Search results
(201 - 202 of 202)
Pages
- Title
- Augsburg University Graduate Catalog, 2022-2023
- Collection
- Course Catalogs
- Search Result
-
;
'
Introduction
Graduate Catalog
2022-2023
Official Publication of Augsburg University
2211 Riverside Avenue, Minneapolis, MN 55454
The Augsburg University Graduate Catalog contains information about academic program requirements and academic
and student policies and procedures for Fall...
Show more ; ' Introduction Graduate Catalog 2022-2023 Official Publication of Augsburg University 2211 Riverside Avenue, Minneapolis, MN 55454 The Augsburg University Graduate Catalog contains information about academic program requirements and academic and student policies and procedures for Fall Semester 2022–Summer Semester 2023. It is subject to change without notice. The catalog is intended to complement other university publications including the Student Guide and university website. It is important for students to be familiar with all university 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 2022 Phone: 612-330-1000 www.augsburg.edu 1 Greeting from the President I am pleased to know of your interest in Augsburg University’s exciting and innovative graduate programs. You are part of a select and discerning group of professionals who seek to find a graduate program that combines an excellent curriculum, a values-based approach to work, a talented and experienced faculty, and program formats that meet the needs of busy and successful people. Augsburg University’s graduate-level programs in business administration, creative writing, education, leadership, music therapy, nursing, physician assistant studies, social work, and clinical psychology are distinguished by the opportunities they provide students to expand decision-making and strategic skills. Augsburg University is characterized by a strong mission: Augsburg University educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in its life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the faith and values of the Lutheran church, and shaped by its urban and global settings. For our graduate programs, this mission helps to shape an innovative educational experience that features an expansive perspective on social responsibility, economic realities, business initiatives, and environmental sustainability. At Augsburg University, we believe that our distinctive educational purpose is to help you find your calling, at work and in the world. Augsburg graduate programs are designed to offer you quality educational experiences, personal attention, and opportunities to expand your personal and professional talents and skills. We are confident that our graduates are prepared for leadership in our ever-changing global society, the hallmark of an Augsburg degree. Sincerely, Paul C. Pribbenow President 2 Welcome from the Provost and Senior Vice President of Academic and Student Affairs Welcome to graduate study at Augsburg University! Augsburg has a long history of preparing our graduates for leadership in their communities and places of work. Across our graduate programs, students bring perspectives informed by prior study and experience; acquire specialized knowledge in a discipline or field; engage in collaborative learning; develop advanced capacities; encounter diverse perspectives and ideas; test theory through real-world experiences; and equip themselves for the next stage in their vocational journeys. When you join the Augsburg community, you become part of the Augsburg story—a story of academic achievement, preparation for professional practice, experiential learning deepened by reflection, demonstrated commitment to equity and inclusion, and preparation for lifelong learning. We are an institution committed to place, and our locations—whether in the Twin Cities, Rochester, or beyond—offer opportunities to apply what you learn in the classroom to the neighborhood, to the local community, and in various urban and rural locations. Inspired by the faith of our Lutheran founders to be inclusive to the early immigrants who came to Augsburg’s doors, we are a community of diverse cultures and faiths. Indeed, the diversity of our community helps ensure that our graduates are uniquely prepared to meet the challenges and opportunities of the 21st century. Our commitment to interdisciplinary thinking is embodied in our newest academic building on the Minneapolis campus—the Hagfors Center for Science, Business, and Religion. We ground learning in the best of the liberal arts tradition, ensuring that our students are prepared not only for their first job but for mid- and late-career success. While connected through these common commitments, each graduate program has its own distinctive identity and curriculum. Your program offers a disciplinary home from which you will join a community of faculty, staff, and fellow students who will collectively extend your network of connections with prospective employers and expand your career opportunities in the future. We’re delighted that you’ll be joining us. Sincerely, Paula O’Loughlin Provost and Senior Vice President of Academic and Student Affairs 3 About Augsburg University At Augsburg University, we believe that graduate education should prepare gifted people for positions of leadership in their communities and places of work. Augsburg graduates will be able to demonstrate not only the mastery of a major field of study, but also the ability to apply critical thinking, problem solving, and advanced communication skills in a collaborative approach within that discipline, thereby engaging others with diverse perspectives in the work of advancing civic and global initiatives critical for a sustainable future. The heart of an Augsburg education is the Augsburg mission, informed by the liberal and professional arts and sciences, to serve our neighbors in the heart of the city and out into the world with faith-based, ethical values. We welcome students from a diversity of backgrounds and experiences. Our programs also look to the world through international courses and cultural exchanges. Mission Statement Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as testaments to the university motto, “Education for Service,” and mission: Augsburg University 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. Augsburg Today Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869, in Marshall, Wisconsin, and moved to Minneapolis in 1872. A Rochester, Minnesota, location was added in 1998. A short history of Augsburg University can be found at augsburg.edu/about/history. Today, Augsburg continues to reflect the commitment and dedication of its founders, who believed: ● ● ● Education should have a solid liberal arts core at the graduate level; this focus centers on the ability to think critically and broadly about the world and the work we do in it. An Augsburg education should be preparation for service in community and centers of faith. The city—with all its excitement, challenges, and diversity—is an unequaled learning environment. The vision of the university’s work today is lived out in the phrase, “We believe we are called to serve our neighbor.” Through common commitments to living faith, active citizenship, meaningful work, and global perspective, Augsburg prepares its students to become effective, ethical citizens in a complex global society. Degrees Offered Augsburg offers the following graduate degrees: ● ● ● ● ● ● ● ● ● ● ● Master of Arts in Education Master of Arts in Teaching Master of Arts in Leadership Master of Arts in Nursing Master of Business Administration Master of Fine Arts in Creative Writing Master of Music Therapy Master of Science in Physician Assistant Studies Master of Social Work Doctor of Nursing Practice (with tracks in Transcultural Nursing and Family Nurse Practitioner) Doctor of Psychology in Clinical Psychology 4 Augsburg offers the following dual degrees: ● ● ● Bachelor of Arts in Accounting and Master of Arts in Leadership Master of Arts in Leadership and Master of Business Administration Master of Social Work and Master of Business Administration A Community of Learners Essential to the goals of Augsburg’s graduate programs is participation in a community of adult learners. This community is enriched by the presence of fellow students with a variety of work and life experiences. To facilitate this kind of community interaction, Augsburg encourages students to make use of all university facilities—whether in Minneapolis, Rochester, or one of Augsburg’s international locations—and to participate in university activities such as music and dramatic presentations and lecture/speaker events. Graduate Faculty The heart of any educational institution is its faculty, and Augsburg University is particularly proud of the excellence and commitment of its professors. Most faculty hold a doctorate or other terminal degree, and all consider teaching and service to be the focus of their activity at the university. Faculty are involved in social, professional, and a variety of research activities, but these support and are secondary to their teaching. Faculty are actively involved in a dynamic faculty development program that introduces them to best practices in teaching and learning techniques and theories. Augsburg’s small class sizes encourage its tradition of close involvement between professors and students. Faculty act as academic advisors and participate regularly in campus activities. 5 Locations Minneapolis Campus Augsburg University 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—Twin Cities West Bank campus and the University of Minnesota Medical Center. Downtown Minneapolis is just minutes away, providing access to internships and careers with some of the country’s leading companies, as well as entertainment, arts, sports venues, shopping, dining, and transportation. The campus is blocks from the Metro Transit Green and Blue light rail lines, which provide easy access to destinations in Minneapolis and St. Paul, as well as the Minneapolis-St. Paul International Airport. Rochester Learning Site Augsburg’s learning site in Rochester, Minnesota, was established in 1998 as a natural extension of the university’s mission and its expertise in teaching working adults. Graduate degrees and undergraduate majors including business, education, and nursing are offered in Rochester. Graduate programs in Rochester include the Master of Business Administration, Master of Arts in Nursing, Master of Arts in Education, and Doctor of Nursing Practice. The Rochester classrooms and offices are located at Bethel Lutheran Church (ELCA), just a few blocks south of downtown Rochester. Home to approximately 110,000 residents, Rochester is a city that enjoys a rich ethnic diversity and superior technological resources. Bethel Lutheran Church is located at 810 3rd Ave SE, Rochester MN 55904. Augsburg classes in Rochester meet on a semester schedule, with classes taking place on alternating weekday evenings and on occasional Saturdays, making them accessible to working adults. Students may also take courses within their program on the Minneapolis campus. Students at the Rochester site are Augsburg University 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 learning site is available at augsburg.edu/rochester or by calling the Rochester office at 507-288-2886. International Locations Augsburg is enhanced by its global centers in Southern Africa and Latin America. Students can perform research, take courses, or consult with faculty in those locations to gain new perspectives on their disciplines. 6 Minneapolis Campus Facilities Instruction facilities and student housing at Augsburg’s main campus are conveniently located near each other. A tunnel/ramp/skyway system connects the two tower residence halls, the five buildings on the Quadrangle, plus the Music Hall, Lindell Library, Oren Gateway Center, Hagfors Center, and the Foss Lobeck Miles Center for Worship, Drama, and Communication. Admissions Office—The Admissions Office is located on the lower level of Christensen Center. Anderson Residence Hall (1993)—Named in honor of Oscar Anderson, president of Augsburg 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 Center for Wellness and Counseling, the Sabo Center for Democracy and Citizenship, and the Office of Marketing and Communication. Center for Wellness and Counseling—The Center for Wellness and Counseling, located in Anderson Hall, offers programs and services that enhance student learning by promoting personal development and well-being. Christensen Center (1966)—The university center includes the Admissions Office, a student lounge, the Strommen Center for Meaningful Work, the Commons dining facility and Einstein Bros. Bagels, two art galleries, the copy center and mailroom, University Events, Latinx Student Services, American Indian Student Services, Pan-Afrikan Student Services, Pan-Asian Student Services, Campus Life, LGBTQIA+ Student Services, and the Auggie’s Nest, a meeting place for student organizations. 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 departments of Theater and Communication Studies, Film, and New Media; classrooms; and administrative offices (Facilities Management and the Enterprise Information Systems and Systems and Networking teams in IT). Hagfors Center (2017) - The Norman and Evangeline Hagfors Center for Science, Business, and Religion houses eight academic departments (Biology, Business, Chemistry, Physics, Psychology, Religion, and Mathematics, Statistics, and Computer Science), the office of Undergraduate Research and Graduate Opportunities, the McNair Scholars Program, and the office of the Dean of Arts and Sciences. The Hagfors Center is the largest academic building on the Augsburg campus and contains 139,000 square feet of collaborative learning space, including 24 labs and 6,000 square feet of student-faculty research facilities. 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 Si 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 is located on the corner of 22nd Avenue and 7th Street. It houses the TechDesk and User Support team in IT and the Gage Center for Student Success: the Deidre Middleton Office of Academic Advising, the Center for Learning and Adaptive Student Services (CLASS), and TRIO/Student Support Services. Luther Residence 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. Si 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 Patricia Piepenburg Women’s Locker Room, the Claudia Murray Women’s Soccer Locker Room, 7 the Donny Wichmann Weight Room, the Olivia Dahl/Hoyt Messerer Sport Medicine Center, and general auditorium purposes. The Ernie Anderson Center Court was dedicated in 2001. Mortensen Residence Hall (1973)—Named in honor of Gerda Mortensen (dean of women from 1923 to 1964), it has 104 one- and two-bedroom apartments that house 312 upper-class students, the Department of Public Safety, and a lounge area. Charles S. Anderson Music Hall (1978)—Contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal halls, music libraries, practice studios, and offices for the Music department 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® collegiate recovery program, Institutional Advancement offices, the Alumni Offices, 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 the department of Nursing, International Student and Scholar Services, and Administrative Accounting. Sverdrup Hall (1955)—Named in honor of Augsburg’s fourth president, it contains the Enrollment Center (Registrar’s Office and Student Financial Services), the Women’s Resource Center, classrooms and computer labs, and the departments of Education and Computer Science. 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, Norway Hub, the Academic Affairs Office, Student Affairs Offices, the Christensen Center for Vocation (CCV), and faculty offices for Political Science, History, Philosophy, American Indian Studies, English, and Sociology. Urness Hall (1967)—Named in honor of Mr. and Mrs. Andrew Urness, this tower provides living quarters for 324 first-year students. Each floor is a “floor unit,” providing 36 residents, housed two to a room, with their own lounge, study, and utility areas. 8 Accreditation, Approvals, and Memberships Accreditation is a process by which colleges and universities are regularly evaluated by third-party agencies to ensure they are meeting standards for educational quality for the degrees they offer. Augsburg University has been continuously accredited since 1954 by the Higher Learning Commission. The Higher Learning Commission is an institutional accreditation agency that accredits colleges and universities in the United States. HLC conducts periodic reviews of accredited institutions to ensure they are meeting their standards of quality. Several degree programs at Augsburg are also eligible for accreditation or approval by specialized agencies that ensure the quality of those programs in meeting their professional standards. The following Augsburg programs are accredited or approved by the appropriate agencies. Agency Description Degree Programs Accreditation Council for Business Schools and Programs (ACBSP) Global accreditor for business education MBA BA Accounting, Business Administration (Music Business), Business Administration/Economics, Finance, International Business, Management, Management Information Systems, Marketing Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) Accredits physician assistant programs in the United States MS Physician Assistant Studies American Music Therapy Association (AMTA) Advanced the music therapy profession and approves music therapy degree programs BS Music Therapy Master of Music Therapy American Chemical Society (ACS) Scientific organization for advancing chemistry practice, approves baccalaureate chemistry programs BS Chemistry American Psychological Association Commission on Accreditation (APA-CoA) Scientific and professional organization Doctor of Psychology for psychology in the United States, accrediting doctoral programs in clinical, counseling, and school psychology 9 Commission on Collegiate Nursing Education (CCNE) National accreditor for baccalaureate, graduate, and residency/fellowship programs in nursing BS Nursing MA Nursing Doctor of Nursing Practice Council on Social Work Education (CSWE) National accrediting agency for social work education in the United States Bachelor of Social Work Master of Social Work Minnesota Board of Nursing State board that approves nursing programs and regulates licensure DNP – Family Nurse Practitioner National Association of Schools of Music (NASM) National accreditor for undergraduate, graduate, and other credentials for music and music-related disciplines BA Music BS Music Therapy Bachelor of Music Master of Music Therapy Professional Educator Licensing and Standards Board (PELSB) Approves programs in Minnesota that prepare candidates for teacher licensure BA/BS Elementary Education BA English as a Second Language BA Special Education: Academic Behavioral Strategist (See Education Department for full list of approved programs for licensure and endorsements) Augsburg University is an institutional member of: Agency Description American Association of Colleges and Universities (AAC&U) Advances the democratic purposes of higher education by promoting equity, innovation, and excellence in liberal education American Association of Colleges of Teacher Education (AACTE) Represents institutions dedicated to high-quality evidence-based preparation of educators who are ready to teach all learners American Association of Higher Education (AAHE) Dedicated to the advancement of higher education 10 Associated Colleges of the Twin Cities (ACTC) Consortium of private liberal arts colleges in the Twin Cities of Minnesota that shares academic programs and promotes student exchange Campus Compact National coalition of colleges and universities committed to building democracy through civic engagement and community development Council of Independent Colleges (CIC) Association of independent nonprofit colleges and universities that provides services to improve the quality of education, administrative, and financial performance Lutheran Education Conference of North America (LECNA) Promotes cooperation among Lutheran colleges and universities in the United States and Canada Minnesota Private College Council Represents the private liberal arts colleges of Minnesota National Council of Schools of Professional Psychology (NCSPP) Advances the development of the highest quality of graduate training in professional psychology Physician Assistant Education Association (PAEA) Works to ensure quality physician assistant education Augsburg University is registered with the Minnesota Office of Higher Education pursuant to sections 136A.61 to 136A.71. Registration is not an endorsement of the institution. Credits earned at the institution may not transfer to all other institutions. 11 Policies Non-Discrimination Policy In accordance with applicable federal and state laws, such as Titles VI and VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, the Age Discrimination in Employment Act, and the Americans with Disabilities Act and ADA Amendments, Augsburg does not discriminate on the basis of sex, race, color, national or ethnic origin, religious belief, age, disability, gender, sexual orientation, gender identity or expression, marital status, familial status, pregnancy, citizenship, creed, genetic information, veteran status, status with regard to public assistance, membership in a local human rights commission, or any other legally protected status in its education programs and activities, employment policies and practices, or any other areas of the university, except in those instances where there is a bona fide occupational qualification or to comply with state or federal law. Augsburg University is committed to providing reasonable accommodations to its employees and students with disabilities. (Approved by Board of Regents January 2021) Title IX Title IX refers to Title IX of the Educational Amendments of 1972, and it prohibits discrimination on the basis of gender by institutions receiving federal money. Generally, the Title IX Coordinator is responsible for the development, implementation, and monitoring of meaningful efforts to comply with Title IX law. This includes overseeing the Title IX complaint process as well as identifying and addressing any patterns or systemic problems that arise. For further information, please contact the university’s Title IX Coordinator: Katie Bishop| Assistant Provost of Academic Affairs and Chief Student Success Officer Memorial Hall, Room 118A| 612-330-1117| bishopc@augsburg.edu Additionally, the university has four Deputy Officers: Deputy Officer for Students: Mike Grewe| Dean of Students Memorial Hall, Room 118F| 612-330-1499| grewe@augsburg.edu Deputy Officer for Employees: Dawn Miller| Director, Human Resources Memorial Hall, Room 19| 612-330-1216| millerd1@augsburg.edu Deputy Officer: Leif Anderson| Vice President and Chief Strategy Officer Memorial Hall, Room 124| 612-330-1497| andersol@augsburg.edu The Deputies work with the Title IX Coordinator to identify any patterns or systemic problems that arise and may assist as investigators of complaints. Family Educational Rights and Privacy Act The Family Educational Rights and Privacy Act of 1974 (FERPA), as amended, provides certain rights to students regarding their education records. Each year Augsburg University 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 University. The student must request to review their education records in writing with their signature. The university will respond in a reasonable time, but no later than 45 days after receiving the request. 12 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 school officials who have legitimate education interests. A school official is a person employed by the university 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 university 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 University 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 University not to release Directory Information, any future request for such information from persons or organizations outside of Augsburg University will be refused. “Directory information” includes the following: ● ● ● ● ● ● ● ● ● ● ● ● ● ● The student’s name The student’s address The student’s telephone number The student’s email address The student’s date and place of birth The student’s major and minor field of study The student’s academic class level The student’s enrollment status (FT/HT/LHT) 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 University 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 13 Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter. Annual Security Report The Annual Security Report (ASR) for Augsburg University contains statistics on reported crimes on and near Augsburg property and campus, as well as institutional policies concerning campus security and crime. The Department of Public Safety prepares this annual Crime Report to comply with the Jeanne Clery Disclosure of Campus Security Policy and Crime Statistics Act. The report is available online at www.augsburg.edu/dps/reports. For a printed copy, contact Augsburg’s Department of Public Safety at 612-330-1717. Copyright Policy Augsburg University Graduate Programs follows the terms 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. Professional Licensure Standards Disclosure For all programs at Augsburg University which have the potential to lead to professional licensure, students are responsible for contacting the appropriate agency or board to confirm requirements and ensure program compatibility prior to beginning any course of study. Only licensing agencies or boards can determine whether a student’s program of study has met requirements. Augsburg University cannot guarantee an individual’s attainment of any professional licensure or certification, in any field, in any jurisdiction. Completing an academic program is typically only one aspect of meeting professional licensure requirements. Many states require that individuals meet additional requirements in order to qualify for licensure, including but not limited to additional coursework and training, supervised clinical experiences, and successful passage of state or national exams. Other licensure requirements may include background checks, years of work experience, fingerprinting requirements, etc. State laws, regulations, and policies governing professional licensure may change at any time. For more information on your program’s state licensing board and requirements for licensure, please visit the Augsburg University Professional Licensure Disclosure website. As a reminder, students are responsible for updating Augsburg University of any changes in address or phone numbers through Inside Augsburg Records and Registration, or by submitting an Address Change form to the Registrar’s Office. Student Rights The university has adopted a statement of student rights and responsibilities and has provided for due process in the matter of disciplinary action, grievances, and grade appeal, as outlined in the Augsburg Student Guide, at inside.augsburg.edu/studentaffairs/studentguide. Official Notices A university-provided email account shall be an official means of communication with students, faculty, and staff of Augsburg University. Students, faculty, and staff are responsible for all information sent to them via the university-provided email account. Students should regularly check their email account. If a student, faculty or staff member chooses to forward their Augsburg e-mail, they are responsible for all information and attachments sent to the forwarded email account. Students will also receive official notices via the A-Mail online publication and should routinely review the A-Mail. 14 Admission All graduate programs require students to have a bachelor’s degree from a regionally-accredited four-year institution or an equivalent degree from outside the US. All graduate students must submit completed applications. Each graduate program also has additional program requirements, which may include coursework, professional experience, testing, etc. An admissions representative is available to assist interested applicants complete any portion of their application. See the program sections for these additional requirements. Please refer to each individual program’s catalog section (below) for additional instructions and for detailed information on applying to graduate programs, refer to the Graduate Admissions website at www.augsburg.edu/grad. Augsburg is committed to ensuring the admissions process is accessible for all prospective students. Augsburg admissions counselors are here to assist students in completing the application process. Augsburg University asks all applicants for admission and readmission whether they have been convicted of a felony. A felony conviction does not automatically preclude an applicant from being accepted to Augsburg University. The full process and policy can be found in the Augsburg Student Guide. Readmission Graduate students who have not registered for courses at Augsburg University 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. The last day to receive approval for readmission to the university and register for classes is the Friday prior to the start of the term. Pending approval by the graduate program, students who left on probation or who were dismissed from the university must have their readmission application and file reviewed by the program director. (Please consult with individual programs for information regarding the readmission process). Non-degree Students Individuals may take coursework at Augsburg University as a non-degree-seeking student. Non-degree students can enroll on a space-available basis. Registration dates are included in the university’s Academic Calendar. Admission requires program director approval, and the student must be in good standing at all previously attended institutions. Some graduate programs have additional requirements beyond those listed here. A bachelor’s degree from a regionally accredited institution is the minimum requirement for admission. Students who have earned a bachelor’s degree outside of the United States may need to submit a copy of a foreign credential evaluation from World Education Services (WES), a member of the National Association of Credential Evaluators (NACES), or an equivalent service that performs a foreign credit evaluation in order to confirm it is equivalent to a United States bachelor’s degree or greater. To apply for admission as a non-degree seeking student, submit the completed application and unofficial transcript from the bachelor’s degree granting institution to the Admissions Office. Some programs may have additional application requirements. Non-degree status is conferred for only one term of enrollment. Additional terms require re-application through Admissions as a non-degree seeking student. Students may count up to 6-8 semester credits earned as a non-degree seeking student toward an Augsburg University degree with approval from the program director. Non-degree seeking students who wish to pursue a degree must reapply for admission by submitting the completed application and official transcript from the bachelor’s degree granting institution, and any additional materials required by the program. 15 International Students Augsburg University graduate programs encourage qualified applicants from other countries to apply. An F-1 student is a nonimmigrant who is pursuing a “full course of study” to achieve a specific educational or professional objective at an academic institution in the United States that has been designated by the Department of Homeland Security (DHS) to offer courses of study to such students, and has been enrolled in SEVIS (Student and Exchange Visitor Information System). A student acquires F-1 status using form I-20, issued by a DHS-approved school through SEVIS. Status is acquired in one of two ways: ● ● If the student is abroad, by entering the United States with the I-20 and an F-1 visa obtained at a US consulate. If the student is already in the United States and not currently in F-1 status, by sending the I-20 to USCIS (United States Citizenship and Immigration Services) with an application for change of nonimmigrant status. A student who is maintaining valid F-1 status may transfer from another DHS-approved school to Augsburg by following the transfer procedures set forth in the F-1 regulations. In addition to fulfilling all general admission requirements for a particular graduate program, prospective F-1 students must also comply with the following: English Proficiency Requirements for International Graduate Applicants To meet Augsburg University admission requirements, you must provide evidence of a sufficient command of both written and spoken English to study college courses conducted entirely in English. Below is a list of the tests and programs Augsburg University accepts as evidence for English proficiency. ● ● ● ● ● Test of English as a Foreign Language (TOEFL) o Score report of 80 on the Internet-based TOEFL (iBT) with a sub-score of 20 on the written and 20 on the speaking sections. (The Augsburg University TOEFL code is 6014.) o Score of 8.5 or better on the TOEFL Essentials exam. International English Language Testing System (IELTS) o Score report of 6.5. Michigan English Test (MET) o Score report of 64 or higher, and report must be accompanied by an official letter from the testing coordinator. Duolingo English Exam o Score of 105. Successful completion of a previous undergraduate or graduate degree at an accredited college or university in the US, the United Kingdom, Ireland, English-speaking Canada, New Zealand, or Australia. Score reports must be sent to Augsburg directly from the testing center. Score reports must be for exams completed within the last two years. Please contact your Admissions representative to inquire about any tests not reflected here. Foreign Credential Evaluation Augsburg requires foreign credential evaluation for any transcript(s) from an institution outside of the United States. This evaluation should include the following: ● ● ● ● ● Analysis of credentials to determine if your degree is equivalent to an accredited US bachelor’s degree Verification that the degree is equivalent, at a minimum, to a four-year US bachelor’s degree is required. Course-by-course evaluation to show your complete course listing with credit values and grades received for each course, may also be required for specific programs. Calculation of grade point average to demonstrate your cumulative grade point average using the standard US grading system, i.e., A=4.0, B=3.0, C=2.0, D=1.0, F=0.0. Translation to English (if applicable) 16 ● The evaluation report must be sent directly to Augsburg’s Office of Admissions. Refer to World Education Services at www.wes.org or member of the National Association of Credential Evaluators (NACES) at www.naces.org for information on how to obtain a foreign credential evaluation. Proof of Financial Support International applicants must provide reliable documentation that they have financial resources adequate to meet expenses for the duration of their academic program, which include tuition and fees, books and supplies, room and board, health insurance, personal expenses, and living expenses for dependents (if applicable). Funds may come from any dependable source, including scholarships, fellowships, sponsoring agencies, personal funds, or funds from the student’s family. Documentation of scholarships and fellowships may be in the form of an official award letter from the school or sponsoring agency; documentation of personal or family funds should be on bank letterhead stationery, or in the form of a legally binding affidavit. Government Form I-134, Affidavit of Support, or Augsburg’s Financial Sponsorship form can be used to document support being provided by a US citizen or US legal permanent resident. All financial documents such as bank statements must be dated within three months prior to the date of application. Health Insurance All F-1 international students and their dependents (if applicable) are required to have adequate health insurance coverage for the duration of their program. International students will be enrolled in the Augsburg international student plan unless they fill out a waiver verifying proof of coverage through an alternative provider for the same period. 17 Financing Your Education 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. Full-Time vs. Half-Time Graduate students must be enrolled in 3 credits to be considered half-time and 6 credits to be considered full-time. Exception exist for students in the Clinical Psychology program. See the Doctor of Psychology catalog section for details. Tuition and Fees ● ● ● ● ● ● ● ● ● ● Doctor of Nursing Practice (DNP) Doctor of Psychology (PSYD) Master of Arts in Nursing (MAN) Master’s-level Education (MAE/MAT) Master of Arts in Leadership (MAL) Master of Fine Arts (MFA) Master of Social Work (MSW) Master of Business Administration (MBA) Master of Music Therapy (MMT) Master of Science in Physician Assistant (MPA) $995 per 1.0 credit $1162 per 1.0 credit + $40 per term program fee $797 per 1.0 credit $540 per 1.0 credit $814 per 1.0 credit $755 per 1.0 credit $743 per 1.0 credit $623 per 1.0 credit $934 per 1.0 credit $897 per 1.0 credit 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 Specific courses or programs may have additional fees associated with them, such as lab or supply fees. 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 email. 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 University offers payment plan options for all students. Information about payment plans is available online at www.augsburg.edu/studentfinancial/payment-plans-and-discounts. Payment Policy Students at Augsburg University are obligated to pay Term Fees and additional charges when they register for each academic term. “Term Fees” include tuition, room and board charges and other fees initiated during your time as a student. Students are responsible to pay for all of these charges regardless of whether financial aid is received or employers or other third parties pay as agreed. “Term Fees” are subject to refund only to the extent allowed under the Augsburg University Tuition Refund Policy. 18 Augsburg accepts the following forms of payment: Cash Students and guest payers may make cash payments in-person at the Enrollment Center. Cash should never be mailed. Students will receive a receipt of their cash payment. Check Students and guest payers may pay their term fees via check either in-person at the Enrollment Center, through mail, or online using e-check/ACH. A $30 NSF Fee will be added for any payment returned by the bank for Non-Sufficient Funds. A receipt will automatically be sent electronically for any online payments. Students who pay in-person or through mail may request a receipt of the check payment. Credit Card/Debit Card Students and guest payers may make student account payments online with a Visa, MasterCard, Discover, or American Express credit card. As of June 10th, 2016, Augsburg will no longer accept credit card or debit card payments in-person, over the phone, or through the mail. Credit cards will only be accepted online via Cashnet, a vendor contracted by Augsburg. Because Cashnet charges Augsburg for their services, a credit card service fee of 2.75 percent will be associated with any credit card payment made to the university. This is to offset the approximately $250,000 in costs that Augsburg accrues annually for providing credit card payment options to our students. Augsburg will not receive any part of the service fee and will not be profiting from it. Financial Aid All students who wish to be considered for financial assistance must reapply each year. In addition to reapplying for aid, students must make satisfactory academic progress toward the attainment of their degree or certificate as stipulated in the Satisfactory Academic Progress (SAP) section of this catalog. Financial assistance awarded through Augsburg may be a combination of grants and loans. The university cooperates with federal, state, church, and private agencies in providing various aid programs. 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). Institutional Grants/Discounts Augsburg offers grants/discounts for a variety of different students. Specific information about the different grants and scholarships, along with eligibility requirements, can be found online at augsburg.edu/studentfinancial/financial-aid/graduate-financial-aid/. Loan Assistance Graduate students must be enrolled at least half-time in order to receive federal loans. Three semester credits per term is considered half-time. Six semester credits per term is considered full-time. ● ● Federal Unsubsidized Direct Student 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). 19 ● ● Federal Graduate Loan Program (PLUS) Graduate PLUS is a loan program to help graduate students meet college costs. Students may borrow up to the cost of attendance (minus all other student financial aid). Further information about loan programs can be found online at augsburg.edu/studentfinancial. Satisfactory Academic Progress (SAP) 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. 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 ● ● ● Minimum GPA Requirements - Graduate Students must maintain a minimum 3.00 cumulative GPA based on the entire academic record. Minimum Credits Completed - Graduate Students must earn a cumulative 66.67% of the credits attempted based on the entire academic record. A completed credit has a grade of A – D- 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/FN (Zero),” and “N (Not Passing)” are counted towards the cumulative attempted credits. Repeated and remedial courses are not counted towards the cumulative attempted credits. Maximum Time Frame - To demonstrate academic progress, graduate students must complete their degree objective within 150% of the length of the program (varies per program). Monitoring and Evaluating Progress In order to ensure SAP standards are being met, the Student Financial Services Office will evaluate students’ academic achievement at the end of each term. After the student’s record is evaluated and the Student Financial Services Office determines the student’s GPA or completion rate to be unsatisfactory, the student will be placed on Financial Aid Warning or Financial Aid Suspension. Students will be notified through their Augsburg email if they fail to meet SAP standards. GPA Calculation Refer to the Evaluation and Grading section of this catalog. Minimum Credits Completed Students must earn a cumulative 66.67% of the credits attempted based on the entire academic record. A completed credit is any credit with a grade of A to D-, or P. Credits earned and completed will include accepted transfer credits. Grades of “W (Withdrawn)”, “I (Incomplete)”, “X (Extension)”, “F”, “FN (Failed for Non-Attendance)”, and “N (Not Passing)” are counted towards the cumulative attempted credits. The credits associated with grades that have not been submitted when SAP is run will count against completion rate. Repeat courses are not counted towards the cumulative attempted credits. 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. Financial Aid Warning will last for one term. If at the end of the term, the student meets SAP standards the Financial Aid Warning will conclude. Students currently on Financial Aid Warning who do not meet SAP standards at the end of the term will be placed on Financial Aid Suspension. 20 Financial Aid Suspension A student who fails to meet either the minimum GPA requirement and/or minimum credits attempted while on Financial Aid Warning will be placed on Financial Aid Suspension. A student on Financial Aid Suspension is ineligible to receive any form of financial aid. A student on Financial Aid Suspension may submit an appeal to reinstate their financial aid. Financial Aid Suspension will conclude when the student meets SAP standards, or successfully appeals. Financial Aid will be suspended when a student placed on Financial Aid Suspension 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 SAP Appeal Form must be completely filled out, along with any additional documents required by the SAP 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. If a student’s appeal is approved, they will be placed on Financial Aid Probation. If a student’s appeal is denied, they will remain on Financial Aid Suspension and will remain ineligible for financial aid. Financial Aid Probation A student who has been placed on Financial Aid Suspension and successfully appeals SAP will be placed on Financial Aid Probation. A student on Financial Aid Probation will be eligible to receive financial aid. Financial Aid Probation will last for one term. If at the end of the term, the student meets SAP standards, the Financial Aid Probation will conclude. Students currently on Financial Aid Probation who do not meet the standards at the end of the term are placed on Financial Aid Suspension and are no longer eligible for financial aid. [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. Student Account Financial Disclosure Students at Augsburg University are obligated to pay Term Fees and additional charges when they register for each academic term. “Term Fees” include tuition, room and board charges and other fees initiated during your time as a student. Students are responsible to pay for all of these charges regardless of whether financial aid is received or employers or other third parties pay as agreed. “Term Fees” are subject to refund only to the extent allowed under the Augsburg University Tuition Refund Policy. Statements and account history are available online through AugNet Records and Registration. Augsburg University may require someone to co-sign on the students’ obligations in special cases, such as when a student has a history of late or missed payments. When a co-signer’s signature is required, both students and co-signers are responsible for payment of all costs incurred (including collection costs and fees of any collection agency and/or attorney, if applicable) and all other conditions outlined on the Student Account Financial Disclosure. Results of Balances Not Paid in Full Augsburg may charge late fees and interest on delinquent accounts. Missed or late payments will be subject to a late payment charge and/or a finance charge on the overdue balance from the date the balance was due until payment in full is received. If your account is not paid in full on the first day of the term, finance charges at the rate of 8% per year 21 (.67% per month) will be added onto your student account balance. For example, this means that for every $1,000 owed you will receive $6.70 a month in finance charges. A $30 NSF Fee will be added for any payment returned by the bank for Non-Sufficient Funds. Past Due Accounts If the student does not set up a formal payment plan with Augsburg’s Student Financial Services department, Augsburg reserves the right to demand payment of the entire balance owed by that student and to take steps to collect it. Augsburg may cancel the student’s registration, prevent the student from registering for future terms, withhold transcripts or diplomas, remove the student from on-campus housing, turn the student’s account over to a collection agency or take legal action to collect any past due balance. Each student authorizes Augsburg to release financial information about her or his account and other pertinent information such as address and phone number to third parties who are dealing with the collection of the account balance. By providing us with a telephone number for a cellular phone or other wireless device, you are expressly consenting to receive communications – including but not limited to prerecorded or artificial voice message calls, text messages, and calls made by an automatic telephone dialing system – from us and our affiliates and agents at that number. This express consent applies to each such telephone number that you provide to us now or in the future and permits such calls regardless of their purpose. Calls and messages may incur access fees from your cellular provider. Each student also agrees to reimburse Augsburg University, or its agents, the fees of any collection agency, which may be based on a percentage at a maximum of 40% of the debt, and all costs and expenses, including reasonable attorneys’ fees, we incur in such collection efforts. Please note that, due to the Bankruptcy Reform Act, educational benefits are generally exempt from discharge under bankruptcy. The terms of this agreement remain in effect until all Term Fees and other charges are paid in full. Financial Policy 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 University will not release student academic transcripts until all student account charges are paid in full or, in the case of student loan funds administered by the university (Federal Perkins Student Loan), are current according to established repayment schedules and the loan entrance and exit interviews have been completed. Tuition Refund Students are eligible for a 100% tuition refund for any courses they drop without notation through the date labeled “Last day to drop without a ‘W’ grade & 100% refund – Full Semester class” on the Academic Calendar. After this date, students are no longer eligible for any refund of tuition unless they withdraw from all of their courses. This policy is effective whether or not a student has attended classes. Students withdrawing from all of a term’s courses may receive a 50% tuition refund when they withdraw by the date labeled “Last day to withdraw with 50% refund – Full Semester class” on the Academic Calendar. Students are responsible for canceling 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. 22 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 university 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. 