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Augsburg College Undergraduate Catalog, 1996-1998
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Augsburg College Undergraduate Catalog, 1996-1998
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Course Catalogs
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Show more f , , , - - / . . A -LA--,-- b I. a & ' - d ' - L' _ - 1 , , ' ' .* L ,1 L? e: c.: .- -1 ' :em7r.7 .- "& i" 2'-' ,:, ;, " Z "J L! (3 w s I ; 1 .c] 7, ,&, ,:: , L 1 r-7 5 2 4 2 . .. . <.' : -.; ; : . 1 . -. - . ;. , . .~. -11 - I .G -. .. -. - , . K > 7 Z kP: 2 ?< ;z v- - Ll. .,:t - . _ 1 -- ..A' .. I . . " . .. ::: I '- - ..- - -- 2' ( I f" i I .? , - .- , -IL I - .. I.. -- - .:, : 4 . . - C .. - I ,' I = .: .;. I I - . - . , , -- , -- I I :' I L ' .. - . -1 -- 4 11 -4' A - L I - A Greeting from the President Welcome to Augsburg College from all of us who teach, study and work here. It is always a pleasure to introduce the Augsburg experience to prospective students and to welcome new and returning students. Some people refer to us as "the small town campus in the heart of the city." That phrase does indeed capture our character and our strength as a college. Augsburg is an affordable, quality liberal arts college of the church, a place where people know and care about you. Here you can also gain "real world" experience to complement your education - before you enter the workplace for the first time. The College continues to grow and build on its long tradition of academic excellence. I invite you to become a part of the Augsburg experience by joining this caring and diverse community of learners and teachers. I look forward to meeting you on campus. Sincerely, Charles S. Anderson, Ph.D. President Fall Term 1996 Summer ......................................... Freshman regstration Sept. 1-3/Sun.-Tues. ....................New student orientation Sept. 4/Wed. ................................. Upperclass validation Sept. 4/Wed. .................................Classes begin Sept. 10/Tues. ............................... Last day to register Sept. 10/Tues. ............................... Last day to add a class, drop a class without notation on record Oct. 25/Fri. ....................................Mid-term break begins Nov. 8/Fri. .................................. Last day to designate grading option Nov. 15/Fri. .................................. Last day to withdraw from class Nov. 18-Dec. 6/Mon.-Fri. ........... Interim registration Nov. 18-Dec. 6/Mon.-Fri. ........... Spring term registration Nov. 28/Thurs. .......................... Thanksgiving recess begins Dec. 2/Mon. ..................................Classes resume Dec. 13/Fri. ................................... Classes end Dec. 16-19/Mon.-Thurs............... Final exams Interim Term 1997 Jan. 6/Mon. ................................... Interim classes b e p Jan. 7/Tues. ................................... Last day to register, add a class, or drop a class without notation on record Jan. 17/Fri. ................................... Last day to designate grading option, or withdraw from , class Jan. 29/Wed. .................................Classes end Spring Term 1997 Feb. 3/Mon. ................................... Classes begin Feb. 7/Fri. ...................................... Last day to register Last day to add a class or drop a class without notation Feb. 7/Fri. .................................. on record Mar. 24/Mon. ................................Mid-term/Easter break begins Apr. 1/Tues. ................................ Classes resume . ......... Last day to designate grading option Apr. 11/Fri. .................... . Apr. 18/Fri. ................................... Last day to withdraw from a class Apr. 28-May 9/Mon.-Fri. ............ Early regstration for fall May 16/Fri ................................. Classes end May 19-22/Mon.-Thurs. .............Final exams May 25/Sun. ................................. Baccalaureate/Commencement 1997-1998 ACADEMIC CALENDAR rENTATlVE - CONSULT THE 1997-1998 ACTC CLASS SCHEDULE OR AUCSBURC IECISTRAR'S OFFICE FOR CHANCES Fall Term 1997 Summer .......................................... Freshman registration Aug. 31-Sept. 2/Sun.-Tues. ........ New student orientation Sept. 3/Wed. ................................. Upperclass validation Sept. 3/Wed. ................................. Classes b e p Sept. 9/Tues. ................................. Last day to register 3ept. 9/Tues. ................................. Last day to add a class, drop a class without notation on record Dct. 24/Fri. .................................... Mid-term break b e p s Nov. 7/Fri. ....................................Last day to designate grading option Nov. 10-28/Mon.-Fri. .................. Interim regstration Nov. 14jFri.. ................................. Last day to withdraw from class Nov. 17-Dec. 5/Fri.-Fri................ Spring term registration Nov. 27/Thurs. ............................. Thanksgving recess begins Dec. 1/Mon. .................................. Classes resume Dec. 12/Fri. ................................... Classes end Dec. 15-18/Mon.-Thurs. .............. Final exams Interim Term 1998 [an. 5/Mon. ...................................Interim classes begin [an. 6/Tues. ................................... Last day to register, add a class, or drop a class without notation on record [an. 16/Fri. .....................................Last day to designate grading option, or withdraw from a class [an.28/Wed. ................................. Classes end Spring Term 1998 Feb. 2/Mon. ...................................Classes begin Feb. 6/Fri. .................................... Last day to register Feb. 6/Fri. ........................... . ......Last day to add a class or drop a class without notation on record Mar. 23/Mon. ................................Mid-term break begins Mar. 3O/Mon.. ..............................Classes resume Apr. 9/Thurs. ................................Last day to designate grading option 4pr. 10/Fri. ...................................Easter break begins Apr. 14/Tues. ................................ Classes resume Apr. 17/Fri. ...................................Last day to withdraw from a class Apr. 20.-May l/Mon-Fri. ............ Early registration for fall May 15/Fri .................................... Classes end May 18-Zl/Mon.-Thurs. ............. Final exams May 24/Sun. ................................. Baccalaureate/Commencement 5 - Area Code 612 Academic Advising ............................................................................................................ 330-1025 330-1024 Academic Affairs ................................................................................................................... Admissions ............................................................................................................................. 330-1001 Toll free number ..............................................................................................1-800-788-5671 Alumni/Parent Relations .................................................................................................... 330-1171 330-1242 Athletics .................................................................................................................................. Business Office (fees and accounts) .................................... ............................................... 330-102s Career Services ......................................................................................................................330-1162 . . College Pastor/Campus Mlrustry ....................................................................................330-1732 330-118C College Relations (news and publications) ...................................................................... Conference/Events Coordinator ........................................................................................ 330-1105 ,.,..................................... 330-1612 Development (financial gifts to the college) ............................ Facilities Management ...................................................................................................... 330-1104 Financial Aid (scholarships) .................................... ..................................................... 330-1046 General Information (other office numbers; business hours only) ............................ 330-100C Graduate Programs .............................................................................................................. 330-17% Human Resources .................................................................................................................330-1058 Interim Office.........................................................................................................................330-1024 330-100C Lost and Found ...................................................................................................................... 330-1219 President ................................................................................................................................. . ...................................................................................... Registrar ....................................... . 330-103t Residence Life (Housing) ..............................................................................................330-1105 Student Activities Office ................................................................................................330-1113 Student Affairs ......................................................................................................................330-116C Student Government Office ................................................................................................330-lllC Summer School Office ..........................................................................................................330-179E Weekend College ..................................................................................................................330-1782 Mailing Address: 2211 Riverside Avenue Minneapolis. Minnesota 55454 Web Site Address: http: / /www.augsburg.edu Majors Offered - 8 About Augsburg - 9 Mission Statement - 9 History - 9 Campus Location - 11 Facilities and Housing Associated Support Organizations- 13 Accreditation and Membership - 14 Augsburg Facts and Fig1 Accounting General Accounting Managerial Accounting Public Accounting Art Art History Studio Art Biology Business Administration Business Administration/Finance Business Adrninistration/Intemational Business Business Administration/Management Business Administration/Marketing Chemistry (B.A. or B.S.) Communication General Communication Studies Mass Communications Organizational Communication Computer Science (B.A. or B.S.) Computational Economics East Asian Studies1 Economics Applied Economics Economics Economics/Business Administration Education Education Studies (non-licensure) Elementary Education Studies (nonlicensure) Kindergarten-Elementary (licensure) Secondary (non-major, licensure only) Engineering English ~ e i l t Education h 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 ' Social Science 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 Registrar's Office. Cooperative Program of the Associated Colleges of the Twin Cities and agreements with the University of Minnesota. It is possiblefor students to take beginning1 interrnediate/advanced courses not available at consortium colleges in Arabic, Chinese, Hebrew, Japanese, Russian, and other infrequently taught languages. Students register directly with the ACTC o f i e . 'Dual degree programs with the University of Minnesota Institute of Technology, Washington University School of Engineering and Applied Science and Michigan Technological University. 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. Select from 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). (See page 49 for a complete list of majors and minors.) This five-college consortium allows students to take courses on other campuses without charge. The ACTC includes Augsburg College, Harnline University, Macalester College, the University of St. Thomas, and the College of St. Catherine. We emphasize values, perspectives, experience and skills The heart of an Augsburg education is the Augsburg Curriculum - the College's general education program that structures your liberal arts studies through challenging and thought-provoking courses that require 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 t h d u n g and quantitative reasoning, to name a few. Thanks to Augsburg's prime location in the heart of a thriving metropolitan area, many courses are able to offer rich and varied learning opportunities in real-life situations through academic internships, experiential education, volunteer community service and cultural enrichment. In a sense, the resources of the Twin Cities are an extended campus for Augsburg students. Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as testaments to the College motto, "Education for Service," and to the Mission of the College: To nurture leaders in service to the world by providing high quality educational opportunities which are based in the liberal arts and shaped by the faith and values of the Christian Church, by the context of a vital metropolitan setting, and by an intentionally diverse campus community. A College of the Church Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September, 1869, in Marshall, Wisconsin, and moved to Minneapolis in 1872. The first seminarians were enrolled in 1874, and the first graduation was in 1879. l o 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, Georg Sverdrup, Jr., became president. He worked to develop college departments with an appeal to a broader range of students than just those intending to be ministers. Augsburg admitted women in 1922 under the leadership of Gerda Mortensen, Dean of Women. She spent the next 52 years at the College as a teacher and administrator. Professor Weenaas recruited two teachers from Norway - Sven Oftedal and Georg Sverdrup. These three men clearly articulated the direction of Augsburg: to educate Norwegian Lutherans to minister to immigrants and to provide such "college" studies that would prepare students for theological study. In 1874 they proposed a three part plan: first, train ministerial candidates; second, prepare future theological students; and third, educate the farmer, worker and businessman. The statement stressed that a good education is also practical. Augsburg's next two presidents also emphatically rejected ivory tower concepts of education. This commitment to church and community has been Augsburg's theme for over one hundred years. Education for Service Keeping the vision of the "non-elitist" college, Georg Sverdrup, Augsburg's second president (1876-1907),required students to get pre-ministerial experience in city congregations. Student involvement in the community gave early expression to the concept of Augsburg's motto, "Education for Service." In the 1890s, Augsburg leaders formed the Friends of Augsburg, later called the Lutheran Free Church. The church was a group of independent congregations committed to congregational autonomy and personal Christianity. This change made Augsburg the only higher educational institution of the small Lutheran body. But the college division was still important primarily as an attachment to the s ~ m i n a ~ . The College's mission assumed a double character - ministerial preparation together with a more general education for life in society. In 1937, Augsburg elected Bernhard Christensen, an erudite and scholarly teacher, to be president (19381962).His involvement in ecumenical and civic circles made Augsburg a more visible part of church and city life. After World War 11, Augsburg leaders made vigorous efforts to expand and improve academic offerings. Now the College was a larger part of the institution than the seminary, and received the most attention. Accreditation for the College Augsburg added departments essential to a liberal arts college, offering a modem college program based on general education requirements and elective majors. With curriculum change came a long effort to become accredited. The College reached accreditation in 1954, although many alumni had entered graduate schools and teaching positions long before that time. A study in 1962 defined the College's mission as serving the good of society first and the interests of the Lutheran Free Church second. The Seminary moved to Luther Theological Seminary (now Luther Serninarv) in St. Paul in 1963. About Auasbura l1 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, Umess Tower, the Christensen Center, Ice Arena and Murphy Place. Dr. Charles S. Anderson has led the College since 1980. He guides Augsburg's commitment to liberal arts education, spiritual growth and freedom, diversity in enrollment and programs and a curriculum that draws on the resources of the city as extensions of campus and classroom. Augsburg continues to grow under his leadership. Some of the accomplishments during his tenure include instituting three graduate degree programs, hosting national and international figures at College-sponsored forums and events, increased accessibility, and the addition of the Foss Center for Worship, Drama and Communication and the Oscar Anderson Residence Hall. Augsburg continues to reflect the commitment and dedication of the founders who believed: An Augsburg education should be preparation for service in community and church; Education should have a solid liberal arts core with a practical dimension in order to send out productive, creative and successful citizens; The city -with all its excitement, challenges and diversity - is an unequaled learning laboratory for Augsburg students. Augsburg is a quality liberal arts institution set in the heart of a great metropolitan center. There are now more than 13,000 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, leadership and education-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 centers -Riverside Medical Center - is adjacent to the campus, with the Mississippi River and the Seven Comers theater district just a few blocks away. Downtown Minneapolis and St. Paul, home to a myriad of arts, sports, entertainment and recreation opportunities, are just minutes west and east via Interstate 94, whch forms the southern border of the campus. (See map in back.) Convenient bus routes run throughout the city and connect with the suburbs. Reaching the Twin Cities is easy. Most airlines provide daily service to Minneapolis-St. Paul International Airport, and bus or train connections can be made from all areas of the United States. l2 About Augsburg W FACILITIES AND HOUSING Instruction facilities and student housing at Augsburg are conveniently located near each other. A tunnel/ramp/ skyway system connects the two tower dormitories, the five buildings on the Quadrangle, plus Music Hall, Murphy Place, and the Foss, Lobeck, Miles Center for Worship, Drama and Communication. Admissions Office - The central Admissions Office is located at 628 21st Avenue South and provides offices for the admissions staff and a reception area for prospective students and their parents. American Indian Support Program and Afrikana Support Program Offices Located at 620 21st Avenue South, these programs provide support services and information to American Indian and Black students. Anderson Hall -Named in honor of Oscar Anderson, president of Augsburg College from 1963 to 1980, this residence hall is the newest building on campus. Located at 2016 S. Eighth Street, Anderson Hall contains four types of living units and houses 192 men and women and the Physician Assistant Program. (1993) Anderson-Nelson Athletic Field - The athletic field, located at 725 23rd Avenue South, is the playing and practice field of many of the Augsburg teams. An airsupported dome covers the field during the winter months, allowing year-around use. Center for Global Education Located at 609 22nd Avenue South, provides offices for the Global Center staff and a resource room for those interested in global issues. It is also the office for the Coordinator of Academic Programs Abroad. East Hall -Houses the Minnesota Minority Education Partnership (MMEP) and the Center for Atmospheric Space Sciences at 2429 S. Eighth Street. Foss, Lobeck, Miles Center for Worship, Drama and Communication Establishes a new "front door" for the College on Riverside Avenue. The Foss Center is named in recognition of the gifts of Julian and June Foss and was built with the additional support of many alumni and friends of the College. The TjornhomNelson Theatre, Hoversten Chapel and the Arnold Atrium are also housed in this complex, which provides space for the Campus Ministry program, 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 CLASS (Center for Learning and Adaptive Student Services) Program, the Groves Computer Lab, the Karen Housh Tutor Center and the John Evans Learning Laboratory. (1988) Christensen Center - Center with spacious lounges and recreational areas, dining areas, bookstore and offices for student government and student publications. The JeroyC. Carlson Alumni Center Named in 1991 to honor Jeroy C. Carlson, senior development officer and former alumni director, upon his retirement from Augsburg. The Center also houses the offices of Alumni/Parent Relations and is located at 2124 S. Seventh Street. College Relations House - Located at 709 23rd Avenue South, provides offices for College Relations staff, who oversee public relations and publications for the College. Ice Arena - Two large skating areas for hockey, figure skating and recreational skating for Augsburg and the metropolitan community. (1974) About Augsburg 13 Library/lnformation Technology Center (under construction) - This new four-level brick structure is scheduled to open during the 1997-'98 academic year. It will house all library functions and bring together the computer technology resources of the College. construction is in progress on the block of campus bordered by 22nd and 21st Avenues, and by Riverside Avenue and Seventh St. Melby Hall -Named in honor of J. S. Melby (dean of men from 1920 to 1942, basketball coach and head of the Christianity Department). It provides facilities for the health and physical education program, intercollegate and intramural athletics, fitness center and general auditorium purposes. (1961) Mortensen Tower - Named in honor of Gerda Mortensen (dean of women from 1923to 1964), it has 104 one and twobedroom apartments that house 312 upperclass students, plus conference rooms and spacious lounge areas. (1973) Music Hall - Contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal halls, music libraries, practice studios and offices for the music faculty. (1978) Old Main - Home for the Modem Language and Art Departments, with classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency with architectural details from the past. It is included on the National Register of Historic Places. (1900) Science Hall - Houses classrooms, well-equipped laboratories, a mediumsized auditorium and faculty offices. In 1960 the Lisa Odland Observatory on the roof was completed. (1949) South Hall and Annex Houses - All are located in or near the campus area and provide additional housing accommodations for students, faculty and staff. George Sverdrup Library - Named in honor of Augsburg's fourth president, it contains reading rooms, seminar rooms, work rooms, the Augsburg archives, classrooms and faculty offices. (1955) Sverdrup-Oftedal Memorial Hall Named in honor of Augsburg's second and third presidents, it provides space for administrative and faculty offices. (1938) 2222 Murphy Place -Houses offices for Weekend College, Graduate and Special Programs, Cooperative Education and classrooms. (1964) Urness Tower -Named in honor of Mr. and Mrs. Andrew Umess, who have p e n several generous gfts to the College. The tower provides living quarters for 324 students. Each floor is a "floor unit," providing 36 residents, housed two to a room, with their own lounge, study and utility areas. (1967) ASSOCIATED SUPPORT ORGANIZATIONS Augsburg College has a commitment to lifelong learning and to programs which increase both individual and group understanding and achievement. In addition to the programs listed below, the College is also home to Elderhostel and College of the Third Age programs. Inter-Race: The International Institute for Interracial Interaction - Inter-Race facilitates interracial understanding in families, schools, places of work, communities and society. The Institute provides training and consultation, research, education, resource centers, publications, l4 About Augsburg - public policy and legal study in five centers. Inter-Race is located at 600 21st Avenue South. Minnesota Minority Education Partnership (MMEP) -The Minnesota Minority Education Partnership, Inc., is a nonprofit membership organization that works closely with students, the communities of color and representatives from education, business, government and nonprofits to develop programs that help students of color succeed academically. By drawing on the talents and resources of others concerned with the success of students of color, MMEP creates collaborative, workable approaches to complex problems. MMEP believes that concentrating on the needs of students of color helps them move from thinking to doing, from wanting to having, and from dreaming to achieving. The MMEP office is located in East Hall. Nordic Center - The Nordic Center promotes interest in contemporary 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. Augsburg Youth and Family Institute - The Institute is designed to help churches better serve the c h a n p g needs of youth and families. The Institute offers academic programs at both undergraduate and graduate levels, as well as seminar1 workshops, a resource center and counseling services. POLICIES It is the policy of Augsburg College not to discriminate on the basis of race, creed, national or ethnic origins, age, gender, sexual preference, marital status or handicap as required by Title IX of the 1972 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 44 or to the Director of the Minnesota Department of Human Rights, Bremer Tower, Seventh Place at Minnesota Street, St. Paul, MN 55101. The College and its faculty subscribe to the Statement of Principles on Academic Freedom as promulgated by the American Association of University Professors and the Association of American Colleges. ACCREDITATION AND MEMBERSHIPS Augsburg College is accredited by the North Central Association of Colleges and Schools and the National Council for the Accreditation of Teacher Education (Secondary and Elementary). Our programs are approved by the American Chemical Society, the Council on Social Work Education (BSW and MSW), National Association for Music Therapy, Inc., and the National League for Nursing. Augsburg College is an institutional member of the National Association of Schools of Music (NASM), the Council of Independent Colleges, the American Association of Colleges and Universities, and the American Association of Higher Education. We are members of the Associated Colleges of the Twin Cities (ACTC), Lutheran Education Council in North America and Minnesota Private College Council. About Augsburg Augsburg College is registered with the Minnesota Higher Education Services Office. Registration is not an endorsement of the institution. Registration does not mean that credits earned at the institution can be transferred to other institutions or that the quality of the educational programs will meet the standards of every student, educational institution or employer. 5 1 Location - Augsburg College was founded in 1869 in Marshall, Wis. The College moved to Minneapolis in 1872. 1 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. II Accreditation - North Central Association of Colleges and Schools, National Council for Accreditation of Teacher Education. Approved by the American Chemical Society, Council on Social Work Education, National Association for Music Therapy, Inc., National Association of Schools of Music, and National League for Nursing. 1 Member - Associated Colleges of the Twin Cities, Lutheran Education Council in North America, Minnesota Private College Council. Registered with the Minnesota Higher Education Coordinating Board, as described on page 14. 1 Enrollment (Fall 1995-'96) - 2,858 students from 37 states and 31 nations. 1 Graduates - 13,225 undergraduates from 1870 through August 31,1995. II StudentIFaculty Ratio - 14 to 1. Undergraduate class size averages 20-25. II Campus - 16 major buildings. Major renovations in 1979-'80 with special emphasis on accessibility. 1 Accessibility - Augsburg is now one of the most accessible campuses in the region. A skyway-tunnel-elevator system provides access to 10 major buildings without going outside. II Degrees Granted - B.A., B.S., B.M., M.A., M.S.W. 1 Financial Aid -Over 85 percent of the students receive some form of fmancial aid from the College and many other sources. II Library - Over 175,000 items, direct access to over 1,300,000 through CLIC, the Twin Cities private college library consortium. The new Library and Information Technology Center is scheduled to open during the 1997-'98 academic year. School Year - Semesters from September to May, 4-1-4 calendar, wifh January Interim. Two summer school sessions. Augsburg Weekend College - trimesters, September to June. Augsburg Graduate Program - trimesters, September to June. LI Majors - More than 50 majors in 23 departments. 1 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. 1 Athletic Affiliation - Minnesota Intercollegiate Athletic Conference (MIAC), and National Collegiate Athletic Association (NCAA), Division 111. II Policy - Augsburg College does not discriminate on the basis of race, creed, national or ethnic origin, age, gender, sexual preference, marital status or handicap as required by Title IX of the 1972 Educational Amendments or Section 504 of the Rehabilitation Act of 1973, as amended, in its admission policies, educational programs, activities and employment practices. A ugsburg College is looking for students with intelligence and character. We want people who can benefit from and contribute to their community, the College community and the community at large. Selection of students for Augsburg College is based upon careful consideration of each candidate's academic achievement, personal qualities and interests, participation in activities and employment, and potential for development as a student and as a graduate of Augsburg College. The College selects students on individual merit without regard to race, creed, disability, national or ethnic origin, sex or age. Visit the 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 tollfree (800) 788-5678. We'll answer your questions and arrange a tour for you (including Saturday mornings during the school year). The Admissions Office is located on the comer of Seventh Street and 21st Avenue South in Minneapolis. (Please call first.) FRESHMEN Application for Admission -Applicants should complete the application for admission and the essay and return them to the Admissions Office together with the nonrefundable $20 application fee. Transcripts - An official transcript from the high school is required of freshman applicants. Freshman applicants who are still high school students at the time of application should have their most recent transcript sent, followed by a final transcript upon graduation. Graduate Examinz tion Degree scores (G.E.D.) may be presented instead of the high school transcripl Test Scores - Freshman applicants are required to submit results from the college entrance examination. The American College Test (ACT) is preferred. Results from SAT or PSAT are also accepted. It wil 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 a Admissions Counselor. Academic recommendations may be required by the Admissions Committee before an admissions decision is made. On occasion, the Admissions Committee may also defer a decision on a candidate's admission until other information has been received. For example, more recent test scores, results of the present semester's course work, additional letters of recommendation or writing samples may be requested by the Committee. If additional credentials are needed, the Admissions Office will inform the candidate. Notification of Admissions DecisionAugsburg College uses a "rolling" admissions plan. Students are notified of the admissions decision, usually within two Admissions weeks after the application file is complete md has been evaluated by the Admissions Zomrnittee. Confirmation of Admission -Ac:epted students who are applying for 'inancia1aid are asked to make a $100 * uition deposit within 30 days of their hancial aid notification. Extensions may Je requested in writing to the Director of Financial Aid. Accepted students who are not applyng for financial aid are asked to make a 6100 * tuition deposit. Those students who ~ i s to h live in College housing must also submit a $100 housing deposit. *Nonrefundable after May 1. Early Admission of Freshmen Students of exceptional ability who ~ i s to h accelerate their educational proTarn may be granted admission to begin ill-time work toward a degree after :ompletion of their junior year or first ;emester of their senior year of high school. 4pplicants must complete the normal ~roceduresfor freshman applicants, ;ubmit two academic recommendations rom their high school faculty and arrange 1 personal interview with the Director of Jndergraduate Admissions. Students from Minnesota who are nterested in the possibility of enrolling at 4ugsburg under the auspices of the vlinnesota Post Secondary Enrollment lptions Act should contact the Admissions Iffice for specific information. I TRANSFER STUDENTS Augsburg College welcomes students who wish to transfer from other accredited :alleges or universities. College credit is panted for liberal arts courses satisfacto- rily completed at accredited institutions. The College reserves the right not to grant credit for courses where it considers the work unsatisfactory, to grant provisional credit for work taken at unaccredited institutions and to require that certain courses be taken at Augsburg. Augsburg College limits transfer course work from two-year colleges once a student has reached junior status. If all transfer work has been taken at a two-year college as a freshman or sophomore, a maximum of 17 Augsburg courses, or 96 quarter credits, will be accepted toward the number of Augsburg course credits required for the baccalaureate degree. A cumulative grade point average (GPA) of 2.2 (on a 4.0 scale) or better is required on previous college work. Acceptance of courses submitted for transfer is done by the Office of the Regstrar based upon the official student transcript(s).Acceptance of courses presented for a major or minor also requires approval of the department. Students transferring from the Minnesota State University and College System who have completed the Minnesota Transfer Curriculum, have earned the Associate of Arts degree from MNSCU and have a 2.5/4.0 cumulative GPA or higher will be given transfer status as outlined below. The following applies only to the MNSCU AA graduate: 1. Admission will be with junior standing. A maximum of 17 Augsburg equivalent courses (96 quarter credits or 64 semester credits from a community college) will be accepted once junior status is reached. No additional courses may be transferred from a community college. 19 - Admissions 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 their major become candidates for a degree by petitioning through the Registrar's Office. Students regularly enrolled at another college may take course work at Augsburg College as a special student (non-degree). A transcript must be sent to the Admissions Office by the student's home institution. An application form for special student (non-degree)status is available from the Admissions Office. 3. One interim course is required. Note: Courses with D grades will not be accepted as prerequisites or for application to majors. Some Augsburg majors require additional prerequisite course work beyond the A.A. degree. Also, the Physician Assistant major requires a higher cumulative GPA than 2.5. Students are advised to consult major departmentsfor major requirements upon transfer. Admission to a major, as well as admission to the College, is sometimes necessary. Please check with the Admissions Office and departmental section of this catalog. W 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. Depending on the student's previous degree, completion of a second major (nondegree) may also be an option. Second degree requirements include: a minimum of eight course credits taken at Augsburg, completion of a major, and completion of any liberal arts requirements not covered by the previous degree. W FORMER STUDENTS Students who have interrupted attendance at Augsburg College without requesting a leave of absence and who wish to return must apply for readmission 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 Registrar's Office. Returning students do not pay the application fee. W 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. Subsequently they may Augsburg welcomes students from countries around the world. (See International Programs on page 42.) International students should contact the Admissions Office for an International Student Application and information on the application procedure. Applications must be received two months prior to the start of the semester: July 1for fall, Dec. 15 for spring. For more information, call (612) 330-1001 or 1-800-788-5678 (toll free), or write to: International Student Admissions Augsburg College 2211 Riverside Avenue II 1 >:.- ' I.. -1 1 .- II . '2 I . .- - - -- II 1 --- C --.I . . !, . .. ! I I I 1 1 I I 1 I , 1 I I ' 1 11 College Costs Tuition and Fees - 22 Room and Board -22 Special Fees - 22 Deposits and Payments - 23 Financial Policies Refunds - 24 Financial Aid How and When to Apply - 26 Kinds of Aid Merit Scholarships - 27 Gift Assistance - 28 Loan Assistance - 28 Student Employment - 29 Sponsored Scholarships - 30 A 11students receive financial help indirectly, since a quality liberal arts education costs more than tuition and fees cover. The College raises that difference in gfts - from alumni, faculty, staff, parents, church, friends, foundations and endowment income. Audit Fee (for part-time students) per course ..................................... $ However, the primary responsibility for paying for a college education rests on students and their families. Financial aid is intended to supplement those resources. Room Rent (includes telephone and basic service) ......................... $ 2,45( The Board of Regents has approved the costs listed below for the 1996-'97 academic year. The Board reviews costs annually and makes changes as required. The College reserves the right to adjust charges should economic conditions necessitate. 1 TUITION, FEES, ROOM AND BOARD Tuition (full-time enrollment) ................. $13,140 This rate applies to all full-time students attending in September 1996. Students are considered full-time when they take three or more courses during the semester terms. The charge includes tuition, general fees, facility fees and admission to most Collegesupported events, concerts and lectures. The amount is payable in two equal installments at the beginning of each semester. Tuition (part-time enrollment) per one-credit course .................. 16 1,420 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. 536 Full-time students may audit a course without charge. Part-time students taking Lifetime Sports are charged the audit rate for that course. (Room rates and housing options are available through the Office of Residence Life.) Full Board (19 meals a week) ........................ $ 2,3W Other board plans are available as defined in the housing contract booklet available from the Office of Residence Life. Partial board (14 meals a week) ........................ Flex 5 point plan .......................... Student Activity Fee ..................... $ 2,27t $ 2,071 $ 13( 1 OTHER SPECIAL FEES (NONREFUNDABLE) Fees Billed on Student Account Student Activity Fee (part-time students) ................................. $ 61 ACTC Bus (full-time students only)............................. $ 1t Late Registration (per day after classes begin) ...................... $ 2! Registration Change after first five days (cancel/add/change/grade option, or combination at one time) $ ! Music Therapy Internship (one-half course credit) ............... $ 53( Private Music Lessons, per , semester (14 lessons) $ 30' ... ...............,.............. .................. Financial Information 23 Student Teaching (per course for full-time students) ................. $ 55 Student Teaching (per course for part-time students) ................ $ 110 Study Abroad (in approved non-Augsburg programs) ........... $213 Fees Payable by CheckICash Application (new and/or special students) ......................... $ Vursing Comprehensive Exam ......... $ Locker Rental (commuters) ............... $ Student Parking Lot Permit - car .......................................... $ -motorcycle ............................. $ rranscript Fee (per copy after first, which is free) .............. $ Special Examinations, Cap & Gown Costs 20 16 30 90 45 2 (Scheduleon file in Registrar's Ofice) I BOOKS AND SUPPLIES These costs are estimated to be $585 per {ear. B DEPOSITS inrollment Deposit (nonrefundable) ....................... is returned to the student account (less all charges for damages and/or fines) at the end of the occupancy period covered by the contract. New contracts may be terminated for Fall or Spring Term by following the conditions delineated in the housing contract. The resident will be responsible for all costs incurred due to late cancellation or lack of proper notification. If the new contract is cancelled prior to July 1for Fall Semester or January 1for Spring Semester, $50 will be forfeited from the $100 deposit as a service charge. The entire deposit will be forfeited if cancellation is after these dates. $ 100 Required of all new students after icceptance. The Enrollment Deposit is zredited to the student's account only when us/her enrollment is terminated. Any net :redit balance (after all charges and/or ines) will be refunded upon request of the itudent. For more information, contact the 4dmissions Office. -lousing Damage Deposit ............... $ 100 Required of all resident students at the ime of signing a contract, to reserve a lousing assignment. This deposit is setained against damages and/or fines and PAYMENTS Semester Fees - Prior to the start of each semester a Statement of Estimated Charges showing basic charges and financial aid credits designated by the Student Financial Services Office is sent to the student from the Business Office. Payment Options - (1)Annual payments, due August 15 as billed; (2) Semester payments, due August 15 and January 15 as billed; (3) Payment Plan Upon application and after College approval, a three-month plan is available each semester. Details are included with the Estimate of Charges letter; (4) 10-month Payment Plan - Upon application, College approval, and payment of a $50 adrninistrative fee, the annual charges may be paid in 10 equal installmentsbeginning July 15 and ending April 15. No finance charge will be assessed on accounts which are current. An application will be sent upon request. Financial Information A finance charge is applied at a simple rate of 1percent per month on any account with an open balance of 30 days or more or on a 10-month payment plan is wluch 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. for tuition and/or room (except for the minimum deduction of $100 to cover administrative costs). 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. Refund Amount 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 11th 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. W 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 AbsencelWithdrawal 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 Regstrar's Office. Students who properly withdraw, change to part-time, are dismissed or are released from a housing contract will have their accounts adjusted Refund Period Pro-Rata Refund Policy: Applies to Augsburg students who withdraw from al: 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 bc 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 Financial Information 25 student was not enrolled. This calculation will use federal govenunent guidelines. 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 Augsburg College is required by federal from Student Financial Services and is regulations to complete two refund calcula- distributed to students on an annual basis. tions for students who have completed at Financing higher education could be the least one full term at Augsburg and receive most significant investment a person or Title IV funds. Refunds will be based on family makes in a lifetime. Proper planning and wise choices are important, not only in the calculation which provides for the choosing a college, but also in the methods greatest refund of tuition, fees and room used to pay for it. Augsburg College, charges to the student's account and the through its Office of Student Financial greatest refund of financial aid dollars to Services, will help students and their the fund from which they were awarded. families protect access to a quality The refund calculations used are the Augsburg education in a time of increasing Augsburg College Refund Policy as stated financial challenge. above and the Federal Refund Policy as stipulated by federal guidelines stated Financial assistance awarded through below. Augsburg may be a combination of 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 Pel1 Grant, SEO Grant, Perkins Loan, Stafford Loan and PLUS Loan). Refund Amount 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. 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 1995-'96 academic year, nearly eight out of 10 students at Augsburg received financial assistance. The primary responsibility for financing a college education rests upon the student and family. Financial aid supplements student and family resources. The Free Application for Federal Student Aid (FAFSA)and the Augsburg Financial Aid Application help determine the amount of assistance for which a student is eligible. This analysis takes into account such family financial factors as current income, assets, number of depen- - Financial Information dent family members, other educational expenses, debts, retirement needs and special considerations. HOWTO 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 Student Financial Services Office 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. 4. All applicants (and parents of dependent students) are required to provide a copy of their most recent federal income tax retum and W-2(s). Spouse's tax returns are also required if filing separately. 5. New transfer students must submit a financial aid transcript from each postsecondary institution previously attended before financial aid will be offered. Forms are available from the Admissions or Student Financial Services offices. WHAT HAPPENS NEXT? Once all documents are received, we ,.nx,;n.., +Lo & n C , n A C , l -;A C,--l;ooG?.- +A 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/Unsubsidized Stafford loan application promissory note Students are encouraged to complete and retum 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 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. , > S,K .-- ; >LC'& , ,J. ,'. ,, - , ,- - ".< LL :\> ;' Merit Scholarships President's Scholarships - President's Scholarships, which assure g f t assistance equal to tuition, are awarded annually to the most academically qualified full-time freshmen students. These scholarships are awarded without regard to need. The awards are renewable for three years based on academic performance at Augsburg. Because this is a unified program, full tuition is assured; that is, the College guarantees the difference between nonAugsburg grants and scholarships (such as state scholarships, Pel1 grants, etc.) and full tuition. Special application is due Feb. 15. Details are available from the Admissions Office. Regents' Scholarships - The Regents' Scholarships are awarded to incoming fulltime freshmen of lugh academic achievement. Depending on high school class rank or college entrance test score, Augsburg will award scholarships of $1,500 to $5,000 each, renewable each year, regardless of financial need. No special application is required, but application for admission must be made by May 1. Regents' Transfer Scholarships Regents' Transfer Scholarships are awarded to all transfer students who are transferring from a two-year college with a minimum of 84 quarter credits (56 semester credits) and at least a 3.0 cumulative GPA. Depending on college GPA, Augsburg will award scholarships of $3,000 to $5,000 per year to full-time transfer students in the day schedule regardless of financial need. No special application is required, but application for admission must be made by May 1. Transfer Merit Scholarships Transfer Merit Scholarships up to $5,000 are available to full-time students in the - , FC: J -r-; - .3 ' , < . ' it.q5 - Financial Information -- day schedule who are direct transfers to Augsburg College following two years of full-time study at a community college or other approved two-year college. Students must have maintained at least a 3.3 GPA on a 4.0 scale and accumulated a minimum of 84 quarter credits in transfer. Scholarships are awarded without regard to need and will be renewed for a second year based on a cumulative GPA of at least 3.0. Special application is due May 1. Details are available from the Admissions Office. Phi Theta Kappa Scholarships These new scholarships are designated for transfer students from community colleges who are members of Phi Theta Kappa. To qualify for one of these $5,000 annual renewable awards, students must have completed at least 84 credits and have a minimum GPA of 3.3 during two years of full-time study. Award decisions are based on academic record, letters of recomrnendation, co-curricular activities and a personal statement. Application deadline is May 1. Performing Arts Scholarships - These recognize student excellence in music or theater. Students with talents in music (vocal or instrumental), acting, stage design or production are qualified for this $1,500 annual award. Selection is based on individual performance auditions, good academic standing and letters of recommendation. These scholarships are renewable as students maintain involvement with a co-curricular performance group. Application deadline is Feb. 15. Hoversten Peace Scholarships Recognize students who have demonstrated a commitment to peace, service and community. Examples of involvement of recent scholarship recipients included Amnesty International, Habitat for 27 - 28 Financial Information - Humanity, community service and church activities. Application deadline is March 15. Community and Public Service Scholarships - Recognize students of high academic ability for their demonstrated contribution to community or public service. Students eligible for this $2,000 annual, renewable scholarship are those who have actively participated in community or public service projects and are planning careers in this area of study. Application deadline is March 15. Lutheran Leader Scholarships These scholarships recogruze incoming freshman of high academic achievement with a demonstrated record of leadership within their congregations. Students eligible for the $1,500 annual renewable award are those who rank in the top 30 percent of their high school class and have the recommendation of their pastor. Application deadline is Feb. 15. Paired Resources in Ministry and Education (PRIME) Awards -Augsburg College will match the first $500 a year of a student's scholarship or grant from a Lutheran congregation. The scholarship or grant check from the congregation must be received at Augsburg by Oct. 1. Gif? Assistance (Need Based) Augsburg Tuition Grants - Available to students who have shown academic potential and have financial need. A student's academic performance, financial need, and high school and community involvement are taken into consideration. Minnesota State Scholarships and Grants - Awarded by the state to Minnesota residents who have financial eligibility. For 1995-'96, these ranged from $300 to $5,890. Federal Supplemental Educational Opportunity Grants - A federal program administered by the College. To be eligible, a person must be a U.S. citizen or permanent resident, have exceptional financial need as defined by the program and be capable of maintaining satisfactory academic standing at the College. Awards range up to $4,000 annually. Federal Pell Grants - Federal Pel1 grants are awarded to students attending eligible institutions of higher education and are based on financial need as defined by program guidelines. The maximum grant for 1995-'96 was $2,340. Application is made by filing the FAFSA. Bureau of Indian AffairsITribal and State Indian Scholarships - Bureau of Indian AffairsITribal 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 AffairsITribal and State Gdian Scholarships, students must be of 1/4 degree Indian ancestry and be enrolled with a federally recognized tribe. Eligibility criteria for Augsburg American Indian Scholarships vary. Contact the American Indian Support Program Office. Indian grants supplement all other forms of financial aid. Questions may be directed to the American Indian Support Office on campus 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 own onwr\lloA o t l o o c t h o l f t i m n C4mnlo Financial Information 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 which may be borrowed for undergraduate study is $15,000 ($30,000 including graduate school). Federal Stafford Student Loans Subsidized and Unsubsidized Stafford Loan funds are obtained directly from a lender or state agency in states which provide such programs. Subsidized Stafford Loans are need-based loans which 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. The following borrowing limits apply to the Stafford Loan program after July 1,1994: Freshmen: $6,625 annually (Combined Subsidized and Unsubsidized Stafford) Sophomores: $7,500 annually (Combined Subsidized and Unsubsidized Stafford) Juniors/Seniors: $10,500 annually (Combined Subsidized and Unsubsidized Stafford) Aggregate maximum: $46,000 (Combined Subsidized and Unsubsidized) Federal Nursing Student Loan -A federal program with provisions similar to the Federal Perkins Student Loan program, but restricted to applicants accepted or enrolled in our program leading to the baccalaureate degree in nursing. Recipients must have financial need and be registered at least half time. The maximum loan is $4,000 per year. Federal Parent Loan Program (PLUS) - PLUS is a loan program to help parents meet college costs of their dependent children. Parents may borrow up to the cost of attendance (minus other aid). Repayment begins within 60 days of check disbursement at a variable interest rate not to exceed 9 percent and a minimum payment of $50 per month. Application forms are available at Augsburg College 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 29 30 Financial Information - performing the duties assigned. Part-time work provided by the College is considered financial aid, just like scholarships, loans and grants. A maximum of 15 hours of on-campus employment per week is recommended. All on-campus work is governed by policies stipulated in the work contract issued to the student employee for each placement. Payment is made monthly by check to the student employee. Federal College Work Study Program and Minnesota State Work Study Program - Under these programs the federal or state government supplies funds on a matching basis with the College to provide part-time work opportunities. Augsburg College, through generous gifts from alumni, faculty, staff and friends 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 Admissions. * Indicates endowed scholarships. GENERAL SCHOLARSHIPS ADC TelecommunicationsScholarships Charles and Ellora Alliss Educational Foundation Scholarships Henry and Leona Antholz Scholarship* Class of 1931 Scholarship* Dain Bosworth/IFG Foundation 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 W.R. Hotchkiss Foundation Scholarship Reuben I. and Marion Hovland Scholarship* Tze-Lien Yao-Hsieh, Lenorah Erickson and Mildred Joel Memorial Scholarship* Edwin C. Johnson Scholarship* Jostens Foundations Scholarships Floyd Lorenzen Memorial Scholarship Memorial Scholarship Foundation Scholarships* Minnesota Mining and Manufacturing Company Liberal Arts Scholarships Minnesota Scholars Fund Scholarship Northern States Power Company Scholarship Norwest Foundation Scholarship Clifford and Martha Nylander Scholarshipa Marvin T. Nystrom Scholarship* Rev. Martin J. and Olga S. Olson Scholarship Casey A.T. O'Neil Foundation Scholarship Pentair Challenge Program Scholarship John G. Quanbeck Scholarship Fund* Martin and Esther Quanbeck Scholarship* Rahr Foundation Scholarships Readers Digest Endowed Scholarship* St. Luke's Lutheran Church Centennial Scholarship* Genevieve E. Stelberg Memorial Scholarship* Ernest and Vivian Tinseth Scholarship* UPS Foundation Scholarship Robert W. Warzyniak Memorial Scholar-L. -* Lea A. and Elsie L. Wildung Endowment Fund* Edward Yokie Memorial Scholarship* I SPECIAL SCHOLARSHIPS lohn Andrew Adam Memorial Scholarship* Aid Association for Lutherans Alne-Swensen Scholarship* American Express Minnesota Foundation/ IDS Financial Service, Inc. C.A.L. and Esther Anderson Scholarship Charles and Catherine Anderson Diversity Scholarship* Phyllis M. Baker Memorial Scholarship* leroy C. and Lorraine M. Carlson Scholarship* Carl C. and Kathleen A. Casperson Scholarship* Mildred Ryan Cleveland Memorial Scholarship* Laura Ann Erickson Memorial Scholarship* David J. Formo Memorial Scholarship* lulian P. Foss Scholarship* Kay Halverson Scholarship* Hanwick Thanksgiving Scholarship* King Harald Scholarship Rev. John Hjelmeland Endowed Scholarship Fund* Hormel Foods Company Scholarship Hoversten Peace Scholarship* hternational Dairy Queen, Inc. Scholarship Catha Jones Memorial Scholarship* I'orgney 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 McVay Foundation Scholarship* Financial Information 31 Minnesota Power Company Scholarship Forrest T. Monson and Thelma (Sydnes) Monson Scholarship* Marilyn and John Paul Nilsen Scholarship* Rev. Horace E. Nyhus Memorial Scholarship* Ole K. and Evelyn L. Olson Scholarship* Timothy 0 . Olson Memorial Scholarship* Jay and Rose Phillips Family Foundation Scholarship ReliaStar Foundation Scholarship Clayton and Ruth Roen Memorial Scholarshp* 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* CBS Foundation Scholarship Grace Jewel Jensen Buster Memorial Scholarship* Cargill Foundation American Indian Scholarship First Bank System Foundation Scholarship General Mills Foundation Scholarship General Mills Southeast Asian Scholarship Grand Metropolitan American Indian Scholarship Grand Metropolitan Food Sector Foundation Scholarship* Hearst American Indian Scholarship* Grace Anne Johnson Memorial Scholarship* Kerridge/Mueller American Indian Scholarship Little Six, Inc. Scholarship* McKnight Foundation Scholarship Financial Information Medtronic Foundation Scholarship Minnesota Indian Teacher Training Partnership 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 West Publishing Company Scholarship Westwood Lutheran Church Second Mile Mission Scholarship* Women of the ELCA (Evangelical Lutheran Church in America) Native Women's Achievement Award 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 Athletic Paul Dahlen Memorial Scholarship* David Gronner Memorial Scholarslup* Keith Hoffman Memorial Scholarship* Rory Jordan Memorial Scholarship Magnus and Kristofa Kleven Scholarship* Roy and Eleanor Krohn Scholarship* Hoyt Messerer Athletic Scholarship* Robert D. and Carolyn W. Odegard Scholarship James P. Pederson Memorial Scholarship* Stan Person Memorial Scholarship* Biology Biology Scholarships Robert Ellingrod Memorial Scholarship Dr. Kenneth D. and Mrs. Linda (Bailey) Holmen Biology Scholarship* Business Administration1Accounting1 Economics Allianz Life Insurance Company Scholarship Marianne Anderson Entrepreneurial Scholarship* Augsburg Business Alumni Scholarship Fund* 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 Life 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* Chemistry Department Scholarships Financial Information 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* Dr. Bemhardt J. Kleven Scholarship* Theodore and Lucille Nydahl History Scholarship* Education Peggy Christensen Benson Memorial Scholarship Sam Coltvet Memorial Choral Music Scholarship* Rev. Clement A. Gisselquist Church Music Scholarship* David Gronner Memorial Scholarship* Marjorie and James R. Gronseth Jr. Memorial Music Scholarship* Lynn Halverson Cello Scholarship* 0 . I. Hertsgaard Scholarship* Bernice Kolden Hoversten Memorial Choral Scholarship* Ruth Krohn Kislingbury Choral Music Scholarship* Leonard and Sylvia Kuschel Scholarship* Kenneth 0 . Lower-Nordkap Male Chorus Music Scholarship* Arthur Carl Marnmen Music Scholarship* Lucille H. Messerer Music Scholarship* Music Education Scholarship Edwin W. and Edith B. Norberg Scholarship* Lois Oberhamer Nye Memorial Scholarship* Henry P. 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* S. Luther Kleven Family Scholarship* Elva B. Lovell Life Scholarship* David Mathre Scholarship* Debra Boss Montgomery 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* Health-Related Augsburg Nurses Alumni Association Scholarship* Blue Cross and Blue Shield of Minnesota Scholarship Eleanor Christensen Edwards Memorial Scholarship* Linnea A. Danielson Scholarship* Dr. James L. Tuohy Scholarship History Rev. and Mrs. 0.J. Haukeness History Award H. N. Hendrickson History Scholarship* John R. Jenswold Memorial Scholarship* Mathematics and Computer Science Allianz Life Insurance Company Scholarship Mathematics Scholarship Music 33 34 Financial Information - String Scholarships John and Vera Thut Scholarship* Tinseth Music Education Scholarship Nordic Area Studies Olaf Gaastjon Memorial Scholarship* Iver and Myrtle Olson Scholarship* Philosophy Kenneth C. Bailey Philosophy Scholarship* Dr. Kenneth C. and Mrs. Dorothy A. Bailey 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 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* Dave Hagert Memorial Scholarship* Elias P. Harbo Memorial Scholarship* Arnold and Neda Hardel Memorial Scholarship* Helen (Mohn) Henderson Memorial Scholarship* Iver and Marie Iverson Scholarship* Rev. Arnold J. Melom Memorial Scholarship Gerda Mortensen Memorial Scholarship* Onesirnus 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 Morris G. C. and Hanna Vaagenes Mission ary Scholarship Fund* Johan L. Weltzin Memorial Scholarship* Social Work Edwina L. Hertzberg Scholarship Arvida Norum Memorial Scholarship* Steen Family Scholarship Fund for Minority Social Work Students* Bodo F. Suemnig Memorial Scholarship* Lisa M. Weeding Memorial Scholarship Edwin Yattaw Memorial Scholarship* Sociology Adolph Paulson Memorial Prize* Speech/Communication/ Theatre Arts Ailene Cole Theatre Arts Scholarship* Performing Arts Scholarship (Drama) Esther J. Olson Memorial Theatre Arts/ Religion Scholarship* Campus Ministry - 36 Student Government - 36 Student Activities - 36 Social, Cultural, Recreational Fine Arts - 37 Athletics & Sports - 37 Intramurals - 37 Student Affairs - 38 Academic Enrichment - 38 Program for Students with Disabilities (CWS) - 38 I T I P ~ ~ ~ I P ~ ; CLi:c ~ . L Pro:]rClm - 12 - : ,I I:. - r -. : , - >,v:-81,; ! 8 I In . - I - I . I I 1 '' Colleae Policies - A3 Student Standards of Behavior, Complaints, Records - 43 Family Educational Rights and Pr~vacyAct - 43 Discrimination Complainb - 44 E xperiences in the classroom are an impo&t 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 gfts and sense of call and vocation that God has given them. As a college of the church, we encourage students to form values guided by our 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 decision-making 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 which serve the student community. Hundreds of major programming Student Life efforts and targeted activities for specific student interests are generated through these efforts and make Augsburg a dynamic and enjoyable interactive environment. Throughout the year, a variety of social and cultural activities take place on campus as well as in the Twin Cities. These activities include dances, films, theme events, name entertainment and visiting personalities in various fields. The Christensen Center is the focus of 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 Augsburg 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. 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 Deparbnent and have the opportunity to attend a series of on-campus workshops with visiting arts professionals. INTERCOLLEGIATE ATHLETICS Augsburg is affiliated with the Minnesota Intercollegate Athletic Conference (MIAC) and is a member of the National Collegiate Athletic Association (NCAA) Division IU.Men annually compete in football, soccer, cross country, basketball, ice hockey, wrestling, baseball, tennis, track and field and golf. Women annually compete in volleyball, cross country, soccer, basketball, ice hockey, softball, tennis, track and field and golf. When Augsburg announced on Feb. 17, 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. The women's ice hockey program at Augsburg offers participants the same opportunities that the men's program receives. 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 space available basis a double-rink ice arena, gymnasium, six 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 Dage 41.) 37 38 Student Life - The Student Affairs Division is comprised of a variety of programs, services and activities dedicated to complementing and enhancing students' educational experience and the academic programs of Augsburg College. These programs, services and activities provide students with an enriched collegiate experience which celebrates our rich diversity of student needs and interests; attends to the social, cultural and career development of students; and enhances students' academic performance through direct intervention and environmental management. The following information provides a brief introduction to the major efforts of the Student Affairs Division. 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 skills assistance so that they may achieve academic success. The Center contains four offices: The Learning Skills Office, The Tutor Center, The Learning Laboratory, and The Center for Learning and Adaptive Student Services (CLASS). The Learning Center, located in Room 17, Foss Center, assists students in improving their skills in such areas as time management, notetaking, textbook reading and comprehension, test-taking, and concentration and memory improvement. Diagnostic testing is also available to assess skills in reading, vocabulary, spelling, study strategies and leafning styles. The staff will assist students in developing effective and efficient study skills. The Karen M. Housh.Tutor Center, located in Foss Center, Room 18, arranges for students to meet with tutors for content tutoring in most freshman and sophomorelevel courses. The Center also notifies students of tutoring labs available, as well as supplementary instruction sessions, in which tutors attend the classes and lead discussions after class on major concepts of the course. The JohnEvans Learning Laboratory, located in Foss Center, Room 18, offers students the opportunity to improve skills in reading, writing and mathematics through the use of computer software. Tutors are available to demonstrate the uses of the software, and students are able to monitor their progress. PROGRAM FOR STUDENTS WITH DISABILITIES (CLASS) The CLASS program serves over 150 students and is recognized nationally as a leader in the field of educating students with diagnosed learning and physical disabilities. The CLASS program is a logica outgrowth of the College's commitment to provide a high quality liberal arts education for students with diverse backgrounds experiences and preparation. Augsburg ha: a commitment to recruit, retain and graduate students with learning and physical disabilities who demonstrate the willingness and ability to participate in college-level learning. The staff includes four licensed learning disabilities specialists, a physical disabilities specialist, and accommodation specialists, who supervise work-study students and coordinate accommodation services for students. One-on-one meetings between students and specialists are the centerpiece of the program model. Accommodations include individualized academic support, testing arrangements, tapec Student Life 39 :extbooks, peer tutors, securing notetakers, vccess to and training on computers, and ~daptivetechnology, such as a Braille ?rinter, dictation and voice recognition joftware, and adaptive keyboard equipment. Modified and accessible dormitory rooms are available. ship applications, orientation and registration, course work selection, individual education plans, academic advising, career counseling, employment, community and professional referrals, internships, student housing and crisis intervention. It advises and supports the Intertribal Student Union. The Groves Computer Lab is especially lesigned for students with disabilities and :ontains computers and adaptive equipment to assist them in their academic progress. Intertribal Student Union: lTSU serves as a peer support group for incoming and currently enrolled American Indian students. ITSU also organizes and co-sponsors cultural events. During the 1980s Augsburg spent nearly one million dollars to make the :ampus accessible to persons with physical disabilities by constructing a skywaytunnel-elevator system that connects 10 major buildings. Augsburg has the oldest md most extensive learning disabilities program among the private colleges in Minnesota. For more information, please contact the CLASS office at 612-330-1053 to request 3 copy of the CLASS brochure and/or schedule an appointment with a specialist. I AMERICAN INDIAN SUPPORT PROGRAM The American Indian Support Program, located at 621 21st Avenue South, is a multifaceted office established in 1978 to recruit and retain American Indian students. It is a national model of success and continues to have one of the highest retention and graduation rates of Indian students in the state of h4innesota. Components of the program are: American lndian Support Services: Assistance in admissions procedures, financial aid procedures including BIA, Tribal and Minnesota Indian State Scholar- Minnesota lndian Teacher Training Partnership: MNITm is a cooperative effort between Augsburg College and the Minneapolis Public School District, intended to increase the number of American Indian teachers in the Minneapolis public schools. Funded by the Minnesota State Legislature in 1990, this project is designed as a special grant and loan forgiveness program. Students who are awarded state teaching licensure may then apply for loan forgiveness for each year the student teaches, one fifth of the loan will be forgiven. American lndian Studies Minor: An academic component 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 Dr. Virginia Allery, 6121330-1385, or see course listings under Interdisciplinary Studies in the academic section of the catalog. Anishinabe Library Project: Over 1,000 books, a variety of journals and scholarly publications, research materials, American Indian magazines and newspapers and over 125 VHS videos are housed in the Sverdrup Library and at the American Indian Support Program Office. The library Student Life project offers both a historical and contemporary perspective on the cultures of various tribal nations in the United States. ASIAN AMERICAN SUPPORT PROGRAM The Asian American Support 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 course work selection, career development, academic and non-academic difficulties, and employment and placement referrals. The Asian American Association is affiliated with the Support Program. The Association carries out various activities during the academic year to increase the network of friendship and support for Asian American and other students at Augsburg. AFRIKANA SUPPORT PROGRAM The Afrikana Support 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 Black Alumni Council gatherings. The Pan-Afrikan Student Union (PASU) provides support to students, including a schedule of social and cultural activities. The headquarters is in the Afrikana Support Program Office, as is the PanAfrikan Center. HISPANIC/LATINO SUPPORT PROGRAM The Hispanic/Latino Support Program offers students individualized attention in many areas, including academic support, counseling and advocacy. Students find assistance in: admissions and financial aid procedures, orientation and registration, academic planning, career counseling, housing, internships and employment and placement referrals. The program advises the Latino Student Association and supports academic, social, cultural events, and other activities that improve the academic and personal development of Hispanic/Latino students and provides awareness of the unique aspects of the Hispanic culture. The Career Services Department is committed to assisting all students with their career planning. This process is an important part of a student's development while attending college. To aid students in this process, Career Services offers students the opportunity to actively participate in career seminars, career assessments, oneon-one counseling, self-paced computer career planning modules, and use of the Alumni Resource Network for informational interviews. 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 Student Life is also an annual graduate and professional school fair for seniors to explore educational options after graduation. W 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, selfimage, 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. W 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 handbook 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. W FITNESS CENTER Located on the lower level of Melby Hall, the Fitness Center was built in 1993 and equipped with stationary bicycles, stair steppers, a treadmill 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. 41 42 Student Life - The International Student Services Office in the 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 Students - International 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 which provides practical information on housing, banking, using local transportation and course registration. Students also learn about the U.S. educational system and adjusting to life at Augsburg. (Also see English as a Second Language on page 73.) Augsburg Community - Study abroad Augsburg recognizes the importance of the residence experience during the college years. Research indicates that students who live on campus wiU be more likely to complete their college degree successfully. Augsburg provides a diverse and dynamic residence program which fosters the development of community, and supports and enhances the academic experience. Live-in staff assist students by providing social and educational programming, facilitating conflict resolutions and assisting in emergencies. Each complex contains 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 married students and students with families is available. Students rent a room at the beginning of the Fall Term for the entire academic school year. New students receive room assignments the summer before they arrive at Augsburg. Upper-class students make housing arrangements in the spring. All resident students must sign room and board contracts. 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 which include activities sponsored by the CrossFreshmen and transfer students are Cultural Club, forums on world issues urged to make the tuition deposit by June 1 sponsored by the Global Community and Amnesty International student groups, and in order to secure housing. Students who seminars focusing on issues of cross-cultural deposit after June 1will be provided housing only if space is available. communication for faculty and staff. (Also see Study Opportunities Abroad on page 53 and Student Teaching Abroad on page 56.) All students living on campus must pay a $100 deposit when they sign the housing contract. The fee is credited to the student's account when he or she moves out. The College houses approximately 700 students in residence hall rooms, apartments, floor houses and townhouses. A Student Life 43 wide variety of options are available, including single rooms. Urness Tower -All new students and some upper-class students live in Urness Tower. This 11-story high-rise houses 324 students. Each floor is considered a 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 twobedroom apartments to accommodate 312 upper-class students. Mortensen Tower is carpeted, air conditioned and contains kitchen units. It is otherwise unfurnished. Anderson Hall -Opened in fall 1993, this is the newest residence hall. It contains four types of living units: two-bedroom apartments, two-room suites, floor houses and townhouses. This residence houses 192 men and women. All rooms are furnished with beds, dressers and desks. It is equipped with telephones, cable TV and computer hook-ups. Special Interest Housing - Students may submit proposals in the spring for a program which allows them to live as a group with a special educational contract. Examples of programs include Campus Ministry, healthy living options and international floors. W FOOD SERVICE The Commons - Situated on the top floor of the Christensen Center, this is the main food service facility for students, faculty and staff. This pleasant, spacious room features small table units for easy conversation and overlooks the College A . - A ---- 1- --A XK-.-L--C ------ TL- 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 gnll items, pizza, soups, sandwiches and salads, desserts and beverages. Augsburg provides a variety of board plan options for those living in College houses or nearby apartments. W STUDENT STANDARDS OF BEHAVIOR, COMPLAINTS, RECORDS The College has adopted a statement of standards for student behavior and has provided for due process in matters of disciplinary action, grievances and grade appeal. The College operates in compliance with the Family Education Rights and Privacy Act. Students have the right to inspect certain official records, files and data which pertain to them and which are maintained in the Office of the Registrar and the Placement Office, and to challenge inaccurate or misleading information. Persons seeking additional information on these topics should contact the Vice President for Student Affairs Office. W 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 75 and in the Student Guide distributed 44 Student Life - 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 Office of the Registrar. 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 the Office of Finance and Management, Ground Floor, Memorial Hall (612/330-1026). 504 Coordinator (for matters based on physical or mental handicap) - Contact Vern M. Bloom, Assistant Professor of Social Work, Memorial Hall 332 (612/3301133). Title IX Coordinator (for matters based on sex or marital status) - Contact William R. Rosser, Vice President for Student Affairs, First Floor, Memorial Hall (612/330-1160). Employment - Contact Director of Personnel, Ground Floor, Memorial Hall (612/330-1058). AU correspondence should be addressed to the designated individual at Augsburg College, 2211 Riverside Avenue, Minneapolis, MN 55454. Formal grievance procedures are described in the Student Guide. Copies are available from the Human Resources Office. A ugsburg College constructs its curriculum upon the premise that students must be educated as fully human persons intellectually, spiritually and physically. To act effectively, human beings must have a broad grasp of the world from which they have come as as the in which they live. By providing courses in the humanities, natural sciences and social sciences, the genera' education introduces students to the breadth and complexity of knowledge and culture. Required courses in religion are designed to acquaint students with the Christian tradition and encourage them to reflect upon the importance and meaning of spirituality in their lives. Recreation courses offer opportunities to develop skills 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 education strives to educate students in a real world for the real world. W DECREES OFFERED Augsburg offers the Bachelor of Arts, the Bachelor of Music and the Bachelor of Science undergraduate degrees. Augsburg also offers the Master of Arts in Leadership, the Master of Arts in EducationLeadership and the Master of Social Work graduate degrees. W ACADEMIC CALENDAR Augsburg follows the 4-1-4calendar, with Fall and Spring Semesters of approximately 14 weeks separated by a 4week January Interim. Full-time students nor- mally take four course credits each semester and one course during Interim. A maximum of three course credits can be earned in the two annual summer sessions, one of four weeks and one of six weeks. The calendar is coordinated with those of the four other colleges of the Associated Colleges of the Twin Cities, so students can take courses on another campus during the regular term. (See Registration on page 59 . 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. The Summer School catalog is published in the winter of each year, is distributed to all students, and is available by contacting the Summer School Office. Augsburg Weekend College and Graduate Programs follow a trimester calendar (see Augsburg Weekend College and Graduate Programs, pages 57 and 58). W 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 .."L:..:L:- I...L --.,& .I .."L:..:G-- .- -..---d Academic Information ing their teaching. They are actively The Audio-Visual Center houses a large involved in an exciting faculty development collection of sound recordings, video tapes program which introduces them to current and films, and supplies media equipment thought in many fields but especially in free of charge for instructional use. Audio teaching techniques and theories. and video tape duplication within the limits set by copyright law is available. The Augsburg's size and small classes Center supplies television sets, VCRs, encourage its tradition of close involvement video cameras, video editing, tape recordbetween professors and students. Faculty ers, microphones, slide, overhead, filmact as academic advisers and participate strip, opaque and movie projectors as well regularly in campus activities. Every as screens and carts. Film bibliographies freshman is assigned a First Year Experiand advice on materials selection are ence (FYE) adviser and, later, chooses a available. Facilities for classes in broadcastmajor adviser. In this close interaction, ing are located in the Center. faculty act as both mentors and models for students. The Library and Information Technology Center is scheduled to open during the 1997-98 academic year. The new four-level, LIBRARY A N D AUDIO-VISUAL 77,000-square foot facility will house all SERVICES library functions and bring together the A relaxed atmosphere, a carefully other computer departments of the college. selected collection of both print and nonIn addition, the Center will include an Art print resources, a helpful staff and friendly Gallery, the Special Collections and student library assistants are the strengths Archives, a Curriculum Library and of the Augsburg Library. The main library Instructional Technology Lab, library houses over 175,000 books, journals, records instruction classroom, and facilities for and microforms. Music, chemistry and art media viewing and listening. A bridge will history slide libraries are located within link the new building to the current library departmental areas. which will be renovated to house addiA service-oriented staff provides tional computer labs and multi-media students with assistance to meet diverse classrooms, as well as a lounge and information needs including instruction in vending area. the use of the library, reference service and guidance in pursuing research. Students COMPUTER RESOURCES have access to a wide variety of local, Augsburg College has built a reputation regional, national and international as a leader in its commitment to provide databases. Arrangements are made for students with the best access to information access by students with physical limitations technology and training. In Newsweek and special needs. magazine's Cyberscope section on Aug. 1, Students have access via a computerized 1994, Augsburg was cited as one of two online catalog and daily courier service to first-rate sources for information about the all the library holdings of the seven private Internet. liberal arts colleges of the Twin Cities. Students have access to over 125 onElectronic access to the world of scholarship campus computer systems, including 50 is available through the Internet. 47 - Academic Information personal computers in a main computer center, 30 personal computers in the residence halls (available 24 hours a day), plus another 25 computers located in the general department offices and the Sverdrup Library. FIRST YEAR EXPERIENCE PROGRAM WE) The FYE program assists students in their first Augsburg registration, provides orientation events before classes begin, and also includes a seminar series. A campus-wide computer network offers a full range of network services. Augsburg College, a member of the National Science Foundation's Internet since 1990, is connected to hundreds of universities in the U.S. and around the world. Internet access and a renewed focus on educational technology allows Augsburg to integrate these electronic resources into many different areas of the learning process. FYE reflects the College's commitment to a meaningful introduction to college for our students - an enriching beginning for a college career. To provide focus for this introduction, the FYE 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 136.) The construction of the new Library/ Information Technology Center will enhance further the College's computer resources for students. Augsburg maintains its own Gopher and World Wide Web site. The Web address is: http: / /www.augsburg.edu (Also see Honors Computing and Communication Labs under Honors Program on page 52.) ACADEMIC ADVISING CENTER 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 reentering suspended students regarding GPA requirements. The Center also coordinates summer advising for the orientation program and provides in-service training and development for faculty advisers. DIVISIONS AND DEPARTMENTS The College curriculum is offered by 23 departments which are grouped into four divisions for administrative and instructional purposes. Humanities - Douglas Green (Chair). Art, English, Modem Languages, Philose phy, Religion, Speech, Communication, Theatre Arts, College Librarians. Natural Science and Mathematics Larry Ragland (Chair). Biology, Chemistry, Mathematics, Computer Science, Physics. Social and Behavioral Sciences Garry Hesser (Chair). Business Administration, Accounting, Economics, History, Management Information Systems (MIS), Political Science, Psychology, Sociology. Professional Studies - Vicki Olson (Chair). Education, Health and Physical Education, Music, Nursing, Social Work. Academic Information MAJORSAND MINORS Majors, or concentrations of study, may be within one department, within one division or cross academic disciplines. Some students decide on a major or majors before they enter college. Others test a variety of disciplines before deciding. Normally a major should be elected by the end of the fourth semester and earlier in some disciplines. Details of majors and minors are in the course description section. Unless otherwise indicated, majors are part of the Bachelor of Arts degree. Students may contact the Registrar about creating a student-designed major. Accounting General Accounting Managerial Accounting Public Accounting Art Art History Studio Art Biology Business Administration Business Adrninistration/Finance Business Administration/Intemational Business Business Administration/Management Business Administration/Marketing Chemistry (B.A. or B.S.) Communication General Communication Studies Mass Communications Organizational Communication Computer Science (B.A. or B.S.) Computational Economics East Asian Studies' Economics Applied Economics Economics Education Education Studies (non-licensure) Elementary Education Studies (non-licensure) Kindergarten-Elementary(licensure) Secondary (non-major, licensure only) Engineering English Health Education History International Relations Management Information Systems Mathematics Applied Mathematics Mathematics Metro-Urban Studies Modem Languages1 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 Social Science Social Work (B.S.) Sociology Theatre Arts Transdisciplinary - 49 - Academic Information Accounting American Indian Studies Art Art History Stud10 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 Social Welfare Sociology Russian, Central and East European Area Studies' 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. I CooperativeProgram of the Associated C o k p 4 the Twin Cities and agreements with the Unmersity Minmwiz lf is possible for students to take bqimfing! infemd&/admnced courses not available at amsortium 00lLzp in Arabic, Chinese, Hebrew, lapme, Russimr,and ofher infrequently taught Ianpges. Students register directly with the ACTC office. ZDunldegree programs with the University of Minnesota Institute of Technology, Washington U n i m d y School of Engineering and Applied Science, and Midigan Technological University. OTHER STUDY PROGRAMS Teaching Licensure Teaching Licensure programs are offered at Augsburg in KindergartenElementary Education and the following fields in Secondary Education: EnglishLanguage Arts, French, German, Life Science, Mathematics, Physical Science (Chemistry or Physics), Science (grades59) Social Studies, Spanish, Speech, Theatre Ark, and in the special areas of Art 6-12), Band (K-12) and Classroom Music (grades 5-12), Orchestra (K-12) and Classroom Music (grades 5-12), Vocal and Classroom Music 6-9), Vocal and Classroom Music (grades 5-12), Health (K-12) and Physical Education (K-12). (See Education Department on pages 117-126.) Students planning to teach on the secondary level have advisersboth in the Education Department and the area of Iheb academic major(s). Pre-Professional Programs Students who plan to enter the fields of law. medicine. dentistrv. ministrv. Academic Information science, pharmacy or engineer- -etr- ng can profit from a liberal arts education t Augsburg. It is recommended that requirements for dmission to graduate schools or xminaries e reviewed and the course of study at Lu&Sburg planned accordingly. A faculty dviser is available in each field to assist tudents in their planning. Studentswho vant to plan a pre-professionalprogram hould contact the Assistant to the Dean for Lcademic Advising early in their freshman .earto arrange for help from the approprite faculty adviser. Pre-Dentistry -These courses are mommended to fulfill the minimum q u k m e n t s of the School of Den* at he University of Minnesota: ENG, two auses;BIO 111,112; PHY 121,122; CHM 15,116 (or 105,106),351,352; MAT 124; 5Y 105. Requirements at other universities "a7 varyPre-Engineering -See Engineering legree and major requirements on pages 2i-128. Pre-Law - Students considering a a -in law should examine the handbook tublished by the Association of American a w Schools. Students may wish to take aw-related courses to help determine their &rest in law. Pre-law students should najor in a discipline of their own chousjng md will satisfy most law school entrance quimments with a record of solid achieve llent coupled with an acceptable LSAT score. Pre-Medicine -Many medical schools m e encouraging a liberal arts education to y for study in medicine. While a mjor in chemistry and biology is not q u i d to apply to medical schools, many t d e n t s with an interest in the sciences b o w to major in these fields. Course work L . 3 . , 3 . 1 --1 1 - includes: CHM 115,116 (or 105,106); CHM 351,352; BIO 113,114; MAT 145,146; PHY 121,122. Because admissions requirements can vary between medical colleges (e.g. some require a course in Biochemistry or in Vertebrate Anatomy), students should consult with a prehealth sciences adviser in the Biology or Chemistry departments. Pre-Occupational Therapy, PrePhysician's Assistant and Pre-Physical Therapy -Course work in preparation for these training programs should be discussed with a faculty member in the Biology Department. Pre-Pharmacy -Augsburg has a program designed to fulfill minimum requirements of the College of Pharmacy at the University of Minnesota: BIO 113,114; CHM 115,116 (or 105,106),351,352; ECO 112 or 113; ENG 111and a second course; MAT 145,146; PHY 121,122; electives from humanities, literature and the arts to fulfill the semester hour requirements. Requirements at other universities may vary. Pre-Seminary -A student may enter a theological seminary with any of several different majors, such as history, philose phy, 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 and/or senior year. Pre-Veterinary Medicine -To meet minimum requirements of the College of Veterinary Medicine at the University of Minnesota, these courses are recommended: ENG, two courses; MAT 145,146; public speaking,one course; CHM 115,116 (or 105, loti), 351,352,353; BIO 113,114; PHY 121, 122; economics, one course; two courses in art, literature, music, humanities, theatre, or U ~ w Division r modern lanrmaees: and 51 52 Academic Information - 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 and which provides an advantage for both employment and graduate school application. The Honors Program at Augsburg was awarded a National Science Foundation Grant, for the years 1995-1997, to establish two Honors Computing and Communications Labs, one in Foss 20 and the other in Library 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 sequence 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 which publishes outstanding student papers. Requirements center on full participation in the program and the maintenance of at least a 3.3 GPA the freshman year, a 3.4 the sophomore year, and a 3.5 the last two years. Please direct enquiries to Dr. Joan Griffin, 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 Center -Through CLIC, the Twin Cities private colleges library consortium, the Augsburg community has direct access to over 1,300,000 volumes. Associated Colleges of the Twin Cities (ACTC) -Full-time weekday students at Augsburg and the St. Paul colleges and universities of Hamline, Macalester, St. Catherine and St. Thomas may elect a course each semester at one of the other campuses. No additional fee is required for such an exchange, except for private instruction in music 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 ralendars The Tntenm term mav alsn he - Academic Information 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 55.) Air Force ROTC -Augsburg students may participate in the Air Force ROTC program at the University of St. Thomas under the ACTC consortium agreement. Students are eligible to compete for two and three year AFROTC scholarships. For more information, contact the Office of the Registrar. 