The following requirements reflect the way in which Augsburg has chosen to view the liberal arts. Two of the four features of the mission statement are embodied in the general education perspectives: The Character and Mission of Augsburg College: The Christian Faith and The City. These perspectives emphasize that the College's affiliation with the Lutheran Church, its insistence on the value of knowing the approach that derives from the Christian roots of the College, and its location in the city deserve special consideration in Augsburg's educational program. The third feature-that Augsburg is a liberal arts institution-is also emphasized in the other general education perspective requirements. Certain dimensions of human life-of what it is to be humanform the core of the required liberal arts experience. These overall perspectives on what it is to be human can themselves be studied from the vantage points of the various academic disciplines. Students need to learn about themselves, about what it is to be a person. Hence, the perspective on Human Identity But the person exists in both a social community and a natural world. Hence, the importance of the perspectives on the Social World and the Natural World. Because the way in which we understand ourselves derives largely from our Western heritage, students need to learn about and reflect on significant aspects of this heritage. Thus, the perspective on the Western Heritage. At the same time, to focus on the West alone would be ethnocentric. We live in a global society. Hence the perspective on Intercultural Awareness. Attention to moral values is found not only in the perspective on the character and mission of the College, the Christian Faith, but throughout the other perspectives as well. The perspective on Aesthetics enables students to focus on aesthetic works created by themselves or others, which convey fundamental insights, express beauty, and enhance life. Finally, the mission statement emphasizes that we are concerned with academic excellence. This has a number of features, including the way we teach all the courses in general education. Beyond this, academic excellence presupposes that students have the requisite skills to do college-level work. The general education requirements are couched in a context that pays attention to the skills of both incoming and graduating students. Entry level skill requirements in a number of critical areas, including writing, mathematics, and critical thinking, will be assessed and help will be given to students who need it. Graduation level skills are also emphasized so that students not only maintain but develop their skills during their Augsburg experience. Academic Information The general education requirements provide a coherent way to address the mission of Augsburg College. They are not the only way, and do not they guarantee that students who graduate from Augsburg possess the desired knowledge and character traits. What they do is provide a coherent description of the context in which we liberally educate students, a clear statement of expected outcomes, and an opportunity for students to see and understand the complexity of what it is to be human and Christian in an urban setting. THE EIGHT PERSPECTIVE REQUIREMENTS Perspective: The Character and Mission of Augsburg College: The Christian Faith This perspective focuses on Augsburg as a college of the Evangelical Lutheran Church in America. As a college of the Church, Augsburg accepts as a basis for its educational program the doctrines of the Christian faith as revealed in scripture and the creeds affirmed by the Lutheran Church. It consciously affirms that all students should reflect upon the Christian Scriptures, theological concepts, ethical values, their own faith and values, and religious concepts outside of the Christian faith as part of becoming educated. Christian Faith (CF 1, 2, and 3) Area 1 is biblical studies, Area 2 covers Christian theology, and Area 3 includes the study of values or religions outside the Christian faith. Three course credits are required to meet this perspective except for the following: Transfer students entering with 14-23 course credits will be required to take two courses in the Christian Faith Perspective while registered at Augsburg. Transfer students entering with 24 or more course credits will be required to take one course in the Christian Faith Perspective while registered at Augsburg. Perspective: The Character and Mission of Augsburg College: The City This perspective focuses on the College's location in the heart of a metropolitan area. From this perspective, students should gain an understanding of and critically reflect upon the city with its diverse populations, cultural, governmental and economic institutions, and opportunities and challenges. In addition, students should experience the community and should explore opportunities for service in the community. This requirement must be covered either by specific courses, by internship and education experiences, or by designated or college-approved non-credit experiences (such as volunteer service or college programs). Experiences that satisfy the requirement must be accompanied by a GST 209 seminar related to the perspective. The City (C) One course credit or experience is required to meet this perspective. Perspective: Western Heritage This perspective is intended to help students critically examine themes (found, for example, in literature, philosophy, and the arts) and events that have historically shaped Western civilization. Attention should be paid to the contributions of and to critiques of Western thought by women and ethnic minorities. 3 74 Academic Information Western Heritage (WH 1 and 2) Two course credits from different departments are required to meet this perspective. One course is required to meet this perspective for transfer students entering with 14 or more course credits. Perspective: Human Identity This perspective is intended to help students view themselves as people with unique abilities, values, beliefs, experiences, and behaviors. Human ldentity (HI) One course credit is required to meet this perspective. Perspective: Aesthetics Aesthetic creations convey fundamental insights and values, express beauty, and enhance life. This perspective focuses on aesthetic qualities in artistic expressions by oneself and others. Aesthetics (A) One course credit is required to meet this perspective. Perspective: The Social World This perspective is intended to help students learn to identify, examine, and critique social, economic, or political systems: to understand how and why such systems develop, to see the connections among these systems, and to use this knowledge as a participant in society. Social World (SW 1 and 2) One course must focus on current theories and methods of a social science. Two course credits from different departments are required to meet this perspective. One course is required to meet this perspective for transfer students entering with 14 or more course credits. Perspective: Intercultural Awareness This perspective is intended to complement the Western Heritage Perspective by expanding students' awareness of other cultures. One course is required in which students critically reflect upon ways their own cultural biases operate when confronting other cultures. They should become better able to communicate with persons of other cultural backgrounds, partially by being introduced to a specific culture other than European or mainstream North American cultures. In addition, students are to gain entry into another culture by learning to speak and read a language other than their native language. For this part of the perspective, students are required to have demonstrated proficiency in a modem language, or American Sign Language for hearing students. The modem language requirement will be determined by assessing previous experience and subsequent placement. Intercultural Awareness (IA 1) The study of a specific, non-Western culture and how that culture has shaped the world. One course credit is required to meet this part of the Intercultural Awareness Perspective. Academic Information Intercultural Awareness (IA 2 and 3) Perspective: The Natural World Study of a modem language other than the native tongue. For a language previously studied, consult the table below for the requirement. For a language not previously studied, successful completion of 111, 112 is required. Students with previous language study should contact the modem languages department if there are questions. There is a seven-year time limit on courses presented for transfer and automatic waiver. Students whose native language is not English should contact the Academic Advising Center. This perspective is intended to help students understand themselves in relation to the physical world. Their active role as observers, explorers, and moral agents will be emphasized. Sufficient technical training in scientific knowledge, concepts, and methods will be provided to equip students for critical and intelligent participation in public debates on technical issues. H.S. Semesters Augsburg Required Placement Courses Natural World (NW 1 and 2) Two course credits from different departments are required to meet this perspective unless an approved one-year sequence is taken. One course is required to meet this perspective for transfer students entering with 14 or more course credits. EXPLANATION OF GRADES Student achievement in courses is measured by final examinations, shorter tests, written papers, oral reports, and other types of evaluation. 8 311 exempt Students who are required to complete two semesters of modem language must complete the requirement with sequential courses in the same language. Hearing students who have demonstrated competence in American Sign Language by passing an approved course sequence will have fulfilled IA 2 and IA 3 Perspectives. Most courses are offered with grading options-traditional grading on a 4.0 to 0.0 scale or the Pass/No credit system, in which P means a grade of 2.0 or better and N means no credit and a grade of less than 2.0. PassINo Credit Students who choose the PIN option are cautioned: In order to receive a grade of P, a student must achieve at least a grade of 2.0. Some graduate and professional schools do not look favorably on a large number of P-graded courses, or rank each as a C. 5 76 Academic Information P-graded courses do not count toward the requirement that 14 traditionally graded course credits be earned at Augsburg in order to be considered for graduation with distinction. Transfer students should be especially aware of this requirement. See P/N limitations under Graduation Requirements, page 68. Certain courses have restrictions and are offered on one grading system only (e.g., lifetime sports are graded only PIN). In courses where there is a choice, students will be graded on the traditional system unless they indicate on their registration that they wish to use the P/N grading option. Any changes in choice of grading system must be made according to dates published each term. A fee is charged for any changes after the first five days of classes. All changes in grading option that are made after initial registration require the signature of an adviser or the instructor. Numeric Grades Numeric grades are used with these definitions: 4.0 Achieves highest standards of excellence 3.5 3.0 Achieves above basic course standards 2.5 2.0 Meets basic standards for the course Internships, independent studies, and directed studies may sometimes last longer than one term. When this is the case, they must be completed by the grading deadlines within one year from the beginning of the first term of registration. A grade of X (extension) is given by the instructor to indicate that the study is extended. It is expected that students given X extensions will continue to communicate with their instructors and demonstrate that satisfactory progress is being maintained. A final grade will be issued at the end of the term in which the work is completed and evaluated (but not longer than one year). An instructor reserves the discretion of not giving an X where satisfactory progress is not demonstrated. If the course is not complete, a grade of 0.0 will be assigned. Performance below basic course standards Unacceptable performance (no credit for the course) A course in which a grade of 0, 0.5, 1.0, 1.5, or N has been received may be repeated for credit. Courses in which higher 0.5 0.0 An incomplete grade (I) may be given only in the case of extreme emergency. To receive an incomplete grade, a student must receive permission from the course instructor, stating the reasons for the request, the work required to complete the course, the plan and date for completing the work with comments from the instructor; and must file the form with the registrar's office. If permission is granted, the necessary work must be completed in enough time to allow evaluation of the work by the instructor and filing of a grade before the final day of the following semester. If the work is not completed by that date, the grade for the course becomes a 0.0. A course is given a grade of W (withdrawn) when it is dropped after the deadline for dropping classes without a notation on the record. 1.5 1.0 Grades of P (Pass) or N (No credit) are not computed in the grade point average. Academic Information 77 grades have been earned may not be repeated for credit and a grade, but may be audited. All courses taken each term and grades earned, including W and N, will be recorded on the academic record. Only the credits and grades earned the second time, for legitimately repeated courses, are counted toward graduation and in the grade point average. Classification Auditing Courses Courses earned from the International Baccalaureate program will be considered by the College for advanced placement and appropriate credit. Departmental guidelines are available at the registrar's office. Students who wish to take courses without credit or grade may do so by registering for Audit (V). Full-time students may audit a course without charge. The charge for part-time students is listed under College Costs in the Financing Your Education section on page 24. The signature of the instructor is required to register an audit. Students who audit a course should confer with the instructor within two weeks of the beginning of the term to determine expectations, attendance, and any other requirements. If expectations have been met, the course will be listed on the transcript as having been audited. If expectations have not been met, the course will be listed with a grade of W. Grade Point Average The grade point average (GPA) is based on final grades for all work at Augsburg. It does not include credit and grade points for work transferred from other colleges. Courses taken on the P/N grading option are recorded, but not computed in the GPA. The formula for computing the GPA is: GPA = Total grade points divided by number of courses taken.* "Courses with 0 to 4 grade assigned Students are classified in August and at the end of the fall and Interim terms. Sophomores-7 courses completed. Juniors-16 courses completed. Seniors-24 courses completed. International Baccalaureate Program (IB) ASSESSMENT OF PREVIOUS LEARNING (APL) PROGRAM Augsburg College recognizes that learning can and does take place in many life situations. Some of this learning may be appropriate for credit recognition within the disciplines that comprise the academic program of a liberal arts college. The APL program (Assessment of Previous Learning) at Augsburg provides a means by which a student's previous learning, other than that which is transferred from another accredited institution, may be presented for examination for possible credit toward the completion of a baccalaureate degree. Not all learning from life experience, however, is appropriate for credit recognition at a liberal arts college. Such learning must meet two essential criteria: (1)it is relevant to coursework in a field of study within the Augsburg liberal arts curriculum, and (2) it can be objectively demonstrated either by comprehensive examination or committee evaluation. 78 Academic Information The APL program at Augsburg provides several means by which students may have their previous learning assessed for credit recognition. The following is a brief description of each of these means of assessment: Advanced Placement Program Test (AP)-The Advanced Placement program may allow students who have scores of 3, 4, or 5 on the CEEB Advanced Placement Test to receive college credit for selected courses. A score of 4 or 5 is required on the AP Language and Composition examination for credit for ENG 111 Effective Writing. Additional credit or placement is at the discretion of the department. Inquiries should be addressed to the registrar's office. The College Level Examination Program (CLEP)-This is a series of standardized tests that have been developed by the College Board and are offered to students for a small fee at regional testing centers. (The regional testing center for this area is the University of Minnesota.) Students who score at or above the 65th percentile on a subject examination may receive academic credit for that subject at Augsburg College. Additional information about CLEP tests is available from the registrar's office and the Academic Advising Center. Departmental Comprehensive Exams-These are available for students to use in obtaining credit for previous learning if the following conditions are met: There is a departmental instrument available for the subject area in question. There is a faculty member designated by the department to administer the exam. The registrar approves the student's request to take the exam. Credit for departmental exams is available on a P/N basis only, and there is a charge per exam of $400 for a full course credit. The Portfolio Assessment Program-This is a credit assessment alternative in which a faculty team completes a credit evaluation of a learning portfolio submitted by the student. The faculty team is composed of two faculty members from fields of study directly related to the student's previous learning. Students who wish to prepare a portfolio of previous learning for credit assessment should consult the registrar's office. In completing the evaluation of a student's previous learning, the faculty team applies the following criteria: There is documentable evidence of a cognitive component in the previous learning experience that involved prescribed andlor systematic study of content material found within liberal arts coursework. The learning has been objectively verified by individuals in addition to the presenting student. The learning lends itself to. both qualitative and quantitative measurement. The learning relates well to the student's educational goals. The learning and skills involved are current and could be used at the present time. Students may apply for the credit assessment process after completing at least four courses/credits of academic work at Augsburg College with a cumulative Augsburg GPA of at least 2.5. It is strongly recommended that the process not be used - Academic Information 79 when four or fewer courses remain for graduation. There is a non-refundable application deposit of $200 to initiate the credit assessment process for each course presented in a portfolio. An additional $200 is charged upon approval of each course. Credit is available on a PIN credit basis only. Transcript credit will be granted on the basis of semester credits, and the total number of credits granted will be divided by four to determine the number of course credits applied to graduation. These credits will be recorded with the course number of APL 2xx. Application of this credit toward the Liberal Arts Perspective requirements, upper division requirements, and academic majors and minors may be subsequently addressed by the depaments involved in response to a formal request by the student. Maximum Credit Accepted for Previous Learning-While Augsburg College recognizes the validity of leaming that takes place outside the traditional classroom, this learning must be placed in the context of formal study in campusbased liberal arts courses. Therefore, Augsburg places a maximum of eight courses (about one-fourth of a baccalaureate degree) on transcript credit that is obtained through previous experiential learning. In compiling the eight courses of credit for previous experiential learning, the student may use any combination of the four assessment processes available in the APL Program: AP exams, CLEP exams, departmental comprehensive exams, and credit granted through portfolio assessment. English as a Second Language (ESL) Students who declare a language other than English to be their primary language or who are citizens of another country must take the ESL placement test in conjunction with the English writing placement test at orientation. Students' placement in ESL, ENG 101 Developmental Writing, or ENG 111 Effective Writing will be determined by their scores on the Michigan test (80-100 range for exemption from ESL) and by a writing sample. Near the end of each term of the English as a Second Language course, an objective test will be administered to all students in the class. The score on this test and the grade earned in the class will determine whether additional ESL coursework is required. Usually a score of 80 to 100 and a course grade of 3.5 or 4.0 will fulfill the student's ESL requirement. All students whose native language is not English must stay enrolled in ENG 217/218 until such time that they pass the ESL placement test at 80 percent or higher. The ESL course can be counted only twice in the total number of courses required for graduation. Students who fulfill the ESL requirement, by examination or by course completion, have completed the modem language requirement for graduation. - Academic Information ACADEMIC PROGRESS, PROBATION, A N D DISMISSAL The College requires that students maintain the following cumulative grade point averages (GPA): Freshman-A student who has taken fewer than 7 courses with a cumulative GPA of 1.6 or higher Sophomore--A student who has taken fewer than 16 courses with a cumulative GPA o m r higher junior-A?t'u%nt who has taken fewer than 24 courses with a cumulative GPA of $or higher 2 0 Senior-A student who has taken 24 or more courses with a cumulative GPA of 2.0 or higher. It should be noted that a minimum GPA of 2.0 is required for graduation, with certain majors requiring a higher minimum GPA. Students whose academic achievement falls below these guidelines will either be placed on scholastic probation at the end of the term or will be continued on probation or will be dismissed from the College. In addition, a freshman who receives two zero grades or a sophomore, junior, or senior who receives three zero grades will be considered for probation or dismissal. However, dismissal from the College is not automatic. Each case is reviewed by the Committee on Student Standing. Evidence of the student's commitment to academic progress is the major consideration in deciding whether or not to dismiss a student. Students who have a poor academic record may be smongly advised to withdraw before the end of a term. Those on probation who voluntarily withdraw from the College, as well as those who are dismissed, must have special permission to re-enroll. Students may be removed from probation when the cumulative GPA reaches the minimum levels stated above. Students placed on probation as freshmen for having earned two zero grades may be removed from probation if their classification changes to sophomore, if they have not earned additional zero grades, and if their cumulative GPA reaches 1.7. Students placed on probation as sophomores for having earned three zero grades may be removed from probation if their classification changes to junior and their cumulative GPA reaches 1.9. The College reserves the right to dismiss any student who does not meet the guidelines stated above. Once a student is dismissed, he or she may appeal the decision within 10 days to the Committee on Student Standing. Dean's List The Dean's List, compiled after each semester, lists students whose grade point average for a semester is 3.5 or better. Students must be full-time students (a minimum equivalent of three full course credits for a weekday schedule student or two equivalent full course credits for a Weekend College student), graded on the traditional grading system, with no incomplete~in courses offered for credit. Courses taken outside of a program's calendar (e.g., crossover courses taken in a Weekend College trimester term by a day student or in a semester term by a weekend student) are not calculated when determining the Dean's List. If permission is given by the student, an announcement is sent to the hometown newspaper of each student on the Dean's List. - Academic Information 81 Graduation with Distinction Augsburg recognizes those students who have demonstrated exemplary academic achievement as graduates of distinction. This designation will begin with the year 2000 commencement and will apply to all students who complete degree requirements after Jan. 1, 2000. Students achieving Graduation with Distinction will have an overall GPA of 3.5 and will have completed an outstanding project as determined by the student's major department. Students wishing to be considered for Graduation with Distinction should consult with their major department no later than the fall semester of their junior year. Qualification for Commencement Augsburg College has one commencement ceremony per academic year in the month of May. Undergraduate students who will not have met degree requirements by the end of the spring term may qualify to participate in commencement i t (1) no more than three course creditslrequirements will remain in their program at the end of the spring term, and (2) the remaining requirements will be completed in the summer or fall terms following participation in commencement. Candidates for graduation who will complete summer or fall terms will be noted as such in the commencement program. FOUR-YEAR ASSURANCE PROGRAM This program applies to students who enter the day school schedule as full-time freshmen in the fall of 1996 and thereafter. New freshmen are assured that they will be able to graduate in four years-if they maintain continuous full-time enrollment for four years, maintain a 2.0 GPA, and follow advising guidelines-or they will receive the remaining required courses free of additional tuition. A few professional majors are excluded from this program. Students must complete a formal advising agreement with the College by the end of their sophomore year (16 course credits are completed) in order to qualify. Contact the Academic Advising Center for details. FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT NOTICE The Family Educational Rights and Privacy Act of 1974 (FERPA), as amended, provides certain rights to students regarding their education records. Each year Augsburg College is required to give notice of the various rights accorded to students pursuant to FERPA. In accordance with FERPA, you are notified of the following: Veterans of Military Service Right to inspect and review education records-You have the right to review and inspect substantially all of your education records maintained by or at Augsburg College. Augsburg is approved by the state approving agency for Veterans Education. Veterans should consult with the registrar's office about completion of the enrollment certificate and the forwarding of other information to the Veterans Administration. Veterans will need to meet the requirements of the Veterans Administration regarding repayment of educational assistance funds received. Right to request amendment of education records-You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate, misleading, or otherwise in violation of your right to privacy. This includes the right to a hearing to present evidence that the record should be changed if Augsburg decides not to alter your education records according to your request. a2 Academic lnformation 7 Right t o give permission for disclosure of personally identifiable information -You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information contained in your education records, except to the extent that FERPA and the regulations regarding FERPA authorize disclosure without your permission. Right t o withhold disclosure of "directory information"-FERPA uses the term "Directory Information" to refer to those categories of personally identifiable information that may be released for any purpose at the discretion of Augsburg College without notification of the request or disclosure to the student. Under FERPA you have the right to withhold the disclosure of the directory information listed below. Please consider very carefully the consequences of any decision by you to withhold directory information. Should you decide to inform Augsburg College not to release Directory Information, any future request for such information from persons or organizations outside of Augsburg College will be refused. "Directory information" includes t h e following: The student's name; The student's address; The student's telephone number; The student's date and place of birth; The student's major field of study; The student's participation in officially recognized activities and sports; The student's degrees and awards received; The weight and height of members of athletic teams; The student's dates of attendance; The most recent previous educational agency or institution attended by the student; and The student's photograph. Augsburg College will honor your request to withhold all Directory Information but cannot assume responsibility to contact you for subsequent permission to release it. Augsburg assumes no liability for honoring your instructions that such information be withheld. Forms for withholding disclosure of Directory Information are available from the registrar's office. If the completed form is not received by the registrar prior to Sept. 15, it will be assumed that all Directory Information may be disclosed for the remainder of the current academic year. A new form for withholding disclosure must be completed each academic year. Right to complain t o FERPA Office-You have the right to file a complaint with the Family Educational Rights and Privacy Act Office, Department of Education, 600 Independence Ave. S.W., Washington, D.C., 20202, concerning Augsburg's failure to comply with FERPA. Right to obtain policy-You have the right to obtain a copy of the written Augsburg policy regarding FERPA. A copy may be obtained in person from the registrar's office. Reporting Educational lnformation No additional educational information will be reported, except to Augsburg faculty and administration for their official use, without the explicit written consent of the student. Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter. I C r I Course Descriptions with Major and Minor Requirements 84 Department majors and programs are Qsted - 1 alphabetically. Also see index. 134 DEPARTMENTS AND PROGRAMS A. a liberal arts institution, Augsburg College believes that knowledge andtruthare interrelated and are integrated into a whole. The tradition of the academic world, however, divides this unified truth into more manageable parts: the academic disciplines. The knowledge of individual disciplines is subdivided into courses that make it more accessible to students. These courses can be arranged in various ways to construct majors, to create the substance of a broad general education, and to give students the opportunity to study areas of particular individual interest. Descriptions of courses are arranged by departments and programs. These descriptions offer a brief summary of the subject matter to aid students in planning a program. A syllabus containing a more detailed explanation of content, approach, requirements, and evaluations for a particular course can be obtained from the instructor. Department entries also contain a narrative discussion of the educational philosophy of each department, its goals, and its place in the College's program. A listing of requirements for individual majors and minors follows the narrative. Class Schedule Courses listed are subject to change. In general, classes are offered fall and/or spring terms unless otherwise indicated. The Schedule of Classes published each spring by the Associated Colleges of the Twin Cities (ACTC) lists offerings and locations for fall and spring terms. Since some courses are offered alternate years, it is important that the student review major requirements and course offerings with an adviser to ensure that all requirements can be met. Descriptions and schedules for Interim , Summer Session, Weekend College, the Master of Arts in Leadership, and the Master of Social Work courses are published in separate catalogs. Credits A full course is offered for one course credit. A few fractional courses, for onehalf or one-quarter course credit, are offered in the Division of Professional Studies. Unless noted, all courses are one course credit. A full course has the approximate value of four semester credits or six quarter hours. Most courses meet for three 60-minute periods or two 90-minute periods per week with additional time required for laboratory work. Numbering Courses numbered below 300 are lower division courses. Courses numbered 300 and above are classified as upper division. In general, courses in the 100s are primarily for freshmen, 200s for sophomores, 300s for juniors, and 400s for seniors. Prerequisites Courses that must be taken before enrolling in a higher level course are listed in the course description as prerequisites. A student may enroll in a course when a prerequisite has not been fulfilled if there is prior approval by the professor teaching the course. - Departments and Programs 85 director of internships and cooperative education. Every department offers opportunities for internships and independent study. The course description and process for registering is normally the same for each department. Some departments have additional statements that can be found in the departmental course listing. Interdisciplinary internships are also available. W INTERNSHIPS Registration for internships consists of the following steps: 1. Obtain the internship registration permission form from the Center for Service, Work, and Learning and secure the signatures of the faculty supervisor and 2. Register for a 199 or 399 Internship during the registration period. The signed permission form must be turned in at the time of registration. (Students may pre-register without a placement secured, but a suitable internship must be found by the end of the registration or drop/add period.) 3. A learning agreement (forms are available in the Center for Service, Work, and Learning) must be completed with the faculty member responsible for grading the experience and the work supervisor. The original is turned in to the Center for Service, Work, and Learning, with copies made for the faculty, supervisor, and student. 199 lnternship A work or service-based learning experience at the sophomore level in which a student, faculty member, and site supervisor design a learning agreement that links the ideas and methods of the discipline with the opportunities inherent in the placement. Participation in a concurrent seminar may be expected. Prior to the beginning of the termlregistration, interested students must consult with the departmental internship coordinator and the Center for Service, Work, and Learning regarding requirements and permission to register. 399 lnternship A work or service-based learning experience at the juniodsenior level in which a student, faculty member, and site supervisor design a learning agreement that links the ideas and methods of the discipline with the opportunities inherent in the placement. Participation in a concurrent seminar is often expected. Prior to the beginning of the term/registration, interested students must consult with the departmental internship coordinator and the internship office regarding requirements and permission to register. 86 Departments and Programs DIRECTED AND INDEPENDENT STUDIES 299 Directed Study An opportunity to study topics not covered in the scheduled offerings under the direction of an instructor. Open to all students, but normally taken by sophomores and juniors. Approval must be secured in writing from the instructor and the department chairperson before the term in which the study is undertaken. 499 Independent StudyIResearch An opportunity for advanced and specialized research projects. Normally open to junior and senior majors. Approval must be secured in writing from the instructor and the department chairperson before the term in which the study is undertaken. ACCOUNTING See listing under Business Administration, Accounting, and Management Information Systems. AMERICAN INDIAN STUDIES See listing under Interdisciplinary Studies. A. t is important as a field of study for our time. Our survival as a culture may very well depend on whether we are able to create order and beauty in the design and function of communities. Realizing this, we have made design and sensitivity to all aspects of visual experience central to the art program at Augsburg. Giving and receiving visual messages is so much a part of everyday life that it is often taken for granted. At the same time, however, the interchange of visual ideas is frequently misunderstood. The task of the artist, art teacher, and art historian is to celebrate visual experience through a variety of media and art examples. In short, the visual arts teach us how to see. Because of the College's commitment to the liberal arts, the visual arts, as taught at Augsburg, draw ideas and inspiration from all disciplines. Art as a human activity does involve manual skill, although to become broadly significant it should interact with the content available in other fields, such as language, history, drama, music, literature, philosophy, theology, business, physical education, and science. A liberal arts college like Augsburg is an ideal setting for the study of art because it provides a constant possibility for the interaction of ideas, disciplines, and attitudes. At Augsburg, art study is further enhanced by associations with a significant number of art galleries and museums in the Twin Cities area. Art Faculty Kristin Anderson (Chair), Tara Christopherson, Norman Holen, Philip Thompson Studio Art Major Majors are required to begin their programs with the studio arts foundations: ART 102 Design ART 107 Drawing One course in two-dimensional art from: ART 118 Painting I or ART 223 Printmaking I or ART 225 Communication Design or ART 360 Watercolor Painting One course in three-dimensional art from: ART 221 Sculpture I or ART 250 Ceramics I Five additional studio arts courses ART 240 Art History Survey Two additional art history courses Senior studio majors must participate in at least one exhibit during their final year. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Art History Major Eight art history courses including: ART 240 Art History Survey ART 388 19th- and 20th-Century Art Two studio courses: ART 102 Design or ART 107 Drawing ART 118 Painting I or ART 221 Sculpture 88 Art Honors Major Art History Minor GPA of 3.5 in the major and overall, portfolio of artwork (studio majors) or research (art history majors) reflecting high quality work, and special projects such as senior exhibition and research. Application should be made to the department chair before the last term of the senior year. Five art history courses including ART 240. Certificate in Art Eight art courses, including at least one in art history. up to four courses may be taken in one studio area or in art history. Studio Art Minor Five courses including ART 240, ART 107, and three additional studio courses. STUDIO ART FOUNDATIONS Note: All studio courses require work outside of class sessions. ART 102 Design A study of design as the unifylng foundation for the visual arts. Two- and three-dimensional projects demonstrating the use of the basic design elements and principles. ART 107 Drawing Drawing in graphite pencils, pen, and pastel pencils. Subjects include still-life, figures, building interiors and exteriors, and experimental work. STUDIO ART ART 100, 300 Special Topics Occasional courses dealing with subjects not usually offered by the department. ART 106 Calligraphy I Introduction and practice of calligraphic writing and designing with emphasis on the broad-edged pen. ART 118 Painting I Introduction to painting media and technique in acrylic and oil. ART 132 Photography The camera used as a tool for visual creativity, expression, and communication with attention to black-and-white photographic processes. Students need access to a 35mm, single lens reflex camera. Materials will cost approximately $200-225. ART 221 Sculpture I An introduction to sculpture. Choice of media: clay, wood, alabaster, welded steel and bronze, plaster, or Plexiglas. Learn to model, carve, cast, weld, or assemble the respective media. ART 223 Print Making I An introduction to traditional and experimental media and methods of printing. Intaglio, relief, stencil, and mono methods are explored. ART 224 Publication Design An introduction to design concepts and procedures for publication design. Theory and practice of coordinating visual images and typography with content in publications using traditional and electronic tools. ART 225 ART 250 Communication Design I An introduction to the principles and techniques of graphic design. Students will use the computer to develop their visual communication skills as they create designs using typography, symbols, logos, and illustrations. Ceramics I An introduction to the making of pottery with an emphasis on handbuilding and glazing. ART 290 Tribal Arts and Culture The rich heritage of indigenous cultures is explored through the visual arts, particularly within the United States. Other content includes poetry, dance, mythology, ritual, religion, and drama of many American Indian tribes. Students will produce various art projects in weaving, basket-making, pottery, jewelry, sculpture, or prints. ART 306 ART 330 Calligraphy II Advanced work in calligraphic media and design. Communication Design II An advanced study of graphic design using traditional and electronic tools. (Prereq.: ART 225) ART 351 Ceramics II Advanced work in ceramics with an emphasis on throwing or handbuilding and a continuation of glazing. (Prereq.: ART 250) ART 355 Painting II Advanced study of painting. (Prereq.: ART 118) ART 360 Watercolor Painting Design concepts using descriptive and experimental techniques in transparent watercolor. ART 368 Print Making II Advanced work with color and composition in various media, e.g., silk-screen, etching, and woodcut, including Japanese woodcut technique. (Prereq.: ART 223) 90 Art ART 478 Sculpture II Advanced work in sculpture. Choice of media: clay, wood, alabaster, welded steel and bronze, plaster, and Plexiglas. (Prereq.: ART 221) ART HISTORY ART 240 Art History Survey A survey of art of the Western world from prehistoric to modem times. Includes reading, research, viewing of slides, and visits to museums. Note: The following courses are offered intermittently, usually two or three sections a year ART 352 Women and Art A study of the creative role of women in the visual arts, including the fine arts, the "traditional" arts, and the work of Native American women. (Prereq.: ENG 111) ART 382 Scandinavian Arts The visual arts in Scandinavia from the Stone Age to the present, including architecture, folk arts, painting, sculpture, and design. ART 385 Prehistoric and Ancient Art The art of the Ice Age through the Roman period to the fourth century A.D ART 386 Medieval Art Early Christian through late Gothic and proto-Renaissance painting, sculpture, and architecture in Europe. (Prereq.: ENG 111) ART 387 Renaissance and Baroque Art European painting, sculpture, and architecture, from the 14th through the 18th centuries. (Prereq.: ENG 111) ART 388 19th- and 20th-Century Art European painting, sculpture, and architecture from Neoclassicism through the present. (Prereq.: ENG 111) ART 389 American Art A study of early colonial through contemporary American art, architecture, and folk arts. Art Internships and Independent Shdy Courses: ART 199 lnternship See description on page 85. ART 299 Directed Study See description on page 86. ART 399 lnternship See description on page 85. ART 499 Independent StudyIResearch See description on page 86. ASIANSTUDIES See listing under East Asian Studies. 2 T he Augsburg Experience: Arriving at Augsburg ... The initial months after entering college as a first-year student are an exciting period of change. The faculty and staff wish to assist students in making a successful transition to being college students and to help them become part of this academic community. Through the summer orientation program, the fall orientation weekend, and the Augsburg Seminar, students are introduced to the character of the College, its heritage as an urban, liberal arts college of the Church, the process of learning in a community where ideas are valued and treated seriously, and the logistics of being students. Augsburg Seminar At registration, all first-year students in the day program enroll in a selected content course, such as Effective Writing and a parallel Augsburg Seminar. These 'paired' courses integrate disciplinary content with AUC 101 various learning strategies and communitybuilding opportunities beneficial to all beginning students. The content course usually meets three hours per week for the entire semester and is valued at 1.0 course credit, and the Augsburg Seminar meets once a week for 12 weeks for .25 course credit. The Augsburg Seminar offers the opportunity for further discussion of topics from the paired content course, along with presentations on campus life, academic resources and study skills, and a hands-on introduction to the Cedar-Riverside neighborhood. While the content course is graded on a traditional point basis, the Augsburg Seminar is graded Pass/No credit (P/N). However, performance in the course is linked to performance in the seminar. Students must successfully complete the entire 12-week Augsburg Seminar in order to fulfill the requirement, even if they drop the paired content course. Permission to complete the seminar after withdrawal from the content course is at the discretion of the instructor. Augsburg Seminar (.25 course) A series of fall-term meetings with an Augsburg seminar adviser to discuss issues related to becoming an active member of the Augsburg College community of learners. Discussion will be based upon topics and readings from the connected content course and other disciplines and sources. (P/N grading only) B iology is the study of life, and it's natural that we, as contemplative living creatures, seek a deeper understanding of the living world that envelops us. This search has led to the realization that the Earth is filled with an enormous variety of living organisms. Since humans are a part of the biological world, an understanding of the basic biological processes common to all organisms is essential to attain selfunderstanding and to provide a basis for wise decisions. Biology Faculty Dale Pederson (Chair), William Capman, Mary K. Chelberg, Robert Herforth, Esther McLaughlin Major Nine courses includii: B10 113 Introductory Organismal Biology B10 114 Introductory Genetics, Evolution, and Ecology B10 215 Introductory Cellular Biology In recent decades great strides have been made in understanding important biological processes, particularly those at the cellular, molecular, and ecosystem levels. Biological research has also provided some extremely important benefits to humans, including advances in memcine, agriculture, and food science. and at least one from each of the five following groups: Because a complete understanding of biological systems depends on applications of the principles of physics and chemistry, a firm background in the physical sciences is also important to support the student's broad-based understanding of biology. 2. For many, an undergraduate major in biology serves primarily as a basis for further study. Augsburg graduates have gone on to further studies in the life sciences, leading to careers in college or university teaching, basic and applied research, and public health. Many have entered professional programs in medicine, veterinary medicine, and dentistry. Other graduates have gone directly into secondary education, biomedical industries, laboratory research, natural resources, and environmental education. 1. BIO 351 Invertebrate Zoology B10 353 Comparative Vertebrate Morphology BIO 473 Animal Physiology BIO 361 Plant Biology BIO 440 Plant Physiology 3. B10 355 Genetics BIO 481 Ecology 4. BIO 471 Advanced Cellular and Molecular Biology BIO 474 Developmental Biology 5. BIO 367 Biochemistry BIO 476 Microbiology The ninth course may be any of the upper division biology courses listed above or BIO 340 Marine Biology of the Florida Keys. BIO 491 Seminar (non-credit) is required of all juniors and seniors. 94 Biology Required Supporting Courses Biology for Pre-Medical Students CHM 105/106 Principles of Chemistry Pre-medical students should include a two-semester sequence in physics and a two-semester sequence in organic chemistry. Many medical schools also require two semesters of calculus. or CHM 115/116 General Chemistry One semester in organic chemistry or CHM 3511352 Organic Chemistry PHY 116 Introduction to Physics or PHY 121/122 General Physics MAT 114 Precalculus or MAT 122 Calculus for the Social and Behavioral Sciences or MAT 145 Calculus I or MAT 163 Introductory Statistics Honors Major GPA of 3.5 in biology and 3.0 overall, active participation in seminar, one course of approved independent study with an oral defense of the research report. Application should be made no later than the start of the first term of the senior year. Minor A course in general chemistry and five biology courses including BIO 113, 114, 215, and two upper division courses. In planning their courses of study, students are encouraged to work closely with members of the biology faculty. Biology majors must have an adviser in the biology department. Normally BIO 113 and 114 and Principles of Chemistry (or General Chemistry) should be taken in the first year, and Introductory Cellular Biology and Organic Chemistry in the second year. Students normally complete their math requirements early in their college careers. Students should consult members of the biology faculty and the pre-medical adviser in the Academic Advising Center for information specific to medical school application. Graduate and Professional Training Graduate programs in biological fields require coursework similar to that for premedical education, and may also require undergraduate research experience. Health care professions (physician assistant, physical therapist, veterinarian, etc.) have specific requirements that should be discussed with an adviser in the department and the pre-medical adviser in the Academic Advising Center. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identlfy current Minnesota teacher licensure requirements. Cooperative Education The department works with the Office of Cooperative Education in identifying and defining co-op ed experiences in laboratories and other settings in the Tivin Cities. - Biology 95 A prerequisite must be completed with a grade of 2.0 or higher to count. Otherwise, permission of the instructor is necessary. These requirements also must be met when using the first term of a sequenced course in registering for the second term. BIO 101 Human Biology An introduction to basic biological principles with a human perspective. Includes discussion of the molecular and cellular basis of life, genetics, organ systems, and human impact on the environment. (Three-hour lectures. A student may not receive credit for both BIO 101 and 103. Does not apply to the major or minor. Fall) BIO 102 The Biological World The basic concepts of biology pertaining to both plants and animals are emphasized. The nature of science and the approach used by scientists to gather and analyze data and propose and test theories are considered. (Threehour lectures, three hours laboratory. Does not apply to the major or minor) BIO 103 Human Anatomy and Physiology A survey of the structure and function of the human body (Three-hour lectures, three hours laboratory. A student may not receive credit for both BIO 101 and 103. Does not apply to the major or minor. Fall) BIO 105 Biology and Society The biological basis for problems facing society, such as pollution, genetic engineering, AIDS, extinction, global warming, hunger, cancer. (Three-hour lectures. Does not apply to the major or minor. Spring) BIO 113 lntroductory Organismal Biology First of a three-semester sequence. An introduction to organismal biology for science majors, including diversity, physiology, and structure. B10 113, 114, and 215 must be taken in sequence except by permission of instructor. (Threehour lectures, four hours laboratory. Fall) BIO 114 lntroductory Genetics, Evolution and Ecology Second of a three-semester sequence. An introduction to cellular functioning, metabolism, classical and population genetics, evolution, and ecology. BIO 113, 114, and 215 must be taken in sequence except by permission of instructor. (Three-hour lectures, four hours laboratory. Spring) lntroductory Cellular Biology Third of a three-semester sequence. An introduction to structure and function in tissues, cells, and subcellular organelles. (Three-hour lectures, four hours laboratory. Prereq.: BIO 113, 114, CHM 106 or 116, CHM 223 or 352, or concurrent registration in CHM 223 or CHM 351. Fall) 96 Biology BIO 351 Invertebrate Zoology A study of the invertebrate animals stressing classification, morphology, behavior, life history, and phylogeny (Three-hour lectures, four hours laboratory. Prereq.: BIO 113, 114. Fall: alternate years) BIO 353 Comparative Vertebrate Morphology Comparative anatomy, functional morphology, and evolutionary morphology of the vertebrate. (Three-hour lectures, three hours laboratory, one hour tutorial. Prereq.: B10 113, 114. Spring) BIO 355 Genetics Principles of heredity, integrating classical and molecular analysis. (Three-hour lectures, four hours laboratory. Prereq.: BIO 215. Fall) BIO 361 Plant Biology A survey of the major groups of algae, fungi, and plants, including the study of structure, physiology, life histories, and phylogeny (Three-hour lectures, four hours laboratory. Prereq.: BIO 113, 114. Spring) BIO 367 Biochemistry An introductory consideration of biological macromolecules and their components, energetics, and intermediary metabolism and its integration. (Threehour lectures. Prereq.: BIO 215, CHM 223 or 352. Fall) BIO 440 Plant Physiology A consideration of the process involved in photosynthesis, growth, development, and water relations in plants including the relationship of process to structure and life history. (Three-hour lectures, four hours laboratory. Prereq.: BIO 215 and CHM 223 or 352. Fall: alternate years) BIO 471 Advanced Cellular and Molecular Biology An examination of mechanisms of molecular genetics, recombinant DNA technology, cell-signaling, cell cycle control, and cellular basics for immunity. (Three-hour lectures, four hours laboratory. Prereq.: BIO 215. Spring) BIO 473 Animal Physiology A study of digestion, respiration, circulation, excretion, movement, and sensory perception as well as neural and hormonal control of these functions, emphasizing vertebrates. (Three-hour lectures, four hours laboratory. Prereq.: BIO 215; PHY 116 or 122, or consent of the instructor. Fall) Biology BIO 474 Developmental Biology A consideration of the physiological and morphological changes that occur during embryonic development of animals, including genetic control of development. (Three-hour lectures, four hours laboratory. Prereq.: BIO 215. Spring) BIO 476 Microbiology An introduction to the study of microorganisms. Environmental, industrial, and medical issues a?e discussed, with particular attention paid to human pathogens. (Three-hour lectures, three hours laboratory, one hour tutorial. Prereq.: BIO 215. Spring) BIO 481 Ecology A study of interactions between organisms and the biotic and abiotic environ- ment. Topics include physiological ecology, energy flow, nutrient cycling, a survey of biomes, population and community ecology, and conservation. (Threehour lectures, four hours laboratory, some Saturday field trips. Prereq.: BIO 215, MPG 4. Fall) BIO 491 Seminar (0.0 course) A weekly meeting of biology majors. Active participation by juniors and seniors is required, including an oral presentation by seniors. Guest speakers are often invited. A noncredit requirement for the major. (Spring) Internships and lndependent Study Courses: BIO 199 Internship See description on page 85. (Prereq.: BIO 113, 114) 610 299 Directed Study See description on page 86. BIO 399 Internship See description on page 85. (Prereq.: BIO 215) BIO 499 lndependent StudyIResearch See description on page 86. (Prereq.: BIO 215) 2 0 ur mission is to prepare - students for professional careers in business or for graduate studies. This preparation involves a curriculum that stresses analysis and communication, emphasizes both theory and practice, and is shaped by the needs of the business community. The department fosters close ties with the corporate community that provide a wealth of practical expertise, a variety of internship opportunities, and future job prospects. The faculty believe they can best serve both the student and the community by providing an education that is technically competent, ethically based, and socially aware. Faculty Milo Schield (Chair), Nora Braun, John C. Cerrito (Management Coordinator), Amin Kader (Finance Coordinator and International Business Coordinator), Fekri Meziou, Steven J. LaFave, Lori L. Lohrnan (Marketing Coordinator), Thomas Morgan, Magdalena M. Paleczny-Zapp, Kathy Schwalbe (MIS Coordinator), and Stuart M. Stoller (Accounting Coordinator). Specializations Within the business administration major there are four specializations: marketing, management, finance, and international business. Within the accounting major there are three specializations: general accounting, public accounting, and managerial accounting. Graduation Requirements To graduate without intentionally taking courses in excess of the minimal number required (see page 68), students must avoid taking too many electives or exceeding the 13-course limit per academic department. Courses designated as ACC, BUS, and MIS are considered as being in the same academic department. Taking extra electives, or choosing a particular combination of major and minor may require students to complete more than the minimum number of credits required for graduation. Transfer Students Transfer students must complete at least four of the upper division courses required in the major at Augsburg or obtain an exemption from the department. Transfer courses must be approved by the department. Courses taken more than 10 years ago will not be accepted. Majors Advising The Department of Business Administration, Accounting, and MIS offers three majors: business administration (BUS), accounting (ACC), and management information systems (MIS). Students who plan to major in business administration, accounting, or MIS are strongly encouraged to select a departmental adviser who teaches in their major. This should be done by the end of the sopho- - Business Administration 99 Internships dents may petition for an exception. An internship may satisfy the The City Perspective if taken in conjunction with GST 209. Internships can provide students with experience that may be valuable in competing for jobs after graduation. Advisers should be consulted about internships. Students are strongly encouraged to work with the Office of Cooperative Education and department faculty to obtain an internship (BUS/ACC/MIS 399) during their junior or senior year. Although an internship counts as part of the 13 courses allowed in the major, stu- The international business department actively supports international study. For additional details, see the section on International Partners under International Studies in this catalog, or consult the departmental coordinator for international business. more year at the latest. In addition to advising, departmental faculty can counsel majors on their careers, assist majors in obtaining internships or jobs, and provide letters of recommendation for prospective employers or graduate programs. 7r he major in business administration prepares students for professional careers in business administration or for graduate studies. The four specializations within this major share a common business core. This common core provides students with a broad foundation so they can readily adapt to internal changes in interests and goals and to external changes in circumstances and opportunities. Business Core 10 courses including: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics MIS 175 Principles of Computing for Business or MIS 370 Advanced Computing for Business ACC 221 Principles of Accounting I ACC 222 Principles of Accounting 11 BUS 242 Principles of Management BUS 252 Principles of Marketing MIS 379 Quantitative Methods for Business and Economics BUS 301 Business Law BUS 331 Financial Management 100 Business Administration Specialization in Marketing Business core plus 3 courses: BUS 352 Marketing Research and Analysis BUS 355 Marketing Communications or BUS 357 Advertising BUS 450 Marketing Management Students must also complete three semesters of a foreign language (or equivalent). The language requirement may be waived for international students. Contact the international business coordinator for details on language equivalents or other configurations. Specialization in Management Business core plus 4 courses: BUS 340 Human Resource Management BUS 440 Operations Management BUS 465 International Management MIS 376 Project Management or ECO 318 Management Science Combined Major in Business Administration and Economics Specialization in Finance Business core plus 4 courses: ACC 322 Accounting Theory and Practice I BUS 433 Financial Theory: Policy and Practice BUS 438 Investment Theory and one of EC0 311 ECO 312 ECO 313 ECO 3 15 MIS 479 the following: Public Finance Intermediate Macroeconomics Intermediate Microeconomics Money and Banking Intermediate Quantitative Methods for Business and Economics Specialization in International Business Business core plus 4 courses: BUS 362 International Business BUS 465 International Management BUS 466 International Marketing and one additional upper division course in either international business (BUS 368 or 468) or international economics. 11 courses including: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics ECO 313 Intermediate Microeconomics and one other upper division economics course ACC 221 Principles of Accounting I ACC 222 Principles of Accounting I1 BUS 242 Principles of Management BUS 252 Principles of Marketing MIS 379 Quantitative Methods for Business and Economics or BUS 331 Financial Management and one other upper division business administration, accounting, or MIS course Honors Major GPA of 3.5 in the major and 3.1 overall; a senior thesis and comprehensive oral exam in the major field of concentration. Interested juniors or seniors should contact the department chair. - Business Administration lo1 Minor in Business Administration Minor in International Business Six courses including: ECO 112 or 113, ACC 221 and 222, BUS 242 and 252, BUS 331 or MIS 379. Six courses including: ECO 112 or 113, ACC 221, BUS 242 or 252, and three courses in international business (one may be in international economics). This minor is automatically completed while completing a major in accounting or MIS. BUS 242 Students should consult the area coordinator concerning acceptable alternatives in international economics. Principles of Management Development of the theory of management, organization, staffing, planning, and control. The nature of authority, accountability, and responsibility; analysis of the role of the professional manager. BUS 252 Principles of Marketing Principles of basic policy and strategy issues in marketing. Legal, ethical, competitive, behavioral, economic and technological factors as they affect product, promotion, marketing channel, and pricing decisions. BUS 254 Entrepreneurship The process of transforming an idea into an organization that can market this idea successfully. Examines the construction of a viable business plan with attention to the resources needed for success. BUS 295 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the areas of business administration. (Prereq.: consent of instructor) BUS 301 BUS 302 Business Law Legal rules relating to contracts, agency, negotiable instruments, property, and business organizations under the Uniform Commercial Code. Business Ethics Examines individual choices in business; analyzes and evaluates various business practices; emphasizes conceptual precision in thinking, writing, and speaking. (Prereq.: BUS 301 or PHI 120 or PHI 125, or junior/senior standing) BUS 331 Financial Management Topics related to theory of acquisition, fund allocation and management, sources and uses of long and short-term funds, capital costhudgeting, leverage, and dividend policy. (Prereq.: ECO 113, ACC 222, MIS 379, and MPG 3) 102 Business Administration BUS 340 Human Resource Management Personnel function in business, acquisition, and utilization of human resources; desirable working relationships; effective integration of the worker with the goals of the firm and society. (Prereq.: BUS 242) BUS 352 Marketing Research and Analysis Research process as an aid to decision-making; methodology; results; evaluation of effectiveness. (Prereq.: BUS 252, MIS 379, ECO 113, or consent of instructor) BUS 355 Marketing Communications Integration of advertising, public relations, sales promotion design, evaluation, and personal selling into a coherent promotion mix. (Prereq.: BUS 252) Note: Either BUS 355 or 357 can be taken for graduation credit, but not both. BUS 357 Advertising An introduction to print and broadcast advertising and promotion as important elements in modem marketing and communications. Note: Either BUS 355 or 357 can be taken for graduation credit, but not both. BUS 362 International Business Introduction to problems/possibilities and appreciation of perspective required for successfully doing business in an international context. (Prereq.: ECO 112 or 113, and BUS 242 or 252, or consent of instructor. Spring) BUS 368 Responding to the Challenge of Japan An examination of current Japanese business practices from a cultural perspective. TV documentaries, readings from periodicals, plus participation in a seminar model. (Prereq.: junior standing or consent of instructor) BUS 424 Internal Audit and Management Consulting To incorporate and learn the techniques of creating a controlled and effective management environment. Students work with companies to help solve problems or implement projects. (Prereq.: ECO 113; ACC 221, 222; BUS 242,252, 331; MIS 175,379) BUS 433 Financial Theory: Policy and Practice A system's approach to financial structure and policy. Emphasis on decisionmaking, presentation through literature, readings, lectures, and case material. (Prereq.: BUS 331, ACC 322) BUS 438 Investment Theory Appraisal of the riskheturn relationships of various types of securities and extensive coverage of capital markets and portfolio management. (Prereq.: all core courses or consent of instructor) - Business Administration 1 0 3 BUS 439 Risk Management and Insurance Analyzes exposure to accidental loss-its identification, measurement, and evaluation. Reviews techniques for loss prevention and control. Surveys primary types of insurance. (Prereq.: BUS 331 and MIS 379) BUS 440 Operations Management Concepts and principles related to the management of operating functions. Taught from a managerial viewpoint with examples from various industries and sectors. (Prereq.: BUS 242) BUS 450 Marketing Management Application of marketing concepts to day-to-day, strategic, and long-term planning issues; development and implementation of market plans. (Prereq.: BUS 352 and either BUS 355 or 357) BUS 465 lnternational Management Private sector manager's perspective of nationaL'internationa1 institutions and strategies, structure, practices, and effects of a national corporation in the world today. (Prereq.: BUS 242. BUS 362 is recommended) BUS 466 lnternational Marketing This course examines those issues and activities unique to marketing in an international setting. Emphasis is also placed on adaptation of a marketing mix according to the international marketing environment. (Prereq.: BUS 252, 362) BUS 468 Contemporary Issues in lnternational Business and Trade Conditions and motivations for world trade, business, and industrial cooperation. Practical applications of the commercial policies of the major trading nations. Examine the impact of contemporary issues on the volume and structure of world trade. (Prereq.: BUS 465, BUS 466) BUS 495 Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor) Internships and Independent Study Courses: BUS 199 lnternship See description on page 85. BUS 299 Directed Study See description on page 86. BUS 399 lnternship See description on page 85. BUS 499 Independent StudyIResearch See description on page 86. T he major in accounting prepares students for professional careers in a wide variety of accounting-related positions. This major has three tracks: general accounting, professional accounting, and managerial accounting. The general accounting specialization is adequate for a wide variety of positions. The professional accounting track includes two specializations: public accounting and managerial accounting. The public accounting specialization is recommended for positions with CPA firms. The managerial accounting specialization is recommended for positions with large or rapidly-growing companies. The two professional specializations relate to two professional designations: the CPA and the CMA. A certified public accountant (CPA) focuses on external reporting; a certified management accountant (CMA) focuses on internal reporting. The public accounting specialization includes the materials emphasized on the CPA exam; the managerial specialization includes the materials emphasized on the CMA exam. Both the CPA and CMA designation have an experience requirement in addition to passing the national exam. Under the rules of the Minnesota State Board of Accountancy, accounting majors in the public accounting specialization are qualified to sit for the CPA examination during their last semester. Accounting Core 14 courses are required for this major (an exception to the 13-course limitation) including: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics MIS 175 Principles of Computing for Business BUS 242 BUS 252 ACC 221 ACC 222 MIS 379 BUS 301 BUS 331 ACC 322 ACC 323 ACC 324 ACC 425 Principles of Management Principles of Marketing Principles of Accounting I Principles of Accounting 11 Quantitative Methods for Business and Economics Business Law Financial Management Accounting Theory and Practice I Accounting Theory and Practice I1 Managerial Cost Accounting Advanced Accounting Students are encouraged to take the courses in the sequence given above. Specialization in General Accounting No additional courses required. Specialization in Public Accounting Accounting core (14 courses) plus: ACC 326 Tax Accounting; ACC 423 Auditing. Specialization in Managerial Accounting Accounting core (14 courses) plus ACC 424 Internal Audit and Management Consulting and MIS 375 Management Information Systems in the Organization. Honors Major GPA of 3.5 in the major and 3.1 overall; a senior thesis and comprehensive oral exam in the major field of concentration. Interested juniors or seniors should eontact the department chair. Minor in Accounting Six courses including: ACC 221,222, BUS 331 or ACC 324, ACC 322,323 and one of the following: MIS 175, 379, ECO 112, or 113. This minor is recommended for majors in MIS and finance. -- - Accounting 105 ACC 221 Principles of Accounting I Introduction to business activities, basic concepts and fundamentals of accounting, the accounting cycle, and preparation of financial statements. ACC 222 Principles of Accounting II A continuation of ACC 221. Introduction to business activities and accounting for corporations. Basic concepts and fundamentals of managerial accounting, planning and controlling processes, decision-making, and behavioral considerations. (Prereq.: ACC 221) < -Topics 62 Lectures, discussions, meetings with members of the staff or visiting faculty 6%regarding research methodology and readings in the areas of business adminir ACC 295 0 , /,. ACC 322 tration. (Prereq.: consent of instructor) Accounting Theory and Practice I An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to assets. (Prereq.: ACC 222) ACC 323 Accounting Theory and Practice II A continuation of ACC 322. An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to liabilities and stockholders' equity. (Prereq.: ACC 322) ACC 324 Managerial Cost Accounting Accounting tools for heavy manufacturing systems as well as for managerial decision-making. Planning, budgeting, standard cost systems, as well as other quantitative and behavioral topics. (Prereq.: ACC 221, 222, BUS 242, 252, MIS 379, or consent of instructor) ACC 326 Tax Accounting The more common and important provisions of planning and compliance for income taxes. (Prereq.: ACC 221, BUS 331, ECO 112, 113, or consent of instructor) ACC 423 Auditing Internal and external auditing procedures. Emphasis on the C P k role to form the basis of opinion on a set of financial statements. (Prereq.: ACC 323) ACC 424 Internal Audit and Management Consulting To incorporate and learn the techniques of creating a controlled and effective management environment. Students work with companies to help solve problems or implement projects. (Prereq.: ECO 113, ACC 221, 222, BUS 242, 252, 331, MIS 175 or 320,379) '06 Accounting ACC 425 Advanced Accounting Accounting for business combinations, consolidations, governmental accounting, partnership accounting, and fund accounting. (Prereq.: ACC 323) ACC 495 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology, and current national and international business problems and policies. (Prereq.: consent of instructor) Internships and Independent Study Courses: ACC 199 Internship See description on page 85. ACC 299 Directed Study See description on page 86. ACC 399 Internship See description on page 85. ACC 499 Independent Study/Research See description on page 86. T he major in management information systems prepares students for professional careers in information systems. MIS studies information systems as both a resource and a tool for decision-making. Students learn to analyze and evaluate existing systems and to design and program new systems. MIS is an extensive major (16 courses) and includes courses from computer science, mathematics, economics, business, and accounting as well as from MIS. C. Seven courses in MIS: MIS 175 Principles of Computing for Business or CSC 160 Introduction to Computer Science and Communications MIS 370 Advanced Computing for Business MIS 375 Management Information Systems in the Organization MIS 376 Project Management MIS 379 Quantitative Methods for Business and Economics MIS 475 Systems Analysis and Design MIS 476 Information Systems Projects Minor in MIS Seven courses including: Management Information Systems Major 16 courses including: A. Six courses in economics, business, and accounting: ECO 113 Principles of Microeconomics BUS 242 Principles of Management BUS 252 Principles of Marketing BUS 331 Financial Management ACC 221 Principles of Accounting I ACC 222 Principles of Accounting I1 B. Two courses in computer science and one in mathematics CSC 170 Structured Programming (requires MPG 4) CSC 340 Introduction to Networking and Communications MAT 114 Precalculus, if students are not at MPG 4. For students at MPG 4, MAT 121, or any higher level numbered math course is required. Note: Additional programming courses are strongly recommended. MIS 175 or CSC 160, ACC 221, BUS 242 or BUS 252, MIS 370, MIS 375, ECO 113, and one of the following: MIS 376,475, or ECO 318 Honors Major GPA of 3.5 in the major and 3.1 overall, a senior thesis, and a comprehensive oral exam in the major field of concentration. Interested juniors or seniors should contact the department chair. 108 MIS - MIS 175 Principles of Computing for Business An introductory course to develop understanding of basic computing concepts and specific skills in using microcomputer software (Windows, Word, Excel, Access, Powerpoint, e-mail, and the World Wide Web). Emphasis on solving business-related problems using software, especially Excel. Students with a strong computer background are encouraged to take MIS 370 instead of MIS 175. (Prereq.: MPG 3) MIS 295 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the area of management information systems. MIS 370 Advanced Computing for Business This course provides more in-depth use of business software like Excel, Access, and the World Wide Web. Students will also learn to program Windows applications using tools like Visual Basic. (Prereq.: MPG 3, MIS 175 or CSC 160, or strong computer background. Completion of MIS 370 satisfies any requirement for MIS 175) MIS 375 Management Information Systems in the Organization Broad understanding of using information systems to support organizational objectives. Topics include strategic uses of information systems, business process re-engineering, understanding the technology architecture, and information systems resources. (Prereq.: ACC 221, BUS 242 or 252, and one computer course such as MIS 175,370, or CSC 160) MIS 376 Project Management Develops project management skills needed to define, plan, lead, monitor, and complete projects. Combines theories, techniques, group activities, and computer tools such as Microsoft Project. Emphasizes technical and communications skills needed to manage inevitable changes. (Prereq.: ACC 221, BUS 242, and either MIS 175 or 370) MIS 379 Quantitative Methods for Business and Economics An introduction to quantitative reasoning to assist students in reading and interpreting data. Topics include descriptive measures, probability, sampling distributions, estimation, and hypothesis testing with emphasis on applied problems in business and economics. (Prereq.: MIS 175 or 370 and either MPG 3 or a grade of at least 2.0 in MAT 104) MIS 475 Systems Analysis and Design Develops skills in using systems development methodologies and Computer Aided Software Engineering (CASE) tools. Techniques used include data and process modeling, file and database design, and user interface design. A course-long project is used to complete a rudimentary system design. (Prereq.: MIS 375 and either MIS 370 or CSC 352) - MIS 109 MIS 476 Information Systems Projects Skills developed in previous courses are used to generate a complete and extensive project of systems analysis and design. (Prereq.: MIS 370,375, 376, and 475) MIS 479 Intermediate Quantitative Methods for Business and Economics Advanced modeling using computer software. Specific topics may include multivariate modeling PATH analysis, Monte Carlo simulations, queuing models, and ANOVA. (Prereq: MIS 379. Fall: evening) MIS 495 Topics Lectures, discussions, and meetings with members of the staff or visiting faculty regarding research methodology and current problems and policies. (Prereq.: consent of instructor) Internships and Independent Study Courses: MIS 199 lnternship See description on page 85. MIS 299 Directed Study See description on page 86. MIS 399 lnternship See description on page 85. MIS 499 Independent StudyIResearch See description on page 86. c hemistry is the science of the changes in matter, examining those changes, and working toward an understanding of them. Correlating the results of physics and opening the vistas of molecular biology, chemistry has been described as the central science because matter includes the entire physical world such as the things we use, the food we eat, and even ourselves. Chemists as scientists must be knowledgeable in fact and theory for solving scientific problems and also capable of providing a public understanding of their work, including potential problems as well as benefits. Chemists as people must be broadly educated in order to understand themselves and their society. The liberal arts as offered in the general education curriculum is imperative if a chemist is to be both truly human and truly scientific. The department is on the list of approved schools of the American Chemical Society (ACS) and offers a chemistry major that meets the chemistry background required by many fields. Consonant with these ideas, the Department of Chemistry has established the following objectives to help its students develop into mature scientists: *To provide a course of study of sufficient rigor and depth to enable our graduates who complete our ACS chemistry major to compete successfully with their peers of similar ability in graduate school or research positions. *To provide programs of study for professional goals in addition to the traditional positions as chemists. *To provide an atmosphere of learning so that students will want to remain life- long learners, thereby remaining competent in their field, however that may change after graduation, and be able to move into new areas as opportunities arise. *To encourage students to take a broad view of their education and to seriously study areas outside of the sciences. *To present the excitement of chemistry to non-science majors as an example of the methodology of the natural sciences in examining the world around us. The presentation of major concepts underlying the changes in matter, the opportunity to examine change in the physical world, and the reflection of the implications and limitations of science in our society will enhance the ability of non-science persons to make better value judgments concerning science questions in their own endeavors. Chemistry Faculty Joan C. Kunz (Chair), Ron L. Fedie, Arlin E. Gyberg, Sandra L. Olmsted BACHELOR OF ARTS Graduation Major in Chemistry CHM 115,116 General Chemistry or CHM 105, 106 Principles of Chemistry CHM 351,352 Organic Chemistry CHM 353 Quantitative Analytical Chemistry CHM 361, 364 Physical Chemistry CHM 363 Physical Chemistry Laboratory CHM 49 1 Chemistry Seminar and two additional courses from: CHM 367 Properties of Polymers CHM 464 Advanced Organic Chemistry CHM 48 1 Advanced Analytical Chemistry CHM 482 Advanced Inorganic Chemistry CHM 495 Topics BIO 367 Biochemistry Chemistry Also required: PHY 121, 122 MAT 145, 146 General Physics I, I1 Calculus I, 11 Because upper division courses have mathematics and physics prerequisites, students should plan to take MAT 145,146 in the freshman year and PHY 121, 122 in the sophomore year. Teaching Licensure in Physical Science The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Chemistry for Pre-Medical Students Pre-medical students should plan to take at least two courses (and usually more) in biology. Students should consult members of the chemistry department for assistance in planning a course program early in their college career. BACHELOR OF SCIENCE American Chemical Society Approved Major 12 courses including: CHM 115, 116 General Chemistry or CHM 105, 106 Principles of Chemistry CHM 351,352 Organic Chemistry CHM 353 Quantitative Analytical Chemistry CHM 361,363 Physical Chemistry and Laboratory CHM 364,365 Physical Chemistry and Laboratory CHM 464 Advanced Organic Chemistry CHM 481 Advanced Analytical Chemistry CHM 482 Advanced Inorganic Chemistry One course from: CHM 367 Properties of Polymers CHM 483 Quantum Chemistry CHM 495 Topics in Chemistry Also required are: CHM 491 Chemistry Seminar MAT 145, 146 Calculus I & I1 MAT 245 Calculus 111 PHY 121, 122 General Physics I, I1 (should be taken in sophomore year) Recommended: Modem Physics, additional mathematics, research experience, reading ability in German, and computer proficiency. Honors Major Full ACS major; GPA of 3.5 in chemistry, mathematics and physics, 3.0 overall; one course or summer of approved research; participation in seminar. Minor Five courses that must include: CHM 105,106 or CHM 115, 116, CHM 351,352, and CHM 353. Note: credit will not be granted for both CHM 105 and 115, or for both CHM 106 and 116. Other restrictions are in the course descriptions. 111 112 Chemistry - A prerequisite must be completed with a grade of 2.0 or P, or higher to count; otherwise, permission of the instructor is necessary. These requirements also must be met when using the first term of a two-term course in registering for the second term. CHM 100 Chemistry for Changing Times I Designed for the liberal arts student. Emphasis is upon developing basic chemistry concepts using examples primarily from inorganic chemistry. Does not count toward a chemistry major or minor nor apply as prerequisite for other chemistry courses. (Prereq.: MPG 2. Fall) CHM 101 Chemistry for Changing Times II Second semester of the year-long course. Applies concepts from CHM 100 to environmental, organic, and biochemical problems of societal interest. A laboratory is included with this course. Does not count toward a chemistry major or minor nor apply as prerequisite for other chemistry courses. (Prereq.: CHM 100, MPG 3. Spring) CHM 105 Principles of Chemistry Topics in this course include an introduction to matter, chemical change, chemical reactions, chemical bonding, energetics, and equilibrium. The sequence, CHM 105, 106, is designed for students who have not studied chemistry in high school or who are less confident about their background in chemistry. Students may go into CHM 351 or 353 from CHM 106 and major in chemistry. (Three hours of lecture, one three-hour laboratory. Prereq.: MPG 2. Fall) CHM 106 Principles of Chemistry CHM 106 is a continuation of CHM 105 with more emphasis upon equilibrium and the chemistry of the elements. (Three hours of lecture, one three-hour laboratory. Prereq.: CHM 105, MPG 3. Spring) CHM 115 General Chemistry An intensive course for pre-medical students and future chemists. Includes chemical equations and calculations, energetics, and bonding theory with examples from inorganic chemistry. (Three one-hour lectures, one three-hour laboratory. Prereq.: high school chemistry, MPG 3. Fall) CHM 116 General Chemistry A continuation of Chemistry 115. Emphasis on equilibrium and solution chemistry including kinetics and electrochemistry. (Three one-hour lectures, one three-hour laboratory. Prereq.: CHM 115. Spring) Chemistry CHM 223 Elementary Organic Chemistry This one-semester course is designed for students whose professional goals require a survey of organic chemistry. Topics covered include synthesis, properties and reactions of selected aliphatic, and aromatic compounds. This course will not count toward a chemistry major or minor, nor will credit be given for this course if CHM 351, 352 is taken, nor does it fulfill the prerequisite requirement for CHM 352, nor does it meet requirements for other programs (such as pre-medicine, pre-dentistry, and pre-pharmacy). (Prereq.: CHM 106 or 116. Three one-hour lectures, one three-hour laboratory. On demand) CHM 351,352 Organic Chemistry Important classes of organic compounds with special emphasis on mechanisms and multi-step synthesis. Descriptive material is correlated by means of modem theories of chemical bonds, energy relations, and reaction mechanism. (Three one-hour lectures, one four-hour laboratory. Prereq.: CHM 106 or 116. Fall: CHM 351; spring: CHM 352) CHM 353 Quantitative Analytical Chemistry Covers gravimetric and volumetric analysis and solution equilibrium in detail and gives an introduction to electrochemical and spectrophotometric techniques of analysis. The laboratory involves quantitative analysis of a variety of samples, and includes trace analysis. (Three hours of lecture, one four-hour laboratory. Prereq.: CHM 106 or 116. MPG 3. Fall) CHM 361 Physical Chemistry Covers three of the basic theoretical concepts of chemistry: thermodynamics, quantum mechanics, and statistical mechanics. (Three one-hour lectures. Prereq.: CHM 106 or 116; MAT 145, 146; PHY 121, 122. Fall) CHM 363 CHM 364 Physical Chemistry Laboratory (.5 course) Physical Chemistry Laboratory introduces students to techniques of data collection and experimental application of concepts presented in physical chemistry lecture. CHM 363 is to be taken in the fall and involves experiments related to CHM 361. (One four-and-one-half hour laboratory. Prereq.: CHM 361 or concurrent registration and ENG 111) Physical Chemistry Covers the fundamentals of the chemical kinetics as well as the concepts studied in CHM 361 applied to areas of solutions, molecular structure, spectroscopy, surfaces, diffraction techniques, and macromolecules. (Three onehour lectures. Prereq.: CHM 361. Spring) - 114 Chemistry CHM 365 Physical Chemistry Laboratory (.5 course) CHM 365 is to be taken the second semester and involves experiments relating to CHM 364. (One four-and-one-half hour laboratory. Prereq.: CHM 364 or concurrent registration. Spring) CHM 367 Properties of Polymers Presents polymer chemistry as an interdisciplinary chemistry relying on the organic, analytical, and physical chemistry prerequisites to unfold the details of macromolecules. (Prereq.: CHM 352, 361. Spring) CHM 464 Advanced Organic Chemistry Laboratory work is organized around the problems of identifying organic compounds. Lecture topics include theory and structure-spectra correlations for IR, UV, NMR, and mass spectroscopy; use of the literature, and advanced topics in organic synthesis. (Three hours of lecture, six hours of laboratory. Prereq.: CHM 352,353, 361 or consent of instructor. Some reading knowledge of German is helpful. Fall) CHM 481 Advanced Analytical Chemistry Emphasis on instrumental methods of analysis. Atomic, molecular, and electron spectroscopy, radiochemical, chromatography, thermal, and electroanalytical methods are covered. (Three one-hour lectures, one four-and-one-half hour laboratory. Prereq.: CHM 353,361 or consent of instructor. Spring) CHM 482 Advanced Inorganic Chemistry Correlation of inorganic reactions using the electrostatic and molecular orbital models. Reactivity and bonding in coordination, cluster, and organometallic compounds are considered. The laboratory uses preparations of a variety of techniques. (Three one-hour lectures, one three-hour laboratory. Prereq.: CHM 352,361 or consent of instructor. Fall) CHM 483 Quantum Chemistry Presents quantum theory in terms of Schrodinger's wave equation and uses the equation to solve molecular model problems. Approximate solutions are introduced and used to develop molecular orbital theory for molecules. (Three one-hour lectures. Prereq.: CHM 364 or consent of instructor. Spring) CHM 491 Chemistry Seminar (.O course) This seminar, which has no course credit, is a weekly meeting of chemistry majors under the direction of the Augsburg Chemistry Society. Juniors and seniors are expected to participate, with seniors presenting papers. Outside visitors are also invited to participate. Chemistry CHM 495 Topics in Chemistry Study of a specific area, such as medicinal chemistry, building upon analytical, physical, and organic chemistry. (Prereq.: CHM 352, BIO 367, or equiv. Spring) CHM 497 Introduction to Chemistry Research Chemistry majors planning research careers need research experience before graduation that may be obtained by working on a summer research project (not counted as a course) or by research participation during the academic year (that may be counted as a course). Cooperative education is an excellent opportunity to be involved in industrial research projects. (Prereq.: junior or senior standing) Internships and Independent Study Courses: CHM 199 Internship See description on page 85. CHM 299 Directed Study See description on page 86. CHM 399 lnternship See description on page 85. CHM 499 Independent StudyIResearch See description on page 86. (Prereq.: junior or senior standing) COMMUNICATION See listing under SpeechlCommunication and Theatre Arts. CSC 345 T he Augsburg Department of Computer Science strives to give students a sound theoretical and practical foundation in computer science. We offer both a B.A. and a B.S. major. The computer science curriculum places eniphasis on networks, communications, and the use of computers as an information access tool. The coursework provides students a strong base in computer science, with emphasis on concepts rather than on applications. We encourage students to strengthen their coursework by electing an internship or cooperative education experience. Our location in the Twin Cities makes us an excellent resource of such experiences for students, and allows them to add practical applications to their education. Computer Science Faculty Charles Sheaffer (Chair), Larry Crockett, Noel Petit, Lany Ragland. BACHELOR OF ARTS Computer Science Major 11 courses including: CSC 160 Introduction to Computer Science and Communications CSC 170 Structured Programming CSC 210 Data Structures CSC 320 Algorithms CSC 340 Introduction to Networking and Communications Principles of Computer Organization CSC 450 Programming Languages and Compilers I CSC 45 1 Programming Languages and Compilers I1 MAT 145 Calculus I Calculus for the Social or MAT 122 and Behavioral Sciences and two electives from CSC courses above 200, at least one of which is above 300. BACHELOR OF SCIENCE Computer Science Major 15 courses including: CSC 160 Introduction to Computer Science and Communications CSC 170 Structured Programming CSC 210 Data Structures CSC 320 Algorithms CSC 340 Introduction to Networking and Communications CSC 345 Principles of Computer Organization CSC 450 Programming Languages and Compilers I CSC 45 1 Programming Languages and Compilers I1 MAT 145 Calculus I MAT 146 Calculus I1 MAT 245 Calculus 111 MAT 246 Linear Algebra or MAT 247 Modeling and Differential Equations or MAT 271 Discrete Mathematical Structures and three electives from CSC courses above 200, at least two of which are above 300. - Computer Science 11; Computational Economics The computational economics major has been designed to serve students who have a need for some basic understanding of computer science and economics. The major requires six courses from computer science and six from economics with a required capstone independent study Students interested in this major should consult with the faculty in computer science, in economics, or one of the coordinators. Coordinators Jeanne Boeh, Department of Economics, Lany Ragland, Department of Computer Science. CSC 345 Principles of Computer Organization ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics ECO 313 Intermediate Microeconomics ECO 318 Management Science ECO 315 Money and Banking Managerial Economics or ECO 415 CSC 499 Independent Study or ECO 499 Independent Study Computer Science Honors Major GPA of 3.5 in computer science and mathematics, GPA of 3.1 overall, and an independent study project. Computer Science Minor Major in Computational Economics 13 courses including: MAT 145 Calculus I Calculus for the Social or MAT 122 and Behavioral Sciences CSC 160 Introduction to Computer Science and Communications CSC 170 Structured Programming CSC 210 Data Structures CSC 340 Introduction to Networking and Communications Six courses including CSC 160, 170, 210, 345; MAT 145; and one upper division computer science course. Prerequisites: A course must be completed with a grade of 2.0 or higher to count as a prerequisite for a computer science course. CSC 160 Introduction to Computer Science and Communications An introduction to computer science topics in hardware, software, theory, and computer communications: algorithm design, logical circuits, finite automata, context-free languages, Turing machines, network concepts, and the Internet. (Prereq.: MPG 3 ) CSC 170 Structured Programming An introduction to problem-solving, algorithm development, and programming using a high-level programming language. (Three hours of lecture, oneand-one-half hours of lab. Prereq.: CSC 160 or MIS 370 and one of MAT 114 or 122 or MIS 379 or MPG 4) 118 Computer Science CSC 210 Data Structures Data structures such as linked lists, stacks, and queues; recursion. (Prereq.: CSC 170) CSC 270 FORTRAN Study of the FORTRAN programming language. It is assumed that the student has a knowledge of programming methods and has done programming in some other language. (Prereq.: CSC 170 or another course with a study of a programming language) CSC 272 UNlX and C Study of UNIX operating system and the C programming language. It is assumed that the student has a knowledge of programming methods and has done programming in some other language. (Prereq.: CSC 170 or another course with a study of a programming language) CSC 273 Computer Science: An Alternative Scheme I Study of an alternative approach to some of the most important concepts of computer science including problem-solving, simulation, object-oriented programming, functional programming, procedural and data abstraction, and program interpretation. Intended especially for non-majors. Offered concurrently with CSC 373. CSC 320 Algorithms A systematic study of algorithms and their complexity, including searching and sorting algorithms, mathematical algorithms, scheduling algorithms, and tree and graph traversal algorithms. The limitations of algorithms, Turing machines, the classes P and NP, NP-complete problems, and intractable problems. (Prereq.: CSC 210 and MAT 122 or 124 or 145) CSC 340 Introduction to Networking and Communications Principles and methods of data communications, information theory, distributed processing systems, network protocols and security, standards, network management, and general computer interfacing. (Prereq.: CSC 170; MAT 122 or 124 or 145) csc 345 Principles of Computer Organization An introduction to computer architecture, processors, instruction sets, and assembly language programming. (Prereq.: CSC 210) CSC 352 Database Management and Design Structure of database management systems, query facilities, file organization and security, and the development of database systems. (Prereq.: CSC 210) csc 373 Computer Science: An Alternative Scheme II Continuation of CSC 273, and offered concurrently with CSC 273. Majors who have taken CSC 210 should register for CSC 373. (Prereq.: CSC 210 or 273) P - Computer Science 115 CSC 440 Advanced Networking and Operating Systems Network management; clientlserver databases and workstations; TCPAP and other network examples. Elements of operating systems, memory and process management, interactions among major components of computer systems, and a detailed study of the effects of computer architecture on operating systems. (Prereq.: CSC 340 and 345) CSC 450 Programming Languages and Compilers I Principles that govern the design and implementation of programming languages. Topics include formal languages, programming language syntax and semantics, parsing, and interpretation. Emphasis on design issues. (Prereq.: CSC 320) CSC 451 Programming Languages and Compilers II Continuation of CSC 450: compilers, data structures, control structures, and the run-time environment. Emphasis on implementation issues. (Prereq.: CSC 345 and 450) CSC 495 Advanced Topics in Computer Science Study of advanced topics from areas of computer science not included in other courses. This course may be repeated, but may not be counted more than twice as part of the requirements for the major. (Prereq.: Consent of instructor) Internships and Independent Study Courses: CSC 199 lnternship See description on page 85. CSC 299 Directed Study See description on page 86. CSC 399 lnternship See description on page 85. CSC 499 Independent Study/Research See description on page 86. A major in East Asian studies is offered through Augsburg and the other Associated Colleges of the Twin Cities (ACTC). This is an inter-college, interdepartmental program that is available as a result of the cooperation and cross-registration possibilities among Augsburg College, Hamline University, Macalester College, The College of St. Catherine, and the University of St. Thomas. The program pools the resources and expertise within the five institutions. This major enables students to acquire a broad knowledge of Japan, China, and other East Asian nations, and to gain a functional knowledge of the language of one country. Career opportunities for those who attain a liberal arts degree in East Asian studies include government service, international business, journalism, language instruction, Asian arts, and intercultural communication. The major provides a foundation for graduate work in various fields such as anthropology, economics, history, international relations, business, law, political science, sociology, and theatre. This major is also recommended for those interested in education and work with social and recreational agencies. East Asian Studies Faculty Martha Johnson, Director Major in East Asian Studies Nine courses are required for the major. Courses in the major must be approved by the campus adviser and are distributed as follows: four courses in an East Asian language; four additional courses, two of which must be upper division (strongly recommended that one of these be a history course on China or Japan); and an East Asian studies seminar. A term of study abroad and the completion of a minor in another discipline are strongly recommended. Study abroad opportunities for the semester or a year are available in Hong Kong, Japan, Korea, and the People's Republic of China. Study abroad strengthens the East Asian studies major by offering a cross-cultural experience in the country of specialization. Language Courses Hamline University offers elementary and intermediate courses in Chinese. Macalester College and the University of St. Thomas offer elementary and intermediate courses in Japanese. There is a contractual arrangement with the University of Minnesota to take Chinese or Japanese languages (without extra tuition charges); see campus adviser. Non-majors may also take the Chinese and Japanese language courses. - East Asian Studies Minor in East Asian Studies Five courses, no more than two of which may be in the language. A minor in East Asian studies provides exposure to an area of East Asia that would complement other discivlines. Note: Interim courses or new courses related to the East Asian Studies Program may be substituted when appropriate, with the consent of the campus adviser. Faculty advising is recommended at all stages of the major to plan a coherent and effective program. Each campus has a member on the ACTC East Asian studies committee who can assist students. The current advisers are: Augsburg-Martha Johnson, 330-1715; Hamline-Richard Kagan, 641-2433; Macalester-Yue-him Tam, 696-6262; St. Catherine-Martha Hardesty, 690-6189; St. Thomas-Robert Foy, 962-5603. Approved Augsburg College courses for the East Asian studies Program (consult program director for ACTC listing of approved courses): BUS 368 Responding to the Challenge of lapan HIS 104 The Modem Non-Western World PHI 355 Asian Philosophy POL 363 Russian and Chinese Foreign Policy REL 356 History of Religions THR 245 Introduction to Asian and Asian American Theatre Students may also take independent studies (299,499) or topics courses relating to East Asian studies in various departments, subject to consent of instructor and approval of program director. 