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. Financial Aid – Return of Title IV Funds Policy Students must earn the financial aid they are awarded each semester. A student can earn their aid by attending classes. Augsburg must always return any unearned Title IV funds it is responsible for returning within 45 days of the date the school determined the student withdrew. The withdrawal date used in the return to title IV calculation of a student’s federal financial aid is the actual date indicated on the official withdraw record. If a student stops attending classes without notifying the university, the withdrawal date will be the last date of academic activity determined by the university. Federal/State Aid Adjustments Augsburg is required to return unearned federal/state aid for students who fully withdraw from their courses. The Return to Title IV calculation is based on the total number of days in the semester compared to the total number of days that a student attended classes before the last date of attendance. If the student receives more aid than they ‘earned’, then the ‘unearned portion’ of the student’s aid must be returned to the U.S.Department of Education. After 60% of the term has passed, students are eligible to keep all of their federal/state aid. If you are planning to completely withdraw from your courses, please see a Student Financial Services counselor to determine what aid may need to be returned. Financial aid will be returned to the aid program from which it came. If returned to a loan program, your outstanding balance will be reduced by the amount of the return. Aid will be returned in the following order: 1. Unsubsidized Direct Loan 2. Direct Graduate PLUS Loans 3. TEACH Grant 23 Institutional Aid Adjustments Augsburg will return institutional aid for students who partially withdraw or fully withdraw from courses. If students withdraw from their courses they will receive a 50% tuition refund and 50% of their institutional aid will be removed. If a student withdraws after the last day to receive a tuition refund, there will be no adjustment to their institutional aid. Post-Withdrawal Disbursement If a student earned more aid than was disbursed to him/her, the student may be eligible for a post-withdrawal disbursement. Augsburg’s financial aid office will notify the student in writing if he/she is eligible for a post-withdrawal disbursement of Title IV loan funds. A student or parent borrower must first confirm in writing whether he/she accepts/declines all or some of the loan funds offered as a post-withdrawal disbursement. A post-withdrawal disbursement of Federal grant funds does not require student acceptance or approval. The university will seek the student’s authorization to use a post-withdrawal disbursement for all other educationally related charges in addition to tuition and fees. Credit Refund Augsburg students may be eligible to receive a credit refund if their financial aid exceeds tuition and fee charges for a term. Credit refunds are issued within two weeks after the last day to drop courses without recorded notation. Financial Aid needs to be finalized (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 Students who are registered for the upcoming term will be allowed to charge up to $750 to their student account. Students DO NOT need to request a bookstore account this year. Please plan ahead and purchase books and supplies before the scheduled cut off dates; plan ahead for courses that start midterm as you will be unable to charge anything to your student account after the cut-off date. Students’ accounts will be billed for only what was spent on their bookstore accounts before credit refunds are issued. If your bookstore charges create a balance on your account, you need to make payments in accordance with your statement. Bookstore purchases charged to a student account are intended for students who have excess financial aid funds to cover their tuition, fees, AND their books or supplies. Please contact Student Financial Services before you purchase books if you need to discuss payment options. Due to the financial aid cycle, you can only charge expenses to your bookstore account during specific times. Third Party If you are expecting a third party to cover the cost of your books, you will need to turn in an itemized receipt of your purchases to the Student Financial Services Office, along with your invoice request. Additional Funds If the cost of your textbooks and supplies are above $750 in one term, you have enough financial aid to cover the additional costs, and you would like to charge the additional amount to your student account, please send the following information to Student Financial Services (studentfinances@augsburg.edu). All requests need to be in writing. Subject: Request for additional funds 24 Full Name: Student ID number: Additional request: Students will receive an email 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 Due to 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. 25 Student Resources/Academic and Support Services Lindell Library Resources The James G. Lindell Family Library is home to a collection of almost 400,000 books, more than half of which are ebooks that can be read online or downloaded at your convenience. Students also have access to millions of journal articles, over 60,000 streaming videos, nearly 200 databases, and a wide assortment of movies on DVD or VHS. Lindell also houses significant collections of juvenile literature and K-12 curriculum materials, as well as the university’s archives and special collections. Our digital collections include full runs of campus publications such as The Augsburgian, The Echo, and Murphy Square as well as numerous audio and video recordings documenting the university’s history. If that still isn’t enough, Lindell Library offers an interlibrary loan (ILL) service free of charge. Augsburg students can borrow any type of research material - books, journal articles, videos, music scores, and more - from almost any library in the world and these materials will be delivered directly to Lindell Library at no cost to you. Research Support Research help is always available, either online or in person, at Lindell Library’s Learning Commons. Our research guides, available on the library’s website, provide access to key research materials on topics as wide-ranging as health and physical education, film studies, computer science, or music therapy. Students can set up individual research consultations with a librarian at Lindell’s Learning Commons desk, by phone at 612-330-1604, by email at refdesk@augsburg.edu, or chat with an expert 24/7 through our Ask-A-Librarian service at library.augsburg.edu. Other Cool Stuff Libraries are more than just books and databases, they are places to gather for collaborative research or quiet study and reflection. At Lindell Library, you can do both. Ten group study rooms are available on the top floor of Lindell Library, and can be reserved up to two weeks in advance. The lower level is a designated quiet study space for those who prefer to work alone. Whether working on individual research or a large group project, Augsburg students can check out all sorts of equipment from the Library’s Circulation Desk, including laptops, cameras, microphones, and other AV equipment. If your research takes you off campus or you just want to explore the Twin Cities, you can check out a bike or a MetroTransit Go-To Card for use on buses and the light rail. Both are available at no cost. The staff at Lindell Library are eager to help you with all your research needs. Stop by anytime that the library is open (hours are always posted on the library’s website), or contact us at: library.augsburg.edu refdesk@augsburg.edu 612-330-1604 Information Technology Services Augsburg University has built a reputation as a leader in its commitment to provide students with relevant and timely access to information technology and training. Visit the Student Technology website, inside.augsburg.edu/techdesk, for more on Information Technology at Augsburg. Computing Students have access to more than 200 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 university has four computer classrooms, 40+ technology-enhanced classrooms and nine video conferencing-enabled classrooms. The circulation desk in Lindell Library has over 100 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 26 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. Center for Learning and Accessible Student Services (CLASS) The Center for Learning and Accessible Student Services (CLASS) provides individualized accommodations and support for students with documented learning disabilities, autism, ADHD, mental health conditions, traumatic brain injury, sensory and physical disabilities, as well as those with temporary disabilities. CLASS has been recognized as a leader in its field, ensuring these students have equal access to Augsburg’s programs and services. Its mission reflects Augsburg’s commitment to providing a rigorous and challenging, yet supportive, liberal arts education to students with diverse backgrounds, abilities, preparations, and experiences. Each term, Disability Specialists work directly with students to develop a plan for equal access to Augsburg courses, programs, activities, and facilities. Students have the option to meet regularly with their specialist, and discussions may include: ● ● ● ● ● Accommodations for testing and coursework (e.g., extended time, audio books) 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 Lab Coaching on academic, organizational, and time management skills Campus living accommodations The Disability Specialists may also consult with instructors, academic advisors, and other members of the faculty, staff, or administration as they work to facilitate equal access for each student. Taking advantage of these accommodations and services, however, remains the student’s responsibility. Any Augsburg student who wants to establish eligibility for accommodations and services should schedule a meeting with a Specialist to discuss their needs. Academic accommodations are intended to ensure access to educational opportunities for students with disabilities and may not fundamentally alter the basic nature or essential components of Augsburg’s courses or programs. The services and technology provided by CLASS are enhanced by the generous support of the Gage, Groves, and Klas families. For further information, call 612-330-1053, visit www.augsburg.edu/class, or email class@augsburg.edu. International Student and Scholar Services (ISSS) ISSS is responsible for advising degree-seeking international students and exchange students. Members of the ISSS team serve as Designated School Officials (DSO) for the university’s F-1 student visa program and as Responsible Officer (RO) for the university’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 ensures 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, as well as providing support for international students in adjusting to life in the U.S. and in achieving their academic goals. Examples of ISSS responsibilities include: ● ● ● ● Advising students in all areas related to F and J immigration regulations Advocating on policy matters affecting international students Advising the International Student Organization 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 27 Academic Policies and Procedures Academic Calendars All graduate programs meet on a semester calendar. The Academic Calendars can be found at www.augsburg.edu/registrar. All academic calendars are subject to change without notice. Academic Policies The university and its faculty subscribe to the Statement of Principles on Academic Freedom as promulgated by the American Association of University Professors and the Association of American Colleges. Academic Honesty A university is a community of learners whose relationship relies on trust. Honesty is necessary to preserve the integrity and credibility of scholarship by the Augsburg University community. Academic dishonesty, therefore, is not tolerated. As a university requirement, student course projects, papers, and examinations may include a statement by the student pledging to abide by the university’s academic honesty policies and to uphold the highest standards of academic integrity. (See Augsburg’s Academic Honesty Policy in the Student Guide). Evaluation and Grading Evaluation of academic performance is based on letter grades using an A ‐ F scale. Grading option cannot be changed from traditional (A - F) to Pass/No Credit. Explanation of grades: Grade A AB+ B BC+ C CD+ D DF / FN P N Grade Points 4.00 3.67 3.33 3.00 2.67 2.33 2.00 1.67 1.33 1.00 0.67 0.00 0.00 0.00 Description Failure Pass* No Pass *The letter equivalent of a P grade is a B / 3.0 or higher for graduate courses. Pass/No Pass Grades In graduate courses, the grading option cannot be changed from the traditional A ‐ F grading scale to the Pass/No Pass grading system. Some graduate courses only use the Pass/No Pass grading system. In order to receive a grade of P, students must achieve at least a grade of B. 28 Incomplete (I) Grades Incomplete grades (I) are to be given only in the case of extreme emergency (e.g., illness, family emergency, death in the family, military commitment). If you have any questions regarding the qualifying emergency please contact your instructor for verification. An incomplete grade (I) may be awarded when the instructor grants permission after determining that a student emergency may delay completion of coursework. Students who receive an incomplete grade should be capable of passing the course if they satisfactorily complete outstanding course requirements. To receive an incomplete grade, a student must file an Application for Incomplete Grade form with the Registrar’s Office that states the reasons for the request, outlines the work required to complete the course, and includes the course instructor’s and program director’s signatures. The instructor may stipulate the terms and conditions that apply to course completion; however, students may not attend the same course (or a portion of the same course) in a following term with an incomplete grade. The student must complete the outstanding work in enough time to allow evaluation of the work by the instructor and the filing of a grade before the final day of the following academic term (including summer) in the student’s program. If the work is not completed by the specified date of the following academic term, the grade for the course becomes an F. Extension (X) Grades Internships, independent studies, and directed studies may sometimes last longer than one term. When this is the case, they must be completed by the grading deadlines within one year from the beginning of the first term of registration. A grade of X (extension) is given by the instructor to indicate that the study is extended. It is expected that students given X extensions will continue to communicate with their instructors and demonstrate that satisfactory progress is being maintained. A final grade will be issued at the end of the term in which the work is completed and evaluated (but not longer than one year). An instructor has the right to not grant an extension where satisfactory progress is not demonstrated. If the course is not completed, a grade of F will be assigned. Withdrawal (W) Grade A course is given a grade of W (withdrawn) when a student withdraws from the course after the deadline for dropping classes without a W grade and before the last day to withdraw. Withdrawals negatively impact credit completion rate but do not negatively impact the grade point average. Repeated Courses A course in which a grade of F, FN, D-, D, D+, C-, C, C+, B-, 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 (exceptions are made for academic programs with minimum grade requirements of a B+ or higher or other catalog policies that require a course to be retaken). All courses taken each semester 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 University 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) on a space-available basis. Graduate students will be charged an audit fee of $1,000. 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 with a V grade. If expectations have not been met, the course will be listed with a grade of W. Audited courses do not count towards graduation. 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 institutions. 29 The formula for calculating the GPA = Total grade points divided by number of credits attempted with A to F grades assigned. The following grading symbols are not included in the GPA calculation: Symbol P S N V W I X IP R GRT L NG Explanation Fall 2017 to Present: Pass, C- or higher undergraduate or B or higher graduate work; Prior to Fall 2017: Pass, 2.0 or higher undergraduate or 3.0 or higher graduate work Satisfactory No pass, no credit Audit, no credit Withdrawn Incomplete Extension, incomplete In progress Repeat Credit granted Required lab component (a credit-bearing grade was earned in the corresponding lecture course) Not graded, no credit Attendance Attendance and participation are critical to the success of any course. Evaluation of the level and quality of participation may be incorporated into the course grade. We view attendance as a joint commitment of both instructors and students to our professional development. Each instructor has the authority to specify attendance and participation requirements to address the needs of particular courses, individual students, or various learning styles. Lack of attendance may result in a failing grade and the requirement to repeat the course. Students must notify the professor in advance of any expected absence. In the case of an emergency, when prior notification is not possible, students must notify the professor of an absence as soon as possible. Non-Attendance/Non-Participation 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 and billed a Failure to Withdraw Fee of up to $300. 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 an Academic/Financial Petition. Graduate Continuation Policy Students registering for the final project course must complete the Final Project Registration/Graduate Continuation Contract by the last day to add with faculty signature for a Full Semester class as noted on the Academic Calendar. Upon receipt of the contract, the Registrar’s Office will enroll the student in the Continuation Program for 7 semesters. Entry into the Continuation Program maintains students’ active status in the graduate program, including library and AugNet Services. If a grade is not received by the grading deadline of the 7th semester, the grade will change from X to N. Students who wish to complete the final project after receiving a failing grade must meet with the program director to evaluate readmission to the university and program. Students who are readmitted may need to complete additional coursework and will need to pay tuition and fees for any additional courses. If/when the final project course is completed, the new grade would replace the previous N grade. 30 Students may withdraw from the university, and thus from the Continuation Program and the final project course, at any point during the continuation period and receive a W notation on the transcript for the final project course. Following a withdrawal, students are welcome to meet with the program director to evaluate readmission to the university and program. Students who are readmitted may need to complete additional coursework and will need to pay full tuition and fees for any additional courses. If/when the final project course is completed, the new grade would replace the previous W grade. Credit and Contact Hours Augsburg’s credit hour policy follows the federal guidelines in defining a semester credit hour as one fifty-minute period of instruction and 100 minutes of out-of-class work per week for fifteen weeks, or the equivalent amount of student work completed over a different time frame or via a different delivery method. All Augsburg programs follow the semester calendar with semester lengths from 14-16 weeks. Augsburg offers a summer semester which follows the same format as both fall and spring semester. Degree Requirements To be conferred the graduate degree, all graduate students must achieve the following: ● ● ● Successful completion of all required courses A cumulative GPA of 3.0; Physician Assistant students must consult the PA Program Progression Standards Policy. Successful completion of all degree requirements within the stipulated period of matriculation or a signed continuation agreement with Augsburg University. Probation and Dismissal Graduate students must maintain a 3.0 cumulative grade point average. If a student falls below a 3.0 average, the student will be placed on academic probation for the following term. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. Graduate students in the Physician Assistant must consult the PA Program Progression Standards Policy. Graduate students in the Clinical Psychology program must consult the PsyD student manual for the Academic Warning and Reasons for Dismissal Policy. A student whose GPA falls below the required GPA for his/her graduate program (3.0 in most programs) in two or more terms may be subject to probation or dismissal. A plan for the student to continue in the program may be worked out with the program director. Students may also be dismissed for violation of standards of behavior defined by their profession, their program, or the university. Dismissal Appeals Process A student may appeal a program’s dismissal decision using the university’s program dismissal appeals process. Appeals are limited to procedural errors that the student can demonstrate negatively affected the outcome. The student initiates the appeal process by submitting a hard copy of the statement of appeal to the Dean of Professional Studies; email is not acceptable. The statement must identify each procedural error and state how each error negatively affected the outcome. The statement of appeal will be the only basis of the student’s appeal. The Dean of Professional Studies must receive the student’s statement of appeal within 14 calendar days of the date on the department’s written notification of dismissal. The Dean of Professional Studies will send a copy of the statement of appeal to the program chair/director. The program must submit a response to the student’s statement of appeal within 15 business days of the date that the statement was received by the Dean of Professional Studies’ office. The Dean of Professional Studies will send a copy of the program’s response to the student. 31 The Dean of Professional Studies will convene the Program Dismissal Appeals Committee, which will include the Dean of Professional Studies as a non-voting chair and three program faculty members (one from programs not named in the appeal: Business, Clinical Psychology, Creative Writing, Education, Leadership, Music Therapy, Nursing, Physician Assistant Studies, Social Work). The Program Dismissal Appeals Committee will schedule its hearing within 15 business days of receipt of the program’s statement of response. The Committee will meet with the student and a program representative to review the procedures and ask questions of both the student and the program representative. The student and program representative may each bring a third party to the review meeting (limited to an Augsburg University faculty member, staff member, or student). The role of the third party representative is to provide support to the student or the program representative, not to serve as an advocate during the meeting. Dropping 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. Independent Study Students may request to complete an independent study course as an addition to the required coursework. A faculty sponsor is required for an independent study project, and project proposals must be approved by the program director in order to receive credit. Normally, independent study may not be used as a replacement for a standard course offered in the curriculum, with the exception of the general elective (if approved). A special Directed/Independent Study Registration form is required. Term Off Students may take up to two semesters off and have continued access to Augsburg email and AugNet Services. If a student is not registered after the 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. For an absence of any length, students should coordinate with their program director prior to leaving. Due to a variety of program schedules and cohorts for some degrees, it is required that students meet with their advisor and obtain the advice of their director. Evaluation of Transfer Credit Students may petition the program director for transfer credit to apply to program requirements. The transfer of credit will be evaluated on an individual basis. Students will be asked to provide appropriate documentation regarding previous coursework, including but not limited to an official transcript, course description, and syllabus. In order to be considered for transfer, a course must be from a regionally-accredited college or university and graded B- or better. Courses must have been taken at the graduate level and course content must be comparable to program requirements at Augsburg. The maximum number of semester credits that can be transferred is: ● ● ● ● ● ● ● ● ● ● ● Master of Arts in Education (6) Master of Arts in Teaching (6) Master of Arts in Leadership (6) Master of Arts in Nursing (9) Master of Business Administration (18) Master of Fine Arts in Creative Writing (12) Master of Music Therapy (Contact program director) Master of Science, Physician Assistant Studies (Contact program coordinator) Master of Social Work (22) Doctor of Nursing Practice (Contact program director) Doctor of Psychology (30) 32 Augsburg credits are calculated in semester hours. If you completed courses at other institutions that are quarter hours, they will be converted to semester hours. One quarter hour equates to two-thirds of a semester hour. The number of credits transferred is equal to the number of credits earned at the transfer institution, not the number of credits that would have been earned had the equivalent course(s) been completed at Augsburg. Transferred coursework with Augsburg equivalents is captured on the Transfer Evaluation and the degree audit, both of which are accessed from Records and Registration. Courses and credits that are accepted in transfer are recorded 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. Definition of Official Transcript Official transcripts are marked with institutional security features, date, and appropriate signature. Augsburg University accepts official transcripts directly from another institution’s Office of the Registrar or a secure authenticated designated party. The transcript must arrive at Augsburg University in an envelope sealed by the issuing institution or via an encrypted electronic method (adapted from AACRAO, 2018). Veterans Education Benefits Augsburg University proudly supports military veterans, those who actively serve in the U.S. Armed Forces, and their families. Our faculty and staff are committed to helping veterans and active military succeed in their academic and professional endeavors. Augsburg is approved by the state approving agency for VA education benefits. Veterans and eligible spouses 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. An individual who qualifies for VA education benefits will be asked to provide a Certificate of Eligibility, Statement of Benefits, or documentation from a vocational rehabilitation counselor to confirm eligibility for their benefit. For students who qualify for and are currently utilizing Chapter 31 or Chapter 33 VA education benefits, Augsburg will not impose financial penalties or restrict access to registration or other campus services based solely on delayed payments from the VA. Please note that students are responsible for expenses beyond those covered by their VA education benefit; fees or other penalties may be assessed for failure to pay charges not covered by the VA. Students should contact the VA School Certifying Official in the Registrar’s Office if they have questions about what expenses are covered by their benefit. Additional information about veterans’ education benefits can be found at va.gov. Graduation Requirements See the applicable program section of this catalog for the program’s graduation requirements. The responsibility for ensuring that all degree requirements are satisfied rests with the student. Students should regularly review their degree audits and follow up with their program advisor about any questions or concerns. Students should consult their degree audits when preparing for registration. Program advisors are available to assist with registration planning. Each student is required to file an Intent to Graduate application within the last 12 months of their program. Application forms are available on the Registrar’s Office webpage. Submission of a complete Intent to Graduate application is what makes the student eligible for commencement ceremony communications and the conferral of their degree upon program completion. 33 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 their 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 University 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 University holds one commencement ceremony in the spring for all students – undergraduate and graduate. Students who have submitted an Intent to Graduate application for one ceremony may later defer to a future ceremony. The deadline for deferring to a future commencement ceremony is the day prior to the commencement ceremony selected on the Intent to Graduation application. Diploma Each graduate will receive their diploma and a copy of their unofficial transcript in the mail 6-8 weeks upon completion of their last requirement. This mailing will be sent to the address that displays in their Records & Registration record. Graduates are responsible for ensuring the accuracy of this mailing address. Incorrect mailing addresses will result in the student paying for reshipment or being required to pick up the mailing at the Registrar’s Office. Augsburg University diplomas note the degree earned and the date of conferral. Diplomas do not list the program or major(s) completed. Augsburg offers the following graduate degrees: Master of Arts, Master of Business Administration, Master of Fine Arts, Master of Music Therapy, Master of Science, Master of Social Work, Doctor of Nursing Practice, and Doctor of Psychology. Final, Official Transcript Each graduate who has satisfied all Student Financial account obligations at the time of the diploma mailing will receive their official transcript in a sealed envelope as part of the diploma mailing. To remain official, the sealed transcript envelope must remain sealed. Each graduate who has not satisfied all obligations at the time of the diploma mailing will be responsible for taking care of their Student Financial account obligations. Once met, their official transcript will be mailed to them and additional copies can be ordered and released. 34 Doctor of Psychology (PsyD) The primary purpose of the Doctor of Psychology (PsyD) in clinical psychology degree program is to educate and train students in the major aspects of clinical practice. To help ensure that students are prepared adequately, the curriculum integrates theory, training, research, and practice, preparing students to work with a wide range of populations in need of psychological services and in a broad range of roles. Students who complete the clinical psychology program earn a Doctor of Psychology (PsyD) degree. The awarding of this degree indicates that the recipient has mastered the fundamental academic and experiential elements of clinical psychology. In contrast to the Doctor of Philosophy (PhD) degree, which is primarily a research degree attainable in a variety of academic disciplines, the Doctor of Psychology (PsyD) degree program combines relevant research, applied theory, and field experience and is designed to prepare the graduate to apply psychological knowledge in a variety of settings and roles. The PsyD program will accept students who have a minimum of a bachelor’s degree. Although prior degrees need not be in psychology, some psychology courses are required (as foundation courses), and some experience in psychological services is desirable. The PsyD uses a practitioner-scholar model for training and evaluation. In addition to the prescribed coursework, the required curriculum for all PsyD students includes practicum field experiences and an internship. To complete the doctoral program successfully, students must demonstrate competency in a number of specific clinical and conceptual skills, and must complete a Clinical Research Project in the area of applied clinical psychology. The curriculum to be offered within the doctoral degree program consists primarily of courses that are required of all graduate students. Some of these required courses cover the major theories of historical and modern psychology and their application in current practice; the stages of the developmental process, and the basis for behavior; psychopathology; and a series of courses dealing with the administration and interpretation of various forms of assessment, basic intervention skills and various theory and therapy approaches. Students are also required to participate in two years of practicum field experience in assessment and psychotherapy and the seminar that accompanies each practicum. Various elective courses cover a wide range of areas, including advanced therapy and the treatment of special populations. A one-year internship or its equivalent is the final stage in the training process for the doctoral degree. Included among the basic objectives of the PsyD program are the following: ● ● ● ● ● Preparing practitioners to deliver basic diagnostic and therapeutic services to diverse populations, whether on an individual, family, or group basis Enabling practitioners to integrate biological, psychological, and sociocultural aspects of human functioning into their clinical approach Assisting practitioners to assume leadership positions within the healthcare delivery system Training psychologists to work with professionals from other disciplines as part of an effectively functioning healthcare team Preparing practitioners to evaluate and use clinical research applications of psychology Program Aims and Competencies The Doctor of Psychology (PsyD) in Clinical Psychology program aims to educate and train students following the practitioner-scholar model, so that they will be able to function effectively as health service psychologists. To ensure that students are adequately prepared, the curriculum is designed to provide for meaningful integration of psychological research, theory, and clinical practice with diverse individuals within a broad spectrum of contexts. The program emphasizes the development of knowledge, skills, and attitudes essential for psychologists who are committed to the ethical provision of quality, evidence-based psychological services, including therapy, assessment, consultation, and supervision. Interpersonal and multicultural competency are foundational elements of our program. 35 Students who complete the clinical psychology program will earn a Doctor of Psychology (PsyD) degree. The awarding of this degree indicates that the recipient has mastered the fundamental academic and experiential elements of clinical psychology. In addition to the prescribed coursework, the required curriculum for all students includes practicum field experiences and an internship. To complete the doctoral program successfully, students must demonstrate competency in a number of specific clinical and conceptual skills, and must complete a Clinical Research Project in the area of applied clinical psychology. Graduates are trained in the science and practice of psychology, and are able to apply the clinical skills of observation, assessment, intervention, and evaluation to help different segments of our ever-changing society. The areas of competency are modeled, in part, after those specified by the National Council of Schools and Programs of Professional Psychology and the standards of the American Psychological Association. Coursework is designed to meet coursework requirements for licensure as a psychologist in the state of Minnesota. Program Competencies The following are the program competencies expected of students upon graduation from this PsyD Clinical Psychology program. 1. Students will demonstrate competency in research, including knowledge of research and quantitative methods as well as psychometrics 2. Students will demonstrate knowledge of ethical and legal standards, and conduct themselves in an ethical manner 3. Students will demonstrate competency in individual and cultural diversity, including knowledge of the theoretical and empirical knowledge base and the ability to apply it 4. Students will demonstrate knowledge of professional values and attitudes, as well as self-reflective practice and an openness to supervision and feedback 5. Students will demonstrate professional skills to communicate clearly and effectively in oral and written domains 6. Students will demonstrate effective interpersonal skills in professional interactions and relationships 7. Students will demonstrate competency in assessment, including the ability to administer and interpret psychological tests and apply knowledge of strengths and psychopathology to the assessment process 8. Students will demonstrate competency in intervention, including developing and applying evidence-based treatment plans, and evaluating treatment effectiveness 9. Students will evidence knowledge of supervision models and practices 10. Students will evidence knowledge of consultation models and practices, and demonstrate interprofessional/interdisciplinary skills 11. Students will have knowledge of basic areas in scientific psychology, including affective, biological, cognitive, developmental, and social aspects of behavior; and the history and systems of psychology Effective October 20, 2019, the Doctor of Psychology in Clinical Psychology degree program is accredited, inactive by the Commission on Accreditation (CoA) of the American Psychological Association (APA) as a teachout program for the APA-accredited PsyD in Clinical Psychology Program at Argosy University Twin Cities. This accreditation status designates an accredited program that is no longer admitting students. This status was granted to accommodate teach-out students from Argosy University. Persons who were not enrolled in accredited Argosy programs are not to be admitted to the Augsburg University/Argosy Teach-out accredited, inactive program. Effective December 8, 2021, the program is also APA-accredited on contingency for non-teachout, non-Argosy University students in the Clinical Psychology PsyD program. The Program is accredited, on contingency, through the following date: December 8, 2026. Questions related to the program’s APA accredited status should be directed to the Commission on Accreditation: Office of Program Consultation and Accreditation American Psychological Association, 750 1st Street, NE, Washington, DC 20002, Phone: (202) 336-5979 / E-mail: apaaccred@apa.org / Web: www.apa.org/ed/accreditation For both Argosy teach-out and newly enrolled students, Augsburg University is accredited by the Higher Learning Commission (as of October 21, 2019) to offer the Doctor of Psychology in Clinical Psychology. Matriculation through the 36 PsyD in Clinical Psychology degree program curriculum is designed to help prepare students to sit for the national licensure examination and to meet licensure requirements in the state of Minnesota. Licensure requirements and standards for professional practice vary from state to state; therefore, prospective and enrolled students are urged to examine the requirements of the specific state in which they plan to practice. State licensure requirements may be obtained from: Association of State and Provincial Psychology Boards P.O. Box 4389 Montgomery, Alabama 36103 332.832.4580 www.asppb.org Academic Requirements and Policies Graduation Requirements Students who are admitted into the Doctor of Psychology (PsyD) in Clinical Psychology degree program will be responsible for completing the program requirements that are in effect at the time of their admission. The school retains the right to modify these requirements in accordance with the demands of the profession of psychology. To be eligible for graduation, students must meet the following requirements. ● ● ● ● ● ● ● ● ● The satisfactory completion of 98 semester credit hours. The total credit hours must include: o 69 credit hours of core courses o 2 credit hours of Professionalization Group o 12 credit hours (two years) of practicum and practicum seminar groups o A minimum of 9 credit hours of general electives o 6 credit hours of Clinical Research Project Successful completion of the Comprehensive Examination no later than the beginning of the fifth year Successful completion of all sections of the Clinical Competency Evaluation (CCE) Successful completion of a 2,000-hour internship, in not less than 12 and not more than 24 months Successful completion of the Clinical Research Project GPA of at least 3.00 (B average) Completion of these requirements within seven years of matriculation into the program A completed Petition to Graduate approved by program administration and submitted to Augsburg’s registrar. The Clinical Research Project is approved by all committee members as final, and submitted and accepted into IDUN. The date of graduation listed on your transcript will be the university’s set conferral date in the month following meeting this requirement, assuming the internship final evaluation has been received earlier. All courses other than electives are considered core courses. Students are required to retake a core course if they receive a grade below “B-.” and a course cannot be used as a prerequisite for another course if the student received a grade below B-. The course must be retaken no later than the end of the next calendar year with an earned grade of “B-” or better. Additional Requirements for Academic Progress for the PsyD Students are expected to complete the PsyD in Clinical Psychology degree program in five years. Students must complete the program within seven years after matriculation, with the practica completed by the end of the fourth year. Students are required to be in full-time residence in the program for a minimum of one academic year of pre-internship enrollment. Three full-time academic years (or the equivalent thereof) are dedicated to graduate coursework, including two years of practicum training that typically occurs during the second and the third academic years. Students are expected to maintain full-time enrollment in the program until all course requirements have been completed. The continuous registration policy will be enforced for all students who have completed all coursework except for the Clinical Research Project. 37 Extensions allowing enrollment beyond the seven-year limit may only be granted by the program director. Such extensions will only be granted under extenuating circumstances to allow completion of all degree requirements within a short period of time. Additional requirements for academic progress are described in the Student Handbook. Clinical Training Overview Clinical trainings are supervised, out-of-class experiences in clinical settings. Through this contact, students have the opportunity to apply their theoretical knowledge, implement clinical techniques based on this knowledge, and develop the professional and personal attitudes important to the identity of a professional psychologist. By the end of clinical training, Clinical Psychology program students are expected to possess effective assessment and intervention skills, demonstrate cultural competence, relational competence, and practice in an ethical manner. During their clinical training, students advance through progressively challenging levels of training. At each level, a student’s progress is assessed in multiple ways by multiple faculty members and field supervisors. In order to advance to the next level of clinical training, the student must pass certain courses, complete practicum, and demonstrate competency in specific clinical tasks. Practicum and Practicum Seminar Requirements Completion of two practica, the first focusing on psychological assessment and the second focusing on psychological interventions, must be completed for the PsyD in Clinical Psychology degree program. Details of Practicum and Practicum Seminar eligibility and requirements may be found in the Student Handbook. Clinical Competency Evaluation (CCE) Requirements The Clinical Competency Examination (CCE) is a series of competency-based tasks required for PsyD students in which students demonstrate to the faculty a mastery of major clinical assessment and therapy skills. The purpose of this evaluation is to monitor the student’s growth and development of clinical competence in accordance with the standards of the profession and to ensure student acquisition of appropriate skill levels for subsequent internship training and clinical practice. Detailed requirements for the CCE are contained in the Student Handbook. Comprehensive Examination Requirements Students in the PsyD in Clinical Psychology degree program are required to successfully complete a Comprehensive Examination to demonstrate that they have mastered the fundamental theories and concepts required of a clinical psychologist. The Comprehensive Examination covers material from required courses and training activities during the first three years of study in the Clinical Psychology Program. Procedures for the Comprehensive Examination are described in the Student Handbook. Clinical Research Project Requirements The Clinical Psychology program requires each PsyD student to develop a Clinical Research Project (CRP) as a requirement for graduation. The CRP is intended to be a scholarly work that provides students an opportunity to deepen their knowledge and thought about a particular clinical area; to demonstrate the ability to analyze methodological issues; and to produce an original piece of scholarly work in the field of clinical psychology. Assisting the student in this process is a committee of faculty members who will review the material and make recommendations and suggestions. Detailed requirements for completing the Clinical Research Project are found in the CRP Manual section of the Student Handbook. Internship Requirements The internship is typically completed during the fifth year of graduate studies for PsyD students, after all PsyD coursework is finished. All students applying for internship are required to fully participate in the national matching process through the Association of Psychology Postdoctoral and Internship Centers (APPIC; www.appic.org). APPIC matches graduate students with intern training sites. Students are required to apply to a minimum of 15 APA Accredited 38 internship match sites (unless an exception is approved by the Director of Training). The Director and Associate Director of Clinical Training help students identify appropriate locations to apply for internship and prepare the documentation necessary for internship application. During the course of the internship, the Training Department continues to monitor the progress of the student and maintain contact with the student and his or her supervisor. While an internship may be a paid position, the internship site may not be the student’s regular or prior place of employment. The internship must be completed within the overall seven-year time limit for completing the doctoral degree program. Internships normally require a full-time commitment for 12 months, although half-time internships extending for 24 months are possible. Since the needs of students differ during the internship process, all internship sites must receive the approval of the training staff. A student may not apply for an internship without the approval of the Director of Training. All internship applications must be approved by the Director of Training. Detailed requirements for internship are described in the Student Handbook. Additional Academic Standards and Student Evaluation Students in the PsyD in Clinical Psychology degree program are in training to fill the professional role of a licensed health service psychologist. As such, their performance and competence will be evaluated across a number of dimensions. In addition to performance on traditional academic tasks and requirements, the student’s cognitive, emotional, psychological and interpersonal functioning and development will be reviewed and evaluated. Students are also required to conform to ethical standards which govern the behavior of professional psychologists. Transferring Courses from Other Institutions (Apart from Argosy University Twin Cities Clinical Psychology PsyD Program) Students who have completed graduate coursework at another institution may petition the program director(s) for transfer of courses in the PsyD in Clinical Psychology degree program up to a maximum of 30 credit hours (10 courses). Detailed information about eligibility for transferring courses is contained in the Student Handbook. Students are strongly encouraged to submit transfer requests before or during the first semester of enrollment in the program. The transfer request must be accompanied by a transcript reflecting completion of the course and the grade received, along with other supporting documentation, such as course description, syllabus, and work samples. No transfer credit will be given for courses taken elsewhere after matriculation into the Clinical Psychology degree program. For teachout students, all courses that were taken in the PsyD Clinical Psychology Program at Argosy University Twin Cities campus will generally be transferred to Augsburg in full, provided grade minimum and other course requirements were met both at Argosy and at Augsburg. Course credits transferred to Augsburg from Argosy as part of the Argosy teachout program do not count towards the total number of transfer credits allowed when transferring to Augsburg from an institution other than Argosy’s PsyD Clinical Psychology program. Criteria for Academic Warning and Program Dismissal The Student Handbook lists reasons for and criteria under which students may receive an academic warning or be dismissed from the PsyD programs. Residency Requirements PsyD in Clinical Psychology degree program students are required to complete a minimum of three full-time academic years of graduate study (or the equivalent thereof) and completion of an internship prior to awarding the degree. At least two of the three academic training years (or the equivalent thereof) must be completed at the campus from which the degree is granted, and at least one year of which must be in full-time residence (or the equivalent thereof) at that same campus. Attendance Policy The PsyD program will follow Augsburg attendance policies. Any exceptions must be approved by the program director. More than two absences in a class can be grounds for not passing that class; students should notify faculty of any anticipated absences. 