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 Office of the Registrar. 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 Office of the Registrar. Note: A maximum of one full Augsburg course credit of military science studies may apply toward the total credits required for graduation. Additional military science credits beyond the one credit allowed will be classified as nondegree 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 fulfill major, general education, and graduation requirements when approved by academic advisers and department chairs before departure. Students receive advice on selecting programs which best fit their academic, career and personal objectives. Assistance is provided with application, course registration, financing, and travel arrangements. Orientation and reentry programs assist students in integrating the experience abroad into their course work 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 53 54 Academic Information - some time to prepare for studying abroad, students should start planning during their freshman and sophomore years. The deadline for application is Dec. 15 for off-campus study the following year. Costs and Financial Aid The cost of many programs is equivalent to full tuition, room and board for a semester on-campus. Financial aid is granted on the same basis as on-campus study. Cost 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 which prepare people to think more critically about global issues and to work toward a more just and sustainable world. The Center's programs explore a diversity of viewpoints and are grounded in the perspectives of the poor and of others struggling for justice and human dignity. The Center's study programs are conducted in Central America, Mexico, Namibia and Norway. Students experience three distinct types of living situations, which include living with other participants in a community house, spending several days in a rural setting and several weeks living with host families. They also travel together on two-week seminars -in Mexico to Central America, and in Namibia to South Africa. The cost of these programs is equivalent to full tuition, room and board for one semester on-campus plus airfare. Moss, offers this semester or year-long exchange program in Moss, Norway. Students are taught in English. Coursg offered may meet perspectives for g d education requirements, or count as electives in Communication and Nordic Area Studies. Students live with host families on the island of Jeley or in studen housing- To be discontinued Fall 1997. Women and Development: Latin American Perspectives - Fall This program explores the experience oi 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, Political Sence and Spanish. Application deadline: April 1. Sustainable Development and Social Change (Guatemala, El Salvador, N i i gua) - Fall This program introduces students to tht key issues facing the Central Amerians- Fc two decades the people of Central Amaim have been in upheaval and have experienced fundamental social and political change. Students examine the impact of revolution and civilwar 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,Sociology, and Economics. Application deadline: April 1. Southern Africa Societies in Transition - Fall Augsburg College/Ostfold, Norway Semester or Academic Year Augsburg, in cooperation with the University of North Dakota and the city of This intensive program of study and travel is designed to introduce participants to the central issues facing Southern Africa Namibia is a nation that has recently gainw Academic Information dependence and is making a transition mncolonialism to independence. Students dl explore the complex political, social and amomic dynamics of building a new ation.Credit may be earned in History, bliiical Science and Religion. Internships re available with development agencies~pplicationdeadline: April 1. iender and the Environment: Latin -can Perspectives (Mexico) -Spring This program introduces students to the m%-econornicand political issues of the *with a focus on the impact of nvironmental policies on the lives of romen and men from varying economic lasses and ethnic groups in Mexico and h k d America. Students examine this omplex web of issues and how the people &Mexicoare responding to the pressures nfamily, society, and the natural environoentCentral to this program is a service mning course, in which students gain landson experience in community service ndsocialjustice organizationsby conduct~g participatory research or serving as an Riemalongside people working on gender ndlor environmental issues. Course credit may be earned in Spanish, Sociology, kligion,and Interdisciplinary Studieselication deadline: Oct. 15. Women and Development: A Southern Lfrica Perspective - Spring This intensive study and travel program i designed to introduce participanb to the e n i d issues facing Southern A£rica, with mphasis on the experience of women The ~ogram introduces students to the skuggle If women in Southern Africa, to the history &theirrole in society, and to the situation bat exisis for women in Africa. Students may earn credit in Political Science, Religion nd Sociology. Internships are available with agencies providing special services to women Application deadline: Od. 15. The Higher Education Consortium for Urban Affairs (HECUA) Augsburg, in consortium with other colleges and universities, offers programs through HECUA in four different full semester programs in Norway, Ecuador or Colombia. All programs emphasize the impact of the social change and crosscultural factors on the human community. HECUA programs emphasize intense language experience, internships and field trips. For more information on international HECUA programs, see the listings under International Studies, and for non-international programs, see MetrwUrban Studies under Interdisciplinary Studies. Scandinavian Urban Studies Term: Noway - Fall This interdisciplinaryprogram 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. Community Internships in Latin America: Colombia - Fall or Spring This interdisciplinaryprogram enables the student to combine intense involvement in a community-based organization with study of the community development process and inaeasing language skills. Students study philosophical and ideological perspectives of a variety of community 55 5 Academic Information agencies or groups working with or for low-income and other disenfranchised populations in Latin America. Application deadlines: Nov. 1for Spring Term and March 15 for Fall Term. Culture and Society in Latin America: Colombia or Ecuador - Spring This interdisciplinaryprogram 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 Education Department. Interim Abroad Each January, 25 to 30 courses are offered around the world by Augsburg professors and through the Upper Midwest Association for International Education (UMAIE).Course registration is held during the Spring and Fall Terms for the following January. Application deadline: Oct. 25. EXPERIENTIAL EDUCATION PROGRAMS One advantage of Augsburg's metro location is its highly successful Experiential Education programs which link the College's academic program to Twin Cities employers and organizations. The result is a resume that is more attractive to potential employers after graduation. Through Internships, Cooperative Education and Community ServiceLearning, Augsburg students integrate and expand their liberal arts education by embracing the worlds of work and service. Each work or community service placement is closely related t i a student's major, course work or career interest. Augsburg's Internship, Cooperative Education and Community Service programs link employers, community organizations and the academic program in ways that enrich and expand a student's educational experience and personal development. An underlying assumption is that a liberal arts education is an effective preparation for careers and citizenship. The integration of "knowing and doing" adds breadth and depth to the liberal arts curridum and assists students in making more informed academic, career and personal decisions. The College's metropolitan location makes possible a wide range of opportunities. Students have gained valuable learning experiences in small and mid-size companies, large corporations, nonprofit organizations, schools, government agencies and community-based organizations. 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 - Academic Information 57 2arning agreement plan, negotiated with a aculty supervisor and work supervisor, d i n i n g the internship objectives, stratejes and evaluation methods is required. in academic internship is approved, upervised and evaluated by a faculty nember in the department in which the tudent wishes to earn the Internship credit. Jpper Division Internships are numbered *99and Lower Division Internships are lumbered 199 (see pages 78-79.) Internships are available in all majors nd can be taken during a semester (or Yeekend College trimester), Interim or ummer session. For extension of an nternship beyond one term see Evaluation tnd Grading on page 69. A maximum of four courses of Internhip may count toward the total courses equired for the degree. Iooperative Education Cooperative Education is a college ,upported and monitored, paid, workearning experience that is closely related to I student's major or career objective. The ;oal is to combine theory with practice in vork or service-based settings. Students also earn money to help defray rducational costs while gaining important )n-the-jobexperience. Job placements ypically are part-time during the academic rear and/or full-time summer. Co-op jobs Ire flexible and can begin and end anytime. zo-op Ed is not credited in and of itself, but I non-credit Cooperative Education ranscript entry is available during the lcademic terms the student is employed. b o p Ed students are encouraged to :omplete at least one Internship for credit in :onjunction with their Cooperative Educaion participation. Ceop Ed is avadable to Yugsburg students who have completed their freshman year and are in good academic standing. Service-Learning Augsburg's Service-Learningprogram combines response to human needs in the community with a conscious awareness and understanding of issues, reflection and educational growth. Augsburg students learn from and about the community and society in whch they live by participating in orientation sessions, direct service-learning activities and seminars or class discussions. Through direct service, such as volunteering at a homeless shelter, tutoring, building housing for low-income people or working with environmental groups, students engage in a dynamic and interactive educational approach which employs reciprocal learning between the student@)and the community. Service-Leaming includes course-embedded community service, tutoring, internships, cooperative education and a wide range of volunteer options. The Service-LearningProgram works with community organizations and organizes specific projects to enhance student involvement and also assists with and supports the integration of servicelearning into departmental courses. The program works closely with the student directed Augsburg LINK program and Campus Ministry. WEEKEND COLLEGE Augsburg Weekend College provides an educational alternative for adult students who work or have other commitments during the week. It is a means by which men and women may earn a college degree, complete a second major or pursue a personal interest or skill. Academic Information Weekend College classes meet on alternate weekends. There are three trimester terms during the early September through June academic year. Students may take from one to four classes each term. Although the Augsburg Weekend College program involves the same courses as the day school program, the curriculum is limited to selected liberal arts courses and the following majors: Accounting, Business Administration (specializationsin finance, internationalbusiness, management and marketing), Communication (concentrations in general communication, organizational communication and mass communication), Computer Science, Economics, Elementary and Secondary Education, English, Management Information Systems, Nursing, Psychology, Religion, Social Work and Studio Art. W GRADUATE PROGRAMS Augsburg College offers three graduate degree programs: the Master of Arts in Leadership, the Master of Arts in Education-Leadership and the Master of Social Work. Catalogs for each degree program should be consulted for complete information. Designed for working adults, the Augsburg Graduate Program operates on alternate Saturdays and alternate Thursday evenings. There are three trimester terms from early September through June of the academic year. The Master of Arts in Leadership program is based on the subject matter and approaches of the traditional liberal arts. This cross-disciplinary program directs its academic content and pedagogical approaches at situations, issues and problems relevant to organizational leaders. A~~v~hi~ro's nrnoram r ~ r n c m i 7 ~that s today's leaders need a broad spectrum of abilities to provide them with a more comprehensiveunderstanding of their world. The Master of Arts in EducationLeadership program values the role that good educators play in the lives of students and operates from the belief that educators need to exercise leadership within the workplace without relinquishing the role of teacher. The program promotes leadership as a process, promotes productivity within and beyond the organization and works toward progress. The Master of Social Work at Augsburg offers two concentrations: Family Practice and Program Development, Policy and Administration. In the Family Practice concentration, students concentrate on empowering the family nurturing systems from a developmental and holistic perspective. The Program Development, Policy and Administration concentrationhas 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 Augsburg College offers selected courses through Continuing Education. Inquiries should be addressed to the Office of the Associate Dean for Academic Affairs. Canadian Program The Canadian Program was inaugurated in 1985with endowment from the Mildred Joel Bequest for Canadian Studies. The program supports special events and conferences as well as student internships and faculty activity in Canadian studies. uty involvement, increased awareness ~f the importance of Canadian/U.S. relaions, and provision of opportunities to earn directly from Canadians through visits md exchanges. For more information :ontact Milda K. Hedblom, Canadian ?rogram Coordinator. Elderhostel and College of the Third Age Augsburg College has a commitment to ifelong learning and is host to both Elderhostel and College of the Third Age xograms. For more information, contact the Academic Dean's office. Academic Information only in alternate years, students should also consult with departmental advisers when planning their academic program. Separate catalogs of courses are published by the Interim Office, Summer School Office, Weekend College Office and Graduate Program Office for those sessions at Augsburg, listing registration times and procedures. Specific information on registration and help with registration on another campus are available from these offices: Office of the Registrar -Science Hall 114, for Fall and Spring Terms Interim Office -Memorial Hall 230 I REGISTRATION Summer School Office -2222 Murphy Place A student must be registered for a :ourse to receive credit for it. Weekend College Office -2222 Murphy Place Full-time students normally register for four course credits per semester and one :ourse 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 :redits, students must contact the Registrar's office to petition the Committee Dn Student Standing for permission. Graduate Program Office -2222 Murphy Place Although a student may register up to five days after the semester begins, registration is encouraged at the regularly scheduled time. Special fees are charged for late registration. Special fees also are harged for cancelling or adding courses or hanging grading option after the first five days of a semester. A joint class schedule is published each spring by the Associated Colleges of the Twin Cities, listing courses and their location at the five colleges for the following academic year. As some courses are offered Pre-Registration Freshmen and transfer students may pre-register during summer for courses in the fall. AU 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) AU 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. 59 Academic Information Withdrawal from College Former Students 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 College must be completed in the Office of the Registrar. A Leave of Absence/Withdrawal from College form may be obtained in the Academic Advising Center or in the Office of the Registrar. Withdrawal from College cannot occur during final examination week unless a petition is approved by the Student Standing Committee. Withdrawal from College and any consequential adjustments in accounts are effective as of the date the Withdrawal from College form is returned to the Office of the Registrar. Former Augsburg students, readmitted to complete a degree after being away fror 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 o readmission. Students must meet all of the requirements in effect under the catalog they choose. Choosing to complete under the current catalog will require reevaluation of prior course work, including transfer credit, to determine applicability t current academic requirements. Leave of Absence The responsibility for seeing that all degree requirements are satisfied rests wit the student. Academic Advisers, Academil Advising Center, Department Chairpersons, the Assistant to the Dean for Academic Advising and the Registrar are available for counsel and assistance in program planning. Students may request a Leave of Absence for academic or personal reasons. A Leave of Absence/Withdrawal from College form must be picked up in the Academic Advising Center or the Office of the Registrar. It must be signed by Advising Center staff or authorized representative. The completed form must be submitt ~ to d the Office of the Registrar. A leave of absence may be granted for one term or one academic year. If an extension is needed, an updated Leave of Absence form must be submitted to the Office of the Registrar prior to the expiration of the previous leave of absence period or an application for readmission will be required. A student on leave of absence is responsible for keeping the Office of the Registrar informed of his or her mailing address. All deadlines for financial aid and housing must be observed by the returning student. A leave of absence does not defer payment of GRADUATION REQUIREMENTS Students who enter an academic program with a baccalaureate or higher degree should contact the Registrar's Offic about specific requirements for a second baccalaureate degree or for the equivalent of a major. See page 20: Admissions - Special Students (Second Degree). Each student must apply for graduation. Students should apply at the start of their last academic year to confirm remain ing graduation requirements. Application forms are available in the Registrar's Offic All degree and course requirements must be completed and verified in the Academic Information This quick reference checklist is an bbreviated version of the General Educaon Curriculum requirements for graduaon. As a summary, it is not comprehenive and cannot substitute fully for the ~mpletedegree requirements which begin n page 60. Students are advised to read erefully the full graduation requirements nd to consult frequently with their dvisers to ensure that all requirements are let for graduation. All new freshmen and all freshman nd sophomore transfer students must omplete the following requirements ,rior to graduation (transfer credit may pply to these requirements): 1 Complete the FYE Fall Orientation and Seminar. (Sophomore transfer students are exempt.) 1 Satisfy entry level skill requirements in Mathematics Writing Critical Thinking I Demonstrate proficiency in two different Lifetime Sports. 1 Achieve a Math Placement Group score of 111. 1 Complete 33 course credits. Of these: 11must be Upper Division (numbered 300 or above) Two must be Interim courses 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 55. O Completion of a major. 17 Maintain minimum grade point average. U Complete courses that fulfill the following Perspective Requirements: Three Christian Faith perspectives One City perspective Two Western Heritage perspectives from different departments One Human Identity perspective One Aesthetic perspective Two Social World perspectives, from different departments One Intercultural perspective Two Language perspectives, in other than your native language Two Natural World perspectives, from different departments unless a year-long sequence is taken C1 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.) Two courses in writing (one within the major) One course in critical thinking One course in speaking One course in quantitative reasoning Two lifetime sports 61 62 Academic Information - All transfer students (entering with 14 or more credits) must complete the following requirements prior to graduation (transfer credit may apply to these requirements): n Satisfy entry level skill requirements in writing. Demonstrate proficiency in two different Lifetime Sports. U Achieve a Math Placement Group score of m. Complete 33 course credits. Of these: 11 must be Upper Division (numbered 300 or above) Two must be Interim courses (The number of interim courses required may be adjusted for transfer students - consult your evaluation of transfer credit) No student will be permitted to count more than three courses from the same department in meeting perspective requirements. No more than 13 courses may be in any one department, with the following exceptions: Accounting (B.A. ) ............. .14 Music Education (B.M) ......... . 1 7 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 63. O Completion of a major. Maintain minimum grade point average. Ei Complete courses that fulfill the following Perspective Requirements: Two Christian Faith perspectives (One Christian Faith perspective for transfer students entering with 24 or more course credits) One City perspective One Western Heritage perspective One Human Identity perspective One Aesthetic perspective One Social World perspective One Intercultural perspective Two Language perspectives, in other than your native language One Natural World perspective fl 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 Academic Information :ontinuedfrom page 60 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 minim- number of credits, a major, the First Year Experience (FYE), a minimum GPA, residence, and general education courses. Requirements For Undergraduate Graduation: 1. Completion of 33 course credits At least 11course credits must be Upper Division, numbered in the 300s and 400s. Not more than 13 course credits may be in one department, except in certain approved majors: Accounting (B.A.) - 14; Music Education (B.M.) - 17; Music Performance (B.M.) - 20; M9ic Therapy (B.S.) - 17; Physician Assistant (B.A.) - 19.5; and Social Work (B.S.) - 15. The course total must include two Interims for students whose complete academic work is at Augsburg. For transfer students, the course total must include one less Interim course than the number of years at Augsburg (but no more than two Interim courses are required). This is calculated on each transfer student's evaluation of transfer credits. No more than these maximums may be applied toward the 33 total course credits required: two Interim courses; two courses by independent/directed study; four courses of internship; and eight course credits with a grade of Pass (P). Nontraditional grading (P) also has these limits: two in the major except Elementary Education (two in the major plus student teaching) and Nursing (no P/N grading is pennit- ted); one in the minor if approved by the department chairperson. Interim courses taken that are not counted among the credit total for graduation requirements (extra interim courses) may still be counted for meeting perspective or graduation skills requirements. 2. Completion of a Major - Requirements for each major are listed under the departmental headings. 3. First Year Experience (FYE) -All students who enter the College as freshmen in the weekday schedule program must complete satisfactorily the FYE Fall Orientation and Seminar. See the program section on the First Year Experience for a full description. 4. Grade Point Average -2.0 for most majors. A minimum grade point average of 2.0 is required over all courses taken and specifically over all courses which 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, 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 which are required to be taken in residence within the major. Consult the catalog description of the major or the chairperson of the department. 63 - Academic Information 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 (see page 71.) Freshmen (all students entering Augsburg with fewer than seven college credit courses) and Sophomore Transfer Students having 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 respective tests. Students are required to take the assessments before registering for the second term and to have demonstrated removal of deficiencies by the end of their first year at Augsburg. Effective Writing or its equivalent is required. Students who do not satisfy the entry level skill in writing will be required to take ENG 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 the graduation skill course requirements. Advanced Transfer Students Transfer students who enter with 14 credits or more are exempt from critical thinking assessments. Those who have not passed the equivalent of ENG 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 that only the writing component course within the majc is required. Math Requirement In order to graduate, students must tal the Math Placement exam and achieve a score placing them in Group III(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 placemen is indicated on the Evaluation of Transfer Credit form for students who have transfe courses in college-level math. All students are required to have their Math Placement Group determined. The exam is given during college registration sessions and at other announced times during the year. Students needing to advance their Math Placement Group maj 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. Academic Information Please note that all students must attain ~tleast Math Placement Group 111. In tddition, many courses have Math Placenent Group requirements. In particular, dIS 379,479; CSC 170,210; SOC 362; PHY -03; all MAT courses; and all courses with t Graduation Skill Component in Quantitaive Reasoning have at least Math Placenent Group III as,a prerequisite. In tddition, MIS 175 and introductory Physics :ourses have at least Math Placement ;roup I1 as a prerequisite. Students should ,efer to the course descriptions to check the dath Placement Group prerequisites for :ourses that they are interested in taking. Lraduation Level Skills General Education includes enhancenent of certain skills during the years in :ollege. Slulls related to writing, critical hinking, speaking and quantitative ,easoning are deliberate components of :ertain courses. Completion of the requisite :ourses with a minimum grade of 2.0 or P s required for graduation. Students are 'equired to have two courses with writing :omponents (at least one within the major) md one course each with critical thinking, ;peakingand quantitative reasoning :omponents. These courses can simultaleously satisfy skill requirements and paduation requirements for the major or ;enera1 education perspectives. All Writing Graduation Skill courses lave the prerequisite of ENG 111, all bantitative Reasoning Graduation Skill :ourses have the prerequisite of Math racement Group In, and all Critical b & i n g Graduation Skill courses have the >rerequisiteof passing the Entry Level Zritical 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 nocredit courses, are not counted as meeting Interim course requirements and are not included in the 33 course requirement. LIBERAL ARTS PERSPECTIVES The General Education Liberal Arts Perspectives have the primary goal of providing the basis for beginning to understand what it means to be a human being. The goals of the Perspectives are achieved through a variety of courses which 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 Office of the Registrar. These choices are controlled by the following policies: 1. A student will choose a minimum of one course from each required perspective category. 2. No single course can fulfill the requirements in two or more categories. 3. No student will be permitted to count more than three courses from the same department in meeting perspective requirements. 4. No student may count more than one course from the same department in meeting the requirements of any single perspective emphasis area except: Up to three courses in religion may be used to meet the perspective, "The Charac- 65 66 Academic Information - ter 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 modem language may be used to meet part of the perspective, "Intercultural Awareness." RATIONALE FOR PERSPECTIVES Augsburg, in its Mission Statement, declares the College exists "To nurture future leaders of service in the world by providing high quality educational opportunities which are based in the liberal arts and shaped by the faith and values of the Christian church, by the context of a vital metropolitan setting, and by an intentionally diverse campus community." One way which the College seeks consciously to realize this Mission is through its General Education curriculum. The Augsburg faculty has designed a cohesive academic program incorporating general education, major courses, supporting courses and elective courses leading to the bachelor's degree. The core of the Augsburg curriculum is found in the liberal arts as expressed in the General Education component of the college curriculum which is divided under two headings: liberal arts perspectives and skills. The term "perspective" assumes that not only are we engaged in the search for truth, but that this requires the searcher to consider questions from a variety of viewpoints, each of which has something valuable to contribute to the whole. These perspectives are not strictly identified with traditional disciplines, but are understood in ways which encourage multi-disciplin- ary reflections on the questions at issue. They combine concerns about content with those of process and approach, directed ultimately to making the student a more effective learner and participant in society. The following requirements reflect the way in which Augsburg has chosen to view the liberal arts. Two of the four features of the Mission Statement are embodied in the General Education Perspectives: "The Character and Mission of Augsburg College: The Christian Faith and the City." These Perspectives emphasize that the College's affiliation with the Lutheran Church, its insistence on the value of knowing the approach which derives from the Christian roots of the College and its location in the city, deserve special consideration in Augsburg's educational program. The third feature - that Augsburg is a liberal arts institution - is also emphasized in the other General Education Perspectives. Certain dimensions of human life - of what it is to be human -form thc 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 sipficant aspects of this heritage. Thus, the Perspective on the Western Heritage. At the same time, to Academic Information focus on the West alone would be ethnocentric. We live in a global society. Hence the Perspective on Inter-Cultural Awareness. Attention to moral values is found not only in the Perspective on the Character and Mission of the College: the Christian Faith, but throughout the other perspectives as well. The Perspective on Aesthetic Values enables students to focus 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. Tlus has a number of features, including the way we teach all the courses in General Education. Beyond this, academic excellence presupposes that students have the requisite skills to do college-level work. The General Education Requirements are couched in a context which pays attention to the skills of both incoming and graduating students. Entrylevel skill requirements in a number of critical areas, including reading, writing, mathematics and critical thinking, will be assessed and help given to students who need it. Graduation-level skills are also emphasized, so that students not only maintain but develop their skills during their Augsburg experience. The General Education Requirements provide a coherent way to address the Mission of Augsburg College. They are not the only way, neither do they guarantee that students who graduate from Augsburg possess the desired knowledge and character traits. What they do is provide a coherent description of the context in which we liberally educate students, a clear statement of expected outcomes and an opportunity for students to see and understand the complexity of what it is to be human and Christian in an urban set tin^. 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, theologcal 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, govemmen- 67 - Academic Information tal 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 GST 209 seminar related to the perspective. The City (C) One course credit or experience is required to meet h s 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. 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 persons, men and women with unique abilities, values, beliefs, experiences and behaviors. Human ldentity (HI) One course credit is required to meet Perspective: Aesthetics Aesthetic creations convey fundaments 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 Academic Information 69 md read a language other than their native language. For this part of the Perspective, students are required to have jemonstrated proficiency in a modem ianguage or American Sign Language for nearing students. The modem language requirement will 3e determined by assessing previous 2xperience and subsequent placement. Intercultural Awareness (IA 1) The study of a specific, non-Westem :ulture and how that culture has shaped the world. One course credit is required to meet this part of the Intercultural Awareness Perspective. (IA 2 and 3) Study of a modem language other than khe native tongue. Up to two course credits ~f a beginning language or one at your placement level is required. Students with previous language study should contact an ldrnissions counselor or the Registrar's 3ffice for placement information. Students whose native language is not Enghh should :ontact the Academic Advising Center. Modem Language Course Placement Experience or Requirement ,-. Lollegelevel -none :0-2 semesters in High School) 111,112 Zollege level - 111 :3-4 semesters in High School) 112 Zollege level - 112 :4-6 semesters in High School) 211 Zollege level - 211 :7 semesters in High School) 212 Zollege level - 212 :8 or more semesters in High School) No course required 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. Perspective: The Natural World This Perspective is intended to help students understand themselves in relation to the physical world. Their active role as observers, explorers and moral agents will be emphasized. Sufficient technical training in scientific knowledge, concepts and methods will be provided to equip students for critical and intelligent participation in public debates on technical issues. 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 h s Perspective for transfer students entering with 14 or more course credits. EXPLANATION OF GRADES Student achievement in courses is measured primarily by final examinations. Shorter tests, written papers, oral reports and other types of evaluation also are used. Most courses are offered with grading options - traditional grading on a 4.0 to 0.0 scale or the Pass/No Credit system, in which P means a grade of 2.0 or better and N means no credit and a grade of less than 2.0. PassINo Credit Students who choose the P/N option are cautioned: 2 Academic Information In order to receive a grade of P, a student must achieve at least a grade of 2.0. 1.0 Some graduate and professional schools do not look favorably on a large number of P-graded courses, or rank each as a "C". 0.5 0.0 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 63. Certain courses have restrictions and are offered on one grading system only (i.e., Lifetime Sports are graded only P/N). In courses where there is a choice, students will be graded on the traditional system unless they indicate on their registration that they wish to use the P/N grading option. Any changes in choice of grading system must be made according to dates published each term. A fee is charged for any changes after the first five days of classes. All changes in grading option that are made after initial registration require the signature of an adviser or the instructor. Numeric Grades Numeric grades are used with these definitions: 4.0 3.5 3.0 2.5 2.0 Achieves highest standards of excellence Achieves above basic course standards Meets basic standards for the course Performance below basic course standards Unacceptable performance (no credit for the course) Grades of P (Pass) or N (No credit) are not computed in the grade point average. An incomplete grade (I) may be given only in the case of extreme emergency. To receive an incomplete grade, a student must receive permission of the instructor oj the course; must file a form stating the reasons for the request, the work required to complete the course, the plan and date for completing the work with comments from the instructor; and must file the form with the Office of the Registrar. If permission is granted, the necessary work must be completed in enough time to allow evaluation of the work by the instructor and filing of a grade before the final day of the following semester. If the work is not completed by that date, the grade for the course becomes a 0.0. Internships, Independent Studies and Directed Studies may sometimes last longer than one term. When this is the case, they must be completed by the grading deadlines within one year from the beginning of the first term of registration. A grade of X is given by the instructor to indicate that the study is extended. It is expected that students given X extensions will continue to communicate with their instructors and demonstrate that satisfactory progress is being maintained. A final grade will be issued at the end of the term in which the work is completed and evaluated (but not longer than one year). An instructor reserves the discretion of not giving an X where satisfactory progress is not demonstrated. If the course is not complete, a grade of 0.0 will be assigned. Academic Information A course in which a grade of 0,0.5,1.0, 1.5, or N has been received may be re2eated for credit. Courses in which higher yades have been earned may not be aepeated for credit and a grade, but may be iudited. All courses taken and grades 2arned each term remain on the academic .ecord. O n y the credits and grades earned he second time, for legitimately repeated :ourses, are counted toward graduation md in the grade point average. A course is given a grade of W when it s dropped after the deadline for dropping :lasses without a notation on the record. Iuditing Courses Students who wish to take courses ~ i t h o ucredit t or grade may do so by .egistering for Audit (V). Full-time itudents may audit a course without :barge. The charge for part-time students is isted under College Costs in the Financing four Education section on page 22. The jignature of the instructor is required to .egister an audit. Students who audit a :ourse should confer with the instructor vithin two weeks of the beginning of the , e m to determine expectations, attendance md any other requirements. If expectations lave been met, the course will be listed on he transcript as having been audited. If :xpectations have not been met, the :ourse will be listed with a grade of W Withdrawn). kade Point Average The grade point average (GPA) is )ased on final grades for all work at lugsburg. It does not include credit and ~ a d points e for work transferred from )her colleges. Courses taken on the P/N ;rading option are recorded, but not :omputed in the GPA. The formula for :om~utinethe GPA is: GPA = Total grade points divided by number of courses taken.* *Courses with 0 to 4 grade assigned Classification Students are classified in August and at the end of the Fall and Interim terms. Sophomores - Seven courses completed. Juniors - 16 courses completed. Seniors - 24 courses completed. International Baccalaureate Program (IB) Courses earned from the International Baccalaureate Program will be considered by the College for advanced placement and appropriate credit. Departmental guidelines are available at the Registrar's Office. ASSESSMENT OF PREVIOUS LEARNING (APL) PROGRAM Augsburg College recognizes that learning can and does take place in many life situations. Some of this learning may be appropriate for credit recognition within the disciplines that compose the academic program of a liberal arts college. The APL program (Assessment of Previous Learning) at Augsburg provides a means by which a student's previous learning, other than that which is transferred from another accredited institution, may be presented for examination for possible credit toward the completion of a baccalaureate degree. Not all learning from life experience, however, is appropriate for credit recognition at a liberal arts college. Such learning must meet two essential criteria: 1)it is relevant to course work in a field of study within the Augsburg liberal arts curriculum, and 2) it can be objectively demon- 71 72 Academic Information - strated 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 recogrution. The following is a brief description of each of these means of assessment: Advanced Placement Program Test (AP) - Advanced placement in courses beyond the beginning level is granted to students with scores of 3,4 and 5 on the CEEB Advanced Placement Program Test. Additional credit or placement is at the discretion of the department. Inquiries should be addressed to the Office of the Registrar. The College Level Examination Program (CLEP) - This is a series of standardized tests which have been developed by the College Board and are offered to students for a small fee at regional testing centers. (The regional testing center for this area is the University of Minnesota.) Students who score at or above the 65th percentile on a subject examination may receive academic credit for that subject at Augsburg College. Additional information about CLEP tests is available from the Office of the Registrar 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 pass/ no credit basis only, and there is a charge per exam of one-half of tuition for a full course credit. The Portfolio Assessment Program This is a credit assessment alternative in which a faculty team completes a credit evaluation of a learning portfolio submitted by the student. The faculty team is composed of two faculty members from fields of study directly related to the student's previous learning. Students who wish to prepare a portfolio of previous learning for credit assessment should consult the Office of the Registrar. In completing the evaluation of a student's previous learning, the faculty team applies the following criteria: There is documentable evidence of a cognitive component in the previous learning experience that involved prescribed and/or systematic study of content material found within liberal arts course work. The learning has been objectively verified by individuals in addition to the presenting student. The learning lends itself to both qualitative and quantitative measurement. The learning relates well to the student's educational goals. The learning and skills involved are current and could be used at the present time. Students may apply for the credit assessment process after completing at least four 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 no be used when four or fewer courses remair for graduation. There is an application deposit to initiate the credit assessment process, and a charge for each semester Academic Information credit applied to the student's transcript if credit is approved. Credit is available on a pass/no credit basis only. Transcript credit will be granted on the basis of semester credits, and the total number of credits granted will be divided by four to determine the number of course credits applied to graduation. These credits will be recorded with the course number of APL 2xx. Application of this credit toward the Liberal Arts Perspective requirements, Upper Division requirements and academic majors and minors may be subsequently addressed by the departments involved in response to a formal request by the student. Maximum Credit Accepted for Previous Learning -While Augsburg College recogruzes the validity of learning that takes place outside the traditional classroom, this learning must be placed in the context of formal study in campus-based liberal arts courses. Therefore, Augsburg places a maximum of eight courses (about one-fourth of a 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) Program Students who declare a language other than English to be their primary language or who are citizens of another c o w must take the ESL placement test in conjunction with the English writing placement test at orientation. Students' placement in ESL, ENG 101 Develoumental writ in^. 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 eamed in the class will determine whether additional ESL course work is required. Usually a score of 80 to 100 and a course grade of 3.5 or 4.0 will fulfill the student's ESL requirement. All students whose native language is not English must stay enrolled in ENG 217/218 until such time that they pass ESL placement test at 80 percent or higher. The ESL course can only be counted 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. 1 ACADEMIC PROGRESS, PROBATION AND DISMISSAL The College requires that students maintain the following cumulative grade point averages (GPA): Freshman -A student who has taken fewer than seven courses with a cumulative GPA of 1.6 or higher Sophomore -A student who has taken fewer than 16 courses with a cumulative GPA of 1.7 or higher Junior- A student who has taken fewer than 24 courses with a cumulative GPA of 1.9 or higher Senior - A student who has taken 24 or more courses with a cumulative GPA of 9 n -- L:-L-- 73 2 Academic Information It should be noted that a minimum GPA of 2.0 is required for graduation with certain majors requiring a higher minimum GPA. decision within 10 days to the Committee on Student Standing. Students whose academic achievement falls below these guidelines will either be placed on scholastic probation at the end of the term or will be continued on probation or will be dismissed from the College. In addition, a freshman who receives two zero grades or a sophomore who receives three zero grades will be considered for probation or dismissal. However, dismissal from the College is not automatic. Each case is reviewed by the Committee on Student Standing. Evidence of the student's commitment to academic progress is the major consideration in deciding whether or not to dismiss a student. Students who have a poor academic record may be strongly advised to withdraw before the end of a term. Those on probation who voluntarily withdraw from the College, as well as those who are dismissed, must have special permission to re-enroll. The Dean's List, compiled after each semester, lists students whose grade point average for a semester is 3.5 or better. Students must be full-time students (a minimum equivalent of three full course credits for a weekday schedule student or two equivalent full course credits for a Weekend College student), graded on the traditional grading system, with no incompletes in courses offered for credit. Courses taken outside of a program's calendar (i.e., crossover courses taken in a Weekend College trimester term by a day program student or in a semester term by a Weekend program 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. 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 Dean's List 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 requirement$ by the end of the Spring Term may quahfy to participate in commencement if: 1) no more than 3 course credits/requirements 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. Academic lnformation Veterans of Military Service Augsburg is approved by the State Approving Agency for Veterans Education. Veterans should consult with the Office of the Registrar about completion of the enrollment certificate and the forwarding of other information to the Veterans Administration. Veterans will need to meet the requirements of the Veterans Adrninistration regarding repayment of educational assistance funds received. I 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, as amended (FERPA) provides certain rights to students regarding their education records. Each year Augsburg College is required to gyve 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. Right to Request Amendment of Education Records - You have the right to seek to have corrected any parts of an education record whch you believe to be inaccurate, misleading or otherwise in violation of your right to privacy. Tlus 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 lnformation 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 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. 75 2 Academic Information "Directory Information" includes the 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 to 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. A \ s a liberal arts institution, Augsburg College believes that knowledge and truth are interrelated and are integrated into a whole. The tradition of the academic world, however, divides this unified truth into more manageable parts: the academic disciplines. The knowledge of individual disciplines is subdivided into courses which make it more accessible to students. These courses can be arranged in various ways to construct majors, to create the substance of a broad general education and to give students the opportunity to study areas of particular individual interest. Descriptions of courses are arranged by departments and programs. These descriptions offer a brief summary of the subject matter to aid students in planning a program. A syllabus containing a more detailed explanation of content, approach and requirements for a particular course can be obtained from the instructor. Department entries also contain a narrative discussion of the educational philosophy of each department, its goals and its place in the College's program. A listing of requirements for individual majors and minors follows the narrative. Class Schedule Courses listed are subject to change. In general, classes are offered Fall and/or Spring terms unless otherwise indicated. The Schedule of Classes published by the Associated Colleges of the Twin Cities (ACTC) each spring lists offerings and locations for Fall and Spring terms. Since some courses are offered alternate years, it is important that the student review with an adviser to ensure that all requirements can be met. Descriptions and schedules for courses offered in January Interim, Summer School, Augsburg Weekend College and the Master of Arts in Leadership, Master of Arts in Education-Leadership and the Master of Social Work programs are published in separate catalogs. Credits A full course is offered for one course credit. A few fractional courses, for one-half 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 a week, in addition to laboratories. Numbering Courses numbered below 300 are Lower Division courses. Courses numbered 300 and above are classified as Upper Division. In general, courses in the 100s are primarily for freshmen, 200s for sophomores, 300s for juniors, and 400s for seniors. Prerequisites Courses that must be taken before enrolling in a higher level course are listed in the course description. A student may enroll in a course when a prerequisite has not been fulfilled if there is prior approval by the professor teaching the course. Every department offers opportunities Departments and Programs 79 course description and process for registering is normally the same for each department. Some departments have additional statements and that will be found in the departmental course listing. INTERNSHIPS Registration for Internships consists of the following steps: 1. Obtain the Internship Registration Permission Form from the Internship and Cooperative Education Office and secure the signatures of the faculty supervisor and director of Internships and Cooperative Education. 199 399 2. Register for a 199 or 399 Internship during the registration period. The signed permission form must be turned in at the time of registration. (Students may preregister without a placement secured, but a suitable internship must be found by the end of the registration or drop/add period.) 3. A learning agreement (forms are available from the Internship and Cooperative Education Office) must be negotiated with the faculty member responsible for grading the experience and the work supervisor. The completed original is turned in to the Internshp and Cooperative Education Office, with copies made for the faculty, supervisor and student. lnternship A work or service-based learning experience at the sophomore level in whch a student, faculty member and site supervisor design a learning agreement which 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. lnternship A work or service-based learning experience at the junior-senior level in which a student, faculty member and site supervisor design a learning agreement which links the ideas and methods of the discipline with the opportunitiesinherent in the placement. Participation in a concurrent seminar is often expected. Prior to the b e p n i n g of the term/ registration, interested students must consult with the departmental Internship Coordinator and the Internship Office regarding requirements and permission to register. 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 from the instructor and the department chairperson in writing 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 from the instructor and the department 8o - ACCOUNTING See listing under Business Administration and Management Information Systems. AMERICAN INDIAN STUDIES See listing under Interdisciplinary Studies. & 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 sipficant number of art galleries and museums in the Twin Cities area. Art Faculty Kristin Anderson (Chair), 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 Art or ART 225 Communication Design I or ART 360 Watercolor Painting One course in three-dimensional art from: ART 221 Sculpture I or ART 250 Ceramics I Five additional studio arts courses ART 240 Art History Survey And two additional art history courses 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 which may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to identify current Minnesota teacher Licensure requirements. 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 107Drawing ART 118 Painting I or ART 221 Sculpture Honors Majors 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 tern of the senior year. Studio Art Minor Five courses including ART 240, ART 107 and three additional studio courses. Art History Minor Five art history courses including ART 240. Certificate in Art Eight art courses, including at least one in art history. Up to four courses may be taken in one studio area or in art history. I STUDIO ART FOUNDATIONS Note: All studio courses require work outside of class sessions. 9RT 102 Design A study of design as the unify~ngfoundation for the visual arts. Two- and three-dimensionalprojects demonstrating the use of the basic design elements and principles. 9RT 107 Drawing Drawing in graphite pencils, pen and pastel pencils. Subjects include stilllife, figures, building interiors and exteriors and experimentalwork. 81 - ** Art 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 35 mm, 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, and plexiglass. Learn to model, carve, cast, weld and assemble the respective media. ART 223 ART 224 Print Making I An introduction to traditional and experimentalmedia and methods of printing. Intaglio, relief, stencil and mono methods are explored. Publication Design An introduction to basic publication formats and production using electronic layout software, emphasizing principles and tools of typography, layout and color. ART 225 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. ART 250 Ceramics I An introduction to the making of pottery with an emphasis on handbuilding and glazing. ART 290 Tribal Arts and Culture The rich heritage of indigenous cultures is explored through the visual arts, particularly within the United States. Other content includes poetry, dance, mythology, ritual, religion and drama of many American Indian tribes. Students will produce various art projects in weaving, basketmaking, pottery, jewelry, sculpture or prints. ART 306 Calligraphy II Advanced work in calligraphic media and design. Art 83 ART 330 ART 351 Communication Design II An advanced study of graphic design using the computer to create visual communications for the print medium. (Prereq.: ART 225) 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, including silk-screen, etching and woodcut, including Japanese woodcut technique. (Prereq.: ART 223) ART 478 Sculpture II Advanced work in sculpture. Choice of media: clay, wood, alabaster, welded steel and bronze, plaster, and plexiglass. (Prereq.: ART 221) ART HISTORY ART 240 Art History Survey A survey of art of the Westem world from prehistoric to modem times. Includes reading, research, viewing of slides and visits to museums. Note: Thefollowing courses are offered intermittently, usually two or three sections a year. ART 352 Women and Art A study of the creative role of women in the visual arts, including the fine arts, the "traditional" arts and the work of Native American women. (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 4th 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 ART 388 19th and 20th Century Art European painting, sculpture and architecture from Neoclassicism through the present. (Prereq.: ENG 111) ART 389 American Art A study of early colonial through contemporary American art, architecture and folk arts. Internships and Independent Study Courses: ART 199 Internship See description on page 79. ART 299 Directed Study See description on page 79. ART 399 Internship See description on page 79. ART 499 Independent StudyIResearch See description on page 79. ASIANSTUDIES See listing under East Asian Studies. B iolow is the study of life and it is natural that we, as contemplative living zreatures, seek a deeper understanding of the living world that envelops us. This search has led to the realization that the tarth is filled with an enormous variety of living organisms. Since humans are a part 3f the biological world, an understanding ~f the basic biologcal processes common to 311 organisms, as well as those features which are unique to humans, is essential to ~ttainself-understanding - and to provide a basis for wise decisions. -< Even the simplest organisms are incredibly complex and a complete understanding of even one of these has, as yet, eluded biologsts, even though some ~rganismshave been subjected to years of intensive scrutiny. Biology will thus zontinue to be a fertile field for research for many years to come. Still, in recent decades great strides have been made in understanding important biological processes, particularly those at the cellular, molecular, and ecosystem levels. Biological research has also provided some extremely important benefits to humans, including advances in medicine, 3griculture and food science. Because a complete understanding of 2iological systems depends on applications ~f the principles of physics and chemistry, 3 firm background in the physical sciences is also important, to support the student's xoad-based understanding of biology. For many, an undergraduate major in 2iology serves primarily as a basis for hrther study. Augsburg graduates have 3one on to further studies in the Life ;ciences, leading to careers in college or miversity teaching, basic and applied research, and public health. Others have mtered professional programs in medicine, veterinary medicine and dentistry. Other graduates have gone directly into a variety of careers, including secondary education and laboratory technology. Biology Faculty Esther McLaughlin (Chair),William Capman, Mary K. Chelberg, Robert Herforth, Dale Pederson 5 e n Major Nine courses including: BIO 113 General Biology BIO 114 General Biology BIO 215 Introductory Cellular Biology and at least one from each of the five following groups: I. BIO 351 Invertebrate Zoology BIO 352 Comparative Vertebrate Zoology BIO 473 Animal Physiology 11. BIO 361 Plant Biology BIO 440 Plant Physiology 111. BIO 355 Genetics BIO 481 Ecology IV. v. BIO 471 Advanced Cellular and Molecular Biology BIO 474 Developmental Biology BIO 367 Biochemistry BIO 476 Microbiology The ninth course may be any Upper Division biology course, including an Interim course. BIO 491 Seminar (non-credit) is required of all juniors and seniors. 86 Biology - Required Supporting Courses CHM 1051106 Principles of Chemistry or CHM 1151116 General Chemistry CHM 223 Elementary Organic Chemistry or CHM 3511352 Organic Chemistry PHY 116 Introduction to Physics or PHY 1211122 General Physics Math Placement Group IV a two-semester sequence in organic chemistry. Many medical schools also require two semesters of calculus. Students should consult the pre-medical adviser in the department for information specific to medical school application. Graduate and Professional Training GPA of 3.5 in biology and 3.0 overall, active participation in seminar, one course of approved Independent Study with an oral defense of the research report. Application should be made no later than the first term of the senior year. 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 which should be discussed with an adviser in the department. Minor Teaching Licensure Major Five courses, including BIO 113,114 and three Upper Division courses; CHM 105/106 or CHM 115/116. The State of Minnesota has specific licensing requirements for teachers which may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to iden* current Minnesota teacher licensure requirements. Honors Major In planning their courses of study, students are encouraged to work closely with members of the Biology faculty. Normally both General Biology 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. Pre-medical Biology Major The same as the biology major, including a two-semester sequence in physics and Cooperative Education The Department works with the Cooperative Education Office in identifying and defining Co-op Ed experiences in laboratories and other settings in the Twin Cities. Students interested should consult with the Biology Department Cooperative Education Coordinator. Biology 87 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 hours lecture. A student may not receive credit for both BIO 101 and 103. Does not apply to the major or minor. Fall) BIO 102 The Biological World The basic concepts of biology pertaining to both plants and animals are emphasized. The nature of science and the approach used by scientists to gather and analyze data and propose and test theories are considered. (Three hours lecture, three hours laboratory. Does not apply to the major or minor. Spring) BIO 103 Human Anatomy and Physiology A survey of the structure and function of the human body. (Three hours lecture, three hours laboratory. A student may not receive credit for both BIO 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 hours lecture. Does not apply to the major or minor. Spring) BIO 113 General Biology - lntroductory Organismal Biology An introduction to organismal biology for science majors, including diversity, physiology, and structure. BIO 113 and 114 must be taken in sequence except by permission of instructor. (Three hours lecture, four hours laboratory. Fall) BIO 114 General Biology - lntroductory Genetics, Evolution & Ecology An introduction to cellular functioning, metabolism, classical and population genetics, evolution, and ecology. BIO 113 and 114 must be taken in sequence except by permission of instructor. (Three hours lecture, four hours laboratory. Spring) BIO 215 lntroductory Cellular Biology An introduction to structure and function in tissues, cells, and subcellular organelles. (Three hours lecture, four hours laboratory. Prereq.: BIO 113, 114, CHM 106 or 116, CHM 223 or 352, or concurrent registration in 223 or 351. Fall) BIO 351 Invertebrate Zoology A study of the invertebrate animals stressing classification, morphology, behavior, life history and phylogeny. (Three hours lecture, four hours laboratory. Prereq.: BIO 113,114. Fall: alternate years) BIO 353 Comparative Vertebrate Zoology Vertebrate phylogeny approached by comparative study of structure and function of the major organ systems. (Three hours lecture, three hours .. --- . 88 Biology - BIO 355 Genetics Principles of heredity, integrating classical and molecular analysis. (Three hours lecture, 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 hours lecture, four hours laboratory. Prereq.: BIO 113,114. Fall '96, Spring thereafter) BIO 367 Biochemistry An introductory consideration of biological macromolecules and their components, energetics, and intermediary metabolism and its integration. (Three hours lecture. 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 hours lecture, 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, maintenance of cellular compartments, cell-signaling, cell cycle, and cytoskeleton-extracellularmatrix interactions. (Three hours lecture, 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 hours lecture, four hours laboratory. Prereq.: BIO 215; PHY 116 or 122, or consent of the instructor. Fall) BIO 474 Developmental Biology A consideration of the physiological and morphological changes which occur during embryonic development of animals, including genetic control of development. (Three hours lecture, four hours laboratory. Prereq.: BIO 215. Spring) BIO 476 Microbiology An introduction to the study of microorganisms. Environmental, indus- trial and medical issues are discussed, with particular attention paid to human pathogens. (Three hours lecture, three hour laboratory, one hour tutorial. Prereq.: BIO 215. Spring) BIO 481 Ecology A study of interactions between organisms and the biotic and abiotic environment. Topics include physiological ecology, energy flow, nutrient cycling, a survey of biomes, population and community ecology, and conservation. (Three hours lecture, four hours laboratory, some Saturday field trips. Prereq.: BIO 215, MPG IV.Fall) BIO 491 Biology 89 Seminar (.O course) A weekly meeting of biology majors. Active participation by juniors and seniors is required, including an oral presentation by seniors. Guest speakers are often invited. A noncredit requirement for the major. (Spring) Internships and Independent Study Courses: BIO 199 Internship See description on page 79. (Prereq.: BIO 113,114) BIO 299 Directed Study See description on page 79. BIO 399 Internship See description on page 79. (Prereq.: BIO 215) BIO 499 Independent StudyIResearch See description on page 79. (Prereq.: BIO 215) INFORMATION SYSTEMS- BUS, ACC, 0 ur mission is to prepare students for professional careers in business or for paduate 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 which provide a wealth of practical expertise, a variety of internship opportunities, and future job prospects. The faculty believe they can best serve both the student and the community by providing an education that is technically competent, ethically based, and socially aware. Faculty MIS major there are four specializations: Marketing, Management, Finance, and Jntemational Business. Within the Account ing 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 63), 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. Arnin Kader (Chair, International Business Coordinator),John C. Cerrito (Management Coordinator), Steven J. LaFave, Lori L. Lohman, Fekri Meziou (Marketing CoordiTransfer Students nator), Thomas Morgan, Milo A. Schield (Finance Coordinator),Magdalena M. Transfer students must complete at Paleczny-Zapp, Kathy Schwalbe (MIS least four of the Upper Division courses Coordinator), and Stuart M. Stoller required in the major at Augsburg or (Accounting Coordinator). 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 Advisina J The Department of Business, Administration, Accounting and MIS offers three majors: Business Administration (BUS), Accounting (ACC), and Management Mormation Systems (MIS). Specializations Within the Business Administration Students who plan to major in Business Administration, Accounting or MIS are strongly encouraged to select a departmental adviser who teaches in their major. This should be done by the end of the sophomore year at the latest. In addition to advising, departmental faculty can counsel mninrc nn their r n r ~ ~ rnccict c mainrc in Business Administration 2btaining internships or jobs, and provide letters of recommendation for prospective 2mployers or graduate programs. Internships Students are strongly encouraged to work with the Cooperative Education and Department faculty to obtain an Internship :BUS/ACC/MIS 399) during their junior or T he major in Business Administration xepares students for professional careers n business administration or for graduate studies. The four specializations within this najor share a common business core. This :ommon core provides students with a >roadfoundation so they can readily adapt :o internal changes in interests and goals md to external changes in circumstances md opportunities. 3usiness Core LO courses including: 3CO 112 Principles of Macroeconamics J ICO 113 Principles of Microeconomics v VIIS 175 Principles of Computing f o r d Business 2CC 221 Principles of Accounting I fl 4CC 222 Principles of Accounting I1 3US 242 Principles of Management 3US 252 Principles of Marketing vIIS 379 Quantitative Methods for Business and Economics 3US 301 Business Law 3US 331 Financial Management senior year. Although an Internship counts as part of the 13 courses allowed in the major, students may petition for an exception. An Internship may satisfy the perspective on the City. Internships can provide students with experience that may be valuable in competing for jobs after graduation. Consult your adviser on this matter. Specialization in Marketing Business core plus 3 courses: BUS 352 Marketing Research and Analysis BUS 355 Marketing Communications or BUS 357 Advertising BUS 450 Marketing Management Specialization in Management Business core plus 4 courses: BUS 340 Human Resource Management BUS 440 Operations Management BUS 465 International Management MIS 376 Project Management or ECO 318 Management Science Specialization in Finance Business core plus 4 courses: ACC 322 Accounting Theory and Practice I BUS 433 Financial Theory: Policy and Practice BUS 438 Investment Theory and one of the following: ECO 311 Public Finance ECO 312 Intermediate Macroeconomics ECO 313 Intermediate Microeconomics ECO 315 Money and Banking MIS 479 Intermediate Quantitative Methods for Business and 91 92 Business Administration - Specialization in International Business Business core plus 4 courses: BUS 362 International Business BUS 465 International Management BUS 466 International Marketing and one additional in either BUS 362 International Business or ECO 360 International Economics. Students must also complete three semesters of a foreign language (or equivalent).The language requirement may be waived for international students. Contact the International Business Coordinator for details on language equivalents or other configurations. Combined Major in Business Administration and Economics 11courses 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 BUS 242 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. Minor in Business Administration Six courses including: ECO 112 or ECO 113, ACC 221 and 222, BUS 242 and 252, BUS 331 or MIS 379. This minor is automatically completed while completing a major in Accounting or MIS. Minor in International Business Six courses including: ECO 112 or ECO 113, ACC 221, BUS 242 or BUS 252, and three courses in International Business (one may be in International Economics). Students should consult the area coordinator concerning acceptable alternatives in International Economics. 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 295 Topics T PC-IIITPC dicrii~cinn<m e ~ t i n with v ~ members nf the staff or visiting - Business Administration faculty regarding research methodology and readings in the areas of business administration. (Prereq.: consent of instructor) IUS 301 Business Law Legal rules relating to contracts, agency, negotiable instruments, property and business organizationsunder the Uniform Commercial Code. IUS 302 Business Ethics Examines individual choices in business; analyzes and evaluates various business practices; emphasizes conceptual precision in thinking, writing and speaking. (Prereq.: BUS 301 or PHI 120 or PHI 125, or jr/sr standing) IUS 331 Financial Management Topics related to theory of acquisition, fund allocation and management, sources and uses of long and short-term funds, capital cost/budgeting, leverage, dividend policy. (Prereq.: ECO 113, ACC 222) IUS 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) IUS 352 Marketing Research and Analysis Research process as an aid to decision-making; methodology; results; evaluation of effectiveness. (Prereq.: BUS 252,357, ECO 113, or consent of instructor) IUS 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 355 or 357 can be taken for graduation credit but not both. IUS 368 IUS 433 Advertising An introduction to print and broadcast advertising and promotion as important elements in modem marketing and communications. Note: Either 355 or 357 can be taken for graduation credit but not both. 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) 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) Financial Theory: Policy and Practice A system's approach to financial structure and policy. Emphasis on decision making, presentation through literature, readings, lectures and case material. (Prerea.:BUS 331. ACC 322) 93 - 94 Business Administration - BUS 438 Investment Theory Appraisal of the risk/return relationships of various types of securities: extensive coverage of capital markets and portfolio management. (Prereq all core courses or consent of instructor) BUS 439 Risk Management and Insurance Analyzes exposure to accidental loss -its identification, measurement and evaluation. Reviews techniques for loss prevention and control. Surveys primary types of insurance. (Prereq.: BUS 331 and MIS 379) BUS 440 Operations Management Concepts and principles related to the management of operating functions. Taught from a managerial viewpoint with examples from various industries and sectors. (Prereq.: BUS 242) BUS 450 Marketing Management Integration of marketing with other business functions; marketing management and decision-making, planning marketing programs, channels of distribution, pricing, product selling promotion policies. (Prereq.: BUS 352 and either BUS 355 or 357) BUS 465 International Management Private sector manager's perspective of national/intemational institution and strategies, structure, practices and effects of a national corporation in the world today. (Prereq.: BUS 242. BUS 362 is recommended) BUS 466 International Marketing This course examines those issues and activities unique to marketing in a international setting. Emphasis is also placed on adaptation of a marketing mix according to the international marketing environment. (Prereq.: BUS 252,362) BUS 495 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor) lnternships and Independent Study Courses: BUS 199 Internship See description on page 79. BUS 299 Directed Study See description on page 79. BUS 399 Internship See description on page 79. BUS 499 Independent StudyIResearch See description on page 79. In. he major in accounting prepares tudents for professional careers in a wide rariety of accounting-related positions. 'his major has three tracks: General iccounting, Professional Accounting and vlanagerial Accounting. The General iccounting specialization is adequate for a vide variety of positions. The Professional iccounting track includes two specializaions: public accounting and managerial :ccounting.The public accounting specialzation is recommended for positions with :PA firms. The managerial accounting pecialization is recommended for positions vith large or rapidly-growing companies. The two professional specializations elate to two professional designations: the 3PA and the CMA. A Certified Public iccountant (CPA) focuses on external eporting; a Certified Management iccountant (CMA) focuses on internal eporting. The public accounting specialzation includes the materials emphasized )n the CPA exam; the managerial specialzation includes the materials emphasized In the CMA exam. Both the CPA and CMA lesignation have an experience requirenent in addition to passing the national !xam. Under the rules of the Minnesota itate Board of Accountancy, Accounting najors in the Public Accounting specializaion are qualified to sit for the CPA :xamination during their last semester. iccounting Core 4 courses are required for this major (an lxception to the 13-course limitation) ncluding: T O 112 Principles of Macroeconomics 3C0 113 Principles of Microeconomics dIS 175 Principles of Computing for ~usiness BUS BUS ACC ACC MIS 242 252 221 222 379 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 I1 Quantitative Methods for Business and Economics Business Law Financial Management 2 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 and 423 Auditing. Specialization in Managerial Accounting Accounting Core (14 courses) plus ACC 424 Internal and Operational Audit and MIS 375 Management Information Systems in the Organization. Honors Major GPA of 3.5 in the major and 3.1 overall; a senior thesis and comprehensive oral exam in the major field of concentration. hterested juniors or seniors should contact the Department Chair. Minor in Accounting Six courses including: ACC 221,222, BUS 331 or ACC 324, ACC 322,323 and one of the following: MIS 175,379, ECO 112 or 113. This minor is recommended for majors -- . . - 2 Accounting ACC 221 Principles of Accounting I Introduction to business activities, basic concepts and fundamentals of accounting, the accounting cycle and preparation of financial statements. ACC 222 Principles of Accounting II A continuation of 221. Introduction to business activities, accounting for corporations.Basic concepts and fundamentals of managerial accounting, planning and controlling processes, decision-making and behavioral considerations. (Prereq.: ACC 221) ACC 295 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the areas of business administration. (Prereq.: consent of instructor) ACC 322 Accounting Theory and Practice I An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements and other relevant issues as applied to assets. (Prereq.: ACC 222) ACC 323 Accounting Theory and Practice II A continuation of 322. An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements and other relevant issues as applied to liabilities and stockholders' equity. (Prereq.: ACC 322) ACC 324 Managerial Cost Accounting Accounting tools for heavy manufacturing systems as well as for managerial decision making. Planning, budgeting, standard cost systems, as well as other quantitative and behavioral topics. (Prereq.: ACC 221,222, BUS 242,252, MIS 379, or consent of instructor) ACC 326 Tax Accounting The more common and important provisions of planning and compliance for income taxes. (Prereq.: ACC 221, BUS 331, ECO 112,113, or consent of instructor) ACC 423 Auditing Internal and external auditing procedures. Emphasis on the CPA's role to form the basis of opinion on a set of financial statements. (Prereq.: ACC 323) ACC 424 Internal and Operational Audit Integrating the business arts of accounting, finance, management, marketing and MIS to incorporate and learn the techniques of internal and operation auditing using problem-solving. (Prereq.: ECO 113, ACC 221, 222, BUS 242,252,331, MIS 175,379) ACC 425 ACC 495 - Accounting 97 Advanced Accounting 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 ACC 299 ACC 399 ACC 499 - Accounting for business combinations, consolidations, governmental accounting, partnership accounting and fund accounting. (Prereq.: ACC 323) Internship See description on page 79. Directed Study See description on page 79. Internship See description on page 79. Independent StudyIResearch See description on page 79. T he major in Management Information Systems prepares students for professional careers in information systems. MIS studies information systems as both a resource and a tool for decision-making. Students learn to analyze and evaluate existing systems and to design and program new systems. MIS is an extensive major (16 courses) and includes courses from Computer Science, Mathematics, Economics, Business and Accounting, as well as from MIS. Management Information Systems Major 16 courses including: A. Six courses in Economics, Business and Accounting: ECO 113 Principles of Microeconomics BUS 242 Principles of Management BUS 252 Principles of Marketing BUS 331 Financial Management ACC 221 Principles of Accounting I ACC 222 Principles of Accounting II B. Three courses in Mathematics and Computer Science: CSC 170 Structured Programming MAT 121 Finite Mathematics or any higher level math course and one of the following: CSC 210 Data Structures CSC 270 FORTRAN CSC 271 COBOL CSC 272 UNIX and C C. Seven courses in MIS: MIS 175 Principles of Computing for Business or CSC 160 Introduction to Computer Science and Communications MIS 370 Advanced Computing for Business or CSC 352 Data Base Management and Design MIS 375 Management Information Systems in the Organization MIS 379 Quantitative Methods for Business and Economics MIS 475 Systems Analysis and Design MIS 476 Information Systems Projects and one of the following: MIS 376 Project Management MIS 479 Advanced Quantitative Methods for Business and Economics ECO 318 Management Science CSC 340 Introduction to Networking and Communications Honors Major GPA of 3.5 in the major and 3.1 overall; a senior thesis and comprehensive oral exam in the major field of concentration. Interested juniors or seniors should contact the Department Chair. Minor in MIS Seven courses including: MIS 175 or CSC 160, ACC 221, BUS 242 or BUS 252, MIS 370 or CSC 352, MIS 375, ECO 113 and one of the following: MIS 376 475,479 or ECO 318 Mathematics Placement Croup (MPC) Requirements MIS 175,370,379,479, CSC 170,210 and all 100 level Math courses have Placement Group requirements. Since all majors in Business, Economics and MIS must take MIS 379, they all must have at least MPG III. 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 M E 175. (Prereq.:MPG 11) 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 III, MIS 175 or CSC 160 or strong computer background) 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, 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 and either Math Placement Group III 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 370 or CSC 352) MIS 476 Information Systems Projects Using skills developed in MIS 376 and 475, generate a complete and 99 loo MIS MIS 479 Intermediate Quantitative Methods for Business and Economics Utilize computer packages relevant to statistical analysis. Areas of interest include statistical descriptions, analysis of variance and statistical inference plus linear models, queuing models and Monte Carlo simulations. (Prereq.: MIS 379) , Internships and Independent Study Courses: MIS 199 Internship See description on page 79. MIS 299 Directed Study See description on page 79. MIS 399 Internship See description on page 79. MIS 499 Independent Study/Research See description on page 79. 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 which meets the chemistry background required by many fields. Consonant with these ideas, the Department of Chemistry has established the following objectives to help its students develop into mature scientists: *To provide a course of study of sufficient rigor and depth to enable our graduates who complete our ACS chemistry major to compete successfully with their peers of similar ability in graduate school or research positions. *To provide programs of study for professional goals in addition to the traditional positions as chemists. *To provide an atmosphere of learning so that students will want to remain lifelong learners, thereby remaining competent in their field however that may change after graduation, and be able to move into new areas as opportunities arise. *To encourage students to take a broad view of their education and to 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), John J. Carroll, Arlin E. Gyberg, Sandra L. Olmsted BACHELOR OF ARTS Graduation Major in Chemistry CHM 105,106 Principles of Chemistry or CHM 115,116 General Chemistry CHM 351,352 Organic Chemistry CHM 353 Quantitative Analytical Chemistry CHM 361 Physical Chemistry CHM 363 Physical Chemistry Laboratory CHM 491 Chemistry Seminar and one additional course from: CHM 364 Physical Chemistry CHM 464 Advanced Organic Chemistry CHM 481 Advanced Analytical Chemistry CHM 482 Advanced Inorganic Chemistry CHM 483 Quantum Chemistry lo* - Chemistry BIO 367 Biochemistry Also required: PHY 121,122 General Physics I, I1 MAT 145,146 AUGMENT Calculus I & I1 or one year of calculus Because Upper Division courses have mathematics and physics prerequisites, students should plan to take MAT 145,146 in the freshman year and PHY 121,122 in the sophomore year. Teaching Licensure in Physical Science The State of Minnesota has specific licensing requirements for teachers which may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to idenfdy current Minnesota teacher licensure requirements. Pre-Medical Chemistry Major The same as the Graduation Major. In addition, medical schools expect at least two courses (and usually more) in biology. Students should consult members of the Chemistry Department for assistance in planning a course program early in their college career. E BACHELOR OF SCIENCE American Chemical Society Approved Major 12 courses including: CHM 105,106 Principles of Chemistry or CHM 115,116 General Chemistry CHM 351,352 Organic Chemistry CHM 353 Quantitative Analytical Chemistry CHM 361,363 Physical Chemistry and Laboratory CHM 364,365 Physical Chemistry and Laboratory CHM 464 Advanced Organic Chemistry CHM 481 Advanced Analytical Chemistry CHM 482 Advanced Inorganic Chemistry CHM 483 Quantum Chemistry CHM 491 Chemistry Seminar MAT 145,146 AUGMENT Calculus I & I1 or one year of calculus MAT 245 Mathematical Structures or approved math course PHY 121,122 General Physics I, I1 (should be taken in sophomore year) Recommended: Modem Physics, additional mathematics, research experience, reading ability in German and computer proficiency. Honors Major Full ACS major; GPA of 3.5 in chemis- try, mathematics and physics, 3.0 overall; one course or summer of approved research; participation in seminar. Minor Five courses which must include: CHM 105,106 or CHM 115,116, CHM 353, and two other Chemistry courses from: CHM 223, CHM 351,352, CHM 361, or BIO 367 Note: credit will not be granted for both CHM 105 and 115, or for both CHM 106 and 116. Other restrictions are in the course descriptions. Chemistry lo3 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 thefirst term of a two-term course in registeringfor 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 11) 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 III) 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 II. 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 m.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 III. Fall ) /' CHM 116 CHM 223 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.: 115. Spring) 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 achemistry major, nor will credit be given for this course if CHM 351,352 is taken, nor does it fulfill the prerequisite requirement for CHM 352, nor does it meet biochemistry '04 Chemistry requirements for other programs. (Prereq.: CHM 106 or 116. Three onehour lectures, one three-hour laboratory. Fall) 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 electrochemicaland 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 III. Fall) CHM 361 Physical Chemistry The basic theoretical concepts of chemistry; thermodynamics, kinetics and quantum chemistry. (Three one-hour lectures. Prereq.: CHM 106 or 116; MAT 145,146; PHY 121,122. Fall) CHM 363 Physical Chemistry Laboratory (.5 course) Physical 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.) CHM 364 Physical Chemistry Applications of concepts studied in CHM 361 to areas of solutions, phase equilibria, electrolytes, molecular structure and electrochemistry. (Three one-hour lectures. Prereq.: CHM 361. Spring) CHM 365 Physical Chemistry Laboratory (.5 course) CHM 365 is to be taken the second semester and involves experiments relating to CHM 364. (One four and one-half hour laboratory. Prereq.: CHM 364 or concurrent registration. Spring) CHM 464 Advanced Organic Chemistry Organized around the problems of identifymg organic compounds in the laboratory. Lecture topics include structure-spectracorrelations for IR, UV, NMR and mass spectroscopy; use of the literature (including Beilstein); and further study of organic reactions. (Three hours of lecture, six hours of laboratory. Prereq.: CHM 352,353,361 or consent of instructor. Some reading knowledge of German recommended. 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 fourand-one-half hour laboratory. Prereq.: CHM 353,361 or consent of - Chemistry 105 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'swave 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. CHM 497 Introduction to Chemistry Research Chemistry majors planning research careers need research experience before graduation which may be obtained by working on a summer research project (not counted as a course) or by research participation during the academic year (which may be counted as a course). Cooperative Education is an excellent opportunity to be involved in industrial research projects. (Prereq.:junior or senior standing) Internships and Independent Study Courses: CHM 199 lnternship See description on page 79. CHM 299 Directed Study See description on page 79. CHM 399 lnternship See description on page 79. CHM 499 Independent StudyIResearch See description on page 79. (Prereq.:junior or senior standing) LOMMUNICATION See listing under Speech/Comunication and Theatre Arts. T he Augsburg Computer Science Department strives to give students a sound theoretical and practical foundation in computer science. We offer both a B.A. and a B.S. major. The computer science curriculum places emphasis on networks, communications and the use of computers as an information access tool. The course work provides students a strong base in computer science, with emphasis on concepts rather than on applications. We encourage students to strengthen their course work by electing an Internship or Cooperative Education experience. Our location in the Twin Cities provides us an excellent resource of such experiences for students, and allows them to add practical applications to their education. Computer Science Faculty Larry Ragland (Chair), Larry Crockett, Noel Petit, Charles Sheaffer BACHELOR OF ARTS Computer Science Major 11courses including: CSC 160 Introduction to Computer Science and Communications CSC 170 Structured Programming CSC 210 Data Structures CSC 320 Algorithms CSC ~ h e o r yof Computation CSC Introduction to Networking and Communications CSC Principles of Computer Organization CSC Advanced Topics in Computer Science Augment Calculus I MAT or MAT 122 Calculus for the Social and Behavioral Sciences and two electives from CSC courses above 200, at least one of which is above 300. 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 330 Theory of Computation CSC 340 Introduction to Networking and Communications CSC 345 Principles of Computer Organization CSC 4-40 Advanced Networking and Communications CSC 495 Advanced Topics in Computer Science MAT 145 Augment Calculus I MAT 146 Augment Calculus I1 MAT 245 Mathematical Structures and Reasoning I MAT 246 Mathematical Structures and Reasoning I1 or MAT 247 Introduction to Applied Mathematics or MAT 355 Numerical Analysis and two electives from CSC courses above 200, at least one of which is above 300. Computational Economics The computational economics major ha! been designed to serve a need for students to have 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 C o m ~ u t e rScience 2onsult with the faculty in computer science, in economics, or one of the :oordinators. Coordinators: Jeanne Boeh, Department of Economics. Larry Ragland, Department of Computer Science. Major in Computational Economics K4T 145 Augment Calculus I or MAT 122 Calculus for the Social 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 CSC 345 Principles of Computer Organization CSC 495 Advanced Topics in Computer CSC 160 Science 112 Principles of Macroeconomics 113 Principles of Microeconomics 312 Intermediate Macroeconomics 313 Intermediate Microeconomics 318 Management Science 315 Money and Banking or ECO 415 Managerial Economics CSC 499 Independent Study or ECO 499 Independent Study ECO ECO ECO ECO ECO ECO 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 Six courses including CSC 160,170,210, 345, MAT 145, and one Upper Division Computer Science course. Introduction to Computer Science and Communications Use of the computer as an information accessing tool through e-mail, Internet, newsgroups, and remote access to the library; an introduction to computer science topics in hardware, software, and theory. (Prereq.:MPG m) CSC 170 Structured Programming An introduction to problem-solving, algorithm development and programming using C. (Prereq.: MAT 114 or MAT 122 or BUS 279 or MPG IV) CSC 210 Data Structures Data structures such as linked lists, stacks and queues; recursion; objects, classes and methods. (Prereq.: CSC 170) CSC 261 Electronics See under PHY 261. 