2 T he Department of Economics offers a program that stresses a strong theoretical background, quantitative analysis, and an emphasis on national and international issues. Students who graduate with an economics major are well prepared to continue their education in a variety of fields or to work successfully in business and government because of the strong liberal arts emphasis within the major. Currently four majors are offered. The economics major is designed primarily for students who are planning graduate or advanced professional studies. The applied economics major generally leads to careers in the business world or government. Computational economics meets the challenge of the changing career opportunities in the fields of economics and computer science. Finally, the combined economics/business administration major is designed for those who want more flexibility in planning their program of study. The study of economics provides a firm foundation for confronting change because it presents a disciplined way to analyze and to make choices. Some reasons for studying economics are: economics deals with current problems, economics is a successful and prestigious social science, economics employs theoretical models and the scientific method, an economics major prepares students for community leadership, and an economics major leads to a great diversity of career opportunities. These include careers in business, law, teaching, journalism, politics, banking and Einance, service in government, educational administration, private and public international senrice, and industrial relations. A degree in economics may prove to be a valuable credential. Students are also able to combine an economics major with other disciplines such as business administration, international relations, mathematics, computer science, management information systems (MIS), political science, history, and Nordic area studies. Transfer students majoring in the economics department must take at least four upper division economics courses at Augsburg, one of which must be ECO 312 or 313. Internships are recommended. Students must consult with the department chair and the internship office before registering for academic credit. Economics Faculty Jeanne Boeh, Satya F! Gupta, Edward Sabella Major in Economics ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics ECO 313 Intermediate Microeconomics ECO 414 Welfare Economics and three other upper division courses: MIS 175 Principles of Computing for Business MIS 379 Quantitative Methods for Business and Economics MAT 114 Elementary Functions or MAT 121 Finite Mathematics Calculus for the Social or MAT 122 and Behavioral Sciences Students planning to attend graduate school in quantitative areas are strongly recommended to at least minor in math and take some computer science courses. Consult an adviser for specific course suggestions. Economics Major in Applied Economics ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 311 Public Finance or ECO 312 Intermediate Macroeconomics Money and Banking or ECO 315 ECO 313 Intermediate Microeconomics ECO 360 International Economics EC03 18 Management Science or ECO 415 Managerial Economics ECO 413 Labor Economics EC0 399 Internship Program or ECO 499 Independent Study MIS 175 Principles of Computing for Business MIS 379 Quantitative Methods for Business and Economics ENG 223 Writing for Business and the Professions PHI120 Ethics or PHI 125 Ethics and Human Identity Teaching Licensure Major Major in Computational Economics Note: Students who plan to major in the department are strongly encouraged to select a department adviser as soon as possible in order to carefully plan their program of study. See Computer Science, page 117 Combined Major in Economics and Business Administration Five economics courses including: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics ECO 313 Intermediate Microeconomics and one other upper division economics course, and six accountinghusiness administration/MIS courses including: ACC 221 Principles of Accounting I ACC 222 Principles of Accounting I1 BUS 242 Principles of Management BUS 252 Principles of Marketing BUS 331 Financial Management Quantitative Methods for or MIS 379 Business and Economics and one other upper division business course The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Honors Major GPA of 3.5 in the major and 3.0 overall; a senior thesis and comprehensive oral examination in the major field of concentration. Minor in Economics ECO 112, 113,312,313, and one additional economics upper division course. Other configurations may be permitted by consulting with the department chair. In addition to the courses listed on the following pages, these topics have been offered under ECO 295 or 495 Topics: Consumer Economics, Research Methods for Economics and Business, Advanced Economic Theory, Decision-Making With Finite Markov Chains, Soviet Economy, Economics of Mutual Funds, and Health Economics. 2 124 Economics ECO 110 Economics of Urban Issues Study of economic implications of many problems facing a metro-urban environment. Some of the topics to be discussed are fundamental microeconomic tools, e.g., crime prevention, education, discrimination. (This is a basic course designed for those students who do not plan to major in economics, business administration, or MIS.) ECO 112 Principles of Macroeconomics An introduction to macroeconomics: national income analysis, monetary and fiscal policy, international trade. Application of elementary economic theory to current economic problems. May be taken independently of ECO 113 or 110. ECO 112 and 113 may be taken in either order. (Prereq.: MPG 2) ECO 113 Principles of Microeconomics An introduction to microeconomics: the theory of the household, firm, market structures, and income distribution. Application of elementary economic theory to market policy May be taken independently of ECO 110 or 112. ECO 112 and 113 may be taken in either order. (Prereq.: MPG 2) ECO 219 History of Economic Thought A chronological study of the major economic thinkers in the political, economic, philosophical, and social settings of the time. Emphasis will be on tracing long-term secular trends in economic thinking. (Prereq.: ECO 112 or 113) ECO 295 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international economics problems and policies. ECO 31 1 Public Finance Analysis of the principles of taxation and public expenditures, the impact of fiscal policy on economic activity, and debt policy and its economic implications. (Prereq.: ECO 113. Fall: alternate years) ECO 312 lntermediate Macroeconomics Determinants of national income, employment, and price level analyzed via macromodels. Attention paid to areas of monetary-fiscal policy, growth, and the role of expectations. (Prereq.: ECO 112. Fall) ECO 313 lntermediate Microeconomics Theory of resource allocation, analysis of consumer behavior, firm and industry; the pricing of factors of production and income distribution; introduction to welfare economics. (Prereq.: ECO 113. Spring) - Economics 12' ECO 315 Money and Banking Functioning of the monetary and banking systems, particularly commercial banks, and the Federal Reserve System and its role in relation to aggregate economic activity. Emphasis placed on monetary theory and policy. (Prereq.: ECO 112. Fall: alternate years) ECO 317 Comparative Economic Systems This course focuses on comparing the performance of various countries that rely on different economic systems for the allocation of resources, including systemic changes in Eastern Europe. Theoretical models are examined and compared to real-world variants. (Prereq.: ECO 112 or 113: on demand) ECO 318 Management Science Provides a sound conceptual understanding of the modem techniques of management science to prepare students to make better business and economic . decisions. Emphasis is on applications such as transportation, marketing, portfolio selection, environmental protection, the shortest route, and inventory models. (Prereq.: ECO 113, MPG 3. Fall) - ECO 360 International Economics A study of the underlying forces affecting the economic relations among nations. Development of the basis for international trade, balance of payments, exchange rate systems, and commercial policy. (Prereq.: ECO 113. Spring: alternate years) ECO 365 Environmental Economics and Sustainable Development This course addresses the environmental problems such as tropical deforestation, despoilation of air and water, ozone depletion, and global warming that arise in the process of economic development to better the standard of living of the developed and developing countries. (Prereq.: ECO 112 or 113. On demand) ECO 41 3 Labor Economics Analysis of labor markets, labor as a factor of production, determination of wage collective bargaining, labor legislation, and effects upon society. (Prereq.: ECO 313. Spring: alternate years) ECO 414 Welfare Economics Basic concepts and propositions; Pareto optimality, economic efficiency of alternative market structures; social welfare functions; normative concepts of economic theory. (Prereq.: ECO 313. Spring: alternate years) 126 Economics ECO 415 Managerial Economics Integrates economic theory and corresponding practices in business. Among the topics considered are theories and practices in forecasting, estimation of demand and cost functions, and an analysis of economic problems of relevance to management. (Prereq.: MIS 379, ECO 313. On demand) ECO 416 Mathematical Economics Mathematical economics with emphasis on the application of mathematical tools to the areas of micro- and macroeconomic theory. (Prereq.: ECO 312, 313, MAT 122) ECO 495 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international economic problems and policies. Internships and Independent Study Courses: ECO 199 lnternship See description on page 85. ECO 299 Directed Study See description on page 86. ECO 399 lnternship See description on page 85. (Prereq.: Completion of 50 percent of major or consent of instructor) ECO 499 Independent Study/Research See description on page 86. T he Department of Education maintains liberal-arts based teacher education programs that are accredited by the Minnesota Board of Teaching and the National Council for Accreditation of Teacher Education (NCATE). These programs lead to recommendations for endorsements or licensure by the State of Minnesota for kindergarten, elementary, a wide variety of secondary subject areas, and K-12 licenses in art, health, music, or physical education. Students must apply for acceptance into the education department prior to beginning 300-400 level courses. State law requires completion of the PPST-PRAXIS Exam prior to beginning 300-400 level courses. Students complete a semester of full-time student teaching within the department's 45-mile service area. The education department offers nonlicensure majors in elementary education and education studies. All students are expected to obtain an education department adviser at the outset of coursework. All students are expected to become knowledgeable of student programs and hand books, and follow through with department policies. Student Teaching Abroad Selected education department students may participate in an international student teaching abroad program. Students have options for student teaching in dozens of countries through the international and American School network. Those interested in further information should contact the education department. Students who student teach abroad will do part of their student teaching in the Twin Cities area under direct Augsburg faculty supenision. Education Faculty Rich Germundsen (Chair), Mary Ann Bayless, Linda Dyer, Joseph Erickson, Jeanine Gregoire, Gretchen Irvine, Anne Jensen, Susan O'Connor, Vicki Olson, Jean Strait, Barbara West Note: Major changes in Minnesota teacher licensure will be implemented in the fall of 1998 and beyond. At the date of this catalog printing those changes have yet to be announced. All candidates for teacher licensure will have to meet the standards set by the state and meet the state's timeline requirements. Teacher candidates are expected to maintain frequent contact with an education department faculty adviser and to stay informed about their license program requirements. Elementary Major and Licensure Requirements: EDU 210 Learning and Dwelopmmr in an Educational Setting 0 Urban Setting and Fi Experience EDU 341 Media Technology Reading Beginning August 1, 2000, the State of Minnesota will begin requiring specific supporting concentrations of study as a part of all elementary teacher licenses. Students must select and complete a coursework program in one of the following concentration areas: English, mathematics, science, social studies, or world language. Please consult with an education department adviser to determine how many courses your concentration area will require. Students wl EDE 383 34 . EDE 386 Curriculum: Physical Education Kindergarten-Elementary@ Curriculum: Social Studi Thematic Studies Curriculum: EDU 388 Human Student Teaching K (optional) HPE 115 Health and Chemical EDE 484 Students who entered the College under a previous catalog and who will complete their licensure program after August 1, 2000, must complete the new concentration requirement and meet any other new state policies for licensure. Kindergm-Elmm Kindqpten-a-ta Curriculum: Children's Literature --- If students also desire kindergarten endorsement, EDE 375 Discovery Learning in the World of Kindergarten is required. ,- - A GPA of 2.5 overall, 2.5 in the major, ,--,=.RZEff8-a)grades . of P in stu/dent teaching courser are required for licensure, as well as minimum grades of 2.0 in all education courses. The equivalent of two full courses graded PM, plus student teaching is the maximum allowed for the elementary education major. P/N es for EDU 388 Human Relations and teaching are counted in the eight course maximum allowed for graduation for all elementary and secondary teacher education degree students. The criteria for acceptance into the department licensure program are available in the Department of Education, 'G PHY 103 Conceptual Physics or MAT 131 Mathematics for Liberal Arts and EDE 377 K-E1Science Methods (WEC only) - Elementary Education 129 PHY 103 Conceptual Physics (See Department of Physics for course description.) EDU 265 Orientation to Education in an Urban Setting and Field Experience Investigates various aspects of the teaching profession, with opportunity for in-school work. Open to all students. (Prereq.: sophomore standing and ENG 111) EDU 282 Introduction to Special Education (See Special Education for course description.) EDE 295 Topics in Education Study of selected topics in education that are not treated extensively through current course offerings. Specific topics will be announced. EDU 341 Media Technology (.5 course) Psychological and philosophical dimensions of communication through the use of instructional technology. Selection, preparation, production, and evaluation of effective audio-visual materials for teachingearning situations. Computer training will be included in this course. (Prereq.: PPST and admission to department) EDE 351 Techniques of Teaching Reading The study and utilization of a variety of teaching techniques and resources in reading, including the diagnosis and correction of reading difficulties. (Prereq.: PPST and admission to department) EDE 352 Creating Learning Environments: Kindergarten-Elementaryand Field Experience The study of strategies and methods of teaching and learning in the contexts of educational, psychological, and sociological theories. (Prereq.: PPST and admission to department) EDE 375 Discovery Learning in the World of Kindergarten (.5 course) Study and utilization of a variety of techniques and resources for teaching kindergarten. (Prereq.: PPST, junior/senior standing, enrollment as close to student teaching as possible, and admission to department) EDE 381 Kindergarten-ElementaryCurriculum: Art, Music (.5 course) Examination and preparation of materials and resources for art and music taught at the kindergarten and elementary levels. Laboratory experiences. (Prereq.: PPST and admission to department) EDE 382 Kindergarten-ElementaryCurriculum: Mathematics (.5 course) Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels. Laboratory experiences. (Prereq.: PPST and admission to department) 130 Elementary Education EDE 383 Kindergarten-Elementary Curriculum: Physical Education, Health Examination and preparation of materials and resources for physical education and health at the kindergarten and elementary levels. Laboratory experiences. (Prereq.: PPST and admission to department) EDE 384 Kindergarten-Elementary Curriculum: Social Studies, Thematic Studies (.5 course) Examination and preparation of materials and resources for social studies and thematic teaching at the kindergarten and elementary levels. Laboratory experiences. (Prereq.: PPST and admission to department) EDE 386 Kindergarten-Elementary Curriculum: Children's Literature (.5 course) Examination and preparation of materials and resources for children's literature at the kindergarten and elementary levels. Laboratory experiences. (Prereq.: PPST and admission to department) EDE 387 Kindergarten-Elementary Curriculum: Language Arts (.5 course) Examination and preparation of materials and resources for language arts at the kindergarten and elementary levels. Laboratory experiences. (Prereq.: PPST, EDU 265, and admission to department) EDU 388 Human Relations (.5 course) Emphasis on the study of values, of communication techniques, and of the major minority groups in Minnesota for the development of interpersonal relations skills applicable to teaching and other professional vocations. Open to all. (P/N grading only) EDS 478 School and Society (See Secondary Education for course description.) EDE 481, 482, 483, 484 Student Teaching K-6 and Seminar Observing and teaching at the kindergarten and elementary levels under the supervision of College and elementary school personnel. (Prereq.: All KElementary coursework satisfactorily completed, admission into the education department licensure program, PPST. P/N grading only) EDU 491 Practicum and Seminar in Special Education (See Special Education for course description.) EDE 495 Topics in Education (.5 course) Study of selected topics in education that are not treated extensively through current course offerings. Specific topics will be announced. EDE 498 Independent Study (.5 course) Study of specific areas in education as determined by candidate seeking licensure in a teaching area. May be taken more than once for credit (by permission). - Elementary Education 131 Internships and Independent Study Courses: EDE 199 lnternship See description on page 85. EDE 299 Directed Study See description on page 86. EDE 399 lnternship See description on page 85. EDE 499 Independent StudyIResearch See description on page 86. A projected program must be outlined and approved by the Kindergarten-Elementary education faculty. I t is the responsibility of each student to meet all speclfic requirements of the education department. Secondary education students are expected to consult with education faculty regarding state requirements for teacher licensure: in addition to conferring with the student's major field adviser. Licensure requirements in the state of Minnesota for teaching in secondary schools are met through the Augsburg College education department licensure program: baccalaureate degree, academic major in an approved teaching area, and the following courses: EDU 210 Learning and Development in an Educational Setting EDU 265 Orientation to Education in an Urban Setting and Field Experience EDU 341 Media Technology EDS 350 Reading in the Content Areas EDS 354 Creating Learning Environments: Secondary Field Experience EDU 388 Human Relations EDS 478 School and Society EDS 481,482,483 Student Teaching/ Seminar EDS 484 Student Teachingseminar (for art, health, music, and physical education teaching majors) HPE 114 Health and ~afet~kducation (or equivalent) (for art, health, music, and physical education teaching majors) HPE 115 Health and Chemical Dependency Education HPE 116 Health Concepts for Educators Methods course in major/minor areas GPA of 2.5 overall, 2.5 in education, 2.5 in teaching major/minor and P in student teaching required. All required EDUEDS courses must have a grade of 2.0 or higher. PPST and acceptance into the Augsburg licensure program required. Criteria for admission to the program are available in the education department. '32 Secondary Education Art, Health, Music, and Physical Education Licensure Students preparing for licensure in one of these areas follow the secondary education program even though they plan to teach at the elementary school level. A person with a major in one of these special areas will take four courses in student teaching and do some student teaching at both the secondary and elementary levels. In addition to EDS 354, the art major will register for EDS 361, 362; the music major for EDS 355-359. Note: Recommendation for teacher licensure in music is granted only to students who successfully complete the requirements for the bachelor of music education major. Art, health, and physical education teacher education programs lead to licensure for grades K-12. Music teacher education programs lead to licensure in the following areas: (1) Band (K-12) and classroom music (5-12); (2) Orchestra (K-12) and classroom music (5-12); (3) Vocal and classroom music (K-9); or (4) Vocal and classroom music (5-12). Modern Language Licensure Modem Languages for information on the required competency exams. Licensing in a Minor Field At the time of printing this catalog, the State of Minnesota has not announced a plan by which students will be able to license in minor areas beyond August 1, 2000. Students should consult with an education department adviser to determine if this option continues. Teacher licensure is available (prior to August 1, 2000) in several minor fields providing the student has a 2.5 GPA in that field, has completed the methods course for that field, and has student taught in the field. Students may not student teach in a minor only. Students who entered the College under a previous catalog and who will complete their licensure after August 1, 2000, must complete the new state policies for licensure. (Also see natural science licensure on page 206 and social studies licensure on page 245.) Completion of some license programs may require use of ACTC courses. For modem language teachers (French, German, and Spanish), see Department of EDU 210 Learning and Development in an Educational Setting A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom applications. PSY 105 Principles of Psychology is strongly recommended. EDU 265 Orientation to Education in an Urban Setting and Field Experience Investigates various aspects of the teaching profession, with opportunity for in-school work. Open to all students. (Prereq.: sophomore standing and ENG 111) - Secondary Education 133 EDU 282 Introduction to Special Education (See Special Education for course description.) EDS 295 Topics in Education Study of selected topics in education that are not treated extensively through current course offerings. Specific topics will be announced. EDU 341 Media Technology (.5 course) (See Elementary Education for course description. Prereq.: PPST and admission to department) EDS 350 Reading in the Content Areas (.5 course) The study and utilization of a variety of techniques and resources to assist students in teaching reading through the content areas. Major: required for secondary education. Upper division. (Prereq.: PPST and admission to department) EDS 354 Creating Learning Environments: Secondary and Field Experience The mastery of theories and their applications for teaching in learning settings. Laboratory experiences. (Prereq.: PPST and admission to department) EDS 355 Music Methods (K-12) %ends and issues in music education. The development of music skills and teaching procedures for school music K-12. Workshops and laboratory experience. (Prereq.: EDS 354, PPST, and admission to department. Spring) EDS 356, 357, 358, 359 Music Methods: Brass and Percussion, Woodwinds, Strings, Vocal (.5 course each) Study and application of instructional methods, materials, and techniques. Courses offered on two-year cycle. Even year: woodwinds, vocals. Odd year: brass and percussion, strings. (Prereq.: PPST and admission to department) EDS 361 Art Methods (Elementary and JuniorHigh School) Procedures, materials, and issues relating to the teaching of art in the elementary, middle, and junior high schools. For art teaching majors only. (Prereq.: EDS 354, PPST and admission to department. Fall) EDS 362 Art Methods (Senior High School) (.5 course) Procedures, materials, and issues relating to the teaching of art in the senior high school. (To be taken concurrently with EDS 361. Prereq.: EDS 354, PPST, and admission to department. Fall) EDS 364 English Methods Materials and methods suitable for students in secondary schools. Emphasis on the preparation of lesson and unit plans. Some teaching experience in a local high school. The study of adolescent literature is included. (Prereq.: EDS 354, PPST, and admission to department. Joint day school and WEC. Fall) 34 Secondary Education HPE 365 Physical Education Methods (K-6) (See Department of Health and Physical Education for course description. Prereq.: PPST and admission to department) EDS 366 Modern Language Methods (.5 course) World language learning theory. The theory and practice of world language teaching. (Prereq.: EDS 354, PPST, and admission to department. Consult with the modem languages department. Joint day school and WEC. Fall) HPE 368 EDS 374 (.5 course) (See Department of Health and Physical Education for course description. Prereq.: PPST and admission to department) Physical Education Methods (7-1 2) Natural Science Methods (.5 course) Course structures, goals, and procedures in science education. Consideration of ability levels of students. Survey and assessment of classroom textbooks and materials. Development of a file of teaching materials and references. Consult with the education department. (Prereq.: EDS 354, PPST, and admission department. Joint day school and WEC. Fall) EDS 375 Social Studies Methods (.5 course) Introduction to the teaching of social sciences and history in secondary school classrooms. Emphasis on instructional strategies and curriculum development. Consult with the education department. (Prereq.: EDS 354, PPST, and admission to department. Joint day school and WEC. Fall: WEC) EDS 376 Speech and Theatre Arts Methods (.5 course) The teaching of basic speech, interpretative reading, discussion and theatre, and directing of co-curricular speech and theatre activities. (Prereq.: EDS 354, PPST, and admission to department. Spring) EDS 377 Mathematics Methods (.5 course) Study of the basic techniques and materials for teaching secondary school mathematics and the consideration of trends and issues in mathematics education. Consult with the education department. (Prereq.: EDS 354, PPST, and admission to department. Spring) EDU 388 Human Relations (.5 course) (See Elementary Education for course description. Open to all.) EDS 478 School and Society Emphasis on points of view about the role of school in modem society and final theoretical preparation to approach student teaching. (Prereq.: senior standing, EDU 265, PPST, and admission to department) - Secondary Education 135 EDS 481,482,483,484 Student Teaching and Seminar Observing and directing learning at the secondary level under supervision of college and secondary school personnel. Three courses required of all 7-12 licensure majors and four courses required of K-12 art, music, and physical education licensure majors. Four or more courses required of double majors. (Prereq.: completion of all education coursework and admission to the department, PPST. P/N grading only) EDS 495 Topics in Education Study of selected topics in education that are not treated extensively through current course offerings. Specific topics will be announced. EDS 498 Independent Study (.5 course) Study of specific areas in education as determined by candidate seeking licensure in a teaching area. May be taken more than once for credit (by permission). See department listing for a description of the following approved elective: HPE 410 Administration and Supervision of the School Health Program (See Department of Health and Physical Education for course description. Prereq.: PPST and admission to department) Internships and Independent Study Courses: EDS 199 lnternship See description on page 85. Student must consult with the departmental internship coordinator before registering for academic credit. EDS 299 Directed Study See description on page 86. EDS 399 lnternship See description on page 85. Prior to the beginning of the term, interested students should consult with the departmental internship coordinator regarding requirements and permission to register. EDS 499 lndependent Study/Research See description on page 86. A projected program must be outlined that meets the approval of education faculty. 136 Secondary Education - Non-Licensure Education Studies Major EDU 265 Orientation to Education in an Urban Setting and Field Experience or EDU 264 Orientation to Education (.5 credit) with EDS 25UEDE 263 Clinical Experience EDU 210 Learning and Development in an Educational Setting EDU 353 International Education EDE 352 or EDS 354 Creative Learning Environments EDE 386 Kindergarten-Elementary Curriculum: Children's Literature EDU 388 Human Relations EDE or EDS 399 Internship EDS 478 School and Society A. Select one from the following: ENG 223 Writing for Business and the Professions POL 325 Public Administration PSY 357 Behavior Analysis PSY 230 and 330 Research Methods 1 65 I1 SOC 349 Complex Organizations SOC 362 and 363 Statistical Analysis and Research Methods B. Select one from the following: PSY 357 Behavior Analysis PSY 359 Psychological Assessment PSY 361 Personality PSY 371 Psychology of Gender SPC 345 Organizational Communication SWK 30 1 History and Analysis of Social Policy Other A, B course options may be possible. Students must achieve a minimum grade of 2.0 in each education course. A minimum GPA of 2.0 in the major is required for graduation. Non-Licensure Elementary Education Major Complete the same coursework as listed in the elementary major but delete the student teaching courses (EDE 481-484). Complete two additional courses from the following: EDU 353 International Education EDE 399 Internship ENG 223 Writing for Business and the Professions POL 325 Public Administration PSY 355 Biopsychology PSY 356 Environmental Psychology PSY 359 Psychological Assessment SOC 349 Complex Organizations SPC 345 Organizational Communication SWK 301 History and Analysis of Social Policv Other course options may be possible. Complete a n academic minor or second major. Minimum grade of 2.0 B required in all education courses. A cumulative major and minor GPA of 2.0 is required for graduation. Minor The special education minor offers six courses (five plus one prereq. for PSY course) that encompass an interdisciplinary perspective related to the field of disability. The minor is designed to fit the needs of students in various disciplines interested in disability issues. This minor consists of a minimum of six courses: EDU 282 Introduction to Special Education EDU 491 Practicum and Seminar in Special Education SOC 231 Family Systems: A CrossCultural Perspective PSY 102 The Individual in a Social World or PSY 105 Principles of Psychology (either course is a required prerequisite for PSY 351,352,353, or 357) Choose one from the following: PSY 351 Developmental Psychology: Child PSY 352 Developmental Psychology: Adolescent and Young Adult PSY 353 Developmental Psychology: Middle and Older Adult One course from the following: SOC 265 Culture, Ethnicity, Gender, and Race SWK 260 Humans Developing SWK 301 History and Analysis of Social Policy EDU 495 Topics in Education: (Topics in Special Education Only) PSY 357 Behavior Analysis PSY 359 Psychological Assessment Students should contact the director of special education at the outset of coursework. EDU 282 Introduction to Special Education An introduction to issues facing people with disabilities. Critical issues related to schools, family, and society are examined, as well as existing attitudinal barriers and current methods of support. (Open to all. Fall) EDU 491 Practicum and Seminar in Special Education A supervised field placement in a facility for an exceptional population plus on-campus seminar. (Students planning to take this course should consult with the special education coordinator about a placement prior to registering for the course. Prereq.: completion of special courses for special education minor or consent of instructor. Open to all. Spring) A ugsburg College has cooperative arrangements with three universities to allow students to earn a bachelor of arts degree from Augsburg College and an engineering degree from either the University of Minnesota Institute of Technology, Minneapolis; Washington University School of Engineering and Applied Science, St. Louis, Missouri; or Michigan Technological University, Houghton, Michigan. Because of the special requirements and opportunities of these programs, early consultation with the Augsburg engineering adviser is necessary. Applications for these programs require the recommendation of the Augsburg engineering adviser. University of Minnesota The Institute of Technology and Augsburg cooperative arrangement provides for two dual degree engineering programs: Bachelor of Art~IBachelorof Engineering (B.A.1B.E.) enables students to receive a bachelor of arts degree from Augsburg College and a bachelor of engineering degree from the University of Minnesota. The program typically involves three years at Augsburg and two years at the Institute of Technology. Students may apply for the program after completing the sophomore year. At that time, they will be informed of their status in the program and any further conditions necessary for final acceptance into the program. Formal application to the Institute of Technology may be completed during the second semester of the junior year at Augsburg. Bachelor of ArtsIMaster of Engineering (B.A.1M.E.) enables students to receive a bachelor of arts degree from Augsburg College and a master of engineering degree from the University of Minnesota. This program involves four years at Augsburg and, typically, two years at the Institute of Technology. The cumculum is the same as the B.A.B.E. cumculum with the addition of several extra courses that are completed at Augsburg during the senior year to minimize the number of undergraduate courses, if any, that students must take at the university before proceeding through the graduate cumculum. The number of such courses varies by IT department and area of emphasis within a department. Application for admission into the B.A.M.E. program should be initiated during the second semester of the junior year at Augsburg. Formal application for the program may be completed during the senior year. Those admitted will receive special counseling from the Institute of Technology staff regarding courses that should be taken during the senior year at Augsburg. Participants in the B.A.M.E. program are not guaranteed admission to the Institute of Technology. Washington University (Three-Year Plan) Michigan Technological University (Dual-Degree Plan) These two programs enable students to receive a bachelor of arts degree from Augsburg and a bachelor of engineering degree from Washington University School of Engineering and Applied Science or Michigan Technological University in a five-year period. The first three years are spent at Augsburg followed by two years at the affiliated university. Students accepted into the program will be considered for admission to the engineering school if they com- - Engineering 1 3 plete course requirements, have the requisite cumulative grade point average, and are recommended by the engineering adviser of Augsburg College. Students are also encouraged to explore opportunities for graduate work at Washington University and Michigan Technological University. Further information on these and other graduate programs is available from the Augsburg engineering adviser. Financial Aid: Students receiving financial aid who are participants in these dual degree programs will be encouraged to apply to the engineering school of their choice for continuing support. Their applications will be evaluated using need and academic performance as criteria. Minimum course requirements for admission to the dual-degree or three-two programs: CHM 115 General Chemistry CHM 116 General Chemistry CSC 170 Structured Programming ENG 111 Effective Writing PHY 121 General Physics I PHY 122 General Physics 11 Four mathematics courses are required: MAT 145 Calculus I MAT 146 Calculus I1 MAT 245 Calculus 111 MAT 247 Modeling and Differential Equations Additional courses to meet general education requirements and a total of 27 courses at Augsburg. Normally MAT 145, 146 and PHY 121,122 are taken in the freshman year. Students interested in chemical engineering also should take CHM 351,352. 7r hose who study English believe that an intense concern for words, ideas, and images helps people understand who they are and who they can become. Writing helps all of us clarify and share our thoughts. Literature helps us contemplate the pains and joys of human existence. Through the study of English we see life's complexity, experience life as others do, and better understand the world in which we live and work. English relates closely to other majors. With the other arts, English is concerned with the pleasure that comes from artistic creation and with the contemplation of works of art. With psychology and sociology, English is concerned with individual and group behavior. With philosophy, English is interested in ideas and in the relation between meaning and language. With science, English is interested in discovering order and determining structures. With speech and communication, English studies the effective use of language. With history and the other social sciences and humanities, English studies the way people have acted and thought at different times and in various cultures. The Augsburg Department of English integrates its program with the cultural opportunities of this vital urban area. Augsburg students can walk to assigned or recommended plays, films, and readings available near the campus. English majors have the opportunity to use and refine their skills through working in internships on and off campus, tutoring English as a Second Language (ESL) students, tutoring in the writing lab, or participating in the Cooperative Education Program. Students with an Augsburg English major pursue careers in elementary, secondary, and college education, journalism, government, law, the ministry, library sci- ence, medicine, advertising, public relations, publishing, writing, and other professions and businesses. English Faculty Kathryn Swanson (Chair), Candyce Clayton, Robert Cowgill, Cass Dalglish, Suzanne Donksy, Douglas Green, Joan Griffin, David Hudson, Marilyn Kramer, Roseann Lloyd, Carter Meland, John Mitchell, Catherine Nicholl, Ronald Palosaari,John Schmit Major Nine courses above ENG 111,including: ENG 225 Intermediate Expository Writing ENG 245 Introduction to Literature One course in European literature: ENG 271 European Literature: Homer to Dante or ENG 272 European Literature: Renaissance to the Modem Period Two survey courses in British literature from: ENG 331 British Literature: Medieval to Elizabethan ENG 336 British Literature: 17th and 18th Centuries ENG 337 British Literature: The Romantics and the Victorians One upper division course in American literature: ENG 350 American Literature Before 1920 or ENG 351 American Literature Since 1920 One 400 level course Two additional electives - English 14. Majors are encouraged to consult their departmental adviser regularly A student with a double major or special program that involves considerable work in the English department should also work closely with an adviser in the department. English-Language Arts Teaching Major 10 courses, including those listed under the major, and: ENG 345 Introduction to the English Language ENG 399 Internship in Teaching Writing EDS 364 English Methods and one course with a component in non-Western literature (for example, ENG 361). In addition, the ACTC courses, Communication Skills in the English Classroom and Teaching Mass Media, are required. Courses in early American literature, Shakespeare, and film are recommended. Students are encouraged to take courses toward their major during the freshman and sophomore years, and apply for teacher education no later than the spring of their junior year. Students in this program must work with advisers in the English department and the education department in order to meet the professional requirements within the education department as well as the requirements for the major. Honors Major GPA of 3.5 in the major and 3.0 overall; submit proposal to department chair by Oct. 15 in senior year for department approval. Submit and defend paper before faculty committee. Honors project may be an independent study program (refer to departmental guidelines). Minor Five courses above ENG 111, including ENG 245; an upper division literature course; and an additional writing course. Concentration in Writing Five courses in writing (above ENG 111). Transfer Students Note: Transfer undergraduate majors must take at least three of their English courses at Augsburg. Transfer students who minor in English must take at least two of their English courses at Augsburg. Transfer English education students with a B.A. in English from another college must take at,least three of their English courses at Augsburg (preferably upper division courses). These courses must be taken before the department can recommend a student for student teaching. The English Placement Test A writing sample is required of students to determine their placement in an appropriate writing class. Students who do not show competence in composition skillssuch as stating and supporting a thesis, organizing clearly, and constructing paragraphs and sentences--are required to enroll in ENG 101 Developmental Writing where they receive more individual instruction than is possible in ENG 111 Effective Writing. These students must pass ENG 101 Developmental Writing before enrolling in ENG 111 Effective Writing. Students in Effective Writing (ENG 111)and Developmental Writing (ENG 101) can elect the traditional grading system or P/N grading in consultation with their instructor up through the last week 142 English of class (without special permission. petition). Students who choose to receive a traditional grade in either course will receive a grade of N if their work is below a 2.0. ENC 101 Prerequisites ENG 111 Effective Writing is strongly recommended but not a prerequisite for a lower division literature course. Prerequisite for an upper division literature course is ENG 245 Introduction to Literature and/or consent of the instructor. Developmental Writing A preparatory course for ENG 111 Effective Writing, this course is required of students identified by the English Placement Test as needing additional preparation in composition. Students receive course credit, but this course does not fulfill the graduation requirement in writing. The minimum passing grade for ,$his course k 2.0 ENG lJ a- kv, Effective Writing * s C e b @I? in wyMuOt d&- . Ernphsis is on r spusi~ion, including learning research techniques and writing cnrical reriews. . h e n t i o n i s given to increasing students' effectiveness in chuosing, u~ganizing, nd developing topics; thinking critically; and revising )lor clariry and sylc. A rcriring lab is provided for those needing additional ., , h ~ 1 pThe m i n ~ m u mp a w I I graded-&Q! ~ Fxpc- ENG 218 );;'i..~.- * Li;p.,-, American Indian literature A study of representative works of poetry and fiction by selected American Indian writers. Discussion and analysis on ways in which literature reflects and illuminates American Indian culture and traditions. (Spring) ENC 217,218 English as a Second Language Understanding spoken American English, speaking, reading college-level materials, and writing are the skills emphasized in these two courses. Testing determines placement in these courses, and testing, as well as course performance, determines whether the ESL requirement is met. Students continue in ESL until the requirement is completed but can receive credit for only two courses (Fall: ENG 217; Spring: ENG 218) ENC 223 Writing for Business and the Professions A practical course designed to improve writing skills for those preparing for business and professional careers. The writing of reports, letters, and proposals is emphasized. Students are encouraged to use material from their own areas of specialization. (Prereq.: ENG 111) ENC 225 Intermediate Expository Writing This course builds on the practices and methods of Effective Writing (ENG 111). Its workshop format-stresses style and organization, the process of revision, self and peer evaluation, and the relationship between reading and writing. (Prereq.: ENG 111) - English 141 ENC 226 lntroduction to Creative Writing The purpose of the course is to introduce students to the process of creative writing and to various genres, emphasizing poetry and short fiction, but including journal keeping and creative prose. (Prereq.: ENG 111. Fall) ENC 227 Journalism An introductory newswriting course with emphasis on writing for the print and broadcast media. Students consider how to recognize news, gather and verify facts, and write those facts into a news story. An introduction to legal and ethical questions is included. (Prereq.: ENG 111) ENC 236 Women and Fiction A study of novels and short stories by women. Emphasis on the conditions that have affected women's writing (including race and class), the reflection of women's unique experiences in their writing, and the ways in which women writers have contributed to and modified the Western literary heritage. ENC 241 lntroduction to Cinema Art An investigation of the cinematic qualities, theoretical principles, and historical evolution of the film medium. Includes the viewing and analysis of both feature length and short films, illustrating the international development of film form and selected esthetic movements. (Spring) ENC 245 lntroduction to Literature An initiation into the formal study of fiction, poetry, and drama, drawing on works from several periods, different cultures and races, and male and female writers. This course aims in particular to develop students' critical and analytical skills as the prerequisite for all upper level courses in literature. ENC 251 Readings in American Literature An introduction to selected texts of literary and historical importance that yield an understanding of our Western heritage and contemporary American world views. Themes could include the emergence of a national identity, the shaping of a collective American memory, and the contributions to American thought by women and people of color. ENC 271 European Literature: Homer to Dante Study of major works of Greek and Roman literature, including Homer, Virgil, Aeschylus, Sophocles, and Dante. Works are studied with reference to their mythological foundations, their cultural background, their influence on later literature, and their enduring relevance. (Fall) ENC 272 European Literature: From the Renaissance to the Modern Period Study of masterpieces of literature, chiefly European, from the medieval to the modem period, including such authors as Moliere, Cervantes, Rabelais, Voltaire, and Ibsen. (Spring) '44 English ENC 282 Topics in Literature Individual courses designed to investigate specific themes, movements, authors, or works. The subjects selected for study in any year are listed in the class schedule for that year. ENC 327 Advanced journalism: Interviewing and Editing Emphasis is on interviewing, organizing, and writing the story, and editing the work of others. Students conduct interviews and critique the interview skills of others. They edit their own work and that of other writers. A brief introduction to layout and design is included. (Prereq.: ENG 227. Alternate years) ENC 331 British Literature: Medieval to Elizabethan A study of Chaucer and the medieval milieu, as well as the development of English poetry and drama in the English Renaissance. (Prereq.: ENG 245 or consent of instructor. Fall) ENC 336 British Literature: 17th and 18th Centuries Reading, analysis, and discussion of works of selected writers from the metaphysical poets to pre-Romantics, with attention to the historical, intellectual, and social influences and the major literary movements. (Prereq.: ENG 245 or consent of instructor. Fall) ENC 337 British Literature: the Romantics and the Victorians A study of major writers of the 19th century, emphasizing Romantic and Victorian poetry, Victorian prose, and two or three novels of the period. Relationships among these writers are emphasized, and their lasting contribution to the forms of poetry and prose. (Prereq.: ENG 245 or consent of instructor. Spring) ENC 341 Advanted Creative Writing The purpose of this course is to help the experienced student improve creative writing in a single genre, as announced in the class schedule. (Prereq.: ENG 226 or consent of instructor on the basis of submitted work.) ENC 345 Introduction to the English Language A structural and historical overview of theoretical and social issues concerning the English language, including theories of language acquisition. Students are introduced to the primary components of linguistics, and the development of the English language. (Prereq.: ENG 245 or consent of instructor. Fall) ENC 347 Quantitative Journalism:Computer-Assisted Reporting and Research This course introduces students to computer-assisted informational investigation and the interpretation of quantitative data in the writing of expository essays and news reports. This course is designed for persons wishing to explore the use of computer-assisted research and those preparing to enter the communication professions. (Prereq.: ENG 225 or ENG 227 or consent of instructor. MPG 3.) - English 14: ENC 350 American Literature Before 1920 Reading of selected writers from colonial times to the beginning of the 20th century. Attention given to the intellectual, social, and literary movements that stimulated the writers. The writers' continuing influence on our modem sensibility will be discussed. (Prereq.: ENG 245 or consent of instructor. Fall) ENC 351 American Literature Since 1920 Writers are selected to represent the literary variety and the regional, ethnic, and racial diversity of the men and women who have responded significantly in literary works to the changing conditions of modem American life. (Prereq.: ENG 245 or consent of instructor. Spring) ENC 361 Studies in Modern Fiction Emphasis is on significant works of selected prose writers, chiefly nonWestern, of the 20th century. (Prereq.: ENG 245 or consent of instructor. Fall) ENC 382 Topics Individual courses designed to investigate specific themes, movements, authors, or works. The subjects selected for study in any year are listed in the class schedule for that year. (Prereq.: ENG 245 or consent of instructor) All 400-level courses will involve some reading and study of literary criticism 01; in the case of writing classes, ofwhat writers andlor composition theorists have to say about writing. ENC 423 Studies in the British Novel A survey of the development of the novel in England from its 18th-century beginnings to the 20th century. Novels studied are selected from the works of such authors as Defoe, Richardson, Fielding, Sterne, Austen, Dickens, Bronte, Eliot, Joyce, and Woolf. (Prereq.: ENG 245 or consent of instructor. Alternate years) ENC 436 Women and Fiction A study of novels and short stories by women. Emphasis on the conditions that have affected women's writing (including race and class), the reflection of women's unique experience in their writing, and the ways in which women writers have contributed to and modified the Western literary heritage. Reading of theoretical essays. (Prereq.: consent of instructor) ENC 438 Shakespeare Study of major plays-comedies, histories, and tragedies. Additional plays are assigned for reading analysis. (Prereq.: ENG 245 or consent of instructor. Spring) ENC 445 Creative Non-Fiction: Advanced Expository Writing Designed for the self-motivatedwriter, the course emphasizes the conventions of professional writing, including appropriate styles, voice, subjects, and techniques for gathering information. (Prereq.: ENG 225 and consent of insmctor. Alternate years) '4English ENC 480 Criticism The course focuses on a variety of recent critical theories and approaches with which graduate programs in English expect some familiarity. In a seminar setting, students read and discuss original theoretical essays and experiment with applications to a small group of literary and cinematic texts. (Prereq.: ENG 245 or consent of instructor. Alternate years) ENC 482 Topics in Language and Literature Individual courses designed to investigate specific themes, movements, authors, or works. The subjects selected for study in any year are listed in the class schedule for that year. (Prereq.: consent of instructor) See department listingfor a description of thefollowing approved elective: THR 325 Playwriting Internships and Independent Study Courses: ENC 199 lnternship See description on page 85. ENC 299 Directed Study See description on page 86. ENC 399 lnternship See description on page 85. ENC 499 Independent StudyIResearch See description on page 86. Open to junior or senior English majors with an overall GPA of 3.0 and consent of department chair. See listing under Interdisciplinary Studies. See listing under Modem Languages. See listing under Modem Languages. G ENERAL STUDIES-GST S ome courses help to integrate learning around topics in ways that are different from the more traditional disciplines. General Studies includes specialized academic enrichment programs, and an integrative pro-seminar created by cooperating faculty. CST 009 Cooperative Education (.O course) A non-credit notation recognizes the academic learning inherent in an approved co-op education assignment, satisfactory completion of the evaluation process, and participation in reflection activities conducted by the Center for Service, Work, and Learning. No course credit. CST 100 Critical Thinking A course to enhance the ability of students to analyze, synthesize, and evaluate claims, this course is designed specifically to strengthen critical thinking skills of entering students who are determined to need such skill enhancement by the entry critical thinking assessment. CST 140 Introduction to the Liberal Arts An introduction to the philosophy of the liberal arts curriculum and improving those skills important to academic success: reading comprehension, notetaking and textbook reading, time management, vocabulary, test-taking, organization, concentration and memorization, learning style, conflict management, assertiveness training, and motivation strategies. CST 200 Quantitative Reasoning Critical thinking about statistics as evidenced in arguments involving predictions and explanations. Topics include reading and evaluating tables, graphs, and statistical models as well as generalizations, traditional confidence intervals, and hypothesis tests. Emphasis on interpretation, evaluation, and communication. (Prereq.: MPG 3 ) CST 209 City Seminar: Experiential Education (.O course) Students engaged in a minimum of 50 hours of internship/se~ce/cooperative education use that experience as a catalyst for learning about the Twin Cities as an urban community system. Students participate in a required seminar, completing five reflective assignments designed to introduce them to a systematic, ecological way to understand how cities function. The seminar enables the student to meet the objectives of The City Perspective. Permission of instructor. No course credit. See listing under Modem Languages. v irmally all students at Augsburg College will interact at some point in their college years with the Department of Health and Physical Education. It is the philosophy of the department to provide quality experiences in professional preparation and education for lifelong participation in physical activity. In addition, the gifted athlete as well as the occasional participant will find ample opportunity for athletic and developmental activities. The physical education department provides the organizational framework for a wide range of educational experiences, including several major and minor programs: general education in physical education; men's and women's intercollegiate athletic programs; intramural programs for men and women; and athletic facilities for developmental and recreational activities. The health education department prepares students for careers in school health education and wellness. This program offers a comprehensive health component in examining prevention and promotion needs for individuals, schools, and the community. All health and physical education majors seeking licensure must receive a grade of 2.0 in all courses with an HPE prefix applying to the major. HEALTH EDUCATION Health Education Major HPE 101 Fitness For Life HPE 110 Personal and Community Health HPE 114 Health and Safety Education HPE 115 Health and Chemical Dependency Education HPE 316 Human Sexuality HPE 320 School Health Curriculum (Interim: odd years) HPE 390 Insmctional Methods and Materials (Interim: even years) HPE 410 Administration and Supervision of the School Health Program (Interim: odd years) HPE 450 Current Health Issues BIO 103 Human Anatomy and Physiology PSY 201 Health Psychology PSY 351 Developmental Psychology: Child or PSY 352 Developmental Psychology: Adolescent and Young Adult \ BIO 220 Microbiology- w 1 L h = (at St. Catherine's) Must have instructor's certification for CPR and first aid. Recommended: HPE 355 Tests and Measurement Teaching Licensure Major Health and Physical Education Faculty Carol Enke (Chair), Brian Ammann, Marilyn Florian, Paul Grauer, Alvin Kloppen, Lauri Ludeman, Patricia Murphy, Jack Osberg, Joyce Pfaff, Paul Kriegler The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to ...... ..... - Health and Physical Education 1 4 change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Minor HPE 101, 110,114, 115,316,320,390, 450, BIO 103. Students interested in the teaching minor should consult with the health education department adviser. PHYSICAL EDUCATION Physical Education Major HPE 101 Fitness for Life HPE 114 Health and Safety Education HPE 115 Health and Chemical Dependency Education HPE 210 Introduction to Physical Education HPE 220 Motor Learning HPE 223 Team Sports HPE 23 1 Individual and Dual Sports HPE 232 Dance (Interim) HPE 254 Introduction to Development1 Adapted Physical Education HPE 275 prevention and Care of Athletic Injuries (Interim) HPE 340 Organization and Administration of Physical Education Programs HPE 350 Kinesiology HPE 351 Physiology of Exercise HPE 355 Tests and Measurement HPE 473 Physical Education Cuniculum BIO 103 Human Anatomy and Physiology Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Minor HPE 101,115,210,223,231,232,351. There is no PE teaching minor in Minnesota public schools. Coaching (not a major) Minnesota Board of Teaching Statute 3512.3100 Employment of Head Varsity Coaches of Interscholastic Sports in Senior High Schools requires: HPE 114 Health and Safety Education HPE 275 Prevention and Care of Athletic Injuries HPE 280 Coaching Theory (Interim, odd years) Internship in Athletic Training requires: BIO 103 Human Anatomy and Physiology HPE 110 Personal and Community Health HPE 114 Health and Safety Education HPE 275 Prevention and Care of Athletic Injuries HPE 350 Kinesiology HPE 351 Physiology of Exercise And advanced athletic training (ACTC schools) Also required: 1,500 hours of practical experience under the direction of a Certified Athletic Trainer. 'So Health and Physical Education HEALTH EDUCATION HPE 101 Fitness For Life A course designed to provide the knowledge and skills to modify personal health and fitness. (Fall and Spring) HPE 110 Personal and Community Health Modem concepts and practices of health and healthfur living applied to the individual and the community. (Fall) HPE 114 Health and Safety Education (.5 course) Principles and practices of safety education in school and community life. National Safety Council First Aid and CPR certification. (Fall, Spring) HPE 115 Health and Chemical Dependency Education (.5 course) An analysis of chemical abuse and what can be done for the abuser. Includes information about school health education and s e ~ c e s(Fall, . Spring) HPE 116 Health Concepts for Educators (.5 course) A course to prepare future teachers for their role in the school health program. Includes common childhood health problems with an emphasis on prevention. (Fall, Spring) HPE 299 Directed Study Independent study for lower division credit. HPE 316 Human Sexuality A study of the psychological, social, and biological components of human sexuality. (Open to all students. Spring) HPE 355 Tests and Measurement (.5 course) Sunrey of basic statistical procedures and evaluation of tests in health and physical education. (Fall) HPE 450 Current Health Issues (.5 course) This course uses "critical thinking" skills to examine current health issues in text and media from a sociological, political, economic, and medical perspective. (Prereq.: HPE 110. Fall: even years) Health and Phvsical Education 15' PHYSICAL EDUCATION HPE 002, 003 Lifetime Sports (.O course) Three hours per week. Two lifetime sports meet the general education requirements. No course credit. (Fall, Spring) HPE 101 Fitness for Life A course designed to provide the knowledge and skills to modify personal health and fitness. (Fall, Spring) HPE 210 Introduction to Physical Education (.5 course) History, principles, and philosophy of physical education and sport. (Spring) HPE 220 Motor Learning (.5 course) The study of the processes associated with developing motor skills relative to physical activity. (Spring) HPE 254 Introduction to Developmental/Adapted Physical Education (.5 course) A general overview of developmentaVadapted physical education from early childhood to grade 12 and the role of school-based health and physical education programs for special needs and handicapped students. (Fall) HPE 323 Team Sports Theory and practice in team sports including history, rules, and skill development. (Spring) HPE 331 Individual and Dual Sports (a Theory and practice in skills, teaching, and officiating individual and dual sports including history, rules, and skill development. (Fall) HPE 340 Organization and Administration of Physical Education Programs (.5 course) A survey of management, leadership, and decision-making for physical education and athletic programs. (Prereq.: HPE 210. Fall) HPE 350 Kinesiology (.5 course) Mechanics of movement with special emphasis upon the muscular system and analysis of movement. (Prereq.: BIO 103. Fall) HPE 351 Physiology of Exercise The major effects of exercise upon the systems of the body and physiological principles applied to exercise programs and motor training. (Spring) 51 '52 Health and Physical Education HPE 355 Tests and Measurement (.5 course) Survey of basic statistical procedures and evaluation of tests in health and physical education. (Fall) HPE 365 Physical Education Methods (K-6) Procedures, materials, and issues for teaching physical education in grades K-6. An in-depth view of all aspects of teaching physical education to elementaryaged children. (Consult with department chair for prerequisites. Fall) HPE 368 Physical Education Methods (7-12) (-5 course) Procedures, materials, and issues for teaching physical education in secondary schools. (Consult with department chair for prerequisites. Spring) HPE 473 Physical Education Curriculum (.5 course) Examination and preparation of materials and resources for physical education with laboratory experience. (Prereq.: HPE 210. Fall) Internships and Independent Study Courses: HPE 199 lnternship See description on page 85. HPE 299 Directed Study See description on page 86. HPE 399 lnternship See description on page 85. HPE 499 Independent StudyIResearch See description on page 86. Open only to junior or senior majors. H istory is to society what memory is to an individual; it brings to a civilization an understanding of its identity. The distinguished medievalist J. R. Strayer expressed it this way: "No community can survive and no institution can function without constant reference to past experience. We are ruled by precedents fully as much as by laws, which is to say that we are ruled by the collective memory of the past. It is the memory of common experiences that makes scattered individuals into a community." The study of history enables us to deal more knowledgeably with continuity and change in society The construction of an informed sense of our past is a fundamental ingredient in appreciating and understanding the present as well as anticipating the future. History majors are prepared to be active and contributing members of their society. The study of history, which has long held a major role in the liberal arts, is an entry to elementary and secondary education, graduate study in several fields, and a wide range of employment opportunities that require abilities in communication, conceptualization, and processing of information. History Faculty Christopher Kimball (Chair), Jacqueline deVries, William Green, Donald Gustafson, Richard Nelson (either survey or upper level) from each of the four areas: ancient and medieval, modem Europe, U.S., and non-Western. Teaching Licensure The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to idennfy current Minnesota teacher licensure requirements. Minor Five courses, at least three of which must be upper division. Honors Major GPA of 3.6 in the major and 3.0 overall; except in special instances, application before the end of the first term of the junior year; two years of a foreign language at the college level (or its equivalent); an honors thesis (equal to one course credit) to be defended before a faculty committee. First-year students should enroll in one or more of the 101-104 courses. 200-level courses are normally reserved for sophomore or upper division students. Upper division courses are numbered 300 and above. Prerequisites Major Eight courses plus the seminar. At least four of these courses must be upper division. A major must have at least one course Satisfactory completion of a lower division course is normally required before enrolling in an upper division course. See instructor for permission. - History 154 Transfer Students Transfer students planning a major must normally take at least three of their courses at Augsburg. A minor normally requires two courses taken at Augsburg. HIS 101 The Beginning of Western Culture An analysis of the primary civilizations in the Near East, the classical world of Greece and Rome, and the Middle Ages of Europe into the 13th century. HIS 102 The Shaping of Western Civilization A consideration of European institutions and values from the waning of the Middle Ages through the remodeling of Europe by Napoleon. HIS 103 The Modern World A study of the main currents in Western civilization from the time of Napoleon to the present. HIS 104 The Modern Non-Western World An introduction to various centers of cultural and political power in Asia and Africa of the last 200 years. HIS 195 Topics in History An introduction to selected historical topics not regularly offered in lower division classes. The specific topics to be offered will be announced prior to registration. HIS 220 America to 1815 A survey of the contacts between American, African, and European cultures and the political, religious, and racial diversity that formed colonial life, including a study of independence, expansion, and democratization of the new republic. HIS 221 19th-Century U.S. A survey emphasging cultural, social, political, and economic changes resulting from immigration, expansion, sectionalism, slavery, Civil War, and Reconstruction. HIS 222 20th-Century U.S. A survey focusing on the nation's adjustment to industrialization and urbanization, the emergence of the U.S. as a world power, the rise of a strong federal government, the implications of increasing racial and ethnic diversity, and the impact of affluence. HIS 225 History of the Twin Cities The Minneapolis and St. Paul area serve as a case study for the themes of frontier urbanization, industrialization, and economic change; transportation, immigration, and ethnicity; and urban politics and reform. - History 1% HIS 228 American Legal History An examination of the social, economic, and intellectual factors in American history that, combined with English and colonial antecedents, contributed to the emergence of our modem legal system. HIS 231 Scandinavian History: Prehistoric to 1750 An introduction to the settlement and development of Scandinavian countries. Emphasis on topics such as the Vikings and Scandinavia's impact on and contributions to the development of European society. HIS 232 Scandinavian History: 1750 to the Present An introduction to the history of Scandinavian countries from the early modem period to the present with an emphasis on the place of Scandinavian society in European and world history. HIS 241 Topics in African American History Selected topics in African American history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. HIS 242 History of African American Civil Rights, 1619-1915 A survey of the development of African American civil rights focusing on legal, economic, and political issues influenced by race and class, emphasizing emancipation and integration of slaves and former slaves. HIS 243 History of African American Civil Rights, 1915-1972 A continuation of HIS 242 with special emphasis on the contributions of W. E. B. DuBois, Marcus Gamey, A. Philip Randall, Charles Houston, Thurgood Marshall, and Martin Luther King, Jr. HIS 311 Topics in Women's History Exploration of selected topics in women's history not regularly examined in other departmental offerings. The specific topic to be offered will be announced prior to registration. HIS 323 Modern China A selective treatment of Chinese history since the Opium War of 1839; the erosion of China's isolation and collapse of the imperial system; and the Nationalist and Communist revolutions of the 20th century. HIS 326 American Indian History A study of the native people of North America from the pre-Columbian period through European exploration and settlement to the present, emphasizing American Indian contributions to world culture, tribal structure, and intergovernmental relations. HIS 331 Topics in U.S. History In-depth exploration of selected topics in U.S. history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. ' 5 6 History HIS 332 History of U.S. Foreign Relations A survey of U.S. foreign relations from the American Revolution through the Cold War, emphasizing changing definitions of war and peace, tensions between internationalism and isolationism, the emergence of the U.S. as an economic and military power. HIS 335 American Urban History A study of urban development from colonial and frontier beginnings through the age of industrialization to the present, including the dynamics of urban growth and planning, politics and reform, and the growth of urban culture. HIS 336 American Labor History A survey of the history of work and the worker, primarily in the late 19th and 20th centuries, emphasizing the nature of work, working class life and community, evaluation of organized labor, and the relationship of workers and union to the state. @A5 Namibia and South Africa: A Historical Perspective A survey of Namibia and South Africa including the experience of indigenous peoples, the impact of South African occupation, the war for independence, and the roots of apartheid and its institutionalization. (See page 170 in International Studies.) HIS 347 MesoAmerica: Legacy of the Conqueror Four specific mini-courses together provide an overview of Mexico's historical development from pre-Columbian times to the present day HIS 352 Modern Germany A survey of the social, political, and cultural development of modem Germany, focusing on the question of Germany's sondenveg (special path) and examining such topics as romanticism, unification, the rise of national socialism, and the Holocaust. HIS 354 Britain and the Commonwealth Since 1688 This course will take a distinctively interdisciplinary approach (sources will include literature, film, music, and artwork) to explore a period of dramatic change in British politics, society, culture, and international status. HIS 360 The Ancient Near East and Greece to 338 B.C. Civilization of the Near East from earliest times through its extension and elaboration by the Greeks. Emphasis is placed on cultural borrowing, achievement in the arts, religion, and political institutions. HIS 361 Hellenistic Greece and Rome to 330 A.D. Alexander's Empire, the Hellenistic kingdoms, and the rise of Rome as the world's fleatest power, emphasizing personalities, the arts, and Rome's contributions in law and the political process. - History 15; HIS 370 The Late Middle Ages to 1560s A study of the scholastic tradition and the role of the Church and state, emphasizing modifications of these institutions by the Italian Renaissance and the early years of the Reformation. HIS 380 The History of Women in the West to 1870 A thematic and comparative examination with primary focus on Europe and North America, emphasizing changing conceptions of women's work, public roles, sexuality, life cycles, and familial roles in the Renaissance, early American, Enlightenment, and Victorian periods. HIS 381 The History of Women in the West Since 1870 With attention to class, racial, and ethnic differences among women, this class examines the changing legal, political, economic, social, and sexual status of women in Europe and North America since the Victorian period. HIS 440 Topics in World History This course will investigate topics in world history that are not included in regular course offerings. The specific topics to be offered will be announced prior to registration. HIS 474 The World and the West Europe's discovery of the rest of the world, cultural interaction and conflict, the building of European empires in Asia and the Americas, and the breakdown of these imperial systems at the end of the 18th century. HIS 495 Seminar This course is required for the major, and enrollment is normally restricted to students who have nearly finished their coursework. Selected topics will be announced prior to registration. Permission of the instructor is required. (Offered at least once each year, during the fall term.) Internships and Independent Study Courses: HIS 199 Internship See description on page 85. HIS 299 Directed Study See description on page 86. A maximum of one course in directed study may be applied to the major. HIS 399 lnternship See description on page 85. HIS 499 Independent StudyIResearch See description on page 86. A maximum of one course in independent study may be applied to the major. (Prereq.: 3.5 GPA in history) I nterdisciplinary studies covers a broad spectrum of experience and coursework. Through interdisciplinary courses, students gain greater insight and understanding of cultures and perspectives different from their own. Through these experiences students are better prepared to become contributing members of the global community Augsburg also offers students the opportunity to major and minor in Women's Studies, and to minor in metrourban studies and American Indian studies. For other interdisciplinary course listings, see International Studies. American Indian studies is a minor that gives students the opportunity to learn about the original, indigenous cultures of INS 105 North America. Courses are cross-disciplinary, representing the religion, modem language, art, history, English, and women's studies departments. Interdisciplinary courses are offered as well in cinema and contemporary issues. This integrated course of study exposes students to the beauty and richness of the diverse tribal cultures still existing in our country today. Coordinator Virginia Allery Minor Students must take five courses in American Indian studies to get a minor. The only are INS 105 and at . requirements least one upper division course. These courses may also be taken as part of majors or minorsin other academic subjects or to meet distribution/general education requirements. Introduction to American Indian Studies This course is an introduction to the content areas of the American Indian studies curriculum, including an o v e ~ e w of American Indian history, American Indian literature, federal Indian policy, land issues, reservation and urban issues, cross-cultural influences, art, music, and language. (Required for American Indian studies minor.) OJB 111, 112 Beginning Ojibwe (See Department of Modem Languages for course description.) ENC 216 American Indian Literature (See Department of English for course description.) INS 233 Women: A Cross-Cultural Perspective This course examines a variety of issues concerning the biological, evolutionary, and historical origins of women's roles and status in society. Comparative roles of women are examined in tribal contexts across various indigenous cultures. Studies include the role of women in Native American and African tribes, peasant societies of eastern Europe, Mexico, the Middle East, and China. (Cross-listedwith the Women's Studies Program.) - Interdisciplinary Studies 155 INS 260 Contemporary American Indians This course examines the situation of American Indians in the United States since the Indian Reorganization Act (1934). Emphasis is on such current issues as tribal sovereignty, treaty rights, and education. The tension of cultural change and religious, traditional persistence among selected American Indian tribes today is highlighted. INS 264 American Indians in the Cinema Various images of the North American Indian, created by Hollywood and television, are studied. Films from 1913 to the present are viewed in order to provide an understanding of how American Indians were portrayed in film historically, how this image has evolved over the past century, and how it is reflective of Western cultural ideologies. ART 290 Tribal Arts and Culture (See Department of Art for course description.) INS 320 American Indian Women The focus is on the roles played by women in the tribal cultures of North America. It explores the continuity of women's roles over time, as well as changes in these roles, precipitated by the influence of Western colonialism. It examines the life histories of Indian women and assesses their contributions to Indian community life today (Prereq.: one course in women's studies or American Indian studies or consent of instructor. This course also applies to women's studies.) HIS 326 American Indian History (See Department of History for course description.) REL 370 American lndian Spirituality and Philosophical Thought (See Department of Religion for course description.) REL 231 Religion in African American History (See Department of Religion for course description.) INS 225 Introduction to Islam The course covers the ideological foundations of Islam, its basic concepts and tenets, Islamic law (Shari'ah), Islamic economic and policial systems, and Islamic patterns of life. INS 232 The African American Experience in America An overview of the major issues related to the African American experience, focusing on historical, sociological, economic, legal, and psychological aspects of that experience. 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J V 30 ~ O W H 522 SIH srlodonam wapom ayl pue h r u n m o 3 IIZ 30s xaIduro3 uaqodonam 221 I O ~ :%u~pnl~u! saslno3 01 JO!PW - Interdisciplinary Studies 161 Internships and Independent Study Courses: INS 199 Internship See description on page 85. INS 299 Directed Study See description on page 86. (Prereq.: POL 122 or SOC 211) INS 399 Internship See description on page 85. Internships place students with sponsoring organizations that provide supervised work experience for a minimum of 10 hours a week. INS 498 Independent Study-Metropolitan Resources An independently-designedcourse developed by a student (or group of students), utilizing the memopolitan resources available, e.g., lectures, symposia, performances, hearings. The course is designed in consultation with and evaluated by a department faculty member. (Prereq.: POL 122 or SOC 211 and consent of insmctor) INS 499 Independent StudyIResearch See description on page 86. (Prereq.: POL 484 or SOC 363) URBAN STUDIES OPTIONS THROUGH HECUA Augsburg co-founded and plays a leading role in the Higher Education Consortium for Urban Affairs. Through HECUA, Augsburg students have access to six interdisciplinary field learning programs of exceptional quality, located in Scandinavia, South America, Central America, and the Twin Cities. Also see International Studies listings. I. Metro-Urban Studies Term (MUST) This "Semester in the Cities" program focuses upon the Twin Cities metro area. INS 358 Reading Seminar: Diversity and Unequal Urban Development Interdisciplinary readings connect experiences and direct observation with theory and research on the impact of race, class, and gender on social inequality and unequal urban development. Competing theories and strategies for urban and neighborhood development are examined in the context of dominant ideology and perspectives of people who challenge it. INS 359 Field Seminar: Urban Inequality and Social Change Concrete conditions of life and community issues in different neighborhoods provide varying-at times competing-views on the Twin Cities "civic ideology." Field observations, dialogue with residents, interviews, and oral history provide data to identify inequality and to assess theories and strategies for explaining and overcoming it. INS 399 Internship (2 course credits) See description on page 85. 162 Interdisciplinary Studies II. City Arts Study of the politics of artistic expression and the relationship between emerging art and urban cultures. Minneapolis-St. Paul provides rich resources for the program. INS 330 Field Seminar: Emerging Art and Urban Cultures Exploration of life experiences and works of artists, cultural workers, and community organizers for understanding the differences between formal institutional art and community-based art forms. Interviews and participant observation at arts performances and cultural events. INS 331 The Politics of Artistic Expression Study of the social and cultural history of urban art, the role of art and culture in everyday life, and the relationship between intellectual discourse and the politics of cultural work. Readings, films, and discussions integrate aesthetic theory and artistic expression with issues of social change and activism. INS 399 Internship (2 course credits) See description on page 85. Ill. See HECUA under International Studies (SUST, SAUS, CILA, and CUSLA) Nordic area studies is an interdisciplinary program drawing on the combined resources of the ACTC schools and the Nordic Center at Augsburg College. The curriculum treats Norden (Denmark, Finland, Iceland, Norway, and Sweden) not only as a geographical area, but as an integrated cultural region with a shared history, common values, and a high degree of political, social, and economic interdependency. Courses in Nordic area studies postulate a Nordic regional identity as a context in which to appreciate the differences between the five individual countries and to understand the complexity of their interactions among themselves and the global community. Coordinator Frankie Shackelford Major Eight upper division courses. Minor Four upper division courses. Other Requirements At least four of the upper division courses required for the major must be Augsburg courses. The remainder may be transfer credits included in the major on approval of the program coordinator. Students graduating with a major or minor must also present the equivalent of intermediate level competence in a Scandinavian language. See Norwegian Ianguage course listings under the Department of Modem Languages. Recommended supporting preparation: Study abroad through International Partners, or SUST (See International Studies, International Partners, and Scandinavian Urban Studies Term); independent study in Denmark, Norway, Sweden, Finland or Iceland; elective courses or a second major such as Norwegian, history, political science, urban studies, business administration, international relations, sociology or social work. - Interdisciplinary Studies 163 HIS 231 Scandinavian History: Prehistoric to 1750 An inmoduction to the settlement and development of Scandinavian countries. Emphasis on topics such as the Vikings and Scandinavia's impact on and contributions to the development of European society HIS 232 Scandinavian History: 1750 to the Present An introduction to the history of Scandinavian countries from the early modem period to the present with an emphasis on the place of Scandinavian society in European and world history. NAS 330 Contemporary Norden A broad survey of Nordic culture with special emphasis on conditions and developments in the 20th century. No knowledge of Scandinavian language required. NAS 351 The Modern Nordic Novel Lectures illustrate the development of the Nordic novel. Class discussion is based on reading selected works in translation from all five Nordic countries. Norwegian majors will be required to do appropriate readings and written work in Norwegian. (Spring: alternate years) NAS 352 The Modern Nordic Drama Readings include dramatic works by Ibsen, Strindberg, and selected 20th century dramatists. Lectures provide a context for understanding the development of Nordic drama. Norwegian majors will do appropriate readings and written work in Norwegian. (Spring: alternate years) NAS 372 Norwegian Language and Culture (See International Studies, Scandinavian Urban Studies Term) NAS 377 Scandinavia in the World (See International Studies, Scandinavian Urban Studies Term) ART 382 Scandinavian Arts (See Department of Art) NAS 393 Norwegian Art and Literature: Perspectives on Social Change (See International Studies, Scandinavian Urban Studies Term) NAS 394 Urbanization and Development in Scandinavia (See International Studies, Scandinavian Urban Studies Term) '64 Interdisciplinary Studies Internships and Independent Study Courses: NAS 199 Internship See description on page 85. NAS 299 Directed Study See description on page 86. NAS 399 lnternship See description on page 85. NAS 499 Independent StudyIResearch See description on page 86. For degree and major requirements see page 263. I ntemational Relations is an interdisciplinary major that offers the student both breadth and depth. The student may focus on a discipline or geographic area of the world. The program consists of a core of seven courses and six electives chosen from a wide list of courses offered at Augsburg and other colleges. Students are encouraged to consider foreign study for an Interim or semester. Competency in one language is required, and some students study two languages. The goal of the program is to give students a broad exposure to international studies with considerable freedom to choose options for specialization. Students in the recent past have focused their studies on Latin America, the Middle East, Western Europe, Russia and East Central Europe, the Far East, Southeast Asia, etc. Recent students have had double majors in history, political science, international business or a foreign language. Numerous combinations of majors and minors are possible with the international relations major. Two of the following: HIS 332 History of U.S. Foreign Relations POL 363 Russian and Chinese Foreign Policy POL 461 Topics in International Politics Also, the equivalent of four terms of college work in a modem language. Required electives Six of the following (not more than three from any one discipline may be counted toward the major): BUS 362,364,368,465,466 ECO 314,317,360,365 HIS 346,352,354,440,474 PHI 355 POL 350,351,359,382,459 REL 356,420 SOC 336 SPC 329 FRE 332. GER 332. NOR 331. SPA 331. SPA 332, NAS 330 (See Modem Languages.) Director Interim courses, seminars, independent study, topics courses, and courses at other colleges/universitiescan be considered here with the approval of the program director, as well as a fourth term or higher of college work in a second language. Norma Noonan Honors Major Required courses: ECO 112 Principles of Macroeconomics or ECO 113 Principles of Microeconomics HIS 103 The Modem World or HIS 104 The Modem Non-Western World POL 158 Political Patterns and Processes or POL 160 World Politics POL 490 Seminar in International Relations GPA of 3.6 in the major; 3.0 overall. In addition to fulfilling the requirements for the major, the student mus; complete an honors thesis no later than March 1 of the senior year and must defend the thesis before a faculty committee. Students should declare their intention to complete an honors major by the end of their junior year. 166 International Studies Minor ECO 112 or 113, HIS 103 or 104, and POL 158 or 160. One course from HIS 332, POL 363 or 461. One year of modem language. Three courses from the list of required electives for the major. Not more than two courses from any department can count toward the minor. I nternational study at Augsburg aims to increase intercultural competency and reflects the College's strong commitment to internationalism. Programs administered by the Center for Global Education, by International Partners, and by the Higher Education Consortium for Urban Affairs (HECUA) offer excellent opportunities for rigorous academic work, greater understanding of cross-cultural issues, and exploration of the benefits of global citizenshiv. Study abroad is an integral part of several majors at Augsburg, but will add an international dimension to any academic I program. Students normally receive the same number of course credits abroad as they would if studying on campus. Courses abroad can fulfill major, distributiodgeneral education, and graduation requirements when approved by the appropriate program directors and faculty before departure. Note: Only the fourth or higher term of language counts toward the major; prerequisite courses or competencies cannot be credited toward the 13 required courses. Students should confer with the program director about regional and disciplinary concentrations possible within the major; for example, a concentration in a geographic area or one of the major disciplines in the program. Students in good academic standing (a minimum GPA of 2.5) at Augsburg may apply for permission to study off campus through the Center for Global Education or through International Partners. Applications are due December 15 for study off campus for the next year. The cost for many programs is equivalent to full room, board, and tuition for on-campus study, plus airfare. Financial aid is granted on the same basis as oncampus study. THE CENTER FOR GLOBAL EDUCATION The Center for Global Education facilitates sound academic experiences that prepare people to think more critically about global issues and to work toward a more just and sus,tainable world. The center's cross-cultural programs explore a diversity of viewpoints and are grounded in the perspective of the poor and of others struggling for justice and human dignity. International Studies 167 The center's study programs are conducted in Mexico, Central America, and Namibia. Students experience three distinct types of living situations, which include living with other participants in a community house, spending several days in a rural setting and several weeks living with host families. They also travel together on two-week seminars: from Mexico to Central America, and Namibia to South Africa. International study programs administered by the Center for Global Education and approved through Augsburg are listed below. For information on these programs, contact the academic programs abroad office. INTERNATIONAL PARTNERS The International Partners Program combines rigorous academic work with daily immersion in another culture. It offers students an opportunity to study abroad with outstanding faculty and to gain practical experience overseas in their major fields. The program is founded on reciprocal agreements with selected institutions of higher learning in Europe and Japan. Under these agreements International Partner students from abroad receive part of their academic training at Augsburg, and qualified Augsburg students are guaranteed admission to partner institutions, where courses are pre-approved for credit toward graduation requirements at Augsburg. Study abroad through International Partners emphasizes business, education, and social work, but is not limited to these fields. The study program may be for one year, one semester, a one-month Interim, or a summer session. Participation may be on an individual basis or as part of a student group accompanied by Augsburg faculty. For further information, contact the International Partners office. THE HIGHER EDUCATION CONSORTIUM FOR URBAN AFFAIRS (HECUA) Augsburg, in consortium with other colleges and universities, offers programs through HECUA in four different fullsemester programs in Norway, Colombia, and Ecuador. All programs emphasize the impact of social change and cross-cultural factors on the human community. HECUA programs include intense language experience and field study. The cost is equivalent to full tuition, room, and board for one semester on campus, plus airfare. For non-international HECUA courses, see Interdisciplinary Studies (INS), MetroUrban Studies. International study programs administered by HECUA and approved through Augsburg are listed below. For information on these programs, contact the academic programs abroad office at the Center for Global Education. 