39 Criteria for Enrollment Load Students in the Doctor of Psychology program are considered to be enrolled full-time in the program if any of the following conditions apply: ● ● ● ● ● The student is registered in at least six credits during a semester. The student is registered in at least 3 credits and is also concurrently enrolled in a Clinical Research Project credit (PRP850, 851, 852, 853, 854, 855, or 859) or Advanced Practicum (PRP831 or 832). The student is registered in a Clinical Research Project credit (PRP850, 851, 852, 853, 854, 855, or 859) and is also concurrently enrolled in Advanced Practicum (PRP831 or 832). The student is registered in a Clinical Research Project credit (PRP850, 851, 852, 853, 854, 855, or 859) and is also concurrently enrolled in a half time internship (PRP890 or 891). The student is currently completing a full-time, 2,000 hour, 1-year internship, and is registered in PRP890 or PRP891, Predoctoral Internship. Students in the Doctor of Psychology program are considered to be enrolled half-time in the program if any of the following conditions apply: ● ● ● ● The student is registered in at least three credits during a semester. The student is currently completing their Clinical Research Project, and is enrolled in a Clinical Research Project credit (PRP850, 851, 852, 853, 854, 855, or 859). The student is currently completing a half-time Advanced Practicum and is enrolled in Advanced Practicum (PRP831 or 832). The student is currently completing a half-time 2,000 hour, 2-year internship, and is registered in PRP890 or PRP891, Predoctoral Internship. Admission to PsyD Requirements ● ● ● ● ● ● A bachelor’s degree from a regionally accredited institution or an appropriately certified foreign institution An undergraduate degree grade point average of at least 3.0 (on a scale of 4.0) -orA graduate grade point average of 3.25 (on a scale of 4.0) To meet Augsburg University admission requirements, you must provide evidence of a sufficient command of both written and spoken English to study college courses conducted entirely in English. See the Admission section of this catalog for information about English language proficiency requirements. Completion of an interview with a member of the program Admissions Committee. An admissions representative is available to help interested applicants complete the following required documentation: o Completed Application for Admission Form o Admission Application Fee through PSYCAS (see information about PSYCAS below) o Personal/professional goal statement with a self-appraisal of qualifications for the profession o Current Curriculum Vitae (CV) or resume (or career summary) o Three completed Applicant Recommendation Forms o Official transcripts from all post-secondary schools attended On rare occasions, an applicant with a grade point average lower than the stated admission requirements may be considered for admission if the applicant provides documented evidence of interest, ability, and aptitude for doctoral study in clinical psychology. All admission exceptions must be documented, recommended by the program admissions committee, and approved by the Program Director. Foundation Courses The Clinical Psychology program at Augsburg University requires applicants to successfully complete, with a “C” or better, five undergraduate courses that serve as a basic foundation for course work in clinical psychology. Several of these 40 courses serve as direct prerequisites to the Clinical Psychology program graduate courses. The following three courses are required: ● ● ● Introduction to psychology or general psychology (may be waived if the applicant has completed a Bachelors or Masters degree in Psychology) Abnormal psychology, psychopathology, or maladaptive behavior Statistics or research methods Two additional courses in the field of psychology must also be completed. Students must complete these foundation courses before they matriculate in the PsyD in Clinical Psychology degree program. Application Process Augsburg University uses the Psychology Centralized Admissions System (PSYCAS). PSYCAS is a centralized application service supported by the American Psychological Association (APA) and Liaison International. Instructions on how to use PSYCAS and how your admissions documents will be uploaded and delivered to PSYCAS for processing can be found in the application: https://psycas.liaisoncas.com/. Students interested in applying should create an account on the PSYCAS web site. Creating an account is free; however, there is a $65 fee to PSYCAS for the first application. If a student is applying to other programs using PSYCAS for the admissions process, an additional fee is charged for each additional application. Non-Degree-Seeking Students in the PsyD Program The PsyD program allows non-degree-seeking students to take no more than two courses (and no more than 6 semester credits) without being admitted to the PsyD program. See the Augsburg University Non-Degree-Seeking Students Policy for details. Non-degree-seeking students are admitted on a case-by-case, space-available basis and must have completed all course prerequisites. Committee Decisions All applicants will receive written notification of the Admissions Committee’s decision. Admissions Committee decisions are final and are not subject to appeal. Clinical Psychology Faculty Sarah Addicks (2022). Assistant Professor of Clinical Psychology. BA, New York University. MS, MPH, Ph.D., West Virginia University. Marcia Bennett (2019). Professor of Clinical Psychology. BA, University of South Dakota; MA, PhD, University of Nebraska-Lincoln. Margit Berman (2019). Program Director and Associate Professor of Clinical Psychology. BA, PhD, University of Minnesota. Patricia Hopkins (2021). Assistant Professor of Clinical Psychology. BA, Minnesota State University, Mankato. MS, PhD, West Virginia University. Abigail Hughes-Scalise (2020). Assistant Professor of Clinical Psychology. BA, St. Olaf College. MA, PhD, Case Western Reserve University. James Theisen (2020). Assistant Professor of Clinical Psychology. BS, Saint John’s University. MA, PhD, Fuller Graduate School of Psychology. 41 Master of Arts in Teaching (MAT) The Master of Arts in Teaching (MAT) degree includes all the required coursework to obtain your Minnesota teaching license in your area of expertise. The MAT program is designed for students seeking their initial license. Students who already possess a teaching license who are interested in a second license should look at the MAE program. Our program is unique in that it integrates an Early Career Teacher Seminar as a capstone experience that is designed to help you be successful in your career as a teacher. Our licensure concentrations are offered through a mix of undergraduate and graduate courses. We offer the following concentrations for the MAT Degree: Elementary Education, Secondary Education, Special Education, English as a Second Language. MAT with a concentration in Elementary Education 33 Graduate Credit Hours / 78 Total Credit Hours 100 Out of Class Field Hours Required This program is designed to prepare teachers for grades K-6. Optional endorsements in middle school specialty areas of math, science, social studies, and communication arts can be pursued along with or separately from the K-6 license. Program Requirements ● EDC 511 - Tools of Inquiry (3 CH) ● EDC 502 - Critical Histories and Philosophies of Education* (3 CH) ● EDC 566 - Diversity/Minnesota American Indians (3 CH) ● EDC 533 - Learning and Development in an Educational Setting (3 CH) ● EDC 544 - Learners with Special Needs* (3 CH) ● EDC 580 - School and Society (3 CH) ● EED 524 - Transcultural Literacies: An Introduction to Language and Literacy (3 CH) ● EED 525 - K-6 Language and Literacy Methods: Critical Applications for the Elementary Classroom* (3 CH) ● EED 550 - K-6 Methods: Math (3 CH) ● EED 560 - K-6 Methods: Science (3 CH) ● EDC 596 - Early Career Teacher Seminar (3 CH) To complete the license, students also will need to complete the following requirements at the undergraduate level: ● ● ● ● ● ● ● ● ● ● ● HPE 115 - Chemical Dependency Education EDC 220 - Educational Technology EED 311 - K-6 Methods: Health EED 312 - K-6 Methods: Physical Education EED 336 - Advanced Literacy Methods* EED 341 - K-6 Methods: Art EED 370 - K-6 Social Studies Methods: Decolonizing Curriculum and Classrooms EED 380 - Kindergarten Methods* EED 386 - K-6 Methods: Children’s Literature One of EDC 481 or EDC 482 o EDC 481 - Student Teaching: Initial License (12-14 weeks) o EDC 482 - Student Teaching: Endorsement EED 489 - Teacher Performance Assessment and Student Teaching Seminar *Field experience hours are required in these courses. Please see the Field Experience section for more information. MAT with a concentration in Secondary Education 30 Graduate Credit Hours / 68 – 107 Total Credit Hours** 42 100 Out of Class Field Experience Hours Required K-12 licenses prepare teachers to teach a content area across elementary, middle school, and high school. Licenses for grades 5-12 prepare teachers to teach at the middle and high school levels. K-12 Licenses are available in the following areas: Music, Physical Education, Visual Arts 5-12 Licenses are available in the following areas: Communication Arts, Health, Math, Social Studies 9-12 Licenses are available in the following subject areas: Biology, Chemistry, Physics Middle School Endorsements (5-8) are available in the following licensure areas: Social Studies, Communication Arts, Visual Arts, Health, Music, and Physical Education. A 5-8 general science license is also available. **Total Credit Hours vary depending on content area and the addition of a middle school endorsement. Program Requirements Please note that additional courses in content area may also be required. ● ● ● ● ● ● ● ● ● EDC 511 - Tools of Inquiry (3 CH) EDC 502 - Critical Histories and Philosophies of Education* (3 CH) EDC 566 - Diversity/Minnesota American Indians (3 CH) EDC 533 - Learning and Development in an Educational Setting (3 CH) EDC 544 - Learners with Special Needs* (3 CH) EDC 580 - School and Society (3 CH) ESE 525 - Creating Learning Environments (3 CH) ESE 500 - Reading and Writing in Content Area* (3 CH) EDC 596 - Early Career Teacher Seminar (3 CH) To complete the license, students also will need to complete the following requirements at the undergraduate level: ● ● ● ● ● HPE 115 - Chemical Dependency Education EDC 220 - Educational Technology ESE 3XX - K-12 or 5-12 Methods (in the content area)* One of EDC 481, EDC 482, or EDC 483 o EDC 481 - Student Teaching: Initial License (12-14 weeks) o EDC 482 - Student Teaching: Endorsement o EDC 483 - Student Teaching: Initial License in PE, Music, Art, or ESL ESE 489 - Teacher Performance Assessment and Student Teaching Seminar *Field experience hours are required in these courses. Undergraduate Content Area Requirements The equivalent of a major in the licensure content area is required for K-12 and 5-12 licenses. Students who have majored in a field in which we offer licensure must have their previous coursework evaluated by the major department at Augsburg. Coursework must meet Minnesota licensure standards and have recorded a grade of C or better. Coursework older than seven years is judged on a case-by-case basis. If a student is missing requirements, specific undergraduate coursework will be required in order for the license to be attained. MAT with a concentration in Special Education 48 Graduate Credit Hours / 73 Total Credit Hours 190 Field Experience Hours The MAT in Special Education at Augsburg University corresponds with an Academic Behavioral Strategist (ABS), K-12 teaching license. This program qualifies students to teach in special education programs and positions working with 43 students with mild to moderate disabilities in the areas of emotional/behavioral disabilities, learning disabilities, autism spectrum disabilities, developmental and cognitive disabilities and other health disabilities. This program is built on an inclusive education model. Under this model, students learn how to work closely with both special and general educators to facilitate inclusion of special education students into the regular education classroom. Program Requirements ● EDC 511 - Tools of Inquiry (3 CH) ● EDC 502 - Critical Histories and Philosophies of Education* (3 CH) ● EDC 566 - Diversity/Minnesota American Indians (3 CH) ● EDC 533 - Learning and Development in an Educational Setting (3 CH) ● EDC 544 - Learners with Special Needs* (3 CH) ● EED 524 - Transcultural Literacies: An Introduction to Language and Literacy (3 CH) ● EED 525 - K-6 Language and Literacy Methods: Critical Applications for the Elementary Classroom* (3 CH) ● EED 550 - K–6 Methods: Math* (3 CH) ● EED 560 - K–6 Methods: Science* (3 CH) ● SPE 510 - Implementing Assessment Strategies* (3 CH) ● SPE 511 - Etiology and Theory of Mild to Moderate Disabilities (3 CH) ● SPE 515 - Theory to Practice* (3 CH) ● SPE 525 - Transition and Community* (3 CH) ● SPE 530 - Instructional and Behavioral Practices* (3 CH) ● SPE 540 - Parent and Professional Planning (3 CH) ● EDC 596 - Early Career Teacher Seminar (3 CH) To complete the license, students also will need to complete the following requirements at the undergraduate level: ● ● ● ● ● ● ● HPE 115 - Chemical Dependency Education MAT 137 - Mathematics for Elementary Teachers I EDC 220 - Education Technology EDC 330 and 332 - Building the Public Good: Public Achievement and Organizing EDC 331 and 333 - Practicum in Public Achievement EDC 481 - Student Teaching: Initial License (12-14 weeks) SPE 489 - Teacher Performance Assessment and Student Teaching Seminar *Field experience required as part of this course. MAT with a concentration in English as a Second Language (ESL) 36 Graduate Credit Hours / 69 Total Credit Hours 110 Field Experience Hours The K-12 English as a Second Language license is available as an initial license or as a second license. This license qualifies teachers to work with K-12 students for whom English is a second language across a range of subject areas. A prerequisite to program admissions is two years of high school level or one year of college level language instruction. Program Requirements ● EDC 511 - Tools of Inquiry (3 CH) ● EDC 502 - Critical Histories and Philosophies of Education* (3 CH) ● EDC 566 - Diversity/MN American Indians (3 CH) ● EDC 533 - Learning and Development in an Educational Setting (3 CH) ● EDC 544 - Learners with Special Needs* (3 CH) ● EED 525 - K-6 Language and Literacy Methods: Critical Applications for the Elementary Classroom* (3 CH) ● ESE 525 - Creating Learning Environments* (3 CH) ● ESL 510 - History and Structure of the English Language (3 CH) ● ESL 520 - ESL Literacy* (3 CH) 44 ● ● ● ESL 530 - Language, Culture, and Schools (3 CH) ESL 540 - ESL Methods* (3 CH) EDC 596 - Early Career Teacher Seminar (3 CH) To complete the license, students also will need to complete the following requirements at the undergraduate level: ● ● ● ● ● ● ● HPE 115 - Chemical Dependency Education EDC 220 - Educational Technology ESL 310 - Second Language Acquisition ESL 320 - Introduction to Linguistics ESL 410 - ESL Testing and Evaluation EDC 483 - Student Teaching: Initial License in PE, Music, Art, or ESL ESL 489 - Teacher Performance Assessment and Student Teaching Seminar *This course has a field experience requirement. Field Experience An important part of preparing to be a teacher resides in meaningful experiences in the field. For courses with a field experience, you should plan on a minimum of 20 hours spent in a classroom or other relevant learning environment during the weekday. Most field experiences are intended to be completed in a classroom or grade level that corresponds with your licensure type (e.g. K-6 classrooms for an elementary license). If more than one course with field experience is taken in a given term, field experience requirements expand accordingly (i.e., two courses with 20 hours of field experience each require a total of 40 hours). Graduate Elective Courses Depending on the licensure area, students may be required to take one or two graduate elective courses. Other students may wish to enroll in additional graduate coursework based on interest. MAT students may take any course offered at the 500 level in Education (EDC, ESE, EED, SPE) or Leadership (MAL) as a graduate elective. Graduate students may also petition to enroll in coursework offered by any graduate program at Augsburg University as a graduate elective. In many cases, the Graduate Director of the program offering the elective will also need to approve registration. Students may alternatively petition to have graduate coursework taken at another institution be accepted in transfer. Admission to MAT Admission Requirements Students admitted into the MAT licensure and degree programs must have: ● ● Bachelor’s degree from a regionally-accredited four-year institution or an appropriately certified foreign institution. Cumulative grade point average of 2.5 or higher. Application Checklist The following items must be sent to the Augsburg Office of Admissions: ● ● Completed application form – augsburg.edu/gpe/ Official academic transcripts from the Bachelor’s degree granting institution. o Additional transcripts will be requested to review relevant coursework that could be used to fulfill education licensure coursework. A student may request to have transcripts waived but this could extend the length of study at Augsburg. If a transcript is provided after admission, the initial course plan may no longer be accurate. 45 Admission as an International Student International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students. Course Exceptions and Graduate Course Transfer Credit Some coursework required for licensure may be met through a course exception granted upon admission to the program. Previous coursework taken at other universities is evaluated by the Department Chair during the admission process. Some content area courses for secondary education students are evaluated by the content area department. This degree audit may reveal that fewer courses are required for licensure. In some circumstances, additional courses may be required in a secondary content area. When graduate coursework is met with a course exception, additional graduate credits will only be required if the total graduate credit hours to be earned is less than 30 CH. Graduate coursework accepted into the licensure program is not automatically accepted into the MAT degree program. Previous graduate coursework must have received a grade of B or better to be considered. See the graduate program director for approval to use graduate level transfer courses in the degree program. Students may transfer in no more than six (6) graduate credit hours from another institution. Acceptance into the MAT Program Application files are reviewed by the graduate program coordinator. Applicants are notified of the admission decision by the Office of Admissions. Applicants whose cumulative undergraduate GPA is below 2.5 can request an admission committee be formed by written petition to the Graduate Director. Advising and Registration Admitted students are able to participate in academic advising and the registration process. Typically, first-term registration occurs with intake advising. After the first term, students generally are able to register online through Records and Registration. All students are assigned an Education Department faculty advisor in the first semester of courses. MAT in Rochester The Master of Arts in Teaching program is also offered at our location in Rochester, MN. Rochester offers the MAT with concentrations in Elementary Education, Special Education, and English as a Second Language. Classes primarily meet weekday evenings and summer at Bethel Lutheran Church in Rochester. Academic Policies Cumulative GPA Requirement To complete the MAT program and maintain good academic standing, students must maintain a 3.0 or better Augsburg cumulative GPA. Graduation and Licensure/ Endorsement Requirements A minimum GPA of 3.00 overall and grades of P in student teaching courses are required for licensure as well as C- or better in all required core, specialty, and education major courses. Dismissal from Licensure and Degree Program Students may be dismissed from the MAT program for failure to maintain appropriate academic and teaching-based performance standards, for gross violation of university policy, and/or for conduct in violation of professional ethics. Dismissal occurs within the context of established department procedures described in the MAT/MAE Handbook. Students have the right to appeal dismissal from the program on the grounds of procedural error, using the university’s program dismissal appeals process. Information about the program dismissal appeals process is available in the Augsburg 46 Student Guide. Students who fail to complete the MAT program may have the option to finish their graduate degree in the MAE program (without a license). Readmission and Withdrawal Students in good standing who fail to register for courses for two terms (not including summer) are automatically withdrawn from the MAT program. To be readmitted to the university and the MAT program, students file a Readmission form through the Registrar’s Office. Program Costs In addition to tuition, students in this program can expect to pay a data maintenance fee upon admission to the department, as well as liability insurance at the student rate during student teaching and the cost of a background check for licensure and, possibly, field experience. In addition, optional international travel courses have associated costs above and beyond the charge for tuition. Licensure Tests All teachers seeking licensure through Augsburg must take and pass all tests required by the state of Minnesota for licensure. These include tests in basic skills, pedagogy and content area knowledge. Program Petition Process A student may petition to amend program requirements by written petition to the Graduate Program Director. Please note that changes to state licensure requirements cannot be granted. Please consult the MAT handbook for information regarding the petition process. Accreditation and Approvals Augsburg University Teacher Education programs are approved by: ● Minnesota Professional Educator Licensing and Standards Board (PELSB) Augsburg University is accredited by the Higher Learning Commission. Credit Most MAT graduate level courses are offered for 3 semester credits. Each course is comprised of 37.5 instructional hours with the expectation of about 75 hours of independent study outside of class. Schedule of Classes The majority of the education courses in the MAT programs are offered on weekday evenings. Courses typically meet face to face every other week with online instruction during the alternate weeks. A few education courses and many undergraduate content area courses are offered in a face to face, classroom based format, meeting weekly in the evenings. Summer session courses are offered primarily on weekday evenings. Summer courses are offered in a mix of formats from all online to all face-to-face. Master of Arts in Education (MAE) For those interested in developing their professional capacity, taking graduate coursework in educational studies, or obtaining a second teaching license, Augsburg University offers a Master of Arts in Education (MAE) degree. The Master of Arts in Education (MAE) program offers professional educators and community workers the opportunity to develop their skills and understanding in curriculum and pedagogy. Our program prepares educators to serve students effectively and to nurture healthy change within schools, school systems and society. 47 Program Requirements 30 Graduate Credit Hours The MAE at Augsburg is premised by two assumptions: first, that we learn through a series of experiences, embodied through a lived curriculum or “currere” (Grumet & Pinar, 2014) and, second, that graduate inquiry entails an ongoing cycle of critical questioning and a commitment to continuous improvement, of ourselves and our world. This program invites students to engage in critical discourse relevant and pertinent to their own socio-cultural context, integrating relevant knowledge to address the problems they identify and wish to address. As we are all life-long learners, our faculty partner with students in collective searches and re-searches for insight and shared meaning. Our faculty bring their expert knowledge, both disciplinary and interdisciplinary, to help students gain access to the tools of scholarly and pragmatic inquiry, in order to critique, deconstruct our world as it is and envisage our schools and communities as we would like them to be. In other words, we co-construct curriculum with students, a collaborative effort to facilitate emergent intellectual and material journeys. This process entails studies of agency and self-politicization, understanding of different experiences and interactions with broken systems, and articulations of alternative ways of knowing and organizing our social relationships. Required Core Courses (9 CH) EDC 511 – Tools of Inquiry (3 CH) EDC 560 – Issues In/equity (3 CH) EDC 571 – Navigating Change in Education (3 CH) Concentration Coursework (12 CH) *Note: Concentration Coursework may consist of any education coursework. The following concentrations are recommended clusters of courses. Culture & Curriculum Concentration Options EDC 552 - Culturally Responsive Pedagogy (3 CH) EDC 5xx - Paideia Theory, Research, and Practice (3 CH) EDC 512 - Foundations of Curriculum and Instruction (3 CH) EDC 5xx - Out of School Pedagogies (3 CH) EDC 5xx - Education Policy and Advocacy EDC 566 - Diversity/MN American Indians (3 CH) EDC 543 - Critical Geography, Culture, and EcoJustice Education (3 CH) ESE 500 - Reading and Writing in the Content Area (3 CH) ESL 530 - Language, Culture and Schools (3 CH) SPE 530 - Instructional and Behavioral Practices (3 CH) SPE 510 - Implementing Assessment Strategies (3 CH) Community Engaged Learning Concentration Options EDC 552 - Culturally Responsive Pedagogy (3 CH) EDC 512 - Foundations of Curriculum and Instruction (3 CH) EDC 543 - Critical Geography, Culture, and EcoJustice Education (3 CH) EDC 541 - Experiential Education EDC 542 - Outdoor Education ESL 530 - Language, Culture, and Schools (3 CH) SPE 525 - Transition and Community (3 CH) SPE 540 - Parent and Professional Planning (3 CH) Elective Coursework Nine (9) Additional Credit Hours are required to complete the degree. These credit hours may be taken as electives from other graduate programs at Augsburg or from Education coursework. They may also be taken as professional 48 development workshops and institutes that offer graduate credit. Please contact the Graduate Programs in Education office or consult the Handbook for more information about these opportunities. Additional Degree Requirements Students in the MAE are required to complete an Inquiry Project in partial fulfillment of their degree. Details regarding the Inquiry Project are found below. Additional information can be found in the Graduate Programs in Education Handbook. Alternatively, students may petition to complete a thesis in lieu of the Inquiry Project. Please consult the Thesis Completion section below for details about doing a thesis in the MAE program. MAE Inquiry Project Students elect to complete the inquiry project in the graduate course of their choosing with the consent of the instructor. Since most courses have a culminating graduate assignment, students would notify their instructor that they wish to complete the inquiry project in their course. The instructor of the course serves as evaluator/facilitator of the inquiry project. An inquiry project should integrate and synthesize the course topic, student experience and insight, and the questions that underpin student inquiry throughout the program. An inquiry project may be classroom or community-based in nature. The inquiry project is a contextualized project designed by graduate students that facilitates: • • professional development within the context of a discipline. participation in and contribution to our broader communities. Mazzeo et al (Perin, 2011, p. 6) define contextualization as instructional strategies intended to link academic content with its application in a specific context relevant to the students. Additionally, community-based instruction is defined as systematic instruction that integrates community settings with meaningful learning and it is age-appropriate to the students. Drawing from the literature of experiential learning, the project will be designed with a focus on the relevance of presenting problems and societal issues, so that students can apply what they learn to their work in the world. The inquiry project is left to be intentionally open so that graduate students may design school or community based projects that are relevant to the context in which they work. This allows graduate students to explore a compelling project in which they are allowed to design an effective tool to be used in authentic settings and for authentic purposes. The form and content of the project will be proposed by the graduate students and guided within the content of one graduate course. Projects should demonstrate relevance and applicability to educational contexts. The project will include a synthesis of relevant literature, and inquiry and professional development activities undertaken by the student either alone or in collaboration with faculty, other graduate students, or community members. Support for Students After 12 credit hours, the Graduate Program will audit progress with each student to determine their progress towards developing an inquiry project. For students who require additional support in developing their projects, they may be advised toward particular coursework to better prepare their project work. Tools of Inquiry (EDC 511) may be repeated at the end of the program (counts as an elective) in order to further develop or hone their project if they are unable to complete it during the course in which they have elected to complete the Inquiry Project. Perin, D. (2011). Facilitating Student Learning Through Contextualization. Community College Research Center, Working Paper No. 29: New York, NY Columbia University. MAE with an additional teaching license For students who are seeking an additional teaching license as part of their graduate degree, required licensure courses are determined based on a transcript evaluation upon acceptance into the program. Additional courses at the undergraduate level may be required to satisfy state licensure requirements. 49 When seeking an additional license with a master’s degree, you may be required to take additional coursework to reach the required minimum of 30 Graduate Credit Hours. This additional coursework may be any course offered at the 500 level in Education (EDC, ESE, EED, SPE) or Leadership (MAL) as a graduate elective. MAE students seeking an additional license may also petition to enroll in coursework offered by any graduate program at Augsburg University as a graduate elective. In many cases, the Graduate Director of the program offering the elective will also need to approve registration. Students may alternatively petition to have graduate coursework taken at another institution be accepted in transfer. Up to nine (9) graduate credit hours outside of education may be applied to the degree. MAE: Additional License in English as a Second Language (ESL) 110 Field Experience Hours EDC 502 - Critical Histories and Philosophies of Education* (3 CH) EDC 566 - Diversity/MN American Indians (3 CH) EDC 533 - Learning and Development in an Educational Setting (3 CH) EDC 544 - Learners with Special Needs* (3 CH) EED 525 - K-6 Language and Literacy Methods: Critical Applications for the Elementary Classroom* (3 CH) ESE 525 - Creating Learning Environments* (3 CH) ESL 510 - History and Structure of the English Language (3 CH) ESL 520 - ESL Literacy* (3 CH) ESL 530 - Language, Culture, and Schools (3 CH) ESL 540 - ESL Methods* (3 CH) To complete the license, students also will need to complete the following requirements at the undergraduate level: HPE 115 - Chemical Dependency Education EDC 220 - Educational Technology ESL 310 - Second Language Acquisition ESL 320 - Introduction to Linguistics ESL 410 - ESL Testing and Evaluation *This course has a field experience requirement. MAE: Additional License in Special Education 190 Field Experience Hours EDC 502 - Critical Histories and Philosophies of Education* (3 CH) EDC 566 - Diversity/Minnesota American Indians (3 CH) EDC 533 - Learning and Development in an Educational Setting (3 CH) EDC 544 - Learners with Special Needs* (3 CH) EED 524 - Transcultural Literacies: An Introduction to Language and Literacy (3 CH) EED 525 - K-6 Language and Literacy Methods: Critical Applications for the Elementary Classroom* (3 CH) EED 550 - K–6 Methods: Math* (3 CH) EED 560 - K–6 Methods: Science* (3 CH) SPE 510 - Implementing Assessment Strategies* (3 CH) SPE 511 - Etiology and Theory of Mild to Moderate Disabilities (3 CH) SPE 515 - Theory to Practice* (3 CH) SPE 525 - Transition and Community* (3 CH) SPE 530 - Instructional and Behavioral Practices* (3 CH) SPE 540 - Parent and Professional Planning (3 CH) To complete the license, students also will need to complete the following requirements at the undergraduate level: HPE 115 - Chemical Dependency Education MAT 137 - Mathematics for Elementary Teachers I 50 EDC 220 - Education Technology EDC 330 and 332 - Building the Public Good: Public Achievement and Organizing EDC 331 and 333 - Practicum in Public Achievement *Field experience required as part of this course. Elective Coursework Education Graduate Students may take any course offered at the 500 level in Education (EDC, ESE, EED, SPE) or Leadership (MAL) as a graduate elective. Graduate students may also petition to enroll in coursework offered by any graduate program at Augsburg University as a graduate elective. In many cases, the Graduate Director of the program offering the elective will also need to approve registration. Students may alternatively petition to have graduate coursework taken at another institution be accepted in transfer. Admission Requirements Students admitted into the MAE programs must have: ● ● A Bachelor’s degree from a regionally-accredited four-year institution Cumulative grade point average of 2.5 or higher. Admitted applicants with a 3.0 or higher GPA are granted full admission to the program. Admitted applicants with a cumulative grade point average of 2.5-2.99 are granted a provisional admission to the graduate program. If a student admitted provisionally fails to maintain a 3.0 Augsburg cumulative GPA over their first two terms, they may be dismissed from the graduate program. Application Checklist The following items must be sent to the Augsburg Office of Admissions: ● ● ● Completed application form – augsburg.edu/gpe/ Official academic transcripts from the Bachelor’s degree granting institution. Additional transcripts will be requested to review relevant coursework that could be used to fulfill education licensure coursework. A student may request to have transcripts waived but this could extend the length of study at Augsburg. If a transcript is provided after admission, the initial course plan may no longer be accurate. Admission as an International Student International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students. Course Exceptions and Graduate Course Transfer Credit Some coursework required for licensure may be met through a course exception granted upon admission to the program. Previous coursework taken at other universities is evaluated by the Department Chair during the admission process. Some content area courses for secondary education students are evaluated by the content area department. This degree audit may reveal that fewer courses are required for licensure. In some circumstances, additional courses may be required in a secondary content area. Should a graduate level course be met through course exception, those graduate credit hours may need to be made up through the use of a graduate elective. Graduate coursework accepted into the licensure program is not automatically accepted into the MAE degree program. Previous graduate coursework must have received a grade of B or better to be considered. See the graduate program director for approval to use graduate level transfer courses in the degree program. Students may transfer in no more than six (6) graduate credit hours from another institution. 51 Acceptance into the MAE Program Application files are reviewed by the graduate program coordinator. Applicants are notified of the admission decision by the Office of Admissions, usually within one to two weeks after the application file is complete. Applicants whose cumulative undergraduate GPA is below 2.5 can request an admission committee be formed by written petition to the Graduate Director. MAE in Rochester The Master of Arts in Education program is also offered at our campus in Rochester, MN. Classes primarily meet weekday evenings and summer at Bethel Lutheran Church in Rochester. Academic Policies Thesis Completion Some students may wish to complete a thesis. Theses may include traditional research projects, academic journal manuscripts/submissions, original creative projects across media (visual, audio, performance). Students who wish to complete a thesis for the MAE will go through the following process: 1. Identify a thesis advisor (and secure two additional faculty committee members) and draft a problem statement within their first 12 credit hours. a. Problem Statement Form b. Committee Recommendation Form 2. Enroll in concentration/elective coursework based on guidance from thesis advisor 3. Enroll in Thesis Hours (3 CH) at the end of the program. This counts against Elective Coursework. 4. Thesis Defense - Results in Pass/No Pass for Thesis Hours. Cumulative GPA Requirement To complete the MAT or MAE programs, students must maintain a 3.0 or better Augsburg cumulative GPA. Graduation and Licensure/ Endorsement Requirements A minimum GPA of 3.00 overall and grades of P in student teaching courses are required for licensure as well as C- or better in all required core, specialty, and education major courses. Dismissal from Licensure and Degree Program Students may be dismissed from the MAT program prior to and during student teaching for failure to maintain appropriate academic and teaching-based performance standards, for gross violation of university policy, and/or for conduct in violation of professional ethics. Dismissal occurs within the context of established department procedures described in the MAT/MAE Handbook. Students have the right to appeal dismissal from the program on the grounds of procedural error, using the university’s program dismissal appeals process. Information about the program dismissal appeals process is available in the Augsburg Student Guide. Students who fail to complete the MAT program may have the option to finish their graduate degree in the MAE program (without a license). Readmission and Withdrawal Students in good standing who fail to register for courses for two terms (not including summer) are automatically withdrawn from the MAT program. To be readmitted to the university and the MAT program, students file a Readmission form through the Registrar’s Office. Field Experience Some education coursework requires field experience. Courses with field experience contain a minimum requirement of 20 hours spent in a classroom or other relevant learning environment. If you are a teacher seeking a second license, you 52 may be able to complete your field experience in your own classroom. If more than one course with field experience is taken in a given term, field experience requirements expand accordingly (i.e., two courses with 20 hours of field experience each require a total of 40 hours). Students who are not seeking a second license may be able to petition to waive or modify the field experience requirement in a course to better suit the needs and interest of the student. Consult the petition process found in the Academic Policies below. Program Costs In addition to tuition, students in this program can expect to pay a data maintenance fee upon admission to the department, as well as liability insurance at the student rate during student teaching and the cost of a background check for licensure and, possibly, field experience. In addition, optional international travel courses have associated costs above and beyond the charge for tuition. Licensure Tests Students seeking a second license through Augsburg must take and pass all tests required by the state of Minnesota for licensure. These include tests in pedagogy and content area knowledge. Program Petition Process A student may petition to amend program requirements by written petition to the Graduate Program Director. Please note that changes to state licensure requirements cannot be granted. Please consult the MAT/MAE handbook for information regarding the petition process. Accreditation and Approvals Augsburg University Teacher Education programs are approved by: ● Minnesota Professional Educator Licensing and Standards Board (PELSB) Augsburg University is accredited by the Higher Learning Commission. Credit Most MAE graduate level courses are offered for 3 semester credits. Each course is comprised of 37.5 instructional hours with the expectation of about 75 hours of independent study outside of class. Schedule of Classes The majority of the education courses in the MAE program are offered on weekday evenings. Courses typically meet face to face every other week with online instruction during the alternate weeks. A few education courses and many undergraduate content area courses are offered in a face to face, classroom based format, meeting weekly in the evenings. Summer session courses are offered primarily on weekday evenings. Summer courses are offered in a mix of formats from all online to all face-to-face. Our Faculty Jennifer Diaz, Associate Professor of Education. BS, MS, PhD, University of Wisconsin-Madison. Joseph A. Erickson, Professor of Education. BA, MA, College of St. Thomas; MA, Luther-Northwestern Theological Seminary; PhD, University of Minnesota. Terrance Kwame-Ross, Associate Professor of Education. BAE, National-Louis University; MEd, PhD, University of Minnesota. 53 Audrey Lensmire, Associate Professor of Education. BA, Indiana University; MAT, National Louis University; PhD, University of Minnesota. Rachel M. Lloyd, Associate Professor of Education. BS, Carleton College; MA, PhD, University of Minnesota. Jason Michael Lukasik, Associate Professor of Education and Program Director, MA in Teaching, MA in Education. BA, MEd, PhD. University of Illinois at Chicago. 54 Master of Arts in Leadership MA in Leadership Mission Leadership Development at Augsburg University At the core of the Augsburg Master of Arts in Leadership is a view of leadership as an interactive process between leaders and followers working together to accomplish desired outcomes. The MAL program explores both the nature and practice of leadership in a wide variety of organizational and community settings. To be effective, a leader should possess an understanding of the contexts in which leadership occurs as well as an array of competencies. The program is designed to help individuals formulate and communicate a shared vision, navigate changing environments, understand the impact of cultural competence on leaders and followers, and enhance self-awareness and the capacity to be reflective practitioners. Program Learning Outcomes Graduates should be able to: ● ● ● ● ● ● Identify and analyze multiple theories of leadership in dynamic organizational and community settings; Analyze and navigate complex changing environments in which leaders and followers function; Enhance the capacity to be reflective practitioners; Develop a personal understanding of one’s philosophy of leadership; Articulate an understanding of cultural competence and its impact on effective leadership and followership; and Formulate and communicate a shared vision to inspire achieving desired goals. Curriculum Foundational Courses The study of leadership requires an understanding of 1) a basic body of knowledge in leadership studies, 2) competence in understanding qualitative and quantitative research for the purpose of informing evidence-based practice, and 3) an ability to function and lead in an environment that is diverse and inclusive. To this end, the following three required courses are intended to lay a consistent foundation for the program: ML 505 – Foundations of Leadership Learning Outcome: Demonstrate comprehensive knowledge of multiple theories of leadership and their strengths and weaknesses in contexts. ML 514 – Evaluating Empirical Research Learning Outcome: Demonstrate skills in assessing the reliability, validity and value of qualitative and quantitative research. ML 560 – Cultural Competence and Effective Leadership Learning Outcome: Explain different approaches needed for inclusive leadership in diverse contexts. Requisite Courses Choose at least one course from each requisite category: Personal Growth and Interpersonal Dynamics and Organizational and Community Context. Personal Growth and Interpersonal Dynamics Courses in this arena focus on individuals’ self-knowledge and well developed interpersonal skills enable a person to successfully work with a wide range of individuals at varying levels of an organization. Learning Outcomes: Articulate self-knowledge of leadership strengths and weaknesses. Demonstrate interpersonal skills in interactions with peers and instructors that reflect understanding of leader follower dynamics. 55 ML 520 - Self-Identity and Values: Keys to Authentic Leadership ML 538 - Communication Skills for Leadership ML 548 - Coaching and Consulting ML 575 - Constructive Conflict Resolution Or a department-approved substitute Organizational and Community Context Leadership involves an ability to understand the nature of, and respond effectively to, the context of organizations as well as the environment that surrounds them in order to operate effectively. Learning Outcomes: Articulate the key factors of organizational and community contexts and their impact on leadership. Incorporate these contexts in their analysis and evaluation of leaders and leadership. ML 512 - Leadership in the Community ML 531 - Dynamics of Change ML 535 - Organization Theory and Leadership ML 536 - Facilitating Organizational Change Or a department-approved substitute Elective Courses The leadership process involves well developed skills in communication, problem-solving, and critical thinking, as well as increasing students’ self-confidence and risk-taking. Based on their interests and background, students will choose 5 elective courses that focus on their own professional development. Learning Outcomes: Course specific outcomes that link to MA in Leadership model should be on each syllabus. ML 511 - Creativity and the Problem-Solving Process ML 530 - Ethics in Communication ML 545 - Decision Making and Leadership ML 563 - Leadership in a Global Society ML 565 - Women and Leadership ML 574 - Strategic Leadership ML 577 - Universal Responsibility and Leadership: A Central American Experience ML 598 - Independent Study ML 599 - Topics Integrative Course This seminar provides a culminating learning experience for participants in the program who have completed all other degree requirements. Students will deepen their understanding of the major leadership theories, advance their critical analysis skills, and synthesize their comprehension of the nature of leadership, how leadership is known, and how leadership manifests itself in practice. ML 585 - Leadership Capstone: Integrating Theory and Practice MBA/MA in Leadership Dual Degree The dual degree program gives students the benefits of studying business administration and leadership in a coordinated program. This dual degree program leverages Augsburg’s long-standing tradition of graduate leadership training via the Master of Arts (MA) in Leadership with the demand for business education through our Master of Business Administration (MBA) program. This unique credential equips students with the skills to lead and manage an organization, preparing them to thrive in today’s interconnected world. 