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) '07 lo8 - Computer Science CSC 271 COBOL Study of the COBOL programming language. It is assumed that the student has a knowledge of programming methods and has done programming in some other language. (Prereq.: CSC 170 or another course with a study of a programming language) CSC 272 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 320 Algorithms A systematic study of algorithms and their complexity, including searching/sorting; mathematical algorithms, scheduling, and tree and graph traversal algorithms. The limitations of algorithms, the classes P and NP, NP-complete problems and intractable problems. (Prereq.: CSC 210 and MAT 145) CSC 330 Theory of Computation Basic theoretical principles embodied in formal languages, automata and computability. Topics include regular and context-free languages, finite automata, Turing machines, the halting problem and unsolvability. (Prereq.: CSC 170 or 345; MAT 145) CSC 340 Introduction to Networking and Communications Principles and methods of data communications, information theory, distributed processing systems, network protocols and security, standards, network management and general computer interfacing. (Prereq.: csc 345) CSC 345 Principles of Computer Organization An introduction to computer architecture, processors, operating systems, instruction sets and assembly language programming. (Prereq.: CSC 160) 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 440 Advanced Networking and Communications Network management; client/se~erdatabases and workstations; TCP/IP, IPX, Appletalk networks. (Prereq.: CSC 340) CSC 445 Operating Systems and Computer Architecture Elements of operating systems, memory and process management, interactions among major components of computer systems, and a detailed study of the effects of computer architecture on operating systems. (Prereq.: CSC 345) Com~uterScience CSC 450 Principles of Programming Languages Principles that govern the design and implementation of programming languages. Topics include programming language syntax and semantics, parsing, compilers, interpreters, data structures, control structures and the run-time environment. (Prereq.: CSC 210) CSC 495 Advanced Topics in Computer Science Study of advanced topics from areas of computer science not included in other courses. This course may be repeated when the topics vary. (Prereq.: consent of instructor) Internships and Independent Study Courses: CSC 199 Internship See description on page 79. CSC 299 Directed Study See description on page 79. CSC 399 Internship See description on page 79. CSC 499 Independent StudyIResearch See description on page 79. 109 A major in East Asian Studies is offered through Augsburg and the other Associated Colleges of the Twin Cities (ACTC). This is an inter-college, interdepartmental program which is available as a result of the cooperation and crossregistration possibilities among Augsburg College, Hamline University, Macalester College, The College of St. Catherine and the University of St. Thomas. The program pools the resources and expertise within the five institutions. This major enables students to acquire a broad knowledge of Japan, China and other East Asian nations and to gain a functional knowledge of the language of one country. Career opportunities for those who attain a liberal arts degree in East Asian Studies 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 historj course on China or Japan); and an East Asiarl 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 Hamliie University offers elementary and intermediate courses in Chinese. Macalester College and the University of St. Thomas offer elementary and intermedi. ate 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 which would complement other disciplines. Note: Interim courses or new courses related to the East Asian Studies Program may be substituted when appropriate, with the consent of the campus adviser. Faculty advising is recommended at all stages of the major to plan a coherent and effective program. Each campus has a member on the ACTC East Asian Studies committee who can assist students. The current advisers are: Augsburg College - Martha Johnson 330-1715, Hamline University - 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 Japan HIS 104 The Modem Non-Westem 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. 111 T he Economics Department offers a program which 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 govemment. 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 finance, service in government, educational administration, private and public intemational service 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, Intemational 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 these 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 Satya P. Gupta (Chair),Jeanne Boeh, Edward Sabella Maior 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 Computers for Business, Accounting, Economics and MIS MIS 379 Quantitative Methods for Business and Economics MAT 114 Elementary Functions or MAT 121 Finite Mathematics or MAT 122 Calculus for the Social and Behavioral Sciences The complete calculus sequence is very strongly recommended for those planning graduate study in Economics. Computer courses are also stron~lvrecommended. Economics 113 Major in Applied Economics ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 311 Public Finance or ECO 312 Intermediate Macroeconomics or ECO 315 Money and Banking ECO 313 Intermediate Microeconomics ECO 360 International Economics ECO 318 Management Science or ECO 415 Managerial Economics ECO 413 Labor Economics ECO 399 Internship Program or ECO 499 Independent Study MIS 175 Computers for Business, Accounting, Economics and MIS MIS 379 Quantitative Methods for Business and Economics ENG 223 Writing for Business and the Professions PHI 120 Ethics or PHI 125 Ethics and Human Identity Major in Computational Economics See Computer Science, page 106. Combined Major in Economics and Business Administration Five Economics courses including: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics ECO 313 Intermediate Microeconomics And one other Upper Division Economics course and six Accounting/Business Administration/MIS courses including: ACC 221 Principles of Accounting I ACC 222 Principles of Accounting I1 BUS 242 Principles of Management BUS 252 Principles of Marketing BUS 331 Financial Management or MIS 379 Quantitative Methods for Business and Economics and one other Upper Division Business course Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers which may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to iden* 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. Note: Students who plan to major in the Department are strongly encouraged to select a Department adviser as soon as possible in order to carefully plan their program of study. In addition to the courses listed on the following pages, these topics have been offered under ECO 295,495 Topics: Consumer Economics, Research Methods for Economics and Business, Advanced Economic Theory, Decision-Making with Finite Markov Chains, Soviet Economy, Economics of Mutual Funds and Health Economics. 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 or Business Administration or MIS). ECO 112 Principles of Macroeconomics An introduction to macroeconomics: national income analysis, monetary and fiscal policy, international trade. Application of elementary economic theory to current economic problems. May be taken independently of ECO 113or 110. ECO 112 and 113may be taken in either order. (Prereq.: MPG 11) ECO 113 Principles of Microeconomics An introduction to microeconomics: the theory of the household, firm, market structures and income distribution. Application of elementary economic theory to market policy. May be taken independently of ECO 110 or 112. ECO 112 and 113may be taken in either order. (Prereq.: MPG 11) 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 311 Public Finance Analysis of the principles of taxation and public expenditures; the impact of fiscal policy on economic activity; debt policy and its economic implications. (Prereq.:ECO 113. Fall: alternate years) ECO 312 Intermediate Macroeconomics Determinants of national income, employment and price level analyzed via macromodels. Attention paid to areas of monetary-fiscal policy, growth and the role of expectations. (Prereq.: ECO 112. Fall) ECO 313 Intermediate Microeconomics Theory of resource allocation, analysis of consumer behavior, firm and industry; the pricing of factors of production and income distribution; introduction to welfare economics. (Prereq.: ECO 113. Spring) ECO 315 Money and Banking Functioning of the monetary and banking systems, particularly commercial banks, the Federal Reserve System and its role in relation to aggregate Economics 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, inventory models, etc. (Prereq.: ECO 113, MPG m. 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 360 Environmental Economics and Sustainable Development This course addresses the environmental problems such as tropical deforestation, despoilation of air and water, ozone depletion, global warming, etc. 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 413 Labor Economics Analysis of labor markets: labor as a factor of ~roduction: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) 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 macro economic theory. (Prereq.: ECO 312,313, MAT 122) - - Economics ECO 495 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international economic problems and policies. Internships and Independent Study Courses: ECO 199 Internship See description on page 79. ECO 299 Directed Study See description on page 79. ECO 399 Internship See description on page 79. (Prereq.: 50 percent of major or consent of instructor) ECO 499 Independent StudyIResearch See description on page 79. T he Education Department maintains teacher education programs which are fully accredited by the Minnesota Board of Teaclung and the National Council for Accreditation of Teacher Education (NCATE). These programs lead to endorsements or licensure 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 300400 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. Student Teaching Abroad Selected Education Department students may participate in an Interna- Kindergarten-Elementary Major and Licensure Requirements: 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 tional Student Teaching Abroad program. Students have options for student teaching in dozens of countries through the international and American School network. Those interested in further information should contact the Education Department. Students who student teach abroad will do part of their student teaching in the Metro area under direct Augsburg faculty supervision. Education Faculty Rich Germundsen (Chair), Mary Ann Bayless, Linda Dyer, Joseph Erickson, Ann Fleener, Gretchen Irvine, Susan O'Comor, Vicki Olson, Jean Strait Note: Major changes in Minnesota teacher licensure are expected to be implemented prior to the year 2000. 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 strongly encouraged to maintain frequent contact with an Education Department faculty adviser. EDE 351 Techniques of Teaching Reading EDE 352 Creating Learning Environments: Kindergarten Elementary and Field Experience EDE 381 Kindergarten-Elementary Curriculum: Art, Music l8 Elementary Education - EDE 382 Kindergarten-Elementary Curriculum: Mathematics EDE 383 Kindergarten-Elementary Curriculum: Physical Education EDE 384 Kindergarten-Elementary Curriculum: Social Studies, Thematic Studies EDE 386 Kindergarten-Elementary Curriculum: Children's Literature EDE 387 Kindergarten-Elementary Curriculum: Language Arts EDE 388 Human Relations EDE 481,482,483 Student Teaching K-6 EDE 484 Student Teaching K-6 (optional) HPE 115 Health and Chemical Dependency Education HPE 116 Health Concepts for Educators PHY 103 Conceptual Physics or MAT 131 Mathematics for the Liberal Arts and EDE 377 K-El Science Methods PHY 103 Students must complete an academic minor. 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, 2.0 in the minor, and grades of P in student teaching courses are required for licensure, as well as minimum grades of 2.0 in all Education courses. The equivalent of two full courses graded P/N plus student teaching is the maximum allowed for the elementary education major. P/N grades for EDU 388 Human Relations and student teaching are counted in the eight P/N graded 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 Education Department. Conceptual Physics (See Physics Department 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 arenot 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 teaching/learning situations. Computer training will be included in this course. ID,,,,, . DDCT\ Elementary Education 119 EDE 351 Techniques of Teaching Reading The study and utilization of a variety of teaching techniques and resources in reading, including the diagnosis and correction of reading difficulties. (Prereq.: PPST) EDE 352 Creating Learning Environments: Kindergarten-Elementaryand Field Experience The study of strategies and methods of teaching and learning in the contexts of educational, psychological and sociological theories. (Prereq.: PPST) 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, jr/sr standing, take as close to student teaching as possible) 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) 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) EDE 383 Kindergarten-ElementaryCurriculum: Physical Education, Health Examination and preparation of materials and resources for physical education and health at the kindergarten and elementary levels. Laboratory experiences. (Prereq.: PPST) EDE 384 Kindergarten-ElementaryCurriculum: Social Studies, Thematic Studies (.5 course) Examination and preparation of materials and resources for social studies and thematic teaching at the kindergarten and elementary levels. Laboratory experiences. (Prereq.: PPST) EDE 386 Kindergarten-ElementaryCurriculum: Children's Literature (.5 course) Examination and preparation of materials and resources for children's literature at the kindergarten and elementary levels. Laboratory experiences. (Prereq.: PPST) EDE 387 Kindergarten-ElementaryCurriculum: Language Arts (.5 course) Examination and preparation of materials and resources for language arts at the kindergarten and elementary levels. Laboratory experiences. (Prereq.: PPST, EDU 265) EDU 388 Human Relations (.5 course) Emphasis on the study of values, of communication techniques, and of the major minority groups in Minnesota for the development of interpersonal relations skills applicable to teaching and other professional vocations. - . ,. - 0 . . .. .. - Elementary Education 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 K-Elementary course work 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). Internships and Independent Study Courses: EDE 199 Internship See description on page 79. EDE 299 Directed Study See description on page 79. EDE 399 Internship See description on page 79. EDE 499 Independent StudyIResearch See description on page 79. A projected program must be outlined and approved by the Kindergarten-Elementary education faculty. I t is the responsibility of each student to neet all specific requirements of the iducation Department. Secondary Educaion students are expected to consult with {ducationfaculty regarding state requirenents for teacher licensure, in addition to :onferring with the student's major field ~dviser. Licensure Requirements in the state of vfinnesota for teaching in secondary ;chools are met through the Augsburg Zollege Education Department Licensure xogram: Baccalaureate degree; academic najor in an approved teaching area; and he following courses: 3DU 210 Learning and Development in an Educational Setting !DU 265 Orientation to Education in an Urban Setting and Field Experience 3DU 341 Media Technology ZDS 350 Reading in the Content Areas ZDS 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 Teaching/Seminar (for Art, Health, Music, and Physical Education teaching majors) HPE 114 Health Safety Education (or equivalent) (for Art, Health, Music, and Physical Education teaching majors) Secondarv Education 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 EDU/EDS courses must have a grade of 2.0 or higher. Application for and acceptance into the Augsburg Licensure Program required. Criteria for admission to the program are available in the Education Department. Art, Health, Music, and Physical Education Licensure A person preparing for licensure in one of these areas follows the secondary education program even though he or she plans to teach at the elementary school level. A person with a major in one of these special areas will take four courses in student teaching and do some student teaching at both the secondary and elementary levels. In addition to 354, the art major will register for 361,362; the music major for 355-359. 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). 121 '2 Secondary Education Modern Language Licensure minor fields providing the student has a 2. For modem language teachers (French, German, Spanish), see Modem Language Department for information on the required competency exams. GPA inthat has the methods course for that field, has student taught in the field. Students may not student teach in a minor only. Licensing in a Minor Field (Also see Natural Science Licensure on page 192 and Social Studies Licensure on Page 230.) Teacher licensure is available in several EDU 210 Learning and Development i n 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 t o Education in an Urban Setting and Field Experience Investigates various aspects of the teaching profession, with opporhmity for in-school work. Open to all students. (Prereq.: sophomore standing and ENG 111) EDS 282 Introduction t o Special Education (See Special Education for course description.) EDS 295 Topics i n Education Study of selected topics in education that are not treated extensively through current course offerings. Specific topics will be announced. EDU 341 Media Technology (.5 course) (See Elementary Education for course description) (Prereq.: PPST) EDS 350 Reading in the Content Areas (.5 course) The study and utilization of a variety of techniques and resources to assisl students in teaching reading through the content areas. Major: Required for Secondary Education. Upper Division. (Prereq.:PPST) EDS 354 Creating Learning Environments: Secondary and Field Experience The mastery of theories and their application for teaching in learning settings. Laboratory experiences. (Prereq.: PPST) EDS 355 Music Methods (K-12) Trends and issues in music education. The development of music skills and teaching procedures for school music K-12. Workshops and laboratory experience. (Prereq.: EDS 354 and PPST. Spring) EDS 356, 357, 358 Music Methods: Brass and Percussion, Woodwinds, Strings (.5 course each) Study and application of instructional methods, materials and techniques. Courses offered on two-year cycle. Even year: Woodwinds. Odd year: R,-,, A , D,rr..rr:,, CC:,-.ID-,-,, . DDCT\ Secondary Education '23 Art Methods (Elementary and Junior High School) Procedures, materials and issues relating to the teaching of art in the elementary, middle and junior high schools. For art teaching majors only. (Prereq.: EDS 354 and PPST. Fall) Art Methods (Senior High School) (.5 course) Procedures, materials and issues relating to the teaching of art in the senior high school. (To be taken concurrently with 361. Prereq.: EDS 354 and PPST. Fall) English Methods Materials and methods suitable for students in secondary schools. Emphasis on the preparation of lesson and unit plans. Some teaching experience in a local high school. The study of adolescent literature is included. (Prereq.: EDS 354 and PPST. Joint day school and WEC. Fall) Physical Education Methods (K-6) (See Health and Physical Education Department for course description. Prereq.: PPST) Modern Language Methods (.5 course) World language learning theory. The theory and practice of world language teaching. (Prereq.: EDS 354 and PPST. Consult with the Modem Language Department. Joint Day School and WEC. Fall) Physical Education Methods (7-12) (.5 course) (See Health and Physical Education Department for course description. Prereq.: PPST) Natural Science Methods (-5 course) Course structures, goals, and procedures in science education. Consideration of ability levels of students. Survey and assessment of classroom textbooks and materials. Development of a file of teaching materials and references. Consult with the Education Department. (Prereq.: EDS 354 and PPST. Joint day school and WEC. Fall) 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 and PPST. Joint day school and WEC. Fall: WEC) 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 and PPST. Spring) Mathematics Methods (.5 course) Study of the basic techniques and materials for teaching secondary school mathematics, and the consideration of trends and issues in mathematics education. Consult with the Education Department. (Prereq.: EDS 354 and PPST. Spring) '24 Secondary Education 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 an1 final theoretical preparation to approach student teaching. (Prereq.: senio: standing, EDU 265 and PPST) EDS 481,482, 483,484 Student Teaching and Seminar Observing and directing learning at the secondary level under supervisio: 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. ~ o kor r 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 wiU 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 ofthefollowing approved elective: HPE 410 Administration and Supervision of the School Health Program (See Health and Physical Education Department for course description. Prereq.: PPST) Internships and lndependent Study Courses: EDS 199 Internship See description on page 79. Student must consult with the departmental Internship Coordinator before registering for academic credit. EDS 299 Directed Study See description on page 79. EDS 399 Internship See description on page 79. Prior to the beginning of the term, interested students should consult with the departmental Internship Coordinator regarding requirements and permission to register. EDS 499 Independent Study/Research See description on page 79. A projected program must be outlined which meets the approval of education faculty. Non-Licensure Education Majors - on-Licensure Education Studies Major 3U 265 Orientation to Education in an Urban Setting and Field Experience or EDU 264 Orientation to Education (.5) with EDS 252/EDE 263 Clinical Experience DU 210 Learning and Development DU 353 Intemational Education DE 352 or EDS 354 Creative Learning Environments DE 386 Kindergarten-Elementary Curriculum: Children's Literature DU 388 Human Relations DE or EDS 399 Internship DS 478 School and Society . Select one from the following: NG 223 Writing for Business and the Professions DL 325 Public Administration 3C 349 Complex Organizations 3C 362 and 363 Statistical Analysis and Research Methods SY 357 Behavior Analysis SY 230 and 330 Research Methods I & II . Select one from the following: SY SY SY SY PC WK 367 369 361 371 345 361 Behavior Analysis Psychological Assessment Personality Psychology of Gender Organizational Communication Social Responses to Human Needs Other A, B course options may be ossible. Students must achieve a minilurn grade of 2.0 in each Education course. .minimum GPA of 2.0 in the major is 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 Intemational Education EDE 399 Internship ENG 223 Writing for Business and the Professions POL 325 Public Administration PSY 355 Brain and Behavior PSY 356 Environmental Psychology PSY 359 Psychologcal Assessment SOC 349 Complex Organizations SPC 345 Organizational Communication SWK 361 Social Responses to Human Needs Other course options may be possible. Complete an academic minor or second major. Minimum grade of 2.0 is required in all Education courses. A cumulative, major, and minor GPA of 2.0 is required for graduation. Minor The Special Education minor offers 6 courses (5 plus 1prereq. 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 EDE 491 Practicum and Seminar in Special Education SOC 231 Family Systems: A cross cultural 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. EDU 282 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 361 Social Responses to Human Needs EDU 495 Topic in Education: Only Topic in Special Education PSY 361 Psychological Assessment PSY 357 Behavioral Analysis Prerequisite: EDU 282, PSY 230 Students should contact the Director oj Special Education at the outset of coursework. 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. (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. Spring) 'NCINEERINC I A ugsburg College has cooperative rrange&ents kith three universities to low-the student to earn a Bachelor of Arts egree from Augsburg College and an ngineering degree from either the rniversity of Minnesota Institute of echnology, Minneapolis; Washington rniversity School of Engineering and ,pplied Science, St. Louis, Missouri; or Iichigan Technological University, [oughton,Michigan. Because of the special :quirements and opportunities of these rograms, early consultation with the ,ugsburg Engineering Adviser is necesary. Applications for these programs $quirethe recommendation of the agsburg Enpeering Adviser. ngineering Adviser tuart Anderson lniversity of Minnesota The Institute of Technology and ~ugsburgcooperative arrangement rovides for two dual degree engineering rograms: achelor of Arts/Bachelor of Engineering B.A. / B.E.) enables students to receive a 'achelor of Arts degree from Augsburg Iollege and a Bachelor of Engineering egree from the University of Minnesota. he program typically involves three years t Augsburg and two years at the Institute f Technology. Students may apply for the program fter completing the sophomore year. At hat time, they will be informed of their tatus in the program and any further onditions necessary for final acceptance to the program. Formal application to the nstitute of Technology may be completed luring the second semester of the junior ,ear at Augsburg. Bachelor of ArtsIMaster of Engineering (B.A. / M.E.) enables students to receive a Bachelor of Arts degree from Augsburg College and a Master of Engineering degree from the University of Minnesota. This program involves four years at Augsburg and, typically, two years at the Institute of Technology. The curriculum is the same as the B.A./ B.E. curriculum with the addition of several extra courses that are completed at Augsburg during the senior year to minimize the number of undergraduate courses, if any, that students must take at the University before proceeding through the graduate curriculum. The number of such courses varies by IT department and area of emphasis within a department. Application for admission into the B.A./M.E. program should be initiated during the second semester of the junior year at Augsburg. Formal application for the program may be completed during the senior year. Those admitted will receive special counseling from the Institute of Technology staff regarding courses that should be taken during the senior year at Augsburg. Participants in the B.A./M.E. program are not guaranteed admission to the Institute of Technology. Washington University (Three Year Plan) Michigan Technological University (Dual Degree Plan) These two programs enable students to receive a Bachelor of Arts degree from Augsburg and a Bachelor of Engineering degree from Washington University School of Engineering and Applied Science or Michigan Technological University in a five-year period. 12* - Engineering The first three years are spent at Augsburg followed by two years at the affiliated university. Students accepted into the program will be considered for admission to the engineering school if they will complete course requirements, have the requisite cumulative grade point average and are recommended by the Engineering Adviser of Augsburg College. 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 ThreeTwo Programs: CHM 115 General Chemistry CHM 116 General Chemistry CSC 170 Structured Programming ENG 111 Effective Writing PHY 121 General Physics I PHY 122 General Physics I1 Four Mathematics courses are required: MAT 145 AUGMENT Calculus I MAT 146 AUGMENT Calculus 11 MAT 245 Mathematical Structures and Reasoning I MAT 247 Mathematical Structures and Reasoning I1 Additional courses to meet general education requirements and a total of 27 courses at Augsburg. Normally MAT 124, 125 or 145,146 and PHY 121,122 are taker in the freshman year. Students interested i Chemical Engineering also should take CHM 351,352. - ENG T hose who study. English believe that . m intense concern for words, ideas, and images helps people understand who they Ire and who they can become. Writing helps all of us clarify and share our thoughts. Literature helps us contemplate the pains and joys of human existence. Through the study of English we see life's complexity, experience life as others do, and better understand the world in which we live and work. English relates closely to other majors. With the other arts, English is concerned with the pleasure that comes from artistic creation and with the contemplation of works of art. With psychology and sociology, English is concerned with individual and group behavior. With philosophy, English is interested in ideas and in the relation between meaning and language. With science, English is interested in discovering order and determining structures. With speech and communication, English studies the effective use of language. With history and the other social sciences and humanities, English studies the way people have acted and thought at different times and in different cultures. The Augsburg English Department integrates its program with the cultural opportunities of this vital urban area. Augsburg students can walk to assigned or recommended plays, films, and readings available near the campus. English majors have the 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, joumal- ism, government, law, the ministry, library science, medicine, advertising, public relations, publishing, writing and other professions and businesses. English Faculty Kathryn Swanson (Chair),Candyce Clayton, Robert Cow& Cathleen Dalglish, Pauline Danforth, Douglas Green, Joan Grifh, David Hudson, Susan Hyman, Diana Kordas, Marilyn Kramer, Roseann Lloyd, John Mitchell, Catherine Nicholl, Ronald Palosaari, John S h t Major Nine courses above 111, including: ENG 225 Intermediate Expository writing ENG 245 Introduction to Literature One course in European literature: ENG 271 European Literature: Homer to Dante or ENG 272 European Literature: Renaissance to the Modem Period Two survey courses in British literature from: ENG 331 British Literature: Medieval to Elizabethan ENG 336 British Literature: 17th and 18th Centuries ENG 337 British Literature: the Romantics and the Victorians One Upper Division course in American literature: ENG 350 American Literature to 1920 or ENG 351 American Literature , Since 1920 One 400 level course Two additional electives 130 - English Majors are encouraged to consult their adviser A student with a Or 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 maior. and: ENG '345 Introduction to the English Language ENG 399 Internship in Teaching Writing EDS 364 English Methods and one course with a component in nonWestern literature (for example, ENG 361). In addition, the ACTC courses, Communication Skills in the English Classroom and Teaching Mass Media, are required. Courses in early American literature, Shakespeare, and film are recommended. Students are encouraged to take courses toward their major during the freshman and sophomore years, and apply for teacher education no later than the spring of their junior year. 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). These courses must be taken before the Department can recommend a student for student teaching. The English Placement Test A writing sample is required of students to determine their placement in an appropriate writing class. Students who do not show competence in composition skills - such as stating and supporting a thesis, organizing clearly, and constructing paragraphs and sentences - are required to enroll in ENG 101 Developmental Writing where they receive more individual instruction than is possible in ENG 111Effective 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 - English 131 elect the traditional grading system or P/N grading in consultation withtheir instructor up through the last week of class (without special permission/petition). Students who choose to receive a traditional grade in either course will receive a grade of N if their work is below a 2.0. ENC 101 Prerequisites 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 to Literature or consent of the instructor. Developmental Writing A preparatory course for ENG 111Effective Writing, this course is required of students identified by the English Placement Test as needing additional preparation in composition. Students receive course credit, but this course does not fulfill the graduation requirement in writing. The minimum passing grade for this course is 2.0. ENC 111 Effective Writing Emphasis is on exposition, including learning research techniques and writing critical reviews. Attention is given to increasing students' effectiveness in choosing, organizing and developing topics, thinking critically, and revising for clarity and style. A Writing Lab is provided for those needing additional help. The minimum passing grade is 2.0. ENC 216 American Indian Literature A study of representative works of poetry and fiction by selected American Indian writers. Discussion and analysis on ways in which literature reflects and illuminates American Indian culture and traditions. (Spring) 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. (Fall: ENG 217; Spring: ENG 218) ENC 223 Writing for Business and the Professions A practical course designed to improve writing skills for those preparing for business and professional careers. The writing of reports, letters and proposals is emphasized. Students are encouraged to use material from their own areas of specialization. (Prereq.: ENG 111) ENC 225 Intermediate Expository Writing This course builds on the practices and methods of Effective Writing ENG 111. Its workshop format stresses style and organization, the process of revision, self and peer evaluation, and the relationship between reading and writing. (Prereq.:ENG 111) ENC 226 lntroduction to Creative Writing The purpose of the course is to introduce students to the process of creative writing and to various genres, emphasizing poetry and short fiction, but including journal keeping and creative prose. (Prereq.: ENG 111. Fall) ENC 227 Journalism An introductory newswriting course with emphasis on writing for the print media. Students consider how to recognize news, gather and verlfy facts, and write those facts into a news story. An introduction to legal and ethical questions is included. (Prereq.: ENG 111) 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. Introduction to Literature aims in particular to develop students' critical and analytical skills in reading literature and writing about it as the prerequisite for all upper level courses in literature. ENC 251 Readings in American Literature An introduction to representative works that yield an understanding of the Westem heritage and American world views. Themes could include the emergence of national identity, the relationship between humankind and God, the place of women and of racial and ethnic minorities in the development of American thought. (Fall) 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) 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 English 133 the class schedule for that year. Recent offerings have included Contemporary Poetry and Women and Fiction. ENC 327 Advanced Journalism: Interviewing and Editing Emphasis is on interviewing, organizing and writing the story, editing the work of others, and learning layout and design. Students conduct interviews and critique the interview skills of others and laboratory sessions devoted to layout and design. (Prereq.: ENG 227. Alternate years) ENC 331 British Literature: Medieval to Elizabethan A study of Chaucer and the medieval milieu, as well as the development of English poetry and drama in the English Renaissance. (Prereq.: ENG 245 or consent of instructor. Fall) ENC 336 British Literature: 17th and 18th Centuries Reading, analysis and discussion of works of selected writers from the metaphysical poets to Blake, with attention to the historical, intellectual and social influences and the major Literary movements. (Prereq.: ENG 245 or consent of instructor. Fall) ENC 337 British Literature: the Romantics and the Victorians A study of major writers of the 19th century, emphasizing Romantic and Victorian poetry, Victorian prose, and two or three novels of the period. Relationships among these writers are emphasized, and their lasting contribution to the forms of poetry and prose. (Prereq.: ENG 245 or consent of instructor. Spring) ENC 341 Advanced Creative Writing The purpose of this course is to help the experienced student improve creative writing in a single genre, as announced in the class schedule. (Prereq.: ENG 226 or consent of instructor on the basis of submitted work.) ENC 345 Introduction to the English Language A structural and historical overview of theoretical and social issues concerning the English language, including theories of language acquisition. Students are introduced to the primary components of linguistics, the development of the English language, and the social impact of language. (Prereq.: ENG 245 or consent of instructor. 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 111.) ENG 350 American Literature to 1920 Reading and analysis of selected American writers from colonial times to WWI. Issues relating to race, class, and gender, conceptions of the individual in relation to society, and regional differences are studied. (Prereq.: ENG 245 or consent of instructor. Fall) '34 English ENC 351 American Literature Since 1920 A study of some recent and contemporary works. Writers are selected to represent the literary variety and the regional, ethnic and racial diversity of the men and women who have responded significantly in literary works to the changing conditions of modem American life. (Prereq.: ENG 245 or consent of instructor. Spring) ENC 361 Studies in Modern Fiction Emphasis is on significant works of selected prose writers, chiefly nonWestem, 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 literay criticism or, in the case of writing classes, of what writers and/or 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 cen? beginnings to the 20th century. Novels studied are selected from the works of such authors as Defoe, Richardson, Fielding, Steme, Austen, Dickens, Bronte, Eliot, Joyce, and Woolf. (Prereq.: ENG 245 or consent of instructor. Alternate years) ENC 438 Shakespeare Study of major plays -comedies, histories and tragedies. Additional plays are assigned for reading analysis. (Prereq.: ENG 245 or consent of instructor. Spring) ENC 445 Creative Non-Fiction: Advanced Expository Writing Designed for the self-motivated writer, the course emphasizes the conventions of professional writing, including appropriate styles, voice, subjects, and techniques for gathering information. (Prereq.: ENG 225 and consent of instructor. ~ l t e m a t years) e 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 Jhdividual courses designed to investigate specific themes, movements, authors or works. The subjects selected for study in any year are listed in the class schedule for that year. Sample topics include Contemporary Poetry and Women and Fiction. (Prereq.: consent of instructor) English 135 lee Department listing for a description of the following approved elective: 'HR 325 Playwriting nternships and Independent Study Courses: .NC 199 lnternship See description on page 79. .NC 299 Directed Study See description on page 79. .NC 399 lnternship See description on page 79. .NC 499 Independent StudyIResearch See description on page 79. Open to junior or senior English majors with an overall GPA of 3.0 and consent of Department Chair. lee listing under Interdisciplinary Studies. T he initial months after entering college as a first year student are a period of transition. The faculty and staff wish to assist students in making a successful transition to being college students and to help them become part of this academic community. Students are introduced to the character of the College, its heritage as an urban liberal arts college of the church, the process of learning in a community where ideas are valued and treated seriously, and the logistics of being college students. The First Year Experience (ME) is composed of three parts: Summer Registra- FYE 101 FYE Seminar tion, Fall Orientation, and the FYE Seminars. Participation in the Fall Orientation program and in the FYE Seminars is required of all students who begin Augsburg College as freshmen in the day schedule program. Students who meet the requirement satisfactorily by attendance at and participation in an FYE Seminar will receive a notation of a passing (P) grade f o FYE 101 on their official transcript and a 0.25 credit. Students without a P for FYE 101 will not be permitted to graduate with an Augsburg degree. (.25 course) A series of Fall term meetings with an M E adviser to discuss issues related to becoming an active member of the Augsburg College comrnunity of learners. Discussion will be based upon readings from a variety of disciplines and sources collected in the Augsburg Anthology. (P/N grading only; evaluation based on attendance and participation.) FOREIGNLANGUAGES See listing under Modem Languages. FRENCH See listing under Modem Languages. s ome courses help to integrate learning around topics in ways which are different from the more traditional disciplines. Gen- CST 009 Cooperative Education era1 Studies includes specialized academic enrichment programs, an integrative proseminar created by cooperating faculty. (.O course) Placement in a Co-op Education assignment, satisfactory completion of the evaluation process, and participation in seminars conducted by Cooperative Education staff. No course credit. CST 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 enhancementby 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, spelling, test-taking, concentration and memorization, conflict management, assertiveness training, and motivation strategies. CST 209 City Seminar: Experiential Education (.O course) Students engaged in a minimum of 50 hours of internship/service/ cooperative education use that experience as a catalyst for learning about the Twin Cities as an urban community system. Students do a series of 5-6 reflective assignments designed to introduce them to a systematic way of thinking about how their particular organization functions in the larger community. The semhar enables the student to meet the objectives of the City Perspective. Permission of Instructor. Non-credit. GERMAN See listing under Modem Languages. v irtually all students at Augsburg College will interact at some point in their college years with the Department of Health and Physical Education. It is the philosophy of the Department to provide quality experiences in professional preparation and education for lifelong participation in physical activity. In addition, the f l e d athlete as well as the occasional participant will find ample opportunity for athletic and develovmental activities. The Education 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 must receive a grade of 2.0 in all courses with an HPE prefix applying to the major. Health and Physical Education Faculty Carol Enke (Chair), Brian Ammann, Richard Borstad, Marilyn Florian, Paul Grauer, Alvin Kloppen, Patricia Murphy, Jack Osberg, Joyce Pfaff, Jeff Swenson 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 m E 320 School Health Curriculum mE 390 Instructional Methods and Materials HPE 410 Administration and Supervision of the School Health Program HPE 450 Current Health Issues BIO 103 Human Anatomy and Physiology PSY 201 Health Psychology PSY 351 Developmental Psychology: -Child or PSY 352 Developmental Psychology: Adolescent and Young Adult BIO 220 Microbiology (at St. Catherine's) Must have instructor's certification for CPR and first aid. Recommended: HPE 355 Tests and Measurement Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers which may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with Health and Physical Education 139 the Augsburg Education Department to identify current Minnesota teacher licensure requirements. Minor HPE 101,110,114,115,216,320,390, 450, BIO 103. Students interested in the Teaching Minor should consult with the Health Education Department Adviser. 1 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 231 Individual and Dual Sports HPE 232 Dance HPE 254 Introduction to Development/ Adapted Physical Education HPE 340 Organization and Administration of Physical Education Programs HPE 350 Kinesiology HPE 351 Physiology of Exercise HPE 355 Tests and Measurement HPE 473 Physical Education Curriculum HPE 475 Prevention and Care of Athletic Injuries BIO 103 Human Anatomy and Physiology Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers which may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to identify current Minnesota teacher licensure requirements. Minor HPE 101,115,210 223,231,232,351. There is no PE teaching minor in Minnesota Public Schools. Coaching Endorsement (not a major) BIO 103 Human Anatomy and Physiology HPE 114 Health and Safety Education HPE 310 Psychology of Sport HPE 350 Kinesiology HPE 475 Prevention and Care of Athletic Injuries HPE 489 Practicum (arrange through Department Chair) One course from: HPE 476 Coaching of Football HPE 477 Coaching of Basketball HPE 478 Coaching of Hockey HPE 479 Coaching of Track and Field W E 480 Coaching of Baseball/Softball HPE 483 Coaching of Volleyball Internship in Athletic Training BIO 103 Human Anatomy and Physiology W E 110 Personal and Community Health HPE 114 Health and Safety Education HPE 350 Kinesiology HPE 351 Physiology of Exercise HPE 475 Prevention and Care of Athletic Injuries And advanced athletic training (ACTC schools) Also required: 1500 hours of practical experience under the direction of a Certified Athletic Trainer. 140 - Health and Physical Education HEALTH EDUCATION HPE 101 Fitness For Life A course designed to provide the knowledge and skills to modlfy personal health and fitness. (Fall and Spring) HPE 110 Personal and Community Health Modem concepts and practices of health and healthful living applied to the individual and the community. (Fall) HPE 114 Health and Safety Education (.5 course) Principles and practices of safety education in school and community life. National Safety Council First Aid and CPR certification. (Fall and 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 services. (Fall and 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 and Spring) HPE 316 Human Sexuality A study of the psychological, social and biological components of human sexuality. Open to all students. (Spring) HPE 320 School Health Curriculum (.5 course) Techniques for developing a course of study based upon growth and development for grades K-12. Special work units in nutrition and diseases. (Prereq.: HPE 110. Interim - odd numbered years) HPE 355 Tests and Measurement (.5 course) Survey of basic statistical procedures and evaluation of tests in health and physical education. HPE 410 Administration and Supervision of the School Health Program (.5 course) Historical background, legal bases, school health services and relationships to community health program and resources. (Prereq.: HPE 110. Interim - odd numbered years) 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, economical and medical perspective. (Prereq.: HPE 110. Fall - even numbered years) - Health and Physical Education 141 I PHYSICAL EDUCATION IPE 002, 003 Lifetime Sports (.O course) Three hours per week. Two Lifetime Sports meet the General Education requirements. (Part-time students should consult with Department Chair.) No course credit. (Fall and Spring) IPE 101 Fitness for Life A course designed to provide the knowledge and skills to modify personal health and fitness. (Fall and Spring) IPE 210 Introduction to Physical Education (.5 course) History, principles and philosophy of physical education and sport. (Spring) IPE 220 Motor Learning (.5 course) The study of the processes associated with developing motor skills relative to physical activity. (Spring) IPE 223 Team Sports Theory and practice in team sports including history, rules and skill development. (Spring) IPE 231 Individual and Dual Sports Theory and practice in skills, teaching, and officiating individual and dual sports including history, rules and skill development. (Fall) IPE 232 Dance (.5 course) Theory and practice in performing American heritage and international folk dances. Practice in teaching and performing selected social dances. (Interim) IPE 254 Introduction to Developmental/Adapted Physical Education (.5 course) A general overview of developmental/adapted physical education from early childhood to grade 12 and the role of school-based health and educationprograms for special needs and handicapped students. (Fall) IPE 310 Sport Psychology (-5 course) The application of psychology to athletes and athletic situations. Psychology of Sport deals with the effect of psychological factors on behavior in sports, and the effect that participation in sport or physical activity has on the performer. (Spring - even numbered years) IPE 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) IPE 350 Kinesiology (.5 course) Mechanics of movement with special emphasis upon the muscular system and analysis of movement. (Prerea.:BIO 103. Fall) '42 Health and Physical Education HPE 351 Physiology of Exercise The major effects of exercise upon the systems of the body and physiolog cal principles applied to exercise programs and motor training. (Spring) HPE 355 Tests and Measurement (.5 course) Survey of basic statistical procedures and evaluation of tests in health ant 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 elementary aged children. (Consult with Department Chair for prerequisites. Fall) HPE 368 (.5 course) Physical Education Methods (7-12) Procedures, materials and issues for teaching physical education in secondary schools. (Consult with Department Chair for prerequisites. 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) HPE 475 (.5 course) Prevention and Care of Athletic Injuries Preventing and treating common athletic injuries. Practical experience in taping and training room procedures. (Prereq.: BIO 103, HPE 350. Interin HPE 476 Coaching of Football (.5 course) Theory, technique and administrative aspects of coaching football. (Fall - odd numbered years) HPE 477 Coaching o f Basketball (.5 course) Theory, technique and administrative aspects of coaching basketball. (Interim - odd numbered years) HPE 478 Coaching of Hockey (.5 course) Theory, technique and administrative aspects of coaching hockey. (Interim - even numbered years) HPE 479 (.5 course) Coaching of Track and Field Theory, technique and administrative aspects of coaching track and field (Spring - even numbered years) HPE 480 Coaching of Baseball/Softball (-5 course) Theory, technique and administrative aspects of coaching baseball and softball. (Spring - odd numbered years) HPE 483 Coaching of Volleyball (.5 course) Theory, technique and administrative aspects of coaching volleyball. (Interim - odd numbered years) HPE 489 Health and Physical Education 143 [ternshipsand Independent Study Courses: PE 199 Internship See description on page 79. PE 299 Directed Study See description on page 79. PE 399 Internship See description on page 79. PE 499 Independent Study/Research See description on page 79. 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 which 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 which require abilities in communication, conceptualization, and processing of information. History Faculty Richard Nelson (Chair),Jacqueline deVries, William Green, Donald Gustafson, Christopher Kimball Major Eight courses plus one seminar. At leas four of these courses must be Upper Division. A major must have at least one course (either survey or upper level) from each of the four areas: ancient and medieval; modem Europe; U.S.; and nonWestem. Teaching Licensure The State of Minnesota has specific licensing requirements for teachers which may differ slightly in emphasis fron the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to identify current Minnesota teacher licensure requirements. Minor Five courses, at least t h e e 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 junio year; two years of a foreign language at thc college level (or its equivalent); an honors thesis (equal to one course credit) to be defended before a faculty committee. History 145 Prerequisites First year students should enroll in me or more of the 101-104 courses. 200eve1 courses are normally reserved for ophomore or Upper Division students. Jpper Division courses are numbered 100and above. llS 101 llS 102 llS 103 l l S 104 l l S 220 l l S 221 llS 222 Satisfactory completion of a Lower Division course is normally required before enrolling in an Upper Division course. See instructor for permission. Transfer Students Transfer students planning a major must normally take at least three of their courses at Augsburg. A minor normally requires two courses taken at Augsburg. 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. 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. The Modern World A study of the main currents in Western civilization from the time of Napoleon to the present. The Modern Non-Western World An introduction to various centers of cultural and political power in Asia and Africa of the last 200 years. America to 1815 A survey of the contacts between American, African, and European cultures and the political, religious, and racial diversity which formed colonial life including a study of independence, expansion, and democratization of the new republic. 19th Century U.S. A survey emphasizing cultural, social, political, and economic changes resulting from immigration, expansion, sectionalism, slavery, Civil War, and Reconstruction. 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. 146 - History 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. HIS 228 American Legal History An examination of the social, economic and intellectual factors in American history which, combined with English and cclonial antecedents, contributed to the emergence of our modem legal system. 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 History 242 with special emphasis on the contributions of W.E.B. DuBois, Marcus Garvey, A. Philip Randall, Charles Houston, Thurgood Marshall, and Martin Luther King, Jr. HIS 2461371 The American and Scandinavian Shared Heritage Key aspects of the cultural history of the United States and Scandinavia from the 19th century to the present with emphasis on the Atlantic migration and the similarities and differences between these cultures. (Offered only in the Augsburg College/Ostfold, Norway program. See International Studies) HIS 31 1 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 326 American Indian History A study of the native people of North America from the pre-Columbian period through European exploration and settlement to the present, emphasizing American Indian contributions to world culture, tribal structure and inter-governmentalrelations. 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 offerec will be announced prior to registration. HIS 332 History of U.S. Foreign Relations A survey of U.S. foreign relations from the American Revolution through the Cold War, emphasizing changing definitions of war and peace, tensions between internationalism and isolationism, the emergence of the . . A . ... History HIS 335 American Urban History A study of urban development from colonial and frontier beginnings through the age of industrialization to the present, including the dynamics of urban growth and planning, politics and reform, and the growth of urban culture. HIS 336 American Labor History A survey of the history of work and the worker, primarily in the late 19th and 20th centuries, emphasizing the nature of work, working class life and community, evaluation of organized labor, and the relationship of workers and union to the state. HIS 346 Namibia and South Africa: An 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.(For offerings see International Studies) HIS 347 MesoAmerica: Legacy of the Conqueror Four specific mini-courses together provide an overview of Mexico's historical development from pre-Colurnbian times to the present day. (For offerings see International Studies) HIS 352 Modern Germany A survey of the social, political and cultural development of Gemany after 1871 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 greatest power, emphasizing personalities, the arts, and Rome's contributions in law and the political process. HIS 370 The Late Middle Ages to 1560 A study of the scholastic tradition and the role of the Church and state, 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 L A . . . .I L - - - - - .. 147 - History public roles, sexuality, life cycles and familial roles in the Renaissance, early American, Edightment, and Victorian periods. HIS 381 The History of Women in the West Since 1870 A continuation of HIS 380. Emphasizing 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 which are not included in regular course offerings. The specific topics to be offered will be announced prior to registration. HIS 474 The World and the West 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 course work. Selected topics will be announced prior to registration. Permission of the instructor is required. (Offered at least once each year, during the Fall term.) lnternships and Independent Study Courses: HIS 199 Internship See description on page 79. HIS 299 Directed Study See description on page 79. A maximum of one course in Directed Study may be applied to the major. HIS 399 Internship See description on page 79. HIS 499 Independent StudyIResearch See description on page 79. 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 oad spectrum of experience and course ork. Through Interdisciplinary courses, udents gain greater insight and undermding of cultures and perspectives fferent from their own. Through these .periencesstudents are better prepared become contributing members of the obal community. Augsburg also offers students the )portunity to major and minor in 'omen's Studies, and to minor in Metrorban Studies and American Indian udies. For other Interdisciplinary course itings, see International Studies. American Indian Studies is a minor that ves students the opportunity to learn ,out the original, indigenous cultures of 4s 105 North America. Courses are cross-disciplinary representing religion, 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 c o w today. Coordinator Virginia Allery Minor Students must take five courses in American Indian Studies to get a minor. The only requirements are INS 105 and at least one Upper Division course. These courses may also be taken as part of majors or minors in other academic subjects or to meet distribution/general education requirements. Introduction to American Indian Studies This course is an introduction to the content areas of the American Indian Studies curriculum, including an overview of American Indian history, American Indian literature, federal Indian policy, land issues, reservation and urban issues, cross-cultural influences, art, music and language. (Required for American Indian Studies minor.) JB 111, OJB112 Beginning Ojibwe NC 216 I S 233 (See Modem Languages for course description.) American Indian Literature (See English Department for course description.) Women: A Cross-Cultural Perspective This course examines a variety of issues conceming the biological, evolutionary and historical origins of women's roles and status in society. - Interdisciplinary Studies Comparative roles of women are examined in tribal contexts across various indigenous cultures. Studies include the role of women in Native American and African tribes, peasant societies of eastern Europe, Mexico the Middle East and China. (Cross-listed with the Women's Studies Department.) INS 260 Contemporary American Indians This course examines the situation of American Indians in the United States since the Indian Reorganization Act (1934).Emphasis is on such current issues as tribal sovereignty, treaty rights and education. The tension of cultural change and religious, traditional persistence among selected American Indian tribes today is highlighted. INS 264 American Indians in the Cinema Various images of the North American Indian, created by Hollywood anc television, are studied. Films are viewed from 1913 to the present in orde to provide an understanding of how American Indians were portrayed ir film historically, how this image has evolved over the past century and is reflective of Western cultural ideologies. ART 290 Tribal Arts and Culture (See Art Department for course description.) INS 320 American Indian Women The focus is on the roles played by women in the tribal cultures of North America. It explores the continuity of women's roles over time, as well as changes in these roles, precipitated by the influence of Western colonialism. It examines the life histories of Indian women and assesses their contributions to Indian community life today. (Prereq.: one course in Women's Studies or American Indian Studies or consent of instructor. This course also applies to Women's Studies.) HIS 326 American Indian History (See History Department for course description.) REL 370 American Indian Spirituality and Philosophical Thought (See Religion Department for course description.) REL 231 Religion in African-American History (See Religion Department for course description.) INS 232 The African-American Experience in America An o v e ~ e w of the major issues related to the African-Americanexperience, focusing on historical, sociological, economic, legal and psychological aspects of that experience. HIS 241 Topics in African-American History (See History Department for course description.) Interdisciplinary Studies 151 Metro-Urban Stcldies is a transdisci)linary major and minor taught by faculty n sociology, economics, history, political icience, psychology and other related iisciplines. The Metro-Urban Studies wogram seeks to blend classroom and field :xperience, theory and internships whch ocus the content of liberal leanring on the netropolitan community and the process )f urbanization. The Metro-Urban Studies major and ninor are designed to provide underpaduate preparation for postgraduate ;tudies in planning, architecture, law, sublic administration, environmental ;tudies, social welfare, government, :omunity organization and theology. t'he program and General Education City >erspectiveintroduce students to the wide rariety of developing careers related to lrban and metropolitan affairs and equip itudents with the analytical and theoretical 001s required to understand the metropolian community. Internships, Community Service,earning and Cooperative Education are ivailable as ways to enhance the quality of he major and make fuller use of the !xtensive metropolitan opportunities ifforded by the College's location. The ligher Education Consortium for Urban 4ffairs (HECUA) and Associated Colleges )f the Twin Cities (ACTC) enrich the ~verallprogram. Metro-Urban Studies Faculty 2arry Hesser (Director, SOC), Andrew 4oki (POL), Jeanne Boeh, (ECO), Robert Zlyde, Norman Ferguson (PSY), Chris Gmball (HIS),Michael O'Neal (SOC) Major 10 courses including: POL 122 Metropolitan Complex SOC 211 Community and the Modem Metropolis HIS 225 History of the Twin Cities HIS 335 Urban American History PSY 356 Environmental Psychology SOC 362 Statistical Analysis or MIS 379 Quantitative Methods for Business and Economics SOC 363 Research Methods or POL 484 Political Analysis Seminar SOC 381 The City and Metro-Urban Planning INS 399 Internship Plus one additional approved urbanrelated course. (Courses fulfilling the City Perspectives generally meet the urbanrelated requirement.) HECUA off-campus programs are highly recommended, especially the MUST Twin Cities program. Students interested in graduate school are encouraged to take ECO 113 Principles of Microeconomics. Minor POL 122, SOC 211, HIS 225 and two of the following: PSY 356, HIS 335, SOC 381 or INS 399. The Internship, INS 399, is highly recommended where appropriate. Other combinations are feasible if approved by the Director of the Program. 15* - Interdisciplinary Studies Internships and Independent Study Courses: INS 199 Internship See description on page 79. INS 299 Directed Study See description on page 79. (Prereq.:POL 122 or SOC 211) INS 399 Internship (2 course credits) See description on page 79. Internships place students with sponsoring organizations that provide supervised work experience for a minimum of 24 hours a week. INS 498 Independent Study - Metropolitan Resources An independently designed course which a student (or group of students) develops utilizing the metropolitan resources available, e.g., lectures, symposia, performances, hearings. The course is designed in consultation with and evaluated by a Department faculty member. (Prereq.: POL 122 oi SOC 211 and consent of instructor) INS 499 Independent StudyIResearch See description on page 79. (Prereq.: POL 484 or SOC 363) INTRODUCTION TO 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 interdisciplinaryfield 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 Interdisciplinaryreadings connect experiences and direct observation with theory and research on the impact of race, class and gender on social inequality and unequal urban development. Competing theories and strategies for urban and neighborhood development are examined in the context of dominant ideology and perspectives of people who challenge it. 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 Interdisciplinary Studies 153 and oral history provide data to idenhfy inequality and to assess theories and strategies for explaining and overcoming it. INS 399 Internship (2 course credits) See description on page 79. 11. 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 See description on page 79. Major (Formerly Scandinavian Area Studies) Nordic Area Studies is an interdisciplinary program drawing on the combined resources of the ACTC schools and the Nordic Center at Augsburg College. The curriculum treats Norden (Denmark, Finland, Iceland, Norway and Sweden) not only as a geographical area, but as an integrated cultural region with a shared history, common values, and a high degree of political, social, and economic interdependency. Courses in Nordic Area Studies postulate a Nordic 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 Eight Upper Division courses. Minor Four Upper Division courses. Other Requirements Note: 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 language course listings under the Modem Language Department. Recommended supporting preparation: Study in Denmark, Norway, Sweden, Finland or Iceland (see International - Interdisciplinary Studies Metro-Urban Studies, SUST or Oslo Year Program), and elective courses or a second major such as Norwegian, History, Political NAS 330 Science, Urban Studies, Business Administration, International Relations, Sociology or Social Work. Contemporary Norden A broad survey of Nordic culture with special emphasis on conditions and developments in the 20th century. No knowledge of Scandinavian language required. (Fall: alternate years) 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 Art Department.) NAS 393 Norwegian Art and Literature: Perspectives on Social Change (See International Studies, Scandinavian Urban Studies Term.) NAS 394 Urbanization and Development in Scandinavia (See International Studies, Scandinavian Urban Studies Term.) Internships and Independent Study Courses: NAS 199 Internship See description on page 79. NAS 299 Directed Study See description on page 79. NAS 399 Internship See description on page 79. NAS 499 Independent StudyIResearch See description on page 79. I nternational Relations is an interdisciplinary major which offers the student both breadth and depth. The student may focus on a discipline or geographic area of the world. The program consists of a core of seven courses and six electives chosen from a wide list of courses offered at Augsburg and other colleges. Students are encouraged to consider foreign study for an Interim or semester. Competency in one language is required, and some students study two languages. The goal of the program is to give students a broad exposure to international studies with considerable freedom to choose options for specialization. Students in the recent past have focused their studies on Latin America, the Middle East, Western Europe, Russia and East Central Europe, the Far East, Southeast Asia, etc. Recent students have had double majors in History, Political Science, International Business or a foreign language. Numerous combinations of majors and minors are possible with the Intemational Relations major. Director 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 tenns 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 352,440,474 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.) Interim courses, seminars, Independent Study, topics courses and courses at other colleges/universities can be considered here with the approval of the Program Director, as well as a fourth term or higher of college work in a second language. Norma Noonan Honors Major Required courses: ECO 112 Principles of Macroeconomics or ECO 113Principles 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 GPA of 3.6 in the major; 3.0 overall. In addition to fulfjlling the requirements for the major, the student must complete an Honors Thesis no later than March 1of 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. Minor ECO 112 or 113, HIS 103 or 104, and '26 International Studies 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. Note: Only the fourth or higher term of languages counts toward the major; 1 nternational Study at Augsburg College is intended to motivate students to act responsibly and effectively in society by expanding their awareness of other cultures, deepening their understanding of the human condition on a global scale, and helping them to understand the connections between social justice and global interdependence. The Center for Global Education administers international study opportunities available to Augsburg students. Study abroad is an integral part of several majors at Augsburg, but will add an international dimension to any academic program. Students majoring in a variety of disciplines, from the natural sciences to mathematics, study abroad each year. Students normally receive the same number of course credits abroad as they would if studying on-campus. Courses abroad can fulfill major, distribution1 general education and graduation requirements when approved by the Director of Academic Programs Abroad and appropriate faculty before departure. prerequisite courses or competencies cannot be credited toward the 13 required courses. Students should confer with the Program Director about regional and disciplinary concentrations possible within the major; for example, a concentration in a geographic area or one of the major disciplines in the program. All students in good academic standing (a minimum GPA of 2.5) at Augsburg may apply for permission to study off-campus through the Center for Global Education. Students must apply by Dec. 15 for study off-campus for the next year. The cost for many programs is equivalent to full room, board and tuition for a semester on-campus plus airfare. Financial aid is granted on the same basis as on-campus study. International study programs approved through Augsburg are listed below. For information on these or other programs, contact the Director of Academic Programs Abroad. THE CENTER FOR GLOBAL EDUCATION The Center for Global Education facilitates cross-cultural learning experiences which prepare people to think more critically about global issues and to work toward a more just and sustainable world. The Center's programs explore a diversity of viewpoints and are grounded in the International Studies ?erspectives of the poor and of others struggling for justice and human dignity. The Center's study programs are :onducted in Mexico, Central America, Vamibia, and Norway. Students experience three distinct types of living situations, which include living with other participants in a community house, spending several days in a rural setting and several weeks living with host families. They also travel together on two-week seminars: in Mexico to Central America, and Namibia to South Africa. I 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 ~pprovedfor credit in Women's Studies. Application deadline is April 1. 5PA 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.) 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 Topics: 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 This course focuses on the relationship of the church to poverty, political oppression and social injustice in Latin America. Central to the course is an examination of the emerging "Theology of Liberation." I 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 environmentalpolicies on the lives of women and men from varying economic classes and ethnic groups in Mexico and Central America. Students 2xamine 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. 157 '58 International Studies SPA 116, 216, 316 Intensive Individualized Spanish Intensive, individualized instruction for several hours a day for four weeks, taught by Mexican instructors. (Placementlevel determined by Program Director.) SPA 356 Latin American Literature - 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, Central American refugees. SOC 286 Social Stratification Students examine the key social, political and economic forces which have shaped the experience of women and men in the region. Particular attention is paid to the forms, causes and consequences of inequality which exists in Latin American societies. REL 311 Theology, Ethics, and The Environment This course focuses on the ethical implications of policies which affect the environment in Mexico and Central Ameria. Students examine different religious and ethical perspectives and visit a variety of sites where environmental devastation has taken place, as well as ecological reserves. SOUTHERN AFRICA SOCIETIES IN TRANSITION (NAMIBIA) - FALL This intensive program of travel and study is designed to introduce participants to the central issues facing Southern Africa. Namibia is a nation that has recently gained independence and is making a transition from colonialism to independence. Students will explore the complex political, social, and economic dynamics of building a new nation. Application deadline is April 1. INS 312 The Development Process - Southern Africa This course provides the opportunity to reflect critically on issues of development, hunger, injustice and human rights and examines basic theories of development as well as particular strategies of development that are being implemented in Namibia and South Africa. REL 346 The Church and Social Change in Southern Africa This course examines the changing role of the church in the midst of the political transformations of Southern Africa. Students will meet with people representing a variety of religious perspectives and roles within churches and religious organizations. HIS 346 Namibia and South Africa: An Historical Perspective This course is an overview of the history of Namibia and South Africa, including the experience of indigenous peoples, the impact of occupation by South Africa and the war for independence. 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. International Studies I AUGSBURG COLLEGE OSTFOLD, NORWAY - SEMESTER OR ACADEMIC YEAR Augsburg, in cooperation with the University of North Dakota and the city of Moss, ~ffersthis semester or year-long exchange program in Moss, Norway. Twenty U.S. itudents and 20 Norwegian students join to explore the cross-cultural dimensions of a ~arietyof fields. To be discontinued in Fall 1997. UOR 1111112 Beginning Norwegian This course aims to develop the four basic language skills of speaking, listening, reading and writing. Special emphasis is placed on helping students learn to use Norwegian in their daily lives. Television, movies, newspapers, and visits by native Norwegians are utilized. IlS 2461371 The American and Scandinavian Shared Heritage An exploration of key aspects of the cultural history of the United States and Scandinavia from the 19th century to the present. Emphasis is on the Atlantic migration and the similarities and differences between these cultures, especially in their movement from agrarian to industrial society. UAS 2501350 Comparative Social Structures in Scandinavia and the United States This course examines concepts basic to the study of sociology, including group interaction, social institutions and culture. It also explores the development and current status of social structure in Scandinavia and the United States. iPC 332 Intercultural Communication This course explores both the opportunities and the problems associated with communication between people from different cultural backgrounds. Factors such as ethnocentrism, stereotyping, prejudice, role expectation, values, and non-verbal symbols are examined. iPC 346 Theories of Communication and Media This course explores the relationship between communication and media by examining texts, ideas, media products, and technical facilities. Special attention will be given to the social, psychological, ethical and demographic issues from U.S. and Scandinavian cultures. 'OL 250 Comparative Politics: Scandinavia and the U.S. This course examines the political and administrative systems of the U.S. and Scandinavian countries with an emphasis on Norway. Particular attention is given to the common origins of political tradition and practices in the U.S. and Norway. I SUSTAINABLE DEVELOPMENT AND SOCIAL CHANGE: GUATEMALA, EL SALVADOR, NICARAGUA - FALL This program introduces students to the key issues facing the Central Americans. For wo decades the people of Central America have been in upheaval and have experienced imdamental social and political change. Students examine the impact of revolution and :ivil war on the lives and culture of the people and the environment of Guatemala, El ialvador, and Nicaragua. Application deadline is April 1. 159 1 60 - International Studies 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) SOC 267 Cultural Ecology 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 Sustainable 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." W WOMEN AND DEVELOPMENT:A SOUTHERN AFRICA PERSPECTIVE (NAMIBIA) SPRING - This intensive travel and study program is designed to introduce participants to the central issues facing Southern Africa, with emphasis on the experience of women. The program introduces students to the struggle of women in Southern Africa, to the history of their role in society and to the situation that exists for women in Africa. Application deadline is Oct. 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 farnily stay will serve as a laboratory for students to observe various aspects of family life in Namibia. INS 312 The Development Process - Southern Africa This course provides the opportunity to reflect critically on issues of development, hunger, injustice, and human rights, with special emphasis given to the experience of women. The course examines basic theories of development. REL 346 The Church and Social Change in Southern Africa This course examines the changing role of the church in the midst of the political transformations of Southern Africa. Students meet with people representing a variety of religious perspectives and roles within churches and religious organizations. 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. International Studies THE HIGHER EDUCATION CONSORTIUM FOR URBAN AFFAIRS (HECUA) Augsburg, in consortium with other colleges and universities, offers programs through HECUA in four different full semester programs in Norway, 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. SCANDINAVIAN URBAN STUDIES TERM: NORWAY (SUST) - FALL This interdisciplinaryprogram focuses on the contemporary Scandinavian societies and issues of the development of cities, urban problem solving and urban life. Local, regional and international field study and site visits in Scandinavia and the former Soviet Union. INS 372 Norwegian Language Intensive language instruction at beginning or intermediate levels, with emphasis on conversational listening and speaking skills. Students with advanced Norwegian language proficiency have the option of studying Norwegian literature. Students should consult with the Chair of the Modem Language Department for language credit. INS 377 Scandinavia in the World Exploration of Scandinavian viewpoints as small power nations in a world of super powers and their role in issues of peace, conflict resolution and arms control, East-West relations, European security, trade and the Third World. 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 s w e y of Norwegian history with emphasis on the contemporary period. Field study, site visits (theaters, museums, galleries) and discussions with artists active in a variety of media. INS 394 Urbanization and Development in Scandinavia Examination of urban economic, social and cultural policies and practices as a reflection of issues of the modem welfare state and social democracies. Includes historical survey of transformations from rural and regional cultures to urbanized and advanced industrialized nations. Emphasis on Norway, with field travel to other capitals for a comparative view. 161 16* - International Studies SOUTH AMERICAN URBAN SEMESTER: COLOMBIA OR ECUADOR (SAUS) - FALL This semester in the city program is located in either Bogota, Colombia or Quito, Ecuador. This interdisciplinaryprogram 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 barrio communities and site visits to public and private agencies dealing with urban problems. COMMUNITY INTERNSHIPS IN LATIN AMERICA: ECUADOR (CILA) - FALL OR SPRING This interdisciplinaryprogram enables the student to combine intense involvement in a community-based organization with the study of community development process and the increase of language skills. CULTURE AND SOCIETY IN LATIN AMERICA: COLOMBIA OR ECUADOR - SPRING This interdisciplinaryprogram 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 International Studies 163 among art, ideology and society. Intensive readings include works by theorists from Europe, the U.S. and Latin America. INS 367 Ideologies of Social Change in Latin America Theories of ideology and overview of Latin American ideologies related to development and social change. Emphasis on current debates and their implications, with special attention to ideologies of diffusion, dependence and Marxism. Internships and Independent Study Courses: Check with the spec$c International Studies program directorfor requirements in the program. INS 199 INS 299 INS 399 INS 499 Internship See description on page 79. Directed Study See description on page 79. Internship See description on page 79. Independent StudyIResearch See description on page 79. See listing under Business Administration, Accounting and Management Information Systems. A t least since Socrates, scholars have appreciated the value of mathematics in developing the skills of critical thinking, understanding abstract concepts, and analyzing and solving problems. Coupled with the more modem needs of quantitative reasoning, these skills are still essential for any liberally educated person. Mathematics courses at Augsburg are intended to help develop these skills in three ways. Mathematical ideas have had a formative impact on the development of civilization. Since a liberal education should include a variety of perspectives on our culture and heritage, a study of mathematics and its influences is an important part of a liberal arts education. The Department aims to provide its majors with skills necessary to serve the larger community through a variety of careers. Mathematics majors are prepared for graduate school or work in industry or service professions. Students may pursue a concentration in applied mathematics or the more traditional major. Internship and Cooperative Education options help students take advantage of Augsburg's proximity to the many technically-oriented enterprises in the city. Additionally, an increasing number of academic disciplines require a working knowledge of the tools of mathematics. This Department serves students majoring in a wide variety of fields. Toward the goal of serving students with a diversity of needs, the Department uses a calculus curriculum in which students leam concepts in the context of learning skills of mathematical investigation. A major federal grant supported the development of this AUGMENT curriculum. Mathematics Faculty Ken Kaminsky (Chair), Larry Copes, Suzanne Doree, Rebekah Valdivia Major Eight courses including: MAT 145 AUGMENT Calculus I MAT 146 AUGMENT Calculus 11 MAT 245 AUGMENT Calculus 111 MAT 246 AUGMENT Linear Algebra MAT 314 Abstract Algebra MAT 324 Analysis MAT 491 Mathematics Colloquium (junior and senior years) CSC 170 Structured Pronrarnminn or CSC 270 FORT& or CSC 272 Unix and C And three electives from MAT courses above 200, at least two of which are above 300. ., Note: At least two mathematics courses above 300 must be taken at Augsburg. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to identify current Minnesota teacher licensure requirements. For many years, however, the mathematics requirements f o licensure have been the same as for the major, with the electives specified as MAT 351, MAT 373, and MAT 441. Mathematics Mathematics Major with concentration in Applied Mathematics Ten courses including: MAT 145 AUGMENT Calculus I MAT 146 AUGMENT Calculus I1 MAT 245 AUGMENT Calculus JlI MAT 246 AUGMENT Linear Algebra MAT 247 Modeling and Differential Equations MAT 324 Analysis MAT 491 Mathematics Colloquium (junior and senior years) PHY 121 General Physics I PHY 122 General Physics 11 CSC 170 Structured Programming or CSC 270 FORTRAN or CSC 272 Unix and C And three electives from: bMT/PHY 327 Special Functions of Mathematical Physics MAT 328 Complex Analysis MAT 355 Numerical Analysis MAT 373 Probability and Statistics I MAT 374 Probability and Statistics I1 MAT 481 Topics in Mathematics (must be approved) Note: At least two mathematics courses above 300 must be taken at Augsburg. Honors Major GPA of 3.5 in the major, 3.1 overall, and Independent Study at an advanced level. Mathematics Minor MAT 145 AUGMENT Calculus I MAT 146 AUGMENT Calculus II hlAT 245 AUGMENT Calculus m MAT 246 AUGMENT Linear Algebra or MAT 247 Modeling and Differential Equations And one elective above MAT 300. Note: At least one mathematics course above 200 must be taken at Augsburg. Math Placement Group (MPG) Before enrolling in any mathematics course, the student must have appropriate math placement. All students are required to have their Math Placement Group (MPG) determined. In some cases, students who have transferred in a college-level mathematics course taken at another college may have their Math Placement Group determined by the Registrar's Office. Students who have passed the College Board Advanced Placement Exam should consult with the Mathematics Department. All other students must take the Augsburg Math Placement Exam. The exam is given during college registration sessions and at other announced times during the year. Students 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. 165 - 166 Mathematics MAT 105 Applied Algebra Concepts of linear, exponential, logarithmic and other models. Emphasis on applicationsto the social and natural sciences, business and everyday life. Successful completion advances students to MPG III. Students in MPG 111or IV should consult the department, as should students preparing for MAT 114. (Prereq.:MPG I1 and either a year of high school algebra or consent of instructor) 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 calculus may register for credit only with consent of instructor. Successful completion advances student to MPG N.(Prereq.: MPG m) MAT 121 Finite Mathematics Concepts from areas such as combinatorics, probability, matrices, linear programming and graph theory. (Prereq.: MPG III. Fall, odd years) MAT 122 Calculus for the Social and Behavioral Sciences Concepts of differential and integral calculus with applications in the social and behavioral sciences. Students who have completed MAT 145 may not register for credit. (Prereq.:MPG 111. Offered occasionally) MAT 131 Mathematics for the Liberal Arts An examination of the interactionbetween the development of mathematics and that of civilization. Primarily for students not intending further study in mathematics. Students who have completed MAT 145 may not register for credit. (Prereq.:MPG III. Offered occasionally) MAT 145,146 AUGMENT Calculus 1 & 11 Concepts of calculus. Emphasis on skills of mathematical investigations. (Prereq.:MPG IV for MAT 145; MAT 145 or consent of instructor for MAT 146. Fall: MAT 145; Spring: MAT 146) MAT 153 The Beauty of Fractal Mathematics Concepts of fractal geometry. Emphasis on using computer software to experience mathematics as a form of artistic expression. (Prereq.: MPG III. Offered occasionally) MAT 245 AUGMENT Calculus Ill Concepts of vectors and multivariable calculus. Emphasis on using logical structures to read proofs. (Prereq.: MAT 146. Fall) MAT 246 AUGMENT Linear Algebra Concepts from linear algebra and other fields such as dynarnical systems, analysis, number theory, and abstract algebra. Emphasis on using logical structures to write proofs. (Prereq.: MAT 245. Spring) MAT 247 Modeling and Differential Equations A --l:--L.--- '2-- - -.-:A- - L 2:--:-1:--- E--L--:- -- --LL---L--I Mathematics modeling, differential equations and numerical methods. Part of AUGMENT program. (Prereq.: MAT 245. Spring) MAT 314 Abstract Algebra Concepts such as groups, rings, integral domains and fields. (Prereq.: MAT 246. Fall) MAT 324 Analysis Concepts of calculus in a more abstract setting. (Prereq.: MAT 246 or 247. Spring) MAT 327 MAT 328 Special Functions of Mathematical Physics (See PHY 327) Complex Analysis Concepts such as complex functions, limits, derivatives, integrals, series, conformal mapping and applications. (Prereq.: MAT 246 or 247. Fall, even years) MAT 351 Modern Geometry Concepts such as projective geometry, non-Euclidean geometries, transformations, and fractals. (Prereq.: MAT 246. Spring, even years) MAT 355 Numerical Analysis Concepts such as approximating solutions of nonlinear equations, linear systems of equations and differential equations, curve fitting, and error analysis. (Prereq.: MAT 245, computer programming course. Offered occasionally) MAT 363 Chaotic Dynamical Systems Concepts such as periodicity, bifurcation and many aspects of fractals. (Prereq.: MAT 246 or 247. Spring) MAT 373 Probability and Statistics I Concepts such as enumeration techniques, discrete and continuous probability distributions, Chebyshev's inequality and the central limit theorem. (Prereq.: MAT 245. Fall) MAT 374 Probability and Statistics II Concepts 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 441 Foundations of Mathematics Concepts such as set theory, logic, axiomatics, and development of the real number system. (Prereq.: MAT 314, Coreq.: MAT 324. Spring, odd years) MAT 481 Topics in Mathematics Study of an advanced topic. (Prereq.: MAT 246 or MAT 247 and consent of instructor. Interim or Spring) - Mathematics MAT 491 Mathematics Colloquium (.O course) Information about contemporary developments, career opportunities, and other interesting ideas in mathematics presented by students, faculty members or outside visitors. Carries no course credit. (Fall, Spring) Internships and lndependent Study Courses: MAT 199 lnternship See description on page 79. MAT 299 Directed Study See description on page 79. MAT 399 lnternship See description on page 79. MAT 499 lndependent StudyIResearch See description on page 79. METRO URBAN STUDIES See listing under Interdisciplinary Studies. T he Modem Languages Department at Augsburg College contributes many ways to realizing the College's mission of providing liberal arts education for service in today's world. The Department is committed to the view that education should go beyond career preparation and that familiarity with the language and culture of another people is an essential step in the development of a truly global perspective. The Modem Languages Department offers language, literature, and culture courses leading to majors in French, German, Norwegian and Spanish. Introductory courses in Arabic, Ojibwe and Russian are offered at Augsburg, and courses in Chinese, Japanese, Latin and Greek are available to Augsburg students through the College's affiliation with ACTC, a consortium of Twin Cities colleges. In addition to courses in language and culture, the Department offers linguistics courses in which students may go beyond the study of individual languages to investigate the general principles that operate in and shape all languages. Knowledge of several languages, perhaps combined with the study of linguistics, is essential in preparing for careers in second-language education and translation, but also represents a valuable special qualification in many other professions. Students anticipating careers in international business, social work, the diplomatic corps, the health professions, or the ministry may wish to take a second major or minor in modem languages. In addition, a minor in languages or linguistics is a valuable research tool for those intending to pursue graduate study in most academic disciplines. Modern Languages Faculty Frankie Shackelford (Chair), Ruth Aaskov, Mary Kingsley, Pary Pezeckian-Weinberg, R o m h Soto, Donald Steinmetz Major Majors must take nine Upper Division courses, five to seven of them at Augsburg and two to four on an approved studyabroad program. The major consists of 9 Upper Division courses including: 350; two courses in culture; two courses in language (311 or above); two courses in literature; two electives (from any of the three areas above). Minor Minors must take at least two Upper Division courses at Augsburg. 