168 International Studies - WOMEN AND DEVELOPMENT: LATIN AMERICAN PERSPECTIVES (MEXICO)FALL This program explores the experience of women in Latin America, focusing on their roles in economic development, social change strategies, and the connections women are drawing among issues of gender, race, class, and global economics. Courses are offered for credit in the disciplines as listed. INS 311 and POL 359 are also approved for credit in women's studies. Application deadline is April 1. SPA 116, 216, 316 Intensive Individualized Spanish Intensive, individualized instruction for several hours a day for four weeks at the beginning of the semester, taught by Mexican instructors. (Required course. Placement level determined by program director.) SPA 356 20th-Century Voices Students examine issues of social change through the voices of contemporary Latin American writers. Attention is given to short stories, poetry, and testimonials of indigenous peoples and Central American refugees. INS 311 The Development Process Students reflect critically on issues of development, hunger, injustice, and human rights, with special emphasis given to the experience of women. Latin American development and educational theories and practices are examined, as well as social change strategies. POL 359 Women in Comparative Politics-Women in Latin America An examination of critical global issues affecting Latin America and the impact these factors have on women: diminishing resources and sustainable development, refugee issues, foreign debt and international trade, political ideologies, and revolution. (Required course.) REL 366 The Church and Social Change in Latin America A study of the dominant theological perspectives that have shaped Latin America culture and politics. Focuses on the relationship between theology and sociaVpolitical transformation. - International Studies 169 GENDER AND THE ENVIRONMENT LATIN AMERICAN PERSPECTIVES (MEXICO)-SPRING This program introduces students to the socio-economic and political issues of the region with a focus on the impact of environmental policies on the lives of women and men from varying economic classes and ethnic groups in Mexico and Central America. Students examine this complex web of issues and how the people of Mexico are responding to pressures on family, society, and the natural environment. Application deadline is Oct. 15. SPA 116, 216, 316 Intensive Individualized Spanish Intensive, individualized instruction for several hours a day for four weeks, taught by Mexican instructors. (Placement level determined by program director.) SPA 356 SOC 286 20th-Century Voices Students examine issues of social change through the voices of contemporary Latin American writers. Attention is given to short stories, poetry, and testimonials of indigenous peoples and Central American refugees. Social Stratification A study of social stratification theory, focusing on its application in the Latin American context. Special attention will be given to the forms, causes, and consequences of gender, class, and raciallethnic stratification in Mexico. REL 31 1 Theology, Ethics, and the Environmerrt An o v e ~ e w of contemporary environmental theology and theologically-based approaches to environmental ethics using case studies of environmental problems in Mexico and Central America. MULTICULTURAL SOCIETIES IN TRANSITION: SOUTHERN AFRICA PERSPECTIVES (NAM IBIA)-FALL This intensive program of travel and study is designed to introduce participants to the central issues facing Southern Africa. Namibia is a nation that has recently gained independence and is making a transition from colonialism to independence. Students will explore the complex political, social, and economic dynamics of building a new nation. Application deadline is April 1. INS 312 The Development Process-Southern Africa This course provides the opportunity to reflect critically on issues of development, hunger, injustice, and human rights and examines basic theories of development as well as particular strategies of development that are being implemented in Namibia and South Africa. REL 346 The Church and Social Change in Southern Africa This course examines the changing role of the church in the midst of the political transformations of Southern Africa. Students will meet with people representing a variety of religious perspectives and roles within churches and religious organizations. 170 International Studies HIS 346 Namibia and South Africa: A Historical Perspective This course is an overview of the history of Namibia and South Africa, including the experience of indigenous peoples, the impact of occupation by South Africa, and the war for independence. POL 353 Political and Social Change in Namibia: A Comparative Perspective This course is an integrative seminar for the semester and examines the legacy of apartheid in Namibia with particular focus on the social and political movements that have evolved in the struggle for independence. INS 499 Internships W SUSTAINABLE DEVELOPMENT AND SOCIAL CHANGE: GUATEMALA, EL SALVADOR, NICARAGUA-FALL This program introduces students to the key issues facing the Central Americans. For two decades the people of Central America have been in upheaval and have experienced fundamental social and political change. Students examine the impact of revolution and civil war on the lives and culture of the people and the environment of Guatemala, El Salvador, and Nicaragua. Application deadline is April 1. SPA 116, 216, 316 Intensive Individualized Spanish Intensive, individualized instruction for several hours a day for four weeks at the beginning of the semester, taught by Guatemalan instructors. (Placement level determined by program director.) INS 267 Contemporary Social Movement in Central America This course focuses on social movements in the region and their relationship to the environment. Students explore impact of ongoing colonization and modernization on indigenous cultures. ECO 325 Topics: Sustainable Economic Development This course examines the concepts of economic development and growth in the "third world." Students are introduced to the theories of economic development and definitions of sustainable development. They study the relationship between economic development and ecological damage. REL 366 Church and Social Change in Latin America This course explores the role of religion in Latin American societies, past and present, given the factors of political oppression and social injustice. Students examine the "theologies of liberation." - lnternatiozl Studies 171 WOMEN AND DEVELOPMENT SOUTHERN AFRICAN PERSPECTIVES (NAMIBIA)-SPRING This intensive navel and study program is desigmd to introduce parddpants to the central issues facing %them Africa, with emphasis on the experience of women. The program introduces studenrs re the struggle of women in Buthem Ahim, to the history of && role in society, and to the situation that exists for women in Afnca. Application deadline is Q c t 15. SOC 236 Family Systems and Social Policy in Southern Africa Using a cross-cultural approach, this course examines the family as a social institution in Namibia and South Africa. A family stay will serve as a laboratory for students to observe various aspects of family life in Namibia. INS 312 The Development Process-Southern Africa Thii course provides the opportunity tr, reflect critically on issues of development, hunger. injustice, and h m n rights. with special emphasis given to the experience of women. The cobrse examines beic hearies of development. REL 346 The Church and Social Change in Southern Africa This course examines the changing role of the church in the midst of the political transformations of Southern Africa. Students meet with people representing a variety of religious perspectives and roles within churches and religious organizations. POL 359 Topics: Women in Comparative Politics-Southern Africa This course is an integrative seminar focusing on the participation of women in struggles for liberation in Southern Africa and on their emerging role in newly-independent Namibia. INS 499 Internships SCANDINAVIAN URBAN STUDIES TERM: NORWAY (SUST)-FALL This interdisciplinary program focuses on the contemporary Scandinavian societies and issues of the development of cities, urban problem solving, and urban life. Local, regional, and international field study and site visits in Scandinavia and the former Soviet Union. INS 372 Norwegian Language Intensive language instruction at beginning or intermediate levels, with emphasis on conversational listening and speaking skills. Students with advanced Norwegian language proficiency have the option of studying Norwegian literature. Students should consult with the chair of the modem languages department for language credit. l7* International Studies INS 377 Scandinavia in the World Exploration of Scandinavian viewpoints as small power nations in a world of superpowers and their role in issues of peace, conflict resolution and arms control, East-West relations, European security, trade, and the Third World. INS 393 Scandinavian Art and Literature: Perspectives on Social Change Social change and issues of change and development in Norway as reflected in its art and literature. Selected works for survey of Norwegian history with emphasis on the contemporary period. Field study, site visits (theatres, museums, galleries), and discussions with artists active in a variety of media. INS 394 Urbanization and Development in Scandinavia Examination of urban economic, social, and cultural policies and practices as a reflection of issues of the modem welfare state and social democracies. Includes historical survey of transformations from rural and regional cultures to urbanized and advanced industrialized nations. Emphasis on Norway, with field travel to other capitals for a comparative view. INS 499 Internships (Students may choose either INS 373 or 499) SOUTH AMERICAN URBAN SEMESTER: COLOMBIA OR ECUADOR (SAM)-FALL This semester-in-the-city program is located in either Bogota, Colombia, or Quito, Ecuador. This interdisciplinary program focuses on the relationships between Third World development and the consequences of urbanization, especially inequality in Latin America. Analyses of competing theories of development are integrated with field study in the host city and outlying regions. INS 261 Spanish Language All students take Spanish at the intermediate level or conduct an independent study if they are at an advanced level (see below). Language emphasizes acquisition of skills for maximum participation in SAUS program and field work. INS 361 Introduction to Latin America Overview of Latin American geography, history, economy, politics, culture, and arts with emphasis on program sites as case studies. Focus is on economic development issues, theories, and models applicable to Latin America. INS 362 Urbanization in Latin America The development of cities and implications for social change in Latin America. Topics include history of cities, rural-urban migration, industrialization, environmental issues, governmental policies, and urban elites. Models and theories of urbanization and development are compared. INS 363 Wealth, Poverty, and Community Development The plight and prospects of the urban poor in Latin America. Emphasis on field study in banio communities and site visits to public and private agencies dealing with urban problems. INS 499 Internships International Studies 173 COMMUNITY INTERNSHIPS IN LATIN AMERICA (CILA) CILA combines a n internship, independent study and seminars on community participation, and development in the Latin American urban setting. Based in Bogota, Colombia, students live with local families, work in an agency three days a week, and meet as a group twice a week. INS 366 COMMUNITY PARTICIPATION FOR SOCIAL CHANCE Examines pressing social realities and policy initiatives in Colombia in recent decades. Explores concepts of community, democracy, participation, and community organization, and their meaning for community work. Provides tools to evaluate strategies for social, political, and economic development. Integrates readings, guest lectures, faculty and student presentations, discussions, and field work. INS 499 INDEPENDENT STUDY Students define topic of interest related to program themes and use analytical tools gained in CILA to study a particular issue or case. A faculty member advises the student throughout to assure adequate focus and incorporation of primary field research in the project design. INS 399 INTERNSHIP PLACEMENT AND SEMINAR (2 course credits) Placement matches student-defined goals and interests with one of a wide range of agencies working toward community development and social change. Students work 20 hours per week, assisting with special projects and a program operations. A learning contract outlines expectations of student, agency, and program for the term. The internship seminar provides for structured reflection, analysis, and integration of the experience. CULTURE AND SOCIETY I N LATIN AMERICA: COLOMBIA OR ECUADOR (CUSLA)-SPRING This interdisciplinary program focuses on developments and social change in Latin America through the study of ideology, as reflected in literature, the arts, and the ways in which ideologies shape social realities. INS 360 Latin American Literature: Perspectives on Social Change Study of selected literary works that illustrate social realities and express a variety of perspectives on Latin American societies and social change. Historical survey of the dominant trends in Latin American thought as manifested in major artistic periods. INS 364 Latin American Arts and Society Introduction to theoretical frameworks for examining the relationships among art, ideology, and society Intensive readings include works by theorists from Europe, the U.S., and Latin America. 74 International Studies INS 367 Ideologies of Social Change in Latin America Theories of ideology and overview of Latin American ideologies related to development and social change. Emphasis on current debates and their implications, with special attention to ideologies of diffusion, dependence, and Manrism. INS 499 Internships Internships and Independent Study Courses: INS 199 Internship See description on page 85. INS 299 Directed Study See description on page 86. INS 399 Internship See description on page 85. INS 499 Independent StudyIResearch See description on page 86. Check with the specific international studies program directorfor requirements in the program. See listing under Business Administration, Accounting, and Management Information Systems. M Mathematics Faculty Ken Kaminsky (Chair), Larry Copes, Suzanne Doree, Rebekah Valdivia athematics is the study of structure and relationships, providing tools for solving a wide variety of problems. Mathematical language describes our world from the perspectives of the natural, physical, and social sciences. Engaging in mathematical thought processes helps strengthen the problem solving and quantitative reasoning skills that are increasingly expected of every member of contemporary society. Moreover, as mathematics has had a formative impact on the development of civilization, it is an important part of a liberal arts education. Students majoring in many disciplines that involve structure or relationships find it helpful to acquire a minor or a second major in mathematics. MAT 145 MAT 146 MAT 245 MAT 246 MAT 314 MAT 324 CSC 160 Mathematics is also a discipline in its own right. Students majoring in mathematics acquire the skills necessary to serve society through a variety of careers. In addition to acquiring computational and problem solving skills, mathematics majors at Augsburg develop their abilities to reason abstractly, to conjecture critique and justify their assertions, to formulate questions, to investigate open-ended problems, to read and comprehend precise mathematical writings, to speak and write about mathematical ideas, and to experience working in teams on mathematical projects. These students can prepare for graduate school, for work in industry or service professions, or for teaching mathematics in grades 7-12. Teaching Licensure Major The department's programs support work toward those goals. Students may choose either a standard mathematics major, a mathematics major with concenaation in applied mathematics, or a mathematics major toward secondary education licensure. Augsburg's urban location allows students to gain experience working with mathematics through internships, cooperative education, and the practicum and colloquium courses. Major Calculus I Calculus I1 Calculus 111 Linear Algebra Abstract Algebra Analysis Introduction to Computer Science and Communications or CSC 170 Structured Programming or one other computing course with departmental approval Three electives from MAT courses above 200, at least one of which is above 300 Also required: MAT 491 Mathematics Colloquium, junior and senior years (noncredit) Note: At least two MAT courses above 300 must be taken at Augsburg. The State of Minnesota has specific licensing requirements for teachers. The state requirements are subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to identify current Minnesota teacher licensure requirements. At the time of publication, the mathematics requirements for licensure are the same as the major, with the electives specified as MAT 271 Discrete Mathematical Structures, MAT 351 Modem Geometry, and MAT 373 Probability and Statistics I. 76 Mathematics Mathematics Major with concentration in Applied Mathematics Twelve courses including: MAT 145 Calculus I MAT 146 Calculus I1 MAT 245 Calculus 111 MAT 246 Linear Algebra MAT 247 Modeling and Differential Equations MAT 324 Analysis CSC 160 Introduction to Computer Science and Communications or CSC 170 Structured Programming or one other computing course with departmental approval PHY 121 General Physics I PHY 122 General Physics I1 or one course in a mathematics-related area with departmental approval Three electives from: MAT 271 Discrete Mathematical Structures MAT 327 Special Functions of Mathematical Physics MAT 373 Probability and Statistics I MAT 374 Probability and Statistics I1 MAT 385 Mathematics Practicum or other MAT courses with departmental approval Also required: MAT 491 Mathematics Colloquium, junior and senior years (noncredit) Note: At least two MAT courses above 300 must be taken at Augsburg. Honors Major GPA of 3.5 in major, 3.1 overall, and independent study at an advanced level. Mathematics Minor Five courses including: MAT 145 Calculus I MAT 146 Calculus I1 Three electives from MAT courses above 200, at least one of which is above 300. Note: At least one MAT course above 200 must be taken at Augsburg. Math Placement Group (MPG) Before enrolling in any mathematics course, students must have the required math placement. All students are required to have their Math Placement Group (MPG) determined. In some cases, students who have mansferred in a mathematics course taken at another college may have their Math Placement Group determined by the registrar's office. Students who have passed the College Board Advanced Placement Exam in calculus should consult with the mathematics department. All other students must take the Augsburg Math Placement Exam, which is administered by the Academic Advising Center. The exam is given during college registration sessions and at other announced times during the year. Practice questions and other information are available from the Academic Advising Center. Students needing to advance their Math Placement Group may work with the Academic Enrichment Center to take the appropriate MAT course or study on their own and retest. Additional information about the Math Placement Exam is available from the Academic Advising Center. Prerequisites A course must be completed with a grade of 2.0 or higher to count as a prerequisite for a mathematics course. - Mathematics 17; MAT 105 Applied Algebra Concepts of linear, exponential, logarithmic, and other models. Emphasis on applications to the social and natural sciences, business, and everyday life. Successful completion advances students to MPG 3. Students in MPG 3 or 4 should consult the department, as should students preparing for MAT 114 (Prereq.: MPG 2 and either a year of high school algebra or consent of instructor. Fall, spring) MAT 114 Precalculus Concepts of algebraic, exponential, logarithmic, and trigonometric functions. For students planning to take MAT 145. Students who have completed MAT 145 or other calculus courses may register for credit only with consent of instructor. Successful completion advances student to MPG 4. (Prereq.: MPG 3. Spring) MAT 121 Finite Mathematics Concepts from areas such as combinatorics, probability, matrices, linear programming, and graph theory. Emphasis on quantitative reasoning. Students who have completed MAT 271 may not register for credit. (Prereq.: MPG 3. Varies) MAT 122 Calculus for the Social and Behavioral Sciences Concepts of differential and integral calculus with applications in the social and behavioral sciences. Emphasis on quantitative reasoning. Students who have completed MAT 145 may not register for credit. (Prereq.: MPG 3. Varies) MAT 131 Mathematics for the Liberal Arts An examination of the interaction between the development of mathematics and that of Western civilization. Primarily for students not intending further study in mathematics. (Prereq.: MPG 3. Varies) MAT 132 Numeracy for Contemporary Society An examination of mathematics in an interdisciplinary and applied setting with an emphasis on quantitative reasoning and connections to students' life, work, and interests. Primarily for students not intending further study in mathematics. Students who have completed another Quantitative Reasoning Graduation Skill course may not register for credit. (Prereq.: MPG 3. Varies) MAT 145,146 Calculus I, II Concepts of calculus of one-variable functions, including derivatives, integrals, differential equations, and series. Emphasis on skills of mathematical investigation and quantitative reasoning. (Prereq.: MPG 4 for MAT 145; MAT 145 or consent of instructor for MAT 146. Fall: 145. Spring: 146) MAT 163 Introductory Statistics Concepts of elementary statistics such as descriptive statistics, methods of counting, probability distributions, approximations, estimation, hypothesis testing, analysis-of-variance, and regression. Emphasis on quantitative reasoning. (Prereq.: MPG 3. Varies) 78 Mathematics MAT 173 Math of Interest Concepts from elementary financial mathematics such as annuities, loan payments and mortgages, and life insurance. Emphasis on quantitative reasoning. (Prereq.: MPG 3. Varies) MAT 245 Calculus Ill Concepts of multivariable calculus including functions of several variables, partial derivatives, vectors and the gradient, multiple integrals, and parametric representations. (Prereq.: MAT 146. Fall) MAT 246 Linear Algebra Concepts from linear algebra such as systems of linear equations, linear programming, matrices, linear transformations, abstract vector spaces, determinants, eigenvalues, orthogonality, and linear regression. Emphasis on oral presentations of mathematical ideas and applications. (Prereq.: MAT 245 or MAT 271. Spring) MAT 247 Modeling and Differential Equations Concepts from differential equations such as methods of solving first and second order equations, modeling using difference equations and differential equations, and applications to the sciences. (Prereq.: MAT 146. Spring) MAT 271 Discrete Mathematical Structures Concepts from areas such as combinatorics, number theory, graph theory, recursions, set theory, countability, and formal logic. Emphasis on algorithmic thinking, mathematical reasoning, conjecturing, and reading and writing proofs. (Prereq.: MAT 146. Fall) MAT 314 Abstract Algebra Concepts of algebra within abstract structures of groups, rings, integral domains, and fields. (Prereq.: MAT 246. Also recommended: MAT 271. Fall) MAT 324 Analysis Concepts of calculus such as functions, derivatives, integrals, and series in a theoretical setting. Emphasis on written communication of mathematical ideas. (Prereq.: ENG 111, at least two of MAT 245, 246, 247, or 271. Spring) MAT 327 Special Functions of Mathematical Physics (See PHI 327.) MAT 351 Modern Geometry Concepts of geometry such as projective geometry, non-Euclidean geometries, transformations, and fractals. (Prereq.: MAT 245 and 246. Spring) MAT 373 Probability and Statistics I Concepts of probability such as methods of enumeration, random variables and probability distributions, expectation, the central limit theorem, and important ideas and problems of statistics. (Prereq.: MAT 245. Fall) Mathematics 17! MAT 374 Probability and Statistics II Concepts of statistics such as sampling distributions associated with the normal and other distributions, methods of estimation, hypothesis testing, regression, analysis of variance, and nonparametric statistics. (Prereq.: MAT 373. Spring) MAT 385 Mathematics Practicum The application of mathematical problem solving to real-world projects sought from off-campus nonprofit organizations. Contains service-learning component. (Prereq.: at least two of MAT 245,246, 247, or 271 and consent of instructor. Fall) MAT 481 Topics in Mathematics Study of an advanced topic such as complex analysis, numerical analysis, mathematical biology, operations research, chaotic dynamical systems, fractal mathematics, knot theory, topology, or foundations of mathematics. (Prereq.: at least two of h4AT 245, 246, 247, or 271 and consent of instructor. Interim) MAT 491 MAT 199 Mathematics Colloquium (.O course) Information about contemporary applications, career opportunities, and other interesting ideas in mathematics. Presented by outside visitors, faculty members, or students. Carries no course credit. (Fall, spring) lnternship See description on page 85. MAT 299 Directed Study See description on page 86. MAT 399 lnternship See description on page 85. (Prereq.: At least one upper division MAT course and consent of instructor) MAT 499 Independent StudyIResearch See description on page 86. METRO-URBAN STUDIES See listing under Interdisciplinary Studies. 18* Modern Languages FRE 21 1, 212 Intermediate French I, II Selected articles, interviews, and literary readings are the basis of practice in communication, vocabulary building, and developing greater ease in reading and writing French. Review of basic structures and grammar. Laboratory work. (Fall: 21 1; spring: 212) FRE 243 French Literature in Translation Major representative works of French literature are read in English translation. Through assigned readings, class discussion, and written reaction, students become acquainted with artistic qualities and cultural-historical significance of these works. (On demand) FRE 295 Topics in Literature, Culture, or Linguistics FRE 311 Conversation and Composition Explores topics of current interest in both oral and written form to build fluency, accuracy, and facility of expression in French. Emphasis on vocabulary enrichment, grammatical refinements, effective organization of ideas. Laboratory assignments. A prerequisite to other upper division courses. (Fall) FRE 312 French Expression A two-pronged approach to coherent and correct expression in speaking and writing. Attention to grammatical structures, French turns of phrase, and elementary stylistics for business and personal use. French phonology and speech group practice, study of spoken models from the media. (Prereq.: FRE 311 or consent of instructor. On demand) FRE 331 French Civilization: Historical Perspective A study of the diversified development of the French from their beginnings to the modem period. Special attention to cultural manifestations of French intellectual, political, social, and artistic self-awareness. Readings, reports, extensive use of audio-visual materials. In French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis) FRE 332 French Civilization Today Topics in 20th-century problems, ideas. Cultural manifestations that promote understanding of French-speaking people and their contributions to the contemporary scene. Readings, reports, extensive use of audio-visual materials, and periodicals. In French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis) FRE 350 Introduction to Literature for Language Students Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres, and different approaches to literary analysis. Students apply the elements of theory through reading, analyzing, and discussing selected works. (Prereq.: FRE 311 or consent of instructor. On demand) - Modern Languages 18: FRE 351, 353 Survey of French Literature I, I1 The study of major French authors and literary movements in France through the reading of whole literary works where possible. Lectures, discussion, oral and written reports in French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis) FRE 355 20th-Century Literature A survey of the major French literary movements since World War I, including the novel, the theatre, poetry, the essay, and criticism. Classes, oral and written reports, and laboratory texts in French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis) FRE 41 1 Advanced Conversation and Composition By means of reading, speaking, and writing on topics of intellectual, social, or political interest, the student acquires extensive training in the four skills at an advanced level. Attention to accuracy and effectiveness, characteristic levels of expression, refinements in style and organization. Laboratory assignments. (Prereq.: FRE 311 or consent of instructor. Fall) FRE 450 French Seminar: Novel, Drama, Poetry, Short Story In-depth study of a topic or genre in French literature. Student presentations in French. For advanced students. (See also Interim catalog. Prereq.: FRE 311 or consent of instructor. On demand) FRE 495 Topics in Literature, Culture, or Linguistics Internships and Independent Study Courses: FRE 199 Internship See description on page 85. FRE 299 Directed Study See description on page 86. FRE 399 Internship See description on page 85. FRE 499 Independent Study/Research See description on page 86. GERMAN (CER) CER 111, 112 Beginning German I, II Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German. Goals: ability to read extended narratives in simple German, insights into German culture and participation in short conversations. Laboratory materials available. (Fall: 111;spring: 112 ) '84 Modern Languages CER 21 1, 212 Intermediate Cerman I, II Aims at developing basic skills into working knowledge of German. Review of basic structures with emphasis on extending range of vocabulary and idiomatic expression through reading and discussion of materials representing contemporary German life and literature. (Fall: 211; spring: 212) CER 244 Cerman Literature in Translation Principal works of German literature representing Medieval to modem periods are read and discussed in English. Readings are considered in the context of Gennan cultural history as well as in context of the universal human condition. (On demand) CER 295 Topics in Literature, Culture, or Linguistics CER 311 Conversation and Composition Aims at developing facility in the use of grammatical structures, vocabulary, and idiomatic expressions most common in colloquial German. Intensive practice in speaking is supplemented with exercises in written composition. (Fall) CER 331 German Civilization and Culture I Follows the cultural and social development of the German-speaking peoples from the prehistorical Indo-European origins (ca. 3,000 B.C.) to the Thirty Years War (1643). In German. (Prereq.: GER 311 or consent of instructor. Spring: on rotational basis) CER 332 German Civilization and Culture II Survey of cultural currents that have shaped Germany, Austria, and Switzerland since the Age of Enlightenment. The contemporary scene is considered in view of its roots in the intellectual, geopolitical, artistic, and scientific history of the German-speaking peoples. In German. (Prereq.: GER 311 or consent of instructor. Spring: on rotational basis) CER 350 Introduction to Literature for Language Students Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres, and different approaches to literary analysis. Students apply the elements of theory through reading, analyzing, and discussing selected works. (Prereq.: GER 311 or consent of instructor. On demand) CER 351 Cerman Literature Through the 18th Century Survey of heroic, courtly, Reformation, Baroque, Enlightenment, Storm and Stress, Classic, and Romantic literature. Readings and discussion in Gennan supplemented by lectures on the history of German literature in its cultural and geopolitical context. (Prereq.: GER 311 or consent of instructor. Spring: on rotational basis) - Modern Languages 185 CER 352 German Literature: The 19th Century Study of later Romanticism, Young-Germany, Poetic Realism, Naturalism, and Impressionism. Lectures include the literary reaction to the decline of idealistic philosophy and the rise of technology and science. Readings and discussion in German. (Prereq.: GER 311 or consent of instructor. Spring: on rotational basis) GER 353 German Literature: The 20th Century Literary responses to the crises and upheavals of our time. Writers of international stature are discussed: Kafka, Hesse, Mann, Brecht. Readings in German with class discussions designed to aid students' self-expression in German. (Prereq.: GER 311 or consent of instructor. Spring: on rotational basis) GER 41 1 Advanced Conversation and Composition Aims at developing and refining the student's use of German as a vehicle for expressing ideas and opinions. Emphasis on written composition including control of style. Oral practice through use of German as classroom language. (Prereq.: GER 311 or consent of instructor. Fall) CER 451 German Prose Reading and discussion of German prose masterpieces from Goethe to the present. Lectures treat the development of the epic genre as a mirror of cultural and geopolitical history. (Prereq.: GER 311 or consent of instructor. On demand) CER 452 German Drama Representative dramatic works from late 18th century to the present are discussed and read as symptomatic of perennial human concerns. Lectures treat the historical development of the drama. (Prereq.: GER 311 or consent of instructor. On demand) CER 495 Topics in Literature, Culture, or Linguistics Internships and Independent Study Courses: CER 199 lnternship See description on page 85. GER 299 Directed Study See description on page 86. CER 399 lnternship See description on page 85. GER 499 Independent StudyIResearch See description on page 86. -Modern Languages JAPANESE(JPN) Japanese language studies are possible through a contractual arrangement with the ACTC East Asian Studies Program and the University of Minnesota East Asian language department. Contact the East Asian studies director for more information. LINGUISTICS (LIN) LIN 289 Introduction to Linguistics An introduction to linguistic analysis and general linguistic principles, with focus on linguistic universals and psycholinguistics. Theoretical questions will be approached by studying samples of various languages. No prerequisite. Recommended for all language majors and minors. (On demand) LIN 311 Theories of Grammar Comparative analysis of various views of language represented in current linguistic research with the aim of distinguishing underlying philosophical assumptions, investigational criteria, and explanatory goals. The theories will be contrasted with those of adjacent disciplines. (On demand) Internships and Independent Study Courses: LIN 299 Directed Study See description on page 86. LIN 499 Independent StudyIResearch See description on page 86. NORWEGIAN (NOR) NOR 111, 112 Beginning Norwegian I, II Introduction of the four basic language skills: speaking, listening, reading, and writing. Stress is on communication and its cultural context. Laboratory work expected. (Fall: 111; spring: 112) NOR 21 1 Intermediate Norwegian I, II Continued acquisition and refinement of communication skills (speaking, listening, reading, writing). Emphasis is on social or cultural contexts and integrated vocabulary clusters. Selected readings in Norwegian are used as a basis for class activities and writing exercises. Includes grammar review. Laboratory work expected. (Prereq.: NOR 112 or equivalent. Fall) NOR 295 Topics in Literature, Culture, or Linguistics NOR 311 Conversation and Composition Practice in spoken and written Norwegian with emphasis on communicative contexts and integrated vocabulary. Readings in history, social science, and literature form a basis for class activities and frequent writing practice. (Prereq.: NOR 211 or equivalent. Spring) - Modern Languages 187 NOR 331 Norwegian Civilization and Culture A two-tiered approach allows students to place contemporary cultural devel- opments, such as Norway's changing role in the global community, into a historical context. Readings in history are supplemented by lectures, newspaper articles, and video tapes. In Norwegian. (Prereq.: NOR 311 or consent of instructor. Fall: alternate years) NOR 350 Introduction to Literature for Language Students Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres, and different approaches to literary analysis. Students apply the elements of theory through reading, analyzing, and discussing selected works. (Prereq.: NOR 311 or consent of instructor. On demand) NOR 353 Survey of Norwegian Literature Selected readings in contemporary Norwegian literature provide a basis for the study of major works from earlier periods, including several in Nynorsk. Readings, lectures, discussion, journals, essays, and oral reports in Norwegian. (Prereq.: NOR 311 or consent of instructor. Fall: alternate years) NOR 41 1 Advanced Conversation and Composition Extensive practice in spoken and written Norwegian, based on literary and cultural readings. Students serve as peer-tutors for those registered in NOR 311. Readings, journals, discussion, role-playing, and written, and oral reports in Norwegian. (Prereq.: NOR 311 or consent of instructor. Spring) NOR 495 Topics in Literature, Culture, or Linguistics Internships and Independent Study Courses: NOR 199 lnternship See description on page 85. NOR 299 Directed Study See description on page 86. NOR 399 lnternship See description on page 85. NOR 499 Independent StudyIResearch See description on page 86. ' 8 8 Modern Languages OJIBWE(OJB) Two courses in Ojibwe (Chippewa) are offered at Augsburg, both as part of the modem languages department and as part of the American Indian studies minor. OJB111, 112 Beginning Ojibwe I, II An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on vocabulary, reading, writing, and conversational skills. Classroom practice will include linguistic patterns and oral interaction. RUSSIAN (RUS) One year of Russian is offered at Augsburg. Russian language studies may be continued in the ACTC Russian, Cenmal, and East European Studies Program, which requires two years of language for the major (see page 243). See the Russian, Central, and East European Studies Program campus adviser for more information. RUS 111, 112 Elementary Russian I, II Aims to develop reading, writing, understanding, and conversational skills through oral classroom practice, elementary readings, short compositions, and a growing acquaintance with Russian culture. Extensive use of the language lab. (Fall: 111; spring: 112) SPANISH (SPA) Courses in addition to those below are offered through various programs listed under International Studies. SPA 105,106 Living Spanish I, II Modified introductory level Spanish courses designed to accommodate students with recognized learning disabilities in the area of language learning. Emphasis is placed on listening comprehension and vocabulary building toward conversational goals. (Prereq.: Permission of the CLASS director) SPA 111, 112 Beginning Spanish I, II Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. Laboratory work is an integral part of the course. (Fall: 111; spring: 112) SPA 21 1, 212 Intermediate Spanish I, II Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class discussions. (Fall: 211; spring: 212) SPA 248 Spanish and Latin American Culture Through Film An introduction to contemporary cultural issues of Spanish and Latin American societies as portrayed in the films of major filmmakers with attention to the aesthetic variations across their works. Films in Spanish with English subtitles; language of instruction is English. (On demand) - Modern Languages 189 SPA 249 Selected Works of Spanish and Latin American Literature in Translation Major works of Spanish and Latin American literature. Through background reading and class discussion in English the student is acquainted with the salient artistic qualities and cultural-historical significance of the readings. (On demand) SPA 295 SPA 31 1 Topics in Literature, Culture, or Linguistics Conversation and Composition Thorough oral and written practice in correct expression with the aims of fluency and facility Enrichment of vocabulary. Laboratory work. This course is a prerequisite for all upper division courses. (Prereq.: SPA 212 or equivalent. Fall) SPA 312 Spanish Expression Intended for students who have a basic command of writing and speaking skills in Spanish and wish to expand them. Intensive practice to improve oral and written expression with emphasis on conversational facility stressing idiomatic usage and the finer points of grammar. (Spring: on rotational basis) SPA 331 Spanish Civilization and Culture Study of the Spanish character and of Spanish contributions to world civilization through historical, intellectual, literary, and artistic movements. In Spanish. (Prereq.: SPA 311 or consent of instructor. Spring: on rotational basis) SPA 332 Latin American Civilization and Culture A study of the cultural heritage of the Spanish American countries from the pre-Columbian civilizations to the present. In Spanish. (Prereq.: SPA 311or consent of instructor. Spring: on rotational basis) SPA 350 Introduction to Literature for Language Students Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres, and different approaches to literary analysis. Students apply the elements of theory through reading, analyzing, and discussing selected works of literature. (Prereq.: SPA 311 or consent of instructor. On demand) SPA 352, 353 Survey of Spanish Literature I, II A study of representative authors in Spanish literature, supplemented by lectures on the literary movements and development of Spanish literature. Lectures, discussion, written, and oral reports in Spanish. (Prereq.: SPA 311 or consent of instructor. Spring: on rotational basis) SPA 354 Representative Hispanic American Authors An introduction to Spanish American literature. Lectures, discussions, and written and oral reports in Spanish. (Prereq.: SPA 311 or consent of instructor. Note: Students who have taken SPA 356 taught in Mexico may not take 354. Spring: on rotational basis) 190 Modern Languages SPA 41 1 Advanced Conversation and Composition Emphasis on increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. (Prereq.: SPA 311 or consent of instructor. Fall) SPA 456 Spanish Drama Study of the masterpieces of dramatic literature in Spain. Oral and written reports in Spanish. Emphasis on the Golden Age and the Modem Period. (Prereq.: one survey course. Spring: on rotational basis) SPA 457 Spanish Novel Study of the outstanding novelists of the 19th and 20th centuries in Spain. Oral and written reports in Spanish. (Prereq.: one survey course. Spring: on rotational basis) SPA 495 Topics in Literature, Culture, or Linguistics Internships and Independent Study Courses: SPA 199 Internship See description on page 85. SPA 299 Directed Study See description on page 86. SPA 399 lnternship See description on page 85. SPA 499 Independent StudyIResearch See description on page 86. M usic has the power to strengthen the mind, heal the body, and unlock the creative spirit. Whether we experience music as a listener, performer, or teacher, it adds a significant dimension to our lives. The Department of Music at Augsburg College offers music training within the context of a liberal arts education, and is an institutional member of the National Association of Schools of Music (NASM) and the American Music Therapy Association (AMTA). Music majors may choose from four majors in three degree programs: bachelor of arts (music major); bachelor of music (music education major); bachelor of music (performance major); and bachelor of science (music therapy major). Music minors and nonmusic majors may also participate in a variety of music experiences including music ensembles, private lessons, some music courses, and additional Interim courses or special performances. Full-time Faculty Merilee Klemp (Chair), Jill Dawe, Stephen Gabrielsen, Peter Hendrickson, Roberta Kagin, Robert Karlkn, Robert Stacke immediately after enrolling at Augsburg to establish an appropriate course of music study and application/evaluation process. All students interested in pursuing a music degree at Augsburg are strongly encouraged to contact a music faculty adviser in their degree area as soon as possible to ensure a smooth program of study and timely completion of music degree requirements. Bachelor of Arts-Music Major For acceptance to the bachelor of arts-music major degree program, students must: submit an application for admission prior to spring juries of the sophomore year submit a copy of a current academic transcript with the application submit the studio instructor recommendation form for the major instrument or voice with the application (found in Music Student Handbook) complete the piano proficiency requirement Acceptance to the degree program will be based on the successful completion of the above, as well as on the student's performance at his or her spring sophomore jury. Bachelor of Music-Education Major Part-time Teaching Faculty Bridget Doak, Nancy Grundahl, Lila Olson, Paul Ousley, Nicholas Raths, Sonja Thompson Music Performance Coordinator Carley Miller -- Augsburg students who enroll as freshmen must apply to the Department of Music for acceptance to a degree program by the end of the sophomore year. Transfer students should meet with a music adviser For acceptance to the bachelor of music-education major degree program, students must: submit an application for admission prior to spring juries of the sophomore year submit a copy of a current academic transcript with the application submit the studio instructor recommendation form for the major instrument or voice with the application (found in Music Student Handbook) complete the piano proficiency requirement lg2 Music Acceptance to the degree program will be based on the successful completion of the above, as well as on the student's performance at his or her spring sophomore jury. In addition to applying to the music department, bachelor of music-education major candidates must also apply to the Department of Education for acceptance into the music education licensure program. Recommendation for teacher licensure is granted only to students who successfully complete the requirements for the bachelor of music-education major. A cumulative GPA of 2.5 in all music courses is necessary for the music education licensure program. Bachelor of Music-Performance Major For acceptance to the bachelor of music-performance major program, students must: submit an application for admission prior to spring juries of the sophomore year submit a copy of a current academic transcript with the application submit the studio instructor recommendation form for the major instrument or voice with the application (found in Music Student Handbook) complete the piano proficiency requirement Acceptance to the degree program will be based on the successful completion of the above as well as on the successful outcome of the audition and interview (see Music Student Handbook). Bachelor of Science-Music Therapy Major For acceptance to the bachelor of science-music therapy major program, students must: submit an application for admission prior to spring juries of the sophomore year submit a copy of a current academic transcript with the application submit the studio instructor recommendation form for the major instrument or voice with the application (found in Music Student Handbook) complete the piano and guitar proficiency requirements Acceptance to the degree program will based on the successful completion of the above, as well as on the student's performance at his or her spring sophomore jury. A cumulative GPA of 2.5 in all music courses and a 2.5 in all music therapy courses is necessary for the music therapy degree. Bachelor of science-music therapy candidates should consult with the director of music therapy before applying for acceptance into the program. Transfer Students For acceptance to a music degree program, transfer students must: submit an application for admission prior to the end of the sophomore year, or as soon as possible after enrolling at Augsburg submit a copy of a current academic transcript and transferred credits with the application submit the studio instructor recommendation form for the major instrument or voice with the application (found in Music Student Handbook) complete the piano proficiency requirement Music 193 Acceptance to the degree program will be based on the successful completion of the above, as well as on the student's performance at his or her first jury if enrolled as a junior or senior, or spring semester sophomore jury if enrolled as a freshman or sophomore. For bachelor of musicperformance major candidates, acceptance will be based on the completion of the above as well as on the successful outcome of the audition and interview (see Music Student Handbook). Equivalency/Certification Students The music therapy equivalency program is available to students who already have a bachelor's degree and wish to meet the requirements set by the American Music Therapy Association to become professional music therapists. This equivalency program prepares students for eligibility to take the Music Therapy Board Certification Examination. Depending upon the student's degree and skill level, individual requirements will be outlined by the director of music therapy. There is a minimum two-year residency requirement, which includes participation in a major ensemble for four terms and successful completion of a two-year music theory equivalency test. For acceptance to the degree program, equivalency/certification students must: submit an application for admission during the first semester of residency at Augsburg submit a copy of a current academic transcript and transferred credits with the application submit the studio instructor recornrnendation form for the major instrument or voice with the application (found in Music Student Handbook) complete the piano proficiency and guitar proficiency requirements during the first semester of residence Acceptance to the degree program will be based on the successful completion of the above, as well as on the student's performance at his or her first jury. Candidates must submit an application for admission prior to spring juries of the sophomore year. Students may qualify for participation in the music honors program if they: have earned a GPA of at least 3.0 in music courses apply by petition for the honors program before the senior year provide leadership in one or more of the following areas: - promotion of high music performance standards within the music department - breadth of music interests by attendance at concerts on and off campus - major ensembles Honors may be achieved in one of the following ways: writing a senior thesis and defending it before a faculty committee presenting an additional senior recital of graduate quality composing a work for vocal andlor instrumental ensemble of not less than 15 minutes duration conducting an ensemble concert a combination of the above lg4 Music - Core cumculum (required of all music majors): MUS 101 Materials of Music I MUS 102 Materials of Music I1 MUS 111 Aural Skills I MUS 112 Aural Skills 11 MUS 201 Materials of Music I11 MUS 202 Form and Analysis MUS 211 Aural Skills 111 MUS 212 Aural Skills IV MUS 231 History and Literature of Music I MUS 232 History and Literature of Music I1 MUS 341 Basic Conducting Large and Small Ensemble Participation Performance Studies Music Repertoire Tests Piano Proficiency Plus fulfillment of recital requirements as given under each specific degree and major, and French or German study as stated in the general education requirements or in specific degree requirements. Checklists for specific degree programs are available in the music department. Requirements: 12 course credits Core cumculum plus one music credit elective plus MUS 458 (Senior Recital) plus two semesters chosen from: MUS 311,312 Composition MUS 342 Choral Conducting MUS 344 Instrumental Conducting MUS 331 Music of the Baroque Era MUS 332 Music of the Classical Era MUS 333 Music of the Romantic Period MUS 334 Music of the 20th Century Eight quarter course credits of performance studies in the major instrumentlvoice Eight quarter course credits in a major Augsburg ensemble on the major instrument/voice Four semesters in a non-credit small Augsburg ensemble Pass piano proficiency test Pass three music repertoire tests BACHELOR OF MUSIC Music Education Major BACHELOR OF ARTS Music Major Offers the broadest education in liberal arts and prepares the student for the greatest range of graduate, business, and professional opportunities. Students who intend to pursue non-performance graduate study or desire to enter one of the many musicrelated business fields most often choose this course of study. Offers students the preparation necessary to become teachers of music in public schools. This preparation includes coursework that allows the student to become certified to teach at the elementary through the secondary level. Recommendation for teacher licensure is granted only to students who successfully complete the requirements for the bachelor of music education major. - Music 195 Requirements: 16.5 course credits Core cuniculum plus: MUS 311,312 Composition I, I1 MUS 358 Half junior recital MUS 459 Full senior recital HPE 114 Health and Safety Education HPE 115 Health and Chemical Dependency Education HPE 116 Healthy Concepts for Educators EDU 210 Learning and Development in an Educational Setting EDU 265 Orientation to Education in an Urban Setting and Field Experience EDS 341 Media Technology EDS 350 Reading in the Content Areas EDS 354 Creative Learning Environments: Secondary and Field Experience EDS 355 Music Methods (K-12) EDU 388 Human Relations EDS 478 School and Society EDS 481,482,483,484 Student Teaching and Seminar One of the following two: MUS 342 Choral Conducting MUS 344 Instrumental Conducting Three of the following four: EDS 356 Music Methods: Brass and Percussion EDS 357 Music Methods: Woodwinds EDS 358 Music Methods: Strings EDS 359 Music Methods: Vocal One of the following two areas of emphasis: Vocal emphasis--MUS 251,252,253, 254,435 Instrumental emphasis-MUS 152,155, one course credit of music elective Two quarter course credits of performance studies in the major instrumenVvoice Four half course credits of performance studies in the major instrument/voice Two full course credits of performance studies in the major instrumenthoice Two quarter course credits of performance studies in the minor instrument/voice Eight quarter course credits in a major Augsburg ensemble on the major instrument/voice Four semesters in a non-credit small Augsburg ensemble Improvisation competency on major instrument/voice Pass piano proficiency test Pass three music repertoire tests Achieve a cumulative GPA of 2.5 in all music courses and in the major instrument/voice BACHELOR OF MUSIC Music Performance Major Emphasizes intensive work in performance, supplemented by other courses in music and the liberal arts. The program is made available only to students of exceptional performing ability who are selected on the basis of an auditiodinterview application process. The bachelor of music performance program prepares d t e d performers to compete for professional performing opportunities andlor graduate school auditions. Requirements: 19.5 course credits Core cuniculum plus: MUS 311,312 Composition I, I1 MUS 358 Full junior recital MUS 459 Full senior recital lg6 Music One of the following two: MUS 342 Choral Conducting MUS 344 Instrumental Conducting One of the following three areas of emphasis: Vocal emphasis-MUS 251, 252, 253, 254, 435, one course credit of music elective, French or German to fulfill language requirement Piano or organ emphasisMUS 301,302, 436, 456, one half course credit of music elective lnsmmental emphasisMUS 301,302, one and one half course credits of music electives Two quarter course credits and six full course credits of performance studies in the major instrumentlvoice Two quarter course credits of performance studies in the minor instrumentlvoice Eight quarter course credits in a major Augsburg ensemble on the major instrumentlvoice Four semesters in a non-credit small Augsburg ensemble Pass piano proficiency test Pass three music repertoire tests Achieve a cumulative GPA of 2.5 in all music courses and 3.0 in the major instrurnentlvoice BACHELOR OF SCIENCE Music Therapy Major Fulfills the academic and clinical requirements for eligibility to take the Music Therapy Board Certification Examination. The B. S. in music therapy is minimally a 4 112 year degree program, which includes a full-time (six months or 1,040 hours) internship in a clinical facility approved by the American Association for Music Therapy (AAMT). This course of study is chosen by students who wish to become professional music therapists. Requirements: 23 course credits Core curriculum plus: MUS 271 Music Therapy Techniques and MateriaLs MUS 274,275 Music Therapy Practicums MUS 3 11 or 3 12 Composition I or I1 MUS 372,373 Psychological Foundation of Music I, I1 MUS 374,375 Music Therapy Practicums MUS 472 Human Identity Through the Creative Arts MUS 473 Music Therapy Senior Seminar MUS 474,475 Music Therapy Practicums MUS 479 Music Therapy Clinical Internship MUS 458 Half senior recital EDS 282 Introduction to Special Education PSY 105 Principles of Psychology PSY 362 Behavior Disorders BIO 103 Human Anatomy and Physiology One of the following three: MUS 152 Class Voice MUS 155 Class Piano MUS 158 Class Guitar Two of the following three: EDS 356 Music Methods: Brass and Percussion EDS 357 Music Methods: Woodwinds EDS 358 Music Methods: Strings One of the following two: SOC 362 Statistical Analysis PSY 230 Research Methods: Design, Procedure, and Analysis I Eight quarter course credits of performance studies in the major instrumentlvoice - Music 197 Eight quarter course credits in a major Augsburg ensemble on the major instrumendvoice Two semesters in an Augsburg small ensemble (no credit) Pass piano proficiency and guitar proficiency tests Pass three music repertoire tests Achieve a minimum grade of 2.5 in all music therapy courses Requirements: 6 course credits MUS 101,102 Materials of Music I, 11 MUS 111, 112 Aural Skills I, I1 MUS 341 Basic Conducting One of the following two: MUS 231 History and Literature of Music I MUS 232 History and Literature of Music I1 While the music department strongly encourages both formal and informal ensemble experience, only membership in the Augsburg Concert Band, the Augsburg Orchestra, the Augsburg Choir, or Riverside Singers of Augsburg will satisfy the major, minor, or general education requirements. Ensemble requirements are fulfilled by participation for the entire year. One quarter course credit per semester is granted to members of major ensembles (MUE 111,112,121,141);other ensembles carry no credit. Traditional grading is required for music majors and minors in ensemble courses. The general student may register for credit with either traditional or P/N grading, or may choose no credit with audit (V) designation. A maximum of two course credits in an ensemble may be counted toward graduation requirements. Performance Studies (Private Lessons) One additional course in music history or conducting Four consecutive quarter courses in a major ensemble concurrent with four quarter courses of performance studies on the major instrumendvoice Pass one music repertoire test Ensembles (MUE) These musical organizations are open to music majors, music minors, and nonmusic majors. All music students are required to participate in a major ensemble on their major instrument (where possible) during their time at Augsburg College. Auditions for membership in ensembles are scheduled during the first week of the school year or by arrangement with the individual ensemble director. Private instruction in voice, piano, organ, or any instrument is available for all students in the following categories: No credit l/2hour lesson, 3 hours of practice per week 1/4course credit, 1/2hour lesson, 4 hours of practice per week lL2 course credit, 1 hour lesson, 8 hours of practice per week One course credit, 1 hour lesson, 12 hours of practice per week Lessons for credit require: Private lessons Jury examination at the end of each semester Attendance at departmental student recitals and master classes Attendance at concerts and recitals lg8 Music Lessons for non-credit: Students may take private lessons for no credit and are not required to fulfill the performance and listening requirements. A semester of study consists of 14 weeks of lessons, coaching, and a jury examination. Music majors and minors are required to register for music lessons for credit (quarter, half, or full credit depending on year of study and degree being sought). Credit is granted only for study with faculty members of the Augsburg College Department of Music, and private instruction for credit is graded traditionally. Music majors and minors must declare an area of concentration. Students seeking a bachelor of music-performance major degree are also required to have a minor instrument that necessitates additional lessons, jury examinations, and performances. Freshmen may be awarded free lessons, if taken for credit, in their major instrument/voice and with the recommendation of their private lesson instructor. Any lessons during Interim or summer are arranged privately with the instructor. A student who cannot attend a scheduled lesson is required to notify the instructor at least 24 hours in advance. Otherwise, except for illness immediately prior to a lesson, the student will forfeit the right to a make-up lesson. Limited school instruments are available for student use. Music majors are required to attend departmental student recitals and will perform if requested by their instructor. All students registered in performance studies for credit are required to attend eight designated music events during each semester. Four of these events will be made up of major ensemble concerts, senior student recitals, faculty recitals, or designated campus music events. Four events should be professional, off-campus concerts that have the prior approval of the student's major instrument/voice instructor. Off-campus concerts will require that a program and a one-sheet review be submitted to the instructor. Music minors are required to attend four events (on or off campus) that meet the approval of their private instructor. Note: Final grades for private lessons are affected by attendance requirements. Student Recitals Students planning a recital should carefully read the Music Student Handbook and consult regularly with their applied instructor. Concurrent registration in performance studies in the major instrumenthoice is required for recital performance. At least two full-time music faculty members and the student's private instructor must be present to evaluate junior and senior recitals. Recitals are given a padfail grade. Recitals required for the fulfillment of the B.M., B.A., or B.S. degree requirements or honors program will be sponsored by the music department. Other student recitals may be considered for departmental sponsorship. All music degree recitals must be representative of the academic guidelines set forth in this catalog and repertoire lists. B.M. degree junior recitals (MUS 358) will be one-half hour in duration for music education majors, and one hour in duration for music performance majors. B.M. degree senior recitals (MUS 459) will be one hour in duration for music education majors and music performance majors. B. A. and B. S. degree senior recitals (MUS 458) will be one-half hour in duration. - Music 199 EXAMINATIONS Piano Proficiency All music majors enrolled in a music degree program must complete the piano proficiency requirement by the end of the sophomore year. Consult the Music Student Handbook for piano major and non-piano major requirements and test dates. Music Repertoire Tests Music majors are required to pass three music repertoire tests, transfer students must pass two, and music minors must pass one. Consult the Music Student Handbook for contents of music repertoire tests and test dates. Many music courses are offered alternate years. Consult the ACTC Joint Class Schedule or the music department for course offerings in each term. THEORY MUS 101 (.5 course) Materials of Music I Notation, scales, intervals, triads, keyboard harmony, and principles of part writing. To be taken concurrently with MUS 111. (Prereq.: Theory Placement Test) MUS 102 Materials of Music II (.5 course) Diatonic harmony, secondary dominants, and simple modulations. To be taken concurrently with MUS 112. (Prereq.: Passing MUS 101 with a minimal grade of 2.0) MUS 111 Aural Skills I MUS 112 Aural Skills 11 (.5 course) Development of listening and reading skills to parallel progress in MUS 102. To be taken concurrently with MUS 102. (Prereq.: MUS 111) MUS 201 Materials of Music 111 (.5 course) Continuation of MUS 102 with chromatic harmony and modulation. To be taken concurrently with MUS 211. (Prereq.: Passing MUS 101 and 102 with a minimal grade of 2.0) MUS 202 Form and Analysis (.5 course) Musical structures of common practice period and introduction to 20th-century practice. To be taken concurrently with MUS 212. (Prereq.: Passing MUS 201 and 211with a minimal grade of 2.0) MUS 211 Aural Skills 111 (.5 course) Rhythmic and melodic dictation, interval and triad recognition, sight singing, and harmonic dictation to parallel progress in MUS 101. To be taken concurrently with MUS 101. (.5 course) Melodic, harmonic dictation, and sight singing to parallel progress in MUS 201. To be taken concurrently with MUS 201. (Prereq.: MUS 112) 200 Music MUS 212 Aural Skills IV (.5 course) Further development of listening skills to parallel progress in MUS 202. To be taken concurrently with MUS 202. (Prereq.: MUS 211) MUS 301 Counterpoint 1 (.5 course) 16th- through 18th-century contrapuntal techniques including double counterpoint, passacaglia, fugue, and canon. (Prereq.: Passing MUS 202 and 212 with a minimal grade of 2.0) MUS 302 Counterpoint 11 (.5 course) Study of contemporary counterpoint including works of Schoenberg, Barber, Copland, Hindemith, and Shostakovitch. (Prereq.: Passing MUS 202 and 212 with a minimal grade of 2.0) MUS 311 Composition 1 (.5 course) Study of notational systems, score layout, calligraphy, physical basis of sound, ranges of and arranging music for voices and instruments. Simple forms and tonal harmonic materials are employed. (Prereq.: Passing MUS 202 and 212 with a minimal grade of 2.0) MUS 312 Composition 11 (.5 course) Advanced arranging for vocal and instrumental ensembles of varying sizes and types. Contemporary techniques, atonal systems, and larger forms are studied and used. (Prereq.: Passing MUS 311 with a minimal grade of 2.0 or permission from instructor) MUS 341 Basic Conducting (.5 course) Study of fundamental conducting patterns and baton technique, score analysis and preparation, rehearsal techniques, basic nomenclature. (Prereq.: MUS 101, 111,231) MUS 342 Choral Conducting (.5 course) Choral literature and organization, vocal methods and voice selection, advanced conducting techniques with class as the choir. (Prereq.: Pass piano proficiency test and MUS 341) MUS 344 Instrumental Conducting (.5 course) Preparation of and conducting instrumental literature, advanced conducting techniques, organization of instrumental ensembles. (Prereq.: Pass piano proficiency test and MUS 341) HISTORY AND LITERATURE MUS 130 Introduction to Music in the Fine Arts Relationship between music of each period and the other fine arts. For nonmusic majors. MUS 231 History and Literature of Music I A study of the evolution of music from antiquity to 1750. (Prereq.: MUS 101, 102,201) Music 20" MUS 232 History and Literature of Music II Continuation of MUS 231 from 1750 to the present. (Prereq.: MUS 101,102,201) MUS 241 History of Jazz This course is a study of the musical elements, cultural perspectives, and the historical developments of jazz. Many styles of jazz are examined including early New Orleans Dixieland, swing, cool, jazz/rock/fusion, ragtime, bop, and progressive jazz. MUS 320 Worlds of Music A survey of non-Western musical cultures. Thefollowingfour half courses are extensive studies of special eras in the histoly of music: MUS 331 Music of the Baroque Era (Prereq.: MUS 231, 232) (.5 course) MUS 332 Music of the Classical Period (Prereq.: MUS 231, 232) (.5 course) MUS 333 Music of the Romantic Period (Prereq.: MUS 231, 232) (.5 course) MUS 334 Music of the 20th Century (Prereq.: MUS 231, 232) (.5 course) MUS 432 Church Music and Worship Development and influence of church music as evidenced in contemporary worship practices. Designed for the general as well as the music and theology student. MUS 435 Voice Repertoire A survey of standard art song repertoire from Eastern and Western Europe, Russia, Scandinavia, and the Americas. Includes listening, writing, and performance. Required for vocal performance majors. (Prereq.: MUS 251-254 or permission from instructor) MUS 436 Piano Repertoire (.5 course) Study of the piano literature from the 17th century to the present by listening, analyzing, and performing. (Prereq.: MUS 231, 232) MUS 498 Independent Study (.5 course) Advanced research and projects not otherwise provided for in the department curriculum. Open only to advanced students upon approval by the faculty. INTERNSHIPS AND INDEPENDENT STUDY COURSES MUS 199 Internship See description on page 85. MUS 299 Directed Study See description on page 86. 202 Music MUS 399 Internship See description on page 85. MUS 499 Independent StudyIResearch See description on page 86. Open only to advanced students upon approval of the faculty. TECHNIQUE MUS 152 Class Voice (.25 course) Fundamentals of tone production and singing. MUS 155 Class Piano (.25 course) Basic keyboard familiarity, including scales, chords, arpeggios, sight-reading, and simple accompaniment and music reading skills necessary to pass the piano proficiency test. (Prereq.: MUS 101 or permission from instructor) MUS 158 Class Guitar (.25 course) Beginning techniques of classic guitar. MUS 251-254 English Diction (251), Italian Diction (252), German Diction (253), French Diction (254) (each .25 course) Intensive course covering basic singing pronunciation of English, Italian, German, and French through the study of the art song repertoire. Includes regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal performance majors and music education majors. MUS 358 Junior Recital (-0 course) B.M. candidates only. One-half hour recital at repertoire Level 111 for music education majors, one hour recital at Level IV for music performance majors. No course credit. Private instructor may request a pre-recital hearing. MUS 456 Piano Pedagogy (.5 course) Principles, methods, materials, and techniques for teaching piano. Survey of various pedagogical schools of thought. MUS 458 Senior Recital (.O course) One-half hour recital at repertoire Level 111 for B.A. or B.S. candidates. No course credit. Private instructor may request a pre-recital hearing. MUS 459 Senior Recital (.O course) B.M. candidates only. One hour recital at repertoire Level IV for music education majors, one hour recital at Level V for music performance majors. No course credit. Private instructor may request a pre-recital hearing. - Music 20 W THERAPY MUS 271 MUS 272 Music Therapy Techniques and Materials (.5 course) Study of non-symphonic instruments, Orff-Shulwerk, applications of recreational music activities to clinical settings, and acquisition of skills in improvisation. Includes on-campus practicum with children. Human ldentity through the Creative Arts A study of the aesthetic expression and experience as they relate to human identity, with an emphasis on psychological, cultural, and biological aspects of musical behavior. An understanding of the relationships of the creative therapies of art, music, drama, and movement. MUS 274, 275 Music Therapy Practicums (.O course) Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills including improvisation. Two hours per week. No course credit. MUS 372 MUS 373 Psychological Foundations of Music I An objective approach to musical stimuli and response, with an emphasis on acoustics and sociopsychological aspects of music. An understanding of the research process and development of an experimental research project. Psychological Foundations of Music II Implementation of group and individual research projects, emphasis on a multidisciplinary approach to music therapy Theories of learning music, musical talent, and performance. MUS 374, 375 Music Therapy Practicums (.O course) Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills including improvisation. Two hours per week. No course credit. MUS 472 Human ldentity through the Creative Arts See course description for MUS 272. Enrollment for upper division credit required for music therapy majors; will include an additional course module. MUS 473 Music Therapy Senior Seminar Class discussions of theories and research as they apply to therapeutic settings, including discussion of professional ethics. A holistic approach to therapy with music. Music (.25 course each) MUS 474,475 Music Therapy Practicums Volunteer work under the supervision of a registered music therapist, requiring more advanced clinical and musical skills, including improvisation. Two hours per week. (Prereq.: Three of MUS 274,275,374,375,and pass piano and guitar proficiency test) MUS 479 Music Therapy Clinical Internship (.5 course) Full-time placement in an AMTA-approved internship site for six months. (1040 hours) Application for internship must be made nine months in advance. Sites in Minnesota are limited. (Prereq.: completion of all other graduation requirements, including all proficiency exams and music repertoire tests) ENSEMBLES (MUE) These musical organizations exist not only for the benefit of the music student, but for any student who wishes to participate. Membership is determined by audition during the first week of fall semester or by arrangement with the ensemble director. Assignment to an ensemble is then made at the discretion of the appropriate faculty. For Jazz Ensemble membership, preference is given to concert band members. While the department strongly encourages both formal and informal ensemble experience, only membership in band, orchestra, choir or Riverside Singers will satisfy the major, minor, or general education requirements. Some instruments are available for use by students. MUE 111 Augsburg Choir (-25 course) MUE 112 Riverside Singers of Augsburg (.25 course) MUE 113 Vocal Chamber (.O course) MUE 114 Masterworks Chorale (.25 course) MUE 121 Orchestra (.25 course) MUE 122 String Ensemble (.O course) MUE 131 Woodwind Chamber Music (.O course) MUE 141 Concert Band (.25 course) MUE 142 Brass Ensemble (.O course) MUE 143 Jazz Ensemble (.O course) MUE 144 Percussion Ensemble (.O course) - Music 20! PERFORMANCE STUDIES (MUP) Private instruction for credit is graded traditionally All areas of study are available to the non-music major or minor. All lessons are adapted to the individual needs of the student and those bearing credit are supplemented by accompanying, ensemble participation, and other performances. Repertoire lists are graded I-V to indicate levels of achievement and the following expectations: No-credit study has no repertoire requirements; music minor-Level I; B.A. and B.S. majors-Enter I and attain 111; B.M. -Education major-Enter I1 attain IV; B.M.-Performance majorEnter I1 and attain V LESSONS MUP 111-411 Voice MUP137-437 Horn MUP 121-421 Violin MUP 141-441 Trumpet MUP 122-422 Viola MUP 142-442 Trombone MUP 123-423 Cello MUP 143-443 Baritone M UP 124-424 Bass MUP144-444 Tuba MUP 131-431 Oboe MUP 152-452 Piano MUP 132-432 Bassoon MUP 159a Piano accompanying MUP 133-433 Clarinet MUP 161-461 Guitar MUP 1 3 4 4 3 4 Saxophone MUP 171-471 Percussion MUP 135-435 Flute MUP 181-481 Organ MUP 191-491 Harp Note carefully the following provisions: A semester of study is 14 weeks of lessons and coaching. Any lesson during the Interim or summer are arranged privately with the teacher. A student who cannot attend a scheduled lesson is required to notify the teacher at least 24 hoursin advance; otherwise except for illness immediately prior to the lesson, the student will forfeit the right to a make-up lesson. Credit is granted only for study with faculty members of the Augsburg Department of Music. T he natural science licensure program - for teachers is designed to provide strong preparation for science teaching and to satisfy Minnesota licensure requirements. Courses are designed to provide a broad, basic background in science and allow for specialization in an area. The following programs assume that the student will meet the distributionlgeneral education requirements of the College, the requirements for appropriate majors, the courses required in the Department of Education and, in the physical sciences, have at least one year of calculus. Consult with the Department of Education for requirements in education. Early consultation with adviser is essential. Coordinator Arlin Gyberg Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current licensure requirements. Broad Base Requirements Two earth science (PHY 101 Astronomy, PHY 106 Meteorology, or geology) BIO 113 Introductory Organism1 Biology BIO 114 Introductory Genetics, Evolution, and Ecology PHY 116 Introduction to Physics or PHY 121, 122 General Physics I, I1 CHM 105, 106 Principles of Chemistry or CHM 115,116 General Chemistry ~ - Biology Major (for licensure in life science) Broad base requirements, plus: BIO 215 Introductory Cellular Biology BIO 491 Seminar Six other biology courses, including at least one from each of the following groups: BIO 351 Invertebrate Zoology or BIO 353 Comparative Vertebrate Zoology or BIO 473 Animal Physiology BIO 361 Plant Biology or BIO 440 Plant Physiology BIO 367 Biochemistry or BIO 471 Advanced Cellular and Molecular Biology BIO 476 Microbiology or BI0 481 Ecology And one course in Organic Chemistry Physical Science Broad Base Requirement Two courses: one in earth science (astronomy, meteorology, or geology), and one in general biology. Natural Science 20; Chemistry Major (for licensure in physical science) Physical Science Broad Base Requirement Graduation major in chemistry: CHM 105, 106 Principles of Chemistry or CHM 115, 116 General Chemistry CHM 351 Organic Chemistry CHM 352 Organic Chemistry CHM 353 Quantitative Analytical Chemistry CHM 361 Physical Chemistry CHM 363 Physical Chemistry Laboratory CHM 491 Chemistry Seminar MAT 145, 146 Calculus I, 11 or MAT 124,125 Calculus I, 11 (WEC only) One advanced chemistry course One year of General Physics Two physics courses above General Physics (Recommended: PHY 245 Modem Physics and PHY 261 Electronics) Physics Major (for licensure in physical science) Physical Science Broad Base Requirement Graduation major in physics: PHY 121 General Physics PHY 122 General Physics PHY 245 Modem Physics PHY 351 Mechanics I PHY 362 Electromagnetic Fields I PHY 363 Electromagnetic Fields I1 PHY 395 Comprehensive Laboratory PHY 396 Comprehensive Laboratory MAT 145, 146 Calculus I, I1 or MAT 124,125 Calculus I, I1 (WEC only) MAT 245 Calculus 111 MAT 247 Modeling and Differential Equations* Two additional physics courses above 122 One year of General Chemistry One course of Organic Chemistry and One course of Analytical Chemistry *Note: PHY 327 Special Functions of Mathematical Physics may substitute for MAT 247 See listing under Interdisciplinary Studies. See listing under Modem Languages. I I he Augsburg Department of Nursing is designed exclusively for registered nurses who want to increase their opportunities in the health care field. The scope of nursing practice is changing and expanding. Nurses are being called on to function in a variety of settings that differ from those in the past. Today nurses work in hospitals, clinics, corporations, government agencies, schools, and community organizations, or in their own practices. Wherever they practice, nurses provide comprehensive health care through the entire life span for people of all cultures and socioeconomic levels. The bachelor's degree equips nurses with a working knowledge of the biological, physical, social, behavioral, and nursing sciences. The nursing program at Augsburg also provides educational opportunities to increase their skills in critical thinking, clinical investigation, and decision-making that prepares them to handle challenging new positions in today's health care field. Augsburg's nursing program, leading to a bachelor of science degree with a major in nursing, is accredited by the National League for Nursing. Graduates of the program are eligible to apply for public health nurse registration in Minnesota. With two additional courses, they are eligible to apply for school nurse certification. Nursing Faculty Beverly Nilsson (Chair), Lucie Ferrell, Pamela Weiss Major Ten courses including: NUR 305 Contemporary Nursing I: Communication NUR 306 Contemporary Nursing 11: Paradigms in Nursing NUR 310 Community Health Nursing I NUR 3 11 Community Health Nursing 11: Practicum NUR 330 Trends and Issues in Nursing NUR 350 Introduction to Nursing Research NUR 403 Contemporary Nursing 111: Families NUR 423 Practicum in Nursing: Nursing of the Family NUR 431 Leadership and Management: Theory and Practice PHI 380 Ethics of Medicine and Health Care A minimum grade of 2.0 in each nursing course and cumulative GPA of 2.5 at the completion of Level I and Level I1 courses of study are required. Students also must complete Augsburg's residence and general education requirements. The program has been planned so that the major can be completed within two academic years; however, students may pursue their studies at a slower pace. Courses in the nursing major are offered on weekends with practicum courses requiring additional weekday time. More time may be required to complete the total course of study depending on the number of credits transferred from other colleges or universities. Students in nursing may take non-nursing courses in both day school and Weekend College. Students interested in pursuing the nursing major should consult with an adviser from the Department of Nursing for program planning. - Nursing 205 Honors Major Admission to the honors major requires: a GPA of at least 3.6 in the major and 3.3 overall, application to the department chair by Nov. 1 of the senior year, recommendation by nursing faculty, and honors thesis to be presented before a faculty committee by April 15. Candidates register for NUR 499 to complete the honors requirement. The following steps may be taken in any order, but all must be completed prior to application for admission into the nursing major. 1.Admission to Augsburg College: Before you can apply for the nursing program, you must first be admitted to Augsburg College. All applicants must present a high school diploma or equivalent and a 2.2 GPA. 2. Graduation from an accredited nursing program: Applicants must have graduated from an NLN-accredited associate degree or diploma nursing program with a 2.5 overall GPA. 3. Unencumbered RN licensure: The applicant must be a registered nurse who is licensed and currently registered to practice in Minnesota prior to beginning the nursing major. 4. Prerequisite course content: The following content must have been completed with a minimum grade of Z.O-chemistry, anatomy and physiology, microbiology, English composition, introductory sociology, and introductory psychology. These courses may be taken at Augsburg or at another accredited college or university. 5. Current clinical practice: Applicants must give evidence of current clinical nursing practice (within the past five years). This may include graduation from a school of nursing, work experience, or completion of a nursing refresher course or an acceptable equivalent. 6. Applicants must have their own malpractice insurance, current CPR certification, and an updated immunization record. Options for Completing the Degree Augsburg recognizes that nurses have a variety of time schedules, personal responsibilities, and work demands that must be taken into account in any decision to work toward a college degree. For this reason, Augsburg offers full- and part-time sequential alternatives for pursuing this degree. Nursing courses at Augsburg are available only through Weekend College. Classes usually meet on alternate weekends for one 3 1/2 hour time block. Clinical practice usually occurs on weekdays. However, students also can complete their liberal arts general education requirements by taking courses in day school and Weekend College. It is recommended that most liberal arts courses be taken before starting the nursing major. 210 Nursing - NUR 305 Contemporary Nursing I: Communication Introduces the components of the professional role and continues the professional socialization process. Theories about how individuals and groups communicate are applied to changing professional roles. NUR 306 Contemporary Nursing II: Paradigms in Nursing An introduction to the idea of theory-based nursing practice. Nursing theory and conceptual models for nursing practice are studied and then utilized in a patientlclient situation. NUR 310 Community Health Nursing I Introduces the theory and methods that are essential to maintain or improve the health of culturally diverse individuals, families, and communities. NUR 31 1 Community Health Nursing II: Practicum** Provides clinical experience in community-based health care delivery systems. Students will apply nursing process, teaching/learning theory, and basic public health principles with culturally diverse clients. (Prereq.: NUR 310) NUR 330 Trends and Issues in Nursing A transitional course designed to investigate the current responsibilities of the professional nurse. Economic, social, political, and professional trends and issues are explored in relation to their implications for a changing practice. NUR 350 Introduction to Nursing Research Emphasis on research process and methods in nursing. Ethical issues in nursing research are examined. Students critique nursing research for its value in nursing practice and design a research proposal. (Prereq.: MPG 3 ) . .. .. ...-. .........- - Nursing 211 NUR 403 Contemporary Nursing Ill: Families Provides a theoretical basis for nursing interventions with culturally diverse families and explores theories related to family structure and function throughout the life span. The role of the nurse in family health care is examined. (Prereq.: NUR 311) NUR 423 Practicum in Nursing: Nursing of the Family** Clinical practice offering the student an opportunity to provide complex nursing care to culturally diverse families in selected practice settings. (Prereq.: NUR 403) NUR 431 LeadershipIManagement:Theory and Practice** Examines the professional nurse roles of leader and manager. Concepts of change, conflict, and system dynamics are explored. Ethics, accountability, and advocacy in the leader-manager role are studied. Application of theory occurs in selected practice settings with a professional nurse preceptor. NUR 432 Topics in Nursing Provides opportunities for in-depth exploration of selected topics in nursing. The subjects studied will vary depending upon the interests of the faculty and students. Independent Study: NUR 499 Independent StudyIResearch See description on page 86. Note: I f NUR 31 1 and NUR 423 are not taken immediately following their respective theoly courses, students are required to consult with faculty prior to registration regarding review of the theoretical content. Students who decelerate for more thanfive years may be asked to audit courses already taken. There is a fee to audit courses. ** This course involves an additional clinicalfee. T he Department of Philosophy assists students to understand issues raised in the traditional areas of philosophy. We consider questions about what knowledge is and how we know about the nature of reality, about the basis for making moral judgments, and about the rules for correct reasoning. Our goals are to instill in students a love of truth, to inspire a curiosity about the significance and meaning of the world they experience, and to develop the skills of critical analysis and creative synthesis. The department places a special emphasis on the history of philosophy, offering four courses covering the period from the ancient Greeks to the end of the 20th century. In these courses students are taught how to read, understand, and criticize great texts of Western civilization and to see how ideas have developed and matured through the centuries. The department also offers courses where philosophy and its methods and ideas are applied to other disciplines such as religion, science, and the arts. The major has been carefully planned so that students can easily graduate with a major in philosophy and one in another discipline. Though some students continue on to graduate school in philosophy, most use the major to prepare for other professional studies such as law, medicine, or the Christian ministry. Philosophy majors generally perform better than others on graduate entrance examinations in medicine and law. Others enter the work place confident that the study of philosophy has given them the ability to think critically. Philosophy Faculty David Apolloni (Chair), Mark Fuehrer, Bruce Reichenbach Major Nine courses including: PHI 230 Logic PHI 241 History of Philosophy I: The Classical Philosophers PHI 242 History of Philosophy 11: Medieval and Renaissance Philosophy PHI 343 History of Philosophy 111: Enlightenment and 19thCentury Philosophy PHI 344 History of Philosophy IV 20thCentury Philosophy A 400-level course (other than PHI 499) Three elective courses in philosophy Five courses must be upper division. Honors Major Admission to the philosophy honors program is by recommendation of the philosophy faculty Such recommendations will be made at the end of the junior year. The program will consist of an honors thesis on an approved topic of the student's choice that involves research above the course level, and a defense of this thesis before the faculty of the department. Minor Five courses, including two from PHI 241,242,343, and 344. - Philosophy 213 PHI 110 Introduction to Philosophy This course introduces students to typical philosophical problems (like how we know, if we can have certain knowledge, if there are universal moral principles whether God exists, the nature of the mind, etc.), to philosophical vocabulary, and to critical thinking and what it means to view the world philosophically. PHI 120 Ethics By studying our moral beliefs, ethics helps students consider the bases they use to make moral judgments. The course explores major philosophical approaches to evaluating moral actions and then applies them to contemporary issues. Christian ethics will inform the considerations. Students who receive credit for PHI 120 may not receive credit for PHI 125. PHI 125 Ethics and Human Identity A philosophical study of the role of human understanding, emotions, and action with respect to the pursuit of happiness. Beginning by asking what the end or purpose of human life is, students decide on the moral and intellectual virtues required to reach the end. Topics of friendship and human love are followed by an analysis of human happiness. Students who receive credit for PHI 125 may not receive credit for PHI 120. PHI 175 Philosophy of Love and Sex Issues such as the ethics of sex in relation to marriage, pornography, and homosexuality are considered. Then consideration is given to the nature and history of romantic love and its relationship to sex. PHI 215 Philosophy of the Emotions and Passions An examination of several classical and contemporary philosophical essays on the nature of human emotion and passion with the intention of discovering the nature and role on this aspect of human nature. The impact of emotions upon language, music, art, interpersonal relations, and even religion are explored. PHI 230 Logic Students learn to distinguish arguments from exposition. Then they learn the rules that govern valid arguments and develop their ability to recognize and construct sound arguments. The last part of the course focuses on inductive reasoning. PHI 241 History of Philosophy I: The Classical Philosophers The writings of Plato and Aristotle are the foundations of all philosophical thought in Western civilization. In this course students read and analyze some of the key works by Plato and Aristotle, as well as Stoic, Epicurean, and Neoplatonic writings. 2'4 Philosophy PHI 242 History of Philosophy II: Medieval and Renaissance Philosophy students will read writings by various medieval and Renaissance philosophers in order to understand the process of philosophical assimilation involved in constructing a Christian philosophy. (Suggested prior course: PHI 241. Spring) PHI 260 Philosophy and the Arts Attempt is made to ask and answer some of the following questions: What is a work of art? Is there such a thing as good and bad taste? What is aesthetic experience? PHI 343 History of Philosophy Ill: Enlightenment and l%h-Century Philosophy This course studies the major rationalists of the 17th century (Descartes, Spinoza, Leibniz), the major empiricists of the 18th century (Locke, Berkeley, Hume), Kant's synthesis of philosophy, and 19th-century idealism and the reaction to it (Marx, Kierkegaard, Nietzsche). (Suggested prior course: PHI 241 or 242. Fall) PHI 344 History of Philosophy IV: 20th-Century Philosophy An overview of the major schools of philosophical thought in the 20th century: analysis, phenomenology, existentialism, pragmatism, structuralism, and deconstructionism. (Suggested prior courses: PHI 241, 242, and 343) PHI 350 Philosophy of Religion We systematically investigate a series of questions about religion. What is the relation between faith and reason? Does God exist, and if so, what can be said about God? Can God's goodness be reconciled with human suffering? Are miracles and life after death possible? (Suggested: one prior course in philosophy) PHI 355 Asian Philosophy A study of the basic concepts and philosophies that underlie Hinduism, Buddhism, Confucianism and Taoism. (Suggested: one prior course in philosophy. Alternate years) PHI 360 Political Philosophy The question, What is just society? is considered with the answers given in the 20th century by utilitarianism, liberalism, Marxism, communitarianism, libertarianism, and feminism. PHI 365 Philosophy of Science The course explores what scientific knowledge is, whether the scientist's knowledge of the world is profoundly different and better than that of the non-scientist, and what degrees of certainty are yielded by scientific methods. (Suggested prior course: PHI 230 or one course in natural science) - Philosophy 215 PHI 370 Existentialism Studies in the writings-both philosophical and literary-f prominent existentialist authors. The course examines what it means to be a being-in-theworld and explore such themes as absurdity, freedom, guilt, despair, and paradox. (Suggested: one prior course in philosophy. Alternate years) PHI 380 Ethics of Medicine and Health Care Application of ethical principles to problems that arise in the areas of health care and delivery, allocation of scarce resources, human experimentation, genetic engineering, abortion, care for the dying, and euthanasia. PHI 410 Topics in Philosophy Advanced studies covering either an individual philosopher or a specific area of philosophy, such as philosophical movements, the history of an idea or specific problems. Seminar format. May be taken more than once for credit. (Suggested prior courses: any course from PHI 241, 242,343,344, or consent of instructor. Offered annually) Internships and Independent Study Courses: PHI 199 Internship See description on page 85. PHI 299 Directed Study See description on page 86. PHI 399 Internship See description on page 85. PHI 499 Independent StudyIResearch See description on page 86. PHYSICAL EDUCATION See listing under Health and Physical Education. T he Augsburg Physician Assistant Program is designed for students interested in careers as health care providers. The physician assistant concept originated during the mid-1960s. Physicians and educators recognized that there was a shortage and uneven distribution of primary care physicians. To combat these problems, the Physician Assistant Program was developed. All PAs must, by law or regulation, have a supervising physician. An important element of the physician assistant education is the emphasis on patient education. The Augsburg Physician Assistant Program is a 27-month program of study for students with at least 64 semester hours of college credit. A new class of 28 students begins each May. Students who intend to enter the Physician Assistant Program must apply by December of the previous year. The program is very competitive and not all students who apply are accepted. Physician assistant students who have not previously obtained a baccalaureate degree will earn a bachelor of arts in physician assistant studies upon successful completion of the program. The Augsburg Physician Assistant Program is currently accreditated from CAAHEP (Commission on Accreditation of Allied Health Education Programs). In order for someone to practice as a physician assistant, one must graduate from an accredited PA program and pass the PA National Certification Examination. Practice regulations differ from state to state. The mission of the Augsburg College Physician Assistant Program is to educate students in a manner consistent with the College's mission. It is based on a foundation of respect and sensitivity to persons of all cultures and backgrounds and oriented toward providing care to undersewed populations. Students are well educated in current medical theory and practice, and graduates are encouraged to work in primary care settings. The program promotes dedication to excellence in performance, with the highest standards of ethics and integrity, and commitment to lifelong personal and professional development. Physician Assistant Faculty Dawn B. Ludwig (Chair), David Johnson, Manuel Kaplan, Martha Kelly, Teny Lewis, LuAnn Shay Major First Year (Twelve Months) Twelve courses including: Human Anatomy and PA 3 11 Neuroanatomy PA 321 Human Physiology PA 331 PA Seminar Phannacology I PA 35 1 PA 361 Clinical Medicine I History & Physical Exam PA 371 Skills I PA 341 Current Trends PA 362 Clinical Medicine I1 PA 352 Pharmacology I1 PA 363 Clinical Medicine 111 History & Physical Exam PA 372 Skills I1 PA 380 Emergency Medicine and three supporting courses including: PSY 368 Behavioral Health Care I PSY 369 Behavioral Health Care I1 PHI 380 Ethics of Medicine and Health Care - Physician Assistant 21; Second Year (Fifteen Months) Prerequisite: successful completion of the first year of the PA Program and all courses must be taken as traditional grading. Clinical rotations in prearranged health care facilities including: PA 400 Family Medicine .............6 weeks PA 410 Internal Medicine............6 weeks PA 420 General Surgery ..............6 weeks PA 430 Pediatrics.........................6 weeks PA 440 OBlGynecology ...............6 weeks PA 450 Emergency Medicine ...... 