56 Admission to the Dual Degree Program Applicants apply to a home program—either MA in Leadership or MBA. Once a student is admitted to their home program, the student will have an initial advising meeting and is required to meet with an adviser at least once per year. As the student approaches degree completion in their home program, the student will submit an application for their second degree. The student must be finished with either the MA in Leadership or the MBA before starting the second program. Master of Arts in Leadership Home Primary Program: MA in Leadership 11 courses Students take the following leadership courses to complete the Master of Arts in Leadership degree: ● ● ● ● ● ● ● ML 505 - Foundations of Leadership ML 514 - Evaluating Empirical Research ML 560 - Cultural Competence and Effective Leadership Complete one course from requisite category 1: Personal Growth and Interpersonal Dynamics o ML 520 - Self-Identity and Values: Keys to Authentic Leadership o ML 538 - Communication Skills for Leadership o ML 548 - Coaching and Consulting o ML 575 - Constructive Conflict Resolution Complete ML 535 from requisite category 2: Organizational and Community Context o ML 535 - Organization Theory and Leadership Elective courses - select five additional Master of Arts in Leadership electives ML 585 - Leadership Capstone: Integrating Theory and Practice Secondary Program: Master of Business Administration 8 course required; 2 additional courses optional for a concentration area Once a Master of Arts in Leadership degree has been granted, the dual degree student may apply to the MBA program. The student will then take these MBA courses to receive their MBA degree: ● ● ● ● ● ● ● ● MBA 570 - Quantitative Decision-Making for Managers MBA 571 - Business Analytics MBA 520 - Accounting for Business Managers MBA 510 - Applied Managerial Economics MBA 530 - Managerial Finance MBA 595 - Strategic Management MBA 550 - Marketing Management MBA 580 - Management Consulting Project Concentration Areas (optional; choose one concentration and take both courses) ● ● ● Data Analytics o MBA 572 - Data Programming o MBA 573 - Predictive Analytics Entrepreneurship concentration o MBA 596 - Managing Innovation o MBA 583 - Entrepreneurship: Execution, Planning and Strategy Finance concentration o MBA 535 - International Finance o MBA 532 - Investment Theory and Portfolio Management 57 Master of Business Administration Home 14 courses required Primary Program: Master of Business Administration Students take the following courses to complete the Master of Business Administration degree: ● ● ● ● ● ● ● ● ● ● ● ● ● MBA 592 - Leadership: Ethics, Vision, and Transformation MBA 545 - Organizational Behavior MBA 570 - Quantitative Decision-Making for Managers MBA 540 - Business and Professional Ethics MBA 571 - Business Analytics MBA 520 - Accounting for Business Managers MBA 510 - Applied Managerial Economics MBA 530 - Managerial Finance MBA 595 - Strategic Management MBA 550 - Marketing Management MBA 565 - Managing in a Global Environment MBA 580 - Management Consulting Project Complete one of the following concentrations: o Data Analytics concentration: MBA 572 and MBA 573 o Entrepreneurship concentration: MBA 596 and MBA 583 o Finance concentration: MBA 535 and MBA 532 o Leadership concentration: Two ML electives Secondary Program: MA in Leadership 5-7 courses required Once a Master of Business Administration degree has been granted, the dual degree student may start the MA in Leadership program. The student will then take the ML courses below to receive their Master of Arts in Leadership degree. Note that if the Leadership concentration was completed for the MBA degree, those two courses can be applied toward the MA in Leadership requirements. ● ● ● ● ● ● ML 514 - Evaluating Empirical Research ML 560 - Cultural Competence and Effective Leadership Complete one course from requisite category 1: Personal Growth and Interpersonal Dynamics o ML 520 - Self-Identity and Values: Keys to Authentic Leadership o ML 538 - Communication Skills for Leadership o ML 548 - Coaching and Consulting o ML 575 - Constructive Conflict Resolution Complete one course from requisite category 2: Organizational and Community Context o ML 512 - Leadership in the Community o ML 531 - Dynamics of Change o ML 536 - Facilitating Organizational Change Elective courses - select two Master of Arts in Leadership elective courses ML 585 - Leadership Capstone: Integrating Theory and Practice Earning the dual degree during or after the MBA or MA in Leadership program Currently enrolled MBA or MA in Leadership students, or alumni who wish to return to Augsburg, may add the additional degree to their existing degree by completing the same requirements listed; Director’s approval is required. Returning students must complete an application form. Upon entering the MBA program, online quantitative skills modules are required in five areas and must be completed before beginning the quantitative courses: 58 • • • • • Statistics Excel Spreadsheets Accounting Economics Finance These modules are used as an introduction to, or a review, in order to help enhance the student’s skills and knowledge for the MBA quantitative coursework. The Graduate Certificate in Leadership Studies The certificate program is an attractive option for people who want to develop their leadership skills without undertaking a full degree program. A certificate is awarded after completion of three Augsburg MA in Leadership courses in leadership. Students pursuing this option take ML 505 - Foundations of Leadership and two additional electives. All three courses may count toward an MA in Leadership. No more than one course may be double counted in another Augsburg graduate degree program. Students who previously completed the Augsburg MBA degree are exempted from ML 505. Applicants to the certificate program follow the same admission process as those seeking the Master of Arts degree. Joint BA in Accounting and Master of Arts in Leadership A BA in Accounting and an MA in Leadership can be earned in this five-year program designed for students who wish to qualify for CPA certification and obtain a master’s degree. By the end of the fifth year and successful completion of all requirements, the student receives both a BA in Accounting and an MA in Leadership and will have fulfilled the 150-hour requirement to qualify for the CPA certification. The MA in Leadership program offers a large number of courses on a Saturday and weeknight schedule. Refer to the MA in Leadership program schedule for the list of courses each year and to the accounting program coordinator for a detailed academic plan. Students should meet with both the MA in Leadership director and an accounting advisor to create an effective plan for successful completion of the five-year program. General Requirements for the Accounting/ MA in Leadership Program Accounting students planning to pursue the five-year degree must apply for admission to the MA in Leadership program at the end of their junior year. The application process includes submission of: ● ● ● ● ● ● Completed application form Two letters of recommendation (one from a professor and one from an employer) Personal statement Example of applicant’s writing in an academic paper GPA of at least 3.30 Interview with the Director of the MA in Leadership program Students must also have faculty endorsement from the Accounting program. Students must complete at least one year of accounting work experience (either a job or internship) by the time they graduate from the MA in Leadership program. For a complete list of courses and descriptions, see the Course Description Search. Admission to the Master of Arts in Leadership or Graduate Certificate in Leadership Studies Admission Requirements Applicants to the program must have: ● Bachelor’s degree from a regionally-accredited, four-year college or university, or an appropriately certified foreign institution. 59 ● ● Minimum cumulative undergraduate grade point average of 3.0 or a minimum cumulative grade point average of 3.0 for graduate courses completed at an accredited college or university. Should an applicant not meet the minimum admission requirements, admission may be possible as decided on a case-by-case basis. Two years of experience (or equivalent) with one or more organizations in a position of leadership or position demonstrating leadership potential is preferred. Application Checklist The following materials must be submitted to the Office of Admissions: ● ● ● ● ● Completed application form A 1-3 page statement relating the applicant’s career and life goals to leadership aspirations Two letters of recommendation preferred Applicants must submit an official transcript(s) from the regionally-accredited institution granting the Bachelor’s degree and from the most recently attended institution, if not the same. o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for military benefits. o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts are required from institutions at which the prerequisites or equivalents were completed. o The Program Director may ask for additional transcripts if determined to be necessary. Résumé For further information, contact: Office of Admissions, 612-330-1101, gradinfo@augsburg.edu or www.augsburg.edu/mal. Admission as an International Student International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students in the Graduate Admissions section. Academic Policies Academic Evaluation No more than two courses with a grade below B- will count toward the degree. No more than two courses with a grade of or below B- can be repeated. However, students must achieve a minimum grade of B- or higher in the MA in Leadership Foundations and Capstone courses – ML 505, ML 514, ML 560, and ML 585. In order to graduate, a student must have a cumulative graduate GPA of 3.00 or above with all required courses and the final projects successfully completed. A student registered for a final course may, with the approval of the program director, be permitted to participate in commencement but will not receive a diploma until all courses are successfully completed. Academic Probation and Dismissal Policies Students must maintain a 3.00 cumulative grade point average. If a student falls below a 3.00 average, the student will be placed on probation for the following term. A 3.00 cumulative grade point average must be restored in order for a student to be removed from probation. If a student receives a grade of N or F in a course, the student must petition successfully with the MA in Leadership director before being allowed to continue in the program. A plan for the student to follow would be outlined at that time. If a second grade of N or F is received, the student may be dismissed from the program. Students may also be dismissed for behavior detrimental to the program, such as a gross violation of university policy (as published in the Student Guide). Dismissal would occur only after established procedures were followed. Class Attendance Policy The nature of leadership development requires interpersonal engagement. Communication and interaction are an important part of the learning process. Interaction that is online as well as face-to-face is central to the Augsburg MA in 60 Leadership. To miss a class in either the classic or hybrid format is to miss a significant portion of the course’s content. Given the limited number of meeting times in both formats, our expectation is that students will be present at all class meetings. In the rare instance of a family or personal emergency, the absence will be handled on a case-by-case basis. Since every student is expected to engage in class discussion, reflection, and group presentation in all classes, not being present in a class will mean that part of the course’s requirements cannot be met. If a student feels they are going to miss a class, they must contact the faculty member prior to the absence to determine if 1) the course should be dropped or 2) it is possible to make up some of the missed material – and if so, how. The final decision will be made by the individual faculty member based on a discussion with the student and the student’s overall performance in the class. MA in Leadership Program Enrollment Policy Students normally take either one or two courses per semester. Enrolling in two courses per semester (including summer semester) enables a student to complete the coursework in the program within two years. Students who are away from classes for one year or longer must complete an Application for Readmission and submit it to the Registrar’s Office. Students who have been out of the program for more than two years may, at the discretion of the program director, be required to take additional courses to refresh their understanding of the field. Accreditation and Affiliation Augsburg is accredited by the Higher Learning Commission. For a complete list of Augsburg’s accreditation, approvals, and memberships, in the Accreditation, Approvals and Memberships section. Master of Arts in Leadership Faculty Andrew Aoki, Professor of Political Science. BA, University of Oregon; MA, PhD, University of Wisconsin. Thomas Berkas, Instructor of Leadership Studies. BCE, University of Minnesota, PhD University of Minnesota. Joseph A. Erickson, Professor of Education. BA, MA, University of St. Thomas; MA, Luther Seminary; PhD, University of Minnesota. Stephen K. Erickson, Instructor of Leadership Studies. BA, Augsburg University; JD, University of Minnesota. Vice President and Advanced Practitioner, Erickson Mediation Institute. Elaine Eschenbacher, Instructor of Leadership Studies. BA, University of Minnesota, MA, Augsburg University Carolyn Evans, Instructor, Leadership Studies. BA, MA, PhD University of Minnesota. Michael Grewe, Instructor, Leadership Studies. BS, University of Minnesota; MSW, Augsburg University; PhD, University of Minnesota. Lori Brandt Hale, Associate Professor of Religion. BA, University of Iowa; MA, University of Chicago; PhD, University of Virginia. Garry Hesser, Martin Olav Sabo Professor of Citizenship and Learning. BA, Phillips University; MDiv, Union Theological Seminary; MA, PhD, University of Notre Dame. David Lapakko, Associate Professor of Communication Studies. BA, Macalester College; MA, PhD, University of Minnesota. Steven Manderscheid, Instructor of Leadership Studies. BS, St. Cloud State University; MS, University of Minnesota; EdD, University of St. Thomas. Chair, Department of Organizational Management, Concordia University. Marilyn S. McKnight Erickson, Instructor of Leadership Studies. BA, Augsburg University; MA, St. Mary's University; President and Advanced Practitioner, Erickson Mediation Institute, Mpls. Deb Mitchell, Instructor of Leadership Studies. BA, Concordia College; MA, Augsburg University, Ed.D. Pepperdine University. 61 Thomas Morgan, Professor Emeritus, Business Administration. BS, Juniata College; MBA, University of Denver; MS, University of Oregon; PhD, University of Minnesota. Norma C. Noonan, Professor Emerita, Political Science and Leadership Studies, former Director of the Center for Leadership Studies and the MA in Leadership Program (1993-2011). BA, University of Pennsylvania; MA, PhD, Indiana University. Diane Pike, Professor Emerita, Sociology. AB, Connecticut College; PhD, Yale University. Joanne Reeck, Instructor of Leadership Studies. BS, MS, University of Minnesota John S. Schmit, Professor of English. BS, St. John’s University; MA, University of New Orleans; PhD, The University of Texas-Austin. Alan Tuchtenhagen (retired), Assistant Professor of Leadership Studies and Director of the Center for Leadership Studies and the MA in Leadership Program. BS, Westmar College; MA, University of Nebraska; DPA, Hamline University. 62 Master of Arts in Nursing A master’s degree in nursing focuses on health in community life and in health care systems, both locally and globally, and supports students to envision new models of care across practice settings. Students select from two tracks of study—Transformational Nursing Leadership or Transcultural Nursing. Both tracks prepare nurse leaders to assume a wide variety of roles and responsibilities throughout the health care system and in emerging care settings in communities. Mission Within the context of liberal arts education and guided by the values of the Lutheran Church, the Master of Arts in Nursing program prepares nurses for transformational leadership and transcultural nursing practice across care settings with particular emphasis on promoting health equity locally and globally. Program Goals Graduates of the Master of Art in Nursing Program are prepared to: ● ● ● Provide a foundation for the practice of transculturally competent nursing by synthesizing, integrating, and applying nursing research and theory in advanced nursing practice and leadership roles. Provide a sound scholarly foundation for transformative advanced nursing practice and leadership and further graduate study. Create and sustain a teaching-learning environment that promotes open scholarly exchange, personal growth, lifelong learning, leadership, and vocation of professional service in a global society. Curriculum The MAN curriculum is organized into 33 semester credits –15 semester credits in a Nursing Core, in which all students enroll, and 18 semester credits in one of the two Tracks of Study. Practica are taken concurrently with most courses and are integrated throughout the program. Each semester credit of practicum is equal to 45 clock hours of practice. Students select a track of study when applying to the program, however, this is not essential until after one’s first semester. Students may study full-time (6-8 credits per semester) or part-time (4 credits per semester). Time to degree completion takes an average 24 months when studying full-time, and 32 months when studying part-time. Nursing Core Courses (15 semester credits) The core nursing courses integrate a strong foundation of social justice incorporating multiple ways of knowing with curricular emphasis on nursing science, art, and theory to guide practice. NUR 500 - Transcultural Health Care (3 semester credits) NUR 500P - Practicum: Transcultural Health Care (1 semester credit) NUR 541 - Politics of Health (3 semester credits) NUR 541P - Practicum: Politics of Health Care (1 semester credit) NUR 505 - Theoretical Foundations for Advanced Nursing Practice (3 semester credits) NUR 505P - Practicum: Theoretical Foundations for Advanced Practice Nursing (1 semester credit) NUR 520 - Research Methods in Nursing (3 semester credits) NUR520P - Practicum: Research Methods in Nursing (1 semester credit, optional) Transformational Nursing Leadership Track (18 semester credits) The Transformational Nursing Leadership track is designed to develop nurse leaders’ ability to critically analyze, articulate, and develop effective strategies to cope with high level health care inequities. Curricular emphasis is on inter-professional collaboration across care settings. Participation in nursing leadership practica in traditional and emerging care settings adds depth and meaning to classroom dialogue. Practica also provide opportunities for students 63 to apply knowledge and gain experience partnering with diverse care providers, populations, and communities to address health inequities in creative and relevant ways. Transformational Nursing Leadership track courses include: NUR 501 - Nursing Leadership in Complex Adaptive Systems (3 semester credits) NUR 501P - Practicum: Nursing Leadership in Complex Adaptive Systems (1 semester credit) NUR 521 - Transformational Nursing Leadership (3 semester credits) NUR 521P - Practicum: Transformational Nursing Leadership (1 semester credit) NUR 523 - Theory, Research, and Practice Seminar (3 semester credits) NUR 523P - Practicum: Theory, Research, and Practice Seminar (2 semester credits) NUR 525 - Graduate Field Project (3 semester credits) NUR 525P - Practicum: Graduate Field Project (2 semester credits) Students graduating from the Transformational Leadership Track of the master’s program are eligible to apply to the American Nurses Credentialing Center (ANCC) for certification as a Nurse Executive, Advanced and to the Transcultural Nursing Certification Commission (TCNCC) for advanced certification in Transcultural Nursing. Graduate Field Project in Transformational Nursing Leadership Students will fulfill their Master of Arts in Nursing through a final practice-focused project, which serves as the capstone of the master’s program. The last two classes in the curriculum–NUR 523 and NUR 525—emphasize the development and articulation of a graduate field project focused on transformational leadership. Students present their final projects in NUR 525. Transcultural Nursing Track (18 semester credits) The Transcultural Nursing track in the Master of Arts in Nursing program is designed to prepare nurses for advanced practice across care settings in culturally diverse communities. The curriculum is grounded in nursing science, theory-guided practice, and transcultural principles. Emphasis is on reaching out to persons and populations that are underserved by traditional care systems and who exist outside of the social mainstream. As such, the track provides rich alternative learning opportunities for graduate students locally and internationally. Transcultural Nursing track courses include: NUR 532 - Transcultural Healing Practices and Self Care (3 semester credits) NUR 532P – Practicum: Transcultural Healing Practices and Self Care (1 semester credits) NUR 530 - The Power of Ritual and Ceremony for Healing (3 semester credits) NUR 530P – Practicum: The Power of Ritual and Ceremony for Healing (1 semester credits) NUR 523 - Theory, Research, and Practice Seminar (3 semester credits) NUR 523P – Practicum: Theory, Research, and Practice (2 semester credits) NUR 525 - Graduate Field Project (3 semester credits) NUR 525P - Practicum: Graduate Field Project (2 semester credits) Students graduating from the Transcultural Nursing track of the master’s program are eligible to apply to the Transcultural Nursing Certification Commission (TCNCC) for advanced certification in Transcultural Nursing. Graduate Field Project in Transcultural Nursing Students will fulfill their Master of Arts in Nursing through a final practice-focused project, which serves as the capstone of the master’s program. The last two classes in the curriculum—NUR 523 and NUR 525—emphasize the development and articulation of a graduate field project focused on transcultural nursing. Students present their final projects in NUR 525. Practica Practice experience is emphasized in both tracks in the Master of Arts in Nursing program. Students earn 9 semester credits of practicum work that is equal to 405 clock hours of practice—45 clock hours per semester credit hour. Some practica are semi-structured, experiential, and led by faculty and cultural guides familiar with the communities in which the practica occur. Other practica options are student directed. Students are encouraged to immerse themselves in 64 practice settings that serve persons underserved or excluded from mainstream health care, as emphasis in the transcultural track is on cultural diversity and health inequities across healthcare settings. Practica focusing on experiential learning with a transformational nurse leader provides students with the opportunity to gain a greater understanding of organizational dynamics and change through a complexity science paradigm. Augsburg Central Health Commons & the Health Commons in Cedar-Riverside A unique opportunity for students to explore advanced nursing roles and new models and forms of practice is provided by the Augsburg Central Health Commons, and the Health Commons in the Cedar-Riverside neighborhood. Both Health Commons are nursing-led drop-in centers dedicated to serving those in need and focused on healthy individuals and communities. People from diverse backgrounds, who have health experiences grounded in wide ranging cultural contexts frequent the Health Commons for health support and reassurance. Service and care are based on respect, relationship, and collaboration that connects health and hope for all participants. Health Commons partners include Central Lutheran Church in downtown Minneapolis, Fairview Health Services, People’s Center, and the East Africa Health Project. Study Abroad and Away The Department of Nursing works closely with cultural guides and nurse mentors in various contexts of care in emerging care settings at home and abroad. The Center for Global Education and Experience is a partner with the Department of Nursing in developing and facilitating study abroad opportunities in Guatemala, Mexico, Namibia, Pine Ridge, SD, and England. A detailed listing of practica and immersion experiences abroad and away can be found at the nursing website (www.augsburg.edu/nursing). For a complete list of courses and descriptions, see the Course Description Search. Admission Requirements Applicants to the Master of Arts in Nursing program must have: ● ● ● ● ● An earned Bachelor’s degree in nursing from a regionally accredited college or university, or an Associate of Science degree in nursing in addition to a non-nursing bachelor’s degree A cumulative GPA of 3.0 in all previous college coursework Experience as a registered nurse A current, unencumbered nursing license A college level statistics course is required for progression in the program, but is not necessary for admission Decisions about admission to the program will be made by the Graduate Nursing Faculty on an individual basis. Admissions are handled throughout the year, with students being admitted at the beginning of the fall (September), spring (January), and summer (May) semesters. Application components: ● ● ● ● A written statement describing professional and educational goals Applicants must submit an official transcript(s) from the regionally-accredited institution granting the Bachelor’s degree and from the most recently attended institution, if not the same. o The Program Director may ask for additional transcripts if determined to be necessary. Two letters of recommendation preferred Current resume Admission as an International Student International applicants must submit the required application materials listed above. For more information, refer to the additional requirements outlined in Admission of International Students in the Graduate Admissions section. (www.augsburg.edu/grad/international) 65 Academic Policies Evaluation of academic performance in the Master of Arts in Nursing program will be based on letter grades. See detailed information in the Academic Programs and Policies Attendance Policy Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s classmates and the course instructor. Instructors may lower grades if attendance and participation is lacking. Individual syllabi will contain individual instructors’ requirements. Academic Probation and Dismissal Policies Students must maintain a 3.0 cumulative grade point average in the MAN program. If a student falls below a 3.0 average, the student will be placed on probation for the following term. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. If a student receives a grade of B- or less in a course, the student must petition successfully to the faculty of the Master of Arts in Nursing program before being allowed to continue in the program. A plan for the student to follow would be outlined at that time. If a second grade of B- or less is received, the student may be dismissed from the program. Students may also be dismissed for behavior detrimental to the program, such as a gross violation of university policy as published in the Student Guide. Dismissal would occur only after established procedures were followed. Credit for Prior Education Students may petition the Master of Arts in Nursing faculty for approval of transfer of credit. Transfer credits will be evaluated on an individual basis. The only courses that will be considered for transfer credit are those earned from regionally accredited colleges and universities, whose course content is comparable to course content in the Master of Arts in Nursing program. No more than nine semester credits will be accepted for transfer credit. Schedules for Classes Master’s classes are taught in a hybrid format using zoom technology, synchronous and asynchronous instruction to meet the needs of working adults. Classes typically meet 6 times per semester for 4 hour periods on either a Monday, Tuesday, or Thursday evening from 4:30pm to 8:30pm. Practica are additional to courses. Students enroll in a practicum concurrently with enrollment in the courses. Practica options will vary for each course with choices of either independent practica or faculty-led practica. Accreditation and Affiliations The baccalaureate degree program in nursing, master’s degree program in nursing, and Doctor of Nursing Practice program at Augsburg University are accredited by the Commission on Collegiate Nursing Education, 655 K Street NW, Suite 750, Washington, DC 20001, 202-887-6791. Augsburg is accredited by the Higher Learning Commission. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation Approvals, and Memberships section. Faculty Kathleen Clark, DNP, RN, Associate Professor and Executive Director of the Augsburg Central Health Commons and Health Commons at Cedar-Riverside. Katherine Martin, Phd, CMN, RN, Assistant Professor of Nursing, Co-Director of BSN program. Joyce Miller, DNP, RN, Associate Professor of Nursing, Chair of the Department of Nursing, and Co-Director of BSN program. Deborah Schuhmacher, DNP, RN, Associate Professor of Nursing, Director of Graduate MAN and DNP-TCN programs. 66 Staff Colleen Hagerman, Nursing Programs Coordinator. 67 Doctor of Nursing Practice – Transcultural Nursing (TCN) Leadership Track The Transcultural Nursing Leadership track is a post-masters doctoral degree with an emphasis on transcultural nursing leadership. As a post-master’s program, the DNP-TCN track of study prepares nurses for advanced leadership and practice roles in Transcultural Nursing (TCN). Mission Within the framework of liberal arts education and guided by the values of the Lutheran Church, the post-master’s Doctor of Nursing Practice program, TCN Leadership track of study prepares nurses for advanced transcultural nursing leadership in communities in order to maximize health through peaceful, just, and collaborative actions that uphold and improve human potential across care settings and care systems, with emphasis on eliminating health inequities locally and globally. Program Goals Graduates of the Doctor of Nursing Practice program are prepared to: ● ● ● Negotiate the complexity of multicultural care settings and care systems to eliminate health inequities among populations and communities Challenge conventional knowledge about illness through an ecological approach to social determinants of health Lead change through building coalitions with marginalized people that are based on mutuality and common cause Program Structure The program is structured in a cohort model. One cohort a year will be admitted to begin in the fall term. Students can choose to take full or part-time study. Students taking full-time study take two didactic offerings, two seminars, and a practicum each semester. Students in full-time study can complete the post-master’s DNP-TCN curriculum in 20 months, including completion of the DNP project. Students selecting part-time study take one didactic offering, one seminar, and a practicum each semester. As a part-time student, completion of the program is expected to take 32 months, including completion of the DNP project. The DNP curriculum is organized into 33 semester credits comprised of didactic classes, experiential practica, and seminars, with a DNP project completing the degree. As a practice doctorate, the emphasis is on building leadership and practice skills in knowledge application among diverse population groups. The goal is to improve health and decrease health inequities that lead to unnecessary morbidity and mortality in communities. Students graduating from the DNP-TCN track are eligible to apply to the Transcultural Nursing Certification Commission (TCNCC) for advanced certification in Transcultural Nursing. Didactic A total of six didactic courses (18 semester credits) constitute the DNP program. One didactic course equals three semester credits. The DNP courses (NUR 800 level) are taught in a hybrid format using zoom technology, synchronous and asynchronous instruction to meet the needs of working adults. Synchronous classes typically meet for four or five hours once a month. Practica Practica are organized to give flexibility and individual choice to students to support their increasing independence and depth of practice experience at the doctoral level. Students select practicum experiences that are either structured immersions in a variety of cultural contexts led by nursing faculty or are student initiated and individually directed experiences mentored by nursing faculty. In a 15-week semester, practicum hours are computed as follows: 68 ● ● ● 1 semester credit hour = 2 semester credit hours = 3 semester credit hours = 45 clock hours of practicum time per semester 90 clock hours of practicum time per semester 135 clock hours of practicum time per semester To earn the DNP, students must complete a total of 1,000 practicum hours in their DNP program. Students will be allowed to transfer up to 600 practicum hours from their master’s in nursing into the Augsburg DNP. As such, all students will register for at least nine semester credits of practica in the post-master’s DNP-TCN. An orientation to the DNP program is typically scheduled in September that provides 45 hours of practica. This five day practicum immerses students in ways of knowing of the Lakota people and students spend time at Custer State Park, South Dakota. Study Abroad and Away The Department of Nursing works closely with cultural guides and nurse mentors in various contexts of care in emerging care settings at home and abroad. The Center for Global Education and Experience is a partner with the Department of Nursing in developing and facilitating study abroad opportunities in Guatemala; Mexico; Namibia; Pine Ridge, SD; and England. A detailed listing of practica and immersion experiences abroad and away can be found at the nursing website (www.augsburg.edu/nursing). Seminars Seminars focus on integration of conceptual learning with field practice and developing the student’s particular practice interests. Students are required to participate in a doctoral seminar every semester —fall and spring—until completion of the DNP degree. Cohorts of students who enter the DNP program together usually progress as a group in the seminars in which they enroll each semester, depending on whether they are studying full-time or part-time. The final seminar (NUR 841) culminates in the DNP project presentation and completion of the requirements for the DNP degree. Final DNP Project Final DNP projects must make a significant impact on nursing practice and health outcomes of populations and communities, demonstrate an evidence-based contribution to existing nursing knowledge, and be suitable for presentation or publication in a peer-reviewed venue. Through this scholarly project students demonstrate leadership in synthesizing and applying scientific knowledge to practice challenges in local and/or system wide contexts of care. Students should begin working on their DNP projects in the early stages of the DNP program and continue throughout the program. The student’s scholarly project is planned in collaboration with a major faculty advisor. For a complete list of courses and descriptions, see the Course Description Search. Admission to the DNP-TCN Applicants to the Doctor of Nursing Practice TCN program must have: ● ● ● ● An earned master’s degree in nursing from a regionally-accredited institution A GPA of 3.2 on a 4.0 grading scale in master’s in nursing program A current unencumbered RN license to practice in the US. Evidence of a completed graduate research course Decisions about admission to the program will be made on an individual basis. Selection of candidates will be made on the basis of an evaluation of the following items for each applicant: ● ● ● ● A 2-3 page professional essay responding to an excerpt from Wendell Berry’s essay, “Health is Membership.” Applicants must submit an official transcript(s) from each regionally-accredited institution where a degree was earned, as well as from the most recently attended institution, if not the same. o The Program Director may ask for additional transcripts if determined to be necessary. Three professional references Personal interview with Augsburg Nursing faculty 69 The number of applicants admitted to the DNP program will be based on availability of faculty members to assist with student’s scholarly projects. Meeting the minimum admission criteria does not ensure that an applicant will be admitted to the program. In addition to the requirements noted in the international student admissions section, applicants who have graduated from a foreign nursing program may request the Commission on Graduates of Foreign Nursing Schools (CGFNS) (www.cgfns.org) to forward their educational credentials report to the Minnesota State Board of Nursing. Once their credentials are verified, applicants must apply for licensure and demonstrate successful passing of the National Council Licensure Examination (NCLEX). See Graduate Admissions for more information. (www.augsburg.edu/grad/international) Academic Policies Evaluation of academic performance in the DNP program will be based on letter grades. See detailed information in the Academic Programs and Policies. Attendance Policy Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s classmates and the course instructor. Instructors may lower grades if attendance and participation is lacking. Individual syllabi will contain individual instructors’ requirements. Academic Probation and Dismissal Policies Students must maintain a 3.0 cumulative grade point average in the DNP program. If a student falls below a 3.0 average, the student will be placed on probation for the following term. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. If a student receives a grade of B- or less in a course, the student must petition successfully to the faculty of the DNP program before being allowed to continue in the program. A plan for the student to follow would be outlined at that time. If a second grade of B- or less is received, the student may be dismissed from the program. Students may also be dismissed for behavior detrimental to the program, such as a gross violation of university policy as published in the Student Guide. Dismissal would occur only after established procedures were followed. Accreditation The Doctor of Nursing Practice program is accredited by the Commission on Collegiate Nursing Education (CCNE), 655 K Street NW, Suite 750, Washington, DC 20001, 202-887-6791. Augsburg is accredited by the Higher Learning Commission. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation, Approvals, and Memberships section. Faculty Kathleen Clark, DNP, RN, Associate Professor and Executive Director of the Augsburg Central Health Commons and the Health Commons at Cedar-Riverside. Katherine Martin, Phd, CMN, RN, Assistant Professor of Nursing, Co-director of BSN program. Joyce Miller, DNP, RN, Associate Professor of Nursing, Chair of the Department of Nursing, and Co-director of the BSN Program. Deborah Schuhmacher, DNP, RN, Associate Professor of Nursing, Director of Graduate MAN and DNP-TCN Programs. Staff Colleen Hagerman, Nursing Programs Coordinator. 70 Doctor of Nursing Practice – Family Nurse Practitioner (FNP) Track The Doctor of Nursing Practice - Family Nurse Practitioner is a post-BSN Doctor of Nursing Practice program focused on the primary care of families. The curriculum emphasizes knowledge, skills and values that foster one’s ability to lead change, while addressing health needs and concerns of families and communities. Nursing scholarship and advanced autonomous practice as a primary care Nurse Practitioner, frames the critical exploration of knowledge in transcultural nursing, integrative healthcare practices, transformational leadership, and health assessment. Mission Within the framework of liberal arts education and guided by the values of the Lutheran Church, the post-BSN (Bachelor of Science in Nursing) to DNP/FNP track of study prepares nurses for advanced nursing leadership and integrative primary care of families across cultures and care settings. Emphasis is on eliminating health inequities through peaceful, just, and collaborative actions that uphold and improve human potential. Program Goals Graduates of the Doctor of Nursing Practice/Family Nurse Practitioner program are prepared to: ● ● ● ● ● Negotiate the complexity of multicultural care settings and care systems to eliminate health inequities among populations and communities. Challenge conventional knowledge about illness through an ecological approach to social determinants of health. Lead change through building coalitions with marginalized people that are based on mutuality and common cause. Provide primary care to persons, families and communities with particular consideration for those who are underserved and/or marginalized by dominant societal structures. Integrate scientific evidence based guidelines into clinical practice. Program Structure The program is structured to admit students beginning each fall semester. Students take courses on a full-time basis during the completion of their 500 level courses, pre-FNP 800 level courses, and during the didactic and clinical courses in the FNP program. Length of program: The Post-BSN to DNP/FNP track of study leads to eligibility for certification as a Family Nurse Practitioner (FNP) through the American Nurses Credentialing Center (ANCC) and requires a minimum of 84 semester credit hours, including 53 didactic credit hours, 4 seminar credits, and 24 clinical credit hours. Didactic A total of 19 didactic courses (53 semester credits) constitute the DNP/FNP program. Didactic classes, seminars, clinical skills labs, structured practica, and clinical experiences are taught in a variety of flexible schedules that are responsive to student needs. 500-level courses consist of six hybrid, synchronous and asynchronous classes a semester - four hours of class time, using zoom technology. In addition to the didactic course, students take a one credit practicum course associated with the didactic course. The DNP courses (NUR 800 level during 2nd year of study), are taught in a variety of synchronous and asynchronous modalities with varying times of four to eight hours. One course is offered in an immersion format of four days of class per semester. The FNP courses (final two years of study) are offered primarily on Monday, Tuesday, Wednesday or Friday, approximately six times a semester for four to five hours in a hybrid format, using zoom technology, synchronous and asynchronous as well as some face to face classes. Class time hours will vary. Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s classmates and the course instructor. Classes are held on Augsburg’s campus in Minneapolis and/or in Rochester, MN, at Bethel Lutheran Church (810 3rd Ave SE) , the location of Augsburg’s learning site. Students must be prepared to drive to Minneapolis or Rochester for classes. If weather is inclement, Zoom technology is used. 71 Practica (for DNP courses) / Clinicals (for FNP courses) To earn the DNP-FNP, a student must complete a total of 1080 practicum hours. This includes 360 practica hours for the DNP portion and 675 hours for the clinical portion. Practica are organized to give flexibility and individual choice to students to support their increasing independence and depth of practice experience at the doctoral level. Students select practicum experiences that are either structured immersions in a variety of cultural contexts led by nursing faculty or that are student initiated and individually directed experiences mentored by nursing faculty. Students will be allowed to transfer up to 400 practicum hours from their master’s degree in nursing. 675 integrative primary care clinical hours are required. FNP clinical sites will be arranged by clinical faculty. Of the 675 clinical hours: 100 hours focuses on children/women’s health issues, 575 hours focuses on integrative primary care. In a 15-week semester, practicum hours are computed as follows: ● ● ● 1 semester credit hour = 45 clock hours of practicum time per semester 2 semester credit hour = 90 clock hours of practicum time per semester 3 semester credit hour = 135 clock hours of practicum time per semester Required Practica hours = 360 which equals 8 credits Required Clinical hours=675 which equals 15 credits The total credits for practica and clinicals are equal to 23. Seminars Seminars focus on integration of conceptual learning with field practice developing the student’s particular practice interest. Students are required to participate in a total of four one-semester-credit doctoral seminars during the DNP/FNP program. The final seminar culminates in the project presentation and completion of the requirements for the DNP degree. Clinical Skills Labs Four 0.5 credit skills labs are scheduled throughout the program to teach hand-on skills to students. These clinical skills labs focus on Women’s Health, HEENT, Musculoskeletal, and Dermatology and Suturing. Study Abroad and Away The Department of Nursing works closely with cultural guides and nurse mentors in various contexts of care in emerging care settings at home and abroad. The Center for Global Education and Experience is a partner with the Department of Nursing in developing and facilitating study abroad opportunities in Guatemala, Mexico, Namibia, Pine Ridge, SD, and England. A detailed listing of practica and immersion experiences abroad and away can be found at the nursing website (www.augsburg.edu/nursing). Final DNP/FNP Project Final DNP/FNP projects must make a significant impact on nursing practice and health outcomes of populations and communities, demonstrate an evidence-based contribution to existing nursing knowledge, and be suitable for presentation or publication in a peer-reviewed venue. Through this scholarly project students demonstrate leadership in synthesizing and applying scientific knowledge to practice challenges in local and/or system wide contexts of care. Students should begin working on their DNP/FNP projects in the early stages of the program and continue throughout. The student’s scholarly project is planned in collaboration with a major faculty advisor. For a complete list of courses and descriptions, see the Course Description Search. Admission to the DNP/FNP Applicants to the Doctor of Nursing Practice FNP program must have: 72 ● ● ● ● ● ● ● ● ● ● ● ● An earned baccalaureate degree in nursing (BSN or BAN), or a master’s degree in nursing from a nationally accredited institution and a nationally accredited nursing program. A minimum of three years active and current clinical practice as a Registered Nurse. Evidence of current unencumbered license as a Registered Nurse. MN license required. Other state licenses will be required for clinical rotations. Applicants must submit an official transcript(s) from each regionally-accredited institution where a degree was earned, as well as from the most recently attended institution, if not the same. o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts are required from institutions at which the prerequisites or equivalents were completed. o The Program Director may ask for additional transcripts if determined to be necessary. GPA of 3.0 from previous baccalaureate nursing program; GPA of 3.2 from previous masters in nursing program or DNP program. Three professional letters of recommendation. A 2-3 page professional essay responding to a posted question on the admission application. Documentation verifying the number of practice hours completed in a nationally accredited graduate nursing program, if applicable. (A maximum of 400 practice hours may be transferred into the DNP/FNP tract of study from a nationally accredited master’s in nursing program.) A current Curriculum Vitae. Personal interview with Augsburg Nursing Faculty. Evidence of a completed undergraduate statistics course on an official transcript before enrolling in the Nursing Research course (NUR520) & the associated practicum (NUR520P). Satisfactory results of a certified federal criminal background check at time of admission and annually thereafter; additional testing may be required for clinical placement, e.g., alcohol, drug testing, HIV testing, etc. The number of applicants admitted to the DNP/FNP program will be limited and based on availability of faculty members that share a student’s practice interests and goals. Meeting the minimum admission criteria does not ensure that an applicant will be admitted to the program. The above Admission Criteria are current at the time of publication and are subject to change. In addition to the requirements noted in the international student admissions section, applicants who have graduated from a foreign nursing program may request the Commission on Graduates of Foreign Nursing Schools (CGFNS) (www.cgfns.org) to forward their educational credentials report to the Minnesota State Board of Nursing. Once their credentials are verified, applicants must apply for licensure and demonstrate successful passing of the National Council Licensure Examination (NCLEX). See Graduate Admissions for more information. (www.augsburg.edu/grad/international) See Graduate Admissions for more information. (www.augsburg.edu/grad/international) Academic Policies Evaluation of academic performance in the DNP program will be based on letter grades. See detailed information in the Academic Programs and Policies Attendance Policy Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s classmates and the course instructor. Instructors may lower grades if attendance and participation is lacking. Individual syllabi will contain individual instructors’ requirements. Academic Probation and Dismissal Policies Students must maintain a 3.0 cumulative grade point average in the DNP program. If a student falls below a 3.0 average, the student will be placed on probation for the following term. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. If a student receives a grade of a B- or less, the student must petition to the faculty of the DNP program before being allowed to continue in the program. If a second grade of a B- or less is received, the student may be dismissed from the program. 73 Students may also be dismissed for behavior detrimental to the program, such as a gross violation of University policy as published in the Student Guide. Dismissal would occur only after established procedures were followed. Accreditation The Doctor of Nursing Practice program is accredited by the Commission on Collegiate Nursing Education (CCNE), 655 K Street NW, Suite 750, Washington, DC 20001, 202-887-6791. Augsburg is accredited by the Higher Learning Commission. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation, Approvals, and Memberships section. Faculty Kathleen Clark, DNP, RN, Associate Professor and Executive Director of the Augsburg Central Health Commons and the Health Commons at Cedar-Riverside. Michelle Higgins, DNP, APRN, FNP-C, Instructor. Jill Oswald, DNP, APRN, FNP-C, Instructor, Clinical Director of the DNP-FNP Program Katherine Martin, Phd, CMN, RN, Assistant Professor of Nursing, Co-Director of BSN program. Joyce Miller, DNP, RN, Associate Professor of Nursing, Chair of the Department of Nursing, and Co-Director of BSN program. Deborah Schuhmacher, DNP, RN, Associate Professor of Nursing, Director of Graduate MAN and DNP-TCN Programs. Michelle Ullery, DNP, APRN, FNP-C, Instructor, Director of DNP-FNP Program Staff Colleen Hagerman, Nursing Programs Coordinator. Master of Business Administration Embarking on a graduate degree program is an exciting and challenging decision. The Augsburg MBA is an ACBSP accredited program that is a rigorous and rewarding educational experience. The Augsburg MBA is practical and “hands-on,” focusing on applicable skills and knowledge designed to increase your ability to think critically, analyze data, recognize trends and take the appropriate action. The MBA program utilizes 7 different business simulations in order to enhance experiential learning and critical thinking. Toward the end of the program, Augsburg MBA students work on a consulting project for a business organization or social enterprise. Students are divided into groups of four or five and write strategic, business and marketing plans for the organization or entrepreneur. In the past 18 years, students have written plans and made recommendations for facility expansions, new product introductions, and new marketing programs. In the end, the MBA teams present their final recommendations to the CEO and the leadership team. The Augsburg MBA provides students a unique opportunity to investigate business cultures and practices through a faculty-led international experience. Our curriculum integrates the global experience of our faculty and reflects Augsburg’s mission of developing leaders grounded in values, purpose, and vocation. 74 The Augsburg MBA is a proven accelerated cohort-based program focused on three learning modules: Personal and Professional Development, Quantitative Decision Making, and Value Creation, all built on a foundation of ethical decision-making. The students write their own personal development plan focusing on their core strengths, core convictions, personal mission statement, goals for the next five years and an action plan to accomplish those goals. We encourage our students to challenge themselves, their classmates and professors to bring a new and expanded focus of the world through guided reflection and examination. Augsburg MBA students are chosen because they exhibit purpose and direction in their careers and lives, and positive engagement with their community and associates. Our MBA graduates make a difference and are committed to diversity, equity and inclusion. We invite you to become part of a growing community of Augsburg MBA alumni. George Dierberger, Ed.D. Director, Master of Business Administration Program MBA Mission - “Prepare Students for Meaningful Work” Our mission is to prepare students for meaningful work by developing their decision-making skills, critical thinking and by transforming them into effective managers and leaders in service to others. The program aspires to provide an outstanding student-centered education that produces graduates who are critically astute, technically proficient, and who understand the moral and ethical consequences of their decisions for their organization and the world. Accreditation The Augsburg MBA is accredited by the Accreditation Council for Business Schools and Programs (ACBSP). Augsburg is accredited by the Higher Learning Commission. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation, Approvals, and Memberships section. MBA Program Overview Today’s business leader must be able to quickly analyze situations and information and critically analyze alternatives and courses of action. The purpose of the Augsburg MBA is to prepare students to accept greater responsibility in organizations facing this dynamic , highly competitive global economy. The curriculum has been designed to teach students the ability to analyze data, think critically, and apply innovative solutions to complex problems. Quality, individual initiative, ethics, and teamwork are hallmarks of the Augsburg MBA. We have a commitment to continually improve students’ experiences and learning in the program. Our faculty is uniquely qualified to bridge theory and real-world application, giving MBA students opportunities to acquire skills and knowledge in a variety of disciplines. Plan of Study The Augsburg MBA is an accelerated, evening program that allows working professionals to complete an MBA degree in approximately 26 months. This is accomplished by using a cohort model in which students follow a predetermined schedule with classes meeting one night a week. Students in a cohort program model stay together as a group through the sequence of classes for the duration of the program. This provides a continuous, collaborative learning process. The cohort environment fosters a cohesive learning community where students learn from one another, mentor each other, and develop their own career development plan based on a series of self-assessments. You’ll share diverse professional expertise and experience as you work in teams on projects, case studies, presentations, and Harvard Business Review simulations, both inside and outside of class. Working both individually and in small groups enables you to enhance your strengths, build your skills, expand your business acumen, and improve your decision-making. Together as a community, you’ll build personal, social, and academic abilities. MBA students bring a wealth of work and personal life experiences with them into the classroom, multiplying the opportunities for learning. The personal connections and relationships you build with fellow students and faculty will extend into an important and valuable network as you take your career to new levels. 75 Credit for Prior Learning Up to nine credits (three courses) may be waived through prior business coursework that is comparable to the course curriculum and from an accredited business school (with director/faculty approval) or certain professional credentials (with appropriate documentation). Consult the MBA program office for details. Students who have passed the Certified Public Accountants (CPA) or Certified Management Accountants (CMA) exam may be waived from MBA 520, Accounting for Managers. Students with prior academic coursework that meets the following criteria may be waived from eligible core courses. ● Course(s) must be taken at an approved, regionally-accredited institution. ● Acceptance of core course waivers implies the student accepts the responsibility for having the essential knowledge and understanding of the core course material, and is properly prepared for any future core or elective course for which the waived course was a prerequisite. Academic credit is not awarded for any waived course, nor will the course appear on academic transcripts. Academic Calendar The Augsburg MBA is a year-round program. Courses are offered during fall, spring, and summer semesters. Courses are offered consecutively during each term so students are able to concentrate on one subject at a time. The program is designed to have students take at least two courses per term. Official academic calendars and the MBA registration policies can be found at www.augsburg.edu/registrar. The unique cohort model of the Augsburg MBA requires individual schedules for each cohort. These schedules are provided by the MBA department. The Faculty-Led International Experience Each year, all current MBA students are offered the opportunity to participate in a faculty-led international experience. This trip is taken in conjunction with either MBA 565 - Managing in a Global Environment or MBA 595 - Strategic Management. Students will travel as a group to an international location, visit businesses, participate in faculty lectures, and learn about the culture and traditions of the countries visited. Each MBA student will have two opportunities during their matriculation in the program to participate. Costs can vary; but as a minimum, trips normally include tuition (for the course selected), lodging, and travel in-country, as well as some meals. We have visited Germany, France, Poland, England, Ireland, Italy, Chile, Argentina and Brazil. Program Requirements The Augsburg MBA requires 42 semester credits for degree completion. Augsburg MBA courses are three semester credits each. Each three semester credit course consists of 28-32 hours of in-class instruction and 5 ½ - 9 ½ hours of online instruction per week through a web-based electronic course management system. A total of 14 courses are required for the Augsburg MBA. There are 12 core courses and 2 elective/concentration courses. MBA Program Sequence Semester 1: MBA 592 - Leadership: Ethics, Vision and Transformation MBA 545 - Organizational Behavior Semester 2: MBA 540 - Business and Professional Ethics MBA 570 - Quantitative Decision-Making for Managers Semester 3: MBA 571 - Business Analytics MBA 520 - Accounting for Business Managers Semester 4: MBA 530 - Managerial Finance 76 MBA 510 - Applied Managerial Economics Semester 5: MBA 550 - Marketing Management MBA 595 - Strategic Management Semester 6: MBA 565 - Managing in a Global Environment MBA 580 - Management Consulting Project Concentration Course 1 Semester 7: Concentration Course 2 Electives Students are required to complete a concentration in either Finance, Leadership, Entrepreneurship, or Data Analytics. Data Analytics Concentration MBA 572 - Data Programming MBA 573 - Predictive Analytics Finance Concentration MBA 532 - Investment Theory and Portfolio Management MBA 535 - International Finance Leadership Concentration Any two MAL electives from the Master of Arts in Leadership program Entrepreneurship Concentration MBA 596 - Managing Innovation MBA 583 - Entrepreneurship: Execution, Planning & Strategy The entrepreneurship concentration teaches students how to perform the due diligence in developing and turning a business idea into reality by assessing the risks before product development. Our students learn how to collaborate and iterate in approaching the market opportunity and potential solution. Student Learning Experience Student Learning Experiences are meant to integrate the material from the three modules: Personal & Professional Development (SLE 1), Quantitative Analysis & Decision Making (SLE 2), and Value Creation (SLE 3). SLE 1 is embedded in MBA 540 Business Ethics, MBA 545 Organizational Behavior, and MBA 592 Leadership: Ethics, Vision and Transformation. SLE 2 is embedded across the MBA curriculum and includes a global business simulation in the MBA 595 Strategic Management course. SLE 3 is a single course, the MBA 580 Management Consulting Project. MBA/ MA in Leadership Dual Degree Augsburg offers a coordinated program for students interested in both the Master of Business Administration and Master of Arts in Leadership degrees. See the Master of Arts in Leadership section of this catalog for program details. For a complete list of courses and descriptions, see the Course Description Search. Locations and Schedules MBA classes are offered at two locations: Augsburg’s Minneapolis campus and Augsburg’s Rochester campus. Cohorts begin three times per academic year at Augsburg’s Minneapolis campus: September, January, and May. In Rochester, cohorts begin in September and May. Due to Covid-19, our classes have been held via synchronous video conferencing during the normal class hours. 77 Orientation for new cohorts is generally scheduled one to two weeks in advance of the beginning of classes. For more information on class schedules, go to www.augsburg.edu/mba or call the Office of Admissions at 612-330-1101. Admission to the Augsburg MBA Program Admission Requirements Applicants to the MBA program must have: ● ● Bachelor’s degree from a regionally-accredited four-year institution or an appropriately certified foreign institution Minimum of two years of relevant work experience is preferred Admission checklist The following materials must be submitted to the Office of Admissions: ● ● ● ● ● ● Completed application—Apply online at www.augsburg.edu/mba Two personal statements Applicants must submit an official transcript(s) from the regionally-accredited institution granting the Bachelor’s degree and from the most recently attended institution, if not the same. o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for military benefits. o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts are required from institutions at which the prerequisites or equivalents were completed. o The Program Director may ask for additional transcripts if determined to be necessary. Current résumé of work history Two confidential letters of recommendation preferred but not required MBA Math (optional for admission based on past experience; passing score required for the quantitative courses) Admission as an International Student International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students in the Graduate Admissions section. Admission as a Transfer Student Students may apply to Augsburg as a transfer student. Transfer students follow the same procedure as new applicants. Transfer students may receive up to 9 semester credits in transfer. (See Evaluation of Transfer Credit in Academic Programs and Policies.) Students must complete no fewer than 21 semester credits at Augsburg in order to receive their MBA degree from Augsburg University. All students must complete the Management Consulting project (MBA 580) to graduate. Eligible coursework must be approved by the MBA program director before transfer credit will be granted. Academic Policies MBA Program Enrollment Policy Students are strongly encouraged to remain in their cohort and complete their MBA program as scheduled. Adjustments or modifications to the MBA schedule require the approval of the MBA program director. All students are required to complete all components of the program within five years of matriculation. Extensions beyond five years will be considered on the basis of petition to the MBA director. Students who leave the program for more than one semester must request a leave of absence in writing from the MBA program. A leave of absence may be granted for one calendar year. Students who return to the program after a leave of one year or more must fill out an Application for Readmission form and submit it to the MBA office. Time spent on an official MBA-approved leave of absence will not count toward the five-year deadline for degree completion. 78 Academic Evaluation The grading scale used for the evaluation of academic performance in the MBA program is an A-F scale. For complete information on grading and evaluation, see Academic Programs and Policies. Withdrawal from Class For information regarding the last date on which students may withdraw from a class and receive a “W” on their records, refer to the academic calendar at www.augsburg.edu/registrar. Attendance Policies Student attendance at scheduled class meetings is a priority and required. However, MBA faculty understand that MBA students are working adults with significant responsibilities who, on occasion, face unforeseen situations that may interfere with attendance. Students should notify the faculty member teaching the course as soon as possible. When the student knows in advance of a class date where a potential conflict exists, they must discuss the proposed missed class with the faculty member prior to the date of the class. Students are responsible for the work covered during that class session and for making appropriate arrangements for obtaining handouts, lecture content, or other materials. Faculty members may assign appropriate independent work to insure that the student understands the material covered during the class session. If appropriate and acceptable coordination is carried out by the student, there need not be any grade reduction for a single missed class session. This may be dependent on assignments due on the date of the missed class; e.g., final project presentations or team presentations. Point/grade reductions for unexcused absences are the prerogative of the faculty. Two missed class sessions, excused or unexcused, may be grounds for directing the student to withdraw from the course. More than two absences, excused or unexcused, require that a student withdraw from the class. Degree Requirements To be conferred the MBA degree, students must achieve the following: ● ● ● Passing score on all modules of MBA math (http://mbamath.com/). MBA math contains modules in accounting, economics, finance, statistics, and spreadsheets (unless waived by the MBA Director) Successful completion of MBA courses with a cumulative GPA of 3.00 or higher at the completion of the program No more than two courses with a grade of B- MBA Faculty Jeanne M. Boeh, Professor of Economics. BS, MA, PhD, University of Illinois. George Dierberger, Associate Professor of Business Administration. BS, University of Minnesota; MA, International Studies, University of St. Thomas; MBA, Fairleigh Dickinson University; Ed.D, Organization Development, University of St Thomas. Cory Erickson, Instructor. BA, Ambassador University; MBA, Carlson School of Management, University of Minnesota. Marc Isaacson, Assistant Professor of Business Administration. BA, St. Olaf College; MS, Rensselaer Polytechnic Institute. Phyllis Kapetanakis, Associate Professor of Business Administration. BA, BS, Creighton University; MT, Arizona State University. Ibrahim Keita, Instructor. BS, Arizona State University; MA, Duke University; PhD, University of Minnesota. Marc McIntosh, Associate Professor of Business Administration. BS, DePaul University; MBA, Harvard University; DBA, Argosy University. 79 Master of Fine Arts in Creative Writing MFA Mission The Master in Fine Arts in Creative Writing program broadens and deepens the artistic sensibilities of the student writers, creating a close-knit community with fellow writers within and outside of the program. Students receive individual attention from accomplished and forward-thinking faculty who help them prepare themselves for the future of creative writing. Program Overview The MFA at Augsburg University is designed to accommodate writers who work full-time, live outside of Minnesota, or simply desire the flexibility of a low-residency experience. This two-year program offers one-on-one work with mentors throughout the year, features an annual ten-day summer residency, and provides the opportunity to join a lifelong community of writers. Genres ● ● ● ● ● Creative Nonfiction Fiction Playwriting Poetry Screenwriting Concentrations ● ● Teaching Publishing Features ● ● ● ● ● Two-year program Annual summer residency Online classrooms One-on-one mentor work Student to mentor ratio of 5:1 Summer Residency Begin the program with a ten-day summer residency in the Twin Cities, participating in daily workshops, readings, and mini-courses that focus on literary craft as well as career skills in teaching, editing, publishing, book arts, and advertising. The program includes three summer residencies. Fall and Spring Semesters Online The first and second residencies are each followed by two off-campus semesters of work with faculty mentors in virtual classrooms that make use of online and other technologies. Each semester, MFA candidates enroll in a Mentorship and Critical and Creative Reading course, during which a faculty mentor guides the student’s production of work and study of craft. In addition, students enroll in a craft paper course during their third off-campus semester and a thesis course in the fourth. Cross-genre work is allowed and encouraged. Traditional Plan of Study Augsburg’s Traditional MFA in Creative Writing program can be completed in nine courses (46 credits) over two years by taking the three summer residencies, four long-distance mentorship and reading courses (fall and spring semesters), a craft paper course, and a thesis course. 80 ● ● ● First Year o Summer Residency I (6 credits), held for ten days in the Twin Cities, includes a workshop in the student’s declared genre, as well as readings and lectures. To earn credit for the residency, students must complete reading and writing assignments in the weeks before and after the residency (Summer Term 2). o Fall Semester I (6 credits), Mentorship and Creative and Critical Reading course. This work is conducted remotely, via computer, phone, and/or mail. Students work closely with their mentor and other writers in their declared genre. o Spring Semester I (6 credits), Mentorship and Creative and Critical Reading course — this time in a genre outside the student’s chosen area of specialization. This work is conducted remotely, via computer, phone, and/or mail. Second Year o Summer Residency II (6 credits), held for ten days in the Twin Cities, and including a workshop in the declared genre, as well as readings and lectures. To earn credit for the residency, students must complete reading and writing assignments in the weeks before and after the residency. o Fall Semester II, Mentorship and Creative and Critical Reading course (6 credits) and a Craft Paper course (2 credits) in which students complete a craft paper examining some aspect of writing. This work is conducted remotely, via computer, phone, and/or mail. o Spring Semester II, Mentorship and Creative and Critical Reading course (6 credits) and a Thesis course (2 credits) in which students complete their thesis. This work is conducted remotely, via computer, phone, and/or mail. Third Summer o Summer Residency III (6 credits), held for ten days in the Twin Cities, and including a workshop in the declared genre, as well as readings and lectures. Graduating students give a public craft talk and a reading from their thesis (students should prepare for this work during their second year). To earn credit for the residency, students must complete reading and writing assignments in the weeks before and after the residency. Optional Courses of Study ● Extended Study. Designed for students who wish to prolong their studies in a single genre, this option has students completing at least five mentored and reading semesters instead of the standard four. At least four of these semesters should be used to study the student’s declared genre. ● Mixed Genre. Designed for students who want to more deeply immerse themselves in a secondary genre, this option has students completing at least five mentored and reading semesters, including three in the student’s primary declared genre and at least two in a different genre. ● Post-MFA. Designed for students who already have an MFA, this option allows students to drop into the program for a single residency or semester of study — or longer. Students seeking this option should contact the program director, as the director’s approval is required. ● Career Concentration Option. Designed for students who wish to better prepare themselves for the job market, this option allows students to enroll in electives in teaching, and/or publishing. This work is usually completed alongside a traditional or extended/mixed genre course of study. The career concentration courses are also available as post-MFA studies. Career concentrations includes: o Teaching Practice and Theory - The Concentration in Teaching is a one-semester program (4 credits) combining practical and theoretical pedagogy to better prepare students who intend to teach. Students work with accomplished writing faculty as they consider curriculum and syllabi development. Students gain teaching experience by completing an internship in the teaching of writing. Prerequisite: teaching practice and theory seminars during summer residencies. o Publishing: Howling Bird Press Book Prize - The Concentration in Publishing is a two-semester experience (8 credits total) designed to introduce students to various aspects of the trade, including acquisition, editing, graphic design production, marketing and distribution. Each year, students work with experienced faculty to select and publish the winner of the Augsburg Howling Bird national competition. During the second semester, students work as the staff and editors of Howling Bird Press; in exchange for this workload, students pay a registration fee rather than full tuition for the semester. Prerequisite: seminars in publishing during summer residencies. 81 Course Listing ENL 531 - Residency in Creative Writing: Fiction ENL 532 - Residency in Creative Writing: Nonfiction ENL 533 - Residency in Creative Writing: Poetry ENL 534 - Residency in Creative Writing: Screenwriting ENL 535 - Residency in Creative Writing: Playwriting ENL 536 - Residency in Creative Writing: Multi-Genre ENL 541 - Mentorship and Critical and Creative Reading: Fiction ENL 542 - Mentorship and Critical and Creative Reading: Nonfiction ENL 543 - Mentorship and Critical and Creative Reading: Poetry ENL 544 - Mentorship and Critical and Creative Reading: Screenwriting ENL 545 - Mentorship and Critical and Creative Reading: Playwriting ENL 546 - Mentorship and Critical and Creative Reading: Multi-Genre ENL 547 - Craft Paper: Fiction ENL 548 - Craft Paper: Nonfiction ENL 549 - Craft Paper: Poetry ENL 550 - Craft Paper: Screenwriting ENL 551 - Craft Paper: Playwriting ENL 552 - Craft Paper: Multi-Genre ENL 553 - Thesis: Fiction ENL 554 - Thesis: Nonfiction ENL 555 - Thesis: Poetry ENL 556 - Thesis: Screenwriting ENL 557 - Thesis: Playwriting ENL 558 - Thesis: Multi-Genre ENL 559 - Thesis ENL 560 - Craft Paper ENL 561 - Mentorship and Critical and Creative Reading - Half-time: Fiction ENL 562 - Mentorship and Critical and Creative Reading - Half-time: Nonfiction ENL 563 - Mentorship and Critical and Creative Reading - Half-time: Poetry ENL 564 - Mentorship and Critical and Creative Reading - Half-time: Screenwriting ENL 565 - Mentorship and Critical and Creative Reading - Half-time: Playwriting ENL 566 - Mentorship and Critical and Creative Reading - Half-time: Multi-Genre Concentration Courses: ENL 525 - Teaching Writing: Practice and Theory ENL 527 - Publishing I ENL 528 - Publishing II For a complete list of courses and descriptions, see the Course Description Search. Admission to MFA Admission Requirements Qualified applicants must hold a bachelor’s degree from a regionally-accredited college or university, or an appropriately certified foreign institution, with a cumulative GPA of 3.0 or higher for all undergraduate coursework. Students with a GPA of 2.5-3.0 may be admitted conditionally into the program based on the strength of their writing samples. Applications Must Include ● Completed online application ● One letter of recommendation preferred ● A personal essay 82 ● ● Applicants must submit an official transcript(s) from the regionally-accredited institution granting the bachelor’s degree and from the most recently attended institution, if not the same. o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for military benefits. o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts are required from institutions at which the prerequisites or equivalents were completed. o The Program Director may ask for additional transcripts if determined to be necessary. A writing sample (page counts are meant to provide guidance but are not a requirement): o Fiction or Creative Non-Fiction, 20 pages, double-spaced o Poetry, 15-20 pages, single-spaced o Screenwriting or Playwriting, up to 30 pages in script/playwriting format Admission as an International Student International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students in the Graduate Admissions section. Academic Policies Credit To earn the MFA, candidates must complete 46 semester credits, write a critical/creative paper, deliver a public lecture/presentation, give a public reading/staging, and complete a book length manuscript of publishable quality (fiction, nonfiction and poetry), a screenplay/calling card script (screenwriting), or a full-length play of producible quality (playwriting). The residencies and the combined mentorship and critical and creative reading courses carry six credits each. Craft paper and thesis courses carry two credits each. To include a concentration in Teaching in the MFA, students must complete 10 courses or 50 credits. For the MFA with a concentration in Publishing, students must complete 11 courses or 54 credits. Transfer Augsburg’s low-residency MFA includes in-person and online elements that help us maintain a strong community and create a culture in which our writers thrive. This studio degree is the terminal degree in writing and because of the unique features of a terminal, low-residency, studio degree, the final decision on transfer credit will depend on review by the Augsburg University MFA Program. A maximum of eight semester credits from traditional residency MFA programs and from MA programs in creative writing or English literature may be accepted. The MFA Program Director will review and may offer up to four additional credits in transfer for equivalent residency or workshop experience completed in another program. The maximum transfer credits allowed is 12 credits. Academic Evaluation Grading The MFA Program uses fine arts studio grading practices, formative in nature and designed to be an element of the teaching curriculum. A narrative transcript composed of comments on those elements that the particular student writer is working on during a particular term will be used to assess progress in the mentorship courses. These are formative and qualitative assessment elements and professors’ responses will vary as professor/artists and student/artists approach student work with the student’s individual artistic aims in mind. In addition to the fine arts formative and qualitative assessment, students will be assessed in light of their success in meeting learning objectives of the course while completing work assigned. 83 MFA in Creative Writing Courses are graded on a Pass/No Credit basis, using the Augsburg graduate grading model scale as described below: P – Represents work at B or higher and meets acceptable standards. N – No credit, not counted in grade point average. Alignment of Course Outcomes MFA courses are aligned with the Program Hallmarks of the Association of Writers and Writing Programs (AWP), the national professional organization for writing programs and the writers who teach in those programs. Participation Students are expected to fully participate in Summer Residencies, attending workshop sessions and scheduled meetings with mentors as well as a majority of readings, lectures and other scheduled sessions. Participation in off-campus coursework is expected to occur during the designated time for each Mentorship studio critique session and “time away” for creative work. Students are also expected to take part in synchronous and asynchronous sessions with mentors and demonstrate “presence” in the Creative and Critical Reading courses through regularly scheduled exchanges with faculty and peers. Academic Honesty Augsburg’s high expectations for academic honesty will be applied to this class. Please refer to the Student Guide at inside.augsburg.edu/studentaffairs/studentguide/academic-honest-policies if you have any questions. Affiliation The Augsburg University MFA Program is a member of the Association of Writers and Writing Programs (AWP) and curriculum is based on the AWP Hallmarks of an Effective Low Residency MFA Program in Creative Writing. Mentor Faculty James Cihlar, Publishing Mentor. BA, University of Iowa; MA, University of Nebraska, Lincoln; PhD, University of Nebraska, Lincoln. Stephan Clark, Associate Professor of English, MFA Mentor. BA, University of Southern California; MA, University of California, Davis; PhD, Literature and Creative Writing, the University of Southern California. Alice Cohen, MFA Mentor. BA, Princeton University. MFA, The New School University. Anika Fajardo, MFA Mentor. Bachelor of Science, Education & Spanish, University of Wisconsin-Madison. Master of Library & Information Science, San José State University, San José, CA. Andy Froemke, MFA Mentor. B.S. in Film & Video Production, Montana State University. Michael Kleber-Diggs, MFA Mentor. JD, University of Minnesota. Carson Kreitzer, MFA Mentor. BA, Yale University; MFA, University of Texas, Austin. Sarah Myers, MFA Mentor. BS, Northwestern University; MFA, Playwriting and Drama and Theatre for Youth & Communities; PhD, Performance as Public Practice, the University of Texas, Austin. Kathryn Savage, MFA Mentor. B.A., New School University; MFA, Poetry, University of Minnesota; MFA, Fiction, Bennington College. TyLie Shider, MFA Mentor. BA, Delaware State University; MFA New York University. Lindsay Starck, Associate Professor of English, MFA Mentor. BA, Yale University; MFA, University of Notre Dame; PhD, University of North Carolina, Chapel Hill. 84 Faculty Associates D.E. Green, Professor Emeritus, English. Academic Writing and Teaching Faculty. BA, Amherst College; MA, PhD, Brown University. Visiting Writers Fiction Lisa Van Orman Hanley, 2019 Ted Thompson, 2018 Kate Bernheimer, 2017 Jacob Appel, 2016 Helene Wecker, 2015 Pam Houston, 2014 Benjamin Percy, 2013, 2020 Creative Nonfiction John Medeiros, 2020 Tessa Fontaine, 2019 Kao Kalia Yang, 2018 Jean Harper, 2017 Greg Breining, 2016 Sue William Silverman, 2013 & 2015 Deborah Blum, 2014 Poetry Danez Smith, 2019 Katelynn Hibbard, 2018 Patricia Smith, 2017 Sean Hill, 2016 Marcie Vogel, 2015 Alex Lemon, 2014 Ed Bok Lee, 2013 Playwriting Stacey Rose, 2019 Andrew Rosendorf, 2018 Harrison Rivers, 2017 Christina Ham, 2016 Carson Kreitzer, 2015 Kristoffer Diaz, 2014 Screenwriting Rebecca Sonnenshine, 2019 Wenona Wilms, 2018 Remy Auberjonois & Kate Nowlin, 2017 Michael Starrbury, 2016 Ken Rance, 2015 Bill Wheeler, 2014 Christina Lazaridi, 2013 85 Administration Stephan Clark, Director Lindsay Starck, Associate Director 86 Master of Music Therapy MMT Mission To prepare students to be leaders in the field, while fostering their passion to serve clients and families, the MMT program offers unique learning opportunities that foster discovery and help students realize their full potential. To engage students in life changing experiences, rich in experiential learning, collaborative in nature, fostering a holistic view of the use of music in health, healing, and well-being. To advance the practice of music therapy by preparing students through a hybrid master’s degree program that is innovative, flexible, and possesses breadth and depth, designed to meet the changing needs of clients and demands in clinical practice. Program Overview Degree requirements The MMT degree program is designed for music therapists who are currently board certified and who wish to continue their education and advance their level of practice. The program is a 36 credit program that includes core music therapy courses designed to advance clinical practice and a wide selection of elective courses to tailor the development of clinical expertise. Core Music Therapy Courses – 24 credits MUS 510 - Advanced Music Therapy Theory (3 credits) MUS 511 - Advanced Music Therapy Practicum (0 credit) MUS 515 - Advanced Music Therapy Clinical Practice I (3 credits) MUS 520 - Advanced Music Therapy Clinical Practice II (3 credits) MUS 525 - Cross-Cultural Awareness in Music Therapy (3 credits) MUS 530 - Music Therapy Ethics (2 credits) MUS 535 - Music Therapy Supervision and Professional Development (2 credits) MUS 540 - Music Therapy Research I (3 credits) MUS 545 - Music Therapy Research II (3 credits) MUS 595 – Thesis or Final Project (2 credits) Music Therapy Electives– 12 credits MUS 550 - Music Psychotherapy (2 credits) MUS 554 - Advanced Music Therapy Clinical Improvisation (3 credits) MUS 555 - Music Therapy, Spirituality and Well-being (2 credits) MUS 560 - Music and Imagery (2 credits) MUS 565 - Advanced Music Therapy with Infants, Children and Family Centered Care (2 credits) MUS 570 - Music, Neurology and Physiology (3 credits) MUS 575 - Music Therapy in Palliative Care (2 credits) MUS 576 - Music Therapy in Trauma Informed Care (3 credits) MUS 580 - Transcultural Music Therapy I (4 credits) (global educational experience) MUS 582 – Transcultural Music Therapy II (4 credits) (global educational experience) MUS 585 - Advanced Music Therapy Group Work (3 credits) MUS 590 - Interdisciplinary Practice & Research Methods in Music Therapy (3 credits) Thesis or Final Project Completion of a thesis or final project is required as a part of the degree program. The thesis and final project are both subject to approval by the academic advisor and program director. ● ● Thesis: A scholarly paper utilizing historical, philosophical, descriptive, experimental or mixed methods research. Manuscript for publication: A scholarly manuscript based on any type of research conducted or clinical case study. 87 ● Final Project: A supervised clinical project that is comprehensive and designed to develop and advance an area of one’s clinical practice. The Equivalency Plus Master of Music Therapy will complete the courses outlined above in addition to any courses needed to accomplish their equivalent status. The Equivalency Plus MMT is designed to be completed in two and a half years. The equivalency courses include the following: MUS 271 - Introduction to Music Therapy (2 credits) MUS 315 - Psychology, Culture, and Community in Music (2 credits) MUS 340 - Music Therapy Methods I (4 credits) MUS 345 - Music Therapy Methods II (4 credits) MUS 374 - Music Therapy Practicum (1 credits) MUS 375 - Music Therapy Practicum (1 credits) BIO 103 - Human Anatomy & Physiology (4 credits) PSY 105 - Principles of Psychology (4 credits) PSY 203 - Lifespan Development (4 credits) PSY 262 - Abnormal Psychology (4 credits) In addition to all the graduate coursework, students must also complete the music therapy internship. MUS 546 - Clinical Music Therapy Internship (2 credits) The Equivalency Plus+ Master of Music Therapy will complete the courses outlined in the previous two sections (MMT and Equivalency Plus), as well as the courses listed below. MUS 113 - Music Theory and Aural Skills I (4 credits) MUS 114 - Music Theory and Aural Skills II (4 credits) MUS 213 - Music Theory and Aural Skills III (4 credits) MUS 214 - Music Theory and Aural Skills IV (4 credits) MUP xxx Primary Lessons (minimum 4 semesters needed) MUE xxx Chamber or Large Ensemble (minimum of 4 semesters needed) MUS 231 History and Literature of Music, Antiquity to 1750 (4 credits) OR music history course from another genre MUS 232 History and Literature of Music, 1750 to Present (4 credits) OR music history course from another genre After completing the graduate coursework, students must also complete the music therapy internship. 180 practicum hours need to be completed prior to the internship. Internship will consist of 1,040 supervised clinical hours to fulfill the requirement. Additionally, proficiency exams on piano, voice, and guitar must be passed prior to starting an internship. MUS 546 - Clinical Music Therapy Internship (2 credits) Plan of Study There are three tracks for the Master of Music Therapy program. The first is for individuals who hold a bachelor’s degree in music therapy and hold board certification as a music therapist (MT-BC). They follow the master of music therapy track (MMT). The second track is for individuals that hold a bachelor’s degree in music. They follow the Equivalency Plus Master of Music Therapy track (E+MMT). The third is for individuals that hold a bachelor’s degree that is not in music, but have a strong music background. They follow the Equivalency Plus+ Master of Music Therapy track (E++MMT). Thesis/Final Project As an institution, Augsburg University honors the decisions of individual departments regarding assessments associated with the awarding of degrees. Given the diversity of our graduate programs at Augsburg University and programs required to adhere to specific accreditation standards, graduate programs are required to develop a comprehensive review process that ensures the integrity and rigor necessary for degree completion and to meet accreditation standards. The comprehensive review (or "examination") in music therapy consists of an oral response to questions regarding 88 course content that covers theory, research, and practice. This review is an aspect of the final oral exam that also includes the defense of the thesis. Thesis/Final Project Requirements The term thesis is used for the research and document required for the master's degree in many departments and programs. Students can opt to complete a thesis or a final project in the MMT program. The thesis and final project follow the same process outlined below. While the thesis includes a research component, the final project maintains the rigor of a thesis project, but does not include the formal research component. 1. Once the research topic has been chosen, the student must submit a project proposal: a written formal statement of the topic and plan of execution for the research. Your academic advisor will let the student know what form the proposal should take. 2. The composition of the committee that will supervise the project should be determined in collaboration with the student and academic advisor. The number of members needed on a project committee may vary depending on areas of expertise, but should include a minimum of three (thesis advisor and two reviewers). The academic advisor will provide final approval of the review committee and thesis topic. 3. Students will provide a 25-30 minute oral presentation of their thesis with their academic advisor, program director, and all reviewers present. Academic advisor, program director, and reviewers will ask questions of the student and then deliberate and vote when the student has been excused. 4. All committee members must approve the thesis. Students submit any final edits to the academic advisor that reviewers have required. When those have been received the final grade for the thesis will be submitted and the student will provide two bound copies of the thesis to the program director. MMT Program Comprehensive Review In the Master of Music Therapy program, the final integrating experience assesses the body of knowledge that has been acquired through a student’s coursework and research. No degree is granted simply as the record of the accumulation of appropriate courses with adequate grades. The form of the final requirement includes either a thesis or final project, but always includes an oral defense. In the oral defense, the examining committee discusses the thesis or final project, and assesses the student's mastery of the several components of the degree course work. Students will demonstrate evidence of their cumulative knowledge from their coursework and thesis/final project. This includes but is not limited to: ● ● ● ● ● ● ● ● ● Theoretical foundations Assessment and evaluation Music therapy methods and method-variations Sociocultural considerations Reflective and reflexive practice Ethical considerations Evidence-based practice Professional development Research methodologies Admission to MMT ● ● Online Application Applicants must submit an official transcript(s) from the regionally-accredited institution granting the Bachelor’s degree, or an appropriately certified foreign institution, and from the most recently attended institution, if not the same. o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for military benefits. o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts are required from institutions at which the prerequisites or equivalents were completed. o The Program Director may ask for additional transcripts if determined to be necessary. 89 ● ● ● ● 2 letters of recommendation (can be submitted online through the application-please have your recommenders email addresses when you begin the application). Proof of Board Certification (if applicable) A music assessment (this can be taped or live) of ten to fifteen minutes of your primary instrument(s) and any additional instrument(s) applicant is proficient on Music from any genre can be a part of the music assessment. Essay-(submitted as part of the online application) no longer than three pages. Please note that you can upload your essay directly into the online application. You may also input the names and emails of your recommenders and the system will send them a link to directions and the checklist we request they fill out for you. If not submitted with the online application, materials need to be sent to: Augsburg University Graduate Admissions, CB 65 2211 Riverside Ave S. Minneapolis, MN 55454 or emailed to gradinfo@augsburg.edu For Academic Policies, please see Academic Policies. Accreditation and Affiliation The Master of Music Therapy program is accredited by the National Association of Schools of Music (NASM) and approved by the American Music Therapy Association (AMTA). Augsburg University is accredited by the Higher Learning Commission. MMT Faculty Annie Heiderscheit, Ph.D., MT-BC, LMFT, Associate Professor & Director of Music Therapy Debbie Bates, Ph.D., MT-BC, Instructor Nancy A. Jackson, Ph.D., MT-BC, Instructor Juyoung Lee, Ph.D., MT-BC, RMT, Assistant Professor Lindsay Markworth, MMT, MT-BC, Instructor Dawn McDougal Miller, M.Ed. MT-BC, Instructor Emma Moonier, MS, LPCC, MT-BC, Practicum Coordinator & Instructor 90 Master of Science in Physician Assistant Studies Mission The mission of the Augsburg PA program is to educate empathic, community-minded, and forward-thinking health care leaders to practice in primary care with a focus on underserved, underrepresented, and marginalized communities. The Augsburg PA program values team-based learning for team-based patient care through connection, inclusion, and innovation. Accreditation The Accreditation Review Commission on Education for the Physician Assistant, Inc. (ARC-PA) has granted Accreditation-Continued status to the Augsburg University Physician Assistant Program sponsored by Augsburg University. Accreditation-Continued is an accreditation status granted when a currently accredited program is in compliance with the ARC-PA Standards. Accreditation remains in effect until the program closes or withdraws from the accreditation process or until accreditation is withdrawn for failure to comply with the Standards. The approximate date for the next validation review of the program by the ARC-PA will be 2029 June. The review date is contingent upon continued compliance with the Accreditation Standards and ARC-PA policy. The program’s accreditation history can be viewed on the ARC-PA website at https://www.arc-pa.org/accreditation-history-augsburg-university/ Program Director (Dr. Vanessa Bester, phone 612-330-1660 and/or email besterva@augsburg.edu) Curriculum The Physician Assistant program at Augsburg is approximately 27 months long with studies beginning each year in the summer semester. The program accepts up to 33 students for each new class. Graduates will receive a Master of Science in Physician Assistant Studies. Approximately 15 months of the program is didactic, or classroom work, including courses in human gross anatomy, pathophysiology, clinical medicine, pharmacotherapy, history and physical exam skills, research, and professional issues. In addition, the clinical practice seminar is a small-group, case-based course that offers the unique opportunity to integrate and apply material from each of the courses to real-world patient cases. There are also hands-on activities that promote the development of practical skills through the use of simulated patients, technical skills workshops and labs. The clinical phase is completed in approximately 12 months. The clinical phase of the program is designed to effectively train students for practice by providing them with rotation experiences in different specialties and a variety of practice settings. To that end, each student will be required to complete rotations outside the metropolitan area. Each student will gain clinical experience in family medicine, pediatrics, women’s health, behavioral health, emergency medicine, internal medicine, surgery, and various specialties. The clinical phase will culminate with a preceptorship that is designed to solidify the student’s skills. Clinical instructors include Physicians, PAs and other health care providers. A student will be required to complete the clinical phase at site(s) determined by the Augsburg PA Program to provide the student with the best educational experience. Clinical rotation sites will be located throughout the state of MN, locations in the 5 state area, and beyond. The Augsburg PA program includes time away from the program at varying times which may or may not differ from the traditional breaks at Augsburg University; these breaks contribute to the overall 27-month length of the program. PA Program Sample Calendar YEAR 1 Summer 91 PA 501 - Human Anatomy and Neuroanatomy PA 503 - Human Pathophysiology Fall PA 511 - History and Physical Exam Skills I PA 521 - Pharmacotherapy I PA 531 - Clinical Medicine I PA 542 - Professional Issues PA 546 - Clinical Practice Seminar I Spring PA 512 - History and Physical Exam Skills II PA 522 - Pharmacotherapy II PA 532 - Clinical Medicine II PA 547 - Clinical Practice Seminar II PA 555 - Research Tools for the Physician Assistant YEAR 2 Summer PA 533 - Clinical Medicine III PA 545 - Clinical Phase Transition Master’s Project course, one of the following*: PA 599 - Directed Study ML 577 - International Experience Clinical Phase (12 Months) Fall (12 credits) Spring (12 credits) Summer (16 credits) PA 600-622 (4-6 credits) Over the course of the clinical year, every student is required to successfully complete 7 core clinical experiences* and additional electives or preceptorships that complement our primary care-focused curriculum. These include: ● Psychiatry and Behavioral Health* ● Emergency Medicine* ● Family Medicine* ● General Surgery* ● Internal Medicine* ● Pediatrics* ● Women’s Health* ● Electives/Preceptorships Examples: urgent care, primary care, cardiology, pulmnonary, orthopeditcis, emergency mediciine, critical care, surgery, transgender care, pediatrics, infectious diseases, internal medicine, dermatology PA 690 - Capstone Course (2 credits) - Required in the last semester of the program. For a complete list of courses and descriptions, see the Course Description Search. 