311 is a prerequisite to all other Upper Division courses. The minor must include four courses above 212, including one each in language, literature and culture. Honors Major Majors seeking Departmental honors must apply in the junior year. Requirements: 3.3 GPA in the major, 3.0 GPA overall and honors thesis demonstrating ability in Independent Study for one course credit. Consult Department Chair for details. '70 Modern Languages Transfer Students Teaching Licensure Transfer students intending to major or minor in languages must take a ininimum of one Upper Division course per year at Augsburg. See Department faculty for limits on non-Augsburg courses. Teacher candidates in French, German and Spanish must consult with the Department of Education for specific information and enrollment in the program as well as for information on Special Methods courses. All transfer teacher candidates, including those who have completed a college language major elsewhere, must take at least two courses in language, literature, or culture at Augsburg. A 3.0 average in Conversation and Composition (311) is a Departmental requirement for teaching majors. Licensure requires successful completion of the Competency Exam prior to student teaching. See requirements for State of Minnesota Licensure for Teaching in Secondary Schools under Department of Education. Study Abroad Study abroad is required of all language majors (minimum of one semester) and highly recommended for minors. An advanced-level Internship in the major language (399) or an interdisciplinary Internship (INS 199), linking language skills with community service and career exploration, is strongly encouraged. W CHINESE (CHN) Chinese language studies are possible through a contractual arrangement with the ACTC East Asian Studies Program and the University of Minnesota East Asian Language Department. See East Asian Studies Director for more information. FRENCH (FRE) FRE 111, 112 Beginning French Aimed to develop communication skills of understanding, speaking, reading and writing. Through conversations, classroom practice and readings, these courses work toward the discovery of French culture and way of life. Four class meetings per week. Laboratory work is an integral part of the course. (Fall: 111;Spring 112) FRE 211, 212 Intermediate French Selected articles, interviews and literary readings are the basis of practice in communication, vocabulary building and developing greater ease in reading and writing French. Review of basic structures and grammar. Laboratory work. (Fall: 211; Spring: 212) FRE 243 French Literature in Translation Major representative works of French literature are read in English Modern Languages 171 translation. Through assigned readings, class discussion and written reaction, students become acquainted with artistic qualities and culturalhistorical sigruficance of these works. Sophomore standing. Does not count toward a French major or minor. (On demand) 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 contribution to the contemporary scene. Readings, reports, extensive use of audiovisual materials and periodicals. In French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis) FRE 350 Introduction to Literature for Language Students Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres and different approaches to literary analysis. Students apply the elements of theory through reading, analyzing and discussing selected works. (Prereq.: FRE 311 or consent of instructor. On demand) FRE 351, 353 Survey of French Literature I, II The study of major French authors and literary movements in France through the reading of whole literary works where possible. Lectures, discussion, oral and written reports in French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis) FRE 355 20th Century Literature A survey of the major French literary movements since World War I, including the novel, the theater, poetry, the essay, and criticism. Classes, oral and written reports and laboratory texts in French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis) '72 Modern Languages 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) Internships and Independent Study Courses: FRE 199 Internship See description on page 79. FRE 299 Directed Study See description on page 79. FRE 399 Internship See description on page 79. FRE 499 Independent StudyIResearch See description on page 79. GERMAN (GER) GER 111,112 Beginning German 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. ( F a 111;Spring: 112) GER 211, 212 Intermediate German Aims at developing basic skills into working knowledge of German. Review of basic structures with emphasis on extending range of vocabulary and idiomatic expression through reading and discussion of materials representing contemporary German life and literature. (Fall. 211; Spring: 212) GER 244 German Literature in Translation Principal works of German literature representing Medieval to modem periods are read and discussed in English. Readings are considered in the context of German cultural history as well as in context of the universal human condition. Credit for this course does not apply to a German major or minor. Sophomore standing. (On demand) Modern Languages 173 GER 31 1 Conversation and Composition Aims at developing facility in the use of grammatical structures, vocabulary and idiomatic expressions most common in colloquial German. Intensive practice in speaking is supplemented with exercises in written composition. (Fall) GER 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) GER 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) GER 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) GER 351 German Literature through the 18th Century Survey of heroic, courtly, Reformation, Baroque, Enlightenment, Storm and Stress, Classic and Romantic literature. Readings and discussion in German 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) GER 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 laneua~e.(Prerea.:GER 311 or consent of instructor.Fall) 74 Modern Languages - 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) Internships and Independent Study Courses: CER 199 Internship See description on page 79. CER 299 Directed Study See description on page 79. CER 399 Internship See description on page 79. CER 499 Independent StudyIResearch See description on page 79. JAPANESE (JPN) Japanese language studies are possible through a contractual arrangement with the ACTC East Asian Studies Program and the University of Minnesota East Asian Language Department. See East 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 79. - Modern Languages 175 LIN 499 Independent StudyIResearch See description on page 79. NORWEGIAN (NOR) Two courses in Norwegian are also offered as part of the 0stfold Program, listed under International Studies. NOR 111, 112 Beginning Norwegian Introduction of the four basic language skills: speaking, listening, reading and writing. Stress is on communication and its cultural context. Laboratory work expected. (Fall: 111;Spring: 112) NOR 21 1 Intermediate Norwegian Continued acquisition and refinement of communication skills (speaking, listening, reading, writing). Emphasis is on social or cultural contexts and integrated vocabulary clusters. Selected readings in Norwegian are used as a basis for class activities and writing exercises. Includes grammar review. Laboratory work expected. (Prereq.: NOR 112 or equivalent. Fall) NOR 31 1 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) NOR 331 NOR 350 Norwegian Civilization and Culture A two-tiered approach allows students to place contemporary cultural developments, such as Norway's changing role in the global community, into an historical context. Readings in history are supplemented by lectures, newspaper articles and video tapes. In Norwegian. (Prereq.: NOR 311 or consent of instructor. Fall: alternate years) 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, written and oral 6 , . :- \T --.--- :-- /lJ . X T n D 911 -- ------ - K .-.: . .. ----- L :--L..-A-- P -\ Modern Languages Internships and Independent Study Courses: NOR 199 lnternship See description on page 79. NOR 299 Directed Study See description on page 79. NOR 399 lnternship See description on page 79. NOR 499 Independent StudyIResearch See description on page 79. Two courses in Ojibwe (Cruppewa) are offered at Augsburg, both as part of the Modem Language Department and as part of the American Indian Studies minor. OJB111, 112 Beginning Ojibwe An introduction to the language and culture of the Ojibwe (Chippewa), 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, Central and East European Studies Program, which requires two years of language for the major (see page 227). See Russian, Central and East European Studies Program Campus Adviser for more information. RUS 111, 112 Elementary Russian Aimed to develop reading, writing, understanding and conversational skills through oral classroom practice, elementary readings, short compositions and a growing 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 111, 112 Beginning Spanish Aims to develop the four basic skills: understanding, speaking, reading and writing of elementary Spanish. Introduction to culture of Spanishspeaking world. Laboratory work is an integral part of the course. (Fall: 111; Spring: 112) SPA 21 1, 212 Intermediate Spanish Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, SPA 249 SPA 311 SPA 312 SPA 331 SPA 332 SPA 350 SPA 352,353 SPA 354 - Modern Languages 177 students review all of the basic structures of Spanish and build conversational skills through class discussions. ( F a 211; Spring: 212) 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. Credit for this course does not apply to a Spanish major or minor. (On demand) 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) 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) Spanish Civilization and Culture Study of the Spanish character and of Spanish contributions to world civilization through historical, intellectual, literary and artistic movements. h Spanish. (Prereq.: SPA 311 or consent of instructor. Spring: on rotational basis) Latin American Ciiilization and Culture A study of the d t u r a l heritage of the Spanish American countries from the preColumbian civilizations to the present. In Spanish. (Prereq.: SPA 311 or consent of instructor. Spring: on rotational basis) 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) 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) Representative Hispanic American Authors An introduction to Spanish-Americanliterature. Lectures, discussions, written and oral reports in Spanish. (Prereq.: SPA 311 or consent of instructor. Note: Students who have taken SPA 356 [taught in Mexico] 178 -- 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. (Pre;eq.: 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 century in Spain. Oral and written reports in Spanish. (Prereq.: one survey course. Spring: on rotational basis) Internships and Independent Study Courses: SPA 199 Internship See description on page 79. SPA 299 Directed Study See description on page 79. SPA 399 Internship See description on page 79. SPA 499 Independent StudyIResearch See description on page 79. MUS M usic has the power to move and :hange us. Whether we experience music is a listener, teacher or performer, it adds i sigruficant and satisfying dimension to Iur lives. The Music Department at Augsburg Zollege offers courses in music and music 2erformance to give students access to this sential aspect of human history and :ulture. In addition, all students of the Zollege community have the opportunity :o participate in choral and instrumental membles which perform locally, nationilly and internationally. Augsburg College is an institutional nember of the National Association of Schools of Music and the National Associaion for Music Therapy. The Music Departnent serves the general education needs of itudents and offers professional training in nusic. The Music major combines a broad :ducation in the liberal arts with preparaion for graduate and professional opportuuties. Students may choose from among our majors in three degree programs: 3achelor of Arts -Music Major; Bachelor of vlusic - Performance Major; Bachelor of vlusic - Music Education Major, and 3achelor of Science - Music Therapy Major. Pauline Sateren, Robert Stacke, Sonja Thompson Music Performances Coordinator Mary Ella Pratte Bachelor of Arts Freshmen will enroll in the regular Bachelor of Arts program. Theory and keyboard placement tests are required of all incoming students and will be given during the first week of classes. The petition to be accepted as a B.A. candidate will be submitted to the Department prior to registration for Upper Division courses. Bachelor of Music - Education In addition to opportunities as profesiional musicians, teachers of music and nusic therapists, graduates have access to a vide variety of careers! Leaders in the xofessions and business regard a liberal lrts major as an excellent preparation for ,atisfyingand effective service in many bccupational areas. Theory and keyboard placement tests are required of all incoming students and will be given during the first week of classes. Students wishing to become Bachelor of Music - Education candidates must perform (Level I1 repertoire) in their major performance medium for a faculty panel. They may then apply, with a copy of their transcript, to the Department for admission to the Bachelor of Education program (by end of sophomore year). Additionally, Music Education majors must apply to the Education Department for acceptance into the music education licensure program. Departmental approval and a cumulative GPA of 2.5 in all music courses is necessary for the education licensure program. vlusic Faculty Bachelor of Music - Performance vlerilee Klemp (Chair),Jill Dawe, Bridget )oak, Stephen Gabrielsen, Nancy h n d a h l , Peter Hendrickson, Robert Carl&, Roberta Metzler, Paul Ousley, Theory and keyboard placement tests are required of all incoming students and will be given during the first week of classes. Students wishing to become 1 80 Music Bachelor of Music - Performance candidates must perform (Level 11repertoire) in their major performance medium for a faculty panel. They must then apply to the Department before the end of their second semester of study. A cumulative GPA of 2.5 in music courses and a 3.0 in performance studies must be maintained. Bachelor of Science - Music Therapy Theory and keyboard placement tests are required of all incoming students and will be given during the first week of classes. The piano proficiency exam must be completed. Students should consult with the Director before applying to the Music Therapy program. An equivalency program is available for those who have a four-year college degree. Music Minor Candidates must apply to the Department prior to registration for Upper Division courses (see Student Handbook). Freshman Performance Scholarships May be available to freshmen taking lessons for credit. Consult with individual instructors or the Music Office. in a major ensemble of their major instrument during their residency at Augsburg. In certain circumstances, this may be waived for equivalency students. Ensembles Auditions for membership in ensemble: are scheduled, following application, during summer orientation sessions, during the first week of the school year, or by arrangement with the individual ensemble director. Honors Major Candidates for the honors program are nominated each spring from among those juniors who have attained a GPA of at leas 3.0 in music courses. A faculty committee must approve the candidate's honors project proposal and certify successful completion. The following possibilities are indicative of acceptable projects: a senior thesis and its defense; an additional senior recital of graduate quality; composition of work for vocal and/or instrumental ensemble; conducting an ensemble concert or combinations of the above. Consult the Music Department Student Handbook for more information. Transfer Students Transfer/Equivalency/Certification students will enter the music program on probation, subject to Departmental approval. A performance hearing that is supported by a department application and the student's transcript(s)will take place the first semester in residence. All students will be required to take the theory placement test the first week of class. Passing the piano proficiency test the first semester of residence is strongly recommended. All students are required to participate Core Curriculum (required of all majors): MUS MUS MUS MUS MUS MUS MUS MUS MUS MUS 101 102 111 112 201 202 211 212 231 232 Materials of Music I Materials of Music I1 Aural Skills I Aural Skills 11 Materials of Music IJI Form and Analysis Aural Skills IJI Aural Skills IV History and Literature of Music History and Literature of Music I lus ensemble participation, performance tudies, and recital requirements as given nder each specific degree and major. ilso, French or German study as stated in ;enera1 Education Requirements and in pecific degree requirements. I BACHELOR OF ARTS llusic Major Offers the broadest education in liberal rts and prepares the student for the reatest range of graduate, business and lrofessional opportunities. Students who ?tend to pursue non-performance gradute study, or desire to enter one of the nany music-related business fields of mployment, most often choose this course f study. Requirements: 12 course credits :ore curriculum plus: h e music credit elective md two semesters chosen from: hUS 311,312 Composition AUS 341 Basic Conducting hUS 342 Choral Conducting AUS 344 Instrumental Conducting /IUS 331 Music of the Baroque Era LUS 332 Music of the Classical Era LUS 333 Music of the Romantic Period LUS 334 Music of the 20th Century LUS 458 Senior Recital 'erformance Studies iight quarter course credits in the major instrument/voice iight quarter course credits in a major Augsburg ensemble on the major instrument/voice 'our semesters in a non-credit small Augsburg ensemble Ceyboard proficiency 'ass three Music Repertoire tests Music Consult the Music Department Student Handbook for more information on individualized degree requirements. Music Minor Six course credits including: MUS 101,102 Materials of Music I, I1 MUS 111,112 Aural Skills I, 11 MUS 231 History and Literature of Music I or MUS 232 History and Literature of Music 11 MUS 341 Basic Conducting And one additional course in Music History or Conducting Plus four consecutive quarter courses in a major ensemble concurrent with four quarter courses of Performance Studies in the student's major instrument. Music minors also must pass one Music Repertoire test. BACHELOR OF MUSIC Music Education Major Offers students the preparation necessary to become teachers of music in the public schools. This preparation includes course work which allows the student to become certified to teach at the elementary through the secondary levels. Requirements: 16.5 course credits Core curriculum plus: MUS 311,312 Composition I, 11 MUS 341 Basic Conducting MUS 342 Choral Conducting or MUS 344 Instrumental Conducting Performance Studies Two quarter course credits in the major instrument/voice Four half course credits in the major instrument/voice 181 18* - Music Two full course credits in the major instrument/voice Two quarter course credits in the minor instrument/voice MUS 358 Half junior recital MUS 459 Full senior recital 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 or voice Keyboard proficiency Pass three Music Repertoire tests Achieve a cumulative GPA of 2.5 in all music courses and in the major performance medium. Choose one area of emphasis: Vocal emphasis - MUS 251,252,253, 254,435 Instrumental emphasis - MUS 152, 155, and one course credit of music elective Other Requirements HPE 114 Health and Safety Education HPE 115 Health and Chemical Dependency Education HPE 116 Healthy Concepts for Educators EDU 210 Learning and Development in an Educational Setting EDU 265 Orientation to Education in an Urban Setting and Field Experience EDS 341 Media Technology EDS 350 Reading in the Content Areas EDS 354 Creating Learning Environments: Secondary and Field Experience EDS 355 Music Methods (K-12) Take three of the following four: EDS 356,357,358,359 Music Methods: Brass and Percussion, Woodwinds, Strings, Vocal rnc 900 ..--- D-I-L--- u EDS 478 School and Society EDS 481,482,483,484 Student Teaching and Seminar Consult the Education Department and Music Department Student Handbook anc program adviser. BACHELOR OF MUSIC Music Performance Major This degree emphasizes intensive work in the major private study area. The program is made available only to a few students of exceptional performing ability who are selected on the basis of an audition/application process. The program prepares performers for professional performing opportunities and/or graduate school auditions. Requirements: 19.5 course credits: Core Curriculum plus: MUS 311,312 Composition I, 11 MUS 341 Basic Conducting MUS 342 Choral Conducting or MUS 344 Instrumental Conducting Performance Studies Two quarter course credits and six full course credits in the major instrument/ voice Two quarter course credits in the minor instrument/voice MUS 358 Full junior recital MUS 459 Full senior recital Eight quarter courses in a major Augsburg ensemble on the major instrument/voicc Four semesters in a non-credit small Augsburg ensemble Keyboard proficiency test Pass three Music Repertoire tests Achieve a cumulative GPA of 2.5 in all music courses and 3.0 in the major Music hoose one area of emphasis: Vocal emphasis - MUS 251,252,253, 54,435, one course credit of music ective. French or Geman to fulfill inguage requirement. Piano or Organ emphasis - MUS 301, 32,436,456, one-half course credit of lusic elective. Instrumental emphasis - MUS 301,302, ne and one-half course credits of music lectives. Consult the Music Department Student [andbook for more information. I BACHELOR OF SCIENCE lusic Therapy Major Fulfills academic and clinical requireLents for registration with the National ssociation for Music Therapy, Jnc., and repares students for the professional ?rtificationexamination developed by the ertification Board for Music Therapists. his course of study is chosen by students rhowish to become registered music lerapists. Consult Department for zcreditation details. Requirements: 16.5 course credits ore curriculum plus: he of the following three: MUS 152 Basics of Singing or MUS 155 Class Piano or MUS 158 Class Guitar KJS 271 Music Therapy Techniques and Materials IUS 274,275 Music Therapy Practicums IUS 311 or 312 Composition I, I1 KJS 341 Basic Conducting IUS 372,373 Psychologcal Foundation of Music I, I1 [US 374,375 Music Therapy Practicums IUS 472 Human Identity Through the MUS 473 Music Therapy Senior Seminar MUS 474,475 Music Therapy Practicums MUS 479 Music Therapy Clinical Internship Performance Studies Eight quarter course credits in the major instrument/voice MUS 458 Half senior recital Eight quarter course credits in a major Augsburg ensemble on the major instrument/voice Two semesters in an Augsburg small ensemble (no credit) Keyboard proficiency, guitar proficiency Pass three Music Repertoire tests Achieve a minimum grade of 2.5 in each music therapy course Additional required courses: EDS 282 Introduction to Special Education Two of the following three: EDS 356,357,358 Music Methods: Brass and Percussion, Woodwinds, Strings PSY 105 Principles of Psychology PSY 362 Behavior Disorders BIO 103 Human Anatomy and Physiology SOC 362 Statistical Analysis or PSY 230 Research Methods: Design, Procedure and Analysis I APPLIED MUSIC Ensembles (MUE) One quarter course credit per semester is granted to members of major ensembles (MU! 111,112,121,141). Other ensembles carry no credit. Traditional grading is required for music majors and minors in .. - . . 183 '84 Music regster for credit with either traditional or P/N grading, 'or may choose no credit status with audit (V) designation. A maximum of two course credits in ensemble may be counted toward graduation requirements. Performance Studies for Credit Four elements are required of music majors/minors - lessons, jury examination at end of each semester, mandatory attendance at student performance recitals, master classes, and attendance at off- and on-campus performances. See Music Department Student Handbook for details. Areas of Concentration The music major/minor student must declare an area of concentration. A secondary area, required of Music Education students, necessitates additional lessons, jury examination and performance. Lessons: Private instruction in voice, piano, organ and any instrument is available for all students in the following categories: No credit - one half-hour lesson and three hours of practice per week. One-quarter course credit - one halfhour lesson and four hours of practice per week. One-half course credit - two halfhour lessons and eight hours of practice per week. One course credit - two half-hour lessons and 12 hours of practice per week. Performances: All students registered in Performance Studies for credit must perform each year in a general student recital, at the end of each semester for a faculty panel (jury examination), and additional performances as required by th instructor. Listening: All music majors/minors registered in Performance Studies for credit are required to attend designated music events during each semester (recommended: four on-campus and four professional off-campus events for music majors, and a total of four events for musi minors during each semester). Failure to attend the required number of recitals, major ensemble concerts, other designatec events, the Student Performance recitals and master classes will be a factor in determining the final grade received in Performance Studies. Music majors must pass a total of three Music Repertoire test: music minors must pass one. Consult the Music Department Student Handbook for contents of Music Repertoire tests and specific degree requirements. Recitals: A committee composed of thc student's teacher and two other music faculty members will determine the final grade for all recitals. A pre-recital hearing may be requested for students performing recitals that partially fulfill degree require ments. The charge of the recital jury shall be to determine if the recital is likely to be adequately prepared by the recital date fo the student to receive a grade of 3.0 (B.M. Performance) or 2.5 (B.A., B.M.- Educatio B.S.) as specified in Department guideline Concurrent registration in Performance Studies in the major performance medim is required for recital performance. Students should carefully read the Music Department Student Handbook anc consult regularly with their applied teacher. The following guidelines provide an outline of requirements and procedure which must be followed by all recitalists. Music 18s Departmental Sponsorship Level IV for Music Performance majors. Recitals required for the fulfillment of the B.M., B.A. or B.S. degree requirements or Honors Major will be sponsored by the Music Department. Other student recitals may be departmentally sponsored. 2. B.M. degree senior recitals (MUS 459) will be one hour in duration at repertoire Level IV for Music Education majors and one hour in duration at Level V for Music Performance majors. 3. B.A. and B.S. degree senior recitals (MUS 458) will be one-half hour in duration at repertoire Level m. Duration and Repertoire Level All departmentally sponsored recitals must be representative of the academic guidelines set forth in this catalog and Repertoire Lists available in the Music Department. Keyboard Proficiency 1.B.M. degree junior recitals (MUS 358) will be one-half hour in duration, and will be at repertoire Level 111 for Music Education majors and one hour in duration at B.A., B.M. and B.S. candidates must pass the Piano Proficiency test by the end of their sophomore year. Consult the Music Department Student Handbook for specific requirements. Many music courses are offered alternate years. Consult the ACTC Class Schedule or the Music Department for course offerings in each term. THEORY MUS 101 Materials of Music 1 (.5 course) Notation, scales, intervals, triads, keyboard harmony and principles of part writing. To be taken concurrently with MUS 111. (Prereq.: Theory Placement Test. Fall) MUS 102 Materials of Music 11 (.5 course) Diatonic harmony, secondary dominants and simple modulations. To be taken concurrently with MLJS 112. (Spring) MUS 111 Aural Skills 1 (.5 course) Rhythmic and melodic dictation, interval and triad recognition, sight singing and harmonic dictation to parallel progress in MUS 101. (Prereq.: concurrent registration in/or completion of MUS 101. Fall) MUS 112 Aural Skills 11 (.5 course) Development of listening and reading skills to parallel progress in MUS 102. (Prereq.: concurrent registration in/or completion of MUS 102. Spring) - Music MUS 201 Materials in Music 111 (.5 course) Continuation of MUS 102 with chromatic harmony and modulation. (Prereq.: MUS 102. Fall) MUS 202 Form and Analysis (.5 course) Musical structures of common practice period and introduction to 20th century practice. (Prereq.: MUS 201. Spring) MUS 21 1 Aural Skills 111 (.5 course) Melodic, harmonic dictation and sight singing to parallel progress in MUS 201. (Prereq.: MUS 211 and concurrent registration in/or completion of MUS 201. Spring) MUS 212 Aural Skills IV (.5 course) Further development of listening skills to parallel progress in MUS 202. (Prereq.: MUS 211 and concurrent registration in/or completion of MUS 202. Spring) MUS 301 Counterpoint 1 (-5 course) Sixteenth through 18th century contrapuntal techniques including double counterpoint, passacaglia, fugue and canon. (Prereq.:MUS 201,211. Alternate years: Fall 1997) MUS 302 Counterpoint 11 (.5 course) Study of contemporary counterpoint including works of Schoenberg, Bartok, Hindemith, Stravinsky and Carter. (Alternateyears: Spring 1998) MUS 31 1 Composition 1 (.5 course) Study of notational systems, score layout, calligraphy, physical basis of sound, ranges of and arranging music for voices and instruments. Simple forms and tonal harmonic materials are employed. (Prereq.: MUS 202. Fall) MUS 312 Composition 11 (.5 course) Advanced arranging for vocal and instrumental ensembles of varying sizes and types. Contemporary techniques, atonal systems, and larger forms are studied and used. (Prereq.: MUS 311 or permission of instructor. Spring) MUS 341 Basic Conducting (.5 course) Study of fundamental conducting patterns and baton technique. Score analysis and preparation. Rehearsal techniques. Basic nomenclature. (Prereq.: Pass piano proficiency test. Fall) 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. Alternate years: Spring 1997) MUS 344 Instrumental Conducting (.5 course) Preparation of and conducting instrumental literature. Advanced conducting techniques. Organization of inskumental ensembles. (Prereq.: Pass piano proficiency test. Alternate years: Spring 1998) Music I HISTORY AND LITERATURE MUS 130 Introduction to Music in the Fine Arts Relationship between music of each period and the other fine arts. For non-music majors. MUS 231 History and Literature of Music I A study of the evolution of music from antiquity to 1750. (Prereq.: MUS 112,201.Fall) MUS 232 History and Literature of Music II Continuation of MUS 231 from 1750 to the present. (Prereq.: MUS 112,201. Spring) f i e following four half-courses are extensive studies of special eras in the history of music: MUS 331 MUS 332 Music of the Baroque Era (.5 course) (Prereq.: MUS 231,232. Altemate years: Fall 1996) Music of the Classical Period (.5 course) (Prereq.: MUS 231,232. Alternate years: Spring 1997) MUS 333 Music of the Romantic Period (.5 course) (Prereq.: MUS 231,232. Alternate years: Fall 1997) MUS 334 Music of the 20th Century (.5 course) (Prereq.: MUS 231,232. Alternate years: Spring 1998) WUS 432 MUS 435 WUS 436 WUS 498 Church Music and Worship Development and influence of church music as evidenced in contemporary worship practices. Designed for the general as well as the music and theology student. Voice Repertoire (.5 course) Interpretation, style and programming of the song literature from the 16th century to the present, with an emphasis on literature and source materials used for teaching voice. (Prereq.: MUS 231,232. Alternate years: Fall 1996 and Spring 1997) Piano Repertoire (.5 course) Study of the piano literature from the 17th century to the present by listening, analyzing and performing. (Prereq.: MUS 231 and 232. Alternate years: Spring 1997) lndependent Study (.5 course) Advanced research and projects not otherwise provided for in the Department curriculum. Open only to advanced students upon approval by the faculty. 'nternships and Independent Study Courses: WUS 199 Internship See descri~tinnnn nape 79 187 '88 Music MUS 299 Directed Study See description on page 79. MUS 399 Internship See description on page 79. MUS 499 Independent StudyIResearch See description on page 79. Open only to advanced students upon approval of the faculty. TECHNIQUE MUS 152 Class Voice ( 2 5 course) Fundamentals of tone production and singing. MUS 155 Class Piano (.25 course) Basic keyboard familiarity, including scales, chords, arpeggios, sightreading, and simple accompaniment and music reading skills necessary to pass the Piano Proficiency Test. (Prereq.: MUS 101 or consent of instructor) MUS 158 Class Guitar (.25 course) Beginning techniques of classic guitar. (Spring) MUS 251 English Diction (.25 course) Fundamental course in correct standard English diction for singing. Familiarization with the International Phonetic Alphabet. Open to all students registered for vocal instruction. (Alternate years: Fall 1997) The following three quarter-courses are continuations of MUS 251 with application for the Italian, German and French languages. MUS 252 Italian Diction (.25 course) Familiarization with the International Phonetic Alphabet and its application to basic Italian song literature. (Prereq.: MUS 251. Alternate years: Fall 1997) MUS 253 German Diction (.25 course) Continued use of the International Phonetic Alphabet in basic German song and choral literature. (Prereq.:MUS 252. Alternate years: Spring 1998) MUS 254 French Diction (.25 course) Continued use of the International Phonetic Alphabet in basic French song and choral literature. (Prereq.: MUS 252. Alternate years: Spring 1998) MUS 358 Junior Recital (.O course) B.M. candidates only. Half recital at repertoire Level 111, Music Education majors or full recital at Level IV, Music Performance majors. No course credit. The private instructor may request a pre-recital hearing. MUS 456 Piano Pedagogy (.5 course) Principles, methods, materials and techniques for teaching piano. Survey Music of various pedagogical schools of thought. (Alternate years: Spring 1998) MUS 458 Senior Recital (.O course) Half recital by B.A. or B.S. candidates at repertoire Level HI. No course credit. The private instructor may request a pre-recital hearing. MUS 459 Senior Recital (.O course) B.M. candidates only. Repertoire Level IV for Music Education majors and Level V for Music Performance majors. No course credit. The private instructor may request a pre-recital hearing. H THERAPY MUS 271 Music Therapy Techniques and Materials (.5 course) Study of non-symphonic instruments, Orff-Schulwerk, applications of recreational music activities to clinical settings. Includes on-campus practicum with children. MUS 272 Human Identity through the Creative Arts A study of the aesthetic expression and experience as they relate to human identity, with an emphasis on psychological, cultural and biological aspects of musical behavior. An understanding of the relationships of the creative therapies of art, music, drama and movement. (Alternateyears: Fall 1997) MUS 274,275 Music Therapy Pradicums (.O course) Volunteer work in a clinical setting, two hours per week. No course credit. MUS 372 Psychological Foundations of Music I An objective approach to musical stimuli and response, with an emphasis on acoustics and sociopsychologicalaspects of music. An understanding of the research process and development of an experimental research project. (Alternateyears: Fall 1996) MUS 373 Psychological Foundations of Music II Implementation of group and individual research projects, emphasis on a multidisciplinary approach to music therapy. Theories of learning music, musical talent and performance. (Alternate years: Spring 1997) MUS 374, 375 Music Therapy Practicums (.O course) Volunteer work in a clinical setting, two hours per week. No course credit. (Prereq.: Pass keyboard proficiency test) MUS 472 Human Identity through the Creative Arts (See course description for MUS 272.) Enrollment for Upper Division credit required for music therapy majors, and will include an additional course module. (Alternateyears: Fall 1997) MUS 473 Music Therapy Senior Seminar Class discussions of theories and research as they apply to therapeutic settings including discussion of professional ethics. A holistic approach to therapy with music. (Alternate years: Spring 1998) 189 '90 Music (.25 course each) MUS 474,475 Music Therapy Practicums Volunteer work under the supervision of a registered music therapist, twc hours per week. (Prereq.:three of MUS 274,275,374,375, Pass keyboard proficiency test) MUS 479 Music Therapy Clinical Internship (.5 course) Full-time placement in an NAMT internhip setting for six months. Application for Internship sites must be made nine months in advance. Sites in Minnesota are limited. (Prereq.: Completion of all other graduation requirements) I ENSEMBLES AND PERFORMANCE Ensembles (MUE) then made at the discretion of the appropri ate faculty. For Jazz Ensemble members hi^ preference is given to Concert Band members. 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 While the Department strongly encourages both formal Informal ensemble experience, onlymembership in ~ ~ d Orchestra, Choir or Riverside Singers will satisfy the major, minor or ~~~~~~l ~ d ~~ ~ ~ ~ tsome ~ i insku~~ ~i ments are available for use by students. STUDIES MUE 111 Augsburg Choir (.25 course) MUE 112 Riverside Singers (.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 W o o d w i n d 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 'erformance Studies (MUP) Private instruction for credit is graded raditionally. All areas of study are vailable to the non-music major or minor. U1lessons are adapted to the individual leeds of the student and those bearing redit are supplemented by accompanying, nsemble participation and other perfor- mances. 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 Ill; B.M. - Education Major Enter II and attain IV; B.M. -Performance Major - Enter II and attain V. I LESSONS: AUP 111-411 Voice MUP 137-437 Horn AUP 121-421 Violin MUP 141-441 Trumpet AUP 122-422 Viola MUP 142-442 Trombone AUP 123-423 Cello MUP 143-443 Baritone A UP 124424 Bass MUP 144-444 Tuba AUP 131-431 Oboe MUP 152-452 Piano AUP 132-432 Bassoon MUP 159a AUP 133-433 Clarinet MUP 161-461 Guitar AUP 134-434 Saxophone MUP 171-471 Percussion AUP 135-435 Flute MUP 181-481 Organ Tote carefully the following provisions: 1. Performance study registration c a r s the first week of classes. 2. A of study is l4 weeks of :ssons and coaching. Any lessons uring the Interim or Summer are rranged privately with the teacher. Piano accompanying MUP 191-491 Harp 3. A student who cannot attend a scheduled lesson is required to notify the teacher at least 24 hours in advance; otherwise, except for illness immediately prior to a lesson, the student will forfeit the right to a make-up lesson. 4. Credit is granted only for study with faculty members of the Augsburg College Music Department. 191 T he Natural Science Licensure program for teachers is designed to provide strong preparation for science teaching and to satisfy Minnesota licensure requirements. The program of courses is designed to provide a broad, basic background in science and allow for specialization in an area. The following programs assume that the student will meet the Distribution/ General Education Requirements of the College, the requirements for appropriate majors, the courses required in the Department of Education and, in the physical sciences, have at least one year of calculus. Consult with the Department of Education for requirements in Education. Early consultation with adviser is essential. Coordinator Arlin Gyberg Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers which may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to identify current licensure requirements. Broad Base Requirements Two Earth Science (PHY 101 Astronomy, PHY 106 Meteorology or Geology) BIO 113,114 General Biology PHY 116 Introduction to Physics or PHY 121,122 General Physics I, I1 CHM 105,106 Principles of Chemistry or CHM 115,116 General Chemistry Biology Major (for licensure in Life Science) Broad Base Requirements, plus: BIO 215 Introduction to Cellular Biology BIO 491 Seminar Six other Biology courses, including at least one from each of the following groups: BIO 351 Invertebrate Zoology or BIO 353 Comparative Vertebrate Zoology or BIO 473 Animal Physiology BIO 361 Plant Biology or BIO 440 Plant Physiology BIO 367 Biochemistry or BIO 471 Advanced Cellular and Molecular Biology BIO 476 Microbiology or BIO 481 Ecology And one course in Organic Chemistry Physical Science Broad Base Requirement Two courses: one in Earth Science (Astronomy, Meteorology or Geology), and one in General Biology. Chemistry Major (for licensure in Physical Science) Physical Science Broad Base Requirement Graduation Major in Chemistry: CHM 105,106 Principles of Chemistry or CHM 115,116 General Chemistry CHM 351 Organic Chemistry CHM 352 Organic Chemistry CHM 353 Quantitative Analytical Chemistry CHM 361 Physical Chemistry CHM 363 Physical Chemistry Laboratory CHM 491 Chemistry Seminar MAT 145,146 AUGMENT Calculus I, I1 or MAT 124,125 Calculus I, I1 (WEC only One advanced Chemistry Course One year of General Physics Two Physics courses above General Physics (Recommended:PHY 245 Modem Natural Science 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 ElectromagneticFields II PHY 395 Comprehensive Laboratory PHY 396 Comprehensive Laboratory MAT 145,146 AUGMENT Calculus I, I1 or MAT 124,125 Calculus I, 11 (WEC only) MAT 245 AUGMENT 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 NORDIC AREASTUDIES See listing under Interdisciplinary Studies. NORWEGIAN See listing under Modem Languages. 193 - T- he Augsburg Nursing Program is designed exclusively for registered nurses who want to increase their opportunities in the health-care field. The scope of nursing practice is changing and expanding. Nurses are being called on to function in a variety of settings that differ from those in the past. Today nurses work in hospitals, clinics, corporations, government agencies, schools and community organizations. Some are selfemployed, rurming their own businesses. All of these nurses provide comprehensive health assessment for individuals from all cultures and socioeconomic levels. From helping parents have safe deliveries of healthy d a n t s to coordinating home care for the dying, nurses assist people through the entire life span. The bachelor's degree equips the nurse with a working knowledge of the biological, physical, social, behavioral and nursing sciences. The nursing program at Augsburg College also provides the educational opportunities to increase skills in critical thinking, clinical investigation and decision-making that prepare nurses to handle challenging new positions in today's health-care field. Augsburg's nursing program, leading to a Bachelor of Science degree with a major in Nursing, is accredited by the National League for Nursing. Graduates of the program are eligible to apply for public health nurse registration in Minnesota. With two additional courses, they are eligible to apply for school nurse certification. Nursing Department Faculty Beverly Nilsson (Chair),Lucie Ferrell, Sharon McDonald, 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 311 Community Health Nursing 11: Practicum NUR 330 Trends and Issues in Nursing NUR 350 Introduction to Nursing Research NUR 403 Contemporary Nursing 111: Families NUR 423 Practicum in Nursing: Nursing of the Family NUR 431 Leadership and Management: Theorv and Practice PHI 380 ~thics'ofMedicine 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 Nursing major can be completed within two academic years; however, students may pursue their studies at a slower pace. Courses in the Nursing major are offered on weekends with practicum courses requiring additional weekday time. While courses are designed so that the major can be completed within two years, more time may be required to complete the total course of study depending on the number of credits transferred from other colleges or universities. Students in nursing may take non-nursing courses in both Day School and Weekend Nursina College. Students interested in pursuing the Nursing major should consult with an adviser from the Nursing Department for program planning. Honors Major GPA of at least 3.6 in the major and 3.3 overall; application to the Department Chairperson by Nov. 1of the senior year; recommendation by Nursing faculty; honors thesis to be defended before a faculty committee by April 15. Candidates register for NUR 499 to complete the thesis. 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 be-g the nursing major. 4. Prerequisite course content: The following content must have been com- pleted with a minimum grade of 2.0 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 carry their own malpractice insurance and current CPR certification. 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. The entire Nursing major is available only through Augsburg's Weekend College. Classes usually meet on alternate weekends for one 3 1/2 hour time block. Clinical practice usually occurs on weekdays. 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. 195 - Nursing NUR 305 NUR 306 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 and practice. 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 patient/client 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. Students will learn assessment and intervention skills which will be utilized to deliver ethically appropriate health care within the diversity of the city. NUR 31 1 Community Health Nursing II: Practicum** Provides a clinical experience in community-based health care delivery systems. Students will apply nursing process, teaching/leaming theory and basic public health principles with culturally diverse clients throughout the life span. (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. Students demonstrate formal presentation skills to prepare them for their new roles as professionals. NUR 350 Introduction to Nursing Research Emphasis on research process and methods in nursing. Ethical issues in nursing research are explored. Students critique nursing research for its value in nursing practice and design a research proposal. (Prereq.: MPG 111) 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 Nursina 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. 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 79. Note: If NUR 311 and NUR 423 are not taken immediately following their respective theory courses, students are required to consult with faculty prior to registration regarding review of the theoretical content. Students who decelerate for more than five years may be asked to audit courses already taken. There is a fee to audit courses. ** This course involves an addifional clinical fee. 197 T he Philosophy Department assists students to understand issues raised in the traditional areas of plulosophy. 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 sigruficance 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 other courses where philosophy, its methods and ideas are applied to other disciplines like relipon, science and the arts. The major has been carefully planned so that students can easily graduate with two majors. Though some majors 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 outperform others on graduate entrance in examinations in medicine and law. Others enter the work place, confident that the study of philosophy has pven them the ability to think critically. Philosophy Department Faculty Mark Fuehrer (Chair),David Apolloni, Paul Holmer (distinguished visiting professor), 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 19th Century Philosophy PHI 344 History of Philosophy IV: 20th Century Philosophy A 400 level course (other than PHI 499) Three elective courses in Philosphy Note: 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 199 PHI 110 Introduction to Philosophy This course introduces students to typical philosophical problems (like how we know, can we have certain knowledge, are there universal moral principles), to philosophical vocabulary, and to critical thinking. 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 our considerations. Students taking PHI 120 may not take PHI 125. PHI 125 Ethics and Human Identity A philosophical study of the role of human understanding, feelings and action with respect to the pursuit of happiness. Beginning by asking what the end or purpose of human life is, we 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 taking PHI 125 may not take PHI 120. PHI 175 Philosophy of Love and Sex We begin by trying to decide what it is to be in love with someone, and how this differs from just being friends or sexually desiring them. We then consider issues such as the ethics of sex, sexual attraction, marriage, adultery and homosexuality. PHI 230 Logic Students learn to distinguish arguments from exposition. Then they learn the rules which govern valid arguments and develop their ability to recognize and construct sound arguments. The last part of the course focuses on inductive reasoning. PHI 241 History of Philosophy I: The Classical Philosophers The writings of Plato and M o t l e are the foundations of all philosophical thought in Western cidization. In this course students read and analyze some of the key works by Plato and Aristotle, as well as Stoic, Epicurean and Neoplatonic writings. 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 What is artistic creativity? What is a work of art and what makes great works of art great? What is it to appreciate works of art?Is one's appreciation of music or art simply a matter of taste? Does aestheticexperience differ from oBtm kinds of experience? *zPhilosophy PHI 343 History of Philosophy Ill: Enlightenment and 19th Century Philosophy This course studies the major rationalists of the 17th century (Descartes, Spinoza, Leibniz), the major empiricists of the 18th century (Locke, Berkeley, Hume), Kant's synthesis of philosophy, and 19th century Idealism and the reaction to it (Man, Kierkegaard, Nietzsche). (Suggested prior course: PHI 241 or 242. Fall) PHI 344 History of Philosophy IV: 20th Century Philosophy What lies behind 20th century philosophy's love affair with language? Is truth that which works? Can we remake philosophy as a rigorous science? These and other issues are dealt with in a study of the major representatives of linguistic analysis, pragmatism, and existentialism. (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. (Meets graduate skill component of speaking) 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. Students will also research and develop philosophical responses to issues in this area. (Suggested prior course: PHI 230 or one course in natural science) PHI 370 Existentialism Studies in the writings -both philosophical and Literary - of prominent Existentialist authors. We will examine what it means to be a being-in-theworld and explore such themes as absurdity, freedom, 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 which arise in the areas of health care and delivery, allocation of scarce resources, human experimem tation, 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 problem, or inter-disciphary problems. Seminar format. May be taken more than once for credit. (Suggested prior courses: any from PHI 241,242,343,344 or consent of instructor. Offered annually) Internships and Independent Study Courses: PHI 199 Internship See description on page 79. PHI 299 Directed Study See description on page 79. PHI 399 Internship See description on page 79. PHI 499 Independent StudyIResearch See description on page 79. 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 recofized there was a shortage and uneven distribution of primary care physicians. To combat these problems, the physician assistant program h a s developed. h physician assistits 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 24 students begins each May. Students who intend to enter the Physician Assistant Program must apply by Dec. 31 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 in the process of obtaining accreditation from CAAHEP (Cornrnission on Accreditation of Allied Health Education Programs). At the time of printing of this catalog, the Program was six months from the site visit for accreditation. The mission statement of the Augsburg Physician Assistant Program is to be generalist Physician Assistant professionals, well educated in theory and practice, dedicated to excellence in performance, with the highest standards of ethics and integrity, committed to lifelong personal and wrofessional develowment. reswectful and sensitive to persons of all cultures and backgrounds, and oriented toward service to underserved populations. Physician Assistant Department Faculty Dawn B. Ludwig (Chair),Lisa Howe, David Johnson, Manuel Kaplan, Martha Kelly, Terry Lewis Major First Year (Twelve Months) Twelve courses including: PA 311 Human Anatomy and Neuroanatomy PA 321 Human Physiology PA 331 PA Seminar PA 351 Pharmacology I PA 361 Clinical Medicine I PA 371 History & Physical Exam Skills I PA 341 Current Trends PA 362 Clinical Medicine 11 PA 352 Pharmacology 11 PA 363 Clinical Medicine lTI PA 372 History & Physical Exam Skills II PA 380 Emergency Medicine and three supporting courses including: PSY 368 Behavioral Health Care I PSY 369 Behavioral Health Care 11 PHI 380 Ethics of Medicine and Health Care Second Year (Fifteen Months) Clinical rotations in prearranged health care facilities including: Family Medicine .............................. 6 weeks Internal Medicine ............................ 6 weeks Emergency Medicine ......................6 weeks 6 weeks OB/GYN ........................................... Psychiatry ................... , . , ................ 6 weeks Surgery ........................................... 6 weeks Phvsician Assistant 203 Pediatrics ..........................................6 weeks Elective Rotations ............................6 weeks Family Medicine Preceptorship ... Final 12 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 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: BIO 113 General Biology BIO 114 General Biology PA 311 BIO 367 BIO 476 CHM 105 CHM 106 CHM 223 PSY 105 MPG ILI Biochemistry Microbiology or CHM 115 General Chemistry or CHM 116 General Chemistry Organic Chemistry Principles of Psychology 2. Recommended courses include: Genetics, Anatomy, Physiology. Also recommended is a cumulative and science GPA of 3.0 or better to remain competitive with all potential applicants. 3. All General Education Perspectives (except The City, one Writing Skill, Speaking Skill, Critical Thinking and Quantitative Reasoning), must have been completed. The above perspectives and skills are expected to be in the physician assistant curriculum. 4. Submit a complete application to the program prior to the deadline, usually the end of December. Call the office for the official deadline each year. A complete application packet includes: the application, three or four letters of reference, an application fee, and an official transcript from each post-secondary school attended. 5. Application and admission to Augsburg College prior to matriculation to the Physician Assistant Program. 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 Physician Assistant Program. Human Physiology A course involving lectures, demonstrations, discussions, and laboratory exercises designed to present general physiological principles involving the nervous, respiratory, cardiovascular, gastrointestinal, endocrine systems and the special senses. (Prereq.:Admission to the P.A. Program) *04 - Physician Assistant 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 P.A. Program or consent of instructor) Current Trends This course will educate the student in understanding medical literature, research of literature, and analysis of medical articles. (Prereq.: Admission to the P.A. Program) Pharmacology l This course will cover drug metabolism, chemotherapy, toxicology and prescriptive practice as related to disease processes of the autonomic, cardiovascular, respiratory, and gastrointestinalsystems. (Prereq.: Admission to the P.A. Program and successful completion of summer semester) Pharmacology ll This course will cover drug metabolism, chemotherapy and prescriptive practices as related to the pediatric, dermatologic, otolaryngologic, endocrine, and gynecologic systems. (Prereq.: PA 351) Clinical Medicine I A course designed to teach pathologic process, clinical disease, treatment and the clinical skills associated with the cardiovascular, respiratory, gastrointestinal,renal and endocrine systems. (Prereq.: Admission to the P.A. Program and successful completion of summer semester) Clinical Medicine II A course designed to teach pathologic process, clinical disease, treatment and the clinical skills associated with the otolaryngologic, ophthalmalogic and neurologic systems. (Prereq.: PA 361) 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 36 t? History and Physical Exam Skills I A lecture/discussion/laboratory course with extensive clinical exposure designed to demonstrate and apply the techniques and skills essential to tlinterviewing and physical examination of patients. (Prereq.: Admission to the P.A. Program) History and Physical Exam Skills II A lecture-discussion-laboratory course with extensive clinical exposure designed to demonstrate and apply the techniques and skills essential to tlinterviewing and physical examination of patients. (Prereq.: PA 371) Emergency Medicine A lecture-lab course designed to educate the student in common emergenc procedures. Topics covered will be adult and pediatric trauma, surgical - PHY P hysicists are not only curious about the world, but ambitious as well. Their aim is to understand the fundamental prin:iples which describe and govern all physical aspects of the universe. Called "natural philosophers" in previous centuries, physicists investigate natural systems by means of controlled experimentation and mathematical analysis. Physics includes the study of systems ranging in size from sub-atomic particles to the largest of galaxies and from the relative stillness of near absolute zero temperature to the fiery activity of the stars. As a fascinating and expanding area of study and as a basic science, physics plays an important role in many of the liberal arts disciplines and contributes to society's understanding of such areas as energy, weather, medical science and space exploration. Recognizing the importance of physics in contemporary life and realizing that keeping abreast of the rapid advances is an ever increasing challenge, the Department intends to bring to the students not only basic concepts but also insights into recent developments. In this process, the faculty expects challenges to arise, be met and stimulate sound thinking, perceptive judgment and an interest in experimental techniques. To this end a rigorous major provides students with the in-depth preparation required for graduate study. More than two-thirds of the graduates in Physics have completed or are currently working toward graduate degrees at a number of fine universities across the nation. A major in physics provides flexibility. It also serves as a stepping stone for graduate work in related areas such as computer science, atmospheric science and meteorology, astronomy, oceanography, biophysics, environmental science, engineering and medical and health related fields. In addition, the Physics program at Augsburg functions in a supportive role for students majoring in mathematics, chemistry, biology and computer science. The Department also supervises the Pre-Engineering program with degree programs avdable at cooperating universities at both the bachelor's and the advanced degree levels. The Department maintains active research programs through its Center for Atmospheric and Space Sciences. Several students work each academic year and summer as research assistants in these efforts, which are supported by NASA, the National Science Foundation and other federal agencies. The Department also administers Augsburg College's portion of funds designated for the Minnesota Space Grant College Consortium, funded by NASA. Cooperative Education, internshp and undergraduate research programs provide opportunities for students to apply their physical science knowledge and problem solving skills in practical situations in industrial, governmental and academic settings. Students may participate in alternating term Cooperative Education programs or work part-time during two or more academic terms. Internship opportunities alone generally involve only one semester. The Department serves the liberal arts tradition by offering courses for the nonscience students that will enable them to attain a general understanding of a particular area of science. These courses seek to provide the basic starting point for further study and the opportunity to enable students to follow new developments with some denree of comvrehension. *"- Physics Physics Department Faculty Jeffrey Johnson (Chair),Stuart Anderson, 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 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 ElectromagneticFields II PHY 395,396 Comprehensive Laboratory Two elective Physics courses above PHY 122 MAT 145,146 AUGMENT Calculus I, II or MAT 124,125 Calculus I, I1 (WEC only) MAT 245,247 AUGMENT Calculus III and Modeling and Differential Equations or MAT 245 AUGMENT Calculus I11 and PHY 327 Special Functions of Mathematical Physics or MAT 224,226 Calculus III, DifferentialEquations (WEC only) BACHELOR OF SCIENCE Major 17 courses including: PHY 121 General Physics I PHY 122 General Physics II PHY 245 Modem Physics PHY 261 Electronics PHY 351 Mechanics I p m 352 ~ ~ ~ h11 a n i ~ ~ PHY 362 Electromagnetic Fields I PHY 363 ElectromagneticFields 11 PHY 395 comprehensive Laboratory PHY 396 Comprehensive Laboratory PHY 486 ~ u a t u m Physics I One Physics course above PHY 122 CHM 105,106 Principles of Chemistry or CHM 115,116 General Chemistry MAT 145,146 AUGMENT Calculus I, 11 or MAT 124,125 Calculus I, I1 P C only) D and MAT 245,247 AUGMENT Calculus J Modeling and Differential Equations or MAT 245 AUGMENT Calculus 111 and PHY 327 Special Functions of Mathematical Physics or MAT 224,226 Calculus 111, Differential Equations (WEC only) BACHELOR OF SCIENCE Physics Major With Concentration in Space Physics 18 course credits. It is the same as the B.S. major, with the addition of PHY 320 and PHY 420, and the omission of the elective Physics course. Honors Major A GPA of 3.5 in physics and 3.0 overall. An independent investigation of a physics topic with an oral defense of the written Physics 207 esearch report. Application for the honors najor should be made no later than the irst term of the senior year. In planning their courses of study, tudents are encouraged to work closely vith members of the Physics faculty. dormally, students should have MAT 124 )r 145,125 or 146, and PHY 121,122 during he freshman year, and MAT 224 or 245 nd 226 or 247 (or PHY 327) during the ophomore year. 'eaching Licensure Major The State of Minnesota has specific icensing requirements for teachers which nay differ slightly in emphasis from the iugsburg major requirements. The state equirements may also be subject to change fter publication of this catalog. Students herefore should consult with the iugsburg Education Department to dentify current Minnesota teacher icensure requirements. 'HY 101 Minor Seven courses including: PHY 121 General Physics I PHY 122 General Physics 11 Three elective Physics courses above PHY 122 MAT 145,146 AUGMENT Calculus I, 11 or MAT 124,125 Calculus I, I1 (WEC only) Society of Physics Students The Augsburg chapter of the Society of Physics Students provides students the opportunities of membership in a national physics society and of participating in the physics community on a professional basis. Membership in the Society is open to all students interested in physics. Sigma Pi Sigma Membership in the Augsburg chapter of this national physics honor society is open to those students who have completed the equivalent of a minor in physics, have a GPA of 3.0 in physics and overall, and rank in the upper third of their class. Astronomy A descriptive course covering our solar system, stars and galaxies. In addition the course traces the development of scientific thought from early civilization to the present day. Night viewing and laboratory sessions are important components of the course. (Three one-hour lectures. Prereq.: MPG 11. Fall, Spring) 'HY 103 Conceptual Physics An introductory course in which the applications, problems, and experi- ments are selected to illustrate fundamental principles of physics. The course stresses a hands-on intuitive approach to physics. (Two three-hour lectures/laboratories. Prereq.: MPG III. Fall, Spring) 'HY 106 Introductory Meteorology A survey of the basic principles involved in understanding the earth's weather and climate. Topics include winds, fronts, cyclones, clouds and precipitation, thunderstorms, tornados and hurricanes, climate and *08 - Physics climate change, global warming and ozone depletion. (Three one-hour lectures, one two-hour laboratory. Prereq.: MPG II. Fall) PHY 116 Introduction to Physics An algebra-based introductory course in which the applications, problems and experiments are selected to ilIustrate fundamental principles and provide a broad survey of physics. (Three one-hour lectures, one two-hou laboratory. Prereq.: MPG III. Fall) PHY 121 General Physics I A rigorous study of classical physics including mechanics and wave motion. Designed for physics majors, pre-engineering students and other specified majors. (Three one-hour lectures, one three-hour laboratory. Prereq.: MAT 145 or concurrent registration. Fall) PHY 122 General Physics II A rigorous study of classical physics including thermodynamics, electricity, magnetism, and optics. Desiged for physics majors, pre-engineering students and other specified majors. (Three one-hour lectures, one threehour laboratory. Prereq.: PHY 121, MAT 146 or concurrent registration. Spring) PHY 245 Modern Physics An introduction to modem physics from a historical and experimental basis. Relativity, quantum effects, atomic and molecular physics, nuclear and solid statehhysics. This course indicates the need for, i d develops the experimentalbasis of, quantum mechanics. (Three one-hour lectures, one one-and-one-half hour laboratory. Prereq.: PHY 122. Fall) PHY 261 Electronics A review of AC and DC circuits and study of analog electronics comprise: the first half of the semester. The second half includes study of digital electronics culminating in analysis and use of microprocessors and microcomputer systems. (Three one-hour lectures, one three-hour laboratory. Prereq.: PHY 116 or 122; and MAT 122 or 125 or 146. Spring. Cross-listed with Computer Science Department.) X PHY 320 Introduction to Space Science A survey of the earth's space environment including solar, planetary, magnetospheric, ionospheric and upper atmospheric physics (solar dynamics, the bow shock, magnetopause, radiation belts, plasma sheet, magnetic storms, substorms, current systems, particle precipitation and aurora). (Three one-hour lectures. Prereq.: PHY 245. Spring) PHYIMAT 327 Special Functions of Mathematical Physics An introduction to special functions in physics and engineering (complex numbers, partial differentiation, Fourier series, series solution of selected differential equations, Legendre, Bessel and other orthogonal functions, and functions of a complex variable). (Three one-hour lectures. Prereq.: PHY 122 or consent of instructor, MAT 224 or 245 or equivalent. Spring. Cross-listed with Mathematics Department.) Physics 209 Mechanics I Classical mechanics in terms of Newton's laws of motion and the Lagrangian and Hamiltonian formalisms. Topics include conservation principles, single particle motion, gravitation, oscillatory systems, central force motion, and two-particle kinematics. (Three one-hour lectures. Prereq.: PHY 122, MAT 226 or 247 [or PHY 3271. Fall) Mechanics II Classical mechanics in terms of Newton's laws of motion and the 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 226 or 247 [or PHY 3271. Spring) Electromagnetic Fields I The classical electromagnetic field theory is developed using the vector calculus throughout. Topics include electrostatics, solution of Laplace's and Poisson's equations, and electric properties of materials. (Three onehour lectures. Prereq.: MAT 226 or 247 [or PHY 327. Fall) Electromagnetic Fields II The classical electromagnetic field theory is developed using the vector calculus throughout. Topics include magnetostatics, magnetic properties of materials, and the theory of electromagnetic radiation based on Maxwell's equations. (Three one-hour lectures. Prereq.: PHY 362, MAT 226 or 247 [or PHY 327. Spring) Comprehensive Laboratory 1 (.5 course) An emphasis on independent laboratory investigations, including participation in physics seminars. Experiments in the area of mechanics, thermodynamics, vacuum physics, electronics, electricity, magnetism, optics and modem physics. (One three-hour laboratory and one seminar hour per week. Prereq.: junior or senior standing or consent of instructor. Fall) 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) Plasma Physics A rigorous study of the fundamentals of plasma physics including plasma parameters, plasma drifts, particle motion, electric and magnetic fields, Boltzmann equation, magnetohydrodynamics, plasma waves, instabilities, transport processes and applications to laboratory and space plasmas. (Three one-hour lectures. Prereq.: PHY 362,363 or concurrent registration) Quantum Physics I A development from first principles, including de Broglie's postulates, the Schroedinger equation, operators, wave functions, expectation values, angular momentum and approximation methods. Applications include *lo - Physics 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 Internship See description on page 79. PHY 299 Directed Study See description on page 79. PHY 399 Internship See description on page 79. PHY 499 Independent Study/Research See description on page 79. Open to juniors and seniors with departmental approval. I Ipirmly grounded in the liberal arts tradition, political science has roots in the humanities, including philosophy and history. Through its use of statistical analysis, it relates not only to other behavioral sciences, but also to mathematics and the sciences generally. The role and sigruficance of authority in human affairs establish the focus of political science; because politics is a central and enduring reality in the world, it affects and is affected by many other human concerns. As an academic discipline, political science uses systematic inquiry and analysis to examine political reality and to suggest and test alternatives.The student who majors in political science will explore political ideas and values, investigate political cooperation and conflict, analyze md 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, ?conomics,history and sociology to the study of politics. Providing work in several sub-fields of ~oliticalscience, the major supplies the xeadth appropriate for graduate work in h e discipline, as well as in public adminisration, public policy analysis, law and >herprofessions. It also serves as a bundation on which to develop careers in ?ublic service, business, communications md other fields. Legislative and other hternships, as well as significant indepenlent research projects, are within easy "eachof Augsburg Political Science ;tudents in the Twin Cities area. Combined ~ i t broad, h balanced and flexible course ~fferings,these special opportunities mhance the student's potential for graduIte study and a successful career. Augsburg Political Science students have the benefit of an experienced faculty that brings a balanced expertise to the course offerings, as well as special strengths in interpreting politics in the contexts of the mass communications media, communism and American public law. The Departmental faculty is cornmitted to the view that the study of politics, involving as it does an understanding of the human heritage and the importance of informed choice in human affairs, is an important aspect of liberal learning. Political Science Faculty Milda Hedblom (Chair), Andrew Aoki, Phlipp Fishman, Mary Ellen Lundsten, William Morris, Norma Noonan Major Nine courses: POL 158 Political Patterns and Processes POL 484 Political Analysis Seminar Required elective - one of the following: POL 121 American Government and Politics POL 122 Metropolitan Complex POL 160 World Politics POL 170 Law in the United States And at least five other Upper Division courses in four out of five political science areas. A seminar in one of the five areas may be counted for that area. Only one mternsxp may count for an Upper Division area. POL 483 Political Statistics/Methodology H~~~~~~~i~~ The Honors Major in Political Science includes the requirements listed above, *? Political Science 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 subni an Honors Thesis to be defended before a faculty committee. Students may work with any member of the Department on their Honors Thesis. For specific requirements, consult the Department Chair. Students should apply for the Honors major no later than the junior year. Minor Five courses, including POL 121 or 122 or 170; POL 158; and at least three Upper Division courses in three out of five political science areas. Political Science Areas (I) American Government and Politics, (LI) 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 listin! of terms in which courses are offered. POL 483 may not usually be used for a minor. I I. AMERICAN GOVERNMENT AND POLITICS POL 121 American Government and Politics The politics of American government including the forms of political ideas; the pattern of participation; the dynamics of congressional, presidential and bureaucratic policy making; and current issues in American society. POL 122 Metropolitan Complex Examines politics in metropolitan areas, emphasizing central cities and focusing on actors, structures and other influences on urban public policy Discussion-lecture,case studies of the Twin Cities metro area, and meetings with public officials and activists. POL 325 Public Administration The politics of public administration and bureaucratic policy-making in the United States; governmental regulation, promotion and management, emphasizing political and economic interaction. (Prereq.: one course in Political Science or consent of instructor) Political Science OL 326 Political Parties and Behavior The political behavior of the electorate emphasizing public opinion and political parties in the electoral process. Field work with political parties and interest groups and media in presidential elections (optional in nonpresidential election years). (Prereq.: one course in Political Science or consent of instructor. Fall term of election years) OL 342 Mass Communications in Society Effects of mass communications on individual behavior; the uses and control of mass media for political and social purposes including a study of censorship, newsmaking, entertainment and public affairs programming. (Prereq.:junior or senior standing or consent of the instructor) OL 370 Constitutional Law (See Section IV for description.) OL 375 Media Law (See Section IV for description.) OL 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) I II. COMPARATIVE POLITICS AND ANALYSIS OL 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. OL 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) OL 351 Topics In Communist/Post-Communist Systems Analysis of the former Soviet Union and/or other communist/postcommunist states in terms of political behavior, evolution, institutions and political processes. (Prereq.: one course in Political Science or consent of instructor) OL 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) 213 - *I4 - Political Science 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) H Ill. INTERNATIONAL POLITICS POL 160 World Politics Introduction to the processes and issues of international politics, includinl 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 foreip 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; analysi 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 contemporaq legal issues. POL 370 Constitutional Law The legal-political-philosophicalrole of the Supreme Court in the American political system in sigruhcant decisions affecting the allocation of powers in the national government and in the federal system. (Prereq.: POL 170 or consent of inshctor) POL 371 Topics in Constitutional Law Selected topics in constitutionallaw, especially civil rights. Content will vary, defined by the subtitle of the course. (Prereq.: POL 170 or consent of instructor) - Political Science 'OL 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) I V. POLITICAL THEORY AND ANALYSIS 'OL 158 Political Patterns and Processes (See Section I1 for description.) 'OL 380 Western Political Thouqht A study of influential philosophers, emphasizing the values, goals and assumptions which continue to inform and to rationalize human governance. (Prereq.: one course in Political Science or consent of instructor) 'OL 381 Topics in Democratic Theory A study of democratic theories. Topics vary and may include the emer- gence of political democracy in comparative perspective or American political thought. Topic to be included in the subtitle. (Prereq.: one course in Political Science or consent of instructor) OL 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) OL 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) I VI. SEMINARS, INDEPENDENT STUDY AND INTERNSHIPS OL 295 Lower Division Seminar Special topics. Consult Department Chair concerning terms and subject matter. (On demand) OL 483 Seminar in Political Statistics and Methodology An introductory survey of the methods of political science with an emphasis on quantitative reasoning and resear& 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. OL 495 Seminar Selected topics. Consult Department Chair concerning terms and subject 215 *I6 Political Science Internships and Independent Study Courses: POL 199 Internship See description on page 79. P/N grading unless internship supemisor grants exception. POL 299 Directed Study See description on page 79. POL 399 POL 499 Internship See description on page 79. Independent StudyIResearch See description on page 79. P sychology, with its emphasis on behavioral observation and data, provides a perspective on human activities which is an integral part of a liberal education. The goal of the Psychology program is the improved understanding of human behavior by studying how people cope with their environment and interact with each other. The Department's courses have three basic goals: (1)to introduce the student to the current information and methods in psychology as well as earlier approaches to psychological questions; (2) to develop the abiity to analyze, interpret and evaluate behavioral research, and (3) to provide practice in the application of these principles. The Department program provides an emphasis on both field experiences and the theoretical foundation for graduate study in psychology and related areas. Internships are designed to provide students with practical pre-professional experience. On-the-job experience gives students the opportunity to test career fields and develop professional contacts. Psychologists use a variety of methods to study behavior, including experimentation, observation and clinical case analysis. Faculty members in the Department of Psychology at Augsburg have varied professional specializations which include areas such as counseling, physiological psychology, human development, personality, social, cognitive and organizational psychology and analysis of public policy. The Psychology program's emphasis on the use of a problem solving approach, the acquisition of information about human development and interaction, and the development of human relations skills can be beneficial in careers in business, education and other social services, the church and government, as well as in careers such as research, law and medicine. Psychology Facully Nancy Steblay (Chair), Grace Dyrud, Norman Ferguson, Emily Hause, Duane Johnson, Victoria Littlefield, Bridget Robinson-Riegler Major 10 courses including: PSY 102 The Individual in a Social World or PSY 105 Principles of Psychology PSY 230 Research Methods: Design, Procedure and Analysis I PSY 330 Research Methods: Design, Procedure and Analysis 11 PSY 399 Internship PSY 381 Psychology in Historical Perspective or PSY 493 Seminar: Contemporary Issues PSY 354 Cognitive Psychology or PSY 355 Brain and Behavior PSY 325 Social Behavior or PSY 359 Psychological Assessment Three additional Psychology courses. Note: A minimum of five courses must be from Augsburg. No more than two courses from among PSY 299,399, and 499 may be counted. It is recommended that Psychology majors take additional course work from other areas that will complement and strengthen their particular interests and skills in psychology. All Psychology majors must have an adviser in the Psychology Department. *I8 - Psychology Teaching Licensure Major Honors Major The State of Minnesota has specific licensing requirements for teachers which may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to identdy 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. Application for honors consideration must be made during the junior year. Please consult the Department Chair for more detailed requirements. Transfer course policy for psychology majors and minors: Transfer credits must be approved by the Department Chairperson. Only those psychology courses successfully completed (2.0 or above) within the last 10 years will be considered. PSY 101 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. Self-Identity and Values A study of self-identity and values as related to personal life. This course uses a psychological perspective to explore the role of the individual in the larger social context. Major topics include the acquisition, development and evolution of self-identity and values and the influence of sex 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 the behavior of the individual as it occurs in social environments. Examples of human behavior, such as aggression, prejudice and group processes, which are best understood through analysis of both individual and social factors, will serve as the course framework. (This course does substitute for PSY 105 as a prerequisite to Upper Division psychology courses.) PSY 105 PSY 201 Principles of Psychology An introduction to the methods and approaches used in psychology for the purpose of understanding behavior. Applications of psychological concepts to everyday situations are emphasized. Health Psychology Impact of psychological, behavioral, social, and biological interactions on health. Topics include: wellness, health promotion, and maintenance; Psychology prevention and treatment of illness; stress management; lifestyles; health system policies; and cross-cultural perspectives. The course encourages students to become more proactive in their own health and lifestyle choices. (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 MA-style presentation of research findings. PSY 230 must precede 330. (Prereq.: PSY 102 or 105; MPG III) PSY 325 Social Behavior Social factors which influence individual and group behavior in naturalistic and laboratory settings. Topics include: social cognition, group behavior, social influence, attitude formation and change. (Prereq.: PSY 230) PSY 330 Research Methods: Design, Procedure and Analysis II Part 11of a two-term sequence. See PSY 230. PSY 330 should be taken in the term immediately following PSY 230.230 may be taken for one course credit without taking 330. (Prereq.: PSY 230 gith a grade of 2.0 or higher) PSY 351 Developmental Psychology: Child Emphasis on normal child development and behavior. Consideration of theoretical systems used for viewing development sequence and continuity. Inquiry into practical implications and applications of data and theory with respect to the development of children. (Prereq.: PSY 102 or 105) Developmental Psychology: Adolescent and Young Adult Emphasis on normal development and behavior. Consideration of data and theory related to development during the adolescent and young adult periods of life. (Prereq.: PSY 102 or 105) Developmental Psychology: Middle Adult and Older Adult Emphasis on normal development and behavior. Consideration of data and theory related to development during the middle adult and older adult periods of life. Includes perspectives on death and dying. (Prereq.: PSY 102 or 105) 'SY 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) 'SY 355 Brain and Behavior Interactions between the brain, nervous system, and behavior. Topics include the mind-brain relationship; sleep, wakefulness, and dreaming; emotions; learning and memory; psychological disorders; biology of personality; effects of drugs on behavior; and the biology of consciousness. (Prereq.: PSY 230) 219 220 - Psychology PSY 356 Environmental Psychology This course uses a cultural-ecologicalviewpoint to study the influence which the environment, both natural and human-made, has on behavior. Major topics include: overcrowding and environmental stress; territoriality; defensible space and crime; and specific environments such as room, buildings and cities. (Prereq.: PSY 102 or 105) PSY 357 Behavior Analysis Principles of learning. Behavior change principles and their application to instruction. Behavior change and individualized instruction projects. (Prereq.: PSY 102 or 105) PSY 359 Psychological Assessment Theory and scientific methods of collecting data and information to assess 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 An introduction to the field of personality study, including theory, research, assessment and contemporary applications. (Prereq.: PSY 102 or 105) PSY 362 Behavior Disorders An introduction to maladaptive human behaviors from social, organic and psychological points of view. (Prereq.: PSY 102 or 105) PSY 368 Behavioral Health Care I: Clinical Assessment (Physician Assistant Program Requirement) Application of psychological theory, research, and clinical principles to health care practice. Emphasis on biopsychosocial health model, recognition of patient psychopathology, developmental health issues, practitioner-patientinteraction. (Prereq.: Junior standing in PA program or PSY 355 and instructor approval) PSY 369 Behavioral Health Care II: Clinical Intervention (Physician Assistant Program Requirement) Continuation of PSY 368. Specific skills and knowledge for effective clinical interviewing, diagnosis, and development of appropriate behavioral health care plans. (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. Consideration of such topics as cognitive, physical and social development, social relationships, and economic and political power. (Prereq.: PSY 102 or 105) PSY 373 Industrial/Organizational Psychology Theoretical conceptualizations and practical applications of behavior in organizations. The study of the individual, groups, structure and change and development in organizations. Consideration of topics such as Psychology 221 performance appraisals, training, decision-making and teamwork. (Prereq.: PSY 102 or 105) 'SY 381 Psychology in Historical Perspective Historical development of psychological viewpoints and theoretical positions. (Prereq.: two PSY courses) 'SY 485 Counseling Psychology Principles, methods and attitudes involved in the counseling process. Consideration given to goals and ethical guidelines for a counseling relationship. (Prereq.: three PSY courses and junior class standing) 'SY 490 Current Topics in Psychology Study of selected areas and topics in psychology that are not treated extensively through current course offerings. Specific topics will be published prior to registration. (Prereq.:PSY 230 and consent of instructor) 'SY 493 Seminar: Contemporary Issues Discussion of contemporary societal issues from a psychological viewpoint. Consideration of the approaches and methods used by psychologists in studying such issues. (Prereq.: five PSY courses) nternships and lndependent Study Courses: 'SY 199 'SY 299 'SY 399 'SY 499 Internship See description on page 79. (Prereq.: PSY 102 or 105 and one other psychology course) Directed Study See description on page 79. (Prereq.: PSY 102 or 105) Internship See description on page 79. Participation in a concurrent seminar is required. (Prereq.: PSY 330) Independent StudyIResearch See description on page 79. (Prereq.: PSY 330) A ugsburg College understands itself as a college of the church and it is persuaded that the Christian faith provides an appropriate perspective from which to undertake its educational task. The biblical faith and tradition of the Christian church have influenced the whole world and they have affected and continue to influence language, literature, history, values and political structures. While the fundamental orientation of this College is to the Christian faith, it is also true that the field of religion obviously includes more than is represented by the Christian faith. Large segments of the earth's population live by religious concepts and ideas which are different from Christianity.The Department of Religion seeks to introduce students to some of these major religious traditions. It is the hope and expectation of the Department that students will become better acquainted with the content and character of the Christian faith, enabling them to reflect theologcally on their own religious commitment. Courses in religion are not intended to be footnotes to courses in other disciplines and departments. The study of religion and the discipline of theology have an integrity of their own. The College offers both a major and a minor in Religion and a major in Youth and Family Ministry. 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 Studies REL 356 History of Religions REL 481 Contemporary Theology REL 495 Seminar Three additional Religion courses, of whicl 2 must be Upper Division courses. Note: Seminar, especially for majors, should be taken in the junior or senior yea] Before t a h g the seminar, each major mus 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 courses. Not more than one Interin course may be counted for the minor. Note: Not all courses that meet Christian Faith perspectives are REL courses anc 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 ministrv settings. Religion 'his major is interdisciplinary, combining a ore study of theology and Bible with upporting course work in the social ciences. A distinctive part of the major is he combination of practical and theologia1 training, using resources of the iugsburg Youth and Family Institute. hdents are accepted into the program hrough a two-step candidacy process. This major requires an approximately 00-hour intemshp administered by the iugsburg Youth and Family Institute in ~artnershipwith a congregation. It may be ~ossiblefor the intem to receive a stipend or this internship. The two-step candidacy process begins vhen the student applies for candidacy, ~ormallyin the fall of the sophomore or mior year. Two of the theology core ourses must be completed before making pplication to the program. An essay, one ?tter of reference, an assessment instruaent called "Self Portrait" and an interiew is required for candidacy review. The ?achingstaff will conduct step one. The econd step will be conducted by the Youth nd Family Institute staff with help of xperienced pastors, a member of the eligon faculty and youth and family zinisters. This usually follows the intemhip in the fall of the senior year. Retaking le "Self Portrait," an essay, an assessment f the internship and an interview are :quired. This step is very important )r recommending the students for mployment. Sajor en courses including: EL 111 Introduction to Theology EL 221 Biblical Studies .EL 362 Theology of the Reformers EL 481 Contemporary Theology EL 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 399 Internshp Theology elective: choose one of the following: REL 356 History of Religions REL 353 Denominations and Religous Groups in America REL 373 Religions of China and Japan Youth and Family Ministry elective: choose one of the following: REL 342 Theology of Youth and Family Living REL 343 Theology of Marriage (Interim) REL 358 Life and Work of the Church MUS 432 Church Music and Worship and six supporting courses: EDU 210 Learning and Development in an Educational Setting SOC 121 Introduction to Human Society SOC 231 Family Systems: A Cross Cultural Perspective EDU 265 Orientation to Education (w /field work) or SWK 463 Community Development and Organizations PSY 105 Principles of Psychology or PSY 102 The Individual in a Social World PSY 351 Developmental Psychology: Child or PSY 352 Developing Psychology: Adolescent and Young Adult or SWK 260 Humans Developing Note: A student with a YFM major may not also major or minor in Religion. 223 224 Reliaion Religion 111,221 or 331 is prerequisite to all other courses. REL 111or 221 is expected to be taken in either the freshman or sophomore year at Augsburg. Junior or senior transfer students who are required REL 111 to take two CF 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 Religion Department credii All majors must have an adviser in the Department. Introduction to Theology An introduction to the academic discipline of theology and to the dialogue between the church and the world which concerns Christian doctrine. REL 221 Biblical Studies The origin, literary character and transmission of the biblical documents. The task of biblical interpretation. The history of Israel and the emergence of the church. REL 231 Religion in African-American History An examination of selected topics related to the Black experience, e.g., African backgrounds, religion under slavery and evangelicalism. REL 232 Peer Ministry The student will be trained to train high school and junior high youth to serve as peer ministers in their congregations and communities. They will learn and practice communication skills, facilitate small groups, and learn the role of^alistener/helper. Peer Ministry integrates theact of caring and serving others with a Christian belief and values system. (Prereq.: REL 221 or REL 111) REL 235 Basics in Youth and Family History This course will provide students with the basic understanding and skills for designing an effective youth and family ministry for a congregation. Students will study the latest research on American youth and their families from Search Institute. They will learn a conceptual model for youth and family ministry. (Prereq.: REL 221 or REL 111) 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 342 Theology of Youth and Family Living Contemporary theories of youth and family living are examined within the context of Christian teachings. Course focuses on family systems and families in crisis. REL 353 Denominations and Religious Groups in America 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. REL 357 Survey of Church History A survey of Christian history in the early, medieval, Reformation and modem periods. Some attention to primary sources, in addition to interpretations of the periods in question. REL 358 Life and Work of the Church Congregational life in its varied character with attention to Christian education and curriculum, youth work and parish work. REL 360 Religion and Society An examination of the interaction of religion and society in terms of sociological analysis with particular emphasis on contemporary sociological research on religious movements in American society. REL 361 The Church in the First Four Centuries A study of the early Christian Church, including persecution and martyrdom, councils and creeds, and conflict with Gnosticism and mystery religions. REL 362 Theology of the Reformers An introduction to the theological thought of the Protestant reformers of the 16th century. Special attention to the writings of Martin Luther and other representative figures. REL 363 Religion in America A study of the history of religion in America. Special attention to the rise of religious liberty, revivalism, denominations and the responses of religion to the challenges of its environing culture. REL 370 American Indian Spirituality and Philosophical Thought Religious beliefs, spiritual customs and philosophy of North American Indians are studied. TribaI simiIarities and differences are explored as are tribal relationships with nature, religious oversight of life cycles, sacred ritual ceremonies and beliefs in an afterlife. 