6 weeks PA 460 Psychiatry........................6 weeks PA 470 Electives ..........................6 weeks PA 480 Family Medicine Preceptorship ..................Final 11 weeks of program A minimum grade of 2.0 in each physician assistant and supporting course of study is required. Students in the degree program also must complete Augsburg's residence and general education requirements. The program is planned so that the major will be completed in 27 months. The courses are offered consecutively, with subsequent courses based on material taught in previous courses; therefore, students are accepted for full-time study only. The following steps must be completed to apply for admission into the Physician Assistant Program. 1. Prerequisite course content: The following courses must have been completed at Augsburg (or an approved equivalent course at another accredited institution) with a GPA of 2.0 or better: One year biological sciences for majors Recommended courses include: BIO 113 Introductory Organismal Biology BIO 114 Introductory Genetics, Evolution, and Ecology BIO 355 Genetics BIO 473 Animal Behavior BIO 367 Biochemistry BIO 476 Microbiology CHM 223 Organic Chemistry or CHM 3511352 PSY 105 Principles of Psychology 2. It is recommended students maintain a cumulative and science GPA of 3.0 or better to remain competitive with all potential applicants. 3. All general education perspectiveslskills (except The City, one Writing Skill, Speaking Skill, and Critical Thinking) must have been completed. The above perspectives and skills are included in the physician assistant curriculum. 4. Submit a complete application to the program prior to the deadline, usually the end of December. Call the office for the official deadline each year. A comp!ete application packet includes: the application, three or four letters of reference, an, application fee, and an official transcript from each post-secondary school attended. 5. Application and admission to Augsburg College prior to matriculation to the Physician Assistant Program. Physician Assistant PA 31 1 PA 321 Human Anatomy and Neuroanatomy This course takes a regional approach to the study of human anatomy. The course will involve dissection of human cadavers. This course is offered only to students accepted into the PA Program. Human Physiology A course involving lectures, demonstrations, discussions, and laboratory exercises designed to present general physiological principles involving the nervous, respiratory, cardiovascular, gastrointestinal, and endocrine systems, and the special senses. (Prereq.: Admission to the PA Program) PA 331 PA Seminar A seminar exploring the history and role of physician assistants, including the laws and regulations governing their practice and education. (Prereq.: Admission to the PA Program or consent of instructor) PA 341 Current Trends This course educates the student in understanding medical literature, research of literature, and analysis of medical articles. (Prereq.: Admission to the PA Program) PA 351 Pharmacology l This course covers drug metabolism, chemotherapy, toxicology, and prescriptive practice as related to disease processes of the autonomic, cardiovascular, respiratory, and gastrointestinal systems. (Prereq.: Admission to the PA Program and successful completion of summer semester) PA 352 Pharmacology II This course covers drug metabolism, chemotherapy, and prescriptive practices as related to the pediatric, dermatologic, otolaryngologic, endocrine, and gynecologic systems. (Prereq.: PA 351) PA 361 Clinical Medicine I A course designed to teach pathologic process, clinical disease, treatment, and the clinical skills associated with the cardiovascular, respiratory, gastrointestinal, renal, and endocrine systems. (Prereq.: Admission to the PA Program and successful completion of summer semester) PA 362 Clinical Medicine II A course designed to teach pathologic process, clinical disease, treatment, and the clinical skills associated with the otolaryngologic, ophthalmalogic, and neurologic systems. (Prereq.: PA 361) Phvsician Assistant 21! Clinical Medicine Ill A course designed to teach pathologic process, clinical disease, treatment, and the clinical skills associated with the rheumatologic, orthopedic, gynecologic, obstetric, pediatric, geriatric, dermatologic, and immunologic systems. (Prereq.: PA 363) History and Physical Exam Skills I A lecturddiscussion/laboratory course with extensive clinical exposure designed to demonstrate and apply the techniques and skills essential to the interviewing and physical examination of patients. (Prereq.: Admission to the PA Program) History and Physical Exam Skills II A lecture/discussion/laboratorycourse with extensive clinical exposure designed to demonstrate and apply the techniques and skills essential to the interviewing and physical examination of patients. (Prereq.: PA 371) Emergency Medicine A lecture/laboratory course designed to educate the student in common emergency procedures. Topics covered will be adult and pediatric trauma, surgical procedures, and cardiac arrest protocol. (Prereq.: PA 371 and 362) Family Medicine A six-week required rotation that emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases, and conditions unique to the clinical practice of family medicine. Internal Medicine A six-week required rotation during which the indication, limitation, and methods of performing the necessary diagnostic procedure and therapeutic measures used in the treatment of general medicine disorders are reviewed. General Surgery A six-week required rotation providing an orientation to patients of various ages with surgically manageable diseases, emphasizing preoperative, intraoperative, and postoperative periods. Pediatrics A six-week required rotation designed to emphasize care of the child from birth through adolescence, emphasizing common childhood illnesses, normal growth and development, and abnormal variations. - 220 Physician Assistant PA 440 OB/CYN A six-week required rotation that provides an exposure to the spectrum of problems and issues associated with women's health care, including pregnancy, common gynecological diseases, and preventive care. PA 450 Emergency Medicine A six-week required rotation designed to provide an in-depth exposure to the illnesses and injuries sustained by all ages that necessitate emergency care. PA 460 Psychiatry . A six-week required rotation designed to provide an understanding of the behavioral components of health, disease, and disability with exposure to patients with a variety of psychiatric diagnoses. PA 470 Electives A total of six weeks spent by the student in a department-approved rotation of the student's choice, such as, but not limited to, cardiology, orthopedics, radiology, dermatology, and neurology. PA 480 Family Medicine Preceptorship An 11-week required rotation providing the student an opportunity to utilize all skills and knowledge gained in the program, emphasizing complete patient care in a family medicine setting. (Prereq: completion of the clinical year of PA studies) P hysicists are a curious and ambitious lot. Their aim is to understand the fundamental principles that describe and govern all physical aspects of the universe. Historically called "natural philosophers," physicists investigate by means of controlled experimentation and mathematical analysis. Physics includes the study of systems ranging from sub-atomic particles to the largest galaxies and from the relative stillness of near absolute zero to the fiery activity of stars. Physics plays an important role in many of the liberal arts disciplines and contributes to society's understanding of such areas as energy, weatker, medical science, and space exploration. Recognizing the importance of physics in contemporary life and the need to keep abreast of rapid technological advances, the department strives to give students not only an understanding of basic concepts, but also insights into recent developments. A rigorous major provides students with the preparation required for graduate study in physics. It also provides flexibility, serving as a stepping stone to advanced work in related areas such as astronomy, engineering, computer science, atmospheric science and meteorology, oceanography, biophysics, environmental science, and the medical and health-related fields. The department serves the liberal arts by offering courses for non-science students that enable them to attain a general understanding of a particular area of science. These courses provide the basis for further study and enable students to follow new developments with some degree of comprehension. The department supervises the preengineering program, with degree programs available at cooperating universities at both the bachelor's and advanced degree levels, and administers Augsburg College's portion of funds designated for the Minnesota Space Grant College Consortium, funded by NASA. It also maintains active research programs (supported by NASA, the National Science Foundation, and other federal agencies) through its Center for Atmospheric and Space Sciences. Several students work as research assistants in these efforts during the academic year and in the summer. Cooperative education, internship, and undergraduate research programs provide opportunities for students to apply their knowledge and problem-solgng skills in practical situations in industrial, governmental, and academic settings. Physics Faculty Jeffrey Johnson, Mark Engebretson, Kenneth Erickson, William Monsma Physics Research Staff Anthony Hansen, William Jasperson, David Venne. Atmospheric Sciences Research Group, Augsburg College Center for Atmospheric and Space Sciences 222 Physics BACHELOR OF SCIENCE BACHELOR OF ARTS Major 13 courses including: PHY 121 General Physics I PHY 122 General Physics I1 PHY 245 Modem Physics PHY 351 Mechanics I PHY 362 Electromagnetic Fields I PHY 363 Electromagnetic Fields I1 PHY 395,396 Comprehensive Laboratory Two elective physics courses above PHY 122 MAT 145, 146 Calculus I, I1 MAT 245,247 Calculus 111 and Modeling and Differential Equations or MAT 245 Calculus 111 and PHY 327 Special Functions of Mathematical Physics H BACHELOR OF SCIENCE Major 17 courses including: PHY 121 General Physics I PHY 122 General Physics I1 PHY 245 Modem Physics PHY 261 Electronics PHY 351 Mechanics I PHY 352 Mechanics I1 PHY 362 Electromagnetic Fields I PHY 363 Electromagnetic Fields I1 PHY 395 Comprehensive Laboratory I PHY 396 Comprehensive Laboratory I1 PHY 486 Quantum Physics I One physics course above PHY 122 CHM 105, 106 Principles of Chemistry or CHM 115, 116 General Chemistry MAT 145, 146 Calculus I, I1 MAT 245, 247 Calculus 111 and Modeling and Differential Equations or MAT 245 Calculus 111 and PHY 327 Special Functions of Mathematical Physics Physics Major With Concentration in Space Physics 18 course credits. It is the same as the B.S. major, with the addition of PHY 320 and PHY 420, and the omission of the elective physics course. Honors Major A GPA of 3.5 in physics and 3.0 overall. An independent investigation of a physics topic with an oral defense of the written research report. Application for the honors major should be made no later than the first term of the senior year. In planning their courses of study, students are encouraged to work closely with members of the physics faculty. Normally, students should have MAT 145, 146, and PHY 121, 122 during the freshman year, and MAT 245 and 247 (or PHY 327) during the sophomore year. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. - Physics 22: Minor Seven courses including: PHY 121 General Physics I PHY 122 General Physics I1 physics society and of participating in the physics community on a professional basis. Membership in the society is open to all students interested in physics. Three elective physics courses above PHY 122 MAT 145, 146 Calculus I, I1 Sigma Pi Sigma Society of Physics Students The Augsburg chapter of the Society of Physics Students provides students the opportunities of membership in a national Membership in the Augsburg chapter of this national physics honor society is open to those students who have completed the equivalent of a minor in physics, have a , GPA of 3.0 in physics and overall, and rank i n the upper third of their class. PHY 101 Astronomy A descriptive course covering our solar system. stars. and galaxies and tracing development scimtific thoughr from earlv civilization to the present. Night viewing and laboratory sessions are required, (Three one-hour lectures. Prereq.: MPG 2. Fall, spring) PHY 103 Conceptual Physics Applications, problems, and experiments are selected to illustrate fundamental principles of physics and explore hands-on intuitive approach. (Two threehour lectures/laboratories. Prereq.: MPG 3. Fall, spring) PHY 106 Introductory Meteorology A survey of the basic principles of the Earth's weather and climate. Topics include winds, fronts, cyclones, clouds and precipitation, thunderstorms, tornados and hurricanes, climate and climate change, global warming, and ozone depletion. (Three one-hour lectures, one two-hour laboratory. Prereq.: MPG 2. Fall) PHY 116 Introduction to Physics An algebra-based introductory course in which the applications, problems, and experiments are selected to illustrate fundamental principles and provide a broad survey of physics. (Three one-hour lectures, one two-hour laboratory. Prereq.: MPG 3. Fall) PHY 121 General Physics I A rigorous study of classical physics including mechanics and wave motion. Designed for physics, pre-engineering, and other specified majors. (Three onehour lectures, one three-hour laboratory. Prereq.: MAT 145 or concurrent registration. Fall) 2" Physics PHY 122 General Physics II A rigorous study of classical physics including thermodynamics, electricity, magnetism, and optics. Designed for physics, pre-engineering, and other specified majors. (Three one-hour lectures, one three-hour laboratory. Prereq.: PHY 121, MAT 146 or concurrent registration. Spring) PHY 245 Modern Physics An introduction to modem physics from a historical and experimental perspective. Relativity, atomic, molecular, nuclear, and solid state physics. This course develops the experimental foundations and need for quantum mechanics. (Three one-hour lectures, one one-and-one-half hour laboratory. Prereq.: PHY 122. Fall) PHY 261 Electronics AC and DC circuits, analog electronics, digital electronics, and the analysis and use of microprocessors and microcomputer systems. (Three one-hour lecl tures, one three-hour laboratory. Prereq.: PHY 116 or 122; and MAT 146. Spring: cross-listed with computer science) PHY 320 Introduction to Space Science A survey of Earth's space environment including solar, planetary, magnetospheric, ionospheric, and upper atmospheric physics (solar dynamics, magnetic storms, particle precipitation, aurora, and related topics). (Three one-hour lectures. Prereq.: PHY 245. Spring) PHYIMAT 327 Special Functions of Mathematical Physics Special functions encountered in physics. Partial differentiation, Fourier series, series solution of differential equations, Legendre, Bessel and other orthogonal functions, and functions of a complex variable. (Three one-hour lectures. Prereq.: PHY 122 or consent of instructor, MAT 245 or equivalent. Spring: cross-listed with mathematics) PHY 351 Mechanics I Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include conservation principles, single particle motion, gravitation, oscillations, central forces, and two-particle kinematics. (Three onehour lectures. Prereq.: PHY 122, MAT 247 or PHY 327. Fall) PHY 352 Mechanics II Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include dynamics of rigid bodies, systems of particles, noninertial reference frames, thermodynamics, and statistical mechanics. (Three one-hour lectures. Prereq.: PHY 122, PHY 351, MAT 247 or PHY 327. Spring) PHY 362 Electromagnetic Fields I The classical electromagnetic field theory is developed using vector calculus. Topics include electrostatics, solution of Laplace's and Poisson's equations, and electric properties of materials. (Three one- hour lectures. Prereq.: MAT 247 or PHY 327. Fall) - Physics 225 PHY 363 Electromagnetic Fields II The classical electromagnetic field theory is developed using vector calculus. Topics include magnetostatics, magnetic properties of materials, and electromagnetic radiation based on Maxwell's equations. (Three one-hour lectures. Prereq.: PHY 362, MAT 247 or PHY 327. Spring) PHY 395 Comprehensive Laboratory 1 (.5 course) An emphasis on independent laboratory work and participation in physics seminars. Experiments in mechanics, thermodynamics, vacuum physics, electronics, electricity, magnetism, optics, and modem physics. (One three-hour laboratory and one seminar hour per week. Prereq.: junior or senior standing or consent of instructor. Fall) PHY 396 Comprehensive Laboratory 11 (-5 course) A continuation of PHY 395. (One three-hour laboratory and one seminar hour per week. Prereq.: PHY 395, junior or senior standing or consent of instructor. Spring) PHY 420 Plasma Physics Y u n d a m e n t a l s of plasma physics including waves, instabilities, drifts, plasma drifts, particle motion, electric and magnetic fields, Boltzmann equation, magnetohydrodynamics, transport, and applications to laboratory and space plasmas. (Three one-hour lectures. Prereq.: PHY 362,363 or concurrent registration) PHY 486 Quantum Physics I A development from first principles, including de Broglie's postulates, the Schroedinger equation, operators, wave functions, expectation values, and . approximation methods. Applications include potential wells and barriers, the harmonic oscillator, and the hydrogen atom. (Three one-hour lectures. Prereq.: PHY 245,351. Fall) PHY 488 Quantum Physics II The application of quantum mechanics to specific topics chosen from the areas of solid state physics, atomic and molecular physics, nuclear physics, and particle physics. (Three one-hour lectures. Prereq.: PHY 486. Spring) Internships and Independent Study Courses: PHY 199 lnternship See description on page 85. PHY 299 Directed Study See description on page 86. PHY 399 lnternship See description on page 85. PHY 499 Independent StudyIResearch See description on page 86. Open to juniors and seniors with departmental approval. F irmly grounded in the liberal arts tradition, political science has roots in the humanities, including philosophy and history. Through its use of statistical analysis, it relates not only to other behavioral sciences, but also to mathematics and the sciences generally The role and significance of authority in human affairs establish the focus of political science; because politics is a central and enduring reality in the world, it affects and is affected by many other human concerns. As an academic discipline, political science uses systematic inquiry and analysis to examine political reality and to suggest and test alternatives. The student who majors in political science will explore political ideas and values, investigate political cooperation and conflict, analyze and compare political systems, and develop perspectives on international relations. In the process, the student will be encouraged to relate insights from other liberal arts disciplines such as philosophy, psychology, economics, history, and sociology to the study of politics. Providing work in several sub-fields of political science, the major supplies the breadth appropriate for graduate work in the discipline, as well as in public administration, public policy analysis, law, and other professions. It also serves as a foundation on which to develop careers in public service, business, communications, and other fields. Legislative and other intemships, as well as significant independent research projects, are within easy reach of Augsburg political science students in the Twin Cities area. Combined with broad, balanced, and flexible course offerings, these special opportunities enhance the student's potential for graduate study and a successful career. Augsburg political science students have the benefit of an experienced faculty that offers courses in all major areas of political science, and also possesses special expertise in the areas of campaigns and elections, comparative and international politics, mass communication and other information technology, racial and ethnic politics, and American public law. Political Science Faculty Andrew Aoki (Chair), Milda Hedblom, Philipp Fishman, Mary Ellen Lundsten, William Moms, Norma Noonan Major Ten courses: POL 158 Political Patterns and Processes POL 483 Political/Statistics/Methodology POL 484 Political Analysis Seminar Required elective-ne of the following: POL 121 American Government and Politics POL 122 Metropolitan Complex POL 160 World Politics POL 170 Law in the United States Also at least five other upper division courses in four out of five political science areas. A seminar in one of the five areas may be counted for that area. Only one internship may count for an upper division area. Also one other political science course in any area, upper or lower division. Honors Major The honors major in political science includes the requirements listed above, plus the following: The student's GPA must be 3.5 in the major and 3.0 overall; the student must take an honors independent study and a seminar, and must submit an - Political Science 227 honors thesis to be defended before a faculty committee. Students may work with any member of the department on their honors thesis. For specific requirements, consult the department chair. Students should apply for the honors major no later than the junior year. Minor Five courses, including POL 121 or 122 or 170; POL 158; and at least three upperdivision courses in three out of five political science areas. POL 483 may not usually be used for a minor. Political Science Areas (I) American Government and Politics, (11) Comparative Politics and Analysis, (111) International Politics, (IV) Public Law, and (V) Political Theory and Analysis. Any course listed in more than one area may be counted in only one area toward major or minor requirements. Note: Students interested in secondary education may take a political science major in combination with specified social science courses, in compliance with state requirements. For more information, see the department chair. See the class schedule for precise listing of terms in which courses are offered. I. AMERICAN GOVERNMENT AND POLITICS POL 121 American Government and Politics The politics of American government including the forms of political ideas; the pattern of participation; the dynamics of congressional, presidential, and bureaucratic policy-making; and current issues in American society POL 122 Metropolitan Complex Examines politics in metropolitan areas, emphasizing central cities and focusing on actors, structures, and other influences on urban public policy Discussiodecture, case studies of the Tivin Cities metro area, and meetings with public officials and activists. POL 124 American Women and Politics Investigates the roles women play in the political system. Political, economic, and social issues will be explored from contemporary and historical perspectives. POL 325 Public Administration The politics of public administration and bureaucratic policy-making in the United States; governmental regulation, promotion, and management, emphasizing political and economic interaction. (Prereq.: one course in political science or consent of instructor) POL 326 Political Parties and Behavior The political behavior of the electorate emphasizing public opinion and political parties in the electoral process. Field work with political parties and interest groups and media in presidential elections (optional in non-presidential election years). (Prereq.: one course in political science or consent of instructor. Fall term of election years) 228 Political Science POL 342 Mass Communication in Society A study of the effects of new information technology, of new communications networks such as the Internet, and of the traditional electronic media. Covers uses of technology and media for newsmaking, selling, entertainment, and public affairs. Includes issues such as ethics, censorship, and internationalism~.(Prereq.: Sophomore standing.) POL 370 Constitutional Law (See Section IV for description.) POL 375 Media Law (See Section IV for description.) POL 421 Topics in American Politics Selected themes, including legislative, executive, or judicial process, and policy process in American politics; national, urban or state focus; topic to be included in subtitle. (Prereq.: one course in political science or consent of instructor) II. COMPARATIVE POLITICS AND ANALYSIS POL 158 Political Patterns and Processes An analysis of basic patterns in the political system and decision-making process with some comparison of major political systems and discussion of contemporary issues. POL 350 Topics In European Politics Study of the political behavior, institutions, and processes of European states. The course will focus on either European community law and politics or domestic politics in European states. (Prereq.: one course in political science or consent of instructor) POL 351 Topics In Communist/Post-Communist Systems Analysis of the former Soviet Union andlor other communist~post-communist states in terms of political behavior, evolution, institutions, and political processes. (Prereq.: one course in political science or consent of instructor) POL 359 Topics: Women in Comparative Politics Various aspects of women in comparative politics will be explored. Themes and countries vary. (Prereq.: one course in political science or consent of instructor) POL 459 Topics in Comparative Politics Selected themes including interpretations of political systems and comparisons of political processes such as political participation, political development, political change, and revolution. Topic to be included in subtitle. (Prereq.: one course in political science or consent of instructor) - Political Science 229 Ill. INTERNATIONAL POLITICS POL 160 World Politics Introduction to the processes and issues of international politics, including the dynamics of the international system, theories of international relations, and a focus on recent problems. POL 363 Russian and Chinese Foreign Policy Analysis of theory and policy in the foreign policy process in Russia (and the former USSR) and China. (Prereq.: one course in political science or consent of instructor) POL 461 Topics in International Politics Selected themes including interpretations of international politics, foreign policy decision-making, simulations of international problems. Topic to be included in subtitle. (Prereq.: one course in political science or consent of instructor) POL 490 Seminar in International Relations Capstone seminar for students majoring in international relations; analysis of some methods for studying international relations; analysis of major trends; senior thesis. Open to other students by consent of instructor. (Prereq.: four courses in the international relations sequence) IV. PUBLIC LAW POL 170 Law in the United States A survey of American law and legal process. Theories of law; law and society; roles of courts, police, lawyers, and juries; the United States Constitution as "supreme" law; law as politics; historic and contemporary legal issues. POL 370 Constitutional Law The legal-political-philosophicalrole of the Supreme Court in the American political system in significant decisions affecting the allocation of powers in the national government and in the federal system. (Prereq.: POL 170 or consent of insuuctor) POL 371 Topics in Constitutional Law Selected topics in constitutional law, especially civil rights. Content will vary, defined by the subtitle of the course. (Prereq.: POL 170 or consent of instructor) POL 375 Media Law Study of key issues and contemporary conflicts in media law and regulation, including the uses of law to settle disputes about media content, access, ethics, and ownership. (Prereq.: one course in political science, POL 342, or consent of instructor) 230 Political Science V. POLITICAL THEORY AND ANALYSIS POL 158 Political Patterns and Processes (See Section I1 for description.) POL 380 Western Political Thought A study of influential political philosophers, emphasizing the values, goals, and assumptions that continue to inform and to rationalize human governance. (Prereq.: one course in political science or consent of instructor) POL 381 Topics in Democratic Theory Selected topics including the emergence of political democracy in comparative perspective and American political thought. Topic to be included in the subtitle. (Prereq.: one course in political science or consent of instructor) POL 382 Marxist Theory Origins and evolution of Marxist theory and movements emphasizing Marxism as developed in Russia and China. Consideration of the political, social, and economic dimensions of the theories, with some focus on the changing role of Marxist doctrines in society (Prereq.: POL 158 or consent of instructor) POL 383 Political and Social Change Examines cultural, social, and political change, focusing largely but not exclusively on the United States. Also emphasizes understanding the process of political change, and how individuals can participate effectively in that political process. (Prereq.: junior or senior standing or consent of instructor.) POL 484 Political Analysis Seminar An analysis of different approaches and theories in the study of politics including an examination of the requirements of science as a model for political study. Major research is required. (Prereq.: POL 158, POL 483, and two upper division courses, or consent of instructor) VI. SEMINARS, INDEPENDENT STUDY, AND INTERNSHIPS POL 295 Lower Division Seminar Special topics. Consult department chair concerning terms and subject matter. (On demand) POL 483 Seminar in Political Statistics and Methodology An introductory survey of the methods of political science with an emphasis on quantitative reasoning and research design including evaluation of existing research in the field. Discussion of experimental designs, descriptive and inferential statistics, computer methods, and issues in the construction and execution of political survey. POL 495 Seminar Selected topics. Consult department chair concerning terms and subject matter. - Political Science 231 nternships and Independent Study Courses: POL 199 POL 299 POL 399 POL 499 lnternship See description on page 85. P/N grading unless internship supervisor grants exception. Directed Study See description on page 86. lnternship See description on page 85. Independent Study/Research See description on page 86. P sychology is an exploration of behavior and mental processes. As an integral part of a liberal arts education, psychology contributes to the understanding of individual and group behavior. Psychology's scientific method also equips students to understand and use scientific research and to make more informed judgments about claims in the popular media. To prepare students for graduate study and work in psychology, the major emphasizes the complementary components of a strong foundation in research and theoretical work with application of knowledge and skills in coursework, research experience, and internships within the community The curriculum's emphasis on problem-solving skills and current information about human development and interaction is also relevant to careers in many related setting* business, education, social services, research, law, government, church, and medicine. Faculty members in the Department of Psychology have varied professional spec i a l i z a t i o ~ l i n i c a lcounseling, , physiological, developmental, social, cognitive, environmental, and industriallorganizational psychology-as well as expertise in psychological applications to health, law, and public policy. Students may tap this expertise through a variety of learning experiences-within and outside the classroom, with group and individual projects, and through association with Augsburg's active Psychology Club, Psi Chi Honor Society, and faculty-student research teams. Psychology Faculty Nancy Steblay (Chair), Grace Dyrud, Norman Ferguson, Emily Hause, Duane Johnson, Victoria Littlefield, Bridget Robinson-Riegler Major Ten courses including: PSY 105 Principles of Psychology or PSY 102 The Individual in a Social World PSY 200 Psychological Science Laboratory PSY 230 Research Methods: Design, Procedure, and Analysis I PSY 330 Research Methods: Design, Procedure, and Analysis 11 PSY 399 Internship At least one course from the following: PSY 354 Cognitive Psychology PSY 355 Biopsychology PSY 359 Assessment At least one course from the following: PSY 491 Advanced Research Seminar PSY 493 Seminar: Contemporary Issues At least three additional psychology courses. (Majors are strongly encouraged to take more than 10 psychology courses; no more than 13 count for graduation. ) Note: A minimum of five courses must be from Augsburg. No more than two courses from among PSY 299,399, and 499 may be counted. Transfer-course policy for majors and minors: All transfer courses, including ACTC courses, must be approved in writing by the chair. Only those psychology courses successfully completed (2.0 or above) within the last 10 years will be considered. In general, courses that meet the transfer guidelines may only be applied to elective or PSY 105 credit for the major. WEC psychology courses are offered only on an alternating year basis. All psychology majors must have an adviser in the psychology department. - Psychology 233 Teaching Licensure Major Honors Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. GPA of 3.5 in the major and 3.0 overall, and completion of a high-quality research project culminating the major program. Formal application must be made during the junior year. Please consult the department chair for more detailed requirements. Minor Five courses, including PSY 102 or 105, and four electives. A minimum of two courses must be from Augsburg. No more than two courses from among PSY 299, 399, and 499 may be counted. PSY 101 Self-Identity and Values A study of personal life and the role of the individual in the larger social context. Topics include development of identity and gender roles. (This course does not substitute for PSY 105 as a prerequisite to upper division psychology courses.) PSY 102 The Individual in a Social World A scientific investigation of social issues, with analysis of both individual and group factors. Topics include media, prejudice, conformity, legal processes, and consumer issues. Research participation is required. (This course does substitute for PSY 105 as a prerequisite to upper division psychology courses.) PSY 105 Principles of Psychology An introduction to the methods and principles of psychology. Applications of psychological concepts to everyday situations are emphasized. Research participation is required. PSY 200 Psychological Science Laboratory An introduction to the science of psychology through problem-solving. The focus is application of psychological principles to real-world issues. Emphasis on data collection, summary, and communication. (Prereq.: PSY 102 or 105) PSY 201 Health Psychology Consideration of the impact of psychological, behavioral, social, and biological interactions on health. (Prereq.: PSY 102 or 105) PSY 230 Research Methods: Design, Procedure, and Analysis I Part I of a two-term sequence. Scientific method as practiced in psychology. Emphasis on skills of bibliographic research, research design and data collection, statistical analysis and interpretation, computer-assisted data analysis, and APA-style presentation of research findings. PSY 230 must precede PSY 330. (Prereq.: PSY 200) 234 Psychology PSY 325 Social Behavior Social factors that influence individual and group behavior in natural and laboratory settings. Topics include social cognition, group behavior, social influence, attitudes formation, and change. (Prereq.: PSY 200 or consent of insmctor) PSY 330 Research Methods: Design, Procedure, and Analysis II Part I1 of a two-term sequence. See PSY 230. PSY 330 should be taken in the term immediately following PSY 230. PSY 230 may be taken for one course credit without taking 330. (Prereq.: PSY 230 with a grade of 2.0 or higher) PSY 351 Child Development Emphasis on normal development and behavior. Practical implications of data and theory are stressed. (Prereq.: PSY 102 or 105) PSY 352 Adolescent and Young Adult Development Consideration of research and theory related to development during the adolescent and young adult years. (Prereq.: PSY 102 or 105) PSY 353 Aging and Adulthood Development through middle and older adulthood. Consideration of positive and negative aspects of aging. Content is especially relevant to those who study and work with the largest growing segment of our population-the elderly (Prereq.: PSY 102 or 105) PSY 354 Cognitive Psychology Theory, data, and practical applications relevant to the following topics: attention, perception, pattern recognition, memory, mental imagery, problem-solving, decision-making, and language. (Prereq.: PSY 230) PSY 355 Biopsychology Relationship between brain and behavior. Considers biological bases of learning and cognition, emotions, abnormal psycholo& personality, normal and altered states of consciousness. (Prereq.: PSY 230) PSY 356 Environmental Psychology This course uses a cultural-ecologicalviewpoint to study the influence of the physical environment, both natural and human-made, on behavior. (Prereq.: PSY 102 or 105) PSY 357 Behavior Analysis Principles of learninghehavior change and their application to self-management, family, work, school, and clinic settings. Individualized projects. (Prereq.: PSY 102 or PSY 105) - Psychology 23: PSY 359 Assessment Theory and scientific methods of assessing human aptitudes, achievement, personality, abnormal behavior, vocational interests, and impacts of the environment on behavior. Examination of a variety of tests, concepts of reliability and validity, and legal and ethical issues. (Prereq.: PSY 230) PSY 361 Personality Theory, research, and assessment of behavior patterns of individuals. Historical and current views of personality with attention to cultural factors. (Prereq.: PSY 102 or 105) PSY 362 Abnormal Psychology An introduction to psychological disorders. (Prereq.: PSY 102 or 105) PSY 368 Behavioral Health Care I (Physician Assistant Program requirement) Application of psychological theory, research, and clinical principles to health care practice. Emphasis on developmental health issues and a biopsychosocial health model. (Prereq.: Junior standing in PA Program or PSY 355 and instructor approval) PSY 369 Behavioral Health Care II (Physician Assistant Program requirement) Continuation of PSY 368. Specific skills and knowledge for effective clinical interviewing, diagnosis, and development of health care plans. Emphasis on psychopathology. (Prereq.: PSY 368) PSY 371 Psychology of Gender Emphasis on the social construction of gender and its impact on the lives and behavior of individuals. (Prereq.: PSY 102 or 105) PSY 373 Industrial/Organizational Psychology The theoretical and applied study of organizations: group processes and organizational change, member characteristics and appraisal. (Prereq.: PSY 102 or 105) PSY 381 Historical Perspectives Consideration of psychological questions and theoretical positions as they developed historically Changes from philosophical roots to scientific method and postmodernism. (Prereq.: Two psychology courses) PSY 485 Counseling Psychology Principles and methods involved in the counseling process. Consideration of goals and ethical guidelines for the counseling relationship. (Prereq.: Three PSY courses and junior class standing) PSY 490 Current Topics in Psychology Specific topic will be published prior to registration. (Prereq.: PSY 230 and consent of instructor) - 236 Psychology PSY 491 Advanced Research Seminar Research team experience in a seminar format. Designed to extend students' knowledge of statistical and methodological techniques and to explore contemporary research issues. Recommended for students headed for graduate school and those electing an honors major. (Prereq.: PSY 330 or comparable course approved by instructor) PSY 493 Seminar: Contemporary Issues Discussion and exploration of contemporary societal issues from a psychological viewpoint. Faculty-supervised student research. (Prereq.: PSY 230 and junior standing) Internships and Independent Study Courses. PSY 199 lnternship See description on page 85. (Prereq.: PSY 102 or 105 and one other psychology course). PSY 299 Directed study See description on page 86. (Prereq.: PSY 102 or 105) PSY 399 Internship See description on page 85. Participation in a concurrent seminar is required. (Prereq.: PSY 330) PSY 499 Independent StudyIResearch See description on page 86. (Prereq.: PSY 330) R eligion asks fundamental questions of life and meaning: Who are we as human beings? Where did we come from? Where did the world come from? What do good and evil mean in this time and place? Students will wrestle with these questions and with responses from the Christian traditions and from the perspectives of the other major world religions. Through this study of religion, students will learn to understand, appreciate, and articulate the Christian faith, as based in the Bible, as lived in the Christian fellowship, as embodied in the Christian Church and its history, and as interactive in the contemporary world and with other world religions. Students will also develop the ability to read and interpret the Bible, other religious texts, and various expressions and practices of faith, so that their meaning for human life in relation to God becomes evident. In addition students will develop skills for becoming leaders in the religious communities to which they belong and for living as responsible citizens with others whose religious views and practices differ from their own. A religion major encourages students to seek their future in the world andlor church through a sense of vocation, serving as pastors, associates in minisq, nurses, youth and family ministry lay professionals in congregations, and as social service and human resource professionals in a wide variety of settings. Religion Faculty Lynne Lorenzen (Chair), John Benson, Bradley Holt, Philip Quanbeck 11, Beverly J. Stratton, Mark Tranvik BACHELOR OF ARTS Religion Major Eight courses including: REL 111 Introduction to Theology REL 221 Biblical Stuclles REL 356 History of Religions REL 481 Contemporary Theology REL 495 Seminar Three additional religion courses, of which two must be upper division courses. Note: Seminar, especially for majors, should be taken in the junior or senior year. Before taking the seminar, each major must have written one formal research paper and placed it on file with the department chair. Only one Interim course may be applied to the major. One New Testament Greek course may be applied to the major. Honors Major GPA of 3.5 in the major and 3.0 overall, research project approved by the department, and colloquium with the department. Application must be received by the department by Dec. 30 of the student's senior year. Minor Five religion courses. Not more than one Interim course may be counted for the minor. Note: Not all courses that meet Christian Faith Perspectives are REL courses and do not count toward the religion major or minor. Youth and Family Ministry Major The major in youth and family ministry prepares persons for faithful work as youth and family ministers in Christian congregations and other ministry settings. This 238 Religion major is interdisciplinary, combining a core study of theology and Bible with supporting coursework in the social sciences. A distinctive part of the major is the combination of practical and theological training, using resources of the Youth and Family Institute of Augsburg College. Students are accepted into the program through a twostep candidacy process. This major requires an approximately 100-hour internship administered by the Youth and Family Institute in partnership with a congregation. It may be possible for the intern to receive a stipend for this internship. The candidacy process begins with application, normally in the fall of the student's sophomore or junior year. Two of the theology core courses must be completed before making application to the program. An essay, one letter of reference, an assessment instrument called "Self Portrait," and an interview are required for candidacy review. The teaching staff will conduct step one. The second step will be conducted by the Youth and Family Institute staff with help from experienced pastors, a member of the religion faculty, and youth and family ministers. This usually follows the internship in the fall of the senior year. Retaking the "Self Portrait," an essay, an assessment of the internship, and an interview are required. This step is very important for recommending the students for employment. Major Ten courses including: REL 111 Introduction to Theology REL 221 Biblical Studies REL 362 Theology of the Reformers REL 481 Contemporary Theology REL 495 Seminar Youth and family ministry core: REL 235 Basics in Youth and Family Ministry (Interim) REL 232 Peer Ministry: Principles and Leadership (Interim) REL 358 Life and Work of the Church REL 399 Internship Theology elective: choose one of the following: REL 356 History of Religions REL 353 DenoIltkmtions and Religious Groups in America REL 343 Theology of Marriage (Interim) and six supporting courses: EDU 210 Learning and Development in an Educational Setting SOC 121 Introduction to Human Society SOC 231 Family Systems: A CrossCultural Perspective EDU 265 Orientation to Education (with field work) or SWK 406 Social Work Practice 111: With Communities and Policies PSY 105 Principles of Psychology or PSY 102 The Individual in a Social World PSY 351 Child Development or PSY 352 Adolescent and Young Adult Development or SWK 260 Humans Developing Note: A student with a youth and family ministry major may not also major or minor in religion. - Religion 23s "" "" Or 331 isprmequisite to all other courses. REL 111 or 221 is expected to be taken in either the freshman or sophomore year at Augsburg. Junior or senior transfer students who are required to take two Christian Faith Perspective courses may take REL 331 as the prerequisite for other courses. Department approval is necessary before courses taken in other colleges can be accepted for aligion department credit. All majors must have an adviser in the department. REL 111 Introduction to Theology An introduction to the academic discipline of theology and to the dialogue between the church and the world that concerns Christian doctrine. REL 221 Biblical Studies The origin, literary character, and transmission of the biblical documents; the task of biblical interpretation; and the history of Israel and the emergence of the church. REL 231 Religion in African-American History An examination of selected topics related to the Black experience, e.g., African backgrounds, religion under slavery, and evangelicalism. REL 331 Foundations in Bible and Theology An advanced introduction to the biblical and theological foundations of the Christian faith, focusing on writing and advanced critical thinking skills. Open only to advanced transfer students. Not accepted for credit for students who have taken REL 111or REL 221. REL 353 Denominations and Religious Croups in America A study of the beliefs and worship practices of the major Christian denominations and of many contemporary American religious groups. Some controversial religious movements will also be considered. REL 356 History of Religions An introductory survey of some of the major living religions of the world, including Hinduism, Buddhism, Confucianism, Taoism, Shinto, and Islam. 240 Religion REL 357 Giants of Christian Faith A survey of Christian history in the early, medieval, Reformation, and modem periods. Some attention to primary sources, in addition to interpretations of the periods in question. REL 358 Life and Work of the Church Congregational life in its varied character with attention to Christian education and curriculum, youth work, and parish work. REL 360 Religion and Society An examination of the interaction of religion and society in terms of sociological analysis with particular emphasis on contemporary sociological research on religious movements in American society ,REL 361 The Church in the Fi'rst Four Centuries A study ofthe early Christian Church, including persecution and martyrdom, councils and creeds, and conflict with Gnosticism and mystery religions. REL 362 Theology of the Reformers An introduction to the theological thought of the Protestant reformers of the 16th century. Special attention to the writings of Martin Luther and other representative figures. REL 363 Religion in America A study of the history of religion in America. Special attention to the rise of religious liberty, revivalism, denominations, and the responses of religion to the challenges of its environing culture. REL 370 American Indian Spirituality and Philosophical Thought Religious beliefs, spiritual customs, and philosophy of North American Indians are studied. Tribal similarities and differences are explored as are tribal relationships with nature, religious oversight of life cycles, sacred ritual ceremonies, and beliefs in an afterlife. REL 386 Speaking of Genesis An investigation of scholarship on Genesis and the role of interpretaton through study of the characters and values portrayed in Genesis and related biblical texts. REL 390 Theology of Death and Dying A study of death and dying from the viewpoint of Christian theology and ethics, taking into account also what other religions and the biological, psychological, and social sciences have had to say on the subject. Special emphasis on medical ethics brought on by modem medical technology. - Religion 24' REL 420 The Russian Orthodox Church Theology and history will be studied primarily from the perspective of those Christians who live in Greece, Turkey, and Eastern Europe, with special attention to the Orthodox Church in Russia. REL 441 Feminism and Christianity Attention will be given to religious influences on societal roles for women and men, feminist interpretation of the Bible, and the impact of feminism on Christian theology, especially in terms of language and metaphor. REL 471 Jews and His Interpreters Consideration of the New Testament documents, particularly the Gospels, dealing with their context, literary structure, and relationships. Attention to the variety of interpretations given the person of Jesus. REL 472 Paul the Apostle A study of the apostle Paul including his historical background, his relationship to the early church, and some of the themes found in his writings. REL 475 Judaism An introduction to the Jewish faith as the tradition has developed, as well as attention to current issues facing the Jewish community The Jewish Chatauqua Society annually makes a grant to Augsburg College in partial support of this course in Judaism. REL 481 Contemporary Theology An introduction to some representative trends in Christian theological thought today, as seen from the systematic perspective, in the light of the continuing theological task of the Christian Church. REL 483 Christian Ethics The bases of Christian social responsibility, in terms of theological and sociological dynamics. Emphasis on developing a constructive perspective for critical reflection upon moral action. REL 486 Psychology of Religion and Theology A study of current psychological views of religion in the context of the traditional Christian view of human nature. Special attention will be given to the classics in the field by Freud, Jung, and William James, and to those Christian theologians who have been influenced by them. 242 Religion REL 490 Topics in Religion Individual study in selected religion courses not addressed in regular course offerings. REL 495 Seminar Selected topics. Required of majors in the junior or senior year; others by permission of instructor. (Fall) Internships and Independent Study Courses: REL 199 Internship See description on page 85. Limited to special cases. REL 299 Directed Study See description on page 86. REL 399 Internship See description on page 85. REL 499 Independent StudyIResearch See description on page 86. See department listing for a description of the following approved elective: RELIPHI 350 Philosophy of Religion (See PHI 350) T his major, offered through the Associated Colleges of the Twin Cities (ACTC), seeks to give the broadest possible exposure to the history, politics, economics, literature, and philosophy of Central and Eastern Europe and Russia. This interdisciplinary major offers an opportunity to become well acquainted with societies in socio-economical and political transition as well as the rich literary and cultural achievements of the area. Experience with the Russian language or, through the University of Minnesota one of the Eastern European languages, is required. Russian, Central, and East European studies is a sound liberal arts major offering considerable flexibility and career opportunities, especially when combined with another major or minor in business, economics, history language, and literature or political science. Courses are offered at Augsburg College, Hamline University, Macalester College, the College of St. Catherine, and the University of St. Thomas, thus drawing on the faculty and resources of the five ACTC institutions. Adviser Magda PalecznyZapp Major Eleven courses, including language and area studies courses: A. Language Courses: Two years of basic college Russian, Polish, SerboCroatian, Czech, Hungarian, or equivalent competencies. B. Area Studies Courses: Track 1: Concentration in humanities Five courses: Four courses from the list of approved courses in Track 1,plus one course from Track 2, as approved by adviser. Track 2: Concentration in social sciences Five courses: Four courses from the list of approved courses in Track 2, plus one course from Track 1, as approved by adviser. C. Two other courses selected from either Track 1 or Track 2. D. Students are smongly recommended to take a third year of Russian or any other East European language. A program of study abroad in Russia or one of the Central or East European countries during a semester, Interim, or during the summer is strongly encouraged. All options should be discussed with the student's adviser. - 244 Russian, Central, and East European Studies TRACK 1 HUMANITIES CONCENTRATION HIS 348 Russia and Soviet Union in the 20th Century E L 420 The Russian Orthodox Church TRACK 2 SOCIAL SCIENCES CONCENTRATION E L 420 The Russian Orthodox Church ECO 317 Comparative Economic Systems EC0 495 Topics (Requires permission of adviser) POL 351 Topics in Communisflost Communist Systems (Requires permission of adviser) POL 363 Russian and Chinese Foreign Policy Students may take other Eastern European language courses that are offered at the University of Minnesota through ACTC. See the adviser or contact the ACTC office for further information. Students may not receive credit for the same course taken on different campuses. The following courses are considered to be equivalent to-one another: (Location: A = Augsburg; H = Hamline; M = Macalester; C = St. Catherine; T = St. Thomas.) HIS 60 M = HIS 337 H HIST 333 T = HIST 373 H = HIST 348 A = HIST 351 C *ECO25M=ECO317A= ECO 349 T = ECO 349 C Faculty Advising Students should consult an adviser regularly in order to secure a coherent and effective program. Each ACTC institution has a faculty member on the Russian, Central, and East European Studies Committee. These advisers can help with selection of courses, recommendations for study abroad, and consideration of career options. The current advisers are: Augsburg, Magda Paleczny-Zapp, 330-1761; Hamline, Karen Vogel, - 641-2973 and Nick Hayes, 641-2314; Macalester, Gary Krueger, 6966222; St. Catherine, Sr. Margery Smith, 690-6553; and St. Thomas, Sr. Mary Shambour, 962-5164. SCANDINAVIAN STUDIES See Nordic Area Studies under Interdisciplinary Studies. s tudents preparing to teach social studies on the high school level must complete, in addition to the professional requirements to be met within the Department of Education, a competencybased program designed to provide a broad foundation in the social sciences. Coordinator Christopher Kimball Social Studies Teaching Licensure Seven courses: ECO 112 Principles of Macroeconomics or ECO 113 Principles of Microeconomics HIS 222 20th-Century U.S. POL 158 Political Patterns and Processes PSY 105 Principles of Psychology SOC 121 Introduction to Human Society SOC 336 Introduction to Cbltural Anthropology One course in geography (human or cultural) Plus a major in one of five fields-economics, history, political science, psychology or sociology. Geography and anthropology are also acceptable fields, although they are not offered as majors on the Augsburg campus. Students considering a career in social studies education should consult, as soon as possible, the Augsburg Department of Education and the social studies coordinator. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. T he social work major prepares graduates for entry-level generalist, professional practice in the field of social work. The program is accredited by the Council on Social Work Education and leads to a bachelor of science degree. The program is based on a generalist model of practice, enabling graduates to work with individuals, families, groups, and communities and to develop and analyze social policy. Courses within the program utilize a student empowerment model for teaching and learning. Augsburg's social work major provides a strong foundation for graduate studies in a variety of fields. Since 1991 Augsburg has offered a full-time master of social work degree on a weekend schedule. The College's commitment to the liberal arts is highly compatible with education for professional social work practice. The liberal arts foundation, with its emphasis on breadth of understanding, cultural and ethnic diversity, openness to new ideas, and analysis and synthesis, is ideal for social work education. Augsburg College's motto, "Education for Service," exemplifies the philosophy of the Department of Social Work. Unique learning opportunities for field work placement and cultural enrichment are provided by a metropolitan setting known for a humane quality of life that is enhanced by the arts, outstanding human services, and a highly-educated populace. The Twin Cities, as the hub for these services, provides both a variety of field placements for social work students and external experts for the classroom. The ethnic and economic diversity present in this metropolitan area provides opportunities for social work students to learn to understand, appreciate, respect, and work with people different from themselves and to be enriched by this opportunity to interact with diverse clients and professionals. The social welfare minor and electives in the department allow students from other majors to gain knowledge about human needs and growth, human s e ~ c e s , and the methods of effective citizenship. Students taking these courses have the opportunity to learn about public issues and develop and nurture a perspective that sees the central importance of diversity to the social fabric of this country Using this knowledge, students are encouraged to use their talents and skills to address the needs of society in the interest of the public good, always emphasizing social justice. Social Work Faculty Glenda Dewberry Rooney (Chair), Anthony Bibus (BSW Program director), Vern Bloom, Laura Boisen (MSW field coordinator), Lois Bosch, Maria Brown, Francine Chakolis, Maria Dinis, Annette Gerten, Rosemary Link, Sharon Patten, Curt Paulsen, Michael Schock (BSW field coordinator), Edward Skarnulis, Clarice Staff, Mary Lou Williams - Social Work 24; Concentration Major Ten core courses: SWK 301 History and Analysis of Social Policy SWK 306 Social Work Practice I: With Individuals SWK 307 Field Work I: Integrative Seminar SWK 316 Social Work Practice 11: With Families and Groups SWK 3 17 Field Work 11: Integrative Seminar SWK 401 Research: Evaluation of Practice and Programs SWK 406 Social Work Practice 111: Communities and Policies SWK 407 Field Work 111: Integrative Seminar SWK 417 Field Work IV: Integrative Seminar SWK 419 The Social Worker as Professional and seven supporting courses: BIO 101 Human Biology PSY 105 Principles of Psychology SOC 121 Introduction to Human Society SOC 231 Family Systems: A Cross-Cultural Perspective SOC 265 Culture: Ethnicity, Gender, and Race SWK 257 Exploring Human Services SWK 260 Humans Developing A minimum grade of 2.0 is required for each course in the core program and a 2.0 GPA is required in the supporting program. ' Concentrations in aging, chemical dependency, crime and corrections, social ministries, and youth are possible. A concentration consists of courses descriptive of functional, dysfunctional, and programmatic aspects, plus field work placement in the senior year in the special area. For social ministries, a minor in religion with specific coursework is required. Completion of a concentration is noted on the transcript. Candidacy Social work majors must be granted candidacy status before the beginning of the senior year. Certain 400-level courses list candidacy as a prerequisite. A written self-statement, reference letters, and the completion of all core and supporting program courses below the 400 level are necessary for candidacy review. Social Welfare Minor (for other majors) Six courses including: SWK 257 Exploring Human Services SWK 260 Humans Developing SWK 301 History and Analysis of Social Policy SWK 406 Social Work Practice 111: Communities and Polices SOC 265 Culture: Ethnicity Gender, and Race and one course from: SWK 465 Social Policy: Analysis and Development POL 121 American Government and Politics POL 158 Political Patterns and Processes POL 325 Public Administration -Social Work 248 School Social Work Licensure Requirements State Department of Education required coursework includes EDU 265, HPE 115, and 400 hours in school social work settings. See adviser for additional specifics. Social Ministries This concentration helps to focus social workers on work in church congregations or church-sponsored social programs and projects. The concentration was designed by the Departments of Religion and Social Work. The concentration is achieved by completing the f0110~ingCourse of study: SWK 257 Exploring Human Services SWK 260 Humans Developing SWK 301 History and Analysis of Social Policy SWK 306 Social Work Practice I: With Individuals SWK 307 Field Work I: Integrative Seminar SWK 316 Social Work Practice 11: With Families and Groups . SWK 317 Field Work 11: Integrative Seminar SWK 401 Research: Evaluation of Practice and Programs SWK 406 Social Work Practice 111: With Communities and Policies SWK 407 Field Work 111: Integrative Seminar SWK 417 Field Work IV: Integrative Seminar SWK 419 The Social Worker as Professional Social Ministries Minor in Religion Required course--choose one: REL 111 Introduction to Theology or REL 221 Biblical Studies Suggested course-hoose four: REL 231,263,342,343,353,360,363, 366,370,415,441, and 483. H ELECTIVE COURSES ARE OPEN TO ALL STUDENTS. SWK 230 Global Peace and Social Development This course offers a framework of non-violent social change and development in the global context. It also identifies the focus of social work in addition to many other disciplines that are vital to fostering peace. SWK 257 Exploring Human Services This course is designed to help students learn about themselves in relation to a possible major or future career in social work. Students must arrange to perform 60 hours of work in a human service agency and must attend the weekly seminar. SWK 260 Humans Developing This course provides an understanding of human growth through life and of the sociocultural, biological and psychological factors that influence the growth of individuals and families. Growth related to diverse populations and groups or special stresses is also a focus. Social Work *4! SWK 301 History and the Analysis of Social Policy This course describes the historical and contemporary systems of human service. The values and social movements that form charitable and governmental responses to human needs will be explored. (Prereq.: junior standing or consent of instructor) SWK 406 Social Work Practice Ill: With Communities and Policies This course focuses on social change through community organization; community development and social action; with emphasis on history, theories, and issues relevant to social change; the understanding of communities, human service agencies, and practice in the local community. (Prereq.: senior standing or consent of instructor) SWK 465 Social Policy: Analysis and Development This course includes the study of theories of social policy formulation and methods of analysis. Development and implementation will be viewed first hand through work with a public policy agency or official. (Prereq.: SWK 301, 406, and senior standing or consent of instructor) COURSES RESERVED FOR SOCIAL WORK MAJORSONLY SWK 306 Social Work Practice I: With Individuals This course covers the basic features of the helping process, theoretical foundations, principles, and techniques of social work with individuals and small groups, and development of relationship building skills. Includes video-taping laboratory sessions. (Prereq.: Integrative Seminar with SWK 301, junior standing) SWK 307 Field Work I: lntegrative Seminar* Beginning supervised professional practicum experience in a social work agency that focuses on interviewing experience and relationship building. A total of 120 hours, plus a small-group integrative seminar. (Prereq.: SWK 301, junior standing, concurrent with SWK 306. P/N grading only) SWK 316 Social Work Practice [I: With Families and Croups This course builds skills in the problem-solving model with diverse populations through lecture, classroom exercise, and regular class work focusing on generalist practice in social group and family work. (Prereq.: candidacy status) SWK 317 Field Work II: lntegrative Seminar* Progressively-responsible, supervised professional social work experience including work with individuals, families, groups, and communities in a social service agency. A total of 120 hours, plus an integrative seminar. (Prereq.: candidacy status; concurrent with SWK 316. P/N grading only) *Can be taken in coordination with cooperative education, which may provide payment for work infield sites. - 250 Social Work SWK 401 Research: Evaluation of Practice and Programs This is an overview of commonly-used research methods, especially experimental designs and applications to program and practice evaluations, plus use of data-processing equipment for statistical analysis. (Prereq.: MPG 3 ) SWK 407 Field Work Ill: lntegrative Seminar* Field work practicum, a total of 60 or 120 hours plus integrative seminar. (Prereq.: candidacy status. P/N grading only) SWK 417 Field Work IV: lntegrative Seminar* Continuation of SWK 407; a total of 120 hours plus integrative seminar. (Prereq.: candidacy status. P/N grading only) SWK 419 The Social Worker as Professional This course reviews professional ethical practice, bureaucratic survival, job attainment, and strategies for agency change and empowering clients. (Prereq.: candidacy status.) Internships and lndependent Study Courses: SWK 199 lnternship See description on page 85. SWK 295 Topics: Special themes in social work specified in subtitle. SWK 299 Directed Study See description on page 86. SWK 399 lnternship See description on page 85. SWK 499 lndependent StudyIResearch See description on page 86. *Can be taken in coordination with cooperative education, which may provide payment for work infield sites. s ociology is the study of society as a whole and of human social organization in groups. The sociological perspective provides a way to better understand the social world and how human beings come to think and act as they do. The goal of the department is to guide students in gaining knowledge of the social order, how it affects them in their daily lives, and how it can be applied to their vocation. Sociology majors develop an understanding of the theories of society and social groups, learn to create and use scientific tools of analysis, and practice the application of sociological concepts to the solution of social problems. Students are encouraged to select as electives some of the non-traditional learning models available, such as internships, independent study, Interim courses, and field studies. The department urges students to use Augsburg's metropolitan setting as a laboratory for learning. Internships and cooperative education enable majors to apply the theories and research skills of sociology while they explore career alternatives. Augsburg alumni who have majored in sociology are currently employed in the human resources departments of both government and private corporations, in the criminal justice field, and as professors of sociology. Others have used their majors as preparation for advanced study in areas such as l a y the ministry, social work, urban planning, and human services. Sociology Faculty Diane Pike (Chair), Gany Hesser, James Vela-McConnell, Gordon Nelson, Michael O'Neal, Rita Weisbrod Major Ten courses including: SOC 121 Introduction to Human Society SOC 349 Complex Organizations SOC 362 Statistical Analysis SOC 363 Research Methods SOC 375 Social Psychology SOC 485 Modem Sociological Theory and four additional sociology courses. Note: SOC 399 is highly recommended. Concentration in Crime and Community Many of our students are interested in the field of criminal justice. This concentration, however, is not a traditional criminal justice program. Rather, the focus is on understanding crime in the community with respect to prevention, to solution of problems that lead to crime. Students interested in community crime prevention as well as the traditional aspects of criminal justice+ourts, prisons, probation, and law-will be served by this major. See department chair for specific requirements. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. - 252 Sociology Honors Maior To complete the honors major in sociology, the student must have a minimum GPA of 3.5 in the major and overall. In . addition, students must: (1) successfully complete an internship, independent study, or cooperative education experience; (2) submit a portfolio of completed papers and projects. See department chair for specific requirements. Lo 0 0 An application for the honors major can be obtained from the department chair. A letter of intent to apply for honors should be received by the chair no later than Nov. 1 of the senior year. The application and portfolio must be submitted for department acceptance by March 1. Minor Five courses including SOC 121 and two upper division courses, at least two of which must be &ken at Augsburg College. o w SOC 121 Introduction to Human Society What is society and how does i t make us who we are? socidlogy offers insights into discovering the world and one's place in it. Course study focuses on an understanding of culture, social structure, institutions, and our interactions with each other. (Fall, spring) SOC 21 1 Community and the Modern Metropolis How is community possible in the face of multicultural, economic, and ideological forces that are characteristic of urban life? The cultural and structural dynamics of the Twin Cities are a basis for exploring this possibility (Fall, spring) SOC 231 Family Systems: A Cross-Cultural Perspective Diversity in family systems is explored among world cultures and within mainstream and sub-cultures in the United States. Students prepare and deliver oral reports on world and American family topics. (Fall, spring) SOC 265 Culture: Ethnicity, Gender, and Race Who gets what, when, and how? Individuals and groups from diverse backgrounds-race, ethnicity, class, gender, and sexuality-receive unequal portions of wealth, power, and prestige in our society. This course focuses on both the collective and individual processes involved in social inequality. (Fall, spring) - Sociology 253 SOC 277 Introduction to Criminology What do we know about crime in American society? How can we explain crime sociologically? Topics include: theories and patterns of crime, police courts, corrections, and criminal policy. (Fall) SOC 300, 301, 302, 303, 304 Special Topics in Sociology . A variety of topics offered periodically depending on needs and interests that are not satisfied by regular course offerings. (Prereq.: consent of instructor) SOC 349 Complex Organizations What is the nature of these modem organizations in which we spend so much of our daily lives? Organizations as corporate actors are analyzed with respect to their goals, culture, technology and structure, as well as corporate deviance. (Prereq.: SOC 121 or consent of instructor. Spring) SOC 360 Religion and Society An examination of the interaction of religion and society in terms of sociological analysis with particular emphasis on contemporary sociological research on religious movements and institutions in American society (Prereq.: SOC 121 recommended. Fall) SOC 362 Statistical Analysis This course is an introduction to descriptive and inferential statistics in the social sciences; as such, it provides a foundation for understanding quantitative a n a l y s k b e it in an academic journal or a daily newspaper. (Prereq.: MPG 3. Fall) SOC 363 Research Methods Good researchdo you know it when you see it? Can you produce it yourself? Social science research skills are learned through the practice and application of the basic tools of valid and reliable research design and data analysis. (Prereq.: SOC 362 or consent of instructor. Spring) SOC 375 Social Psychology How does soceity construct the individual? How does the individual construct society? This course analyzes the dynamic tension between the self and society, as well as the major questions, issues, perspectives, and methods of the field. (Prereq.: Soc 121 or consent of instructor. Fall, spring) SOC 381 The City and Metro-Urban Planning Emphasis centers on alternative theories and approaches to planning and shaping metropolitan areas. Readings, simulations, outside speakers, and walking research field trips in a seminar format. (Prereq.: SOC 121 or 211 or consent of instructor. Spring) 254 Sociology SOC 485 Modern Sociological Theory An examination of the major theoretical traditions within sociology, tracing the course of their development in the 19th and 20th centuries. (Prereq.: Two courses in sociology including SOC 121 or consent of instructor. Fall) Internships and Independent Study Courses: SOC 199 lnternship See description on page 85. SOC 299 Directed Study See description on page 86. SOC 399 lnternship See description on page 85. SOC 498 lndependent Study-Metropolitan Resources An independently designed course a student (or group of students) develops, making extensive, systematic, and integrated utilization of resources available in the metropolitan community, supplemented by traditional College resources. (Prereq.: SOC 121 or 211 andlor consent of instructor. Fall, spring) SOC 499 lndependent StudyIResearch See description on page 86. (Prereq.: SOC 121, consent of instructor and department chair. Fall, spring) SPANISH See listing under Modem Languages. O ur quality . of life, both personally and professionally, depends in large part upon the quality . of our communication. A communication major at Augsburg is designed to enhance understanding of communication in a variety of contexts and to improve communication skills. Since communication careers demand a broad educational background, the department strongly encourages a second major or two minors in fields such as business, economics, English, history, international relations, political science, psychology, religion, social work, sociology, or theatre arts. The Augsburg communication major focuses on competency in both speech and writing, as well as effective use of media. Since the study and practice of communication is grounded in both the humanities and the social sciences, majors are encouraged to include such related subjects as aesthetics, ethics, philosophy, logic, literature, statistics, and research methods in their programs. Prospective majors should meet with a departmental adviser as early as possible to design an approved major Program, preferably by the end of the sophomore year. Speech/Communication and Theatre Arts Faculty Martha Johnson (Chair), Deborah Redmond, Julie Bolton, Michael Burden, David Lapakko, George Gaetano BACHELOR OF ARTS Communication Major 12 courses overall-six required core courses and six courses within one of three emphases. For transfer students, at least six of these 12 courses must be upper division courses offered at Augsburg. Required of all communication majors: SPC 111 Public Speaking or SPC 112 Contest Public Speaking SPC 188 Forensics Practicum (non-credit) SPC 351 Argumentation SPC 352 Persuasion SPC 354 Interpersonal Communication SPC 355 Small Group Communication One of the following: ENG 223, 225, 226. 227. Rhetoric Emphasis Six additional electives from the following: SPC 329,343,345,347,399,495, 499; THR 350,360; LIN 311; PHI 230; PSY 325,371; SOC 362,375. Organizational Communication Emphasis Six additional electives from the following: SPC 329,345,399,495,499; ART 132,225,330; SPC 345; BUS 340,355 or 450; CSC 160; PSY 325,371,373; SOC 265, 349, 375. Mass Communication Emphasis Six electives from the follo&ng: SPC 343,347,348,399,495,499; ART 132, 225,330; ENG 226,241,327,347; POL 342,375; THR 232,325,350,360. substantial independent project of honors quality (SPC 499 registration). Honors candidates should meet with their departmental adviser prior to their senior year to develop a proposal for the honors project. For All Three Emphases Communication Minor Six courses including: SPC 111, Public Speaking or SPC 112 Contest Public Speakipg POL 342 Mass Communication in Society or SPC 343 Broadcast Production I SPC 351 Argumentation or SPC 352 Persuasion SPC 354 Interpersonal Communication SPC 345 Organizational Communication or SPC 355 Small Group Communication ENG 223,225,226 or 227 Majors must participate in Augsburg's Interscholastic Forensics Program by attending at least tw6 interscholastic speech tournaments. Registering for and completing SPC 188 (Forensics Practicum) is required to document participation. Students should be aware that the tournament season is essentially from October through mid-March, and should plan schedules accordingly All majors should plan to include at least one internship (SPC 399) as one of their electives. Students may petition the department to include is part of their major concentration other Augsburg courses not listed above. Such requests must be submitted in writing to the departmental adviser for prior approval. Also, students may petition to include up to three courses from other ACTC schools as electives, with prior approval of the adviser or department chair. Honors Major The honors major is designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to the student. Honors majors must maintain a 3.5 GPA in the major and a 3.0 GPA overall, and, as part of their major program, complete a Note: For transfer students, at least three of these six courses must be upper division courses offered at Augsburg. Prospective minors must obtain prior approval from a c o ~ u n i c a t i o n faculty adviser. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. SPC 111 Public Speaking The course focuses on speech preparation, organization, audience analysis, style, listening, and overcoming speech fright. (Note: Students may take either SPC 111and 112 for credit, but not both. Fall, spring) SPC 112 Contest Public Speaking Theory and practice of speaking in formal contest situations. Students must attend three interscholastic speech tournaments in at least two of the following: informative speaking, persuasive speaking, Lincoln-Douglas debate, speaking to entertain, andlor communication analysis. (Note: Students may take either SPC 111 or 112 for credit, but not both. Fall) SPC 188 Forensics Practicum A non-credit experience in forensics. Students must attend two interscholastic forensics tournaments between October and March. (Fall, spring) SPC 329 Intercultural Communication This course explores cultural differences and their implications for communication, including differences in values, norms, social interaction, and code systems. (Fall: alternate years) SPC 343 Broadcast Production I Introduction to video production with an emphasis on creative concept development, script-writing, directing, and producing for video. (Fall) SPC 345 Organizational Communication An examination of communication in organizational settings. Focuses on topics such as superior-subordinate relationships, management styles, motivation of employees, organizational culture, effective use of meetings, and sources of communication problems. (Fall: alternate years) SPC 347 Documentary Video A video production course that integrates lecture and criticism with hands-on experience dealing with non-fiction subjects. SPC 348 Broadcast Production I1 This course combines studio and field production with special emphasis on post-production editing. Students work in production teams to create and produce a one-hour magazine format news program and music video. (Prereq.: SPC 343 or 347) SPC 351 Argumentation Develops critical thinking skills by study of the theory and practice of argument, evidence, fallacies, and refutation. Includes how to build and analyze public arguments that confront students in their everyday lives. SPC 352 Persuasion Examination of the process of influence in a variety of social contexts, paying special attention to the psychological aspects of persuasion. (Spring) SPC 354 Interpersonal Communication A study of the dynamics of human interaction through verbal and non-verbal messages; emphasis on factors that build relationships and help to overcome communication barriers. (Fall, spring) SPC 355 Small Croup Communication A study of group dynamics and leadership with emphasis on decision making, leadership styles and conflict management. (Spring) SPC 495 Communication Topics Selected topics in communication with emphasis on the use of primary sources and methodology of research. Internships and Independent Study Courses. SPC 199 lnternship See description on page 85. SPC 299 Directed Study See description on page 86. SPC 399 lnternship See description on page 85. SPC 499 Independent StudyIResearch See description on page 86. See department listings for the following approved electives: ART 132 Photography PHI 230 ART 225 Communication Design I POL 342 Communication Design II ART 330 POL 375 Human Resource BUS 340 PSY 325 Management PSY 371 Marketing BUS 355 Communications PSY 373 Marketing Management BUS 450 SOC 265 lntroduction t o CSC 160 Computer Science and Communications SOC 362 lntroduction t o Creative ENC 226 SOC 375 Writing THR 232 lntroduction t o Cinema Art ENC 241 THR 325 Advanced Journalism ENC 327 THR 350 Quantitative Journalism ENC 347 THR 360 Theories o f Grammar LIN 311 (see Modem Languages) Logic Mass Communication in Society Media Law Social Behavior Psychology of Cender Industrial/Organizational Psychology Culture: Ethnicity, Gender, and Race Statistical Analysis Social Psychology Acting Playwriting Voice and Diction Interpretative Reading T he study of theatre is firmly grounded in the liberal arts, integrating knowledege and principles from many academic and artistic disciplines, including speechkommunication, art, music, history English, literature, business, philosophy, and religion. Both the curriculum and dramatic productions by the Theatre Arts Program offer valuable cross-disciplinary connections for the campus while also providing a solid base in classical, modern, contemporary, and multicultural theatre. Augsburg's location in the heart of a major theatre center makes it an ideal place to study theatre. At Augsburg we seek to create every opportunity for students to grow both as theatre artists and scholars, by encouraging connections between our campus and the greater arts community while also exploring connections between theory and application. Student opportunity to make these connections includes course study, theatrical production work, participation in the Artist Series (an annual series of events featuring visiting theatre professionals from the Twin Cities community who work closely with students,) and attendance at numerous professional productions in the Twin Cities. Augsburg theatre productions are treated as unique learning laboratories where students can enter into creative collaboration with faculty and professional artists-in-residence. In addition to learning skills specific to theatre, students in theatre arts learn valuable skills applicable to other professions: collaboration, verbal and non-verbal communication, organization, critical thinking, leadership, creativity, and self-expression. Involvement in theatre arts can help prepare students for such careers as law, edu- cation, business, communication, and journalism, as well as prepare theatre students for careers in professional or academic theatre, television, and film. In order to prepare the student for graduate school or the workplace, the department strongly encourages a second major or minor in such fields as speech/communication, art, English, education, music, or religion. BACHELOR OF ARTS Theatre Arts Major Ten courses including: THR 222 Introduction to Theatre THR 228 Introduction to Stagecraft THR 232 Acting THR 328 Theatrical Design THR 361 Theatre History and Criticism 1 THR 362 Theatre History and Criticism I1 THR 366 Stage Direction I Three of the following: THR 116 Creative Drama THR 245 Introduction to Asian and Asian American Theatre THR 325 Playwriting THR 350 Voice and Diction THR 360 Interpretive Reading THR 365 Advanced Acting THR 399 Internship or THR 499 Independent Study in Theatre Ten production units in three or more of the following areas: performance (three required), artistic (one required), and production (four required). Unless you are a transfer student. all six core courses must be taken at Augsburg; therefore, careful, early planning is required. 