92 Admission to the PA Program Admission Requirements Complete and current-year admission guidelines can be found on our website at www.augsburg.edu/pa. Admission to any physician assistant program is a highly competitive process. Qualified applicants will have: ● ● ● ● ● Bachelor’s degree (in any major) from a regionally-accredited four-year institution Minimum cumulative GPA of 3.0 as calculated by CASPA at the time of application Minimum science GPA of 3.0 as calculated by CASPA at the time of application Completed the Augsburg University PA Program Supplemental Application Completed the prerequisite courses listed below Prerequisite Courses To be an eligible applicant for the PA Program, you must have completed the prerequisite courses listed below. These courses must have been completed within 10 years of the year you are applying for admission. The following six (6) prerequisite courses must be completed with grades of B or higher at a regionally accredited two-year or four-year college or university (within the timeline specific to your degree status as defined below). ● ● ● ● ● ● One full course of psychology One full course of physiology* (human/vertebrate/organ) One full course of microbiology* One full course of biochemistry* One full course of statistics One course of medical terminology *Labs are recommended but not required. ● ● ● ● Online prerequisite courses from accredited institutions are also accepted. Prerequisites must have been completed within 10 years of the start date of the program and, in general, must be completed by May 1 of the year of matriculation. The Augsburg PA Program does NOT accept advanced placement (AP credit) or experiential learning in place of required prerequisite courses. GRE, PA-CAT and MCAT are not required for application to this program. Strongly Recommended Highly competitive applicants to the Augsburg PA Program will also have: ● ● ● ● Direct patient care experience. This is the best type of experience to obtain in order to strengthen an application. We recommend at least 2000 hours of paid, direct, hands-on clinical patient care to be competitive in this category. Additional science courses such as anatomy, genetics, immunology, other biology courses, and organic chemistry Demonstration of motivation for the PA profession by formally shadowing a PA or other health care provider. Demonstration of a commitment to, and involvement with, underserved communities PA Program Application Process The Augsburg PA Program has a two-step application process—first applying through CASPA and then through the Augsburg University PA Program supplemental application. The Augsburg PA Program participates in the Centralized Application Service for Physician Assistants (CASPA) which is sponsored by the Physician Assistant Education Association (PAEA). All applications to the PA Program for the entering class must be processed through CASPA, following all guidelines and regulations set forth by CASPA. Application forms with detailed instructions can be obtained online at portal.caspaonline.org. Application materials must all be submitted by August 1. 93 Selection Process The Augsburg PA Program is a mission driven program that recruits caring individuals who are dedicated to providing and increasing access to competent health care. The Admissions Committee looks for a balanced application by reviewing key criteria such as a bachelor’s degree, cumulative GPA, science GPA, prerequisite courses, essays and direct patient care experience. Applicants are reviewed holistically for their service to underserved populations, knowledge of the profession, leadership activities, compassion and respect for others, ethics and integrity, personal and professional development, and letters of recommendation. We give preference to applicants who demonstrate a strong match to our mission and who meet any of the following characteristics: ● ● ● ● ● Minnesota residents Augsburg graduates (those who have completed an undergraduate degree) Re-applicants who have improved their science GPA (improved by at least 0.2 after meeting the minimum requirement of 3.0) and/or patient care experience (accrued at least 2000 hours of direct patient care at time of re-application) Military experience (honorably discharged veterans and active military) HRSA economic indicators from CASPA application: ● I am the first generation in my family to attend college (neither my mother nor my father attended college) ● I am from a family that lives in an area that is designated as a Health Professional Shortage Area, or a Medically Underserved Area (https://data.hrsa.gov/tools/shortage-area/hpsa-find). ● Your parent’s family income falls within the table’s guidelines and you are considered to have met the criteria for economically disadvantaged (https://www.census.gov/data/tables/time-series/demo/income-poverty/historical-poverty-thresholds.html) Interviews (September-November) As the committee completes file review, candidates are selected for an interview. The interviews are generally conducted from September-November. Candidates are invited to campus to meet program faculty, staff, current students, and to tour the facilities. The interviews focus on an applicant’s professionalism, communication skills, knowledge of and dedication to the Augsburg PA mission, patient care experiences, teamwork skills, and questions asked by the applicant. As interviews are completed, seats in the incoming class are offered. The cohort class will be filled between the months of October and May. A list of alternates will be selected to fill seats that accepted candidates may not claim. Academic Policies To access additional information pertaining to program policies, please reference the current student handbook. Technical Standards Technical Standards are defined as the nonacademic requirements for participation in an educational program or activity. They include physical, cognitive and behavioral abilities required for satisfactory completion of all aspects of the curriculum and for entry into the profession. All candidates and students for a master of physician assistant studies degree offered by the PA Program at Augsburg University must have, with or without reasonable accommodation, multiple abilities and skills including: Physical Technical Standards ● Functional use of the senses of vision, hearing, and equilibrium. ● Exteroceptive (touch, pain, temperature) and proprioceptive (position, pressure, movement, stereognosis, and vibratory) senses ● Perception/observation of demonstrations, exercises, and patients accurately at a distance and close at hand. 94 ● ● ● ● ● Communicate (in English) effectively, efficiently and sensitively with faculty, fellow students, all members of the health care team, other professionals, patients and their families, including verbal, non-verbal, written and typed communication. Dissect cadavers and examine gross specimens in gross anatomy and pathology laboratories Use instruments such as, but not limited to, a stethoscope, an ophthalmoscope, an otoscope, and a sphygmomanometer Possess gross and fine motor skills sufficient to directly perform palpation, percussion, auscultation, and other basic diagnostic procedures Execute motor movements reasonably required to provide basic medical care, such as airway management, placement of catheters, suturing, phlebotomy, application of sufficient pressure to control bleeding, pelvic examination, genital examination, digital rectal examination, simple obstetric maneuvers, and extended standing and retraction in a sterile surgical environment and gown while actively assisting the surgical team for prolonged periods of time. Cognitive Technical Standards Students must have sufficient cognitive (mental) capacities to assimilate the technically detailed and complex information presented in formal lectures, small group discussions, medical literature, individual teaching settings, and in clinical patient care settings. Students must be able to demonstrate higher-level cognitive abilities, which include: ● ● ● ● ● ● be able to independently access and interpret medical histories or files identify significant findings from history, physical examination, and laboratory data provide a reasoned explanation for likely diagnoses and prescribed medications and therapy recall and retain information in an efficient and timely manner and be able to see the relationship between this retained information and its application in clinical practice calculate, reason, analyze, and synthesize incorporate new information from peers, teachers, and the medical literature in formulating diagnoses and plans Behavioral and Social Technical Standards ● Demonstrate the emotional health, maturity and compassion required of a healthcare provider. ● Possess the ability to use their intellectual capacity, exercise good judgment, and promptly complete responsibilities attendant to the diagnosis under potentially stressful circumstances, emergency situations, and extended hours ● Develop empathic, sensitive, and effective relationships with patients ● Adapt to changing environments and to learn in the face of uncertainties inherent in the practice of medicine ● Respond to supervision appropriately and act within the scope of practice, when indicated ● Possess sufficient interpersonal skills to interact positively with people from all levels of society, all ethnic backgrounds, and all belief systems. ● Take responsibility for themselves and their behaviors ● Positively represent the Augsburg University PA Program and the PA Profession All PA students must meet the minimum technical standards at all times to successfully progress through the program. Inability to meet any of these requirements at any stage in the program will result in a formal review process with the student progression review committee (PRC) to support the student and identify reasonable accommodations. It is the responsibility of the student to notify the PA Program Student Progression Committee, in writing, of any changes in ability to meet minimum technical standards. A stated intention to only practice in a narrow field of medicine does not alter the requirement that all students take and achieve full competence across the entire curriculum. 95 Documentation of a Disability The Augsburg University PA Program is committed to the admission and matriculation of qualified students. Augsburg University does not discriminate on the basis of race, color, religious belief, national or ethnic origin, age, disability, gender, sexual orientation, gender identity or expression, marital status, familial status, genetic information, status with regard to public assistance, or citizenship in its educational policies, admissions policies, employment, scholarship and loan programs, athletic and/or school-administered programs, except in those instances where there is a bona fide occupational qualification or to comply with state or federal law. The PA Program will not discriminate against such individuals who are otherwise qualified but will expect all applicants and students to meet the published technical standards. All Augsburg students have been accepted by the college based on their ability to succeed academically and are required to meet the same academic and technical standards. Disability Resources (CLASS Office) provides academic support and reasonable accommodations to students with disabilities or temporary conditions. If you have ADHD, a mental health disability, a learning disability, a physical/sensory impairment, a chronic health condition, are on the autism spectrum, or have another disability, the CLASS office can provide you with reasonable accommodations and support. Disability Specialists provide: ● ● ● ● ● Determination of appropriate accommodations Individual support Instruction in learning strategies Help with time management and organizational skills Assistance with course selection Accommodations may include: ● ● ● ● ● ● Alternative testing (extended time, limited distraction) Assistive technology Alternative format textbooks and course materials Note taking support Housing accommodations Classroom accommodations Some Examples of Disabilities ● ● ● ● ● ● ● ● ● ● Attention-Deficit/Hyperactivity Disorder (ADHD/ADD) Learning Disabilities Psychiatric Disabilities Autism Spectrum Disorders Head Injury/Traumatic Brain Injury Physical Disabilities and Systemic Illnesses Deafness/Hearing Impairment Blindness/Low Vision Disabilities that are sporadic or degenerative in nature Temporary conditions Accessing accommodations is an ongoing and interactive process where information can be gathered from the student and from other relevant sources. We ask that students interview with a Disability Specialist to discuss their requests. We prefer students to present any documentation that describes their disability and the impact on educational experiences directly to the CLASS office. We encourage students to seek support early. Each student’s requests will be evaluated on an individual basis. The first step in accessing services is to call CLASS to schedule an appointment with a Disability Specialist, (612) 330-1053. 96 Advanced Placement and Experiential Learning Policy The PA Program does not offer advanced placement to admitted students. All students admitted to the PA Program must complete the entire curriculum. The Augsburg PA Program does not award academic credit to an individual for experiential learning. Applicants desiring admission to the Augsburg PA Program must satisfactorily complete all prerequisite courses. Experiential learning will be considered separately from prerequisite courses. Experiential learning prior to and during admittance to the Augsburg PA Program will not substitute for any part of the clinical phase. Employment while in the Program We strongly discourage outside employment while enrolled in the Physician Assistant Program. Faculty does recognize that employment may be an issue that some students will face. However, program obligations and academic expectations will not be altered due to a student's work obligations. It is further expected that work obligations will not interfere with the physician assistant students' learning progress or responsibilities while in the program. Outside employment is never considered an excused absence. Employment will not be accepted as an excuse for academic failures. or assignments not completed on time. Withdrawal Policy A student may initiate voluntary withdrawal from the Augsburg University Physician Assistant Program after submission of a letter to the Program Director requesting withdrawal. In the letter, the student should outline the circumstances and reasons for withdrawal. Students will be requested to conduct an exit interview with the Program Director prior to leaving the program. All students are further advised to follow the university catalog procedure for withdrawal from the University. Policies and Procedures for withdrawal from individual courses is based upon Augsburg University Registrar Policies. Please review official withdrawal deadlines on the registrar website for questions on tuition refunds. Readmission Policy Re-admission to the PA Program after withdrawal or dismissal from the program will be considered only under extremely unusual circumstances. Students may request readmission after voluntary withdrawal by reapplying to the PA Program through the Central Application Service for Physician Assistants (CASPA) and the Augsburg University Supplemental Application. Additionally, at the time of application, the applicant must submit a letter reflecting upon and outlining the reason for requesting readmission directly to the PA Program Director. Augsburg University PA Program does not offer advanced placement to any student. For the full readmission policy and reapplication process, please contact the program. Costs of the PA Program For tuition information, go to www.augsburg.edu/pa. For complete and current payment options go to the Student Financial Services website at www.augsburg.edu/studentfinancial. PA Program Faculty Vanessa Bester, EdD, MPAS, PA-C, Program Director, Assistant Professor. Kurt Devine, MD, IMedical Director. Ryane Lester, MPAS, PA-C, Instructor. 97 Kristen Lindvall, MPAS, PA-C, Clinical Assistant Professor. Amanda Perkins, PharmD, Instructor. Caroline Rowe, PhD, Instructor. Danielle Skoglund, MPAS, PA-C, Clinical Coordinator. Eric Van Hecke, MPAS, PA-C, Instructor. Rachel Elbing, MPH, PA-C, Clinical Assistant Professor 98 Master of Social Work You have chosen an exciting way to serve others. The social work profession offers you the rewarding prospect of joining with others to respond to problems and develop opportunities that benefit individuals, families, groups, and communities. The MSW degree prepares you for advanced professional practice in the field of social work. Augsburg’s MSW program prepares you for agency-based practice with individuals, families, groups, and communities, and with a dedication to system change that reduces oppression and discrimination. Graduates of our program share how they appreciated the opportunity to learn new ideas as well as learn more about themselves. These graduates valued our small class size, our cohort structure, and the opportunity to have a mentoring relationship with our faculty and staff. As a small program, we have high expectations for our students and at the same time offer the flexibility to help them meet their individual goals. Attending Augsburg University will transform and develop your professional life in unexpected ways. We have two concentrations. The first, Multicultural Clinical Practice (MCCP), will prepare you for direct clinical practice with individuals, families, and groups. The second, Multicultural Macro Practice (MCMP), will prepare you for macro social work practice with organizations, communities, and other large systems. We are delighted in your interest in our MSW program and invite you to join us in a lifelong adventure in learning. The personal and professional growth necessary to become an advanced professional social worker is challenging. We encourage you to take the challenge with us. MSW Mission We strive to prepare exceptional social work professionals for anti-racist and anti-oppressive advanced social work practice that promotes intersectional racial and social justice in a diverse and global society. Program Overview The MSW program prepares social work students for agency-based practice in public and nonprofit settings. By working in the agency setting, social workers collaborate with others to provide holistic, affordable, and accessible services to individuals, families, groups, and communities. Our challenging MSW curriculum integrates social work theory with micro and macro practice methods. Students develop skills, knowledge, and values necessary for ethical social work practice. As you progress through our MSW program, you will: ● ● ● ● ● ● ● ● Learn how individuals live in and are affected by their social environment Understand how social policies and programs affect individuals, families, communities, and society Apply theories and methods of practice through the field practicum experience Use a range of client-centered approaches to practice with client groups of all types and sizes Engage in practice informed by sound, scholarly research Evaluate the effectiveness of your social work practice or social work programs Advocate for the eradication of oppression and discrimination Be a responsible and contributing citizen in the local and global community Accreditation Augsburg’s MSW program is accredited by the Council on Social Work Education (CSWE). Your MSW degree must be accredited by CSWE if you seek licensure with the social work board of your state. For more information on CSWE accreditation go to www.cswe.org. Augsburg University is accredited by the Higher Learning Commission. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the Accreditation, Approvals, and Memberships section of this catalog. 99 Plan of Study Students entering Augsburg’s MSW program with a bachelor’s degree from a discipline other than social work are classified as foundation students. Full-time foundation students are enrolled in a two year program. Part-time foundation students are enrolled in a four year program. Students entering Augsburg’s MSW program with a bachelor’s degree in social work from a CSWE (Council on Social Work Education) accredited institution are classified as advanced standing students. Full-time advanced standing students are enrolled in a 13 month program. Part-time advanced standing students are enrolled in a 25 month program. All students must complete the MSW degree in no more than 4 years following matriculation. Academic Calendar The MSW program meets on a semester calendar, with classes offered September through August. Classes typically meet every other weekend with an occasional back-to-back weekend. Field practicum hours are generally completed during weekday hours. If a student lives outside the Twin Cities metro area, the field practicum hours can be completed at a placement near the student’s place of residence. Hours per week vary depending on the agency placement and the student’s availability. For academic calendars and schedules, go to www.augsburg.edu/registrar. Class Periods Classes meet in 2-4 hour blocks on Friday evenings, 6 to 10:00 pm; Saturday mornings, 8:00 am to 12 pm; and Saturday afternoons, 1:00 to 5:00 pm. Each class meets on campus for 8 sessions in a given semester and for 4 sessions on campus in a summer term (May-June), with the expectation that students engage in hybrid online learning activities between on-campus class weekends. Time Commitment Although classes meet on weekends, students spend time on their studies during non-class weekends and weekdays in accordance with our hybrid learning format. Hybrid learning is a combination of face-to-face class sessions and online/experiential learning. On a class weekend, the typical student will spend 12 hours in class within a 23-hour period. For every hour spent in class, a student may expect to spend 3 to 4 hours outside of class working on online activities, assignments, readings, or group projects. A student may also spend 15 to 20 hours per week in the field practicum during the fall and spring semesters (a span of 8 to 9 months for each practicum). In the final year of study, students complete a summative evaluation or a portfolio, which requires significant independent research, analysis, and writing. Some MSW students work full-time while enrolled in the program. However, full-time employment is not recommended. Most students arrange to reduce their work hours or request time away during their graduate studies. Each student’s situation is unique and must be decided individually. All students must develop strategies for balancing family, work, and academic responsibilities. Credit and Contact Hours MSW courses range from 2 to 4 semester credits. Depending on the number of credits, students will spend 16 to 32 hours in the classroom per course. Students will also be expected to engage in activities and independent study outside of class. Cohort Structure MSW students are admitted to a particular cohort. Cohorts are distinguished by level of admission (foundation or advanced standing), rate of attendance (full-time or part-time), and chosen concentration (Multicultural Clinical Practice [MCCP] or Multicultural Macro Practice [MCMP]). Any changes to a student’s cohort selection must be approved by the MSW director. Field Practicum Foundation students complete 920 hours in two field practica; advanced standing students complete 500 hours in one field practicum. Successful completion of the first field practicum, required for foundation students, is a minimum of 420 100 hours. Successful completion of the second field practicum, required for both foundation and advanced standing students, is a minimum of 500 hours. Each practicum experience is spread over two semesters (fall and spring). These hours are completed concurrent with enrollment in the fieldwork seminars as well as other MSW courses. MSW Curriculum Components Foundation Curriculum In the foundation courses and field practicum, students are introduced to social work as a profession. Students learn both historical and contemporary theories and practice methods relating to both the individual and the environment. During the foundation year, students study human behavior and the social environment, history of social welfare policy, research methods, assessment frameworks, family and community diversity, and social work values and ethics. In the foundation curriculum students apply this generalist knowledge of theories and practice methods in the generalist field practicum. The field practicum is completed concurrently with enrollment in two field seminar courses. The full foundation curriculum is required of all students, with the exception of those admitted with advanced standing. Before beginning the concentration curriculum, all foundation coursework and field hours must be successfully completed. Concentration Curriculum After completing the foundation requirements, students enroll in the concentration curriculum that they selected at the time of their application to the program. Students also complete an advanced field practicum. Augsburg offers two concentrations: Multicultural Clinical Practice (MCCP) or Multicultural Macro Practice (MCMP). In either concentration, students deepen their knowledge of the primary issues affecting families and communities, develop a range of client-centered approaches to practice, gain a broader understanding of human diversity, develop competencies in practice-based research, and learn practice or program evaluation techniques. In the concentration curriculum, students apply this advanced knowledge of theories and practice methods in the concentration field practicum. The field practicum is relevant to their chosen concentration and is completed concurrently with enrollment in two field seminar courses. As a capstone to the MSW program, students complete a portfolio project or a summative evaluation project. Multicultural Clinical Practice (MCCP) Concentration Multiculturalism is a process requiring practitioners to have a deep awareness of their social and cultural identities, as well as the ability to use multiple lenses when working with diverse populations. With person-in-environment as an organizing perspective, multicultural clinical social work practice addresses the biopsychosocial and spiritual functioning of individuals, families, and groups. To this end, graduates of the MCCP concentration develop competence in using relationship-based, culturally informed, and theoretically grounded interventions with persons facing challenges, disabilities, or impairments, including emotional, behavioral, and mental disorders. Multicultural Macro Practice (MCMP) Concentration In the tradition of Jane Addams, macro social work practice directs energy toward changing agency, government, and institutional policies that obscure or oppress people. Social work leaders must advocate for social change where necessary to ensure social justice within the context of cultural understanding and awareness. The Multicultural Macro Practice concentration responds to this demand for leadership. The macro social work practitioner recognizes the strengths and abilities of individuals and communities to implement change. The social work macro practitioner works with these individuals to do so. In the MCMP concentration, students learn the knowledge and skills necessary to work with others to achieve needed social change. They also learn to develop, lead, guide, and administer programs that serve diverse people in a variety of settings. Portfolio or Summative Evaluation Project ● Portfolio Project (MCCP students) 101 ● ● ● The goal of the MCCP Portfolio is to enhance the integration of theory and practice, as well as to offer more vivid portrayals of a student’s academic and professional experience than traditional assessments. By definition, portfolios are formative (i.e., designed for guided reflection and self-evaluation). However they are also summative documents in that they illustrate students’ competencies. All MCCP students are required to create a portfolio during their final year of study. Items in a portfolio might include videos, process recordings, reflective statements, writing samples, case analyses, term papers, electronic submissions, policy activities, feedback from service users, self-evaluations of personal progress, and links to references. Summative Evaluation Project (MCMP students) All social workers must evaluate their practice to determine whether they are helping or harming clients. While in the concentration practicum, MCMP students will design and implement a program evaluation for their summative project. This project requires integration and application of knowledge and skills from both the foundation and concentration curricula. Students develop their research while in their field internship and are advised by their field seminar professor. Students conduct and present this evaluation/research project during their final year of study. Master’s Thesis The MSW program does not currently support a thesis option for students. Program updates are in process for the 23-24 catalog. Students in both concentrations have the option of completing a thesis in addition to either the portfolio or summative evaluation project. Credit for the SWK 699 general elective is given for this option. Students work with a thesis advisor to develop more in-depth research skills contributing to social work knowledge. To pursue the thesis option, students should notify the MSW program director by the end of spring semester of the foundation year. Degree requirements To be conferred the MSW degree, students must achieve the following: ● ● ● ● ● ● Successful completion of any admission conditions (see Admission to MSW) Successful completion of all required MSW courses No more than two courses with a B- grade and with a cumulative GPA of 3.00 or higher Successful completion of 920 hours of approved field practica for foundation students or 500 hours of approved field practicum for advanced standing students Successful completion and submission of the portfolio project (MCCP) or the summative evaluation project (MCMP) Successful completion of all degree requirements within 4 years of matriculation. State of Minnesota Social Work Licensure Six months prior to completion of the MSW degree at Augsburg, students may apply to take the Licensed Graduate Social Worker (LGSW) license exam from the Minnesota Board of Social Work. To achieve LGSW licensure students must pass the Association of Social Work Boards (ASWB) master’s level national social work licensure examination and complete the MSW degree. To seek the Licensed Independent Social Worker (LISW) license or the Licensed Independent Clinical Social Worker (LICSW) license, one must work two years full-time (or 4,000 hours part-time) as an LGSW under the supervision of an LISW or LICSW, depending on the desired licensure. Upon completion of the supervision requirement, one may take the LISW or LICSW’s Association of Social Work Boards (ASWB) national social work licensure examination. For the LICSW, there are additional requirements for 360 clinical clock hours in 6 specific categories. For more information, go to the Minnesota Board of Social Work web page, www.socialwork.state.mn.us. MSW Course Requirements Foundation Courses FALL 102 SWK 500 - Human Behavior and the Social Environment* SWK 505 - Practice Methods and Skills 1: Individuals* SWK 530 - Integrative Field Seminar 1 (taken concurrent with first practicum)* SPRING SWK 506 - Practice Methods and Skills 2: Groups and Families* SWK 535 - Integrative Field Seminar 2 (taken concurrent with first practicum)* SWK 504 - Applied Research Methods (foundation students only) SUMMER SWK 501 - History of Social Welfare Policy* SWK 516 - Practice Methods and Skills 3: Communities and Policies* SWK 510 - Advanced Practice Methods (advanced standing students only) SWK 509 - Human Behavior: Mental Health Assessment and Diagnosis (advanced standing students only) SWK 504 - Applied Research Methods (advanced standing students only) *Course potentially can be waived for advanced standing students (BSW holders). Concentration Courses Multicultural Clinical Practice (MCCP) Concentration: FALL SWK 610 - Integrative Field Seminar 3: Multicultural Clinical Practice (MCCP) (taken concurrent with second practicum) SWK 615 - Diversity and Inequality 1 SWK 628 - Multicultural Clinical Practice (MCCP) with Individuals SWK 629 - Multicultural Clinical Practice (MCCP) with Families SPRING SWK 611 - Integrative Field Seminar 4: Multicultural Clinical Practice (MCCP) (taken concurrent with second practicum) SWK 616 - Diversity and Inequality 2 SWK 630 - Multicultural Policy Practice SWK 631 - Multicultural Clinical Practice (MCCP) with Groups SUMMER 1 SWK 634 - Multicultural Clinical Practice (MCCP) Supervision SWK 639 - Multicultural Clinical Practice (MCCP) Elective SWK 640 - Multicultural Clinical Practice (MCCP) Capstone SWK 699 - General Elective Multicultural Macro Practice (MCMP) Concentration: FALL SWK 651 - Integrative Field Seminar 3: Multicultural Macro Practice (MCMP) (taken concurrent with second practicum) SWK 615 - Diversity and Inequality 1 SWK 660 - Multicultural Macro Practice (MCMP) Research Methods SWK 667 - Organizations/Social Administrative Practice 1 SPRING SWK 652 - Integrative Field Seminar 4: Multicultural Macro Practice (MCMP) (taken concurrent with second practicum) SWK 616 - Diversity and Inequality 2 SWK 668 - Organizations/Social Administrative Practice 2 SWK 630 - Multicultural Policy Practice SUMMER 103 SWK 669 - Organizations/Social Administrative Practice 3 SWK 699 - General Elective SWK 671 - Multicultural Macro Practice (MCMP) Planning Portfolio or Summative Evaluation Project Completed and submitted in final year of study. SWK 699 General Elective Students in both concentrations complete at least one general elective course. Fieldwork and Field Placement Social work education goes beyond the classroom. Through the field experience, we expect that students will demonstrate skills to bridge theory and practice. Collaborative efforts between the student, the field agency, and the MSW program are essential to successful learning. The foundation of the practice includes: ● ● ● ● ● ● ● Ethical, competent professional practice Problem solving within a systems framework and strengths perspective Use of advanced practice theories in Multicultural Clinical Practice (MCCP) or Multicultural Macro Practice (MCMP) settings Evaluation of the effectiveness of program or practice activities An understanding of and respect for diverse peoples and cultures Responsibility and service to the local and global community in the interest of social justice A commitment to oppose oppression of all forms Field Education Format Under the instruction and supervision of professionally-trained, MSW-level, and program-approved field instructors, foundation students will spend a minimum of 920 hours in two field practica. Advanced standing students will spend a minimum of 500 hours in one field practicum. Both the foundation and concentration practica are spread over 2 semesters (fall and spring). Both practica are concurrent with enrollment in integrative field seminars, as well as other MSW coursework. The fieldwork education of the MSW program is divided into two components: ● ● ● ● Foundation Practicum The foundation practicum, or generalist practicum, puts emphasis on developing competence as a professional generalist social worker. It requires a minimum of 420 hours and is completed by students admitted at the foundation level. Students spend an average of 15 hours per week during the fall and spring semesters in this practicum. Concentration Practicum The concentration practicum places emphasis on advanced practice skills and leadership qualities related to the chosen concentration. It requires a minimum of 500 hours and is completed by all students, including those admitted with advanced standing. Students spend an average of 18 hours per week during the fall and spring semesters in this practicum. Process for Field Practicum Selection Field practica begins in the fall, but the selection process begins the previous spring in collaboration with two other Twin Cities MSW programs. Students attend a field orientation before beginning their search. Augsburg University and the University of Minnesota - School of Social Work jointly host a field fair where students meet a large number of agencies and potential field instructors. Practicum selection involves interviews at approved sites, arranged by the student, and a matching process conducted collaboratively by the field coordinators at three of the MSW programs in the Twin Cities. 104 In some instances, students can petition to complete a field practicum at an agency not on the approved list or at their place of employment. Students who wish to do so work with the MSW field coordinator for such proposals. Field Practicum Settings The Augsburg field faculty are committed to the success of each student in a stimulating and challenging field practicum. Dual Degree in Social Work and Business Administration (MSW/MBA) Augsburg University offers a dual MSW/MBA degree in social work and business administration. Students enrolled in the dual degree program learn to create better managed and financially sound service organizations to serve diverse communities, both locally and globally. Purpose Many social service agencies today require that agency managers combine financial and business expertise with social work practice and policy formation. The MSW/MBA dual degree prepares graduates to function in a workplace that demands the delivery of quality services with increasingly limited resources. Concentration The MSW/MBA dual degree includes an accelerated third year of study for MSW students who elect the Multicultural Macro Practice (MCMP) concentration. In this concentration, students learn to effect positive change in social service systems through their work with communities, organizations, and social policy makers. Prior Augsburg MSW graduates who have completed the necessary Multicultural Macro Practice (MCMP) coursework are eligible to return to complete the MBA portion of the dual degree. The MSW degree must be completed before the MBA portion of the dual degree. Schedule Years 1 and 2 (September through June) MSW classes meet on alternating weekends—Friday evenings, Saturday mornings, and Saturday afternoons—and students engage in hybrid learning activities between class weekends. Year 3 (12–16 months) MBA classes meet one night per week. The MBA program includes a summer term. See the MBA section for required courses for the dual degree. Curriculum ● Foundation or advanced standing coursework ● Either 920 hours (foundation) or 500 hours (advanced standing) MSW field practicum experience ● The MSW summative evaluation project may be accepted by the MBA program as partial fulfillment of the MBA project. ● Complete a minimum of ten MBA courses after completion of the MSW degree. ● For more information regarding the MBA coursework required for the MSW/MBA dual degree, see the MBA section. MBA Admission MSW/MBA dual degree applicants may apply to both programs at the same time or admitted MSW students may wait to apply to the MBA program until their concentration year. The GMAT is waived for MSW/MBA dual degree applicants. However, all MSW students are required to complete the MBA math modules and achieve a score of 80% or higher before they begin the quantitative courses for the MBA program. Students must meet all admission criteria for the MBA program. Admission to one program does not guarantee admission to the other. 105 MSW/LADC License The Augsburg University MSW program offers a pathway to qualify for the Licensed Alcohol and Drug Counseling credential while studying in the MSW program. Purpose The intent of MCCP MSW/LADC credential is to expand the workforce qualified to work with clients who have substance abuse issues and/or co-occurring disorders. Additionally, offering this credential will expand the capabilities and qualifications of our MSW graduates. Adding the LADC requirements and certification to the regular plan of study in the MCCP/MSW program provides opportunities for dually licensed social workers (LICSW/LADC) to engage in the practice of alcohol and drug counseling (as per Minnesota state law) in addition to their ability to conduct diagnostic assessments, individual, family and group treatment once they are appropriately licensed. Plan of Study The coursework required for the LADC credential includes the required coursework for the MCCP (Multicultural Clinical Practice) concentration. In addition, there are 4 courses and 1 additional fieldwork experience required. The four additional required courses are: SWK 518, Foundation of Addictions; SWK 519, Motivational Interviewing; SWK 699, General Elective – Co-Occurring Disorders; and SWK 622, MCCP Field Seminar 5. There are 380 additional field internship hours required in addition to the 500 required for MSW Concentration Field Practicum for a total of 880 internship hours. Content in the LADC pathway covers the 10 core functions required of an LADC training plus the 880 field practicum hours. For further information about the requirements for the LADC credential, please refer to the MN Board of Behavioral Health and Therapy. Admission to MSW The Augsburg University MSW program promotes the widest possible diversity within its student population. Therefore, the admission policies ensure that educational opportunities are provided to persons with a range of abilities, backgrounds, beliefs, and cultures. Listed below are general descriptions for the application process. Refer to the online MSW application documents for details regarding specific application requirements. Admission Requirements ● Bachelor’s degree from a regionally-accredited college or university or an appropriately certified foreign institution ● Cumulative undergraduate GPA of 3.0 or higher ● Liberal arts coursework in the social sciences, humanities, biology, and statistics Application Checklist The application deadline is January 15 each year for matriculation in the following academic year. All application materials noted below are due by the application deadline. For more information go to www.augsburg.edu/msw or call 612-330-1101. ● ● ● ● Completed application form Applicants must submit an official transcript(s) from the regionally-accredited institution granting the Bachelor’s degree and from the most recently attended institution, if not the same. o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for military benefits. o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts are required from institutions at which the prerequisites or equivalents were completed. o The Program Director may ask for additional transcripts if determined to be necessary. Liberal arts prerequisite coursework including four social science, three humanities, one biology, and one statistics course. These courses must be completed prior to enrollment. Completed BSW course equivalency checklist (for advanced standing applicants) 106 ● ● ● ● Two recommendation checklist forms, with letters attached, submitted online Typed personal statement responding to the questions noted on the application form Results of the TOEFL language tests, if applicable Official international credit evaluation course-by-course review (for degrees completed outside of the United States) Admission as an international student International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students in the Graduate Admissions section. Admission as a transfer student Students may apply to Augsburg as a transfer student. Transfer students follow the same procedure as new applicants. Transfer students may receive up to 22 transfer credits. (See Evaluation of Transfer Credit in the Academic Programs and Policies section of this catalog.) Eligible courses must be from a CSWE-accredited MSW program and students must have received a grade of B or higher. Students must complete no fewer than 30 credits at Augsburg in order to receive their MSW degree from Augsburg University. We do not grant academic credit for work or life experience. Admission with Advanced Standing Advanced standing is an application category open to those with a bachelor’s degree in social work from a program that is accredited by the Council on Social Work Education (CSWE). Advanced standing applicants may seek waivers for the following eligible MSW courses: Human Behavior and the Social Environment, History of Social Welfare Policy, Practice Methods and Skills 1 and 2, and Integrative Field Seminars 1 and 2 (which include 420 field practicum hours). Advanced standing applicants must offer an equivalent BSW course for each with a grade of B or higher in order to receive a waiver. Additional transcripts may be required to demonstrate qualifications for advanced standing. Academic Policies Academic Achievement Students must maintain at least a 3.00 cumulative grade point average in the MSW program. If a student falls below a B average, the student will be placed on academic probation. A 3.00 cumulative grade point average must be restored in order for a student to be removed from probation. If the cumulative grade point average again falls below 3.00, the student may be dismissed from the program. Students are retained in the program who can: ● ● ● ● Maintain expected grade point average (3.00 or higher) Complete course requirements of the program and field placement in a timely manner Complete the program within four years Abide by the department’s Standards for Social Work Education and the NASW Code of Ethics No more than two courses with a grade of B- will count toward the degree. Courses with a grade below B- must be repeated. No more than two courses can be repeated. If a student receives a grade below B- in a field course, the MSW director will initiate a Level 3 review, as outlined in section 3.2 of the Standards for Social Work Education. Evaluation of Student Field Performance The criteria for evaluating field performance can be found in the MSW Field Manual, which is located on the MSW Program Internship Placement Tracking website. Four-Year Limit All students are required to finish the degree within four years of matriculation. See the Academic Programs and Policies section of this catalog for policy on continuation of coursework. 107 Leave of Absence Students who interrupt their program enrollment must request a leave of absence through the MSW program in order to maintain their admitted status. The request must be made in writing or via the student’s Augsburg email account. A leave of absence typically requires a full year away from the program in order to return to classes in sequence. Prerequisite Courses All foundation courses are prerequisite to the concentration courses. Students may not enroll in the concentration courses until successfully completing all foundation courses. In addition there are individual courses that are prerequisite to other individual courses in the MSW curriculum. These are listed in the MSW Student Handbook. Program Costs In addition to tuition fees, students can also expect to purchase textbooks and student liability insurance when in a field placement. There may also be additional fees associated with short-term study abroad electives. Augsburg Scholarships Augsburg’s Social Work Department offers several scholarships each year. Students who are enrolled in the first year of the program are eligible to apply. Awards range in amount from $300 to $1,500. ● ● ● ● ● ● ● Phyllis M. Baker Memorial Scholarship Edwina L. Hertzberg Scholarship Arvida Norum Memorial Scholarship Steen Family Scholarship Fund for Minority Social Work Students Edwin Yattaw Memorial Scholarship Bodo F. Suemnig Memorial Scholarship Blanca Rosa Egas Memorial Scholarship MSW Forum All MSW students are invited to participate in the student-run organization, the MSW Forum. The purpose of the forum is to facilitate communication between social work students and the social work department, as well as to provide the opportunity for student participation in departmental governance, curriculum development, and program improvements. The forum has historically been volunteer based. Any student may serve on the forum, provided the student can make a commitment to attend the meetings and share in the efforts. The MSW director and MSW program coordinator also serve on the forum. Other faculty may be invited as permanent members or as guests. MSW Faculty Johanna Barry, Assistant Professor of Social Work. BA, Colorado College; MSW, The University of Chicago; PhD, Loyola University Chicago. Ankita Deka, Associate Professor of Social Work, Field Education Coordinator. BA, Delhi University; MSW, Tata Institute of Social Sciences; PhD, Indiana University. Christina Erickson, Professor of Social Work. BSW Program Director. BS, University of Minnesota; MSW, University of Minnesota-Duluth; PhD, University of Illinois-Chicago. Melissa Hensley, Associate Professor of Social Work, BSW Field Director. BA, MSW, PhD, Washington University in St. Louis; MHA, University of Missouri–Columbia. Kao Nou Moua, Assistant Professor of Social Work. BA, MSW, University of Montana, PhD, University of Minnesota. 108 Erin Sugrue, Assistant Professor of Social Work, MSW Field Director. BA, Grinnell College; MSW, MPP, PhD, University of Minnesota. Special Appointments Susan Conlin, Visiting Professor. BA, University of Minnesota; MS, University of Wisconsin-Stout; MSSW, University of Wisconsin. Paula Watts Zehringer, Visiting Professor. BA, St. Cloud State University; MSW, Augsburg University. MSW Staff Doran Edwards, BSW Program Assistant Director Lydia Madden, Social Work Department Coordinator & MSW Field Assistant 109 Augsburg University Board of Regents For more details, go to augsburg.edu/about/leadership/regents. Sylvia Bartley, PhD Cyrus Batheja ‘08, ‘11 MBA, EdD Karen A. Durant ’81 Karim El-Hibri ‘06 Matthew K. Entenza, JD Ellen Ewald Nicholas C. Gangestad ’86, MBA Rev. Marlene Whiterabbit Helgemo James Hereford Kenneth Holmen ‘74, MD Veena Iyer, JD Diane L. Jacobson, PhD Mark Johnson ‘75 Eric Jolly, PhD Cyndi Jones ‘81, PhD Wayne D. Jorgenson ‘71 Ethelind Kaba Dean Kennedy ‘75 Karolynn Lestrud ‘68 Terry Lindstrom ‘73, PhD Dennis J. Meyer ‘78 Pamela Hanson Moksnes ‘79 Nancy Mueller ’85 Jeffrey M. Nodland ’77 John O’Brien, PhD Paul C. Pribbenow, PhD John Schwartz ‘67 Bishop Laurie Skow-Anderson, ex officio Dean A. Sundquist ‘81 Bishop Ann Svennungsen, ex officio Jill N. Thomas, JD Rev. Mark N. Wilhelm, PhD, ELCA advisory member Noya Woodrich, ‘92, ‘94 MSW ELCA Vocation and Education Program Unit Program Director for Colleges and Universities Rev. Mark N. Wilhelm, PhD 110
Show less
- Title
- Augsburg College Interim Catalog, 1979
- Collection
- Course Catalogs
- Search Result
-
The i n t e r i m i s an i n t e g r a l p a r t o f the school year
a t Augsburg College. I t i s p a r t i c u l a r l y intended
t o be a time f o r both students and f a c u l t y t o employ
s t y l e s o f teaching and l e a r n i n g , t o i n v e s t i g a t e
p a r t i c u l a r que...