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 Eastem 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 Jesusand His Interpreters 226 - Religion 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. 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 lndependent Study Courses: REL 199 REL 299 Internship See description on page 79. Limited to special cases. Directed Study See description on page 79. REL 399 Internship See description on page 79. REL 499 Independent StudyIResearch See description on page 79. See Department listing for a description of the following approved elective: RELIPHI 350 Philosophy of Religion T his major, offered through the Associated Colleges of the T&I 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. Russia, 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, H a m h e University, Macalester College, the College of St. Catherine, and the University of St. Thomas, thus drawing on the faculty and resources of the five ACTC institutions. Adviser Magda Paleczny-Zapp B. Area Studies Courses: Track #1: Concentration in Humanities Five Courses: Four courses from the list of approved courses in Track #1, plus one course from Track #2, as approved by adviser. Track #2: Concentration in Social Sciences Five Courses: Four courses from the list of approved courses in Track #2, plus one course from Track #1, as approved by adviser. C. Two other courses selected from either Track #1 or Track #2. D. Students are strongly recommended to take a third year of Russian or any other East European language. A program of study abroad in Russia or one of the central or East European countries, during a semester, an interim or during the summer, is strongly encouraged. All options should be discussed with the student's adviser. TRACK #I HUMANITIES CONCENTRATION HISTORY: HIST 55 HIST 60 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. History and Philosophy of Socialism - M State and Society in Tsarist Russia - M History of the Soviet Union and its Successors - M HIST 314 Social and Intellectual History of Early Modem Europe - T HIST 331 Eastern Europe, 1699-1914 - T HIST 333 Eastern E ~1914 to~ ~ Present -T HIST 62 ~ 228 - Russian, Central and East European Studies GEOGRAPHY: HIST 464 Seminar in European History (Requires Permission of Adviser) -T HIST 337 Modem Russia from the Empire to Revolution - H HIST 373 Heart of Europe: Central and Eastern Europe in the 20th Century - H HIST 348 Russia and Soviet Union in the 20th Century - A HIST 350 Russia: Keivan State to the Ctirnean War - C HIST 351 Russia: Last of the Romanovs, Bolshevik Interlude, and the Russian Republic - C HJST 352 The Eastern Church - C ECON 35 ECON 317 RUSSIAN LITERATURE: ECON 349 19th Century Literature in Translation - M RUSS 62 20th Century Literature in Translation - M ENGL230 Literature in Translation - C RUSS 61 ADVANCED MNGUAGE: RUSS 41A Russia in Russian - Speaking/ Listening - M RUSS 41B Russia in Russian - Reading/ Writing - M CULTURE: RUS 50-01 Topics (Requires Permission of Adviser) - M RUS 55 Russian Culture - M RUS 56 Soviet Mass Culture - M THEOLOGY: REL 420 The Russian Orthodox Church - A TRACK #2 SOCIAL SCIENCES CONCENTRATION GEOG 45 Regonal Geography of the Post-Soviet Union - M ECONOMICS: ECON 25 ECON 495 ECON 349 ECON 346 Comparative Economic Systems - M Economics of the Transition - M Comparative Economic Systems - A Topics (Requires permission of adviser) - A Comparative Economic Systems - T Topics: Country and Area Studies in Economics (Requires permission of adviser) - T Comparative Economic Systems - C POLITICAL SCIENCE: POSC 220 Introduction to Comparative Government - C POSC 225 Introduction to World Politics - C POSC 376 Marxism - C POL 350 Comparative Politics of the New Europe - T POL 424 Seminar in International Politics (Requires permission of adviser) - T POL 454 Seminar in Comparative Politics (Requires permission of adviser) - T POL 351 Topics in Communist/PostCommunist Systems (Requires permission of adviser) - A POL 363 Russian and Chinese Foreign Policy - A POL 362 Politics of Change: Eastern European Political Systems - H BADM350 International Marketing and Management - C Russian, Central and East European Studies 229 RUSSIAN LANGUAGE COURSES: RUSS 111,112 Elementary Russian - M RUSS 11 Elementary Russian I - M RUSS 12 Elementary Russian I1 - M RUSS 15 Intensive Elementary Russian - M RUSS 111 Elementary Russian I - T RUSS 112 Elementary Russian I . - T RUSS 21 Intermediate Russian I - M RUSS 22 Intermediate Russian I1 - M RUSS 23 Russian Conversation - M RUSS 25 Intensive Intermediate Russian - M RUSS 211 Intermediate Russian I - T RUSS 212 Intermediate Russian I1 - T RUSS 31 Advanced Russian I - M RUSS 32 Advanced Russian 11- M RUSS 33 Advanced Russian Conversation - M Students may take other Eastern European language courses that are offered at the University of Minnesota through ACTC. See your adviser or contact the ACTC office for further information. Students may not receive credit for the same course taken on different campuses. The folIowing courses are considered to be equivalent to one another: HIST 60 M = HIST 337 H HIST 333 T = HIST 373 H = MST 348 A = HIST 351 C ECON 25 M = ECO 317 A = ECON 349 T = ECON 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, 6906553; and St. Thomas, Sr. Mary Shambour, 962-5164. Location: A = Augsburg; H = Hamline; M = Macalester; C = St. Catherine; T = St. Thomas. 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 competency-based program designed to provide a broad foundation in the social sciences. Coordinator Jerry Gerasimo Social Studies Teaching Licensure Seven courses: ECO 112 Principles of Macroeconomics or ECO 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 Cultural Anthropology One course in geography (human or cultural) Plus a major in one of five fields economics, history, political science, psychology or sociology. Geography and anthropology are also acceptable fields, although they are not offered as majors on the Augsburg campus. Students considering a career in social studies education should consult, as soon as possible, the Augsburg Department of Education and the Social Studies Coordinator. For students beginning in Fall 1994 or later: New requirements for the Social Studies Licensure were under consideration as this catalog went to press. Contact Prof. Gerasirno and the Department of Education for information on curriculum and requirements. T he Social Work major prepares graduates for entry-level generalist professional practice in the field of human services. The program is accredited by the Council on Social Work Education and leads to a Bachelor of Science degree. The program is based on a generalist model of practice, enabling graduates to work with individuals, families, groups, communities and to develop and analyze social policy. Courses within the program utilize a student empowerment model for teaching and learning. 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, analysis and synthesis, is ideal for social work education. As Sir Richard Livingston has said, "A technician is a person who knows e v e r y k g there is to know about his/her job except its ultimate purpose and social consequence." Effective social workers go beyond being technicians. Augsburg social work graduates are entrylevel professionals. Augsburg College's motto, "Education for Service," exemplifies the philosophy of the Social Work Department. Unique learning opportunities for field work placement and cultural enrichment are hrovided by a metropolitan setting known for a humane quality of life which is enhanced by the arts, outstanding human services and a highly-educated populace. Social work opportunities abound. Minne. . . . of its social services. The Twin Cities, as the hub for these services, provides both a variety of field placements for social work students and external experts for the classroom. The ethnic and economic diversity present in this metropolitan area provides opportunities for social work students to learn to understand, appreciate, respect and work with people different from themselves and to be enriched by this opportunity to interact with diverse clients and professionals. The Social Work Program strives to contribute to its environment as well as to gain from it. Appropriately, social work students have been involved in a wide variety of community service efforts including helping to develop the LINK program on campus, mobilizing students to assist a social service agency in their annual Christmas giving program, and tutoring at a local neighborhood center. The Social Welfare minor and electives in the Department allow students to support another major while gaining knowledge about human needs and growth, human services and the methods of effective citizenship. Students taking these courses have the opportunity to become knowledgeable about public issues and develop and nurture a perspective that sees the central importance of diversity to the social fabric of this country. But beyond 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 Rosemary Link (Chair), Anthony Bibus (BSW Program Director), Vem Bloom (Field Coordinator),Maria Brown, Francine Chakolis, Blanca Rosa Egas, Hans Eriksson, .. .. . ..< .. - - - 232 Social Work Paulsen, Glenda Dewberry Rooney, Michael Schock, Edward Skarnulis, Clarice Staff (MSW Director), Mary Lou Williams Major 11core courses: SWK 361 Social Responses to Human Needs SWK 363 Methods and Skills of Social Work SWK 364 Field Work I SWK 365 Quantitative Analysis and Program Evaluation SWK 461 Advanced Methods and Skills in Social Work SWK 462 Field Work I1 SWK 463 Community Development and Organization SWK 465 Social Policy: Analysis and Development SWK 466 Field Work I11 SWK 467 The Social Worker as Professional SWK 469 Field Work IV and seven supporting courses: SWK 257 Exploring Human Services SWK 260 Humans Developing BIO 101 Human Biology PSY 105 Principles of Psychology SOC 121 Introduction to Human Society SOC 231 Family Systems: A CrossCultural Perspective SOC 265 Culture: Ethnicity, Gender and Race A minimum grade of 2 0 is required for each course in the core program and a 2.0 average is required in the supporting program. Concentration Concentrations in Aging, Chemical Dependency, Crime and Corrections, Social Ministries, and Youth are possible. A concentration consists of courses descriptive of functional, dysfunctional and programmatic aspects, plus field work placement in the senior year in the special area. For Social Ministries, a minor in Religion with specific coursework is required. Completion of a concentration is noted on the transcript. Candidacy Social Work majors must 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 is necessary for candidacy review. Social Welfare Minor Six courses including: SWK 257 Exploring Human Services SWK 260 Humans Developing SWK 361 Social Responses to Human Needs SWK 463 Community Development and Organization SOC 265 Culture: Ethnicity, Gender and Race and one course from: SWK 465 Social Policy: Analysis and Development POL 121 American Government and Politics POL 158 Political Patterns and Processes POL 325 Public Administration School Social Work Licensure Requirements State Department of Education-required coursework includes EDU 255; HPE 115, and 400 hours in a senior year field Social Work placement in a school setting. 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 following course of study: Major in Social Work Core Program SWK 257 Exploring Human Services SWK 260 Humans Developing SWK 361 Social Responses to Human Needs SWK 363 Methods and Skills of Social Work SWK 364 Field Work I (Social Work) SOC 365 Quantitative Analysis and Program Evaluation SWK 461 Advanced Methods and Skills in Social Work SWK 463 Community Development and Organization SWK 462 Field Work II (In Social Ministries Setting) SWK 466 Field Work I11 (Interim, Social Ministries Setting continued from SWK 462) SWK 469 Field Work IV (In Social Ministries Setting continued from SWK 466 Interim) SWK 465 Social Policy: Analysis and Development SWK 467 The Social Worker as Professional Required Supporting Program for the Social Work Major (includes a Sociology Minor) PSY BIO SOC SOC 105 101 121 231 Principles of Psychology Human Biology Introduction to Human Society Family Systems: A Cross Cultural Perspective SOC 265 Culture: Ethnicity, Gender and Race SOC 375 Social Psychology Social Ministries Minor in Religion Required course - choose one: REL 111 Introduction to Theology or REL 221 Biblical Studies Suggested courses - choose four: REL 231,263,342,343,353,360,363,366, 370,415,441,483. ELECTIVE COURSES OPEN TO ALL STUDENTS SWK 230 Global Peace and Social Development This course offers a framework of non-violent social change and development in the global context. It also identifies the focus of social work in addition to many other disciplines which 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 233 - 2ySocial Work to perform 80 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 which influence the growth of individuals and families. Growth related to diverse populations and groups or special stresses is also a focus. SWK 361 Social Responses to Human Needs This course describes the historical and contemporary systems of human service. The values and social movements which form charitable and governmental responses to human needs will be explored. (Prereq.:junior standing or consent of instructor) SWK 463 Community Development and Organization This course focuses on locality development and social change through community organization, social planning and social action, with emphasis on history, theories and issues relevant to social protest and change; the role of staff and of the functions and interrelationships of community organizations; 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 firsthand through work with a public policy agency or official. (Prereq.: SWK 361,463 and senior standing or consent of instructor.) * Can be taken in coordination with Cooperative Education, which may provide payment for work in field sites. COURSES RESERVED FOR SOCIAL WORK MAJORSONLY SWK 363 Methods and Skills of Social Work This course covers the basic features of the helping process, theoretical foundations, principles and techniques of social work with individuals and small gr6ups, A d developmeit of relationship-buildingskills. Includes video-taping laboratory sessions. (Prereq.: SWK 361, junior standing) SWK 364 Field Work I* Beginning supervised professional experience in a social work agency which focuses on interviewing experience and relationship building. A total of 120 hours, plus one small group supportive/discussion seminar per week. (Prereq.: SWK 361, junior standing, concurrent with SWK 363) SWK 365 Quantitative Analysis and Program Evaluation This is an overview of commonly-used research methods, especially exverirnental desiens and avvlications to vroeram evaluations. vlus use of - Social Work SWK 461 Advanced Methods and Skills in Social Work 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 462 Field Work II* Progressively responsible supervised professional social work experience including work with individuals, families, groups, communities in a social service agency. A total of 120 hours, plus one seminar per week. (Prereq.: candidacy status; concurrent with SWK 461) SWK 466 Field Work 111 (.5 or 1.0 course*) Continuation of field work, a total of 60 or 120 hours. (1/2 course option during Interim.) (Prereq.: candidacy status) SWK 467 The Social Worker as Professional Professional ethical practice, bureaucratic survival, job attainment, and strategies for agency change and empowering clients will be studied. The field work practice becomes the laboratory for class exercises. (Prereq.: candidacy status) SWK 469 Field Work IV* Continuation of SWK 466. A total of 120 hours plus a weekly seminar. (Prereq.: candidacy status. Concurrent with SWK 467) Internships and lndependent Study Courses: SWK 199 Internship See description on page 79. SWK 299 Directed Study See description on page 79. SWK 399 lnternship See description on page 79. SWK 499 lndependent StudyIResearch See description on page 79. * Can be taken in coordination with Cooperative Education, which may provide payment for work in field sites. 235 S ociology is the study of society as a whole and of human social organization and groups. The sociological perspective provides a way to better understand the social world and how individuals come to think and act as they do. The goal of the Department is to help students develop their understanding of the social order and how it affects them in their daily lives. Sociology majors develop an understanding of the theories of society and social groups, learn to create and use sociological tools of analysis, and learn how to apply sociological concepts to the solution of social problems. Students are encouraged to select as electives some of the non-traditional learning models available, such as 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 industrial relations work and in program evaluation. Others have used their majors as preparation for advanced study in areas such as law, the ministry, social work, urban planning and criminal justice. Sociology Faculty Diane Pike (Chair), Jerry Gerasimo, Garry Hesser, Gordon Nelson, Michael O'Neal, Rita Weisbrod Major 10 courses including: SOC 121 Introduction to Human Society SOC 349 Complex Organizations SOC 362 Statistical Analysis SOC 363 Research Methods SOC 375 Social Psychology SOC 485 Modem Sociological Theory and four additional Sociology courses. Note: SOC 399 is highly recommended. Concentration in Crime and Community Society is increasingly concerned about crime. Not surprisingly, many of our students are interested in the field of criminal justice. The concentration is not a traditional criminal justice major. Rather, the focus is on understanding crime in the community with respect to the prevention and solution of problems that lead to crime, as well as understanding the criminal justice system developed to respond to it. Students interested in community crime prevention as well as the traditional aspects of criminal justice - courts, prisons, probation, and law - will be served by this major. See Department Chair for specific requirements. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers which may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to identify current Minnesota teacher licensure requirements. Sociology 237 Honors Major To complete the Honors Major in Sociology, the student must have a minimum GPA of 3.5 in the major and overall. In addition, she or he must: 1) successfully complete an internship, independent study or cooperative education experience; 2) submit a portfolio of completed papers and projects, including a theory paper, a research methods project, and two projects or papers of the student's choosing; and 3) write an acceptable reflective statement on the sociology major and on the work included in the portfolio. SOC 121 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. 1of the senior year. The application and portfolio must be submitted for Department acceptance by March 1. Minor Five courses including SOC 121 and two Upper Division courses (i.e., SOC 300 and above), at least one of which must be taken at Augsburg College. Introduction to Human Society What is society and how does it make us who we are? Sociology offers insights into discovering the world and one's place in it. Course study focuses on an understanding of culture, social structure, institutions and our interactions with each other. (Fall, Spring) SOC 21 1 Community and the Modern Metropolis How is community possible in the face of multicultural, economic and ideological forces that are characteristic of urban life? The cultural and structural dynamics of the Twin Cities are a basis for exploring this possibility. (Fall, Spring) SOC 231 / ~ a m i l ~ Systems: A Cross-Cultural Perspective The family system is explored among world cultures and within mainstream and sub-cultures in the United States. Students prepare and deliver oral reports on world family patterns, American sub-cultures and family processes. (Fall, Spring) SOC 265 1-- Culture: Ethnicity, Gender and Race Why do we set people aside for negative special treatment? How are they stigmatized? The people to whom we do this are often reflections of our own fears. A sociological analysis of "self" and "other" provides a way to examine racism, sexism and other "-isms." Offered on P/N basis only. (Fall, Spring) SOC 277 Introduction to Criminology How do we understand crime in American society? How can our community respond to crime? Topics include: theories and patterns of crime, criminal justice and criminal policy. (Fall) 238 - Sociology SOC 300,301, 302, 303, 304 Special Topics in Sociology A variety of topics offered periodically depending on needs and interests which are not satisfied by regular course offerings. (Prereq.: consent of instructor) SOC 336 Introduction to Cultural Anthropology The concept of culture is examined in anthropology. An analysis of basic assumptions underlying the ideas of "nature," "primitive," "c~vilizedand "progress." The course will examine the person's relation to culture and conduct an analysis of selected aspects of Western culture. (Prereq.: SOC 121 or consent of instructor. Fall, Spring) ' SOC 349 Complex Organizations What is the nature of these modem organizations in which we spend so much of our daily lives? Organizations as corporate actors are analyzed with respect to their goals, culture, technology and structure, as well as corporate deviance. (Prereq.: SOC 121 or consent of instructor. Spring) SOC 360 Religion and Society An examination of the interaction of religion and society in terms of sociological analysis with particular emphasis on contemporary sociological research on religious movements &d institutions in American society. (Prereq.: SOC 121 recommended. Fall) SOC 362 Statistical Analysis This course is an introduction to descriptive and inferential statistics in the social sciences; as such, it provides a foundation for understanding quantitative analysis -be it in an academic journal or a daily newspaper. (Prereq.: MPG III. Fall) SOC 363 Research Methods Good research - do you know it when you see it? Can you produce it yourself? Social science research skills are learned through the practice and application of the basic tools of valid and reliable research design and data analysis. (Prereq.: SOC 362 or consent of instructor. Spring) SOC 375 Social Psychology An examination of the ideas of group, role and self in the understanding of the relationship between the individual and society. A look at the major assumptions and processes underlying our everyday life using interaction theories. (Prereq.: SOC 121 or consent of instructor. Fall, Spring) SOC 381 The City and Metro-Urban Planning ~ r n ~ h a scenters is on alternative theoEies and approaches to planning and shaping metropolitan areas. Readings, simulations, outside speakers and walking research field trips in a seminar format. (Prereq.: SOC 121 or 211 or consent of instructor. Spring) SOC 485 Modern Sociological Theory An examination of the major theoretical traditions within sociology, tracing the course of their development in the 19th and 20th centuries. (Prereq.: two courses in Sociology including SOC 121 or consent of Sociology 239 SOC 498 Independent Study - Metropolitan Resources An independently designed course a student (or group of students) develops, making extensive, systematic and integrated utilization of resources available in the metropolitan community, supplemented by traditional college resources. (Prereq.: SOC 121 or 211 and/or consent of instructor. Fall, Spring, Summer) Internships and Independent Study Courses: SOC 199 Internship See description on page 79. SOC 299 Directed Study See description on page 79. SOC 399 Internship See description on page 79. SOC 499 Independent StudyfResearch See description on page 79. (Prereq.: SOC 121, consent of instructor and Department Chair. Fall, Interim, Spring) SPANISH See listing under Modem Languages. O _ ur quality of life, both personally and profes~ional~y, depends in large part > m e 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 educationa1background, the Department strongly encourages a second major or two minors in fields such as business, economics, English, history, international relations, political science, psychology, religon, social work or sociology. The Augsburg Communication major focuses on competency in both speech and writing, as well as effective use of media. Since the study and practice of communication is grounded in both the humanities and the social sciences, majors are encouraged to include such related subjects as aesthetics, ethics, philosophy, logic, literature, statistics and research methods in their programs. Prospective majors should meet with a Departmental Adviser as early as possible to design an approved major program, preferably by the end of the sophomore year. Speech, Communication and Theatre Arts Faculty James Hayes (Chair),Deborah Bart, Julie Bolton, Michael Burden, Anne Holmquest, Martha Johnson, David Lapakko BACHELOR OF ARTS Communication Major 12 courses overall - seven required core courses and five 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 POL 342 Mass Communication in Socieg One of the following: ENG 223,225,226, 227. Rhetoric Emphasis Five 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 Five additional eIectives from the following: SPC 329,345,399,495,499; ART 132,225,330; SPC 329,345; BUS 340,355 or 357,450; CSC 160; PSY 325,371,373; SOC 265,349,375. Mass Communication Emphasis Five electives from the following: SPC 343,347,348,399,495,499; ART 132,225, 330; ENG 226,241,327,347; POL 375; THR 232,325,350,360. For All Three Emphases Majors must participate in Augsburg's Interscholastic Forensics Program by attending at least two interscholastic speech tournaments. Registering for and completing SPC 188 (Forensics Practicum) is required to document participation. Students should be aware that the toumament 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 as part of their major concentration other Augsburg courses not listed above. Such requests must be submitted in writing to the Departmental Adviser for prior approval. Also, students may petition to include up to three courses from other ACTC schools as electives, with prior approval of the adviser or Department chair. Honors Major The Honors major is designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to the student. Honors majors must maintain a 3.5 GPA in the major and a 3.0 GPA overall, and, as part of their major program, complete a substantial independent project of honors quality (SPC 499 registration).Honors candidates should meet with their Departmental Adviser prior to their senior year to develop a proposal for the honors project. Communication Minor Six courses including: SPC 111 Public Speaking or SPC 112 Contest Public Speaking POL 342 Mass Communication In Society SPC 351 Argumentation or SPC 352 Persuasion SPC 354 Interpersonal Communication SPC 345 Organizational Communication or SPC 355 Small Group Communication ENG 223,225,226 or 227 Note: For transfer students, at least three of these six courses must be Upper Division courses offered at Augsburg. Prospective minors must obtain prior approval from a Communication faculty adviser. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers which may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to 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 and/or communication analysis. (Note: Students may take either SPC 111or 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 which integrates lecture and criticism with hands-on experience dealing with non-fiction subjects. SPC 348 Broadcast Production II 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. (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 nonverbal messages; emphasis on factors that build relationships and help to overcome communication barriers. (Fall, Spring) SPC 355 Small Group 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 (see descriptions on page 79): SPC 199 Internship SPC 299 Directed Study SPC 399 Internship SPC 499 Independent Study/Research See Department listings for the following approved electives: ART 132 Photography ENG 347 Quantitative Journalism ART 225 Communication Design I LIN 311 ART 330 Communication Design II Theories o f Grammar (see Modern Languages) BUS 340 Human Resource Management PHI 230 Logic POL 342 Marketing Communications Mass Communication i n Society POL 375 Media Law BUS 357 Advertising PSY 325 Social Behavior BUS 450 Marketing Management PSY 371 Psychology of Gender CSC 160 Introduction t o Computer Science and Communications PSY 373 Industrial/Organizational Psychology SOC 265 ENG 226 Introduction t o Creative Writing Culture: Ethnicity, Gender and Race SOC 362 Statistical Analysis ENG 241 Introduction t o Cinema Art SOC 375 Social Psychology BUS 355 T he study of theatre is essential to a liberal arts education in that theatre is a way to experience, experiment and integrate knowledge from many disciplines, such as: art, music, history, philosophy, religion and literature. For this reason we offer liberal arts connections through cross disciplinary and interdisciplinary courses. As well, we offer a solid base in classical, modem and contemporary theatre while incorporating non-Western and nontraditional theatre to support our commitment to the multicultural experience. At Augsburg we seek to create every opportunity for students to grow as human beings by encouraging connections between theory and application through course study, production work and the Artist Series. Theatre productions are created as unique learning laboratories in creative collaboration with faculty and artists-in-residence. Augsburg is an ideal place to study theatre as it is located in a major theatre center. Students expand their knowledge of theatre not only by attending, but by working with numerous local theatre artists and professional theatre companies. Augsburg theatre students participate in all aspects of theatre production, while learning skills such as creative problem solving, critical thinking, collaboration, public relations, leadership and articulation of ideas both verbally and visually that translate to a variety of careers. We help prepare students to enter graduate school, law school, semina~y,education, business and various communication fields including professional theatre, television, film and journalism. BACHELOR OF ARTS Theatre Arts Major 10 courses including: THR 222 Introduction to Theatre THR 228 Introduction to Stagecraft THR 232 Acting THR 328 Theatrical Design THR 361 Theatre History and Criticism I THR 362 Theatre History and Criticism 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 (3 required), artistic (1 required), and production (4 required). Unless you are a transfer student, all core courses must be taken at Augsburg, therefore, careful, early planning is required. Freshmen planning to major in theatre arts should b e p with courses THR 116, 222,232; sophomores: THR 228,245,361, 362; juniors: THR 325,328,350,360,361, 365; seniors THR 365,366. Please Note: Several courses are offered alternate years only. Thirteen theatre courses are allowed toward graduation. A capstone course, such as an internship, is encouraged,but not required. THR 226 Movement is recommended. Majors must participate in two out of hree dramatic productions every year. itudents must maintain an overall 2.0 GPA o have major participation in productions. ionors Major Designed to encourage overall excelence as well as outstanding achievement )n a specific project of special interest to he student. Honors majors must maintain 1 3.5 GPA in the major and a 3.0 GPA werall and, as part of their major program, momplete a substantial independent project )f honors quality (THR 499). Honors mandidates should meet with their Departnental Adviser prior to their senior year to levelop a proposal for the honors project. Transfers: Transfer students are equired to take three Augsburg Upper Iivision theatre arts courses. rheatre Arts Minor ;ive courses including: :HR 222 Introduction to Theatre :HR 228 Introduction to Stagecraft or THR 328 Theatrical Design :HR 232 Acting :HR 361 Theatre History Criticism I or THR 362 Theatre History Criticism I1 X R 366 Stage Direction 1 ;ive production units in the following reas: performance (2 required), artistic (1 equired), and production (2 required). Theatre Arts Theatre History and Criticism Dramaturgy Minor Five courses: THR 222 Introduction to Theatre THR 325 Playwriting THR 361 Theatre History Criticism I THR 362 Theatre History Criticism I1 A directed studies course in dramaturgy or theatre criticism or theatre history Teaching Licensure Major Students interested in the Theatre Teaching Licensure major should consult with the Theatre Department faculty for course requirements. Students should also consult with the Augsburg Education Department to identify current Minnesota teacher license requirements. 245 *fi Theatre Arts THR 116 THR 222 Creative Drama A study of theatrical movement, mime, mask, acting with an emphasis on active participation and reflective writing. (Fall) Introduction to Theatre A survey of dramatic art including major historical periods, plays, artists; dramatic structure, principles; basic concepts and techniques of the play production process. Students attend and review stage productions. (Fall) THR 228 Introduction to Stagecraft Introduction to the backstage world of the theatre; its organization, crafts, magic and art. Technical production experience, practical projects and theatre tours. Open to all students. Lab required. (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) TH R 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 demonstrationsby visiting performers. (Fall: alternate years) THR 325lENG 325 Playwriting An introductory course in writing for the stage, television and film. Students will learn the basics of dramatic structure, methods of script analysis and techniques for the development of playscripts from idea to finished product. (Prereq.:ENG 111and one literature course. ENG 226 also recommended. Fall: alternate years) THR 328 Theatrical Design Introduction to scenery and lighting design for the stage. Each student will execute two design projects dealing with stage design process. Class will take theatre tours, have visiting designers and practical involvement with the Augsburg spring production. (Lab required, materials needed. Prereq.: permission of instructor. Spring) 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. ( F a alternate years) THR 360 Interpretive Reading Basic principles of oral interpretation of prose, poetry and drama. Study, discuss, practice and perfom readings in prose, poetry and drama before Theatre Arts -HR 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 sequentiallywith THR 362. (Fall or Spring) 'HR 362 Theatre History and Criticism II An overview of theatre history, dramatic literature and criticism from the Elizabethan through the contemporary theatres. Reading of several plays and attendance at local theatre productions are required. Need not be taken sequentiallywith THR 361. (Fall or Spring) 'HR 365 Advanced Acting This course explores the elements of characterization through character analysis and extensive scene, monologue study. Emphasis is on a variety of roles from the classics (Shakespeare,French neoclassicism, restoration comedy, realism and non-realism), culminating in public recital. (Prereq.: THR 222 and THR 232. Spring or Fall) 'HR 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) 'HR 495 Theatre Topics Selected topics in theatre. rztemships and Independent Study Courses: 'HR 199 Internship See description on page 79. 'HR 299 Directed Study See description on page 79. 'HR 399 Internship See description on page 79. 'HR 499 Independent StudyIResearch See description on page 79. 247 See listing under Speech, Communications and Theatre Arts. See Metro-Urban Studies listing under InterdisciplinaryStudies. T he program in Women's Studies provides students with the opportunity to examine critically women's contributions and experiences in various historical and cultural contexts. This is an inter-college program with 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. Women's Studies Faculty Lynne Lorenzen (Coordinator),Kristin M. Anderson, Maria Brown, Jacqueline DeVries, Grace B. Dyrud, Milda Hedblom, ... . - . . + . . . - . . - . . . .. Beverly J. Nilsson, Norma Noonan, Randi Quanbeck, Nancy K. Steblay, Beverly J. Stratton Major Ten courses which must include WST 201 Foundations in Women's Studies, WS' 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 Program. However, at least three courses must be completed at Augsburg. The writing component of the Graduation Skills Requirements for the Women's Studies major must also be completed at Augsburg. Each student's program must have the written approval of the Women': Studies Program Coordinator. Women's Studies Minor F~~~courses which 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 WST 201 ACTC colleges as well as Augsburg. Each student's program must have the written the Studies Coordinator. 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 orientations 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 31 1 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 contributionsby African American women. WST 350 Quest for Identity: German-JewishWomen Writers in Exile This course will explore and identify issues of personal and community identity for German-Jewishwriters in exile during WWII. Each work represents a strategy for survival and provides insight into the author's muse. 249 *zWomen's Studies WST 481 Topics i n Women's Studies WST 495 Women's Studies Seminar This advanced course will include student research and presentations that incorporate feminist theory. The seminar is required of all majors and minors who do not elect to do an Independent Study (499). It is offered at a different college each year. Internships and Independent Study Courses: A n y must be approved in writing by Women Studies Program Coordinator. WST 199 lnternship See description on page 79. WST 299 Directed Study See description on page 79. WST 399 lnternship See description on page 79. WST 499 Independent Study/Research See description on page 79. See department listingsfor descriptions of the following approved electives: ART 352 Women and Art ENC 282 or 482 Topics i n Literature: Women and Fiction HIS 311 Topics i n Women's History HIS 380 History of Women in the West t o 1870 HIS 381 History of Women in the West Since 1870 POL 421 Topics i n American Politics POL 459 Topics in Comparative Politics PSY 371 Psychology of Gender REL 441 Feminism and Christianity Chair Barbara C. Gage Vice Chair Raymond A. Grinde Secretary Inez M. Schwarzkopf Treasurer David L. Swanson 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. Dr. Charles S. Anderson The Rev. Roger C. Eigenfeld (2000) Ms. Barbara C. Gage (1998) *Mr. Raymond A. Grinde (1996) Ms. Carolyn T. Groves (1996) Mr. Thomas K. Guelzow (1998) Mr. Norman R. Hagfors (2001) Mr. James E. Haglund (2000) Ms. Beverly J. Thompson Hatlen (1999) Mr. Allen A. Housh (2001) President, Augsburg College, Minneapolis, Minn. Senior Pastor, St. Andrew's Lutheran Church, Mahtomedi, Minn. Vice President, Gage Marketing Group, Plymouth, Minn. Retired businessman, Roseville, Minn. Administrator, S.J.Groves & Sons Company, Minneapolis, Minn. Guelzow & Senteney, Ltd., Eau Claire, Wis. President, Norsen, Inc., Minneapolis, Minn. President/Owner, Central Container Corporation, Minneapolis, Minn. Homemaker, Apple Valley, Minn. President, A.A. Housh and Associates, Edina, h. *Dr. George 0 . Johnson (1996) Associate Professor and Division Head, Health ServicesAdministration, University of Minnesota, Minneapolis, Minn. *Dr. Ruth E. Johnson (2000) Assistant Professor of Medicine, Director of Mayo Breast Clinic, Rochester, Minn. T h e Hon. LaJune Thomas Lange, J.D. (2001) Judge, Hennepin County Government Center, Minneapolis, Minn. T h e Rev. Maynard L. Nelson (1996) Retired Senior Pastor, Calvary Lutheran Church, Minneapolis, Minn. Mr. Richard A. Norling (1998) President and Chief Executive Officer, Fairview Hospital and Healthcare Services, Minneapolis, Minn. *Mr. Glen E. Person (1999) Retired businessman, Eden Prairie, Minn. *Mr. Harvey M. Peterson (1996) President, Catco Company, St. Pad, Minn. Mr. Wayne G. Popham (2000) Senior Attorney, Popham, Haik, Schnobrich & Kaufman, Minneapolis, Minn. Board of Regents Mr. Curtis A. Sampson (2001) *Ms. Inez M. Schwarzkopf (1998) Mr. Glen J. Skovholt (2000) *Ms.Gladys I. Strornmen (1996) Mr. Leland N. Sundet (1998) Mr. David L. Swanson (1996) *Ms. Jean M. Taylor (2000) Mr. Michael W. Thompson (2001) Ms. Pamela L. Tibbetts (2000) Ms. Kathryn H. Tunheim (1998) *Mr. William A. Urseth (1998) *Ms.Joan L. Volz (2000) flo wiger, Ph.D. (2001) Ms. May Ka-Yee Yue (2000) President and Chief Executive Officer, CommunicationSystems, Hector, Minn. Assistant Vice President, Mission Investment Fund - ELCA, St. Paul, Minn. Vice President, Government and Community Affairs, Honeywell, Inc., Minneapolis, Minn. Homemaker, St. Paul, Minn. Chairman and Chief Executive Officer, Sundet Companies, Eden Prairie, Minn. Retired businessman, Minneapolis, Minn. Vice President of Development, Taylor Corporation, Eagan, Minn. Realtor, Edina Realty, Inc., Edina, Minn. Senior Vice President and Administrator, Fairview Hospital, Minneapolis, Minn. Principal and President, Tunheim Santrizos Co., Minneapolis, Minn. C h a i i a n and Chief Executive Officer, Upland Global Corp., Minneapolis, Minn. Attorney, U.S. West Communications, Vice President and General Manager, Interconnect, Denver, Colo. Associate Professor of Ethnic Studies, Metro State University, Minneapolis, Minn. President, Financial Services Associates, Inc., Edina, Minn. IN AMERICA (ELCA) Chair Executive Director Dr. Mary Ann Shealy The Rev. W. Robert Sorensen Secretary Assistant Director for Finance Kathryn A. Swanson Sue Rothrneyer Vice-Chair Director for Colleges and Universities Gladystine B. Hodge Mr. James M. Unglaube Asst. Dir. for Colleges and Universities E3 Begnning year of service is indicated with parentheses. Officers of the College Charles S. Anderson (1976). President. B.A., St. Olaf College; M.A., University of Wisconsin; B.Th., Luther Theological Seminary; Ph.D., Union Theological Seminary, New York. Marie 0.McNeff (1968). Vice President for Academic Affairs and Dean of the College, Professor of Education. B.S., M.Ed., Ed.D., University of Nebraska. Michael D. Ranum (1988). Vice President of Finance and Management. B.A., Concordia College; M.B.A., University of Minnesota. Gregory H. Ritter (1988). Vice President for Institutional Advancement. B.S., University of Minnesota; M.Div., United Theological Seminary. William R. Rosser (1986). Vice President for Student Affairs and Dean of Students. B.A., Taylor University; M.S., University of Kentucky. Richard J. Thoni (1972). Vice President for Enrollment Management. B.A., St. Olaf College; Ph.D., University of Minnesota. A Ruth L. Aaskov (1960). Associate Professor of Modem Languages. B.A., Augsburg College; M.A., Middlebury College; Ph.D., University of Wisconsin. Duane L. Addison (1994). Instructor, part-time, Religion. B.A., University of Minnesota; B.D., Luther Theological Seminary; M.A., Ph.D., Yale University. Michael L. Agin (1993). Instructor, part-time, Education. B.S., Beloit College; M.A., Loyola University; Ph.D., University of Wisconsin-Madison. Virginia P. Allery (1993). Associate Professor of Education. Director of American Indian Studies Minor. Co-director of the Center for Global Education. B.S., Viterbo College; M.S., Eastern Montana College; Ph.D., University of Minnesota. Earl R. Alton (1960).Associate Dean of Academic 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. Edwin D. Andersen (1987). Instructor, part-time, Education. B.A., Macalester College; M.S.T., Illinois Institute of Technology; Ph.D., University of Minnesota. Kristin M. Anderson (1984).Assistant Professor of Art. A.B., Oberlin College; M.A., University of Minnesota; M.A., Luther-Northwestern Seminary. Lisa Carney Anderson (1995). Instructor, part-time, Biology. B.A., Ohio Wesleyan University; M.S., Wright State University; Ph.D., University of Minnesota. Stuart M. Anderson (1989). Assistant Professor of Physics. B.A., Augsburg College; Ph.D., University of Minnesota. Trudi J. Anderson (1990). Studio Artist/Flute, part-time, Music. B.M., Augsburg College; M.M., Northwestern University. Andrew L. Aoki (1988). Associate Professor of Political Science. B.A., University of Massachusetts-Amherst; M.A., University of Wisconsin-Madison. Augsburg College Faculty 255 David B. Apolloni (1989). Assistant Professor of Philosophy. B.A., University of Minnesota; M.Div., Luther-Northwestem Seminar; Ph.D., University of Minnesota. Teri L. Aslakson (1993). Instructor, part-time, Economics. B.A., St. Olaf College. Mark Attridge (1991). B.A., University of Minnesota - Duluth; M.A., University of Wisconsin - Milwaukee; 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. Matthew C. Barber (1992). Studio Artist/Percussion, part-time, Music. B.M., University of Michigan. Deborah L. Bart (1981). Assistant Professor of Speech, Communication, and Theatre Arts. B.A., M.A., University of Minnesota. Mary Ann Bayless (1990). Associate Professor of Education. B.S., University of Minnesota; M.A., San Diego State University; Ph.D., University of Minnesota. Aroti G . Bayman (1996). Instructor, part-time, Education. B.S., University of Minnesota; M.A., University of Edinburgh. Marilyn D. Bennett (1995). Instructor, part-time, Physician Assistant Studies. B.A., Pomona College; Registered Physical Therapy, Children's Hospital of Los Angeles School of Physical Therapy; Ph.D., University of Minnesota. Fohn E. Benson (1963).Professor of Religion. B.A., Augsburg College; B.D., Luther Theological Seminary; M.A., Ph.D., Columbia University. 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. Beverly J. Blinde (1992). Instructor, part-time, Social Work. B.A., M.S.W., University of Nebraska. Vernon M. Bloom (1965). Assistant Professor of Social Work. B.A., M.S.W., University of Minnesota. leanne M. Boeh (1990).Associate Professor of Economics. B.S., M.A., Ph.D., University of Illinois. Lynn Allen Bollman (1991). Instructor, part-time, Art. B.A., Augsburg College; M.A., University of Northem Colorado; M.F.A., University of Minnesota. lulie H. Bolton (1976). Professor of Speech, Communication, and Theatre Arts. B.S., M.F.A., University of Minnesota. Maria L. Brown (1980). Associate Professor of Social Work. B.A., M.A., American University; M.S.W., University of Minnesota. Laine Bryce (1978). Studio Artist/Bassoon, part-time, Music. B.A., University of Minnesota. Priscilla K. Buffalohead (1981).Instructor, part-time, Sociology. B.A., M.S., University of Wisconsin-Madison. Michael R. Burden (1990).Assistant Professor of Speech, Communication and Theatre Arts. B.A., Augsburg College; M.F.A., University of Minnesota. *2Augsburg College Faculty Janelle M. Bussert (1994). Instructor, part-time, Religion. B.A., Luther College; M.Div., Yale University. C William C. Capman (1994). Assistant Professor of Biology. B.A., University of Illinois Chicago; Ph.D., University of Ilhois - Champaign-Urbana. John J. Carroll (1995). Assistant Professor of Chemistry. B.S., William and Mary's; Ph.D., University of Wisconsin - Madison. Jonathan P. Case (1995). Instructor, part-time, Religion. A.A., Central College; B.A., M.A., Southern Nazarene University; M.Div., Nazarene Theological Seminary; Th.D., Luther Seminary. John C. Cemto (1983). Assistant Professor of Business Administration/Accounting/MIS. B.A., Rhode Island College; M.S., University of Wisconsin-Stout. Margaret M. (Peggy) Cemto (1991). Instructor, part-time, Business Administration/ Accounting/MIS. B.A., University of Minnesota; M.A., Hamline University. Francine Chakolis (1983). Assistant Professor of Social Work. B.S., Augsburg College; M.S.W., University of Minnesota. Steven D. Chapman (1991). Instructor, part-time, Art. B.A., Augsburg College; M.A., Hamline University. Mary Knop Chelberg (1992). Assistant Professor of Biology. B.S., University of Illinois, Urbana-Champaign; Ph.D., University of Minnesota. Michael G . Chovanec (1995). Instructor, part-time, Social Work. B.S.W., M.S.W., University of Wisconsin-Milwaukee; Ph.D., University of Minnesota. Tara Christopherson (1992). Instructor, part-time, Art. B.S., University of Wisconsin-Stout. Rosalie V. Clark (1979). Instructor, part-time, Social Work. B.A.S., M.S.W., University of Minnesota. Candyce L. Clayton (1990). Instructor, part-time, English. Elaine R. Cline (1990). Library Director. B.A., College of William and Mary; M.L.S., University of Michigan. Joseph R. Clubb (1994). Instructor, part-time, Social Work. B.S.W., St. John's University; M.S.W., University of Minnesota. Robert W. Clyde (1967). Associate Professor, part-time, Sociology, Institutional Research Analyst. B.A., Coe College; M.A., Rockford College; Ph.D., University of Iowa. Joan L. Conners (1996). Instructor, part-time, Political Science. B.A., M.A., Marquette University; A.B.D., 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., Pacific Lutheran University; M.Div., Luther Theological Seminary; Ph.D., University of Minnesota. Augsburg College Faculty D Cathleen A. (Cass) Dalglish (1986). Assistant Professor, part-time, English. B.A., College of St. Catherine; M.F.A., Vermont College; Ph.D., University of Minnesota. Pauline Brunette Danforth (1996). Instructor, part-time, English. B.A., Bernidji State University; M.A., University of Minnesota. Linda M. Davis (1996). Instructor, part-time, Mathematics. B.S., Michigan State University; Ph.D., University of Minnesota. Jill A. Dawe (1994). Assistant Professor. B.Mus., Memorial University of Newfoundland; M.M. and D.M.A., Eastman School of Music. Mary E. Dean (1990). Instructor, part-time, Business Administration/Accomting/MIS. B.A., University of Massachusetts; J.D., Suffolk University; M.L.T., Georgetown University. Mark E. Deming (1996). Instructor, part-time, Health and Physical Education. B.A., Augsburg College. Jacqueline R. DeVries (1994). Assistant Professor of History. B.A., CaIvin College; M.A., Ph.D., University of Illinois-Urbana. 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 I. Dorke (1989). Assistant Professor of Mathematics. B.A., University of Delaware; M.A., University of Wisconsin. Susan Sacquifne Druck (1993). Studio Artist/Voice, part-time, Music. B.A., Iowa State University; M.A., University of Iowa. Francoise M. duRivage (1993). Instructor, part-time, Modem Languages. B.A., Universite de Bordeaux 1.1;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 Blanca-Rosa Egas (1991). Associate Professor of Social Work. M.P.H., University of Minnesota; Lic.Ed., M.D., University of Guayaquil, Ecuador. Mary G . Endorf (1986). Instructor, part-time, MAL Program. B.A., Hamline University; M.S., SUNY - Cortland; Ph.D., University of Minnesota. Mark J. Engebretson (1976). Professor of Physics. B.A., Luther College; M.Div., Luther Theological Seminary; M.S., Ph.D., University of Minnesota. Carol A. Enke (1986). Instructor, Health and Physical Education. B.S., M.Ed., University of Minnesota. Joseph A. Erickson (1990). Assistant Professor of Education. B.A., M.A., University of St. Thomas; M.A., Luther-Northwestern Theological Seminary; Ph.D., University of Minnesota. *zAugsburg College Faculty Kenneth N. Erickson (1964).Professor of Physics. B.A., Augsburg College; M.S., Michigan State University; Ph.D., Colorado State University. Lynn M. Erickson (1991).Studio htist/Tnunpet, part-time, Music. B.A., Bethel College; M.F.A., D.M.A., University of Minnesota. F Heidi M. Farrell(1995).Instructor, part-time, Modem Languages. B.A., Augsburg College; M.A., Middlebury College; J.D., University of Minnesota. Thomas J. Feldstein (1995).Instructor, part-time, Physician Assistant Studies. B.S., University of Minnesota; Phm.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 F. Fishman (1988).Assistant Professor, part-time, Political Science. B.S., University of Wisconsin-Madison; J.D., Washgton University; M.S.W., St. Louis University. Ann C. Fleener (1987). Assistant Professor of Education. B.S., M.A., Ph.D., University of Minnesota. 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. Karen B. Franzmeier (1993).Instructor, part-time, Education. B.A., Concordia College; M.A., University of Minnesota. Robert P. Friederichsen (1971).Assistant Professor, part-time, Art. B.A., Bethel College; M.A., Pennsylvania State University. Mark L. Fuehrer (1969).Professor of Philosophy. B.A., University of St. Thomas; M.A., Ph.D., University of Minnesota. C Stephen M. Gabrielsen (1963).Professor of Music. B.A., Augsburg College, D.M.A., University of Minnesota. George M. Gaetano (1993).Instructor, part-time, Speech, Communication, and Theatre Arts. B.A., Hunter College; M.A., University of Minnesota; Ph.D., University of Minnesota. Jeny Gerasimo (1971).Professor of Sociology. B.A., Lake Forest College; M.A., Ph.D., University of Chicago. Richard A. Germundsen (1987).Associate Professor of Education. B.S., Mankato State University; M.A., American University; Cand. Mag.,Universitet i Bergen, Norway; Ph.D., University of Minnesota. Robert J. Geroux (1996).Instructor, part-time, Political Science. B.A., Gonzaga University; Augsburg College Faculty 259 Jennifer L. Gerth (Loubriel) (1994).Studio Artist/Clarinet, part-time, Music. B.A., St. Olaf College; M.M., Northwestern University. Patricia K. Gladchild (1995). Instructor, part-time, Political Science. B.A., M.A., A.B.D., University of Minnesota. Joseph 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. Paul H. Grauer (1979). Instructor, Health & Physical Education. Men's Athletic Director. B.S., Concordia of Nebraska; M.Ed., University of Nebraska; M.A., Ph.D., University of Minnesota. Karen M. Graves (1991). Instructor, part-time, Education. B.A., St. Cloud State University; M.A., University of St. Thomas. Nansee L. Greeley (1996). Instructor, part-time, Education. B.A., M.A., University of Minnesota. Douglas E. Green (1988). Associate Professor of English. B.A., Amherst College; M.A., Ph.D., Brown University. William D. Green (1991). Assistant Professor of History. B.A., Gustavus Adolphus College; M.A., Ph.D., J.D., University of Minnesota. Richard A. Gresczyk (1990). Instructor, part-time, Modem Languages. B.S., M.Ed., University of Minnesota. Joan L. Griffin (1986). Associate Professor of English. A.B., Washington University; M.A., Ph.D., Harvard University. Nancy J. Grundahl(1993). Instructor, part-time, Music. B.M., St. Olaf College; M.F.A., University of Minnesota. Nancy G. Guilbeault (1988). Instructor, part-time, Health and Physical Education, Director of Counseling. B.A., M.A., Ph.D., University of Minnesota. Konrad E. Gunderson (1994). Instructor, part-time, Business Administration/Accounting/ MIS. B.A., Luther College; MS., University of Wisconsin-Madison; Ph.D., University of Nebraska-Lincoln. Satya P. Gupta (1976). Professor of Economics. B.S., MS., 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. Abo El-Yazeed T. Habib (1989). Instructor, part-time, Business Administration/Accounting/MIS. Master of Accounting, Cairo University, Egypt; M.A., Mankato State University; Ph.D., University of North Texas. Panduleni S. Hailonga (1993). Academic Coordinator, Academic Programs in Namibia. B.S., Windhoek College of Nurses; M.S., Leeds Metropolitan University, United Kingdom. 260 - Augsburg College Faculty Roxanne Hale (1991). Instructor, part-time, Modem Languages. B.A., University of the Paclfic; M.A., University of Minnesota. Anthony R. Hansen (1990). Instructor, part-time, Physics. B.A., University of MinnesotaMorris; MS., Ph.D., Iowa State University. Daniel S. Hanson (1988).Instructor, part-time, MAL Program. B.A., Augsburg College; M.A., University of Minnesota. 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 Wisconsin-Eau Claire; MS., 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 & Technology, Karachi, India; M.B.A, Ball State University; D.B.A., Kent State University. Emily L. Hause (1995). Assistant Professor of Psychology. B.A., University of WisconsinMadison; M.A., Ph.D., Ohio State University. James T. Hayes (1991). Assistant Professor of Speech, Communication, and Theatre Arts. B.S.E., M.S., Emporia State University; Ph.D., University of Wisconsin-Madison. Robert G. Hazen (1995). Instructor, part-time, Education. B.A., Macalester College; B.S., M.Ed., University of Minnesota. Milda K. Hedblom (1971).Professor of Political Science, Director of Canadian Studies Program. B.A., Macalester College; M.A., J.D., Ph.D., University of Minnesota. Peter A. Hendrickson (1994).Assistant Professor and Director of Choral Activities. B.A., Augsburg College; M.A. Columbia University; D.M.A., Manhattan School of Music. Robert S. Herforth (1967). Professor of Biology. B.A., Wartburg College; M.S., Ph.D., University of Nebraska. Alice L. Hermann (1993). Academic Coordinator, Academic Programs in Central America. B.S., University of Nebraska; M.A., Kent State University. Garry W. Hesser (1977). Professor of Sociology, Director of Experiential Education, Director of Metro-Urban Studies. B.A., Phillips University; M.Div., Union Theological Seminary; M.A., Ph.D., University of Notre Dame. Norman D. Holen (1964). Professor of Art. B.A., Concordia College, Moorhead; M.F.A., University of Iowa. Paul L. Holmer (1986).Distinguished Visiting Professor, part-time, Philosophy. B.A., M.A., University of Minnesota; Ph.D., Yale University. Anne M. Holmquest (1991).Assistant Professor of Speech, Communication, and Theatre Arts. B.F.A., Drake University; M.A., Ph.D., University of Iowa. Bradley P. Holt (1981). Professor of Religion. B.A., Augsburg College; B.D., Luther Theological Seminary; M.Phil., Ph.D., Yale University. Marilyn N. Horowitz (1988). Instructor, part-time, Business Administration/Accounting/ MIS. B.A., M.B.E., University of Minnesota. Mary A. Budd Horozaniecki (1988).Studio Artist/Violin and Viola, part-time, Music. B.M., TnAiana T T n i x r n r c i h r Augsburg College Faculty 261 Kenneth B. Huber (1989). Studio Artist/Piano, part-time, Music. B.M., M.M., Indiana University. David Hudson (1990). Instructor, part-time, English. B.A., M.A., Ph.D., University of Minnesota. Susan A. Hyman (1994). Instructor, part-time, English. B.A., M.A.W., University of Iowa; Ph.D., 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. J Lisa E. Jack (1994). Instructor. B.A., Occidental College; M.A., Ph.D., University of Southern California. W. Pearl Jackson(1995). Instructor, part-time, Social Work. B.S.W., Fort Valley State College; M.S.W., University of Minnesota. William H. Jasperson(1990). Instructor, part-time, Physics. M.B.A., University of Minnesota. B.S., M.S., Ph.D., University of Wisconsin. David A. Johnson (1995). Instructor, part-time, Physician Assistant Studies. B.S., University of Wisconsin-Madison; PA Certification, 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. JeffreyE. Johnson(1985). Associate Professor of Physics. B.S., M.S., M.B.A., Ph.D., University of Minnesota. Martha B. Johnson(1988). Associate Professor of Speech, Communication, and Theater. Director, East and Southeast Asian Studies. B.A., M.A., Ph.D., University of WisconsinMadison. David R. Jones (1995). Instructor, part-time, Business Administration/Accounting/MIS. B.S., University of Wisconsin-Lacrosse; M.S., University of St. Thomas. JeffreyF. 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. Gerald T. Kaminski (1994). Instructor, part-time, Business Administration/Accounting/ MIS. B.S., M.S., Case Western Reserve; M.B.A., College of St. Thomas. Kenneth S. Kaminsky (1987). Professor of Mathematics. A.B., M.S., Ph.D., Rutgers State University. JaneA. Kammeman (1986). Instructor, part-time, Business Administration/Accounting/ MIS. B.A., University of California; J.D., University of Minnesota. Manuel E. Kaplan (1995). Medical Director, Assistant Professor of Physician Assistant Studies. B.S., University of Arizona; M.D., Harvard Medical School. 262 - Augsburg College Faculty Robert A. KarlCn (1959). Professor of Music. B.M., New England Conservatory; M.A., University of Minnesota. Tish Keahna (1996). Instructor, part-time, American Indian Studies. 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. Vivian L. Klauber (1996). Instructor, part-time, Health and Physical Education. B.A., George Washington University; M.A., SUNY - 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. Diana I. Kordas (1995). Instructor, part-time, English. B.A., M.A., SUNY - Buffalo; M.A., California State University - Dominguez Hills. Marilyn A. (Lynn) Kramer (1994). Instructor, part-time, English. B.A., University of Wisconsin - Madison; M.A., University of Wisconsin - Milwaukee. Carol F. Kuechler (1994). Assistant Professor of Social Work. B.A., Marquette University; M.S.W., University of Wisconsin-Madison; Ph.D., University of Minnesota. Thomas L. Kuhlman (1990). Instructor, part-time, Psychology. B.A., Marquette University; M.A., Xavier University; Ph.D., Case Western Reserve University. Diane 0.Kuhlmann (1995). Instructor, part-time, Business Administration/Accomting/ MS. 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. B.A., School of International Affairs at George Washington University; M.A., School of Education at the American University. L Steven J. LaFave (1991). Assistant Professor of Business Administration/Accomting/MIS. B.A., Michigan State University; M.A., University of Michigan; M.B.A., University of Minnesota. David V. Lapakko (1986). Assistant Professor of Speech, Communication, and Theatre Arts. B.A.. Macalester College: M.A.. Ph.D.. Universitv of Minnesota. Augsburg College Faculty 263 Andrew P. Lawson (1992). Instructor, part-time, Sociology. B.S., Portland State University; M.Ed., Penn State University. Patrick R. Leacock (1995). Instructor, part-time, Biology. B.A., M.S., University of Minnesota. Caroline M. Lemen (1991). Studio Artist/French Horn, part-time, Music. B.A., Potsdam College of Arts and Science, SUNY; M.M., Northwestern University. Mark Lester (1995). Academic Coordinator, Academic Programs in Nicaragua. B.A., St. Pius X Seminary; M.A., Mount St. Mary's Seminary. Cheryl J. Leuning (1996). Instructor, part-time, Nursing. B.A., Augustana College; M.S., University of Minnesota; Ph.D., University of Utah. Terry L. Lewis (1995). Clinical Coordinator, Assistant Professor of Physician Assistant Studies. B.S., Sienna Heights College; PA Certification, Baylor University. Lynn E. Lindow (1985). Instructor, part-time, Education. B.S., Mankato State University; M.S. North Dakota State University. Rosemary J. Link (1986). Associate Professor of Social Work. B.A., University of Southampton; M.Sc., London University; Ph.D., University of Minnesota. Victoria M. Littlefield (1992).Assistant Professor of Psychology. Director of Faculty Development. A.B., University of Michigan-Flint; M.A., Ph.D., Miami University. Roseann Lloyd (1995). Instructor, part-time, English. B.S., M.A., University of Minnesota. Lori L. Lohman (1990). Assistant Professor of Business Administration/Accounting/MIS. B.A., M.B.A., University of Minnesota. J. Lynne F. Lorenzen (1988).Associate Professor of Religion. B.A., University of Iowa; M.Div., Luther Seminary; M.A., Ph.D., The Claremont Graduate School. Kristen Melum Lowe (1996). Instructor, part-time, Art. B.F.A., Minneapolis College of Art and Design; M.F.A., School of the Museum of Fine Arts/Tufts University. Dawn B. Ludwig (1995). Director, Assistant Professor of Physician Assistant Studies. B.A., University of Colorado, Denver; M.S., University of Colorado Health Science Center; PA Certification, University of Colorado Health Science Center. 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 Lutterman (1993). Academic Coordinator, Academic Programs in Mexico. B.A., Earlham College; M. Div., Yale Divinity School. M Karen M. Mateer (1984).Assistant Professor, Librarian. B.S., University of South Dakota; M.A., University of Iowa. John B. McAllister, 111(1991). Instructor, Global Education. B.A., Bates College; M.A., University of Minnesota. Elena McCollim-Medina (1991). Instructor, Global Education. B.A., University of Califor- 264 - Augsburg College Faculty 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. Patrick Mendis (1995). Instructor, part-time, Business Administration/Accounting/MIS. B.S., University of Sri Lanka, Ceylon; M.A., Hubert H. Humphrey Institute of Public Affairs; Ph.D., University of Minnesota. Roberta K. Metzler (1974). Associate Professor of Music. B.A., Park College; B.Music Ed., M.Music Ed., University of Kansas. 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, Tunisia; M.A., Ph.D., University of Minnesota. Ernest Miel (1993). Instructor, part-time, Education. B.A., University of Minnesota; B.A., M.Ed., Macalester College. Jeannette H. Milgrom (1992). Instructor, part-time, Social Work. B.S.W., Christian Social, Academy, Groningen, Netherlands; M.S.W., University of Minnesota. David M. Miller (1996). Instructor, part-time, Social Work. A.S.S., Nassau Community College; B.A., M.S., and C.A.S., SUNY - Albany; A.B.D., Temple University. 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 F. 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. Moms (1987). Assistant Professor, part-time, Political Science. B.A., Oakland University; Ph.D., Camegie-Mellon University. Garth M. Momsette (1996). Instructor, part-time, Economics. B.S., University of Oregon; M.S., University of Wyoming. Joseph E. Myss (1994). Instructor, part-time, Business Administration/Accounting/MIS. B.S., St. Joseph's College; M.B.A., Indiana University. Patricia A. Murphy (1995). Assistant Professor of Health & Physical Education. B.S., M.S., Mankato State University. N Sharol A. Nau (1993). Instructor, part-time, Art. B.A., Carleton College; M.F:A., Michigan State University. Eliawira N. Ndosi (1990).Instructor, part-time, Economics. B.A., Carleton College; M.A., University of Minnesota. Augsburg College Faculty 265 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. Beverly J. Nilsson (1977).Professor of Nursing. B.S.N., 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. Michael E. O'Neal(1989). Assistant Professor, part-time, Sociology. B.A., University of Missouri; M.A., Ph.D., University of Minnesota. William H. Ojala (1995).Instructor, part-time, Chemistry. B.S., College of Great Falls, Montana; Ph.D., University of Minnesota. Wayne Olhoft (1993).Instructor, Business Administration/Accomting/MIS. B.A., Metropolitan State University, St. Paul, Minnesota; 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; MA., Ph.D., The Pennsylvania State University. Bettye Olson (1992). Director, College of the Third Age. B.S., M.Ed., University of Minnesota. Lila J. Olson (1990). Instructor, part-time, Music. B.M., University of Kansas; M.M., University of Nebraska. Vicki B. Olson (1987).Associate Professor of Education. B.S., M.A., Ph.D., University of Minnesota. Jack W. Osberg (1991). Instructor, Health and Physical Education. Head Football Coach. B.A., Augsburg College. Paul H. Ousley (1993).Orchestra Director. B.M., University of Wisconsin-Eau Claire; M.M., Eastman School of Music. Magdalena M. Paleany-Zapp (1986).Associate Professor of Business Administration/ Accounting/MIS. B.A., M.A., Central School for Planning and Statistics, Warsaw, Poland; Ph.D., Akademia Ekonomiczna, Krakow, Poland. 266 - Augsburg College Faculty 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. Catherine L. Paulsen (1990). Instructor, part-time, Religion. B.A., St. Olaf College; M.A., Lone Mountain College. Curtis Paulsen (1990). Associate Professor of Social Work. B.A., St. Olaf College; M.S.W., University of Minnesota; Ph.D., Fielding Institute. Richard W. Pearl (1992).Instructor, part-time, Education. B.A., M.A., University of St. Thomas. Dale C. Pederson (1992). Associate Professor of Biology. B.A., Augsburg College; Ph.D., University of Minnesota. Thomas J. Pederson (1995). Instructor, part-time, Mathematics. B.S., Georgia State University; M.A., University of Minnesota. Paul E. Pender (1985).Instructor, part-time, Business Administration/Accomting/MIS. B.A., M.B.A., University of Wisconsin. Rick A. Penning (1993). Studio Artist/Voice, part-time, Music. B.A., Luther College; M.M., University of Cincinnati. William S. Perkins (1995). Instructor, part-time, Business Administration/Accomting/ MIS. B.A., University of Detroit. Curtis C. Peter (1983). Instructor, part-time, Religion. B.A., Wartburg College; M.Div., Wartburg Theological Seminary. 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. Pary Pezechkian-Weinberg (1994). Assistant Professor of Modem Languages. B.A., National University, Tehran; M.A., University of Nice; Ph.D., UCLA. Joyce M. Pfaff (1966). Associate Professor, part-time, Health and Physical Education. B.A., Augsburg College; M.Ed., University of Minnesota. Diane L. Pike (1981). Professor of Sociology. A.B., Connecticut College; Ph.D., Yale University. Sandra L. Powers (1990). Studio Artist/Clarinet, part-time, Music. B.M., Eastman School of Music; M.M., Northwestern University. T. Peter Przytula (1993). Instructor, part-time, Political Science. M.A., University of Lo&, Poland; M.A., Ph.D., University of Minnesota; Ph.D., University of Poznan, Poland. Q Philip A. Quanbeck (1957). Professor of Religion. B.A., Augsburg College; B.D., Augsburg Theological Seminary; M.Th., Ph.D., Princeton Theological Seminary. Philip A. Quanbeck, I1 (1987). Assistant Professor of Religion. B.A., St. Olaf College; M.Div., Luther Theological Seminary. P=..A: n..=..LanL /laan\ T,.C~-.~+~,. --~-e;...,, ~A,-.A,,- T -,m.-n-n R A P-..~-..A:.. P-II---. Augsburg College Faculty 267 R Larry C. Ragland (1985). Professor of Computer Science. B.S., M.A., Central Missouri State College; Ph.D., University of Texas at Austin. 0.Nicholas Raths (1987). Instructor, part-time, Music. B.M., M.M., University of Minnesota. Margaret A. Reed (1994). Instructor, part-time, Education. Ph.D., University of Minnesota. Bruce R. Reichenbach (1968). Professor of Philosophy. B.A., Wheaton College; M.A., Ph.D., Northwestern University. Mary K. Roberts (1994). Instructor, part-time, Education. B.A., Mount Marty College; M.A., University of St. Thomas. M. Bridget Robinson-Riegler(1994). Assistant Professor of Psychology. B.A., Indiana University; Ph.D., Purdue University. Carlos Robles-Cruz (1993). Instructor, part-time, Speech, Communication, and Theater Arts. Diploma in Theater Arts, Institute Arte Escenico, Mexico City. Steven W. Roecklein (1996). Instructor, part-time, Social Work. B.S., Wisconsin State University; M.S., M.S.W., University of Wisconsin; Ph.D., Iowa State University. 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. Patricia L. Rude (1990). Instructor, part-time, Education. B.A., Gustavus Adolphus College; M.Ed., University of Minnesota. Patricia L. Rustad (1996). Instructor, part-time, Physician Assistant Studies. B.S., Colorado State University; MS., University of Colorado. s Edward M. Sabella (1967). Professor of Economics. B.S., University of Rhode Island; Ph.D., University of Minnesota. Pauline T. Sateren (1974). Assistant Professor, part-time, Education. B.A., Northwestern College; M.M.Ed., University of Colorado. Merlyn E. Satrom (1995). Insb-uctor, part-time, Religion. B.A., Luther College; M.Div., Luther Theological Seminary; D.Th., Philipps-Universitat, Marburg/Lahn, Germany. Edwin J. Saugestad (1959). Associate Professor of Health and Physical Education. B.A., Augsburg College; M.A., University of Minnesota. Milo A. Schield (1985). Associate Professor of Business Adrninistration/Accounting/MIS. B.S., Iowa State University; MS., University of Illinois; Ph.D., Rice University. John S. Schmit (1990). Assistant Professor of English, part-time. 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. Janet L. Vatsaas Schubert (1994). Instructor, part-time, Modern Languages. B.A., Augsburg College; Diplomprme i norsk sprdk og litteratur, University of Oslo. Sandra Nei Schulte (1987). Costume Designer, part-time, Speech, Communication, and Theatre Arts. B.A., M.A., M.F.A, University of Minnesota. - Augsburg College Faculty David G . Schwain (1995). Instructor, part-time, Business Administration/Accounting/MIS. B.B.A., University of Cincinnati; M.B.A., Harvard Graduate School of Business. Kathryn A. Schwalbe (1991). Assistant Professor of Business Administration/Accounting/ MIS. B.S., University of Notre Dame; M.B.A., Northeastern University, Ph.D., University of Minnesota. Laura Sewell (1991). Studio Artist/Cello, part-time, Music. B.M., The Juilliard School; M.M., The Cleveland Institute of Music. Frankie B. Shackelford (1990). Associate Professor of Modem Languages. B.A., Texas Christian University; Ph.D., University of Texas. Timothy J. Shaw (1995). Instructor, part-time, Physician Assistant Studies. B.A., St. Mary's College; Ph.D., University of Minnesota. Charles M. Sheaffer (1995). Assistant Professor of Computer Science. B.A., Metropolitan State University; M.S., Ph.D., University of Minnesota. Ryan Rae Sheppard (1994).Instructor, part-time, Sociology. B.S., University of Minnesota; M.A., University of Southern California. Judith E. Shevelev (1993). Academic Coordinator, Academic Programs in Mexico. B.A., University of California at Davis; M.A., Columbia University. Deep Shikha (1991). Instructor, part-time, Economics. B.A., Delhi University, India; M.A., M.Ph., Delhi School of Economics; Ph.D., Louisiana State University. Edward R. Skarnulis (1990).Professor of Social Work. B.A., Omaha University; M.S.W., Ph.D., University of Nebraska. Gail S. Smogard (1993). Instructor, part-time, Speech, Communication and Theatre Arts. B.A., St. Cloud State College; M.F.A., Southern Methodist University. Paul M. Sotkiewicz (1995). Instructor, part-time, Economics. B.A., University of Florida; M.A., University of Minnesota. Roman Soto-Feliu (1993). Assistant Professor of Modem Languages. B.A., M.A., Universidad de Concepcion, Chile; Ph.D., The Catholic University of America. Robert J. Stacke (1990). Assistant Professor of Music, Band and Jazz Director. B.A., Augsburg College; M.A., University of St. Thomas. 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). Associate Professor of Psychology. B.A., Bemidji State University; M.A., Ph.D., University of Montana. John P. Stein (1992). Instructor, part-time, Economics. B.S., University of Detroit; M.A., University of Illinois. Donald B. Steinmetz (1968). Professor of Modem Languages. B.A., M.A., Ph.D., University of Minnesota. 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. Augsburg College Faculty 269 Dianne L. Strandberg (1989). Instructor, part-time, Education. B.S., M.S., Mankato State University. 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; M.A., University of Minnesota. (NOTE: one M.A. in English Literature; one M.A. in Library Science) Kathryn A. Swanson (1985). Professor of English. B.A., St. Olaf College; M.A., Ph.D., University of Minnesota. Gabriela Sweet (1992).Instructor, part-time, Modem Languages. B.S., State University of New York, Oneonta. William Swenson (1989). Instructor, part-time, MAL Program. A.B., Ph.D., University of Chicago. T Philip J. Thompson (1959). Professor of Art. B.A., Concordia College, Moorhead; M.F.A., University of Iowa. Sonja K. Thompson (1993). Instructor, part-time, Music. B.M., University of Minnesota; M.M., The Juilliard School. Mark D. Tranvik (1995). Assistant Professor of Religion. B.A., Luther College; M.Div., Yale University; Th.D., Luther Seminary. James G . Trelstad-Porter (1993). Academic Coordinator, Academic Programs in Mexico. B.A., Augustana College; M.A., American University. Cynthia K. Troy (1990). Instructor, part-time, Psychology. B.A., University of California, Santa Cruz; Ph.D., University of Minnesota. U-v Rebekah Valdivia (1995).Assistant Professor of Mathematics. B.A., University of Wisconsin; M.S., Ph.D., Washington State University. 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, M.A.L. Program. B.A., University of California-Irvine; M.A., Ph.D., University of Minnesota. W-X-Y-z Anthony R. Wagner (1993). Instructor, part-time, Social Work. B.A., M.S.W., University of Minnesota. Ronald F. Walter (1988).Instructor, part-time, Modem Languages. B.A., Swarthmore College; M.A., Ph.D., Indiana University. Donald M. Warren (1980). Instructor, part-time, Introduction to Liberal Arts, Director of Academic Enrichment. B.A., M.A., University of Minnesota. Catherine M. Warrick (1996). Instructor, part-time, Education. B.A., Pasadena College; M.A., University of Southern California; Ph.D., Indiana University - Bloomington. 270 - Augsburg College Faculty Charee M. Watters (1990). Instructor, part-time, Business Administration/Accounfing/MIS B.A., University of Minnesota; M.Org.L., College of St. Catherine; M.B.A., University of St. Thomas. Rita R. Weisbrod (1991). Assistant Professor of Sociology. B.A., M.A., University of Minnesota; Ph.D., Comell University. Pamela J.Weiss (1983). Associate Professor, Nursing. B.A., University of Nebraska; M.P.H., Ph.D., University of Minnesota. Patricia F. Weiss (1991). Associate Professor, part-time, Education, Paideia Associate-inResidence. B.A., Boston College; M.Ed., Ph.D., University of North Carolina, Chapel Hill. JeanH. Whalen (1995).Instructor, part-time, Education. B.S., M.A., University of Minnesota. Mary Louise Williams (1984). Assistant Professor of Social Work. B.F.A., M.S.W., University of Pennsylvania. Thearhice Williams (1993). Instructor, part-time, Social Work. B.A., University of Illinois; M.S.W., University of Pennsylvania. Marcus A. Wing (1995). Instructor, part-time, Education. B.S., Moorhead State University; M.S., Winona State University; Ph.D., University of Minnesota. Maria K. Woroby (1990). Assistant Professor, Librarian, Director of Women's Studies. B.S., M.A., University of Minnesota. Angela J. Wyatt (1981). Studio Artist/Saxophone, part-time, Music. B.A., St. Olaf College, Certificate, L'Academie Intemationale, Nice, France. Robert D. Wykstra (1989). Instructor, part-time, Business Administration/Accomfing/ MIS. B.A., Calvin College; M.B.A., Westem Michigan University. Fidel Xinico (1995).Academic Coordinator, Academic Programs in Guatemala. B.A., Francisco Marroquin in Guatemala; M.Div., St. Paul Seminary at the University of St. Thomas, Minnesota. William C. Youngblood (1990). Instructor, part-time, Psychology. B.A., Valparaiso University; M.A., Indiana University; M.Div., Bethel Theological Seminary; Ph.D., University of Minnesota. Beth L. Zemsky (1995). Instructor, part-time, Social Work. B.S., Comell University; M.Ed., M.S.W., Washington University. Stephen Y. Zheng (1990). Assistant Professor of Mathematics. B.S., Sichuan University; Ph.D., University of Minnesota. 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. Ernest W. Anderson, Professor Emeritus of Health and Physical Education. B.A., Augsburg College; M.Ed., University of Minnesota. Dr. Oscar A. Anderson, President Emeritus. B.A., St. Olaf College; B.D., Luther Theological Seminary; L.L.D., Concordia College, Moorhead. Margaret J. Anderson, Professor Emerita, Library. B.S., M.A., University of Minnesota. Dr. Raymond E. Anderson, Professor Emeritus of Speech, Communication and Theatre. B.S., M.A., Ph.D., University of Minnesota. Valeria Baltina, Professor Emerita of Modem Languages. Magister der Philosophia, University of Latvia. Dr. Richard A. Borstad, Professor Emeritus of Health & Physical Ed., B.A., M.A., Ph.D., University of Minnesota. Dr. Carl H. Chrislock, Professor Emeritus of History. B.A., Augsburg College; M.A., Ph.D., University of Minnesota. L. Gracia Christensen, Professor Emerita of English. B.A., Hunter College; M.A., Radcliffe College. Dr. Ailene Cole, Professor Emerita of Speech, Communication and Theatre. B.A., Gustavus Adolphus College; M.A., Ph.D., University of Minnesota. Dr. 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. Dr. Sheldon P. Fardig, Professor Emeritus of Education. B.A., Carleton College, M.M., Ph.D., Northwestern University. Henry G. Follingstad, Professor Emeritus of Mathematics. B.E.E., MS., University of Minnesota. Dr. Orloue Gisselquist, Professor Emeritus of History. B.A., M.A., Ph.D., University of Minnesota. Dr. Theodore J. Hanwick, Professor Emeritus of Physics. B.E.E., M.S., Polytechnic Institute of Brooklyn; Ph.D., New York University. Katherine Hemig, Artist-in-Residence Emerita, Music. M.A., University of Minnesota. Dr. Edwina L. Hertzberg, Professor Emerita of Social Work. B.A., Cedar Crest College; M.S.W., Ph.D., University of Minnesota. Dr. JohnR. Holum, Professor Emeritus of Chemistry, B.A., St. Olaf College; Ph.D., University of Minnesota. Dr. Irene Khin Khin Jensen,Professor Emerita of History. B.A., Rangoon University, Burma; M.A., Bucknell University; Ph.D., University of Minnesota. *? Faculty Emeriti Dr. Einar 0.Johnson,Professor Emeritus of Education. B.A., Concordia College; M.A., Ph.D., University of Washington. Dr. James D. Johnson,Professor Emeritus of Music. M.S., Julliard 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. Edwin D. Mickelberg, Professor Emeritus of Biology. B.A., Augsburg College; M.A., University of Minnesota. Dr. Mildred K. Mueller, Professor Emerita of Education. B.A., M.A., Central Michigan University; Ed.D., University of Minnesota. Edor C. Nelson, Professor Emeritus of Health and Physical Education. B.A., Augsburg College; M.Ed., University of Minnesota. Dr. 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. Marianne B. Sander, Dean of Students Emerita. B.A., Valparaiso University, M.A., University of Minnesota. Dr. Leland B. Sateren, Professor Emeritus of Music. L.H.D., Gettysburg College; D.Mus, Lakeland College. Marjorie H. Sibley, Professor Emerita, Library. B.A., M.A., University of Illinois; M.A., University of Minnesota. Dr. Eugene M. Skibbe, Professor Emeritus of Religion. B.A., St. Olaf College; B.Th., Luther Seminary; Th.D., University of Heidelberg, Germany. Dr. Myles C. Stenshoel, Professor Emeritus of Political Science. B.A., Concordia College, Concordia Theological Seminary; M.A., Ph.D., University of Colorado. Dr. Ralph L. Sulemd, Professor Emeritus of Biology, B.A., Concordia College, Moorhead; M.S., Ph.D., University of Nebraska. Dr. Paul T. Steen, Professor Emeritus of Sociology. B.A., Gustavus Adolphus; M.A., Ph.D., University of Minnesota. Dr. Joel S. Torstenson, Professor Emeritus of Sociology. B.A., Augsburg College; M.A., Ph.D., University of Minnesota. Interstate 94 East College Map Information 1. Admissions Weekday Program Office 2. Air Structure Enhance November through March 3. American Indian Support and Black Student Affairs 4. Anderson-Nelson Athlefc Field and Seasonal Air Structure 5. Center for Global Educationand InternationalPrograms 6. Christensen Center 7. College Relations 8. East Hall 9. Foos, Lobeck, Miles Center for Worship, Drama and Communication 10. Husby-SirommenTennis Couds 11. Ice Arena 12. Jeroy C. Carlwn Alumni Center 13. Maintenanceand Grounds Shop 14. MortensenTower + 15. Murphy Place Weekend College Admissions and Graduate Programs Offices 16. Murphy Square 17. Music Hall 18. Nordic Center 19. Old Main 20. Oscar Anderson Hall 21. Quad 22. Science Hall 23. Securily DispatchCenter 24. Shipping and Receiving 25. Si Melby Hall 26. Sverdrup library 27. Sverdrup-Onedal Memorial Hall Master of Social Work Admissions 28. Urness Tower 29. Youth and Family lnstiie Parking Lots A. Admissions Parking for prospective students and their parents B. Faculty/StM/Commuter/Resident Parking C. Faculty/Staff Parking D. Faculty/Staff/Commuter Parltmg E. Commuter Sheet Parking F. Resident Parking G. Visitor Parking H. Riverside Professional BuildingRamp b~isability access - = \ DOWNTOWN MINNEAPOLIS Directions to Campus Public Parking From Minneapolis on 1-94 East Take the Riverside/25th Avenue exit and turn left on 25th Avenue, turn left on Riverside Avenue, turn left at 21st Avenue South. AU posted Augsburg College faculty/staff/ From St. Paul on 1-94 West Take the Riverside Avenue exit, turn right at Riverside, turn left at 21st Avenue South. From the south on 35W Follow 1-94 signs, take the Riverside/25th Avenue exit, turn left on 25th Avenue, turn left at Riverside, turn left at 21st Avenue South. From the north on 35W Take the Washington Avenue exit, turn left on Washington (turns to the right onto Cedar Avenue), turn left at Riverside Avenue, turn right at 21st Avenue South. commuter lots are free and open for use from 430 p.m. Friday through Sunday evening. Lots are located on Seventh Street between 21st and 22nd Avenues and north of Eighth Street between 24th and 25th Avenues. Most street parking is four hour parking, seven days a week. Additional parking is available in the Riverside Medical Center ramp, or University of Minnesota parking lots on the north side of Riverside Avenue. . - - .- - - - I-' . '.'I -- About Augsburg 9,251 Academic Advising Center 48 Academic Affairs 6,59 Academic Calendar 4,5,46 Academic Information 46 Academic Internships 56 Academic Policies and Procedures 59 Academic Progress, Probation and Dismissal 73 Academic Skills Enrichment 38 Accessibility 16 Accounting 90,95-97 Accreditation and Memberships 10,14,16 Activities 36 Admissions 18-20 Administrative Officers of the College 254 Advanced Placement Program Test (AP)72 Afrikana Support Program 40 Air Structure 37 Alumni Center 12 American Lndian Studies 39,149-150 American Lndian Support Program 39 Anderson Hall 12,43 Anderson-Nelson Athletic Field 12 Anishinabe Library Project 39 Annex Houses 13 Application Procedures 18,26 Art 80-84 Art History 81,83 Asian American Support Program 40 Asian Studies 110-111 Assessment of Previous Learning (APL) Program 71 Associated Colleges of the Twin Cities (ACTC) 52 Associated Support Organizations 13 Athletic Affiliation 16 Athletics 37 Audio-Visual Services 47 Audit Fee 22 Auditing Courses 71 Augsburg Echo 37 Augsburg Youth and Family Institute 14 Augsburgian, The 37 Biology 85-89 Board of Regents 252-253 Books and Supplies 23 Business Administration 90-94 Business Administration and Economics 92 Calendar 4,5,46 Campus Location 11,16,273-274 Campus Map 273-274 Campus Ministry 36 Campus Tours 18 Canadian Program 58 Career Services 40 Center for Global Education 12,54,156 Center for Global Education Courses 157160 Center for Learning and Adaptive Student Services (CLASS) 38 Chemistry 101-105 Chinese 170 Choir 37,190 Christensen Center 12 Class Confirmation 59 Class Schedule 78 Classification (Class Year) 71 Coaching Endorsement 139 College Costs 1996-'97 22 College Level Examination Program (CLEP) 72 College of the Third Age 59 College Relations 6,12 Commencement 74 Commons 43 Communication 240-243 Community and Public Service Scholarships 28 Community Internships in Latin America 55-56,162-163 Community Service-Leaming 56,57 Computational Economics 106-107 Computer Resources 47 Computer Science 106-109 Concert Band 37,190 Continuing Education Program 58 :ooperative Education 56,57 :ounseling 41 :ounseling and Health Promotion 41 :ourse Descriptions 78-250 :redits 78 1 lean's List 74 legrees Offered 8,46,49-50 lepartmental Comprehensive Exams 72 Iepartments and Programs 48,78-250 leposits 19,23,42 )evelopment 6 lirectory 6 lisabled Student Program 38 lismissal 73 Iivisions and Departments 48 lormitories 12,42 Iual Degree Programs 8,50,127 :arly Admission of Freshmen 19 :ast Asian Studies 110-111 :ast European Studies 49,50,227-229 last Hall 12 :cho 37 lconomics 92,112-116 :ducation 117-126 ;ducationfor Service 10 :lderhostel 59 ilementary Education 117-120 :mployrnent 29,40 lngineering 127-128 :nglish 129-135 Inglish as a Second Language (ESL) Program 73 :nglishPlacement Test 130 :nglish-LanguageArts Teaching Major 130 .nrollment 16 : n r o h e n t Deposit 23 Insembles 180,183,190-191 Intry-level Skills 64 ,thnicStudies 150 :valuationand Grading 69 .vangelicalLutheran Church in America (ELCA) 16,253 ,xperientialEducation Programs 56-57 xplanation of Grades 69 Index Facilities and Housing 12,42 Facts and Figures 16 Faculty 46,254-270 Faculty Emeriti 271-272 Family Educational Rights and Privacy Act (FERPA) 43,75-76 Federal Work Study Program 30 Fees 22-23 Finance Specialization (Business Administration) 91 Financial Aid 16,25-30 Financial Policies 24-25 Fine Arts 37 First Year Experience 48,63,136 Fitness Center 41 Food Service 43 Foreign Languages 69,136,169-178 Former Students 20 Foss, Lobeck, Miles Center for Worship, Drama and Communication 12 Four Year Assurance Program 75 French 170-172 Freshman Performance Scholarships 180 Freshmen 18 Full-time Students 22 C Gage Family Academic Enrichment Center 38 General Education Curriculum 60-65 General Education Requirements 60-65 General Studies 137 German 169,172-174 Gift Assistance 28 Global Education Center 12,54,156 Global Education Program Courses 157-160 Grade Point Average 71 Grading 69 Graduate Program Office 59 Graduate Programs 58 Graduation Level Skills 65 Graduation Requirements 60-65 Grants 28 Gymnasium (Si Melby Hall) 13 277 278 - Index Health and Physical Education 138-143 Health Promotion 41 Health Service 41 HECUA Courses 161-163 Higher Education Consortium for Urban Affairs (HECUA) 53,55,161-163 Hispanic/Latino Support Program 40 History 144-148 History of Augsburg College 9 Honors Program 52 Housing 12,22,42 Hoversten Peace Scholarships 27 Language Courses 169-178 Learning Disabilities Program 38 Learning Laboratory 38 Leave of Absence 60 Liberal Arts Perspectives 65-69 Library and Information Technology Center 13,16,47,52 Lifetime Sports 65 Linguistics 174-175 Loan Assistance 28-29 Location 11,273-274 Lutheran Leader Scholarships 28 Ice Arena 12 Incomplete Grade 70 Independent Studies 79 Information Technology Center 13,16 Inter-InstitutionalPrograms 52 Inter-Race 13 Intercollegiate Athletics 37 InterdisciplinaryStudies 149-154 Interim 46 Interim Abroad 56 Interim Office 59 International Baccalaureate Program (IB) 71 International Business Minor 92 International Business Specialization (Business Administration) 92 International Programs 42 International Relations 155-156 International Student Services 20 International Students 42 International Studies 156-163 Internships 55,56-57,78-79 Intertribal Student Union 39 Intramural Athletics 37 Majors and Minors 8,49-50,78-250 Management Information Systems 98-100 Management Specialization (Business Administration) 91 Maps 273,274 Marketing Specialization (Business Administration) 91 Master's Degrees 46,58 Math Placement Group (MPG) 64-65 Mathematics 164-168 Mathematics Placement Group (MPG) Requirements 64-65 Media Center 52 Melby Hall 13 Memberships 14,16 Memorial Hall 13 Merit Scholarships 27 Metro Urban Studies 151-153 Minnesota Indian Teacher Training Partnership (MNITTP) 39 Minnesota Minority Education Partnership (MMEP) 14 Minnesota Work Study Program 30 Minority Studies 149-154 Minors 49-50,78-250 MIS Courses 98-100 Mission Statement 9 Modem Languages 169-178 Mortensen Tower 13,43 Murphy Place 13 Murphy's 43 Music 179-191 Japanese 174 KCMR Radio 37 Music Education 181-182 Music Ensembles 180,183,190 Music Hall 13 Music Performance Major 179-180,182-183 Music Therapy Major 179,180,183,189-190 Vatural Science 192-193 Yo-Credit Grades 69-70 Vordic Area Studies 153-154 Vordic Center 14 Norwegian 175-176 Votification of Admissions Decision 18 Vumber Grades 70 Vumbering of Courses 78 Vursing 194-197 3ff-Campus Programs 16 3fficers of the College 254 3jibwe 169,176 31d Main 13 3rchestra 37 Xentation (FYE) 48,63,136 astfold, Norway Exchange Program 54,159 Paired Resources in Ministry and Education (PRIME)Awards 28 ?art-Time Students 22 ?ass/No Credit 69-70 ?astor 36 ?ayments 23 ?erformance Studies 184 ?erformingArts Scholarships 27 ?erspective Requirements 65,67-69 ?erspectives (Rationale) 66-69 ?hilosophy 198-201 ?hi Theta Kappa Scholarships 27 ?hysical Disabilities Program 38 ?hysical Education 138-143 ?hysician Assistant Program 202-204 ?hysics 205-210 'iano Proficiency Test 185 Index Policies 14,16,43,75 Political Science 211-216 Portfolio Assessment Program 72,73 Pre-ProfessionalPrograms 50-52 Pre-Registration 59 Prerequisites 78 President's Greeting 2 President's Scholarships 27 Probation 73-74 Psychology 217-221 Refunds 24-25 Regents 252-253 Regents' Scholarships 27 Registration 59-60 Religion 222-226 Religious Affiliation 16 ~esidenceLife Program 42-43 (Also See Housing) Residence Requirements 63 Room and Board 22 ROTC 53 Russian 176,227-229 Russian, Central and East European Studies 227-229 Scandinavian Studies 153-154 Scandinavian Urban Studies 55,161 Scholarships 27-28,30-34 School Year 4,5,16 Science Hall 13 Secondary Education 121-125 Service-Learning 57 Sigma Pi Sigma 207 SkiUs Requirements 64-65 Social, Cultural, Recreational Activities 37 Social Studies 230 Social Welfare Minor 232 Social Work 231-235 Society of Physics Students 207 Sociology 236-239 Space Physics 206 Spanish 176-178 279 Index Special Education 126 Special Interest Housing 43 Special Students (Non-Degree) 20 Speech/Communication and Theatre Arts 240-247 Sponsored Scholarships 30-34 Sports 37 Student Activities 36-37 Student Affairs 38-39 Student Educational Loan Fund (SELF) 29 Student/Faculty Ratio 16 Student Government 36 Student Life 36-44 Student Newspaper 37 Student Project for Amity Among Nations (SPAN) 16 Student Publications 37 Student Rights 36,43,44,78 Student Standards of Behavior, Complaints, Records 43 Student Teaching Abroad 56,117 Studio Art 80-83 Study Abroad 53-56,156-163 Summer School Office 59 Support Programs 39-40 Sverdrup Library 13 Sverdrup-OftedalMemorial Hall 13 Teaching Licensure 50,117 (Also See Majors) Test Scores 18 Theatre Arts 244-247 Transcripts 18 Transfer Scholarships 27 Transfer Students 19-20,61-62,64 Tuition, Fees, Room and Board 22-23 Tutor Center 38 Upper hhdwest Association of Intercultural Education 16 Urban Studies 151-153 Urness Tower 13,43 Veterans 75 Weekend College 57-58 Withdrawal from College 60 Women's Hockey 37 Women's Studies 248-250 Work Study Program 30 Yearbook 37 Youth and Family Institute 14 Youth and Family Ministry Major 222-226
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Augsburg College Interim Catalog, 2001
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Augsburg College Interim Catalog, 2001
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Course Catalogs
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AUGSBURG ......................2 ......................4 Visiting Students ................ 5 About This Catalog................. 5 Calendar ........................6 Interim Courses ................... 7 Lifetime Sports ...................45 Interim Abroad ..................4 7 Introducti...