260 Theatre Arts Freshmen planning to major in theatre arts should begin with courses THR 116, 222,232; sophomores: THR 228,245,361, 362; juniors: THR 325,328,350,360,361, 365; seniors THR 365,366. Note: Several courses are offered alternate years only Thirteen theatre courses are allowed toward graduation. ' A capstone course, such as an internship, is encouraged, but not required. THR 002,003,004, or 005 is recommended to fulfill lifetime sports requirements.' Majors must participate in two out of three dramatic productions every year. Students must maintain an overall 2.0 GPA to have major participation in productions. Honors Major . Designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to the student. Honors majors must maintain. a 3.5 GPA in the major and a 3.0 GPA overall and, as part of their major, complete a substantial independent proj'ect of honors quality (THR 499). Honors candidates should meet with their departmental adviser prior to their senior year to develop a proposal for the honors project. Transfers: Transfer students are required to take three Augsburg upper division theatre arts'courses. ' Theatre Arts Minor Five courses including: THR 222 Introduction to Theatre THR 228 Introduction to Stagecraft or THR 328 Theatrical Design THR 232 Acting THR 361 Theatre History Criticism I or THR 362 Theatre History Criticism I1 THR 366 Stage Direction I Five production units in the following areas: performance (two required), artistic (one required), and production (two . required). Theatre History and Criticism Dramaturgy Minor Five courses: THR 222 Introduction to Theatre THR 325 Playwriting THR 361 Theatre History Criticism I THR 362 Theatre History Criticism I1 A directed studies course in dramaturgy or theatre criticism or theatre history ~eachingLicensure Major Students interested in the theatre teaching licensure major should consult with the theatre arts faculty for course requirements. Students should also consult with the Augsburg Department of Education to identify current Minnesota teacher license requirements. - Theatre Arts 261 THRIHPE 002, 003 Lifetime Sports-Introduction to Dance (.O course) This course offers an overview of various forms of dance from modem and ballet to Asian and Latin forms. Each class will begin with a rigorous, physical warm-up, mixing yoga, breathing exercises, and modem dance technique. THRIHPE 004, 005 Lifetime Sports-Modern Dance and Improvisation (.O course) Students will learn various phrases of movement incorporating floor exercises and will learn to travel through space using level, volume, and floor pattern. Improvisational techniques will be introduced and students will create short improvisational pieces. (Prereq.: THR/HPE 002, 00, or instructor's permission. NOTE: Students are allowed to use only one of THR/HPE 002,003,004, or 005 to fulfill the lifetime sports requirement.) THR 116 Creative Drama A study of theatrical movement, mime, mask, actipg with an emphasis on active participation and reflective writing. (Fall) THR 222 Introduction to Theatre An introduction to survey of dramatic art including major historical periods, plays, artists; dramatic structure; basic concepts and techniques of the play production process. Students attend and review stage productions. (Fall) THR 228 lntroduction to Stagecraft Introduction to the backstage world of the theatre; its organization, crafts, magic, and art. Technical production experience, practical projects and theatre tours. Open40 all students. Lab required. (Fall) THR 232 Acting An introduction to the art of acting. Focus on physical, mental and emotional preparation, and exploration of the creative approach to,scene and character study in American drama. Students attend and review live productions. (Spring) THR 245 Introduction to Asian and Asian American Theatre A survey of the theatrical performance styles, aesthetic theories,,and plays of traditional Asia and Asian American cultures. The course includes lectures, films, videos, and demonstrations by visiting performers. (Fall: alternate years) THR 325lENC 325 Playwriting An introductory course in writing for the stage, television, and film. Students will learn the basics of dramatic structure, methods of script analysis and techniques for the developmGt of playscripts from idea to finished product. (Prereq.: ENG 111 and one literature course. ENG 226 also recommended. Fall: alternate years) 262 Theatre Arts THR 328 Theatrical Design Introduction to scenery and lighting design for the stage. Each student will execute two design projects dealing with stage design process. Class will take theatre tours, have visiting designers, and practical involvement with the Augsburg spring production. (Lab required, materials needed. (Prereq.: THR 228 or permission of instructor. Spring) THR 333 Acting for Camera An exploration of acting principles and techniques as applied to video and film. Since the art of acting enhances skills for on-camera effectiveness, actual TV drama scripts, commercials, and others will be used for video performance. THR 350 Voice and Diction A study of vocal skills including tone production, breathing, placement, relaxation, resonating, articulating, listening, introduction to phonetics, and the vocal mechanism. Theory and practice are combined in oral projects, reports and papers, voice tapes, and individual coaching. (Fall: alternate years) THR 360 Interpretive Reading Basic principles of oral interpretation of prose, poetry, and drama. Study, discuss, practice, and perform readings in prose, poetry, and drama before small and large groups. (Spring) THR 361 Theatre History and Criticism I An overview of theatre history, dramatic literature, and criticism from the classical Greek through the Medieval period. Reading of several plays and attendance at local theatre productions are required. Need not be taken sequentially with THR 362. (Prereq.: ENG 111) Fall or Spring THR 362 Theatre History and Criticism II r An overview of theatre history, dramatic literature, and criticism from the Elizabethan through the contemporary theatres. Reading of several plays and attendance at local theatre productions are required. Need not be taken sequentially with THR 361. (Fall or Spring) THR 365 Advanced Acting This course explores the elements of characterization through character analysis and extensive scene, monologue study. Emphasis is on a variety of roles from the classics (Shakespeare, French neoclassicism,Restorationcomedy, realism, and non-realism), culminating in public recital. (Prereq.: THR 222 and THR 232. Fall or Spring) - Theatre Arts 263 THR 366 Stage Direction I Basic directorial techniques: play analysis, production organization, technical collaboration, casting, rehearsals, blocking, and characterization. Direction of two pieces required, the latter for public recital. Permission from instructor required. (Prereq.: THR 361, THR 362, THR 328. Spring) THR 495 Theatre Topics Selected topics in theatre. Internships and Independent Study Courses: THR 199 Internship See description on page 85. THR 299 Directed Study See description on page 86. THR 399 Internship See description on page 85. THR 499 Independent StudyIResearch See description on page 86. See Metro-Urban Studies listing under Interdisciplinary Studies. T he Women's Studies Program provides students with the opportunityto examine critically women's contributions and experiences in various historical and cultural contexts. This is an inter-college program with course offerings at Augsburg College, Hamline University, the College of St. Catherine, and the University of St. Thomas. Courses are drawn from many disciplines and combine theoretical, practical, and research components that focus not only on gender, but also acknowledge that race, class, and sexual identity are crucial aspects of women's experiences. The Women's Studies Program offers both a major and a minor, and provides students with academic preparation for careers in human services, education, and social work as well as graduate study. Major Ten courses that must include WST 201 Foundations in Women's Studies, WST 495 (Seminar), and WST 199 or WST 399 (internships). The remaining seven electives are to be selected from approved women's studies courses. At least three courses must be upper division courses. Students may take courses at any of the colleges participating in the women's studies department. However, at least three courses must be completed at Augsburg. The writing component of the graduation skills requirements for the women's studies major must also be completed at Augsburg. Each student's program must have the written approval of the women's studies program coordinator. Minor Women's Studies Faculty Jacqueline deVries (Coordinator), Kristin M. Anderson, Maria Brown, Grace B. Dyrud, Doug Green, Milda Hedblom, Victoria Littlefield, Lynne Lorenzen, Catherine Nicholl, Beverly J. Nilsson, Norma Noonan, Nancy K. Steblay, Beverly J. Stratton, James Vela-McConnell Five courses that must include WST 201; three electives, one of which must be upper division; and WST 495 or 499. Courses may be taken from the other ACTC colleges as well as Augsburg. Each student's program must have the written approval of the women's studies programcoordinator. - Women's Studies 265 WST 201 Foundations in Women's Studies This multidisciplinary course introduces students to the contributions of women in history, religion, literature, philosophy, sciences, and the arts, and how the questions and methodologies of these disciplines differ when seen from women's perspectives. Students will also study the diversity of women's experiences in terms of race, sexual orientation, and class. INS 233 Women: A Cross-Cultural Perspective This course will examine a variety of issues concerning the lives of women in non-Western societies, including their economic, political and social contributions, familial roles, and status in society. Emphasis will be placed on the comparative roles of women in different cultures. WST 265 Women in American Culture Through a discussion of works by women historians and selections from women's journals, speeches, literature, and other aesthetic creations, the class analyzes the position of women in American culture. Emphasis will be placed on the perspectives of women of minority groups. WST 281 Topics in Women's Studies INS 311 The Development Process (See International Studies, Women and Development.) INS 320 American Indian Women (See American Indian Studies for course description.) WST 325 African American Women: Social, Historical, and Creative Perspectives This course examines the historical roots of African American women from Africa to locations in the United States and other parts of the African Diaspora. The effects of slavery and its resulting effect on African women are examined, as well as past and current contributions by African American women. WST 481 Topics in Women's Studies WST 495 Women's Studies Seminar This advanced course will include student research and presentations that incorporate feminist theory. The seminar is required of all majors and minors who do not elect to do an independent study (499). It is offered at a different college each year. 266 Women's Studies Internships and Independent Study Courses: WST 199 lnternship See description on page 85. WST 299 Directed Study See description on page 86. WST 399 lnternship See description on page 85. WST 499 Independent Study/Research See description on page 86. Any must be approved in writing by the women's studies coordinator See department listingsfor descriptions of thefollowing approved electives: ART 352 Women and Art ENG 236 or 436 Women and Fiction ENG 480 Criticism HIS 311 Topics in Women's History HIS 380 History o f Women in the West t o 1870 HIS 381 History of Women in the West Since 1870 POL 124 American Women and Politics POL 421 Topics in American Politics POL 459 Topics in Comparative Politics PSY 371 Psychology o f Gender SOC 265 Gender, Race, and Ethnicity REL 441 Feminism and Christianity Chair Barbara C. Gage Secretary Inez Schwarzkopf Vice Chair Norman Hagfors Treasurer Glen Person The year in parentheses after each name is the expiration date of current term. An asterisk before a name indicates the person is an Augsburg graduate. *Rev. Gary E. Benson '70 (2002) Directing Pastor, Zumbro Lutheran Church, Rochester, Minn. *Dr. Ruth E. Johnson, '74 (2000) Director, Mayo Breast Clinic, Mayo Clinic, Rochester, Minn. Rev. Roger C. Eigenfeld (2000) Senior Pastor, St. Andrew's Lutheran Church, Mahtomedi, Minn. *The Hon. LaJune Thomas Lange '68 (2001) Judge, Hennepin County Government Center, Minneapolis, Minn. *Ms. Tracy Lynn Elftmann '81 (2002) Attorney, Mackall Crounse & Moore, Minneapolis, Minn. Mr. David J. Larson (2002) Sr. Vice President, Secretary and General Counsel, Lutheran Brotherhood, Minneapolis, Minn. Ms. Barbara C. Gage (1998-11) Vice President, Gage Marketing Group, Plymouth, Minn. *Mr. H. Theodore Grindal'76 (2002) AttomeyRartner, Lockridge Grindal Nouen, Minneapolis, Minn. Mr. Thomas K. Guelzow (1998) Guelzow & Senteney, Ltd., Eau Claire, Wis. Mr. Norman R. Hagfors (2001) President, Norsen, Inc., Minneapolis, Minn. Mr. James E. Haglund (2000) President/Owner, Central Container Corporation, Minneapolis, Minn. Ms. Beverly Thompson Hatlen (1999) Board Chair, Minnesota Life College; President, Hatlen Foundation, Apple Valley, Minn. Mr. Allen A. Housh (2001) Business Consultant, A.A. Housh and Associates, Edina, Minn. *Ms. Julie R. Nelson '83 (2002) Executive Director, The Dwight D. Opperman Foundation, Minneapolis, Minn. *Mr. Ronald G. Nelson, '68 (2002) Vice President and Controller, 3M Center, St. Paul, Minn. *Mr. Glen E. Person '47 (1999) Retired Businessman, Eden Prairie, Minn. Mr. Wayne G . Popham (2000) Senior Attorney, Popham, Haik, Schnobrich & Kaufman, Minneapolis, Minn. Mr. Curtis A. Sampson (2001) President and CEO, Communications Systems, Hector, Minn. *Ms. Inez M. Schwarzkopf '59 (1998) Assistant Vice President of the Mission, Investment Fund-ELCA, St. Paul, Minn. - Board of Regents 269 Mr. Glen J. Skovholt (2000) Vice President, Government and Community Affairs, Honeywell, Inc., Minneapolis, Minn. Mr. Leland N. Sundet (1998) Chairman and CEO, Sundet Companies, Eden Prairie, Minn. *Ms. E! Dawn Taylor, '78 (2002) President, The Iowa Group, Des Moines, Iowa *Ms. Jean M. Taylor, '85 (2000) Vice President of Development, Travel Tags, Eagan, Minn. Mr. Michael W. Thompson (2001) Realtor, Edina Realty Inc., Edina, Minn. Ms. Pamela L. Tibbetts (2000) Chief Operating Officer, Fairview Health System, Minneapolis, Minn. Ms. Kathryn H. Tunheim (1998) Principal and President, Tunheim Sanuizos Company, Minneapolis, Minn. *Mr. William A. Urseth, '71 (1998) Chairman and CEO, Upland Global Corporation, Minneapolis, Minn. *Ms. Joan L. Volz, '68 (2000) Afton, Minn. Ms. May Ka-Yee Yue (2000) President and CEO, Norris Education Innovations, Inc., Edina, Minn. DIVISION FOR HIGHER EDUCATIONAND SCHOOLS THEEVANGELICALLUTHERANCHURCH IN AMERICA (ELCA) Chair The Rev. John G. Andreasen Director for Administration and Finance Sue Rothmeyer Secretary The Rev. S. Philip Froiland Director for Colleges and Universities (vacant) Vice-Chair Mary Hull Mohr Asst. Dir. for Colleges and Universities Cheryl Chatrnan Executive Director The Rev. W. Robert Sorensen 270 AUGSBURG COLLEGE FACULTYAND Beginning year of service is indicated with parentheses. Officers William V. Frame (1997). President. B.A., M.A., University of Hawaii; Ph.D., University of Washington. Marie 0. McNeff (1968). Vice President for Academic and Learning Services and Dean of the College. Professor of Education. B.S., M.Ed., Ed.D., University of Nebraska. Paul R. Carlson (1998). Vice President for Finance and Administration. B.S., University of Nebraska; M.B.A., University of Montana. Ida B. Simon (1998). Vice President for Institutional Advancement and Community Relations. B.A., Lincoln University; M.Ed., University of Illinois-Urbana; M.Div., Union Theological Seminary. Richard J. Thoni (1972). Vice President for Institutional Research and Program Development. B.A., St. Olaf College; Ph.D., University of Minnesota. Administration Richard Adamson (1989). Controller and Director, Business Office. B.A., University of St. Thomas; Certified Public Accountant. Earl R. Alton (1960). Associate Dean for Faculty Affairs. Professor of Chemistry. B.A., St. Olaf College; M.S., Ph.D., University of Michigan. Stuart M. Anderson (1989). Associate Dean for Library and Information Technology. Associate Professor of Physics. B.A., Augsburg College; Ph.D., University of Minnesota. Jose R. Bourget-Tactuk (1997). Director, Center for Global Education. Associate Professor. B.A., Southern College; M.A., Ph.D., Andrews University. Sally Daniels (1979). Director, Undergraduate Admissions. B.A., Augsburg College. Marilyn E. Florian (1980). Assistant Professor of Health and Physical Education. Women's Athletic Director. B.A., Augsburg College; MS., St. Cloud State University. Paul Grauer (1979). Men's Athletic Director. B.S.Ed., Concordia College-Nebraska, M.Ed., University of Nebraska; M.A., University of Minnesota; Ph.D., University of Minnesota. Herald Johnson (1968). Director, Student Services Center. B.A., Augsburg College. Benjamin Kent (1996). Academic Advising Coordinator, Academic Advising Center. B.A., University of Wisconsin-Madison; M.S., University of Oregon. William Kuehl (1996). Director, Weekend College Admissions. B.A., St. Olaf College. Ann Klamer (1993). Director, Residence Life. B.S., University of Wisconsin-Stevens Point; M.S., Ohio University. Gaye Lindfors (1993). Assistant to the President. Director, Human Resources. B.S., Mankato State University. Donna McLean (1985). Director, Alumni and Parent Relations. B.A., University of Minnesota. Art Meadowcroft (1985). Director, Facilities Management Services. B.S., University of Minnesota. - Augsburg College Faculty 271 Barbara R. Nagle (1998). Director, Public Relations and Communication. B.S., Ohio University. Norma C . Noonan (1966). Director, Master of Arts in Leadership Program. Professor of Political Science. B.A., University of Pennsylvania; M.A., Ph.D., Indiana University. Julie Olson (1991). Program Coordinator, Weekend College. B.A., Augsburg College. Lois Olson (1985). Director, Center for Service, Work, and Learning. B.S., University of Minnesota; MS., Mankato State University. Paul Simmons (1992). Registrar. B.A., M.A., University of Wisconsin-Milwaukee. Lora Steil (1994). Human Resources Manager. B.A., University of St. Thomas. Kathryn A. Swanson (1985). Interim Associate Dean for Student Affairs. Professor of English. B.A., St. Olaf College; M.A., Ph.D., University of Minnesota. Don Warren (1978). Director, Academic Enrichment. B.A., M.A., University of Minnesota. David T. Wold (1983). Director, Campus Ministry. College Pastor. B.S., St. Olaf College; M.Div., Luther Seminary. Faculty A Duane L. Addison (1994). Instructor, part-time, Religion. B.A., University of Minnesota; B.D., Luther Theological Seminary; M.A., Ph.D., Yale University Sandra J. Agustin (1997). Instructor, part-time, Speech/Communication and Theatre Arts. B.S., University of Wisconsin-Madison. Virginia P. Allery (1993). Associate Professor of Education. Coordinator, American Indian Studies Minor. B.S., Viterbo College; M.S., Eastern Montana College; Ph.D., Unive~sityof Minnesota. Earl R. Alton (1960). Associate Dean for Faculty Affairs. Professor of Chemistry. B.A., St. Olaf College; M.S., Ph.D., University of Michigan. Brian R. Ammann (1988). Instructor of Health and Physical Education. Men's Basketball Coach. B.A., Augsburg College; M.S., North Dakota State University. Kristin M. Anderson (1984). Associate Professor of Art. A.B., Oberlin College; M.A., University of Minnesota; M.A., Luther-Northwestem Seminary. Stuart M. Anderson (1989). Associate Dean for Library and Information Technology. Associate Professor of Physics. B.A., Augsburg College; Ph.D., University of Minnesota. Trudi J. Anderson (1990). Studio ArtistElute, part-time, Music. B.M., Augsburg College; M.M., Northwestem University. Andrew L. Aoki (1988). Associate Professor of Political Science. B.A., University of Oregon; M.A., Ph.D., University of Wisconsin-Madison. David B. Apolloni (1989). Assistant Professor of Philosophy. B.A., University of Minnesota; M.Div., Luther-Northwestem Seminary; Ph.D., University of Minnesota. Salah Ayari (1995). Instructor, part-time, Modem Languages. Maitrise Combinee de Langues, Institut Bourguiba des Langues Vivantes, Tunis; M.A., University of Minnesota. 272 Augsburg College Faculty - B Matthew C. Barber (1992). Studio ArtistE'ercussion, part-time, Music. B.M., University of Michigan. Mary Ann Bayless (1990). Associate Professor of Education. B.S., University of Minnesota; M.A., San Diego State University; Ph.D., University of Mimiesota. Aroti G. Bayrnan (1996). Instructor, part-time, Education. B.S., University of Minnesota; M.A., University of Edinburgh. Marilyn D. Bennett (1995). Instructor, part-time, Physician Assistant Studies. B.A., Pomona College; Registered Physical Therapy, Children's Hospital of Los Angeles School of Physical Therapy; Ph.D., University of Minnesota. John E. Benson (1963). Professor of Religion. B.A., Augsburg College; B.D., Luther Theological Seminary; M.A., Ph.D., Columbia University. Michael D. Berndt (1997). Instructor, part-time, English. B.A., University of MinnesotaMorris; M.A., Southern Illinois University-Carbondale. Anthony A. Bibus, I11 (1992). Assistant Professor of Social Work. B.A., University of St. Thomas; M.A., University of Virginia; Ph.D., University of Minnesota. William F! Bierden (1997). Instructor, part-time, Education. B.S., M.S., Mankato State University Vern M. Bloom (1965). Assistant Professor of Social Work. B.A., M.S.W., University of Minnesota. Jeanne M. Boeh (1990). Associate Professor of Economics. B.S., M.A., Ph.D., University of Illinois. Laura S. Boisen (1996). Assistant Professor of Social Work. B.A., Wartburg College; M.S., University of Wisconsin-Madison; M.P.A., Iowa State University; Ph.D., University of Minnesota. Lynn Allen Bollman (1991). Instructor, part-time, Art. B.A., Augsburg College; M.A., University of Northern Colorado;-MIA., University of Minnesota. Julie H. Bolton (1975). Professor of Speech/Communication and Theatre Arts. B.S., M.EA., University of Minnesota. Lois A. Bosch (1997). Assistant Professor of Social Work. B.A., Northwestern College; M.S.W., University of Iowa; Ph.D., University of Illinois at Urbana-Champaign. Jose R. Bourget-Tactuk (1997). Associate Professor. Co-Director of The Center for Global Education. B.A., Southern College; M.A., Ph.D., Andrews University. Nora M. Braun (1997). Assistant Professor of Business Administration/ Accounting1 MIS. B.S.B.A., University of Missouri-Columbia; M.B.A., University of Minnesota. Lisa A. Broek (1993). Instructor, part-time, Health and Physical Education. B.A., Central College; M.A., University of Iowa. Maria L. Brown (1980). Associate Professor of Social Work. B.A., M.A., American University; M.S.W., University of Minnesota. Stanley H. Brown (1997). Instructor, part-time, Education. B.A., Iona College; M.Ed., Boston College. Eric L. Buffalohead (1997). Instructor, part-time, American Indian Studies. B.A., M.A., University of Minnesota. - Augsburg College Faculty 27! Priscilla K. Buffalohead (1983). Instructor, part-time, American Indian Studies. B.A., M.S., University of Wisconsin-Madison. W. Roger Buffalohead (1983). Instructor, part-time, American Indian Studies. B.A., Oklahoma State University; M.A., University of Wisconsin-Madison. Michael R. Burden (1990). Associate Professor of SpeecWCommunication and Theatre Arts (Designer and Technical Director). B.A., Augsburg College; M.EA., University of Minnesota. Janelle M. Bussert (1995). Assistant Professor of Religion. B.A., Luther College; M.Div., Yale University. C William C. Capman (1994). Assistant Professor of Biology. B.A., University of IllinoisChicago; Ph.D., University of Illinois at Urbana-Champaign. John C. Cemto (1983). Assistant Professor of Business Administration/Accounting/MIS. B.A., Rhode Island College; M.S., University of Wisconsin-Stout. Margaret M. Cemto (1991). Instructor, part-time, Business Administration/Accountingl MIS. B.A., University of Minnesota; M.A., Hamline University. Francine Chakolis (1983). Assistant Professor of Social Work. B.S., Augsburg College; M.S.W., University of Minnesota. Daniel J. Challou (1997). Instructor, part-time, Computer Science. B.S., State University of New York-Albany; M.S., University of Illinois at Urbana; Ph.D., University of Minnesota. Steven D. Chapman (1991). Instructor, part-time, Art. B.A., Augsburg College; M.A., Hamline University. Susannah G. Chapman (1997). Studio Artist/Cello, part-time, Music. B.M., Mannes College of Music; M.M., D.M.A., State University of New York-Stony Brook. Mary Knop Chelberg (1992). Assistant Professor of Biology. B.S., University of Illinois at Urbana-Champaign; Ph.D., University of Minnesota. David T. Chollar (1997). Instructor, part-time, Social Work. B.S., University of Houston; M.S.W., Fordham University. Tara K. Christopherson (1992). Assistant Professor, part-time, Art. B.S., University of Wisconsin-Stout; MIA., Minneapolis College of Art and Design. Kurt N. Claussen (1997). Studio ArtistISaxophone, part-time, Music. B.A., St. Olaf College; M.M., University of Minnesota. Candyce L. Clayton (1990). Instructor, part-time, English. B.A., Macalester College; M.A., Ph.D., University of Minnesota. Joseph R. Clubb (1994). lnsmctor, part-time, Social Work. B.S.W., St. John's University; M.S.W., University of Minnesota. Lawrence E. Copes (1980). Professor of Mathematics. B.A., Illinois Wesleyan University; M.A., Ph.D., Syracuse University. Robert J. Cowgill (1991). Assistant Professor of English. B.A., M.A., Ph.D., University of Minnesota. Larry J. Crockett (1985). Professor of Computer Science. B.A., M.A., Pacfic Lutheran University; M.Div., Luther Theological Seminary; Ph.D., University of Minnesota. 274 Augsburg College Faculty - D Cathleen A. Dalglish (1986). Associate Professor, part-time, English. B.A., College of St. Catherine; M.EA., Vermont College; Ph.D., The Union Institute. Jill A. Dawe (1994). Assistant Professor of Music. B.M., Memorial University of Newfoundland; M.M., D.M.A., Eastman School of Music. Jacqueline R. deVries (1994). Assistant Professor of History Coordinator; Women's Studies. B.A., Calvin College; M.A., Ph.D., University of Illinois-Urbana. Maria C. Dinis (1996). Assistant Professor of Social Work. B.A., M.S.W., California State University; Ph.D., University of California-Berkeley. Steven G . Dixon (1994). Assistant Professor, Librarian. B.S., Utah State University; M.L.S., University of Arizona. Bridget A. Doak (1996). Instructor, part-time, Music. B.M., University of Dayton; M.A., Saint Mary's University. Suzanne L. Donsky (1997). Instructor, part-time, English. B.A., Macalester College. Suzanne I. Doree (1989). Assistant Professor of Mathematics. B.A., University of Delaware; M.A., Ph.D., University of Wisconsin-Madison. Susan Sacquitne Druck (1993). Studio ArtistNoice, part-time, Music. B.A., Iowa State University; M.A., University of Iowa. Fran~oiseM. duRivage (1993). Instructor, part-time, Modem Languages. B.A., Universite de Bordeaux 111; M.A., Universite de Paris IV (Sorbonne); M.A., Ph.D., Duke University. Linda D. Dyer (1995). Assistant Professor of Education. B.S., Bridgewater State College; M.S., Mankato State University; Ph.D., University of Minnesota. Grace B. Dyrud (1962). Professor of Psychology. B.A., M.A., Ph.D., University of Minnesota. E Nancy Edwards (1997). Instructor, part-time, Social Work. B.A., Indiana University; M.A., University of Minnesota. Mark J. Engebretson (1976). Professor of Physics. B.A., Luther College; M.Div., Luther Theological Seminary; MS., Ph.D., University of Minnesota. Darcey Engen (1997). Instructor, part-time, Speech/Communication and Theatre Arts. B.A., Augsburg College; M.EA., University of Wisconsin-Madison. Carol A. Enke (1986). Instructor of Health and Physical Education. B.S., M.Ed., University of Minnesota. Joseph A. Erickson (1990). Associate Professor of Education. B.A., M.A., College of St. Thomas; M.A., Luther-Northwestem Theological Seminary; Ph.D., University of Minnesota. Kenneth N. Erickson (1964). Professor of Physics. B.A., Augsburg College; M.S., Michigan State University; Ph.D., Colorado State University. Lynn M. Erickson (1991). Studio Artist/Trumpet, part-time, Music. B.A., Bethel College; M.EA., D.M.A., University of Minnesota. Rene Escoto (1997). Academic Coordinator. Center for Global Education. M.A., The Institute for Social Studies, The Hague, Holland. Susan E. Everson (1997). Instructor, part-time, English. B.A., Carleton College; M.A., Ph.D., University of Chicago. - Augsburg College Faculty 275 Heidi M. Farrell (1995). Instructor, part-time, Modem Languages. B.A., Augsburg College; M.A., Middlebury College; J.D., University of Minnesota. Ronald L. Fedie (1996). Assistant Professor of Chemistry. B.A., University of St. Thomas; Ph.D., University of Minnesota. Norman B. Ferguson (1972). Professor of Psychology. B.A., Franklin and Marshall College; M.S., Ph.D., University of Wisconsin. Lucie K. Ferrell (1992). Associate Professor of Nursing. B.S., College of St. Catherine; M.N., University of California-Los Angeles; Ph.D., Adelphi University. Anita L. Fisher (1991). Instructor, part-time, Modem Languages. B.A., M.A., University of Montana. Phillip E Fishman (1988). Assistant Professor, part-time, Political Science. B.S., University of Wisconsin-Madison; J.D., Washington University; M.S.W., St. Louis University. Marilyn E. Florian (1980). Assistant Professor of Health and Physical Education. Women's Athletic Director. B.A., Augsburg College; M.S., St. Cloud State University. Bruce D. Forbes (1990). Instructor, part-time, Religion. B.A., Morningside College; M.Th., Perkins School of Theology; Ph.D., Princeton Theological Seminary. Eloise I. Fredrickson (1997). Instructor, part-time, Education. B.A., Southwest State University; M.Ed., University of Minnesota. Mark L. Fuehrer (1969). Professor of Philosophy. B.A., College of St. Thomas; M.A., Ph.D., University of Minnesota. C Stephen M. Gabrielsen (1963). Professor of Music. B.A., Augsburg College; M.A., Ph.D., University of Minnesota. George M. Gaetano (1993). Assistant Professor of Speech/Communication and Theatre Arts. B.A., Hunter College; M.A., Ph.D., University of Minnesota. Richard A. Germundsen (1987). Associate Professor of Education. B.S., Mankato State University; M.A., American University; Cand. Mag., Universitet i Bergen, Norway; Ph.D., University of Minnesota. Annette M. Gerten (1997). Instructor of Social Work. B.A., College of St. Catherine; M.S.W., University of Michigan; Ph.D., University of Minnesota. Jennifer L. Gerth (1994). Studio ArtistIClarinet, part-time, Music. B.A., St. Olaf College; M.M., Northwestern University. Sandra E Gilbert (1997). Instructor, part-time, Business Administration /Accounting /MIS. B.A., St. Olaf College; J.D., William Mitchell College of Law. Janet L. Goldstein (1997). Instructor, part-time, Social Work. B.S.W., Hebrew University, Jerusalem; M.S.W., Yeshiva University. J. Michael Gonzalez-Campoy (1995). Instructor, part-time, Physician Assistant Studies. B.A., Macalester College; M.D., Ph.D., Mayo Medical School and Mayo Graduate School. Karen M. Graves (1991). Instructor, part-time, Education. B.A., St. Cloud State University; M.A., University of St. Thomas. Nansee L. Greeley (1996). Instructor, part-time, Education. B.A., M.A., University of Minnesota. 276 Augsburg College Faculty Douglas E. Green (1988). Professor of English. B.A., Amherst University; M.A., Ph.D., Brown University. William D. Green (1991). Assistant Professor of History. B.A., Gustavus Adolphus College; M.A., Ph.D., J.D., University of Minnesota. Jeanine A. Gregoire (1996). Assistant Professor of Education. B.S., M.A., Ph.D., University of Minnesota. Richard A. Gresczyk, Sr. (1990). Instructor, part-time, Modem Languages. B.S., M.Ed., University of Minnesota. Joan L. Griffin (1986). Professor of English. A.B., Washington University; M.A., Ph.D., Harvard University. Robert C . Groven (1997). Instructor, part-time, Speech/Communicationand Theatre Arts. B.A., Concordia College-Moorhead; M.A., J.D., University of Minnesota. Nancy J. Grundahl (1993). Instructor, part-time, Music. B.M., St. Olaf College; M.F.A., University of Minnesota. Satya P. Gupta (1976). Professor of Economics. B.S., M.S., Agra University, India; M.S., Ph.D., Southern Illinois University. Donald R. Gustafson (1961). Professor of History. B.A., Gustavus Adolphus College; M.A., Ph.D., University of Wisconsin. Arlin E. Gyberg (1967). Professor of Chemistry. B.S., Mankato State University; Ph.D., University of Minnesota. H Abo-el-Yazeed T. Habib (1989). Instructor, part-time, Business Administration/ Accounting/MIS. B.B.A., Tanta University, Egypt; B.A., M.A., Cairo University, Egypt; M.B.A., Mankato State University; Ph.D., University of North Texas. Panduleni S. Hailonga (1993). Academic Coordinator, Academic Programs in Namibia, Center for Global Education. B.S., Windhoek College of Nurses; M.S., Leeds Metropolitan University, United Kingdom. Anthony R. Hansen (1990). Instructor, part-time, Physics. B.A., University of MinnesotaMorris; M.S., Ph.D., Iowa State University. Dolores V. Hanson (1993). Instructor, part-time, Education. B.S., University of Minnesota; B.S., Moorhead State University. John A. Hanson (1991). Instructor, part-time, Psychology. B.S., University of WisconsinEau Claire; M.S., University of Wisconsin-Stout; M.S.Ed., University of Wisconsin-Oshkosh; Ph.D., University of Toledo. M. Anaam Hashmi (1990). Instructor, part-time, Business Administration/ Accounting/ MIS. B.E., N.E.D., University of Engineering and Technology, Karachi; M.B.A, Ball State University; D.B.A., Kent State University. Kathryn M. Hathaway (1997). Instructor, part-time, Psychology. B.A., Macalester College; M.A., Ph.D., Northern Illinois University. Emily L. Hause (1995). Assistant Professor of Psychology. B.A., University of WisconsinMadison; M.A., Ph.D., Ohio State University. Robert G. Hazen (1995). Instructor, part-time, Education. B.A., Macalester College; B.S., M.Ed., University of Minnesota. Maurice Healy (1996). Academic Coordinator of Guatemala Programs, Center for Global Education. B.A., Maryknoll College; M.Div., M.Rel.Ed., State University of New York-Maryknoll. - Augsburg College Faculty 27: Milda K. Hedblom (1971). Professor of Political Science. Director of Canadian Studies Program. B.A., Macalester College; M.A., J.D., Ph.D., University of Minnesota. Peter A. Hendrickson (1993). Assistant Professor of Music. Director of Choral Activities. B.A., Augsburg College; M.A., Macalester College; M.A., Columbia University; D.M.A., Manhattan School of Music. Robert S. Herforth (1966). Professor of Biology. B.A., Wartburg College; M.S., Ph.D., University of Nebraska. Garry W. Hesser (1977). Professor of Sociology. Director of Metro-Urban Studies. B.A., Phillips University; M.Div., Union Theological Seminary; M.A., Ph.D., University of Notre Dame. Norman D. Holen (1964). Professor of Art. B.A., Concordia College-Moorhead; M.EA., University of Iowa. Bradley I! Holt (1981). Professor of Religion. B.A., Augsburg College; B.D., Luther Theological Seminary; M.Phil., Ph.D., Yale University. James M. Honsvall (1997). Instructor, part-time, Business Administration/Accounting/MIS. B.S., Bemidji State University; M.B.T., University of Minnesota. Marilyn B. N. Horowitz (1988). Instructor, part-time, Business Administration/ Accounting MIS. B.A., M.B.E., University of Minnesota. Mary A. Budd Horozaniecki (1988). Studio ArtistNiolin and Viola, part-time, Music. B.M., Indiana University. Kenneth B. Huber (1989). Studio ArtistRiano, part-time, Music. B.M., M.M., Indiana University. David Hudson (1990). Instructor, part-time, English. B.A., M.A., University of Minnesota. I Gretchen Kranz Irvine (1993). Assistant Professor of Education. B.S., College of St. Teresa; M.S., University of Wisconsin-River Falls; Ph.D., University of Minnesota. Elena Izaksonas (1996). Instructor, part-time, Social Work. B.A., M.S.W., University of Michigan. J Lisa E. Jack (1994). Instructor, part-time, Psychology. B.A., Occidental College; M.A., Ph.D., University of Southern California. William H. Jasperson (1990). Instructor, part-time, Physics. M.B.A., University of Minnesota. B.S., M.S., Ph.D., University of Wisconsin. Anne C . Jensen (1987). Associate Professor of Education. B.S., M.A., Ph.D., University of Minnesota. Ross A. Jilk (1997). Instructor of Biology. B.S., University of Minnesota; Ph.D., University of Wisconsin-Madison. Duane E. Johnson (1968). Professor of Psychology. B.A., Huron College; B.A., University of Minnesota; M.E., South Dakota State University; Ph.D., University of Minnesota. Jeffrey E. Johnson (1985). Associate Professor of Physics. B.S., M.A., Ph.D., University of Minnesota. 278 Augsburg College Faculty Martha B. Johnson (1988). Associate Professor of Speech/Communication and Theatre Arts. B.A., M.A., Ph.D., University of Wisconsin-Madison. David R. Jones (1995). Instructor, part-time, Business Administration/Accounting/MIS. B.S., University of Wisconsin-Lacrosse; M.S., University of St. Thomas. Jeffrey E Judge (1995). Instructor, part-time, Modem Languages. B.A., Augsburg College; M.A., Middlebury College. K Amin E. Kader (1974). Associate Professor of Business Administration/ Accounting/ MIS. B.Comm., University of Cairo, Egypt; M.B.A., University of Michigan. Roberta S. Kagin (1974). Associate Professor of Music (Music Therapy). B.A., Park College; B.Music Ed., M.Music Ed., University of Kansas. Kenneth S. Kaminsky (1987). Professor of Mathematics. A.B., M.S., Ph.D., Rutgers University. Jane A. Kammerman (1986). Instructor, part-time, Business Administration/Accounting/ MIS. B.A., University of California;J.D., University of Minnesota. Manuel E. Kaplan (1995). Consulting Medical Director, Professor of Physician Assistant Studies. B.S., University of Arizona; M.D., Harvard Medical School. Robert A. Karlen (1973). Professor of Music. B.M., New England Conservatory; M.A., University of Minnesota. Ten L. Kaslow (1993). Instructor, part-time, Economics. B.A., St. Olaf College. Patricia A. Keahna (1996). Instructor, part-time, American Indian Studies. B.A., University of Maryland; J.D., University of Minnesota. Martha H. Kelly (1995). Academic Coordinator, Assistant Professor of Physician Assistant Studies. B.A., Michigan State University; PA. Certification, Bowman Gray School of Medicine. John W. Kenny (1992). Instructor, part-time, Psychology. B.A., John Carroll University; M.A., Ph.D., University of Illinois-Urbana. Christopher W. Kimball (1991). Associate Professor of History. B.A., McGill University; M.A., Ph.D., University of Chicago. Mary A. Kingsley (1965). Associate Professor of Modem Languages. B.A., St. Olaf College; M.A., Middlebury College. Elizabeth E! Klages (1996). Instructor, part-time, Political Science and Nordic Area Studies. B.A., Carleton College; M.A., Paul H. Nitze School of Advanced International Studies. Vivian L. Klauber (1996). Instructor, part-time, Health and Physical Education. B.A., George Washington University; M.A., State University of New York-Albany. Merilee I. Klemp (1980). Assistant Professor of Music. B.A., Augsburg College; M.A., University of Minnesota. Alvin L. Kloppen (1976). Assistant Professor of Health and Physical Education. B.S., Augustana College; M.A., University of South Dakota. Boyd N. Koehler (1967). Associate Professor, Librarian. B.A., Moorhead State College; M.A., University of Minnesota. - Augsburg College Faculty 27! Marilyn A. Kramer (1994). Instructor, part-time, English. B.A., University of WisconsinMadison; M.A., University of Wisconsin-Milwaukee. Paul S. Kriegler (1993). Instructor, part-time, Health and Physical Education. B.S., Mankato State University; M.Ed., University of Wisconsin-Whitewater. Thomas L. Kuhlman (1990). Instructor, part-time, Psychology. B.A., Marquette University; M.A., Xavier University; Ph.D., Case Western Reserve University. Diane 0. Kuhlmann (1995). Instructor, part-time, Business Administration/Accounting/ MIS. B.A., M.B.T., M.B.A., University of Minnesota. Joan C. Kunz (1987). Associate Professor of Chemistry. B.S., University of Missouri-St. Louis; Ph.D., University of Wisconsin-Madison. Scott E. Kuster (1994). Academic Coordinator, Academic Programs in Namibia. Center for Global Education. B.A., George Washington University; M.A., American University. L Steven J. LaFave (1991). Associate Professor of Business Administration /Accounting /MIS. B.A. Michigan State University; M.A., University of Michigan; M.B.A., University of Minnesota. David V. Lapakko (1986). Assistalit Professor of Speech/Communication and Theatre Arts. B.A., Macalester College; M.A., Ph.D., University of Minnesota. William W. Latimer (1996). Instructor, part-time, Psychology. B.A., Hobart College; M.A., Columbia University; Ph.D., University of Rhode Island. Caroline M. Lemen (1991). Studio ArtistFrench Horn, part-time, Music. B.A., Potsdam College of Arts and Science, SUNY; M.M., Northwestern University. Lynn Lindow (1985). Instructor, part-time, Education. B.S., Mankato State University; M.S., North Dakota State University. Rosemary J. Link (1986). Professor of Social Work. B.A., University of Southampton; M.Sc., London University; Ph.D., University of Minnesota. Victoria M. Littlefield (1992). Assistant Professor of Psychology. A.B., University of Michigan-Flint; M.A., Ph.D., Miami University. Roseann Lloyd (1995). Instructor, part-time, English. B.S., M.A., University of Minnesota. Lejeune Yolande Lockett (1997). Academic Coordinator, Mexico, Center for Global Education. B.A., University of California-Davis; M.S., University of California. Lori L. Lohman (1990). Associate Professor of Business Administration /Accounting /MIS. B.A., M.B.A., Ph.D., University of Minnesota. Christoffel Lombard (1996). Academic Coordinator, Namibia, Center for Global Education. B.A., B.Th., University of Stellenbosch; M.Th., D.Th., University of Western Cape. J. Lynne E Lorenzen (1988). Associate Professor of Religion. B.A., University of Iowa; M.Div., Northwestern Lutheran Theological Seminary; M.A., Ph.D., The Claremont Graduate School. Dawn B. Ludwig (1995). Director, Assistant Professor of Physician Assistant Studies. B.A., University of Colorado-Denver; M.S., PA. Certification, University of Colorado Health Science Center. 280 Augsburg College Faculty Steven P. Lund 1982). Studio Artist~Trombone,part-time, Music. B.S., University of Minnesota. Mary Ellen Lundsten (1977). Assistant Professor, part-time, Political Science. B.A., Smith College; M.A., Johns Hopkins School of Advanced International Studies; Ph.D., University of Minnesota. Ann Lutterrnan (1993). Academic Coordinator, Mexico, Center for Global Education. B.A., Earlham College; M.Div., Yale Divinity School. Beth M. Mackey (1996). Instructor, part-time, Education. B.S., M.S., Indiana University. Karen M. Mateer (1984). Associate Professor, Librarian. B.S., University of South Dakota; M.A., University of Iowa. Esther G. McLaughlin (1989). Associate Professor of Biology. B.A., Ph.D., University of California-Berkeley Mary Lee McLaughlin (1993). Assistant Professor, Librarian. B.A., Western Michigan University; A.M.L.S., University of Michigan; M.A., Michigan State University. Carter T. Meland (1998). Instructor, part-time, English. B.A., University of Minnesota. Cynthia J. Meyer (1994). Instructor, part-time, Psychology. B.A., Macalester College; M.A., Ph.D., University of Minnesota. Fekri Meziou (1987). Associate Professor of Business Administration /Accounting /MIS. B.A., University of Tunis; M.A., Ph.D., University of Minnesota. Monem Meziou (1997). Instructor, part-time, Business Administration /Accounting /MIS. B.A., Augsburg College; M.B.A., Northern Arizona University. Ernest Miel (1993). Instructor, part-time, Education. B.A., University of Minnesota; B.A., M.Ed., Macalester College. Diane M. Mikkelson (1997). Instructor, part-time, Modem Languages. B.A., California State University; M.A., California State University-Northridge. Jeannette H. Milgrom (1992). Instructor, part-time, Social Work. B.S.W., Christian Social Academy, Groningen, Netherlands; M.S.W., University of Minnesota. Kinney G. Misterek (1989). Instructor, part-time, Business Administration/Accounting/ MIS. B.S., M.B.A., University of South Dakota; M.B.T., University of Minnesota. John R. Mitchell (1968). Associate Professor of English. B.A., Maryville College; M.A., University of Tennessee. William B. Monsma (1987). Instructor, part-time, Physics. B.A., Calvin College; M.Div., Calvin Seminary; Ph.D., University of Colorado. Thomas E Morgan (1983). Professor of Business Administration/ Accounting /MIS. B.S., Juniata College; M.B.A., University of Denver; M.S., University of Oregon; Ph.D., University of Minnesota. William D. Morris (1987). Assistant Professor, part-time, Political Science. B.A., Oakland University; Ph.D., Carnegie-Mellon University. Patricia A. (Patty) Murphy (1991). Assistant Professor of Health and Physical Education. B.S., M.S., Mankato State University. - Augsburg College Faculty 281 Patricia E (Trish) Murphy (1996). Instructor, part-time, Education. B.A., Mount Mary College; M.Ed., University of Minnesota. N Eliawira N. Ndosi (1990). Instructor, part-time, Economics. B.A., Carleton College; M.A., University of Minnesota. Gordon L. Nelson (1967). Professor of Sociology. B.A., M.A., University of Minnesota; B.D., Luther Theological Seminary; M.A., Ph.D., University of Chicago. Richard C. Nelson (1968). Professor of History. B.A., University of Nebraska; M.A., Ph.D., University of Minnesota. Jack Nelson-Pallmeyer (1984). Instructor, part-time, Religion. B.A., St. Olaf College; M.Div., Union Theological Seminary, Catherine C. Nicholl(1973). Professor of English. B.A., Hope College; M.A., University of Michigan; Ph.D., University of Minnesota. Norbert Nielubowski (1997). Studio Artist/Bassoon, part-time, Music. Lane Technical High School (music concentration); private study Beverly J. Nilsson (1977). Professor of Nursing. B.S., M.S., Ph.D., University of Minnesota. Norma C . Noonan (1966). Professor of Political Science. B.A., University of Pennsylvania; M.A., Ph.D., Indiana University. 0 Celeste M. O'Brien (1975). Studio Artist/Piano, part-time, Music. B.A., Hamline University. Susan E. O'Connor (1994). Assistant Professor of Education. B.S., University of Minnesota; M.S., Ph.D., Syracuse University. Wayne L. Olhoft (1993). Assistant Professor of Business Administration /Accounting /MIS. B.A., Metropolitan State University; M.B.A., University of Minnesota. Sandra L. Olmsted (1979). Assistant Professor of Chemistry. B.A., Augsburg College; M.S., University of Wisconsin; Ph.D., University of Minnesota. Stephen T. Olsen (1992). Instructor, part-time, Speech/Communication and Theatre Arts. B.A., St. Olaf College; M.A., Ph.D., Pennsylvania State University. Lila J. Olson (1990). Studio ArtistNoice, part-time, Music. B.M., University of Kansas; M.M., University of Nebraska. Vicki B. Olson (1987). Assistant Professor of Education. B.S., M.A., Ph.D., University of Minnesota. Michael E. O'Neal (1989). Assistant Professor, part-time, Sociology. B.A., University of Missouri; M.A., Ph.D., University of Minnesota. Jack Osberg (1991). Head Football Coach. Instructor, Health and Physical Education. B.A., Augsburg College. Paul H. Ousley (1993). Orchestra Director, Instructor of Music. B.M., University of Wisconsin-Eau Claire; M.M., Eastrnan School of Music. 282 Augsburg College Faculty - P ' Magdalena M. Paleczny-Zapp (1986). Associate Professor of Business Administration/ AccountingfMIS. B.A., M.A., Central School for Planning and Statistics, Warsaw; Ph.D., Akademia Ekonomiczna, Krakow. Ronald G. Palosaari (1965). Professor of English. B.A., Bethel College; B.Div., Bethel Seminary; M.A., Ph.D., University of Minnesota. Sharon K. Patten (1991). Associate Professor of Social Work. B.A., St. Olaf College; M.S.W., M.A., Ph.D., University of Minnesota. Curtis Paulsen (1990). Associate Professor of Social Work. B.A., St. Olaf College; M.S.W., University of Minnesota; Ph.D., The Fielding Institute. Richard W. Pearl (1992). Instructor, part-time, Education. B.A., M.A., College of St. Thomas. Dale C. Pederson (1992). Associate Professor of Biology. B.A., Augsburg College; Ph.D., University of Minnesota. Paul E. Pender (1985). Instructor, part-time, Business Administration /Accounting /MIS. B.A., M.B.A., University of Wisconsin. Rick A. Penning (1993). Studio ArtistNoice, part-time, Music. B.A., Luther College; M.M., University of Cincinnati. William A. Perkins (1995). Instructor, part-time, Business Administration/Accounting/ MIS. B.A., University of Detroit. Noel J. Petit (1984). Professor of Computer Science. B.A., St. Olaf College; M.S., Ph.D., University of Minnesota. Ronald W. Petrich (1980). Instructor, part-time, Education. B.A., Augsburg College; M.A., United Theological Seminary. P a r - Pezechkian-Weinberg (1994). Assistant Professor of Modem Languages. B.A., National University, Tehran; M.A., University of Nice; Ph.D., U.C.L.A. Joyce M. Pfaff (1966). Associate Professor, part-time, Health and Physical Education. B.A., Augsburg College; M.Ed., University of Minnesota. Clayton A. Pharr (1996). Instructor, part-time, Social Work. B.S., Claflin University; M.S.W., Barry University. Diane L. Pike (1981). Professor of Sociology. A.B., Connecticut College; Ph.D., Yale University. Michael D. Powers (1997). Instructor, part-time, Biology. B.A., University of MinnesotaMorris; M.S., University of Minnesota. Q Philip A. Quanbeck, I1 (1987). Assistant Professor of Religion. B.A., St. Olaf College; M.Div., Luther Theological Seminary. R Lany C. Ragland (1985). Professor of Computer Science. B.S., M.A., Central Missouri State College; Ph.D., University of Texas-Austin. 0. Nicholas Raths (1987). Studio ArtistIGuitar, part-time, Music. B.M., M.M., University of Minnesota. - Augsburg College Faculty 283 Deborah L. Redmond (1981). Assistant Professor of Speech/Communication and Theatre Arts. B.A., M.A., University of Minnesota. Bruce R. Reichenbach (1968). Professor of Philosophy. B.A., Wheaton College; M.A., Ph.D., Northwestern University. Susan E. Riley (1996). Instructor, part-time, Political Science. B.A., University of Minnesota; M.A., Ph.D., University of California-Berkeley. Mary K. Roberts (1994). Instructor, part-time, Education. B.A., Mount Marty College; M.A., University of St. Thomas. John L. Rohwer (1997). Instructor, part-time, Health and Physical Education. B.A., Concordia College-River Forest, IL; M.A., University of Minnesota; Ed.D., University of Northern Colorado. Glenda D. Rooney (1992). Associate Professor of Social Work. B.S., University of North Texas; M.S.W., University of Illinois; Ph.D., University of Minnesota. Kenneth A. Root (1996). Instructor, part-time, Social Work. B.A., St. Olaf College; M.S.S.W., University of Wisconsin; M.A., Ph.D., University of Iowa. Dan Eagle Boy Rowe (1997). Instructor, part-time, American Indian Studies. B.A., Montana State University-Billings; M.A., Purdue University. S Edward M. Sabella (1961). Professor of Economics. B.S., University of Rhode Island; Ph.D., University of Minnesota. Patricia Hume Santa Coloma (1997). Academic Coordinator, Center for Global Education. M.A., Instituto Norteamericano de Relaciones Culturales. Mark L. Sateren (1997). Instructor, part-time, Education. B.A., Augsburg College; M.A., University of St. Thomas. Merlyn E. Satrom (1995). Instructor, part-time, Religion. B.A., Luther College; M.Div., Luther Theological Seminary; D.Th., Philipps-Universitat, Marburghhn, Germany. Milo A. Schield (1985). Associate Professor of Business Administration /Accounting /MIS. B.S., Iowa State University; M.S., University of Illinois; Ph.D., Rice University. John S. Schmit (1990). Assistant Professor of English. Paideia Program Director. B.S., St. John's University; M.A., University of New Orleans; Ph.D., University of Texas. Michael D. Schock (1993). Assistant Professor of Social Work. B.A., University of Washington; M.S.W., University of Minnesota; Ph.D., University of Washington. Sandra Nei Schulte (1987). Costume Designer, part-time, Speech/Communication and Theatre Arts. B.A., M.A., M.EA, University of Minnesota. David G. Schwain (1995). Instructor, part-time, Business Administration/Accounting/ MIS. B.B.A., University of Cincinnati; M.B.A., Haward University. Kathryn A. Schwalbe (1991). Assistant Professor of Business Administration/Accountingl MIS. B.S., University of Notre Dame; M.B.A., Northeastern University; Ph.D., University of Minnesota. Frankie B. Shackelford (1990). Associate Professor of Modem Languages. B.A., Texas Christian University; Ph.D., University of Texas. 284 Augsburg College Faculty Timothy J. Shaw (1995). Instructor, part-time, Physician Assistant Studies. B.A., St. Mary's College; Ph.D., University of Minnesota. Charles M. Sheaffer (1995). Assistant Professor of Computer Science. B.A., Metropolitan State University; MS., Ph.D., University of Minnesota. Ryan Rae Sheppard (1994). Instructor, part-time, Sociology. B.S., University of Minnesota; M.A., University of Southern California. Deep Shikha (1991). Instructor, part-time, Economics. B.A., Delhi University, India; M.A., M.Ph., Delhi School of Economics; Ph.D., Louisiana State University. Edward R. Skarnulis (1990). Professor of Social Work. B.A., Omaha University; M.S.W., Ph.D., University of Nebraska. Roman Soto-Feliu (1993). Assistant Professor of Modem Languages. Profesorado en Espafiol, Universidad de Concepcion, Chile; Ph.D., The Catholic University of America. Robert Spector (1997). Instructor, part-time, Chemistry. B.S., City College of New York; PbD., University of Pennsylvania. Richard J. Spratt (1996). Instructor, part-time, Social Work. B.S.W., Augsburg College; M.S.W., University of Minnesota. Robert J. Stacke (1990). Assistant Professor of Music. Band and Jazz Director. B.A., Augsburg College; M.A.C.I., College of St. Thomas; Ph.D., University of Minnesota. Clarice A. Staff (1995). Assistant Professor of Social Work. B.A., Augsburg College; M.S., D.S.W., Columbia University. John J. Stangl (1991). Instructor, part-time, Education. B.S., M.A., University of Minnesota. Nancy K. Steblay (1988). Professor of Psychology. B.A., Bemidji State University; M.A., Ph.D., University of Montana. John F! Stein (1992). Instructor, part-time, Economics. B.S., University of Detroit; M.A., University of Illinois. Donald B. Steinmetz (1968). Professor of Modem Languages. B.A., M.A., Ph.D., University of Minnesota. Stuart M. Stoller (1986). Associate Professor of Business Administration /Accounting MIS. B.S., M.S., Long Island University. Jean R. Strait (1994). Assistant Professor of Education. B.S., University of Pittsburgh; M.S., Moorhead State University; Ph.D., University of Minnesota. Beverly J. Stratton (1986). Associate Professor of Religion. B.A., M.A., Boston University; M.A., D.Th., Luther Seminary. Grace K Sulerud (1966). Associate Professor, Librarian. B.A., Augsburg College; M.A., University of Minnesota. Kathryn A. Swanson (1985). Professor of English. Interim Associate Dean for Student Affairs. B.A., St. Olaf College; M.A., Ph.D., University of Minnesota. William Swenson (1989). Instructor, part-time, MAL Program. A.B., Ph.D., University of Chicago. Jeffrey T. Symstad (1997). Instructor, part-time, Biology. B.S., St. John's University; M.S., University of Minnesota. - Augsburg College Faculty 28s T Rose M. Theisen (1997). Instructor, part-time, Business Administration /Accounting /MIS. A.A., Anoka-Rarnsey Community College; B.A., Augsburg College; M.B.A., University of Minnesota. Karen Brown Thompson (1997). Instructor, part-time, Political Science. B.S., Georgetown University; M.A., Ph.D., University of Minnesota. Philip J. Thompson (1959). Professor of Art. B.A., Concordia College-Moorhead; MIA., University of Iowa. Sonja K. Thompson (1993). Instructor, part-time, Music. B.M., University of Minnesota; M.M., The Juilliard School. James V. Tolar (1997). Instructor, part-time, Philosophy. B.A., University of Texas-Pan American; M.A., Bowling Green State University. Mark D. Tranvik (1995). Assistant Prof-or of Religion. B.A., Luther College; M.Div., Yale University; Th.D., Luther Seminary. Cynthia K. Troy (1991). Instructor, part-time, Psychology. B.A., University of CaliforniaSanta Cruz; Ph.D., University of Minnesota. Michael E Troy (1997). Instructor, part-time, Psychology. B.A., Lawrence University; Ph.D., University of Minnesota. U-v Rebekah N. Valdivia (1995). Assistant Professor of Mathematics. B.A., University of Wisconsin; M.S., Ph.D., Washington State University. John W. Van Cleve (1996). Associate Professor of Modem Languages. B.A., Carleton College; M.A., Ph.D., University of Wisconsin-Madison. James A. Vela-McConnell (1997). Assistant Professor of Sociology. B.A., Loyola University; Ph.D., Boston College. David E. Venne (1992). Instructor, part-time, Physics. B.S., University of Minnesota; Ph.D., Iowa State University. Joseph M. Volker (1993). Instructor, part-time, MAL Program. B.A., University of California-Irvine; M.A., Ph.D., University of Minnesota. W Anthony R. ~ a g n e (1993). r Instructor, part-time, Social Work. B.A., M.S.W., University of Minnesota. Donald M. Warren (1980). Instructor, part-time. Director, Academic Enrichment. B.A., M.A., University of Minnesota. David B. Washington (1997). Instructor, part-time, Business Administration/Accounting/ MIS. B.A., B.L., J.D., University of Pittsburgh. Charee M. Watters (1990). Instructor, part-time, Business Administration/Accounting/ MIS. B.A., University of Minnesota; M.Org.L., College of St. Catherine; M.B.A., College of St. Thomas. Rita R. Weisbrod (1991). Associate Professor of Sociology. B.A., M.A., University of Minnesota; Ph.D., Cornell University. 286 Augsburg College Faculty Pamela J. Weiss (1983). Associate Professor, part-time, Nursing. B.S.N., University of Nebraska; M.P.H., Ph.D., University of Minnesota. Patricia E Weiss (1991). Associate Professor, part-time, Education. Paideia Associate-inResidence. B.A., Boston College; M.Ed., Ph.D., University of North CarolinaChapel Hill. Barbara A. West (1997). Instructor of Education. Faculty Coordinator of Teacher Placement Licensing. B.S., St. Cloud State University; M.S., Syracuse University. Jean H. Whalen (1995). Instructor, part-time, Education. B.S., M.A., University of Minnesota. Gary S. Whitford (1994). Instructor, part-time, Social Work. B.S., University of WisconsinPlatteville; M.Div., Wartburg Theological Seminary; M.S.W., Ph.D., University of Minnesota. Mary Louise Williams (1984). Assistant Professor of Social Work. B.F.A., M.S.W., University of Pennsylvania. Michael S. Wilson (1996). Instructor, part-time, Business Administration/Accounting/MIS. B.A., University of St. Thomas; M.B.A., University of Minnesota. Marcus A. Wing (1995). Instructor, part-time, Education. B.S., Moorhead State University; M.S., Winona State University; Ph.D., University of Minnesota. Angela J. Wyatt (1981). Studio ArtistISaxophone and Clarinet, part-time, Music. B.A., St. Olaf College. Robert D. Wykstra (1989). Instructor, part-time, Business Administration/Accounting/MIS. B.A., Calvin College; M.B.A., Western Michigan University. Fidel Xinico (1995). Academic Coordinator, Guatemala, Center for Global Education. B.A., Francisco Marroquin in Guatemala; M.Div., St. Paul Seminary, University of St. Thomas. Ruth Aaskov. Professor Emerita of Modem Languages. B.A., Augsburg College; M.A., Middlebury College; Ph.D., University of Wisconsin. Lyla M. Anderegg. Professor Emerita of Psychology. B.A., University of Minnesota; M.A., Northwestern University. Barbara L. Andersen. Professor Emerita of English. B.A., Northwestern College; M.A., Northwestern University. Charles S. Anderson. President Emeritus. B.A., St. Olaf College; M.A., University of Wisconsin; B.Th., Luther Theological Seminary; Ph.D., Union Theological Seminary. Ernest W. Anderson. Professor Emeritus of Health and Physical Education. B.A., Augsburg College; M.Ed., University of Minnesota. Margaret J. Anderson. Professor Emerita, Library. B.S., M.A., University of Minnesota. Oscar A. Anderson. President Emeritus. B.A., St. Olaf College; B.D., Luther Theological Seminary; L.L.D., Concordia College-Moorhead. Raymond E. Anderson. Professor Emeritus of Speech/Communication and Theatre Arts. B.S., M.A., Ph.D., University of Minnesota. Valeria Baltina. Professor Emerita of Modem Languages. Magister der Philosophia, University of Latvia. Richard A. Borstad. Professor Emeritus of Health and Physical Education. B.A., M.A., Ph.D., University of Minnesota. Carl H. Chrislock. Professor Emeritus of History, B.A., Augsburg College; M.A., PbD., University of Minnesota. L. Gracia Christensen. Professor Emerita of English. B.A., Hunter College; M.A., Radcliffe College. Robert W. Clyde. Professor Emeritus of Sociology. B.A., Coe College; M.A., Rockford College; Ph.D., University of Iowa. Ailene H. Cole. Professor Emerita of Speech/Communication and Theatre Arts. B.A., Gustavus Adolphus College; M.A., Ph.D., University of Minnesota. Beverly C. Durkee. Professor Emerita of Mathematics. B.A., B.S.L., B.S.Ed., M.A., University of Minnesota; Ph.D., Arizona State University. Henry G. Follingstad. Professor Emeritus of Mathematics. B.E.E., M.S., University of Minnesota. Jerry Gerasimo. Professor Emeritus of Sociology. B.A., Lake Forest College; M.A., Ph.D., University of Chicago. Orloue Gisselquist. Professor Emeritus of History. B.A., M.A., Ph.D., University of Minnesota. Theodore J. Hanwick. Professor Emeritus of Physics. B.E.E., M.S., Polytechnic Institute of Brooklyn; Ph.D., New York University. Katherine Hennig. Artist-in-Residence Emerita of Music. M.A., University of Minnesota. Edwina L. Hertzberg. Professor Emerita of Social Work. B.A., Cedar Crest College; M.S.W., Ph.D., University of Minnesota. John R. Holum. Professor Emeritus of Chemistry. B.A., St. Olaf College; Ph.D., University of Minnesota. 288 Faculty Emeriti Irene Khin Khin Jensen. Professor Emerita of History. B.A., Rangoon University, Burma; M.A., Bucknell University; Ph.D., University of Wisconsin. Einar 0.Johnson. Professor Emeritus of Education. B.A., Concordia College; M.A., Ph.D., University of Washington. James D. Johnson. Professor Emeritus of Music. M.S., Juilliard School of Music; Ph.D., University of Minnesota. Mary E. "Mimi" Johnson. Professor Emerita of Modem Languages. B.A., smith College; M.A., Columbia University; M.A., University of Minnesota. Erwin D. Mickelberg. Professor Emeritus of Biology. B.A., Augsburg College; M.A., University of Minnesota. Mildred "Mike" Mueller. Professor Emerita of Education. B.A., M.A., Cenmal Michigan University; Ed.D., University of Minnesota. Edor C. Nelson. Professor Emeritus of Health and Physical Education. BA., Augsburg College; M.Ed., University of Minnesota. Patricia A. Parker. Associate Academic Dean Emerita. B.A., Eastern Michigan University; M.A., Ph.D., University of Michigan. Lauretta E. Pelton. Professor Emerita of Education. M.Ed., Marquette University. Philip A. Quanbeck, Sr. Professor Emeritus of Religion. B.A., Augsburg College; B.D., Augsburg Theological Seminary; M.Th., Th.D., Princeton Theological Seminary. Gunta Rozentals. Professor Emerita of Modem Languages. B.A., M.A., Ph.D., University of Minnesota. Marianne B. Sander. Dean of Students Emerita. B.A., Valparaiso University; M.A., University of Minnesota. Leland B. Sateren. Professor Emeritus of Music. L.H.D., Gettysburg College; D.Mus., Lakeland College. Edwin J. Saugestad. Professor Emeritus of Health and Physical Education. B.A., Augsburg College; M.A., University of Minnesota. Marjorie H. Sibley. Professor Emerita, Library. B.A., M.A., University of Illinois; M.A., University of Minnesota. Eugene M. Skibbe. Professor Emeritus of Religion. B.A., St. Olaf College; B.Th., Luther Theological Seminary; Th.D., University of Heidelberg, Germany Paul T. Steen. Professor Emeritus of Sociology. B.A., Gustavus Adolphus College; M.A., Ph.D., University of Minnesota. Myles C. Stenshoel. Professor Emeritus of Political Science. B.A., Concordia CollegeMoorhead; Concordia Theological Seminary; M.A., Ph.D., University of Colorado. Ralph L. Sulerud. Professor Emeritus of Biology. B.A., Concordia College-Moorhead; M.S., Ph.D., University of Nebraska. Joel S. Torstenson. Professor Emeritus of Sociology. B.A., Augsburg College; M.A., Ph.D., University of Minnesota. Ith Avenue S. DOWNTOWN MINNEAPOLIS DIRECTIONS TO CAMPUS PUBLIC PARKING I-35W from the NorthTake Washington Avenue exit and turn left on Washington (curves right to become Cedar Avenue), turn left at Riverside Avenue, right at Zlst Avenue South. Street parking on campus is posted for one-, two-, or four-hour limits. Pay parking is available at the FairviewUniversity Medical Center across Riverside Avenue. For major events on campus during evenings and weekends, parking is also available in the facultylstaff and commuter lots. 1-94 East from MinneapolisTake 25th Avenue exit, turn left at 25th Avenue, turn left at Riverside Avenue, turn left at 21st Avenue South. 1-94 West from St. PaulTake Riverside exit, turn right at Riverside Avenue, turn left at 2lst Avenue South. I-35W from the SouthFollow the 1-94 St. Paul signs (move to right lane after each of two mergers). Take 25th Avenue exit and turn left at Riverside Avenue. turn left at Zlst Avenue South. A C About Augsburg 9, 267 Academic Advising Center 52 Academic Affairs 6, 64 Academic Calendar 4, 5, 50 Academic Information 50 Academic Internships 61 Academic Policies and Procedures 64 Academic Progress, Probation and Dismissal 80 Academic and Learning Services 42 Academic Skills Enrichment 42 Accessibility 16 Accounting 98, 104-106 Accreditation and Memberships 10, 15, 16 Activities 40 Admissions 12, 18-22 Administrative Officers of the College 270 Advanced Placement Program Test (AP) 78 African American Student Services (see Pan-Afrikan Student Services) 44 Air Structure 41 Alumni Center 12 American Indian Studies 43, 158-159 American Indian Student Services 43 American Sign Language 181 Anderson Hall 12, 47 Anderson-Nelson Athletic Field 12 Anishinabe Library Project 44 Application Procedures 18, 29 Arabic 180-181 Art 87-91 Art History 87, 90 Asian American Student Services (see Pan Asian Student Services) 44 Asian Studies (see East Asian Studies) 120-121 Assessment of Previous Learning (APL) Program 77 Associated Colleges of the Twin Cities (ACTC) 57 Associated Support Organizations 14 Athletic Affiliation 16 Athletics 41 Audit Fee 24 Auditing Courses 77 Augsburg Echo 41 Augsburg Seminar 52, 69, 92 Augsburgian, The 41 Calendar 4, 5, 50 Campus Location 11, 16, 289-290 Campus Map 289-290 Campus Ministry 40 Campus Tours 18 Canadian Program 63 Career Services 62 Center for Global Education 12, 58, 166-167 Center for Global Education Courses 58-60, 166, 168-171 Center for Learning and Adaptive Student Services (CLASS) 42 Center for Service, Work, and Learning 60 Chemistry 110-115 Chinese 180-181 Choir 41, 197, 204 Christensen Center 12 Class Confirmation 64 Class Schedule 84 Classification (Class Year) 77 Coaching Endorsement 149 College Costs 1998-99 24 College Level Examination Program (CLEP) 78 College of the Third Age 63 Commencement 81 Commons 47 Communication 255-258 Community and Public Service Scholarships 31 Community Internships in Latin America 60, 173 Community Service-Learning 61 Computational Economics 117 Computer Resources 51 Computer Science 116-119 Concert Band 41, 197, 204 Continuing Education Program 63 Cooperative Education 61 Counseling 45 Counseling and Health Promotion 45 Course Descriptions 84-266 Credits 84 Crime and Community Concentration (Sociology) 251 B Biology 93-97 Board of Regents 268-269 Books and Supplies 25 Business Administration 98-103 Business Administration and Economics Major 100, 123 D Dean's List 80 Degrees Offered 8, 15, 50 Departmental Comprehensive Exams 78 Departments and Programs 48, 84-266 Deposits 25,46 Development 6 Directory 6 Disabled Student Program 42 Index 293 Dismissal 80 Discrimination Complaints 48 Divisions and Departments 52 Dormitories 12, 46 Dual Degree Programs 54, 138-1 39 E Early Admission of Freshmen 19 East Asian Studies 120-121 East European Studies 53, 54, 243-244 East Hall 12 Echo 41 Economics 92, 100, 122-126 Education 127-137 Education for Service 10 Elderhostel 63 Elementary Education 128-131 Employment 33, 60 Engineering 138-139 English 140-146 English as a Second Language (ESL) Program 79 English Placement Test 141 English-Language Arts Teaching Major 141 Enrollment 16 Enrollment Deposit 25 Ensembles 197, 204 Entry-level Skills 69 Ethnic Studies 159 Evaluation and Grading 75 Evangelical Lutheran Church in America (ELCA) 16, 269 Experiential Education Programs 60-61 Explanation of Grades 75 F Facilities and Housing 12, 46 Facts and Figures 16 Faculty 16, 50, 271-286 Faculty Emeriti 287-288 Family Educational Rights and Privacy Act (FERPA) 48, 81-82 Federal Work Study Program 33 Fees 24-25 Finance Specialization (Business Administration) 100 Financial Aid 16, 28-33 Financial Policies 26-28 Fine Arts 41 Fitness Center 45 Food Service 47 Foreign Languages 75, 180-190 Former Students 21, 65 Foss, Lobeck, Miles Center for Worship, Drama, and Communication 12 Four-Year Assurance Program 81 French 180, 181-183 Freshmen 18 C Gage Family Academic Enrichment Center 42 General Education Curriculum 66-71 General Education Requirements 66-71 General Studies 147 German 180,183-1 85 Gift Assistance 31-32 Global Education Center 12, 58, 166-167 Global Education Program Courses 58-60, 166, 168-171 Grade Point Average 69, 77 Grading 75-77 Graduate Programs Office 64 Graduate Programs 62 Graduation Level Skills 70 Graduation Requirements 66-71 Graduation With Distinction 81 Grants 32 Gymnasium (Melby Hall) 13 H Health and Physical Education 148-152 Health Promotion 45 Health Service 45 HECUA Courses 59-60, 171-174 Higher Education Consortium for Urban Affairs (HECUA) 57, 167 ~is~anic/Latino student Services Program 44 History 153-157 History of Augsburg College 9 Honors Program 56 Housing 12, 25, 46 Hoversten Peace Scholarships 31 I Ice Arena 13 Incomplete Grade 76 Independent Studies 86 Information Technology Resources 51 Inter-Institutional Programs 56-57 Inter-Race 14 Intercollegiate Athletics 41 Interdisciplinary Studies 158-164 lnterim 50 lnterim Abroad 60 lnterim Office 64 lnternational Baccalaureate Program (IB) 77 lnternational Business Minor 101 lnternational Business Specialization (Business Administration) 100 lnternational Partners 167 294 Index lnternational Programs 46 lnternational Relations 165-166 lnternational Student Services 22 lnternational Students 46 lnternational Studies 166-174 Internships 61, 85 Intertribal Student Union 43 Intramural Athletics 41 J Japanese 180, 186 K MIS Courses 107-109 Mission Statement 9 Modern Languages 180-190 Mortensen Tower 13,43 Murphy Place 13 Murphy's 47 Music 191-205 Music Education Major 191, 194 Music Ensembles 197, 204 Music Hall 13 Music Performance Major 192, 195 Music Repertoire Tests 199 Music Therapy Major 192, 196, 203-204 KCMR Radio 41 L Language Courses 180-190 Leadership Scholarships 31 Learning Disabilities Program 42 Learning Laboratory 42 Leave of Absence 65 Liberal Arts Perspectives 71-75 Library and Information Technology Center 12, 16, 51, 56 Licensure Veaching) 54 Lifetime Sports 71 Lindell Library 12, 51 Linguistics 186 Loan Assistance 32-33 Location 11-12, 289-290 Lutheran Leader Scholarships 31 M Majors and Minors 8, 53-54, 84-266 Management Information Systems 107-109 Management Specialization (Business Administration) 100 Maps 289,290 Marketing Specialization (Business Administration) 100 Mastefs Degrees 50, 62 Math Placement Group (MPG) 70 Mathematics 175-179 Medical Refund 28 Melby Hall 13 Memberships 15, 16 Memorial Hall 13 Merit Scholarships 30 Metro-Urban Studies 160-161 Minnesota Indian Teacher Training Partnership (MNITTP) 43 Minnesota Minority Education Partnership (MMEP) 14 Minnesota Work Study Program 33 Minority Studies 158-164 Minors 54, 84-266 N Natural Science 206-207 No-Credit Grades 75 Nordic Area Studies 162-164 Nordic Center 14 Norwegian 180, 186-187 Notification of Admissions Decision 18 Number Grades 76 Numbering of Courses 78 Nursing 208-21 1 0 Off-Campus Programs 16 Officers of the College 270 Ojibwe 180, 188 Old Main 13 Orchestra 41, 197, 204 Orientation (AUG) 52, 69, 92 p, Q Paired Resources in Ministry and Education (PRIME) Awards 30 Pan-Afrikan Student Services 44 Pan Asian Student Services 44 Part-Time Students 24 PassINo Credit 75-76 Pastor 40 Payments 26 Performance Studies 197, 205 Performing Arts Scholarships 31 Perspective Requirements 66, 71-75 Perspectives (Rationale) 71-73 Philosophy 212-215 Phi Theta Kappa Scholarships 30 Physical Disabilities Program 42 Physical Education 148-152 Physical Science Teaching Licensure 111 Physician Assistant Program 216-220 Physics 221-225 Piano Proficiency Test 199 Policies 14, 16, 47, 81, 291 - Index 295 Political Science 226-231 Portfolio Assessment Program 78-79 Pre-Professional Programs 55-56 Pre-Registration 64 Prerequisites 84 President's Greeting 2 President's Scholarships 30 Probation 80 P~ychology232-236 Public Relations and Communication 13 R Refunds 26-28 Regents 268-269 Regents' Scholarships 30 Registration 64 Religion 237-242 Religious Affiliation 16 Residence Life Program (see also Housing) 46-47 Residence Requirements 69 Room and Board 24 ROTC 57 Russian 180, 188 Russian, Central, and East European Studies 243-244 5 Scandinavian Studies 162-164 Scandinavian Urban Studies 59, 171-1 72 Scholarships 30-31, 34-38 School Year 4, 5, 16 Science Hall 13 Secondary Education 131-1 35 Service-Learning 61 Sigma Pi Sigma 223 Skills Requirements 69-70 Social, Cultural, Recreational Activities 40 Social Studies 245 Social Welfare Minor 247 Social Work 246-250 Society of Physics Students 223 Sociology 251-254 Space Physics 222 Spanish 188-190 Special Education 137 Special Interest Housing 47 Special Students (Non-Degree) 21 Speech/Communication and Theatre Arts 255-262 Sponsored Scholarships 34-38 Sports 41 StepUP Program 43 Student Activities 40 Student Affairs (see Academic and Learning Services) 42 Student Educational Loan Fund (SELF) 33 Student/Faculty Ratio 16 Student Government 40 Student Life 40-48 Student Newspaper 41 Student Project for Amity Among Nations (SPAN) 16 Student Publications 41 Student Rights 47, 48 Student Standards of Behavior, Complaints, Records 47 Student Teaching Abroad 60, 127 Studio Art 87-90 Study Abroad 57-60, 166-174 Summer School Office 64 Support Programs 4 3 4 4 Sverdrup Hall 13 Sverdrup-Oftedal Memorial Hall 13 T Teaching Licensure (see also Majors) 54, 127, 128, 131,132 Test Scores 18 Theatre Arts 259-262 Transcripts 18 Transfer Scholarships 30 Transfer Students 19-21, 66-67, 70 Tuition, Fees, Room and Board 24-25 Tutor Center 42 u Upper Midwest Association of Intercultural Education (UMAIE) 16 Urban Studies 161-162 Urness Tower 13, 47 v Veterans 81 W Weekend College 62 Withdrawal From College 28, 65 Women's Hockey 41 Women's Studies 263-266 Work Study Program 33 x, y, z Yearbook 41 Youth and Family Institute 14 Youth and Family Ministry Major 237-238
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Augsburg College Undergraduate Catalog, 2011-2012
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Augsburg College Undergraduate Catalog, 2011-2012
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2011-2012 Undergraduate Catalog www.augsburg.edu Index Augsburg College Undergraduate Catalog 2011-2012 Official Publication of Augsburg College 2211 Riverside Avenue, Minneapolis, MN 55454 612-330-1000 This catalog should answer most questions students have about Augsburg College undergr...
Show more 2011-2012 Undergraduate Catalog www.augsburg.edu Index Augsburg College Undergraduate Catalog 2011-2012 Official Publication of Augsburg College 2211 Riverside Avenue, Minneapolis, MN 55454 612-330-1000 This catalog should answer most questions students have about Augsburg College undergraduate education and its curriculum. Although information was current at the time of publication, it is subject to change without notice. The written policies in the catalog are the College policies in force at the time of publication. It is the responsibility of each student to know the requirements and academic policies in this publication. If you have questions about anything in this catalog, consult Academic Advising, a faculty adviser, the dean of the College, or the registrar. Key offices are listed on page 8 for correspondence or telephone inquiries. Published 2011 www.augsburg.edu 1 A Greeting from the President A college catalog is a wonderful text, full of detail and data that offer all of us a map to our lives together as a college community. What has prompted you to study this map of Augsburg College? If you’re already enrolled at Augsburg, I trust that you will continue to find here the awe and wonder of an educational experience that is meaningful and challenging. I hope that you will be reminded of the relationships and commitments you have formed at Augsburg — they will last a lifetime. I also hope that you find in this map signposts of the progress you have made in your vocational journey and that you will continue to believe that you have rightly chosen Augsburg as the community in which you will spend time for the next several years. If you are studying this map to find out more about Augsburg College and an Augsburg education, welcome. I believe you will find it not only tells you about the character and essence of our institution, but also about our mission of service, particularly about those whom we serve in a modern, vibrant city. Augsburg is located in the heart of the Twin Cities of Minneapolis and St. Paul, and it is in the city that our College both serves and thrives. As you study here, you will find a setting that not only provides remarkable learning opportunities, but one in which you will be able to share your own talents and skills. Augsburg’s challenging academic environment is enhanced by both education and service experiences that transform theory into action and unite the liberal arts with the practical in preparing students as faithful citizens in a global society. The experience you are undertaking at Augsburg — or thinking of undertaking — will occur on a small campus in the core of a great city; it will be led by faculty preoccupied with your welfare and the emergence and refinement of your vocational plans. As you join Augsburg College, or consider doing so, please know that those of us who await you here find the College an exciting place, full of diversity and yet possessed of a community dedicated to higher learning and good living. Here you can find your way in the world. May this map be your faithful guide! Sincerely yours, Paul C. Pribbenow President 2 2011-2012 Academic Calendar Day Program (and PA program) The academic calendar is subject to change. Refer to the registrar’s webpage for updated calendar and registration information at www.augsburg.edu/registrar. Fall Term 2011 Summer September 4-6 September 7 October 28 Nov -----14-Dec 2 November 24 November 28 December 9 December 12-15 First-year registration New student orientation Classes begin Mid-term break (one day only) Registration for spring Thanksgiving recess begins Classes resume Classes end Final exams Spring Term 2012 January 17 Classes begin March 19 Mid-term break begins March 26 Classes resume April 9-20 Registration for fall April 6 Easter break begins April 27 Classes end April 30 - May 3 Final exams May 5 Baccalaureate/Commencement ---The multi-year calendar for planning purposes can be found at www.augsburg.edu/registrar. Please note that future years are subject to change.- 2011-2012 Academic Calendar Weekend College and Graduate Programs (not including the PA program and MBA) The academic calendar is subject to change. Refer to the registrar’s webpage for updated calendar and registration information at www.augsburg.edu/registrar. Fall Term 2011 Class Weekends: 3 September 9-11 September 23-25 September 30 - October 2 October 14-16 November 4-6 November 18-20 December 2-4 December 9-11 Winter Term 2012 Class Weekends: January 6-8 January 20-22 January 27-29 February 10-12 February 24-26 March 9-11 March 23-25 March 30 - April 1 (MSW only) Spring Term 2012 Class Weekends: April 13-15 April 27-29 May 11-13 May 18-20 June 1-3 June 8-10 June 22-24 June 29-July 1 (MSW only) NOTE: For Rochester programs, reference the registrar’s webpage at www.augsburg.edu/registrar. 4 Directory Area Code: 612 Access Center 330-1749 Academic Advising 330-1025 Academic Enrichment 330-1165 Academic Affairs 330-1024 Admissions Offices Office of Undergraduate Admissions 330-1001 Toll-free 1-800-788-5678 Office of Graduate Admissions 330-1101 Augsburg for Adults 330-1782 Alumni and Constituent Relations 330-1178 Toll-free 1-800-260-6590 Athletics 330-1249 Campus Activities and Orientation / SOAR 330-1111 Center for Learning and Adaptive Student Services (CLASS) 330-1053 Classroom Services 330-1219 College Pastor/Campus Ministry 330-1732 Counseling and Health Promotion 330-1707 Development (financial gifts to the College) 330-1613 Toll-free 1-800-273-0617 Enrollment Center 330-1046 Toll-free 1-800-458-1721 Event and Conference Planning 330-1107 Facilities Management 330-1041 Financial Aid (scholarships and other aid) 330-1046 General Information (other office numbers; business hours only) 330-1000 Fax 330-1649 Graduate Studies 330-1101 Human Resources 330-1058 Lindell Library 330-1017 Lost and Found 330-1000 Parent and Family Relations 330-1525 President’s Office 330-1212 Registrar 330-1036 Residence Life (housing) 330-1488 Rochester Campus 507-288-2886 StepUP . 330-1405 Strommen Career and Internship Center 330-1148 Student Affairs 330-1160 Student Government 330-1110 Summer Session 330-1046 5 TRIO/Student Support Services Weekend College 330-1101 330-1311 6 About Augsburg At Augsburg College, we believe that the college experience should be a time of exploration, of discovery, of new experiences, and new possibilities. We also believe that a liberal arts education is the best preparation for living in the fast-paced, changing, and complex world of today and tomorrow. Augsburg graduates will be able to demonstrate not only the mastery of a major field of study, but also the ability to think critically, solve problems, and communicate effectively. Discovering Your Gifts and Talents The heart of an Augsburg education is the Augsburg Core Curriculum—designed to prepare students to become effective, informed, and ethical citizens. Through “Search for Meaning” courses, students explore their own unique gifts and interests and find where their own talents intersect with the needs of our global society. At the same time, courses across all disciplines stress the skills that will serve for a lifetime: writing, speaking, critical thinking, and quantitative reasoning, to name a few. Thanks to Augsburg’s prime location in the heart of a thriving metropolitan area, many courses are able to offer rich and varied learning opportunities in real-life situations through academic internships, experiential education, volunteer community service, and cultural enrichment. In a sense, the resources of the Twin Cities are an extended campus for Augsburg students. Selection from over 50 Majors Augsburg offers more than 50 majors—or you can create your own major, either on campus or through the Associated Colleges of the Twin Cities (ACTC). This five-college consortium allows day program students to take courses on other campuses without charge while a full-time student at Augsburg. The ACTC includes Augsburg College, St. Catherine University, Hamline University, Macalester College, and the University of St. Thomas. Weekend College offers 18 majors and a number of certificate programs. Mission Statement Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as testaments to the College motto, “Education for Service,” and mission: “Augsburg College educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in its life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the faith and values of the Lutheran church, and shaped by its urban and global settings.” History A College of the Church Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869, in Marshall, Wis., and moved to Minneapolis in 1872. The first seminarians were 7 enrolled in 1874, and the first graduation was in 1879. Early Leaders Establish a Direction August Weenaas was Augsburg’s first president (1869-1876). Professor Weenaas recruited two teachers from Norway—Sven Oftedal and Georg Sverdrup. These three men clearly articulated the direction of Augsburg: to educate Norwegian Lutherans to minister to immigrants and to provide such “college” studies that would prepare students for theological study. In 1874 they proposed a three-part plan: first, train ministerial candidates; second, prepare future theological students; and third, educate the farmer, worker, and businessman. The statement stressed that a good education is also practical. Augsburg’s next two presidents also emphatically rejected ivory tower concepts of education. This commitment to church and community has been Augsburg’s theme for more than 130 years. Education for Service Keeping the vision of the democratic college, Georg Sverdrup, Augsburg’s second president (1876-1907), required students to get pre-ministerial experience in city congregations. Student involvement in the community gave early expression to the concept of Augsburg’s motto, “Education for Service.” In the 1890s, Augsburg leaders formed the Friends of Augsburg, later called the Lutheran Free Church. The church was a group of independent congregations committed to congregational autonomy and personal Christianity. This change made Augsburg the only higher educational institution of the small Lutheran body. The college division, however, was still important primarily as an attachment to the seminary. The Focus Changed This attitude began to change after World War I. In 1911, George Sverdrup, Jr., became president. He worked to develop college departments with an appeal to a broader range of students than just those intending to be ministers. Augsburg admitted women in 1922 under the leadership of longtime dean of women, Gerda Mortensen. The College’s mission assumed a double character: ministerial preparation together with a more general education for life in society. In 1937, Augsburg elected Bernhard Christensen, an erudite and scholarly teacher, to be president (1938-1962). His involvement in ecumenical and civic circles made Augsburg a more visible part of church and city life. After World War II, Augsburg leaders made vigorous efforts to expand and improve academic offerings. Now the College was a larger part of the institution than the seminary and received the most attention. Accreditation for the College Augsburg added departments essential to a liberal arts college, offering a modern college program based on general education requirements and elective majors. Full accreditation of the College was achieved in 1954. A study in 1962 defined the College’s mission as serving the good of society first and the interests of the Lutheran Free Church second. The seminary moved to Luther Theological Seminary (now Luther Seminary) in St. Paul in 1963 when the Lutheran Free Church merged with the American Lutheran Church. Subsequently, the American Lutheran Church merged with two other Lutheran bodies in 1988 to form the Evangelical Lutheran Church in America. 8 A College in the City Under the leadership of President Oscar A. Anderson (1963-1980) Augsburg became a vital and integral part of the city. The College began to reach out to nontraditional student populations, ensuring educational opportunity for all students. Also in these years, Augsburg added the Music Hall, Mortensen Hall, Urness Hall, Christensen Center, Ice Arena, and Murphy Place. Dr. Charles S. Anderson led the College from 1980 to 1997. He guided Augsburg’s commitment to liberal arts education, spiritual growth and freedom, diversity in enrollment and programs, and a curriculum that draws on the resources of the city as extensions of campus and classroom. Some of the accomplishments during his tenure include instituting two graduate degree programs, hosting national and international figures at College-sponsored forums and events, increasing accessibility, and the addition of the Foss, Lobeck, Miles Center for Worship, Drama, and Communication; the Oscar Anderson Residence Hall; and the James G. Lindell Family Library. Dr. William V. Frame became president in August 1997 and retired in 2006. Under his leadership, the College sharpened its identity as a college of the city, providing an education grounded in vocational calling that provides students both the theoretical learning and the practical experience to succeed in a global, diverse world. Dr. Paul C. Pribbenow became president in July 2006. Under his leadership, the College aims to educate students of all ages — in the midst of a great city — to be faithful citizens of the world. Augsburg Today Augsburg continues to reflect the commitment and dedication of the founders who believed: • An Augsburg education should be preparation for service in community and church; • Education should have a solid liberal arts core with a practical dimension in order to send out productive, creative, and successful citizens; • The city—with all its excitement, challenges, and diversity—is an unequaled learning laboratory for Augsburg students. The vision of the College’s work today is lived out in the phrase, “We believe we are called to serve our neighbor.” Through common commitments to living faith, active citizenship, meaningful work, and global perspective, Augsburg prepares its students to become effective, ethical citizens in a complex global society. In addition to Augsburg’s undergraduate program of liberal arts and sciences, Augsburg offers master’s degree programs in business, education, leadership, nursing, physician assistant studies, and social work. The College’s first doctoral program, in nursing practice, has been approved. For information on graduate programs, go to www.augsburg.edu/grad. Undergraduate education is offered both on weekday semester programs, and alternate weekend trimester programs. The graduate programs generally follow the trimester schedule. In addition to its Minneapolis campus, Augsburg has a branch campus in Rochester, Minn. and a center in Bloomington, Minn. Weekend College Augsburg’s Weekend College (WEC) provides an educational opportunity for adults who want to earn a baccalaureate degree and work or have other commitments during the week. It is a means by which men and women can gain skills for professional advancement, prepare for a career change, or pursue a personal interest in one or more areas of the liberal arts and professional studies. 9 Weekend College began in 1982 with 69 students taking courses in three majors. Eight courses were offered in the first term. Today, with approximately 1,000 students enrolled each term and a variety of majors in the liberal arts and professional studies, WEC is one of the largest programs of its type among Minnesota private colleges. The Adult Learner Augsburg’s Weekend College is based on the assumption that adult students are mature, self-disciplined, and motivated learners who seek a combination of classroom experience and individual study. Each course includes periods of concentrated, on-campus study as well as time for independent study and class preparation. Alternate Weekends To meet the needs of nontraditional students, classes generally meet on alternate weekends for three-and-a-half to four hours on either Friday evening, Saturday morning, Saturday afternoon, or Sunday afternoon. Laboratory sections or additional class hours may be scheduled during the week. WEC students may take from one to four courses each term. The WEC academic year is divided into three trimesters (fall, winter, and spring), so that students may complete three terms in the traditional nine-month academic year. A Community of Learners Essential to the goals of Augsburg’s Weekend College is participation in a community of adult learners. This community is enriched by the presence of men and women with a variety of work and life experiences. To facilitate this kind of community interaction, Augsburg encourages WEC students to make use of College facilities, such as Lindell Library, and to participate in academic and co-curricular activities, such as the student newspaper, travel seminars, student organizations, fine arts events, networking events, workshops, and convocations. The WEC student body elects its own leaders through the WEC Student Senate. Augsburg for Adults Through the Augsburg for Adults program office, Augsburg continues its tradition of innovation to meet the needs of adult students by creating new programs, providing faculty and staff development in adult learning, and serving adult and non-traditional students. Students are recognized as adult learners from age 25 to 60-plus whether they take courses in the traditional day program, the Weekend College program, or any of the graduate programs. To learn more about graduate studies at Augsburg, go to www.augsburg.edu/grad. Weekend College Faculty The heart of any educational institution is its faculty, and the WEC faculty are full-time Augsburg professors as well as adjunct faculty who bring professional experience to their teaching. Most faculty hold a doctorate or other terminal degree, and all consider teaching to be the focus of their activities at the College. Professors are involved in social, professional, and a variety of research activities, but these support and are secondary to their teaching. Faculty are actively involved in a dynamic faculty development program that introduces them to best practices in teaching and learning techniques and theories. Weekend College’s small classes facilitate the College’s tradition of close involvement between professors and students. Faculty act as academic advisers and participate regularly in campus activities. 10 Rochester campus Augsburg’s branch campus in Rochester was established in 1998 as a natural extension of the College’s mission and its expertise in teaching working adults. In Rochester, six undergraduate majors, plus a certificate program in business management, are offered. The Rochester campus classrooms and offices are located at Bethel Lutheran Church (ELCA), a few blocks south of the heart of the city which is home to about 100,000 residents. It is a city that enjoys a rich ethnic diversity and superior technological resources. Augsburg classes in Rochester meet on a trimester schedule with classes taking place on weekday evenings and on occasional Saturdays, making them accessible to working adults. In addition to the half- dozen degree programs that can be completed entirely in this location, students may work on a variety of other majors through a combination of Rochester-based courses and courses taken in the Day or WEC program in Minneapolis. Students at the Rochester campus are Augsburg College students. They are supported through an array of e-learning resources ranging from access to Lindell Library databases to the use of online course management software. Information about the Rochester campus is available at www.augsburg.edu/Rochester or by calling the Rochester office at 507-288-2886. College of the Third Age Augsburg demonstrates its commitment to lifelong learning in part through its College of the Third Age. College of the Third Age is a teaching-learning service founded more than 30 years ago to serve older adults by encouraging lifelong learning, fostering interactive discussion, and introducing new topics and subjects related to an ever-changing world. A roster of more than 25 retired, semiretired, and working professors teach non-credit seminars for the program, based upon their areas of expertise. College of the Third Age partners with organizations and facilities that serve older adults in the Twin Cities metropolitan area, including churches, synagogues, community centers, and senior residences. The current catalog lists more than 200 classes available for group study at partner organizations and facilities. To obtain further information about the program or to request a catalog, call 612-330-1139 or visit www.augsburg.edu/thirdage. Campus Location Augsburg’s campus is located in the heart of the Twin Cities, surrounding Murphy Square, the oldest of 170 parks in Minneapolis. The University of Minnesota West Bank campus and one of the city’s largest medical complexes—University of Minnesota Medical Center, Fairview—are adjacent to Augsburg, with the Mississippi River and the Seven Corners theater district just a few blocks away. Downtown Minneapolis and St. Paul, home to a myriad of arts, sports, entertainment, and recreational opportunities, are just minutes west and east of campus via Interstate 94, which forms the southern border of the campus. Convenient bus routes run throughout the city and connect with the suburbs. Augsburg is located just blocks away from two Hiawatha Line light rail stations. Reaching the Twin Cities is easy. Most airlines provide daily service to the Minneapolis-St. Paul International Airport, and bus or train connections can be made from all areas of the United States. Facilities and Housing Instruction facilities and student housing at Augsburg are conveniently located near each other. A 11 tunnel/ramp/skyway system connects the two tower dormitories, the five buildings on the Quadrangle, plus Music Hall, Murphy Place, Lindell Library, Oren Gateway Center, and the Foss, Lobeck, Miles Center for Worship, Drama, and Communication. Admissions Offices—The Office of Undergraduate Admissions is located on the first floor of Christensen Center. The Office of Graduate Admissions is located on the second floor of Christensen Center. Anderson Hall (1993)—Named in honor of Oscar Anderson, president of Augsburg College from 1963 to 1980, this residence hall is located at 2016 8th Street. Anderson Hall contains four types of living units and houses 192 students, as well as the Master of Science in Physician Assistant Studies; the Strommen Career and Internship Center; and the Office of Marketing and Communication. College of the Third Age and Inter-Race—This house, located at 620 21st Avenue, provides office space for these two programs. Counseling and Health Promotion—The Center for Counseling and Health Promotion (CCHP) offers programs and services that enhance student learning by promoting personal development and well-being. The center occupies the house located at 628 21st Avenue. Christensen Center (1967)—The College center, with admission offices, student lounge and recreational areas, the Commons dining facility and Einstein Bros. Bagels, two art galleries, copy center, and offices for student government and student publications. Edor Nelson Field—The athletic field, located at 725 23rd Avenue, is the playing and practice field of many of the Augsburg teams. An air-supported dome covers the field during winter months, allowing year-round use. Foss, Lobeck, Miles Center for Worship, Drama, and Communication (1988)—The Foss Center is named in recognition of the Julian and June Foss family. The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are also housed in this complex, which provides space for campus ministry, the drama and communication offices, and the Center for Learning and Adaptive Student Services (CLASS). Ice Arena (1974)-—Two skating areas provide practice space for hockey and figure skating, and recreational skating for Augsburg and the metropolitan community. Kennedy Center—Completed in 2007 as a three-story addition to Melby Hall and named for Dean (’75) and Terry Kennedy, it features a state-of-the-art wrestling training center, new fitness center, classrooms for health and physical education, and hospitality facilities. The James G. Lindell Family Library (1997)—This library and information technology center houses all library functions and brings together the computer technology resources of the College. The library is located on the corner of 22nd Avenue and 7th Street. Luther Hall (1999)—Named for theologian Martin Luther, Luther Hall is a three-story apartment complex along 20th Avenue, between 7th and 8th Streets that houses juniors and seniors in units from efficiencies to two-bedroom suites. Melby Hall (1961)—Named in honor of J. S. Melby (dean of men from 1920 to 1942, basketball coach, and head of the Christianity department). It provides facilities for the health and physical education program, intercollegiate and intramural athletics, the Hoyt Messerer Fitness Center, and general auditorium purposes. The Ernie Anderson Center Court was dedicated in 2001. Mortensen Hall (1973)—Named in honor of Gerda Mortensen (dean of women from 1923 to 1964), it has 104 one- and two-bedroom apartments that house 312 upper-class students, plus conference rooms and spacious lounge areas. Murphy Place (1964)­—Located at 2222 7 1/2 Street, Murphy Place is the home of the Office of International Programs: Augsburg Abroad, Center for Global Education, International Partners and 12 International Student Advising. It is also home to the four ethnic student support programs: American Indian Student Services, Pan-Afrikan Center, Pan-Asian Student Services, and Hispanic/Latino Student Services. Music Hall (1978)—Contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal halls, music libraries, practice studios, and offices for the music faculty. Old Main (1900)—Home for the Department of Art and the Department of Languages and CrossCultural Studies, with classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency with architectural details from the past. It is included on the National Register of Historic Places. Oren Gateway Center (2007)—Named for lead donors and alumni Don and Beverly Oren, it is home for the StepUP program, Institutional Advancement offices, the Alumni and Parent and Family Relations Offices, Augsburg for Adults Office, and substance-free student housing. It also houses the Barnes & Noble Augsburg Bookstore, Nabo Café, Gage Family Art Gallery, and the Johnson Conference Center. Science Hall (1949)—Houses classrooms; laboratories for biology, chemistry, and physics; mathematics; a medium-sized auditorium; faculty offices, administrative offices, and various other program offices. Sverdrup Hall (1955)—Named in honor of Augsburg’s fourth president, it contains the Enrollment Center and Academic Advising, as well as classrooms and faculty offices. Sverdrup­Oftedal Memorial Hall (1938)—Built as a dormitory and named in honor of Augsburg’s second and third presidents, it contains the President’s Office, Human Resources, and other administrative and faculty offices. Urness Hall (1967)—Named in honor of Mr. and Mrs. Andrew Urness, this tower provides living quarters for 324 first-year students. Each floor is a “floor unit,” providing 36 residents, housed two to a room, with their own lounge, study, and utility areas. Associated Support Organizations Augsburg College has a commitment to programs that increase both individual and group understanding and achievement. Inter­Race: The International Institute for Interracial Interaction—Inter-Race facilitates interracial understanding in families, schools, places of work, communities, and society. The institute provides training and consultation, research, education, resource centers, publications, public policy, and legal study in five centers. Inter-Race is located at 620 21st Avenue. Policies Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic and/or school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and its students. Any questions concerning Augsburg’s compliance with federal or state regulations implementing equal access and opportunity can be directed to the affirmative action coordinator, Office of Human Resources, CB 79, Augsburg College, 2211 Riverside Ave., Minneapolis, MN 55454, 612-330-1058. The College and its faculty subscribe to the Statement of Principles on Academic Freedom as 13 promulgated by the American Association of University Professors and the Association of American Colleges. Accreditation and Memberships Augsburg College is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools and the National Council for the Accreditation of Teacher Education (Secondary and Elementary). Our programs are approved by the • American Chemical Society • American Music Therapy Association • Commission on Collegiate Nursing Education • Council on Social Work Education (B.S. and MSW) • National Accrediting Agency for Clinical Laboratory Sciences (NAACLS) • National Council for Accreditation of Teacher Education • Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) Augsburg College is an institutional member of the: • American Association of Colleges and Universities (AACU) • Association of Physician Assistant Programs • Council of Independent Colleges (CIC) • National Association of Schools of Music (NASM) We are members of the Associated Colleges of the Twin Cities (ACTC), Lutheran Education Council in North America, Minnesota Private College Council, National Society for Experiential Education, and Campus Compact. Augsburg College is registered as a private institution with the Minnesota Office of Higher Education pursuant to sections 136A.61 to 136A.71. Registration is not an endorsement of the institution. Credits earned at the institution may not transfer to all other institutions. 