Show more The i n t e r i m i s an i n t e g r a l p a r t o f the school year a t Augsburg College. I t i s p a r t i c u l a r l y intended t o be a time f o r both students and f a c u l t y t o employ s t y l e s o f teaching and l e a r n i n g , t o i n v e s t i g a t e p a r t i c u l a r questions and t o p i c s and t o use urban and o t h e r off-campus resources i n ways n o t p o s s i b l e d u r i n g t h e r e g u l a r term. GRADUATION REQUIREMENTS To graduate, an Augsburg student i s r e q u i r e d t o complete 35 courses o f which a t l e a s t t h r e e must be i n t e r i m courses ( o r one i n t e r i m l e s s than t h e number o f years o f f u l l time enrollment a t Augsburg; e.g., a t r a n s f e r e n r o l l e d f u l l time f o r two years i s r e q u i r e d t o complete one i n t e r i m f o r graduation). There i s no t u i t i o n refund f o r a student who chooses n o t t o e n r o l l i n an i n t e r i m course. One course i s considered a f u l l time l o a d d u r i n g i n t e r i m and no student i s p e r m i t t e d t o r e g i s t e r f o r more than one course d u r i n g t h e period. GRADING/COURSE LISTINGS Most i n t e r i m courses a r e graded t r a d i t i o n a l l y on a scale o f 4.0 t o 0. Students g e n e r a l l y have the o p t i o n t o r e g i s t e r on a Pass/No c r e d i t b a s i s . A few i n t e r i m courses a r e graded o n l y on t h e PIN system; t h i s 1i m i t a t i o n i s i n d i c a t e d i n the course d e s c r i p t i o n . Some courses a r e o f f e r e d w i t h e i t h e r upper o r lower d i v i s i o n standing. Such i n t e r i m courses have two numbers l i s t e d and the student must s e l e c t . Students r e g i s t e r i n g f o r upper d i v i s i o n standing should a n t i c i p a t e a d d i t i o n a l assignments and a more r i g o r o u s grading standard. ... Distribution a course l i s t e d as f u l f i l l i n g d i s t r i b u t i o n requirement meets both t h e newly i n t r o d u c e d requirements ( t h e Spectrum approach) as w e l l as t h e o l d d i s t r i b u t i o n requirements. OPTIONS June I n t e r i m A t l e a s t two i n t e r t m courses will be o f f e r e d in the June 1979 session o f summer school (see l l s t i n g s under Psychology and Education) i n 1 ieu o f January tern with no a d d i t i o n a l t u i t i o n charge; however, students p l a n n i n g t o e l e c t t h e June i n t e r i m must r e g i s t e r a t the time o f the i n t e r i m r e g i s t r a t i o n i n t h e f a l l . Students wishing t o t a k e the June i n t e r i m i n addi ti on t o t h e January one w i 11 be required to pay regular summer course t u i t i o n . Internships Students are not encouraged t o seek an internship course a s s i gnrnent during the i n t e r i m . I n t e r n s h i p s a r e open t o students who continue an i n t e r n s h i p from t h e f a l l term or who begin i n t e r n s h i p which w i l l continue i n t o the s p r i n g term. Students e l e c t i n g an i n t e r n s h i p i n t e r i m are t o present a completed i n t e r n s h i p l e a r n i n g contract t o t h e I n t e r n s h i p O f f i c e (Science, Room 135) no l a t e r than Monday, November 20. Independent o r D i r e c t e d Study Students may e l e c t a program o f e i t h e r independent (upper d i v i s i o n 499) o r d i r e c t e d study ( l o w e r d i v i s i o n 299) f o r i n t e r i m . F a c u l t y members a r e s t r o n g l y discouraged from accepting responsi b i 1 it y f o r more than one independent o r d i r e c t e d study p e r i n t e r i m . Students choosing t o pursue independent o r d i r e c t e d study must: a) b) meet departmental requirements present t o t h e i n t e r i m d i r e c t o r f o r approval a copy o f t h e proposed study p l a n approved by t h e s u p e r v i s i n g f a c u l t y member. This proposal must be submi t t e d a t l e a s t one week b e f o r e r e g i s t r a t i o n and n o t l a t e r than November 30. Appropriate study proposal forms can be obtained i n the interim o f f i c e . I n t e r i m s a t Other Schools Augsburg students may e n r o l l a t any o t h e r 4-1-4 i n s t i t u t i o n which o f f e r s a r e c i p r o c a l i n t e r i m arrangement. Catalogs o f these i n t e r i m o f f e r i n g s can be consulted i n t h e I n t e r i m Center, Room 135, Science. R e g i s t r a t i o n f o r i n t e r i m s i n t h e 'Twin C i t y c o l l e g e s w i l l be done a t Augsburg d u r i n g t h e r e g u l a r r e g i s t r a t i o n period. STudents i n t e r e s t e d i n a t t e n d i n g any o t h e r i n s t i t u t i o n d u r i n g t h e i n t e r i m should c o n s u l t t h e I n t e r i m D i r e c t o r o r h i s secretary. NON-AUGSBURG STUDENTS Augsburg College w i l l accept students from o t h e r 4-1-4 schools f o r t h e January i n t e r i m w i t h o u t t u i t i o n charges provided t h e s t u d e n t ' s home i n s t i t u t i o n agrees n o t t o charge t u i t i o n t o Augsburg students f o r t h e January term. The waiver of t u i t i o n does n o t i n c l u d e s p e c i a l fees charged i n a d d i t i o n t o t u i t i o n . Other students w i 11 be charged $425 f o r t h e i n t e r i m course. Students i n t e r e s t e d i n r e g i s t e r i n g f o r an Augsburg I n t e r i m should w r i t e t o t h e I n t e r i m D i r e c t o r f o r a p p r o p r i a t e a p p l i c a t i o n forms. These students a r e responsible f o r t h e i r own housing and boarding arrangements, though requests f o r on-campus housing can be made t o t h e o f f i c e of t h e i n t e r i m d i r e c t o r . CLASS TIMES The I n t e r i m day i s d i v i d e d i n t o two blocks of time. The number and l e n g t h of c l a s s meetings as w e l l as t h e beginning time w i l l be arranged t h e f i r s t day o f class. A l l I n t e r i m classes w i l l meet t h e f i r s t and l a s t c l a s s days o f the i n t e r i m . Classes scheduled f o r Period I w i l l meet t h e f i r s t day a t 9:00 and classes scheduled f o r Period I 1 w i l l meet t h e f i r s t day a t 1 :oo. INTERIM CALENDAR November 7 - 10 Interim Registration December 6 Late Interim Registration January 3 F i r s t Day of I n t e r i m Class I 9:00 a.m. Class I 1 1:00 p.m. January 4 L a s t day f o r cancelladd January 8 L a s t day f o r determining grading system January 19 L a s t day f o r c a n c e l l i n g c l a s s January 26 I n t e r i m ends THIS CATALOG T h i s c a t a l o g 1 i s t s courses by departments w i t h departments l i s t e d i n a l p h a b e t i c a l order. A t t h e end o f t h e book are l i s t i n g s o f s p e c i a l overseas i n t e r i m s o f f e r e d by S t . Olaf College and o t h e r courses n o t o f f e r e d by Augsburg College b u t recognized by t h e College f o r i n t e r i m c r e d i t . F u r t h e r d e s c r i p t i o n s and information about these collrses a r e available i n the interim o f f i c e . NEED MORE HELP? Check w i t h t h e I n t e r i m Office (Science 135) and t h e I n t e r i m Secretary, Marie Wave1 Lander, o r w i t h t h e I n t e r i m D i r e c t o r , Dr. Don Gustafson. The i n t e r i m phone i s 332-5181, Extension 403. ST. OLAF INTERNATIONAL INTERIMS The f o l l o w i n g i n t e r n a t i o n a l i n t e r i m s a r e o f f e r e d by S t . Olaf College and a r e open t o Augsburg students, F u r t h e r academic d e s c r i p t i o n , t r a v e l d e t a i l s and c o s t estimates a r e a v a i l a b l e i n t h e i n t e r i m o f f i c e and from Mary K i n g s l e y i n t h e I n t e r n a t i o n a l Center, Room 126 of Memorial H a l l . Students i n t e r e s t e d i n p a r t i c i p a t i n g i n one of these i n t e r n a t i o n a l i n t e r i m s should a p p l y i n t h e I n t e r n a t i o n a l Center before November 1. The A r t s of Central and Southern Europe Mediterranean C u l t u r e (Greece) I r i s h C i v i l i z a t i o n and L i t e r a t u r e French Language and C u l t u r e (Cannes) French Language, C u l t u r e and Theatre i n P a r i s Theatre i n London C h r i s t i a n Rome i n A.D. 1600 L i b e r a t i o n Theology (Mexico) Puerto R i can S o c i e t y and C u l t u r e I n t e n s i v e I n t e r m e d i a t e Spanish (Mexico) F o l k R e l i g i o n i n Taiwan Cross-Cul t u r a l Psycho1ogy (Hawai i) Augsburg College Interim, 1979 Course Descriptions THE BLACK IMAGE IN AMERICAN SOCIETY, 1800-1915 AMERICAN STUDIES 0 8 3 1 4 H ISTORY 56314 Instructor: Ralph Crowder The c e n t r a l t h r u s t o f t h i s course i s t o examine t h e n a t i o n a l debate on t h e c h a r a c t e r and d e s t i n y o f African-Americans d u r i n g the years 1800-1 91 5. What was t h e r a t i o n a l e i n t h e w h i t e psyche which condoned s l a v e r y , lynchings, sexual e x p l o i t a t i o n and a n a t i o n a l p o l i c y which r e l e g a t e d the Black Community t o unwanted a l i e n s , c h i l d l i k e beings, o r beast o f burden? Why was i t necessary f o r t h e s o - c a l l e d Negro t o be stereotyped as subhuman? U t i l i z i n g t h e arguments presented by pro-slavery, a b o l i t i o n i s t s , educators, s c i e n t i s t s , this i n t e l l e c t u a l s , p o l i t i c i a n s and t h e media course attempts t o analyze the Black image i n t h e w h i t e mind. The works o f such contemporary scholars as George F r e d i ckson , John Henri k Clarke, Franci s Welsing and Lawrence Friedman w i l l be j o i n e d w i t h p i o n e e r scholars t o a s c e r t a i n why American s o c i e t y r e f used t o recognize the humanity o f B l ack Ameri cans. - A mid-term, f i n a l exam and term paper w i l l be r e q u i r e d f o r the course. Time: I1 Room: Science 318 FILM-MAKING I FILM-MAKING II ART 10242110342 I n s t r u c t o r : Paul Rusten T h i s course i s designed t o teach p r a c t i c a l l a b experience. There and d i s c u s s i o n o f t h e e x p r e s s i v e elements o f f i l m . Students w i l l film. film-making through w i l l be o b s e r v a t i o n and s t r u c t u r a l make a 16mm sound There i s a l a b f e e o f $70.00 Prerequisites: Distribution: Time: I None f o r Film-making I You must have taken Film-making I i n o r d e r t o r e g i s t e r f o r Film-making 11. Yes Room: F i l m Center, East H a l l LIFE DRAWING ART 10247 Instructor: Norman Holen You w i l l be introduced t o t h e 2B and 4B p e n c i l s , t h e charcoal penci 1, and p a s t e l s . The f i g u r e w i l l be d e p i c t e d i n v a r i o u s s e t t i n g s , w i t h a v a r i e t y o f media, f o r v a r y i n g l e n g t h s o f time. The poses w i l l extend from one minute t o an hour and a h a l f . There i s no t e x t and t h e r e a r e no t e s t s . You a r e graded on your drawings and attendance i s expected. There i s a f e e o f $12.00 t o be p a i d on t h e f i r s t day o f c l a s s . Prerequisites: Distribution: Time: None Yes Room: I A r t Studio 6 PLANTS IN HUMAN SOCIETY BIOLOGY 201 02 I n s t r u c t o r : Erwin Mickelberg A study o f t h e r o l e p l a n t l i f e has and i s p l a y i n g i n human s o c i e t i e s . P l a n t anatomy, morphology, geography and t h e r e l a t i o n s h i p o f p l a n t s t o people w i l l be discussed. A b r i e f survey o f t h e e n t i r e p l a n t kingdom w i l l conclude t h e course. Prerequisites: Distribution: Time: I None Yes Room:; Science 123 CONTROVERSIAL ISSUES IN BIOLOGY BIOLOGY: 20106 Instructor: R. Lammers R . Sulerud "Scientific creationists" revive the argument against the theory of evolution, and a debate i s held a t the University of Minnesota. A book i s published claiming the production of a cloned human, b u t the developmental biologists react negatively. Farmers engage in verbal (and sometimes physical ) battle with environmentalists over the "endangered" status of wolves in Minnesota. A nobel 1 aureate argues the genetic inferiority of blacks and geneticists reply. The popular press abounds in a r t i c l e s relating to controversies related to biology. There are disputes between biologists and others as well as sharp disagreements among biologists. Several of the issues will be considered in t h i s course including the following: Evolution; genetic engineering ( e .g. , cloning, recombinant DNA); abortion; eugeEics and racism; 1 i f e on other planets and the environmentalist movement. Readings wi 11 be assigned and topics will be introduced by the instructors. There will be ample time f o r discussion and a number of guests will be invited to participate. As time and arrangements allow, a few f i e l d t r i p s may be taken. Students will concentrate on one topic as the basis of an oral ( i f possible) or written report. Eva1 uation will be based on the report, an examination relating to the topics considered, and class discussions. Prerequisites: Distribution: Time: I High school biology or an introductory coll ege biology course. Yes Room: Science 205 METHODS I N BIOLOGICAL RESEARCH BIOLOGY 2 0 3 0 1 I n s t r u c t o r : Neal Thorpe The development o f t h e m a j o r i t y o f t h e p r e s e n t concepts i n b i o l o g y has been h e a v i l y dependent upon t h e use o f an a r r a y o f s o p h i s t i c a t e d r e s e a r c h t o o l s . T h i s course w i l l i n t r o d u c e t h e s t u d e n t t o t h e t h e o r e t i c a l b a s i s o f a p p r o x i m a t e l y two dozen i m p o r t a n t b i o l o g i c a l methods such as chromatography, e l e c t r o p h o r e s i s , spectrophotometry, s c i n t i l a t i o n c o u n t i n g and microscopy. I t w i l l a l s o r e q u i r e an i n depth i n v e s t i g a t i o n o f one s e l e c t e d method w i t h t h e o b j e c t i v e o f developing an a p p r o p r i a t e experimental e x e r c i s e t h a t c l e a r l y demonstrates a t h e o r e t i c a l p r i n c i p l e . The s t u d e n t w i l l t e s t and v a l i d a t e t h e method, w r i t e i t up, and p r e s e n t i t o r a l l y . Prerequisites: Time: B i o l o g y 111, 112 Chemistry 115, 116 ( o r 105, 106) Room: I Science 2 1 2 INCOME TAXES FOR INDIVIDUALS BUSINESS ADMINISTRATION 21140 I n s t r u c t o r : Amin Kader T h i s course w i l l survey common and i m p o r t a n t p r o v i s i o n s o f f e d e r a l and Minnesota income taxes f o r i n d i v i d u a l s w i t h emphasis on completing t h e 1040 t a x form. Not open t o majors i n Economics and Business A d m i n i s t r a t i o n . Prerequisites: Time: I None Room: Science 320 TOPICS: DISCRETE JVENT SIMULATION BUSINESS ADMINISTRATION 21495 I n s t r u c t o r : K e i s h i r o Matsumoto The o b j e c t i v e i s t o i n t r o d u c e students t o t h e elements o f d i s c r e t e event s i m u l a t i o n and r e l a t e d computer programming techniques. D i s c r e t e event s i m u l a t i o n i s an approach t o problem s o l v i n g . I n essence, t h e method r e p l i c a t e s t h e s e t t i n g o f a p a r t i c u l a r problem by w r i t i n g a computer program which can c a p t u r e i t s i m p o r t a n t c h a r a c t e r i s t i c s and hence c l o s e l y reproduce t h e a c t u a l problem s e t t i n g . Then, v a r i o u s a l t e r n a t i v e s t o s o l v i n g t h e problem can be t e s t e d by c o n d u c t i n g experiments based on t h e computer program. C l e a r l y , t h e approach i s p a r t i c u l a r l y s u i t e d f o r business decision-making problems i n v o l v i n g a l a r g e number o f v a r i a b l e s and substantPa1 c a p i t a l out1 ay. M a t e r i a l s t o be presented i n t h e course i n c l u d e : 1 ) b a s i c concepts o f s i m u l a t i o n , 2 ) model b u i 1d i n g and computer programming techniques , and 3 ) e x p e r i m e n t a t i o n and s t a t i s t i c a l a n a l y s i s . Note t h a t a p p l i c a t i o n problems t o be considered i n t h e course a r e p r i m a r i l y o r i e n t e d toward business and economics. Procedures t o be used i n meeting t h e o b j e c t i v e w i l l be t h r o u g h l e c t u r e and computer programming l a b o r a t o r y . E v a l u a t i o n w i l l i n v o l v e homework assignments and examinations. A s p e c i a l f e e o f $15.00 i s r e q u ir e d . Prerequisites: Time: I A t l e a s t one s t a t i s t i c s course o r t h e consent o f t h e i n s t r u c t o r Room: Main 23 CHEMISTRY FOR CHANGING TIMES CHEMISTRY 34100 Instructor: Arlin Gyberg T h i s i s a non-laboratory chemistry course based on t h e very popular book by John W. Hill o f the same t i t l e . It i s n o t a traditional chemistry course and does n o t assume t h e science background. Basic science and math a r e introduced early and are taught as needed f o r understanding t h e various t o p i c s and implications. The course does assume the student i s interested in and concerned about the r e l a t i o n s h i p o f chemistry to life and living. Chemistry has been intimately a part o f liberal educat i o n f o r centuries. The early s c i e n t i s t s were c o n s i dered to be phi losophers and t h e i r societies were philosophical societies. In recent decades t h e human seeking of personal independence has led to chemistry becoming a part o f everyday l i f e t o the p o i n t o f actual dependence on chemistry. We l i v e i n a world of p e s t i c i d e s , f e r t i l i z e r s , p l a s t i c s , "the p i l l " , food a d d i t i v e s and processed foods, v i t a m i n supplements, the energy c r i s i s , chemical dependency, biocides, pol 1 u t a n t s , drugs, searching f o r 1i fe on other p l a n e t s , genetic manipulation,-and i t goes on and on. Emotions and mental disorders can o f t e n be traced to chemical imbalance. The common dragged out, grumpy feel i n g a f t e r an afternoon nap i s a result o f a chemical imbalance, The nature o f a hangover i s the result o f a complex system of a ?t e r ~ dbody chemistry. Even 1earni ng appears to be the resul t of chemi ca1 r e a c t i o n to form a "memory m o l e ~ u l e ' ~ ,Most o f the problems we face are molecular in nature, What then b u t chemistry can better h e l p us t o understand ourselves, our society, our world, and our universe? Come join us as we take a molecular look at the human condition. T h i s course w511 be o f f e r e d i n a l e c t u r e l d i s c u s s i o n format. F i l m s w i l l supplement t h e lecture/ d i s c u s s i o n periods. Quizzes, t e s t s and a paper w i l l be used f o r e v a l u a t i o n . This course does n o t s a t i s f y p r e r e q u i s i t e s f o r Chemistry 106, 116 or 223. Prerequisites: Distribution: Time: I1 None Yes \ Room: Science 315 RADIOIMMUNOLOGY: THEORY AND TECHNIQUE CHEMISTRY 3 4 3 0 1 I n s t r u c t o r : W i 11iam Mu1doon The increase i n knowledge o f t h e pathology o f disease s t a t e s and t h e c o m p l e x i t i e s o f treatment m o d a l i t i e s has heightened t h e search f o r knowledge o f t h e molecular mechanics i n v o l v e d on these processes. The r e c o g n i t i o n by t h e Nobel Committee i n 1977 o f D r . Rosalyn S. Yalow's c o n t r i b u t i o n t o t h e area o f Physiology o r Medicine, s p e c i f i c a l l y the development o f the Radioimmunoassay (RIA), f u r t h e r emphasizes t h e importance o f t h e study o f radioimmunology. T h i s course w i l l serve t o i n t r o d u c e the theory o f Immunology and s p e c i f i c a l l y how i t r e l a t e s t o radioimmunoassay. Topics covered w i 11 begin w i t h b a s i c immunology and then i n c l u d e the h i s t o r i c a l development, t h e o r e t i c a l basis, t e c h n i c a l developments and data a n a l y s i s o f t h e R I A . "Wet" l a b s and/or demonstrations w i l l be used t o r e i n f o r c e t h e d i d a c t i c material. Prerequisites: Time: I One semester o r e q u i v a l e n t of Organic Chenistry. One semester o r e q u i v a l e n t o f Biochemistry o r w i t h permission o f Instructor. Room: Science 318 SCATTERING THEORY CHEMISTRY 3 4 4 8 5 I n s t r u c t o r : D r . Richard Olmsted The importance o f observations made i n physics and chemistry by a n a l y z i n g the s c a t t e r i n g of p a r t i c l e s o r waves can h a r d l y be exaggerated. For t h e l a s t h a l f c e n t u r y especially, many o f the most i m p o r t a n t d i s c o v e r l es have been made by c o l 1is i on experiments. They range from R u t h e r f o r d ' s discovery o f t h e atomic nucleus, over atomic and nuclear spectroscopy, t o n u c l e a r f i s s i o n and t h e f i n d i n g o f t h e fundamental p a r t i c l e s and t h e i r p r o p e r t i e s . I f we add t o these phenomena a l l the observations made by a n a l y s i s o f l i g h t s c a t t e r i n g , t h e l i s t becomes t r u l y impressive. T h i s course i s designed t o be an i n t e n s i v e i n t r o d u c t i o n t o s c a t t e r i n g theory. I t begins w i t h a study o f t h e b a s i c c l a s s i c a l ideas about t h e s c a t t e r i n g o f p a r t i c l e s and progresses through t h e b a s i c quantum mechanical d e s c r i p t i o n . Complications a r i s i n g due t o p a r t i c l e s having i n t e r n a l degrees o f freedom a r e a1 so d i scussed. Prerequisites: Time: I1 Chem 483 o r Physics 486 o r equ'ivalent Room: Science 401 DISCOVERY IN THE WORLD OF KINDERGARTEN EDUCATION 44375 Instructor: Lauretta Pelton This course offers the opportunity f o r one t o discover the discoverer . Because a kindergarten chi I d i s rapidly openlng doors t o knowledge, a teacher needs t o know a t what stage each c h i l d i s and how t o provide an environment i n which t h e child can expl ore and experience 1earning. The course w i 11 include a study o f kindergarten curriculum, explorat i o n o f materials, and a review o f teaching approaches. Laboratory experi ences wi 11 be arranged. Thi s course i s a prerequisite t o student teaching a t the kindergarten level and t o obtaining a 1icense f o r teaching a t K level. Grades will be based on quizzes, projects and research. Prerequisite: Admittance into the Augsburg Education program o r an elementary school teaching c e r t i f i c a t e . Time: I1 Room: L i b r a r y 4 BEHAVIOR OF EXCEPTIONAL CHILDREN AND ADOLESCENTS EDUCATION 44385 Instructor: Barry Franklin An introduction to the study of the typical exceptional ities exhibited by children and adolescents. The course will examine the causes, characteristics, and educational interventions for such exceptional i ties as mental retardation, language and communication disorders, vision and hearing impairment, physical disabi 1 i ties, learning disabilities and behavior disorders, and giftedness. The course wi 11 involve the student in readings, wri ttenloral presentations, and fie1d trips to selected facilities for meeting the needs of exceptional individuals. Course requirements will be a paper accompanied by an oral presentation to the class on an exceptionality of student's choice (the research can deal with causes, characteristics, probably or edutational interventions). There wi 11 be an examination. Students can anticipate a small fee for field trip expenses. Students not in education are welcome in the course. Prerequisites: a general psychology course or permission of instructor Time: I Room: Library 4 STUDENT TEACHING EDUCATION 44480 Instructor: She1don Fardi g Students will be placed in a classroom for f u l l days. Opportunities are provided for experience in observing and d i recti ng 1earning experiences on the secondary school level under t h e supervision of college and high school personnel. Seminars are held on a regular basi s during the student teaching experience. Prerequisites: Permission of Instructor Students should confer with instructor about appropriate course numbers. STUDENT TEACHING: NURSERY SCHOOL EDUCATION 44481, 44482, 44483 o r 44484* I n s t r u c t o r : Steven Reuter This course o f f e r s t h e o p p o r t u n i t y t o l e a r n about and t o demonstrate knowledge and s k i l l s i n v o l v e d w i t h teaching t h e young c h i 1d. The course w i 11 concentrate on d e t a i l s e s s e n t i a l t o t h e o r g a n i z a t i o n o f a good program f o r c h i l d r e n , records, r e p o r t s , p h y s i c a l f a c i l i t i e s , equipment and p a r e n t a l involvement. Students w i l l be r e q u i r e d t o have 160 c h i l d c o n t a c t hours. Placement w i l l be arranged by i n s t r u c t o r . Prerequisites: Time: * Acceptance i n t o t h e Education Department and permission o f i n s t r u c t o r Summer Students should c o n f e r w i t h i n s t r u c t o r about a p p r o p r i a t e course number. ENGLISH 5 4 1 3 7 1 5 4 4 3 7 I n s t r u c t o r : R i c h a r d Sargent We w i l l s t u d y t h e major p l a y s and poems o f Shakespeare, w i t h p a r t i c u l a r a t t e n t i o n t o t h e theme o f t h e f a m i l y . A t t h e h e a r t o f most of Shakespeare's works i s a p r o b i n g o f f a m i l y r e l a t i o n s h i p s and f a m i l y i n t e r a c t i o n s . We w i l l s t u d y t h e works o f Shakespeare from t h e p o i n t o f view o f f a m i l y t h e r a p i s t s such as V i r g i n i a S a t i r ( h e r book Peoplemaking w i l l be one o f t h e assigned t e x t s ) . P r i o r experience w i t h Shakespeare i s n o t a requirement. b u t those who have a l r e a d y had a c o l l e g e - l e v e l course i n Shakespeare a r e welcome; t h e y w i l l be encouraged t o do s p e c i a l p r o j e c t s r e l a t e d t o t h e theme o f t h e f a m i l y . E v a l u a t i o n w i l l be based on essay exams and s e v e r a l papers; s t u d e n t s w i l l be expected t o use t h e i d e a s o f S a t i r t o approach Shakespeare, b u t t h e course w i l l n o t be c o n f i n e d s o l e l y t o a c o n s i d e r a t i o n o f f a m i l y systems i n S-hakespeare. E f f e c t i v e W r i t i n g i s n o t a p r e r e q u i s i t e , b u t s t u d e n t s w i 11 be e x p ~ c t z d t o write with clarity. Distribution: Time: I1 Yes Room: Main 2 HERITAGE REPORTER ENGLISH 5421 2 I n s t r u c t o r : Dave Wood "Heritage Reporter" explores s t r a t e g i e s f o r e f f e c t i v e l y w r i t i n g about one's family, one's community, o r an i n s t i t u t i o n t h a t f i g u r e s or has f i g u r e d largely i n t h e s t u d e n t - r e p o r t e r ' s 1 i f e . Techniques of f i c t i o n and non-f ic t i on are reveal ed t o t h e students by means o f comprehensive reading 1ist. No exams. Students are expected t o submit a 20-30 page "Heritage Booklet" on a s u b j e c t o f t h e i r choice a t course's end. Grade w i l l be P/N only. Students having taken English 491 i n s p r i n g o f 1978 may n o t r e g i s t e r f o r t h i s course. Prerequisites: Time: E n g l i s h 111 I Room: L i b r a r y 201 KURT VONNEGUT, JR. ENGLISH 5 4 3 2 2 I n s t r u c t o r : Ron Palosaari Vonnegu t ' s work has a t t r a c t e d both p o p u l a r readers and 1iterary c r i t i c s . Our reading w i 11 i n c l u d e The Sirens o f T i t a n , P l a y e ~Piano, Mother N i g h t , C a t ' s c r a d l e , Slaughter House Five, and B r e a k f a s t o f Champions, We w i l l a l s o read some o f t h e s h o r t s t o r i e s and n o n - f i c t i o n o f Vonnegut. Students w i l l do e i t h e r i n d i v i d u a l o r group r e p o r t s on some aspect o f Vonnegut's work. There w i l l be a t l e a s t one s h o r t paper and one exam. -- ~ r e r e q usi i t e : One L i t e r a t u r e course Distribution: Yes Time: I1 Room: Music 22 FRENCH LITERATURE IN TRANSLATION FOREIGN LANGUAGE 70243 I n s t r u c t o r : D r . Ruth Aaskov Major works o f French l i t e r a t u r e a r e e a s i l y a v a i l a b l e i n E n g l i s h t r a n s l a t i o n . These can, w i t h c a r e f u l and d i r e c t e d reading, provide t h e b a s i s f o r e x p l o r i n g French humanistic self-expression i n i t s much admired l i t e r a r y forms. Most o f t h e o u t - o f - c l a s s time w i l l be spent i n reading 8-10 French authors, represented i n s h o r t e r , complete o r s e l f - c o n t a i n e d works, some i n f o r m a t i o n a l reading, and systematic p r e p a r a t i o n f o r small group discussions. Two b r i e f r e p o r t s and a modest i n d i v i d u a l study w i l l be p a r t o f t h e course. Class a c t i v i t i e s w i l l vary from b r i e f l e c t u r e s t o small group discussion and presentations. One o f f campus r e 1ated a c t i v i t y w i 11 be planned i f avai 1able. E v a l u a t i o n w i l l be based on l a r g e and small group p a r t i c i p a t i o n , responsible reading and r e p o r t i n g , and several 15-30 minute quizzes. The course i s planned f o r the general student w i t h o u t reading know1edge o f French. Know1edge of another 1it e r a t u r e i s u s e f u l b u t n o t required. Prerequisites: Distribution: Time: I Sophomore standing o r permission o f instructor Yes Room: Main 7 LE VOYAGE IMAGINAIRE FOREIGN LANGUAGE 70358 I n s t r u c t o r : Mary E. Johnson A study ( i n French) o f many d i f f e r e n t ' kinds o f f a n t a s t i c t r a v e l s conceived by French w r i t e r s and adventurers between the t h i r t e e n t h and. t h e t w e n t i e t h century, from t r i p s t o t h e moon (Cyrano de Bergerac) t o t h e bottom o f t h e sea (Jules Verne) and more. Readings w i l l be supplemented by films; d i s c u s s i o n and a paper i n French. Counts toward the French major. Available t o intermediate-level students i n French by permission o f t h e i n s t r u c t o r ; r e q u i r e ments w i l l be different for intermediate and advanced 1eve1 s . Prerequisites: Time: I1 French 70311 o r permission o f t h e instructor Main 7 THE AGONY OF 20TH CENTURY GERMANY AS REFLECTED IN LITERATURE FOREIGN LANGUAGE 72245 I n s t r u c t o r : W i l l i a m Olyer Works stud1ed r e f l e c t t h e c r i s e s and upheavals o f the 20th century experience which a r e n o t u n i q u e l y German, b u t a r e u n i v e r s a l i n nature. Topf cs wi 11 include: the anonymity o f u r b a n - i n d u s t r i a l 11fe, t h e search f o r personal i d e n t i t y and s e c u r i t y , the . uses o f power, war, p o l f t i c a l change and confrontat i o n w i t h u l t i m a t e questions o f 1 i f e and death. Works by Kafka, Hesse, Brecht, Durrenmatt, e t a l , w i l l be discussed. Evaluation through student c l a s s p a r t i c i p a t i o n and f i n a l exam. This course i s a v a r i a t i o n o f German L i t e r a t u r e i n Trans1 a t i o n (244). Since t h e two courses a r e n o t i d e n t i c a l , students who have taken 244 may g e t c r e d i t f o r 245. C r e d i t does n o t apply t o a major o r a minor i n German. P r e r e q u i s i t e s r None Distribution: Time: Yes I1 Room: Main 2 BEGINNING NORWEGIAN I FOREIGN LANGUAGE 751 1.1 I n s t r u c t o r - : t i v Dahl I n t r o d u c t i o n o f t h e f o u r b a s i c Tanguage s k i 11s : speaking, Tistening, reading and w r i t i n g . Stress on spaken r a t h e r than l i t e r a r y Norwegian. Oral and w r i t t e n t e s t s . Laboratory work expected. P r e r e q u i s i t e s : None Dis tri b u t i on : Yes Time: I Room: Mai-n 3 NORWEGIAN CONVERSATION AND COMPOSITION FOREIGN LANGUAGE 75311 I n s t r u c t o r : L e i f Hanson I n t e n s i v e p r a c t i c e i n spoken Norwegian w i t h emphasis on p r o n u n c i a t i o n and o r i g i n a l composition. Some a t t e n t i o n given t o r e g i o n a l v a r i a t i o n s i n spoken Norwegian and t o d i f f e r e n c e s between t h e two o f f i c i a l languages o f Norway. Oral and w r i t t e n t e s t s . Some 1a b o r a t o r y work and f i e l d experience r e q u i r e d . No s p e c i a l fees. Prerequisites: Distribution: Time: 75211 - Intermediate level Yes I1 Room: Main 3 SAFETY EDUCATION HEALTH AND PHYSICAL EDUCATION 551 14 I n s t r u c t o r : Richard Borstad P r i n c i p l e s and p r a c t i c e s o f s a f e t y education i n I n c l udes Ameri can school and communi t y 1 if e Red Cross F i r s t A i d Course. . This o f f e r i n g Prerequisites: Distribution: Time: equals o n l y 112 course c r e d i t . None No I (January 3 - 15) Room: Gym 12 CHEMICAL DEPENDENCY EDUCATION HEALTH AND PHYSICAL EDUCATION 55115 I n s t r u c t o r : Joyce P f a f f T h i s course w i l l i n c l u d e a pharmacological a n a l y s i s o f drugs o f abuse, a l o o k a t t h e disease process and t r e a t m e n t m o d a l i t i e s , as w e l l as immediate and temporary c a r e g i v e n t o i n d i v i d u a l s i n a drug emergency. I t w i l l pay, s p e c i a l a t t e n t i o n t o t h e drug problems a f u t u r e teacher m i g h t have t o deal w i t h i n t h e classroom s e t t i n g . Grades w i l l be determined by 2 w r i t t e n t e s t s c o v e r i n g t h e l e c t u r e s and t e x t book. T h i s o f f e r i n g equals o n l y 1/2 course c r e d i t . Prerequisites: Distribution: Time: I None No (January 16 - 26) Room: Gym 12 RECREATIONAL ACTIVITIES AND RHYTHMS HEALTH AND PHYSICAL EDUCATION I n s t r u c t o r : LaVonne Peterson 55232 Theory and p r a c t i c e i n t e a c h i n g r e c r e a t i o n a l a c t i v i t i e s , s o c i a l r e c r e a t i o n , q u i e t games, l o w o r g a n i z e d games, noon hour a c t i v i t i e s , camp n i g h t s , m o d i f i e d games, s i m p l y r h y t h m i c games, f o l k and square dancing . This offering Time: equals o n l y 112 course c r e d i t . I (January 3 - 15) Room: Me1by MODERN DANCE HEALTH AND PHYSICAL EDUCATION 55373 I n s t r u c t o r : Pamela Paulson An i n t r o d u c t o r y course i n modern dance technique and c r e a t i v e composition i n c l u d i n g e x p l o r a t i o n o f movement, energy, form and design. No previous experience necessary. This o f f e r i n g equals o n l y 112 course c r e d i t . Time: I (January 3 - 15) Room: Me1by OF ARMS AND THE MAN: WARFARE IN THE ANCIENT WORLD HISTORY 561 36156336 I n