Show more AUGSBURG ......................2 ......................4 Visiting Students ................ 5 About This Catalog................. 5 Calendar ........................6 Interim Courses ................... 7 Lifetime Sports ...................45 Interim Abroad ..................4 7 Introduction Options Other Courses ................... 5 1 Introduction to Interim Interim is an integral part of the school year at Augsburg College. The College follows a 4-1-4 calendar, with fall and spring semesters of approximately 14 weeks separated by a four-week January Interim. Interim is intended to be a time for both students and faculty to employ styles of teaching and learning and to investigate questions and topics in places and ways not possible during the regular term. Interim is an opportunity for intense concentration on a single course of study. Since one Interim course equals a fulltime load, students should plan to spend the same amount of time in class and preparing for class as they would for a fourcourse load during fall or spring semesters. Students should be prepared for at least 40 class hours during the Interim and should anticipate the equivalent of the normal two hours of study for each class hour. Since the course length is only 3 112 weeks, attendance at every class is imperative. While it is expected that students will attend every class period, instructors will establish the precise attendance policy for their courses. Students can register for only one course credit during Interim. There is no tuition refund for a student who chooses not to enroll in an Interim course. Most Interim courses are graded traditionally on a 4.0 to 0.0 scale. Students generally have the option to register on a PassINo credit basis. A few Interim courses are graded only on the PIN system; this is indicated in the course description. Some courses are offered for either upper or lower division credit. Such Interim courses have two numbers listed and students must select which is most appropriate for their needs. Students registering for upper division credit should anticipate additional assignments and a more rigorous grading standard. Some courses, especially courses with travel requirements, have additional fees associated with them. These fees, although intended to be accurate, may change; and students should check with the instructor to verify the final costs. Students are required to complete at least 33 course credits for graduation. This course total must include two Interims for students who enter with fewer than 14 courses. Freshmen are required to take an Interim course their first year. A maximum of four Interim course credits may be counted toward the 33 course credits required for graduation. Transfer students should refer to their transfer credit evaluation form or consult the registrar for the number of Interim courses required. Day school students (3.0 credits or more for fall) can take a total of 1.0 course credit. They may take two half-credit classes. They may also take a lifetime sport (zero credit). The lifetime sport is at no additional charge if they are full-time students (fall term). If less than full-time, they will be charged. Weekend students can take 1.0 course credits in Interim as a cross registration and will be charged WEC tuition $1258 per course credit and a $25 technology fee. If they do so, they may take only 1.0 additional course credit in Weekend College for winter trimester. Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic and/or school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and its students. Any questions concerning Augsburg's compliance with federal or state regulations implementing equal access and opportunity can be directed to Betty Wade, affirmative action coordinator, Office of Human Resources, CB 79, Augsburg College, 221 1 Riverside Ave., Minneapolis, MN 55454. She can be reached by telephone, (612) 330-1023; or by e-mail, <wadeb@augsburg.edu>. Introduction Options International Interim-Students are invited to participate in the international Interim courses offered by the Upper Midwest Association for Intercultural Education (UMAIE) and other consortia. These course opportunities are listed on page 47. Some courses have early registration deadlines. Internships deadline-Friday, December 8. January Interim internships must be planned in advance. Students electing an internship must meet departmental requirements and present a signed internship-learning agreement plan to the Center for Service, Work, and Learning (1st floor Memorial) by the first day of Interim classes. The learning-agreement forms are available in the same office. Internships during Interim must involve full-time work placements for approximately four weeks. Assistance for planning internships is available in the Center for Service, Work, and Learning. Independent studylresearch or directed study-Students may elect a program of independent study (upper division 499) or directed study (lower division 299) for Interim. Faculty members are strongly discouraged from accepting responsibility for more than one independent study per Interim. Students choosing to pursue independent or directed study must: 1. Meet departmental requirements 2. Present to the registrar a copy of the proposed study plan approved by the supervising faculty member and the directedlindependent study registration form. These forms must be submitted by December 1. Appropriate study proposal and registration forms can be obtained in the Office of the Registrar. Introduction Interims at other schools-Augsburg students may enroll at any other 4-1-4 institution that offers a reciprocal Interim arrangement. Catalogs of these Interim programs are available in the registrar's office. Registration for Interims at the other ACTC colleges will be at Augsburg during the regular registration period. Most courses taught during the Interim at other 4-1-4 schools are accepted for credit by Augsburg, but may not necessarily be accepted as meeting Augsburg's general education requirements or major requirements. Visiting Students Augsburg College welcomes students from other 4- 1-4 schools for the January Interim without tuition charges, provided the student's home institution agrees not to charge tuition to Augsburg students for the January term. The waiver of tuition does not include special fees, housing, or board costs. Other students will be charged $1,726 for the Interim course plus a $25 technology fee. Students interested in registering for an Augsburg Interim should write to the Office of the Registrar for application forms or use the forms provided by the Interim office at their own school. There is an application processing fee of $25. Students are welcome to stay on campus but are not required to do so. Requests for Interim housing should be made to the Office of Residence Life. It should be noted that neither ACTC exchange students nor visiting students may register for 199, 299, 399, or 499 courses. About This Catalog The catalog lists courses by departments in alphabetical order. At the end of the book are listings of other courses not offered by Augsburg but recognized by the College for Interim credit. Students may also register for one of the lifetime sports listed at the end of the catalog. Courses that include travel are marked with an airplane. Interim Calendar 2001 November 13 to December 1 . . . . . . . . . . Interim registration January 3 . . . . . . . . . . . . . . . . . . . . . . . . . .First day of Interim Time I-9:00 a.m. (first day) Time II-1:15 p.m January 4 . . . . . . . . . . . . . Last day to register or add a class or cancel a class without a notation January 12 . . . . . . . . . . . . . . . . . . . . . Last day for determining grading option with registrar January 12 . . . . . . . . . Last day for withdrawing from courses January 15. . . . . . . . . . . . Martin Luther King Day-no class January 26. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Interim ends January 30 ......................Spring semester begins February 2 ................Interim grades due to registrar The time, number, and length of meetings as well as the beginning time will be arranged the first day of class. The daily schedule for Interim is divided into two blocks of time: Time I: 8:00 a.m. to 11:45 (Note: on the first day, Time I classes will begin at 9:00 a.m.) Time 11: 1:15 p.m.-5:00 p.m. Note: Martin Luther King Day-No class For More Information For more information contact Barbara Pappenfus in the Interim Office at (612) 330-1150. Calendar Accounting (ACC) See listing under Business Administration. Drawing ART 107-J Instructors: Pary Pezechkian-Weinberg and Tara Christopherson The legendary light and geography of Provence has shaped art history for centuries. In the last hundred years alone, it has inspired countless works of art. Using French language and personal art, students will immerse themselves in place, documenting their own inspiration with text and images of Provence through journal, discussion, sketching and assemblage. The language, culture and art of Provence will come alive for students, resulting in a very personal memoir grounded in site-specific content. Students will spend the majority of their time in Provence, winding up the program with four days in Paris. For more information, contact Prof. Pary Pezechkian-Weinberg, (612) 330-1090 or Prof. Tara Christopherson, (612) 330-1232. Note: This course is being taught in France and is listed in the UMAIE booklet as Topics: The Artist's Book, Provence to Paris. Liberal Arts Perspective: ART 107 -Aesthetics Life Drawing ART 247-J Instructor: Norman Holen A study of undraped figures for art students and non-art students. The figures will be depicted with graphite pencils in various settings for varying lengths of time. Grades will be based upon quality and improvement. There will be a fee for $45 to be paid on the first day of class. Liberal Arts Perspective: Aesthetics Maximum Enrollment: 20 Time: I Room: Old Main 17 Laboratory Biochemistry BIO 368-J Instructor: Karen Ballen This course is an introduction to techniques commonly used in biochemistry. Techniques include (but not limited to): protein extraction, dialysis, spectrophotometry, SDS polyacrylamide gel electrophoresis, ion exchange chromatography, Western blots, measurement of enzyme activity, and thin layer chromatography. Note: BIO 368 cannot be used to satisfy an upper division elective in the biology major. Prerequisites: 2.0 in BIO 367 Maximum Enrollment: 12 Time: I Room: Science 212 Internal Audit and Management Consulting ACC 424-J Instructor: Staff Auditing through an interdisciplinary approach. Using techniques discussed in a ~ - ~ o i t , ~ t i~nig~, ~ i ~nli~rl,lgcmcrlf, ncc, marketing, and MIS, we c x ; ~ n l i ~ l ae i~iisincss'iolcr-na1 cuii~rolsystems and operating c l l i z i c l ~ c y .13y s~cypingaway from the traditional textbook approach we incorporate creativity and discussion. Major topics include: business valuation techniques, "just-in-time" philosophy, efficiency improvement techniques, disaster recovery planning, and report writing. Students will be evaluated by classroom quizzes, a project, and final examination. Prerequisites: ACC 221&222, BUS 242,252,331, ECO 113, MIS 175&379 Graduation Skill Requirement: Speaking, Writing 1 & 2 Maximum Enrollment: 20 Time: II Room: Old Main 11 Biology d, The Music Business: Marketin Promotion, Publishing, Recor Ing BUS 105-Jl305-J MUS 105-Jl305-J Instructor: Ned K a n t a r An introduction to the music industry. Topics covered include contracts, business structures and basic business essentials, band names, publicity and advertising, and the role of agents and managers. Other topics included are music and theatre, arts administration, copyright, licensing, and recording. Objectives include giving students a basic working knowledge and an understanding of the necessary survival skills to succeed in the music industry, the ability to access and lwowss i ~ i i i ~ r n l a t i oncctlccl r~ I;II. solvi~lerylriciil t n i ~ s i c (11' 111e liur~(lr.t'tlaol' I,usir~uss ~ ~ ~ ~ o l ) :unil l ~ ~nn n siIw,li-rnc.ss , cirrcci. c ~ l , q ) o l + ~ u ~ ~c iv~i li le~ si l l~lic111~1sicind~uirl-y.'l'hc L,I)LII'SC is OI>C'I\ I { ) l)o!l~i t l l j l ~ ';IIICI ~ . IOWC'I- tlivision sl i ~ d c ~ l l Illlllcr s. cliviilrc r , e c l u i r c d Io ri~riilllclc.:~ litla1 r . ~ s c ; ~ prw. ~~~Ii s i r ~ nslucler~~s ject. Examples include devising a specific marketing plan for a venue, concert series or performing ensemble; researching a specific career opportunity; or another approved project. For interested students, an optional four-day trip to the American Performing Arts Presenters (APAP) Annual Conference in New York City, the largest booking conference for concert presenters in the world, is scheduled for January 6-9, 2001. Students are responsible for the cost of transportation, room and board. Students will be evaluated on written and oral presentations, including quizzes, research assignments and classroom projects-individual and/or symposium format. Maximum Enrollment: 15 Time: II Room: MUS 4 Responding to the Challenge of Japan BUS 368-J Instructor: Steven LaFave An examination of current Japanese business practices using a cultural perspective. A multimedia approach will be employed involving film, television documentaries, radio speeches, and readings from current periodicals in addition to text materials. A seminar model will be used with substantial participation expected on the part of the students. Evaluation will be based on a paper, two 20-minute sessions of seminar leadership, class participation, and mid-term and final examinations. This class should be of interest to anyone majoring or minoring in international business or any field of business administration, as well as anyone interested in Japan. Students who cannot attend every class should not enroll in this course. Prerequisite: Junior standing or consent of the instructor Liberal Arts Perspective: Intercultural Awareness I Maximum Enrollment: 20 Time: I Room: Old Main 29 International Marketing BUS 466-J Instructor: Wolfgang Winter Issues and activities unique to marketing in an international context. [Required for the new major in Marketing.] Prerequisite: BUS 252 Maximum Enrollment: 20 Time: II Room: Old Main 29 Personal Financial Management BUS 295-J BUS 495-J Instructor: Ashok Kapoor This is an introductory course in personal financial planning. Students will be introduced to budgeting, credit, income taxes, insurance, real estate, investment, and retirement planning. BUS 295: Quizzes and exams. BUS 495: All of the above plus some assigned case problemslpapers will be required. Prerequisite: Math Placement Group 3 Maximum Enrollment: 25 Time: I1 Room: Foss 43 Advanced Computing for Business MIS 370-J Instructor: Jim Kattke C3bjcctivus arc tcl lcnrti conccpls unilc.~.lyi~lg crr,;~tiitnof Web 1ugcs and b i u i ~ ~ cco~minunicatic~n ss v i ' ~(he I n~crnrl.Usc o l r ~ l ~ t i i ) l ~latilb:1scs i.~l [or u c l v a ~ i ~ cqucrics, d fi~rms,altd rcpnr ts. Basics of event-driven programming for solving business related problems. Students will complete three major projects and a few minor assignments. The course requires significant effort on projects and constant access to a computer. Cooper;~lionw i ~ hl'cllow sluiltn(s in 1e;irning to aoply col-1cepts is cncou ~,i~p,cd. A good gr~ispof blS Access is rcquiruil or the williilgntss lo cxcrcisc cxccplic)nal effort in lt.;lri\ing tllc tool. Prerequisites: MIS 175, CSC 170, consent of the instructor, or Math Placement Group 3 Maximum Enrollment: 20 Tme: II Room: Lindell 16 Chemistry for Changing Times CHM 100-J Instructor: Arlin Gyberg This course is developed from the perspective of a person living in modern, high-technology society such as the United States. It assumes that before one can evaluate a moral or societal issue of a scientific nature one at least must be able to understand the science involved. Anything less is an impression rather than an informed decision. As we develop scientific concepts we will at the same time relate them to an abundance of current issues. We live in a world of pesticides, fertilizers, plastics, birth control, food abundance and food shortage, food additives and processing and synthesis, organically grown food, chemical dependency, licit and illicit drugs, the energy crisis, and the debates about sources of energy, the green house effect, and nuclear waste storage, pollution, genetic engineering and much more. Many of these problems are chemical in nature. Thus, in learning about chemistry, via lecture and in-class discussion, we can begin to understand ourselves, our society, our world, and even some of the universe. The grade for the course is based on a percentage of the score of total points on the daily quizzes. Prerequisite: Math Placement Group 2 Liberal Arts Perspective: Natural World 2 Maximum Enrollment: 25 Time: I Room: Science 315 Chemistry I Introduction to Computer Science and Communication CSC 160-J Instructor: Noel Petit This course introduces the major areas of computer science and computer communications. These areas are: algorithms, algorithm design, algorithm efficiency, hardware, logical circuit design, computer organization, software and operating systems, programming languages, operating systems, theory of computation, mathematical foundations of computer science, Turing machines, computer communications and the Internet, packet switching, Internet services, and operation. This course will consist of lecture/discussion times with frequent in-class lab exercises on the topics above. Grading will be based on examinations, labs, and homework. This is not a course in computer applications or how to use computers, although we may touch on these topics. Prerequisite: Math Placement Group 3 Maximum Enrollment: 15 Time: I Room: Sverdrup 202 UNlX and C CSC 272-J Instructor: Karen Sutherland Study of UNIX operating system and the C programming language. It is assumed that the student has knowledge of programming methods and has done programming in some other language. Evaluation will be done on 10 programming assignments, two to three quizzes and a final project. Grading is done by combining the weighted grades of all assignments and quizzes. Prerequisite: CSC 170 or programming in some other language Maximum Enrollment: 20 Time: II Room: Sverdrup 202 Topics: Computer Science: An Alternative Scheme One and Two CSC 273-J CSC 373-J Instructor: Charles Sheaffer This course is especially intended for students with no prior exposure to programming in particular or computer science in general. It will be a laboratory intensive, self-paced course using the Scheme programming language. We will introduce an alternative approach to some of the most important concepts of computer science including problem solving, simulation, object-oriented programming, functional programming, procedural and data abstraction, and program interpretation. Students with knowledge of programming will benefit from exposure to the alternative paradigm represented by the Scheme language and will acquire a concrete understanding of how these important concepts are actually implemented in real languages and machines. Students will be evaluated based on a series of programming projects. CSC 373 is a continuation of CSC 273. Graduation Skill Requirement: for CSC 373, Critical Thinking Prerequisite: CSC 273, none; for CSC 373, CSC 273 or consent of the instructor Maximum Enrollment: 20 Time: II Room: Sverdrup 205 Topics: Forecasting Economic & Business Activity ECO 495-J Instructor: Steve Huchendorf This course is designed to prepare students for analyzing primary and secondary economic and business data in making business decisions. Skills will be developed in various forecasting techniques as well as skills in using the statistical software package MINITAB. Course outcomes include building knowledge of qualitative and quantitative forecasting techniques; identification of data patterns, scatter diagrams, Economics I correlation analysis, moving averages, exponential smoothing techniques, regression models, classical decomposition, regression of time series, box-jenkins time series analysis, and various qualitative forecasting techniques. Skills in the selection of the appropriate forecasting technique will be developed with a comparison of the characteristics of each technique. In addition to the forecasting techniques that are learned in the course, students will also apply the concepts with the statistical software package MINITAB. Course evaluation will include homework, computer assignments, exams and a forecasting project. The forecasting project will apply the course concepts to a student selected data series. Prerequisite: ECO 112 or 113 or consent of instructor. Maximum Enrollment: 15 Time: I I Room: Sverdrup 201 Practicum and Seminar in Special Education EDU 491-J Instructor: Susan OIConnor A supervised field placement that serves people with disabilities, plus an on-campus seminar. Students planning to take this course should consult with the special education coordinator about a placement prior to registering for the course. Students must complete designated hours of fieldwork as well as written and reading assignments. Prerequisite: EDU 282, completion of courses for special education minor, or consent of instructor. Maximum Enrollment: 9 Time: II Room: Sverdrup 206 The Cuban Story: Quantitative Journalism in Cuba ENG 347-A Instructor: Cass Dalglish Students will research and write stories with a statistical issue at the core, doing their work where few U.S. citizens have been able to travel or study-Cuba. They will study how to evaluate and analyze information both numerically and verbally and how to communicate quantitative data. They will study the Cuban economy and both the gains and challenges politics have brought to Cuba. During the 10-day seminar, students will interview economists, meet government officials, travel to the country to consider food and farming, study health care and education, and meet students and journalists. Finally, students will write lucid investigative stories which demonstrate that they have gained an ability to gather, handles, and present quantitative information in a precise and readable style - in oral and written formats. The class will have several meetings at Augsburg before the Cuba travel and several following the group's return to the U.S. [This is a joint day Interimlwinter WEC course with enrollment limits.] Prerequisite: ENG 225, ENG 227 or consent of the instructor, Math Placement Group 3 Graduation Skill: Quantitative Reasoning Time: arranged Topics: Which West? The American West in Film and Literature ENG 282-A ENG 382-A Instructor: Joan Thompson In this class you will read literature and view films in order to learn about ways in which ideas about the American West have helped to shape American identity and cohstructions of the West. Although over 100 years have passed since Frederick Jackson Turner announced the closing of the American frontier at the 1893 meeting of the American Historical Society, the West has not lost its associations with the frontier and its attendant mythology. You will learn that even as formulaic fiction and film popularized this vision of the West, serious writers and, more recently, filmmakers have been exploring other possible versions of the West. Through focusing on these explorations of the West as place, you will gain an understanding of the role of myths, such as the romantic gunfighter's conquest of both Native peoples and land, in American views of the West. You will also explore ideas such as Manifest Destiny, individual freedom, and appropriate land use. Because the West has always been filled with a plurality of voices, you will look'at ways writers and filmmakers who have visited, imagined, or lived in the West have both affirmed and countered these myths and ideas in their work. Course grades will be based on readinghiewing journals, a three to four page paper, a final exam, and class participation. Additionally, if you are enrolled in 382, you will read several critical articles on reserve at Lindell Library, as well as an additional novel. You will then write an additional short paper on the novel using the critical ideas you have studied. You will also give a brief presentation on your additional reading. Liberal Arts Perspective: Western Heritage Maximum Enrollment: 25 Time: II Room: Old Main 26 Topics: Investigating the Victorian Thriller ENG 282-D ENG 482-D Instructor: Dallas Liddle This course will study the phenomenon in nineteenth-century Britain of the popular novel of suspense, mystery and terror. From Frankenstein early in the century to Dracula at its end, the nightmares imagined by novelists of Great Britain have continued to interest and horrify readers throughout the 20th century. Early in the century these tales were generally either "Gothic" (stories of horror and the supernatural set in Italy or Spain) or "Newgate" novels (true-crime stories about the lower classes). By the 1860's however, popular novelists including Charles Dickens, Mary Braddon, Eliza Wood and Wilkie Collins were producing a stunningly successful series of works in which the action was set in the everyday world of the Victorian middle classes, and the villains (as one reviewer remarked) seemed like people the reader might meet at dinner. Often challenging and sometimes subversive, these novels drew intense public scrutiny by raising issues that the politer genre of domestic fiction could hardly hint at including gender roles and sexual transgression, class and race oppression, obsession and madness, and the dark sides of urban life, industrial poverty, and empire. We will read several of the best of these thrillers, at the same time actively investigating the culture that produced them. We will read original reviews and responses, including parodies, and learn about the context of newspaper and magazine journalism in which several of the novels appeared. While we investigate the power of the Gothic and Sensation genres for their original audiences, however, we will also work to determine why these novels have continued to appeal to successive generations of readers. Course grades will be based on class attendance and participation, two short papers, a group presentation, and a final exam. Upper-level students will read one additional novel, write a research-based paper on it, and share the results of their research with the class. Prerequisite: ENG 111 Liberal Arts Perspective: Western Heritage Maximum Enrollment: 25 Time: II Room: Foss 20 Topics: The Heroic Journey ENG 282-M ENG 382-M Instructor: Joan Griffin "The hero," says Joseph Campbell, "Is the man or woman who has been able to battle past his personal and local historical limitations to the generally valid, normally human forms." This struggle, the heroic journey, is a quest for wholeness, for harmony with oneself, one's society, and even the universe. The journey may be physical, moral, psychological, or spiritual, but it always concludes with the regeneration of the hero and/or the redemption of the hero's society. This course will study archetypal patterns of the heroic journey as well as specific examples of such journeys, emphasizing the work of Joseph Campbell, but also citing studies of the hero by Lord Ragland, Carol Pearson, and Richard Slotkin, among others. We will note that major heroic genres in western tradition-the epic and romance-almost always assume that the hero is usually a warrior and aristocrat. Thus we will analyze typical elements of the heroic warrior myth as depicted in ancient and medieval epics and romance, but will also pay particular attention to works that challenge or enlarge the tradition. We will consider the implications of the enduring popularity of warrior-hero renditions of the heroic journey. Evaluation is based primarily on papers. Class attendance is mandatory. Do not take this course if you know that you will need to miss more than two classes. Prerequisite: ENG 111 recommended but not required. Liberal Arts Perspective: Western Heritage Maximum Enrollment: 15 Time: I Room: Foss 20 English Beginning French I FRE I l l - J Instructors: Pary Pezechkian-Weinberg and Tara Christopherson This course is the same as ART 107-J Drawing. See p. 7 for course description. Note: This course is being taught in France and is listed in the UMAIE booklet as Topics : The Artist's Book, Provence to Paris. Liberal Arts Perspective: Intercultural Awareness 2 C.S. Lewis and the Christian Imagination HON 401 -J Instructor: Larry Crockett For information, contact Prof. Larry Crockett, (612) 330-1 160 Liberal Arts Perspective: Christian Faith 2 or 3. Time: I Room: Sverdrup 208 Dance (men only) (0.5 course credit) HPE 232-M Instructor: Carol Enke Theory and practice in teaching and performing American heritage and international folk dances. The majority of the course grade is based on dance practicals, a teaching assignment, and a written test. Note: HPE 232 and HPE 275 can be taken simultaneously Maximum Enrollment: 12 Time: I- 1/3,1/5,1/8,1/9,1/11,1/16,1/17 Room: Melby Gym - center court Honors Dance (women only) (0.5 course credit) HPE 232-W . Instructor: Carol Enke Theory and practice in teaching and performing American heritage and international folk dances. The majority of the course grade is based on dance practicals, a teaching assignment, and a written test. Note: HPE 232 and HPE 275 can be taken simultaneously. Maximum Enrollment: 12 Xme: I - 1/3,1/5,1/8,1/9,1/11,1/16,1/17 Room: Melby Gym - center court Prevention and Care of Athletic Injuries (0.5 course credit) HPE 275-J Instructor: Missy Strauch Emphasis placed on preventing and treating common athletic injuries. Practical experience in taping and training room procedures. Note: HPE 232 and HPE 275 can be taken simultaneously. Prerequisite: HPE 114 or equivalent Maximum Enrollment: 20 Time: 1 - 1/4,1/5,1/8,1/10,1/12,1/18,1/19,1/22,1/23,1/24,1/25 Room: Melby 119 School Health Curriculum(O.5 course credit) HPE 320-J Instructor: Staff Techniques for developing a course of study in school health based upon growth and development for grades 5-12. Examination of "Standards" and pedagogy for health education, curriculum and assessment included. Maximum Enrollment: 18 Time: I - Mondays, Wednesdays, and Alternate Fridays Room: Melby 202 Administration and Supervision of School Health (0.5 course credit) HPE 41 0-J Instructor: Staff Historical background, legal basis, school health services in relation to community and school health programs and resources. Maximum Enrollment: 18 Time: I Tuesdays, Thursdays, and Alternate Fridays Room: Melby 202 - Sailing in the Virgin Islands HPE 455-J Instructor: Joyce Pfaff Designed for the beginning and intermediate sailor interested in the art and practice of sailboat cruising. The course will take the participant to a competent level of sailboat handling (anchoring, mooring, helming, and crewing). The student will live aboard a 43'-46' fixed-keel sailboat with five to six other people and will function as an active crew member. Actual on-the-water instruction will be the major part of the course. Sailing will include cruises to the various islands and cays in the British and American Virgin Islands. Snorkeling and wind surfing will be available on an optional basis. Some classes will be held in December prior to leaving for the Virgin Islands in January. The course cost is $3,300, which includes airfare for Augsburg day students and qualifying interim exchange students. Others will have to pay regular Interim tuition in addition to this course cost in order to receive academic credit. PIN ONLY. Applications may be picked up from the office of Joyce Health & Physical Education 1 Pfaff, Melby Hall 121, Augsburg College. They must be turned in with deposit and appropriate signature before final acceptance is given. Prerequisites: Permission from Joyce Pfaff, health and physical education department, (612) 330-1247; no smoking is allowed; basic swimming skills Graduation Skill Requirement: Lifetime Sport, also one course credit upper divislon Maximum Enrollment 10 ( A waiting list will be kept after the original 10 spots are filled) The Use and Misuse of "Lessons" of History in 20th Century European Diplomacy HIS 195-J Instructor: Sheldon Anderson This interim seminar examines several important 20th-century leaders and their impact on the course of European political and diplomatic history. Topics will include Lenin, Woodrow Wilson and the Versailles Treaty, Neville Chamberlain and the appeasement of Adolf Hitler at the Munich Conference in 1938, Joseph Stalin's decision to sign a non-aggression pact with Hitler shortly before World War 11, Franklin Roosevelt and Winston Churchill's alleged appeasement of Stalin at Yalta, Harry S. Truman's Cold War policies, and Reagan and Gorbachev's diplomacy as the communist systems of Europe fell in 1989. Through discussion of common readings and several small research assignments, the course will focus on the popular myths that have developed about these leaders and these conferences, and some of the "lessons" that scholars and policymakers have drawn from them. Maximum Enrollment: 25 Time: I Room: Sverdrup 20 Paideia Seminars INS 120-J Instructor: Anne Jensen Students will participate in a series of seminars following the Paideia seminar format as developed by Mortimer Adler and Paideia Associates. Students will also view selected films for seminar discussions; develop and /or hone skills of mature, intellectual talk; observe seminars conducted in a St. Paul public school; evaluate their own behaviors during seminars and lead seminars. Students will be assessed on journal entries including evidence of seminar preparation, reflection, peer and self-evaluation as well as a final summary paper. Graduation Skill Requirement: Critical Thinking Maximum Enrollment: 20 Time: I Room: Foss 43 Topics: A Civil Rights Immersion: Experiencing History INS 200-J INS 300-J Instructors: Garry Hesser and Joseph Young Learn by visiting the historic sites and visiting with those who brought about the most important changes in the 20th - century U.S. It could change your life, too. During the 1950s and 60s a series of major events and fundamental social change occurred in the United States. For the first two weeks, we will seek to develop a basic understanding of race relations in the U.S. through readings, visiting lecturers, videos, learning from each other, and the MLK, Jr. event on January 15. Then, this intentionally diverse class will board a bus for an intense, study-travel journey to Little Rock, Memphis, Selma, Birmingham, Montgomery, Atlanta and Nashville-the places where history was made and the museums that chronicle those times. We will meet with and interview participants in these critical events, as well as actively engage one another in dialogue and collaborative learning. The course objectives Interdisciplinary include learning about the history and sociology of race and ethnic relations in the U.S.; gaining insights from persons and places that mark the "turning points" of the 1950s and 1960s; documenting our personal and group experiences so that our insights and understanding can be shared with the Augsburg community and others; and increasing our skills for cross cultural collaboration and dialogue. Upper and lower division: Students obtaining upper division credit will complete a research paper on a specific topic related to the course, including an annotated bibliography with a minimum of 20 resources. Cost: $600, plus the cost of your ineals and personal expenses for 11 days. Covers all transportation and lodging for 11 nights. Liberal Arts Perspective: Intercultural Awareness 1 or Social World 1 or 2 Maximum Enrollment: 25 Time: I Room: Murphy 111 **Note: All participants will go on a bus tour beginning Monday, January 15, and ending on Friday, January 26. Introduction to Islam INS 225-J Instructor: Amin Kader This course is designed by a practicing Muslim to present his perception of Islam to non-Muslims. The course will cover the ideological foundations of Islam, its basic concepts and tenets, Islamic law (Shari'ah), Islamic economic and political systems, and Islamic patterns of life. There will also be discussions on the differences between the Islamic sects (Sunnis, Shi'its, Sufis, etc.). Some effort will be made to deal with the similarities and differences between Islam and both Christianity and Judaism. Students will also visit one of the mosques in the Twin Cities. Evaluation is based on two tests and a paper. Liberal Arts Perspective: Intercultural Awareness 1 Maximum Enrollment: 30 Time: I Room: Old Main 27 Work in the City Externship: Linking Education and the World of Work INS 298-K Instructors: Lois Olson and Lynda Olson This course introduces students to the nature of work, its role and value to the individual and to society. Seminar format will focus on work as viewed by this generation and the requirements to succeed both now and in the future. A special emphasis will be on self discovery learning activities, visits to Twin City businesses and community organizations and discussions with panels of professionals. Students will be expected to research employment trends and career options, complete a portfolio of reflections, exercises and self assessments and give individual and group presentations. Students will also explore various organizations of the Twin Cities and understand their role and impact in a major metropolitan area. PIN grading only. Liberal Arts Perspective: The City Maximum Enrollment: 20 Time: I Room: Lindell 16 Dakota History and Culture INS 495-J Instructor: Eric Buffalohead This course examines Dakota culture and history from 1650 to the present. Emphasis will be on cultural changes and development affecting the Dakota tribes in Minnesota. Students will be required to conduct in-depth research and to write a major paper of their findings. There will be an inclass final examination and questions will be given weekly to facilitate discussions. Maximum Enrollment: 15 Time: II Room: Music 23 Room: Murphy 111 * To ics: The Czaeh Republic: Social and Cu bra! Impact of the Emerging Free 7 Market Economy INS 495-K Instructor: ~ t StoHer u This intensive experience in contemporary Czech culturr and society will allow you the opportunity to develop an appreciation for the many diverse cultures that intersect in Central Europe. Students will reflect critically on how their own life experiences have shaped their perspectives in the world, and how this differs from people in other countries. During week one, there will be excursions and field trips, that will explore the environs of Olomouc and study the history, culture, art, and architecture of the Czech Republic. Week two will focus on the Czech Republic's recent membership in NATO. Students will study the roots of the divisions of modern Europe, the concerns of the Czech government as it approaches membership in the EU. The final week will concentrate on developing a capitalist enterprise in the ex-communist world, looking at how models are succeeding, and how different sectors of Czech society are responding to the changes in social norms and values which underlie these new economic initiatives. For more information and costs for the trip contact Stu Stoller at (612) 330-1772 Management Information Systems (MIS) See listing under Business Administration Social Justice in America POL 140-J Instructor:Andrew Aoki In this course, students will develop their ideas about social justice, and apply them to urban issues. This is a course for those who like discussing ideas, and who wish to become better thinkers. Students will develop their arguments in papers and class discussions. Reading is light, and most of the material is covered only in class, so attendance is essential. Students who anticipate having to miss one or more classes should not take this course. The most successful students will be those who are willing and able to engage in a rigorous and critical examination of their own views. Participation is required, including evaluating and commenting on the ideas of classmates. Liberal Arts Perspective: The City Maximum Enrollment: 20 Time: I Room: Music 22 Environmental and River Politics POL 241-J Instructor: Joe Underhill-Cady We live and work on the shores of the largest river in North America. It is the reason the Twin Cities are located where they are, and it continues to define the city, as human settlement here in turn has profoundly shaped the river ecosystem. Of late in cities across America there has been "a return to the river," and in this class we will be doing the same. The River stands as a remarkable symbol for the community, of continuity and change, of cycles and transformation, of the power and beauty of the natural world, and there is much to be learned from studying it. Using the Mississippi as the focus, this course looks at the changes in thinking about the relationship between humanity and the natural world, as the relationship has been expressed in literature, law, science, religion, political philosophy, and popular culture. Particular attention will be paid to legal and cultural conceptions of the natural world, including the ideas of property and ownership. We will explore the distinction between wilderness and civilization and the political function of the line dividing those two realms. We will explore the river through the eyes and experiences of those who have worked and lived their lives along it, and through site visits to locations along the river, speakers in class, and on the Internet. Students will have an opportunity to explore their own interests in the river through individual projects, ranging from boat building, to lobbying at the State Capital, to the various Mississippi floods, to river ecology and "green consumerism." There will be opportunities to work with local river-related groups on those projects. Throughout the course students will be encouraged to dream, and to work on taking that vision and making it a reality, in building support for a project, in networking, in having patience, in following through, in working hard, and at the end, having something concrete to show for their efforts. These projects can be a prototype for the future pursuit of a vocation to contribute to their world in whatever way one is called to do so. Liberal Arts Perspective: Social World Graduation Skill: Critical Thinking Maximum Enrollment: 20 Tme: I Room: Old Main 25 Principles of Psychology PSY 105-J Instructor: Grace Dyrud An introduction to the methods and approaches used in psychology for the purpose of understanding behavior. Applications of psychological concepts to everyday situations are emphasized. Evaluation will be based on means of two tests and two lab reports. Liberal Arts Perspective: Human Identity Maximum Enrollment: 25 Time: II Room: Old Main 10 Psychology and Law PSY 335-J Instructor: Nancy Steblay Application of psychological principles and research methodology to legal processes and issues. The course emphasizes three content areas: eyewitness issues (such as lineup and interview procedures), courtroom procedures (jury selection, jury decision-making, pretrial publicity), and psychological profiles of offenders and victims. Grades will be based on exams and one paper. Prerequisite: PSY 105 Maximum Enrollment: 25 Time: II Room: Old Main 25 Basics in Youth and Family Ministry REL 235-J Instructor: Richard Hardel This course will provide students with the history and development of youth and family ministry in the U.S. It will provide students with basic skills and understanding for designing an effective youth and family ministry in a congregation. Students will study the latest research on children, youth, and families from Search Institute and learn the new paradigm of home and congregation in partnership for teaching and nurturing faith. They will learn the latest conceptual model of a holistic approach to youth and family ministry. Prerequisite: REL 111, 221, or 331 Liberal Arts Perspective: Christian Faith 3 Maximum Enrollment: 25 mme: II Room: Music 24 Psychology I Theology of Death and Dying REL 390-J Instructor: John Benson This will be a multidisciplinary course, using materials from biology, psychology, sociology, history, world religions and Christian theology proper. It will also be ecumenical, since some of our theological material will come form Roman Catholic as well as Protestant sources. Religious traditions regarding death and the afterlife will be studied, and various ethical questions related to death and dying will be considered. Field trips in the Twin Cities are also planned. We will become acquainted with the field of mortuary science, the hospice movement in the United States and current medical practices related to the terminally ill. Daily lectures, discussions, quizzes and written assignments will be the format. Grades will be based on class participation, two tests and oral presentation of a research project. Prerequisite: Religion 111, 221, or 331 Liberal Arts Perspective: Christian Faith 2 or 3 Maximum Enrollment: 25 'lime: I Room: Music 23 Topics: Psalms, Songs, and Religious Poetry REL 308-J Instructor: Rolf Jacobson A study of poetry from the Christian tradition, focusing on biblical psalms and poems, religious poetry, and Christian hymns and songs. An introduction to interpretation of poetry and poetry set to song. Students will be evaluated based on one major paper, leading three discussions of primary texts, and on class participation and preparation. Prerequisite: Religion 111, 221, or 331 Liberal Arts Perspective: Christian Faith 1 or 3 Maximum Enrollment: 25 Time: I Room: Music 24 Topics: Religion at the Movies REL 309-J Instructor: Lori Hale Religious themes such as good and evil, morality and ethics, human nature, holiness, faith and belief, salvation and redemption, and forgiveness and mercy will be explored through the medium of popular film. Movies including the "The Matrix'', "The Shawshank Redemption", "Babette's Feast'', and "Wings of Desire" will be coupled with directed theological or historical readings. Essays, class participation, and a final paper will serve as the basis for evaluation. Prerequisite: Religion 111, 221, or 331 Liberal Arts Perspective: Christian Faith 2 or 3 Maximum Enrollment: 25 Time: II Room: Music 22 The Vision of God in Nicholas of Cusa and Martin Luther REL 455-J Instructor: Mark Tranvik and Mark Fuehrer This course examines the thought of two major thinkers from the late medieval and reformation periods. We will read and discuss primary texts from Cusa and Luther, focusing on the theme of the "vision of God" Last three days of the course will be held at a lodge in northern Minnesota. Three extended essays will be the basis of evaluation. Team-taught by Professors Mark Fuehrer (philosophy) and Mark Tranvik (religion). A fee of $225.00 is required to cover lodging costs. This will need to be paid by December 1,2000. Transportation is student responsibility. Prerequisite: Religion 111, 221, or 331 Liberal Arts Perspective: Christian Faith 2 or 3 Maximum Enrollment: 20 Time: I Room: Old Main 10 Religion I Exploring Human Services SWK 257-1 SWK 257-J Instructors: Vern Bloom and TBA Experiential learning occurs as students volunteer 60 hours in a service agency or institution that they select. The placement must be approved by course faculty and supervised by agency staff. The course is designed to introduce the fields of practice in social work and to help students explore a possible major in social work or future career in the human services. The three-hour weekly seminar is devoted to discussions that assist students in integrating agency experiences and readings that explore the historical development of social welfare as an institution and the nature and value system of social work as a profession. Students will also examine and critique the manner in which social, economic, and political structures impact diverse groups in society. Students will focus on their own responsibilities in society, as well as examine their personal value system in relation to special concerns, such as poverty and the "isms." Detailed information will be sent to students at the close of Interim registration. Liberal Arts Perspective: The City Maximum Enrollment: 60, 2 sections Time: I Room: Foss 21 A and B Topics: Child Welfare Social Work and the Law SWK 295-J Intructor: Tony Bibus and Ragnhild Collin-Hansen This course will introduce students to social work practice in the area of child welfare with special focus on the relationship of child welfare laws, policies, and court to the lives of families and children. Students will study Minnesota statutes, meet with key policy makers, observe court procedures and discuss practice and legal issues with child welfare social workers and possibly with families and children as well. There will also be opportunities to compare child welfare laws and practice in the US with those in Europe, especially Norway. The principles of permanency planning, family-centered practice, prevention and protection, and the twin goals in child welfare of securing safety and nurturing children while preserving their ties to their family will be examined. We will also explore controversies and emerging issues in child welfare law such as concurrent planning, "dual-track" service strategies, encouragement of the adoption of children of color by white families, and research related to the effects of poverty and oppression on the neglect of children's need. Students will analyze the dynamic interplay of societal values, power, politics, facts and myths as they manifest themselves in child welfare laws; they will begin to form their own positions regarding an ideal approach to supporting the welfare of children from a global perspective. Evaluation of learning will be in the form of assessments by instructors and students of the major paper or project completed for the course. Prerequisite: Social Work Majors or permission of Instructor Maximum Enrollment: 8 Time: II Room: Sverdrup 20 Field Work I: Integrative Seminar SWK 307-J & K Instructor: Curt Paulsen and Joe Clubb Junior social work majors are required to have 240 hours of supervised professional experience in a social work agency. This small group seminar supports the first 120 hours of this placement and is facilitated by the faculty member who serves as liaison to the student's practicum field agency. The course provides structure and process for students to integrate learning from their practicum and academic coursework focusing on generalist practice with individuals. Prerequisites: Candidacy status, SWK 301, and SWK 306 Maximum Enrollment: 12 Time: I Room: Murphy 111 Human Community and the Modern Metropolis SOC 211-J Instructor: Gordon Nelson This course will examine the extent to which the experience of the community is possible in the context of the metropolitan situation. The course will focus on the Twin Cities metropolitan area. Each member of the class will be responsible for a class presentation, which must reflect on-site observation in a particular locale within the metropolitan area. In addition, class participation and a final examination will be basis for evaluating performance in the course. Liberal Arts Perspective: The City Maximum Enrollment 25 Time: I Room: Foss 175 Social Work rrs - Foundations in Women's Studies WST 201-J Instructor: Julie des Jardins This course offers an introduction to the interdisciplinary field of women's studies. Students will explore the scope of women's studies; develop greater understanding of diverse women's status, contributions, and concerns nationally and globally; and consider how women's studies and other academic disciplines influence our perspectives on women and men, and on policies and actions affecting people's lives. Throughout the course, we will make connections between gender, racelethnicity, economic class, sexuality and other differences in our analysis of women's experiences. Finally, we will explore ways to put our knowledge into action. This course requires active participation, daily reading and several short writing assignments. In addition, we will take field trips to visit some women's organizations in the Twin Cities. Graduation Skill Requirement: Speaking Maximum Enrollment: 20 Time: II Room: Old Main 13 Women's Studies Lifetime Sports The following activities are available to students during Interim, and students may register for these classes as well as for a regular course. These activities do not carry course credit but do meet the lifetime sports requirement for graduation. Lifetime Sport: Badminton/Pickleball HPE 002-B Instructor: Brian Ammann Practice and playing of badminton and pickleball. Grading: PIN only. Graduation Skill Requirement: Lifetime Sport Maximum Enrollment: 20 Time 12:OO-1:00 M, T, W, Th, F Room Melby Gym northlsouth courts Lifetime Sport: Ultimate Frisbee HPE 002-F Instructor: Marilyn Florian Practice and playing of ultimate frisbee. Grading: PIN only. Graduation Skill Requirement: Lifetime Sport Maximum Enrollment: 20 Time: 12:OO-1:00 M, T, W, Th, F Room: Air Structure Lifetime Sport: Golf HPE 002-G Instructor: Brian Ammann Practice in the various shots used in the game of golf. Grading: PIN only. Graduation Skill Requirement: Lifetime Sport Maximum Enrollment: 20 Time: 12:OO-1:00 M, T, W, Th, F Room: Air Structure Lifetime Sports Introduction to Dance HPE 002-T/THR 002-T Instructor: Sandra Agustin See course information listed under THR 002-T Graduation Skill Requirement: Lifetime Sport Maximum Enrollment: 15 Time: 12:OO-1:00 M, T, W, Th, F Room: Satern Auditorium Interim Abroad Social Work in Nicaragua-Challenges in Social Justice + January 7-26, 2001 SWK 295 (Contact your social work adviser about credit options.) Instructor: Randy Herman, Univ. of St.Thomas; Augsburg Contact: Tony Bibus Will introduce students to social issues faced by Nicaraguan families and communities in both urban and rural settings. Experiential in design, this course will provide opportunities to meet Nicaraguan people in their homes, communities and places of work. Spanish language proficiency is not required, as interpretation will be provided as needed. The course will include excursions to both rural and urban settings, opportunities for field experience and hands-on service, and classes in Spanish conversation. Cost: $2595, This includes roundtrip airfare from Minneapolis to Managua, all meals, lodging, ground transportation, program expenses and course tuition. Register for course at Augsburg College, Office of Registrar. Also, make application at the Center for Global Education in Murphy Place. Application deadline: October 20, 2000. Maximum Enrollment: 20. For more information contact: Study Abroad Office, Center for Global Education, Murphy Place, (612) 330-1 159. + Topics: Social Work & Education in Norway January 3-26, 2001 EDC 495-PISWK 295-P (Social work majors should contact their adviser about credit options.) Instructor: Hans Eriksson; Augsburg contacts: Tony Bibus or Susan O'Connor Will introduce students to modern Norwegian life, with particular emphasis on Norway's systems of education and health and welfare services to children, youth and families. Students may take one of two separate but parallel tracks: "Winter Recreation Programs with Children and Youth'', or "Social Work, Child Welfare Work, and Education." Lectures, field study, and practicum experience will introduce students to the content and context of professional practice in Norway as well as the unique Norwegian system of folk high schools. All classes will be taught in English and will contain both U.S. and Norwegian students. Prerequisites: Students signing up for the education track must have some experience in cross-country skiing. Cost: $2350. This includes roundtrip airfare from Minneapolis to Trondheim, Norway; all meals, lodging, program expenses, and course tuition. Register for course at Augsburg College, Office of Registrar. Also make application at the Center for Global Education in Murphy Place. Application deadline: October 20,2000. Maximum Enrollment: 20. For more information contact: Study Abroad Office, Center for Global Education, Murphy Place, (612) 330-1 159. UMAIE SPP 201-J Augsburg is part of a consortium called UMAIE, Upper Midwest Association for Intercultural Education, that offers overseas learning experiences during the Interim. Further information about the following courses can be obtained from Cynthia Truitt Lynch at the Center for Global Education, CB 307, Augsburg College, 221 1 Riverside Ave., Minneapolis, MN 55454, (612) 330-1650. These courses are offered on a PIN basis only and generally carry a lower division number. Africa and the Middle East The Middle East: A Spiritual Geography Tradition and Modernity in Africa: The Experience of Ghana Asia Development and Community in Bangladesh Australia and the South Pacific Sustainable New Zealand: Ecology, Economy and Society Europe Introduction to Peace and Conflict Studies: The Northern Ireland Context British Henlth Girt': Mecli~r,qSl~cr.irllNeeds , and Music Christian I,Viwslrip: 14r11t ~ j A r t Atz.l~itecture, ~ I N I orw~~y Sot:i(rl ht~rk1111tiEiiuci,~tiot~ 'lilt, (:zcc/l Kcprrtliic: Sorii~ln r d C.i:lrlrirral I~lipnrl(I)' the Kt1 I L : Y i11,q ~ lqrw M ~rk~+t J EL+O/KJI 71y 7'11~ E~ig!isIlScl~ooinlrtl Ft:llr~lily: A <A'o:nl~rl~nrri~ivc .St!aly Trikirr,qrr Qrrrrrr~ilr~rI.i:rrp irrlo Elrrgjr ' I ' h Ar!is~!sllook, ~ ' ~ O V C I I L to - L ,Pdris: f i c g i r ~ t ~ D i ~ I~ gY ~ W i411ii ~I~~ 7k;~irlrtirigI;ri,rr.l~ch Helkrrrzi~~g Br~~/nrt(l: !I ( ~ i A~li.it,ir/ u I ; r i ~ chcrs ~ Shaped the I,ito?~lurc.arlll Art oJ'R4nilcrrrI;r~~lnr~rt The I.r;tri/saipt,sc!il;rritl.r: C:IJ/III~J~IIJS, A h 6 t . ~ and , Parishes The L m / ( ; ( ~ t ~ r r t ~ ~ !Ai uj it~~ t: ~ r , i ~it1~ (Pf~ris ~~rs "Most German of the Arts": Music and German National Identity Psychoanalysis and Feminism: French, British, and American Perspectives Scandinavian Economy, Culture, and Society Latin America and the Caribbean The Cuba Story: Quantitative Journalism in Cuba Sailing in the Virgin Islands Social Work in Nicaragua Interim Abroad Other lnterim Abroad Courses HECUA Environment, Economy and Community in Guatemala Development and Community in Bangladesh ACTC Peace and Conflict Studies in Northern Ireland ACTC Creative Writing Workshop at St. Thomas The Language of Desire: Theory and Practice of the Love Poem For Advanced Creative Writers Course will carry upper division English credit Instructor: Leslie Adrienne Miller What makes a poem hot? What gives language that extra charge and sparkle? Why are bad poems about sex really bad? What is the role of the erotic in a poem? In a love poem? How do poems seduce us, engage our sense of physical desire via our imagination? How can we be sure we've written a sexy poem rather than a mere sex poem? How have poets answered these and other questions across a variety of times and cultural contexts? This course will explore these and other related questions with the assumption that poetic language can and often should be sensual, erotic, sparky, a flirtation with the reader, and the understanding that the sexiest of poems are seldom actually about the sex act itself. In this course we will take a look at erotic elements in poems and explore how poets handle physical desires of all kinds to engage and seduce their readers. Students will explore a variety of ways to work with erotic language and subjects. We will examine what makes particular images and metaphors sensual and how poets transform potentially dull and lor unsexy subjects into vibrant and appealing answers to human desire. The class will include in-class discussions of text, writers to the course, on the recommendation of the creative writing faculty. To be considered for enrollment in this course, con- Interim Abroad tact Cass Dalglish, (612) 330-1009, or Roseann Lloyd, (612) 330-1423, before registration. Time: Monday through Thursday 1-4 p.m. Room: 108 Christ Child Hall. University of St. Thomas Other Courses These courses are offered by institutions or groups not connected with Augsburg College but have been approved for credit by the College. Most carry a tuition cost plus other expenses that are the responsibility of the student. They are offered only on a PIN basis. The washington Center 2001 Academic Seminars The Presidential Inauguration January 7-20, 2001 Pol 398-A The Washington Center's "Campaign 2000" academic seminars will conclude with a two-week seminar focusing on the inauguration of the next president. It examines the presidential transition of power and explores how the new administration succeeds in moving from campaign rhetoric to hallmarks in public policy. Participants also join in the celebration, pomp, and ritual of a presidential inauguration. One half credit is available from the political science department for this twoweek program. The course is a passlfail course based on participation in program activities including site visits, small group seminars, and journals. For further information about the program see Prof. Hedblom in Memorial Hall 117A; call her at (612) 330- 1197; or e-mail <hedblom@augsburg.edu>. There are four scholarships available to cover registration and tuition costs based on priority in registration through the political science department. Other
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Augsburg College Interim Catalog, 1989
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Augsburg College Interim Catalog, 1989
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AUGSBURG COLLEGE INTERIM 1989 ......................2 Calendar ............................3 About this Catalog ..........3 Introduction ..............................3 Visiting Students .............4 Courses ..............................5 Options Introduction to Interim Interim is an...