14 Augsburg College Facts and Figures Location—Augsburg College was founded in 1869 in Marshall, Wis. The College moved to Minneapolis in 1872. Religious Affiliation—The Evangelical Lutheran Church in America (ELCA). Although the highest percentage of students are Lutheran, 16 percent represent the Roman Catholic Church, and 25 percent represent other denominations and religions. Accreditation—The Higher Learning Commission of the North Central Association of Colleges and Schools, National Council for Accreditation of Teacher Education, Accreditation Review Commission on Education for the Physician Assistant (ARC-PA). Approved by the American Chemical Society, Council on Social Work Education, American Music Therapy Association, National Association of Schools of Music, and the Commission on Collegiate Nursing Education. Member—Associated Colleges of the Twin Cities, Lutheran Education Council in North America, Minnesota Private College Council, CIC, AACU, AAHE. Registered with the Minnesota Office of Higher Education. Enrollment (Fall 2009)—4,054 students from 40 countries. Graduates—More than 20,000 graduates from 1870 through present. Student/Faculty Ratio—14 to 1. Undergraduate class size averages 13 (WEC)-17 (Day). Campus—18 major buildings with special emphasis on campus accessibility. Accessibility—Augsburg is now one of the most accessible campuses in the region. A skyway/ tunnel/elevator system provides access to 12 major buildings without going outside. Degrees Granted—BA, BS, BM, MA, MBA, MS, MSW, DNP Financial Aid—Over 90 percent of the students receive some form of financial aid from the College and many other sources. Library—Over 190,000 items, direct access to over 2,500,000 through CLIC, the Twin Cities private college library consortium. The James G. Lindell Family Library opened in September 1997. School Year—Two semesters from September to May, and summer school sessions. For Weekend College, Rochester campus, Bloomington Center, and most graduate programs: three trimesters, September to June. Majors—More than 50 majors in 35 departments and programs. Off-Campus Programs—The Office of International Programs offers study abroad programs throughout the world, including Augsburg’s own Center for Global Education and International Partners programs. Augsburg is also a member of the Higher Education Consortium for Urban Affairs (HECUA). Athletic Affiliation—Minnesota Intercollegiate Athletic Conference (MIAC), and National Collegiate Athletic Association (NCAA), Division III. Non-Discrimination Policy—Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, gender identity, gender expression, marital status, status with regard to public assistance, or disability in its educational policies, admissions policies, employment, scholarship and loan programs, athletic and/or school administered programs, except in those instances where there is a bona fide occupational qualification or to comply with state or federal law. Augsburg College is committed to providing reasonable accommodations to its employees and students. 15 Undergraduate Admissions Augsburg College strives to create a strong, rich, and vibrant campus community with students representing a large number of backgrounds, viewpoints, experiences, talents, and cultures. Selection of students for Augsburg College is based upon careful consideration of each candidate’s academic achievement, personal qualities and interests, participation in activities and employment, and potential for development as a student and as a graduate of Augsburg College. Visit the Campus Because firsthand appraisal of programs, facilities, and academic atmosphere is valuable, firstyear and transfer applicants are encouraged to visit the campus and meet with an admissions counselor. Arrangements may be made to meet with a member of the faculty and to attend classes when school is in session. Augsburg’s undergraduate admissions staff is ready to help students and families with college planning. Call any weekday between 8:30 a.m. and 4:30 p.m.—612-330-1001 or toll-free 1-800-7885678, and we’ll assist with your questions and arrange a tour for you. Admissions visits and tours are available Monday through Friday, including most Saturday mornings during the school year. The Office of Undergraduate Admissions is located on the first floor of the Christensen Center and serves traditional and non-traditional students. Application Procedures Day College First-years Application for Admission—Applicants should complete the application for admission and the essay and return them to the Office of Undergraduate Admissions together with the non-refundable $25 application fee. Students may apply online for free at www.augsburg.edu/day/apply.html or www.commonapp.org. Transcripts—An official transcript from the high school is required of first-year applicants. Firstyear applicants who are still high school students at the time of application should have their most recent transcript sent, followed by a final, official transcript upon graduation. If the student has taken college courses, an official transcript from the institutions should also be sent. General Education Development (GED) scores may be presented instead of the high school transcript. Test Scores—First-year applicants are required to submit results from a college entrance examination. The American College Test (ACT) is preferred; results from SAT are also accepted. Test scores recorded on the official high school transcript are sufficient. Augsburg strongly recommends completing the writing portion of either the ACT or SAT. Recommendations—Two letters of academic recommendation are required. If the applicant has been out of school for several years, a letter may be submitted by a supervisor, employer, pastor, or co-worker. Additional Information—If there is personal information that may have affected the applicant’s previous academic performance, it may be included with the application or discussed personally with an admissions counselor. On occasion, the Admissions Committee may defer a decision on a candidate’s admission until other information has been received. For example, more recent test scores, results of the present 16 semester’s coursework, additional letters of recommendation, or writing samples may be requested by the committee. If any additional credentials are needed, the Office of Undergraduate Admissions will inform the candidate. Notification of Admissions Decision—Augsburg College uses a “rolling” admissions plan. The first offers of admission are made in late September. After that, students are notified of the admissions decision usually within two weeks after the application file is complete and has been evaluated by the Admissions Committee. Confirmation of Admission—Accepted students are asked to make a $150* enrollment deposit to the Office of Under-graduate Admissions. Those students who wish to live in College housing must also submit a $200 nonrefundable housing deposit along with the housing contract to the Residence Life Office. *Nonrefundable after May 1. Day College Transfers and Weekend College Students Applicants should complete the application form and return it along with the $25 nonrefundable application fee to the Office of Undergraduate Admissions. Students may apply online for free at www.augsburg.edu/weekend/admissions/. Transcripts—Official transcripts from all previous post secondary institutions should be sent directly to the Office of Undergraduate Admissions. Applicants with less than one year of previous transferable college work should also have their official high school transcript sent. The GED test certificate may be presented instead of the high school transcript. Test Scores—First-year applicants are required to submit results from a college entrance examination. The American College Test (ACT) is preferred; results from SAT are also accepted. Test scores recorded on the official high school transcript are sufficient. Augsburg strongly recommends completing the writing portion of either the ACT or SAT. First-year applicants who have been out of high school for more than five years do not need to submit an official test score. Additional Information—If there is personal information that may have affected the applicant’s previous academic performance, it may be included with the application or discussed personally with an admissions counselor. Academic recommendations may be required by the Admissions Committee before an admission decision is made. On occasion, the Admissions Committee may also defer a candidate’s admission until other information has been received. For example, test scores, results of current coursework, additional letters of recommendation, or writing samples may be requested by the committee. If any additional credentials are needed, the Admissions Office will inform the candidate. Notification of Admissions Decision—Augsburg College uses a “rolling” admissions plan. Students are notified of the admission decision, usually within two weeks after the application file is complete and has been evaluated by the Admissions Committee. Admission to a major, as well as admission to the College, is sometimes necessary. Please check with an admissions counselor and department sections of this catalog to see if admission to the major is required. Transfer Students A cumulative grade point average (GPA) of at least 2.50 (on a 4.0 scale) in previous college work is recommended for admission to the College. Information regarding transfer credit policies is found in the Academic Information section of the catalog. 17 Former Students Day students who have interrupted attendance at Augsburg College for one semester or more, and WEC/Rochester students who have interrupted attendance at Augsburg College for three trimesters or more, must apply for re-admission through the registrar’s office to resume attendance. Students who have attended other institutions during their absence from Augsburg must have an official transcript sent from each institution to the Office of the Registrar. Returning students do not pay the application fee. Special Students (Non-Degree) In some circumstances, people may be admitted as special students (non-degree) and granted the privilege of enrolling in courses for credit. Students may request a change in their degree status by contacting the Registrar’s Office. Students regularly enrolled at another college may take coursework at Augsburg College as a special student (non-degree). An application form for special-student status is available from the Office of Undergraduate Admissions. To apply for admission as a special student, submit the completed admission application and academic transcripts to the Office of Undergraduate Admissions. Students who have graduated from Augsburg who are returning to complete an additional major will not be awarded a second degree unless it is a different degree from the first awarded. Minors are not noted on the transcript if they are completed after a baccalaureate degree has been awarded. Special Students (Second Degree) Students who have completed a four-year degree at an accredited college or university may complete a second degree at Augsburg College. Second degree requirements include: a minimum of eight course credits taken at Augsburg, completion of a major, and completion of any liberal arts requirements not covered by a previous degree. Depending on the student’s previous degree, completion of a second major (non-degree) may also be an option. International Students International students are a vital part of the Augsburg community. (See International Student Advising on page 32.) International students should contact the Office of Undergraduate Admissions for an international student application and financial requirements. All applicants must provide proof of financial solvency. Applications must be completed two months prior to the start of the semester: June 1 for fall, December 1 for spring. For more information, call 612-330-1001 or 1-800-788-5678 (toll-free); e-mail admissions@augsburg.edu; or write to: International Student Admissions Campus Box 143 Augsburg College 2211 Riverside Avenue Minneapolis, MN 55454 USA Students who have attended a college or university outside of the United States will need to obtain 18 a foreign credential evaluation by contacting World Education Services (WES). WES is a nonprofit organization with more than 30 years experience evaluating international credentials. WES will examine your transcript(s) and prepare a report that will help Augsburg College understand how your international course work compares to courses and grades in the United States. Augsburg College will use this information in its admissions review and will grant transfer credit where appropriate. World Education Services, Inc. Bowling Green Station PO Box 5087 New York, NY 10274-5087 www.wes.org Phone: 212-966-6311 Fax: 212-966-6395 19 Financing Your Education All students receive financial help indirectly, since a quality liberal arts education costs more than tuition and fees cover. The College raises that difference in gifts—from alumni, faculty, staff, parents, churches, friends, foundations, and endowment income. However, the primary responsibility for paying for a college education rests on students and their families. Financial aid is intended to supplement those resources. College Costs 2011-2012 Day College The Board of Regents has approved the costs listed below for the 2011-2012 academic year. The board reviews costs annually and makes changes as required. The College reserves the right to adjust charges should economic conditions necessitate. Day College Tuition, Fees, Room, and Board Tuition (full-time enrollment) $29,802 This rate applies to all full-time students attending in September 2011. Students are considered full-time when they take three or more course credits during the semester. The charge includes tuition, general fees, facility fees, and admission to most College-supported events, concerts, and lectures. The amount is payable in two equal installments at the beginning of each semester. Tuition (part-time enrollment) per one-credit course $3,559 This rate applies to students taking fewer than three courses in a semester. Part-time students taking lifetime sports are charged $220 for that course. Audit Fee (for part-time students) per course $1000 Full-time students—see audit policy in the Academic Information section. Room Rent (average starting price) $4,578 (Detailed room rates and housing options are available through the Office of Residence Life.) Meal Plans 15 Plus $3,956 (15 meals a week; $100 in Augsburg Flex Points) 10 Plus $3,854 (10 meals a week; $150 in Augsburg Flex Points) 5 Plus $3,524 (5 meals a week; $345 in Augsburg Flex Points) Other board plans are available as defined in the housing contract booklet available from the Office of Residence Life. Fees $637.50 (Student activity, technology, newspaper readership, wind energy fee, MPIRG) 20 Other Special Fees (Nonrefundable) Fees Billed on Student Account Student Activity Fee (part-time students) $90 Late Registration $200 Petition fee for waiver of registration deadlines (non-refundable) $50 Lifetime Sport (part-time students) $220 Newspaper Readership $20 Technology Fee (per credit) $50 Overload Fee (per course credit over 4.5, Day and WEC/Rochester/United combined) Private Music Lessons, per semester (14 lessons—.0 cr. or .25 cr.) $390 (14 lessons—.5 cr.) $780 Student Teaching (per course for full-time students) $155 Student Teaching (per course for part-time students) $215 Study Abroad (in approved non-Augsburg programs) $425 Zero-credit seminar (part-time students) $1000 Fees Payable by Check/Cash Application (new and/or special students) $25 Locker Rental $40 Student Parking Lot Permit car $220 motorcycle $110 Transcript Fee Regular service $6 Next day $10 On demand $16 Special Examinations, Cap & Gown Costs (Schedule on file in registrar’s office) $3,559 Books and Supplies These costs are estimated to average $125 per course. Deposits Enrollment Deposit (nonrefundable) $150 Required of all new students after acceptance. If the student attends Augsburg College, the deposit is considered initial payment toward their first term tuition and fees. Should the student not attend, the enrollment deposit may be forfeited. For more information, contact the Office of Undergraduate Admissions. Housing Damage Deposit $200 Required of all resident students at the time of signing a contract to reserve a housing assignment. This deposit is retained against damages and/or fines and is returned to the student account (less all charges for damages and/or fines) at the end of the occupancy period covered by the contract. New contracts may be terminated in writing for fall or spring term by following the conditions delineated in the housing contract. The resident will be responsible for all costs incurred due to late 21 cancellation or lack of proper notification as specified in the housing contract. College Costs 2011-2012 Weekend College Application Fee (payable once, $25 non-refundable) Tuition (per course credit) $1,777 Tuition (per summer course 2011) $1,725 Activity Fee (per trimester) $11.50 Facilities Fee (includes parking permit; per trimester) $35 $1000 Audit Fee (per course) Lifetime Sports: Fee for Weekend College Course $220 Lifetime Sports: Fee for Assessment of Previous Learning $150 Nursing Clinical Fee $250 Supplementary Student Teaching Fee (per course credit) $215 Late Registration Fee $200 Transcript Fee Regular service $6 Next day $10 On demand $16 Petition Fee for waiver of registration deadlines (non-refundable) $50 Zero-credit seminar $1000 Payments Day college Semester Fees—Prior to the start of each semester a statement of estimated charges showing basic charges and financial aid credits designated by the Student Financial Services Office is sent to the student. Payment Options—Augsburg College offers payment plan options for Day Program students. Information about payment plan options is mailed annually to each student’s permanent address. Weekend College A statement of tuition and fee charges and estimated financial aid will be mailed to each registered student prior to the start of each term. All statements are available online through Augnet Records and Registration. For tuition and fee information, please refer to the financial aid website. Payment Options—(1) Payment in full at the start of each term. (2) Employer Reimbursement: Students on this plan must file an employer reimbursement application form each academic year, prior to the start of the first class. Once enrolled in the employer reimbursement payment plan, students have until 60 days after the end of each term to pay their term costs in full. There is a 22 $20 per term fee associated with this payment option. The student is responsible for payment of the balance should the employer not reimburse for any reason. If the employer offers partial reimbursement, the non-reimbursed portion of tuition and fees must be paid in full at the start of the term. (3) Students may also defer payment by enrolling in the College’s third party payment plan or in a military payment plan if their term costs are to be covered by a third party or through V.A. education benefits, such as the G.I. Bill. (more details can be found at www.augsburg.edu/enroll/accounts.html) Financial Policies A finance charge is applied at a simple rate of .67 percent per month on any account with an open balance of 30 days or more. Registration is permitted only if the student’s account for a previous term is paid in full or if the student is making scheduled payments in accordance with an approved payment plan. Augsburg College will not release student academic transcripts or graduation diplomas/certificates until all student accounts are paid in full or, in the case of student loan funds administered by the College (Federal Perkins Student Loan), are current according to established repayment schedules and the loan entrance and exit interviews have been completed. Refunds Students who withdraw from Augsburg College may be eligible for a refund of a portion of their charges based on the appropriate refund schedule. Financial aid may be adjusted for those students who withdraw from the College or drop course(s) and receive financial assistance. Students who wish to withdraw from Augsburg should complete the Withdrawal from College form available online through the registrar’s website. It must be filled out completely, signed and turned in to the Enrollment Center. Students who properly withdraw or change to part-time, who are dismissed, or who are released from a housing contract will have their accounts adjusted for tuition and/or room (except for the minimum deduction of $100 to cover administrative costs) in accordance with the terms of their housing contract and/or the appropriate tuition refund schedule. Students are responsible for canceling courses through the Enrollment Center (or online) in order to be eligible for any refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add form are responsible for all charges. Financial aid may be adjusted based on the student’s last recorded date of attendance. Refund calculations are based on the date that the drop/ add form is processed. The Augsburg College Refund Policy for Day, Weekend, Rochester, Bloomington, and Graduate Studies Students who withdraw from Augsburg College may be eligible for a refund of a portion of their charges based on the refund schedule below. This refund is based on the percentage of calendar time remaining on the date of the student’s offiicial withdrawel from classes. This applies to all students who drop one or more courses during the term and/or withdraw from all courses in the term. Percentage of calendar time remaining after official drop or withdrawal: 100% to 90% remaining Full refund (minus $100 administrative fee) 89% to 60% remaining 50% Amount of refund: This refund schedule is effective whether or not a student has attended classes. Please allow 30 23 to 45 days for tuition and possible financial aid adjustments to be finalized. If a credit balance remains on the student’s account, a credit refund will be issued at that time. The refund of charges calculation used is the Augsburg College Refund Policy stated above. Students may appeal refund decisions through the Financial Petition Committee. Petition forms are available online through the registrar’s website. Medical refund If a student is forced to withdraw from one or more courses in a term due to illness or an accident, the refund will include the normal refund percentage (based on the regular refund schedule), plus one-half of the remaining tuition and fees. This extra medical refund will be considered upon submission of documentation from the attending doctor, on letterhead, verifying the medical circumstances. Requests for medical refunds should be made through the Financial Petition Committee. Petition forms are available through the registrar’s website. Unofficial Withdrawal Federal regulations require that records of financial aid recipients who earn failing grades in all their classes be reviewed. If courses are not completed (e.g. unofficial withdrawal, stopped attending), the College is required to refund financial aid to the appropriate sources according to federal or Augsburg refund policies based on the last recorded date of attendance. Students are responsible for the entire cost of the term including the portion previously covered by financial aid should they stop attending. Students are strongly urged to follow guidelines for complete withdrawal from college. If there are extenuating circumstances, a petition to have the cost of tuition refunded can be made. Petition forms are available online through the registrar’s website. A student who registers, does not attend any classes, and does not withdraw may petition to withdraw retroactively. The student must petition within six months of the end of term and provide proof of non-attendance. Proof can include, but is not limited to, statements from each instructor that the student never attended, or documentation of attendance for the term at another college or university. If approved, grades of W will be recorded and charges for the term dropped. The administrative cancellation fee is $300. Financial Aid All students who wish to be considered for financial assistance must establish financial aid eligibility on an annual basis. This includes completing the application process as outlined below and making satisfactory academic progress. In order to maintain eligibility in financial aid programs, students must make satisfactory academic progress toward the attainment of their degree or certificate as stipulated in the College catalog and as published on the Academic Progress Standards for Financial Aid Recipients webpage www.augsburg.edu/finaid/sap.html. Financing higher education could be the most significant investment a person or family makes in a lifetime. Proper planning and wise choices are important, not only in choosing a college, but also in the methods used to pay for it. Augsburg College, through its Enrollment Center, will help students and their families protect access to a quality Augsburg education in a time of increasing financial challenge. Financial assistance awarded through Augsburg may be a combination of scholar-ships, grants, loans, and part-time work opportunities. The College cooperates with federal, state, church, and private agencies in providing various aid programs. During the 2010-2011 academic year, more than 24 eight out of ten students at Augsburg received financial assistance. The primary responsibility for financing a college education rests upon the student and family. Financial aid supplements student and family resources. The Free Application for Federal Student Aid (FAFSA), current tax documents, and the Augsburg Aid form help determine the amount of assistance for which a student is eligible. This analysis takes into account such family financial factors as current income, assets, number of dependent family members, other educational expenses, retirement needs, and special considerations. How to Apply The following are required to process your financial aid application: 1. Be admitted to Augsburg as a regular student or be a returning student in good academic standing with the College. 2. Complete the Free Application for Federal Student Aid (FAFSA) or the Renewal FAFSA. Students are encouraged to file the FAFSA electronically online at www.fafsa.ed.gov. Students and their parents may sign the FAFSA electronically using a PIN issued by the U.S. Department of Education. Instructions for requesting a PIN can be found at www.fafsa.ed.gov. Be sure to include the Augsburg College code, 002334, on your application. Submit your application to the processing agency after January 1. Applications must be filed by March 1 for priority consideration. 3. Complete the current year Augsburg Aid form, available at www.augsburg.edu/finaid, and submit it to the Enrollment Center. 4. Submit copies of federal 1040 tax forms for the preceding year (e.g. tax year 2010 to be considered for financial aid for 2011-2012). Tax forms are required for the student and parents of dependent students, or spouse of student if filing separately. What Happens Next? Once all documents are received, we review the financial aid application to determine financial aid eligibility for all available programs. A financial aid award letter will be sent to the student. This letter details the financial aid award and includes information regarding: • institutional financial aid programs and requirements for continued eligibility, • federal and private loan programs (students must complete a loan application to receive loan funds). Types of Aid A student applying for aid from Augsburg applies for assistance in general rather than for a specific scholarship or grant (except as noted). The various forms of aid available are listed here for information only. In addition to aid administered by Augsburg College, students are urged to investigate the possibility of scholarships and grants that might be available in their own communities. It is worthwhile to check with churches, the company or business employing parents or spouses, high schools, service clubs, and fraternal organizations for information on aid available to students who meet their requirements. In addition to these sources, some students are eligible for aid through Rehabilitation Services, Educational Assistance for Veterans, Educational Assistance for Veterans’ Children, and other sources. Academic Excellence Scholarships President’s Scholarship—Awarded to incoming first-year students, the President’s Scholarships 25 are awarded based upon competition. The applicant must have a minimum of 3.50 GPA in core academic courses or a 27 or greater ACT composite (or a combined SAT score of 1210 or greater). Separate applications are required. The application must be postmarked by January 30. Phi Theta Kappa Scholarship—These scholarships are awarded to selected transfer students with a 3.50 GPA. The application deadline is August 1 for fall enrollment and December 15 for spring. Call Undergraduate Admissions for information, 612-330-1001. Achievement Scholarships Regents’ Scholarship—The Regents’ Scholarships are awarded to all qualified new first-years of high academic achievement who apply and are accepted before May 1 for fall or December 1 for spring. Selection is based on high school GPA and national test scores. Transfer Regents’ Scholarship—Transfer Regents’ Scholarships are awarded to all qualified transfer students with a minimum 3.00 GPA who apply and are accepted for admission by May 1 for fall or December 1 for spring. Augsburg Legacy Award—These scholarships provide tuition awards to full-time day students working toward their first bachelor’s degree who are children of Augsburg graduates or siblings of current Augsburg students or children or spouses of current ELCA pastors. Deadline: May 1 for fall or December 1 for spring. Science Scholarship—The Courtland Agre and Theodore Hanwick Science Scholarships recognize incoming first-year students of high academic science achievement. The renewable award of $10,000 per year is awarded to all eligible proposed chemistry or physics majors. Students must be in the top 30 percent of their high school class or on national tests (ACT or SAT), have a grade point average of 3.0 or above in the proposed science major, have completed intermediate algebra or pre-calculus, and be a full-time student in the day program. No scholarship application is required. Students who receive a science scholarship will not receive a Regents’ award. Deadline: Accepted for admission by May 1 for fall enrollment. ACAP Scholarship—Awarded to incoming first-year students who have participated in a college preparatory program such as Admission Possible, TRiO, MMEP. Deadline: Accepted for admission by May 1. Leadership, Service, and Performance Scholarships Ethnic Leadership Scholarships—Ethnic Leadership Scholarships recognize returning Day program students with demonstrated scholarship and a record of, and/or potential for, leadership. Eligible students must be full time in the day program and have the recommendation of the appropriate Augsburg Ethnic Student Services program director and another individual knowledgeable about the student’s extracurricular activities. The application deadline is March 1. For more information and an application, contact: • American Indian Student Services 612-330-1144 • Hispanic-Latino Student Services 612-330-1309 • Pan-Afrikan Student Center 612-330-1022 • Pan-Asian Student Services 612-330-1530 Fine Arts Scholarship—Awarded to selected incoming students who demonstrate active participation in the fine arts. Separate application and portfolio or audition are required. The application deadline requires a postmark of January 25 for fall or November 1 for spring. Lutheran Congregational Scholarship Program 26 Augsburg Corporation Scholarship—Recognizes students who are members of an ELCA congregation within the Minneapolis Area Synod, Saint Paul Area Synod, Southeastern Minnesota Synod, or Northwest Synod of Wisconsin. These four synods constitute the Augsburg Corporation. The scholarship is awarded at point of admission for $1,000 per year. PRIME Scholarship—Students who receive a scholarship from their Lutheran congregation will receive a matching scholarship from Augsburg, up to $750 per year. Application and payment from the sponsoring organization should be submitted to the Enrollment Center. Gift Assistance (Need-Based) Augsburg Tuition Grant—This grant is based on financial eligibility, and academic record. Minnesota State Scholarship and Grant—Eligibility requires Minnesota residency and enrollment of less than four years (or its equivalent) at any post-secondary school. This grant is also based on financial eligibility. Federal Supplemental Educational Opportunity Grant—Whenever law and funds permit, SEOGs are awarded to students who demonstrate exceptional financial need. Preference is given to students eligible for the Federal Pell grant. Federal Pell Grant—Federal Pell grants are awarded to students attending eligible institutions of higher education and are based on financial need as defined by program guidelines. Maximum grant for 2010-11 is $5,550. Bureau of Indian Affairs/Tribal and State Indian Scholarship—Bureau of Indian Affairs/Tribal and State Indian Scholarships and Augsburg American Indian Scholarships are available to Indian students (both full and part-time) who meet specific criteria. For Bureau of Indian Affairs/Tribal and State Indian Scholarships, students must be a quarter degree Indian ancestry and be enrolled with a federally-recognized tribe. Eligibility criteria for Augsburg American Indian Scholarships vary. Contact the director of the American Indian Student Services Program. American Indian grants supplement all other forms of financial aid. Questions may be directed to the director of the American Indian Student Services Program or to your local BIA, Tribal, or State Indian Education Office. Loan Assistance Federal Perkins Student Loan—A federally-funded program administered through Augsburg College for students who demonstrate financial eligibility. No interest accrues nor do payments have to be made on the principal at any time you are enrolled at least half time in school. Simple interest of 5 percent and repayment of principal (at the minimum of $40 a month) begin nine months after you leave school. Repayment may extend up to 10 years. The loan offers a teacher cancellation clause. The maximum that may be borrowed for undergraduate study is $16,000. Federal Stafford Student Loan—Subsidized Stafford Loans are need-based loans that the federal govern-ment subsidizes by paying the interest while the student is in school and during the grace period. For the Unsubsidized Stafford Loan, interest begins accruing on the date of disbursement and the borrower is responsible for all interest. The borrower may choose to make payments while in school or may defer payments and allow interest to accrue and be capitalized (added to the balance of the loan). The interest rate for new borrowers through the Subsidized Stafford Loan and the Unsubsidized Stafford Loan, as of July 1, 2010, is a fixed rate of 4.5% and 6.8%, respectively. The following borrowing limits apply to the Stafford Loan program after July 1, 2010: • First-years: $5,500 annually (Combined Subsidized and Unsubsidized Stafford) 27 • Sophomores: $6,500 annually (Combined Subsidized and Unsubsidized Stafford) • Juniors/Seniors: $7,500 annually (Combined Subsidized and Unsubsidized Stafford) • Aggregate maximum: $31,000 (Combined Subsidized and Unsubsidized) Federal Parent Loan Program (PLUS)—PLUS is a loan program to help parents meet college costs of their dependent children. Parents may borrow up to the cost of attendance (minus all other student financial aid). Repayment begins within 60 days of final disbursement; the interest rate is a fixed rate of 7.9% and a minimum payment of $50 per month. Further information about all student and parent loan programs can be found online at the Financial Aid website. Student Employment Students are able to apply for work study positions through Augsburg’s Human Resource department. Part-time work provided by the College is considered financial aid, just like scholarships, loans, and grants. Students are limited to a maximum of 20 hours of on-campus employment per week. The number of hours a student can work is dependent on the position and the needs of the department. All on-campus work is governed by policies stipulated in the work contract issued to the student employee for each placement. Payment is made bi-weekly by check to the student employee. Federal College Work Study Program and Minnesota State Work Study Program—Under these programs the federal or state government supplies funds on a matching basis with the College to provide part-time work opportunities. 28 Student Life Augsburg’s mission focuses on student learning in the broadest sense. Experiences in the classroom are an important part of college life, yet learning and development also occur in formal and informal activities of the College and the surrounding area. Whether students take classes in the day, evening or weekend, the climate for learning and living at Augsburg will add dimension to their education. Campus Ministry As a college of the church, we are concerned about spiritual as well as aca­demic and social growth. Our concern for spiritual growth is evident in the opportunities we encourage and provide for students to explore their own faith. Because our campus is comprised of individuals from many different religious and cultural backgrounds, our worship life is characterized by a similar diversity and richness of tradition. Bible studies, growth groups, outreach teams and community outreach opportunities, retreats, peace and justice forums, concerts, and gatherings are examples of the wide variety of activities on campus. This ministry finds its most visible expression in chapel worship where students, faculty, and staff gather each day to give thanks and hear the Gospel proclaimed by a number of speakers and musicians. Each Wednesday night students gather for Holy Communion. Weekend College Chapel is held each Saturday morning when classes meet. On Sundays, Trinity Lutheran worship services are held on campus, with many other churches within walking distance. We seek to develop a free and open environment where people are encouraged to use and discover the gifts and sense of call and vocation that God has given them. As a college of the church, we encourage students to form values guided by our Christian heritage, which will be the basis for the kind and quality of life that reaches beyond their years at Augsburg. The college pastor, associate college pastor, and campus ministry staff have offices in the Foss, Lobeck, Miles Center for Worship, Drama, and Communication and are available for spiritual guidance, counseling, support, or information. Vocation Augsburg College has a deep and long­standing commitment to the theological concept of vocation—the idea that all people can use their individual gifts to serve God’s purposes in the world and that each person’s contribution is uniquely valuable. In the spring of 2002, with the generous support of the Lilly Endowment, Augsburg created a program called Exploring Our Gifts that was designed to help students, staff, and faculty explore the connections between faith, learning, service, and work. Over the years, the program has helped embed vocational themes into the curriculum and has sponsored a wide variety of short­ term projects that offer rich opportunities for reflection on how to live with purpose and meaning. These ongoing projects include internships at nonprofit organizations, off­campus service projects, international seminars, vocation­themed chapel presentations, interfaith forums, vocation retreats, and scholarships for students interested in exploring service to the community, ministry, or church leadership. Because Exploring Our Gifts will end in the summer 2010, the College recently created a permanent 29 center—the Augsburg Center for Faith and Learning—that will keep vocation at the core of Augsburg’s vision well into the future. This new center will continue many of the current initiatives and will carry on the work of promoting discovery of gifts and discernment of calling among the students, faculty, and staff at Augsburg as well as members of the larger community. For further information on how to participate in Augsburg’s vocation programming, visit the Lilly Resource Center, Memorial Hall, room 231, or the Augsburg Center for Faith and Learning, Oren Gateway Center, room 106. Student Government The Augsburg Day Student Government and the Weekend College Student Government organizations support and advocate for student concerns, needs, and activities. These student government groups serve as the official student governments, and the primary voice and liaison between students and the administration, faculty, and staff of Augsburg College. Campus Activities and Orientation Campus Activities and Orientation (CAO) creates and implements innovative programming that fosters individual and community development and creates an environment where students can connect, engage, and invest in the Augsburg community. CAO programming works to enhance and supplement the liberal arts and professional studies at Augsburg College through quality transitional programs for new students as well as through leadership education. CAO is made up of five program areas. These include: Campus Activities CAO offers programs and activities designed to connect and engage students with the Augsburg community and with the broader Twin Cities community. Lesbian, Bi-sexual, Gay, Transgender, Questioning, Intersex and Asexual (LBGTQIA) Services LBGTQIA Services works to improve the campus environment for all students, staff, faculty, and visitors at Augsburg College by developing and supporting inclusive understandings of gender and sexuality, as well as fostering a community that honors and affirms the wholeness of all identities. Student and Group Leadership Development Programs include Student Group Development and the Emerging Leaders Program (ELP). CAO advises student groups and provides skill­building workshops focusing on recruiting members, event planning, facilitating meetings, conflict resolution and other areas of development. ELP is an initiative designed to develop new leadership at Augsburg. Emerging leaders learn skills necessary to be effective in leadership roles through intentional learning opportunities and relationships with upper class mentors. Orientation Programs Summer Orientation and Registration (SOAR) is a required two­day, overnight orientation experience for incoming first­year day students which is designed to help with the transition to Augsburg College. Students will meet fellow classmates, faculty, and staff; learn about college resources and services; obtain fall semester schedules; and get a taste of life on campus. Parent SOAR is an optional orientation experience for the parents and guardians of first­year day students that runs concurrently with the students’ SOAR session. Parents will obtain important 30 information about the campus, meet fellow parents, faculty, and staff; learn about college resources and services; and get a taste of what life will be like for their students on campus. TRANSFER­mation is a required half­day orientation experience for transfer students in the day program designed to help with the transition to Augsburg College. Students will learn about college resources and services, hear about academic programs, and discover why being a part of the Augsburg community is so rewarding. Auggie Days is a required on­campus orientation experience for incoming first­year day students that is designed to complement SOAR. It provides opportunities to enhance academic and personal success and offers a helpful advantage in starting at Augsburg College. Student Center The Christensen Center, the Augsburg student union, serves students, faculty, staff, alumni, and guests. Traditionally considered the “living room” of the campus, the student union provides a central gathering place for the diverse populations of residential, commuter, Weekend College, and graduate students at Augsburg through the merging of curricular and co­curricular programs and activities. The Christensen Center also houses several student services, such as Undergraduate and Graduate Admissions, Campus Activities and Orientation, Event and Conference Planning, the Copy Center, Shipping and Receiving, the Information Desk, A’viands Food Services, and Mail Services. The Auggies Nest, located on the ground floor of the Christensen Center, serves as the student group office area and houses the Augsburg Day and Weekend Student Government, the ECHO (campus newspaper) office and the KAUG (campus radio) office. Cubicles, lockers, and additional work spaces are also available in this area for student group use. Fine Arts Students have many opportunities to participate in music and drama. In addition to appearing on campus and in the city, the Augsburg Choir, Concert Band, and Orchestra perform on national and international tours. Many other ensembles are available to cover the entire range of musical styles and previous musical experience. Students stage several plays on campus each year under the direction of the Theatre Arts Program and have the opportunity to attend a series of on­campus workshops with visiting arts professionals. Anne Pederson Women’s Resource Center The Anne Pederson Women’s Resource Center at Augsburg College is located in Sverdrup Hall 207, offering a variety of programming for Augsburg students (women and men) and a meeting place for students, faculty, and staff alike. It houses a women’s studies library, a seminar room for films and discussions, and a lounge space for studying, relaxing, and just hanging out. The Women’s Resource Center sponsors numerous programs and activities on topics such as sexuality education and sexual assault advocacy, as well as broader topics such as The Vagina Monologues; an annual Feminist Film Series in the spring; monthly brown­bag lunch discussions, and of course, the Koryne Horbal Convocation Lecture in the fall, which features women and men who speak about the many issues important to women’s ­ and to all ­ lives. We also regularly co­sponsor annual events for the Muslim Student Assocation’s Women in Islam Day and for the Asian American Women’s Group. We would love to support you as an intern or volunteer, or simply to co­sponsor your event! Please contact us or friend us on Facebook. Student staff positions at the WRC are posted with Human Resources, so please check their listings. We hope to see you soon! 31 The WRC is the home of the Student Feminist Collective and provides meeting space for the Asian American Women’s Group, the Sexual Assault Advocacy Group at Augsburg (SAAGA), and the Women of Africa Resource and Development Association (WARDA). Friend us on Facebook to find out about upcoming events. Athletics and Sports Intercollegiate Athletics Augsburg is affiliated with the Minnesota Intercollegiate Athletic Conference (MIAC) and is a member of the National Collegiate Athletic Association (NCAA) Division III. Men annually compete in football, soccer, cross country, basketball, ice hockey, wrestling, baseball, track and field, and golf. Women annually compete in volleyball, cross country, soccer, basketball, ice hockey, softball, swimming, track and field, and golf. Intramurals Every student is urged to participate in some activity for recreation and relaxation. An intramural program provides competition in a variety of team sports as well as individual performance activities. Broomball has been an especially popular coed sport. Check schedules for times when there is open use of the gymnasium and ice arena. Sports and recreation At Augsburg, sports are for all students as well as the intercollegiate athlete. The campus offers on a space­available basis a double­rink ice arena, gymnasium, tennis courts, a fitness center with workout machines and weight room, and an air­supported dome over the athletic field for winter fitness use by walkers and runners. (See Fitness Centers on page 32.) Gage Center for Academic Achievement The Gage Center assists all Augsburg students in setting and achieving optimal academic goals here at the College and beyond. The center consists of five collaborating units: Academic Advising Academic Advising orients new Day and Weekend College undergraduate students to the academic policies and procedures of the College and assists students on initial course selection. This office continues to serve students throughout their tenure at Augsburg by providing interpretation of core curriculum requirements, administering entry­level skills assessments, interpreting graduation requirements, providing degree­planning materials, and answering questions on student academic progress. Academic Advising functions as a supplement to Augsburg’s faculty advising system and supports the work of professional staff advisors across campus. The Academic Advising office is located in the Enrollment Center. All current students are assigned to a faculty advisor. Prior to the end of their sophomore year, when they have completed 12 or more credits, students are required to declare a major and select a faculty advisor. Majors and minors are declared online through Augnet Records and Registration. Students select a faculty advisor from their major area of study using the Change of Major/New Advisor Form. All Day students are required to meet with their assigned faculty advisor(s) each term prior to registration. Both Day and weekend college students are encouraged to meet with their faculty 32 advisor(s) as often as is necessary. Center for Learning and Adaptive Student Services (CLASS) The Center for Learning and Adaptive Student Services (CLASS) provides individualized accommodations and academic support for students with documented learning, attentional, psychiatric, and other cognitive disabilities. CLASS has been recognized as a leader in its field, helping these students gain full access to the College curriculum. Its mission is a reflection of Augsburg’s commitment to providing a rigorous and challenging, yet supportive, liberal arts education to students with diverse backgrounds, preparations, and experiences. Each term disability specialists work directly with students to discuss their disabilities and determine a plan for academic access. Typically, meetings are held weekly and discussions may include: • Accommodations for testing and coursework (e.g., extended time, note­taking) • Referrals to other campus resources (e.g., tutoring, general technology assistance, academic advising, counseling, financial aid) • Training and use of assistive technology through the Groves Computer Laboratory • Assistance with academic, organizational, and time management skills CLASS specialists may also consult with instructors, academic advisers, and other members of the College faculty, staff, or administration to support each student as they work toward success. Taking advantage of those opportunities, however, remains the student’s responsibility. These services are available to any Augsburg student who establishes eligibility by submitting appropriate documentation to the CLASS office. A copy of the Guidelines for Documentation of a Disability can be obtained by contacting the CLASS Office. CLASS also provides informal screenings for students who suspect they may have a learning­related disability. These screenings are meant only to help students determine whether they should seek a thorough evaluation by a qualified professional. These services are made possible in part through endowment support provided by the Gage family and the Groves Foundation. Academic Skills Office (ASO) The Academic Skills Office provides comprehensive academic support (e.g. time management, note­taking, reading, testing, motivation/procrastination) for all Augsburg students through individual and group appointments. In addition, the Academic Skills Coaches address affective needs and aid with the transition to college. Coaches also refer students to campus resources. The Academic Skills Office coordinates several programs to support students: • Tutoring/Supplemental Instruction Services: ASO coordinates free tutoring for most classes and supplemental instruction in specific courses. Tutors and SI Leaders receive a professor recommendation and are trained by the ASO. • Conditional Admit Program (CAP): A limited number of students are admitted conditionally through the CAP program. Students must fulfill CAP requirements or they will be continued in the CAP program or dismissed. See the “Academic Progress, Probation, and Dismissal” section of the catalog for a description of dismissal procedures. • Probation Advising: Students placed or continued on academic probation are required to meet with an approved academic advocate. Registration is prevented until the student completes the probation requirements as specified by their academic advocate. Students who do not meet with their academic advocate and/or do not fulfill the probation requirements will 33 be continued on probation and/or dismissed. For more information on probation requirements, go to the Academic Skills Office website at www.augsburg.edu/acskills/. See the “Academic Progress, Probation, and Dismissal” section of the catalog for a description of probation and dismissal procedures. • Augsburg Advantage at St. Kates (AASK): Based on their application for admission to Augsburg, the Augsburg College Admissions Committee selects students for the AASK program. The AASK program is a collaborative effort between St. Catherine University (St. Kate’s) and Augsburg. The program assists students with the transition from high school to college with specific courses and supportive programming. The program provides participants with the opportunity to complete similar coursework that first year students complete at Augsburg. Students attend courses on the Minneapolis campus of St. Catherine University and have access to both campuses for support, resources, and activities. Upon successful completion, students are guaranteed sophomore status (minimum of 7 course credits) and will have fulfilled many of the first­year Augsburg requirements. To complete the program, students are required to: • Complete all required courses (30 semester credits) including Foundations in Fitness (at Augsburg) with a minimum 2.5 GPA and no course grade below a 2.0 or P. • Satisfactory completion of all Critical Competencies at St. Kates • Attend all seminars and transition events at Augsburg and St. Kates • Complete transition application and recommendation process with adviser at St. Kate’s by March 15. • Complete the Summer Transition Program (one course and all programming) in Summer I at Augsburg after year at St. Kate’s. TRIO Programs TRIO programs are federal student services programs funded by the U.S. Department of Education, and hosted with additional funding by Augsburg College. TRIO Programs seek to help students overcome class, social, academic and cultural barriers to higher education. They help students prepare for college, adjust to college life, persist in college, and maintain good academic standing to graduate with a bachelor’s degree, and assist with preparation for graduate school. TRIO-Student Support Services Student Support Services (SSS) is a TRIO program designed to help students persist in college and graduate in a timely manner. The program serves students who are low­income, first­generation college students (neither parent has a four­year degree) and/or students with disabilities to develop the skills and motivation necessary to successfully pursue and earn a bachelor’s degree. Participants in TRIO/SSS must also be U.S. citizens, permanent residents or refugees, must demonstrate academic need for program services, and be committed to succeed in college. Augsburg TRIO/SSS serves 160 students from the point of admission through graduation, including transfer students. TRIO/SSS typically admits 40 new students to the program each year. Students meet regularly with their program Adviser to address academic success issues, through: • Individual academic advising and support, including appropriate goal attainment strategies and self­advocacy skill­building • Academic program planning, including pre­registration for each term, major and career decision­making, and long­term course planning • Preemptive tutoring during the first seven weeks of the semester 34 • Financial aid counseling and financial literacy education • Assistance with FAFSA renewal and supplemental scholarship applications • Academic progress monitoring • Weekly progress meetings for students on academic probation, and for students admitted through Conditional Admit Program • Career and personal skills development, with referrals to appropriate resources • Academic success workshops, group academic skill development • Graduate and professional school information and application assistance • Social and cultural activities and student­led events • Equipment lending program for short­term use of laptops, graphing calculators, Smart Pens • Five­week residential Summer Bridge program including free summer­term college coursework, academic seminars, adjustment­to­college workshops, and advising for 25 incoming first­year students • Need­based scholarships for students actively participating in TRIO/SSS Students may apply for TRIO/SSS anytime after admission to Augsburg College; however, preference is given to students who apply within their first term of enrollment. For more information, an application, or to make an appointment with a TRIO/SSS Adviser, contact TRIO/SSS program staff at 612­330­1311, or triosss@augsburg.edu. TRIO-McNair Scholars Program—The McNair Scholars Program, a federal TRIO program funded by the U.S. Department of Education, is designed to prepare participants for doctoral studies through involvement in research and other scholarly activities. The goal of McNair is to increase graduate degree attainment of students from underrepresented segments of society and to encourage these students to consider becoming college professors. McNair Scholars enroll in the program during their sophomore or junior year. Students must be enrolled full time (or will be enrolled full time) at Augsburg College, demonstrate strong academic potential, and have an interest in pursuing doctoral studies. To qualify as eligible for the program, the student must be low­income AND first generation OR a member of a group underrepresented in graduate study—African American, American Indian, Alaskan Native, or Hispanic/Latino. The Augsburg McNair program serves 25 students per year. A major component of the Augsburg McNair Scholars Program is a summer research experience in collaboration with a faculty mentor. For research, scholars receive funding from the college and the grant for a total of $4,000 stipend plus up to $1,500 for room and board and up to $500 for research supplies. Stipends are also available for attending and presenting their work at a professional conference (up to $1,000). Students will also participate in: • Social and cultural activities to enrich participants’ academic lives and perspectives • Conference travel and professional presentation of participants’ original research • Graduate program exploration and application assistance • Financial aid exploration, as well as graduate school application and GRE fee waivers and other financial incentives, such as McNair designated fellowships • Intensive preparation for the Graduate Records Examination (GRE), the test required for admittance into most graduate programs • Tuition­free academic credit courses, Discourse in the Disciplines and Introduction to Research • Sharpened writing, library, technology, and oral presentation skills • A motivated, diverse, and supportive learning community 35 Office of Undergraduate Research and Graduate Opportunity (URGO) The Office of Undergraduate Research and Graduate Opportunity is a resource for Augsburg students seeking research, scholarship, and graduate and professional school opportunities. URGO also supports faculty and staff in their work to engage students in these areas. Services include help securing national fellowships and research opportunities on and off campus, graduate and professional school advising, pre­health sciences advising, GRE and LSAT preparation, application assistance, and monetary support for selected research projects and conference travel. Services for Students with Disabilities Access Center The Access Center provides support and specialized services to students with documented physical disabilities. These may include TBI, chronic illness, mobility impairments, and vision, hearing, or speech impairments. The Access Center is committed to providing equal and integrated access for students with disabilities to the academic, social, cultural, and residential programs that Augsburg College offers with the goal of promoting independence and assisting students in reaching their individual potential. Areas of assistance include but are not limited to: • individual meetings with the physical disabilities specialist on a regularly scheduled basis • Determination of academic accommodations • Assistance with time management issues • Academic advising and assistance • Advocacy with faculty and staff • Use of assistive technology • Assistance with community support services and other non­academic issues Housing accommodations are provided on an individual basis for students with physical disabilities based on the review of appropriate documentation. The nature of the disability and the amount of equipment and personal care needed are also considered in housing placement. Academic accommodations are intended to ensure access to educational opportunities for students with disabilities. The mandate to provide accommodations does not, however, extend to adjustments that would “fundamentally alter” the basic nature or essential curricular components of an institution’s courses or programs. Weekend College and graduate students with documented physical disabilities are encouraged to contact the Access Center for assistance. Every effort will be made to schedule a meeting time that works for all involved. Center for Learning and Adaptive Student Services Supports students with learning, attentional, psychiatric, and other cognitive disabilities. TRIO/Student Support Services Students with disabilities may be eligible to apply for TRIO/SSS. StepUP® Program The StepUP program at Augsburg College strives to help students champion lives of recovery, achieve academic success, and thrive in a residential community of accountability and support. The 36 culture of StepUP is shaped by its values: recovery based on spirituality and the 12­step model; personal responsibility, integrity, and living a balanced life; educational success; giving back through servant leadership; thriving in a community that is an alcohol­ and drug­free environment; and developing healthy minds, bodies, spirits and emotions. Students live in on­campus recovery housing, have individual support meetings with licensed alcohol and drug counseling staff, and participate in team and community building activities. Students have access to academic skills specialists and other support services on campus. Participation in the program offers students leadership opportunities within the program, on campus, and in the greater Twin Cities community. In StepUP, students join together to form a community in which recovery is celebrated as a normal part of personal growth. Many of the friendships and bonds students form while participating in the StepUP program last a lifetime. In order to qualify for the program students must be committed to a 12­step abstinence­based recovery program, have a minimum of six months of continuous sobriety, agree to abide by the StepUP contract, and live in StepUP housing. Ethnic Student Services American Indian Student Services The American Indian Student Services program has been assisting American Indian students to further their academic careers at Augsburg College since 1978. The program’s mission is to recruit, retain, and graduate Native students by providing academic, financial, emotional, and cultural support and advocacy in a comfortable and friendly environment. Some of the services provided include: • Assists students with the admission process and financial aid application • Nurtures students’ identification as an American Indian and provides opportunities for students to learn about their heritage • Provides opportunities for the campus community to learn about the variety of American Indian people and cultures • Provides academic advising and course plans • Provides opportunities to network with other American Indian students, faculty, staff, and alumni • Provides a number of different scholarships including the Bonnie Wallace Leadership Award, Minnesota Indian Teacher Training Partnership Grant, and additional assistance in seeking and applying for other outside/tribal scholarships • Offers community and professional referrals, networking opportunities within the Native community and information about jobs and internships Hispanic/Latino Student Services The Hispanic/Latino Student Services program offers students individualized attention in many areas, including academic support, counseling, and advocacy. Day, WEC, and graduate students find assistance in admissions and financial aid procedures, scholarships, orientation and registration, academic planning, career counseling, housing, internships and employment, and placement referrals. The program advises Latino student organizations (such as the Spanish Club and the Allied Latino/a Augsburg Students) and supports academic, social, and cultural events/activities that improve the academic and personal development of Hispanic/ Latino students and provide awareness of the unique aspects of Hispanic culture. 37 Pan-Asian Student Services The Pan­Asian Student Services program was created in 1992 to recruit and retain Asian­ American students and to enhance the quality of their total experience while at Augsburg College. The program seeks to create opportunities where Asian students can be involved in and contribute to all aspects of academic and student life. The program provides assistance in the admissions and financial aid application process, orientation, registration and coursework selection, career development, academic and non­academic pursuits, and employment and placement referrals. The Augsburg Asian Student Association is affiliated with the program. The association organizes various activities during the academic year to increase the network of friendship and support for Asians, other students at Augsburg, and the surrounding community. Pan-Afrikan Student Services The Pan­Afrikan Center (PAC) traces its roots to an event held in 1968 called “One Day in May” when Augsburg hosted a series of interactive programs with the community. As a result, Black Student Affairs was born. It has evolved, over the years, into the PAC. PAC serves the Augsburg College community by providing culturally conscious personal, academic, financial, pre­professional and transitional support for students of Afrikan descent. This service enhances the recruitment, retention, and graduation of Pan­Afrikan students and enables their learning experience to be interactive. PAC brings the knowledge and experience of Afrikan people in the Diaspora to the community through a variety of programming and advises the Pan­Afrikan Student Union. The Pan­Afrikan Student Union (PASU) is a commissioned organization whose purpose is to enable students of Afrikan descent to share their diversity and collectively express their fellowship with the Augsburg community. PASU sponsors a variety of social and cultural activities. Scholastic Connections Scholastic Connections is a scholarship and mentorship program for achievement­oriented students of color who are continuing Augsburg undergraduate students. The goal of the program is to form a mentoring community that provides a network of belonging that recognizes, supports, challenges, and inspires scholars to ensure their success at Augsburg and beyond. Each year five new scholars are selected as program participants via an application process. Scholars receive a $5,000 scholarship for the academic year and are paired with a mentor who is an alum of color and is successful within their chosen profession. Working with the Ethnic Services directors, scholar/mentor pairings are formed that, ideally, match ethnic group and field of interest. Eligible scholars have: • A GPA of 2.5 or higher • Demonstrated financial need • Demonstrated leadership ability or potential • Demonstrated community involvement both on and off campus Program objectives are to: • Support scholars as they continue at Augsburg • Frame the questions: Who am I? Where do I belong? What are my gifts? How can I best serve the world? • Assist in discerning vocation 38 • Prepare for life after Augsburg: career planning and implementation Scholars who successfully complete program requirements are eligible to continue with the program each successive year until graduation. LGBTQIA Services Lesbian, Gay, Bisexual, Transgender, Questioning, Intersex, and Asexual (LGBTQIA) Services works to improve the campus climate for all students, staff, faculty and visitors at Augsburg College by developing and supporting inclusive understandings of gender and sexuality, as well as fostering a community that honors and affirms the wholeness of all identities. LGBTQIA Services provides student advocacy and educational opportunities for the entire campus through a variety of programs and ongoing initiatives. Ally Trainings; the Soup, Gender, and Sexuality series; and the LGBTQIA Newsletter offer learning and networking opportunities for the entire campus on issues around gender and sexuality. In addition, the department honors LGBTQIA and allied students each year during Lavender Graduation, where the recipients of the LGBTQIA Student Leadership Award and Karen Neitge Scholarship are honored. For more information, visit www.augsburg.edu/cao/lgbtqia.html. Health and Fitness Center for Counseling and Health Promotion (CCHP) CCHP provides personal counseling in a confidential and supportive place for students to discuss personal life challenges with professional mental health counselors. Through counseling, students can name personal strengths and challenges, identify self­care and support resources, learn new relationship and coping skills, and increase awareness of values and choices. Counseling services to students include individual counseling, group counseling, assessment and referral to campus and mental health resources, educational workshops, and consultations in the case of concern for another student. Students bring many concerns to counseling, including stress, anxiety, depression, mood swings, relationship concerns, grief and loss, roommate issues, intimacy and sexuality, alcohol and other drug concerns, family issues, eating concerns, coming out and other sexual identity concerns, cultural identity, self­esteem, sleep difficulties, and other concerns. Professional counseling can help increase student academic success both by increasing the opportunity for increased self­understanding and personal growth, and by directly addressing potential barriers to academic success. CCHP also offers health promotion activities and events that increase awareness of health issues and assists students in adapting new behaviors for a healthier lifestyle, such as weekly pilates and yoga classes. Health promotion also includes an active group of peer health educators, Engaging Peers on Issues and Choices (EP!C) who are available to present an interactive alcohol education program to groups requesting the program. Health promotion also works with various campus organizations and student groups to foster positive change within the campus environment. Health Insurance Augsburg College does not require that students have health insurance, with the exception of international students and student athletes. If a student is not covered by a health insurance plan, they may contact the Center for Counseling and Health Promotion for more information on student health insurance plans. 39 Health Clinic Services The College offers basic health care services to students through a contract with University Fairview Physicians – Smiley’s Clinic. These services are limited. For students without health insurance, Smiley’s Clinic provides certain clinic health services with a minimal co­pay at the time of the visit. Emergency services of any kind are not covered through the contract between Augsburg and Smiley’s Clinic. Students with health insurance can also access Smiley’s Clinic for a variety of clinic or other health services. A student’s health insurance provider will be billed for medical services and the student will be responsible for any co­pays or deductibles associated with their insurance. For more information regarding counseling, health promotion, health insurance, or health clinic services, call 612­330­1707 or visit www.augsburg.edu/cchp. Fitness Centers Located on the lower level of Kennedy Center and Melby Hall the fitness centers are equipped with stationary bicycles, stair steppers, treadmills, and other aerobic workout machines. They include a weight room with universal and free weight systems. All staff, students, and faculty may use the centers; some hours are reserved for classes. International Student Advising (ISA) ISA’s mission is to serve the educational and personal development needs of the international student body in a way that embraces our common humanity and cultural diversity. The director of International Student Advising is responsible for: • Fulfilling duties of Principal Designated School Official (PDSO) for F­1 student visa program and Responsible Officer (RO) for J­1 student/scholar exchange program • General advocacy for international students • Advising the International Student Organization • Facilitating intercultural skill­building sessions for students, faculty, and staff • Celebrating diversity of cultures by increasing awareness of international/intercultural issues New international students participate in an orientation program that provides practical information on housing, health insurance, taxes, banking, local transportation, and applying for a social security card. Students use intercultural communication theory to explore their adjustment to a new culture and education system. The International Student Organization (ISO) provides a forum for the interests and concerns of international students and fosters productive interaction among them, the college administration, and U.S. students. This mission is accomplished through yearly programming of events such as International Education Week, sponsorship of forums on international issues, and outings to sites of interest in the community. Information on how to get involved is available through ISA. Residence Life Program Students who choose to make Augsburg their home find a friendly, 23­acre village in the midst of a major metropolitan area. They make many new friends among roommates and classmates. They are just steps away from Lindell Library, classrooms, Hoversten Chapel, the ice arena, fitness center, and Christensen Center. With just over 1,000 students living on campus, most students and faculty greet each other by name. 40 Augsburg recognizes the importance of the residential experience during the college years. Studies show that students who live on campus are more likely to persist academically, to be involved on campus, and tend to have a slightly higher grade point average. Department of Residence Life staff are professional and student team members available to support students in their academic and co­curricular experiences. Through their efforts residential community members become acquainted with life at Augsburg through educational and social opportunities. Living on campus offers many opportunities for learning, leadership, and fun. Numerous events are planned to welcome students to the community, including dances, movie nights, open mic nights, and weeks devoted to special themes or issues. Resident students have access to a 24­hour computer lounge, wireless internet, study lounges, 24­hour security, laundry facilities, and vending. All rooms and apartments are equipped with hook­ ups for telephone, cable television, computers, and internet access. A skyway connecting the lobby of Urness Hall and Mortensen Hall to Christensen Center and Oren Gateway Center to the Lindell Library keeps students out of the weather on the way to class. To secure housing on campus, students need to submit the following items by May 1: • Enrollment deposit • Housing deposit • Housing contract Students submitting deposits and the housing contract after May 1 will be placed in housing as space is available. During spring semester, current Augsburg students are provided with information on the process to secure housing for the next academic year. Urness Hall—One home to new Auggies and upper­class resident advisers, this nine­story high­ rise houses 324 students. Each floor is considered a house­unit providing 36 students (two to a room) with their own lounge, study, and utility areas. In Urness Hall, rooms are furnished with a bed, dresser, desk, and chair. Linens are not provided. Mortensen Hall—This building is a 13­story high­rise apartment building. It contains 104 one­ bedroom and two­bedroom apartments to accommodate 312 upper­class students. Mortensen Hall is carpeted and contains kitchenette units. It is furnished with beds and dressers. Anderson Hall—Contains four types of living units: two­bedroom apartments, two­room suites, floor houses, and townhouses. This residence houses 192 students, including new Auggies, upper­ class students, and the special interest housing program. All rooms are furnished with beds, dressers, desks, and chairs. Luther Hall—Opened in 1999, this apartment residence includes studios and two­ and four­ bedroom apartments with full kitchens. Beds, dressers, desks, and chairs are provided. Underground parking is available at an additional cost. Meal plans are optional. This building is designed to provide an environment for upper­class students. Oren Gateway Center— The new “front door” to the Augsburg campus, Oren Gateway Center offers substance­free living connected to a dining area, underground parking, and classrooms. Opened in 2007, Oren Gateway Center houses the StepUP first­year and upperclass community and upper­class students committed to an alcohol­ and drug­free environment. Flats, apartments, and studios are furnished with bed, desk, and dressers. Meal plans are optional. Special Interest Housing—Special interest housing is available to students who are interested in creating a living/learning environment by designing their own house system. All house members meet to determine their program focus, educational goals, and community agreement guidelines. Examples of programs of past special interest housing include PASU, Fellowship of Christian Athletes, Youth and Family Ministry, Urban Studies House, Pre­Professional Health Association, and the Cross­ 41 Cultural House. Food Service Commons—Situated on the top floor of Christensen Center, this is the main food service facility for students, faculty, and staff. This spacious room features small­table units for easy conversation overlooking the College quadrangle and Murphy Square. Students on board plans who live in residence halls eat their meals in the Commons. Einstein Bros. Bagels—On the main level of Christensen Center, Einstein Bros. Bagels sells coffee, smoothies, hot and cold sandwiches, wraps, soups, salads, and snacks. Nabo—This eatery is located in the Oren Gateway Center. Pronounced ‘náh­bu’, with the accent on the first syllable, featured food options include salads, cold and hot sandwiches, a pasta bar, pastries and beverages. Augsburg provides a variety of board plan options for those living in College houses or nearby apartments. College Policies Student Standards of Behavior, Complaints, Records The College has adopted a statement of standards for student behavior and has provided for due process in matters of academic honesty, disciplinary action, and grievances. These are in the Student Guide. The College operates in compliance with the Family Educational Rights and Privacy Act. Students have the right to inspect certain official records, files, and data that pertain to them and that are maintained in the registrar’s office and the placement office, and to challenge inaccurate or misleading information. Information on these policies is found in the Student Guide available on the website at www.augsburg.edu/studentguide. Official Notices Students will receive official notices via the student campus mail system (student campus box), the A­Mail publication, and the student’s Augsburg e­mail account. Students should check their campus mailbox and their student e­mail account regularly. The A­Mail is a daily online publication on Inside Augsburg. Family Educational Rights and Privacy Act The Family Educational Rights and Privacy Act (FERPA) of 1974, as amended, provides certain rights to students regarding their education records. Each year Augsburg is required to give notice of the various rights accorded to students pursuant to FERPA. A copy of Augsburg’s policy is published in this catalog on page 62 and in the Student Guide distributed annually to students. Augsburg College understands that no information other than “directory information” can be released without the written permission of the student, except in limited circumstances. Students must give permission in writing for educational information to be released to anyone outside of the official personnel (faculty and administration) at Augsburg. This means that faculty or others cannot write letters of support/recommendation or nominate students for awards unless explicit written permission is given by the student to release non­“directory information.” It is not sufficient to ask for letters of recommendation. 42 Complete information about Augsburg’s procedures with regard to FERPA are available from the Office of the Registrar. Discrimination Complaints For inquiries or grievances in any of the following areas, contact the director of human resources, ground floor, Memorial Hall 19, 612­330­1023. Affirmative Action—for matters based on race, creed, national, or ethnic origin Section 504—for matters based on physical or mental handicap Title IX—for matters based on gender or marital status Employment—All correspondence should be addressed to the Office of Human Resources at Augsburg College, 2211 Riverside Avenue, Minneapolis, MN 55454. 43 Academic Information Augsburg College constructs its curriculum upon the premise that students must be educated intellectually, spiritually, and physically. To act effectively, human beings must have a broad grasp of the world from which they have come as well as the world in which they live. By providing courses in the humanities, fine arts, natural sciences, and social sciences, the general education curriculum introduces students to the breadth and complexity of knowledge and culture. Required Search for Meaning courses are designed to acquaint students with the Christian tradition, introduce them to other faith traditions, and encourage them to reflect upon the importance and meaning of spirituality in their lives. Recreation courses offer students opportunities to develop skills for participation in exercise and sporting activities. Students choose from more than 50 major areas of study to gain a depth of know­ledge in a discipline and to prepare for a career or further study. Thus, through a balance of curricular activities supported by full programs in student life and religious life, an Augsburg College education strives to educate its students in a real world for the real world. Degrees Offered Augsburg offers the bachelor of arts, the bachelor of music, and the bachelor of science degrees. Augsburg also offers the master of arts (in leadership, nursing, and education), the master of business administration, the master of science (in physician assistant studies), the master of social work, and the doctor of nursing practice degrees.­ Academic Calendar The Augsburg day program follows the semester calendar, with fall and spring semesters of approximately 14 weeks. Full­time students normally take four course credits each semester. The day program calendar is coordinated with those of the four other colleges of the Associated Colleges of the Twin Cities, so students can take a course on another campus during the regular term.** Weekend College classes typically meet on alternate weekends and the program follows a trimester calendar. Some classes may meet weekly on weekday evenings. The fall trimester is held from early September through mid­December. Winter trimester meets from January through late March. Spring classes are held from early April through the end of June. There are 7­8 class sessions each trimester, and classes meet on weekends for 3.5 to 4 hours. (Refer to the program schedule for weekday evening meeting times.) Students may take from one to four classes each term.** The Rochester campus operates on a trimester calendar. Classes are held on weekday evenings and meet alternate weeks. Similar to Weekend College, Rochester’s fall trimester begins in September, winter trimester begins in January, and spring trimester begins in April. There are 7­8 class sessions each trimester with each class meeting for 3­1/2 to 4 hours. Students may take one to four classes each term.** **See Registration under the Academic Policies and Procedures section and Calendars under Academic Calendars Courses and majors offered through Weekend College and the Rochester campus are the same 44 as their Day College counterparts. However, the curriculum is limited to selected liberal arts courses and majors. Augsburg offers two summer school sessions, plus two summer online options. Select graduate­ level courses may be made available in a separate summer term. The summer session schedule is available in March of each year. Augsburg graduate programs follow a trimester calendar, except for physician assistant studies. (See Graduate Programs Section.) Faculty The heart of any educational institution is its faculty. Augsburg College is particularly proud of the excellence and commitment of its professors. Most faculty hold a doctorate or the highest degree in their field, and all consider teaching to be the focus of their activity. Faculty are also involved in a variety of professional and research activities that support their teaching. They are actively involved in an exciting faculty development program that introduces them to current thought in many fields, but especially in teaching techniques and theories. Augsburg’s size and small classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisers and participate regularly in campus activities. Every first­year is assigned an Augsburg Seminar adviser and, later, chooses a major adviser. In this close interaction, faculty act as both mentors and models for students. Library and Information Technology Services The James G. Lindell Family Library opened in 1997. The four­level, 73,000­square­foot facility houses all library and information technology functions of the College. In addition to the 190,000 volume main collection, the Lindell Library includes special collections and archives, curriculum library, a computer lab and student computing help desk, library instruction classroom, and facilities for media viewing and listening. Skyways link the library to Oren Gateway Center and Sverdrup Hall. Learning Commons Within Lindell Library, a Learning Commons provides assistance in research and the use of technology as well as spaces for collaborative learning. In the Learning Commons multimedia lab, students can create digital audio and visual projects. Library Resources Students can search a wide variety of local, regional, national, and international databases. They have access to 190,000 volumes within Lindell Library and, through a daily courier service, to the library holdings of the seven private liberal arts colleges in the Twin Cities. Lindell Library has a large collection of media resources. A service­oriented staff provides students and faculty with research assistance and instruction in the use of information resources. Arrangements are made for access by students with physical limitation and special needs. Information Technology Resources Augsburg College has built a reputation as a leader in its commitment to provide students with the best access to information technology and training. Visit the Student Technology website, www.augsburg.edu/techdesk, for more on Information Technology at Augsburg. Computing 45 Students have access to more than 250 on­campus computers. There are both PC and Macintosh desktop computers available in the Lindell Library Learning Commons and computer lab and in the 24­hour Urness computer lab. The College has six computer classrooms and 41 technology­ enhanced classrooms. The circulation desk in the Lindell Library has 40 wireless laptops available for use in the Library. Several computer clusters are available for more specific student use within academic departments. A high­speed fiber optic campus network provides access to AugNet online services, printing, and to the Internet and Internet2. Network­ready student machines can connect to the campus network from dormitory rooms or any building on campus using WiFi. All of the AugNet online services and several of the registrar’s student services are available securely on and off­campus. Academic Organization and Programs Divisions and Departments The College curriculum is offered by 26 departments that are grouped into three divisions for administrative and instructional purposes. Fine Arts and Humanities—American Indian studies, art, communication studies, English, history, languages and cross­cultural studies, music, philosophy, religion, theatre arts, College librarians. Natural and Social Sciences—Biology, chemistry, computer science, economics, mathematics, physics, political science, psychology, sociology. Professional Studies—Business administration, education, health and physical education, nursing, social work. Majors and Minors Majors, or concentrations of study, may be within one department, within one division, or may cross academic disciplines. Some students decide on a major or majors before they enter college. Others explore a variety of disciplines before deciding. A major at Augsburg shall require no more than 13.0 credits from any one academic department. The Academic Affairs Committee may amend this credit maximum in support of industry or professional accreditation standards. Students may complete non­required electives within the department beyond the 13.0 credit limit. The College requires students to declare a major by the end of the sophomore year, and earlier in some disciplines. Details of majors and minors are in the course description section. Unless otherwise indicated, majors are part of the bachelor of arts degree. Students are not required to complete a minor for graduation; however, minors completed prior to graduation will be listed on the transcript. Minors are not noted on the transcript if they are completed after a bachelor’s degree has been awarded. Student-Designed Major Students may design their own major with the assistance and approval of three advisers from relevant fields and subsequent final approval by the Augsburg College Academic Affairs Committee (AAC). A student­designed major allows flexibility in selecting major courses. Any student wishing to design a major must complete a proposal, submit it with approval and supporting letters from three faculty advisers, and obtain AAC approval of the program. Students should seek AAC approval as early as possible so that any changes suggested by AAC may be incorporated into the design without affecting the student’s proposed completion date. The deadline for initial submission of the program 46 design to AAC is the first term in which the student has achieved junior status; the final version must be approved the term before the student achieves senior status. Students wishing to design majors must: 1. Develop the student­designed major in concert with three faculty advisers from relevant fields, who together constitute the Review Team. All advisers must sign the proposal cover sheet and submit supporting letters of approval to AAC. Supporting letters should assess both the student’s ability to complete the proposed major and the validity and value of the proposed major, including (in at least one of the letters) the proposed capstone course. The advisers’ signatures and supporting letters represent their approval of the program, including the capstone course, and their commitment to oversee the student’s progress. 2. Develop a student­designed major program proposal that includes: a. A statement of learning goals and objectives. b. A list of proposed courses (minimum of nine, no more than one of which is a lower­ level language course and at least five of which are upper division) and a discussion of how the courses are related to the program goals. Indicate how the proposed courses collectively support a specialized and cohesive plan usually associated with a college major. Proposals must include research describing comparable programs of study at a minimum of three other academic institutions. In addition, students should consult with the Strommen Career and Internship Center for additional information regarding career objectives. The proposal should provide information showing how the Augsburg Core Curriculum requirements (including graduation skills) are to be fulfilled. c. A description of the student­designed major capstone to be taken sometime during the senior year. The student should devise the capstone in consultation with advisers. It should require an integrative project/paper that draws together the coursework up to that point and/or prepares one for further study. In addition, at least one of the advisers must specifically address the rationale for the proposed capstone in his or her supporting letter, though approval of the student­designed major program by all advisers presumes their approval of the capstone course. 