s t r u c t o r : Richard Nelson Through primary and secondary sources t h i s course w i l l consider the causes and consequences o f war i n a n c i e n t Mediterranean World. Strategy and t a c t i c s , techno1 ogy and personal iti es w i 11 be major considerations. Students w i l l be r e q u i r e d t o complete a term p r o j e c t . While a paper w i l l be acceptable, students w i l l be urged t o do something l e s s t r a d i t i o n a l e.g. map work, t e r r a i n a n a l y s i s , b a t t l e planning, model b u i l d i n g , e t c . While war gaming i s o f g r e a t i n t e r e s t , t h i s course w i l l n o t be i n v o l v e d w i t h t h a t phenomenon. Students e n r o l l i n g f o r upper d i v i s i o n c r e d i t w i l l be r e q u i r e d t o complete a more complex p r o j e c t than lower d i v i s i o n r e g i s t r a n t s . Prerequisites: Distribution: Time: I None Yes Room: Main 19 MODERN JAPAN AND SOUTH KOREA: FOCUS ON TOKYO, KYOTO, HIROSHIMA AND SEOUL HISTORY 5 6 2 5 5 / 5 6 4 5 5 I n s t r u c t o r : Khin Khin Jensen The modern h i s t o r y o f Japan and South Korea w i l l be examined throuqh a s p e c i a l focus on t h e s i s n i f i c a n c e s k K o t o , ~ i r o s h i m a-and ~ e o u l . o f 4 major c i t i e s : ~ o o, Topics t o be e x p l o r e d i n c l u e urban and economic development, p o l l u t i o n , I m p e r i a l i s m , C h r i s t i a n missions, World war 11, t h e Korean war, c u l t u r a l l i f e and t h e changing r o l e o f Japanese and Korean women. F i l m s , s l i d e s , Japanese and Korean c u l t u r a l resources f r o m t h e T w i n - c i t i e s w i l l be u t i l i z e d . There w i l l be some f i e l d t r i p s t o observe Japanese and Korean products, a r t i f a c t s and cooking. Students should budget $10.00 - $12.00 f o r t h e f i e l d t r i p . -a- F i n a l grades w i l l be based on p a r t i c i p a t i o n i n c l a s s d i s c u s s i o n s , a c t i v i t i e s and f i e l d t r i p s as w e l l as a f i n a l exam. Upper d i v i s i o n s t u d e n t s w i l l be expected t o do a p r o j e c t . Prerequisites: Distribution: Time: I None Yes Room: Library 1 HISTORY 56358 I n s t r u c t o r : Carl C h r i s l o c k A survey o f Norwegian-American h i s t o r y from ca. 1825 t o 1925. Emphasis i s on process o f coming t o terms w i t h American s o c i e t y , and on d i s s i m i l a r pace o f "accul t u r a t i o n " and "assimi 1a t i o n " . Aids t o i n s t r u c t i o n w i l l include a text, a v a r i e t y o f selected Both l e c t u r e readings, and a u d i o - v i s u a l m a t e r i a l and c l a s s d i s c u s s i o n w i l l be employed. Grades w i l l be based on performance i n d i s c u s s i o n and on an examination. Weather p e r m i t t i n g , one f i e l d t r i p w i l l be organized. Each s t u d e n t i s expected t o c a r r y through a s p e c i a l p r o j e c t planned i n c o n s u l t a tion with instructor. . Students who have taken H i s t o r y 56331 Scandinavian 80331 may n o t r e g i s t e r f o r t h i s course. Time: I1 Room: Main 11B RELIGION 87315 I n s t r u c t o r : Frederick Hale Has t h e church s a c r i f i c e d i t s freedom t o be t h e church? T h i s course w i l l e x p l o r e v a r i o u s problems between churches and c i v i l governments p a s t and present. The p e r i o d up t o about 1800 w i l l be handled b r i e f l y , t h e 1 9 t h and 20th c e n t u r i e s i n more d e t a i l , f o c u s i n g on Germany, Scandinavia, and t h e United States. There w i l l be one s h o r t research paper and one o r two exams. Prerequisites: Distribution: Time: I R e l i g i o n 111 o r 221 Yes Room: Main 8 SEX AND THE SUPREME COURT POLITICAL SCIENCE 85379 I n s t r u c t o r : My1es Stenshoel A study o f t h e j u d i c i a l p o l i c y making i n cases d e a l i n g w i t h gender-based d i s c r i m i n a t i o n , a b o r t i o n , obscenity and o t h e r sex-re1 ated issues Students w i 11 research, analyze and c r i t i c i z e o p i n i o n s o f t h e U n i t e d States Supreme Court i n one o f these o r r e l a t e d areas, p r e s e n t i n g t h e i r f i n d i n g s b o t h t o t h e group and i n a research paper. . Prerequisites: Time: I1 . . Pol Sci 170, 370, o r 371, o r permission o f i n s t r u c t o r . Room: Main 19 THE REEL HERO: MALE AND FEMALE ROLES IN AMERICAN FILM IWTERDISCIPLINARY 6 0 1 07 I n s t r u c t o r s : Don Warren Joe Volker Students i n t h i s course w i l l e x p l o r e t h e concept o f t h e male and female "hero" i n American f i l m . Class discussions w i l l focus on v a r i o u s kinds o f "heroes" and what these characters r e v e a l about t h e f i l m i n d u s t r y and t h e c u l t u r e which produced them: students w i l l view i n c l a s s f i l m s which p o r t r a y t h e t r a d i t i o n a l hero, t h e romantic hero, t h e r e b e l hero, and t h e anti-hero. I n a d d i t i o n , students w i l l study f i l m composition and e d i t i n g and t h e e f f e c t s these f i l m techniques have upon t h e audience. Course o b j e c t i v e s w i l l be evaluated through an o b j e c t i v e t e s t on f i l m theory, t h e keeping o f s t u d e n t j o u r n a l s , and an essay f i n a l examination. A l a b f e e o f $5.00 w i l l be charged each student t o h e l p d e f r a y c o s t s o f f i l m r e n t a l s . Prerequisites: Distribution: Time: I1 None No Room: Science 123 INTERDISCIPLINARY 60308 Instructor: Catherine Nicholl A study o f women i n V i c t o r i a n England, considering the preva i 1 i n g images o f and theories about women, t h e i r actual condi tion--1 egal , social , and economic-and t h e i r achievements. Materials used n i l 1 include V i c t o r i a n novels, essays, poetry, p a i n t i n g s , l e t t e r s , biographies, journals, documents, and h e a l t h and harn~rnaking manuals . Speci f i e t o p i c s s t u d i e d , e i t h e r by t h e class a s a whole o r by individuals, may include women a t home ( w i v e s and daughters), domestic s e r v a n t s , governesses, factory workers, p r o s t i t u t e s , women k sduccaion, early femini s t s , the s u f f r a g e movement, family planning, and such individuals a s Florence Nightingale, Jane Carlyle, Josephine But1 e r , and Elizabeth Barrett Browning. In add4 t i o n t o reading and class discussion, each student w i l l work on a substantial project leading e i t h e r t o a paper o r ( i n most cases) a c l a s s presentation. Prerequ i s i t e s : None Counts toward Women's Studies C e r t i f i c a t e Time: I1 Room: Library 201 WOMAN POWER: USE IT OR LOSE IT INTERDISCIPLINARY 6031 2 I n s t r u c t o r s : Susan Nash Helen Woe1 f e l ' I f medicine and law were female p r o f e s s i o n s and s o c i a l work and n u r s i n g male p r o f e s s i o n s , who would h o l d t h e power today? What f o r c e s i n f l u e n c e o u r c a r e e r d e c i s i o n s and r o l e s ? How do we as men and women e x e r c i s e c o n t r o l over o u r l i v e s and v o c a t i o n s ? Using a l e c t u r e / d i s c u s s i o n format, s t u d e n t s w i l l e x p l o r e t h e r e l a t i o n s h i p between s e x - r o l e s o c i a l i z a t i o n and r o l e s w i t h i n contemporary s o c i e t y (e.g. s o c i a l workers, teachers, lawyers, nurses, d o c t o r s , counselors, etc.). The c l a s s w i l l examine t h e i n f l u e n c e s o c i e t a l values have on women and power o r t h e l a c k o f i t . C o n s i d e r a t i o n w i l l be g i v e n t o some s p e c i a l h e a l t h needs o f women, resources a v a i l a b l e and r e l a t e d d i s c i p l i n a r y concerns. Eva1 u a t i o n s w i l l be made on t h e b a s i s o f group p r e s e n t a t i o n s and on a paper and penci 1 exami n a t i on. Prerequisites: Any s t u d e n t o f j u n i o r o r s e n i o r s t a n d i n g o r by p e r m i s s i o n o f instructor. Counts toward Women's S t u d i e s C e r t i f i c a t e . Time: I Room: Music 22 WOMEN IN ENGLAND, FRANCE, SPAIN AND ITALY: A FEMINIST ANALYSIS INTERDISCIPLINARY 60310 I n s t r u c t o r s : Toni C l a r k Mary Ki n g s l ey An i n t r o d u c t i o n t o t h e c u l t u r e s o f England, France, Spain and I t a l y from a f e m i n i s t p e r s p e c t i v e . The h i s t o r i c a l p o s i t i o n o f women w i 11 be examined through assigned reading before t h e I n t e r i m ; t h e images of women presented through t h e v i s u a l a r t s o f each c o u n t r y w i l l be analyzed and discussed. Special a t t e n t i o n given t o drama i n England, and i n t e r v i e w s w i l l be arranged w i t h women from t h e f o u r c o u n t r i e s . Tours o f museums and g a l l e r i e s , plays, reading and discussions included. E v a l u a t i o n based on discussions and a j o u r n a l . Grades w i l l be Pass/No c r e d i t . The c o s t i s $1,095.00 Counts toward Women's Studies C e r t i f i c a t e CULTURES OF MEXICO AND GUATEMALA I n s t r u c t o r s : Bruce Reichenbach Gunta Rozental s The conquering Spaniards discovered i n t h e Americas, n o t bands o f savages, b u t h i g h l y developed and i n t r i c a t e l y s t r u c t u r e d c u l t u r e s . A study o f t h e h i s t o r y , r e 1 i g i o n , government, a g r i c u l t u r a l techniques, and d a i l y l i f e o f two o f these a n c i e n t c u l t u r e s - t h e Aztec and t h e Maya - by l o o k i n g a t what t h e y have l e f t us. The program w i l l v i s i t t h e l a r g e s t a n c i e n t pyramids i n t h e Americas i n Mexico City, analyze t h e i n t r i c a t e stone work i n t h e Yucatan, and e x p l o r e t h e j u n g l e c i t y o f T i k a l i n t h e Guatemalan r a i n f o r e s t . The impact o f Spanish c o l o n i a l r u l e on these s o c i e t i e s w i l l be observed by v i s i t i n g c o l o n i a l s i t e s i n Mexico and b e a u t i f u l , volcano-surrounded Antigua i n Guatemala. The c o s t w i l l be $975. b a s i s only. O p t i o n A: D i s t r i b u t i o n : Yes Prerequisites: Option B: Grading on a Pass/No c r e d i t Foreign Language Foreign Language 76181 76381 1 term o f c o l l e g e Spanish o r e q u i v a l e n t I n t e r d i s c i p l i n a r y 60381 No p r e r e q u i s i t e s and no d i s t r i b u t i o n . SOME MATHEMATICAL ASPECTS OF MUSIC MATHEMATICS 61 130 I n s t r u c t o r : Ben Cooper I n t h i s course we w i l l examine some o f t h e evidence f o r the often-expressed f e e l i n g t h a t music and mathematics a r e somehow r e l a t e d . A c t u a l l y , t h e r e a r e two kinds o f contact: (1) d i r e c t a p p l i c a t i o n s o f mathematics t o t h e rudiments o r foundations o f music, i n c l u d i n g such t o p i c s as t h e mathematics o f acoustics, tempered tuning, and t h e geometry i n h e r e n t i n t h e r u l e s o f twelve-tone composition; ( 2 ) analogies between t h e ways composers and mathematicians c r e a t e and evaluate t h e i r work, i n c l u d i n g such t o p i c s as the composition o f canons, p r o b a b i l i s t i c t h e o r i e s as t o what c o n s t i t u t e s s t y l e , and a e s t h e t i c t h e o r i e s promulgated by composers who c l a i m t o be i n s p i r e d by mathematics. Grades w i l l be based on homework exercises, most l i k e l y algebraic, geometric, and p r o b a b i l i s t i c problems, f o r which t h e necessary mathematics w i l l be developed i n class. P r e r e q u i s i t e s : Music 101 o r equivalent; some bighschool a1 gebra. Distribution: 7 : I Yes Room: Main 27 INTRODUCTION TO MICROPROCESSOR MATHEMATICS 61365 Instructor: James L. Johnson With t h e advent o f Large Scale Integrations (LSI) technology, i t has become possible to pack all o f t h e control and logic functions of a computer on a few small sol i d - s t a t e '"hips". T h i s arrangement i s commonly cal led a micro-processor. The course wi 11 , a s time permits, investigate t h e following features o f microprocessors: (i ) d i g i t a l components involved; (ii) system super-structure f o r bussing data among these components; (i ii ) p r o g r a m i n g techniques The course wi I 1 i nc1 ude imp1 emen t a t i on o f certain microprocessor configurations with d i g i t a l "chips". Grades will be based on four laboratory assignments and a . final exam. Prerequisites: Introductory programming course or permission of instructor Distribution: No Time: I1 Room: Science 205 MUSICAL THERAPY: A CLINICAL OVERVIEW MUSIC 821 10 I n s t r u c t o r : Roberta M e t z l e r V i s i t a t i o n t o approximately 10 music therapy c l i n i c a l s i t e s and f a c i 1it i e s deal i n g w i t h handicapped i n d i v i d u a l s i n Minnesota. P o s s i b i l i t y o f an o v e r n i g h t t r i p t o a neighboring s t a t e . Classroom discussion o f basics i n the f i e l d o f music therapy. Designed f o r both music therapy undergraduate students as we1 1 as non-therapy majors. - $10.00 f e e t o cover c o s t o f t r a n s p o r t a t i o n . Need f o r f l e x i b i l i t y i n time, as some t r i p s w i 11 be scheduled i n morning, afternoon, e n t i r e day, p.erhaps overnight. ( P r e v i o u s l y offered as I n t r o d u c t i o n t o Music Therapy) Prerequisites: Time: None I Room: Music 4 AMERICAN WIND & PERCUSSION MUSIC FOR AMATEURS MUSIC 82117 Instructor: L a r r y Tal lman T h i s course i s designed f o r students w i t h i n t e r e s t i n instrumental music, b u t w i t h very 1 it t l e p r a c t i c a l background. The c l a s s w i l l study and perform music f o r various combinations o f wind and percussion instruments by American Composers. Solo and ensemble works w i l l be determined by t h e instruments represented i n t h e c l a s s . Amateur performance a b i l i t y on any wind o r percussion instrument i s t h e o n l y p r e r e q u i s i t e . Grading w i l l be based upon p l a y i n g and mental aspects shown w i t h i n t h e class. Distribution: Time: I Yes Room: Music 5 THE ENJOYMENT OF MUSIC MUSIC 82231 Instructor: . Steve Gabrielson The development of western music through t h e study o f s e l e c t e d works o f g r e a t composers from each p e r i o d . Grades w i l l be assigned on t h e b a s i s o f r e c o r d - l i s t e n i n g t e s t s and reading assignments. Prerequi s i t e s : Distribution: Time: I1 None Yes Room: Music 5 TRENDS AND ISSUES IN NURSING NURSING 81320 I n s t r u c t o r s : Carol Hoffman Nancy Ma1colm T h i s course i s intended t o g i v e students a broad p e r s p e c t i v e by i n t r o d u c i n g c u r r e n t t r e n d s and issues i n h e a l t h care and t h e p r o f e s s i o n o f nursing. Many o f t h e issues t o be examined a r e c o n t r o v e r s i a l , . a r e r e l e v a n t t o c u r r e n t p r a c t i c e and have p o t e n t i a l f o r f a r - r e a c h i n g e f f e c t s i n h e a l t h care. Students w i 11 be graded on group p r e s e n t a t i o n s and on w r i t t e n examinations . Prerequisites: Time: I Admission t o Augsburg Nursing Program o r permission o f i n s t r u c t o r Room: Science 213 TOPICS IN SCIENCE AND RELIGION: OR ADAM HAD ATOMS PHILOSOPHY 831 35 I n s t r u c t o r : Kenneth B a i l e y T h i s course w i l l consider some o f t h e areas o f c o n f l i c t , whether r e a l o r otherwise, between s c i e n t i f i c and r e l i g i o u s thought. I t w i l l be l a r g e l y a d i s c u s s i o n course, based upon assigned readings. C h i e f l y , we w i l l be concerned w i t h t h e q u e s t i o n o f whether a r e 1 i g i o u s p o i n t o f view can reasonably be maintained i n a s c i e n t i f i c m i l i e u , and, i f so, what form(s) i t m i g h t take. Prerequisites: Distribution: Time: I1 None Yes Room: Main 25 UNDERSTANDING THE WEATHER PHYSICS 84161 . I n s t r u c t o r : Kenneth Erickson An i n t r o d u c t i o n t o t h e e a r t h ' s weather, i t s causes and character. Designed f o r those i n t e r e s t e d i n weather and weather p r e d i c t i o n , t h i s course seeks t o p r o v i d e students w i t h an understanding of the basfc science p r i n c i pl es r e q u i r e d f o r understanding weat her. I t i s also hoped t h a t students w i l l g a i n an apprecigt i o n f o r t h e o v e r a l l weather p a t t e r n s o f t h e e a r t h and f o r the many and v a r i e d aspects o f weather, i n c l u d i n g t h e i n f l u e n c e weather has on the e a r t h ' s i n h a b i t a n t s . Topics t o be discussed i n c l ude: t h e r e l a t i o n s h i p o f sun, e a r t h and atmosphere; important p h y s i c a l q u a n t i t i e s such as temperature and pressure; clouds and preci p i t a t i on ; unusual condi t i ons Iike tornados and hurricanes; techniques and i n s t r u m e n t a t i o n f o r weather m o n i t o r i n g and c o n t r o l ; and t h e i n f l u e n c e o f weather on p o l l u t i o n . The atmospheres o f some o f t h e o t h e r p l a n e t s i n our s o l a r system w i l l a l s o be reviewed. The study o f o t h e r p l a n e t a r y atmospheres i s a v a r i a b l e a d j u n c t t o t h e study o f t h e e a r t h ' s atmosphere. By comparing observations o f t h e d i f f e r e n t p l a n e t s i t i s p o s s i b l e t o g a i n new i n s i g h t s i n t o t h e manner i n which atmospheric motions, f o r example, depend on the rate o f r o t a t i o n of t h e planets, on t h e d i s t a n c e f r o m t h e sun, and on t h e composition o f t h e atmosphere. Laboratory exercises and experiments w i l l be an i n t e g r a l p a r t o f t h e course. Prerequisites: Distribution: Time: I High School Algebra Yes Room: Science 22 NUCLEAR RADIATION PHYSICS: OAK RIDGE SCIENCE MINIMESTER PHYSICS 84322 Instructor: Kernji t Paul son A study of nuclear radiation w i t h emphasis on applications and "hands-on" laboratory experience f o r the individual student. The course will consist of (1 ) introductory work on radiation detection and measurement (physical science applications) a t Augsburg, ( 2 ) participation in the 1979 Oak Ridge Science Minimester where the student has the opportunity t o design h i s or her course of study from projects i n nuclear radiation physics, radiobiology, radiochemistry, environmental radiation, radioecology, health physics, and radio1 ogi cal safety, and (3) summary and evaluation of the program back a t Augsburg. The course i s a cooperative venture w i t h Oak Ridge Associated Universities--Professional Training Programs, and i s the only opportunity of i t s kind i n the United States. Two weeks of the course will be spent in Oak Ridge, Tennessee u t i l i z i n g the instructional s t a f f and laboratory f a c i l i t i e s of ORAU. These faci 1i t i e s provide the opportunity f o r laboratory experience not normally available t o undergraduate students. Time will be available t o tour the area including the national laboratory and a l s o special energy related 1ectures, featuring s c i e n t i s t s from the national laboratory, will be presented t o the Science Minimester Participants. The cost is approximately $200. Prerequisites: Consent of Instructor Distribution: Time: I Yes Room: Science 30 MEDIA AND POLITICS I N BRITAIN AND EUROPE SPEECH 98344 POLITICAL SCIENCE 85344 I n s t r u c t o r : M i l d a Hedblom T r a v e l t o t h r e e major c a p i t a l s - London, Brussels, and P a r i s - w i l l i n c l u d e study o f t h e r e l a t i o n s h i p s between mass media and p o l i t i c s i n each n a t i o n a l community as we1 1 as i n t h e emerging European community centered i n Belgium. The t e m p t a t i o n t o censor, t h e c a p a c i t y t o i n f l u e n c e , t h e p o t e n t i a l f o r abuse make t h e mass media a s u b j e c t o f i n t e n s e i n t e r e s t t o p r i v a t e c i t i z e n and p u b l i c o f f i c i a l a l i k e . Purpose w i l l be t o understand t h e content, e f f e c t s , uses and p o l i t i c a l r e g u l a t i o n o f mass media through i n t e n s i v e discussions w i t h j o u r n a l i s t s , p o l i t i c i a n s and r e p r e s e n t a t i v e s o f media systems i n each l o c a t i o n . Grade w i l l be based on p a r t i c i p a t i o n i n course events, submission o f a j o u r n a l o r completion (upon r e t u r n ) o f a course r e l a t e d paper o r p r o j e c t . The c o s t i s $1,095.00. Prerequi s it e s : None Distribution: Yes PSYCHOLOGY 861 30186330 I n s t r u c t o r : Grace Dyrud The devel opment o f t h e young c h i 1 d ' s r e p r e s e n t a t i o n of events, w i t h stages and examples i n language, reasoning and judgement. Objectives i n c l u d e p r i n c i p l e s and a p p l i c a t i o n . Two four hours o f class per week w i l l be spent i n a c h i l d care f a c i l i t y . Evaluation w i l l be based on t e s t s , ( o b j e c t i v e and short essay); report on child care f a c i l i t y ; a c h i l d study and 1 book review f o r lower d i v i s i o n c r e d i t . f o r upper d i v i s i o n c r e d i t , a l l above assignments p l u s 2 a d d i t i o n a l book ' reviews ( a p l a n f o r a program o r f a c i l i t y may be s u b s t i t u t e d f o r 1 book review) and a more complex c h i l d study w i l l be required. Prerequisites: Distribution: Time: None Yes Room: Music 23 I1 YOUR PERSONALITY AND ITS MEASUREMENT PSYCHOLOGY 861 55 I n s t r u c t o r : L y l a M. Anderegg - Temperament, character, a t t i t u d e , mood, t r a i t and preference ...these a r e some o f t h e elements thought o f as c h a r a c t e r i z i n g your personal ity. Through the use o f survey, i n v e n t o r y , s e l f - r e p o r t , c h e c k l i s t , preference sc9edul es and o t h e r means, i n v e s t i g a t i o n and e v a l u a t i o n o f your p e r s o n a l i t y w i l l be undertaken. Evaluation w i l l be by t e s t s and papers. Prerequi s i t e s : Psycho1ogy 105 Distribution: Time: Summer No SENSING, PERCEIVING, KNOWING PSYCHOLOGY 86251 I n s t r u c t o r : Richard Marken An ecologTca1 l y o r i e n t e d approach t o t h e study o f perceptual sys terns. Emphasi s on how nervous systems process environmental i n f o r m a t i o n and how t h i s processing r e l a t e s t o t h e adaptive behavior and s u b j e c t i v e experience of organisms. Topics covered i n c l u d e methods o f perceptual measurement, sensory coding, p a t t e r n r e c o g n i t i o n , adaptation t o novel environments (such as o u t e r space), c o g n i t i o n , a r t i f i c i a l i n t e l l i g e n c e and the consequences o f anomalous perception (1 earning d i s o r d e r s , mental i l l n e s s and i l l u s i o n ) . E v a l u a t i o n w i l l be based on t e s t s (probably 2 ) and a term paper. Prerequisites: Distribution: Time: I None Yes Room: Music 23 THE WORLD BECAME FLESH: THEOLOGICAL VALUES INCORPORATED AS AUGSBURG COLLEGE RELIGION 87326 Instructor: Eugene'M. Skibbe This course will lead the student into a study of Augsburg Coll ege as an institutional articulation and ~, e r. o e t u a ton i o f values. Basic t e x t materi a1 will be Carl Chrislockas From Fjord t o Freewa , Dave Wood's Telling --Talesmn h 0 0 l d sel e c t primary source materi a1 The the01o q i cal b a s i s , h i s t o r i c a l development, types o f ~hristian h i g h e r education, nature of values and value aggregates, the future o f values as relates t o Augsburg College will be some o f the problenis exam3 ned. The study w i 1l be carried o u t by means o f lectures, speakers, discussion, a research project (paper) and several exams. . Prerequisites: Distribution: Time: I Religion 111 or 221 Yes Room: Music 25 - CHRISTIAN WORSHIP ITS THEOLOGY AND HISTORY RELIGION 87369 I n s t r u c t o r : Charles Anderson A study o f t h e o r i g i n and development, theology and phenomenology o f C h r i s t i a n worship. Current forms w i l l be analyzed and observed. Special a t t e n t i o n w i l l be given t o t h e most f o r m a t i v e o f t h e t r a d i t i o n s , e.g. t h e Mass o f t h e Roman C a t h o l i c Church, and t h e v a r i o u s Reformation r i t e s . Lectures, discussion, v i s i t s t o contemporary services, and e x t e n s i v e reading. Eva1 u a t i o n on c l a s s p a r t i c i p a t i o n , course p r o j e c t and research paper o r examination. Prerequisites: Distribution: Time: I1 R e l i g i o n 111 o r 221 Yes Room : Science 22 PRACTICUM I N H U M A N SERVICES SOCIAL WORK 95257 Instructor: Staff Freshmen and sophomores! Are you a helping person? Would you like t o experjence human service i n a social agency? ThSs course will provide f o r you t h e opportunity t o serve as a volunteer in a real human Students w i 11 sel e c t pl accrnents s e r v i c e s e t t i ng requiring t h i r t y hours a week as volunteers. Students should meet w i t h various human service professionals to observe and discuss service delivery. On-campus weekly rev?ew conferences and supparti ve academic work w i 1 l integrate t h e practicum. This experience s h o u l d h e l p s t u d e n t s decide whether or n o t t o pursue human services education during t h e remainder o f their - . college careers. Students registering f o r t h i s course will be asked to meet with instructors early in December to arrange f o r placements. Prerequisites: Time: I None Room: Main 25 EGYPT: SOCIAL SERVICES AND PUBLIC POLICIES I N A DEVELOPING COUNTRY SOCIAL WORK 95470 I n s t r u c t o r : Doug P e r r y A s t u d y o f s o c i a l s e r v i c e s and p o l i c i e s o f a developi n g c o u n t r y framed i n t h e c u l t u r e o f an a n c i e n t c i v i l i z a t i o n . L e c t u r e s a t E g y p t i a n u n i v e r s i t i e s and o n - s i t e a t s o c i a l s e r v i c e s , v i s i t s t o modern and a n c i e n t communities from Aswan on t h e m i d d l e N i l e t o A l e x a n d r i a on t h e Mediterranean, a day w i t h E g y p t i a n f a m i l i e s . E g y p t ' s r i c h works o f a r t and monuments o f h i s t o r y w i l l be i n c l u d e d , as w i l l a s t o p t o l o o k a t t h e marine l i f e o f t h e Red Sea. A r a r e o p p o r t u n i t y t o view a modern c o u n t r y d e v e l o p i n g o u t o f " t h e Cradle o f C i v i l i z a t i o n . " Grading w i l l be on a Pass/No C r e d i t b a s i s and based on p a r t i c i p a t i o n i n course events and submission o f a log. The c o s t w i l l be $1,250.00 ' MORAL/POLITICAL MEDICAL ISSUES OF ABORTION SOCIAL WORK 95400 I n s t r u c t o r : Edwina Hertzberg Here i s an o p p o r t u n i t y t o examine i n an academic f a s h i o n the many f a c e t s o f t h i s c o n t r o v e r s i a l question. There w i 11 be selected readings, f a c u l t y and guest l e c t u r e s . Students w i l l be expected t o master reading and assignments and t o submit a f i n a l research paper on one o f t h e component o f the s u b j e c t . Non-social work majors a r e welcome. This course c a r r i e s o n l y 1/2 course c r e d i t . Students wishing an c r a m i n independent work addi t i onal 1/=curse should c o n s u l t t h e i n s t r u c t o r before t h e beginning o f interim. Prerequisites: Time: J u n i o r standing o r permission o f instructor I 1 (January 3-15) Room: Music 25 FIELD WORK Ill SOCIAL WORK 95466 I n s t r u c t o r : Edwina Hertzberg T h i s course i s a c o n t i n u a t i o n o f e d u c a t i o n a l l y focused f i e l d placement i n a s o c i a l s e r v i c e agency ( F i e l d Work 11). Students w i 11 spend 15 hours per week i n f i e l d placement, plus one hour p e r week i n f a c u l t y f a c i l it a t e d s u p p o r t i v e seminar h e l d on campus. W r i t t e n e ~ a l ~ q t i o nwsi l l be made by the F i e l d Work I n s t r u c t o r using p r e v i o u s l y developed c o n t r a c t and s o c i a l work e v a l u a t i o n forms. 1/2 course c r e d i t . This course c a r r i e s o n l y P r e r e q u i s i tes: Time: 4:OO-5:00 F i e l d Work I 1 Room: Music 25 SOCIOLOGY 941 21 I n s t r u c t o r : Robert W. Grams Both t h e p o p u l a r press and i n f o r m a l d i s c u s s i o n s suggest an increased concern about t h e v i a b i l i t y o f o u r i n s t i t u t i o n s and s o c i a l r e l a t i o n s h i p s . One c o n s t a n t l y hears about t h e l a c k o f cohesiveness o f f a m i l i e s , t h e dehumanizing e f f e c t s o f l a r g e o r g a n i z a t i o n s , problems r e g a r d i n g t h e d i s t r i b u t i o n o f w e a l t h and p o l i t i c a l power, t h e mounting c r i m e . rate, the i n a b i l i t y o f our i n s t i t u t i o n s t o r e h a b i l i t a t e c r i m i n a l s , and so f o r t h . The course p r o v i d e s an overview o f what t h e s o c i o l o g i s t has t o o f f e r i n r e g a r d t o such issues. More s p e c i f i c a l l y , t h e course c o n s i s t s o f a s e t o f u n i t s -- each o f w h i c h p r o v i d e s an overview o f t h e s o c i o l o g i s t ' s a n a l y s i s o f some aspect o f s o c i a l l i f e . Each u n i t w i l l be approached through a combination o f l e c t u r e s , r e a d i n g s , d i s c u s s i o n s and assignments designed t o h e l p t h e s t u d e n t a p p l y what i s b e i n g l e a r n e d . Student grades w i l l be based on t e s t s c o n s i s t i n g o f b o t h " o b j e c t i v e " and essay q u e s t i o n s . Prerequisites: Distribution: Time: I1 None Yes Room: Main 28 NEIGHBORHOODS: "DOWN AND OUT" OR "UP AND SOCIOLOGY 9421 9/94319 Instructor: Garry W. Hesser Currently b o t h p u b l i c and p r i v a t e activities are stressi ng t h e central importance o f "nei ghborhoods" a s t h e key do the survival and resurgence of the c i t y . T h i s course, will utilize the Twin Cities and persons currently engaged in neighborhood processes in order t o assess whether renewed neighborhood a c t i v i t y is a "last gasp" before the obituary or a renaissance o f new hope for the central c i t y . Upper d i v i s i o n credit may be obtained by more e x t e n s i v e analysis o f information on neighborhoods. Students will investigate one neighborhood, w r i t i n g a paper for thejr primary synthesis o f t h e concepts and methodology associated w i t h t h e course. In addition, there will be discussion evaluations and one "mid-term" exam. Prerequisites : None Di stri buti on: Urban requirement Time: I Room: Main 18 SOCIOLOGY 9431 0 I n s t r u c t o r : Gordon Nelson A study o f Twin C i t i e s e t h n i c neighborhoods as a l o c u s o f community i n m e t r o p o l i t a n l i f e . During h i s campaign f o r t h e Presidency, Jimmy C a r t e r i n t i m a t e d t h a t t h e r e m i g h t be some value i n t h e p r e s e r v a t i o n o f e t h n i c " p u r i t y " i n urban neighborhoods. By f o c u s i n g on l o c a l e t h n i c neighborhoods, t h e course w i l l attempt t o understand what C a r t e r m i g h t have meant and why h i s statement generated so much controversy. T h i s course w i l l i n c l u d e f i e l d t r i p s , readings i n t h e s o c i o l o g y o f community and e t h n i c i t y , group p r o j e c t s , and a f i n a l examination. P r e r e q u i s i t e s : Sociology 121 Distribution: Time: I Urban requirement Room: Main 28 THE URBAN EXPERIENCE I N THE FAR WEST: FROM PIONEER CITY TO MODERN METROPOLIS 3C SOCIOLOGY 9431 5 Instructor: Joel Torstenson a 2 This course provides an opportunity to experience the functions, forms, images and issues of the c i t i e s of the f a r west, particularly Seattle, San Francisco, Los Angeles and Phoenix. In addition to preparatory lectures and readings, students will be provided guided tours, audio visual presentations and v i s i t s with urban planners and urbanologists in each of these four c i t i e s . a1 c Students will be required to maintain a journal/log of urban learning experiences and to prepare essays on major questions presented a t the beginning of the course. The essays and log must be ready the final day of class. Grading will be on a Pass/ No c r e d i t basis only. rm Prerequisites: Membership in Augsburg touring choir. Distribution: Urban requirement OTHER COURSES These courses a r e o f f e r e d by i n s t i t u t i o n s o r groups n o t connected w i t h Augsburg b u t have been approved f o r c r e d i t by t h e c o l l e g e . Most c a r r y a t u i t i o n c o s t p l u s o t h e r expenses which a r e t h e r e s p o n s i b i l i t y o f t h e student. F u l l e r d e s c r i p t i o n s and d e t a i l s f o r r e g i s t e r i n g are available i n the Interim O f f i c e o f t h e College. 55106 SKI INTERIM (Park City, Utah) A comprehens i ve program i n v o l v i ng 1essons and seminars f o r a l l from novices t o experts. A package f e e o f $565 includes e v e r y t h i n g except meals and t r a n s p o r t a t i o n t o Utah. 58120, 58208 Three courses a r e o f f e r e d by Wilderness on t h e edge o f t h e Boundary Waters Canoe Area i n Nothern Minnesota. One course (Northwoods L i f e S t y l e ) w i l l be l e d by Richard Hanson o f Luther College. T o t a l c o s t f o r e v e r y t h i n g b u t t r a n s p o r t a t i o n t o t h e Wilderness s i t e w i l l be from $250 t o $300. 85399 Washington I n t e r i m A study i n t e r n s h i p program i n Washington D.C. i n connection w i t h t h e Washington Center f o r Learning A1 t e r n a t i v e s . I n f o r m a t i o n on p r o j e c t s , housing and finances from Professor Hedblom i n Memorial 117A. I t i s t h e p o l i c y o f Augsburg College n o t t o d i s c r i m i n a t e on t h e b a s i s o f race, creed, n a t i o n a l o r e t h n i c o r i g i n , age, m a r i t a l s t a t u s , sex o r handicap as r e q u i r e d by T i t l e I X o f t h e 1972 Educational Amendments o r S e c t i o n 504 o f t h e R e h a b i l i t a t i o n A c t o f 1973 as amended i n i t s admissions p o l i c i e s , educational programs, a c t i v i t i e s and employment p r a c t i c e s . lei br vi tt e: e ar e: ar UC wi PE 'eF C nc
Show less