Show more AUGSBURG COLLEGE INTERIM 1989 ......................2 Calendar ............................3 About this Catalog ..........3 Introduction ..............................3 Visiting Students .............4 Courses ..............................5 Options Introduction to Interim Interim is an integral part of the school year at Augsburg College. The College followsa 4-1-4 calendar,with Fall and Spring semestersof approximately 14 weeks separated by a four-week January Interim. Interim is particularly intended to be a time for both students and faculty to employ styles of teaching and learning and to investigate questions and topics in places and ways not possible during the regular term. Since one Interim course equals a full-time load, students should plan to spend the same amount of time in class and preparing for class as they would for a four-course load during Fall and Spring semesters. Students can register for only one course credit during Interim. There is no tuition refund for a student who chooses not to enroll in an Interim course. Most Interim courses are graded traditionally on a 4.0 to 0.0 scale. Students generally have the option to register on a Pass/No credit basis. A few Interim courses are graded only on the P/N system; this is indicated in the course description. Some courses are offered with either upper or lower division standing. Such Interim courses have two numbers listed and the student must select. Students registering for upper division standing should anticipate additional assignments and a more rigorous grading standard. To graduate, an Augsburg student is required to complete 35 courses of which at least three must be Interim courses (or one Interim less than the number of years of full-time enrollment at Augsburg; e.g., a transfer enrolled full time for two years is required to complete one Interim for graduation). It is the policy of Augsburg College not to discriminate on the basis of race, creed, national or ethnic origin, age, marital status, sex or handicap as required by Title IX of the 1972Educational Amendments or Section504 of the Rehabilitation Act of 1973, as amended, in its admissions policies, educational programs, activities and employment practices. For More Information Interim Office (Memorial 230) Interim Secretary, Kay Thomsen at 330-1025 Interim Director, Dr. Don Gustafson, at 330-1192(Memorial 114b) Interim Calendar 1989 ................................................Interim Registration .............................................................Late Interim Registration ...........................................................................First Day of Interim October 31-November 4 December 5 January 3 Class I 9 a.m. Class I1 1p.m. January 4 January 16 ................................................. Last Day for CanceYAdd ..............................................Last Day for Determining Grading System with Registrar January 20 ....................................Last Day for Withdrawing from Courses January 27 ..................................................................................... I n t e r Ends January 31 .....................................Validation of Spring Class Registration ................................................................ Spring Semester Begins February 1 The time and number and length of meetings as well as the beginning time will be arranged the first day of class. The daily schedule for Interim is divided into two blocks of time: Time 1: 8 a.m. to Noon (on the first day of classes Time I classes will begin at 9 a.m.) Time 11: 1p.m. to 5 p.m. Note: Martin Luther King Day will be observed at Augsburg with a special convocation on Monday, January 16, at one o-clock. About this Catalog The catalog lids courses by departments. Dcpartrnmts arc listcd in alphahctical order. At Ihc end of the book are listings ;sf other courscs not offered by Aupburg hut recognized by the collugc for Interim credit. Furthcr descriptions and informat inn about these courses are availablc in tlw Intcrim Office, Mcmorial230. Studcnts may also register for one of the Lifetime Sports listed at the end of the Catalog. Options International Interim - Students are invited to be part of one of the 24 international interims offered by the Upper Midwest Association for International Education (UMAIE). These course opportunities are listed near the end of this catalog. Internships - Studcnts electing an internship n~ustprescnt a cnrnplctcd internship learning contract to t hr In tcrnsliip Officc (Mcrnorial230) no btcr than Tuesday, Novembcr 22. Cnnlmcl forms ary availablc in thc same office. Independent or Directed Study - Students may elect a program of independent study (upper division 499) or directed study (lowerdivision 299) for Interim. Faculty members are strongly discouraged from accepting responsibility for more than one independent study per Interim. Students choosing to pursue independent or directed study must: 1. Meet departmental requirements. 2. Present to the Registrar for approval a copy of the proposed study plan approved by the supervising faculty member. This proposal must be submitted at least one week before registration and no later than December 5. Appropriate study proposal forms can be obtained in the Interim Office. Interims at Other Schools - Augsburg students may enroll at any other 4-14 institution which offers a reciprocal Interim arrangement. Catalogsof these Interims can be consulted in the Interim Office. The Interim Secretary will help students in applyingfor registrationat other schools. Registration for Interims at the other Twin Cities collegeswill be at Augsburg during the regular registration period. Most coursestaught during the Interim at other 4-14 schools are accepted for credit by Augsburg, but may not necessarily be accepted as meeting Augsburg's distribution requirements. This qualification particularly affects courses offered for the Religion requirement. Visiting Students Augsburg College welcomes students from other 4-1-4 schools for the January Interim without tuition charges provided the student's home institutionagrees not to charge tuition to Augsburg students for the January term. The waiver of tuition does not include special fees, housing or board costs. Other students will be charged $595 for the Interim course. Students interested in registering for an Augsburg Interim should write to the Interim Director for application forms or use the forms provided by the interim office at their own school. There is an application processing fee of $10. Students are welcome to stay on campus but are not required to do so. Requests for Interim housing should be made to the Interim Office. Courses Art Calligraphy ART 106-490011306-49002 drawing skills with emgiven to the historical deements of design through and assignments center pecial attention given to cia1 styles. Three original projon quality of work plus r division students are historical writing styles : er and mat board Room: Old Main 4 Biology Ecology of the Southwestern U.S. Deserts BIO 113-490051313-49006 I 4 , I .; Instructor: Neal Thorpe Thiscourse willbegin with a considerationof the general characteristics of the four desertson the North Arnerian continent. Emphasis will be placed on the Sonoran Desert of southern Arizona and California and northern Sonora, Mexico. Topics discussed will include the p l ~siu raphy of dcwrL andsca s, desert climates, nd animal life, and mils, the survival mec ra a a. Studies will be conducted in southern Arizona and California, including the Arizona-Sonora Desert Museum, Saguaro National Monument, Organ Pipe CactusNational Monument,Joshua TreeNational Monument, Death Valley, the Grand Canyon, Ihe Boyce Thompson Arboretum of the University of Arizona, and the Santa Catalina Mountains. H diskrk&sknied ' . Grades will be based on examinationsand written work. Students taking the course to fulfill distribution requirements will be expected to acquire a general knowledge of the subjects studied and to write a paper on a selected topic. Students taking the course for upper division credit will be expected to probe the subjects in greater depth and will be required to write a research paper that will be presented orally to the class. Enrollment preference will be given to biology majors. I There will be some class days on campus both before and after the trip. . I The cost will range from $600 to $750, depending upon enrollment, and will cover airfare, ground transportation, lodging(camping), admission fees, and meals. Initial deposit is due by November 4. Prerequisities: Permission of Instructor; BIO 112 for 313 level Distribution: Biology-Chemistry Time: I Room: Science 214 Viruses: At the Threshold of Life BIO 116-49003 Instructor: Robert Herforth Most biologists consider viruses to be the simplest form of life. genes surrounded by a n and multiply only as eeming simplicity, some mans are caused by vie forms of cancer. This major discoveries on of viruses, and their c will also look at the viral invasion, at the drugs, and at some g AIDS. Grades will during the course. Room: Science 213 , Botany, Birds and Blight BIO 117-49004 Instructor: Gloria Warner Thiscourseoffersanopportunity for hands-on experiences in areas of biology which may not be available to students in their regular be as exciting and arn various ways to plant structure and tification and Como 2. Studentswil of Natural Hist for a week at the Bell Museum tification and a t Grades will be based on class participation and exams. Distribution: Biology-Chemistry Time: I1 Room: Science 214 . Business Management Simulation Games BUS 278-49007/37&49008 Instructor: Amin Kader During this course, students will be grouped into teams to play a computerized business management exercise. Each team will control a company which manufactures and sells similarproducts. Each team will attempt to outperform other teams by selecting what appears to be the optimal operating strategy. This strategy will involve setting production volume, marketing expenditures, and selling prices and determining plant and securities investments as well as stockholders dividends. Studcnts registering for upper division credit will be expected to have had at Icasi one business course and to be able to apply 1 I I business concepts learncd. The lower division credit is designed for students who are interested in business but who have had no academic business training. This level will require students to rely on systematicand deductive analysis which will allow students to discover for themselves the relationship between the various component parts of the business decision. The lower version of the computerized game will be used for this group. Prerequisite: For 378 -BUS 242 or 252,BUS 221 or 331 andECO 112 or permission of instructor Time: I1 Room: Murpy Square 3 Entrepreneurship BUS 295.49009 Instructor: John Cerrito who are not majoring for starting and running a small business. The student will management aspcts of small busincss a business plan for ia studies. Business major&ay not take this course for credit. Time: I Room: Murphy Square 3 . I Chemistry Chemistry for Changing Times CHE 100-49010 Chemistry has beeniinlin~atclya part of liberal education for centuries. The early sikntists were considcrd to be philosophers and their societies wcrPp11ilowplzicr I societies. In recent decades the human seeking of pcxsonal indcpcnduncc has led to chemistry becoming a part of evcrychy 1i fc fo the point of actual dependence on chemistry. We live in a korld of pesticides, fertilizers, plastics, "the pill", food additives aiqdprocessed foods, vitamin supplements, the energy crisis, chcmical dependency, biocides, pollutants, drugs, searching for lifc cm other planets, genetic manipulation, and it goes on and on. Etnoiions and mental disorders can often be traced to chemical irnbalancc. The common dragged out, grumpy feeling after an afternoon nap is a result of a chemical imbalance. The na turc of a hangover is the result of a complex system of altered body chemistry. Even lcarhi ng appears to be the result of chemical reaction to form a "rncrnoly molecule". Most of the problems we &ce are molecular in na tnrc. What thenbut chemistry can better help us to understand ourselves, our society, our world, and our universe? Come join us as we b k c a molecular look at the human ct~ndition. d This c ' urw will be offered in a lecture/discussion format. Films will sdpplcrncni the lecture/discussion periods. Daily quizzes will be u d for evaluation. This course meets a distribution need but +' does not satisfy prerequisites for Chemistry 106 or 116. Distribution: Biology-Chemistry Time: II Room: Science 315 History of Chemistry CHE 125-49011 Instructor: Jean C. Kunz This course seeks chemistryfrom ancien science of today. The on the discovused a few ele11 examine the I the powerful modem sed primarily upon a Distribution: Biology-Chemistry Time: I Room: Science 315 Computer Science Fortran CSC 270-49012 Instructor: Larry Ragland A study of the FORTRAN programming language for students with some previous knowledge of programming. This course will expand a student's knowledgeof programming and programming languages through presentation of the features of FORTRAN together with programming techniquesfor using those features. This course will involve lectures and programming assignments in FORTRAN. Evaluation will be based on the programming assignments and examinations. Prerequisites: One course with a study of computer language (e.g. CSC 170 or MAT 175) Time: I Room: Science 212 I I Economics Welfare Economics ECO 414-49013 Instructor: Ed Sabella The course will include basic concepts and propositions, Pareto optimality, economic efficiency of alternative market structures; socia1welfare functions; and normative concepts of economic theory. Grades will be based on examinations and homework projects. Prerequisites: ECO 313 (or consent of instructor) Time: I1 Room: Old Main 11 I I Education C( International Education EDS 245-49014 Instructor: Richard Germundsen Modem communication, ease of intercontinental travel, and the proliferation of supernational corporate structures demand increased awareness of other nations' cultural infrastructures. This course presents an examination and comparison of selected Western and non-Western educational systems as well as an investigationof possiblecareersininternationaleducation. Specialattention will be directed toward Scandinavian,Central and South American models. There will be lectures, discussions and guest speakers. Student evaluation will be based on quizzes, class participation, and an investigative project. Prerequisites: Sophomore standing, or permission of instructor Time: I1 Room: Library 4 Media Technology EDE 341-49015 Instructor: JohnBollis Students will be involved with the psychological and physical dimensions of communication through the use of instructional and informational technology. Class members will be exposed to the selection, preparation, production and evaluation of effective audio-visual materials for teaching/learning situations. Computer training will be included and each student will leave the class with word processing skills. Students will survey current software materials for educational and instructional settings. This is a hands-on course intended for elementary and secondary education majors. Grades will be based on projects, papers and final exam. This is a one-half credit course. Prerequisites: Passing of PPST and admittance to Education program in process Time: I Tuesdays and Thursdays and alternate Fridays Room: Foss 170 w Discovery Learning in the World of Kindergarten EDE 37549016 Instructor: Mary Endorf Thisclassprepares students for the unique experiencesand responsibilities of a kindergarten classroom. This class will: A. Focus on a sequence of learning for the kindergarten child. B. Stresscurriculumdevelopment and instructional systemswhich are supported by current research and practices in education settings. C. Stress key adult/child relationships. D. Stress process - "how to learn". E. Share researched based findings about developmentally appropriate classroom organizational plans. F. Recognize continuities and discontinuities in development (characteristics of the kindergarten child). G. Examine appropriate developmental instruction practices. H. Examine appropriate curriculum design and instructional programs meeting the needs of the kindergarten student. I. Explore current methodologies in the instruction of the kindergarten child. J. Include guest speakers and field trips. Objectives of the Class: At the completion of this class the student will be able to identify: 1. Developmental needs of the kindergarten. 2. Discuss the different approaches to kindergarten education and the theories behind these approaches. 3. Organizea classroom environment to meet the learning needs of students. 4. Identify and create a curriculum plan for teaching kindergarten that meets both the students' needs and the teaching style of the teacher. Grades will be based on projects, discussionand examination. is a one-half credit course. Prerequisites: Passing of PPST and admittance to Education program in process. Time: I Mondays and Wednesdays and alternate Fridays Room: Library 4 Human Relations EDS 388-49017 Instructor: Mildred Mueller This class provides a valuable insight into the values, cornrnunication techniques, cultural mores and other unique characteristicsof major minority groups in Minnesota. This class is taught from a perspective of minority group members with interaction from class members. How do you blend and honor the diverse cultures in a classroom setting? How might you gain more knowledge of our global society? These and many more questions will be addressed in this course. Students will develop interpersonal relation skills applicable to teaching and other profesiional vocations. This is a one-half credit course. Prerequisites: Passing of PPST and admittance to Education program in process Time: I1 Tuesdays and Thursdays and alternate Fridays Room: Old Main 21 Student Teaching EDS 481-49018; EDE 481-49022 EDS 482-49019; EDE 482-49023 EDS 483-49020; EDE 483-49024 EDS 484-49021; EDE 484-49025 Instructors: Marie McNeff, Ann Fleener, Vicki Olson Observing and directing learning under supervision of college and secondary school personnel. This is a full day experience in a school. Grading is P/N only. Prerequisites: Acceptance in Education Program and permission of instructor. English The Short Sto y -Elements of Fiction ENG 240-490271340-49020 Instructor: Kathryn Swanson fiction? What elements of fiction What is fiction? What is should be considered in making an evaluation? In this course, students will find answers to these questions by reading a variety of fictional works and by writing their own fiction. Although the Students are expected to riad the s t h s and novel, participate in class discussions, write iw analysis a selected short story, write an original d~c>rl,itn ry, and take scvqal quizzes and a final exam. I Students taking th? course for upper division will read an additional novel end@rcyarc a substantial paper/class presentation based on it. Prerequisites: Effective Writing Distribution: English-Speech Time: I Room: Music 22 Re-Visions: Contemporay British and American Drama (1965- ) ENG 249-49026 Instructor: Douglas E. Green Who are the new Shakespeares and O'Neills, Shaws and Millers? Are there any grand new sights and sounds on English and American stages? This course will encourage students to assess the current state of British and American theater: the relation to national (and transAtlantic) trends and traditioning; the variety of issues, concerns, and themes; the diversity among playwrights themselves; the various modes of production. Readings will be drawn from the works of playwrightslikeOrton,Stopperd,Shepard,Mamet, Wilson, Churchill, Norman, Fornes, and others. There will also be some pairing of current works with "classic" pieces. Depending on January offerings in the Twin Cities, the class will also attend one or possibly two productions by contemporary playwrights, for which there will be a fee. Evaluation will be based on a number of short papers, class participation, and a comprehensive exam. Prerequisites: ENG 111(Effective Writing) or consent of instructor Distribution: English-Speech Time: 11 Room: Music 22 Rock 'N' Roll: Lyric, Metaphor, Lore ENG 355-49029 Instructor: John Mitchell Feature films, ranging from Wall, will also be examined Students will be rebased upon Prerequisites: ENG 111(Effective Writing) Time: II Room: Science 123 I 'I ' I French French Literature in Translation FRE 243-49030 Instructor: Ruth Aaskov Study of representative shorter French works in English translation. By reading and analysisof a common core of varied works we will strengthen communicationand critical skills, develop cultural sensitivity,and become acquainted with significant French writers. Mini-lectures and study guides will help focus attention on the works. Much class time daily will be devoted to small group discussion and exchange of ideas. Evaluation based on group work, progress, quizzes, writing assignments, and a short independent study. Prerequisites: Sophomore standing Distribution: English-Speech Time: II Room: Old Main 25 German Introduction to Yiddish GER 220-49076 Instructor: Don Steinmek What do the works of Sholem Aleichem (which inspired "Fiddler on the Roof ), Isaac Singer (Nobel Prize for Literature), and several other great writers have in common? They were wri tten in Yiddish. How did expressions like "chuspe," shnook," "klutz," "kitch," "schmaltz" and "shitik" get into English? Again, the answer is Yiddish. Yiddish is closely related to German and in this Interim you can learn to read Yiddish as well as you can read German. Grades will be based on performance and at least two tests. Prerequisites: One year of college German or permission of instructor Time: I Room: Old Main 12 Health and Physical Education IITheonj, Technique and Administrative Aspects of Coaching Football 7 .L -1 1 x 1 L ' HPE 224-49035 I- Instructor: Bill Huns tock Students will learn the history of the game of football and of the people who made major advances in the game. Attention will be given to the organization and administration of a footballprogram including staffing, player personnel, practice organization and game day organization. There will be stress on the methods of teaching individual, group and team skills and on strategies of offense and defense. Students will practice teaching methods in actual football practices. There will also be attention given to the ethics of coaching football. This course will be taught in conjunction with a 16 day trip to Australia by the college football varsity for exhibition games and workshops. Prerequisites: Permission of instructor Time: I Room: Murphy Square 4 IIRecreational Rhythms and Activities HPE 232-49032 Instructor: Pam Schreurs Theory and practice in teaching and performing American heritage and international folk dances. Exposure to New Games concepts and activities. The majority of the course grade is based on participation in class activities, a teaching assignment, and a written test. This is a one-half credit course. Time: I1 Monday and Wednesday and alternate Fridays Room: Melby 202 k d m i n i s t r a t i o n and Supervision of the School Health Program HPE 41G49033 Instructor: Richard Borstad Historical background, legal bases, school health services, and relationships to community health program and resources. Methods and materials in health education with laboratory experience in classroom and community. Periodic exams coveringlecture and textbook assignments; written summaries of professional journal articles; in-class activities, including a presentation on a teaching method. Prerequisites: HPE 320 Time: I Room: Murphy Square 2 Sailing in the Virgin Islands " h i HPE 45S-49034 / - Instructor: Joyce Pfaff Designed for the beginning and intermediate sailor interested in the art and practice of sailboat cruising. The course will focus on taking the participant to a competent level of sailboat handling (anchoring, mooring, helming and crewing). The student will live aboard a 42' fixed keel sailboat with five or six other people and will function as an active crew member. - Actual on-the-water instruction will be the major part of the course. This will be supplemented by sessions dealing with safety, boat handling, boat systems, provisioning, trip planning, piloting and navigation. Sailingwill include cruises to various islandsand cays in the British and American Virgin Islands. Snorkeling and windsurfing will be available on an optional basis. Evaluation will be based on individual demonstrated competencies in crewing and leadership in the role of "acting captain". A daily ships log will be kept 6y all participants and a final written exam will be given. P/Ngrading only. The course will last January5-24. The fee of $2300 includes roundtrip transportation from Minneapolis, administrative fee, boat rental, snorkeling gear and two meals a day. Final payment is due October 31. Prerequisites: Permission of Marilyn Florian, Women's Athletic Director Distribution: Lifetime sports II Coaching of Basketball HPE 477-49036 Instructor: Brian Ammann Theory, technique and administrative aspects of coaching basketball. Exams, on-the-floor coaching techniques, and a scouting report will be the methods of evaluation. This is a one-half credit course. Time: I Tuesdays and Thursdays and alternate Fridays Room: Melby 111 II Coaching of Hockey HPE 478-49037 Instructor: Ed Saugestad The theory, techniques and administrative aspects of coaching hockey. Evaluation will be on the basis of exams, on-the-ice coaching techniques and scouting reports. This is a one-half credit course. Time: I Monday through Wednesday and alternate Fridays Room: Melby 111 Officiating of Basketball HPE 481-49038 Instructor: Al Kloppen This course will focus on learning the rules and mechanics of the game of basketball. There will be practical experienceon the floor. Students completing the course should be ready for certification by the Minnesota High School Association. Grade evaluation will be based upon tests, papers prepared and performance on the floor. While there are no prerequisites, it is highly advisable that students have some basketball playing experience. This is a 1/2 credit course. Time: I1 Tuesdays and Thursdays and alternate Fridays. Room: Melby 202 His tory Eastward to A m e h : Limited Hospitality HIS 220-49039 Instructor: Khin Khin Jensen Course will focus on Asian immi ation to the United States in the &&18th m N r y and tLun of 2Olh century. The Chinese, la-, K~xemandFill e x p i a m will receive specialattenti011 ~ ~ o n c l u d wthacompmmt r on the changesin the U.S. Immigration laws in the post-world war I1 period. Students will study the pattern of Asian immigration, the areas they settled in, the contributions made by these ethnic groups to the American economic scene and the role of "new Asian immigrants" since the end of the Vietnam war. The course will highlight the politics of the Immigration laws and the gradual opening of the United States to some Asian immigration. Content and teaching style: Lectures, class discussions, audiovisuals and reports on the A-Vs. There will be a mid-term and a final project (a paper-topic to be selected the first week of the term in consultation with the instructor) due the last day of the term. Distribution: History-Philosophy Time: I Room: Old Main 13 p 8L Gandhi and Martin Luther King: The Images and the Reality HIS 440-49040 Instructor: Don Gustafson ies of our century, in- Grading will be l m d on papers, class participation and a final exam. Prerequisites: Sophomore status or above and at least one college history or political science course. Time: I1 Room: Foss Seminar In terdisciplinavy -FXE The capstone of the Augsburg First Year Experience (FYE)is a special Interim course designed for first year students that will grow out of The Augsburg Anthology. For the 1989 Interim there will be a single course with four sections, each taught by a different faculty member. The course will provide full credit and will satisfy the Urban distribution requirement. One part of this course will be a series of lectures for the entire college community. Measuring the Elusive Ideal: Realized and Unrealized Dreams INS 189-49041 Instructors: Larry Crockett, Joan Griffin, Ron Palosaari, Bruce Reichenbach What went wrong in Vietnam? Why do serious racial problems persist in America? Why do so many families have such different expectations about males and females? Why do so many foreign countries dislike America? In this course we will consider these and other issues by a comparison between ancient Athens and modern America, looking for similarities and differences. Using both ancient and modern texts we will examine how each nation created an image of itself as a people dedicated to certain ideals. We will see some ways in which the ideals were compromised, reinterpreted, or abandoned. Students will participate in the course through assigned readings, analysis of films, several short papers or daily journals, and participation in a group project. In addition, a final examination will help students integrate various aspects of the learning experience. Prerequisites: Freshman status Distribution: Minority-Urban Time: I Room: Science 123 The Redemocratization Process in South America INS 219-49074 Instructor: Maria de la Luz Silva Profesor Maria de la Luz Silva is a Fulbright scholar from Chile who is spending part of the 1988-89 school year at Augsburg. In the first part of this course she will focus on the origin and characteristicsof the authoritarian regimes of Argentina, Uruguay and Chile. In the second part of the course students will examine the evolution and transformation within these states and particularly consider the emergence and development of democratic alternatives. Finally, Professor Silva will analyze Chile as a special case study of retarded transformation. Time: I1 Room: Old Main 22 Externship: Linking Education and the World of Work INS 299-49042 Instructors: Gany Hesser and Lois Olson Learn from your experience. Discover new ways to learn by observing, collaborating, and reflecting on your experiences. The externship is a modified internship consisting of a half-time placement and active participation in a seminar that meets twice a week. Each student will be assisted in the process of securing an unpaid placement where s/he can obtain valuable first hand experience in the world of work. The course is designed to achieve two major objectives: 1)to enable students to observe and experience the relationships between the worlds of work and the classroom; and 2) to expand the students' abilities to learn from first hand experience. Each participant will observe and work approximately20 hours per week in a placement which matches his/her major or career interests. The seminar will meet twice a week for approximately two hours. Evaluation will be based upon the overall quality of participation, supervisor assessment, critical incident analysis, journal/ log and seminarparticipation. The course is offered on a P/Nbasis. Participants will complete a resume by November 23 and secure a placement before the end of Fall classes (December 9). Prerequisites: Permission of instructor and placement secured by December 9. Time: 11 Room: Murphy Square 2 ~ ~ c o n o m i cthe s , Environment and Appropriate Technology INS 218-49043 Instructor: Tom Morgan The objective of this course is to help students develop a clearer sense of the critical importance the physical environment and our natural resources continue to play in the economic well-being in our global economy. We will first briefly review historical relationships between the physical environment,technologicalchange and economic development. We will then develop some basic economic tools which we will use to analyze decisions regarding our use of the environment in technological and economic develop ment. Finally we will consider alternative (appropriate) technological applicationsbeingexperimentedwith as potential solutions to environmental problems. Course material will be presented through a blend of reading, lecture, discussion and site visits. Course grade will be based upon short papers and presentation of their research into specific environmental/technologicalissue. Time: I1 Room: Science 319 Mathematics r( Finite Mathematics MAT 121-49044 Instructor: Bev Durkee A study of the finite mathematics models involved in elementary statistics: sets, counting techniques, probability, averages, deviations, and distributions. This course should provide students with the mathematical tools sufficient to understand simple statistical and probabilistic information. Class sessions will include lectures, discussion, and group activities. Homework, a midterm exam, and final exam will be the primary basis for course grades. Prerequisites: Math placement: Group 111 Time: I Room: Science 112 Math of Interest MAT 173-49045 Instructor: Ken Kaminsky Have you ever wondered why women have been charged more than men for annuities and received lower pension benefits than men? Or why women have paid less than men for life insurance? Or how life insurance premiums are calculated? Or how installment loan payments are figured out? Or how much money to invest in order to accumulate a certain lump sum or annual payment at a certain date in the future? Then this course may be meant for you. These and other interesting and useful topics in the mathematics of financial transactions will be covered. Evaluation will be based on classroom participation and quizzes. This course should be useful for students in business and economics or for any students interested in careersin finance-related fields. Prerequisites: Group I11 on math placement test or equivalent. Distribution: Mathematics-Physics Time: I1 Room: Old Main 27 Music willi Improvisation in Music MUS 129-49048 Instructor: Steph Gabrielsen every day for three hours, and each Improvisation i usic m meetings, using a variety of imstudent provisational t W es and styles. Prerequisite: M m ability on a musical instrument or instructor's p Distribution: Music Time: I Room: Music 4 '1 n Sounds and Sights of Europe MUS179-49047 Instructors: Robert Karlen and Roberta Mebler The churches and cathedrals of London, Cologne, and Munich served to inspire the building of places of worship in this country; the orchestras of these cities represent some of the oldest and finest of their kind; and have been long emulated by our own ensembles. The original scores of Handelfs "Messiah" in London's British Museum, the home and paintings of Rembrandt in Amsterdam, the awe-inspiring Cologne cathedral, are only a few of the highlights of our encounte concert p d o and visits to marksare planned. For tho= with a Bpedal interestin music therapy, visits will be made to the Nordoff-RobbinsCentrein England and hospitals .researching musk and medicine b~ Herdeclce and Ludmwhefd, West Gemany. The compmhmsive feeof $226 includes travel to nine cities in three countries (England, Holland and Germany), breakfast daily, five group dinners, and several cultural performances. Registration for this interim must be made before October 26 at the International Programs Office, 2018 Eighth Street. This course is offered on a P/NP basis only. The History of Jazz MUS 241-49049 Instructor: David Hawley The United States Congress has declared jazz a national treasure. America's improvisational art form has not only influenced the nature of our but has also been the throughout the world. This course will cxarninb\lt! cyajoti~nof jazz from itsblack secular roots to the current electr ,dallyinfluenced contemporary idiom. The characteristicsof sig$can t performers from each period will be analyzed as well as<-,tileiwlucncc of this art form on artists of reading assignments will and selected filmsand video two written and listening exams. Distribution: Art-Music Time: I1 Room: Music 2 NOR 111-49050 background in Nonvesin speaking, listening, Classroom practice d structures and the . Room: Old Main 29 Philosophy On Dreams PHI 200-49051 Instructor: Mark Fue some an- assignments. Evaluation will be traditional. Time: I Room: Old Main 22 Phusics J Introduction to Weather PHY 106-49052 Instructor: Noel Petit A study of the scienceof meteorology which will provide a working knowledge of the principles of atmospheric science. Attention will be given to four basic areas observing the weather changes and understanding the world's climate. Related topics to be included are: hydrology (study of the earth's water cycle), pollution, economic effects of the weather, and weather's impact on world events. This course is designed to be an elective or satisfy the Mathematics-Physics distribution requirement for the liberal arts student. The course will have two weeks of class lecture and laboratory followed by a two-week trip through the Southeast United States visiting major weather facilities. The itinerary will include stops at Kansas City, Missouri; Oklahoma City, Oklahoma; Vicksburg and Gulfport, Mississippi;Tampa, Miami, Cocoa Beach, Daytona Beach and Gainesville, Florida. At each site there will be a tour and explanatory program for the functions of that facility. Topics of the visits will be severe storms, control of the water in the Mississippi River basin, automated weather observation at sea, television station weather facilities, hurricane tracking, weather satellites, and agricultural weather. During the trip the student will maintain a journal of weather and site visits. Daily weather maps will be created using portable weather satellite reception systems carried on the trip. This trip will not only allow visits of operational weather facilities, but also will allow the student to experience the full range of climates across the US from north to south. Daily quizzes and lectures will be given during the travel. Grades will be based upon the journal, two hourly examinations and an individual project completed during the trip. The cost will be approximately $700. Initial deposit due by October 28. Prerequisites: High School Algebra Distribution: Mathematics-Physics Time: I Room: Library I Introduction t o Space Science PHY 320-49053 Instructor: Ken Erickson This course is designed for students in scienceand engineering who are interested in acquiring a basic knowledge of the major topics required for further study in the field of space science. The course will provide a survey of the earth's space environment including solar, planetary, magnetospheric, ionospheric, and upper atmospheric physics. Topics include solar flares, solar corona, the solar wind, the bow shock, magnetopause, radiation belts, plasma sheet, magnetic storms, and magnetosphere-ionosphere coupling with special emphasis on magnetospheric substorms, current systems, particle precipitation, and aurora. Evaluation will be based on assignments, two exams and a paper. Prerequisites: PHY 245 or consent of instructor. Time: I Room: Science 205 Pol it Science n numerous other ete conclusions You will be required to read presidency, write analytical the more you should try to read. Distribution: Economics-Political Science Time: I Room: Music 24 E Politics,~ollywoodstyle POL 328-49075 Instructor: William Morris This course will examine the impact of American films on U.S. citizens' perceptions of politics. Films will be selected whose principal themes deal with particular political practices and/or institutions. The class will evaluate the accuracyof these images by considering the films in light of the scholarly literature and other information availableon each subject. Close attention will be given to an exploration of the ethical situation and dilemmas of decisionmaking in politics. As part of the course, students will submit written a n a l p and evaluations of the political content or ''image" of politics in the films shownin class. These, plus additionalarticlesandportronaof books from the social sciencesand other literatureparalleling some of the films' themes, will serveas the basis for class discussion. The papers, a test on assigned readings establishing the framework for the class, and class participation will determine final grades. There will be a film fee of approximately $10 to cover costs. Prerequisites: Political Science 121 or 158 Time: I1 Room: Music 23 Difficult Judicial Choices: How the Courts Reshape Political Institutions POL 475-49055 Instructor: Phillip F. Fishman The course is designed for political science and social work students and others who are concerned with institutional operation and change/reform. Text and actual case-studieswill be employed to examine the role of the federaljudiciary in: prison reform, mental health and the right to treatment, equal housing, school busing, police and immigration policy in the 90s. Course objectives are to assist the student: 1)to understand the judicial process and how jrrdg~slnakc policy; 22) tu Ivarn how linbilily i s ~st~ib1ishc.d i~rid app~.opriatcrcmtaclics arc' f;ishionrd lor rrdicf; 3 ) b cxplorc tlic rlynarrtic. r-onfliihtIwIwccn 1l1c f ~ i l ~ r tx-nch al nnr.-1 j>ol~tic'rlland adrninistrdtivc i n s t ~ l itions. l 'I'l~cinstructor uscs Icct~~re i111rl hypothetical cases as key tools of instruction. There will be one exam and one mini-paper during the brief course. In addition, students will be assigned on-site field visits to a Minnesota penitentiary, a metropolifan police station, a United States immigration court and a mental health facility. Prerequisites: Junior or Senior standing Time: Tuesday, January 3, 6-9:30 p.m., and each Monday and Wednesday thereafter Ro-om: Old Maih 16 Psychology The Psychology of Law PSY 335-49056 Instructor: Nancy Steblay Evaluation will participation, student research Re1igion The Lutheran Heritage REL 345-49057 Instructor: Eugene Skibbe The Lutheran Church is the largest Protestant church in the world. We will not only examinethe LutheranChurch as it is at the present time, but also study its origin in the 16th century and its develop0years of history. The text by ment and cultural Lcct LI r c and class discussion ss to the Gospel in art, will deal with cx music, missions, theology. Requireper. One text costing ments will inclu ascd in class on the second erim course may be used to meet religion r e q ~ c r n e n t s ) , Time: I Room: Old Main 18 Christianity in Modern Africa REL 366-49058 onal African culture will be studied, as well as atgy!' A major section ses of churches in South Africa to t will be lectures luated on several toward graduation religion requirements) Time: 11 Room: Old Main 18 The Bible, Language and Interpretation REL 445-49059 anguage in the Bible. The character of language for es will be based on class an examination. course may be used Social Work C( Exploring Human Services SWK 257-49060 Instructor: Mary Lou Williams This course offers students the opportunity to explore career aspects of the human services vocations, a valuable tool in selecting a career goal and a college major. Knowledge is gained by working in a professional human service organization or agency; working and talking with human service professionals and others who participate in an organized approach to respond to human needs. This course offers a "hands on" experiential approach to learning. Studentswill volunteer 20 hours per week under the direction of an agency representative. In addition, students will attend a specific small group seminar 3 hours per week during which agency experienceswill be shared and readings discussed. Evaluation will be based on performance in the agency, written subjective summary, brief journal summary, and final exam. Time: I Room: Murphy Square 1 Family Violence: Recurring Issue, New Perspectives sWK330-4906<1 Instructor: Maria rown Is violence really "as American as apple pie" (StokelyCarmichael)? Is family violence just a reflection of societfs violent attitudes? Why DOES familyviolenceoccur,and when, and to whom? Today, identified violence in families has reached what many professionals consider "epidemic proportions". This course is intended to be an overview of the phenomenon of family violence, including contributingfactorsandconsequencesfor the familyand the broader society. Students will research various forms of family violence. Classroom speakerswill include professionalswho are involved in current policy-making and program delivery in family violence. One-half credit ovtion: classroom discussion, readings and the development of an annotated bibliography on area of interest in family violence. Full credit ovtion: requires writing and presenting of research on area of interest in family violence. Prerequisites: Inko to Psychology, Sociology or Social Work Time: I Room: Old Main 21 Social Work and Community Services in Great Britain SWK 346-49061 7y!-!L / - I Instructor: Rosemary Link Great Britain is an exciting mixture of ancient and modern -ancient in its culture and modern in its social policies. The course explores social work services with this dual focus. We will visit a variety of community agencies: formal public, private, and natural helping networks in a range of urban and rural settings. In order to experience the nation's culture, we will be invited to English family homes, meet with social work students, attend theatre performances, and visit historic treasures. London is the nerve center for the country's resources and we will begin by visiting some of its foremost community institutions such as Great Ormond Street Childrensl Hospital and Toynbee Hall Settlement. With the help of English social work students, we will unravel the post Second World War commitment to universal socialpolicies. These policies have established servicesavailable to all citizensin health, education, income maintenance, housing, and personal social servics. They also provide the major working turf of the social work profession. As a contrast to the inner city of London, we will visit Exeter and explore the rural and beautiful coastal West Country. In addition to the formal 'public' social work agencies such as Probation and Corrections, we will make contact with informal services and the small, more extended family oriented fishing and farming communities. Throughout the course, there will be an emphasis on understanding current national policies and attitudes through cultural and literary connections. Therefore, visits to the National Theatre, The Houscs of Parliament, cathedrals, and ancient community sites such asOxford are an integral part of rmgnizingand appreciating the wholc community. CuIturc and history come to lifc duringday excurtions through the gcntle English countryside ta Oxford and Stratford, Warwick and Coventry, Bath and Canterbury. Students will complement their direct experience by reading the British press and current social policy pamphlets, journals, and books. Suggested Readings: A. Kahn and S. Kammerman, Not the Poor Alone; M . Bruce, The Rise of Fhe Welfare Stake; P.Barclay, Social Workers: T h i r Role and Tmks; Charlcs Dickens, Oliver Twisf; any play by G.B.Shaw, and the 'quality prcsd - The Gtdardinn, The Times, The Telegraph. Student evaluation will be based on a summary of a reflective journal, an agency study, a critique of a current socialpolicy (which includes a comparison with their American experience), and participation in visits and discussions. The course is offered on a P/ NP basis. The comprehensivefee of $1,995 includes air and surfacetravel, accommodations, six dinners, four theater tickets and a one week London travel pass. Registration for this interim must be made before October 26 at the Office of International Programs. 7 Field Work III SWK 466-49064 (full course) 466-49065 (112 course) Instructor: Francine Chakolis The objectives of the class are to use supervisory relationship to increase interpretive as well as social work performance competence; to promote gradual entry into direct social work practice; to increase competence in the client contact phase of the problem solving process; to increase student self-awareness in regard to professional practice interests, areas of strength, and areas for personal/professional development; to promote competence in the full process of problem solving, with special emphasis on analysis and resolution stages. Course content will be continuation of Field Work I1 -educationally focused field placement in a social service agency. Students will spend 15 (or 30) hours per week in field placement, plus one hour per week in faculty facilitated supportive seminar help on campus. Evaluations will be made in writing by the Field Instructor using previously developed contract and social work evaluation forms. Note: Course is offered for half (466-49065) (15 hours per week) or full (466-49064)(30 hours per week) credit. If for full credit, half of the credit will be based on non-client contact tasks. Prerequisite: SWK 462 (Field Work 11) Time: to be arranged Sociology Principles o f Sociology (with emphasis on thd ~ e a l t h Care ~ i i t e m ) SOC 121-49071 Instructor: Barbara Johnson Sociology is a unique way of understanding the world. As an academic discipline and a profession, sociology provides insights into culture, roles, groups, interaction, inequality and social structure. It is an essential tool for discoveringthe world and one's place in it. The emphasis for illustrations and exerciseswill be directed to the health care system. Cross cultural comparisonswill be drawn. As such, the course will be useful for future health care providers and related professionals and for consumers as well. This coursecovers the same concepts and meets the same objectives as the regular term course. Therefore students can expect daily written and/or reading assignments. Three exams will be given. Time: II Room: Music 24 Racial and Minority Group Relations om of racial and minority group ejudice, racism, and format will include for off-campus parexpect evaluation to n, a research project, nly on a P/N basis. Time: I Room: Music 23 ! Spanish Evaluating Continental Literature SPA 250-49067 The objective of th tal literature Student evaluation will pation in class discuss continenIt will involve reports, partici- Distribution: English-Speech Time: I Room: Old Main 27 Speech-Communication Movement for the Theater SPC 226-49068 etc. Students wil nd styles of movewill be to increase the gh movement, by examintiming, concentra11 be introduced as aspects of movement a1 expression, gesture, walking, rent styles of movement, from c. Movement exercises will be Some principles of Studentswill be given required readings concerning the principles of movement on which they will be asked to write brief essays. Grading will be based on commitment to and effectivenessof class work and essays, and on 3-4 movement presentations. The class will be designed for those who desire to increase their skills as actors, and also for those preparing for such fields as teaching, law, the ministry, etc. Time: II Room: Tjomhom-Nelson Theatre Other Courses These courses are offered by institutions or groups not connected with Augsburg College but have been approved for credit by the college. Most carry a tuition cost plus other expenseswhich are the responsibility of the student. They are offered only on a P/N basis. Fuller descriptions and details for registering are available in the Interim Office. Outward Bound HPE 212-49069 Check for information in the Interim Office for material on dog sledding and snowshoeing on the Minnesota-Canadianborder or for white water canoeing and desert camping on the Rio Grande in the December 27 through January 27 period. There is a cost of approximately $1,275 (the Outward Bound organization has some scholarships available). Washington D.C. Interims Leaders on Leadership: The National Agenda POL 398-49072 Law and Society: An Examination of Issues and Principles POL 398-49073 These interims begin January 2 and continue until January 21. Information on either of the above programs, housing and financial assistanceis available from Dr. Milda Hedblom in Memorial 117A. UMAIE Augsburg is part of a consortium called UMAIE, Upper Midwest Association for Intercultural Education, which offers overseas learning experiencesduring the Interim. Further information about the following courses can be obtained from Kathleen Lutfi at International Programs Office, 2018 Eighth Street (3301655)or from the Interim Office. Registration for these Interims ends October 26,1988. These courses are offered on a P/N basis only and generally carry a lower division number. ANCIENT GREECE 1THE ANCIENT AND MODERN MAYA OF YUCATAN BIOLOGY AND NATURAL HISTORY OF THE HAWAIIAN ISLANDS 1THE BIOLOGY AND NATURAL HISTORY OF NEW ZEALAND CHINA AND CHANGE: IMPLICATIONS FOR THE WEST IICONTEMPORARY EUROPEAN BUSINESS AND ECONOMIC SYSTEMS DEUTSCH IN DEUTSCHLAND I ENGLISH CASTLES AND CATHEDRALS, COUNTRYSIDE AND CITIES 1THE ENGLISH SCHOOL AND FAMILY EUROPE AND THE RISE OF MODERN SCIENCE EXPLORING HUMAN SERVICES AND SOCIAL WORK IN GREAT BRITAIN 1GREAT WESTERN PHILOSOPHERS: USSR & ENGLAND HAWAII: A CULTURAL AND LITERARY HISTORY INSIDE IRELAND 1JANUARY IN AND AROUND PARIS MODERN EUROPEAN BUSINESS AND WORKLIFE MUSEUMS, MUSIC AND MONUMENTS IN THE GREAT CITIES OF EUROPE THE PANORAMA OF ENGLISH THEATRE LI THE ROMAN EMPIRE: CITIES, BATHS AND VILLAS IN BRITAIN AND ITALY 1SOUNDS AND SIGHTS OF EUROPE SOUTH SEA ADVENTURE: TROPICAL ECOLOGY CI SPECIAL EDUCATION OVERSEAS: AMSTERDAM, ENGLAND, SCOTLAND SPAIN: A COUNTRY IN TRANSITION Augsburg Lifetime Sports The following activity is available to students during Interim and students may register for this class as well as for a regular course. This activitv does not carry official credit, but does meet the lifetime sports requi&ment for graiua tion. Students may participate in this class without registering for the course, but will be cxpcctd to pay any fees whether or not the student registers for the course. American Karate HPE 002-49070 Instructor: Mike Teitelbaum The form, basic techniques and practical usage of American Karate, taught by a certified Third Degree MKA Black Belt instructor. Fee of $25.00. Distribution: Lifetime Sports Time: 1200-1:00 MWF Room: Melby
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Augsburg College Undergraduate Catalog, 2014-2015
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Augsburg College Undergraduate Catalog, 2014-2015
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2014-2015 Undergraduate Catalog Augsburg College Undergraduate Catalog 2014-2015 Official Publication of Augsburg College 2211 Riverside Avenue, Minneapolis, MN 55454 The Augsburg College Undergraduate Catalog contains information about academic program requirements and academic and studen...
Show more 2014-2015 Undergraduate Catalog Augsburg College Undergraduate Catalog 2014-2015 Official Publication of Augsburg College 2211 Riverside Avenue, Minneapolis, MN 55454 The Augsburg College Undergraduate Catalog contains information about academic program requirements and academic and student policies and procedures for fall semester 2014 - summer semester 2015. It is subject to change without notice. The catalog is intended to complement other College publications including the Student Guide and College website. It is important for students to be familiar with all College policies and procedures. Students are strongly encouraged to consult their advisor(s) at least once each semester to be certain they are properly completing degree requirements. Published 2014 Phone: 612-330-1000 www.augsburg.edu 1 A Greeting from the President A college catalog is a wonderful text, full of detail and data that offer all of us a map to our lives together as a college community. This is a map grounded in Augsburg’s mission: “To educate students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders.” What has prompted you to study this map of Augsburg College? If you’re already enrolled at Augsburg, I trust you will continue to find here the awe and wonder of an educational experience that is meaningful and challenging. I hope you will be reminded of the relationships and commitments you have formed at Augsburg—they will last a lifetime. I also hope that you find in this map signposts of the progress you have made in your vocational journey and that you will continue to believe that you have rightly chosen Augsburg as the community in which you will spend time for the next several years. If you are studying this map to find out more about Augsburg College and an Augsburg education, welcome. I believe you will find it not only tells you about the character and essence of our institution, but also about our mission of service, particularly about those whom we serve in a modern, vibrant city. Augsburg is located in the heart of the Twin Cities of Minneapolis and St. Paul, and it is in the city that our College both serves and thrives. As you study here, you will find a setting that not only provides remarkable learning opportunities, but one in which you will be able to share your own talents and skills. Augsburg’s challenging academic environment is enhanced by both education and service experiences that transform theory into action and unite the liberal arts with the practical in preparing students as faithful citizens in a global society. The experience you are undertaking at Augsburg—or thinking of undertaking—will occur on a small campus in the core of a great city; it will be led by faculty preoccupied with your welfare and the emergence and refinement of your vocational plans. As you join Augsburg College, or consider doing so, please know that those of us who await you here find the College an exciting place, full of diversity and yet possessed of a community dedicated to higher learning and good living. Here you can find your way in the world. May this map be your faithful guide! Sincerely yours, Paul C. Pribbenow, Ph.D. President 2 About Augsburg At Augsburg College, we believe that the college experience should be a time of exploration, of discovery, of new experiences, and 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 undergraduate 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 locations in the heart of thriving metropolitan areas, many courses are able to offer rich and varied learning opportunities in real-life situations through academic internships, experiential education, volunteer community service, and cultural enrichment. In a sense, the resources of the Twin Cities and Rochester are extended campuses for Augsburg students. Minneapolis-based Day Program Augsburg’s Minneapolis-based Day program offers more than 50 majors—or you can create your own major, either on campus or through the Associated Colleges of the Twin Cities (ACTC). This five-college consortium allows Day Program students to take courses on other campuses without additional charge while a full-time student at Augsburg. The ACTC consortium includes Augsburg College, St. Catherine University, Hamline University, Macalester College, and the University of St. Thomas. Minneapolis-based Adult Undergraduate Program Augsburg’s adult undergraduate program offers the flexibility you need, and is delivered in a hybrid-learning format, combining the benefits of face-to-face classroom instruction with the convenience of online learning. The program offers more than 10 majors designed to help you finish your bachelor’s degree quickly and efficiently, in as little as two years. Augsburg also offers several additional majors that are available through evening, in-class courses, such as American Indian studies, computer science, English/creative writing, and others in the Day Program. Rochester-based Adult Undergraduate Program In Rochester, Minnesota, students complete the same degree requirements as students in the Minneapolis undergraduate program. As with the adult undergraduate program in Minneapolis, Rochester class are delivered in a hybrid-learning format, combining the benefits of face-to-face classroom instruction with the convenience of online learning. There are 8 majors offered in Rochester, some of which must be completed by taking courses at the Minneapolis campus. 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. 3 History A College of the Church Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869, in Marshall, WI, and moved to Minneapolis in 1872. The first seminarians were enrolled in 1874, and the first graduation was in 1879. Early Leaders Establish a Direction August Weenaas was Augsburg’s first president (1869-1876). Professor Weenaas recruited two teachers from Norway— Sven Oftedal and Georg Sverdrup. These three men clearly articulated the direction of Augsburg: to educate Norwegian Lutherans to minister to immigrants and to provide such “college” studies that would prepare students for theological study. In 1874 they proposed a three-part plan: first, train ministerial candidates; second, prepare future theological students; and third, educate the farmer, worker, and businessman. The statement stressed that a good education is also practical. Augsburg’s next two presidents also emphatically rejected ivory tower concepts of education. This commitment to church and community has been Augsburg’s theme for more than 140 years. Education for Service Keeping the vision of the democratic college, Georg Sverdrup, Augsburg’s second president (1876-1907), required students to get pre-ministerial experience in city congregations. Student involvement in the community gave early expression to the concept of Augsburg’s motto, “Education for Service.” In the 1890s, Augsburg leaders formed the Friends of Augsburg, later called the Lutheran Free Church. The church was a group of independent congregations committed to congregational autonomy and personal Christianity. This change made Augsburg the only higher educational institution of the small Lutheran body. The college division, however, was still important primarily as an attachment to the seminary. The Focus Changed Traditional attitudes began to change after World War I. In 1911, George Sverdrup, Jr. became president. He worked to develop college departments with an appeal to a broader range of students than just those intending to be ministers. Augsburg admitted women in 1922 under the leadership of longtime dean of women, Gerda Mortensen. The College’s mission assumed a double character: ministerial preparation together with a more general education for life in society. In 1937, Augsburg elected Bernhard Christensen, an erudite and scholarly teacher, to be president (19381962). His involvement in ecumenical and civic circles made Augsburg a more visible part of church and city life. After World War II, Augsburg leaders made vigorous efforts to expand and improve academic offerings. Now the College had become a larger part of the institution than the seminary and received the most attention. Accreditation for the College Augsburg added departments essential to a liberal arts college, offering a modern college program based on general education requirements and elective majors. Full accreditation of the College was achieved in 1954. A study in 1962 defined the College’s mission as serving the good of society first and the interests of the Lutheran Free Church second. The seminary moved to Luther Theological Seminary (now Luther Seminary) in St. Paul in 1963 when the Lutheran Free Church merged with the American Lutheran Church. Subsequently, the American Lutheran Church merged with two other Lutheran bodies in 1988 to form the Evangelical Lutheran Church in America. A College in the City Under the leadership of President Oscar A. Anderson (1963-1980), Augsburg became a vital and integral part of the city of Minneapolis. The College began to reach out to nontraditional student populations, ensuring educational opportunity 4 for all students. Also in these years, Augsburg added the Music Hall, Mortensen Hall, Urness Hall, Christensen Center, Ice Arena, and Murphy Place. Dr. Charles S. Anderson led the College from 1980 to 1997. He guided Augsburg’s commitment to liberal arts education, spiritual growth and freedom, diversity in enrollment and programs, and a curriculum that draws on the resources of the city as extensions of campus and classroom. Some of the accomplishments during his tenure include instituting two graduate degree programs, hosting national and international figures at College-sponsored forums and events, increasing accessibility, and the addition of the Foss, Lobeck, Miles Center for Worship, Drama, and Communication; the Oscar Anderson Residence Hall; and the James G. Lindell Family Library. Dr. William V. Frame became president in August 1997 and retired in 2006. Under his leadership, the College sharpened its identity as a college of the city, providing an education grounded in vocational calling that provides students both the theoretical learning and the practical experience to succeed in a global, diverse world. Augsburg’s Rochester campus was added in 2002, further expanding Augsburg’s presence in key cities in the state of Minnesota. Dr. Paul C. Pribbenow became president in July 2006. Under his leadership, the College aims to educate students of all ages—in the midst of a great city—to be faithful citizens of the world. 5 Augsburg Today Augsburg continues to reflect the commitment and dedication of the founders who believed: • • • An Augsburg education should be preparation for service in community and church. Education should have a solid liberal arts core with a practical dimension in order to send out productive, creative, and successful citizens. The city—with all its excitement, challenges, and diversity—is an unequaled learning laboratory for Augsburg students. The vision of the College’s work today is lived out in the phrase, “We believe we are called to serve our neighbor. Through common commitments to living faith, active citizenship, meaningful work, and global perspective, Augsburg prepares its students to become effective, ethical citizens in a complex global society. In addition to Augsburg’s undergraduate program of liberal arts and sciences, Augsburg offers numerous master’s degree programs as well as a doctoral program in nursing practice. For information about graduate programs, go to www.augsburg.edu/grad. Undergraduate and graduate education is offered in a variety formats. In addition to its Minneapolis campus, Augsburg has a branch campus in Rochester, MN. Day Program Augsburg’s Day Program (DAY) provides an educational opportunity for students who want to earn a bachelor’s degree in a traditional weekday format. Adult Undergraduate Programs Augsburg’s Adult Undergraduate Program provides an educational opportunity for adults who want to earn a bachelor’s degree with a flexible schedule and with a learning environment that acknowledges the real life experience adult students bring to the classroom. It is a means by which men and women can gain skills for professional advancement, prepare for a career change, or pursue a personal interest in one or more areas of the liberal arts and professional studies. The Weekend and Evening College (WEC) program began in 1982 with 69 students taking courses in three majors. The program eventually grew to approximately 1,000 students in 18 majors in the liberal arts and professional studies, one of the largest programs of its type among Minnesota private colleges. In Fall 2014, the WEC program will begin a three year transition into the Adult Undergraduate Program (AU). Current students may continue in the WEC program until spring semester 2017. New students will begin joining the AU program in Fall 2014. Program Transition Timeline WEC classes will continue to be offered on the evenings and weekends through spring semester 2017. After that term, the program will sunset and all courses will be offered in the AU program. During the transition, WEC students will be able to register for courses in the WEC, AU, or Day programs, depending on their schedule needs. WEC courses will continue to be offered in the hybrid learning model, combining traditional, face-to-face class time, with online and out of class coursework. Adult Undergraduate Schedule The AU schedule is designed to meet the needs of adult students. Courses in individual majors will meet on the same night of the week, on an alternating bi-weekly schedule for the duration of the major. The alternating weeks of the semester are labeled “Maroon,” and “Silver”. Students select courses from both the maroon and silver schedules, creating an alternating schedule of classes. Face-to-face meetings occur on alternating weeks for three-and-a-half hours on either Tuesday or Thursday, depending on the program. Online and out-of-class work occurs during the non-class meeting week. Additional classes outside of 6 the major program may be scheduled on Monday or Wednesday weeknights. AU students may take from one to four courses each semester. Minneapolis Campus For a complete list of degree completion programs offered in the AU Program visit www.augsburg.edu/academic/majors. 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. A variety of undergraduate majors 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 more than 100,000 residents. It is a city that enjoys a rich ethnic diversity and superior technological resources. Augsburg classes in Rochester meet on a semester schedule with classes taking place on weekday evenings, making them accessible to working adults. In addition to the degree programs that can be completed entirely in this location, students may work on a variety of other majors through a combination of Rochester and Minneapolis-based evening courses. Students at the Rochester 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. Campus Location Augsburg College is located in the heart of the Twin Cities of Minneapolis and St. Paul, Minnesota. The campus is bordered by Riverside Avenue and Interstate 94, near the University of Minnesota West Bank campus and the University of Minnesota Medical Center. Downtown Minneapolis is just minutes away, providing access to internships and careers with some of the country’s leading companies as well as entertainment, arts, sports venues, shopping, dining, and transportation. The campus is blocks from the Green and Hiawatha light rail lines and the Central Corridor line, which provide easy access to Minneapolis, St. Paul, and the Minneapolis International Airport. 7 Facilities Instruction facilities and student housing at Augsburg are conveniently located near each other. A tunnel/ramp/skyway system connects the two tower residence halls, the five buildings on the Quadrangle, plus Music Hall, Lindell Library, Oren Gateway Center, and the Foss, Lobeck, Miles Center for Worship, Drama, and Communication. Admissions Office—The Office of Admissions is located on the lower level of Christensen Center. Anderson Hall (1993)—Named in honor of Oscar Anderson, President of Augsburg College from 1963 to 1980, this residence hall is located at 2016 8th Street. Anderson Hall contains four types of living units and houses 192 students, as well as the Master of Science in Physician Assistant Studies; Center for Global Education; and the Office of Marketing and Communication. 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 the Admissions Office, student lounge and recreational areas, the Strommen Center for Meaningful Work, the Commons dining facility and Einstein Bros. Bagels, two art galleries, copy center, and offices for student government and student publications. Edor Nelson Field—The athletic field, located at 725 23rd Avenue, is the playing and practice field of many of the Augsburg teams. An air-supported dome covers the field during winter months, allowing year-round use. Foss, Lobeck, Miles Center for Worship, Drama, and Communication (1988)—The Foss Center is named in recognition of the Julian and June Foss family. The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are also housed in this complex, which provides space for campus ministry, the drama and communication offices. Ice Arena (1974)—Two skating areas provide practice space for hockey and figure skating, and recreational skating for Augsburg and the metropolitan community. Kennedy Center (2007)—Completed in 2007 as a three-story addition to Melby Hall and named for Dean (’75) and Terry Kennedy, it features a state-of-the-art wrestling training center, fitness center, classrooms for health and physical education, and hospitality facilities. The James G. Lindell Family Library (1997)—This library and information technology center houses all library functions and brings together the computer technology resources of the College. It also houses the Gage Center for Student Success. The library is located on the corner of 22nd Avenue and 7th Street and the Center for Learning and Adaptive Student Services (CLASS). Luther Hall (1999)—Named for theologian Martin Luther, Luther Hall is a three-story apartment complex along 20th Avenue, between 7th and 8th Streets that houses juniors and seniors in units from efficiencies to two-bedroom suites. Melby Hall (1961)—Named in honor of J. S. Melby (dean of men from 1920 to 1942, basketball coach, and head of the Christianity Department). It provides facilities for the health and physical education program, intercollegiate and intramural athletics, the Hoyt Messerer Fitness Center, and general auditorium purposes. The Ernie Anderson Center Court was dedicated in 2001. Mortensen Hall (1973)—Named in honor of Gerda Mortensen (dean of women from 1923 to 1964), it has 104 one- and two-bedroom apartments that house 312 upper-class students, the Department of Public Safety and a lounge area. Music Hall (1978)—Contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal halls, music libraries, practice studios, and offices for the music faculty. Old Main (1900)—Home for the Department of Art and the Department of Languages and Cross-Cultural Studies, with classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency with architectural details from the past. It is included on the National Register of Historic Places. Oren Gateway Center (2007)—Named for lead donors and alumni Don and Beverly Oren, it is home for the StepUP program, Institutional Advancement offices, the Alumni and Parent and Family Relations Offices, Bernhard Christensen 8 Center for Vocation, the Master of Business Administration Program, the Master of Arts in Leadership program, the Master of Fine Arts in Creative Writing program, and substance-free student housing. It also houses the Barnes & Noble Augsburg Bookstore, Nabo Café, Gage Family Art Gallery, and the Johnson Conference Center. Science Hall (1949)—Houses classrooms; laboratories for biology, chemistry, and physics; mathematics; a medium-sized auditorium; faculty offices, administrative offices, and various other program offices. Sverdrup Hall (1955)—Named in honor of Augsburg’s fourth president, it contains the Enrollment Center, as well as classrooms and faculty offices. Sverdrup-Oftedal Memorial Hall (1938)—Built as a residence hall and named in honor of Augsburg’s second and third presidents, it contains the President’s Office, Human Resources, and other administrative and faculty offices. Urness Hall (1967)—Named in honor of Mr. and Mrs. Andrew Urness, this tower provides living quarters for 324 firstyear students. Each floor is a “floor unit,” providing 36 residents, housed two to a room, with their own lounge, study, and utility areas. 9 Accreditation, Approvals, and Memberships Augsburg College is accredited by: • • • • • The Higher Learning Commission of the North Central Association of Colleges and Schools. National Council for the Accreditation of Teacher Education Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) Commission on Collegiate Nursing Education (CCNE) (Bachelor’s and Master’s degrees) Council on Social Work Education (CSWE) (bachelor’s and master’s degrees) Augsburg’s programs are approved by: • • • • American Chemical Society Minnesota Board of Teaching National Accrediting Agency for Clinical Laboratory Sciences (NAACLS) National Association of Schools of Music Augsburg College is an institutional member of: • • • • • • • • • • • • • • American Association of Colleges and Universities (AACU) American Association of Colleges of Teacher Education (AACTE) American Association of Higher Education (AAHE) American Music Therapy Association, Inc. Campus Compact Council of Independent Colleges (CIC) Lutheran Education Council in North America (LECNA) National Association of Schools of Music (NASM) National Society for Experiential Education (NSEE) Physician Assistant Education Association Associated Colleges of the Twin Cities (ACTC) Higher Education Consortium for Urban Affairs (HECUA) Minnesota Private College Council MPCC) Twin Cities Adult Education Alliance (TCAEA) Augsburg College is registered with the Minnesota Office of Higher Education. 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. 10 Policies 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. For inquiries or grievances in any of the following areas, contact the director of Human Resources, ground floor, Memorial Hall 19, 612-330-1058. • • • • 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. The Director of Human Resources serves as the Title IX officer and may be reached at 612-330-1058. Deputy Officer for Students: Dean of Students Sarah Griesse 612-330-1489 griesse@augsburg.edu Deputy Officer for Athletics: Assistant Athletic Director Kelly Anderson Diercks 612-330-1245 diercks@augsburg.edu Deputy Officer for Employees: Director and Chief Human Resources Officer Dionne Doering 612-330-1602 doering@augsburg.edu Any questions concerning Augsburg’s compliance with federal or state regulations implementing equal access and opportunity can be directed to the Affirmative Action Coordinator, 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 promulgated by the American Association of University Professors and the Association of American Colleges. Family Educational Rights and Privacy Act The Family Educational Rights and Privacy Act of 1974 (FERPA), as amended, provides certain rights to students regarding their education records. Each year Augsburg College is required to give notice of the various rights accorded to students pursuant to FERPA. In accordance with FERPA, you are notified of the following: Right to inspect and review education records You have the right to review and inspect substantially all of your education records maintained by or at Augsburg College. The student must request to review their education records in writing with their signature. The College will respond in a reasonable time, but no later than 45 days after receiving the request. Right to request amendment of education records You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate, misleading, or otherwise in violation of your right to privacy. This includes the right to a hearing to present evidence that the record should be changed if Augsburg decides not to alter your education records according to your request. Right to give permission for disclosure of personally identifiable information You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information contained in your education records, except to the extent that FERPA and the regulations regarding FERPA authorize disclosure without your permission. One such exception which permits disclosure without consent is for disclosure to 11 school officials who have legitimate education interests. A school official is a person employed by the College in an administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel and health staff); person or company with whom the College has contracted (such as an attorney, auditor, or collection agent); a person serving on the board of regents, or a student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official performing his or her tasks. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility. Right to withhold disclosure of “directory information” FERPA uses the term “Directory Information” to refer to those categories of personally identifiable information that may be released for any purpose at the discretion of Augsburg College without notification of the request or disclosure to the student. Under FERPA you have the right to withhold the disclosure of the directory information listed below. Please consider very carefully the consequences of any decision by you to withhold directory information. Should you decide to inform Augsburg College not to release Directory Information, any future request for such information from persons or organizations outside of Augsburg College will be refused. “Directory information” includes the following: • • • • • • • • • • • • • • The student’s name The student’s address The student’s telephone number The student’s e-mail address The student’s date and place of birth The student’s major and minor field of study The student’s academic class level The student’s enrollment status (FT/HT/LHT) The student’s participation in officially-recognized activities and sports The student’s degrees and awards received (including dates) The weight and height of members of athletic teams The student’s dates of attendance Previous educational agencies or institutions attended by the student The student’s photograph Augsburg College will honor your request to withhold all Directory Information but cannot assume responsibility to contact you for subsequent permission to release it. Augsburg assumes no liability for honoring your instructions that such information be withheld. The Registrar’s Office must be notified in writing of your intent to withhold your Directory Information. Right to complain to FERPA Office You have the right to file a complaint with the Family Policy Compliance Office, US Department of Education, 400 Maryland Ave. SW, Washington, DC, 20202, concerning Augsburg’s failure to comply with FERPA. Reporting Educational Information Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter. 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. For a printed copy, contact Augsburg’s Department of Public Safety at 612-330-1717. 12 Copyright Policy Augsburg College Graduate Programs follows the norms of the US Copyright Law in granting exclusive rights under the Copyright Act to faculty and student authors to reproduce their original works, to use them as the basis for derivative works, to disseminate them to the public, and to perform and display them publicly. This excludes all proprietary information. Student Rights The College has adopted a statement of student rights and responsibilities and has provided for due process in the matter of disciplinary action, grievances, and grade appeal, as outlined in the Augsburg Student Guide, at www.augsburg.edu/studentguide. Official Notices Students will receive official notices via the student campus mail system (student campus box), the A-Mail publication, and the student’s Augsburg e-mail account. Students should check their campus mailbox and their student e-mail account regularly. The A-Mail is a daily online publication on Inside Augsburg. 13 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 Firsthand appraisal of programs, facilities, and academic atmosphere is valuable. First-year and transfer applicants are encouraged to visit the campus and meet with an admissions counselor. Arrangements can be made to meet with a member of the faculty and to attend classes when school is in session. Augsburg’s undergraduate admissions staff is ready to help students and families with college planning. Call any weekday between 8:30 am and 4:30 pm—612-330-1001 or toll-free 1-800-788-5678—and we’ll assist with your questions and arrange a tour for you. Admissions visits and tours are available Monday through Friday, and most Saturday mornings during the school year. The Admissions Office is located on the lower level of the Christensen Center and serves traditional, non-traditional, and graduate students. Application Procedures First-year Day Program Students: • • • • • • • • • • • • • Application for Admission Students should complete the application for admission, including the essay, and submit them to the Admissions Office. Students may apply online for free at www.augsburg.edu/acfl/apply or www.commonapp.org. Transcripts An official transcript from the high school is required of first-year applicants. First-year applicants who are still high school students at the time of application should have their most recent transcript sent, followed by a final, official transcript upon graduation. If the student has taken college courses, including while in high school, an official transcript from each institution should also be sent. General Education Development (GED) scores may be presented instead of the high school transcript. Test Scores First-year applicants are required to submit results from a college entrance examination, unless he or she has been out of high school for more than five years. The American College Test (ACT) is preferred; results from SAT are also accepted. Test scores recorded on the official high school transcript are sufficient. Augsburg strongly recommends completing the writing portion of either the ACT or SAT. Recommendations One letter of academic recommendation is required for all students. A letter may be submitted by a teacher, counselor, or pastor (spiritual leader). Essay First-year applicants are required to provide a 1-2 page essay (approximately 500 words) on a topic(s) chosen by Augsburg faculty/staff/students. Additional Information If there is additional information that may have affected the applicant’s previous academic performance, it may be included as a personal statement with the application and discussed individually with an admissions counselor. On occasion, the Admissions Committee may defer a decision on a candidate’s admission until additional information has been received. For example, new test scores, results of the present semester’s coursework, additional letters of recommendation, or writing samples may be requested by the committee. If any additional credentials are needed, the Office of Undergraduate Admissions will inform the candidate. Notification of Admissions Decision 14 • • • Admissions decisions are made on a rolling basis. Applicants are notified of the admissions decision usually within three weeks after the application file is complete and has been evaluated by the Admissions Committee. Notification of admission status for completed applications begins in late September. Confirmation of Admission Accepted students are asked to make a $150 enrollment deposit* to the Office of Undergraduate Admissions. Students who wish to live in College housing must also submit a $200 nonrefundable housing deposit along with the housing contract to the Residence Life Office. *Nonrefundable after May 1. Note: Admission to a major—a separate process from admission to the College—is sometimes required. Check with the Admissions Office and consult the specific department’s section of this catalog. Day Program Transfers and Adult Undergraduate (AU) Students A cumulative grade point average (GPA) of at least 2.50 (on a 4.0 scale) in previous college work is recommended for transfer admission to the College. Information regarding transfer credit policies is found in the Academic Information section of the catalog. Students who are applying to the AU program should have attempted a minimum of 30 semester credit hours, including courses in foundation areas (writing, etc.) • • • • • • • • • • Application for Admission Students should complete the application for admission, including the essay, and submit them to the Admissions Office. Students may apply online for free at www.augsburg.edu/acfl/apply or www.commonapp.org. Transcripts Official transcripts from all previous postsecondary institutions must be sent directly to the Admissions Office. 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. Recommendations One letter of academic recommendation is required for all transfer applicants. Letters may be submitted by a supervisor, counselor, professor, or pastor (spiritual leader). Additional Information If there is personal information that may have affected the applicant’s previous academic performance, it may be included with the application and discussed individually with an admissions counselor. Academic recommendations may be required by the Admissions Committee before an admission decision is made. On occasion, the Admissions Committee may also defer a candidate’s admission until other information has been received. For example, test scores, results of current coursework, additional letters of recommendation, or writing samples may be requested by the committee. If any additional credentials are needed, the Admissions Office will inform the candidate. Notification of Admissions Decision Augsburg College uses a rolling admissions plan. Students are notified of the admission decision usually within two weeks after the application file is complete and has been evaluated by the Admissions Committee. Note: Admission to a major—a separate process from admission to the College—is sometimes required. Check with the Admissions Office and consult the specific department’s section of this catalog. Application for Readmission Day students who have not registered for courses at Augsburg College for one semester or more, and AU/Rochester/WEC students who have not registered for courses at Augsburg College for two or more semesters, must apply for readmission through the Registrar’s Office to resume attendance. Students who have attended other institutions during their absence from Augsburg must have an official transcript sent from each institution to the Registrar’s Office. Returning students do not pay the application fee. The last day to receive approval for readmission to the College and register for classes is the Friday prior to the start of the term. The Student Standing Committee must review any applications from students who left on probation or who were dismissed from the College. 15 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 (nondegree). To apply for admission as a special student, submit the completed application, academic intent, and all necessary official transcripts to the Admissions Office. Contact the Admissions Office regarding which official transcripts you may need for your application file. Special Students (Second Degree) Students who have graduated from Augsburg who are returning to complete an additional major will not be awarded a second degree unless it is a different degree from the first awarded. Students who have completed a four-year degree at an accredited college or university may complete a second degree at Augsburg College. A second degree will not be awarded unless it is a different degree from the first awarded. Second degree requirements include a minimum of 32 semester credits taken at Augsburg, completion of a major, and completion of any liberal arts requirements not covered by a previous degree. Depending on the student’s previous degree, completion of a second major (non-degree) may also be an option. International Student Admissions International students are a vital part of the Augsburg community. (See International Student and Scholar Services, in the Student Life section.) International students should contact International Student and Scholar Services for an international student application and financial requirements. All applicants must provide proof of financial solvency. For more information, call 612-330-1359 or 1-800-788-5678 (toll-free), email admissions@augsburg.edu or contact International Student and Scholar Services at: Campus Box 307 Augsburg College 2211 Riverside Avenue Minneapolis, MN 55454 USA Students who have attended a college or university outside of the United States will need to obtain a foreign credential evaluation by contacting World Education Services (WES). WES is a nonprofit organization with more than 30 years of experience evaluating international credentials. WES will examine your transcript(s) and prepare a report that will help Augsburg College understand how your international coursework compares to courses and grades in the United States. Augsburg College will use this information in its admissions review and will grant transfer credit where appropriate. World Education Services, Inc. Bowling Green Station PO Box 5087 New York, NY 10274-5087 www.wes.org Phone: 212-966-6311 Fax: 212-966-6395 16 Financing Your Education College Costs The Board of Regents approves the costs for the academic year. The board reviews costs annually and makes changes as required. Augsburg reserves the right to adjust charges should economic conditions necessitate. Day Program Tuition and Fees Tuition (full-time enrollment): Students are considered full-time when they take 12-18 credits during the semester. All associated costs must be paid by the beginning of each semester to avoid accruing finance charges, unless you have enrolled in an official payment plan through Student Financial Services. Tuition (part-time enrollment): This rate applies to students taking fewer than 12 credits in a semester. Fees (full-time enrollment): The standard program fees are the Student Activity Fee, Technology Fee, Newspaper Readership Fee, MPIRG Fee, and the Wind Energy Fee. Specific courses or programs may have additional fees associated with them, such as lab or supply fees. Full Time Cost – Fall and Spring 2014-2015 Semester Year • • • $16,883.00 $332.25 $1,055 per credit $33,766.00 $664.50 $4,220 per 4 credits Tuition –Full-Time (12-18 credits per term) Fees – (12-18 credits per term) Overload Fee –(over 18 credits) Full-Time vs. Half-Time Undergraduate students will need to be enrolled in 6 credits to be considered half-time and 12-18 credits to be considered full-time. This is an important distinction for accessing financial aid. Part Time Cost – Fall and Spring 2014-2015 • • • • • • • Tuition –Part-Time(less than 12 credits) Fees – (less than 12 credits) Other Costs Lifetime Activity Fee Audit Fee(taking a class for no credit) Music Lesson Fees ½ Hour Lesson 1 Hour Lesson $1,055 per credit $182.25 per term $4,220 per 4 credits $220.00 per course $1,000.00 per course $400.00 $800.00 Deposits Enrollment Deposit (non-refundable): $150 Required of all new Day 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. Room and Board Costs: Detailed housing rates are available through Residence Life Office at www.augsburg.edu/reslife/academic-year-rate. Detailed meal plan rates and flex point options can be found at www.augsburg.edu/reslife/aviands-meal-plans. 17 Adult Undergraduate (AU), Weekend/Evening College (WEC), and Rochester (ROCH) Program Tuition and Fees Tuition and fees are published online at www.augsburg.edu/studentfinancial/weekendevening-undergraduate. Tuition: Students are charged per credit. All associated costs must be paid by the beginning of each semester to avoid accruing finance charges, unless you have enrolled in an official payment plan through Student Financial Services. Fees: The standard semester fees are the Student Activity Fee and the Wind Energy Fee. Specific courses or programs may have additional fees associated with them, such as lab or supply fees. • • • • • • Adult Undergraduate Weekend/Evening Activity Fee Campus Greening Fee Rochester Undergraduate Rochester Activity Fee $457.50 per credit $457.50 per credit $20.00 per term $5.00 per term $394.75 per credit $35 per term $1,830.00 per 4.0 credits $1,830.00 per 4.0 credits $1,579 per 4.0 credits Payments Semester Charges Prior to the start of each semester a statement of estimated charges showing charges and financial aid credits designated by the Student Financial Services Office is sent to the student via e-mail. All statements are available online through AugNet’s Records and Registration site. Payments can be made online at www.augsburg.edu/studentfinancial/make-a-payment. Augsburg may charge late fees and interest on delinquent accounts. Review the full policy regarding past due balances online at www.augsburg.edu/studentfinancial/disclosure. Payment Options Augsburg College offers payment plan options for all students. Information about payment plans is available online at www.augsburg.edu/studentfinancial/payment-plans-and-discounts. 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/studentfinancial/sap-policy. Financial assistance awarded through Augsburg may be a combination of scholarships, grants, loans, and part-time work opportunities. The College cooperates with federal, state, church, and private agencies in providing various aid programs. The primary responsibility for financing a college education rests upon the student and family. Financial aid supplements student and family resources. The Free Application for Federal Student Aid (FAFSA) helps determine the amount of assistance for which a student is eligible. This analysis takes into account such family financial factors as current income, assets, number of dependent family members, other educational expenses, retirement needs, and special considerations. Types of Aid A student applying for aid from Augsburg applies for assistance in general rather than for a specific scholarship or grant (except as noted). 18 Augsburg may offer both merit-based and need-based financial aid to undergraduate students at the time of admission. First year students can find specific information at www.augsburg.edu/firstyear/scholarships and transfer students can find information at www.augsburg.edu/transfer/financial-aid-and-scholarships. Augsburg will also determine students’ eligibility to receive financial aid grants from both federal and state entities. These grants include Minnesota State Grant, Federal Supplemental Educational Opportunity Grant (SEOG), Federal Pell Grant, Federal TEACH grant, and Bureau of Indian Affairs/Tribal and State Indian Scholarship. Contact Student Financial Services if you need any additional information about any of these programs. In addition to aid administered by Augsburg College, students are urged to investigate the possibility of scholarships and grants that might be available in their own communities. It is worthwhile to check with churches, the company or business employing parents or spouses, high schools, service clubs, and fraternal organizations for information on aid available to students who meet their requirements. In addition to these sources, some students are eligible for aid through Rehabilitation Services, Educational Assistance for Veterans, Educational Assistance for Veterans’ Children, and other sources. Loan Assistance Students must be enrolled at least half-time (6 or more credits) to be eligible for any federal loans • • Federal Perkins Student Loan o A federally-funded program administered through Augsburg College for students who demonstrate financial eligibility. No interest accrues nor do payments have to be made on the principal at any time you are enrolled at least half-time in school. Simple interest of 5 percent and repayment of principal (at the minimum of $40 a month) begin nine months after you leave school. Repayment may extend up to 10 years. The loan offers a teacher cancellation clause. The maximum that may be borrowed for undergraduate study is $16,000. Federal Stafford Student Loan Subsidized Stafford Loans are need-based loans that the federal government subsidizes by paying the interest while the student is in school and during the grace period. o For the Unsubsidized Stafford Loan, interest begins accruing on the date of disbursement and the borrower is responsible for all interest. The borrower may choose to make payments while in school or may defer payments and allow interest to accrue and be capitalized (added to the balance of the loan). Federal Parent Loan Program (PLUS) o • o PLUS is a loan program to help parents meet college costs of their dependent children. Parents may borrow up to the cost of attendance (minus all other student financial aid). Repayment begins within 60 days of final disbursement. Further information about all student and parent loan programs can be found www.augsburg.edu/studentfinancial. Student Employment Students are able to apply for work study positions through Augsburg’s Human Resources Office. Part-time work provided by the College is considered financial aid, just like scholarships, loans, and grants. Students are limited to a maximum of 20 hours of on-campus employment per week. The number of hours a student can work is dependent on the position and the needs of the department. However, work is not guaranteed. All on-campus work is governed by policies stipulated in the work contract issued to the student employee for each placement. Payment is made bi-weekly by check to the student employee. • Federal College Work Study Program and Minnesota State Work Study Program o Under these programs the federal or state government supplies funds on a matching basis with the College to provide part-time work opportunities. Satisfactory Academic Progress Policy Federal regulations require that all higher education institutions establish and implement a policy to measure whether students [1] receiving financial aid [2] are making satisfactory academic progress toward the completion of a degree. 19 The purpose of this policy is to make sure that students who receive financial aid are using this money wisely. It is meant to curtail the use of financial aid by students who fail to successfully complete their course work. Failure to meet the following standards makes a student ineligible for all institutional, federal, and state financial aid. Standards of Satisfactory Academic Progress 1) Minimum GPA requirements • • Undergraduate Students o Students must maintain a minimum 2.0 cumulative GPA based on the entire academic record. Graduate Students o Students must maintain a minimum 2.5 cumulative GPA based on the entire academic record. 2) Minimum Credits Completed Undergraduate Students Students must earn a cumulative 67% of the credits attempted based on the entire academic record. A completed credit has a grade of 4.0 – 0.5 or P. Credits earned and completed will include accepted cumulative transfer credits as defined by the Registrar’s Office. Unsatisfactory grades “W (Withdrawn),” “I (Incomplete),” “F (Zero),” and “N (Not Passing)” are counted towards the cumulative attempted credits. Repeat Courses and remedial courses are not counted towards the cumulative attempted credits. Graduate Students Students must earn a cumulative 67% of the credits attempted based on the entire academic record. A completed credit has a grade of 4.0 – 2.5 or P. Credits earned and completed will include accepted cumulative transfer credits as defined by the Registrar’s Office. Unsatisfactory grades “W (withdrawn),” “I (Incomplete),” “F (Zero),” and “N (Not Passing)” are counted towards the cumulative attempted credits. Repeat Courses and remedial courses are not counted towards the cumulative attempted credits. 3) Maximum Time Frame Undergraduate Students To demonstrate academic progress, undergraduate students must complete their degree objective within 150% of the length of the program. In the CORE Curriculum, a student needs a minimum of 32 credits to graduate with a bachelor’s degree. For those under the CORE Curriculum, they may not exceed attempting 49 credits. For students under the Perspectives and Skills Curriculum, a student cannot exceed attempting 52 credits. A student who reaches the 150% maximum time frame to complete their degree due to a change in major will need to notify the Student Financial Services Office in order to continue to receive financial aid. Graduate Students To demonstrate academic progress, graduate students must complete their degree objective within 150% of the length of the program. Requirements to Meet Satisfactory Academic Progress Standards 1) Cumulative GPA Undergraduate Students Students who are not meeting the GPA SAP standard will need to follow the Academic Probation standards set forth by Augsburg College Registrar’s Office. The student must maintain a minimum 2.0 cumulative GPA or higher. Graduate Students Students who are not meeting the GPA SAP standard must maintain a minimum 2.5 cumulative GPA or higher. 20 2) Minimum Credits Attempted Undergraduate and Graduate students earning less than 67% credits attempted must be enrolled at least half-time, must earn all attempted credits, cannot withdraw from any of the courses, and must achieve a minimum grade of 2.0 or better in each course. 3) Maximum Time Frame Undergraduate and Graduate students must complete and attain their degree within the 150% of the length of the program. Monitoring and Evaluating Progress In order to ensure SAP standards are being met, the office of Student Financial Services will evaluate and monitor the students’ academic achievement at the end of each term. After the student’s record is evaluated and the Student Financial Services Office determined the student to be unsatisfactory, the student will be placed on Financial Aid Warning or Financial Aid Probation. Students will be notified through their Augsburg email if they fail to meet SAP standards. Financial Aid Warning A student who fails to meet SAP standards will be placed on Financial Aid Warning for the following term of enrollment. Students placed on Financial Aid Warning will still be eligible to receive financial aid. A student on Financial Aid Warning must work with the designated Financial Aid Counselor to submit an academic plan. Financial Aid Warning will conclude when the student meets SAP standards, or guidelines set forth in the academic plan. Students currently on Financial Aid Warning who do not meet the standards at the end of the term will be placed on Financial Aid Probation. Students can continue to be placed on Financial Aid Warning for periods longer than one term on a case by case basis and/or as determined by the Student Financial Services Office. Financial Aid Probation A student who fails to meet either the minimum GPA requirement or minimum credits attempted while on Financial Aid Warning will be placed on Financial Aid Probation. A student on Financial Aid Probation is ineligible to receive any form of financial aid. A student on Financial Aid Probation may submit an appeal to reinstate their financial aid, and if the appeal is approved, the student must work with the designated Financial Aid Counselor to submit an academic plan. Financial Aid Probation will conclude when the student meets SAP standards, or guidelines set forth in the academic plan. Students can continue to be placed on Financial Aid Probation for periods longer than one term on a case by case basis and/or determined by the Student Financial Services Office. Financial Aid will be suspended when a student placed on Financial Aid Probation does not meet SAP standards. Because grades may not be available before the beginning of the next scheduled term, it is possible that financial aid may be disbursed to a student before the review can be conducted. In the event that a student is found to be ineligible for the financial aid that has been disbursed due to a failure to meet one of the Standards, the aid that was disbursed will be canceled, and returned to the appropriate program(s). Right to Appeal Students who have had their financial aid suspended may submit the SAP Appeal Form to the Student Financial Services Office. The appeal must be submitted within 7 days of notification of unsatisfactory status or by the due date given on the appeal letter. The SAP Appeal Form must be completely filled out, along with any additional documents required by the Committee. The appeal should state reasons why the student failed to meet SAP standards, and what changed for the student that will allow the student to demonstrate progress towards meeting SAP standards. The appeal will be decided by the SAP Committee. All decisions made by the Committee are final. [1] Include all degree seeking students in both the Undergraduate Day and Augsburg for Adults, and all Graduate programs. [2] Financial Aid is defined as: Augsburg Institutional Aid, Federal Title IV funding, and Minnesota State Financial Aid programs. 21 Financial Policies 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 account charges 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. Tuition Refund Policy Students are eligible for a 100% tuition refund for any courses they drop without notation through the date labeled “Last day to drop without a ‘W’ grade & 100% refund – Full Semester class” on the Academic Calendar. After this date, students are no longer eligible for any refund of tuition unless they withdraw from all of their courses. This policy is effective whether or not a student has attended classes. Students withdrawing from all of a term’s courses may receive a 50% tuition refund when they withdraw by the date labeled “Last day to withdraw with 50% refund – Full Semester class” on the Academic Calendar. Students are responsible for cancelling courses through the Registrar’s Office (or online) in order to be eligible for any refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add form are responsible for all charges. Financial aid may be adjusted based on the student’s last recorded date of attendance. Refund calculations are based on the date that the drop/add form is processed. Medical Refund If a student is forced to withdraw from one or more courses in a term due to illness or an accident, a request for a medical refund should be made through the Academic/Financial Petition. Petition forms are available through the Registrar’s Office website. An extra medical refund may be granted by the Committee upon submission of documentation from the attending doctor, on letterhead, verifying the medical circumstances. Unofficial Withdrawal Federal regulations require that records of financial aid recipients who earn failing grades in all their classes be reviewed. If courses are not completed (e.g., unofficial withdrawal, stopped attending), the College is required to refund financial aid to the appropriate sources according to federal or Augsburg refund policies based on the last recorded date of attendance. Students are responsible for the entire cost of the term including the portion previously covered by financial aid should they stop attending. Students are strongly urged to follow guidelines for complete withdrawal from college. If there are extenuating circumstances, a petition to have the cost of tuition refunded can be made. Petition forms are available online through the Registrar’s Office website. A student who registers, does not attend any classes, and does not withdraw may petition to withdraw retroactively. The student must petition within six months of the end of term and provide proof of non-attendance. Proof can include, but is not limited to, statements from each instructor that the student never attended, or documentation of attendance for the term at another college or university. If approved, grades of W will be recorded and tuition charges for the term will be replaced with an administrative cancellation fee of $300. Financial Aid Policy Financial aid such as federal, state, and institutional grants and scholarships are awarded based upon the total number of registered credits on the “Last day to add with faculty signature – Full Semester class” as noted on the Academic Calendar. Students must register for internships, Time 2 classes, and ACTC classes before the “Last day to add with faculty signature-Full Semester class”. Financial aid will not be adjusted for classes added after this date. Students must earn the financial aid they are awarded each semester by actively attending and participating in classes throughout the semester. Financial aid is recalculated when students do any of the following: drop classes without a “w” grade, fail to begin classes, cease to attend classes, fail all classes, or fully withdraw from all classes. 