3. Submit the completed proposal and supporting documentation to the dean’s office. If AAC approves the proposed major program, the student will be expected to complete the program designed and still meet all of the other Augsburg degree requirements as stated in the college catalog. Students who design their own majors will meet with their advisers regularly throughout the design and subsequent evaluation of their program. Changes in the approved student­designed major may be made through the normal petition process to the Student Standing Committee with adviser approval. ACTC Majors—It is possible for full­time day students to complete other majors through the Associated Colleges of the Twin Cities (ACTC). Students who wish to complete a major or minor offered at one of the other ACTC colleges must submit a completed ACTC Major or Minor Declaration Form to the Augsburg registrar’s office. This form must list all ACTC courses required and be signed by the ACTC school adviser. Some majors may not be available or may have a competitive application process with acceptance determined by the major department. Weekend College is not part of the ACTC consortium, and weekend students may not register for ACTC courses or complete ACTC majors under the terms of the ACTC consortium agreements. Other Study Programs Teaching Licensure 47 Several teaching licensure programs are offered at Augsburg. Licensure is available in kindergarten­elementary or K­6 license. A middle school endorsement is available in one of the following: mathematics, science, communication arts/literature, social studies. A preprimary endorsement (3­ to 5­year­olds) is also available. Licensure is also available in the following middle school/high school fields: life sciences, chemistry, communication arts/literature, health, mathematics, physics, and social studies. This license prepares people to teach in grades 5­12. Students seeking licensure in one of these areas obtain an appropriate subject area major and complete secondary licensure coursework. Specialist licenses are available in art (K­12), vocal music and instrumental music (K­12), and physical education (K­12). The licenses prepare people to teach in grades K­ 12. Students seeking licensure in one of these areas also obtain the appropriate subject area major and complete the secondary licensure coursework. (See Department of Education and subject area departments for more information.) K­12 special education majors and licenses in Emotional/Behavioral Disabilities and in Learning Disabilities are also available. These majors and licenses are offered only through Weekend College. Students seeking elementary licensure and special education licensure have education department advisers. Students seeking 5­12 and K­12 licensure have advisers in their subject area major and in the education department. It is very important that students work closely with their advisers throughout their programs. Certificate Programs Augsburg offers undergraduate certificates through the departments of Art and Business Administration (see departments and programs section). Certificates are available to non­degree seeking students or students who are completing a degree from a different academic department. A student may declare degree seeking status after earning a certificate. Pre-Professional Programs Students who plan to enter the fields of law, medicine, dentistry, ministry, veterinary science, pharmacy, or engineering can profit from a liberal arts education at Augsburg. It is recommended that requirements for admission to graduate schools or seminaries be reviewed and the course of study at Augsburg planned accordingly. A faculty adviser is available in each field to assist students in their planning. Students who want to plan a pre­professional program should contact Academic Advising prior to or early in their first year to arrange for faculty advising. Pre-Dentistry—These courses are recommended to fulfill the minimum requirements of the School of Dentistry at the University of Minnesota: ENL 111, 220; BIO 151, 152, 253, 369; CHM 115, 116 (or 105, 106), 351, 352; MAT 114 or 163; PHY 121, 122; PSY 105. Requirements at other universities may vary. Pre-Engineering—See engineering degree and major requirements. Pre-Law—Students considering a career in law should examine the handbook published by the Association of American Law Schools. Students may wish to take law­related courses to help determine their interest in law. Pre­law students should major in a discipline of their own choosing; most law school entrance requirements will be satisfied with a record of solid achievement coupled with an acceptable LSAT score. Pre-Medicine—A major in chemistry and biology is not required in order to apply to medical schools, but many students with an interest in the health sciences choose to major in these fields. The competitive candidate typically has substantially more training than the minimal course requirements. Students should review requirements and recommended courses of each program being considered 48 for application and consult early and frequently with a pre­health science adviser. Coursework that is required by most medical schools includes: one to two semesters of English composition such as ENL 111, 220; CHM 115, 116 (or 105, 106); CHM 351, 352; BIO 151, 152, 253, 369; MAT 145, 146, 163; PHY 121, 122. Courses recommended in preparation for MCATs: BIO 355, 473, 476; CHM 361. Pre-Occupational Therapy, Pre-Physician Assistant, and Pre-Physical Therapy— Coursework in preparation for these programs should be discussed with a faculty member in the Department of Biology. Pre-Pharmacy—Augsburg has a program designed to fulfill minimum requirements of the College of Pharmacy at the University of Minnesota: BIO 151, 353, 476; CHM 115, 116 (or 105, 106), 351, 352; COM 111 or 115; ECO 112 or 113; ENL 111, 220; MAT 145; PHY 121, 122; and two courses in Behavioral Sciences such as PSY 105 and SOC 121. Requirements at other universities may vary. Pre-Seminary—A student may enter a theological seminary with any of several different majors, such as history, philosophy, English, psychology, sociology, or religion. Recommended preparation includes REL 100, 200; at least two semesters of history (Western civilization); one or more courses in the history of philosophy, and Greek in the junior and/or senior year. The Center for Faith and Learning (Memorial 231) provides resources and support, including scholarship opportunities, for students considering seminary. Pre-Veterinary Medicine—To meet minimum requirements of the College of Veterinary Medicine at the University of Minnesota, the following courses are required: ENL 111, 220; MAT 114 or 145; BIO 151, 152, 253, 355, 369, 476; CHM 115, 116 (or 105, 106), 351, 352; PHY 121, 122. Additional liberal arts courses are required. Requirements at other universities may vary. Honors Program The Augsburg Honors Program offers an adventurous education where students with a passion for ideas can be their best. We offer a friendly and welcoming atmosphere for students committed to an exceptional higher education. Augsburg’s Honors Program is unlike any other honors program in the nation because it gives students the resources and freedom to build their own ideal higher education. Students have the opportunity to create their own courses, edit and write for the Honors Review of Undergraduate Scholarship, participate in an intramural debate league, belong to an Honors House, and learn through small reading groups, research projects, and travel around the world. Each Honors course has been specifically created for Honors students, and includes a challenging “signature experience” such as writing a play, putting great books on trial, or attending music, theatre, and art performances. Honors courses bring in professors from several different departments so you can learn from talented professors teaching their specialties. For information, contact Robert C. Groven, Honors Program director, at honors@augsburg.edu. Also see the Honors Program in the departments and programs section. Inter-Institutional Programs Augsburg cooperates with other colleges and institutions in the Twin Cities area on several programs. Cooperating Libraries in Consortium (CLIC)—Through CLIC, the Twin Cities private colleges library consortium, the Augsburg community has direct access to over 2,500,000 volumes and media resources of the fourteen libraries. Associated Colleges of the Twin Cities (ACTC)—Full­time day students at Augsburg and the 49 St. Paul colleges and universities of Hamline, Macalester, St. Catherine, and St. Thomas may elect to take one course each semester (fall and spring) at one of the other campuses. No additional fee is required for such an exchange, except for private instruction in music or approved independent studies. Exchange courses are not transfer courses, and thus courses taken through ACTC are considered Augsburg College courses and do not impact the residency requirement. The permanent record of courses for which a student has cross­registered is kept in the Office of the Registrar at Augsburg College, not the host ACTC institution. Students may elect to participate in the cooperative program to gain new perspectives, to get better acquainted with the other schools, or to undertake a specific course or major not offered on the home campus. A regularly scheduled bus shuttles students between the campuses. Weekend College is not part of the ACTC consortium, and weekend students may not register for ACTC courses or complete ACTC majors under the terms of the ACTC consortium agreements. Higher Education Consortium for Urban Affairs (HECUA)—Augsburg, in cooperation with 17 other colleges and universities, offers off­campus study semesters in Norway, Northern Ireland, Ecuador and the Twin Cities. (See HECUA programs on page 163.) McNally Smith College of Music—Augsburg College full­time students may elect to take one course each semester at McNally Smith College of Music providing that they meet all McNally Smith College of Music requirements. This program is open to sophomores through seniors. There is no additional fee for this program. Students should consult with their advisor to confirm if the classes will count toward graduation requirements. In no instance may a McNally Smith course be used as a substitute for any Augsburg course specifically listed within a degree program. Exchange courses are not transfer courses. Courses taken through the Augsburg–McNally Smith exchange are considered Augsburg College courses and do not impact the residency requirement. The permanent record of courses which a student has registered for through the exchange is kept in the Office of the Registrar at Augsburg College, not McNally Smith. Air Force ROTC—Augsburg day students may participate in the Air Force ROTC program at the University of St. Thomas under the ACTC consortium agreement. Students are eligible to compete for two­ and three­year AFROTC scholarships. ROTC credits serve as electives at Augsburg. For more information, contact the Office of the Registrar, or call the University of St. Thomas at 651­962­6320 or 1­800­328­6819, x6320. Army ROTC—Augsburg day students may participate in the Army ROTC program at the University of Minnesota under an agreement between Augsburg, the University of Minnesota, and the program. ROTC credits serve as electives at Augsburg. For more information, contact the Office of the Registrar. Augsburg Abroad Augsburg Abroad is the front door for students and faculty interested in study abroad. Services include: • Study abroad program selection advising • Financial and academic advising for study abroad • Registration and billing for study abroad • Pre­departure and re­entry support (application, orientation, etc.) • Faculty­led, short­term program coordination About half of Augsburg undergraduate students are studying abroad. Graduate students also find short­term programs as part of their curriculum. Students abroad will find themselves in a variety of locales and studying a variety of disciplines: studying gender issues in Central America; acting 50 with masks in Norway; interning with community organizations in Northern Ireland; studying political science in Namibia; learning about ecology in Tanzania; taking organic chemistry in New Zealand; and learning a language where it is spoken. Academic Requirements and Credit Students fulfill the Augsburg Experience requirement on approved programs. Courses taken abroad can also fulfill graduation requirements including major, minor, language, liberal arts foundation, lifetime activity, and internship requirements. This is determined prior to departure when students fill out the required Course Approval Form that is signed by academic advisers and appropriate staff and faculty approving courses. Students should be aware of the following policies related to study abroad: • Students can study abroad more than once. • Students can study abroad at any point in their academic career. Semester and Summer Programs • Courses taken on off­campus programs during the senior year will meet the Augsburg residency requirement. • Students must take a full load of credits while abroad on semester programs. • Students must take courses A­F while abroad. • Grades received on affiliated and non­Augsburg programs are reported as transfer credit on the transcript, and thus are not figured into your GPA. • A “C” equivalent or higher must be received for the credit to transfer to Augsburg. Faculty-led Short-term Programs • Students must register for all courses required by the short­term program. Credit values may vary, so confirm the specific program credit load with the Augsburg Abroad Office. Any courses removed by the student without Augsburg Abroad permission prior to the start of the program will be re­added to the student’s schedule. If no work was completed in these reinstated courses, a grade of zero will be awarded. • Overload Fee Exemption for faculty­led January and Spring Weekend College (WEC) programs: January and spring WEC faculty­led programs are placed within the spring semester. However, full­time Day students will not be billed an overload fee if an additional 4.0 or 4.5 credits are taken in the regular spring term. A student taking minimal credits in the spring can use the January or Spring WEC faculty­led short­term program as a spring term course in order to be considered part­time or full­time. • Crossover Policy Exemption: The crossover policy does not apply to study abroad students. WEC students who do a study abroad program placed in the Day program do not count that as their crossover course. The same policy exemption is valid for Day students doing a study abroad program scheduled in a WEC term. Eligibility and Application The following are Augsburg College’s requirements for study abroad: • Minimum 2.5 GPA at the time of application. Individual programs may require a higher average. Students with lower averages should consult with Augsburg Abroad. • Be at sophomore, junior, or senior standing by the time you study abroad. Short­term, faculty­led programs will allow participation as a first­year if the student receives approval from 51 the faculty­leader. • Transfer students must complete one semester at Augsburg before they may study off campus. • Not be on academic or disciplinary probation. Students placed on academic or disciplinary probation after admittance to study abroad may be withdrawn from the program. The student is responsible for all non­recoverable program costs incurred. • Not have an outstanding balance on student account. • Be aware that students applying to faculty­led programs, who meet the above criteria, are accepted on a rolling basis; space is limited on these programs so applying early is important. Application deadlines for semester programs are: October 1: Spring semester study abroad and winter­break faculty­led programs November 1: Spring­break faculty­led programs February 1: Spring WEC term and Summer Session faculty­led programs March 1: Fall semester and non­faculty led summer study abroad programs Program provider deadlines vary; students need to meet all deadlines and eligibility requirements set by program providers. Students should start planning in their first year for study abroad to be sure to do appropriate research and meet all deadlines. Students are accepted to study on faculty­led programs on a first applied, first accepted basis. ACCESS/CLASS Abroad Students should be prepared for the fact that disability may be culturally defined. Attitudes toward disability and levels of accessibility can vary greatly from country to country. The Americans with Disabilities Act mandates equal access to university­sponsored programs and services to students with disabilities. However, providing access by US standards can present unique challenges in international settings. The expectation on the part of US students and institutions is that reasonable accommodations will be made. Depending on the country and culture, there may be different ways to define accessibility and different expectations in terms of accommodations that can or should be made. Students are encouraged to work closely with Augsburg Abroad/CLASS/ACCESS. Students are responsible for requesting accommodations abroad within a reasonable time frame prior to departure, ideally as early as program selection. Augsburg Abroad will work closely with the student, CLASS, and /or ACCESS offices to determine needs and make appropriate and possible accommodations abroad. Costs and Financial Aid The cost of study abroad is comprised of program fees that generally include tuition, housing, international health insurance, some meals, excursions, and study abroad fees. These costs vary from program to program. Augsburg College pays the program provider on the student’s behalf and then bills the Augsburg student account. This allows students to access their financial aid for study abroad. Students will always pay a minimum of Augsburg tuition when studying abroad. Students who receive financial aid, scholarships, and/or grants to study at Augsburg can use that entire package to cover their study abroad program costs. Students receiving Augsburg institutionally­ funded aid (e.g., Presidential, Regents, Legacy, Promise and other Augsburg scholarships, and tuition remission benefit) may use their scholarships to study abroad multiple times on Augsburg Programs (see below in Study Abroad Program section). However, institutionally­funded aid may be used only once toward study abroad costs on an affiliate or non­Augsburg program. Cost estimates for the time abroad are drawn up to assist the student in planning and the financial aid office in awarding aid to 52 students studying abroad. Students are required to notify Augsburg Abroad immediately if they choose not to continue with their study abroad experience. At the moment of notification non­recoverable costs will be assessed and charged to the student account. Depending on the time of notification of withdrawal students may owe nothing, the study abroad fee, the deposit, or some, or all, of the program fee. Students are also subject to the cancellation and refund policies of Augsburg Abroad and their program provider. Study Abroad Programs Students have over 200 programs in over 90 countries from which to choose. In addition to the below Augsburg College programs, students can choose from affiliated program providers. These programs have been reviewed to meet the Augsburg Experience requirement, diverse needs of students, and provide quality student service. The programs are reviewed each year. If students cannot find a program that meets their needs from the Augsburg College or Augsburg­ affiliated options then they can apply to do a non­Augsburg program. Students with a strong academic or financial reason, faculty support (as shown on the Course Approval Form), and who choose a good quality program, may be approved. The Center for Global Education The mission of the Center for Global Education at Augsburg College is to provide cross­cultural educational opportunities in order to foster critical analysis of local and global conditions so that personal and systemic change takes place leading to a more just and sustainable world. The center’s study programs are conducted in Central America, Mexico, and Namibia. Students experience three distinct types of living situations: living with other students in a community house, spending several days in a rural setting, and several weeks living with host families. In the Mexico and Namibia programs, students travel together on two­week seminars — from Mexico to Central America, and from Namibia to South Africa. The cost of these programs is equivalent to full tuition, room, and board for one semester on campus, plus airfare. (Some scholarships are available for Augsburg students.) Crossing Borders: Gender and Social Change in Mesoamerica (Mexico)—Fall This program is an experientially­based intensive semester of study and travel designed to introduce students to the important issues facing Mexico, U.S.­Mexico relations, and the context in which many Mexicans are immigrating to the United States. Students will improve Spanish language skills, as well as develop intercultural communication skills. Students will learn about key social, economic, political, and cultural issues in Mexico, as well as explore the interconnectedness of race, ethnicity, class, and gender, sexuality, and religion. Students will learn first­hand from diverse women and men involved in struggles for social change, as well as business leaders, religious leaders, and feminist activists and scholars, government representatives, politicians, and political activists. Spanish courses range from beginning to advanced, including courses for bilingual students.The program includes rural travel within Mexico and 4­5 day seminar in Mexico City. Students stay in the Augsburg study center for part of the semester and with Mexican host families for four to six weeks, although semester­long homestays are available for Spanish majors and others upon request. Although students may select courses from several different disciplines, they may meet several AugCore requirements while in Mexico and/or take courses in the following 4 concentrations: 1) Business, 2) Religion, 3) Spanish, and 4) Women’s Studies. Nation-Building, Globalization, and Decolonizing the Mind: Southern African Perspectives (Namibia)— 53 Fall or Spring This program examines the crucial issues of nation­building, globalization, and decolonizing the mind, from the perspectives of the new democracies of southern Africa. Namibia won its independence in 1990 after decades of apartheid under South African colonization. South Africa had its first democratic election in 1994. As these nations struggle to build nationhood and deal with the legacies of apartheid and colonialism, they are faced with the challenges posed by today’s world: rapid globalization and under and unequal development. Decolonizing the mind is a long­term project. Credit is available in history, religion, political science, and interdisciplinary studies. Internships are also available. Social Change in Central America: Exploring Peace, Justice and Community Engagement (Guatemala, El Salvador, Nicaragua)—Fall or Spring This is an intensive semester of study and travel designed to introduce students to the key issues facing Central Americans. Students will explore the history, culture, and struggles of the people of Guatemala, El Salvador, and Nicaragua, as well as study approaches towards social and economic development. Course credit maybe earned in Spanish, religion, history, women’s studies, and political science. Students spend the first five weeks in Guatemala, the next four weeks in El Salvador, and the final six weeks in Nicaragua. Prerequisites: one course in college­level Spanish or its equivalent. Migration and Globalization: Engaging Our Communities (Mexico)—Spring This is an intensive program that explores issues of migration, immigration, and globalization. It is ideal for students who are interested in working with Spanish­speaking populations in the United States, as it includes intensive Spanish language classes, an internship or independent research opportunity, and courses that help students understand the connections between globalization and migration while learning from diverse communities that are organizing for positive social change around issues of race, ethnicity, socio­economic class, gender, sexuality, economics, and the environment. Credit is available in Spanish, history, women’s studies, political science, and religion. Students spend most of the semester living in Augsburg housing and approximately six weeks living with Mexican host families. Social Work in a Latin American Context (Mexico)—Spring This program was created to satisfy the curriculum requirements for a Bachelor in Social Work degree program. Its goal is to develop cross­culturally competent, ethical social work professionals with a global perspective by providing a semester of transformative, experiential learning focused on social and economic justice. It includes Spanish language study and social work courses. Social work field placement is also available for qualified students. Students live with Mexican host families for six weeks. International Partners and Exchanges The Office of International Programs offers a broad range of semester and academic year programs in China, Finland, Germany, Norway, and Slovenia. Students can choose from several options in diverse disciplines: liberal arts programs, group programs, “tailor­made” individual study programs, and practical professional experiences. All coursework is in English. Travel scholarships are available for some locations. For further information on programs in Finland, Germany, and Norway, contact the International Partners office. For exchange programs in China and Slovenia, contact Augsburg Abroad. 54 Higher Education Consortium for Urban Affairs (HECUA) Augsburg, in consortium with other colleges and universities, offers full semester programs in Norway, East and Central Europe, Ecuador, Northern Ireland, and the Twin Cities. All HECUA programs explore civic engagement, community, and social change, and emphasize internships and field study. For more information on international HECUA programs, see the listings under International Studies; and for HECUA programs in the Twin Cities, see Interdisciplinary Studies. Scandinavian Urban Studies Term: Norway—Fall A quarter of Oslo’s residents are not ethnic Norwegians. Students investigate changing Northern Europe using Norway’s welfare state and Scandinavian national identity as case studies. Coursework and an internship provide unique perspectives on how the Norwegian social democracy and Scandinavian welfare states are working to address the challenges posed by immigration and cultural and ethnic diversity. Students choose an independent study project or Norwegian language courses. Divided States of Europe—Spring Ten former communist nation­states have recently joined the European Union. From three different locations – Norway, Romania, and Hungary – students examine the complex dynamics of European integration via issues such as labor migration, minority politics, right­wing populism, prostitution, and human trafficking. Together, Hungary and Romania encompass some of Europe’s most pressing social justice issues and constitute its primary geographic and cultural bridge between East and West. Community Internships in Latin America: Ecuador—Fall and Spring This interdisciplinary program, based in Quito, Ecuador, enables the student to combine intense involvement in a community­based organization with study of the community development process. A home­stay and a hands­on internship develop Spanish and other skills. The program addresses globalization, the environment, oil politics, and other local and international issues. Northern Ireland: Democracy and Social Change—Spring The Northern Ireland: Democracy and Social Change program examines the historical, political, and religious roots of conflict in Northern Ireland, the prospects for peace, and the progress being made. Through a seven­week internship, students get hands­on experience with organizations working for social change. Field seminars focus on human rights, conflict transformation, and education for democracy. The program is located at the UNESCO Centre at the University of Ulster in Coleraine. Student Teaching Abroad Selected education department students may participate in the International Student Teaching Abroad program coordinated through the University of Minnesota­Morris. Students who teach abroad will also do part of their student teaching under direct Augsburg faculty supervision. For additional information, contact the Department of Education student teacher director. May/Summer Abroad May and summer courses to many parts of the world enable students to earn credit through short­ term travel. Contact Augsburg Abroad for the most current list of programs. 55 Clair and Gladys Strommen Career and Internship Center The Strommen Career and Internship Center is a comprehensive resource center emphasizing the importance and value for all students to engage in internships, career development and the exploration of vocation throughout their college years. The integration of “knowing and doing” adds breadth and depth to the curriculum and assists students in making more informed academic and career decisions. The underlying assumption is that a liberal arts education is an effective preparation for life, meaningful work, and active citizenship. Career Services Career Services provides opportunities, programs, and career counseling to help students discover their unique gifts, talents, skills, and interests, explore career paths, and grapple with questions of vocation and purpose in a changing world. This process is viewed as an important part of a student’s development while attending college. To aid in this process, professional career staff provide career assessments and individualized career planning and coaching. Staff also assist students with choosing majors, locating internships, preparing for internship and job searches, graduate school applications, and making connections to community, business, and alumni resources. Internships Academic Credit An internship for credit is a carefully planned, work­ or service­based learning experience where a student focuses on specific learning objectives that connect concepts of the major to the experience. An academic internship is approved, supervised, and evaluated by a faculty member in the department in which the student wishes to earn the internship credit. A learning agreement plan, negotiated with the faculty supervisor and work supervisor, outlines the academic related objectives, strategies, and evaluation methods for receiving credit. Students do internships in nonprofits, small and large businesses, government agencies, museums, arts organizations, schools and churches. Internships for credit are available in all majors and can be taken during a Day program semester, Weekend College trimester or summer sessions. Inter­disciplinary (INS) internships are also available. For extension of an internship beyond one term see Evaluation and Grading on page 58. Internships can be registered for 1 course credit or .5 credit. One course credit involves a minimum time commitment of, on average, 10 hours per week or 140 total hours. Internships for .5 credit require a minimum of 80 total hours. A maximum of four courses of internship may count toward the total courses required for the degree. Internships completed off­campus for credit will automatically fulfill the Augsburg Experience graduation requirement. Non-Credit and Transcript Notation Not­for­credit internships related to a student’s major or career interests can be registered for a zero­credit transcript notation (GST009). The goal is for students to apply theory to practice in a work setting and reflect on the experience. Work opportunities typically are part­time during the academic year and/or full time during summer and can begin and end anytime. Students set learning goals and evaluate their experience. The director of the Strommen Career and Internship Center supervises non­credit internships and transcript notation work experiences. Internships not for credit and transcript notations may be used to fulfill the Augsburg Experience graduation requirement by completing a Work­Connections reflection process. 56 Sabo Center for Citizenship and Learning Service-Learning and Community Engagement/Community Service-Learning Augsburg’s Community Service­learning Program provides students with opportunities to understand and respond to needs in the city through course­embedded service experiences and civic engagement activities. A key component of community­service­learning is reflection on and analysis of community issues in order to promote personal and educational growth and civic responsibility. By connecting classroom content with service­learning experiences in the City, Augsburg students deepen their understanding of abstract course concepts while learning about pertinent and related community issues. This dynamic and interactive educational approach employs reciprocal learning between students and their community. Service­learning components are embedded in most academic disciplines. Examples of community service­learning sites include: homeless shelters, cultural and environmental organizations, tutoring programs and literacy centers. Campus Kitchen Project and Community Garden The Campus Kitchen Project connects the campus community with the larger community by using food as a tool to nourish bodies, develop leadership, and educate students through service­learning. To accomplish these goals, three separate programs exist: 1) FOOD TO SHARE—Surplus food from the Augsburg Dining Service is donated, reheated and served by student volunteers to neighborhood partners including: homeless shelters, youth and senior programs, and others. 2) FOOD TO GROW—On the corner of campus, Augsburg staff and students manage a community garden composed of 70 individual plots where community and campus members can grow their own food. The garden staff also hosts classes on healthy living in which neighborhood youth learn to grow and cook healthy food. 3) FOOD TO BUY—A farmer’s market and CSA delivery is available weekly at Augsburg College and the Brian Coyle Community Center in order to increase access to healthy foods. Surplus produce from the market and CSA shares are donated to the Campus Kitchen meal delivery program. Bonner Leader Program In November of 2008­2009, Augsburg College launched its first year of the Bonner Leaders program, funded through the National Bonner Foundation. Through the Bonner program at Augsburg, students develop deep community relationships and engage in long­term policy advocacy throughout their four years at Augsburg College. Those selected to be a part of the Augsburg College Bonner Leaders program were largely first­year students, with diverse ethnic and geographical backgrounds, and unique experience with community­leadership roles. Through service placements with partner nonprofit community organizations, students worked an average of 200 hours over the course of the academic year in placements supporting ELL classrooms, running an employment education computer lab, helping coordinate a low­income housing program, providing community health outreach, and working with a financial literacy program. Beyond their work­study service, students participated in at least 100 volunteer hours with various community initiatives and civic engagement projects on campus. Through their participation with the Bonner Leaders program, students engaged in monthly guided reflections and leadership development training. The Augsburg Bonner Community Leaders program 57 is a successful campus model to build on the college’s culture of community and civic engagement and bring together existing community service programs to take us to the next level of deepening knowledge, reflection, and authenticity of civic engagement in the community. Augsburg Reads The Augsburg Reads Program is a federally funded literacy and tutoring program focused on elementary student achievement. Augsburg Reads pairs college students with community organizations in the Cedar­Riverside neighborhood focused on student achievement through after school programs. Graduate Programs Augsburg College offers seven graduate degree programs: Master of Arts in Education, Master of Arts in Leadership, Master of Arts in Nursing, Doctorate in Nursing Practice, Master of Business Administration, Master of Science in Physician Assistant Studies, and Master of Social Work. Consult the Augsburg Graduate Studies catalog for complete information. The Master of Arts in Education offers initial licensure coursework at the graduate level in elementary education, secondary education, and special education: E/BD and LD. The MAE also offers the pre­primary specialty and the K­12 Reading Teacher endorsement. Students are able to take up to six licensure courses at the graduate level and complete their licensure programs with a combination of graduate and undergraduate coursework. Students can then apply their graduate level licensure courses to complete a master’s degree program. Students will complete their master’s degrees through a combination of Master of Arts in Leadership coursework and graduate level education coursework. Licensed teachers also can pursue special education: E/BD and/or LD, as well as the K­12 Reading Licensure Endorsement and the pre­primary endorsement at the graduate level. The program is available through the Weekend College schedule, and the admissions process begins with the Graduate Admissions office. For further information about the programs, contact the Education Department or the Graduate Admissions office. The Master of Arts in Leadership is based on a liberal arts approach to leadership studies. This cross­disciplinary program directs its academic content and pedagogical approaches to situations, issues, and problems relevant to organizational leaders. Augsburg’s program recognizes that today’s leaders need a broad spectrum of abilities to provide them with a more comprehensive understanding of their world. Designed for working adults, the program offers courses primarily on alternate Saturdays. There is also a Monday evening cohort offering of the program at Augsburg’s Bloomington site. (Note: A five­year program is available to Augsburg undergraduate accounting majors that would qualify them for CPA certification and fulfill requirements for a BA in accounting and an MA in leadership. See the Department of Business Administration, accounting major section of the catalog for further information.) The Master of Arts in Nursing prepares nurses for transformational leadership and transcultural community health nursing practice across care settings, with emphasis on addressing health inequities among diverse populations. The program is offered within the context of a Christian liberal arts education. Graduates are eligible to apply for national certification in Advanced Community Health Nursing, or Advanced Nursing Administration through the American Nurses Credentialing Center (ANCC), and/or Advanced Certification in Transcultural Nursing through the Transcultural Nursing Society (TCNS). Classes meet on a flexible schedule (every other week or once per month) that includes weekdays, weekday evenings, and Saturdays. Web­enhanced teaching is used for all classes. Practicums include optional short­term study abroad experiences. Students may choose 58 to study in Mexico, Guatemala; Namibia; Pine Ridge; S.Dak.; and/or Europe. The Master of Arts in Nursing program is accredited by the Commission on Collegiate Nursing Education in accordance with its accreditation standards and procedures. Streamlined entry into the Master of Arts in Nursing—Students with an ADN and a bachelor’s degree in a field other than nursing can enter the Master of Arts in Nursing program as a “bridge student.” This process requires acceptance to the MA in Nursing program and completion of three courses in the Augsburg undergraduate nursing program. Students in good standing in the Augsburg undergraduate nursing program can enter the MA in nursing through an “expedited” process. After provisional acceptance to the MA in Nursing program while still a student in the undergraduate program, students can take three designated courses in the Master of Arts in Nursing, which will be applied to the M.A. at Augsburg upon successful completion of the undergraduate nursing degree. The Doctor of Nursing Practice (DNP) program is designed for registered nurses (RNs) who currently hold a master’s degree in nursing and wish to advance their practice within diverse communities and complex institutions. The program prepares nurses for advanced transcultural nursing in community life, integrating holistic practice modalities that uphold and improve human potential across care settings and care systems. Emphasis is on nursing leadership and system level changes that decrease health inequities and improve health outcomes of persons underserved by the current health system. Short term study abroad and away opportunities are woven throughout the curriculum and students are encouraged to take advantage of these opportunities. The DNP program is structured in a cohort model. Students are admitted to the program during the spring and classes begin in the fall term. Classes meet face­to­face one day per month and three times during a term. Seminars are scheduled for the mornings following classes. Video conferencing between Minneapolis and Rochester is used for most classes and seminars. The program is structured to be completed in 32 months of part­time study ­­­ 5 semester credit hours per term. The Master of Business Administration is designed to give students mastery of the skills and knowledge necessary to advance in their careers and accept roles of greater responsibility in an organization. Meeting primarily on one evening per week, this challenging program is designed to be completed in 23 months. Organized in cohort format, the program encourages learning in a collaborative small­group environment and features a high level of interaction and attention from the faculty. The program focuses on giving students the ability to think critically and effectively manage in complex environments. An intensive management consulting course allows students to apply theory and classroom learning to an actual business or organizational environment. Local businesses and organizations provide a laboratory for students as they complete comprehensive projects in various disciplines and functions. The core program can be enhanced through participation in a number of concentrations including finance, healthcare management, international business, social entrepreneurship and marketing management. The Master of Science in Physician Assistant Studies is designed for students interested in careers as healthcare providers. The mission of the program is based on a foundation of respect and sensitivity for the cultures and backgrounds of, and is oriented toward providing care to, underserved populations. Students are well educated in current medical theory and practice in primary care medicine. All physician assistants must have a supervising physician to practice. The program is three years long with classes held Monday through Friday during the day. The Master of Social Work, accredited by the Council on Social Work Education, prepares students for entering advanced social work practice. The program builds on the liberal arts base of the 59 College and supports the College’s mission to nurture future leaders in service to the world. There are two concentrations: multicultural clinical practice (MCCP) or program development, policy, and administration (PDPA). Students choose one of the two concentrations for their program focus. The curriculum emphasizes work with diverse and oppressed groups, social justice, leadership for social change, and a holistic, strengths­based, problem­solving framework. Graduate social work classes meet in four­hour blocks on Friday evenings, Saturday mornings, and Saturday afternoons. The multicultural clinical practice concentration prepares students to work with diverse peoples across the full range of contemporary clinical social work practice settings. The program development, policy, and administration concentration prepares students to actively seek equality and justice for clients within agencies, institutions, and society, while directing energy toward changing policies that obscure and oppress people. Two dual degrees are also available: a Master of Social Work/Master of Theology or Divinity degree (MSW/MA/MDiv) and a Master of Social Work/Master of Business Administration degree (MSW/MBA). The MSW/MA/MDiv dual degree is offered in collaboration with Luther Seminary. It is designed to meet the educational interests of people planning to serve the spiritual and social needs of families, individuals, and communities. The MSW/MBA dual degree is offered in collaboration with the Augsburg MBA program. It provides students with the skills and expertise necessary to build well managed and financially sound service organizations that serve diverse communities, both locally and globally. Other Programs Continuing Education Program The mission of Augsburg College continuing education program is to provide working adults with lifelong learning opportunities that will enable them to continue to grow personally, professionally, and spiritually in their homes, workplaces, and communities. The program strives to meet the needs of the community by offering credit and non­credit programs consistent with the mission of Augsburg College. Programs are developed through collaborations between academic and administrative departments of the College and community organizations. These collaborations have included the Departments of Business, Biology, Education, Nursing, Religion, Social Work, the Center for Leadership Studies, Institutional Advancement, and organizations including Minneapolis and St. Paul public school districts, Minnesota Department of Education, and the Midwest Regional Office of the College Board. Augsburg College is a Lifelong Learning Partner with the ELCA. Canadian Program The Canadian program was inaugurated in 1985 with endowment from the Mildred Joel bequest for Canadian studies. The program supports special events and conferences as well as student internships and faculty activity in Canadian studies. The goals of the program include community involvement, increased awareness of the importance of Canadian/U.S. relations, and provision of opportunities to learn directly from Canadians through visits and exchanges. Academic Policies and Procedures Registration A student must be registered for a course in order to earn credit, and all registered courses will 60 be reflected on a student’s AugNet page. Students are responsible for verifying the accuracy of their registrations. Additionally, day students are required to meet with their academic advisers prior to registration for the fall and spring terms. Web registration through AugNet is the primary method of registration, though the Enrollment Center is available to process registration forms. Please reference the academic calendar for the schedule of open registration dates. Students who encounter a prerequisite issue when trying to register for a course through AugNet should come to the Enrollment Center for assistance. The following registrations cannot be completed online and must be processed at the Enrollment Center: • THP courses (theatre practicum courses) • 100­level MUP courses (variable credit music lessons) • Student Teaching (Education department approval required) • Independent Study and Directed Study (separate form available at the Enrollment Center; instructor and department chair signatures required) • Internships (registration form available at the Enrollment Center; instructor and Director of Strommen Career and Internship Center signatures required) Full­time day students normally register for four course credits per semester. Students registered for three or more course credits in a semester are classified as full­time students. Students registered for two course credits are classified as half­time students. To register for more than 4.5 course credits, students must contact the Enrollment Center to petition the Committee on Student Standing unless the following apply: students with a cumulative GPA at Augsburg of 3.00 to 3.49 may take a total of 5.0 course credits without petitioning; students with a cumulative GPA at Augsburg of 3.50 or greater may take a total of 5.5 course credits without petitioning. All overload registrations must be done in person at the Enrollment Center. (Note: There is an additional tuition charge for course loads over 4.5 course credits. This includes combining the credit load from both the day and WEC programs. Spring day term will include winter WEC and spring WEC.) Auditing classes over the 4.5 overload limit will also incur a tuition charge. Official academic calendars for all programs are available through the registrar’s webpage. The last day to initially register for courses in the Day program (semesters) is the Friday before the term begins. After initial registration, Day students may add individual classes to their current schedule or withdraw without notation through day 10 of the term. The signature of the instructor is required to add a class after the fifth day. From day 11 through day 20, students may still petition the Committee on Student Standing for permission to add a class. There is a fee for this petition. Day 20 is the last day to petition for adding a class. Students registered for day program Time 1/Time 2 (T1/T2) courses that meet only part of the term may add or withdraw without notation through the fifth school day after the start of the course. Changing grade option or withdrawing with a W is allowed through the fourth week of T1/T2 classes. Specific dates for each term are listed under “Academic Calendars” at www.augsburg.edu/registrar. Weekend College and Rochester program students typically register for one or two course credits each trimester. Maximum credit load is 4.0 credits. Students registered for at least two course credits in one term are considered full time for that term. Students registered for one course credit are considered half­time for the term. The last day to initially register for courses in the Weekend College program (Weekend College) is the last business day before the term begins. After initial registration, Weekend College students may add individual classes to their current schedule or withdraw without notation through Friday after 61 the first class weekend. The signature of the instructor is required to add a class after the class meets. Students may petition the Committee on Student Standing for permission to add a class through the Thursday prior to the second class weekend. There is a fee for this petition. The last day to petition to add a class is the Thursday prior to the second class weekend. Students registered for Weekend College T1/T2 courses may add or withdraw without notation through the Friday after the first weekend class meeting. Changing grade option or withdrawing with a W is allowed through the Tuesday after the second weekend class meeting. The last day to initially register for courses on the Rochester campus is the last business day before the term begins. After initial registration, Rochester students may add individual classes to their current schedule and/or withdraw without notation through Monday after the first week of classes. The signature of the instructor is required to add a class after a class meets and it must be processed through the Enrollment Center. Students may petition the Committee on Student Standing for permission to add a class through the Friday prior to the second week of classes. There is a fee for this petition. The last date to petition to add a class is the Friday before the second week of classes. Students registered for Rochester T1/T2 courses may add or withdraw without notation through the Monday after the first week of the class. Changing grade option or withdrawing with a W is allowed through the Monday after the second week of the class. Separate rules apply to Summer School. Late course registrations may be subject to additional late fees. ACTC school course listings are also available online and should be checked to verify the correct meeting times and room assignment. As some courses are offered only in alternate years, students should also consult with departmental advisers when planning their academic program. Summer session and graduate program courses are published in separate schedules. Specific information on registration and help with registration on other campuses are available from these offices: Office of the Registrar—612­330­1036 Academic Advising—612­330­1025 Augsburg for Adults—612­330­1782 Rochester Program—507­288­2886 Crossover Registration Policy Every Augsburg undergraduate student is admitted to a “home program,” either day, Weekend College, or the Rochester Program. It is expected that students will complete most degree requirements through their home program. However, full­time students may register for up to 1.0 credits per term outside their home program. Enrollment will be based on class availability. Tuition will be charged at the rate of their home program for courses registered outside their home program. The rate will be based on the maximum credit load they are carrying on any calendar date over the span of the two terms. For example, a day program student taking 2.0 credits in the day program, and 1.0 credits in the WEC program, will be considered full­time and will be charged the full­ time day program tuition rate. A WEC student taking 2.0 credits in the WEC program, and 1.0 credits in the day program, will pay the WEC tuition rate x 3.0 credits. Day students taking over 4.5 credits will pay the day part­time rate for any credits over 4.5 in their combined day/WEC load (Spring day term will include both winter WEC and spring WEC). The maximum number of credits that may be included in the day full­time tuition rate for students who cross­register is 4.5. Students have registration priority in their home programs. Crossover registration dates are 62 published on the registrar’s office webpage. Crossover registration is not available online. The WEC and Rochester programs are not part of the ACTC (Associated Colleges of the Twin Cities) tuition exchange program. WEC/Rochester students may NOT cross over to attend ACTC courses. Students must have completed an undergraduate degree and be admitted to a graduate program before taking graduate level courses from that program. (An exception is made for approved courses in the Department of Nursing and the joint BA Accounting/MAL.) Undergraduate students enrolled in graduate courses will pay the graduate rate for those courses. Any student enrolled in an Augsburg graduate level program wishing to take an undergraduate course will pay the rate of the program in which the course is offered (Day, WEC, or Rochester). Change of Program Students may apply to change their “home program” by filling out a Change of Program form available at the Enrollment Center. The change will take effect the following term. Changes are limited to one each academic year. A Change of Program form must be submitted before the term begins. Students registered in spring Day may not do a change of program into spring WEC. Withdrawal from College Students are urged not to abandon courses for which they are registered because this will result in a failing grade on their official academic record. Cancellation of courses or withdrawal from College must be completed in the Enrollment Center. A Withdrawal from the College form may be obtained at the Enrollment Center or downloaded from the registrar’s webpage. The last day to file for a Withdrawal from College is the last day of classes prior to finals week. Withdrawal from college and any consequential adjustments in accounts are effective as of the date the Withdrawal from College form is returned to the registrar’s office. Students must be re­admitted to the College when they are ready to resume their studies. The Application for Readmission form is available from the Enrollment Center or can be downloaded from the registrar’s webpage. Students are responsible for keeping the registrar’s office informed of their current mailing address. Leave of Absence Students following the Day calendar (semester) may apply to take a leave of absence for one term. The leave of absence allows continued access to email and AugNet Records and Registration. If a student on a leave of absence does not register for the subsequent semester, the student’s file will be deactivated and the student will need to submit an Application for Readmission form in order to re­ enroll. The Leave of Absence program is not available to Day students who withdraw from all courses in a term. Military Called to Active Duty Augsburg College will allow students to withdraw from courses without penalty if they are called to active duty as military reservists, National Guard, or for other military service. This shall include a 100 percent refund of tuition and fees upon verification of call to active duty. Students must provide a copy of their orders to the registrar. If the student is called to duty after the deadline to drop a course, the registrar will place a W for the course(s) along with a notation on the transcript that the student was called to active duty. This is to assist the student with any financial aid complications that may arise and also indicate that the 63 withdrawal was outside of the student’s control. Alternatively, the College supports faculty in enabling students who are called to active duty and have substantially completed a course, to assign a grade based upon the coursework completed, or work out an “incomplete” agreement. Students who are able to complete some of their courses would have their refund adjusted to reflect this. Students who are being placed on active duty should contact the registrar and/or the dean’s office as soon as possible so the College can notify all parties and aid in this process. Student Standing Committee The Student Standing Committee reviews requests for exceptions to academic policies. Typically, the committee considers requests for: • Minor exceptions to academic requirements and/or approval of transfer course substitutions • Extending time for an incomplete • Permission to take a course overload • Student schedule changes after registration deadlines (adding, withdrawing, or grade option changes) Note: Petitions for an exception to published registration deadlines will require a $50 petition fee attached to the petition. This fee is non­refundable regardless of the outcome of the petition. Petitions involving adding or dropping courses/withdrawing from college after the deadline must be submitted within six months of the published registration deadlines for the term involved. For petitions requesting a late registration, any student account holds must be cleared before submitting the petition. Students who are allowed to add a course by petition after the published registration deadline will incur a $150 late registration fee per course. In addition, the committee reviews students’ transcripts in determining academic probation or dismissal from the College on academic grounds. The committee also hears appeals from students who have been dismissed for academic reasons. The committee reviews student requests for readmission to the College after dismissal or returning after leaving while on probation, or students readmitting to the College immediately after a term from which they withdrew from College. The committee typically meets every other week throughout the school year (September­April), and once a month during summer. Petition Process Step 1: Pick up a petition form at the Enrollment Center or download from the registrar’s webpage, www.augsburg.edu/registrar/. Step 2: Fill out the petition form completely. Include documentation for illness or family emergency. Have your adviser, instructor, or department chair sign and add comments concerning your request. Petitions without comments from faculty will be returned for completion. Note: If petitioning for a change in registration, please submit a drop/add form signed by both the instructor and student. Step 3: Return the completed petition form to the Office of the Registrar/Enrollment Center; if applicable, include a signed drop/add form and $50 check. Step 4: After the committee meets, a copy of the petition with the committee’s decision is returned to the student. Day students will receive this notice in their campus box. WEC and Rochester student petitions will be mailed to their home address. 64 Catalog Applicability Students must fulfill the general education requirements that were in effect when they matriculated at Augsburg. Students may elect to satisfy the departmental major requirements of any of the catalogs in effect during their years of enrollment. However, students who are readmitted after more than six years away from the College must complete the departmental major requirements of the most current catalog at the time of readmission or any one of the catalogs in effect during their subsequent years of continuous enrollment at Augsburg. Second Majors and Degrees Students who graduated from Augsburg and are returning to complete an additional major will not be awarded a second degree unless it is different from the original degree awarded. (BA, BM, BS) Students cannot earn multiple degrees for the same major, though it is possible to earn multiple degrees from the same academic department if the majors are distinct. For example, a student cannot earn both a BA in computer science and a BS in computer science, but may earn a BS in computer science and a BA in computational philosophy. Evaluation of Transfer Credit The evaluation of transfer credits is completed by the Office of the Registrar and is based on a student’s official transcript. College credit is granted for liberal arts courses completed at regionally accredited institutions with a grade of 2.0/C or better. Liberal arts courses are defined as courses similar in nature, content, and level to those offered at Augsburg. Augsburg does not grant transfer credit for developmental­remedial courses, vocational­technical courses, or continuing education units (CEUs). Courses with grades of C­, CD, or below do not transfer to Augsburg College. Competency credits and exam credits issued by another institution may and will be evaluated on a individual basis. The registrar’s office evaluates coursework for credit and for applicability toward Augsburg Core Curriculum requirements. Academic departments are responsible for evaluating the applicability of coursework toward a student’s major or minor. The College requires that certain courses and a minimum number of courses be taken at Augsburg. (Refer to the Residence Requirements section of the catalog.) Augsburg operates on a course credit system rather than semester or quarter hours. Augsburg course credits are equivalent to four semester hours or six quarter hours. Transfer credits that have been reported to Augsburg as semester or quarter hours are converted to Augsburg course credits by dividing by four or six, respectively. Augsburg College limits transfer credit from two­year colleges. Students may transfer a maximum of 64 semester credits (96 quarter credits) from two­year colleges. Once a student reaches this credit limit, no additional credits will transfer from two­year institutions toward the minimum number of course credits required for a bachelor’s degree. However, courses taken beyond the credit limit can be used to meet liberal arts and major requirements. Courses and credits that are accepted in transfer are reported on the student’s transcript. Grades and grade points from other institutions are not transferred to Augsburg and are not included in the student’s cumulative grade point average. Students should consult with their faculty advisers and the Office of the Registrar before taking courses at other institutions to ensure compliance with transfer credit policy and residency requirements. (Refer to the Residence Requirements section of the catalog.) MnSCU Transfer Students 65 Completion of the Minnesota Transfer Curriculum (MnTC) with a cumulative grade point average of 2.5 or higher will satisfy Augsburg’s Liberal Arts Foundation requirements and will reduce the Search for Meaning requirement to one course (REL 300). Students will be granted credit for transferable courses graded C or better. To qualify for this transfer program, the MnTC must be completed prior to enrollment at Augsburg. Completion of the Associate of Arts degree with the MnTC and a cumulative grade point average of 2.5 or higher will satisfy Augsburg’s Liberal Arts Foundation requirements, will reduce the Search for Meaning requirement to one course (REL 300), and will waive one of two Lifetime Fitness requirements. Students will be granted credit for transferable courses graded C – or better. Transfer courses that equate to Augsburg’s requirements of Effective Writing, entry level math, and modern language must have a grade of C or better in order for credit to be granted. To qualify for this transfer program, the A.A. degree and MnTC must be completed prior to enrollment at Augsburg. Note: Additional prerequisite coursework beyond the AA degree may be required in some Augsburg majors. Students are advised to consult an academic adviser in the major department to discuss major requirements. Courses with C–grades or below will not be accepted as prerequisites or for application to majors. Admission to a major—a separate process from admission to the College—is sometimes required. Please check with the Office of Undergraduate Admissions and consult the departmental section of this catalog. Advanced Transfer Students Students who enter Augsburg with 13 or more course credits accepted in transfer are considered Advanced Transfer Students. The Augsburg Core Curriculum will be adjusted for advanced transfer students as outlined below: • Complete REL 300 Bible, Christian Theology, and Vocation instead of REL 100 and REL 200 • Waiver of Augsburg Seminar requirement • Waiver of Engaging Minneapolis • Waiver of the Entry­level Critical Thinking Assessment • Waiver of one Lifetime Fitness requirement (depending on transfer evaluation) All Augsburg Core Curriculum requirements not mentioned above remain unchanged for Advanced Transfer Students. *Waivers for Advanced Transfer are determined at the time of initial entry into Augsburg and will not be granted for courses completed after initial enrollment. Transfer Credit for Military Experience Students are welcome to submit their military transcripts to the Office of the Registrar for transfer credit evaluation. A military transcript will contain credit recommendations from the American Council on Education (ACE) for training and courses completed in the U.S. Armed Services. Augsburg will review a military transcript to determine if any of the credit recommendations contained within it meet transfer credit guidelines. Army records maintained by AARTS: http://aarts.army.mil Navy and Marine Corps records maintained by SMART: https://smart.navy.mil Coast Guard records maintained by U.S. Coast Guard Institute: 66 www.uscg.mil/hq/cgi/ve/official_transcript.asp Air Force Records: Air University and Community College of the Air Force are regionally accredited institutions. Students should submit official transcripts from these schools during the admission process. Graduation Requirements The responsibility for ensuring that all degree requirements are satisfied rests with the student. All students are required to file a graduation application with the registrar’s office one year prior to graduation. Faculty advisers, the Academic Advising staff, department chairs, and the registrar staff are available for counsel and assistance in program planning. Students who enter an academic program with a bachelor’s or higher degree should contact the Office of the Registrar about specific requirements for a second bachelor’s degree or for the equivalent of a major. See Special Students section (Second Degree). Each student is required to apply for graduation at the end of his or her junior year to confirm remaining graduation requirements. Application forms are available at the Enrollment Center or on the registrar’s webpage. All degree and course requirements must be completed and verified in the Office of the Registrar in order for the degree to be conferred. (There may be no incompletes or open courses on the academic record.) Requirements for Undergraduate Graduation Degree requirements include completion of a minimum number of credits, a major, the Augsburg Core Curriculum, a minimum GPA in major(s)/minor(s) and in total coursework, and residence. 1. Completion of 32 course credits—No more than these maximums may be applied toward the 32 total course credits required: two course credits by independent/directed study; four course credits of internship; and six course credits with a grade of Pass (P). To graduate with Latin honors, students may take no more than two elective P/N graded course credits. Each department sets its own limitations on the number of P/N graded courses that may be applied toward the major and minor programs, but normally students may apply no more than two course credits with P grades toward a major and no more than one course credit with a P grade toward a minor. The Department of Education is an example of a department that allows students to apply more than two course credits with P grades within the major program (two in major field courses plus student teaching). 2. Completion of a Major—Requirements for each major are listed under the departmental headings. 3. Completion of the Augsburg Core Curriculum —Requirements for the Augsburg Core Curriculum are listed in the next section. 4. Grade Point Average —Students must earn a minimum overall grade point average of 2.00. Additionally, all majors and minors require at least a 2.00 grade point average in coursework for the major or minor. Some majors, licensure, and certification programs require a higher grade point average or a minimum grade in each course. See the departmental section for details about the grade and grade point average for individual majors and minors. 5. Residence —A minimum of 8.0 course credits must be completed through Augsburg College. Additionally, no fewer than 6.0 of the last 8.0 course credits must be completed at Augsburg or within an approved exchange program (ACTC, McNally Smith, or Augsburg Abroad). Transfer courses and Assessment of Previous Learning (APL) credits are counted against the residency 67 requirement. Therefore, students are encouraged to complete transfer work and APL credits prior to reaching senior standing. Some departments have a minimum number of courses that are required in residence within the major or minor. Consult the catalog description of the major/minor or the chair of the department for further information. The Augsburg Curriculum The Augsburg Curriculum is comprised of three main components: the core curriculum (or general education requirements), major requirements, and electives. Some students may need to complete entry­level skill courses before enrolling in college­level classes. The general education requirements, known as the Augsburg Core Curriculum, include signature courses and experiences, a liberal arts foundation, and skills development. Entry Level Skills Critical Thinking, Math, Writing (Assessments and Placements) Core Skills Effective Writing Modern Language Lifetime Fitness The Augsburg Core Curriculum The Augsburg Signature Curriculum Christian Vocation and the Search for Meaning I and II The Augsburg First Year Augsburg Seminar Engaging Minneapolis Many Voices Project Augsburg Experience Senior Keystone The Liberal Arts Foundation Natural Sciences and Math Social and Behavioral Sciences Humanities Fine Arts Electives Majors Graduation Skills Critical Thinking Quantitative Reasoning Speaking Writing The Augsburg Core Curriculum The Augsburg Core Curriculum is designed to prepare students to become effective, informed, 68 and ethical citizens through their engagement in a curriculum that: • Provides a liberal arts foundation and promotes the acquisition of intellectual and professional skills; • Calls for common inquiry into questions of Christian faith and the search for meaning; and • Cultivates the transformative discovery of, and appreciation for, the student’s place of leadership and service in a diverse world — vocatio and caritas. The curriculum has three major components: • The Augsburg Signature Curriculum • The Liberal Arts Foundation • Skills Requirements Skills Requirements Entry Level Skills Assessments There are entry level skills assessments in: • Critical Thinking • Mathematics • Writing Placement in writing, math, and critical thinking courses is determined by assessments. These assessments are a prerequisite for (not completion of) core and graduation skills course requirements. First­year students who begin at Augsburg in the Fall of 2010 or later must complete all required developmental/entry­level courses by the end of their fourth term. Transfer students who begin at Augsburg in the Fall of 2010 or later must complete all required developmental/entry level courses by the end of their third term. The developmental courses subject to this policy are: • GST 100 • ENL 101 • ENL 111 / HON 111 / ENL 112 • ENL 217 / 218 • MAT 103 / 105 Critical Thinking Assessment and Requirement Students identified as needing the entry level critical thinking skill component, based on review of their past academic work, are required to complete GST 100 with a minimum grade of 2.0 or better. Mathematics Assessment and Requirement All students are required to have their math placement group (MPG) determined. In some cases, students who have transferred a mathematics course taken at another college may have their MPG determined by the registrar’s office. All other students must take the Augsburg Math Placement Exam, which is administered by Academic Advising. The exam is given during College registration sessions and at other announced times during the year. Practice questions and other information are available from Academic Advising. Based on the math assessment result, students will be enrolled in the appropriate courses or advised on preparation for retaking the math placement exam. Students may retake the Math Placement Exam once during their first term of enrollment. Students are required to take the Math Placement Exam before registering for the first term and should achieve MPG 3 by the end of their 69 first year at Augsburg. Students in MPG 1 must take MAT 103 to advance to MPG 2. Students in MPG 2 must take MAT 105 to advance to MPG 3. Students in MPG 3 must take MAT 114 to advance to MPG 4. No other MAT course changes a student’s MPG. A grade of Pass or 2.0 or higher is required to advance to the next math level. Students are encouraged to advance their MPG as soon as possible. Students must achieve Math Placement Group (MPG) 3 or higher to graduate. In addition, many courses require MPG 2, 3, or 4 as a prerequisite. Writing Assessment and Requirement A writing sample is required of students to determine their placement in an appropriate writing class. Students having completed AP (Advanced Placement) courses in composition must have a score of 4 or 5. Students who need to develop competence in composition skills—such as stating and supporting a thesis, organizing clearly, and constructing paragraphs and sentences—are required to enroll in Developmental Writing (ENL 101) where they receive more individual instruction than is possible in Effective Writing (ENL 111). These students must pass Developmental Writing (ENL 101) with a grade of P, 2.0, or higher before enrolling in Effective Writing (ENL 111). Unless they have received formal approval of a course equivalent to ENL 111 on their transfer evaluation, transfer students must also take the writing placement exam. Students entering Weekend College or the Rochester program do not take the Writing Assessment. Core Skills Requirements Effective Writing ENL 111 Effective Writing or ENL 112 Advanced Effective Writing or the equivalent with a grade of 2.0, P, or higher, is required. Attendance the first day of class is required. Students should complete Effective Writing by the middle of the sophomore year. Modern Language For students who have not previously studied a modern language, completion of a two­course sequence in the same language with a minimum grade of 2.0 or P in both courses is required. For a language previously studied, placement into the 211 level or successful completion (minimum grade of 2.0 or P) of 112 satisfies the graduation requirement. Placement into French, German and Spanish courses is based on assessment results from an online Brigham Young University evaluation tool. Students proficient in other modern languages may seek a placement evaluation through faculty fluent in the specified language at Augsburg or other ACTC schools. Availability of assessment in all languages is not guaranteed. Assessment is used for placement only and does not grant course credit. Students may audit, but will not receive course credit for any course taken below their placement level. The Department of Languages and Cross­cultural Studies may override assessment results as deemed appropriate. Modern language courses accepted in transfer may be applicable to this skills area for partial or full completion of the requirement. Students who have demonstrated competence in American Sign Language by passing an approved course sequence will have fulfilled the Modern Language Core Skill. Students whose first language is not English and whose score is below the minimum on the English Language Learners (ELL) placement test must fulfill the ELL requirement. The requirement is satisfied by successfully completing the ELL course(s) and achieving a score above the minimum on 70 the ELL placement exam. Students who complete the ELL requirement fulfill the Modern Language Core Skill requirement. Contact Academic Advising or the English Department for additional information. More information can also be found in the English Language Learners section. Lifetime Fitness Two lifetime fitness courses are required. HPE 001 Foundations of Fitness is required of all students. The second course may be chosen from a variety of different Lifetime Activity courses (HPE 002, 003). Students may test out of the activity course by demonstrating proficiency from a selected lifetime activity. Proficiency exams are offered through the Health and Physical Education Department each semester. There is a fee to take the lifetime activity proficiency test. Intercollegiate athletes and Health and Physical Education majors may not test out of this requirement. Foundations of Fitness and Lifetime Activity courses are non­credit courses and are not included in the 32­course credit graduation requirement. The Augsburg Signature Curriculum Christian Vocation and the Search for Meaning Augsburg’s Signature Curriculum takes seriously the College’s identity as a college of the Evangelical Lutheran Church in America. Two required courses (REL 100 and REL 200) highlight Augsburg’s commitment to this identity and the College’s related interest in asking students to think critically about the concept of vocation. Faculty who teach these courses make the following commitments to their students: • You are welcome—whether you are Jewish or atheist, Buddhist or seeker, Catholic or Muslim, Baptist, Lutheran, uncertain, disinterested, or someone who is “spiritual but not religious.” Our Christian understanding is rooted in a generous spirit of hospitality. • We will treat each other with respect as we learn how to engage in conversation with one another about our different values, commitments, convictions, and faith traditions. • We will challenge and support one another to develop a mature faith for our time—open to doubts and eager to explore our questions and the realities of our world and culture. • We will equip you with basic knowledge about vocation, religion, the Bible, and Christianity as well as about Judaism, Islam, Hinduism, and Buddhism—their stories, claims, and key concepts. • We will deepen our study of Christianity, explore Augsburg’s claim that “what we believe matters,” and invite you to continue the process of developing your own lived theology. • We will explore the concept of vocation and our understanding that we are beloved and called to live and serve as neighbors. We will explore the idea that vocation is a model and lens for viewing the connections between our basic beliefs and the commitments and actions we make in life. The Augsburg First Year In order to help them make the transition to college and their new community, first­year weekday program students are required to take courses containing the following components: Augsburg Seminar All students who enter the College as first­year students in the weekday schedule program must satisfactorily complete fall orientation and Augsburg Seminar (AugSem), a first­year learning community in their major or related area of academic interest. AugSem’s purpose is to help first­ 71 year students embrace the expectations and benefits of being a member of a learning community at Augsburg College by: • Encountering the community • Engaging the learning process • Exploring the self as scholar AugSem equips students to become intentional learners, connects them to the larger Augsburg community, and helps them succeed in future college work. Engaging Minneapolis The Engaging Minneapolis requirement builds on Augsburg’s national leadership in experiential education as well as its commitment to its urban location. The course linked with their AugSem introduces students to the city as a resource for intentional learning, typically through civic engagement, cultural engagement, or service learning. Many Voices Project Embedded in ENL 111, 112, and HON 111 (see core skills requirements), the Many Voices Project engages first­year students in discussion of a common text addressing themes of cultural diversity and global awareness. Emphasizing ways in which written communication can promote understanding and productive engagement among different cultures and points of view, the Many Voices Project is intended to teach skills and methods that promote successful communication between diverse writers and readers. Augsburg Experience All students must complete at least one approved Augsburg Experience as a requirement for graduation. Augsburg Experiences highlight the College’s commitment to experiential education and active participation in the broader community, both locally and globally. Five categories of approved experiential learning opportunities are recognized as Augsburg Experiences: internships and applied work experiences (including fieldwork, practicums, and student teaching), faculty­student research, service learning/community service, study abroad, and off­campus immersion experiences. An Augsburg Experience integrates experiential learning with academic learning. Approved Augsburg Experiences meet two criteria: (1) integrate experiential learning with academic learning and (2) link on­campus learning to the goals, mission, needs, or ideas of off­campus people, organizations, and/or communities, either through community partners, professional activities, and/ or travel. Augsburg Experiences may be embedded in designated courses that are part of the regular class schedule or may be completed for zero credit outside the regular class schedule. The length of time required, credit/no­credit status, and grading options for approved Augsburg Experiences vary. Senior Keystone The Senior Keystone course provides a final opportunity for exploring the central themes of an Augsburg education—vocation and the search for meaning in a diverse and challenging world. Students reflect on the meaning of their educational experiences and consider issues of transition as they prepare for their lives after Augsburg. Most Keystone courses also meet major requirements. The Senior Keystone course in each department connects the broad liberal arts foundation with the professional skills and in­depth study of the major. It asks graduating students to think critically, reflectively, and ethically about their place in the world as leaders and servants. The official list of approved keystone courses is found on the registrar’s webpage—under the heading General Education Requirements, click on Senior Keystone. 72 The Liberal Arts Foundation The Liberal Arts Foundation courses introduce students to knowledge and modes of inquiry across a wide range of disciplines and subjects. The course offerings in the traditional liberal arts provide the opportunity for students to acquire a broad and solid foundation for their specialized study and professional preparation. Students choose two approved LAF courses from two different departments in each domain: Natural Sciences and Mathematics; Social and Behavioral Sciences; Humanities; and Fine Arts. The official list of approved LAF courses is found on the registrar’s webpage—under the heading General Education Requirements, click on Liberal Arts Foundation. Natural Sciences and Mathematics Two approved courses from two different departments: Biology, Chemistry, Mathematics, Physics. One must be a lab science course. Social and Behavioral Sciences Two approved courses from two different departments: Anthropology, Economics, Environmental Studies, Political Science, Psychology, Sociology Humanities Two approved courses from two different departments/programs: American Indian Studies, Communication Studies, English, History, Philosophy, Religion, Languages and Cross­Cultural Studies (literature and culture courses), Women’s Studies Note: The signature Search for Meaning (REL 100, 200, or 300) courses do not count as humanities Liberal Arts Foundation requirements. Fine Arts Two approved courses or approved activities from two different departments: Art, Film, Music, Theatre Arts. One fine arts LAF requirement can be met by participating in one of the following: • Four semesters in any combination of the major choral ensembles listed (MUE 111, 112, 114, 115) • Four semesters of orchestra (MUE 121) • Four semesters of concert band (MUE 141) Graduation Skills Requirements An Augsburg education includes enhancement of certain skills during the years in college. Critical thinking, quantitative reasoning, speaking, and writing skills are deliberate components of certain courses. Graduation skill requirements typically are embedded in required courses in the major. Some departments, however, designate courses outside the major or elective courses in the major that fulfill these requirements. The Quantitative Reasoning (QR) skill has two components: foundational skills and the application of those skills. Courses in which foundational quantitative reasoning skills are taught have a QF designation. Courses that contain an embedded project in which students apply and practice those foundational skills have a QA designation. Courses that provide both foundational skills and an application project have a QFA designation. MPG 3 (Math Placement Group 3) is a prerequisite for all quantitative reasoning QF and QFA courses. Departments may designate one required course with 73 a QF designation and one required course with a QA designation (departments may also designate a list of QF or QA courses from which students can choose); OR, departments may designate a QFA course that fulfills the Quantitative Reasoning skill (departments may also designate a list of QFA courses from which students can choose); OR, departments may list this skill as embedded. See department and program pages in this catalog, consult the graduation skills catalog supplement found online on the registrar’s webpage, or consult the department chair for more information. Core Curriculum Modifications Some majors that result in a Bachelor of Science degree give students the ability to modify their Core Curriculum requirements in one of the following ways. Bachelor of Science/Liberal Arts Foundation (LAF) Waiver—Students who elect the Bachelor of Science/LAF Waiver must complete at least six of the eight LAF requirements, provided at least one course is taken in each of the four domains. (e.g., two Natural Science and Mathematics courses, two Social and Behavioral Science courses, one Fine Arts course, and one Humanities course) The following majors are approved for the Bachelor of Science/LAF Waiver: • Biology • Biopsychology • Chemistry • Clinical Laboratory Science • Elementary Education • Health Education (teaching licensure only) • Mathematics • Music Therapy • Nursing • Physical Education (teaching licensure only) • Physics Bachelor of Science/Modern Language Waiver—Students who elect the Bachelor of Science/ Modern Language Waiver are not required to complete modern language courses as part of their degree. The following majors are approved for the Bachelor of Science/Modern Language Waiver: • Biology • Biopsychology • Chemistry • Clinical Laboratory Science • Mathematics • Music Therapy • Nursing • Physics Evaluation and Grading Explanation of Grades The official delivery of end­of­term grades to students is online via the AugNet Records and Registration website. Student achievement in courses is measured by final examinations, shorter tests, written papers, oral reports, and other types of evaluation. 74 Most courses are offered with grading options—traditional grading on a 4.0 to 0.0 scale or the Pass/No credit system, in which P means a grade of 2.0 or better and N means no credit and a grade of less than 2.0. Pass/No Credit Students who choose the P/N option are cautioned: • In order to receive a grade of P, a student must achieve at least a grade of 2.0. • Some graduate and professional schools do not look favorably on a large number of P­ graded courses, or rank each as a C. • Maximum number of course credits taken P/N that may be applied to graduation is six course credits with a grade of Pass (P). • P­graded courses do not count toward the requirement that 14 tradition­ally graded course credits be earned at Augsburg in order to be considered for Latin Honors. Transfer students should be especially aware of this requirement. • To be eligible for graduation with Latin Honors, students may elect only two P/N credits. • See P/N limitations in the Graduation Requirements section. Certain courses have restrictions and are offered on one grading system only (e.g., lifetime activities are graded only P/N). In courses where there is a choice, students will be graded on the traditional system unless they indicate on their registration that they wish to use the P/N grading option. Any changes in choice of grading system must be made according to dates published each term. Numeric Grades Numeric grades are used with these definitions: 4.0 Achieves highest standards of excellence 3.5 3.0 Achieves above basic course standards 2.5 2.0 Meets basic standards for the course 1.5 1.0 Performance below basic course standards 0.5 0.0 Unacceptable performance (no credit for the course) Grades of P (Pass) or S (Satisfactory) or N (No credit) are not computed in the grade point average. Incomplete (I) Grades An incomplete grade (I) may be awarded when the instructor grants permission after determining that a student emergency may delay completion of coursework. Students who receive an incomplete grade should be capable of passing the course if they satisfactorily complete outstanding course requirements. To receive an incomplete grade, a student must file an Application for Incomplete Grade form by the end of the term with the Office of the Registrar that states the reasons for the request, outlines the work required to complete the course, and includes the course instructor’s signature. The instructor may stipulate the terms and conditions that apply to course completion; however, students may not attend the same course (or a portion of the same course) in a following term with an incomplete grade. The student must complete the outstanding work in enough time to allow evaluation of the work by the instructor and filing of a grade before the final day of the following 75 academic term in the student’s program. If the work is not completed by the specified date of the following academic term, the grade for the course becomes 0.0. Extension (X) Grades Internships, independent studies, and directed studies may sometimes last longer than one term. When this is the case, they must be completed by the grading deadlines within one year from the beginning of the first term of registration. A grade of X (extension) is given by the instructor to indicate that the study is extended. It is expected that students given X extensions will continue to communicate with their instructors and demonstrate that satisfactory progress is being maintained. A final grade will be issued at the end of the term in which the work is completed and evaluated (but not longer than one year). An instructor has the right to not grant an extension where satisfactory progress is not demonstrated. If the course is not completed, a grade of 0.0 will be assigned. Withdrawal Grade A course is given a grade of W (withdrawn) when it is dropped after the deadline for dropping classes without notation on the record and before the last day to withdraw deadline. Repeated Courses A course in which a grade of 0.0, 0.5, 1.0, 1.5, or N has been received may be repeated for credit. Courses in which higher grades have been earned may not be repeated for credit and a grade, but may be audited. All courses taken each term and grades earned, including W and N, will be recorded on the academic record. Only the credits and grades earned the second time, for legitimately repeated courses, are counted toward graduation and in the grade point average. Courses completed at Augsburg College must be repeated at Augsburg to be included in the repeat policy. Auditing Courses Students who wish to take courses without credit or grade may do so by registering for Audit (V). Full­time day students will be charged an audit fee if their total credit load is over 4.5 credits. The charge for part­time and Weekend College students is listed under Weekend College costs in the Financing Your Education section on page 21. The signature of the instructor is required to register an audit. Students who audit a course should confer with the instructor within two weeks of the beginning of the term to determine expectations, attendance, and any other requirements. If expectations have been met, the course will be listed on the transcript as having been audited. If expectations have not been met, the course will be listed with a grade of W. Audited courses do not count toward graduation and do not fulfill general education requirements. Grade Point Average The grade point average (GPA) is based on final grades for all work at Augsburg. It does not include credit and grade points for work transferred from other colleges. Courses taken on the P/N grading option are recorded, but not computed in the GPA. The formula for computing the GPA is: GPA = Total grade points divided by number of credits attempted.* *Courses with 0 to 4 grade assigned Classification Students are classified when grades are posted at the end of each term. Classification is based on the number of course credits completed. • Sophomores—7 completed course credits 76 • • Juniors—15 completed course credits Seniors—23 completed course credits Assessment of Previous Learning (APL) Program Augsburg College recognizes that learning can and does take place in many life situations. Some of this learning may be appropriate for credit recognition within the disciplines that comprise the academic program of a liberal arts college. The Assessment of Previous Learning program (APL) at Augsburg provides a means by which a student’s previous learning, other than that which is transferred from another accredited institution, may be presented for examination for possible credit toward the completion of a bachelor’s degree. Not all learning from life experience, however, is appropriate for credit recognition at a liberal arts college. Such learning must meet two essential criteria: (1) it is relevant to coursework in a field of study within the Augsburg liberal arts curriculum, and (2) it can be objectively demonstrated either by comprehensive examination or committee evaluation. The APL program at Augsburg provides several means by which students may have their previous learning assessed for credit recognition. The following is a brief description of each of these means of assessment: International Baccalaureate Program (IB)—Courses earned from the International Baccalaureate program will be considered by the College for advanced placement and appropriate credit. IB exams may fulfill general education and/or major requirements. Credit granting guidelines are available in the registrar’s office and on the Academic Advising website. Advanced Placement Program (AP)—Augsburg allows students to earn credit for scores of 3, 4, or 5 on selected Advanced Placement tests. For some exams, a minimum score of 4 is required. AP exams may fulfill general education and/or major requirements. Additional information is available on the Academic Advising webpage and from the Office of the Registrar. The College Level Examination Program (CLEP)—This is a series of standardized tests that have been developed by the College Board and are offered to students for a small fee at regional testing centers. Students who score at or above the American Council on Education’s recommended score on an approved examination may receive academic credit for that subject at Augsburg College. CLEP exams may fulfill general education and/or major requirements. Information about CLEP tests is available from the Office of the Registrar and the Academic Advising webpage. Departmental Comprehensive Exams—These are available for students to use in obtaining credit for previous learning if the following conditions are met: • There is a departmental exam available for the subject area in question. • There is a faculty member designated by the department to administer the exam. • The registrar approves the student’s request to take the exam. Credit for departmental exams is available on a P/N basis only, and there is a charge per exam of $400 for a full course credit. The Portfolio Assessment Program—This is a credit assessment alternative in which a faculty team completes a credit evaluation of a learning portfolio submitted by the student. The faculty team is composed of two faculty members from fields of study directly related to the student’s previous learning. Students who wish to prepare a portfolio of previous learning for credit assessment should consult the Office of the Registrar. In completing the evaluation of a student’s previous learning, the faculty team applies the following criteria: • There is documentable evidence of a cognitive component in the previous learning experience that involved prescribed or systematic study of content material found within liberal 77 arts coursework. • The learning has been objectively verified by individuals in addition to the presenting student. • The learning lends itself to both qualitative and quantitative measurement. • The learning relates well to the student’s educational goals. • The learning and skills involved are current and could be used at the present time. Students may apply for the credit assessment process after completing at least one term of academic work at Augsburg College with a cumulative Augsburg GPA of at least 2.50. It is strongly recommended that the process not be used when four or fewer courses remain for graduation. There is a non­refundable application deposit of $200 to initiate the credit assessment process for each course presented in a portfolio. An additional $200 is charged upon approval of each course. Credit is available on a P/N credit basis only. Transcript credit will be recorded with the equivalent Augsburg course numbers as determined by faculty reviewers. Maximum Credit Accepted for Previous Learning—While Augsburg College recognizes the validity of learning that takes place outside the traditional classroom, this learning must be placed in the context of formal study in campus­based liberal arts courses. Therefore, Augsburg allows a maximum of eight credits (one­fourth of a bachelor’s degree) to be obtained through previous experiential learning. In compiling the eight credits for previous experiential learning, the student may use any combination of the five assessment processes available in the APL Program: AP exams, CLEP exams, IB exams, departmental comprehensive exams, and credit granted through portfolio assessment. English Language Learners (ELL) Students whose primary language spoken at home is not English must take the ELL placement test in conjunction with the English writing placement test prior to registering for their first term at Augsburg. Students’ placement in ELL, ENL 101 Developmental Writing, or ENL 111, HON 111, or ENL 112 Effective Writing will be determined by their scores on the Michigan test (85­100 range for exemption from ELL courses) and by a writing sample. Near the end of each term of the English Language Learner’s course, an objective test will be administered to all students in the class. The score on this test and the grade earned in the class will determine whether additional ELL coursework is required. Usually a score of 85 to 100 and a course grade of 3.5 or 4.0 will fulfill the student’s ELL requirement. All students whose native language is not English must stay enrolled in ENL 217/218 until such time that they pass the ELL placement test at 85 percent or higher. The ELL course can be counted only twice in the total number of courses required for graduation. Students who fulfill the ELL requirement, by examination or by course completion, have completed the Modern Language Core Skill requirement for graduation. Academic Progress, Probation, and Dismissal The College requires that all students maintain a 2.00 cumulative grade point average (GPA). A minimum GPA of 2.00 is required for graduation; however, certain majors require a higher minimum GPA. A student will be placed on probation and considered for continuation or dismissal if: • His/her cumulative GPA is below 2.00 78 • He/she is a first­year student who receives two (2) zero or No Pass grades • He/she is a sophomore, junior, or senior who receives three (3) zero or No Pass grades • At the end of the first term, he/she has not fulfilled the requirements established through the Conditional Admit Program (refer to the Academic Skills Office Conditional Admit Program (CAP) section of the catalog). For more information on probation requirements, go to the Academic Skills Office website at www.augsburg.edu/acskills/. Dismissal from the College is not automatic. Each case is reviewed by the Student Standing Committee. Evidence of a student’s commitment to academic progress is the primary consideration used when deciding whether to dismiss a student. Students who have a poor academic record may be strongly advised to withdraw before the end of a term. Students on probation who voluntarily withdraw from the College must receive permission from the Student Standing Committee to re­enroll. Students who have been dismissed may apply for readmission after one year. At that time, the Student Standing Committee will review the application for readmission accompanied by any statements and evidence attesting to his/her commitment to academic success. A student will be removed from probation if: • His/her cumulative GPA reaches 2.00; or • He/ she was placed on probation because of unfulfilled Conditional Admit Requirements and he/she subsequently satisfies those requirements. The College reserves the right to dismiss any student who does not meet the guidelines stated above. Once a student is dismissed, he/she may appeal the decision to the Student Standing Committee within 10 school days. Specific appeal instructions are included in the letter of dismissal. Students may also be dismissed from professional programs, such as Social Work, Education and Nursing. A student dismissed from a program may appeal the decision through the Program Dismissal Appeal Process. The process is available at www.augsburg.edu/studentguide/. Dean’s List The Dean’s List, compiled after each semester, lists undergraduate students whose grade point average for a semester is 3.50 or better. Students must be full­time students (a minimum equivalent of three full course credits for a weekday schedule student or two equivalent full course credits for a Weekend College student), graded on the traditional grading system, with no incompletes in courses offered for credit. Courses taken outside of a program’s calendar (e.g., crossover courses taken in a Weekend College trimester term by a day student or in a semester term by a weekend student) are not calculated when determining the Dean’s List. If permission has been given by the student, an announcement is sent to the hometown newspaper for those students on the Dean’s List. Latin Honors Augsburg recognizes those students who have demonstrated exemplary academic achievement by conferring Latin honors upon completion of a baccalaureate degree. This designation and the standards set are in effect for all students who complete degree requirements in May 2004 or later. Students may also receive honors recognition for departmental honors and for participation in the Honors program. (See individual department and program descriptions for details.) Qualification for Latin honors is determined as follows: 79 Summa cum laude: 3.90­4.00 GPA plus successful completion of the summa oral examination Magna cum laude: 3.80­3.89 GPA Cum laude: 3.60­3.79 GPA To be eligible, a student must complete a minimum of 14 traditionally graded credits at Augsburg and have no more than two elective pass/no pass graded credits at Augsburg (classes offered only as P/N by the department will not be counted). For additional information, including the guidelines for the Summa Cum Laude oral examination, go to the Latin Honors section at www.augsburg.edu/registrar/. Graduation and Commencement Though the terms are often confused, the words “graduation” and “commencement” carry different meanings. Graduation refers to the completion of all degree requirements. Students graduate when all requirements for the degree have been fulfilled, meaning that one can graduate at any point during the academic year provided that all requirements are complete. Commencement is a ceremony. It is an opportunity for students, family, friends, and the Augsburg College community to celebrate academic accomplishment. Participation in commencement, however, does not mean that a student has graduated. A student will not graduate and a degree will not be conferred until all requirements are met, regardless of participation in commencement. Augsburg College holds two commencement ceremonies in the spring to accommodate the College’s different student populations. The May commencement ceremony is for students in the Day undergraduate program and for students in the Physician Assistant Studies graduate program. The June commencement ceremony is for students in the other six graduate programs as well as undergraduate students in the Weekend College and Rochester programs. Undergraduate students who have not completed all degree requirements may participate in commencement if: (1) no more than three requirements will remain in their program at the conclusion of spring term; and (2) the remaining requirements will be completed in the summer or fall terms immediately following commencement. Enrollment/Degree Verification Augsburg College has authorized the National Student Clearinghouse to act as its agent for verification of student enrollment and degree status. Contact information is as follows: National Student Clearinghouse 13454 Sunrise Valley Road, Suite 300 Herndon, VA 20171 Web: www.degreeverify.org Phone: 703­742­4200 Fax: 703­742­4239 E­mail: degreeverify@studentclearinghouse.org Veterans of Military Service Augsburg is approved by the state approving agency for veterans education. Veterans should consult with the V.A. certifying official in the Office of the Registrar about completion of enrollment verification and the forwarding of other information to the Department of Veterans Affairs. Veterans will need to meet the requirements of the Veterans Administration regarding repayment of educational assistance funds received. 80 Additional information about veterans education benefits can be found at www.gibill.va.gov. Family Educational Rights and Privacy Act Notice The Family Educational Rights and Privacy Act of 1974 (FERPA), as amended, provides certain rights to students regarding their education records. Each year Augsburg College is required to give notice of the various rights accorded to students pursuant to FERPA. In accordance with FERPA, you are notified of the following: Right to inspect and review education records—You have the right to review and inspect substantially all of your education records maintained by or at Augsburg College. The student must request to review their education records in writing with their signature. The College will respond in a reasonable time, but no later than 45 days after receiving the request. Right to request amendment of education records—You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate, misleading, or otherwise in violation of your right to privacy. This includes the right to a hearing to present evidence that the record should be changed if Augsburg decides not to alter your education records according to your request. Right to give permission for disclosure of personally identifiable information—You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information contained in your education records, except to the extent that FERPA and the regulations regarding FERPA authorize disclosure without your permission. One exception which permits disclosure without consent is disclosure to school officials with legitimate education interests. A school official is a person employed by the College in an administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel and health staff); person or company with whom the College has contracted (such as an attorney, auditor, or collection agent); a person serving on the Board of Trustees, or a student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official performing his or her tasks. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility. Right to withhold disclosure of “directory information”—FERPA uses the term “Directory Information” to refer to those categories of personally identifiable information that may be released for any purpose at the discretion of Augsburg College without notification of the request or disclosure to the student. Under FERPA you have the right to withhold the disclosure of the directory information listed below. Please consider very carefully the consequences of any decision by you to withhold directory information. Should you decide to inform Augsburg College not to release Directory Information, any future request for such information from persons or organizations outside of Augsburg College will be refused. “Directory information” includes the following: • The student’s name; • The student’s address; • The student’s telephone number; • The student’s e­mail address; • The student’s date and place of birth; • The student’s major and minor field of study; • The student’s academic class level; • The student’s enrollment status (FT/HT/LHT); 81 • The student’s participation in officially recognized activities and sports; • The student’s degrees and awards received (including dates); • The weight and height of members of athletic teams; • The student’s dates of attendance; • Previous educational agencies or institutions attended by the student; and • The student’s photograph. Augsburg College will honor your request to withhold all Directory Information but cannot assume responsibility to contact you for subsequent permission to release it. Augsburg assumes no liability for honoring your instructions that such information be withheld. The Office of the Registrar must be notified in writing of your intent to withhold your Directory Information. If the notice is not received by the registrar prior to Sept. 15 (or within 10 school days of the start of a subsequent term for a new student), it will be assumed that all Directory Information may be disclosed for the remainder of the current academic year. A new notice for withholding disclosure must be completed each academic year. Right to complain to FERPA Office—You have the right to file a complaint with the Family Educational Rights and Privacy Act Office, U.S. Department of Education, 400 Maryland Ave. S.W., Washington, D.C., 20202­4605, concerning Augsburg’s failure to comply with FERPA. Reporting Educational Information Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter. Clery Act The Clery Act Annual Report for Augsburg College contains statistics on reported crimes on and near Augsburg property and campus, as well as institutional policies concerning campus security and crime. The report is available online at www.augsburg.edu/dps/security/report.html. For a printed copy, contact Augsburg’s Department of Public Safety at 612­330­1717. 82 Majors and Minors Listings that are in bold type are offered through both the day program and Weekend College. Listings indicated by asterisks are also offered through both the day program and Weekend College, but may include completion of weekly evening courses for some requirements. Students are encouraged to discuss scheduling rotation of major courses with their faculty adviser. Weekend/ Rochester/Partner Hospitals students may choose a major offered in the day program if they wish, but must adhere to crossover registration policies and limitations. They may also take as many courses as possible through Weekend College, then finish the major as a day program student. A change of program is allowed once each academic year, and will take effect the following term. Majors and Areas of Emphasis Accounting General Accounting Managerial Accounting Public Accounting American Indian Studies* Art* Art History Studio Art* Biology (B.A. or B.S.) Life Sciences (B.A.) Biopsychology (B.S.) Business Administration Economics/Business Administration Marketing (WEC only) Music Business Chemistry (B.A. or B.S.) Clinical Laboratory Science (B.S.) Communication Studies Communication Arts/Literature (Teacher Licensure Major) Human Relations Marketing Communications Mass Communication Organizational Communication Professional Communication Public Relations and Advertising Supervisory Management Computer Science (B.A. or B.S.) Computational Economics (B.A.) Computational Philosophy (B.A.) Economics 83 Applied Economics Computational Economics Economics Economics/Business Administration Economics/Political Science (Teacher Licensure Major) Mathematical Economics (B.S.) Education Education Studies (non-licensure) Elementary Education Studies (non-licensure) Kindergarten-Elementary (B.A. or B.S.— licensure) Special Education: Emotional/Behavioral Disabilities (WEC only) Special Education: Learning Disabilities (WEC only) Secondary (non-major, licensure only) Engineering 2 English* Creative Writing* Literature, Language, and Theory* Media Writing* Environmental Studies Exercise Science Film Finance Health Education (B.A. or B.S.) History* International Business International Relations International Business Concentration Languages and Cross-Cultural Studies 1 Cross-Cultural Studies French German Norwegian Spanish Management Management Information Systems Marketing Mathematics (B.A. or B.S.) Medieval Studies Metro-Urban Studies Music Music (B.A.) Music Business (B.A.) 84 Music Education (B.M.) Music Performance (B.M.) Music Therapy (B.S.) Nordic Area Studies Nursing (B.S.—Evening program offered through Weekend College only)* Philosophy Computational Philosophy Physical Education (B.A. or B.S.) Physics (B.A. or B.S.) Space Physics (B.S.) Political Science Political Science/Economics (Teacher Licensure Major) Psychology Psychology and Law Social Psychology Religion* Youth and Family Ministry Social Work (B.S.) Sociology Student-Designed Theatre Arts Directing/Dramaturgy Concentrations Performance Concentration Technical Design/Technology Concentration Women’s Studies 1 Minors Accounting American Indian Studies* Art Architecture Art History Studio Art* Biology Business Administration Chemistry Communication Studies Computer Science Economics English* English Literature, Language, and Theory Writing Writing–Creative Emphasis Writing–Media Emphasis Environmental Studies 85 Film Health Education History* International Business International Relations Languages and Cross-Cultural Studies French German Norwegian Spanish Leadership Studies Management Information Systems Marketing Mathematics Medieval Studies Metro-Urban Studies Music Music Business Nordic Area Studies Peace and Global Studies Philosophy Physical Education Physics Political Science Psychology Religion* Youth and Family Ministry Sociology Social Welfare Special Education Theatre Arts Theatre Arts Theatre History and Criticism   Dramaturgy Women’s Studies 1 Cooperative program of the Associated Colleges of the Twin Cities and agreements with the University of Minnesota. It is possible for students to take beginning/intermediate/advanced language courses not available at consortium colleges. Consult with the ACTC office for specific program options. Students register directly with the ACTC office. 2 Dual-degree programs with the University of Minnesota Institute of Technology and Michigan Technological University. Inter-Institutional Programs Augsburg cooperates with other colleges and institutions in the Twin Cities area on several programs. 86 Cooperating Libraries in Consortium (CLIC)—Through CLIC, the Twin Cities private colleges library consortium, the Augsburg community has direct access to over 2,500,000 volumes and media resources. Associated Colleges of the Twin Cities (ACTC)—Full-time day students at Augsburg and the St. Paul colleges and universities of Hamline, Macalester, St. Catherine, and St. Thomas may elect to take one course each semester (fall and spring) at one of the other campuses. No additional fee is required for such an exchange, except for private instruction in music or approved independent studies. Exchange courses are not transfer courses, and thus courses taken through ACTC are considered Augsburg College courses and do not impact the residency requirement. The permanent record of courses for which a student has cross-registered is kept in the Office of the Registrar at Augsburg College, not the host ACTC institution. Students may elect to participate in the cooperative program to gain new perspectives, to get better acquainted with the other schools, or to undertake a specific course or major not offered on the home campus. A regularly scheduled bus shuttles students between the campuses. Weekend College is not part of the ACTC consortium, and weekend students may not register for ACTC courses or complete ACTC majors under the terms of the ACTC consortium agreements. Higher Education Consortium for Urban Affairs (HECUA)—Augsburg, in cooperation with 17 other colleges and universities, offers off-campus study semesters in Norway, Northern Ireland, Latin America, and the Twin Cities. (See HECUA programs on page 163.) McNally Smith College of Music—Augsburg College full-time students may elect to take one course each semester at McNally Smith College of Music providing that they meet all McNally Smith College of Music requirements. This program is open to sophomores through seniors. There is no additional fee for this program. Students should consult with their advisor to confirm if the classes will count toward graduation requirements. In no instance may a McNally Smith course be used as a substitute for any Augsburg course specifically listed within a degree program. Exchange courses are not transfer courses. Courses taken through the Augsburg–McNally Smith exchange are considered Augsburg College courses and do not impact the residency requirement. The permanent record of courses which a student has registered for through the exchange is kept in the Office of the Registrar at Augsburg College, not McNally Smith. Air Force ROTC—Augsburg day students may participate in the Air Force ROTC program at the University of St. Thomas under the ACTC consortium agreement. Students are eligible to compete for two- and three-year AFROTC scholarships. ROTC credits serve as electives at Augsburg. For more information, contact the Office of the Registrar, or call the University of St. Thomas at 651-962-6320 or 1-800-328-6819, x6320. Army ROTC—Augsburg day students may participate in the Army ROTC program at the University of Minnesota under an agreement between Augsburg, the University of Minnesota, and the program. ROTC credits serve as electives at Augsburg. For more information, contact the Office of the Registrar. Augsburg Abroad Augsburg Abroad is the front door for students and faculty interested in study abroad. Services include: • Study abroad program selection advising • Financial and academic advising for study abroad • Registration and billing for study abroad • Pre-departure and re-entry support (application, orientation, etc.) 87 • Faculty-led, short-term program coordination About half of Augsburg undergraduate students are studying abroad. Graduate students also find short-term programs as part of their curriculum. Students abroad will find themselves in a variety of locales and studying a variety of disciplines: studying gender issues in Central America; acting with masks in Norway; interning with community organizations in Northern Ireland; studying political science in Namibia; learning about ecology in Tanzania; taking organic chemistry in New Zealand; and learning a language where it is spoken. Academic Requirements and Credit Students fulfill the Augsburg Experience requirement on approved programs. Courses taken abroad can also fulfill graduation requirements including major, minor, language, liberal arts foundation, lifetime activity, and internship requirements. This is determined prior to departure when students fill out the required Credit Agreement form that is signed by academic advisers and appropriate staff and faculty approving courses. Students should be aware of the following policies related to study abroad: • Students can study abroad more than once. • Students can study abroad at any point in their academic career. Semester and Summer Programs • Courses taken on off-campus programs during the senior year will meet the Augsburg residency requirement. • You must take a full load of credits while abroad on semester programs. • You must take courses A-F while abroad. • Grades received on affiliated and non-Augsburg programs are reported as transfer credit on your transcript, and thus are not figured into your GPA. • A “C” equivalent or higher must be received for the credit to transfer to Augsburg. Faculty-led Short-term Programs • Students must register for all courses required by the short-term program. Credit values may vary, so confirm the specific program credit load with the Augsburg Abroad Office. Any courses removed by the student without Augsburg Abroad permission prior to the start of the program will be re-added to the student’s schedule. If no work was completed in these reinstated courses, a grade of zero will be awarded. • Overload Fee Exemption for faculty-led January and Spring Weekend College (WEC) programs: January and spring WEC faculty-led programs are placed within the spring semester. However, full-time Day students will not be billed an overload fee if an additional 4.0 or 4.5 credits are taken in the regular spring term. A student taking minimal credits in the spring can use the January or Spring WEC faculty-led short-term program as a spring term course in order to be considered part-time or full-time. • Crossover Policy Exemption: The crossover policy does not apply to study abroad students. WEC students who do a study abroad program placed in the Day program do not count that as their crossover course. The same policy exemption is valid for Day students doing a study abroad program scheduled in a WEC term. Eligibility and Application The following are Augsburg College’s requirements for study abroad: • Minimum 2.5 GPA at the time of application. Individual programs may require a higher average. Students with lower averages should consult with Augsburg Abroad. 88 • Be a sophomore, junior, or senior standing by the time you study abroad. Short-term, faculty-led programs will allow participation as a first-year if the student receives approval from the faculty-leader. • Transfer students must complete one semester at Augsburg before they may study off campus. • Not be on academic or disciplinary probation. Students placed on academic or disciplinary probation after admittance to study abroad may be withdrawn from the program. The student is responsible for all non-recoverable program costs incurred. • Not have an outstanding balance on your student account. • Be aware that students applying to faculty-led programs, who meet the above criteria, are accepted on a rolling basis; space is limited on these programs so applying early is important. Application deadlines for semester programs are: October 1: Spring semester study abroad and January faculty-led programs February 1: Spring WEC term and Summer Session faculty-led programs March 1: Fall semester and non-faculty led summer study abroad programs Program provider deadlines vary; students need to meet all deadlines and eligibility requirements set by program providers. Students should start planning in their first year for study abroad to be sure to do appropriate research and meet all deadlines. Students are accepted to study on faculty-led programs on a first applied, first accepted basis. ACCESS/CLASS Abroad Students should be prepared for the fact that disability may be culturally defined. Attitudes toward disability and levels of accessibility can vary greatly from country to country. The Americans with Disabilities Act mandates equal access to university-sponsored programs and services to students with disabilities. However, providing access by US standards can present unique challenges in international settings. The expectation on the part of US students and institutions is that reasonable accommodations will be made. Depending on the country and culture, there may be different ways to define accessibility and different expectations in terms of accommodations that can or should be made. Students are encouraged work closely with Augsburg Abroad/CLASS/ACCESS. Students are responsible for requesting accommodations abroad within a reasonable time frame prior to departure, ideally as early as program selection. Augsburg Abroad will work closely with the student, CLASS, and /or ACCESS offices to determine needs and make appropriate and possible accommodations abroad. Costs and Financial Aid The cost of study abroad is comprised of program fees that generally include tuition, housing, international health insurance, some meals, excursions, and study abroad fees. These costs vary from program to program. Augsburg College pays the program provider on the student’s behalf and then bills the Augsburg student account. This allows students to access their financial aid for study abroad. Students will always pay a minimum of Augsburg tuition when studying abroad. Students who receive financial aid, scholarships, and/or grants to study at Augsburg can use that entire package to cover their study abroad program costs. Students receiving Augsburg institutionallyfunded aid (e.g., Presidential, Regents, Legacy, Promise and other Augsburg scholarships, and tuition remission benefit) may use their scholarships to study abroad multiple times on Augsburg Programs (see below in Study Abroad Program section). However, institutionally-funded aid may be used only once toward study abroad costs on an affiliate or non-Augsburg program. Cost estimates for the time 89 abroad are drawn up to assist the student in planning and the financial aid office in awarding aid to students studying abroad. Students are required to notify Augsburg Abroad immediately if they choose not to continue with their study abroad experience. At the moment of notification non-recoverable costs will be assessed and charged to the student account. Depending on the time of notification of withdrawal students may owe nothing, the study abroad fee, the deposit, or some, or all, of the program fee. Students are also subject to the cancellation and refund policies of their program provider. Study Abroad Programs Students have over 200 programs in over 90 countries from which to choose. In addition to the below Augsburg College programs, students can choose from affiliated program providers. These programs have been reviewed to meet the Augsburg experience requirement, diverse needs of students, and provide quality student service. The programs are reviewed each year. If students cannot find a program that meets their needs from the Augsburg College or Augsburgaffiliated options then they can apply to do a non-Augsburg program. Students with a strong academic or financial reason, faculty support (as shown on the Credit Agreement form), and who choose a good quality program, may be approved. The Center for Global Education The mission of the Center for Global Education at Augsburg College is to provide cross-cultural educational opportunities in order to foster critical analysis of local and global conditions so that personal and systemic change takes place leading to a more just and sustainable world. The center’s study programs are conducted in Central America, Mexico, and Namibia. Students experience three distinct types of living situations: living with other students in a community house, spending several days in a rural setting, and several weeks living with host families. In the Mexico and Namibia programs, students travel together on two-week seminars — from Mexico to Central America, and from Namibia to South Africa. The cost of these programs is equivalent to full tuition, room, and board for one semester on campus, plus airfare. (Some travel scholarships are available for Augsburg students.) Crossing Borders: Gender and Social Change in Mesoamerica (Mexico)—Fall Learn about the central issues facing Mesoamerica, with emphasis on the experience and empowerment of women. Students will engage in gender analysis of key social, economic, political, and cultural issues in Mexico and El Salvador; explore the interconnectedness of race, class, and gender; and learn first-hand from both women and men who are involved in struggles for sustainable development and social change. The program offers credit in religion, political science, women’s studies, and Spanish. Internships and independent studies are also available in nine different disciplines. The program includes a two-week educational seminar in El Salvador, as well as rural travel within Mexico and four-day seminar in Mexico City. Students stay in guest houses while traveling, in Augsburg approximately six weeks, and with Mexican host families for four to six weeks. Prerequisite: one college-level Spanish course or its equivalent. International Business and Global Citizenship (Mexico)—Fall The largest immigrant group in the United States is composed of people born in Mexico, and Mexico is front and center in debates about globalization and U.S. immigration policy. This program, designed for international business majors, will study the important role that Mexico plays in the U.S. in relation to trade issues, how to conduct business in and with Mexico, and use it as a lens to learn 90 about international business topics that are relevant in many different countries. Students will have the opportunity to study Spanish at levels from beginning to advanced, live with a host family for four weeks, and develop closer relationships in the community and improve their international business background by completing an internship in a local business or government office. Prerequisites: ECO 112 or 113, and BUS 242 or MKT 252, or consent of instructor. Nation-Building, Globalization, and Decolonizing the Mind: Southern African Perspectives (Namibia)— Fall or Spring This program examines the crucial issues of nation-building, globalization, and decolonizing the mind, from the perspectives of the new democracies of southern Africa. Namibia won its independence in 1990 after decades of apartheid under South African colonization. South Africa had its first democratic election in 1994. As these nations struggle to build nationhood and deal with the legacies of apartheid and colonialism, they are faced with the challenges posed by today’s world: rapid globalization and under and unequal development. Decolonizing the mind is a long-term project. Credit is available in history, religion, political science, and interdisciplinary studies. Internships are also available. Sustainable Development and Social Change (Guatemala, El Salvador, Nicaragua)—Fall or Spring This is an intensive semester of study and travel designed to introduce students to the key issues facing Central Americans. Students will explore the history, culture, and struggles of the people of Guatemala, El Salvador, and Nicaragua, as well as study approaches towards social and economic development. Course credit may be earned in Spanish, religion, history, women’s studies, and political science. Students spend the first five weeks in Guatemala, the next four weeks in El Salvador, and the final six weeks in Nicaragua. Prerequisites: one college-level Spanish course or its equivalent is required. Migration and Globalization: Engaging Our Communities (Mexico)—Spring This is an intensive program that explores issues of migration, immigration, and globalization. It is ideal for students who are interested in working with Spanish-speaking populations in the United States, as it includes intensive Spanish language classes, an internship or independent research opportunity, and courses that help students understand the connections between globalization and migration while learning from diverse communities that are organizing for positive social change around issues of race, ethnicity, socio-economic class, gender, sexuality, economics, and the environment. Credit is available in Spanish, history, women’s studies, political science, and religion. Students spend most of the semester living in Augsburg housing and approximately six weeks living with Mexican host families. Social Work in a Latin American Context (Mexico)—Spring This program was created to satisfy the curriculum requirements for a Bachelor in Social Work degree program. Its goal is to develop cross-culturally competent, ethical social work professionals with a global perspective by providing a semester of transformative, experiential learning focused on social and economic justice. It includes Spanish language study and social work courses. Social work field placement is also available for qualified students. Students live with Mexican host families for six weeks. International Partners and Exchanges The Office of International Programs offers a broad range of semester and academic year programs in China, Finland, Germany, Norway, and Slovenia. Students can choose from several 91 options in diverse disciplines: liberal arts programs, group programs, “tailor-made” individual study programs, and practical professional experiences. All coursework is in English. Travel scholarships are available for some locations. For further information on programs in Finland, Germany, and Norway, contact the International Partners office. For exchange programs in China and Slovenia, contact Augsburg Abroad. Higher Education Consortium for Urban Affairs (HECUA) Augsburg, in consortium with other colleges and universities, offers full semester programs in Norway, East and Central Europe, Ecuador, Northern Ireland, and the Twin Cities. All HECUA programs explore civic engagement, community, and social change, and emphasize internships and field study. For more information on international HECUA programs, see the listings under International Studies; and for HECUA programs in the Twin Cities, see Interdisciplinary Studies. Scandinavian Urban Studies Term: Norway—Fall A quarter of Oslo’s residents are not ethnic Norwegians. Students investigate changing Northern Europe using Norway’s welfare state and Scandinavian national identity as case studies. Coursework and an internship provide unique perspectives on how the Norwegian social democracy and Scandinavian welfare states are working to address the challenges posed by immigration and cultural and ethnic diversity. Students choose an independent study project or Norwegian language courses. Divided States of Europe—Spring Ten former communist nation-states have recently joined the European Union. From three different locations – Norway, Romania, and Hungary – students examine the complex dynamics of European integration via issues such as labor migration, minority politics, right-wing populism, prostitution, and human trafficking. Together, Hungary and Romania encompass some of Europe’s most pressing social justice issues and constitute its primary geographic and cultural bridge between East and West. Community Internships in Latin America: Ecuador—Fall and Spring This interdisciplinary program, based in Quito, Ecuador, enables the student to combine intense involvement in a community-based organization with study of the community development process. A home-stay and a hands-on internship develop Spanish and other skills. The program addresses globalization, the environment, oil politics, and other local and international issues. Northern Ireland: Democracy and Social Change—Spring The Northern Ireland: Democracy and Social Change program examines the historical, political, and religious roots of conflict in Northern Ireland, the prospects for peace, and the progress being made. Through a seven-week internship, students get hands-on experience with organizations working for social change. Field seminars focus on human rights, conflict transformation, and education for democracy. The program is located at the UNESCO Centre at the University of Ulster in Coleraine. Student Teaching Abroad Selected education department students may participate in the International Student Teaching Abroad program coordinated through the University of Minnesota-Morris. Students who teach abroad will also do part of their student teaching under direct Augsburg faculty supervision. For additional information, contact the Department of Education student teacher director. 92 May/Summer Abroad May and summer courses to many parts of the world enable students to earn credit through shortterm travel. Contact Augsburg Abroad for the most current list of programs. Clair and Gladys Strommen Career and Internship Center The Strommen Career and Internship Center is a comprehensive resource center emphasizing the importance and value for all students to engage in internships, career development and the exploration of vocation throughout their college years. The integration of “knowing and doing” adds breadth and depth to the curriculum and assists students in making more informed academic and career decisions. The underlying assumption is that a liberal arts education is an effective preparation for life, meaningful work, and active citizenship. Career Services Career Services provides opportunities, programs, and career counseling to help students discover their unique gifts, talents, skills, and interests, explore career paths, and grapple with questions of vocation and purpose in a changing world. This process is viewed as an important part of a student’s development while attending college. To aid in this process, professional career staff provide career assessments and individualized career planning and coaching. Staff assist students with choosing majors, locating internships, preparing for internship and job searches, graduate school applications, and making connections to community, business, and alumni resources. Internships Academic Credit An internship for credit is a carefully planned, work- or service-based learning experience where a student focuses on specific learning objectives that connect concepts of the major to the experience. An academic internship is approved, supervised, and evaluated by a faculty member in the department in which the student wishes to earn the internship credit. A learning agreement plan, negotiated with the faculty supervisor and work supervisor, outlines the academic related objectives, strategies, and evaluation methods for receiving credit. Students often do internships in nonprofits, small and large businesses, government agencies, museums, schools, and churches. Internships for credit are available in all majors and can be taken during a semester, Weekend College trimester or summer sessions. Inter-disciplinary (INS) internships are also available. For extension of an internship beyond one term see Evaluation and Grading on page 58. Internships can be registered for 1 course credit or .5 credit. One course credit involves a minimum time commitment of, on average, 10 hours per week or 140 total hours. Internships for .5 credit require a minimum of 80 total hours. A maximum of four courses of internship may count toward the total courses required for the degree. Internships completed off-campus for credit will automatically fulfill the Augsburg Experience graduation requirement. Non-Credit and Transcript Notation Non-credit internships related to a student’s major or career interests can be registered for a zerocredit transcript notation. The goal is for students to apply theory to practice in a work setting and reflect on the experience. Work opportunities typically are part-time during the academic year and/ or full time during summer and can begin and end anytime. Students must set learning goals and 93 evaluate their experience. The director of the Strommen Career and Internship Center supervises non-credit internships and transcript notation work experiences. Internships not for credit and transcript notations may be used to fulfill the Augsburg Experience graduation requirement. Sabo Center for Citizenship and Learning Service-Learning and Community Engagement/Community Service-Learning Augsburg’s Community Service-learning Program provides students with opportunities to understand and respond to needs in the city through course-embedded service experiences and civic engagement activities. A key component of community-service-learning is reflection on and analysis of community issues in order to promote personal and educational growth and civic responsibility. By connecting classroom content with service-learning experiences in the City, Augsburg students deepen their understanding of abstract course concepts while learning about pertinent and related community issues. This dynamic and interactive educational approach employs reciprocal learning between students and their community. Service-learning components are embedded in most academic disciplines. Examples of community service-learning sites include: homeless shelters, cultural and environmental organizations, tutoring programs and literacy centers. Campus Kitchen Project and Community Garden The Campus Kitchen Project connects the campus community with the larger community by using food as a tool to nourish bodies, develop leadership, and educate students through service-learning. To accomplish these goals, three separate programs exist: 1) FOOD TO SHARE—Surplus food from the Augsburg Dining Service is donated, reheated and served by student volunteers to neighborhood partners including: homeless shelters, youth and senior programs, and others. 2) FOOD TO GROW—On the corner of campus, Augsburg staff and students manage a community garden composed of 70 individual plots where community and campus members can grow their own food. The garden staff also hosts classes on healthy living in which neighborhood youth learn to grow and cook healthy food. 3) FOOD TO BUY—A farmer’s market and CSA delivery is available weekly at Augsburg College and the Brian Coyle Community Center in order to increase access to healthy foods. Surplus produce from the market and CSA shares are donated to the Campus Kitchen meal delivery program. Bonner Leader Program In November of 2008-2009, Augsburg College launched its first year of the Bonner Leaders program, funded through the National Bonner Foundation. Through the Bonner program at Augsburg, students develop deep community relationships and engage in long-term policy advocacy throughout their four years at Augsburg College. Those selected to be a part of the Augsburg College Bonner Leaders program were largely first-year students, with diverse ethnic and geographical backgrounds, and unique experience with community-leadership roles. Through service placements with partner nonprofit community organizations, students worked an average of 200 hours over the course of the academic year in placements supporting ELL classrooms, running an employment education computer lab, helping coordinate a low-income housing program, providing community health outreach, and working with a financial literacy program. Beyond their work-study service internships, students participated in at least 100 hours of volunteer hours with various community initiatives and civic engagement projects on campus. 94 Through their participation with the Bonner Leaders program, students engaged in monthly guided reflections and leadership development training. The Augsburg Bonner Community Leaders program is a successful campus model to build on the college’s culture of community and civic engagement and bring together existing community service programs to take us to the next level of deepening knowledge, reflection, and authenticity of civic engagement in the community. Augsburg Reads The Augsburg Read Program is a federally funded literacy and tutoring program focused on elementary student achievement. Augsburg Reads pairs college students with community organizations in the Cedar-Riverside neighborhood focused on student achievement through after school programs. Graduate Programs Augsburg College offers seven graduate degree programs: Master of Arts in Education, Master of Arts in Leadership, Master of Arts in Nursing, Master of Business Administration, Master of Science in Physician Assistant Studies, and Master of Social Work. Consult the Augsburg Graduate Studies catalog for complete information. The Master of Arts in Education offers initial licensure coursework at the graduate level in elementary education, secondary education, and special education: E/BD and LD. The MAE also offers the pre-primary specialty and the K-12 Reading Teacher endorsement. Students are able to take up to six licensure courses at the graduate level and complete their licensure programs with a combination of graduate and undergraduate coursework. Students can then apply their graduate level licensure courses to complete a master’s degree program. Students will complete their master’s degrees through a combination of Master of Arts in Leadership coursework and graduate level education coursework. Licensed teachers also can pursue special education: E/BD and/or LD, as well as the K-12 Reading Licensure Endorsement and the pre-primary endorsement at the graduate level. The program is available through the Weekend College schedule, and the admissions process begins with the Graduate Admissions office. For further information about the programs, contact the Education Department or the Graduate Admissions office. The Master of Arts in Leadership is based on a liberal arts approach to leadership studies. This cross-disciplinary program directs its academic content and pedagogical approaches to situations, issues, and problems relevant to organizational leaders. Augsburg’s program recognizes that today’s leaders need a broad spectrum of abilities to provide them with a more comprehensive understanding of their world. Designed for working adults, the program offers courses primarily on alternate Saturdays. There is also a Monday evening cohort offering of the program at Augsburg’s Bloomington site. (Note: A five-year program is available to Augsburg undergraduate accounting majors that would qualify them for CPA certification and fulfill requirements for a BA in accounting and an MA in leadership. See the Department of Business Administration, accounting major section of the catalog for further information.) The Master of Arts in Nursing prepares nurses for transformational leadership and transcultural community health nursing practice across care settings, with emphasis on addressing health inequities among diverse populations. The program is offered within the context of a Christian liberal arts education. Graduates are eligible to apply for national certification in Advanced Community Health Nursing, or Advanced Nursing Administration through the American Nurses Credentialing Center (ANCC), and/or Advanced Certification in Transcultural Nursing through the Transcultural Nursing Society (TCNS). Classes meet on a flexible schedule (every other week or once per month) 95 that includes weekdays, weekday evenings, and Saturdays. Web-enhanced teaching is used for all classes. Practicums include optional short-term study abroad experiences. Students may choose to study in Mexico, Guatemala; Namibia; Pine Ridge; S.Dak.; and/or Europe. The Master of Arts in Nursing program is accredited by the Commission on Collegiate Nursing Education in accordance with its accreditation standards and procedures. Streamlined entry into the Master of Arts in Nursing—Students with an ADN and a bachelor’s degree in a field other than nursing can enter the Master of Arts in Nursing program as a “bridge student.” This process requires acceptance to the MA program and completion of three courses in the Augsburg undergraduate nursing program. Students in good standing in the Augsburg undergraduate nursing program can enter the MA in nursing through an “expedited” process. After successful application to the MA program while still a student in the undergraduate program, students can take three designated courses in the Master of Arts in Nursing, which will be applied to the M.A. at Augsburg upon successful completion of the undergraduate nursing degree. The Doctor of Nursing Practice is a post-master’s program for registered nurses (RNs) who currently hold a master’s degree in nursing. The DNP at Augsburg will prepare nurses to guide system level changes that improve health outcomes of persons underserved by the current health system. The program emphasizes transcultural nursing leadership to maximize health through peaceful, just, and collaborative actions that uphold and improve human potential across care settings with emphasis on health inequities in a global context. In addition to emphasizing transcultural nursing, the DNP curriculum also focuses on advanced community/public health nursing and holistic health. The Master of Business Administration is designed to give students mastery of the skills and knowledge necessary to advance in their careers and accept roles of greater responsibility in an organization. Meeting primarily on one evening per week, this challenging program is designed to be completed in 23 months. Organized in cohort format, the program encourages learning in a collaborative small-group environment and features a high level of interaction and attention from the faculty. The program focuses on giving students the ability to think critically and effectively manage in complex environments. An intensive management consulting course allows students to apply theory and classroom learning to an actual business or organizational environment. Local businesses and organizations provide a laboratory for students as they complete comprehensive projects in various disciplines and functions. The core program can be enhanced through participation in a number of concentrations including finance, healthcare management, human resource management, international business, and marketing management. The Master of Science in Physician Assistant Studies is designed for students interested in careers as healthcare providers. The mission of the program is based on a foundation of respect and sensitivity for the cultures and backgrounds of, and is oriented toward providing care to, underserved populations. Students are well educated in current medical theory and practice in primary care medicine. All physician assistants must have a supervising physician to practice. The program is three years long with classes held Monday through Friday during the day. The Master of Social Work, accredited by the Council on Social Work Education, prepares students for entering advanced social work practice. The program builds on the liberal arts base of the College and supports the College’s mission to nurture future leaders in service to the world. There are two concentrations: multicultural clinical practice (MCCP) or program development, policy, and administration (PDPA). Students choose one of the two concentrations for their program 96 focus. The curriculum emphasizes work with diverse and oppressed groups, social justice, leadership for social change, and a holistic, strengths-based, problem-solving framework. Graduate social work classes meet in four-hour blocks on Friday evenings, Saturday mornings, and Saturday afternoons. The multicultural clinical practice concentration prepares students to work with diverse peoples across the full range of contemporary clinical social work practice settings. The program development, policy, and administration concentration prepares students to actively seek equality and justice for clients within agencies, institutions, and society, while directing energy toward changing policies that obscure and oppress people. Two dual degrees are also available: a Master of Social Work/Master of Theology or Divinity degree (MSW/MA/MDiv) and a Master of Social Work/Master of Business Administration degree (MSW/MBA). The MSW/MA/MDiv dual degree is offered in collaboration with Luther Seminary. It is designed to meet the educational interests of people planning to serve the spiritual and social needs of families, individuals, and communities. The MSW/MBA dual degree is offered in collaboration with the Augsburg MBA program. It provides students with the skills and expertise necessary to build well managed and financially sound service organizations that serve diverse communities, both locally and globally. Other Programs Continuing Education Program The mission of Augsburg College continuing education program is to provide working adults with lifelong learning opportunities that will enable them to continue to grow personally, professionally, and spiritually in their homes, workplaces, and communities. The program strives to meet the needs of the community by offering credit and non-credit programs consistent with the mission of Augsburg College. Programs are developed through collaborations between academic and administrative departments of the College and community organizations. These collaborations have included the Departments of Business, Biology, Education, Nursing, Religion, Social Work, the Center for Leadership Studies, Institutional Advancement, and organizations including Minneapolis and St. Paul public school districts, Minnesota Department of Education, and the Midwest Regional Office of the College Board. Augsburg College is a Lifelong Learning Partner with the ELCA. Canadian Program The Canadian program was inaugurated in 1985 with endowment from the Mildred Joel bequest for Canadian studies. The program supports special events and conferences as well as student internships and faculty activity in Canadian studies. The goals of the program include community involvement, increased awareness of the importance of Canadian/U.S. relations, and provision of opportunities to learn directly from Canadians through visits and exchanges. Academic Policies and Procedures Registration A student must be registered for a course in order to earn credit, and all registered courses will be reflected on a student’s AugNet page. Students are responsible for verifying the accuracy of their registrations. Additionally, day students are required to meet with their academic advisers prior to registration for the fall and spring terms. Web registration through AugNet is the primary method of registration, though the Enrollment 97 Center is available to process registration forms. Please reference the academic calendar for the schedule of open registration dates. Students who encounter a prerequisite issue when trying to register for a course through AugNet should come to the Enrollment Center for assistance. The following registrations cannot be completed online and must be processed at the Enrollment Center: • Pass/No Credit (P/N) grade options • THP courses (theatre practicum courses) • MUP courses (variable credit music lessons) • Student Teaching (Education department approval required) • Independent Study and Directed Study (separate form available at the Enrollment Center; instructor and department chair signatures required) • Internships Full-time day students normally register for four course credits per semester. Students registered for three or more course credits in a semester are classified as full-time students. Students registered for two course credits are classified as half-time students. To register for more than 4.5 course credits, students must contact the Enrollment Center to petition the Committee on Student Standing unless the following apply: students with a cumulative GPA at Augsburg of 3.00 to 3.49 may take a total of 5.0 course credits or with a cumulative GPA at Augsburg of 3.50 or greater may take a total of 5.5 course credits without petitioning. All overload registrations must be done in person at the Enrollment Center. (Note: There is an additional tuition charge for course loads over 4.5 course credits. This includes combining the credit load from both the day and WEC programs. Spring day term will include winter WEC and spring WEC.) auditing classes over the 4.5 overload limit will also incur a tuition charge. Official academic calendars for all programs are available through the registrar’s webpage. The last day to initially register for courses in the Day program (semesters) is the Friday before the term begins. After initial registration, Day students may add individual classes to their current schedule or withdraw without notation through day 10 of the term. The signature of the instructor is required to add a class after the fifth day. From day 11 through day 20, students may still petition the Committee on Student Standing for permission to add a class. There is a fee for this petition. Day 20 is the last day to petition for adding a class. Students registered for day program Time 1/Time 2 (T1/T2) courses that meet only part of the term may add or withdraw without notation through the fifth school day after the start of the course. Changing grade option or withdrawing with a W is allowed through the fourth week of T1/T2 classes. Specific dates for each term are listed under “Academic Calendars” at www.augsburg.edu/registrar. Weekend College, Rochester, and Partner Hospitals program students typically register for one or two course credits each trimester. Maximum credit load is 4.0 credits. Students registered for at least two course credits in one term are considered full time for that term. Students registered for one course credit are considered half-time for the term. The last day to initially register for courses in the Weekend College and the Partner Hospitals program (Weekend College) is the last business day before the term begins. After initial registration, Weekend College students may add individual classes to their current schedule or withdraw without notation through Friday after the first class weekend. The signature of the instructor is required to add a class after the class meets. Students may petition the Committee on Student Standing for permission to add a class through the Thursday prior to the second class weekend. There is a fee for this petition. The last day to petition to add a class is the Thursday prior to the second class weekend. 98 Students registered for Weekend College T1/T2 courses may add or withdraw without notation through the Friday after the first weekend class meeting. Changing grade option or withdrawing with a W is allowed through the Tuesday after the second weekend class meeting. The last day to initially register for courses on the Rochester campus is the last business day before the term begins. After initial registration, Rochester students may add individual classes to their current schedule and/or withdraw without notation through Monday after the first week of classes. The signature of the instructor is required to add a class after a class meets and it must be processed through the Enrollment Center. Students may petition the Committee on Student Standing for permission to add a class through the Friday prior to the second week of classes. There is a fee for this petition. The last date to petition to add a class is the Friday before the second week of classes. Students registered for Rochester T1/T2 courses may add or withdraw without notation through the Monday after the first week of the class. Changing grade option or withdrawing with a W is allowed through the Monday after the second week of the class. Separate rules apply to Summer School. Late course registrations may be subject to additional late fees. ACTC school course listings are also available online and should be checked to verify the correct meeting times and room assignment. As some courses are offered only in alternate years, students should also consult with departmental advisers when planning their academic program. Summer session and graduate program courses are published in separate schedules. Specific information on registration and help with registration on other campuses are available from these offices: Enrollment Center—612-330-1046 Academic Advising—612-330-1025 Augsburg for Adults—612-330-1782 Rochester Program—507-288-2886 Crossover Registration Policy Every Augsburg undergraduate student is admitted to a “home program,” either day, Weekend College, or the Rochester Program. It is expected that students will complete most of their degree requirements through their home program. However, full-time students may register for up to 1.0 credits per term outside their home program. Enrollment will be based on class availability. Students will be charged the rate of their home program for courses in which they enroll outside their home program. The rate will be based on the maximum credit load they are carrying on any calendar date over the span of the two terms. For example, a day program student taking 2.0 credits in the day program, and 1.0 credits in the WEC program, will be considered full-time and will be charged the full-time day program tuition rate. A WEC student taking 2.0 credits in the WEC program, and 1.0 credits in the day program, will pay the WEC tuition rate x 3.0 credits. Day students taking over 4.5 credits will pay the day part-time rate for any credits over 4.5 in their combined day/WEC load (Spring day term will include both winter WEC and spring WEC). The maximum number of credits that may be included in the day full-time tuition rate for students who cross-register is 4.5. Students have registration priority in their home program. Crossover registration dates are published on the registrar’s office webpage. There is a special crossover registration form that must be processed at the Enrollment Center. This registration option is not available by Web. The WEC, Rochester, and Partner Hospitals programs are not part of the ACTC (Associated Colleges of the Twin Cities) tuition exchange program. WEC/Rochester/hospital students may NOT 99 cross over to attend ACTC courses. Students must have completed their undergraduate degree and be admitted to a graduate program before taking graduate level courses from that program. (An exception is made for approved courses in the Department of Nursing and the joint BA Accounting/MAL.) Undergraduate students enrolled in graduate courses will pay the graduate rate for those courses. Any student enrolled in an Augsburg graduate level program wishing to take an undergraduate course will pay the rate of the program in which the course is offered (Day, WEC, or Rochester). Change of Program Students may apply to change their “home program” by filling out a Change of Program form available at the Enrollment Center. The change will take effect the following term. Changes are limited to one each academic year. A Change of Program form must be submitted before the term begins. Students registered in spring Day may not do a change of program into spring WEC. Withdrawal from College Students are urged not to abandon courses for which they are registered because this will result in a failing grade on their official academic record. Cancellation of courses or withdrawal from College must be completed in the Enrollment Center. A Withdrawal from the College form may be obtained at the Enrollment Center or downloaded from the registrar’s webpage. The last day to file for a Withdrawal from College is the last day of classes prior to finals week. Withdrawal from college and any consequential adjustments in accounts are effective as of the date the Withdrawal from College form is returned to the registrar’s office. Students must be re-admitted to the College when they are ready to resume their studies. The Application for Readmission form is available from the Enrollment Center or can be downloaded from the registrar’s webpage. Students are responsible for keeping the registrar’s office informed of their current mailing address. Military Called to Active Duty Augsburg College will allow students to withdraw from courses without penalty if they are called to active duty as military reservists, National Guard, or for other military service. This shall include a 100 percent refund of tuition and fees upon verification of call to active duty. The student must provide a copy of their orders to the registrar. If the student is called to duty after the deadline to drop a course, the registrar will place a W for the course(s) along with a notation on the transcript that the student was called to active duty. This is to assist the student with any financial aid complications that may arise and also indicate that the withdrawal was outside of the student’s control. Alternatively, the College supports faculty in enabling students who are called to active duty and have substantially completed a course, to assign a grade based upon the coursework completed, or work out an “incomplete” agreement. Students who are able to complete some of their courses would have their refund adjusted to reflect this. Students who are being placed on active duty should contact the registrar and/or the dean’s office as soon as possible so the College can notify all parties and aid in this process. Student Standing Committee The Student Standing Committee reviews requests for exceptions to academic policies. Typically, the committee considers requests for: • Minor exceptions to academic requirements and/or approval of transfer course 100 substitutions • Extending time for an incomplete • Permission to take a course overload • Student schedule changes after registration deadlines (adding, withdrawing, or grade option changes) Note: Petitions for an exception to published registration deadlines will require a $50 petition fee attached to the petition. This fee is non-refundable regardless of the outcome of the petition. Petitions involving adding or dropping courses/withdrawing from college after the deadline must be submitted within six months of the published registration deadlines for the term involved. For petitions requesting a late registration, any student account holds must be cleared before submitting the petition. Students who are allowed to add a course by petition after the published petition deadline will incur a $150 late registration fee per course. In addition, the committee reviews students’ transcripts in determining academic probation or dismissal from the College on academic grounds. The committee also hears appeals from students who have been dismissed for academic reasons. The committee reviews student requests for readmission to the College after dismissal or returning after leaving while on probation, or students readmitting to the College immediately after a term from which they withdrew from College. The committee typically meets every other week throughout the school year (September-April), and once a month during summer. Petition Process Step 1: Pick up a petition form at the Enrollment Center or download from the registrar’s webpage, www.augsburg.edu/registrar/. Step 2: Fill out the petition form completely. Include documentation for illness or family emergency. Have your adviser, instructor, or department chairs sign and add comments concerning your request. Petitions without comments from faculty will be returned for completion. Note: If petitioning for a change in registration, please submit a drop/add form signed by both the instructor and student. Step 3: Return the completed petition form to the Office of the Registrar/Enrollment Center; include signed drop/add form and $50 check if applicable. Step 4: After the committee meets, a copy of the petition with the committee’s decision is returned to the student. Day students will receive this notice in their campus box. WEC and Rochester student petitions will be mailed to their home address. Catalog Applicability Students must fulfill the general education requirements that were in effect when they matriculated at Augsburg. Students may elect to satisfy the departmental major requirements of any of the catalogs in effect during their years of enrollment. However, students who are readmitted after more than six years away from the College must complete the departmental major requirements of the most current catalog at the time of readmission or any one of the catalogs in effect during their subsequent years of continuous enrollment at Augsburg. Second Majors and Degrees Students who graduated from Augsburg and are returning to complete a second major will not be awarded a second degree unless it is different from the original degree awarded. (BA, BM, BS) Students cannot earn multiple degrees for the same major, though it is possible to earn multiple degrees from the same academic department if the majors are distinct. For example, a student cannot 101 earn both a BA in computer science and a BS in computer science, but may earn a BS in computer science and a BA in computational philosophy. Evaluation of Transfer Credit The evaluation of transfer credits is completed by the Office of the Registrar and is based on a student’s official transcript. College credit is granted for liberal arts courses completed at regionally accredited institutions with a grade of 2.0/C or better. Liberal arts courses are defined as courses similar in nature, content, and level to those offered at Augsburg. Augsburg does not grant transfer credit for developmental-remedial courses, vocational-technical courses, or continuing education units (CEUs). Courses with grades of C-, CD, or below do not transfer to Augsburg College. Competency credits and exam credits issued by another institution may and will be evaluated on a individual basis. The registrar’s office evaluates coursework for credit and for applicability toward Augsburg Core Curriculum requirements. Academic departments are responsible for evaluating the applicability of coursework toward a student’s major or minor. The College requires that certain courses and a minimum number of courses be taken at Augsburg. (Refer to the Residence Requirements section of the catalog.) Augsburg operates on a course credit system rather than semester or quarter hours. Augsburg course credits are equivalent to four semester hours or six quarter hours. Transfer credits that have been reported to Augsburg as semester or quarter hours are converted to Augsburg course credits by dividing by four or six respectively. Augsburg College limits transfer credit from two-year colleges. Students may transfer a maximum of 64 semester credits (96 quarter credits) from two-year colleges. Once a student reaches this credit limit, no additional credits will transfer from two-year institutions toward the minimum number of course credits required for a bachelor’s degree. However, courses taken beyond the credit limit can be used to meet liberal arts and major requirements. Courses and credits that are accepted in transfer are reported on the student’s transcript. Grades and grade points from other institutions are not transferred to Augsburg and are not included in the student’s cumulative grade point average. Students should consult with their faculty adviser and the Office of the Registrar before taking courses at other institutions to ensure compliance with transfer credit policy and residency requirements. (Refer to the Residence Requirements section of the catalog.) MnSCU Transfer Students Completion of the Minnesota Transfer Curriculum (MnTC) with a cumulative grade point average of 2.5 or higher will satisfy Augsburg’s Liberal Arts Foundation requirements and will reduce the Search for Meaning requirement to one course (REL 300). Students will be granted credit for transferable courses graded C or better. To qualify for this transfer program, the MnTC must be completed prior to enrollment at Augsburg. Completion of the Associate of Arts degree with the MnTC and a cumulative grade point average of 2.5 or higher will satisfy Augsburg’s Liberal Arts Foundation requirements, will reduce the Search for Meaning requirement to one course (REL 300), and will waive one of two Lifetime Fitness requirements. Students will be granted credit for transferable courses graded C – or better. Transfer courses that equate to Augsburg’s requirements of Effective Writing, entry level math, and modern language must have a grade of C or better in order for credit to be granted. To qualify for this transfer program, the A.A. degree and MnTC must be completed prior to enrollment at Augsburg. Note: Additional prerequisite coursework beyond the AA degree may be required in some Augsburg majors. Students are advised to consult an academic adviser in the major department to 102 discuss major requirements. Courses with C–grades or below will not be accepted as prerequisites or for application to majors. Admission to a major—a separate process from admission to the College—is sometimes required. Please check with the Office of Undergraduate Admissions and consult the departmental section of this catalog. Advanced Transfer Students Students who enter Augsburg with 13 or more course credits accepted in transfer are considered Advanced Transfer Students. The Augsburg Core Curriculum will be adjusted for advanced transfer students as outlined below: • Complete REL 300 Bible, Christian Theology, and Vocation instead of REL 100 and REL 200 • Waiver of Augsburg Seminar requirement • Waiver of Engaging Minneapolis • Waiver of the Entry-level Critical Thinking Assessment • Waiver of one Lifetime Fitness requirement (depending on transfer evaluation) All Augsburg Core Curriculum requirements not mentioned above remain unchanged for Advanced Transfer Students. *Waivers for Advanced Transfer are determined at the time of initial entry into Augsburg and will not be granted for courses completed after initial enrollment. Transfer Credit for Military Experience Students are welcome to submit their military transcripts to the Office of the Registrar for transfer credit evaluation. A military transcript will contain credit recommendations from the American Council on Education (ACE) for training and courses completed in the U.S. Armed Services. Augsburg will review a military transcript to determine if any of the credit recommendations contained within it meet transfer credit guidelines. Army records maintained by AARTS: http://aarts.army.mil Navy and Marine Corps records maintained by SMART: https://smart.navy.mil Coast Guard records maintained by U.S. Coast Guard Institute: www.uscg.mil/hq/cgi/ve/official_transcript.asp Air Force Records: Air University and Community College of the Air Force are regionally accredited institutions. Students should submit official transcripts from these schools during the admission process. Graduation Requirements The responsibility for ensuring that all degree requirements are satisfied rests with the student. All students are required to file a graduation application with the registrar’s office one year prior to graduation. Faculty advisers, the Academic Advising staff, department chairs, and the registrar staff are available for counsel and assistance in program planning. Students who enter an academic program with a bachelor’s or higher degree should contact the Office of the Registrar about specific requirements for a second bachelor’s degree or for the equivalent of a major. See Special Students section (Second Degree). 103 Each student is required to apply for graduation at the end of his or her junior year to confirm remaining graduation requirements. Application forms are available at the Enrollment Center or on the registrar’s webpage. All degree and course requirements must be completed and verified in the Office of the Registrar in order for the degree to be conferred. (There may be no incompletes or open courses on the academic record.) Requirements for Undergraduate Graduation Degree requirements include completion of a minimum number of credits, a major, the Augsburg Core Curriculum, a minimum GPA in major(s)/minor(s) and in total coursework, and residence. 1. Completion of 32 course credits—No more than these maximums may be applied toward the 32 total course credits required: two course credits by independent/directed study; four course credits of internship; and six course credits with a grade of Pass (P). To graduate with Latin honors, students may take no more than two elective P/N graded course credits. Each department sets its own limitations on the number of P/N graded courses that may be applied toward the major and minor programs, but normally students may apply no more than two course credits with P grades toward a major and no more than one course credit with a P grade toward a minor. The Department of Education is an example of a department that allows students to apply more than two course credits with P grades within the major program (two in major field courses plus student teaching). 2. Completion of a Major—Requirements for each major are listed under the departmental headings. 3. Completion of the Augsburg Core Curriculum —Requirements for the Augsburg Core Curriculum are listed in the next section. 4. Grade Point Average —Students must earn a minimum overall grade point average of 2.00. Additionally, all majors and minors require at least a 2.00 grade point average in coursework for the major or minor. Some majors, licensure, and certification programs require a higher grade point average or a minimum grade in each course. See the departmental section for details about the grade and grade point average for individual majors and minors. 5. Residence —A minimum of 8.0 course credits must be completed through Augsburg College. Additionally, no fewer than 6.0 of the last 8.0 course credits must be completed at Augsburg or within an approved exchange program (ACTC, McNally Smith, or Augsburg Abroad). Transfer courses and Assessment of Previous Learning (APL) credits are counted against the residency requirement. Therefore, students are encouraged to complete transfer work and APL credits prior to reaching senior standing. Some departments have a minimum number of courses that are required in residence within the major or minor. Consult the catalog description of the major/minor or the chair of the department for further information. The Augsburg Curriculum The Augsburg Curriculum is comprised of three main components: the core curriculum (or general education requirements), major requirements, and electives. Some students may need to complete entry-level skill courses before enrolling in college-level classes. The general education requirements, known as the Augsburg Core Curriculum, include signature courses and experiences, a liberal arts foundation, and skills development. Entry Level Skills Critical Thinking, Math, Writing (Assessments and Placements) 104 Core Skills Effective Writing Modern Language Lifetime Fitness The Augsburg Core Curriculum The Augsburg Signature Curriculum Christian Vocation and the Search for Meaning I and II The Augsburg First Year Augsburg Seminar Engaging Minneapolis Many Voices Project Augsburg Experience Senior Keystone The Liberal Arts Foundation Natural Sciences and Math Social and Behavioral Sciences Humanities Fine Arts Electives Majors Graduation Skills Critical Thinking Quantitative Reasoning Speaking Writing The Augsburg Core Curriculum The Augsburg Core Curriculum is designed to prepare students to become effective, informed, and ethical citizens through their engagement in a curriculum that: • Provides a liberal arts foundation and promotes the acquisition of intellectual and professional skills; • Calls for common inquiry into questions of Christian faith and the search for meaning; and • Cultivates the transformative discovery of, and appreciation for, the student’s place of leadership and service in a diverse world — vocatio and caritas. The curriculum has three major components: • The Augsburg Signature Curriculum • The Liberal Arts Foundation • Skills Requirements Skills Requirements Entry Level Skills Assessments There are entry level skills assessments in: 105 • Critical Thinking • Mathematics • Writing Placement in writing, math, and critical thinking courses is determined by assessments. These assessments are a prerequisite for (not completion of) core and graduation skills course requirements. Critical Thinking Assessment and Requirement Students identified as needing the entry level critical thinking skill component, based on review of their past academic work, are required to complete GST 100 with a minimum grade of 2.0 or better. Mathematics Assessment and Requirement All students are required to have their math placement group (MPG) determined. In some cases, students who have transferred a mathematics course taken at another college may have their MPG determined by the registrar’s office. All other students must take the Augsburg Math Placement Exam, which is administered by Academic Advising. The exam is given during College registration sessions and at other announced times during the year. Practice questions and other information are available from Academic Advising. Based on the math assessment result, students will be enrolled in the appropriate courses or advised on preparation for retaking the math placement exam. Students may retake the Math Placement Exam once during their first term of enrollment. Students are required to take the Math Placement Exam before registering for the first term and should achieve MPG 3 by the end of their first year at Augsburg. Students in MPG 1 must take MAT 103 to advance to MPG 2. Students in MPG 2 must take MAT 105 to advance to MPG 3. Students in MPG 3 must take MAT 114 to advance to MPG 4. No other MAT course changes a student’s MPG. A grade of Pass or 2.0 or higher is required to advance to the next math level. Students are encouraged to advance their MPG as soon as possible. Students must achieve Math Placement Group (MPG) 3 or higher to graduate. In addition, many courses require MPG 2, 3, or 4 as a prerequisite. Writing Assessment and Requirement A writing sample is required of students to determine their placement in an appropriate writing class. Students having completed AP (Advanced Placement) courses in composition must have a score of 4 or 5. Students who need to develop competence in composition skills—such as stating and supporting a thesis, organizing clearly, and constructing paragraphs and sentences—are required to enroll in Developmental Writing (ENL 101) where they receive more individual instruction than is possible in Effective Writing (ENL 111). These students must pass Developmental Writing (ENL 101) with a grade of P, 2.0, or higher before enrolling in Effective Writing (ENL 111). Unless they have received formal approval of a course equivalent to ENL 111 on their transfer evaluation, transfer students must also take the writing placement exam. Students entering Weekend College or the Rochester program do not take the Writing Assessment. Core Skills Requirements Effective Writing ENL 111 Effective Writing or ENL 112 Advanced Effective Writing or the equivalent with a grade of 106 2.0, P, or higher, is required. Attendance the first day of class is required. Students should complete Effective Writing by the middle of the sophomore year. Modern Language For students who have not previously studied a modern language, completion of a two-course sequence in the same language with a minimum grade of 2.0 or P in both courses is required. For a language previously studied, placement into the 211 level or successful completion (minimum grade of 2.0 or P) of 112 satisfies the graduation requirement. Placement into French, German and Spanish courses is based on assessment results from an online Brigham Young University evaluation tool. Students proficient in other modern languages may seek a placement evaluation through faculty fluent in the specified language at Augsburg or other ACTC schools. Availability of assessment in all languages is not guaranteed. Assessment is used for placement only and does not grant course credit. Students may audit, but will not receive course credit for any course taken below their placement level. The Department of Languages and Cross-cultural Studies may override assessment results as deemed appropriate. Modern language courses accepted in transfer may be applicable to this skills area for partial or full completion of the requirement. Students who have demonstrated competence in American Sign Language by passing an approved course sequence will have fulfilled the Modern Language Core Skill. Students whose first language is not English and whose score is below the minimum on the English Language Learners (ELL) placement test must fulfill the ELL requirement. The requirement is satisfied by successfully completing the ELL course(s) and achieving a score above the minimum on the ELL placement exam. Students who complete the ELL requirement fulfill the Modern Language Core Skill requirement. Contact Academic Advising or the English Department for additional information. More information can also be found in the English Language Learners section. Lifetime Fitness Two lifetime fitness courses are required. HPE 001 Foundations of Fitness is required of all students. The second course may be chosen from a variety of different Lifetime Activity courses (HPE 002, 003). Students may test out of the activity course by demonstrating proficiency from a selected lifetime activity. Proficiency exams are offered through the Health and Physical Education Department each semester. There is a fee to take the lifetime activity proficiency test. Intercollegiate athletes and Health and Physical Education majors may not test out of this requirement. Foundations of Fitness and Lifetime Activity courses are non-credit courses and are not included in the 32-course credit graduation requirement. The Augsburg Signature Curriculum Christian Vocation and the Search for Meaning Augsburg’s Signature Curriculum takes seriously the College’s identity as a college of the Evangelical Lutheran Church in America. Two required courses (REL 100 and REL 200) highlight Augsburg’s commitment to this identity and the College’s related interest in asking students to think critically about the concept of vocation. Faculty who teach these courses make the following commitments to their students: • You are welcome—whether you are Jewish or atheist, Buddhist or seeker, Catholic or Muslim, Baptist, Lutheran, uncertain, disinterested, or someone who is “spiritual but not religious.” Our Christian understanding is rooted in a generous spirit of hospitality. 107 • We will treat each other with respect as we learn how to engage in conversation with one another about our different values, commitments, convictions, and faith traditions. • We will challenge and support one another to develop a mature faith for our time—open to doubts and eager to explore our questions and the realities of our world and culture. • We will equip you with basic knowledge about vocation, religion, the Bible, and Christianity as well as about Judaism, Islam, Hinduism, and Buddhism—their stories, claims, and key concepts. • We will deepen our study of Christianity, explore Augsburg’s claim that “what we believe matters,” and invite you to continue the process of developing your own lived theology. • We will explore the concept of vocation and our understanding that we are beloved and called to live and serve as neighbors. We will explore the idea that vocation is a model and lens for viewing the connections between our basic beliefs and the commitments and actions we make in life. The Augsburg First Year In order to help them make the transition to college and their new community, first-year weekday program students are required to take courses containing the following components: Augsburg Seminar All students who enter the College as first-year students in the weekday schedule program must satisfactorily complete fall orientation and Augsburg Seminar (AugSem), a first-year learning community in their major or related area of academic interest. AugSem’s purpose is to help firstyear students embrace the expectations and benefits of being a member of a learning community at Augsburg College by: • Encountering the community • Engaging the learning process • Exploring the self as scholar AugSem equips students to become intentional learners, connects them to the larger Augsburg community, and helps them succeed in future college work. Engaging Minneapolis The Engaging Minneapolis requirement builds on Augsburg’s national leadership in experiential education as well as its commitment to its urban location. The course linked with their AugSem introduces students to the city as a resource for intentional learning, typically through civic engagement, cultural engagement, or service learning. Many Voices Project Embedded in ENL 111, 112, and HON 111 (see core skills requirements), the Many Voices Project engages first-year students in discussion of a common text addressing themes of cultural diversity and global awareness. Emphasizing ways in which written communication can promote understanding and productive engagement among different cultures and points of view, the Many Voices Project is intended to teach skills and methods that promote successful communication between diverse writers and readers. Augsburg Experience All students must complete at least one approved Augsburg Experience as a requirement for graduation. Augsburg Experiences highlight the College’s commitment to experiential education and active participation in the broader community, both locally and globally. Five categories of approved 108 experiential learning opportunities are recognized as Augsburg Experiences: internships (including fieldwork, practicums, and student teaching), faculty-student research, service learning/community service, study abroad, and off-campus immersion experiences. An Augsburg Experience integrates experiential learning with academic learning. It demonstrates enhanced learning and reflects research and best practices in experiential education. Approved Augsburg Experiences meet two criteria: (1) integrate experiential learning with academic learning and (2) link on-campus learning to the goals, mission, needs, or ideas of off-campus people, organizations, and/or communities, either through community partners, professional activities, and/ or travel. Augsburg Experiences may be embedded in designated courses that are part of the regular class schedule or may be completed for zero credit outside the regular class schedule. The length of time required, credit/no-credit status, and grading options for approved Augsburg Experiences vary. Senior Keystone The Senior Keystone course provides a final opportunity for exploring the central themes of an Augsburg education—vocation and the search for meaning in a diverse and challenging world. Students reflect on the meaning of their educational experiences and consider issues of transition as they prepare for their lives after Augsburg. Most Keystone courses also meet major requirements. The Senior Keystone course in each department connects the broad liberal arts foundation with the professional skills and in-depth study of the major. It asks graduating students to think critically, reflectively, and ethically about their place in the world as leaders and servants. The official list of approved keystone courses is found on the registrar’s webpage—under the heading General Education Requirements, click on Senior Keystone. The Liberal Arts Foundation The Liberal Arts Foundation courses introduce students to knowledge and modes of inquiry across a wide range of disciplines and subjects. The course offerings in the traditional liberal arts provide the opportunity for students to acquire a broad and solid foundation for their specialized study and professional preparation. Students choose two approved LAF courses from two different departments in each domain: Natural Sciences and Mathematics; Social and Behavioral Sciences; Humanities; and Fine Arts. The official list of approved LAF courses is found on the registrar’s webpage—under the heading General Education Requirements, click on Liberal Arts Foundation. Natural Sciences and Mathematics Two approved courses from two different departments: Biology, Chemistry, Mathematics, Physics. One must be a lab science course. Social and Behavioral Sciences Two approved courses from two different departments: Anthropology, Economics, Environmental Studies, Political Science, Psychology, Sociology Humanities Two approved courses from two different departments/programs: American Indian Studies, Communication Studies, English, History, Philosophy, Religion, Languages and Cross-Cultural Studies (literature and culture courses), Women’s Studies Note: The signature Search for Meaning (REL 100, 200, or 300) courses do not count as humanities Liberal Arts Foundation requirements. 109 Fine Arts Two approved courses or approved activities from two different departments: Art, Film, Music, Theatre Arts. One fine arts LAF requirement can be met by participating in one of the following: • Four semesters in any combination of the major choral ensembles listed (MUE 111, 112, 114, 115) • Four semesters of orchestra (MUE 121) • Four semesters of concert band (MUE 141) Graduation Skills Requirements An Augsburg education includes enhancement of certain skills during the years in college. Critical thinking, quantitative reasoning, speaking, and writing skills are deliberate components of certain courses. Graduation skill requirements typically are embedded in required courses in the major. Some departments, however, designate courses outside the major or elective courses in the major that fulfill these requirements. The Quantitative Reasoning (QR) skill has two components: foundational skills and the application of those skills. Courses in which foundational quantitative reasoning skills are taught have a QF designation. Courses that contain an embedded project in which students apply and practice those foundational skills have a QA designation. Courses that provide both foundational skills and an application project have a QFA designation. MPG 3 (Math Placement Group 3) is a prerequisite for all quantitative reasoning QF and QFA courses. Departments may designate one required course with a QF designation and one required course with a QA designation (departments may also designate a list of QF or QA courses from which students can choose); OR, departments may designate a QFA course that fulfills the Quantitative Reasoning skill (departments may also designate a list of QFA courses from which students can choose); OR, departments may list this skill as embedded. See department and program pages in this catalog, consult the graduation skills catalog supplement found online on the registrar’s webpage, or consult the department chair for more information. Core Curriculum Modifications Some majors that result in a Bachelor of Science degree give students the ability to modify their Core Curriculum requirements in one of the following ways. Bachelor of Science/Liberal Arts Foundation (LAF) Waiver—Students who elect the Bachelor of Science/LAF Waiver must complete at least six of the eight LAF requirements, provided at least one course is taken in each of the four domains. (e.g., two Natural Science and Mathematics courses, two Social and Behavioral Science courses, one Fine Arts course, and one Humanities course) The following majors are approved for the Bachelor of Science/LAF Waiver: • Biology • Chemistry • Clinical Laboratory Science • Elementary Education • Health Education (teaching licensure only) • Mathematics • Music Therapy • Nursing • Physical Education (teaching licensure only) 110 • Physics Bachelor of Science/Modern Language Waiver—Students who elect the Bachelor of Science/ Modern Language Waiver are not required to complete modern language courses as part of their degree. The following majors are approved for the Bachelor of Science/Modern Language Waiver: • Biology • Chemistry • Clinical Laboratory Science • Mathematics • Music Therapy • Nursing • Physics Evaluation and Grading Explanation of Grades The official delivery of end-of-term grades to students is online via the AugNet Records and Registration website. Student achievement in courses is measured by final examinations, shorter tests, written papers, oral reports, and other types of evaluation. Most courses are offered with grading options—traditional grading on a 4.0 to 0.0 scale or the Pass/No credit system, in which P means a grade of 2.0 or better and N means no credit and a grade of less than 2.0. Pass/No Credit Students who choose the P/N option are cautioned: • In order to receive a grade of P, a student must achieve at least a grade of 2.0. • Some graduate and professional schools do not look favorably on a large number of Pgraded courses, or rank each as a C. • Maximum number of course credits taken P/N that may be applied to graduation is six course credits with a grade of Pass (P). • P-graded courses do not count toward the requirement that 14 tradition-ally graded course credits be earned at Augsburg in order to be considered for Latin Honors. Transfer students should be especially aware of this requirement. • To be eligible for graduation with Latin Honors, students may elect only two P/N credits. • See P/N limitations in the Graduation Requirements section. Certain courses have restrictions and are offered on one grading system only (e.g., lifetime activities are graded only P/N). In courses where there is a choice, students will be graded on the traditional system unless they indicate on their registration that they wish to use the P/N grading option. Any changes in choice of grading system must be made according to dates published each term. Numeric Grades Numeric grades are used with these definitions: 4.0 Achieves highest standards of excellence 3.5 3.0 Achieves above basic course standards 2.5 111 2.0 Meets basic standards for the course 1.5 1.0 Performance below basic course standards 0.5 0.0 Unacceptable performance (no credit for the course) Grades of P (Pass) or S (Satisfactory) or N (No credit) are not computed in the grade point average. Incomplete (I) Grades An incomplete grade (I) may be awarded when the instructor grants permission after determining that a student emergency may delay completion of coursework. Students who receive an incomplete grade should be capable of passing the course if they satisfactorily complete outstanding course requirements. To receive an incomplete grade, a student must file an Application for Incomplete Grade form by the end of the term with the Office of the Registrar that states the reasons for the request, outlines the work required to complete the course, and includes the course instructor’s signature. The instructor may stipulate the terms and conditions that apply to course completion; however, students may not attend the same course (or a portion of the same course) in a following term with an incomplete grade. The student must complete the outstanding work in enough time to allow evaluation of the work by the instructor and filing of a grade before the final day of the following academic term in the student’s program. If the work is not completed by the specified date of the following academic term, the grade for the course becomes 0.0. Extension (X) Grades Internships, independent studies, and directed studies may sometimes last longer than one term. When this is the case, they must be completed by the grading deadlines within one year from the beginning