22 Financial Aid-Return of Aid Policy Students must earn the financial aid they are awarded each semester. A student can earn their aid by attending classes, or in the event of hybrid/online courses, be an active participant in the course. Federal/State Aid Adjustments Augsburg is required to return unearned federal/state aid for students who fully withdraw from their courses. Student are eligible to keep more aid the longer they attend their courses. After 60% of the term has passed, students are eligible to keep all of their federal/state aid. See the dates below. If you are planning to completely withdraw from your courses, please see a Student Financial Services counselor to determine what aid may need to be returned. Institutional Aid Adjustments Augsburg will return institutional aid for students who partially withdrawal or fully withdraw from courses if the student received. If students withdraw from their courses they will receive a 50% tuition refund and 50% of their institutional aid will be removed. If a student withdraws after the last day to receive a tuition refund, there will be no adjustment to their institutional aid. Credit Refund Policy Augsburg students may be eligible to receive a credit refund if their financial aid exceeds tuition and fee charges for a term. Credit Refunds are issued within two weeks after the last day to drop courses without recorded notation. Financial Aid needs to be finalized (You can verify your financial aid status online through Track Your Financial Aid) and applied to a student’s account (Check your Transaction History online to verify all of your financial aid has been applied to your account and nothing is left pending) before the Credit Refund can be issued. Changes in enrollment status, housing status, and program status may affect financial aid eligibility and credit refunds. Students who are enrolled less than half-time (less than 6.0 credits for undergraduates, less than 3.0 credit for graduates) may not be eligible for financial aid; however, students may apply for private alternative loans. Registration changes made from the first week of the term through midterm may require a return of financial aid funds. Students who drop courses may receive a tuition refund, but some forms of financial aid may have to be adjusted before a refund will be available. Financial aid return of funds may take up to 30-45 days to be processed. Bookstore Policy Students who are registered for the upcoming term will be allowed to charge up to $600 to their student account. Students DO NOT need to request a bookstore account this year. Please plan ahead and purchase books and supplies before the scheduled cut off dates; be planful for courses that start midterm as you will be unable to charge anything to your student account after the cut-off date. Student’s accounts will be billed for only what was spent on their bookstore account before credit refunds are issued. If your bookstore charges creates a balance on your account you need to make payments in accordance with your statement. Bookstore purchases charged to a student’s account are intended for students who have excess financial aid funds to cover their tuition, fees, AND their books or supplies. Please contact Student Financial Services before you purchase books if you need to discuss payment options. Due to the financial aid cycle, you can only charge expenses to your bookstore account during specific times. Third Party: If you are expecting a third party to cover the cost of your books, you will need to turn in an itemized receipt of your purchases to the Student Financial Service’s office along with your invoice request. Additional Funds: If the cost of your textbooks and supplies are above $600 in one term, you have enough financial aid to cover the additional costs, and you would like to charge the additional amount to your student account please send the following information to Student Financial Services (studentfinances@augsburg.edu). All requests need to be in writing. 23 Subject: Request for additional funds Full Name: Student ID number: Additional request: Students will receive an e-mail when the additional request has been processed. Accounts are opened as quickly as possible, but it could take up to two business days for activation. Consumer Information LOSS OF FINANCIAL AID ELIGIBILITY DUE TO A DRUG OFFENSE A student, who is convicted of a state or federal offense involving the possession or sale of an illegal drug that occurred while the student was enrolled in school and receiving Title IV aid, is not eligible for Title IV funds. [An illegal drug is a controlled substance as defined by the Controlled Substance Act and does not include alcohol and tobacco. A borrower’s eligibility is based on the student’s self-certification on the Free Application for Federal Student Aid (FAFSA). Convictions that are reversed, set aside or removed from the student’s record, or a determination arising from a juvenile court proceeding do not affect eligibility and do not need to be reported by the student. A student who is convicted of a drug-related offense that occurred while the student was enrolled in school and receiving Title IV aid loses Title IV eligibility as follows: For the possession of illegal drugs: First offense: one year from the date of conviction. Second offense: two years from the date of the second conviction. Third offense: indefinitely from the date of the third conviction. For the sale of illegal drugs: First offense: two years from the date of conviction. Second offense: indefinitely from the date of the second conviction. A school must provide a student who loses Title IV eligibility due to a drug-related conviction with a timely, separate, clear, and conspicuous written notice. The notice must advise the student of his or her loss of Title IV eligibility and the ways in which the student may regain that eligibility. Regaining Eligibility after a Drug Conviction A student may regain eligibility at any time by completing an approved drug rehabilitation program and by informing the school that he or she has done so. A student regains Title IV eligibility on the date he or she successfully completes the program. A drug rehabilitation program is considered approved for these purposes if it includes at least two unannounced drug tests and meets one of the following criteria: • • • • The program received or is qualified to receive funds directly or indirectly under a federal, state, or local government program. The program is administered or recognized by a federal, state, or local government agency or court. The program received or is qualified to receive payment directly or indirectly from a federally or state licensed insurance company. The program administered or recognized by a federally or state-licensed hospital, health clinic, or medical doctor. Policies may change throughout an academic year if necessary to comply with federal, state, or institutional changes or regulations. Residence Life Program Students who choose to make Augsburg their home find a friendly, 23-acre village in the midst of a major metropolitan area. They make many new friends among roommates and classmates. They are just steps away from Lindell Library, 24 classrooms, Hoversten Chapel, the ice arena, fitness center, and Christensen Center. With just over 1,000 students living on campus, most students and faculty greet each other by name. Augsburg recognizes the importance of the residential experience during the college years. Studies show that students who live on campus are more likely to persist academically, to be involved on campus, and tend to have a slightly higher grade point average. Residence Life staff are professional and student team members available to support students in their academic and co-curricular experiences. Through their efforts residential community members become acquainted with life at Augsburg through educational and social opportunities. Living on campus offers many opportunities for learning, leadership, and fun. Numerous events are planned to welcome students to the community, including dances, movie nights, open mic nights, and weeks devoted to special themes or issues. Resident students have access to a 24-hour computer lounge, wireless internet, study lounges, 24-hour security, laundry facilities, and vending. All rooms and apartments are equipped with hook-ups for telephone, cable television, computers, and internet access. A skyway connecting the lobby of Urness Hall and Mortensen Hall to Christensen Center and Oren Gateway Center to the Lindell Library keeps students out of the weather on the way to class. To secure housing on campus, students need to submit the following items by May 1: • • • Enrollment deposit Housing deposit Residence Life and Dining contract During spring semester, current Augsburg students are provided with information on the process to secure housing for the next academic year. Housing Urness Hall—One home to new Auggies and upper-class resident advisors, this nine-story high-rise houses 313 students. Each floor is considered a house-unit providing 36 students (two to a room) with their own lounge, study, and utility areas. In Urness Hall, rooms are furnished with a bed, dresser, desk, and chair. Meal plans are required. Mortensen Hall—This building is a 13-story high-rise apartment building. It contains 104 one-bedroom and twobedroom apartments to accommodate 312 upper-class students. Mortensen Hall is carpeted and contains kitchenette units. It is furnished with beds and dressers. Meal plans are required. Anderson Hall—Contains four types of living units: two-bedroom apartments, two-room suites, floor houses, and townhouses. This residence houses 192 upper-class students, and the Neighborhood program. All rooms are furnished with beds, dressers, desks, and chairs. Meal plans are required. Anderson Hall Neighborhoods—This is available to students who are interested in creating a living/learning environment by designing their own house system. All members meet to determine their program focus, educational goals, and community agreement guidelines. Examples of programs of past neighborhoods include ELE (Everyone Loves Everyone), Hip Hop House, Environmental Neighborhood, and Honors. Luther Hall—Opened in 1999, this apartment residence includes studios and two- and four-bedroom apartments with full kitchens. Beds, dressers, desks, and chairs are provided. Underground parking is available at an additional cost. Meal plans are optional. Oren Gateway Center— The new “front door” to the Augsburg campus, Oren Gateway Center offers substance-free living connected to a dining area, underground parking, and classrooms. Opened in 2007, Oren Gateway Center houses the StepUP first-year and upperclass students committed to an alcohol- and drug-free environment. Flats, apartments, and studios are furnished with bed, desk, and dressers. Meal plans are optional. Food Service Commons—Situated on the top floor of Christensen Center, this is the main food service facility for students, faculty, and staff. This spacious room features small-table units for easy conversation overlooking the College quadrangle and Murphy Square. Students on board plans who live in residence halls eat their meals in the Commons. 25 Einstein Bros. Bagels—On the main level of Christensen Center, Einstein Bros. Bagels sells coffee, smoothies, hot and cold sandwiches, wraps, soups, salads, and snacks. Nabo—This eatery is located in the Oren Gateway Center. Pronounced “náh-bu,” with the accent on the first syllable, featured food options include 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. 26 Student Activities and Organizations Augsburg’s mission focuses on student learning in the broadest sense. Experiences in the classroom are an important part of college life, yet learning and development also occur in formal and informal activities of the College and the surrounding area. Whether students take classes in the day, evening, or weekend, the climate for learning and living at Augsburg will add dimension to their education. Campus Ministry As a college of the church, we are concerned about spiritual as well as academic and social growth. Our concern for spiritual care is evident in the opportunities we encourage and provide for students to explore their own faith. Daily worship, Wednesday Night Holy Communion, bible studies, community outreach, retreats, peace and justice events, concerts and gatherings, and interfaith initiatives are examples of the wide varieties of activities on campus. At Augsburg College, we are “guided by the faith and values of the Lutheran Church.” Because of this identity, we seek to develop an environment where people are encouraged to use and discover gifts and a sense of call and vocation. As a college of the church, we emphasize the development of this through attending to the sacred, living into radical hospitality and shaping community. The college pastors and campus ministry staff have offices in Foss, Lobeck, Miles Center for Worship, Drama, and Communication and are available for spiritual guidance, counseling, support or information. Student Government The Augsburg Day Student Government and the Adult Undergraduate Student Advisory Council organizations support and advocate for student concerns, needs, and activities. These student government groups serve as the official student governments, and the primary voice and liaison between students and the administration, faculty, and staff of Augsburg College. 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: 1. Campus Activities CAO offers several programs and activities throughout the academic year designed to connect and engage students with the Augsburg and surrounding community. 2. Lesbian, Bisexual, 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 by fostering a community that honors and affirms the wholeness of all identities. 3. Student and Group Leadership Development Emerging Leaders Program (ELP) is an initiative designed to develop new leadership at Augsburg College by empowering first-year students to cultivate and apply their inherent leadership skills through a semester-long skill-building training program. Student Group Development-CAO provides student groups with workshops focusing on social justice, privilege, antioppression, and other pertinent areas of development. 27 4. Orientation Programs SOAR is a required two-day, overnight orientation experience for incoming first-year day students designed to help with the transition to Augsburg College. Students will meet fellow classmates, faculty, and staff; learn about college resources and services; and get a taste of life on campus. Parent SOAR is an optional orientation experience for the parents and guardians of first-year students that runs concurrently with the students’ SOAR session. Parents obtain important information about the campus; meet fellow parents, faculty, and staff; learn about college resources and services; and get a taste of what life will be like for their students on campus. Transfer SOAR is a required day-long orientation experience for transfer students designed to help with the transition to Augsburg College. Students will learn about College resources and services, hear about academic programs, and discover why being a part of the Augsburg community is so rewarding. Auggie Days is a required on-campus orientation experience for incoming first-year day students, which is designed to complement SOAR, provide opportunities to enhance academic and personal success, and offer a helpful advantage in starting at Augsburg College. 5. Student Groups CAO manages student groups on campus and provides them access to many benefits, including but not limited to: organization emails, websites, Auggie's Nest lockers, Auggie Room supplies, skill-building workshops and conferences, advising, funding and grants, and much more. Student Center Christensen Center, the Augsburg student union, serves students, faculty, staff, alumni, and guests. Traditionally considered the “living room” of the campus, the student union provides a central gathering place for the diverse populations of residential, commuter, Adult Undergraduate, and graduate students at Augsburg through the merging of curricular and co-curricular programs and activities. Christensen Center also houses several student services, such as the Admissions Office, Campus Activities and Orientation, the Strommen Center for Meaningful Work, Multicultural Student Services, LGBTQIA Services, Event and Conference Planning, the Copy Center, Shipping and Receiving, the Information Desk, A’viands Food Services, and Mail Services. The Auggie’s Nest, located on the ground floor of Christensen Center, serves as the student group office area and houses the Augsburg Day Student Government, the Augsburg ECHO (campus newspaper) office and the KAUG (campus radio) office. Lockers are also available in this area for student 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 Theater Arts Program and have the opportunity to attend a series of oncampus workshops with visiting arts professionals. 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. 28 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 neighborhood by using food as a tool to nourish bodies, develop leadership, and educate students through service learning. To accomplish these goals, four programs focus on this engagement: • Food to Share Surplus food from the Augsburg Dining Service is donated, reheated, and served by student volunteers to neighborhood partners, including homeless shelters, youth and senior programs, and others. Augsburg students in need can also find free food at our food shelf on campus, the Campus Cupboard. Food to Grow o • On the corner of campus, Augsburg staff and students manage a community garden composed of nearly 100 garden plots where community and campus members can grow their own food. The garden staff also hosts classes on healthy living in which neighborhood youth learn to grow and cook healthy food. Food to Buy o • Find fresh produce grown by local farmers at the weekly farmer’s markets Tuesdays through the summer: 11-1 pm at Foss Chapel on campus, and 2-5 pm at the Brian Coyle Center down the street. The market doubles any purchase made with food stamps. Augsburg is also the host of an organic CSA farm that people can become members of and get a large box of produce each week. Food to Know o • o Understanding our food system and community health through programs that educate on issues of hunger and poverty, and cooking and gardening classes in the community and weekly on campus. Athletics and Sports Intercollegiate Athletics Augsburg is affiliated with the Minnesota Intercollegiate Athletic Conference (MIAC) and is a member of the National Collegiate Athletic Association (NCAA) Division III. Men annually compete in football, soccer, cross country, basketball, ice hockey, wrestling, baseball, indoor and outdoor track and field, and golf. Women annually compete in lacrosse, volleyball, cross country, soccer, basketball, ice hockey, softball, swimming, indoor and outdoor track and field, and golf. Facilities At Augsburg, the facilities are for all students, faculty and staff. Check schedules for times when there is open use of the gymnasium and ice arena. On-campus facilities include a double-rink ice arena, a 3-court gymnasium, a multi-purpose athletic field, fitness center with workout machines, a weight room, a racquetball court, and an air-supported dome over the athletic field for winter fitness, rentals, and spring sport practices. Intramurals Every student is urged to participate in activities for recreation and relaxation. An intramural program provides competition in a variety of team sports as well as individual performance activities. Check schedules on the Athletics website for times when there is open use of the athletic field/dome, gymnasium, and ice arena. Bonner Leader Program In November 2008 Augsburg College launched its first year of the Bonner Leaders Program. Through the Bonner program, students develop deep community relationships and engage in long-term policy advocacy throughout their four years at Augsburg. Those selected to be Bonner Leaders are students with diverse ethnic and geographical backgrounds and experience in community and leadership work. Through placements with partner nonprofit organizations and community programs, students work an average of 220 hours over the course of the academic year supporting ELL classrooms, running an employment education computer lab, coordinating a low-income housing 29 program, community health outreach, and tutoring in afterschool programs and more. Beyond their work-study, students participate in civic engagement efforts on campus. Through their participation with the Bonner Leaders Program, students engage in monthly guided reflections and leadership development workshops. The Augsburg Bonner Leaders Program is a successful model that builds on the College’s culture of community and civic engagement. 30 Student Resources/Academic and Support Services Library and Information Technology Services The James G. Lindell Family Library opened in 1997. The four-level, 73,000-square-foot facility houses the library and information technology functions of the College as well as the Gage Center for Student Success. In addition to its large collection of print volumes, e-books, and e-journals, Lindell Library includes special collections and archives, a curriculum library, a computer lab and student computing help desk, a 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 27,000 e-journals, 18,000 e-books, and 190,000 print volumes within Lindell Library and, through a daily courier service, access to the library holdings of six other private liberal arts colleges in the Twin Cities. In addition, Lindell Library has a large collection of media resources. A service-oriented 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 relevant and timely access to information technology and training. Visit the Student Technology website, http://inside.augsburg.edu/techdesk, for more on Information Technology at Augsburg. Computing Students have access to more than 250 on-campus computers. Both PC and Macintosh desktop computers are available in the Lindell Library Learning Commons and computer lab, and in the 24-hour Urness computer lab. The College has five computer classrooms, 41 technology-enhanced classrooms and one video conferencing-enabled classroom. The circulation desk in Lindell Library has 40 wireless laptops available for use in the library. Several computer clusters are available for more specific student use within academic departments. A high-speed fiber optic campus network provides access to AugNet online services, printing, and to the internet. Network-ready student machines can connect to the campus network from residence hall rooms or any building on campus using WiFi. All of the AugNet online services are available securely on- and off-campus. Clair and Gladys Strommen Center for Meaningful Work Career & Internship Services The Career and Internship Services office is an integral component of the Clair and Gladys Strommen Center for Meaningful Work. Our staff is committed to helping students develop lifelong career management skills that honor each student’s unique gifts and aspirations, aligned with active citizenship in the world. The Career and Internship Services office plays an essential role in students’ overall education and includes a comprehensive resource center that emphasizes the importance and value for all students to engage in internships, career development, and the exploration of vocation throughout their college years. We help students and alumni: • Assess their values, interests, personality, strengths, and skills • Explore meaningful work options and majors that align with these elements • Link academic majors with career paths • Consider the role that vocation plays in their lives 31 • • • • • Clarify their personal definition of meaningful work Build experience through volunteer and internship learning opportunities Prepare for the job search and/or graduate school Build lifelong career management skills to successfully navigate the changing job market Make a difference in our communities by contributing their unique gifts to the world Augsburg offers several opportunities for students to gain on-the-job and internship experience. Our faculty and staff have developed partnerships with community organizations and employers that provide learning opportunities to students, many of which fulfill the Augsburg Experience requirement for graduation. Internships • Internships for Academic Credit • An internship for credit is a carefully planned, work- or service-based learning experience where a student focuses on specific learning objectives that connect concepts of the major to the experience. An academic internship is approved, supervised, and evaluated by a faculty member in the department in which the student wishes to earn the internship credit. Interdisciplinary (INS) internships are also available. A learning agreement plan, negotiated with the faculty supervisor and work supervisor, outlines the academic objectives, strategies, and evaluation methods for receiving credit. Students complete internships in nonprofits, small and large businesses, government agencies, museums, arts organizations, schools and churches. o Internships for credit are available in all majors and can be taken during any semester. Students must be registered for their internship during the term in which they are completing the majority of their experience. Credit will not be awarded for past experiences. Internships can be registered for 2 or 4 semester credits. A two credit internship involves a minimum time commitment of, on average, 6 hours per week or 80 total hours for the semester. Internships for four credits require a minimum time commitment of, on average, 12 hours per week or 160 total hours for the semester. A maximum of 16 semester credits of internship may count toward the total credits required for the degree. Upper division internships completed off-campus for credit will automatically fulfill the Augsburg Experience graduation requirement. Non-credit internships • Internships related to a student’s major or career interests can be registered for a zero-credit internship (AUG EX3) to fulfill the Augsburg Experience graduation requirement. The goal is for students to apply theory to practice in a real world setting and reflect on the experience. Internship opportunities are typically part-time during the academic year and/or full-time during the summer, but may have flexible start dates and schedules. Students choosing to complete this option will register the internship during the term in which they will be completing the experience, set learning goals, complete a minimum of 80 hours, and reflect on their experience. The Director or Internship Coordinator of Career and Internship Services supervises non-credit internships and evaluates the reflection process. Work Connections (Available to WEC and AU students only) o o o Work Connections is a non-credit option available to WEC/AU students who are currently working full or parttime. The Work Connections option allows WEC/AU students to utilize their rich and often extensive work history to meet the Augsburg Experience graduation requirement in lieu of a traditional internship. WEC/AU students choosing to complete this option will register for the Work Connections course (AUG EX4) during the term in which they intend to complete their reflection work. This option requires students to write learning outcome goals that integrate their on-the-job experience with classroom learning and complete reflection assignments describing an academic and work connection. The Director or Internship Coordinator of Career and Internship Services supervises and evaluates the Work Connections reflection process. Gage Center for Student Success The Gage Center assists all Augsburg students in setting and achieving optimal academic goals here at the College and beyond. The Gage Center is located on the Link Level of Lindell Library. The center consists of five collaborating units: 32 The Deidre Middleton Office of Academic Advising Academic Advising orients new Day and Adult Undergraduate (AU) students to the academic policies and procedures of the College and assists students with initial course selection. This office continues to serve students throughout their tenure at Augsburg by interpreting core curriculum requirements, administering entry-level skills assessments, interpreting graduation requirements, providing degree-planning 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. All incoming students are assigned a faculty and staff advisor. Prior to the end of their sophomore year, when they have completed 48 or more semester credits, students are required to declare a major and select a faculty advisor from their chosen major. 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 students are required to meet with their assigned faculty advisor(s) each term prior to registration. Both day and Adult Undergraduate (AU) students are encouraged to meet with their faculty advisor(s) as often as is necessary. Academic Skills Office (ASO) The Academic Skills Office helps students to achieve their academic goals and become self-directed learners. Comprehensive academic support (e.g., training in time management, note-taking, reading, testing, motivation/procrastination, problem solving, troubleshooting) is available for all Augsburg students through individual and group appointments. In addition, the Academic Skills coaches address affective needs and aid in the overall transition to college. Coaches also refer students to campus resources. The Academic Skills Office coordinates several programs to support students: • Tutoring/Supplemental Instruction Services • ASO coordinates free tutoring (individual and group drop-in) for most classes and supplemental instruction in specific courses. Tutors and SI leaders are recommended by course professors and trained by ASO to provide tutoring support. Conditional Admit Program (CAP) o Each year, a limited number of students are admitted conditionally through the CAP program. If CAP students do not meet the program requirements, they will be continued in the CAP program, placed on probation, or dismissed. Get more information at the Academic Skills Office website, http://www.augsburg.edu/acskills. See the Academic Progress, Probation, and Dismissal section of the catalog for a description of probation and dismissal procedures. Probation Advising o • Students placed, continued, or returned to academic probation are required to meet with an approved academic advocate. A registration hold is placed on the student's record, which will prevent registration, until the student completes the probation requirements. Students who do not fulfill the necessary requirements of their probationary status will be continued on probation and/or dismissed. For more information on probation requirements, go to the Academic Skills Office website at http://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. Kate’s (AASK) o • o o Based on their application for admission to Augsburg, the Augsburg College Admissions Committee selects students for the AASK program--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 on an even smaller campus with more faculty support. 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 of the first year (student must complete a minimum of 28 semester credits), students are guaranteed sophomore status and will have fulfilled many of the first-year Augsburg requirements. 33 o o To complete the program in order to “transition”, students are required to:  Complete all required courses (30 semester credits) including Foundations of Fitness (at Augsburg) with a minimum 3.0 GPA and no course grade below 2.0 or P.  Satisfactory completion of all Critical Competencies at St. Kate’s  Attend all seminars and transition events at Augsburg and St. Kate’s  Complete transition application and recommendation process with advisor at St. Kate’s by March 15.  Complete the Summer Transition Program (one course and all programming) in the second summer semester at Augsburg after completing the first year at St Kate’s. A second year program, which would allow students to earn an Associate of Arts degree from St. Catherine’s University, may be an option for students who are unable to transition after their first year in the AASK program. Students should contact SCU and Augsburg advisors if interested in this option. Center for Learning and Accessible Student Services (CLASS) The Center for Learning and Accessible Student Services (CLASS) provides individualized accommodations and academic support for students with documented learning, attention, psychiatric, and other cognitive disabilities, and for students with physical disabilities which may include TBI, chronic illness, mobility impairments, and vision, hearing, or speech impairments, and temporary disabilities. CLASS has been recognized as a leader in its field, helping these students gain access to the college curriculum. Its mission is a reflection of Augsburg’s commitment to providing a rigorous and challenging, yet supportive, liberal arts education to students with diverse backgrounds, preparations, and experiences. Each term, Disability Specialists work directly with students to 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, note-taking) Referrals to other campus resources (e.g., tutoring, student technology assistance, academic advising, counseling, financial aid) Training and use of assistive technology through the Groves Accommodations Laboratory Assistance with academic, organizational, and time management skills Campus living accommodations The Disability Specialists may also consult with instructors, academic advisors, and other members of the College faculty, staff, or administration to support each student as they work toward success. Taking advantage of these opportunities and services, however, remains the student’s responsibility. Any Augsburg student who wants to establish eligibility for accommodations and services should schedule a meeting with a Specialist to discuss appropriate documentation. CLASS also provides informal screenings for students who suspect they may have a learning-related disability. These screenings are meant only to help students determine whether they should seek a thorough evaluation by a qualified professional. Academic accommodations are intended to ensure access to educational opportunities for students with disabilities and may not fundamentally alter the basic nature or essential curricular components of an institution’s courses or programs. CLASS services are made possible in part through endowment support provided by the Gage family and the Groves Foundation. TRIO Programs TRIO programs are funded by the US Department of Education, and hosted with additional funding by Augsburg College. TRIO Programs seek to help students overcome class, social, academic, and cultural barriers to higher education. They help students prepare for college, adjust to college life, persist in college, and maintain good academic standing to graduate with a bachelor’s degree, as well as assist with preparation for graduate school. TRIO/Student Support Services Student Support Services (SSS) is a TRIO program designed to help students persist in college and graduate in a timely manner. The program serves students who are low-income, first-generation college students (neither parent has a fouryear degree) and/or students with disabilities to develop the skills and motivation necessary to successfully pursue and 34 earn a bachelor’s degree. Participants in TRIO/SSS must also be US citizens or permanent residents or refugees, must demonstrate academic need for program services, and must be committed to succeed in college. Augsburg TRIO/SSS serves 160 students from the point of admission through graduation, including transfer students. TRIO/SSS typically admits 40 new students to the program each year. Students meet regularly with their program advisor to address academic success issues through: • • • • • • • • • • • • • • Individual academic advising and support, including appropriate goal attainment strategies and self-advocacy skillbuilding Academic program planning, including pre-registration for each term, major and career decision-making, and longterm course planning Preemptive tutoring during the first seven weeks of the semester Financial aid counseling and financial literacy education Information on and assistance with FAFSA renewal and supplemental scholarship applications Academic progress monitoring Weekly progress meetings for students on academic probation and for students admitted through Conditional Admit Program (CAP) 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 student-led events Equipment lending program for short-term use of laptops, graphing calculators, Smart Pens Five-week residential Summer Bridge program for 25 incoming first-year students, including free summer-term college coursework, academic seminars, adjustment-to-college workshops, and advising Need-based endowed scholarships for junior and senior students actively participating in TRIO/SSS. Students may apply for TRIO/SSS any time after admission to Augsburg College; however, preference is given to students who apply within their first term of enrollment. For more information, an application, or to make an appointment with a TRIO/SSS advisor, contact TRIO/SSS program staff at 612-330-1311 or triosss@augsburg.edu. TRIO-McNair Scholars Program The Ronald E. McNair Post-baccalaureate Achievement Program (McNair Scholars), a federal TRIO program funded by the US Department of Education, is designed to prepare participants for graduate school through involvement in research and other scholarly activities. The goal is to increase the number of students in doctoral degree programs who are low-income, first-generation and/or underrepresented in graduate education. The Augsburg McNair program serves 26 students per year. Students must be enrolled full-time at Augsburg College and are admitted during their sophomore or junior year. Admissions is competitive and student must demonstrate strong academic potential and have an interest in pursuing doctoral studies. To be eligible for the program, the student must be a permanent resident or U.S. citizen; qualify as BOTH low-income AND first generation; AND/OR a member of a group underrepresented in graduate study—African American, American Indian, Alaskan Native, or Hispanic/Latino. A major component of the Augsburg McNair Scholars Program is a summer research experience in collaboration with a faculty mentor. Scholars receive a $4,000 research stipend, plus a room and board stipend, and funding for research supplies. Stipends are also available for attending and presenting their work at a professional conference. Students will also participate in: • • • • • • Graduate program exploration and application assistance Social and cultural activities to enrich participants’ academic lives and perspectives Conference travel and professional presentation of participants’ original research Financial aid exploration and financial incentives such as fee waivers for graduate school applications and the GRE, as well as McNair-designated fellowships Intensive preparation for the Graduate Records Examination (GRE), the test required for admittance into most graduate programs Academic workshops and the McNair 301 course— Research in the Disciplines 35 • • Opportunities to sharpen writing, library, technology, and oral presentation skills A motivated, diverse, and supportive learning community Office of Undergraduate Research and Graduate Opportunity (URGO) The Office of Undergraduate Research and Graduate Opportunity is a resource for Augsburg students seeking research, scholarship, and graduate and professional school opportunities. URGO also supports faculty and staff in their work to engage students in these areas. Services include: Undergraduate Research • Summer Research Program URGO Summer Research is a 10-week, on-campus program where students join a faculty member’s ongoing research/creative line or carry out an individually designed project. Students receive $4,000, a supply budget and a housing stipend. Academic year research o • o $1,000 to pursue scholarship with a faculty mentor Nationally-Competitive Fellowships Provide application assistance and interview preparation for awards such as the: • • • • • • • • • • • Fulbright US Student Program Goldwater ($7,500 science scholarship) Rhodes (two years at Oxford) Truman (graduate fellowship for public service) Mitchell (one-year study at Irish institution) Rotary Ambassadorial Scholarship Marshall (two-year study at UK institution) Udall ($5,000 for undergrad interested in environmental or tribal policy) UK Summer Fulbright (first and second years study abroad at UK institution) NSF (graduate fellowship) Gates/Cambridge (two years at Cambridge) Graduate School and Pre-Health Sciences Advising Individualized advising and application assistance for: • • • Graduate school Pre-health sciences (medical school, physician assistant program, pharmacy school, veterinary medicine, physical therapy, occupational therapy, public health. etc.) Off-campus summer research experiences for undergraduates (US and abroad) GRE test Affordable, On-Campus Prep Courses Other Initiatives • • Fund student travel to national academic conferences to present research findings Mayo Innovation Scholars Program Collaborative research between select Minnesota private colleges, Augsburg’s MBA program, and the Mayo Clinic Office of Intellectual Property Zyzzogeton o • • o Annual on-campus festival showcasing undergraduate research and creative activity Courtland Agre Annual Summer Research Symposium for students in STEM disciplines (in conjunction with Nobel laureate, chemist, and Augsburg alumnus Peter Agre, and St. Olaf College) 36 Bernhard Christensen Center for Vocation Augsburg College has a deep and long-standing 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, off-campus service projects, international seminars, vocation-themed chapel presentations, interfaith forums, vocation retreats, and scholarships for students interested in exploring service to the community, ministry, or church leadership. When Exploring Our Gifts ended in summer 2010, the College created a permanent center—the Bernhard Christensen Center for Vocation—that keeps vocation at the core of Augsburg’s vision. This center continues many of the earlier initiatives and carries 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 www.augsburg.edu/ccv/. StepUP® Program The StepUP program at Augsburg College strives to help students champion lives of recovery, achieve academic success, and thrive in a residential community of accountability and support. The culture of StepUP is shaped by its values: recovery based on spirituality, 12-step mutual support groups, and other proven pathways to healthy recovery; personal responsibility, integrity, and living a balanced life; educational success; giving back through servant leadership; thriving in a community that is an alcohol- and drug-free environment; and developing healthy minds, bodies, spirits, and emotions. Students live in on-campus recovery housing, have individual support meetings with licensed alcohol and drug counseling staff, and participate in team and community-building activities. Students have access to academic skills specialists and other support services on campus. Participation in StepUP 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 12-step or other proven, abstinence-based 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: • • • • • Assisting students with the admission process and financial aid application Nurturing students’ identification as an American Indian and providing opportunities for students to learn about their heritage Providing opportunities for the campus community to learn about the variety of American Indian people and cultures Providing academic advising and course plans Providing opportunities to network with other American Indian students, faculty, staff, and alumni 37 • • Providing a number of different scholarships, including the Bonnie Wallace Leadership Award, Minnesota Indian Teacher Training Partnership Grant, and additional assistance in seeking and applying for other outside/tribal scholarships Offering community and professional referrals, networking opportunities within the Native community and information about jobs and internships Latin American Student Services The Latin American Student Services program offers students individualized attention in many areas, including academic support, counseling, and advocacy. Students from Day, Adult Undergraduate, and Graduate programs find assistance in financial aid procedures, scholarships, academic planning, career counseling, internships and employment referrals. The program advises and supports the Augsburg Latin American Student organization (ALAS) and the Spanish Conversation Group with extra-curricular or cultural activities that improve the academic development of all students; advocating to foster leadership and success when students are dealing with identity or uncertainties. These and other efforts help the campus community with awareness of the unique aspects of the Latino culture and for students to find an institutional connection and belonging. The Latin American Student Services program assists with recruitment and retention, maintains strong collaborative efforts with on campus programs and collaborates with high schools and non-profits in the metro area. Pan-Asian Student Services The Pan-Asian Student Services program was created in 1992 to recruit and retain Asian-American students and to enhance the quality of their total experience while at Augsburg College. The program seeks to create opportunities where Asian students can be involved in and contribute to all aspects of academic and student life. The program provides assistance in the admissions and financial aid application process, orientation, registration and coursework selection, career development, academic and non-academic pursuits, and employment and placement referrals. The Augsburg Asian Student Association is affiliated with the program. The association organizes various activities during the academic year to increase the network of friendship and support for Asians, other students at Augsburg, and the surrounding community. Pan-Afrikan Center The Pan-Afrikan Center (PAC) traces its roots to the 1968 event, “One Day in May” when Augsburg students compelled faculty and staff to respond to Civil Rights era challenges pro-actively through sit-ins and teach-ins held on and off campus. As a result, Black Student Affairs was born. It has evolved over the years into the PAC. Today, the PAC is primarily a resource center, providing culturally-conscious personal, academic, financial, pre-professional and transitional support for students of African descent. This serves to enhance the recruitment, retention, and graduation of our students and facilitates a more meaningful learning experience. The PAC brings the knowledge and experience of Afrikan people in the Diaspora to the community through a variety of programming as well through advising the PanAfrikan Student Union. The Pan-Afrikan Student Union (PASU) is a commissioned organization whose purpose is to enable students of African descent to share their diversity and collectively express their fellowship with the Augsburg community. PASU sponsors a variety of social, intellectual, and cultural activities. Scholastic Connections Scholastic Connections is a scholarship and mentorship program for achievement-oriented, undergraduate students of color. The goal of the program is to form a mentoring community that provides a network of belonging that recognizes, supports, challenges, and inspires scholars to ensure their success at Augsburg and beyond. Each year five new scholars are selected as program participants via an application process. Scholars receive a $5,000 scholarship for the academic year and are paired with a mentor who is an alumnus/alumna of color and is successful within their chosen profession. Working with the Ethnic Services directors, scholar/mentor pairings are formed that, ideally, match ethnic group and field of interest. Eligible scholars have: 38 • • • • • • • • • A GPA of 2.5 or higher Demonstrated financial need Demonstrated leadership ability or potential Demonstrated community involvement both on and off campus Program objectives are to: Support scholars as they continue at Augsburg Frame the questions: Who am I? Where do I belong? What are my gifts? How can I best serve the world? Assist in discerning vocation Prepare for life after Augsburg: career planning and implementation Scholars who successfully complete program requirements are eligible to continue with the program each successive year until graduation. LGBTQIA 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/lgbtqia. 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 of all gender identities and a meeting place for students, faculty, and staff alike. It houses a Women’s Studies library, a seminar room for films and discussions, and a lounge space for studying, relaxing, and just hanging out. The Women’s Resource Center sponsors numerous programs and activities on topics such as sexuality education and sexual assault advocacy, as well as broader topics such as The Vagina Monologues, monthly film showings, and monthly brown-bag lunch discussions. The WRC’s largest event is the annual Koryne Horbal Convocation Lecture, which features women and men who speak about the many issues important to women’s, as well as everyone’s, lives. The center also regularly co-sponsors annual events for the Muslim Student Association’s Women in Islam Day and for Queer and Straight in Unity. The WRC is also the home of the Student Feminist Collective. We would love to support you as an intern or volunteer, or simply to co-sponsor your event! Contact us or friend us on Facebook to find out about upcoming events and other opportunities for participation. Student staff positions at the WRC are posted online with Human Resources as they become available. Health and Fitness Center for 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 self-care and support resources, learn new relationship and coping skills, and increase awareness of values and choices. Counseling services to students include individual counseling, group counseling, assessment and referral to campus and mental health resources, educational workshops, and consultations in the case of concern for another student. 39 Students bring many concerns to counseling, including stress, anxiety, depression, mood swings, relationship concerns, grief and loss, roommate issues, intimacy and sexuality, alcohol and other drug concerns, family issues, eating concerns, coming out and other sexual identity concerns, cultural identity, self-esteem, sleep difficulties, and other concerns. Professional counseling can help increase student academic success both by increasing the opportunity for increased self-understanding and personal growth, and by directly addressing potential barriers to academic success. 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 yoga classes, mindfulness events and an annual health fair. Health promotion also includes an active group of peer health educators, Engaging Peers on Issues and Choices (EP!C) who are available to present an interactive alcohol education program to groups requesting the program. Health promotion also works with various campus organizations and student groups to foster positive change within the campus environment. Health Insurance Augsburg College does not require that students have health insurance, with the exception of international students and student athletes. If a student is not covered by a health insurance plan, they may contact the Center for Counseling and Health Promotion for more information on student health insurance plans. Health Clinic Services The College offers basic health care services to students through a contract with University Fairview Physicians – Smiley’s Clinic. These services are limited. For students without health insurance, Smiley’s Clinic provides certain clinic health services with a minimal co-pay at the time of the visit. Emergency services of any kind are not covered through the contract between Augsburg and Smiley’s Clinic. Students with health insurance can also access Smiley’s Clinic for a variety of clinic or other health services. A student’s health insurance provider will be billed for medical services and the student will be responsible for any co-pays or deductibles associated with their insurance. For more information regarding counseling, health promotion, health insurance, or health clinic services, call 612-3301707 or visit www.augsburg.edu/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 and Scholar Services (ISSS) ISSS is responsible for the enrollment planning, recruitment and advising of exchange students and degree-seeking international students. Members of the ISSS team serve as Designated School Officials (DSO) for the College’s F-1 student visa program and as Responsible Officer (RO) and Alternate Responsible Officer (ARO) for the College’s J-1 student/scholar exchange program. A DSO ensures institutional and individual compliance with the law and government policies pertaining to F-1 students. The RO and ARO ensure institutional and individual compliance with the law and government policies pertaining to J-1 exchange students and scholars. ISSS advises students regarding the F and J regulations so that students maintain their F or J immigration status. Examples of ISSS responsibilities include: • • • • • • • • Recruiting international student applicants and guiding them through application and visa processing procedures Managing international student recruitment partnerships Marketing Augsburg College to the international community Advocating on policy matters affecting international students Advising the International Student Organization Coordinating the International Student Mentor Program Providing intercultural competence training and mentoring for students, faculty and staff Implementing a mandatory international student orientation program each semester 40 • Making referrals and providing guidance on issues related to health insurance, taxes, banking, and acquiring a driver’s license, MN State ID or social security card 41 Special Academic Programs Honors Program The Augsburg Honors Program offers an adventurous education where students with a passion for ideas can be their best. We offer a friendly and welcoming atmosphere for students committed to an exceptional higher education. Augsburg’s Honors Program is unlike any other honors program in the nation because it gives students the resources and freedom to build their own ideal higher education. Students have the opportunity to create their own courses, edit and write for the Honors Review of Undergraduate Scholarship, participate in an intramural debate league, belong to an Honors House, and learn through small reading groups, research projects, and travel around the world. Each Honors course has been specifically created for Honors students, and includes a challenging “signature experience” such as writing a play, putting great books on trial, or attending music, theater, and art performances. Honors courses bring in professors from several different departments so students can learn from talented professors teaching their specialties. For information, contact the Honors Desk at honors@augsburg.edu (612-330-1560) or Robert Groven, Honors Program director, at honors@augsburg.edu. Also see the Honors Program in the departmental pages of this catalog. Inter-Institutional Programs Augsburg cooperates with other colleges and institutions in the Twin Cities area on several programs. Cooperating Libraries in Consortium (CLIC) Through CLIC, the Twin Cities private college’s library consortium, the Augsburg community has direct access to more than 2.5 million volumes and media resources of the 14 libraries. Associated Colleges of the Twin Cities (ACTC) Full-time Day students at Augsburg College, Hamline University, Macalester College, St. Catherine University, and the University of St. Thomas may elect to take one course each semester (fall and spring) at one of the other campuses. No additional fee is required for such an exchange, except for private instruction in music or approved independent studies. Exchange courses are not transfer courses, and thus courses taken through ACTC are considered Augsburg College courses and do not impact the residency requirement. The permanent record of courses for which an Augsburg student has cross-registered is kept in the Registrar’s Office at Augsburg College, not at the host ACTC institution. Students may elect to participate in the cooperative program to gain new perspectives, to get better acquainted with the other schools, or to undertake a specific course or major not offered on the home campus. A regularly scheduled bus shuttles students between the campuses. AU/WEC/ROCH programs are not part of the ACTC consortium, and students in those programs may not register for ACTC courses or complete ACTC majors under the terms of the ACTC consortium agreements. Higher Education Consortium for Urban Affairs (HECUA) Augsburg, in cooperation with 17 other colleges and universities, offers off-campus study semesters in Ecuador, New Zealand, Northern Ireland, Norway, and the Twin Cities. (See HECUA programs in the International Programs and MetroUrban Studies sections of the departmental pages of this catalog.) McNally Smith College of Music Augsburg College full-time Day students may elect to take one course each semester at McNally Smith College of Music (MSCM) providing that they meet all MCSM requirements. This program is open to sophomores, juniors, and seniors. There is no additional fee for this program. Students should consult with their advisors to confirm if the classes will count toward graduation requirements. In no instance may a McNally Smith course be used as a substitute for any Augsburg course specifically listed within a degree program. 42 Exchange courses are not transfer courses. Courses taken through the Augsburg-McNally Smith exchange are considered Augsburg College courses and do not impact the residency requirement. The permanent record of courses which a student has completed through the exchange is kept in the Registrar’s Office at Augsburg College, not McNally Smith. Air Force ROTC Augsburg Day students interested in participating in the Air Force ROTC program must apply for admission to the unit at the University of St. Thomas. Students are eligible to compete for two- and three-year AFROTC scholarships. ROTC credits serve as electives at Augsburg. For more information contact the University of St. Thomas at www.stthomas.edu/afrotc Army ROTC Augsburg Day students may participate in the Army ROTC program at the University of Minnesota under an agreement between Augsburg, the University of Minnesota, and the program. ROTC credits serve as electives at Augsburg. For more information, contact the University of Minnesota: Twin Cities at www.goarmy.com/rotc/schools/university-ofminnesota.html. Augsburg Abroad Augsburg Abroad is the front door for students and faculty interested in education abroad, which includes study, internships, service-learning, research, student teaching, and field study abroad. Services provided through the Augsburg Abroad office: • • • • • Study abroad program selection advising Financial and academic advising for study abroad Registration and billing for study abroad Pre-departure and re-entry support Faculty-led, short-term program coordination About half of Augsburg undergraduate students study abroad at least once before graduating. Students can study a variety of disciplines in a wide variety of countries. For example, students have the opportunity to study gender issues in Mexico, study social change in Central America, carry out business simulations in Norway and Germany, do student teaching in Italy, intern with community organizations in Northern Ireland, do an internship in Namibia, do ecological field study in Tanzania, take organic chemistry in England, and gain fluency in a foreign language where it is widely spoken. Students can choose from more than 300 programs in 90+ countries. Programs vary in length from one week to a year abroad. In addition to the Augsburg Study Abroad programs (Augsburg faculty-led short-term, Center for Global Education, International Partners and Exchange, and HECUA programs), students can choose from affiliated program providers. Academic Requirements and Credit Students automatically fulfill the Augsburg Experience requirement on Augsburg Abroad-approved study abroad programs. Courses taken abroad can also fulfill graduation requirements including major, minor, language, Liberal Arts Foundation, Lifetime Activity, Honors, and internship requirements. This is determined prior to departure when students fill out the required Course Approval Form that is signed by faculty advisor(s), and appropriate staff and faculty approving courses. Semester and Summer Programs • • • • Courses taken on off-campus programs during the senior year meet the Augsburg residency requirement as students remain enrolled at Augsburg while abroad. Students must take a full load of credits while abroad on semester programs. Students must take courses graded A-F while abroad. Grades received on affiliated and non-Augsburg programs are reported as transfer credit on the transcript, and thus are not figured into the GPA. 43 • A grade of “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. Eligibility 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. Sophomore, junior, or senior standing by the time you study abroad. First-year students on a case-by-case basis may be allowed to study at Augsburg’s Center for Global Education-Mexico site during their second term. Short-term, faculty-led programs will allow participation as a first-year if the student receives approval from the faculty-leader and if space allows. Transfer students must complete one semester at Augsburg before they may study off campus. Students must be in good academic and social standing. Students placed on academic or disciplinary probation after admittance to study abroad may be withdrawn from the program. The student is responsible for all non-recoverable program costs incurred. No outstanding balances on student account Note: Students applying to faculty-led programs who meet the above criteria are accepted to these programs on a first applied, first accepted basis. Space is limited, so early application is important. Application Process In order to study abroad students should follow the P-A-C-K steps: Profile: Create an online profile by clicking “Get Started” on the Augsburg Abroad website at www.augsburg.edu/augsburgabroad. Advising: Attend an advising meeting—check Augsburg Abroad website for times and location Choose: Choose from more than 300 Augsburg and affiliate programs in more than 90 countries. An advanced online search tool helps students find programs based on location, academic needs, and personal interests. Applying online is easy—click "Apply Now" and follow the simple steps. Key Dates: Keep track of application deadlines. Application Deadlines September 30 - Spring semester study abroad and winter-break faculty-led programs November 1 - Spring-break faculty-led programs January 31 - Summer Session faculty-led programs March 1 - Fall semester and 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. Study Abroad and Disabilities Augsburg Abroad and the CLASS office work closely with students with disabilities to make every effort student needs are met while studying off-campus. Nevertheless, students are responsible for requesting accommodations abroad within a reasonable time frame prior to departure, ideally as early as program selection. Students should be prepared for the fact that disability may be culturally defined. Attitudes toward disability and levels of accessibility can vary greatly from country to country. The Americans with Disabilities Act mandates equal access to 44 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. Costs and Financial Aid The cost of semester study abroad is comprised of program fees that generally include tuition, housing, international health insurance, some meals, excursions, and study abroad fees. Airfare, personal expenses, books, and other expenses are not included in the price of semester programs. Program costs vary; Augsburg College pays the program provider on the student’s behalf and then bills the Augsburg student account. This allows students to access their financial aid for study abroad. Students will always pay a minimum of Augsburg tuition when studying abroad. Students who receive financial aid, loans, scholarships, and/or grants to study at Augsburg can use that entire package to cover their study abroad program costs. Students receiving Augsburg institutionally-funded aid (e.g., President’s, Regents’, Legacy, Promise, and other Augsburg gift aid/scholarships, and tuition benefit) may use their scholarships to study 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 program. Cost estimates for the time abroad are drawn up to assist the student in planning and the financial aid office in awarding aid to students studying abroad. Additional scholarships are available for semester and academic year programs. The cost of short-term faculty-led programs is typically comprised of tuition (for summer programs), meals, airfare, ground transportation, and interpretation/translation services. These costs are on top of any semester/year tuition charges. Some scholarships are available, but are limited for short-term programs. Students often apply loans to fund the additional cost of education travel. Students 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 and a cancellation fee will be assessed and charged to the student account. Depending on the time of notification of withdrawal, students may owe nothing; or they may owe the 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. Augsburg Study Abroad Programs Augsburg Faculty-led Short-term Programs Faculty-led winter break, spring break, and summer programs offer opportunities to intensively study on a course abroad with an Augsburg professor and other Augsburg students. Program travel length ranges from eight days to five weeks. Program offerings change annually. Scholarships are available for some programs. 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, Cuba, 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 living several weeks 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. Scholarships are available for Augsburg students. Crossing Borders: Gender and Social Change in Mesoamerica (Mexico)—Fall This program is an experientially-based intensive semester of study and travel designed to introduce students to the important issues facing Mexico, US-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 45 interconnectedness of race, ethnicity, class, gender, sexuality, and religion. Students will learn firsthand from diverse women and men involved in struggles for social change, as well as business leaders, religious leaders, feminist activists and scholars, government representatives, politicians, and political activists. Spanish courses range from beginning to advanced, including courses for bilingual students. The program includes rural travel within Mexico and four-to-five-day seminar in Mexico City. Students stay in the Augsburg study center for part of the semester and with Mexican host families for four to six weeks, although semester-long homestays are available for Spanish majors and others upon request. Students may meet several Core Curriculum requirements while in Mexico and/or take courses in the following four concentrations: Business, Religion, Spanish and Women’s Studies. Nation-Building, Globalization, and Decolonizing the Mind: Southern African Perspectives (Namibia and South Africa)— Fall or Spring This program examines the crucial issues of nation-building, globalization, and decolonizing the mind, from the perspectives of the new democracies in southern Africa. Namibia won its independence in 1990 after decades of apartheid under South African colonization. South Africa had its first democratic election in 1994. As these nations struggle to build nationhood and deal with the legacies of apartheid and colonialism, they are faced with the challenges posed by today’s world—rapid globalization as well as under- and unequal development. Decolonizing the mind is a long-term project. Credit is available in History, Religion, Political Science, Environmental Studies and Interdisciplinary Studies. Internships are also available in several disciplines. Social Change in Central America: Exploring Peace, Justice, and Community Engagement (Guatemala, Costa Rica, Nicaragua)—Fall or Spring This is an intensive semester of study and regional travel designed to introduce students to the key issues facing Central Americans. Students will explore the history, culture, and struggles of the people of Central America as well as study approaches toward 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 Costa Rica, and the final six weeks in Nicaragua. Students live with local host families for nine weeks. Prerequisites: one course in college-level Spanish or its equivalent. 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, 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 curricular requirements for the Social Work degree program. Its goal is to develop cross-culturally competent, ethical social work professionals with a global perspective by providing a semester of transformative, experiential learning focused on social and economic justice. It includes Spanish language study and social work courses. Social work field experience is also available for qualified students. Students live with Mexican host families for six weeks. Language and Culture in Mexico (Mexico)—Summer This community-based program includes multiple guest speakers, excursions to historical, cultural, and archeological sites, and group discussions designed to help you learn about the diverse cultures and current issues of Mexico. Weekend excursions include trips to Mexico City, Taxco, Puebla, and the Teotihuacan pyramids. Two seven-week sessions focus on Spanish language and Mexican culture in which students can take two courses per session, plus a non-credit Latin Dance course. Students may choose to participate in just one or both summer sessions for a total of eight or sixteen credits. It is possible to fulfill the language requirement by taking two intensive Spanish courses in one seven-week session. 46 International Exchange Partner Programs The Office of International Programs offers a broad range of semester and academic year exchange programs in China, Finland, Germany, Hong Kong, Norway, and Slovenia. Students can choose from several options in diverse disciplines. All coursework is in English. Travel scholarships are available for these programs. For further information on these programs and scholarships contact Augsburg Abroad. Higher Education Consortium for Urban Affairs (HECUA) Augsburg, in consortium with other colleges and universities, offers full semester programs in Ecuador, New Zealand, Northern Ireland, Norway, and the USA (Twin Cities and Jackson, Mississippi). All HECUA programs explore civic engagement, community, and social change, and emphasize internships and field study. For more information on international HECUA programs, see the International Programs and Metro-Urban Studies sections of the departmental pages of this catalog. 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. New Zealand Culture and the Environment: A Shared Future—Fall Based in Auckland, this new program examines how social and environmental factors shape political and ecological dimensions of identity and culture, and how New Zealanders from many different backgrounds are envisioning and creating a shared future. A number of topics explored during the semester include the history of colonization, the treaty and the truth and reconciliation process that shape contemporary life, Maori protest and social movements, key strategies used to address sustainability, and many more economic and environmental issues. Northern Ireland: Democracy and Social Change—Fall and 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. The New Norway: Globalization, National Identity and the Politics of Belonging—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. Inequality in America: Policy, Community, and the Politics of Empowerment—Fall or Spring This semester-length program delves into the root causes of increasing levels of poverty and inequality in the United States. To understand these issues, the program focuses on the economy, housing systems, education, welfare, government policies, urban sprawl, regional race and class segregation, and institutional discrimination. This program is based in the Twin Cities. Art for Social Change: Intersections of Art, Identity and Advocacy—Spring An interdisciplinary study of the role of art and the artist in working for social justice, and an exploration of the relationship between art, culture, and identity. Students meet local artists, activists, private and public arts funders, and politicians, and engage in a thorough examination of the role of art in advocating for social change. Environmental Sustainability: Science, Public Policy, and Community Action—Fall 47 This semester program addresses key processes of ecosystem degradation and rehabilitation, the social and economic underpinnings of conflict over environmental change, and public policy and community-based strategies to achieve sustainability. It uses social, economic, and environmental sustainability to address themes like the links between rural and urban concerns and the way local decisions relate to regional and global trends. Students gain first-hand experience learning from community organizers, government planners, and business leaders who are rising to the challenges of creating a more sustainable world. This program is based in the Twin Cities. Agriculture and Justice: Building a Sustainable Food System—Spring "You are what you eat." What we eat shapes the physical and moral landscapes of our lives, from the health of our bodies to the health of our communities. What is the path from seed to restaurant? How do labor and land policies determine which seeds are grown where, and by whom? Who benefits from our current system? Who is harmed? This program of two linked semester courses uses interdisciplinary and field-based methods to dig deep into the food system, exploring the roots of land ownership and labor practices in the U.S., unpacking economics and policies, and providing a place for each student to explore his or her own role in creating a sustainable future. This program is based in the Twin Cities. Making Media, Making Change: Digital Technologies, Storytelling, and Activism—Spring This program combines psychology, art, and media studies to deepen your critical understanding of how media and digital technologies both limit and organize struggles for social justice. You will leave with program with video production skills as well as a stronger vision of how you can use these skills to catalyze meaningful change in your community. This program is based in the Twin Cities. Race in America Then and Now: “Post-Racial” Perspectives on the Civil Rights Movement —Summer This Civil Rights program explores that era’s struggles as well as current movements for equality, and dares to ask controversial questions about racial justice in America today. The program is based in Jackson, Mississippi, and is offered in collaboration with the Fannie Lou Hamer National Institute on Citizenship and Democracy at COFO on the campus of Jackson State University, one of America's Historically Black Colleges and Universities (HBCUs). Writing for Social Change: The Personal, the political and the Power of the Written Word—Fall Writing for Social Change prepares students to be better readers, writers, and actors in our society by looking at the role of literature and literary production in creating social transformation. As one theme of the program, students focus on “voice” and the idea of claiming voice as a means of empowerment, while they simultaneously develop writing craft and critical reading skills. The program offers a balance of creative writing workshops (in fiction, poetry, and creative nonfiction) and critical reading/reflection sessions. This program is based in the Twin Cities. 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/US relations, and provision of opportunities to learn directly from Canadians through visits and exchanges. 48 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 Records and Registration page. Web registration through AugNet is the primary method of registration, although registration can be processed through the Registrar’s Office with a Registration Form in instances where online registration is not possible. Students are responsible for verifying the accuracy of their registrations. Students are required to meet with their faculty advisor prior to registration for the fall, spring, and summer terms. As some courses are offered only in alternate years, students should also consult with departmental advisors when planning their academic program. Specific registration dates and deadlines for each semester are listed in the Academic Calendar at www.augsburg.edu/registrar. Students who are missing prerequisites for a course may be eligible for a prerequisite waiver if, after discussion with the course instructor, the instructor determines that the prerequisite learning objectives have been met. Students who believe they have already completed the prerequisite in question should contact the Registrar’s Office at 612-330-1036 or registrar@augsburg.edu. The following registrations cannot be completed online and must be processed with a Registration Form: • • • • • • THP courses (Theater practicum courses) 100-level MUP courses (Variable-credit music lessons) Student Teaching (Education Department approval required) Independent Study and Directed Study (Independent Study form available on the Registrar’s Office webpage) Internships (Internship Registration form available on the Registrar’s Office webpage) ACTC courses (Course listings are available online through each ACTC institution and should be checked to verify the correct meeting times and room assignment.) Credit Loads Full-time day students normally register for 16 credits per semester. Students in the AU/WEC/Rochester programs typically register for 4-8 credits each semester. Students registered for 12 or more credits in a semester are classified as full-time students. Students registered for at least 6 credits are classified as half-time students. To register for more than 18 semester credits, students must petition the Student Standing Committee unless the following apply: Students with a cumulative GPA at Augsburg of 3.00 to 3.49 may take a total of 20 semester credits without petitioning; students with a cumulative GPA at Augsburg of 3.50 or greater may take a total of 22 semester credits without petitioning. All overload registrations must be done through a Registration Form. (Note: For students in the Day program there is an additional tuition charge for course loads over 18 semester credits. This includes combining the credit load from both the DAY and WEC programs. Auditing classes over the 18 semester credit limit will also incur a tuition charge.) Non-Attendance/Non-Participation Policy Attendance/participation in class is important for academic success and financial aid. Therefore, students are dropped for non-attendance/non-participation after the 10th business day of the term if reported by the instructor. Students are ultimately responsible for dropping classes if they no longer plan to attend/participate. Students who have been dropped and wish to re-enroll must submit and Academic Petition. Internship Registration Registration of internships for credit consists of the following steps: • • You must register the internship for the academic term that coincides with the internship experience. Obtain the Internship Registration Form from the Registrar’s Office webpage and complete the steps to obtain the required signatures. 49 Faculty Signature: Requires finding a faculty member willing to supervise and approve the internship based on major discipline requirements. o Department Chair Signature: Requires approval that the proposed internship experience meets the major discipline requirements. o Site Supervisor Agreement form: Submit a completed form with the internship supervisor signature to the Strommen Center o Submit a copy of job/internship description approved by the internship site supervisor to the Strommen Center o Internship Coordinator or Director of Career and Internship Services Signature: Requires attendance at an Internship Orientation session offered by the Strommen Center OR an individual meeting with the Internship Coordinator in the Strommen Center to review important college-wide internship information and ensure all required documents have been submitted. Complete a Learning Agreement Plan (available electronically on the Strommen Center webpage) and receive approval of the learning goals from the faculty supervisor responsible for grading the experience. The online form is sent to the Strommen Center and copies are sent to the faculty supervisor and student. A complete step-by-step guide on requirements for internships for credit is available on the Strommen Career and Internship Services webpage. o • • Independent/Directed Study Registration To register for an Independent/Directed Study, complete and submit the Independent/Directed Study Registration form with signatures of the faculty member responsible for the grade and the chair of the appropriate department Dropping or Withdrawing Courses may be dropped or withdrawn online through AugNet Records and Registration or with a Registration Form. For drop and withdrawal deadlines see the Academic Calendar at www.augsburg.edu/registrar. Crossover Registration Policy (This policy is approved for the 2014-2015 academic year and is subject to review for the 2015-2016 academic year.) Undergraduate students are enrolled in a home program (DAY, AU, or WEC) and may register online for fall and spring semester courses outside of their home program based on course availability and subject to the restrictions listed below by program. Students have registration priority in their home program. Students are charged the tuition rate of their home program for crossover courses. DAY Program Students - Are permitted to crossover into WEC courses. - Pay the overload fee for any credits over 18 in their combined DAY/WEC load each semester. AU Program Student - Are permitted to crossover into DAY courses. WEC Program Students - Are permitted to register for DAY and AU courses as soon as their registration windows are open and do not have to wait until Crossover Registration begins. Registration in Graduate 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/AU/ROCH/WEC). Evaluation and Grading Explanation of Grades The official delivery of end-of-term grades to students is online via AugNet Records and Registration. 50 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 grading system. The following is an explanation of undergraduate grades: Grade 4.0 3.5 3.0 2.5 2.0 1.5 1.0 0.5 0.0 FN P N V W I X Letter Equivalent A A-/B+ B B-/C+ C C-/D+ D DF F Explanation Achieves highest standards of excellence Achieves above basic course standards Meets basic standards for the course Performance below basic course standards Unacceptable performance (no credit for the course) Unacceptable performance (no credit for the course) Represents work at 2.0 or higher (not counted in grade point average) No credit (not counted in grade point average) Audit Withdrawn Incomplete In progress, extended beyond term of registration Pass/No Credit Grades Students who choose the P/N option are cautioned: • • • • • In order to receive a grade of P, a student must meet the basic standards of the course and/or 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 semester credits taken P/N that may be applied to graduation is 24 semester credits with a grade of Pass (P). P-graded courses do not count toward the requirement that 56 traditionally-graded semester 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 P/N grading for no more than eight semester credits. 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 they wish to use the P/N grading option. Any changes in choice of grading option must be made according to deadlines published in the Academic Calendar each semester. 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 submit a completed Application for Incomplete Grade form by the end of the semester with the Registrar’s Office. This form 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 51 the instructor and filing of a grade before the final day of the following academic semester. If the work is not completed by the specified date of the following academic semester, the grade for the course becomes 0.0. Extension (X) Grades Internships, independent studies, and directed studies may sometimes last longer than one semester. When this is the case, they must be completed by the grading deadlines within one year from the beginning of the first semester 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 semester 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 (W) Grade A course is given a grade of W (withdrawn) when it is dropped after the deadline for dropping classes without a W grade and before the last day to withdraw. 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 for the most recent attempt, for legitimately repeated courses, are counted toward graduation and in the grade point average. Courses completed at Augsburg College must be repeated at Augsburg to be included in the repeat policy. Auditing Courses Students who wish to take courses without credit or grade may do so by registering for Audit (V). Full-time Day students will be charged an audit fee if their total credit load is over 18 credits. The charge to audit a course is $1,000 for parttime Day/AU/ROCH/WEC students. 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 not computed in the GPA. The formula for computing the GPA is: GPA = Total grade points divided by number of credits attempted with 0.0 to 4.0 grades assigned. Assessment of Student Learning The faculty at Augsburg College are actively engaged in research about student learning and the efficacy of the curriculum. To support such assessment of student learning activities, faculty may collect student work for evaluation beyond grading. Any information or student work collected will be treated confidentially; the student's identity will not be public information. Students who do not want their work collected for assessment purposes can opt out by contacting Dr. Amy Gort, Dean of Arts and Sciences. Classification Students are classified when grades are posted at the end of each term. Classification is based on the number of semester credits completed. Classification Freshmen Sophomores Completed Semester Credits 0 – 27.99 28 – 59.99 52 Juniors Seniors 60 – 91.99 92 or more Academic Status Changes Change of Program Students may apply to change their “home program” by completing a Change of Program form. Applications are reviewed by a committee. If approved, the change will take effect the following term. Changes are limited to once each academic year. A Change of Program form must be submitted before the term begins. Readmission To apply for readmission after withdrawing from the College, students must submit an Application for Readmission. • • • • • The last day to be approved for readmission is the Friday prior to the start of the term. Please note that processing may take up to 10 business days. If the student has attended other institutions since leaving Augsburg, official transcripts must be submitted to the Registrar’s Office. All financial holds must be cleared before a student can be approved for readmission. If the student was academically dismissed, withdrew while on academic probation, or has a GPA below 2.0, they will need to submit a personal statement explaining their circumstances for review by the Student Standing Committee. If the student withdrew for medical reasons, a doctor’s note indicating the student is well enough to resume studies must be submitted with the application. Withdrawal from College Students are urged not to abandon courses for which they are registered because this will result in failing grades on their official academic records. If necessary, students should instead submit a Withdrawal from College form. A Withdrawal from College form may be obtained on the Registrar’s Office webpage. The deadline to file a Withdrawal from College is the last Friday 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 submitted 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 also available on the Registrar’s Office webpage. Students are responsible for keeping the Registrar’s Office informed of their current mailing address while away. Leave of Absence (DAY Program Students) Students in the Day Program may apply to for a Leave of Absence for one semester. The Leave of Absence allows continued access to Augsburg e-mail 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 while their courses are in progress. Term Off (AU/WEC/ROCH Program Students) Students in the AU/WEC/ ROCH Programs may take a term off for up to two semesters and have continued access to Augsburg e-mail and AugNet Services. If a student is not registered after 10th day of the third semester, the student’s file will be deactivated and the student will need to submit an Application for Readmission to re-enroll. 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 submit an Academic/Financial Petition and provide a copy of their orders to the Registrar’s Office. If the student is called to duty after the deadline to drop a course, the Registrar’s Office 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. 53 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 to work out an incomplete agreement. Students who are able to complete some of their courses would have their refunds adjusted to reflect this. Students who are being placed on active duty should contact the Registrar’s and/or the Office of Academic Affairs as soon as possible so the College can notify all parties and aid in this process. Student Standing Committee The Student Standing Committee is a standing committee of the College that reviews requests to waive fees, reduce tuition costs, or other alterations in contractual agreements. Representatives from the Enrollment Center, Financial Aid, Residence Life, Registrar and Student Affairs serve on the committee. Petitions for tuition refunds must be submitted within 6 months of the student dropping the course or withdrawing from the class. Petition Process Step 1: Forms may be found on the Registrar’s Office webpage. Step 2: Fill out the Academic/Financial Petition completely. Requests will not be reviewed unless all documentation is submitted with the petition. Step 3: Return the completed petition as directed. 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 with an existing baccalaureate degree from Augsburg or another institution may enroll to complete an additional major(s) or minor(s). Students 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 Registrar’s Office and is based on a student’s official transcript(s). 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 an 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 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 semester 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. 54 Students should consult with their faculty advisors and the Registrar’s Office before taking courses at other institutions to ensure compliance with transfer credit policy and residency requirements. MnSCU Transfer Students Completion of the Minnesota Transfer Curriculum (MnTC) 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 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 AA 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 advisor 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. Advanced Transfer Students Students who enter Augsburg with 52 or more semester 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 Search for Meaning II Waiver of Augsburg Seminar requirement Waiver of Engaging Minneapolis 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 Registrar’s Office 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 US Armed Services. Augsburg will review a military transcript to determine if any of the credit recommendations contained within it meet transfer credit guidelines. Army, Coast Guard, Marine Corps, and Navy records maintained by JST: jst.doded.mil 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. 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 on the Registrar’s Office webpage. Faculty advisors, the Academic Advising staff, department chairs, and the Registrar’s Office 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 Registrar’s Office about specific requirements for a second bachelor’s degree or for the equivalent of a major. All degree and course requirements must be completed and verified in the Registrar’s Office in order for the degree to be conferred. There may be no incompletes or open courses on the academic record. 55 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 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 appropriate credit. IB exams may fulfill general education and/or major requirements. Credit granting guidelines are available on the Registrar’s Office webpage. 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. Credit granting guidelines are available on the Registrar’s Office webpage. The College Level Examination Program (CLEP) This is a series of standardized tests developed by the College Board that 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. Credit granting guidelines are available on the Registrar’s Office webpage. DSST Exams DSST Exams are a series of standardized tests in college subjects that are comparable to the final examinations in undergraduate courses. Exams are offered at testing centers worldwide for a small fee. 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. Credit granting guidelines are available on the Registrar’s Office webpage. The American Council on the Teaching of Foreign Languages These tests assess written and/or spoken proficiency in world languages. For a small fee, students can assess their level of knowledge in world languages to earn college credit and/or waive the modern language requirement. More information about eligibility and qualifying languages is available from Academic Advising. 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 not computed in the GPA, and there is a charge per exam of $100 per semester credit. 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 56 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 or systematic study of content material found within liberal arts coursework. The learning has been objectively verified by individuals in addition to the presenting student. The learning lends itself to both qualitative and quantitative measurement. The learning relates well to the student’s educational goals. The learning and skills involved are current and could be used at the present time. Students may apply for the credit assessment process after completing at least one term of academic work at Augsburg College with a cumulative Augsburg GPA of at least 2.50. It is strongly recommended that the process not be used when four or fewer courses remain for graduation. There is a 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 granted by portfolio review is not computed in the GPA. Transcript credit will be recorded with the equivalent Augsburg course numbers as determined by faculty reviewers. Maximum Credit Accepted for Previous Learning While Augsburg College recognizes the validity of learning that takes place outside the traditional classroom, this learning must be placed in the context of formal study in campus-based liberal arts courses. Therefore, Augsburg allows a maximum of 32 credits (one-fourth of a bachelor’s degree) to be obtained through previous experiential learning. In compiling the 32 credits for previous experiential learning, the student may use any combination of the assessment processes available in the APL Program: AP, CLEP, IB, DSST, ACTFL, departmental comprehensive exams, and credit granted through portfolio assessment. Graduation Information 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 128 semester credits—No more than these maximums may be applied toward the 128 total semester credits required: o Eight semester credits by independent/directed study o 16 semester credits of internship o 24 semester credits with a grade of Pass (P) o To graduate with Latin honors, students may take no more than eight elective P/N graded semester credits. o 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 eight semester credits with P grades toward a major and no more than four semester credits with a P grade toward a minor. 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 under the Augsburg Curriculum 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 certificate 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 32 semester credits must be completed through Augsburg College. Additionally, no fewer than 24 of the last 32 semester 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 credits that 57 are required in residence within the major or minor. Consult the departmental pages of this catalog for further information. Latin Honors Augsburg recognizes those students who have demonstrated exemplary academic achievement by conferring Latin honors upon completion of a bachelor’s degree. Students may also receive honors recognition for departmental honors and for participation in the Honors Program. (See individual department and program descriptions for details.) Qualification for Latin honors is determined as follows: Summa Cum Laude Magna Cum Laude Cum Laude 3.90-4.00 GPA (plus successful completion of the Summa Oral Examination) 3.80-3.89 GPA 3.60-3.79 GPA To be eligible, a student must complete a minimum of 56 traditionally-graded credits at Augsburg and have no more than eight elective pass/no credit graded credits at Augsburg (classes offered only with P/N grading will not be counted). For additional information, including the guidelines for the summa cum laude oral examination visit the Registrar’s Office webpage. 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 achievement. 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. One commencement ceremony is for students in the Day undergraduate program. The second ceremony is for graduate program students and undergraduate students in the Adult Undergraduate 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 semester; and (2) the remaining requirements will be completed in the summer or fall semesters immediately following commencement. Academic Progress, Probation, and Dismissal The College requires that all students maintain a 2.00 cumulative grade point average (GPA). A minimum GPA of 2.00 is required for graduation; however, certain majors require a higher minimum GPA. A student will be placed on probation and considered for continuation or dismissal if: • • • • His/her cumulative GPA is below 2.00 He/she is a first-year student who receives two 0.0 or No Pass grades He/she is a sophomore, junior, or senior who receives three 0.0 or No Pass grades At the end of the first term, he/she has not fulfilled the requirements established through the Conditional Admit Program (see the Academic Skills Office Conditional Admit Program CAP section). For more information on probation requirements, go to the Academic Skills Office website. 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. 58 Students on probation who voluntarily Withdraw from College must receive permission from the Student Standing Committee to re-enroll. Students who have been dismissed may apply for readmission after one year. At that time, the Student Standing Committee will review the application for readmission accompanied by any statements and evidence attesting to the student’s 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 calendar days of notification. 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, recognizes undergraduate students for outstanding achievement during the term. Students can qualify for the Dean’s List in two ways: • • Earning a semester GPA of 3.50 or higher based on 12 or more traditionally-graded credits Earning a semester GPA of 3.75 or higher based on 6-11 traditionally-graded credits Incomplete courses and other classes without final grades at the time the Dean’s List is compiled will not be considered. The Dean’s List is published on Inside Augsburg and students can choose to submit announcements to their hometown newspapers. 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 2300 Dulles Station Blvd, Suite 300 Herndon, VA 20171 Web: www.studentclearinghouse.org Phone: 703-742-4200 Veterans of Military Service Augsburg is approved by the state approving agency for VA education benefits. Veterans and eligible spouse and dependents should consult with the VA School Certifying Officials in the Registrar’s Office and Student Financial Services about completion of enrollment verification and the forwarding of other information to the Department of Veterans Affairs. Veterans will need to meet the requirements of the Veterans Administration regarding repayment of educational assistance funds received. Additional information about veterans’ education benefits can be found at www.benefits.va.gov/gibill. 59 The Augsburg Curriculum Augsburg College is dedicated to educating students intellectually, physically, and spiritually. To act effectively, humans 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 human knowledge and our world. “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. Fitness courses offer students opportunities to develop skills and habits of healthful living. 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. Overview The Augsburg Curriculum is comprised of three main components: 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 Placement Tests Math, Writing, English, and language placement for Augsburg language courses Core Skills Effective Writing Modern Language Lifetime Fitness The Augsburg Core Curriculum The Augsburg First Year • • • Augsburg Seminar Engaging Minneapolis Many Voices Project The Augsburg Signature Curriculum • Christian Vocation and the Search for Meaning I and II The Liberal Arts Foundation • • • • Natural Sciences and Math Social and Behavioral Sciences Humanities Fine Arts Augsburg Experience Senior Keystone Electives Majors Graduation Skills • • Critical Thinking Quantitative Reasoning 60 • • Speaking Writing Entry Level Placement Tests Prior to first-year registration, students will complete entry level skills assessments in: • • • • Mathematics Writing Foreign Language Placement (French, German, or Spanish) and, if applicable, English Language Learning First-year students who begin at Augsburg in the fall of 2013 or later, who require developmental/entry-level courses, must complete these courses by the end of their fourth term. Transfer students who begin at Augsburg in the fall of 2013 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: • • • • ENL 101 ENL 111 / HON 111 / ENL 112 ENL 217 / 218 MAT 103 / 105 Entry-Level Mathematics All students will 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. Students are required to take the Math Placement Exam before registering for the first term. Practice questions and other information are available from Academic Advising. Students may retake the Math Placement Exam once during their first term of enrollment. 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 in Math Placement Group (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. Entry-Level Writing A writing sample is required of students to determine placement in an appropriate writing class. In some cases, students who have transferred an equivalent English composition course from another college or Advanced Placement English Language and Composition with a score of 4 or 5 may have placement determined by the Registrar’s Office. All other students must take the Writing Placement Test, which is administered by Academic Advising. Based on the writing sample, students are placed into the appropriate writing course. Students are required to complete Effective Writing (or Advanced Effective Writing or Honors Effective Writing). Students who need to develop competence in composition skills are required to enroll in Developmental Writing (ENL 101) before taking Effective Writing. These students must pass Developmental Writing (ENL 101) with a grade of P, 2.0, or higher before enrolling in Effective Writing (ENL 111/112/HON 111). Modern Language Assessment Students who have not previously studied a modern language must complete a two-course language sequence. A minimum grade of 2.0 or P is required for each course to satisfy the requirement. 61 For a language previously studied, placement into the 211 level or successful completion (minimum grade of 2.0 or P) of 112 satisfies the Core Skill 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 result in credit. Students may audit, but will not receive 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 Core Skill 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 will receive credit for the Modern Language Core Skill requirement. Contact Academic Advising or the English Department for additional information. Core Skills Requirements Effective Writing Students must pass ENL 111 - Effective Writing, ENL 112 - Advanced Effective Writing, or HON 111 - Honors Effective Writing with a grade of 2.0, P, or higher, or transfer in an equivalent course. Attendance at the first day of class is required. 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 result in credit. Students may audit, but will not receive 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 will receive credit for the Modern Language Core Skill requirement. Contact Academic Advising or the English Department for additional information. 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 HPE 002 - Lifetime Activity courses. Students may test out of the activity 62 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 128 credit graduation requirement. 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 Cultivates the transformative discovery of, and appreciation for, the student’s place of leadership and service in a diverse world The curriculum has three major components: • • • The Augsburg Signature Curriculum The Liberal Arts Foundation The Graduation Skills Requirements 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 first-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. Embedded in the AugSem experience, Engaging Minneapolis introduces students to the city as a resource for intentional learning, typically through civic engagement, cultural engagement, or servicelearning. 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 among diverse writers and readers. 63 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 plus a Search for Meaning II course) highlight Augsburg’s commitment to this identity and the College’s commitment to developing religious literacy and nurturing students to think critically about the concept of vocation. Students from all faith traditions will find a generous spirit of hospitality in these courses. Whether you are Jewish or atheist, Buddhist or seeker, Catholic or Muslim, Baptist, Lutheran, uncertain, disinterested, or someone who is “spiritual but not religious,” these courses promote respect and understanding across faith traditions. All religion courses engage with the concept of vocation and an understanding that we are called to live and serve as neighbors. REL 100 explores 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 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 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 Office webpage. 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. If a student opts to take another upper-division REL course to fulfill the Search for Meaning II requirement, it may not count toward a Humanities LAF. Fine Arts Two approved courses or approved activities from two different departments: Art, Film, Music, Theater 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) 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 64 teaching), faculty-student research, service-learning/community service, study abroad, and off-campus immersion experiences. An Augsburg Experience integrates experiential and academic learning and 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. Electives A student must complete a minimum of 128 semester credits in order to graduate. If the Core Curriculum and Major requirements do not reach 128 semester credits, the student may take electives for credit in any subject area to reach the minimum credit requirement. Majors For major requirements, see the appropriate departmental page(s) of this catalog or consult the department chair. Graduation Skills An Augsburg education aims to develop certain key 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 incorporates both foundational mathematical 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 the appropriate departmental